Due to the lack of life experience and situational experience, it is difficult to arouse pupils’ inner motivation and interest in writing. Therefore, the early stage of Chinese writing may be a challenge for Chinese pupils. In order to solve this problem, a spherical video‐based virtual reality (SVVR) experience learning system was developed to help pupils improve their writing performance and interest. To evaluate the effectiveness of the proposed approach, an experiment was carried out in a primary school in Zhejiang province, China. First, a writing pretest was administered in two grade 4 classes. The researchers then randomly selected 40 pupils of about 10 years old with similar writing abilities, and assigned them to an experimental group, which used the SVVR learning method, and a control group, which used the traditional learning method. The researchers observed and recorded the pupils’ writing process and then, interviewed them. The results showed that there was a significant difference in the comprehensive writing performance of the two groups (F = 6.272; p = .017 < .05). The mean of the experimental group (Mean = 73.85) was higher than that of the control group (Mean = 70.00). Moreover, there were significant differences between the two groups in terms of the thematic coherence, structural integrity and linguistic expressiveness of their writing performance. However, there was no significant difference in the achievement of creative thinking. In the experimental group, different levels of learning behavior engagement could affect the structural integrity and language expression of writing achievements, and the degree of writing learning behavior engagement was highly correlated with reading time. Through the interviews, it was found that the pupils in the experimental group were more satisfied with the SVVR learning method than the control group pupils were with the traditional learning method. What is already known about this topic? Spherical video‐based virtual reality (SVVR) set a simulated environment enabling students to have in‐depth experience in learning contexts. Most SVVR studies focused on speaking and writing in middle schools and colleges, while its impacts on young children’s writing performance is generally ignored. What this paper adds? An SVVR system based on experiencing learning theory was developed to promote young students’ in‐depth experience and perception in descriptive paper writing. The proposed approach promoted students’ writing performances, writing experience and learning behavior engagement. Implications for practice and/or policy SVVR is a potential technology for implementing experiential learning activities, especially in improving thematic coherence, structural integrity and linguistic expressiveness. It is worth promoting such a low‐tech and low‐cost experiential learning approach to other courses.
The branches of fruit trees provide support for the growth of leaves, buds, flowers, fruits, and other organs. The number and length of branches guarantee the normal growth, flowering, and fruiting of fruit trees and are thus important indicators of tree growth and yield. However, due to their low height and the high number of branches, the precise management of fruit trees lacks a theoretical basis and data support. In this paper, we introduce a method for extracting topological and structural information on fruit tree branches based on LiDAR (Light Detection and Ranging) point clouds and proved its feasibility for the study of fruit tree branches. The results show that based on Terrestrial Laser Scanning (TLS), the relative errors of branch length and number are 7.43% and 12% for first-order branches, and 16.75% and 9.67% for second-order branches. The accuracy of total branch information can reach 15.34% and 2.89%. We also evaluated the potential of backpack-LiDAR by comparing field measurements and quantitative structural models (QSMs) evaluations of 10 sample trees. This comparison shows that in addition to the first-order branch information, the information about other orders of branches is underestimated to varying degrees. The root means square error (RMSE) of the length and number of the first-order branches were 3.91 and 1.30 m, and the relative root means square error (NRMSE) was 14.62% and 11.96%, respectively. Our work represents the first automated classification of fruit tree branches, which can be used in support of precise fruit tree pruning, quantitative forecast of yield, evaluation of fruit tree growth, and the modern management of orchards.
Writing is a recording process involving complex dynamic behaviours, which is closely connected with authentic contexts. A free authentic context can form a link with students' life experience and their prior knowledge, so that students' deep writing skills can be stimulated. However, in traditional writing activities, the lack of authentic experience is an important reason for students' poor writing achievements and low behavioural engagement. To address this problem, the current study used a spherical video‐based virtual reality (SVVR)‐supported Chinese composition writing approach, which can provide authentic contexts to support students' deep writing. An SVVR experiential learning model was developed and a quasi‐experiment was conducted in a primary school to verify the effectiveness of the proposed approach. A total of 59 fourth‐grade students from China were recruited and were randomly divided into the experimental group, which adopted the SVVR‐supported learning approach, and the control group, which adopted the non‐SVVR‐supported learning approach. The results show that the proposed approach can promote students' transition of learning behavioural engagement from medium to high, as well as the development of deep writing skills. It was found that students learning with the SVVR approach who acquired better deep writing skills tended to demonstrate better writing performance in relation to linguistic expressiveness and creative thinking than the students learning with the non‐SVVR approach. What is already known about this topic There is an urgent need to use immersive technologies to promote deep learning and stimulate students' learning behavioural engagement in writing. Spherical video‐based virtual reality (SVVR) is one of the immersive VRs with a low technical barrier and low cost, which meets the needs of school settings. SVVR has been applied in areas of language, engineering, science, etc., while its impacts on students' composition writing achievements have generally been ignored, especially in primary schools. The characteristics of immersion, interaction and imagination in SVVR that allow students to have opportunities of experiential learning can potentially promote students' writing performance. What this paper adds A novel experiential learning model supported by the SVVR learning system was developed. An SVVR‐supported composition writing approach based on the proposed experiential learning model was used to promote primary school students' deep writing. It was found that students' composition writing performance, learning behavioural engagement and deep writing skills can be improved by applying the SVVR‐supported learning approach in writing courses. Implications for practice and/or policy It is worth promoting the application of SVVR in school settings because it is a low‐tech and low‐cost method of creating immersive learning environments. The SVVR‐supported composition writing approach is useful for promoting primary school students' deep writing. Further investigations on ...
PurposeGrowing evidence shows that circulating tumor cells (CTCs) become more aggressive after the epithelial–mesenchymal transition (EMT), though the clinical significance of CTCs undergoing EMT in oligometastatic hormone-sensitive prostate cancer (omHSPC) patients has not yet been reported. Accordingly, the aim of this study was to detect the CTC level and investigate the clinical significance of mesenchymal CTCs in omHSPC patients who underwent cytoreductive radical prostatectomy (CRP).Materials and MethodsBlood samples were drawn from 54 omHSPC patients who underwent CRP. The CanPatrol CTC enrichment technique was applied to isolate and identify different phenotypes of CTCs, which were classified as epithelial (E-CTCs), mesenchymal (M-CTCs), or biphenotypic epithelial/mesenchymal (Bi-CTCs). Univariable and multivariable Cox regression analyses were employed to investigate potential prognostic factors for metastatic castration-resistant prostate cancer (mCRPC)-free survival and cancer-specific survival (CSS). The prognostic value of CTCs for CSS and mCRPC-free survival was assessed using time-dependent receiver operating characteristic (ROC) curves and Kaplan–Meier analysis.ResultsCTCs were detected in 51 of 54 patients (94%). E-CTC, M-CTC, and Bi-CTC detection rates were 56%, 67%, and 85%, respectively. A positive correlation was found between the M-CTC count and number of bone metastases (p = 0.012). Time-dependent ROC analysis showed that the M-CTC count had higher predictive power than E-CTC or Bi-CTC for mCRPC-free survival (3-year area under the curve [AUC] values: 0.64, 0.60, and 0.61) and CSS (3-year AUC: 0.86, 0.58, and 0.67). Additionally, time-dependent ROC analysis revealed total CTCs (T-CTCs) ≥5 and M-CTCs ≥2 to be the cutoff points with optimal specificity and sensitivity. Based on multivariable Cox regression, T-CTC and M-CTC counts were both independently associated with CSS and mCRPC-free survival (all p < 0.05), though E-CTCs and Bi-CTCs had no significant prognostic value (all p > 0.05). Patients with T-CTC ≥5 or M-CTC ≥2 had significantly worse mCRPC-free survival and CSS than those with T-CTC<5 or M-CTC<2 (all p < 0.05) after CRP.ConclusionCTC quantification and phenotype characterization provide prognostic information, and M-CTCs can be used as a novel biomarker for omHSPC patients who undergo CRP. The results need to be validated in prospective studies.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.