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1. Impact of Simulation-Based Teacher Professional Development on Student Perceptions of Teaching Practices

   Knezek, Gerald; Christensen, R (March 2024, Association for the Advancement of Computing in Education (AACE))

   Cohen, J; Solano, G (Ed.)

   Assessment of the impact of teacher professional development is seldom accomplished by asking their students. This study addresses whether self-reported changes in teacher practices align with their students’ perceptions of changes in teaching practices. Participants were 39 teachers from two US states that completed at least 15 teaching sessions totaling more than 3.5 hours of teacher professional development (practice teaching) inside the simulated teaching environment of simSchool. The goals of the professional development were remediation of implicit bias in teaching practices and fostering equity in teaching. Pre-post surveys were completed by the teachers before and after the professional development sessions. Concurrent pre and post surveys were administered to 800 of the teachers’ G3-12 students. This study presents the results of examining whether teacher-reported changes in their teaching practices can be shown to align with changes reported by their students. 

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2. Impact of Simulation-Based Teacher Professional Development on Student Perceptions of Teaching Practices

   Knezek, Gerald; Christensen, R (March 2024, Association for the Advancement of Computing in Education (AACE))

   Cohen, J; Solano, G (Ed.)

   Assessment of the impact of teacher professional development is seldom accomplished by asking their students. This study addresses whether self-reported changes in teacher practices align with their students’ perceptions of changes in teaching practices. Participants were 39 teachers from two US states that completed at least 15 teaching sessions totaling more than 3.5 hours of teacher professional development (practice teaching) inside the simulated teaching environment of simSchool. The goals of the professional development were remediation of implicit bias in teaching practices and fostering equity in teaching. Pre-post surveys were completed by the teachers before and after the professional development sessions. Concurrent pre and post surveys were administered to 800 of the teachers’ G3-12 students. This study presents the results of examining whether teacher-reported changes in their teaching practices can be shown to align with changes reported by their students. 

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3. AI-Enabled Personalized Smoking Cessation Intervention With the Aipaca Chatbot: Mixed Methods Feasibility Study

   https://doi.org/10.2196/73319  

   Liu, Yunlong; Calle, Paul; Vadakekut, Mariah; Rubin, Daniel; Nagykaldi, Zsolt; Doescher, Mark; Hightow-Weidman, Lisa; Pan, Chongle; Shao, Ruosi (January 2025, JMIR Formative Research)

   BackgroundTobacco use remains the leading cause of preventable mortality in the United States; yet, evidence-based cessation services remain underused due to staffing constraints, limited access to counseling, and competing clinical priorities. Generative artificial intelligence (GenAI) chatbots may address these barriers by delivering personalized, guideline-aligned counseling through naturalistic dialogue. However, little is known about how GenAI chatbots support smoking cessation at both outcome and communication process levels. ObjectiveThis feasibility study evaluated the implementation of an evidence-based smoking cessation counseling session delivered by a GenAI-powered chatbot, Aipaca. We examined (1) pre-post changes in cessation preparedness, (2) communication dynamics during counseling sessions, and (3) user perceptions of the chatbot’s value, limitations, and design needs. MethodsWe conducted an observational, single-arm, mixed methods study with 29 adult smokers. Participants completed pre-post surveys measuring knowledge of smoking-related health risks and cessation methods, self-efficacy, and readiness to quit. Each engaged in a 30-minute text-based counseling session with Aipaca, powered by GPT-4 and structured using the 5A’s framework (Ask, Advise, Assess, Assist, Arrange). Sessions were transcribed for microsequential conversation analysis. Twenty-five participants completed semistructured interviews exploring perceived value, challenges, and design suggestions. Quantitative data were analyzed with paired-samples t tests, qualitative data were thematically analyzed, and transcripts were analyzed for interactional practices. The methodological strength of this study lies in its triangulated approach, which combines quantitative measurement of intervention effectiveness, qualitative analysis of user interviews, and conversational analysis of counseling transcripts to generate a comprehensive understanding of both outcomes and underlying mechanisms. ResultsParticipants demonstrated significant improvements in all preparedness indicators: knowledge of health risks, knowledge of cessation methods, self-efficacy, and readiness to quit. Conversation analysis identified three recurrent patterns enabling counseling-relevant dynamics: (1) contextual referencing and continuity, (2) formulations with elaboration prompts, and (3) narrative progression toward collaborative planning. Interview themes underscored Aipaca’s perceived value as an accessible, nonjudgmental, and motivating resource, capable of delivering personalized and interactive support. Criticisms included limited accountability, reduced cultural resonance, and overly goal-directed style. Participants emphasized design needs such as proactive engagement, gamified progress tracking, empathetic or anthropomorphic personas, and safeguards for accuracy. ConclusionsThis mixed methods feasibility study demonstrates that GenAI can deliver evidence-based smoking cessation counseling with measurable short-term gains in cessation preparedness and process-level communication patterns consistent with motivational interviewing. Users valued Aipaca’s accessibility, empathy, and personalization, while also articulating expectations for richer social roles and long-term accountability. Findings highlight both the promise and challenges of integrating GenAI into digital health: pairing adaptive language generation with human-centered design, embedding accuracy safeguards, and ensuring integration into multilevel cessation infrastructures will be essential for future clinical deployment. 

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4. Behind the Scenes of a Technologically Enhanced Intervention for Caregivers of People With Dementia: Protocol for a Feasibility and Acceptability Study

   https://doi.org/10.2196/42655  

   Gómez-Morales, Abigail; Coon, David; Joseph, Rodney P; Pipe, Teri (January 2023, JMIR Research Protocols)

   BackgroundAlzheimer's disease affects 55 million people worldwide. As the disease progresses, these individuals require a devoted caregiver, often a family member, who provides evolving complex care. Caregivers can experience a variety of ongoing stressors, resulting in reductions in caregiver emotional well-being (and other quality-of-life indicators). Information and communication technologies provide an excellent opportunity to train caregivers remotely and help them to manage these stressors and related distress. ObjectiveThis protocol describes the theoretical rationale, study design, and methods of a new, technologically enhanced psychoeducational skill-building intervention for caregivers of people with dementia that includes a virtual reality component. MethodsThrough Alzheimer’s Eyes is a 4-week, single-arm, pre-post test pilot study consisting of 4 sessions of 90 minutes each that are delivered by videoconferencing. These sessions include a weekly virtual reality experience characterizing the journey of an older Latina with Alzheimer's disease from her perspective to help caregivers see through the eyes of a person with dementia. The 4 sessions cover the skill-training topics of communication, managing challenging behaviors and unhelpful thoughts, the importance of self-care, and mindfulness—all of which are key components designed to reduce stress and distress in family caregivers. Individual interviews conducted before and after the intervention gather participant insights into the intervention, evaluate its feasibility and acceptability, and assess its impact on key outcomes. ResultsData collection for the study started in January 2022, and the results are expected to be submitted for publication in the second half of 2023. Twenty caregivers from the United States have completed the workshop to date. Preliminary data gathered from these participants support the intervention’s feasibility and acceptability. ConclusionsThrough Alzheimer’s Eyes leverages existing technology combined with psychoeducational skill building to help caregivers manage their stress, regardless of their location. International Registered Report Identifier (IRRID)DERR1-10.2196/42655 

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5. Comparing the Reliability of Virtual and In-Person Post-Stroke Neuropsychological Assessment with Language Tasks

   https://doi.org/10.1093/arclin/acac100  

   Duricy, Erin; Durisko, Corrine; Dickey, Michael Walsh; Fiez, Julie A. (December 2022, Archives of Clinical Neuropsychology)

   Abstract ObjectiveNeuropsychological testing is essential for both clinical and basic stroke research; however, the in-person nature of this testing is a limitation. Virtual testing overcomes the hurdles of geographic location, mobility issues and permits social distancing, yet its validity has received relatively little investigation, particularly in comparison with in-person testing. MethodWe expand on our prior findings of virtual testing feasibility by assessing virtual versus in-person administration of language and communication tasks with 48 left-hemisphere stroke patients (21 F, 27 M; mean age = 63.4 ± 12; mean years of education = 15.3 ± 3.5) in a quasi-test–retest paradigm. Each participant completed two testing sessions: one in their home and one in the research lab. Participants were assigned to one of the eight groups, with the testing condition (fully in-person, partially virtual), order of home session (first, second) and technology (iPad, Windows tablet) varied across groups. ResultsAcross six speech-language tasks that utilized varying response modalities and interfaces, we found no significant difference in performance between virtual and in-person testing. However, our results reveal key considerations for successful virtual administration of neuropsychological tests, including technology complications and disparities in internet access. ConclusionsVirtual administration of neuropsychological assessments demonstrates comparable reliability with in-person data collection involving stroke survivors, though technology issues must be taken into account. 

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