The survey took place in hospital wards, public services and universities in four Greek cities (Athens, Thessaloniki, Ioannina, and Rhodes) between October 2009 and April 2010, following a convenient sampling approach. Selected hospitals included Asclepeion Hospital—Voula, Athens; General Hospital of Attica “KAT”; General Hospital of Athens “G. Gennimatas”; Papanikolaou General Hospital—Thessaloniki; Ioannina “Chatzikostas” Hospital and Ioannina University Hospital; and Rhodes General Hospital. Educational institutes included Technological Educational Institute of Athens, the Faculty of Physical Education and Sport Science, University of Athens, ASPETE (Technical & Vocational Teacher Training) Institute; Technological Educational Institute of Thessaloniki and Aristotle University of Thessaloniki. Public services included two Fiscal Services (Financial or Tax Offices) in Athens and one in Thessaloniki and one office of Public Power Corporation in Thessaloniki. In the day of the visit all students sitting at various meeting points (like students clubs, libraries hall) and all employees and visitors at the specific public services and in outpatients clinics of the selected hospitals were asked to participate. Anonymous questionnaires were handed over along with a cover letter explaining the purpose of the study, the researchers’ affiliation and contact information, and clearly stating that the answers would be confidentially treated. Finally, 941 responders (55% response rate) completed the questionnaires comprising of PSS-14, a 21-item translated version of Depression Anxiety and Stress scale (DASS-21) [26 (link)] and a symptom check list, which included various stress, anxiety or somatoform-related symptoms [27 ]. Additional questions on basic demographic data such as age, gender, family, occupational and employment status were also included based on their well-known influence on the perception of stressful experiences.
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Educational Technology
Educational Technology
Educational technology refers to the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.
This interdisciplinary field encompasses computer-based instructional systems, multimedia learning, distance education, and the integration of technology into teaching and learning.
Researchers in educational technology investigate how digital tools and media can enhance educational experiences, foster student engagement, and promote effective pedagogical strategies.
The goal is to leverage emerging technologies to optimize learning outcomes, support personalized instruction, and enhance educational equity and accessibility.
This interdisciplinary field encompasses computer-based instructional systems, multimedia learning, distance education, and the integration of technology into teaching and learning.
Researchers in educational technology investigate how digital tools and media can enhance educational experiences, foster student engagement, and promote effective pedagogical strategies.
The goal is to leverage emerging technologies to optimize learning outcomes, support personalized instruction, and enhance educational equity and accessibility.
Most cited protocols related to «Educational Technology»
Anxiety
diacetoxyscirpenol
Educational Technology
Faculty
Gender
Physical Education
Student
In this study, the authors collected both quantitative and qualitative data (see Appendix ). At the beginning of the seminar, the researchers administered a short online survey (Anyango & Suleman, 2018 ) where participants gave their responses regarding their prior knowledge and experience about co-design, games and game elements, and expectations from participating in the study. The survey instruments were administered on a five-point Likert scale (1 = strongly disagree; 5 = strongly agree). Items in the questionnaire were designed by the researchers based on the context of this study and were validated by three CS or educational technology experts prior to being administered (Anyango & Suleman, 2018 ).
Aside from the quantitative data collected during the seminar, the authors used different approaches to collect qualitative data. For example, qualitative data were obtained from sticky note exercises, Zoom chat content, and recordings collected during the seminar (da Costa et al., 2017 ). In addition, voice notes, paper designs, and prototypes were collected asynchronously during the group co-design activities (Spencer et al., 2019 ) (Fig.5 ). In addition, at the end of the OCD process, a semi-structured interview was conducted with a single randomly selected student from each group. The reason for conducting an interview instead of administering a post-questionnaire survey was to gather more specific responses from the students regarding their experience after participating in the OCD process. Besides, the sample size for the participants is small; thus, we considered that an interview would be more meaningful. The interviews were conducted through the Zoom platform.![]()
Aside from the quantitative data collected during the seminar, the authors used different approaches to collect qualitative data. For example, qualitative data were obtained from sticky note exercises, Zoom chat content, and recordings collected during the seminar (da Costa et al., 2017 ). In addition, voice notes, paper designs, and prototypes were collected asynchronously during the group co-design activities (Spencer et al., 2019 ) (Fig.
Portion of the sticky notes from a data gathering exercise
Educational Technology
Ribs
Student
A total of 40 consecutive patients (17 Male, 23 Female) with Knee-OA volunteered for the
study. The main inclusion criterion was a radiographic diagnosis of knee osteoarthritis
classified as 2nd and 3rd grade according to the Kellgren-Lawrence disease severity scale.
Exclusion criteria comprised of any operation to the affected knee and severity outside the
above radiographic limit. In case of any other joint involvement in OA surgical treatment
(i.e. hip), either ipsilateral or contralateral, it should be ≤3 grade Kellgren-Lawrence
scale or it should have been operated at least 1 year before participation in this study.
Our inclusion-exclusion criteria were selected on the basis of targeting a group of
patients, in a crucial stage that the disease is evident, but it does not compromise
functionality to the degree of a severe impairment. Participation of patients with these
characteristics in a functional program, could be beneficial and feasible, potentially
minimizing complications and drop-outs and maximizing functional adaptations of a specific
exercise program. All volunteers who participated in the study were initially briefed on the
experimental procedure and signed a consent form. The experimental design of this study was
approved by the Ethics Committee of the Technological Educational Institute of Western
Greece (School of Health Sciences 4053/13-03-2017). Prior to testing, patients signed the
consent form and completed a medical history report. Subsequently, the functional testing
was performed in the following order: the 6MWT, the TUG, the 30SCT and the 12ST. There was a
10-minute rest between 6MWT and the next functional test (TUG), to ensure adequate recovery.
The rest of the tests were separated by 3-minute intervals. The 6MWT measures the total
distances walked in meters over 6 minutes6 (link)). It was performed on a 4-meter wide corridor, where patients walked
between 2 cones, 30 meters apart. The TUG measures the time needed to rise from an arm chair
with standard seat height (46 cm), walk 3 meters, turn, and return to the initial sitting
position7 (link)). The 30SCT counts the total
number of complete chair stands for 30 seconds8 (link)). The 12 Stair test (12ST) measures the time to ascend and descend a
flight of 12 stairs (18 cm step height). For the TUG, 30SCT and 12ST tests, the best of two
trials was kept for analysis, while the 6MWT was performed only once. Finally,
isokinetic-concentric strength testing took place for knee extensors and flexors (5
repetitions each), at the angular velocities of 120°/sec and 180°/sec on a Biodex System III
(Biodex, Shirley, NY, USA). We chose not to use an even lower velocity (i.e. the commonly
used 60°/s) since it has been shown that slower isokinetic angular velocities mechanically
overload the knee9 (link), 10 ), irritating the joint and exacerbating symptoms. Faster speeds,
unload the joint and according to Bernoulli’s theorem11 ) the faster the speed of moving solid (cartilage in our case) into
liquid (synovial fluid), the lesser the friction. The resulting pain from such a test, would
potentially exacerbate symptoms and subsequently prevent participants from completing the
test and maybe force them out of the study. The Peak Torque adjusted for body weight
(Nm/kg), was the variable used for the analysis.
The association between variables was calculated using Pearson-r correlation coefficients
and the predictability of the functional variables for strength was tested using stepwise
regression analysis. The SPSS (Version 24.0, IBM Corporation, NY, USA) was used for analysis
and the level of significance was set to p=0.05. Pearson-r categorization was made according
to Cohen12 ) (r=0.10 small, r=0.30 medium
and r=0.50 large).
study. The main inclusion criterion was a radiographic diagnosis of knee osteoarthritis
classified as 2nd and 3rd grade according to the Kellgren-Lawrence disease severity scale.
Exclusion criteria comprised of any operation to the affected knee and severity outside the
above radiographic limit. In case of any other joint involvement in OA surgical treatment
(i.e. hip), either ipsilateral or contralateral, it should be ≤3 grade Kellgren-Lawrence
scale or it should have been operated at least 1 year before participation in this study.
Our inclusion-exclusion criteria were selected on the basis of targeting a group of
patients, in a crucial stage that the disease is evident, but it does not compromise
functionality to the degree of a severe impairment. Participation of patients with these
characteristics in a functional program, could be beneficial and feasible, potentially
minimizing complications and drop-outs and maximizing functional adaptations of a specific
exercise program. All volunteers who participated in the study were initially briefed on the
experimental procedure and signed a consent form. The experimental design of this study was
approved by the Ethics Committee of the Technological Educational Institute of Western
Greece (School of Health Sciences 4053/13-03-2017). Prior to testing, patients signed the
consent form and completed a medical history report. Subsequently, the functional testing
was performed in the following order: the 6MWT, the TUG, the 30SCT and the 12ST. There was a
10-minute rest between 6MWT and the next functional test (TUG), to ensure adequate recovery.
The rest of the tests were separated by 3-minute intervals. The 6MWT measures the total
distances walked in meters over 6 minutes6 (link)). It was performed on a 4-meter wide corridor, where patients walked
between 2 cones, 30 meters apart. The TUG measures the time needed to rise from an arm chair
with standard seat height (46 cm), walk 3 meters, turn, and return to the initial sitting
position7 (link)). The 30SCT counts the total
number of complete chair stands for 30 seconds8 (link)). The 12 Stair test (12ST) measures the time to ascend and descend a
flight of 12 stairs (18 cm step height). For the TUG, 30SCT and 12ST tests, the best of two
trials was kept for analysis, while the 6MWT was performed only once. Finally,
isokinetic-concentric strength testing took place for knee extensors and flexors (5
repetitions each), at the angular velocities of 120°/sec and 180°/sec on a Biodex System III
(Biodex, Shirley, NY, USA). We chose not to use an even lower velocity (i.e. the commonly
used 60°/s) since it has been shown that slower isokinetic angular velocities mechanically
overload the knee9 (link), 10 ), irritating the joint and exacerbating symptoms. Faster speeds,
unload the joint and according to Bernoulli’s theorem11 ) the faster the speed of moving solid (cartilage in our case) into
liquid (synovial fluid), the lesser the friction. The resulting pain from such a test, would
potentially exacerbate symptoms and subsequently prevent participants from completing the
test and maybe force them out of the study. The Peak Torque adjusted for body weight
(Nm/kg), was the variable used for the analysis.
The association between variables was calculated using Pearson-r correlation coefficients
and the predictability of the functional variables for strength was tested using stepwise
regression analysis. The SPSS (Version 24.0, IBM Corporation, NY, USA) was used for analysis
and the level of significance was set to p=0.05. Pearson-r categorization was made according
to Cohen12 ) (r=0.10 small, r=0.30 medium
and r=0.50 large).
Acclimatization
Body Weight
Brief Interventions
Cartilage
Educational Technology
Ethics Committees
Friction
Joints
Knee Joint
Males
Operative Surgical Procedures
Pain
Patient Participation
Patients
Retinal Cone
Synovial Fluid
Torque
Voluntary Workers
Woman
X-Rays, Diagnostic
Anabolism
Behavior Therapy
Diabetes Mellitus
Educational Technology
Reflex
We studied the mask interface leakage and deliberate leakage from the exhaust holes of an oronasal mask (Ultra Mirage Medium; ResMed; North Ryde, NSW, Australia) firmly attached to a high-fidelity HPS (HPS 6.1; Medical Education Technologies Inc; Sarasota, FL) [Figure 1 ]. The HPS is a realistic representation of human respiration. It contains a realistic airway and a lung model that undergoes gas exchange (ie, it removes oxygen and adds carbon dioxide to the system). The lung compliance and airway resistance also respond in a realistic manner to relevant challenges. In addition, the HPS produces an airflow pattern that is close to the in vivo human situation and has been applied in previous studies15 (link), 16 (link), 17 (link), 18 (link), 19 (link) to simulate human respiration.![]()
NPPV applied via an oronasal mask (Ultra Mirage Medium; ResMed) that is firmly attached to a high-fidelity HPS. The six small exhaust holes are located on the nasal bridge of the mask. The simulator represented a 70-kg adult man sitting on a hospital bed inclined 45° and was programmed to breathe spontaneously. Lung compliance was set at 35 mL/cm H2O, and the oxygen uptake to 350 mL/min. Tidal volume and respiratory rate were regulated so that a respiratory exchange ratio of 0.8 was maintained during measurements. Typically, this was achieved with a tidal volume of 500 mL at a rate of 14 breaths/min. These conditions represent a patient with mild lung injury.
Adult
Biphasic Continuous Positive Airway Pressure
Carbon dioxide
Education, Medical
Educational Technology
Exhaling
Homo sapiens
Inhalation
Lung
Lung Compliance
Lung Injury
Medical Devices
Mirage porcelain
Nose
Oxygen
Patients
Pressure
Resistances, Airway
Respiration
Respiratory Rate
Tidal Volume
Most recents protocols related to «Educational Technology»
This study was a cross-sectional design that used the STROBE statement checklist. In this study, stratified random sampling was used based on hospital classification and regional distribution in the south-central region of China, which consists of 6 provinces, Henan, Hubei, Hunan, Guangdong, Guangxi, and Hainan. Stratified random sampling is to first divide the overall units into various types (or strata) according to certain criteria, and then to determine the number of sample units from each type according to the ratio of the number of units of each type to the number of units overall, and finally, to draw a sample from each type according to the random principle. Overall units are divided into various types (or strata) according to certain criteria, and then the number of sample units from each type is determined according to the ratio of the number of units of each type to the overall number of units. Finally, samples are drawn randomly from each type. First, the total number of oncology hospitals as of December 1, 2018, was extracted from all hospitals in Central South China; then, the number of tertiary, secondary, and other hospitals in each province was extracted. Second, the ratios of the total number of potentially tested oncology hospitals to the 3 levels of hospitals were calculated separately. Finally, hospitals of each level were randomly selected from each province using the respective ratios. Between January and July 2019, 55 hospitals (30 tertiary hospitals and 25 secondary and lower hospitals) were randomly selected as the sample based on the list of oncology hospitals. All data were obtained from the website of the National Health Commission of the People’s Republic of China (http://www.nhc.gov.cn/wjw/index.shtml ). Tertiary hospitals were defined as specialized medical and preventive technology centers with higher education and research capabilities (at least 500 beds). Secondary hospitals are referred to as regional medical and preventive technology centers (100-499 beds).28 (link)
After the pilot hospitals were identified, the project leaders contacted the management of each hospital through the communication platform of the Chinese Nursing Association. Each administration promoted and invited oncology nurses who met the inclusion criteria and agreed to participate. Each recruited subject was sent a link to a questionnaire assessing sociodemographic information, knowledge, attitudes, and practices regarding the provision of sexual healthcare, communication skills, professional values, and self-efficacy. It took 15-30 minutes to complete the questionnaire. In the end, 2530 nurses participated and completed the questionnaire (response rate of 90.4%).
Inclusion criteria were as follows: (1) registered nurses working in a certified oncology department or other department that receives and treats more than 50% of cancer patients throughout the year, (2) more than 6 months of experience caring for cancer patients, and (c) speaking Chinese. Exclusion criteria were as follows: nurses who (1) worked uninterruptedly during the survey period, (2) experienced a major stressful event, or (3) had a serious physical or mental illness.
The study was initiated after approval by the Institutional Review Board (IRB) of Third Xiangya Hospital of Central South University, and written and verbal informed consent was obtained from each participant. The information and answers of each potential participant were evaluated under conditions of complete anonymity and strict confidentiality.
After the pilot hospitals were identified, the project leaders contacted the management of each hospital through the communication platform of the Chinese Nursing Association. Each administration promoted and invited oncology nurses who met the inclusion criteria and agreed to participate. Each recruited subject was sent a link to a questionnaire assessing sociodemographic information, knowledge, attitudes, and practices regarding the provision of sexual healthcare, communication skills, professional values, and self-efficacy. It took 15-30 minutes to complete the questionnaire. In the end, 2530 nurses participated and completed the questionnaire (response rate of 90.4%).
Inclusion criteria were as follows: (1) registered nurses working in a certified oncology department or other department that receives and treats more than 50% of cancer patients throughout the year, (2) more than 6 months of experience caring for cancer patients, and (c) speaking Chinese. Exclusion criteria were as follows: nurses who (1) worked uninterruptedly during the survey period, (2) experienced a major stressful event, or (3) had a serious physical or mental illness.
The study was initiated after approval by the Institutional Review Board (IRB) of Third Xiangya Hospital of Central South University, and written and verbal informed consent was obtained from each participant. The information and answers of each potential participant were evaluated under conditions of complete anonymity and strict confidentiality.
Chinese
Educational Technology
Ethics Committees, Research
Hospital Administration
Malignant Neoplasms
Mental Disorders
Neoplasms
Nurses
Patients
Physical Examination
Registered Nurse
We analyzed the data inductively. In the initial stage, all four authors conducted open coding on Atlas.TI and met biweekly to compare generated codes and discuss emergent themes. From the codes generated by individual authors, a preliminary list of codes were identified through consensus that included themes such as education goals of machine learning technologies, from machine learning tasks to interventions, problem complexity, and human stakeholder engagement. The authors returned to code selected interviews with the preliminary list of codes, individually, and, in subsequent meetings, discussed and reconciled differences and continued to refine the salient themes. This process was iterated until the authors reached a consensus on the final list of themes and how they were assigned to text. Finally, the first two authors labeled each theme with a short name, wrote up informative definitions, and recoded the dataset in its entirety.
Further details on our data and methods, including summaries of participant information (Dataset S3 ), interview questions (Dataset S4 ), and codes (Dataset S5 ), can be found in the supporting material.
Further details on our data and methods, including summaries of participant information (
Educational Technology
Homo sapiens
Protocol full text hidden due to copyright restrictions
Open the protocol to access the free full text link
Awareness
Educational Technology
Fear
Homo sapiens
Human Body
Student
Teaching Methods
Workers
A quasiexperiment was carried out in the scratch course of a university in Zhejiang Province to evaluate the effectiveness of the teaching model based on the idea of modular programming. The experimental subjects are 60 freshmen, all from the two classes of the 2021 educational technology major who took the Introduction to Fun Makers. The duration of the experiment was from September 2021 to December 2021, for a total of 14 teaching weeks. In this study, the test results of 10 students were randomly selected for display and comparison due to the huge data sample size, and the student numbers were defined as 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10.
Educational Technology
Student
A structured questionnaire by Aguilera-Hermida (2020 (link)) consisting of validated constructs was adopted for this study. The author developed the instrument based on Kemp et al. (2019 (link)) taxonomy. Request for the instrument was sought through email and the author obliged its use and made the instrument available. The relevant sections in the instrument used in the current study are outlined below:1 ). Data analysis was carried out using SPSS, and descriptives as well as Pearson correlation and multiple regression were used in the analyses.
Section A contained questions on demographic information and this included age, gender, faculty, number of courses and respondents’ household structure.
Section B had questions on Attitude, Satisfaction and Motivation. Attitude of respondents towards ERT was based on their preference for online teaching, while data on Satisfaction were based on students’ overall satisfaction with their courses during the ERT. Both constructs were measured based on a 3-point scale (ranging from 1 = Disagree, 2 = Neither agree or disagree and 3 = Agree). On a 4-point response scale (1 = not motivating, 2 = slightly motivating, 3 = motivating, 4 = very motivating), students also rated how the following factors motivated them for learning after the ERT commenced: interaction with lecturers, talking to classmates, school activities, hanging out (studying, talking, eating, etc.), interest in class topics, complete schoolwork and finishing degree/programme. The internal consistency (Cronbach’s alpha) for Motivation was 0.861.
Section C elicited data on Perceived Behavioural Control (Accessibility, Self-efficacy and Ease of use). Questions on Accessibility collected data on extent of respondents’ access to reliable digital device and internet service, Communication platforms (such as Google Classroom, Microsoft Teams, Zoom, etc.) and technical support. These items were each rated on a four-point scale (4 = always, 3 = most of the time, 2 = sometimes, 1 = never). The internal consistency for Accessibility was 0.801.
Data on Ease of use were collected based on respondents’ use of the educational technology during ERT. On a 5-point response scale (5 = very frequently, 4 = frequently (once per week), 3 = occasionally (1 to 2 times per month), 2 = rarely and 1 = Never), participants rated their use of the following: communication tools (Zoom, Teams, Google); online educational platforms (Canvas, Classroom, Blackboard, etc.); social media (LinkedIn, Instagram, TikTok, Facebook, Twitter, etc.); synchronous class sessions (live) and asynchronous videos (sent by lecturers). Good internal consistency was observed in the (Cronbach’s alpha = 0.79) items.
Self-efficacy questions collected data on the respondents’ assessment of how their skills have changed since the commencement of ERT. Students assessed this change on a 5-point response scale (5 = much better, 4 = somewhat better, 3 = about the same, 2 = somewhat worse and 1 = much worse) based on six scholastic abilities which included ‘complete assignments on time’, ‘new learning tools’, ‘successful in classes’, ‘discussion of topics with classmates and lecturers’, ‘manage group projects’, ‘Time management skills’. The internal consistency for Self-efficacy was 0.880.
Section D elicited data on Cognitive engagement, and respondents were asked to compare their school performance now with how they were before ERT using a 5-point response scale (5 = much better, 4 = somewhat better, 3 = about the same, 2 = somewhat worse and 1 = much worse). Cognitive engagement was measured using five items namely ‘knowledge/learning, concentration, class attendance, level of engagement, interest and enthusiasm. The internal consistency for Cognitive engagement was 0.913.
Behavior Control
Cognition
Educational Technology
Faculty
Fingers
Gender
Households
Medical Devices
Motivation
Online Learning
Satisfaction
Student
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The UV-2450 is a double-beam spectrophotometer designed for accurate and reliable UV-Visible absorption measurements. It features a wavelength range of 190 to 1100 nm and a spectral bandwidth of 1.0 nm. The UV-2450 provides high-resolution data collection and advanced data processing capabilities.
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2,9-dimethyl-4,7-diphenyl-1,10-phenanthroline (BCP) is a heterocyclic organic compound. It functions as a charge transport material in optoelectronic devices.
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More about "Educational Technology"
Educational technology, or EdTech, is an interdisciplinary field that focuses on the study and ethical implementation of technologies to enhance learning and improve academic performance.
This dynamic area encompasses computer-based instructional systems, multimedia learning platforms, distance education solutions, and the seamless integration of technology into teaching and learning processes.
Researchers in educational technology investigate how emerging digital tools and media can elevate educational experiences, foster greater student engagement, and promote effective pedagogical strategies.
The goal is to leverage innovative technologies, such as the UV-2450 spectrophotometer, ASAP 2020 analyzer, and SpectraMax Plus 384 microplate reader, to optimize learning outcomes, support personalized instruction, and enhance educational equity and accessibility.
Key subtopics within educational technology include the use of 2,9-dimethyl-4,7-diphenyl-1,10-phenanthroline (BCP) dyes, DMSO and Ethanol solvents, and Milli-Q Plus water purification systems to develop cutting-edge digital learning materials.
Researchers also leverage SPSS software 19.0 for data analysis and Nextera indices for DNA library preparation to inform the design and evaluation of technology-enhanced educational experiences.
By harnessing the power of AI-driven analysis, as demonstrated by PubCompare.ai, educational technology professionals can identify the best protocols from literature, pre-prints, and patents, and pinpoint the optimal products, such as Ammonium acetate, to support their research and development efforts.
This interdisciplinary field continues to evolve, promising to revolutionize the way we teach, learn, and acquire knowledge in the 21st century.
This dynamic area encompasses computer-based instructional systems, multimedia learning platforms, distance education solutions, and the seamless integration of technology into teaching and learning processes.
Researchers in educational technology investigate how emerging digital tools and media can elevate educational experiences, foster greater student engagement, and promote effective pedagogical strategies.
The goal is to leverage innovative technologies, such as the UV-2450 spectrophotometer, ASAP 2020 analyzer, and SpectraMax Plus 384 microplate reader, to optimize learning outcomes, support personalized instruction, and enhance educational equity and accessibility.
Key subtopics within educational technology include the use of 2,9-dimethyl-4,7-diphenyl-1,10-phenanthroline (BCP) dyes, DMSO and Ethanol solvents, and Milli-Q Plus water purification systems to develop cutting-edge digital learning materials.
Researchers also leverage SPSS software 19.0 for data analysis and Nextera indices for DNA library preparation to inform the design and evaluation of technology-enhanced educational experiences.
By harnessing the power of AI-driven analysis, as demonstrated by PubCompare.ai, educational technology professionals can identify the best protocols from literature, pre-prints, and patents, and pinpoint the optimal products, such as Ammonium acetate, to support their research and development efforts.
This interdisciplinary field continues to evolve, promising to revolutionize the way we teach, learn, and acquire knowledge in the 21st century.