About

Saira Anwar is an Assistant Professor in the Department of Multidisciplinary Engineering at Texas A&M University. Her research interests include the design and implementation of educational technologies, human-computer interaction, innovation in curriculum and instruction, learning of complex tasks and concepts, and motivation and self-regulated learning. She holds a Ph.D. in Engineering Education from Purdue University, along with master's degrees in Computer Science from the National University of Computer and Emerging Sciences in Lahore, Pakistan, and Punjab University College of Information Technology, as well as a bachelor's degree in Mathematics, Statistics, and Economics from Lahore College for Women, University of the Punjab. Her professional background includes recognition as a New Faculty Fellow in 2023, the NSTA/NARST Research Worth Reading Award in 2023, an Apprentice Faculty Grant Award in 2022 from the American Society for Engineering Education, and the Outstanding Researcher Award in 2020 from Purdue University. She has also received the Outstanding Teacher Award in 2013 from Forman Christian College in Lahore. Her work focuses on advancing educational practices through innovative technologies and research, contributing to the fields of engineering education and human-computer interaction.

Research topics

• Computer Science
• Artificial Intelligence
• Psychology
• Mathematics education
• Engineering
• Ecology
• Genetics
• Biology
• Family medicine
• Nursing
• Computational biology
• Psychiatry
• Medicine
• Medical education
• Clinical psychology
• Multimedia
• Data science
• Internal medicine
• Biotechnology
• Chemistry

Selected publications

• The Impact of Pakistani Women Police Officers in UN Peacekeeping: National Image, Gender Dynamics, and Societal Perceptions

  Zenodo (CERN European Organization for Nuclear Research) · 2026-04-01

  articleOpen access1st authorCorresponding
  PublisherDOI

• A UK-wide analysis of the use of reversal agents in 198 patients on direct oral anticoagulants prior to urgent procedures

  Research and Practice in Thrombosis and Haemostasis · 2026-05-01

  articleOpen access

  Introduction<br/>Direct oral anticoagulants (DOACs) are widely prescribed but present challenges whenpatients require urgent invasive procedures. Whilst idarucizumab is licensed for pre-procedural reversal of dabigatran, four-factor prothrombin complex concentrates (4F-PCCs)are often used off-label for oral factor Xa inhibitors. We aimed to describe real-world UK useof reversal agents prior to urgent procedures.<br/><br/>Methods<br/>We conducted a UK-wide audit of adults receiving andexanet alfa, idarucizumab, or 4F-PCCto reverse apixaban, dabigatran, edoxaban, or rivaroxaban, before urgent procedures between October 2020 and June 2023. Data were collected by members of HaemSTAR, aUK-wide network led by hematology resident doctors. Primary outcomes were (1) receipt ofreversal ≤24 hours before procedure and (2) adherence to recommended dosing. Secondaryoutcomes included procedural bleeding risk, 90-day mortality, and 30-day thrombosis rate.<br/><br/>Results<br/>Data were collected on 198 patients, 48% undergoing high-risk procedures. Median timefrom reversal to procedure was 1.6 hours and 76% took place within 24 hours. 4F-PCC wasused in 87%, idarucizumab 8%, and andexanet alfa 5%. Tranexamic acid was administeredin 20%. 90 mortality was 24%, and thromboembolic events occurred in 3% all following 4F-PCC.<br/><br/>Conclusion<br/>Reversal agents are frequently used prior to urgent procedures in DOAC-treated patients,including for low-risk interventions. There is limited evidence to support the off-label use of4F-PCC; the risks, benefits, and cost effectiveness are uncertain. Delays to intervention, lowuse of tranexamic acid, and infrequent drug-level testing highlight opportunities to improveclinical workflows and inform future trials.

  PublisherDOI

• The Impact of Pakistani Women Police Officers in UN Peacekeeping: National Image, Gender Dynamics, and Societal Perceptions

  Zenodo (CERN European Organization for Nuclear Research) · 2026-04-01

  articleOpen access1st authorCorresponding
  PublisherDOI

• &lt;b&gt;Influence of Probiotic Supplements on Nutrient Absorption and Immune Function in Individuals With Digestive Disorders&lt;/b&gt;

  Journal of Health Wellness and Community Research · 2026-05-04

  articleOpen access

  Background: Chronic digestive disorders such as irritable bowel syndrome and Crohn’s disease are frequently associated with dysbiosis, impaired nutrient status, persistent gastrointestinal symptoms, and inflammatory activation. Probiotics may improve intestinal barrier function, microbial balance, nutrient bioavailability, and immune regulation, but local clinical evidence from Pakistan remains limited. Objective: To evaluate the effect of 8-week probiotic supplementation on nutrient-related biochemical markers, inflammatory indices, and digestive symptom improvement among adults with IBS or Crohn’s disease. Methods: This controlled open-label clinical trial included 120 adults recruited from tertiary care hospitals in Islamabad, Pakistan. Participants were allocated to a probiotic group (n=60), receiving multi-strain probiotic supplementation plus standard care, or a control group (n=60), receiving standard care alone. Hemoglobin, vitamin B12, vitamin D, albumin, CRP, ESR, and digestive symptoms were assessed at baseline and week 8. Results: Compared with controls, the probiotic group showed greater improvements in hemoglobin (+0.9 vs +0.3 g/dL), vitamin B12 (+53.2 vs +11.3 pg/mL), vitamin D (+6.4 vs +1.5 ng/mL), albumin (+0.4 vs +0.1 g/dL), CRP (−5.7 vs −1.8 mg/L), and ESR (−8.3 vs −2.3 mm/hr). Moderate-to-marked symptom improvement was higher in the probiotic group than in controls (68.3% vs 31.7%). Conclusion: Probiotic supplementation may provide clinically useful adjunctive benefits for nutritional recovery, inflammatory reduction, and symptom relief in IBS and Crohn’s disease, although larger randomized blinded trials are required

  PublisherDOI

• A UK-wide analysis of 2265 patients receiving a reversal agent for direct oral anticoagulant–associated bleeding

  Journal of Thrombosis and Haemostasis · 2025-12-03 · 1 citations

  articleOpen access

  BACKGROUND: Reversal agents are used in patients taking direct oral anticoagulants (DOACs) to manage bleeding, but evidence for their effectiveness remains limited. OBJECTIVES: This study assessed the proportion of patients treated with a reversal agent for DOAC-associated bleeding who had major bleeding and evaluated their outcomes. METHODS: This was a retrospective, observational audit across 65 hospitals in the United Kingdom. Adults who received andexanet alfa, idarucizumab, or 4-factor prothrombin complex concentrate (4F-PCC) for DOAC-associated bleeding between October 2020 and June 2023 were included. Data were collected on demographics, medical history, bleed site and severity, reversal agent, thrombosis, and 90-day mortality. A propensity score-matched analysis was performed to estimate the cumulative incidence of thrombosis and death according to reversal agent in gastrointestinal hemorrhage. RESULTS: Of 2265 patients, 875 (38.6%) had gastrointestinal bleeding and 1012 (44.7%) had intracranial hemorrhage. Median age was 81 years. Median time from bleed onset to reversal was 6.5 hours, and that from last anticoagulant dose was 16.0 hours. Of 1253 patients with nonintracranial bleeds, 1001 (79.9%) had major hemorrhage. In a propensity score-matched analysis of 494 patients with gastrointestinal bleeding, there was no significant difference in 90-day-mortality with andexanet alfa compared with that with 4F-PCC (36.4% vs 32.4%), but andexanet alfa was associated with a significantly increased 30-day incidence of stroke (4.5% vs 0%). CONCLUSION: Reversal agents were generally used in patients with clinical evidence of major bleeding but were administered long after the last anticoagulant dose. In gastrointestinal bleeding, andexanet alfa was associated with a higher thrombotic risk than 4F-PCC.

  PublisherOA PDFDOI

• The Impact of Wearable Technology on Athlete Motivation: Enhancing Performance Through Real-Time Feedback

  Physical Education Health and Social Sciences · 2025-08-28

  articleOpen access

  This study explores the influence of wearable technology on athlete motivation, with a specific focus on the role of real-time feedback. As wearable devices such as smartwatches, fitness trackers, and heart rate monitors become increasingly integrated into sports training, understanding their psychological impact is essential. Grounded in Self-Determination Theory, the study investigates how wearable tech affects intrinsic and extrinsic motivation, goal-setting behaviors, and training consistency. A quantitative research design was employed, involving 100 amateur and semi-professional athletes aged 18–35 who regularly use wearable devices. Data were collected using the BREQ-3 motivation scale and a custom survey assessing wearable use and perceived impact. Descriptive and inferential statistics were applied, including Pearson correlation and independent samples t-tests. Findings indicate a moderate positive correlation between wearable use and intrinsic motivation, and a high percentage of athletes reported that real-time feedback supported their goal setting and training adherence. While some extrinsic motivation was present, intrinsic motivation remained the dominant driver. No significant gender differences in motivation levels were found. The study concludes that wearable technology can enhance athletic motivation, especially when used to support autonomy and self-improvement. However, caution is advised to avoid over-reliance on external metrics. The results have practical implications for athletes, coaches, and technology developers seeking to optimize the psychological benefits of performance tracking tools.

  PublisherOA PDFDOI

• Designing Laboratory Courses for Undergraduate Students in Materials Science and Engineering - a Systematic Review

  2025-11-02

  articleSenior author

  This full research paper aims to identify how lab courses have been designed for materials science courses and best practices for course development. As of 2024, only 48 universities in the United States have ABET-accredited Materials Science and Engineering (MSE) undergraduate degrees. One of the accreditation criteria is for students to be able to conduct experiments, analyze data, and draw conclusions from the experiment, typically met through laboratory coursework. Understanding effective approaches to lab design is critical for developing new or revised MSEN curricula. To address this need, a systematic literature review was conducted to answer the following research question: What are the different types of laboratories used to teach materials science concepts? The review was guided by the principles of the Processing, Structure, Properties, and Performance (PSPP) framework and the Experiential Learning Theory (ELT). Articles reviewed for the study were searched using the Compendex and ERIC databases, resulting in search string that yielded 293 articles. Following the principles of inclusion and exclusion criteria, 20 articles were reviewed for the final synthesis. Open coding and thematic analysis were used for article synthesis. The three themes identified were in-person laboratories for students, computational laboratories for students, and project-based laboratories. All articles illustrated the integration of the four cycles of ELT with the PSPP framework, highlighting their benefit in designing lab courses. The paper serves as a resource for educators who are exploring possible ways to develop laboratory courses for MSEN undergraduate programs.

  PublisherDOI

• Creating Smart Learning Objectives Relationship Between Application Engagement and Performance

  2025-11-02

  articleSenior author

  This full research paper examines the impact of Educators Guidebook for Understanding Instruction by Design and Experience (EdGUIDE), a web-based software tool designed to guide instructors in creating aligned curricula. One of the features of the EdGUIDE tool aims to introduce the formulation of SMART learning objectives through a structured, three-step process based on Bloom's Taxonomy. We hypothesize that participants' application engagement (the amount of time spent with EdGUIDE) may impact their conceptual performance in creating SMART learning objectives. The primary research question guiding this investigation is: How does the participants' application engagement relate to the change in conceptual performance from pre-use to post-use of EdGUIDE? We employed a quantitative, correlational research design. We conducted Spearman's rank correlation and simple linear regression analyses to explore the relationship between application engagement and participants' conceptual performance with EdGUIDE. This paper examines the relationship between the learning objective creation process and the change in participants' conceptual performance from pre- to post-test. Our results found no statistically significant relationship between time spent and the change in test scores. The correlation values, however, suggest that participants become less engaged with each step of the learning objective creation process. The study suggests that improvements are needed to EdGUIDE's design, particularly in the process of creating learning objectives. Such changes may help to improve participants' application engagement and resulting performance. Future research should investigate the impact of such tools on instructors' stress and fatigue, and explore potential mechanisms to optimize EdGUIDE as an effective instructional design tool.

  PublisherDOI

• WIP: Design and Usability of an Interactive Educational Application for Teaching Undergraduate Sedimentology

  2025-11-02

  articleSenior author

  This work-in-progress, innovative research paper presents the design of SedimentSketch, an application designed to facilitate the teaching of sedimentology concepts. Effectively teaching these concepts often requires specialized equipment, hands-on experience with sedimentological samples, and personalized instruction. SedimentSketch was designed to complement in-class instruction on sedimentology. SedimentSketch embodies active learning principles, allowing students to interact meaningfully with the material. Aligned with existing research, SedimentSketch seeks to engage students with science concepts through educational videos, games, and exercises, designed to mimic geologists' real-world tasks. In this paper, we evaluated the usability of SedimentSketch. Specifically, we addressed the research question: What are the perceptions of geoscience experts regarding SedimentSketch? Four geoscience experts and instructors were interviewed about their experience using SedimentSketch. A qualitative thematic analysis of participant feedback revealed perceptions regarding the application's ease of use, novelty, and relevance to geoscience instruction. Participants also identified areas of improvement and potential enhancements. These preliminary findings will inform future development and help improve the design. Future work will involve testing the application in real classroom settings and evaluating its impact on student outcomes.

  PublisherDOI

• Pre-Conference Workshop: Write and Evaluate Like a Pro for FIE-Excelling as an Author and Reviewer in Engineering Education Research

  2025-11-02

  articleSenior author

  The field of engineering education has evolved into a recognized discipline, yet many engineering faculty and graduate students lack formal training in educational research methodologies. This gap contributes to variability in the quality of research presented at major conferences, including Frontiers in Education (FIE). To address this, past FIE conference chairs and leaders in the field have designed a recurring 180-minute workshop focused on improving the quality of paper submissions and peer reviews. The workshop introduces participants to a structured framework for research design methods, spanning qualitative, quantitative, and mixed methods. Through active learning, hands-on analysis of past conference papers, and small-group methodological exploration, attendees will develop plans for conducting and evaluating high-quality research. Emphasis is placed on research rigor, trustworthiness, and alignment with top-tier journals such as the Journal of Engineering Education and IEEE Transactions on Education. Open to all FIE participants, this workshop provides essential tools for building methodological competence, fostering inclusivity, and preparing the current and next generation of engineering education scholars.

  PublisherDOI

Frequent coauthors

• Muhsin Menekşe

  Texas A&M University

  175 shared

• Ahmed Ashraf Butt

  Purdue University West Lafayette

  122 shared

• Kwansun Cho

  University of the Punjab

  56 shared

• Sarah Rajkumari Jayasekaran

  Texas A&M University

  50 shared

• Sung Yang Bang

  Bridge University

  34 shared

• Tracy Hammond

  Mitchell Institute

  31 shared

• Анна Степанова

  Texas A&M University

  29 shared

• Damji Heo

  Lafayette College

  28 shared

Awards & honors

• New Faculty Fellow Award (2023), 53rd IEEE ASEE Frontiers in…
• NSTA/NARST Research Worth Reading Award (2023)
• Apprentice Faculty Grant Award (2022), Educational Research…
• Outstanding Researcher Award (2020), School of Engineering E…
• Outstanding Teacher Award (2013), Forman Christian College -…