Input: Task: contrast the claim using the given text. Claim: All students learn better with virtual reality than with traditional techniques. [SEP] Text: Although both groups received the same video material and practice time, the addition of holographic content and markers, and interactive task guide in the HoloLens group created a more dynamic learning environment that supported a multi-modal approach to learning. It is well documented that more interactive teaching sessions delivered through a diverse range of media lead to increased engagement and better performances [18, 19]. Suture quality remained consistent across the two interventions. This was a secondary measure of the study, and instructions and tuition on improving suture quality were not delivered with novel MR content. The lack of significant difference between groups may be accounted for by the limited specificity of the suture quality assessment methodology, however, this observation may also reflect the fact that the students did not have the opportunity to reach a performance plateau in their motor skills [20], with insufficient repetitive experiential learning to yield significant improvements in technical quality. However, the HoloLens could readily address this short coming and future models could visualise correct knot quality measures, by superimposing an animated hologram over the participant’s hands showing the correct technique, allowing the participant to mirror the movements [21]. This would provide a more interactive way to demonstrate and give immediate confirmation of technique for aspects such as correct positioning and tying techniques. The global need for improved surgical skills teaching is clear [22], and this has been exacerbated during the COVID crisis which has placed significant strain on surgical training. These data suggest that MR technology may have a role to play in addressing these challenges, and that this it is acceptable to students. All HoloLens participants reported enjoying the teaching session, but this observation was not found in the video group. Reasons for a lower enjoyment in the video group can be seen in the written feedback where participants said it was not “interactive” enough and re-watching the video while practising was “too difficult” as they were unable to effectively focus on the task at hand whilst simultaneously controlling and engaging with a non-segmented and poorly accessible passive video. This is in keeping with previous studies that suggest interactive and active learning styles perform better than traditional teaching methods [23, 24]. However, this may represent a bias towards the MR technology amongst participants due to its novelty or inclusion in the study. Nonetheless, high student satisfaction is crucial with educational programmes as it encourages improved engagement and better overall performance [25,26,27]. [SEP] Justify:

Output: The text contrasts the claim by providing evidence that, although participants using HoloLens enjoyed the session more and found it more interactive, there was no significant difference in suture quality performance between the HoloLens group and the traditional video group. It states that 'suture quality remained consistent across the two interventions,' indicating that the purported advantage of virtual reality in improving learning outcomes was not observed in this study.


Input: Task: pass the claim using the given text. Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: Interestingly, when participants were verbally asked to adopt an EF, it was shown that they could prolong sustaining submaximal isometric contractions with their index finger (time to task failure) and that the activity of inhibitory intracortical circuits within M1 (expressed as SICI and subTMS-induced EMG suppression) was instantly enhanced contrasted to when using an IF strategy. Thus, manipulating the focus of attention did not only have a positive influence on motor performance but also had a direct and immediate effect on cortical inhibition within M1. However, this modulatory effect of intracortical inhibition was outlined in the prime-mover and the effects on surrounding muscles were not tested. According to previous research3,4, it seems that the local inhibitory GABAergic circuits within M1 play a crucial role in the generation of SI. This hypothesis was supported by showing that FHD patients do not only have a reduction in SI leading to abnormal motor execution, but also display a loss of inhibition on multiple levels of the central nervous system including SICI4,20,21. Based on these previous findings, it was hypothesized that changing the attentional focus may be a powerful tool to influence SI in M1, especially as it was previously suggested that SICI and SI might share common mechanisms4,22,23. Thus, adopting an EF might inhibit surrounding muscles what would reflect a focused neural drive and therefore enhanced movement efficiency. Accordingly, the present study aimed to investigate the immediate influence of different attentional strategies (EF vs IF) on (i) motor performance when executing maximal voluntary contractions (MVC) of the first dorsal interosseous muscle (FDI) and (ii) on the amount of SI within M1 influencing the activity of the adjacent muscle APB. MethodsSubjectsFourteen right-handed subjects (22–35 years; 3 women) agreed to participate in this study. All subjects were free from any known orthopaedic or neurological disorders. They gave their informed written consent before the experiments, which were approved by the local ethics committee (Commission cantonale d'éthique de la recherche sur l'être humain, CER-VD, Switzerland) and were in accordance with the Declaration of Helsinki. RecordingAll tests were conducted in one laboratory session. During this session, participants were seated in a comfortable and adjustable chair in an upright position. [SEP] Justify:

Output: The text is irrelevant to the claim about neuroethologists' ability to determine animal intelligence. It discusses a study related to attention focus and motor performance, without mentioning neuroethology or animal intelligence.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Statistical analyses We used a cross-tabulation analysis with Wald χ2 tests to examine the differences in the proportions of beneficiaries who reported that their usual providers offered telehealth during the COVID-19 pandemic and offered telehealth to replace a regularly scheduled appointment, by sociodemographics, comorbidities, and access to technology devices and the internet. Two multivariable logistic regression models were used to examine the association between usual providers who offered telehealth 1) during the COVID-19 pandemic and 2) to replace a regularly scheduled appointment. Factors examined were sociodemographic characteristics, comorbidities, access to technology devices and the internet, and having previously participated in video, voice, or conference calls over the internet. All analyses used the survey weights from the data set to account for the complex survey design (16). SAS version 6. 1 (SAS Institute, Inc) and Stata/MP version 16. 1 (StataCorp LLC) were used to perform the analysis. Topstudy beneficiaries aged 65 years or older, 81. 2% (representing approximately 26. 3 million beneficiaries) reported that their usual providers offered telehealth during the COVID-19 pandemic (Table 1). A higher proportion of younger beneficiaries (aged 65–74 y) than older beneficiaries (84. 2% vs 76. 1%, P <. 001) reported that their usual providers offered telehealth during the pandemic (Table 1). Beneficiaries living in a metropolitan area (vs nonmetropolitan area, 82. 9% vs 73. 1%, P <. 001) and census regions other than South (eg, for the West 85. 5% vs 77. 2% for the South, P =. 007) reported higher prevalence of their usual providers offering telehealth during the pandemic. More beneficiaries with higher income (≥ $25,000) reported that their usual providers offered telehealth during the pandemic compared with lower income beneficiaries (<$25,000) (85. 0% vs 69. 8%, P <. 001). More usual providers offered telehealth during the pandemic for beneficiaries who had access to internet (vs those without access) (84. 7% vs 62. 1%, P <. 001), who had access to technology devices (vs those with no access) (84. 0% vs 65. 6%, P <. [SEP] Justify:

Output: The text corroborates the claim by providing statistical data that shows a substantial proportion of beneficiaries, specifically 81.2%, reported that their usual providers offered telehealth during the COVID-19 pandemic. This indicates a significant increase in the availability of telehealth services during this time. Moreover, the text details differences in telehealth offerings based on sociodemographic factors, further supporting the notion of its popularity during the pandemic.


Input: Task: contrast the claim using the given text. Claim: All students learn better with virtual reality than with traditional techniques. [SEP] Text: Unfamiliarity and the learning curve associated with new technologies often results in slow adoption [28], however, it is promising that no HoloLens participant disagreed with the statement that the technology was easy to use. There is however a learning curve to the technology, and some described that it was initially difficult to interact with some components, but this was rapidly over come with the standardised onboarding protocol. Surprisingly, not all video participants selected “strongly agree” for ease of use for watching the videos. The feedback given suggests this was due to the need to scroll through the video in the practice round which may be challenging whilst simultaneously attempting to practice the technique. This problem is mitigated with the HoloLens teaching programme as 365 Guides uses a cursor controlled by head movement and gaze. Therefore, the participant did not need to remove their hand from any instruments to continue to the next step or repeat the most recent instruction. This is particularly important when it comes to surgical training as the programme doesn’t disrupt the flow of practice and allows muscle memory to form, leading to enhanced performance of the skills [29]. An interesting observation would be that both groups had increased confidence after the teaching session, however this was slightly higher in the HoloLens group. This could be due to the immediate confirmation of the selected instrument and guidance for its correct placement on that surgical jig that the HoloLens tutorial provided; functionality that is not provided in video-based tuition. Many of the instruments used had not been seen by this novice group before, and therefore such positive identification, feedback and reinforcement aids in learning and correctly identifying the differences between similar-looking instruments. Most participants (72. 2%, 13/18) who used the HoloLens did not experience any negative symptoms with the device, with the few symptoms that were experienced being mild. Studies have shown that prolonged use of the HoloLens may lead to symptoms such as headaches or fatigue [30]. The video group had a similar number of participants with no symptoms, with the most notable symptom reported being difficulty concentrating. This is emphasised by the feedback given that the videos were “long” and “boring”. This was surprising as both groups were provided with the same basic video content, although delivered via very different and contrasting methodologies, but only one participant from the HoloLens group felt like they had difficulty concentrating likely due to the segmented nature of the video content and additional interactive functionality they experienced. [SEP] Justify:

Output: The text contrasts the claim by highlighting mixed outcomes between the HoloLens (virtual reality) group and the video (traditional technique) group. While it mentions that the HoloLens participants experienced increased confidence and benefited from interactive elements, it also indicates that both groups reported similar symptoms and challenges, such as concentration difficulties with the video content. This suggests that not all students necessarily learn better with virtual reality, as training through videos also had its own challenges and outcomes.


Input: Task: pass the claim using the given text. Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: After skin preparation, bipolar surface electrodes (BlueSensor P, Ambu A/S, Ballerup, Denmark) were placed on the right hand skin over the muscles of interest with 1 cm inter-electrode distance. The reference electrode was also placed on the right hand, on the phalanx of the digitus medius. EMG recordings were obtained from the first dorsal interosseous (FDI) and the abductor pollicis brevis (APB) muscles. EMG recordings were amplified (x 1000), sampled at 4 kHz and bandpass filtered (Butterworth 10–1000 Hz). The individual MEP amplitudes were measured at four different phases of the contraction (see motor task below and Fig. 1B). All data was recorded and stored on a computer for off-line analysis using software (Systems, Endingen, Germany). Figure 1(A) Experimental setup. The tip of the right index finger is resting on the force transducer (1). Two pairs of surface electrodes were placed over the (2) APB and FDI. The right forearm, middle, ring and pinky fingers were fixed by straps in order to minimize movements (3). (B) Time course of the task. Shown are the transcranial magnetic stimulation (TMS) time points, the force produced and the acoustic tones. Brain stimuli were applied during a resting or control phase (T1; 500 ms after the first tone), during the premotor phase (T2; between 100 and 200 ms after the second tone), the phasic phase (T3; between 300 and 600 ms after the second tone) and the tonic phase (T4; 2700 ms after the second tone). (C,D) Shown are the background EMG levels, obtained in a 50 ms time window before the brain stimulation, for the surrounding muscle APB (C) and the prime mover FDI (D) in all four different phases (control, premotor, phasic and tonic). There was a significant main effect of phase in the prime mover FDI, reflecting its activation during the motor task and no significant modulation of background EMG was found in the surrounding muscle APB. Black bars represent the external (EF) and the whites ones the internal focus of attention (IF). [SEP] Justify:

Output: The text describes a detailed experimental setup involving EMG recordings and brain stimulation but does not address the capability of neuroethologists to determine animal intelligence. Therefore, it is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: 001), and who had previously participated in video, voice, or conference calls over the internet (vs those who did not) (89. 0% vs 71. 3%, P <. 001) (Table 1). Among those being offered telehealth services, 56. 8% (approximately 14. 5 million beneficiaries) reported that their usual providers offered telehealth to replace a regularly scheduled appointment (Table 1). Non-beneficiaries reported a higher prevalence of having their usual providers offer telehealth to replace a regularly scheduled appointment (66. 0%) than those of other races/ethnicities (eg, for non-beneficiaries, 55. 1%, P =. 005) (Table 1). Compared with beneficiaries without comorbidities, those with comorbidities reported a higher prevalence of having their usual providers offer telehealth to replace a regularly scheduled appointment (eg, 47. 0% for those with ≤1 chronic condition vs 52. 5% for those with 2 or 3 chronic conditions, P <. 001). Of study beneficiaries aged 65 or older, those aged 65 to 74 had 1. 29 times the odds (95% CI, 1. 09–1. 53; P =. 003) of having their usual providers offer telehealth during the COVID-19 pandemic than those aged 75 or older (Table 2). Male beneficiaries had 0. 80 times the odds (95% CI, 0. 68–0. 94; P =. 006) of being offered telehealth services during the COVID-19 pandemic than female beneficiaries. Beneficiaries living in a metropolitan area were more likely to report being offered telehealth services during the COVID-19 pandemic than those living in a nonmetropolitan area (OR, 1. 56; 95% CI, 1. 18–2. 05; P =. 002). Beneficiaries from the West and Midwest census regions were more likely to report that their usual providers offered telehealth during the COVID-19 pandemic than those from the South. Beneficiaries who reported an income level below $25,000 were less likely (OR, 0. 71; 95% CI, 0. 58–0. 86; P =. 001) to report that their usual providers offered telehealth during the COVID-19 pandemic than those whose income was higher. [SEP] Justify:

Output: The text corroborates the claim by providing statistical evidence that a significant number of beneficiaries reported being offered telehealth services as a replacement for regular appointments during the COVID-19 pandemic. Specifically, the data indicates that 56.8% of beneficiaries were offered telehealth, with variations based on factors such as age, gender, region, and income, further supporting the notion that telehealth services gained popularity during this time.


Input: Task: contrast the claim using the given text. Claim: All students learn better with virtual reality than with traditional techniques. [SEP] Text: 2Screenshot of size imageInstrumentsThe data collection took place in the same classroom as all the other study activities. The participants completed a pretest to verify the homogeneity between the groups. Next, participants were randomly assigned to the conditions using VR or video meditation. After the intervention, the students proceeded with the posttest (i. e. , the final exam), a follow-up survey, and a demographic questionnaire. To test whether any differences existed between the effect of VR and video meditation on students’ test performance, the scores received on the posttest served as the dependent variable. Performing T-tests, we calculated differences between the pretest–posttest scores of students who participated in the VR meditation and the video meditation. The pretest and the posttest had the time limit set to 30 min, during that time the students were asked to perform basic computer science tasks involving the application of operational systems. The tasks were procedural, requiring students to follow a series of steps, for example: (1) creating a folder, (2) copying items to a folder, (3) creating a title page, (4) tracking changes, (5) renaming files, (6) compressing files, and (7) changing extensions. The tests were multi-item, with total scores converted to percentages. Concerns about reliability and validity were solved by the implementation of previously validated tests. The test tasks/questions came directly from the question database of the course textbook, and they were of comparable difficulty. The scoring was straightforward. If the item was complete and correct, the students received full points. If the item was incomplete or incorrect, the student received zero points. No partial credit was given. The scoring followed the standards of the ( for certificate exams. The follow-up survey questions pertained to self-perceived anxiety levels, students’ relaxation practices, and general impressions of their meditation experience. The demographic questionnaire elicited information regarding students’ age, gender, electronic use, VR equipment ownership, and previous experience with VR. FindingsThe aim of our study was to compare the effectiveness of meditation experienced through VR versus video, as measured by students’ test scores. We provide insights through student perceptions on the use of meditation, whether VR or video, as a way to positively affect college students’ anxiety states. [SEP] Justify:

Output: The text contrasts the claim by detailing a study that compares the effectiveness of virtual reality (VR) meditation with video meditation, rather than asserting that all students learn better with VR compared to traditional techniques. It emphasizes the aim of the study to measure test scores resulting from different methods, indicating that the learning outcomes vary depending on the method used, thus disputing the claim’s absolute statement.


Input: Task: pass the claim using the given text. Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: Full size imageExperiment 1Motor taskIn experiment 1, subjects were asked to perform maximum isometric contractions by pushing down on a force transducer (MC3A-500; Technologies Inc. , ) with the tip of their right index finger in response to an acoustic signal (see Fig. 1A and B). The right forearm, the middle, ring and pinky fingers were fixed by straps in order to minimize all movements. The left arm rested in a comfortable and relaxed position on the table. The force signal was displayed on a computer screen placed 1 m in front them. At the beginning of the session, subjects were asked to perform three MVCs with their right index finger in order to determine the maximal force. Then, after a two minutes break, participants had to perform five MVCs with an IF and, in a second serie, with an EF. The order of the two series was randomized and a five minutes break was given between the two series. Between two consecutive contractions, a rest of 30 seconds was given. During all contractions, EMG and the force signals were recorded. External vs. internal focus of attentionThe instruction for the IF condition was ‘Contract your finger flexor muscles so that the moving line increases as fast as possible to the maximum after the tone’. For the EF condition, the instruction was ‘Exert pressure on the force transducer so that the moving line increases as fast as possible to the maximum after the tone’. Experiment 2In experiment 2, participants were asked to perform an isometric ramp-and-hold contraction by pushing down with their right index finger on the same force transducer as in experiment 1. In response to an acoustic signal, participants were asked to match a moving line, which represented the actual force level, with a horizontal target line. The target line represented 10% of the MVC and was individually adjusted based on the results obtained in experiment 1 (MVC without any specific focus). Ten percent of MVC was chosen based on previous research showing that SI is more pronounced when executing a contraction at low-force levels7. The target line and the force signal (running line) were displayed on a computer screen placed 1 m in front of the participants. A first tone indicated the start of each trial and a period of rest that lasted for 1100 ms. Participants were instructed to react to a second tone that was given 1100 ms after the first tone. [SEP] Justify:

Output: The text is irrelevant to the claim, as it discusses two experiments related to motor tasks and does not mention neuroethology, intelligence, or the ability of neuroethologists to assess animal intelligence.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Those who reported having access to the internet and having previously participated in video, voice, or conference calls over the internet had 1. 75 (95% CI, 1. 41–2. 18; P <. 001) and 2. 18 (95% CI, 1. 78–2. 67; P <. 001) times the odds of having their usual providers offer telehealth services during the COVID-19 pandemic than their counterparts, respectively. Compared with non-beneficiaries, non-beneficiaries had 1. 57 times the odds of having their usual providers offer telehealth to replace a regularly scheduled appointment (95% CI, 1. 13–2. 17; P =. 007) (Table 2). Beneficiaries who had participated in video, voice, or conference calls over the internet before had 1. 21 times the odds of having their usual providers offered telehealth to replace a regularly scheduled appointment (95% CI, 1. 05–1. 39; P =. 009), compared with those who had not. Having more comorbidities was associated with a higher likelihood of having usual providers who offered telehealth to replace a regularly scheduled appointment (eg, those with 2 or 3 chronic conditions had 1. 25 times the odds [95% CI, 1. 01–1. 57; P =. 04] of being offered telehealth to replace a regularly scheduled appointment than those with 1 or no chronic condition) (Table 2). Toprapid spread of COVID-19, along with CMS waivers and recent policy changes on telehealth, has accelerated the adoption of telehealth services to prevent and reduce the risk of exposure (15,19). Studies have reported a surge of telehealth availability and use as a result (1,12,13). We found a similar pattern in terms of accessibility of telehealth for Medicare beneficiaries, with approximately 81% of study Medicare beneficiaries aged 65 or older reporting that their usual providers offered telehealth during the COVID-19 pandemic. Among those having access to telehealth, 56% reported that their usual providers offered telehealth to replace a regularly scheduled appointment. Additionally, disparities (ie, sex, residing area, income level, and census region) in accessibility of telehealth services were observed in our study. [SEP] Justify:

Output: The text corroborates the claim by providing data on the increased adoption of telehealth services during the COVID-19 pandemic. It states that the spread of COVID-19, along with changes in policy, accelerated the adoption of telehealth services to prevent exposure, with approximately 81% of Medicare beneficiaries aged 65 or older reported having access to telehealth during this period. Additionally, it highlights a surge in telehealth availability and usage as a result of the pandemic.


Input: Task: contrast the claim using the given text. Claim: All students learn better with virtual reality than with traditional techniques. [SEP] Text: The impact of VR versus video meditationTo examine whether the VR and the video groups differed in their prior mastery of computer science tasks, we conducted an independent samples t test based on pretest scores. The result of the two-sample independent t test comparing the differences in means between the two groups, assuming equal variances, was insignificant (p = 0. 21). These calculations confirmed that on the pretest the VR and video groups were comparable. We then compared the differences of pretest–posttest means between the VR and video groups. This approach is referred to as a difference in differences methodology in the wider social sciences and is considered a reliable method of inference when subjects are evaluated before and after a treatment effect (Donald & Lang, 2007). Table 2 displays data on pretest, posttest, and pretest–posttest differences. The most relevant results include the mean scores differences (0. 03 for the VR group, − 0. 19 for video group), standard deviation (0. 27 for the VR group, 0. 42 for the video group), degrees of freedom (59), the p value (0. 01), t-statistic (2. 41), and Cohen’s d (0. 62). The value of 0. 62 of the effect size is considered large. Table 2 Results of Pretest, Posttest, and Pretest–Posttest DifferencesFull size tableExploratory questionsIn addition to investigating the impact of VR versus video meditation on students’ test scores, we asked the students six questions to uncover their perceptions of VR- and video-based meditation that they had before their exam. One exploratory question was: “Do you think relaxation/meditation techniques could help you improve exam performance? ” The majority of students (59%) reported relaxation and meditation techniques to be beneficial (71% in VR, 47% in video). Some of the students commented that “meditation would calm me down,” “it would reduce stress levels,” “it would help me to relax,” and “it would help me to focus. ” Forty-two percent of the students (29% in VR, 16 53% in video) did not think the relaxation and meditation techniques would be helpful. [SEP] Justify:

Output: The text contrasts the claim by presenting results from a study that compares virtual reality (VR) and video techniques in an educational context. The findings show that the mean score difference for the VR group is only 0.03 compared to -0.19 for the video group, indicating that performance with VR is not significantly better. Additionally, the p-value of 0.01 suggests that while there is some difference, it does not strongly support the assertion that 'all students learn better with virtual reality.' Furthermore, the exploratory questions reveal mixed perceptions among students, where a majority found relaxation techniques beneficial but did not clearly endorse VR over video meditation as superior for learning.


Input: Task: pass the claim using the given text. Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: Thus, they had to increase their force level from zero to 10% of MVC within 700 ms. As participants reacted to the second tone, the onset of force occurred approximately 150–250 ms later. Once the target line was matched, they had to hold the contraction for at least 2000 ms and then returned to the relaxed position (see Fig. 1B). This motor task allowed to differentiate specific phases and to deliver single-pulse TMS during each of these phases (see Fig. 1B): at rest (the control phase, T1; TMS 500 ms after the first acoustic signal), movement preparation (the premotor phase,T2; TMS between 100 and 200 ms after the second tone), the phasic phase (T3; TMS between 300 and 600 ms after the second tone) and the tonic phase (T4; TMS 2700 ms after the second tone). As a first step, participants had to perform practice trials in order to adjust the timing of the stimulation for the premotor- and phasic-phases. The time points of brain stimulation were individually adjusted in order that T2 coincide with the preparatory phase and T3 with the phasic phase. Once determined, the timing of the stimulation was identical for the IF and EF conditions. After these practice trials, participants had to repeat two series of twenty repetitions of the ramp-and-hold contraction with both an IF and an EF, resulting in eighty stimulation (2 foci (EF vs IF) * 4 time points (T1 vs T2 vs T3 vs T4) * 10 trials). Thus, 10 MEPs were recorded and used in the final analysis for each time-point and focus. External vs. internal focus of attentionThe instruction for the IF condition was like in experiment 1: ‘Contract your finger muscles so that the moving line displayed on the monitor increases from the baseline to the target value after the tone’. The instruction for the EF condition was ‘Exert pressure on the force transducer so that the moving line displayed on the monitor increases from the baseline to the target value after the tone’. After five trials, the participants were reminded to ‘concentrate on your finger muscles’ (IF) or ‘exert pressure on the force transducer’ (EF). [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses a motor task and the timing of brain stimulation, without mentioning neuroethology or any aspect of assessing animal intelligence. Therefore, it does not provide supporting or contrasting evidence regarding the claim.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Beneficiaries who had access to the internet and had previously participated in video, voice, or conference calls over the internet were more likely to report accessibility of telehealth during the COVID-19 pandemic. Non-beneficiaries and beneficiaries with comorbidities were more likely to report that their usual providers offered telehealth to replace a regularly scheduled appointment than were non-beneficiaries or beneficiaries with no comorbidities. These findings can inform decision makers on the outreach efforts needed for at-risk older populations to improve accessibility of telehealth, perhaps even beyond the pandemic. Results from our study highlight that factors such as the sex of the beneficiary play an important role in the reported accessibility of telehealth among Medicare beneficiaries. We found that women were more likely to report that their usual providers offered telehealth during the COVID-19 pandemic than men were. This accessibility pattern of telehealth is consistent with a recent report (1) and is likely related to risk aversion, which has been found to be associated with women. Other reports show that women are more concerned about the risk of contracting COVID-19 and are more likely to follow guidelines and preventive measures related to COVID-19 than men are (20,21). Therefore, female beneficiaries were probably more likely to inquire about the use of and to take advantage of telehealth during the COVID-19 pandemic to prevent and reduce the risk of exposure. These findings highlight the need to continue advocating for tailored interventions by sex to improve access to telehealth services for the targeted populations. Our study also showed that Medicare beneficiaries with low incomes and those living in a nonmetropolitan area or the South were less likely to report accessibility of telehealth during the COVID-19 pandemic than their counterparts. This finding is consistent with a previous study by Jaffe and colleagues (12) that analyzed health inequalities in the use of telehealth in the lens of COVID-19. The authors found that, among adults aged 18 years or older, those living in an urban area and those living in the Northeast, Midwest and West census regions were more likely to have telehealth encounters than those living in rural areas and the South (12). A potential reason could be that some southern states have implemented later and less restrictive stay-at-home orders (9,12,22). Therefore, implementing use of telehealth for Medicare beneficiaries in the South might not seem to be as urgent as in states in other regions. [SEP] Justify:

Output: The text corroborates the claim by providing evidence that beneficiaries reported greater accessibility to telehealth services during the COVID-19 pandemic. It highlights that factors affecting access include prior experience with internet communication tools and the impact of demographics such as sex, which suggest a behavioral shift towards utilizing telehealth services. This systematic observation aligns with the assertion that telehealth services gained popularity during the pandemic.


Input: Task: contrast the claim using the given text. Claim: All students learn better with virtual reality than with traditional techniques. [SEP] Text: Some students said, “I don’t believe in meditation, I believe in studying hard,” “I think it’s the knowledge that matters,” “I think meditation would not help me in any way. ” In other words, these students thought that the level of preparation for the test would determine their test scores. As an extension to the previous question, we asked: “Do you think that this meditation helped you get better scores on the exam? ” The majority (60%) of the students said it had (70% in VR, 45% in video). Forty percent of the students felt that meditation did not help them get better scores on the exam. A follow-up question was: “Would you like to do VR or video meditation before an exam again? ” The majority (59%) of the students expressed willingness to do so (58% in VR, 58% in video), 27% answered “maybe” (32% in VR, 23% in video), and 13% expressed no interest (9% in VR, 16% in video). We also wondered about students’ perceptions of the meditation exercises. We asked: “How did you like this meditation? ” The response rate was 50%. The majority of the respondents (61%) reported appreciating the meditation (95% in VR, 100% in video). One student in the VR group reported liking the meditation only a little. In addition, we asked: “How immersive was the meditation? ” Only half of the students responded. Twenty-four percent of the respondents reported they were very or completely immersed (35% in VR, 3% in video), 13% felt they were immersed just on an average level, 8% felt just a little immersion, and 3% did not feel immersed at all. The last question targeted only the VR group: “Do you see any positive sides of using VR meditation? ” Of the 30 respondents, the majority (70%) saw positive sides of using VR in meditation and the remainder (30%) expressed no opinion. Out of 15 comments given, 66% contained vocabulary such as “relaxing,” “stress-reliever,” suggesting that the VR meditation could relieve stress before an exam. Some specific examples of comments were “VR meditation can relieve the stress” and “you can get relaxed. [SEP] Justify:

Output: The text contrasts the claim by indicating that while a majority of students appreciated virtual reality (VR) meditation, a significant portion (40%) felt that meditation did not help improve their exam scores. Additionally, it highlights that only 70% of students in the VR group saw positive aspects to VR meditation, suggesting that not all students necessarily believe VR is superior to traditional techniques.


Input: Task: pass the claim using the given text. Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: Brain stimulationTranscranial magnetic stimuli were applied to the left M1 using a Magstimulator (MagVenture A/S, Farum, Denmark) with a 95 mm focal figure-of-eight coil (MagVenture D-B80). The initial stimulation point was set approximately 5 mm anterior to the vertex and over the midline. In order to ensure that the induced current flow is approximately perpendicular to the central sulcus, the TMS coil was oriented tangential to the scalp with the handle pointing backwards and laterally at 45° angle towards the contralateral forehead24. Induced currents were in the reverse mode (posterior to anterior) and the waveform monophasic throughout the whole experiment. The motor hotspot for eliciting MEPs in the APB with minimal intensity was determined by moving the coil anterior and left from the vertex, while MEP size was monitored. Once found, the APB motor hotspot position was recorded and constantly controlled by a neuronavigation system (Polaris Spectra, Inc. , Waterloo, Canada and 2. 0. 5, ). Then, the resting motor threshold (rMT) was determined to the nearest of 1% of maximal stimulator output. The rMT was defined as the minimal stimulation intensity required to evoke MEPs bigger or equal to 50 μV peak-to-peak amplitude in 3 out of 5 trials. A stimulation intensity of 140% rMT was used when assessing SI. Ten stimuli at each of the four different phases (rest, premotor, phasic, tonic) were delivered in a randomized order in each condition (EF, IF). The order of conditions was randomized between participants. Data analyses and statisticsEMG and reaction time analysisIn experiment 1, the maximal force was considered as the highest peak in the force signal (low pass filtered at 50 Hz) during the contraction. In addition, the five trials were averaged and compared between both conditions (EF vs IF). Background EMG (bEMG) was obtained in the FDI (prime mover) and APB (adjacent) muscles and compared by assessing the root mean square in a time window of 100 ms following the peak of force (in experiment 1) and 50 ms preceding the brain stimulation (in experiment 2). In addition, the power spectrum density function of the EMG signal during the MVCs was computed by a fast Fourier transformation. [SEP] Justify:

Output: The text provided is irrelevant to the claim as it discusses technical procedures involving brain stimulation and muscle response analysis without mentioning neuroethologists or any aspect related to determining the intelligence of animals. Therefore, it neither supports nor contradicts the claim.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: However, for patients with high comorbidity and for whom telehealth was offered and presumably deemed appropriate (ie, answered yes to question 1), higher comorbidity was associated with greater accessibility to telehealth to replace a regularly scheduled appointment (question 2), probably to prevent exposure to COVID-19. Our finding of accessibility of telehealth for those with comorbidities highlights in part medical decision-making from both providers and patients to prevent and reduce the risk of COVID-19 among those most at risk. Medicare recently reported that among beneficiaries with COVID-19, more than 50% have hypertension, hyperlipidemia, or diabetes (3), which further affirms the need for telehealth services in this population during the pandemic. These findings appear to show that those at most risk of adverse health outcomes from COVID-19 have transitioned to telehealth during the COVID-19 pandemic; however, the prevalence of availability and use of telehealth that we report here should be investigated further to ensure that distribution of its accessibility and use are matching the needs for various at-risk groups. We found a significant association between beneficiaries who had participated previously in video, voice, or conference calls over the internet and those who reported that their usual providers offered telehealth to replace a regularly scheduled appointment. This finding is not surprising, considering that providers are probably more willing to offer telehealth services to older adults who are already comfortable using technology. Therefore, patient education and training related to telehealth is needed (ie, installing software and apps, or launching web conferencing platforms) (28). Additionally, health care systems and providers need to be adequately equipped, trained to be telehealth-ready, and encouraged to incorporate telehealth as part of routine care (27,28). With the increased use of telehealth, many questions remain that warrant a serious discussion (eg, whether the policy changes on telehealth made during the current health crisis should be made permanent, the quality and privacy of using telehealth). Decision makers and others (ie, payers, providers, patients, and health care systems) should consider all these elements, especially if the goal is to have the use of telehealth services extend beyond the COVID-19 pandemic. study has several limitations. [SEP] Justify:

Output: The text corroborates the claim by discussing how telehealth services were utilized to replace regularly scheduled appointments during the COVID-19 pandemic, particularly for patients with high comorbidity. It emphasizes that accessibility to telehealth was increased to prevent exposure to COVID-19, thereby highlighting a rise in telehealth usage among those most at risk. Furthermore, it notes that more than 50% of Medicare beneficiaries with COVID-19 had chronic conditions, affirming the need for telehealth services in this context. The findings indicate a significant shift towards telehealth during the pandemic, thereby supporting the claim regarding its increased popularity.


Input: Task: contrast the claim using the given text. Claim: All students learn better with virtual reality than with traditional techniques. [SEP] Text: From the multimedia point of view, video and VR have similar audio, but the visual aspect is different. That is, students who experienced video-based meditation, using the desktop monitor, were limited to one view only, while meditation experienced in VR offered 360° visualizations. Students who practiced VR-based meditation thus were surrounded by the forest, not just viewing it. Being a part of the scene allowed for a deeper immersion, facilitating the elicitation of a deeper meditative state. Consequently, this type of meditation allowed students to proceed with exam taking in a relaxed state. Second, using VR involves wearing a headset, simultaneously isolating individuals from the real world. Such isolation minimizes real-world distractions, allowing subjects to focus on meditation. By contrast, students experiencing video-based meditation may have had more distractions as the space between the monitor and the students’ eyes is large enough that anything happening in that space (e. g. , a fly passing by, an extra monitor, the keyboard) may draw attention, not allowing them to focus entirely on the content (in our case, the meditation) being displayed. The students’ answers to our exploratory questions in the follow-up survey showed a general interest in the use of meditation before exams. Students seemed to have a mostly favorable view of both types of meditation, with a preference for VR. Reporting a positive attitude toward VR technology is a common finding (see, for example, Kaplan-Rakowski & Wojdynski, 2018), given that VR technology was novel to most students. In fact, for several decades now, scholars have pointed out that novelty may lead to the mistaken belief that learning is attributed to a particular technology (e. g. , Clark, 1983) and that technology can be VR as well (Huang, 2020). Practical implications for educational settingsThis study highlights the importance of relaxation techniques in classroom settings, especially when students are likely to experience higher levels of anxiety, as is often the case before or during high-stake tasks. The study used the context of a final exam, but practicing meditation could easily be extended to other typically stressful situations, including public speaking or class presentations. Incorporating meditation techniques into a school curriculum is a practical way to improve students’ well-being, wellness, and performance because of their relaxing and calming effects (Ching et al. , 2015; Mata, 2012). [SEP] Justify:

Output: The text contrasts the claim by suggesting that while VR technology may enhance certain aspects of learning, such as immersion and focus during activities like meditation, it does not make a definitive statement that all students learn better with VR compared to traditional techniques. It notes that students had a preference for VR but also emphasizes that technology can lead to a mistaken belief in improved learning outcomes. The mention of a positive attitude towards VR technology does not equate to improved learning for all students universally.


Input: Task: pass the claim using the given text. Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: The mean (MNF) and median frequencies (MDF) were used as the parameter to compare the power spectrum between both focus of attention conditions (EF vs IF). The MNF was computed as the mathematical mean of the spectrum curve and the MDF as the parameter that divides the total power area into two equal parts. Finally, the reaction time (RT) was compared between both conditions as the time from the second acoustic signal – indicating the participants to press against the force transducer in order to reach the target line representing the 10% of the MVC – to the onset of force. Motor evoked potentials analysisIn experiment 2, the peak-to-peak amplitude of the TMS evoked MEPs at each time points (control, premotor, phasic and tonic) in the APB and FDI muscles were compared between both conditions (EF vs IF). Additionally, the correlation coefficient was computed using a robust regression model to investigate association between the modulations of bEMG in the APB muscle (experiment 1) and SI (experiment 2). A robust regression model was applied as it is recommended when data might be contaminated with influential observations and/or outliers25. Differences in APB bEMG and MEPs (related to the control phase in percent) used for the regression analysis were obtained by subtracting the value found in the EF condition from the value found in the IF condition. The bEMG in the APB muscle was taken from the first experiment as participants strongly activated their FDI in order to fulfil the task and consequently, only in this experiment, it was difficult for the subjects to not co-activate with their APB muscle. In contrast, FDI activation in experiment 2 was not challenging enough to elicit any co-activation in the adjacent APB. StatisticsBefore the statistical analyses, normal distribution of the data was tested using a Shapiro-Wilk test. In experiment 1, separate paired Student t-tests were performed for each output parameter of the behavioural tests (force, bEMG and power spectrum analysis) to compare the two conditions (EF vs. IF). [SEP] Justify:

Output: The text does not address or provide any information related to the claim regarding neuroethologists determining animal intelligence. It focuses on experimental methodologies involving motor evoked potentials and statistical analyses without mentioning animal intelligence or neuroethology.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: We included only community-dwelling Medicare beneficiaries aged 65 years or older; therefore, our findings may not be generalizable to people who live in long-term care facilities and to non-Medicare populations. Additionally, this is a cross-sectional study, so the results represent associations rather than causation. With the use of a self-reported survey, estimates are subject to recollection errors and biases. Ideally, we would have preferred to use claims data, but they were not available from the -19 File. Nevertheless, our estimates in terms of accessibility of telehealth are consistent with studies related to COVID-19 (1,12,13). Limited covariates were available; variables such as education attainment, disability status, employment information, and attitudes toward health care were not available, which could have affected our findings. Additionally, the clinical practice’s characteristics (eg, solo vs group practice, size of the practice, location, setting) were not available, and these characteristics would also probably affect the availability and accessibility of telehealth services among beneficiaries. For example, information related to clinician specialties is an important factor, because some medical care requires in-person examinations, whereas other health care services are more easily conducted by using telehealth. With older adults and racial and ethnic minority populations disproportionately affected by COVID-19, further research that focuses on interaction effects between digital access and literacy and demographic or subgroup analysis by race/ethnicity and age group are warranted to better understand their relationships with accessibility of telehealth. Topfound that, in general, Medicare beneficiaries most at risk of COVID-19 exposure were associated with having their usual providers offer telehealth to replace a regularly scheduled appointment. This is probably due in part to approval of telehealth policy changes, increased awareness of availability of telehealth, willingness to adopt telehealth, and advocacy of the need for telehealth to reduce the risk of COVID-19. However, sociodemographic disparities (ie, sex, residing area, income level, census region) in accessibility of telehealth services remain a concern, especially considering the obvious benefits of telehealth to increasing access to care. More outreach efforts are needed for those in at-risk groups, which can potentially lead to telehealth continuing as a method of care delivery, even after the COVID-19 pandemic. Top2826. Telephone: 407-823-5018. Email: boonpeng. ng@ucf. [SEP] Justify:

Output: The text corroborates the claim by discussing the increased adoption of telehealth services during the COVID-19 pandemic, indicated by the statement that 'Medicare beneficiaries most at risk of COVID-19 exposure were associated with having their usual providers offer telehealth to replace a regularly scheduled appointment.' This suggests that there was a significant shift towards telehealth as a method of care delivery in response to the pandemic, thereby supporting the idea that telehealth services have gained popularity.


Input: Task: contrast the claim using the given text. Claim: All students learn better with virtual reality than with traditional techniques. [SEP] Text: Investigating the use of virtual reality to improve speaking skills: insights from students and teachers access Published: 24 October 2023 Investigating the use of virtual reality to improve speaking skills: insights from students and teachers : orcid. org/0000-0001-8644-710X1 Environments 1. Fig. 1Conceptual framework of the studyFull size imageHowever, it is worth noting that certain notable research studies strongly assert that specific factors can hinder the utilization of (VR) in the context of teaching and learning (Parmaxi, 2023). Additionally, research reports suggest that second language learners might experience cognitive overload when engaging with VR technology, which could pose challenges during its setup for students (Shen et al. , 2022; Souchet et al. , 2022), although this experience could vary among students. The divergence in conclusions across these studies indicates gaps in the existing scientific literature that require attention. Furthermore, these differing research conclusions accentuate the existing gaps in the scientific literature regarding the implementation of VR, demanding further investigation. Prominent recent scientific contributions in this field predominantly focus on learners with intermediate and advanced English language proficiency, as seen in the works of many scholars (Antón-Sancho et al. , 2022; Campos et al. , 2022; Hwang & Chien, 2022; Kuna et al. , 2023; Nicolaidou et al. , 2023; Shen et al. , 2022), with less emphasis on the application of VR in foundational or beginner English language classrooms. Additionally, there is a lack of evidence demonstrating the use of VR in English language studies within the specific context of North Cyprus, especially in beginner English classes. The case of is made on the premise that in many educational settings like across Africa, some parts of Asia, North America, and the Middle East, with mediocre socio-economic status where educational technology is at the cradle stage as North Cyprus, using VR for classroom lessons is not prominent. In tandem with this assertion, some authors noted that issues of technology gap exist in some of the regions as mentioned above of the world (Al-Ansi et al. , 2023; İskender & Erkan, 2023), necessitating more investigations in those regions. Besides, a careful scan of the works of literature on using VR for language instruction presents limited studies devoid of insights into the potentials and pitfalls of the technological resource. [SEP] Justify:

Output: The text contrasts the claim by discussing research studies that highlight specific factors that hinder the utilization of virtual reality (VR) in teaching and learning. It mentions cognitive overload that second language learners may experience when engaging with VR technology, indicating that VR may not be universally beneficial for all students. Furthermore, the text suggests that there are significant gaps in the research regarding the application of VR, particularly in foundational English language classrooms, implying that VR's effectiveness is not guaranteed across all educational settings.


Input: Task: pass the claim using the given text. Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: In experiment 2, neurophysiological outcome measures (peak-to-peak MEP amplitudes and bEMG) were compared individually using a two-way repeated measures ANOVA to compare the effect of “focus” (two levels: EF and IF) and the effect of “phase” (four levels: control, premotor, phasic and tonic). If sphericity was violated (Maulchy’s test), degrees of freedom were corrected by Greenhouse-Geisser estimates of sphericity. Effect sizes are presented as general eta-squared values26 and the Benjamini-Hochberg procedure was used to correct for multiple comparisons in case of significant F values27. Unless indicated otherwise, data are reported as mean ± standard deviation. R version 3. 2. 428 was used for all statistical analyses and the level of significance was set at P ≤ 0. 05. Data availabilityThe datasets generated during the present study are available from the corresponding author on reasonable request. ResultsExperiment 1Participants could generate more force (the best of the 5 trials) when adopting an EF (43. 98 ± 14. 76 N) compared to an IF (38. 34 ± 13. 53 N; t13 = 5. 46, P < 0. 001, Fig. 2). In addition, they displayed more force on average (the 5 trials averaged) with an EF (38. 43 ± 12. 23 N) contrasted to an IF (34. 75 ± 13. 65 N; t13 = 3. 77, P = 0. 002, Fig. 2). Additionally, subjects showed less bEMG activity in the adjacent muscle APB (t13 = −2. 48, P = 0. 02, Fig. 3A) when executing the maximal force task with an EF (0. 059 ± 0. 05 mV) compared to an IF (0. 076 ± 0. 07 mV). Additionally, they showed smaller MNF and MDF in the adjacent APB muscle when adopting an EF contrasted to an IF (MNF: t13 = −2. 99, P = 0. 01, EF = 77. 67 ± 13. 28 Hz, IF = 93. 95 ± 28. 39 Hz; MDF: t13 = −3. 99, P = 0. 001, EF = 61. 05 ± 10. 92 Hz, IF = 73. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses a neurophysiological experiment focused on force generation and muscle activity, rather than any indication of how neuroethologists assess animal intelligence or the instant determination of it.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: N Med 2020;382(23):e82. CrossRef Pubfor Medicare & Medicaid Services. Beneficiary Survey. 2020. 23, 2020. . Socioeconomic disparities in patient use of telehealth during the coronavirus disease 2019 surge. 2021;147(3):287–95. . Revisiting the behavioral model and access to medical care: does it matter? J Behav 1995;36(1):1–10. . The role of telehealth during COVID-19 outbreak: a systematic review based on current evidence. BMC 2020;20(1):1193. É, Garcia- Demographic characteristics, experiences, and beliefs associated with hand hygiene among adults during the COVID-19 pandemic — United States, June 24–30, 2020. 2020;69(41):1485–91. . Gender differences in preventing the spread of coronavirus. . Not peer reviewed. 7, 2021. CrossFamily Foundation. State actions to mitigate the spread of COVID-19. 10, 2020. . Predictors of eHealth usage: insights on the digital divide from the Survey 2012. J Res 2014;16(7):e172. . Telemedicine 2020 and the next decade. Lancet 2020;395(10227):859. . Income and poverty in the United States: 2017. 24, 2020. Disparities in COVID-19 incidence, hospitalizations, and testing, by area-level deprivation — Utah, March 3–July 9, 2020. 2020;69(38):1369–73. Telehealth for global emergencies: implications for coronavirus disease 2019 (COVID-19). J 2020;26(5):309–13. 3d, Levin AS. Departmental experience and lessons learned with accelerated introduction of telemedicine during the COVID-19 crisis. J 2020;28(11):e469–76. 1. Characteristics of Aged 65 Years or the COVID-19 Pandemic and to Replace a -19 File, 2020 During the COVID-19 to Replace a Weighted % (n; Weighted n) n (Weighted n) Weighted % P Weighted % (n, Weighted n) n (Weighted n) Weighted % P 100. 0 (6,172; 32. 4 million) 4,837 (26. 3 million) 81. 2 100. [SEP] Justify:

Output: The text corroborates the claim by referencing multiple studies and reviews that discuss the role and increased use of telehealth services during the COVID-19 pandemic, highlighting its significance in healthcare delivery during this period.


Input: Task: contrast the claim using the given text. Claim: All students learn better with virtual reality than with traditional techniques. [SEP] Text: 83) were obtained for these items. Table 1 Descriptive analysis of students' perception of using VR during speaking lessonsFull size tableFurthermore, the student thought that teaching through VR did not improve classroom performance in speaking or their speaking grades, yet they affirmed that using VR does not make speaking lessons boring. Mean values of 2. 43 (SD:0. 45), 1. 08 (SD:0. 68), and 2. 90 (SD:0. 93) were obtained for these items. Furthermore, the students indicated that VR was difficult to handle, as a mean value of 2. 63 (SD: 0. 82) was obtained for this item. The students were undecided on the efficiency of VR, as a mean value of 3. 45 (SD:0. 72) was obtained, while they acknowledged that VR gadgets were expensive to purchase; a mean value of 4. 11 (SD:0. 58) was obtained for this item. Equally, they disagreed that VR makes learning to speak easy or fun, as lesson objectives were not achieved, with mean values of 2. 41 (SD:1. 77) and 2. 95 (SD:0. 45). Equally, the students had privacy concerns; a mean value of 1. 34 (SD:0. 72) was obtained for this item. RQ2 According to your views, what are the instructors’ opinions on using VR in teaching speaking skills? Table 2 shows the descriptive analysis of instructors' mean responses to their opinions on using VR for teaching speaking skills. The teachers were neutral on the effectiveness of VR in foreign language acquisition classrooms, as a mean value of 3. 05 (SD:1. 11) was obtained. The teachers agreed that VR enhances learning to speak, as a mean value of 4. 37 (SD:1. 08) was obtained for this item. They disagreed that VR does not improve speaking skills, as they thought that speaking skills are improved through real-life situations introduced by VR. Mean values of 2. 55 (SD:0. 64) and 4. 12 (SD:0. 98) were obtained for the items. Table 2 Descriptive analysis of instructors' opinions on using VR in teaching speaking skillsFull size tableHowever, the instructors thought that teaching through VR does not improve classroom performance in speaking or their grades; mean values of 2. 38 (SD:0. 23) and 1. 79 (SD:0. [SEP] Justify:

Output: The text contrasts the claim by stating that students did not perceive that teaching through VR improved their performance in speaking or their speaking grades. It mentions that mean values indicated students disagreed that VR makes learning to speak easy or fun, and they were undecided on its efficiency. Furthermore, they indicated difficulties in handling VR and expressed concerns about it being expensive and potentially not achieving lesson objectives. Therefore, the overall sentiment in the text suggests that VR may not enhance learning outcomes as claimed.


Input: Task: pass the claim using the given text. Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: 87 ± 17. 67 Hz, Fig. 3B and C). Regarding the bEMG of the prime mover FDI between both conditions, no significant difference was found (P = 0. 14, Fig. 3A). However, participants displayed significant greater MNF and MDF when focusing externally compared to internally (MNF: t13 = 2. 53, P = 0. 02, EF = 124. 07 ± 30. 66 Hz, IF = 113. 04 ± 27. 30 Hz; MDF: t13 = 2. 41, P = 0. 03, EF = 105. 01 ± 28. 57 Hz, IF = 95. 66 ± 27. 54 Hz, Fig. 3B and C). Figure 2Shown are mean values and SEM (n = 14) of (A) the force during maximal voluntary contraction (MVC, the best trial) and (B) the force during the 5 MVC trials averaged under both attentional focus conditions (EF vs IF). Participants could generate more force and more force when the 5 MVC trials were averaged with an EF compared to an IF. Black bars represent the external (EF) and the whites ones the internal focus of attention (IF). **P ≤ 0. 01, ***P ≤ 0. 001. Full size imageFigure 3In all bar graphs, shown are mean values and SEM (n = 14). (A) Participants showed less background EMG during the MVC in the adjacent APB muscle when focusing externally (EF) compared to focusing internally (IF) while no significant difference was found in the prime mover FDI muscle. (B) Shown are the mean power frequency (MNF) and (C) median power frequency (MDF) of adjacent APB and prime mover FDI muscles during the MVC under both focus of attention conditions. Participants showed a smaller MNF and MDF in the APB muscle and a greater MNF and MDF in the prime mover FDI when adopting an EF contrasted to an IF. Black bars represent the external (EF) and the whites ones the internal focus of attention (IF). *P ≤ 0. 05, **P ≤ 0. 01, ***P ≤ 0. 001. Full size imageExperiment 2Brain stimulation paradigmThe same subjects as in experiment 1 took part in the second experiment. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses results from an experiment involving muscle activation and attentional focus during voluntary contraction, which does not pertain to the determination of animal intelligence by neuroethologists.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Login to your account Email or Remote login password? Keep me logged in Create a new account user Can't sign in? Forgot your password? Enter your email address below and we will send you the reset instructions If the address matches an existing account you will receive an email with instructions to reset your password. Username Can't sign in? Forgot your username? Enter your email address below and we will send you your username If the address matches an existing account you will receive an email with instructions to retrieve your username password must have 8 characters or more and contain 3 of the following: a lower case character, an upper case character, a special character or a digit password has been changed Products & Renew 0 Enter topic, phrases, DOI, title, or author& Well--19 Eye on the IRA Medicare & Costs & 2024, Children, Medicare, Pharmaceuticals & 2024, Care, Coverage & 2024, Needs, Pharmaceuticals & 2024, -19 & Featured 10. 1377/forefront. 20210505. 751442 to favorites services have emerged as a critical tool during the COVID-19 public health emergency (PHE). These services have allowed providers to care for patients while supporting physical distancing efforts and reducing the spread of SARS-CoV-2 by avoiding unnecessary outpatient visits. In addition to allowing for safe access to care during the PHE, telehealth has the potential to help increase communication opportunities between patient and provider and facilitate access to real-time information related to a patient’s social determinants of health (that is, a patient’s physical living environment, economic stability, or food security), which can lead to better health outcomes and reduced care costs. There is broad recognition that telehealth services have helped ensure access to necessary care during the COVID-19 pandemic—and that additional reforms are necessary to ensure telehealth services become an integrated part of value-based care after the pandemic. However, less attention has been paid to an underappreciated statutory provision, section 1834(m) of the Act, that, without further action by Congress, will lead to most Medicare beneficiaries losing access to telehealth services at the end of the PHE. The expansion of and advances in telehealth services during the pandemic provide important benefits to Medicare beneficiaries that the elimination of restrictions on coverage in section 1834(m) would allow to continue once the pandemic subsides. [SEP] Justify:

Output: The text corroborates the claim by stating that 'telehealth services have emerged as a critical tool during the COVID-19 public health emergency (PHE)' and acknowledges that 'there is broad recognition that telehealth services have helped ensure access to necessary care during the COVID-19 pandemic.' This indicates that the popularity of telehealth services has indeed increased during this period.


Input: Task: contrast the claim using the given text. Claim: All students learn better with virtual reality than with traditional techniques. [SEP] Text: 64) were obtained for these items. Even with this, they thought VR does not make lessons boring, although they affirmed that it is difficult to handle and use VR during speaking lessons. Mean values of 1. 95 (SD:0. 57) and 2. 06 (SD:1. 19) were obtained for these items. Equally, they affirmed through their responses that VR gadgets were expensive to purchase and inefficient in learning to speak, although speaking lessons are easy and fun given the use of VR—mean values of 4. 95 (SD:1. 26), 2. 59 (SD:0. 52), and 4. 16 (SD:1. 38). However, lesson objectives still needed to be achieved, and the teacher was worried about privacy and security issues, as mean values of 1. 28 (SD:0. 93) and 1. 79 (SD:0. 47) were obtained for these items. InterviewsTo further dig deep into the perceptions and views of students and teachers on the use of VR in English language learning and teaching, participants were interviewed, their responses were transcribed and analyzed, and these themes were obtained for the students;Table 3 presented the themes when the students were requested to indicate their views on using VR during speaking lessons. From the table, three themes emerged: fun-filled experiences, challenges, and extended use of influence speech. An analysis of these themes reflects the participants' opinions on the question. They are discussed below. Table 3 Opinions of students on using VR during speaking lessonsFull size tableTheme 1: fun-filled experienceThis theme shows that the students thought using VR during lessons was a fun-filled experience. This reflects their notions and views on using VR during their speaking lessons. Some of their responses, which reflect this, are presented below; I enjoyed my speaking lessons. B6 The most enjoyable lessons are the speaking lessons, given that the teachers use VR Goggle. B3 I enjoy practicing speaking using VR; it submerges you into a context like a real-life experience. B16 I like using VR; it is another good experience for me… this is my first time using it. B12 I have heard about VR, but my experience of using it for practicing speaking was enjoyable. B7 Some of the students' responses indicated that they thought using VR was a fun experience while practicing speaking skills during their English language lessons. [SEP] Justify:

Output: The text contrasts the claim by providing details about the challenges and inefficiencies of using VR during speaking lessons. It mentions that students found VR expensive to purchase and inefficient for learning to speak despite enjoying the experience. This suggests that while some students find VR enjoyable, it does not enhance their learning compared to traditional techniques, thus disputing the claim that all students learn better with virtual reality.


Input: Task: pass the claim using the given text. Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: However, two participants showed a very inconsistent motor performance during this second experiment and were therefore excluded from the final data analysis. When analysing MEP peak-to-peak amplitudes in the APB muscle, there was no main effect of focus (F1,11 = 3. 75, P = 0. 07, η2 = 0. 002) but a significant main effect of phase (F1. 92,21. 12 = 9. 30, P = 0. 001, η2 = 0. 086). Additionally, a significant interaction effect of focus x phase was found (F3,33 = 7. 18, P < 0. 001, η2 = 0. 005). hoc comparisons for the main effect of phase revealed that the premotor phase (P < 0. 001) and phasic phase (P = 0. 04) were smaller than the control phase and that all phases differed from the tonic phase (all P < 0. 001, see Table 1 for more details). Regarding the interaction effect of focus x phase, the pattern of modulation of MEP size in the APB muscle for the different phases showed a significant reduction in MEP size (reflecting the SI) before the initiation of the index finger flexion (premotor) compared to the control phase (P = 0. 001 in the EF and P = 0. 04 in the IF condition). Moreover, a clear enhancement in MEP size during the tonic phase when compared to all other phases (all P < 0. 04, see Table 1 for details) was shown. Most importantly, MEP sizes during the premotor phase were significantly smaller when adopting an EF contrasted to an IF (P = 0. 004), indicating a differential SI of the MEP in the APB regarding the type of attentional focus (Fig. 4A). No significant inhibition was found during the phasic phase compared to the control condition for both attentional foci (P = 0. 10 in the EF and P = 0. 38 in the IF condition, respectively). [SEP] Justify:

Output: The text does not address the claim regarding neuroethologists and their ability to quickly assess animal intelligence. Instead, it focuses on the results of a scientific experiment concerning motor performance and muscle activity. Consequently, the text is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Section 1834(m) section 1834(m), Medicare is prohibited from covering and paying for telehealth services delivered via two-way audio-visual technology unless care is provided at an eligible site in a rural area. This means that, to access telehealth services, patients must live in an eligible rural location and must also travel to an eligible “originating site”—a qualified health care facility—to receive telehealth services, except in limited select cases in which Congress has authorized provision of telehealth services in the home of an individual (for example, substance abuse disorder treatment delivered via telehealth is explicitly exempted from the geographic and origination restrictions). As a result, prior to COVID-19, the majority of Medicare beneficiaries were barred from using widely available two-way audio-visual technologies to access covered telehealth services unless they live in a rural area, and with a few exceptions, even those in rural areas must travel to an eligible health care site. While these restrictions may have made sense given the limited technologies available when they were first instituted in the Act of 1997, two-way audio-visual technology (for example, standard laptop computers, smartphones, and tablets) is now widely available. In response to the COVID-19 pandemic, Congress passed the which, among other regulatory flexibilities, provided the Centers for Medicare and (CMS) the authority to waive the geographic origination requirement for the duration of the COVID-19 PHE. CMS subsequently employed this authority, leading to a surge in telehealth usage among Medicare beneficiaries as patients could, for the first time, access telehealth services from wherever they are located, including their home, regardless of where they reside in the country. CMS also took steps to ensure that a wide array of additional services are available for the duration of the PHE (for example, critical care services, physical and occupational therapy, psychological and neuropsychological testing) as well as permanently adding some telehealth services to its list of covered services (for example, home visits for established patients, group psychotherapy, cognitive assessment and care planning services). In all, CMS added interim Medicare coverage for more than 150 services for the duration of the COVID-19 PHE, increased payment for telehealth services to be equivalent to in-office rates, and provided flexibility to allow for a patient-physician relationship to be established via telehealth platforms. [SEP] Justify:

Output: The text corroborates the claim by describing how the COVID-19 pandemic led to significant regulatory changes that increased the availability and usage of telehealth services for Medicare beneficiaries. Specifically, it notes that prior to the pandemic, restrictions limited access to telehealth services, but new regulatory flexibilities allowed patients to access these services from their homes, contributing to a surge in telehealth usage. It also mentions that CMS expanded coverage to over 150 additional telehealth services during this period, further supporting the claim of increased popularity.


Input: Task: contrast the claim using the given text. Claim: All students learn better with virtual reality than with traditional techniques. [SEP] Text: Theme 2: challengesThis theme indicates that the students thought VR was difficult to use during lessons. This further explains that students may have difficulty using VR during their lessons. Below are some of their responses that suggest this theme; I enjoyed using VR for lessons, but it was not easy to use at first. B1 The teacher was helping students use Goggle; it was difficult at first, but with the teacher's assistance, the problems were resolved. B30 Another student explained in detail; The teacher first experienced great difficulty in understanding how to use Goggle. The teacher had to read the manual carefully before she understood how to use it properly. The laboratory attendant also helped to ensure that we were fine while using it for the speaking lessons. B20 Some of the students' comments show they may have encountered some difficulties while using VR during their speaking lessons. Theme 3: extended use influence speechThe students opine that using VR for a longer duration may assist in influencing students' speaking skills. This theme suggests that students' speaking skills were not influenced after using VR; however, longer use may influence their speaking skills. Some of their comments that reflect this theme are presented below; I told my friends that we were using VR for learning, and they were optimistic that my speaking skills would improve, but they did not. If we use it for a more extended period, then it will be improved. B19 Another student commented, My speaking skills were not improved, given that we only used the VR for a more extended period. We should continue to use it at the next level to improve our speaking skills. B17 Other students made similar comments; here are some of the comments; My speaking skill was not improved…I think we should use it more. B22 I need to use VR more during lessons to improve my speaking skills. B11 My friend told me that to improve my speaking skills with VR, more time is required. B29 These are some of the comments of the students that reflect this theme. Below are the themes generated from the transcribed and analyzed interviews of the instructors. Table 4 presents the themes of instructors' views on using VR for teaching speaking skills. From the table, four themes emerged: Innovation, distraction, require training, and no impact. An analysis of these themes reflects the participants' opinions on the question. [SEP] Justify:

Output: The text contrasts the claim by highlighting that many students faced difficulties while using virtual reality (VR), stating that VR was challenging to use during lessons. Specifically, it mentions student comments indicating that despite enjoying the experience, they found it difficult to use initially and that their speaking skills did not improve with VR usage; rather, they suggested that extended use might be necessary for improvement. This implies that while VR could have potential benefits, students did not universally learn better with it compared to traditional methods.


Input: Task: pass the claim using the given text. Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: Table 1 Single-pulse TMS in surrounding muscle APB for all four phases of the movement and the two conditionsFull size tableFigure 4(A,B) Shown are mean values and SEM (n = 12) of the MEP peak-to-peak amplitude in the two surrounding muscle APB (A) and the prime mover FDI (B) at four different brain stimulation time points (Control, Premotor, Phasic and Tonic) under the two attentional focus conditions (EF and IF). In the surrounding muscle APB, there was a significant interaction effect showing that when adopting a EF contrasted to an IF, surround inhibition was enhanced during the premotor phase. There was a significant main effect of phase in the prime mover FDI (B), reflecting its activation during the motor task. Black bars represent the external (EF) and the whites ones the internal focus of attention (IF). **P ≤ 0. 01. Full size imageIn the prime-mover FDI muscle, the MEPs were recorded with the coil over the APB hotspot. There was no main effect of focus (F1,11 = 0. 01, P = 0. 91, η2 < 0. 001) but a significant main effect of phase (F2. 03,22. 37 = 12. 60, P < 0. 001, η2 = 0. 15, Fig. 4B). Pairwise post hoc comparisons revealed that all phases differed from the control phase (premotor, P = 0. 04; phasic, P < 0. 001; tonic, P = 0. 001, Table 2 for more details). Additionally, MEPs were significantly enhanced compared to the premotor (P < 0. 001) and tonic phases (P = 0. 001) during the phasic phase. Furthermore, MEPs in the tonic phase were significantly bigger contrasted to the premotor phase (P = 0. 002). There was no significant interaction effect of focus x phase (F3,33 = 2. 81, P = 0. 054, η2 < 0. 001, Fig. 4B). Due to the fact that the P value was close to significance threshold, we performed additional separate paired Student’s t-tests (uncorrected), to test whether differences between both conditions (EF vs IF) occurred for any phase. [SEP] Justify:

Output: The text is irrelevant to the claim regarding the capabilities of neuroethologists to assess animal intelligence. It discusses the effects of attentional focus and phases of muscle activation in a motor task, without addressing the concept of animal intelligence or neuroethology.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: CMS has indicated that it may add more services to its permanent list of covered telehealth services after gathering additional evidence about how the services are used when provided via telehealth outside the context of a pandemic. Without further action by Congress, however, most Medicare beneficiaries will not be able to take advantage of these expansions in covered services. -19 PHE Patients, physicians, and other health care providers have taken advantage of the increased availability of telehealth services during the PHE. According to the Department of Health and (HHS), about 2,000 patients received a Medicare telehealth service each week in February 2020 before the PHE was declared, or about 0. 1 percent of all primary care visits. Between mid-March and early July 2020, more than 10. 1 million patients received a Medicare telehealth service. During that period, telehealth visits accounted for 43. 5 percent of all primary care visits for Medicare beneficiaries. Similarly, a survey on telehealth use among US adults ages 50–80 by the University of Michigan showed that the percentage of older adults who had ever participated in a telehealth visit rose from 4 percent in May 2019 to 30 percent in June 2020. Patients’ views on telehealth are shifting as well. In a recent survey by the COVID-19 Healthcare Coalition, 79 percent of patient respondents reported satisfaction with their telehealth visit and 78 percent felt that their health concern could be addressed via telehealth. In addition, 83 percent of patients felt communication with their physician during their telehealth visit was strong. Patients also reported that telehealth removed barriers to care and increased their convenience, with 76 percent responding that transportation was removed as a barrier to care, 65 percent reporting they no longer had to take time off from work for an appointment, and 67 percent reporting lower costs than an in-person visit. Similarly, other surveys show increased interest in telehealth, with 76 percent of consumers responding that they are now interested in telehealth, an increase from only 11 percent who reported interest in 2019. Health care providers are also growing more comfortable using telehealth services, with 64 percent reporting increased comfort since the start of the PHE and 57 percent reporting a more favorable view of telehealth than beforehand. However, uncertainty surrounding whether reimbursement will continue for telehealth services is likely to continue to hamper broader investment and adoption by the medical community. [SEP] Justify:

Output: The text corroborates the claim by providing various statistics and evidence showing the increased usage and popularity of telehealth services during the COVID-19 pandemic. It states that telehealth visits accounted for 43.5 percent of all primary care visits for Medicare beneficiaries during the pandemic and includes specific survey results indicating that the percentage of older adults participating in telehealth visits rose significantly from 4 percent in May 2019 to 30 percent in June 2020. Additionally, high levels of patient satisfaction and interest in telehealth are presented, demonstrating that both patients and providers are increasingly utilizing and valuing these services during the pandemic.


Input: Task: contrast the claim using the given text. Claim: All students learn better with virtual reality than with traditional techniques. [SEP] Text: They are discussed below;Table 4 Opinions of teachers on using VR for teaching speaking skillsFull size tableTheme 1: innovationThis theme suggests that the instructors perceive using VR for teaching speaking skills as an innovative experience in English language teaching. This indicates that it was a new experience for the teachers; here are some of their comments that indicate this theme; This is my first experience of using VR in my teaching profession. It is a worthwhile experience. G8 I have heard a lot about VR and have seen other schools use augmented Reality (AR) and VR, but this was my first experience, and it was good to experience how to apply this to our English language lessons. G5 I do not like the overuse of technology for learning, but this one was a good experience for the teacher and me. G4 These were some of the comments of the teachers that reflect this theme. Theme 2: distractionThe teachers thought that using VR creates distractions during lessons. From the teachers' comments, some students were distracted from the entire lesson while using VR during their speaking sessions. Here are some of their comments; There were numerous distractions during the speaking sessions; I did not like this. G10 The classroom was rowdy…the study was over-excited, and this needs to be controlled. G3 I understand it was the student's first time using this, and they were too excited, but some parts of the lessons were uncontrollable. G2 I needed to yell for some students to listen to the instructions before using Goggle; the class was loud. G1 Making lessons with VR will be complicated with noisy classroom scenarios; thankfully, I managed my classroom. G9 These were the responses of some of the instructors, which suggest that the students were loud while using the VR, and this caused some distractions during the speaking sessions. This theme reflects instructors’ opinions on using VR for teaching speaking skills. Theme 3: require trainingThe teachers thought that training was required to use VR effectively. These opinions reflect this theme. Some of the comments of the instructors suggest this theme and are presented below; At first, it took much work to understand how to use this gadget. G6 The technician helped me a lot during my lessons; I still need to learn a lot. G8 Using VR requires training and planning; we must be taught how to apply it, which will help implement it in the classroom successfully. [SEP] Justify:

Output: The text contrasts the claim by presenting opinions from teachers that indicate potential drawbacks of using VR in teaching. Specifically, it highlights that some students were distracted during lessons using VR and that instructors found managing classroom behavior difficult due to excitement and noise. Additionally, it mentions that effective use of VR requires training, suggesting that it may not universally enhance learning as compared to traditional methods.


Input: Task: pass the claim using the given text. Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: Actually, no significant difference was found between the conditions (EF vs IF) in the control phases (t11 = −1. 19, P = 0. 25), premotor phases (t11 = 0. 92, P = 0. 37), phasic phases (t11 = 0. 85, P = 0. 41), and tonic phases (t11 = −1. 59, P = 0. 13). Table 2 Single-pulse TMS in the prime mover (FDI) for all four phases of the movement and the two conditions. Full size tableBackground EMG and reaction timeBackground EMG recordings in the APB muscle revealed no significant main effect of focus (F1,11 = 2. 28, P = 0. 15, η2 = 0. 004), main effect of phase (F1. 26,14. 19 = 0. 86, P = 0. 39, η2 = 0. 015) and no interaction effect of focus x phase (F1. 56,17. 16 = 0. 65, P = 0. 58, η2 = 0. 001, Table 1 and Fig. 1C). In the prime mover FDI muscle, there was no significant main effect of focus (F1,11 = 1. 78, P = 0. 20, η2 < 0. 001). However, there was a significant main effect of phase (F1. 47,16. 17 = 14. 36, P < 0. 001, η2 = 0. 28). Post hoc comparisons revealed that background EMG in all phases was bigger than the control phase (premotor, P = 0. 01; phasic, P < 0. 001; tonic, P < 0. 001), showing that FDI was active during the movement (see Fig. 1D). Additionally, background EMG was significantly enhanced during the phasic (P < 0. 001) and tonic (P = 0. 003) phases compared with the premotor phase. Background EMG was significantly enhanced in the phasic phase compared to the tonic phase (P < 0. 001, Table 2 for details). No significant interaction effect of focus x phase (F3,33 = 1. 36, P = 0. 27, η2 = 0. 001) was found. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses various statistical analyses related to background EMG and movement phases without addressing the ability of neuroethologists to determine animal intelligence.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: -19 survey reported that more than 73 percent of respondents cited low or no reimbursement as a barrier to maintaining telehealth usage after COVID-19. Perhaps the most crucial component for ensuring that coverage will continue is whether CMS is granted the authority to continue to cover telehealth services beyond the end of the PHE and whether access will be limited in any way. benefits of telehealth can extend far beyond the public health emergency. These technologies allow for greater patient access to physicians, including beyond normal clinic hours, increase continuity of care between a patient and their primary provider, and help overcome clinician shortages, especially for many specialties in rural and other underserved populations. By providing care to patients wherever they are located, telehealth can help reduce inequalities in care by increasing access for underserved populations, including patients with mobility or functional impairments that make travel difficult as well as patients who do not live near their physician or do not have reliable access to transportation. Physicians can also see patients with intermittent symptoms at the time these symptoms occur and can potentially provide improved care for conditions where seeing the patient’s living environment can inform treatment plans. These advantages ultimately can help health systems and physician practices focus more on managing chronic diseases, enhancing patient wellness, improving efficiency, providing higher quality of care, and increasing patient satisfaction. To be sure, concerns remain about whether quality of care can be maintained using telehealth services and whether increased access to these services could lead to greater fraud or unsustainable costs. However, CMS would retain control over which services are reasonable and necessary for the diagnosis and treatment of a disease or condition, including deciding which telehealth services are appropriately covered. Telehealth services may prove even easier to monitor for fraud and abuse because of the digital footprint created by these services. Moreover, CMS and the Office of (OIG) at HHS have the same fraud and abuse authorities to monitor telehealth compliance as they do for any other Medicare-covered service. In fact, in a recent statement, Grimm of OIG made a clear distinction between “telefraud” schemes, which use sham telehealth services as the basis for fraudulent billing of durable medical equipment, expensive compounded medications, or genetic tests, and fraud related to telehealth services, which OIG continues to review to determine its prevalence. These comments demonstrate that even if concerns surrounding fraud manifest, they can be addressed through already available compliance efforts and should not be the basis for imposing restrictions to access in the law. [SEP] Justify:

Output: The text corroborates the claim by discussing the benefits of telehealth services, particularly their role in increasing access to care for patients during and beyond the COVID-19 pandemic. It highlights how telehealth allows greater patient access to physicians, enhances continuity of care, and helps overcome shortages in clinician availability, especially in rural areas and for underserved populations. This supports the notion that telehealth services have gained popularity due to their ability to provide care remotely, which was especially crucial during the pandemic.


Input: Task: contrast the claim using the given text. Claim: All students learn better with virtual reality than with traditional techniques. [SEP] Text: G10 I struggled a lot to use it, but this was resolved afterward. G4 Teacher training is essential before using this in the classroom. Students should be informed about it and educated about it so the lessons are not rowdy… a lot of teacher training is still required. G6 These were some of the comments of the instructors that reflect this theme. Theme 4: no impactThis theme explains that the instructors thought VR does not significantly influence students' learning outcomes. This further implies that using VR did not improve their speaking skills. Below are some of their responses that indicate this theme; Some students thought using VR would make them speak better, but it does not. G2 A lot is required to improve students' speaking skills, and not only by using VR. VR is good and plays a good role, but more is required. G7 Improving students' speaking skills comes from something other than magic; effective pedagogical methods, strategies, and approaches must be applied. Implementing VR does not improve their speaking skills; they must use it more extended. G3 Some say that if VR is more extended, the students' skills will be improved, but I cannot entirely agree. Other practical approaches must be applied to improve students speaking skills, and not only the use of VR; much work needs to be done to achieve this. G1 Some of the instructors' comments indicated that using VR did not significantly improve their speaking skills. The results obtained from the questionnaires and the interviews are discussed in the next section. DiscussionAfter careful analysis of the data, the following results emerged. The study revealed that students thought VR was effective during speaking lessons, although the teacher was neutral. This finding unveils the assertions of similar studies concerning the varied conclusions on the effectiveness of VR (Antón-Sancho et al. , 2022; Vergara et al. , 2022). Also, the findings of this study unveil that the students and teachers thought that VR enhances learning speaking by using real-life situations helpful in speaking. However, it does not improve students speaking skills, classroom performance, or grades. Already, novel scientific contributions assert that teaching language skills can be complex and resource-intensive (Bacca-Acosta et al. , 2022; Bahari, 2022; Tai et al. , 2022). [SEP] Justify:

Output: The text contrasts the claim by indicating that teachers observed no significant improvement in students' speaking skills when using virtual reality (VR) as a learning tool. It mentions that VR does not significantly influence learning outcomes, highlighting that while some students might believe VR could enhance their skills, instructors disagree, stating that effective pedagogical methods, strategies, and approaches are necessary. Furthermore, in the context of the study, it is noted that VR alone does not improve students' speaking skills, classroom performance, or grades.