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      Empowering the next Generation: An innovative “Kids Save Lives” blended learning programme for schoolchildren training

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          Most cited references24

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          Immersive interfaces for engagement and learning.

          Chris Dede (2009)
          Immersion is the subjective impression that one is participating in a comprehensive, realistic experience. Interactive media now enable various degrees of digital immersion. The more a virtual immersive experience is based on design strategies that combine actional, symbolic, and sensory factors, the greater the participant's suspension of disbelief that she or he is "inside" a digitally enhanced setting. Studies have shown that immersion in a digital environment can enhance education in at least three ways: by allowing multiple perspectives, situated learning, and transfer. Further studies are needed on the capabilities of immersive media for learning, on the instructional designs best suited to each type of immersive medium, and on the learning strengths and preferences these media develop in users.
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            The malleability of spatial skills: a meta-analysis of training studies.

            Having good spatial skills strongly predicts achievement and attainment in science, technology, engineering, and mathematics fields (e.g., Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, 2009). Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training and experience can improve these skills, we meta-analyzed 217 research studies investigating the magnitude, moderators, durability, and generalizability of training on spatial skills. After eliminating outliers, the average effect size (Hedges's g) for training relative to control was 0.47 (SE = 0.04). Training effects were stable and were not affected by delays between training and posttesting. Training also transferred to other spatial tasks that were not directly trained. We analyzed the effects of several moderators, including the presence and type of control groups, sex, age, and type of training. Additionally, we included a theoretically motivated typology of spatial skills that emphasizes 2 dimensions: intrinsic versus extrinsic and static versus dynamic (Newcombe & Shipley, in press). Finally, we consider the potential educational and policy implications of directly training spatial skills. Considered together, the results suggest that spatially enriched education could pay substantial dividends in increasing participation in mathematics, science, and engineering. © 2013 American Psychological Association
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              European Resuscitation Council Guidelines 2021: Systems saving lives

              The European Resuscitation Council (ERC) has produced these Systems Saving Lives guidelines, which are based on the 2020 International Consensus on Cardiopulmonary Resuscitation Science with Treatment Recommendations. The topics covered include chain of survival, measuring performance of resuscitation, social media and smartphones apps for engaging community, European Restart a Heart Day, World Restart a Heart, KIDS SAVE LIVES campaign, lower-resource setting, European Resuscitation Academy and Global Resuscitation Alliance, early warning scores, rapid response systems, and medical emergency team, cardiac arrest centres and role of dispatcher.
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                Author and article information

                Contributors
                (View ORCID Profile)
                Journal
                Resuscitation
                Resuscitation
                Elsevier BV
                03009572
                January 2024
                January 2024
                : 194
                : 110088
                Article
                10.1016/j.resuscitation.2023.110088
                38101506
                5a9899d5-1d7a-4f3e-b52e-d02afda8fec7
                © 2024

                https://www.elsevier.com/tdm/userlicense/1.0/

                https://doi.org/10.15223/policy-017

                https://doi.org/10.15223/policy-037

                https://doi.org/10.15223/policy-012

                https://doi.org/10.15223/policy-029

                https://doi.org/10.15223/policy-004

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