Kevin P Muldoon, Charlie Lewis, Brian Francis
Using cardinality to compare quantities: the role of social-cognitive conflict in early numeracy
Developmental science
laboratory biosafety priority healthcare institutions traditional laboratory safety teaching students typically receive knowledge passively teachers without active involvement combination experiential learning mobile learning may provide students greater engagement retention application knowledge address issue developed conducted convergent mixed methods study assess feasibility usability wechat mini program wmp named wemed laboratory biosafety education medical laboratory students guangzhou medical university gmu study conducted november 2022 october 2023 among secondyear undergraduate students gmu involved concurrent collection analysis interpretation qualitative quantitative data assess feasibility usability quantitative strand two evaluations conducted via online surveys students n 67 fourweek study period system usability scale sus used evaluate usability selfdeveloped questions used assess feasibility additionally knowledge test administered 6 months program completion qualitative strand fourteen semistructured interviews conducted whereby reflexive thematic analysis utilized analyze interview data overall sus score adequate 6817 sd 1439 acceptability wemed program marginal high range students agreed wemed useful learning biosafety knowledge skills 1314 93 79 1114 agreed easy use intended continue using 6 months significant difference knowledge test scores observed wemed group n 67 2nd year students traditional training group n 90 3rd year students however results interpreted cautiously due absence pretest combination experiential learning mobile learning wmp feasible tool providing laboratory biosafety knowledge skills ongoing improvements made order increase longterm acceptance