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Persuasive Software Features in a Health Behavior Change Support System for Microentrepreneurs: Perceived Persuasiveness, Effort and Effectiveness
No full textAbstract
This study explores perceptions of persuasive software features and their influence on perceived persuasiveness, effort, and effectiveness in a health behavior change support system (HBCSS) for microentrepreneurs. We examined a subset of 113 participants in randomized controlled trial study by using Partial Least Squares Structural Equation Modeling (PLS-SEM). We found that 69.7% of Computer-Human Dialogue Support features (R²=0.697) were explained largely by System Credibility and Primary Task Support features. Additionally, 59.5% of Perceived Effectiveness (R²=0.595) and 32.8% Perceived Effort (R²=0.328) variances were explained by Perceived Persuasiveness. Furthermore, our predictive model yielded a high out-of-sample predictive power. In conclusion, our findings provide practical guidance for designing HBCSS for microentrepreneurs by explaining the interaction between persuasive software features, perceived persuasiveness, effort and effectiveness.Abstract
This study explores perceptions of persuasive software features and their influence on perceived persuasiveness, effort, and effectiveness in a health behavior change support system (HBCSS) for microentrepreneurs. We examined a subset of 113 participants in randomized controlled trial study by using Partial Least Squares Structural Equation Modeling (PLS-SEM). We found that 69.7% of Computer-Human Dialogue Support features (R²=0.697) were explained largely by System Credibility and Primary Task Support features. Additionally, 59.5% of Perceived Effectiveness (R²=0.595) and 32.8% Perceived Effort (R²=0.328) variances were explained by Perceived Persuasiveness. Furthermore, our predictive model yielded a high out-of-sample predictive power. In conclusion, our findings provide practical guidance for designing HBCSS for microentrepreneurs by explaining the interaction between persuasive software features, perceived persuasiveness, effort and effectiveness
An explainable and transparent machine learning approach for predicting dental caries: a cross-national validation study
No full textAbstract
Background:
There has been a notable increase in artificial intelligence (AI) studies in dentistry. However, the inadequate use of proper validation methods has led to overly optimistic performance metrics of machine learning (ML) models. External validation provides evidence of a ML model’s performance with independent datasets and is crucial for generalizability.
Methods:
We developed Extreme Gradient Boosting (XGBoost) models to detect dental caries using easy-to-collect questionnaire data. ML model training was conducted using cross-validation nested resampling with a holdout test set, utilizing NHANES datasets (n = 6070). Performance of the trained model was tested using external data from the Northern Finland Birth Cohorts (NFBC1966 and NFBC1986; n = 3616). To enhance interpretability, beeswarm plots were constructed to visualize variable importance.
Results:
The ML model demonstrated acceptable performance in predicting dental caries on the internal dataset, with an area under the operating characteristics curve (AUC) of 0.785 (95% CI 0.756–0.813). However, the model encountered difficulties in identifying participants with dental caries, as shown by its poor sensitivity of 0.391, despite achieving a high specificity of 0.919. When applied to the external dataset, the ML model encountered significant challenges, with the AUC dropping to 0.550 (95% CI 0.532–0.569), sensitivity decreasing to 0.053, and specificity slightly improving to 0.974. Important variables identified by the model were self-rated condition of teeth and gums, presence of missing teeth, financial status, and time since last dental visit.
Conclusion:
The performance of our ML model during external validation degraded notably compared to the internal validation. However, the XAI methodology exhibited great potential to be used in the future for individualized dental caries risk assessment.Abstract
Background:
There has been a notable increase in artificial intelligence (AI) studies in dentistry. However, the inadequate use of proper validation methods has led to overly optimistic performance metrics of machine learning (ML) models. External validation provides evidence of a ML model’s performance with independent datasets and is crucial for generalizability.
Methods:
We developed Extreme Gradient Boosting (XGBoost) models to detect dental caries using easy-to-collect questionnaire data. ML model training was conducted using cross-validation nested resampling with a holdout test set, utilizing NHANES datasets (n = 6070). Performance of the trained model was tested using external data from the Northern Finland Birth Cohorts (NFBC1966 and NFBC1986; n = 3616). To enhance interpretability, beeswarm plots were constructed to visualize variable importance.
Results:
The ML model demonstrated acceptable performance in predicting dental caries on the internal dataset, with an area under the operating characteristics curve (AUC) of 0.785 (95% CI 0.756–0.813). However, the model encountered difficulties in identifying participants with dental caries, as shown by its poor sensitivity of 0.391, despite achieving a high specificity of 0.919. When applied to the external dataset, the ML model encountered significant challenges, with the AUC dropping to 0.550 (95% CI 0.532–0.569), sensitivity decreasing to 0.053, and specificity slightly improving to 0.974. Important variables identified by the model were self-rated condition of teeth and gums, presence of missing teeth, financial status, and time since last dental visit.
Conclusion:
The performance of our ML model during external validation degraded notably compared to the internal validation. However, the XAI methodology exhibited great potential to be used in the future for individualized dental caries risk assessment
Benefits and limitations of Digital Twins in the simulation and optimization of production processes
No full textTässä kandidaatintyössä tarkastellaan digitaalisen kaksosen hyötyjä ja rajoitteita tuotantoprosessien simuloinnin ja optimoinnin näkökulmasta aiheeseen liittyvän kirjallisuuden ja tieteellisten julkaisujen avulla. Tulokset osoittavat, että digitaalinen kaksonen parantaa tuotannon tehokkuutta, ennakoivaa kunnossapitoa ja päätöksen tekoa. Samalla sen käyttöönottoa rajoittavat järjestelmien yhteensopivuus, datan laatu, tietoturva sekä taloudelliset ja osaamiseen liittyvät haasteet.
Työ osoittaa, että digitaalinen kaksonen tarjoaa merkittävää potentiaalia tuotantotekniikassa, mutta vaatii onnistuakseen huolellisuutta ja organisaation sitoutumista
Responses of biogeochemical properties of different soil aggregates to glyphosate application and degradation
No full textAbstract
Relative abundances of adsorption sites increase with the specific surface area of soil particles and aggregates. In turn, larger sorbed-phase distributions may attenuate pesticide biodegradation rates and ecotoxicological effects. Thus, soil aggregate size may be an important determinant of the fate and ecotoxicological effects of glyphosate and its metabolite aminomethylphosphonic acid (AMPA). We investigate the dynamics of glyphosate degradation, AMPA formation, AMPA degradation, and soil biogeochemical properties over 30 days, in soils composed of aggregates of various sizes: bulk soil (<10 mm), and five distinct size classes (2–10, 1–2, 0.25–1, 0.05–0.25, <0.05 mm). Results show that glyphosate and AMPA degradation rates decreased with decreasing aggregate size, but was statistically significantly different from other sizes only for glyphosate in < 0.05 mm aggregates. Soil biogeochemical properties (organic carbon, total nitrogen, total phosphorous, pH, available phosphorous (AP)), enzyme activities (β-glucosidase, N-acetylamino-β-glucosidase, alkaline phosphatase), and their dynamics significantly differed across different aggregate sizes. The biogeochemical effects of glyphosate, and their sensitivities to aggregate size, were relatively large for enzyme activities and AP. This reveals significant effects on soil microbial activity, particularly activity associated with phosphorus cycling. Crucially, the soil biogeochemical response appears faster, larger and longer lasting in small aggregates. Overall, the biodegradation rates of glyphosate and AMPA are substantially less sensitive to aggregate size than their biogeochemical effects are. Therefore, glyphosate and AMPA persistence, which are straightforward to observe and quantify under field conditions, may not be reliable indicators of the durations or effect sizes of various underlying aspects of their environmental ecotoxicities.Abstract
Relative abundances of adsorption sites increase with the specific surface area of soil particles and aggregates. In turn, larger sorbed-phase distributions may attenuate pesticide biodegradation rates and ecotoxicological effects. Thus, soil aggregate size may be an important determinant of the fate and ecotoxicological effects of glyphosate and its metabolite aminomethylphosphonic acid (AMPA). We investigate the dynamics of glyphosate degradation, AMPA formation, AMPA degradation, and soil biogeochemical properties over 30 days, in soils composed of aggregates of various sizes: bulk soil (<10 mm), and five distinct size classes (2–10, 1–2, 0.25–1, 0.05–0.25, <0.05 mm). Results show that glyphosate and AMPA degradation rates decreased with decreasing aggregate size, but was statistically significantly different from other sizes only for glyphosate in < 0.05 mm aggregates. Soil biogeochemical properties (organic carbon, total nitrogen, total phosphorous, pH, available phosphorous (AP)), enzyme activities (β-glucosidase, N-acetylamino-β-glucosidase, alkaline phosphatase), and their dynamics significantly differed across different aggregate sizes. The biogeochemical effects of glyphosate, and their sensitivities to aggregate size, were relatively large for enzyme activities and AP. This reveals significant effects on soil microbial activity, particularly activity associated with phosphorus cycling. Crucially, the soil biogeochemical response appears faster, larger and longer lasting in small aggregates. Overall, the biodegradation rates of glyphosate and AMPA are substantially less sensitive to aggregate size than their biogeochemical effects are. Therefore, glyphosate and AMPA persistence, which are straightforward to observe and quantify under field conditions, may not be reliable indicators of the durations or effect sizes of various underlying aspects of their environmental ecotoxicities
Adjacent segment degeneration may predict significantly worse leg pain outcomes after lumbar discectomy
No full textAbstract
Objective:
We assessed whether preoperative advanced multisegmental degeneration is associated with worse 1-year outcomes of primary single-level lumbar discectomy.
Materials and methods:
A literature-based scoring system was developed to quantify degeneration in the operated and adjacent lumbar segments, based on advanced phenotypes of common intervertebral disc–related degenerative features. Each segment received a score from 0 to 3: cranial and caudal ≥ 25% endplate damage (EPD) and Modic changes type I (MC1) were assigned 0.5 points each, and Pfirrmann grade ≥ 4 was assigned 1 point. The final adjacent segment degeneration score was calculated as the mean of the operated and adjacent segment scores. Prospectively collected data from primary single-level lumbar discectomy patients operated in a single center between 2017 and 2022 were retrospectively analyzed. Patients were stratified into none-to-mild (≤ 0.5), moderate (0.5 < score < 1.33), and severe (≥ 1.33) degeneration groups, using the 40th and 80th percentile cut-offs. A linear mixed-effects model was employed to assess between-group differences in 1-year improvements in low back (LBP) and leg pain (VAS, 0–100), disability (ODI), and quality of life (EQ-5D-3L).
Results:
Among the 140 patients included (mean age 45.3 years; 57.9% male), all PROMs improved overall. The severe group showed significantly smaller improvements from baseline to 1-year follow-up, with adjusted mean differences in change of 20.2 for LBP, 31.6 for leg pain, and 11.1 for disability relative to the none-to-mild reference group.
Conclusion:
Severe preoperative adjacent segment degeneration may be associated with smaller 1-year improvements in pain and disability after primary single-level lumbar discectomy.Abstract
Objective:
We assessed whether preoperative advanced multisegmental degeneration is associated with worse 1-year outcomes of primary single-level lumbar discectomy.
Materials and methods:
A literature-based scoring system was developed to quantify degeneration in the operated and adjacent lumbar segments, based on advanced phenotypes of common intervertebral disc–related degenerative features. Each segment received a score from 0 to 3: cranial and caudal ≥ 25% endplate damage (EPD) and Modic changes type I (MC1) were assigned 0.5 points each, and Pfirrmann grade ≥ 4 was assigned 1 point. The final adjacent segment degeneration score was calculated as the mean of the operated and adjacent segment scores. Prospectively collected data from primary single-level lumbar discectomy patients operated in a single center between 2017 and 2022 were retrospectively analyzed. Patients were stratified into none-to-mild (≤ 0.5), moderate (0.5 < score < 1.33), and severe (≥ 1.33) degeneration groups, using the 40th and 80th percentile cut-offs. A linear mixed-effects model was employed to assess between-group differences in 1-year improvements in low back (LBP) and leg pain (VAS, 0–100), disability (ODI), and quality of life (EQ-5D-3L).
Results:
Among the 140 patients included (mean age 45.3 years; 57.9% male), all PROMs improved overall. The severe group showed significantly smaller improvements from baseline to 1-year follow-up, with adjusted mean differences in change of 20.2 for LBP, 31.6 for leg pain, and 11.1 for disability relative to the none-to-mild reference group.
Conclusion:
Severe preoperative adjacent segment degeneration may be associated with smaller 1-year improvements in pain and disability after primary single-level lumbar discectomy
Primary teachers’ perceived knowledge of hearing impairment and curriculum adaptations: the mediating role of institutional support for the inclusion of students with hearing impairments
No full textAbstract
An estimated nine million people in Pakistan have some form of hearing loss. Of these, less than 5% out of 1 million deaf children currently attend school [WHO Citation2018. “Addressing the Rising Prevalence of Hearing Loss”]. This study aimed to measure in-service teacher’s perceived knowledge and practice for curriculum adaptation with the mediating role of institutional support in claimed inclusive primary schools registered with the Punjab Welfare Trust for the Disabled (PWTD). A survey was conducted from in-service teachers (n = 200) in primary inclusive schools of Punjab (Pakistan). Descriptive statistics have revealed that on average teachers lack the knowledge of social, cognitive, and emotional development of children with hearing impairment. They also lack the knowledge and practice for the adaptation of content, instruction, and assessment for hearing impairment learners. The structural equation model (SEM) has shown direct relation of the knowledge of manifestations of hearing impairments with curriculum adaptations. SEM has also shown the mediating role of institutional support between knowledge of the different aspects of hearing impairments and different components of curriculum adaptations. This study would be useful for inclusive education institutions to train their teachers and develop practical guidelines to support the inclusion of children with hearing impairment.Abstract
An estimated nine million people in Pakistan have some form of hearing loss. Of these, less than 5% out of 1 million deaf children currently attend school [WHO Citation2018. “Addressing the Rising Prevalence of Hearing Loss”]. This study aimed to measure in-service teacher’s perceived knowledge and practice for curriculum adaptation with the mediating role of institutional support in claimed inclusive primary schools registered with the Punjab Welfare Trust for the Disabled (PWTD). A survey was conducted from in-service teachers (n = 200) in primary inclusive schools of Punjab (Pakistan). Descriptive statistics have revealed that on average teachers lack the knowledge of social, cognitive, and emotional development of children with hearing impairment. They also lack the knowledge and practice for the adaptation of content, instruction, and assessment for hearing impairment learners. The structural equation model (SEM) has shown direct relation of the knowledge of manifestations of hearing impairments with curriculum adaptations. SEM has also shown the mediating role of institutional support between knowledge of the different aspects of hearing impairments and different components of curriculum adaptations. This study would be useful for inclusive education institutions to train their teachers and develop practical guidelines to support the inclusion of children with hearing impairment
Genetic risk factors for pneumonia differ by patient subgroup
No full textSummary
Background:
Pneumonia risk is influenced by demographics, chronic disease burden, lifestyle, and environmental factors. Despite previous genetic studies, the impact of host genetics on pneumonia, particularly within specific patient groups, remains unclear.
Methods:
We conducted genome-wide meta-analyses of pneumonia using data from FinnGen and Estonian biobank, analysing both the general population and patient subgroups based on age at first pneumonia diagnosis, recurrent pneumonia, and asthma status. Additionally, we investigated genetic correlations and causal relationships between pneumonia and other traits.
Findings:
Our study included a total of 110,881 pneumonia cases and 509,253 controls, with subgroup analyses focussing on children (9534 cases, 509,253 controls), working-age adults (53,203 cases, 509,253 controls), elderly individuals (48,144 cases, 509,253 controls), patients with recurrent pneumonia (10,151 cases, 509,253 controls), and patients with asthma (23,943 cases, 54,456 controls). We identified 12 loci including 4 replicated (PTGER4, HLA, MUC5AC, CHRNA5) and 8 novel associations (PTPN22, CRP, CHRNA2, EML6, RP11-541P9.3, TNFSF15, CTD-2028E8.2, HNF1A). Subgroup analysis of children (HLA region), working age adults (CRP, HLA region, MUC5AC), the elderly (CRP, MUC5B, RP11-532E4.3, CHRNA5), recurrent pneumonia (CRP, EML6, RP11-541P9.3, CHRNA2, MUC5AC, CHRNA5) and patients with asthma (CRP) demonstrated significant differences in genetic associations. Loci associated with pneumonia harbour genes mainly related to acute inflammation, T cell development, antigen presentation and lung health. Further, downstream analyses suggest that well-known pneumonia risk factors, such as obesity and smoking, may be causal.
Interpretation:
Genetics of immunology seem crucial to the development of pneumonia in early life, adulthood, and among patients with asthma, while genetics of nicotine dependency and lung health are more pronounced among the elderly and those suffering from recurrent pneumonia.
Funding:
A complete list of sources of funding is provided in the Acknowledgements section.Summary
Background:
Pneumonia risk is influenced by demographics, chronic disease burden, lifestyle, and environmental factors. Despite previous genetic studies, the impact of host genetics on pneumonia, particularly within specific patient groups, remains unclear.
Methods:
We conducted genome-wide meta-analyses of pneumonia using data from FinnGen and Estonian biobank, analysing both the general population and patient subgroups based on age at first pneumonia diagnosis, recurrent pneumonia, and asthma status. Additionally, we investigated genetic correlations and causal relationships between pneumonia and other traits.
Findings:
Our study included a total of 110,881 pneumonia cases and 509,253 controls, with subgroup analyses focussing on children (9534 cases, 509,253 controls), working-age adults (53,203 cases, 509,253 controls), elderly individuals (48,144 cases, 509,253 controls), patients with recurrent pneumonia (10,151 cases, 509,253 controls), and patients with asthma (23,943 cases, 54,456 controls). We identified 12 loci including 4 replicated (PTGER4, HLA, MUC5AC, CHRNA5) and 8 novel associations (PTPN22, CRP, CHRNA2, EML6, RP11-541P9.3, TNFSF15, CTD-2028E8.2, HNF1A). Subgroup analysis of children (HLA region), working age adults (CRP, HLA region, MUC5AC), the elderly (CRP, MUC5B, RP11-532E4.3, CHRNA5), recurrent pneumonia (CRP, EML6, RP11-541P9.3, CHRNA2, MUC5AC, CHRNA5) and patients with asthma (CRP) demonstrated significant differences in genetic associations. Loci associated with pneumonia harbour genes mainly related to acute inflammation, T cell development, antigen presentation and lung health. Further, downstream analyses suggest that well-known pneumonia risk factors, such as obesity and smoking, may be causal.
Interpretation:
Genetics of immunology seem crucial to the development of pneumonia in early life, adulthood, and among patients with asthma, while genetics of nicotine dependency and lung health are more pronounced among the elderly and those suffering from recurrent pneumonia.
Funding:
A complete list of sources of funding is provided in the Acknowledgements section
Age and frailty in anticancer drug regulatory assessment: a comprehensive cohort study of European marketing authorisations 2012-2023
No full textAbstract
Background:
Prevalence of cancer increases with age, but older adults remain underrepresented in pivotal clinical trials. We analysed the representation of older adults and poor performance score patients in initial marketing authorisation (MA) of new anticancer medicines in the European Union (EU).
Materials and methods:
Medicines with an anticancer indication authorised in the EU during the years 2012-2023 were analysed based on public assessment reports (EPARs). We identified original clinical studies and datasets based on the classification in the EPARs.
Results:
One hundred and thirty-seven products and MAs, corresponding with 153 efficacy datasets fulfilled the inclusion criteria. Most studies had enrolled subjects in age groups 65-74, 75-84, and ≥85 years of age; however, the proportion of individuals in these age groups was low. The majority of cases analysed efficacy in patient subgroups of >65 years of age, whereas a minority of studies evaluated efficacy for groups older than 70 years. No differences were observed between time cohorts from 2012-2017 and 2018-2023. Fifty-one percent of datasets allowed inclusion of patients with an Eastern Cooperative Oncology Group performance status of ≥2, whereas the median proportion of these patients was 1.8%. Safety was specifically analysed in subjects of >65 years of age in 92% of MAs. A dedicated discussion on age and/or frailty was identified in 45% of the MAs. Age- or frailty-related Annex II conditions were found in 10 cases.
Conclusion:
Older adults and patients with higher performance scores have been included in the pivotal MA data and analyses, but their proportions have remained low. An opportunity for structured communication on age-related uncertainties is identified.Abstract
Background:
Prevalence of cancer increases with age, but older adults remain underrepresented in pivotal clinical trials. We analysed the representation of older adults and poor performance score patients in initial marketing authorisation (MA) of new anticancer medicines in the European Union (EU).
Materials and methods:
Medicines with an anticancer indication authorised in the EU during the years 2012-2023 were analysed based on public assessment reports (EPARs). We identified original clinical studies and datasets based on the classification in the EPARs.
Results:
One hundred and thirty-seven products and MAs, corresponding with 153 efficacy datasets fulfilled the inclusion criteria. Most studies had enrolled subjects in age groups 65-74, 75-84, and ≥85 years of age; however, the proportion of individuals in these age groups was low. The majority of cases analysed efficacy in patient subgroups of >65 years of age, whereas a minority of studies evaluated efficacy for groups older than 70 years. No differences were observed between time cohorts from 2012-2017 and 2018-2023. Fifty-one percent of datasets allowed inclusion of patients with an Eastern Cooperative Oncology Group performance status of ≥2, whereas the median proportion of these patients was 1.8%. Safety was specifically analysed in subjects of >65 years of age in 92% of MAs. A dedicated discussion on age and/or frailty was identified in 45% of the MAs. Age- or frailty-related Annex II conditions were found in 10 cases.
Conclusion:
Older adults and patients with higher performance scores have been included in the pivotal MA data and analyses, but their proportions have remained low. An opportunity for structured communication on age-related uncertainties is identified
Patients' Experiences on Preoperative Telephone Education in Day Surgery: A Qualitative Study
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Purpose:
To describe the patients’ experiences on preoperative telephone education in day surgery.
Design:
A descriptive, qualitative approach.
Methods:
The data were collected from day surgery patients (n = 31) in 2020 via face-to-face interviews. The themes of interviews were General experiences, Interaction, Patient-centeredness, Goal-oriented treatment, and Development ideas. Deductive-inductive content analysis was used. The Consolidated Quality of Research Reporting checklist was used.
Findings:
General experiences included six main categories: Usefulness, Contents, Benefits, Emotional support, Unnecessariness, and Other education methods. In the interaction, three main categories were formed: Implementation, Opportunity to ask, and Information access challenges. In patient-centeredness, three main categories were formed: Individuality, Wishes, and Role of loved ones. Goal-oriented treatment included two main categories: Awareness and Accessibility. Development ideas for preoperative telephone education also included two main categories: Nothing to develop and Development content.
Conclusions:
Patients express high levels of satisfaction with preoperative telephone education, underscoring the significance of a personalized, individualized, patient-centered, and multichannel approach. To further optimize patient education, innovative strategies and technology integration are needed to enhance communication. These efforts can make telephone education a more effective tool for achieving optimal health outcomes and improving patient experience.Abstract
Purpose:
To describe the patients’ experiences on preoperative telephone education in day surgery.
Design:
A descriptive, qualitative approach.
Methods:
The data were collected from day surgery patients (n = 31) in 2020 via face-to-face interviews. The themes of interviews were General experiences, Interaction, Patient-centeredness, Goal-oriented treatment, and Development ideas. Deductive-inductive content analysis was used. The Consolidated Quality of Research Reporting checklist was used.
Findings:
General experiences included six main categories: Usefulness, Contents, Benefits, Emotional support, Unnecessariness, and Other education methods. In the interaction, three main categories were formed: Implementation, Opportunity to ask, and Information access challenges. In patient-centeredness, three main categories were formed: Individuality, Wishes, and Role of loved ones. Goal-oriented treatment included two main categories: Awareness and Accessibility. Development ideas for preoperative telephone education also included two main categories: Nothing to develop and Development content.
Conclusions:
Patients express high levels of satisfaction with preoperative telephone education, underscoring the significance of a personalized, individualized, patient-centered, and multichannel approach. To further optimize patient education, innovative strategies and technology integration are needed to enhance communication. These efforts can make telephone education a more effective tool for achieving optimal health outcomes and improving patient experience
When minds intertwine : collaborative knowledge construction and group-level regulation in computer-supported collaborative learning
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Collaborative learning is driven by learners’ ability to engage in collaborative knowledge construction through social interaction. Regulation of learning plays an essential role in this process, enabling learners to tackle cognitive, socioemotional, and motivational challenges that arise during collaboration. Despite its recognized importance, the questions of how, when, and why regulation intertwines with knowledge construction remain open. This dissertation investigates the reciprocal interplay between group-level regulation and collaborative knowledge construction in two different tasks.
Three studies based on two datasets comprise this dissertation. In the first dataset, 8th-grade students (N = 35; 9 groups) engaged in a collaborative conceptual drawing task in physics. In the second, 9th-grade students (N = 15; 5 groups) worked together to build a robotic arm in a hands-on task designed supporting the development of generic skills. A process-oriented approach guided the analysis, with in-depth qualitative video coding as the foundation, complemented by speech and physiological data analysis.
The results show that the interplay between knowledge construction and regulation of learning is dynamic, reciprocal, and context dependent. Regulation often emerged in response to moments of cognitive conflict or socioemotional tension tied to knowledge construction or task demands. The results highlight the role of task design in shaping the emergence and quality of both processes. Methodologically, process methods revealed patterns in both observable behaviors and psychophysiological responses, offering insights into how learners coordinate, align, and respond to each other.
This dissertation provides empirical evidence of how regulation and knowledge construction intertwine and interplay in collaborative, contextually situated interactions, enriching the theoretical understanding of these phenomena. For educational practice, the findings emphasize the importance of designing collaborative tasks that support not only cognitive engagement, but also the socioemotional and motivational dimensions of group work. Methodologically, these results can be used for informing the design of support tools and scaffolds. Original papers Zabolotna, K., Malmberg, J., & Järvenoja, H. (2023). Examining the interplay of knowledge construction and group-level regulation in a computer-supported collaborative learning physics task. Computers in Human Behavior, 138, 107494. https://doi.org/10.1016/j.chb.2022.107494 https://doi.org/10.1016/j.chb.2022.107494 Self-archived version Zabolotna, K., Nøhr, L., Iwata, M., Spikol, D., Malmberg, J., & Järvenoja, H. (2025). How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks. International Journal of Computer-Supported Collaborative Learning, 20(2), 171–199. https://doi.org/10.1007/s11412-024-09442-3 https://doi.org/10.1007/s11412-024-09442-3 Self-archived version Zabolotna, K., Törmänen, T., Spikol, D., & Järvenoja, H. (2025). Harnessing the potential of multimodal data for investigating collaborative knowledge construction and group-level regulation of learning: a case study. Manuscript submitted for publication. Tiivistelmä
Yhteistoiminnallinen oppiminen perustuu oppijoiden kykyyn osallistua sosiaalisen vuorovaikutuksen kautta tapahtuvaan tiedonrakentamiseen. Oppimisen säätelyllä on tässä prosessissa keskeinen rooli, sillä se auttaa oppijoita käsittelemään kognitiivisia, sosioemotionaalisia ja motivoivia haasteita, joita yhteistyössä väistämättä syntyy. Vaikka säätelyn merkitys on tunnustettu, on edelleen epäselvää, miten, milloin ja miksi säätely kietoutuu tiedonrakentamisen kanssa. Tämä väitöskirja tarkastelee ryhmätasoisen säätelyn ja yhteistoiminnallisen tiedonrakentamisen vastavuoroista vuorovaikutusta kahdessa erilaisessa tehtävässä.
Väitöskirja koostuu kolmesta tutkimuksesta, jotka perustuvat kahteen aineistoon. Ensimmäisessä kahdeksasluokkalaiset (N = 35; 9 ryhmää) osallistuivat yhteistoiminnalliseen käsitteelliseen piirrostehtävään fysiikan oppitunnilla. Toisessa aineistossa yhdeksäsluokkalaiset (N = 15; 5 ryhmää) rakensivat robottikäden käytännönläheisessä tehtävässä, jonka tavoitteena oli tukea yleisiä oppimisvalmiuksia. Analyysi perustui prosessilähtöiseen otteeseen, jossa keskeisenä menetelmänä oli laadullinen videokoodaus, jota täydennettiin puhe- ja fysiologisella analyysillä.
Tulokset osoittavat, että tiedonrakentamisen ja oppimisen säätelyn vuorovaikutus on dynaaminen, vastavuoroinen ja kontekstisidonnainen. Säätely ilmeni usein vastauksena kognitiivisiin ristiriitoihin tai sosioemotionaalisiin jännitteisiin, jotka liittyivät tiedonrakentamiseen tai tehtävän vaatimuksiin. Tulokset korostavat tehtävän suunnittelun merkitystä prosessien esiintymiselle ja laadulle. Menetelmällisesti prosessimenetelmät toivat esiin sekä havaittavan käyttäytymisen että psykofysiologisten vasteiden piirteitä ja tarjosivat uutta tietoa siitä, miten oppijat koordinoivat, suuntaavat ja mukauttavat toimintaansa toisiinsa nähden.
Tämä väitöskirja tarjoaa empiiristä näyttöä siitä, miten säätely ja tiedonrakentaminen kietoutuvat toisiinsa yhteistoiminnallisissa, kontekstuaalisesti sidotuissa vuorovaikutuksissa, ja syventää näiden ilmiöiden teoreettista ymmärrystä. Käytännön opetuksen näkökulmasta tulokset korostavat tehtävien suunnittelua, joka tukee sekä kognitiivista paneutumista että ryhmätyön sosioemotionaalisia ja motivoivia ulottuvuuksia. Menetelmällisesti tulokset voivat tukea uusien tukityökalujen ja ohjauksen kehittämistä. Osajulkaisut Zabolotna, K., Malmberg, J., & Järvenoja, H. (2023). Examining the interplay of knowledge construction and group-level regulation in a computer-supported collaborative learning physics task. Computers in Human Behavior, 138, 107494. https://doi.org/10.1016/j.chb.2022.107494 https://doi.org/10.1016/j.chb.2022.107494 Rinnakkaistallennettu versio Zabolotna, K., Nøhr, L., Iwata, M., Spikol, D., Malmberg, J., & Järvenoja, H. (2025). How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks. International Journal of Computer-Supported Collaborative Learning, 20(2), 171–199. https://doi.org/10.1007/s11412-024-09442-3 https://doi.org/10.1007/s11412-024-09442-3 Rinnakkaistallennettu versio Zabolotna, K., Törmänen, T., Spikol, D., & Järvenoja, H. (2025). Harnessing the potential of multimodal data for investigating collaborative knowledge construction and group-level regulation of learning: a case study. Manuscript submitted for publication. Academic dissertation to be presented with the assent of the Doctoral Programme Committee of Human Sciences of the University of Oulu for public defence in the Oulun Puhelin auditorium (L5), Linnanmaa, on 20 February 2026, at 12 noonAbstract
Collaborative learning is driven by learners’ ability to engage in collaborative knowledge construction through social interaction. Regulation of learning plays an essential role in this process, enabling learners to tackle cognitive, socioemotional, and motivational challenges that arise during collaboration. Despite its recognized importance, the questions of how, when, and why regulation intertwines with knowledge construction remain open. This dissertation investigates the reciprocal interplay between group-level regulation and collaborative knowledge construction in two different tasks.
Three studies based on two datasets comprise this dissertation. In the first dataset, 8th-grade students (N = 35; 9 groups) engaged in a collaborative conceptual drawing task in physics. In the second, 9th-grade students (N = 15; 5 groups) worked together to build a robotic arm in a hands-on task designed supporting the development of generic skills. A process-oriented approach guided the analysis, with in-depth qualitative video coding as the foundation, complemented by speech and physiological data analysis.
The results show that the interplay between knowledge construction and regulation of learning is dynamic, reciprocal, and context dependent. Regulation often emerged in response to moments of cognitive conflict or socioemotional tension tied to knowledge construction or task demands. The results highlight the role of task design in shaping the emergence and quality of both processes. Methodologically, process methods revealed patterns in both observable behaviors and psychophysiological responses, offering insights into how learners coordinate, align, and respond to each other.
This dissertation provides empirical evidence of how regulation and knowledge construction intertwine and interplay in collaborative, contextually situated interactions, enriching the theoretical understanding of these phenomena. For educational practice, the findings emphasize the importance of designing collaborative tasks that support not only cognitive engagement, but also the socioemotional and motivational dimensions of group work. Methodologically, these results can be used for informing the design of support tools and scaffolds.Tiivistelmä
Yhteistoiminnallinen oppiminen perustuu oppijoiden kykyyn osallistua sosiaalisen vuorovaikutuksen kautta tapahtuvaan tiedonrakentamiseen. Oppimisen säätelyllä on tässä prosessissa keskeinen rooli, sillä se auttaa oppijoita käsittelemään kognitiivisia, sosioemotionaalisia ja motivoivia haasteita, joita yhteistyössä väistämättä syntyy. Vaikka säätelyn merkitys on tunnustettu, on edelleen epäselvää, miten, milloin ja miksi säätely kietoutuu tiedonrakentamisen kanssa. Tämä väitöskirja tarkastelee ryhmätasoisen säätelyn ja yhteistoiminnallisen tiedonrakentamisen vastavuoroista vuorovaikutusta kahdessa erilaisessa tehtävässä.
Väitöskirja koostuu kolmesta tutkimuksesta, jotka perustuvat kahteen aineistoon. Ensimmäisessä kahdeksasluokkalaiset (N = 35; 9 ryhmää) osallistuivat yhteistoiminnalliseen käsitteelliseen piirrostehtävään fysiikan oppitunnilla. Toisessa aineistossa yhdeksäsluokkalaiset (N = 15; 5 ryhmää) rakensivat robottikäden käytännönläheisessä tehtävässä, jonka tavoitteena oli tukea yleisiä oppimisvalmiuksia. Analyysi perustui prosessilähtöiseen otteeseen, jossa keskeisenä menetelmänä oli laadullinen videokoodaus, jota täydennettiin puhe- ja fysiologisella analyysillä.
Tulokset osoittavat, että tiedonrakentamisen ja oppimisen säätelyn vuorovaikutus on dynaaminen, vastavuoroinen ja kontekstisidonnainen. Säätely ilmeni usein vastauksena kognitiivisiin ristiriitoihin tai sosioemotionaalisiin jännitteisiin, jotka liittyivät tiedonrakentamiseen tai tehtävän vaatimuksiin. Tulokset korostavat tehtävän suunnittelun merkitystä prosessien esiintymiselle ja laadulle. Menetelmällisesti prosessimenetelmät toivat esiin sekä havaittavan käyttäytymisen että psykofysiologisten vasteiden piirteitä ja tarjosivat uutta tietoa siitä, miten oppijat koordinoivat, suuntaavat ja mukauttavat toimintaansa toisiinsa nähden.
Tämä väitöskirja tarjoaa empiiristä näyttöä siitä, miten säätely ja tiedonrakentaminen kietoutuvat toisiinsa yhteistoiminnallisissa, kontekstuaalisesti sidotuissa vuorovaikutuksissa, ja syventää näiden ilmiöiden teoreettista ymmärrystä. Käytännön opetuksen näkökulmasta tulokset korostavat tehtävien suunnittelua, joka tukee sekä kognitiivista paneutumista että ryhmätyön sosioemotionaalisia ja motivoivia ulottuvuuksia. Menetelmällisesti tulokset voivat tukea uusien tukityökalujen ja ohjauksen kehittämistä