Unravelling Orthopaedic Surgeons' Perceptions and Adoption of Generative AI Technologies.

This mixed-methods study investigates the adoption of generative AI among orthopaedic surgeons, employing a Unified Theory of Acceptance and Use of Technology (UTAUT) based survey ( = 177) and follow-up interviews ( = 7). The research reveals varying levels of AI familiarity and usage patterns, with higher adoption in research and professional development compared to direct patient care. A significant generational divide in perceived ease of use highlights the need for tailored training approaches.

Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K-12 education.

The pandemic outbreak of COVID-19 has highlighted an urgent need for infectious disease education for K-12 students. To gather a better understanding of what educational interventions have been conducted and to what effect, we performed a scoping review. We identified and examined 23 empirical researcher- and teacher-designed studies conducted in the last 20 years that have reported on efforts to help K-12 students learn about infectious diseases, with a focus on respiratory transmission.

Constructionist Gaming: Understanding the Benefits of Making Games for Learning.

There has been considerable interest in examining the educational potential of playing video games. One crucial element, however, has traditionally been left out of these discussions-namely, children's learning through making their own games. In this article, we review and synthesize 55 studies from the last decade on making games and learning.

Children's Participation in a Virtual Epidemic in the Science Classroom: Making Connections to Natural Infectious Diseases.

This study investigated students' understanding of a virtual infectious disease in relation to their understanding of natural infectious diseases. Two sixth-grade classrooms of students between the ages of 10 and 12 (46 students) took part in a participatory simulation of a virtual infectious disease, which was integrated into their science curriculum. The results from our analyses reveal that students perceived the simulation as similar to a natural infectious disease and that the immersive components of the simulation afforded students the opportunity to discuss their understandings of natural disease and to compare them to their experiences with the virtual disease.