The main objective of this study was to evaluate the effects of the introduction of educational videogames into the classroom, on learning, motivation, and classroom dynamics. These effects were studied using a sample of 1274 students from economically disadvantaged schools in Chile. The videogames were specifically designed to address the educational goals of the first and second years of school, for basic mathematics and reading comprehension. The sample was divided into experimental groups (EG), internal control groups (IC) and external control groups (EC). Students in the EG groups, used the experimental video games during an average of 30 h over a 3-month period. They were evaluated on their acquisition of reading comprehension, spelling, and mathematical skills, and on their motivation to use video games. Teachers' expectations of change due to the use of video games, their technological transfer, and handling of classroom dynamics, were assessed through ad hoc tests and classroom observations. The results show significant differences between the EG and IC groups in relation to the EC group in Math, Reading Comprehension and Spelling, but no significant differences in these aspects were found between the EG and the IC groups. Teacher reports and classroom observations confirm an improvement in motivation to learn, and a positive technological transfer of the experimental tool. Although further studies regarding the effects of learning through videogame use are imperative, positive effects on motivation and classroom dynamics, indicate that the introduction of educational video games can be a useful tool in promoting learning within the classroom. #

Purpose: The aim of this study is to evaluate the entrance dose of an imaged cylindrical phantom with a KV‐CBCT, using thermoluminescence dosimetry, for different settings. Methods: A KV‐CBCT unit, integrated in the Elekta Synergy linear accelerator, was used to image the commercial phantom Catphan 504. Dose measurements were performed with TLD‐100 chips distributed around the phantom surface for 100 and 120 KVp values, for different collimator cassettes and nominal values of mA (from 25 to 100) and ms (from 40 to 10), keeping the product constant. Results: The dose was not uniform over the surface for the same parameters, with differences up to 20%, being the largest dose at the posterior position. As expected, the dose increased with KVp, being the dose values for the 120 KVp around 60% larger than for the 100 KVp. Different superficial doses were obtained for collimators with the same projected field size at the isocenter. An average 25% increase in dose was observed for the S20 collimator cassette with respect to the M20, for the complete rotation of the unit. The largest relative dose was obtained for the posterior position, with 120KVp, using the S20 collimator. Eventhough mA*ms kept constant, for each KVp, entrance dose increased with mA. Conclusion: The variation over the surface could be attributed to the different relative proximity to surrounding scatter material (e.g., floor, walls, etc.). There is a clear impact of collimator cassette selection on the dose to the surface, being larger for smaller FOVs. This effect is minimized clinically; as when using smaller FOVs, a complete rotation is not required for image reconstruction (the S20 collimator is centered). Effectively, the collimator displacement to obtain larger FOVs, produces lesser dose. This Result could be explained by the heel effect, as it generates a reduced intensity towards the anode.