Whole-body scanning may enable maintenance or even acceleration of physical activity and healthy eating, but is unlikely to be useful in promoting initiation of these behaviours. Participants engaged in unhelpful body critique when viewing scans; scanning needs to be confined to contexts where support is provided, to avoid increasing body-related concerns.
Whole-body scanning is increasingly used in the clothing industry, including in large-scale sizing surveys and virtual fitting. However, the impacts of 3D scanning on women's body satisfaction are unclear as no previous studies have investigated impacts in a controlled experiment. This experiment investigated any causal effect of 3D whole-body scanning, as used in clothing applications, on women's body satisfaction. Seventy women aged 18-35 years completed body image measures at baseline, immediately post-test, and two weeks later. At post-test relative to controls and controlling for baseline scores, women randomly allocated to the scanner condition scored significantly higher on Body Areas Satisfaction and significantly lower on Self-classified Weight, and positive effects persisted two weeks beyond the experimental session. Results suggest that whole-body scanning may improve women's body satisfaction and reduce perceived overweight relative to controls, though further research is necessary to examine the reliability of this effect and underlying mechanisms.
Development of key practical skills is fundamental to bioscience courses in higher education. With limitations on access to laboratory time due to the COVID-19 pandemic, a “Bioskills at home” kit was developed to create opportunities for first year undergraduate students to develop these skills using online support resources to guide their activities and build communities of learning. Equipment and activities in this kit enabled students to practice key skills such as pipetting, data handling, experimental design and microscopy, as well as build an online peer learning community through the use of discussion boards and microscopy competitions that encouraged students to explore their local environment. Students who engaged with these activities reported increased confidence in key practical skills. Practical assessment of skills showed that that there was no reduction in the proportion of students who succeeded in achieving the pipetting learning objective compared to previous years, despite a significantly reduced on-campus provision. Although the celebration event to choose the microscopy competition winners was well attended, there was limited use of the discussion boards by students to build a community of learning during the term. Refinement of this initiative will focus on providing greater scaffolding to encourage greater engagement with activities and enhance community building.
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