Ram RM

MBA DEPARTMENT
A TOPIC ON
“REVIEW OF LITERATURE”
SUBMITTED BY:
RAMMOHAN Y
1ST YEAR MBA
USN NO: 1VE22BA046
SUBMITTED TO:
PRASANNA H N
ASSISTANT PROFESSOR
MBA DEPARTMENT
REVIEW OF LITERATURE
What is primary data?

Primary data refers to the first-hand data gathered by the researcher himself.
Raw data, also known as primary data, are data collected from a source. In the
context of examinations, the raw data might be described as a raw score. Some
examples of primary data are:
• Diaries
• Interviews
• Memories
• Letters
• Government documents
• Data from experiments
• Creative works like photographs, video and audio recording and films.
• Autobiographies and memories
• Surveys and fieldwork
• Internet communication on emails, blogs, listservs, and newsgroups
• Work of art and literature.
What is secondary data?

Secondary data means data collected by someone else earlier. A secondary data
is a research data that has previously been gathered and can be accessed by the
researchers. The contrasts with primary data, which is data collected directly
from its source.
In other words’ a secondary data means the data which is collected by someone
other than the primary user.
Sources of secondary data content:

• Observation
• Survey methodology
• Census
• Art
MBA,SVCE,,BANGALORE Page 2
Examples of secondary data content:

• Surveys
• Experiments
• Questionnaire
• Personal
• Interview
Meaning of research?
Research is a detailed and careful study of something to find out more
information about it. Research is a process of systematic inquiry that entails
collection of data; and analysis and interpretation of that data/information, in
accordance with suitable methodologies set by specific professional fields and
academic disciplines.
A research is also called as scientific, systematic, controlled, orderly and
objective investigation to develop, refine and expand body of knowledge.
Review of literature?
A literature review is a piece of academic writing demonstrating knowledge and
understanding of the academic literature on a specific topic placed in context. A
literature review also includes a critical evaluation of the material; this is why it
is called a literature review rather than a literature report.
A review tells the reader that the researcher knows the research in the area. A
good review increases a reader’s confidence in the researcher’s professional
competence, ability and background.
A good review places a research project in a context and demonstrate its
relevance by taking connection to a body od knowledge.
A review of literature is a description and analysis of the literature relevant to a
particular field or topic. It provides an overview of what world already had been
carried out, who are the key researchers who did that work.
A literature of review is the writing process of summarizing, synthesizing
and/or critiquing the literature found as a result of a literature search. It may be
used as background or context for a primary research project.
Advantages of review of literature: -

• Literature reviews provide an opportunity for you to see and even
evaluate successful and unsuccessful assessment and research methods in
your field.
• Literature reviews prevent you from duplicating the same information as
others writing in your field, allowing you own, unique approach to your
topic.
• It helps to notice the important concepts and variables and how they were
operationalized.
• It widens the researcher knowledge of the problem.
• It gives researchers detailed knowledge of the method and design that he
can adopt or use new ones.
• It helps the researchers to arrive at picking a suitable scope.
• Assessment of the current state of research on a topic
• Identification of the experts on a particular topic
• Identification of key questions about a topic that need further research.
REVIEW OF LITERATURE:
1.IMPACT OF DIGITAL TECHNOLOGY ON LEARNING AND

TEACHING:
Digital learning and raising attainment
There is conclusive evidence that digital equipment, tools and resources can,
where effectively used, raise the speed and depth of learning in science and
mathematics for primary and secondary age learners. There is indicative
evidence that the same can be said for some aspects of literacy, especially
writing and comprehension. Digital technologies appear to be appropriate
means to improve basic literacy and numeracy skills, especially in primary
settings.
The effect sizes are generally similar to other educational interventions that are
effective in raising attainment, though the use of digital learning has other
benefits. Also, the extent of the effect may be dampened by the level of
capability of teachers to use digital learning tools and resources effectively to
achieve learning outcomes. More effective use of digital teaching to raise
attainment includes the ability of teachers to identify how digital tools and
resources can be used to achieve learning outcomes and adapting their
approach, as well as having knowledge and understanding of the technology.
This applies in all schools.
Where learners use digital learning at home as well as school for formal and
non-formal learning activities these have positive effects on their attainment,
because they have extended their learning time. This is particularly important
for secondary age learners.
The assessment framework, set out of identifies a number of educational

benefits that digital learning and teaching has the potential to help learners aged
5 to 18 to realise, through the opportunity to learn in different ways, access
more sources of information, and be tested and get feedback differently. In
terms of raising attainment, these benefits include short term outcomes, such as
having a greater feeling of control over learning and more confidence to practise
a skill, through to medium term outcomes such as faster acquisition of
knowledge and skills, and improved impacts in terms of learners achieving
higher exam or test results where digital technology has been used.
In this section, the impact of digital technology on children's attainment in a

range of areas is discussed, followed by the impact on aspects of numeracy,
literacy and science learning.
Raising children's attainment

There is a substantial body of research that has examined the impact of digital
tools and resources on children's attainment in a range of areas.
Higgins et al (2012) provide a summary of research findings from studies with

experimental and quasi-experimental designs, which have been combined in
meta-analyses to assess the impact of digital learning in schools. Their search
identified 48 studies which synthesised empirical research of the impact of
digital tools and resources on the attainment of school age learners (5-18 year
olds).
They found consistent but small positive associations between digital learning
and educational outcomes. For example, Harrison et al (2004) identified
statistically significant findings, positively associating higher levels of ICT use
with school achievement at each Key Stage in England, and in English, maths,
science, modern foreign languages and design technology. Somekh et al (2007)
identified a link between high levels of ICT use and improved school
performance. They found that the rate of improvement in tests in English at the
end of primary education was faster in ICT Test Bed education authorities in
England than in equivalent comparator areas. However, Higgins et al note that
while these associations show, on average, schools with higher than average
levels of ICT provision also have learners who perform slightly higher than
average, it may be the case that high performing schools are more likely to be
better equipped or more prepared to invest in technology or more motivated to
bring about improvement.
Higgins et al report that in general analyses of the impact of digital technology

on learning, the typical overall effect size is between 0.3 and 0.4 - just slightly
below the overall average for researched interventions in education (Sipe &
Curlette, 1997; Hattie, 2008) and no greater than other researched changes to
teaching to raise attainment, such as peer tutoring or more focused feedback to
learners. The range of effect sizes is also very wide (-0.03 to 1.05), which
suggests that it is essential to take into account. The differences between
technologies and how they are used.
Literacy
There is a large body of research that has examined the impact of digital
equipment, tools and resources on children's literacy. The effects are generally
positive, though not as large as the effects found where digital learning is used
to improve numeracy, and consistent in finding that ICT helps improve reading
and writing skills, as well as developing speaking and listening skills.
Effect of context
Archer and Savage (2014) undertook a meta-analysis to reassess the outcomes
presented in three previous meta-analyses considering the impact of digital
learning on language and literacy learning: Slavin et al (2008 and 2009) and
Torgenson and Zhu (2003). Overall they found a relatively small average
positive effect size of 0.18, with a few of the studies having a negative effect
and three studies showing moderate to large effect sizes. The authors found that
programmes with a small number of participants tended to show larger effect
sizes than larger programmes but that not all were statistically significant.
Archer and Savage sought to understand whether the context within which the
digital tool or resource was used has an impact on outcomes. In particular, they
examined whether training and support given to the teachers or other staff
delivering the programme had an impact. The authors found that training and
support could be identified in around half of the studies and that it did appear to
have a positive impact on the effectiveness of the literacy intervention, with the
average effect size rising to 0.57. The authors conclude that this indicates the
importance of including implementation factors, such as training and support,
when considering the relative effectiveness of digital learning and teaching.
Effect on specific literacy skills

In their meta-analysis, Higgins et al (2012) found that digital learning has a
greater impact on writing than on reading or spelling. For example, Torgenson
and Zhu (2003) reviewed the impact of using digital technology on the literacy
competences of 5-16 year-olds in English and found effect sizes on spelling
(0.2) and reading (0.28) much lower than the high effect size for writing (0.89).
In their meta-analysis of studies investigating the effects of digital technology
on primary schools in Taiwan, Laio et al (2007) considered studies over a range
of curriculum areas; 11 of which addressed the effects of using digital learning
in one or more literacy competence. They found no significant differences in
effect size between the different subject areas, suggesting the potential for
digital technology to raise outcomes is equal across different subjects. However,
they did note that the two areas that showed the highest effect sizes (over 0.7)
were reading and comprehension.
Effect of specific digital tools and resources
Somekh et al (2007) evaluated the Primary School Whiteboard Expansion

(PSWB) project in England. They found that the length of time learners were
taught with interactive whiteboards (IWBs) was a major factor in learner
attainment at the end of primary schooling, and that there were positive impacts
on literacy (and numeracy) once teachers had experienced sustained use and the
technology had become embedded in pedagogical practice. This equated to
improvements at Key Stage 2 writing (age 11), where boys with low prior
attainment made 2.5 months of additional progress.
Hess (2014) investigated the impact of using e-readers and e-books in the
classroom, among 9-10 year olds in the USA. The e-books were used in daily
teacher-led guided reading groups, replacing traditional print books in these
sessions. Teachers also regularly used the e-readers in sessions where the class
read aloud, and e-readers were available to learners during the school day for
silent reading. The study found a significant difference in reading assessment
scores for the group using the e-readers. Scores improved for both male and
female learners and the gap between males and females decreased.
The use of digital tools and resources also appears to affect levels of literacy.
Lysenko and Abrami (2014) investigated the use of two digital tools on reading
comprehension for elementary school children (aged 6-8) in Quebec, Canada.
The first was a multimedia tool which linked learning activities to interactive
digital stories. The tool included games to engage learners in reading and
writing activities, and instructions were provided orally to promote listening
comprehension. The second tool was a web-based electronic portfolio in which
learners could create a personalised portfolio of their reading and share work
with peers, teachers and parents to get feedback. The authors found that in
classes where both tools were used together during the whole school year
learners performed significantly better both in vocabulary and reading
comprehension (with medium-level effect sizes) than learners in classes where
the tools were not part of English language instruction.
Rosen and Beck-Hill (2012) reported on a study programme that incorporated
an interactive core curriculum and a digital teaching platform. At the time of
their report it was available for 9-11 year old learners in English language, arts
and mathematics classes in Dallas, Texas. The online platform contained
teaching and learning tools. Learners were assessed using standardised tests
administered before the programme and after a year's participation. The results
of increased achievement scores demonstrated that in each of the two school
year groups covered, the experimental learners significantly outperformed the
control learners in reading and maths scores. In observations in classrooms that
used the programme, the researchers observed higher teacher-learner
interaction, a greater number and type of teaching methods per class, more
frequent and complex examples of differentiation processes and skills, more
frequent opportunities for learner collaboration, and significantly higher learner

engagement. The authors report that the teaching pedagogy observed in the
classrooms differed significantly from that observed in more traditional
classrooms. The teachers following the programme commented that the digital
resources made planning and implementing 'differentiation' more feasible. This
is differentiation of teaching in terms of content, process, and product, to reflect
learners' readiness, interests, and learning profile, through varied instructional
and management strategies.
Effect of the amount and quality of digital technology use

The uses of digital technology and access to it appear to be critical factors. Lee
et al (2009) analysed how in the US 15-16 year-old learners' school behaviour
and standardised test scores in literacy are related to computer use. Learners
were asked how many hours a day they typically used a computer for school
work and for other activities. The results indicated that the learners who used
the computer for one hour a day for both school work and other activities had
significantly better reading test scores and more positive teacher evaluations for
their classroom behaviours than any other groups [5]. This was found while
controlling for socio-economic status, which has been shown to be a predictor
of test scores in other research. The analysis used data from a national 2002
longitudinal study, and it is likely that learners' usage of computers has
increased and changed since that time.
Biagi and Loi (2013), using data from the 2009 Programme for International
Student Assessment (PISA) and information on how learners used digital
technology at school and at home (both for school work and for entertainment),
assessed the relationship between the intensity with which learners used digital
tools and resources and literacy scores. They examined uses for: gaming
activities (playing individual or collective online games), collaboration and
communication activities (such as linking with others in on-line chat or
discussion forums), information management and technical operations (such as
searching for and downloading information) and creating content, knowledge
and problem solving activities (such as using computers to do homework or
running simulations at school). These were then compared to country specific
test scores in reading. The authors found a positive and significant relationship
between gaming activity and language attainment in 11 of the 23 countries
studied. For the other measures, where relationships existed and were
significant, they tended to be negative.
The more recent PISA data study (OECD, 2015, using 2012 results) also found
a positive relationship between the use of computers and better results in
literacy where it is evident that digital technology is being used by learners to
increase study time and practice[6]. In addition, it found that the effective use of
digital tools is related to proficiency in reading.
Effect on specific numeracy skills

Li and Ma's (2010) meta-analysis of the impact of digital learning on school
learners' mathematics learning found a generally positive effect. The authors
considered 46 primary studies involving a total of over 36,000 learners in
primary and secondary schools. About half of the mathematics achievement
outcomes were measured by locally-developed or teacher-made instruments,
and the other half by standardized tests. Almost all studies were well controlled,
employing random assignment of learners to experimental or control conditions.
Overall, the authors found that, on average, there was a high, significantly
positive effect of digital technology on mathematics achievement (mean effect
size of 0.71), indicating that, in general, learners learning mathematics with the
use of digital technology had higher mathematics achievement than those
learning without digital technology. The authors found that:
• Although the difference was small, younger school learners (under 13 years
old) had higher attainment gains than older secondary school learners;
• Gains were more positive where teaching was more learner-centred than
teacher-centred. In this regard, the authors differentiate between traditional
models, where the teacher tends to teach to the whole class, and a learner-
centred teaching model which is discovery-based (inquiry-oriented) or
problem-based (application-oriented) learning;
• Shorter interventions (six months or less) were found to be more effective in
promoting mathematics achievement than longer interventions (between six
and 12 months). It is suggested that such gains in mathematics achievement
are a result of the novelty effects of technology, as suggested in other
research, and as learners get familiar with the technology the novelty effects
tend to decrease;
Effects on science knowledge and skills
In their meta-analysis, Laio et al (2007) considered 11 studies looking at the

impact of digital technology on science learning. These had a moderate average
effect size of 0.38 and generally had positive effects. Condie and Monroe
(2007) identified that digital learning made science more interesting, authentic
and relevant for learners and provided more time for post-experiment analysis
and discussion.
In their study of the PISA data, Biagi and Loi (2013) found a significant
positive relationship between learners' total use of digital equipment and science
test scores in 21 of the 23 countries they studied. They also found evidence of a
significant positive relationship between the intensity of using gaming activity
and science scores in 13 of the 23 countries they studied. Somekh et al (2007)
found that in primary school science all learners, except high attaining girls,
made greater progress when given more exposure to IWBs, with low attaining
boys making as much as 7.5 months' additional progress.
Effects of specific digital tools and resources

Digital tools and resources generally have a positive effect on learners' science
learning. This can be seen from a number of studies assessing outcomes for
learners in different stages of education.
Hung et al (2012) explored the effect of using multi-media tools in science

learning in an elementary school's science course in Taiwan. Learners were
asked to complete a digital storytelling project by taking pictures with digital
cameras, developing the story based on the pictures taken, producing a film
based on the pictures by adding subtitles and a background, and presenting the
story. From the experimental results, the authors found that this approach
improved the learners' motivation to learn science, their attitude, problem-
solving capability and learning achievements. In addition, interviews found that
the learners in the experimental group enjoyed the project-based learning
activity and thought it helpful because of the digital storytelling aspect.
Hsu et al (2012) investigated the effects of incorporating self-explanation

principles into a digital tool facilitating learners' conceptual learning about light
and shadow with 8-9 year old learners in Taiwan. While they found no
difference in the overall test scores of the experimental and control groups, they
found a statistically significant difference in retention test scores. Those learners
who had paid more attention to the self-explanation prompts tended to
outperform those in the control group.
Anderson and Barnett's (2013) study, in the US, examined how a digital game
used by learners aged 12-13 increased their understanding of electromagnetic
concepts, compared to learners who conducted a more traditional inquiry-based
investigation of the same concepts. There was a significant difference between
the control and experimental groups in gains in knowledge and understanding of
physics concepts. Additionally, learners in the experimental group were able to
give more nuanced responses about the descriptions of electric fields and the
influence of distance on the forces that change experience because of what they
learnt during the game.
Güven and Sülün (2012) considered the effects of computer-enhanced teaching

in science and technology courses on the structure and properties of matter,
such as the periodical table, chemical bonding, and chemical reactions, for 13-
14 year olds in Turkey. Their proposition was that computer-enhanced teaching
can instil a greater sense of interest in scientific and technological
developments, make abstract concepts concrete through simulation and
modelling, and help to carry out some dangerous experiments in the classroom
setting. They found a significant difference in achievement tests between the
mean scores of the group of learners who were taught with the computer-
enhanced teaching method and the control group who were taught with
traditional teaching methods.
Ingredients of success
Where studies examine the process that brings about positive results from
digital learning and teaching compared to traditional approaches, it is evident
that these are more likely to be achieved where digital equipment, tools and
resources are used for specific learning outcomes and built into a teaching
model from the outset. This broadly supports Higgins et al's (2012) conclusions
that:
• Digital technology is best used as a supplement to normal teaching rather

than as a replacement for it;
• It is not whether technology is used (or not) which makes the difference, but
how well the technology is applied to support teaching and learning by
teachers;
• More effective schools and teachers are more likely to use digital
technologies effectively than other schools.
2. Meta-Analytic Reviews of Studies on Sleep Deprivation Before and

After Learning
ABSTRACT
Research suggests that sleep deprivation both before and after encoding has a
detrimental effect on memory for newly learned material. However, there is as
yet no quantitative analyses of the size of these effects. We conducted two
meta-analyses of studies published between 1970 and 2020 that investigated
effects of total, acute sleep deprivation on memory (i.e., at least one full night of
sleep deprivation): one for deprivation occurring before learning and one for
deprivation occurring after learning. The impact of sleep deprivation after
learning on memory was associated with Hedges’ g = 0.277, 95% CI [0.177,

0.377]. Whether testing took place immediately after deprivation or after
recovery sleep moderated the effect, with significantly larger effects observed in
immediate tests. Procedural memory tasks also showed significantly larger
effects than declarative memory tasks. The impact of sleep deprivation before
learning was associated with Hedges’ g = 0.621, 95% CI [0.473, 0.769]. Egger’s
tests for funnel plot asymmetry suggested significant publication bias in both
meta-analyses. Statistical power was very low in most of the analyzed studies.
Highly powered, preregistered replications are needed to estimate the
underlying effect sizes more precisely.
Impact of Total Sleep Deprivation After Learning and Potential

Moderators of the Effect
The active systems consolidation theory suggests that sleep after learning
strengthens new memories. Information learned during wakefulness is initially
encoded rapidly in the hippocampus, where memories are stored separately
from existing memory stores. Repeated reactivation of these new memories,
primarily during slow-wave sleep (SWS), supports the strengthening of memory
representations and leads to the integration of these memories in the neocortex.
Such neocortical representations are less liable to disruption and form
interrelated semantic networks with existing memories, yielding memory
representations that allow abstraction, generalization, and discovery of
statistical patterns across discrete memories. Notably, since the mechanisms
outlined in this theory relate only to hippocampal-dependent memory
consolidation, these mechanisms may primarily support the consolidation of
declarative memory.
Effects of sleep on nondeclarative memory have also been observed; for

example, sleep enhances motor skills such as finger-tapping sequence learning.
However, this beneficial effect of sleep on procedural memories may be evident
only when learning is intentional (explicit memory), rather than
unintentional. found that awareness of learning a finger-tapping task led to a
sleep benefit, whereas improvements in implicit learning performance, when
participants had little awareness of the task, were similar regardless of whether
the retention interval contained sleep or wakefulness. Thus, there are
suggestions that the mechanisms involved in the consolidation of hippocampal-
dependent declarative memories may also facilitate the consolidation of some
procedural tasks that rely on explicit learning and thus show some hippocampal-
dependency
However, this latter theory does not take into account observations that some
procedural tasks that do not rely on explicit learning or an intact hippocampus
still show superior performance after sleep. found that a period of sleep after
learning a visual discrimination task benefited later performance, and found that
improvements in performance on a mirror-tracing task were only observed after
a period of offline consolidation. Recent studies in both animals and humans
have suggested that the hippocampus may be involved in the sleep-dependent
consolidation of memories that do not rely on the hippocampus during
encoding. For example, trained amnesic patients with hippocampal damage on
the motor sequence task, a classic procedural memory task typically considered
to be non-hippocampus-dependent. The patients were able to learn the task
equally well compared to matched controls, suggesting that the hippocampus is
not required for learning of the task. However, while the controls showed the
expected overnight consolidation benefit, the patients did not, leading the
authors to conclude that the hippocampus may be involved in the consolidation
of procedural tasks that do not require it for initial learning.
Impact of Total Sleep Deprivation Before Learning and Potential

Moderators of the Effect
Recent research has also proposed a role for sleep before learning. According to
the synaptic homeostasis hypothesis, learning occurs during wake when a
neuron detects a statistical regularity in its input and begins to fire in response to
this regular input. In other words, successful learning requires neurons to be
able to fire selectively in response to statistically regular patterns observed in
the environment. To do so, strength of the synapses carrying these inputs must
be increased. However, the neuron now faces the plasticity-selectivity dilemma.
As an increasing number of input lines become strengthened, a larger range of
input patterns can make the neuron fire, reducing the neuron’s ability to fire
selectively. This loss of selectivity corresponds to reduced ability to encode new
information. During sleep, the brain spontaneously activates both new
information encoded during previous wake and information encoded in the past.
Over the course of this activation, those synapses that are activated most
strongly and consistently during wake survive, while at the same time, those
synapses that were less activated are weakened. This weakening occurs
primarily during the transitions between intracellular up and down states
experienced during SWS. This competitive down-selection of weaker synapses
restores memory encoding ability.
The restorative function of sleep is supported by evidence showing decreased

episodic learning ability across a 6-hr retention interval in which participants
remained awake, whereas encoding capacity was restored after a daytime nap.
Further, neuroimaging evidence suggests sleep deprivation prior to learning is

associated with disrupted encoding-related functional activity in the bilateral
posterior hippocampus for similar findings, see. Thus, sleep deprivation before
learning may be detrimental specifically for the encoding of hippocampal-
dependent declarative memories. Our second meta-analysis seeks to estimate
the effect size associated with this impairment. As only two studies have looked
at the impact of sleep deprivation on procedural learning when it occurs after
deprivation, we were not able to assess the potential moderating effect of
declarative versus procedural memory. We were also not able to use
emotionality as a moderator here due to the low number of relevant studies. Yet,
there are several studies that have used recall tasks and recognition memory
tasks, so we were able to evaluate the moderating effects of recall versus
recognition, as in the first meta-analysis.
METHOD
Search Strategy
For study selection, we generated the Boolean search term “Sleep AND
(deprivation OR restriction OR loss) AND (learning OR memory OR
conditioning)” and conducted a search in the electronic databases EBSCOhost
(included PsycARTICLES, PsycEXTRA, PsycINFO, and PsycTESTS) and
PubMED on July 29th, 2020. This search yielded 2,213 empirical articles
published between January 01, 1970 and July 29, 2020 in peer-reviewed
journals in English using human participants.
In line with best practice guidelines, we ran several searches on July 13th, 2020,
using the same search terms as above, to identify gray literature in an attempt to
mitigate against publication bias. These searches yielded a total of 553 items.
Specifically, we widened our search criteria in EBSCOhost and PubMED to
include unpublished dissertations and theses, conference materials, and
preprints; we searched the bioRxiv and PsyArXiv repositories for preprints; and
we searched the ProQuest and OpenGrey (a European database in which
national libraries submit unpublished studies) databases for unpublished
dissertations and theses, conference materials, and for research grants and
fellowship awards. Additionally, we contacted all authors who had published
data included in our initial screening results to ask for unpublished data that fit
our inclusion criteria, and this yielded one preprint article. We also had one in-
press article during the search period that fits our inclusion criteria and was
therefore included in our search results. In sum, we identified both published
and unpublished data with search strategies spanning (a) peer-reviewed
published articles, (b) in-press articles, (c) preprints uploaded to repositories, (d)
unpublished dissertations and theses, (e) conference materials, and (f) research
grants and fellowship awards.
We scanned the abstracts and full texts of all articles according to our inclusion
and exclusion criteria, and separated them into articles that investigated the
effect of sleep deprivation after learning, and those that investigated sleep
deprivation before learning. displays a screening process flowchart showing
that after exclusions were removed, 130 effect sizes (extracted from 45 reports)
were included in the sleep deprivation after learning meta-analysis and 55 effect
sizes (extracted from 31 reports) were included in the sleep deprivation before
learning meta-analysis. The number of effect sizes included in each meta-
analysis is greater than the number of full-text articles that fit our inclusion
criteria. The reason for this is that several studies measured performance
differences between a sleep deprivation and sleep control group using multiple
tasks, multiple conditions (e.g., stimulus valence or procedural instructions),
and across multiple time points. Effect sizes were calculated for each of these
data sets within an article because each variation represents a different, yet
correlated, measurement of the impact of sleep deprivation on memory.
However, there were some studies that used multiple outcome measures to
assess performance in a single task (e.g., accuracy and reaction time). Given
that multiple outcome measures within the same task are different ways of
assessing the same manipulation, we chose only one outcome measure for
calculating an effect size in these instances, according to the following
hierarchy from most to least preferred outcome measure: accuracy as measured
by retention performance (i.e., performance change from training to test),
accuracy at test only, reaction time measured by retention performance (i.e.,
performance change from training to test), and reaction time at test only.
Further, in recognition tasks, if both signal detection analyses and analyses
based on proportion correct were reported, we chose to include the signal
detection measure only. For example, if a study reported both d-prime and
reaction times in a recognition memory task we only used the d-prime data.
Effect Size Calculation
Information on study means, standard deviation, and effect sizes for each item,
as well as formulas used to calculate effect sizes, can be found at /. We report
the standardized mean difference in task performance between a sleep
deprivation and sleep control group, with positive values indicating that sleep
deprivation influenced learning and memory such that performance was
significantly worsened compared to a sleep control group. For studies with
independent samples (between-subjects designs), we computed
Cohen’s d s based on the means and variance reported in each study for the sleep
and sleep deprivation group. For within-subject designs, in which participants
took part in both the sleep deprivation and sleep control conditions, we
calculated Cohen’s d av , as recommended.
Data Analysis
All analysis code can be found at /. To analyze whether there was an overall
meta-analytic effect of sleep deprivation versus overnight sleep on memory
performance, we fitted a multilevel random-effects model using the R package.
A random-effects model allows for inconsistencies between effect sizes from
varying study designs, assuming systematic variability between effect sizes in
addition to random sampling error. A random-effects model therefore provides
more conservative effect size estimates than a fixed-effect model . A multilevel
model allows for the inclusion of both within-study effect sizes and between-
study effect sizes. Many experiments included in the meta-analysis report
multiple dependent effect sizes, such as results from multiple test sessions,
multiple within-group experimental conditions (e.g., performance on emotional
vs. neutral stimuli), or multiple outcomes (e.g., a procedural and declarative
memory task). Including multiple dependent effect sizes from the same
experiment violates the assumption of data independence assumed in a typical
random-effects model. A multilevel meta-analysis accounts for such
dependencies by modeling both within-study and between-study effects. Thus,
we were able to model variance accounted for by (a) random error, (b) within-
study differences among effect sizes within the same experiment, and (c)
between-study differences across different experiments.
Heterogeneity
To investigate whether moderating variables may influence the size of the effect
of sleep deprivation, we examined heterogeneity within the data set using
the Q test . The Q test indicates whether there is heterogeneity within the data
set and is calculated by the weighted sum of the squared deviations of
individual study effect estimates and the overall effect across studies.
Significant heterogeneity suggests that some of the variance within the data set
maynot be due to random sampling error, and thus moderating variables may
influence the effect. Since we were interested in both the within-study and
between-study variance, we ran two separate one-sided log-likelihood-ratio
tests. As such, the fit of the overall multilevel model was compared to the fit of
a model with only within-study variance and to a model with only between-
study variance. This allowed us to determine whether it was necessary to
account for both within- and between-study variances within our suggest that
such log-likelihood ratio tests may be subject to the issues of statistical power
when the data set comprises a small number of effect sizes. Low statistical
power may lead to nonsignificant effects of heterogeneity when in fact there is
variance within or between studies. To account for this, it is recommended to
also calculate the I 2 statistic, which indicates the percentage of variation across
studies that is due to heterogeneity and that which is due to random sampling
error suggest the 75% rule, such that if less than 75% of overall variance is
attributed to sampling error, then moderating variables on the overall effect size
should still be examined. Using the formula of, we calculated the percentage of
variance that can be attributed to each level of our model.
However, although I 2 reports the proportion of variation in observed effect

sizes, it does not provide us with absolute values that tell us the variance in true
effects. Thus, as recommended by, we report the τ 2, which provide an estimate
of the true effect size, and we report prediction intervals, which indicate that
95% of the time, effect sizes will fall within the range of those prediction
intervals.
Limitations
We focused specifically on the effects of total (overnight) sleep deprivation, and

thus future meta-analyses are needed to establish whether the effect size is
similar in studies using sleep restriction. We chose to concentrate on studies
using total sleep deprivation because depriving a participant of all sleep is a
stronger test of the hypothesis that sleep benefits memory than depriving them
of a single stage of sleep or restricting their sleep for some hours over a period
of time, as discussed in the Introduction section. An alternative approach could
have been to include restriction studies and to conduct a moderator analysis to
establish whether they lead to similar effect sizes as total deprivation. However,
many sleep restriction studies in the literature are field studies that lack the
rigorous controls we include in our inclusion criteria (e.g., lack of control over
hours slept, inappropriate sleep control condition, and therefore the number of
eligible restriction studies would have been smaller than the number of total
deprivation studies. As discussed earlier, such imbalance in number of studies
can make moderator analyses insensitive.
Our search focused solely on English language reports, thus risking a mono-
language bias.This restricts our ability to generalize the results of our meta-
analyses to non-English language literature. In particular, by using English
language sources only, there is the possibility that our search missed much of
the gray literature such as PhD theses and conference abstracts written in other
languages. The use of solely English language sources limits our understanding
of any possible cross-cultural differences in effects of sleep on memory. Indeed,
there are many cross-cultural differences in sleep habits (e.g., ), and although
we are not aware of any studies that have systematically compared sleep-
associated memory consolidation effects across cultures, our reliance on English
language literature means that we would not have captured such differences if
they do exist.
CONCLUSION:
To conclude, the two meta-analyses presented here provide a comprehensive

analysis of the impact of sleep deprivation after learning and before learning.
The results of the first meta-analysis suggest that depriving participants of the
first night of sleep after encoding new information results in lower performance
at test, supporting the theories of sleep-associated memory consolidation. This
effect was larger before than after recovery sleep and larger in procedural
memory tasks compared to declarative memory tasks. The results of the second
meta-analysis suggest that sleep-deprived participants are able to encode less
information than rested controls, supporting the theories that propose that sleep
restores memory encoding capacity.
We found that levels of statistical power tended to be low, particularly in those

studies looking at sleep deprivation after learning in which there was a small
estimated effect size. Given that underpowered studies are ubiquitous across
disciplines that use human participants, new ways of interpreting low-powered
studies are emerging. One particularly insightful interpretation has recently been
offered by. In short, Wilson and colleagues draw a distinction between “original
science” and “replication science.” Original science is roughly science as
practiced today, in that it uses Null Hypothesis Significance Testing combined
with study designs whose power falls far short of the gold standard of high-N
studies. Original science in this formulation serves an important and
inexpensive screening function to identify effects that may be true and would
therefore benefit from further, more costly examination of replication science.
Replication science consists of high-N, highly powered, and costly direct
replications of the key studies from original science, vital for verifying the
preliminary results of original science. Applying this framework to the literature
targeted in our meta-analyses, we propose that there is now sufficient evidence
from original science to warrant a move to replication science in this field. No
highly powered, preregistered direct replications looking at the role of sleep
deprivation in learning and memory have been conducted thus far. The meta-
analytic estimates of the relevant effect sizes provided here will facilitate the
design of such urgently needed studies, while also allowing better informed
sample size choice for continuing original science efforts.
3. IMPACT OF COVID-19 ON MENATL HEALTH

Abstract
The COVID-19 pandemic is a major health crisis affecting several nations, with
over 720,000 cases and 33,000 confirmed deaths reported to date. Such
widespread outbreaks are associated with adverse mental health consequences.
Keeping this in mind, existing literature on the COVID-19 outbreak pertinent to
mental health was retrieved via a literature search of the PubMed database.
Published articles were classified according to their overall themes and
summarized. Preliminary evidence suggests that symptoms of anxiety and
depression (16-28%) and self-reported stress (8%) are common psychological
reactions to the COVID-19 pandemic, and may be associated with disturbed
sleep. A number of individual and structural variables moderate this risk. In
planning services for such populations, both the needs of the concerned people
and the necessary preventive guidelines must be taken into account. The
available literature has emerged from only a few of the affected countries, and
may not reflect the experience of persons living in other parts of the world. In
conclusion, subsyndromal mental health problems are a common response to
the COVID-19 pandemic. There is a need for more representative research from
other affected countries, particularly in vulnerable populations.
INTRODUCTION
COVID-19 was first reported in the Chinese city of Wuhan in late December
2019. People around the world has been rocked by the coronavirus
pandemic which has created panic everywhere. The disease quickly spread
around the world, so the World Health Organization (WHO) declared COVID-
19 a public health emergency of international concern (Damirchi, Mojarrad,
Pireinaladin, & Grjibovski, 2020). Coronavirusor Severe Acute Respiratory
Syndrome Coronavirus 2 (SARS-CoV-2) is a virus that attacks the respiratory
system. The disease caused by infection with this virus is called COVID-19.
Coronavirus can cause respiratory system disorders, severe lung infections,
and death. Although it mostly attacks the elderly, this virus can attack anyone,
from infants, children, to adults, including pregnant and breastfeeding women.
(Safrizal ZA, Danang Insita Putra, Safriza Sofyan,
METHODS
This study used literature review method. Stages in conducting this study using
the method of Cronin, Ryan and Couglan (2008) which consists of four steps.
The first step is to find a topic or problem that we want to focus on. Second,
find and collect research articles that will be used as references for literature
reviews. Third, reading, summarizing and analyzing the literature according
to the purpose of the study. The fourth stage is to describe the results of the
review in tabular form and narrated in the discussion section (Prasetian,
2020). The criteria of articles reviewed are as follows: 1)Inclusion criteria for
articles/published papers: population of study: adolescent, intervention or
exposure: COVID-19 pandemic; outcome: mental health (anxiety, trauma,
stress); using English or Indonesian; published 2019-2021. 2)Exclusion
criteria: not primary research (literature/narrative review); journal articles in the
form of opinions or editorials; full text not available
By searching for articles or reference sources that become references, they
were accessed through databases such as Springer, Wiley Library, PubMed,
Science Direct, Proquest, Ebsco Host and Google Scholar. The keywords
used to explore the articles are COVID-19
pandemic, mental health, anxiety, trauma, stress, depression, obsessive
compulsive disorder, adolescent. The literature search process was also carried
out by combining keywords using the boolean operators "OR", "AND" and
"NOT". After obtaining articles that match the inclusion criteria that have
been previously set, then a review and analysis was carried out. Literature was
analyzed using the narrative review method which is the simplest form of
review. Narrative review is an analytical method of narration, text narration,
pictures, events which are grouped into data according to the purpose of the
research. Published articles that have met the criteria are then grouped and
summarized. After the summary of the published source.
DISCUSSION
The impact of the Covid-19 pandemic on stress in adolescents
Research conducted in Indonesia showed that the COVID-19 pandemic, which
has a negative impact on education, can be a stressor for adolescents. Changes
in the learning process carried out online were one of the academic stressors for
students in Indonesia. There were several obstacles experienced by students,
especially students who live in areas with limited internet signal. Distance
learning was considered less effective in its implementation, in addition to
giving a large number of tasks with a short working time can strengthen the
potential for stress. This was in line with the previous study by Andiarna (2020)
which in their research results show that online learning has an effect on stress
in adolescents. The results of this study are also in line with research conducted
by Harahap et al. (2020), Adrian et al. (2021) Kusuma et al. (2020) and Hidayah
et al. (2020), in their research conducted on students, they found that students
experienced stress during changes in the learning process. In addition, research
conducted by Nasrudin & Umi Azizah (2020) explains that the stressors faced
by adolescents in addition to changes in learning methods include feeling
lonely, worrying about the future, changes in daily activities to worries about
the health of family members and themselves. In addition, research conducted
by Nasrudin & Umi Azizah (2020) explained that the stressors faced by
adolescents in addition to changes in learning methods include feeling
lonely, worrying about the future, changes in daily activities to worries about
the health of family members and themselves. Not only in Indonesia, in other
developing countries, online learning that occurred during the COVID-19
pandemic had an impact on student boredom. Research conducted by Simin et
al.
(2020) of adolescents in Malaysia showed that students experienced stress
during the COVID-19 pandemic. Not different from the research results
conducted in Indonesia and other developing countries, research conducted in
the Philippines showed similar results, feelings of boredom, worry and anxiety
became the stressors in adolescents in the Philippines (Tee et al., 2020).
Research conducted by Banna et al (2020) in India which is a country with a
high positive case showed that the negative impact generated by the COVID-19
pandemic does not only have an impact on life, work, economic activities but
also on mental health, especially stress on teenager. Research conducted in
China showed that inappropriate stress coping strategies are a risk factor for
stress in adolescents during the pandemic (Zhang et al., 2020).
CONCLUSIONS
From the results of analysis of the contents of published articles, which
mainly include aspects of the objectives and study results, it was obtained an
overview about the impact of the COVID-19 pandemic on the emergence of
mental health problems in adolescents.
4. Effects of Social Media on Mental Health: A Review
ABSTRACT
From past two decade social media beheld a sporadic enhancement in quantity,
quality and utility. As the body of an individual is nourished by the intake of
necessary mineral elements obtained through nutrition, likewise human mind is
nurtured by the availability of nutrition for thoughts. Now a day’s which is
readily available through the advancement of technology, thereby opening a
platform for discussion between social media and mental health of present era.
From the dawn of internet and social networking sites human resources of
contemporary world have become more social virtually but less practically. This
virtual life is isolating present man from other fellow beings thereby affecting
his health (mental & physical) and overall balance. Increased usage of social
networking among adults of the present era is a matter of concern for the
parents, society & researchers, as there are always two sides (positive &
negative) of every innovation. The aim of present research is to explore the
effect of social media on mental health. To achieve said purpose, the
investigator reviewed and synthesized available related literature. Literature
summed so far reveals that younger generation operates susceptibly. As a
confronting population of the present era, younger generation is experiencing
embryonic stage of life and is at higher risk of serious mental health problem.
Younger generation of present era is acting as active users of social media
which has affinity towards the problems of mental health. The present perilous
situation requires more understanding, to know relation between social media
and mental health problems is just a kick off point. Exploring and understanding
the means with the help of which social media is affecting mental health of
present younger generation is succeeding step which can illuminate the
connections which are at play among these variables of young generation.
Effects of Social Media on Mental Health: A Review

© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN:
2349-3429 (p) | 126 including application like Facebook, Twitter, MySpace,
online gaming, virtual worlds like Second Life, Sims, YouTube, Blogs and so
on. These sites of present era are growing exponentially and act as easy
available portals for communication and entertainment for younger generation.
Merriam-Webster (2014) defined social media as, “forms of electronic
communication (as Web sites for social networking and micro-blogging)
through which users create online communities to share information, ideas,
personal messages, and other content (as videos).”Virtual platforms of social
media like Facebook, Twitter etc. significantly enhanced the virtual
environment from past decade by facilitating users to interchange their feelings,
ideas, personal information, pictures and videos at anun-precedential
proportion. Further, social media users have speedily adopted online social
communication as an essential part of daily life, as evidenced by the increasing
figure of daily users. In fact, Facebook alone reported an estimated 1 billion
active users in 27 august 2015. It means one in seven people on earth used
Facebook in a single day to stay connected with their friends and family (posted
by Mark Zakerberg on Thursday, August 27, 2015). Consequently social media
lays substantial influence on different aspects of present digital life apart from
online communication, from marketing to politics to education to health to basic
human interaction. In many of these areas, social media presents clear benefits;
however, social media phenomenon is relatively new, number of empirical
studies evaluated the overall influence of regular use of social media on the
well-being and mental health of its users. This lack of understanding is
predominantly a grave concern in the context of present younger generation, as
teens and young adults spends their good amount of time in online socialization
and hence are potentially experiencing a greater risk of negative effects. A

number of research studies classify connection between use of social media and
its undesirable outcomes like increase in anxiety, stress, depression and
loneliness. The increased usage of social media by younger generation raises
alarms regarding its adverse effects. Social Media & Anxiety Link between
social media and compulsive behavior has been reported by various studies. It
has been found that forty five percent of British adults feel restlessness when
they are not able to access their social networking sites (Anxiety 2012). In
Rosen et al. (2013), it is reported virtual generation (Net & iGeneration) oftenly
check the message on their social networking application. It is also found that
younger generation feels restlessness when they were not able to access
messages of their social networking applications apart from their counterparts,
giving rise to Phantom vibration syndrome (PVS). Which is a nothing but the
perception of an addict person regarding the vibration of his cell phone (Drouin,
et al., 2012; Rothberg, et al., 2010) any victim of PVS reflects obsession of freq
uent checking of social messages exhibits manifestation of anxiety caused by
cell phones.
Social Media and Depression

From the above literature it is clear social media is the basic agent that not
enhances but also nourishes the mental health problems. Excessive use of Social
media leads an individual to disastrous results that starts with anxiety and leads
to the depression. In (Pantic et al., 2012) it is revealed that depression and time
spent on Facebook by adolescents is positively correlated. Rosen et al., (2013),
mirrored these findings and revealed that symptoms of major depression has
been found among the individuals who spent most of their time in online
activities and performing image management on social networking sites.
Similarly (Lou et al., 2012) asserted that students who use Facebook intensely
reports enhanced loneliness. It is also found that social media usage also
enhances the psycho-social problems like adjustment& self-esteem (Kalpidou et
al., 2011).Research conducted by Davila (2012) reflected severe depression
symptoms among younger generation are associated with less positive and more
negative social interactions. In contrary evidence of inverse relation between
depression and internet usage has been reported by the Kraut et al., (1998) and
Shah & Grant (2002), they further suggest that various social forms like gaming
& ch tting diminish the depression risk.
Social Relationships and Mental Health Friendship is a vital component in

protecting our mental health (Mental Health Foundation). According to
Umberson & Montez, (2010), quality and quantity of social relationships affect
health behavior, physical health, mental health and mortality risk. A number of
empirical studies determine that social support can prevent hopelessness
(Johnson et al., 2001) demoralize avoidant coping (Weaver et al., 2005),
suppress loneliness (Schneider et al., 1991), and strengthen positive states of

mind (Gonzalez et al., 2004). On contrary depression are associated with
negative social interactions and social isolation (Schuster et al., 1990; Chou et
al., 2011) and suicide (Holma etal., 2010). Reich et al., (2010) inveterate, that
social support is related with better mental health. A social relationship plays a
pivotal role in boosting mental health. But the fact is there is disagreement
among investigators relating what components of social relationships have an
impact on mental health. With the amplified social support from relatives and
friends grieved less from mental health problems after a traumatic life event
owed to stress-reduction function of this social support (Maulik et
Conclusion
This investigator reviewed and synthesized extensively related literature of

social media and some factors of mental health. The relation between usage of
social media and depraved mental health determines the significance of the
topic. Social media usage have dangerous effects for younger generation
because problems related mental health which gets developed during young
period can act as an epidemic for any individual throughout the life. The
significance of continual enquiry and examination on this construct can’t be
overstated. Present literature reflects the deprived association between usage of
social media and mental health of younger generation and also demonstrates the
significance of present topic. It is clear that adverse effects of social media
usage obligate propounded consequences for present generation especially for
younger ones. The literature reviewed in various section of present paper
elucidates the substantial value of association between social media usage and
mental health problems of present era; also present paper illuminates the
complexity of relationship. Present Paper offers an insight in the complex
connection of social media usage and mental health problems of younger
generation. These problems can be identify as online harassment, depression,
sexting/texting, stress, fatigue, loneliness, decline in intellectual abilities, cyber
bullying, emotion suppression and lack of concentration. These all things
directly or indirectly effects on mental health of younger generation. Literature
summed so far reveals that younger generation operates susceptibly. As a
confronting population of the present era, younger generation is experiencing
emerging stage of life and is at higher risk of serious mental health problem. To
reduce these risks proper steps should be taken like information and counseling
sessions can be structured at schools and colleges. A proper awareness
movement can be organized to understand the effects of usage of social media
on mental health on younger generation. The social networking sites should be
constrained to certain age limit. Any social media application that has not
positive effect like discrimination, violence and racism etc. should be dissolved
at once completely
5.ARTIFICIAL INTELLIGENCE IN HEALTHCARE
Abstract.
The goal of this research is to offer an overview of artificial intelligence's role
in healthcare. In this field, artificial intelligence has played a crucial
influence. A paradigm change in healthcare has occurred due to the
increasing availability of healthcare data and the rapid progress of
analytics technology. Machine learning technologies such as the support
vector machine, deep learning neural networks, and natural language
processing manage structured data. Unstructured data is processed
using natural language processing
INTRODUCTION
Artificial Intelligence has played a significant role in healthcare recently. AI

techniques have been very effective in healthcare. There is also an active debate
about it that "Will AI replace Doctors in the future eventually." However, it
does not look possible shortly. It can help with settling on better clinical choices
in specific regions. The growing accessibility of Innovations, Number 66
September2021. medical care information and the rapid development of
large data investigation instruments have aided ongoing suitable Artificial
Intelligence applications in medical services.Practical AI algorithms may find
clinically useful knowledge in massive amounts of data when driven by relevant
clinical queries, assisting clinical decision-making. Evolving demographics,
logistical needs, faculty deficiencies, and growing morbidity, just as
improvements in data innovation interest and standards, put doctors and
wellbeing administrations under unprecedented pressure.
The potential uses of artificial intelligence in medical care and clinical
research are becoming more apparent. AI-enabled health solutions have
been demonstrated in the study to be valuable and promising. As of now,
governments and innovation organizations are altogether putting
resources into utilizing AI for clinical benefits. The US Food and Drug
Administration means to grow the accessibility of AI-helped clinical
gadgets. The four regions where AI-empowered medical services
conveyance will probably impact are Medical services organization,
clinical decision assistance, patient follow-up, and medical care
intercessions.
Innovative healthcare services are defined as the application of cutting-edge

technologies such as cloud computing, the Internet of Things (iot), and
artificial intelligence (AI) to create a more productive, helpful, and
personalized Medical services framework.These advancements give
constant well-being observing through cell phone or wearable gadget
applications, permitting individuals to assume liability for their wellbeing.
When combined with AI, wellbeing information gathered at the patient level
might be shipped off clinicians for additional analysis and utilized in wellbeing
screening, early illness detection, and treatment plan assurance. Literature
review The upsides of AI have been widely tended to in the clinical
literature. Advanced algorithms might be used by AI to 'learn' information from
massive amounts of patient data and then utilize the results to improve medical
care.
Challenges in ai development Artificial intelligence

in healthcare has several obstacles. To train machine learning algorithms
or neural networks, a vast quantity of data is required. However, we usually do
not get clean data or unbiased data. Data from different healthcare
environments can contain noise, bias, imbalanced medical data, incomplete
information, etc. The model trained on one hospital data may not be
generalizable to another. As a result, researchers must ensure that the data
they collect represents the intended patient group. The few challenges are,
data is growing exponentially, providing perfect information at the point of
decision making, which is most important.
Conclusion
We discussed why AI is being used in healthcare, described the many types of
healthcare evidence that AI has looked at, and examined the most prevalent
ailment types for which AI has been employed.ML and NLP, the two
primary forms of artificial intelligence devices, have been widely explored.
We utilized SVM and neural networks, two of the most commonly used
traditional techniques, and a novel deep learning method. An effective AI
architecture must include mlcomponents for processing structured data
(images, EP data, genetic data) and NLP for unstructured mining text.
The IBM Watson machine is a leader in this field. The system, which
includes both ML and NLP components, has demonstrated promising results
in oncology. Using a vast volume of data with rich knowledge, AI is
supposed to assist in the analysis of even more complex and closer to real-life
clinical questions, resulting in improved stroke treatment decision-making. AI
systems must be constantly trained by evidence from clinical trials to function
correctly. When an AI system is implemented and trained using historical

data, keeping the data supply is critical for the system's continuous growth and
improvement.
REFERENCES:
• https://www.researchgate.net/publication/355855821_Review_o
n_Artificial_Intelligence_in_Healthcare
• https://www.googleadservices.com/pagead/aclk?sa=L&ai=DChc
SEwjz552DkaqAAxWHLYMDHQzmAxQYABAAGgJzZg&oh
ost=www.google.com&cid=CAESbOD2i_-
itaRzglpJjkDYo_ezBXY78uSQt8ARyYrZW1co_O1vAOgt138
MPYE0y41XKXvZRcO9r8JbS6r8zYdrmDgcNMJmO7Tsjyq9c
sqXgy_V10vRipOzgrFju5iCcmqsKdow8FU9thEnKDTuWg&si
g=AOD64_00zUTPklBK4HKPzd1I3flEOjZRPA&q&adurl&ve
d=2ahUKEwjPrpWDkaqAAxX4SmwGHekoCkoQ0Qx6BAgN
EAE
• https://www.worldbank.org/en/topic/edutech

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MBA DEPARTMENT

What is primary data?

What is secondary data?

Sources of secondary data content:

Examples of secondary data content:

Advantages of review of literature: -

1.IMPACT OF DIGITAL TECHNOLOGY ON LEARNING AND

The assessment framework, set out of identifies a number of educational

In this section, the impact of digital technology on children's attainment in a

Raising children's attainment

Higgins et al (2012) provide a summary of research findings from studies with

Higgins et al report that in general analyses of the impact of digital technology

Effect on specific literacy skills

Effect of specific digital tools and resources

Somekh et al (2007) evaluated the Primary School Whiteboard Expansion

frequent opportunities for learner collaboration, and significantly higher learner

Effect of the amount and quality of digital technology use

Effect on specific numeracy skills

In their meta-analysis, Laio et al (2007) considered 11 studies looking at the

Effects of specific digital tools and resources

Hung et al (2012) explored the effect of using multi-media tools in science

Hsu et al (2012) investigated the effects of incorporating self-explanation

Güven and Sülün (2012) considered the effects of computer-enhanced teaching

• Digital technology is best used as a supplement to normal teaching rather

2. Meta-Analytic Reviews of Studies on Sleep Deprivation Before and

learning on memory was associated with Hedges’ g = 0.277, 95% CI [0.177,

Impact of Total Sleep Deprivation After Learning and Potential

Effects of sleep on nondeclarative memory have also been observed; for

Impact of Total Sleep Deprivation Before Learning and Potential

The restorative function of sleep is supported by evidence showing decreased

Further, neuroimaging evidence suggests sleep deprivation prior to learning is

Effect Size Calculation

However, although I 2 reports the proportion of variation in observed effect

We focused specifically on the effects of total (overnight) sleep deprivation, and

To conclude, the two meta-analyses presented here provide a comprehensive

We found that levels of statistical power tended to be low, particularly in those

3. IMPACT OF COVID-19 ON MENATL HEALTH

4. Effects of Social Media on Mental Health: A Review

Effects of Social Media on Mental Health: A Review

and hence are potentially experiencing a greater risk of negative effects. A

Social Media and Depression

Social Relationships and Mental Health Friendship is a vital component in

suppress loneliness (Schneider et al., 1991), and strengthen positive states of

This investigator reviewed and synthesized extensively related literature of

5.ARTIFICIAL INTELLIGENCE IN HEALTHCARE

Artificial Intelligence has played a significant role in healthcare recently. AI

Innovative healthcare services are defined as the application of cutting-edge

Challenges in ai development Artificial intelligence

correctly. When an AI system is implemented and trained using historical

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