Vaccination is fast becoming a key intervention against the ongoing COVID-19 pandemic. We conducted cross-sectional online surveys to investigate COVID-19 vaccine acceptance across nine Low- and Middle-Income Countries (LMICs; N = 10,183), assuming vaccine effectiveness at 90% and 95%. The prevalence of vaccine acceptance increased from 76.4% (90% effectiveness) to 88.8% (95% effectiveness). Considering a 90% effective vaccine, Malaysia, Thailand, Bangladesh, and five African countries (Democratic Republic of Congo, Benin, Uganda, Malawi, and Mali) had lower acceptance odds compared to Brazil. Individuals who perceived taking the vaccine as important to protect themselves had the highest acceptance odds (aOR 2.49) at 95% effectiveness. Vaccine acceptance was also positively associated with COVID-19 knowledge, worry/fear regarding COVID-19, higher income, younger age, and testing negative for COVID-19. However, chronic disease and female gender reduced the odds for vaccine acceptance. The main reasons underpinning vaccine refusal were fear of side effects (41.2%) and lack of confidence in vaccine effectiveness (15.1%). Further research is needed to identify country-specific reasons for vaccine hesitancy in order to develop mitigation strategies that would ensure high and equitable vaccination coverage across LMICs.

Blended learning, a convergence of e-learning approach and face-to-face learning, has been regarded as a new paradigm in modern education. The degree of learners' satisfaction with blended learning played a crucial role in evaluating the effectiveness of blended learning adoption. Therefore, this study examined the primary factors affecting learners' satisfaction in blended learning environment. A comprehensive questionnaire was used to assess the impact of six dimensions such as learner, instructor, course, technology, design and environment, on perceived e-learner satisfaction specifically on the e-learning component within the blended learning environment. The respondents for this study were generally young with an average age of 20 years old. Results from univariate regression analysis revealed all six dimensions to be positively associated with perceived e-learner satisfaction. Subsequent multivariate regression analysis evidenced only the design dimension to be the critical factor influencing perceived e-learner satisfaction. This study concluded younger generation prioritized the design dimension to be the most critical factor in their satisfaction towards e-learning component in blended learning environment. Therefore, it may be more strategic for institutions to emphasize on the design dimension in their e-learning implementations within the blended learning environment specifically for younger learners.

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This study investigated the potential of Virtual Reality (VR), using 360-degree (360°) videos, as a tool to teach children about water-safety skills. Children (n = 182) aged 10 to 12 years were randomly assigned to learn about water safety using one of three instructional mediums: 2 360° VR videos, traditional video, or poster. The training was designed to address specific themes that contributed to drowning in coastal environments, allowing children to learn about dangers of rip currents in a relatively safe environment. Overall, 95% showed improved knowledge of water safety after participating in the water-safety workshop and retained their knowledge during the subsequent tests both one and eight weeks later. No difference was found in the learning outcomes obtained across the three mediums; however, participants in the 360° VR medium reported higher levels of interest and enjoyment than participants using the other two mediums (91% of students in the 360° VR video group found the activity engaging versus 61% for traditional video and 51% for the poster). Teacher feedback also indicated that 360° VR videos are a useful, engaging, and effective method of learning.Overall, we found support for the hypothesis that 360° VR videos are a useful tool to teach targeted skills, and that using 360° VR videos is more motivating and engaging than using traditional learning methods. We also found evidence to support the hypothesis that 360° VR videos are an effective tool for self-directed learning.

Immersive virtual reality (IVR) technology has demonstrated positive educational outcomes related to its use and is gaining traction in educational and training settings; IVR is expected to have widespread adoption within the classroom in the upcoming years. However, the educational potential of IVR has not been thoroughly investigated, especially as a tool for problem-solving skills. Therefore, this study was designed to answer the following questions: (1) Is IVR a useful tool to learn and practice problem-solving skills? More specifically, do children using IVR solve a game better than those using a tablet application or a board game? (2) Does IVR provide a more engaging experience for children to practice problem-solving skills than on a tablet or a board game? (3) Do problem-solving skills learned with IVR technology transfer to real-life (physical game)? Children (n = 120) aged 7-9.9 years were randomly assigned to a problem-solving game in one of three conditions: board game, tablet, or IVR. The results showed that, overall, the percentage of children who completed the problem-solving game was higher in the IVR condition (77.5%), compared with those in the tablet (32.5%) or board game (30%) conditions. We also found that the interest and enjoyment scores of participants using IVR were significantly higher than participants in the other two conditions, and that the children in the IVR condition were able to learn how to solve the problem and transfer their learning to the physical game. IVR is a technology capable of engaging interest and motivating the user, as well as having the potential to assist in cognitive processing and knowledge transfer.