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Insight into potential mechanisms of hypobaric hypoxia-induced learning and memory deficit - Lessons from rat studies

Qaid E, Zakaria R, Sulaiman SF, Yusof NM, Shafin N, Othman Z, et al.

Hum Exp Toxicol, 2017 Dec;36(12):1315-1325.
PMID: 28111974 DOI: 10.1177/0960327116689714

Impairment of memory is one of the most frequently reported symptoms during sudden hypoxia exposure in human. Cortical atrophy has been linked to the impaired memory function and is suggested to occur with chronic high-altitude exposure. However, the precise molecular mechanism(s) of hypoxia-induced memory impairment remains an enigma. In this work, we review hypoxia-induced learning and memory deficit in human and rat studies. Based on data from rat studies using different protocols of continuous hypoxia, we try to elicit potential mechanisms of hypobaric hypoxia-induced memory deficit.

Matched MeSH terms: Learning/physiology*
Fulltext Physiological State and Learning Ability of Students in Normal and Virtual Reality Conditions: Complexity-Based Analysis

Babini MH, Kulish VV, Namazi H

J Med Internet Res, 2020 06 01;22(6):e17945.
PMID: 32478661 DOI: 10.2196/17945

BACKGROUND: Education and learning are the most important goals of all universities. For this purpose, lecturers use various tools to grab the attention of students and improve their learning ability. Virtual reality refers to the subjective sensory experience of being immersed in a computer-mediated world, and has recently been implemented in learning environments.
OBJECTIVE: The aim of this study was to analyze the effect of a virtual reality condition on students' learning ability and physiological state.
METHODS: Students were shown 6 sets of videos (3 videos in a two-dimensional condition and 3 videos in a three-dimensional condition), and their learning ability was analyzed based on a subsequent questionnaire. In addition, we analyzed the reaction of the brain and facial muscles of the students during both the two-dimensional and three-dimensional viewing conditions and used fractal theory to investigate their attention to the videos.
RESULTS: The learning ability of students was increased in the three-dimensional condition compared to that in the two-dimensional condition. In addition, analysis of physiological signals showed that students paid more attention to the three-dimensional videos.
CONCLUSIONS: A virtual reality condition has a greater effect on enhancing the learning ability of students. The analytical approach of this study can be further extended to evaluate other physiological signals of subjects in a virtual reality condition.

Matched MeSH terms: Learning/physiology*
Environmental enrichment improves cognitive function, learning, memory and anxiety-related behaviours in rodent models of dementia: Implications for future study

Mohd Sahini SN, Mohd Nor Hazalin NA, Srikumar BN, Jayasingh Chellammal HS, Surindar Singh GK

Neurobiol Learn Mem, 2024 Feb;208:107880.
PMID: 38103676 DOI: 10.1016/j.nlm.2023.107880

Environmental enrichment (EE) is a process of brain stimulation by modifying the surroundings, for example, by changing the sensory, social, or physical conditions. Rodents have been used in such experimental strategies through exposure to diverse physical, social, and exploration conditions. The present study conducted an extensive analysis of the existing literature surrounding the impact of EE on dementia rodent models. The review emphasised the two principal aspects that are very closely related to dementia: cognitive function (learning and memory) as well as psychological factors (anxiety-related behaviours such as phobias and unrealistic worries). Also highlighted were the mechanisms involved in the rodent models of dementia showing EE effects. Two search engines, PubMed and Science Direct, were used for data collection using the following keywords: environmental enrichment, dementia, rodent model, cognitive performance, and anxiety-related behaviour. Fifty-five articles were chosen depending on the criteria for inclusion and exclusion. The rodent models with dementia demonstrated improved learning and memory in the form of hampered inflammatory responses, enhanced neuronal plasticity, and sustained neuronal activity. EE housing also prevented memory impairment through the prevention of amyloid beta (Aβ) seeding formation, an early stage of Aβ plaque formation. The rodents subjected to EE were observed to present increased exploratory activity and exert less anxiety-related behaviour, compared to those in standard housing. However, some studies have proposed that EE intervention through exercise would be too mild to counteract the anxiety-related behaviour and risk assessment behaviour deficits in the Alzheimer's disease rodent model. Future studies should be conducted on old-aged rodents and the duration of EE exposure that would elicit the greatest benefits since the existing studies have been conducted on a range of ages and EE durations. In summary, EE had a considerable effect on dementia rodent models, with the most evident being improved cognitive function.

Matched MeSH terms: Maze Learning/physiology
The role of chunking in drawing Rey complex figure

Obaidellah UH, Cheng PC

Percept Mot Skills, 2015 Apr;120(2):535-55.
PMID: 25706345 DOI: 10.2466/24.PMS.120v17x6

The study investigated the effects of chunking and perceptual patterns that guide the drawings of Rey complex figure. Ten adult participants (M age=22.2 yr., SD=4.1) reproduced a single stimulus in four drawing modes including delayed recall, tracing, copying, and immediate recall across 10 sessions producing a total of 400 trials. It was hypothesized that the effect of chunking is most obvious in the free recall tasks than in the tracing or copying tasks. Measures such as pauses, patterns of drawings, and transitions among patterns of drawings suggested that participants used chunking to aid rapid learning of the diagram. The analysis of the participants' sequence of chunk production further revealed that they used a spatial schema to organize the chunks. Findings from this study provide additional evidence to support prior studies that claim graphical information is hierarchically organized.

Matched MeSH terms: Learning/physiology*
Evaluation of attentional demands during motor learning: validity of a dual-task probe paradigm

Goh HT, Gordon J, Sullivan KJ, Winstein CJ

J Mot Behav, 2014;46(2):95-105.
PMID: 24447033 DOI: 10.1080/00222895.2013.868337

The aim of this study was to examine the validity of a 2-choice audio-vocal reaction time (RT) probe task for measuring the changes in attentional demand during practice and learning of a discrete motor task. Twenty participants practiced the motor task across 3 days and were probed with the RT task during either the preparation or execution phase of the primary task. As practice progressed, participants improved in the primary task performance and shortened the RTs to the probe task. This indicated that less attention was required to plan and execute the movement and suggested that the RT probe task was a sensitive and valid tool to measure changes in attentional demands across practice. The authors implemented several additional experimental controls to address possible confounders including unintentional learning of the probe task, primary-secondary task trade-off effects, and compliance with task priority instructions. These experimental controls further ensured the validity of the probe paradigm and interpretability of the dual-task cost findings. Our experimental methods provided confirmatory evidence for the validity of the 2-choice RT task as a means to assess attentional demands during motor learning.

Matched MeSH terms: Learning/physiology*
Human memory retention and recall processes. A review of EEG and fMRI studies

Amin H, Malik AS

Neurosciences (Riyadh), 2013 Oct;18(4):330-44.
PMID: 24141456

Human memory is an important concept in cognitive psychology and neuroscience. Our brain is actively engaged in functions of learning and memorization. Generally, human memory has been classified into 2 groups: short-term/working memory, and long-term memory. Using different memory paradigms and brain mapping techniques, psychologists and neuroscientists have identified 3 memory processes: encoding, retention, and recall. These processes have been studied using EEG and functional MRI (fMRI) in cognitive and neuroscience research. This study reviews previous research reported for human memory processes, particularly brain behavior in memory retention and recall processes with the use of EEG and fMRI. We discuss issues and challenges related to memory research with EEG and fMRI techniques.

Matched MeSH terms: Learning/physiology
What proteins are involved in learning and memory?

Perumal R, Tan I

IUBMB Life, 2007 Jul;59(7):465-8.
PMID: 17654123
Matched MeSH terms: Learning/physiology*
Fulltext Multistrategy self-organizing map learning for classification problems

Hasan S, Shamsuddin SM

Comput Intell Neurosci, 2011;2011:121787.
PMID: 21876686 DOI: 10.1155/2011/121787

Multistrategy Learning of Self-Organizing Map (SOM) and Particle Swarm Optimization (PSO) is commonly implemented in clustering domain due to its capabilities in handling complex data characteristics. However, some of these multistrategy learning architectures have weaknesses such as slow convergence time always being trapped in the local minima. This paper proposes multistrategy learning of SOM lattice structure with Particle Swarm Optimisation which is called ESOMPSO for solving various classification problems. The enhancement of SOM lattice structure is implemented by introducing a new hexagon formulation for better mapping quality in data classification and labeling. The weights of the enhanced SOM are optimised using PSO to obtain better output quality. The proposed method has been tested on various standard datasets with substantial comparisons with existing SOM network and various distance measurement. The results show that our proposed method yields a promising result with better average accuracy and quantisation errors compared to the other methods as well as convincing significant test.

Matched MeSH terms: Learning/physiology*
Associable representations as field of influence for dynamic cognitive processes

Cacha LA, Poznanski RR

J Integr Neurosci, 2011 Dec;10(4):423-37.
PMID: 22262534

In earlier models, synaptic plasticity forms the basis for cellular signaling underlying learning and memory. However, synaptic computation of learning and memory in the brain remains controversial. In this paper, we discuss ways in which synaptic plasticity remodels subcellular networks by deflecting trajectories in neuronal state-space as regulating patterns for the synthesis of dynamic continuity that form cognitive networks of associable representations through endogenous dendritic coding to consolidate memory.

Matched MeSH terms: Learning/physiology
Acquisition of Malay word recognition skills: lessons from low-progress early readers

Lee LW, Wheldall K

Dyslexia, 2011 Feb;17(1):19-37.
PMID: 21241030 DOI: 10.1002/dys.421

Malay is a consistent alphabetic orthography with complex syllable structures. The focus of this research was to investigate word recognition performance in order to inform reading interventions for low-progress early readers. Forty-six Grade 1 students were sampled and 11 were identified as low-progress readers. The results indicated that both syllable awareness and phoneme blending were significant predictors of word recognition, suggesting that both syllable and phonemic grain-sizes are important in Malay word recognition. Item analysis revealed a hierarchical pattern of difficulty based on the syllable and the phonic structure of the words. Error analysis identified the sources of errors to be errors due to inefficient syllable segmentation, oversimplification of syllables, insufficient grapheme-phoneme knowledge and inefficient phonemic code assembly. Evidence also suggests that direct instruction in syllable segmentation, phonemic awareness and grapheme-phoneme correspondence is necessary for low-progress readers to acquire word recognition skills. Finally, a logical sequence to teach grapheme-phoneme decoding in Malay is suggested.

Matched MeSH terms: Verbal Learning/physiology*
Fulltext P300 correlates with learning & memory abilities and fluid intelligence

Amin HU, Malik AS, Kamel N, Chooi WT, Hussain M

J Neuroeng Rehabil, 2015;12:87.
PMID: 26400233 DOI: 10.1186/s12984-015-0077-6

Educational psychology research has linked fluid intelligence with learning and memory abilities and neuroimaging studies have specifically associated fluid intelligence with event related potentials (ERPs). The objective of this study is to find the relationship of ERPs with learning and memory recall and predict the memory recall score using P300 (P3) component.

Matched MeSH terms: Learning/physiology*
Brain activity elicited by reward and reward omission in individuals with psychopathic traits: An ERP study

Salim MA, van der Veen FM, van Dongen JD, Franken IH

Biol Psychol, 2015 Sep;110:50-8.
PMID: 26188154 DOI: 10.1016/j.biopsycho.2015.07.001

Psychopathy has been associated with behavioral adaptation deficits, which might be associated with problems in feedback and reward processing. In the present study, we examined the relation between psychopathic traits and reward processing in a passive gambling task. A total of 39 male participants who scored high (HP) and 39 male participants who scored low (LP) on the Triarchic Psychopathy Measure (TriPM), total score were tested. Feedback-related Event-Related Potentials (ERPs; i.e., P2, FRN, and P3) on predicted and unpredicted rewards and reward omissions were compared between both groups. It was found that in HP individuals, the P2 was enhanced for predicted rewards and reward omissions, but not for unpredicted stimuli. Moreover, HP individuals as compared to the LP individuals demonstrated a generally reduced P3 amplitude. The FRN amplitude, however, did not differ between the two groups. In addition, HP individuals showed enhanced reward sensitivity on the self-report level. Taken together, these findings suggest that HP individuals show enhanced sensitivity to early and reduced sensitivity to later markers of processing reinforcement learning signals, which points in the direction of compromised behavioral adaptation.

Matched MeSH terms: Learning/physiology
Fulltext Editorial: Steroids and the Brain

Ubuka T, Trudeau VL, Parhar I

Front Endocrinol (Lausanne), 2020;11:366.
PMID: 32582033 DOI: 10.3389/fendo.2020.00366
Matched MeSH terms: Learning/physiology
Fulltext Higher-order Brain Areas Associated with Real-time Functional MRI Neurofeedback Training of the Somato-motor Cortex

Auer T, Dewiputri WI, Frahm J, Schweizer R

Neuroscience, 2018 May 15;378:22-33.
PMID: 27133575 DOI: 10.1016/j.neuroscience.2016.04.034

Neurofeedback (NFB) allows subjects to learn self-regulation of neuronal brain activation based on information about the ongoing activation. The implementation of real-time functional magnetic resonance imaging (rt-fMRI) for NFB training now facilitates the investigation into underlying processes. Our study involved 16 control and 16 training right-handed subjects, the latter performing an extensive rt-fMRI NFB training using motor imagery. A previous analysis focused on the targeted primary somato-motor cortex (SMC). The present study extends the analysis to the supplementary motor area (SMA), the next higher brain area within the hierarchy of the motor system. We also examined transfer-related functional connectivity using a whole-volume psycho-physiological interaction (PPI) analysis to reveal brain areas associated with learning. The ROI analysis of the pre- and post-training fMRI data for motor imagery without NFB (transfer) resulted in a significant training-specific increase in the SMA. It could also be shown that the contralateral SMA exhibited a larger increase than the ipsilateral SMA in the training and the transfer runs, and that the right-hand training elicited a larger increase in the transfer runs than the left-hand training. The PPI analysis revealed a training-specific increase in transfer-related functional connectivity between the left SMA and frontal areas as well as the anterior midcingulate cortex (aMCC) for right- and left-hand trainings. Moreover, the transfer success was related with training-specific increase in functional connectivity between the left SMA and the target area SMC. Our study demonstrates that NFB training increases functional connectivity with non-targeted brain areas. These are associated with the training strategy (i.e., SMA) as well as with learning the NFB skill (i.e., aMCC and frontal areas). This detailed description of both the system to be trained and the areas involved in learning can provide valuable information for further optimization of NFB trainings.

Matched MeSH terms: Learning/physiology*
Fulltext The Effects of Brain Breaks on Motives of Participation in Physical Activity among Primary School Children in Malaysia

Hajar MS, Rizal H, Kueh YC, Muhamad AS, Kuan G

Int J Environ Res Public Health, 2019 Jul 02;16(13).
PMID: 31269644 DOI: 10.3390/ijerph16132331

Brain breaks is a physical activity (PA) video designed for school settings that is used to stimulate student's health and learning. The purpose of this study is to measure the effects of brain breaks on motives of participation in PA among primary school children in Malaysia. Purposive sampling was used to divide 159 male and 176 female students aged 10 to 11 years old, mean (standard deviation (SD)) = 10.51 (0.50), from two schools in Kelantan, Malaysia into intervention (n = 183) and control (n = 152) groups. Students undertook brain breaks activities on school days (five minutes per session) spread out for a period of four months. Mixed factorial analysis of variance (ANOVA) was used to test the students' motives of participation in PA for pre-, mid-, and post-tests using the Physical Activity and Leisure Motivation Scale-Youth-Malay (PALMS-Y-M). Mixed factorial ANOVA showed significant changes in enjoyment, F(2, 392) = 8.720, p-value (ηp2) = 0.001 (0.043); competitiveness, F(2, 195) = 4.364, p-value (ηp2) = 0.014 (0.043); appearance, F(2, 392) = 5.709, p-value (ηp2) = 0.004 (0.028); and psychological condition, F(2, 392) = 4.376, p-value (ηp2) = 0.013 (0.022), whereas mastery, affiliation, and physical condition were not significant (p < 0.05). Further post-hoc analysis revealed a significant downward trend in the control group (p < 0.05). Brain breaks is successful in maintaining students' motives for PA in four of the seven factors.

Matched MeSH terms: Learning/physiology*
Fulltext Word learning from a tablet app: Toddlers perform better in a passive context

Ackermann L, Lo CH, Mani N, Mayor J

PLoS One, 2020;15(12):e0240519.
PMID: 33259476 DOI: 10.1371/journal.pone.0240519

In recent years, the popularity of tablets has skyrocketed and there has been an explosive growth in apps designed for children. Howhever, many of these apps are released without tests for their effectiveness. This is worrying given that the factors influencing children's learning from touchscreen devices need to be examined in detail. In particular, it has been suggested that children learn less from passive video viewing relative to equivalent live interaction, which would have implications for learning from such digital tools. However, this so-called video deficit may be reduced by allowing children greater influence over their learning environment. Across two touchscreen-based experiments, we examined whether 2- to 4-year-olds benefit from actively choosing what to learn more about in a digital word learning task. We designed a tablet study in which "active" participants were allowed to choose which objects they were taught the label of, while yoked "passive" participants were presented with the objects chosen by their active peers. We then examined recognition of the learned associations across different tasks. In Experiment 1, children in the passive condition outperformed those in the active condition (n = 130). While Experiment 2 replicated these findings in a new group of Malay-speaking children (n = 32), there were no differences in children's learning or recognition of the novel word-object associations using a more implicit looking time measure. These results suggest that there may be performance costs associated with active tasks designed as in the current study, and at the very least, there may not always be systematic benefits associated with active learning in touchscreen-based word learning tasks. The current studies add to the evidence that educational apps need to be evaluated before release: While children might benefit from interactive apps under certain conditions, task design and requirements need to consider factors that may detract from successful performance.

Matched MeSH terms: Association Learning/physiology*
Fulltext Association of Environmental Uncertainty With Altered Decision-making and Learning Mechanisms in Youths With Obsessive-Compulsive Disorder

Marzuki AA, Tomic I, Ip SHY, Gottwald J, Kanen JW, Kaser M, et al.

JAMA Netw Open, 2021 Nov 01;4(11):e2136195.
PMID: 34842925 DOI: 10.1001/jamanetworkopen.2021.36195

IMPORTANCE: Adults with obsessive-compulsive disorder (OCD) display perseverative behavior in stable environments but exhibit vacillating choice when payoffs are uncertain. These findings may be associated with intolerance of uncertainty and compulsive behaviors; however, little is known about the mechanisms underlying learning and decision-making in youths with OCD because research into this population has been limited.
OBJECTIVE: To investigate cognitive mechanisms associated with decision-making in youths with OCD by using executive functioning tasks and computational modeling.
DESIGN, SETTING, AND PARTICIPANTS: In this cross-sectional study, 50 youths with OCD (patients) and 53 healthy participants (controls) completed a probabilistic reversal learning (PRL) task between January 2014 and March 2020. A separate sample of 27 patients and 46 controls completed the Wisconsin Card Sorting Task (WCST) between January 2018 and November 2020. The study took place at the University of Cambridge in the UK.
MAIN OUTCOMES AND MEASURES: Decision-making mechanisms were studied by fitting hierarchical bayesian reinforcement learning models to the 2 data sets and comparing model parameters between participant groups. Model parameters included reward and punishment learning rates (feedback sensitivity), reinforcement sensitivity and decision consistency (exploitation), and stickiness (perseveration). Associations of receipt of serotonergic medication with performance were assessed.
RESULTS: In total, 50 patients (29 female patients [58%]; median age, 16.6 years [IQR, 15.3-18.0 years]) and 53 controls (30 female participants [57%]; median age, 16.4 years [IQR, 14.8-18.0 years]) completed the PRL task. A total of 27 patients (18 female patients [67%]; median age, 16.1 years [IQR, 15.2-17.2 years]) and 46 controls (28 female participants [61%]; median age, 17.2 [IQR, 16.3-17.6 years]) completed the WCST. During the reversal phase of the PRL task, patients made fewer correct responses (mean [SD] proportion: 0.83 [0.16] for controls and 0.61 [0.31] for patients; 95% CI, -1.31 to -0.64) and switched choices more often following false-negative feedback (mean [SD] proportion: 0.09 [0.16] for controls vs 0.27 [0.34] for patients; 95% CI, 0.60-1.26) and true-positive feedback (mean [SD] proportion: 0.93 [0.17] for controls vs 0.73 [0.34] for patients; 95% CI, -2.17 to -1.31). Computational modeling revealed that patients displayed enhanced reward learning rates (mean difference [MD], 0.21; 95% highest density interval [HDI], 0.04-0.38) but decreased punishment learning rates (MD, -0.29; 95% HDI, -0.39 to -0.18), reinforcement sensitivity (MD, -4.91; 95% HDI, -9.38 to -1.12), and stickiness (MD, -0.35; 95% HDI, -0.57 to -0.11) compared with controls. There were no group differences on standard WCST measures and computational model parameters. However, patients who received serotonergic medication showed slower response times (mean [SD], 1420.49 [279.71] milliseconds for controls, 1471.42 [212.81] milliseconds for patients who were unmedicated, and 1738.25 [349.23] milliseconds for patients who were medicated) (control vs medicated MD, -320.26 [95% CI, -547.00 to -88.68]) and increased unique errors (mean [SD] proportion: 0.001 [0.004] for controls, 0.002 [0.004] for patients who were unmedicated, and 0.008 [0.01] for patients who were medicated) (control vs medicated MD, -0.007 [95% CI, -3.14 to -0.36]) on the WCST.
CONCLUSIONS AND RELEVANCE: The results of this cross-sectional study indicated that youths with OCD showed atypical probabilistic reversal learning but were generally unimpaired on the deterministic WCST, although unexpected results were observed for patients receiving serotonergic medication. These findings have implications for reframing the understanding of early-onset OCD as a disorder in which decision-making is associated with uncertainty in the environment, a potential target for therapeutic treatment. These results provide continuity with findings in adults with OCD.

Matched MeSH terms: Learning/physiology*
Effects of clitorienolactones from Clitoria ternatea root on calcium channel mediating hippocampal long-term potentiation in rats induced chronic cerebral hypoperfusion

Ahad MA, Chear NJ, Abdullah MH, Ching-Ga TAF, Liao P, Wei S, et al.

Ageing Res Rev, 2024 Apr;96:102252.
PMID: 38442748 DOI: 10.1016/j.arr.2024.102252

Chronic cerebral hypoperfusion (CCH) is a common mechanism of acute brain injury due to impairment of blood flow to the brain. Moreover, a prolonged lack of oxygen supply may result in cerebral infarction or global ischemia, which subsequently causes long-term memory impairment. Research on using Clitoria ternatea root extract for treating long-term memory has been studied extensively. However, the bioactive compound contributing to its neuroprotective effects remains uncertain. In the present study, we investigate the effects of clitorienolactone A (CLA) and B (CLB) from the roots of Clitoria ternatea extract on hippocampal neuroplasticity in rats induced by CCH. CLA and CLB were obtained using column chromatography. The rat model of CCH was induced using two-vessel occlusion surgery (2VO). The 2VO rats were given 10 mg/kg of CLA and CLB orally, followed by hippocampal neuroplasticity recording using in vivo electrophysiological. Rats received CLA and CLB (10 mg/kg) significantly reversed the impairment of long-term potentiation following 2VO surgery. Furthermore, we investigate the effect of CLA and CLB on the calcium channel using the calcium imaging technique. During hypoxia, CLA and CLB sustain the increase in intracellular calcium levels. We next predict the binding interactions of CLA and CLB against NMDA receptors containing GluN2A and GluN2B subunits using in silico molecular docking. Our result found that both CLA and CLB exhibited lower binding affinity against GluN2A and GluN2B subunits. Our findings demonstrated that bioactive compounds from Clitoria ternatea improved long-term memory deficits in the chronic cerebral hypoperfusion rat model via calcium uptake. Hence, CLA and CLB could be potential therapeutic tools for treating cognitive dysfunction.

Matched MeSH terms: Maze Learning/physiology
A novel rat model of Alzheimer's disease based on lentiviral-mediated expression of mutant APP

Parsi S, Pandamooz S, Heidari S, Naji M, Morfini G, Ahmadiani A, et al.

Neuroscience, 2015 Jan 22;284:99-106.
PMID: 25270904 DOI: 10.1016/j.neuroscience.2014.09.045

Alzheimer's disease (AD) is characterized by progressive and irreversible cognitive and memory impairment. The discovery of familial forms of AD (fAD) in association with specific gene mutations facilitated the generation of numerous rodent models. These models in turn proved valuable for the study of molecular mechanisms underlying AD pathogenesis, and facilitated translational research and preclinical drug development. This study aimed to introduce a new rat model of AD simulating some aspects of the sporadic cases of disease.

Matched MeSH terms: Maze Learning/physiology
Fulltext Evaluating critical success factors in implementing E-learning system using multi-criteria decision-making

Naveed QN, Qureshi MRN, Tairan N, Mohammad A, Shaikh A, Alsayed AO, et al.

PLoS One, 2020;15(5):e0231465.
PMID: 32365123 DOI: 10.1371/journal.pone.0231465

Learning using the Internet or training through E-Learning is growing rapidly and is increasingly favored over the traditional methods of learning and teaching. This radical shift is directly linked to the revolution in digital computer technology. The revolution propelled by innovation in computer technology has widened the scope of E-Learning and teaching, whereby the process of exchanging information has been made simple, transparent, and effective. The E-Learning system depends on different success factors from diverse points of view such as system, support from the institution, instructor, and student. Thus, the effect of critical success factors (CSFs) on the E-Learning system must be critically analyzed to make it more effective and successful. This current paper employed the analytic hierarchy process (AHP) with group decision-making (GDM) and Fuzzy AHP (FAHP) to study the diversified factors from different dimensions of the web-based E-Learning system. The present paper quantified the CSFs along with its dimensions. Five different dimensions and 25 factors associated with the web-based E-Learning system were revealed through the literature review and were analyzed further. Furthermore, the influence of each factor was derived successfully. Knowing the impact of each E-Learning factor will help stakeholders to construct education policies, manage the E-Learning system, perform asset management, and keep pace with global changes in knowledge acquisition and management.

Matched MeSH terms: Learning/physiology*

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