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The widespread use of mobile devices and laptops has replaced traditional paper-based learning and the question of how the brain efficiency of digital tablet-based learning differs from that of paper-based learning remains unclear. The purpose of this study was to investigate the difference in brain efficiency for learning between paper-based and digital tablet-based learning by measuring activity in the prefrontal cortex (PFC) using functional near-infrared spectroscopy. Thirty-two subjects were randomly assigned to the paper-based learning or the digital tablet-based learning group. Subjects in each group performed a memory task that required memorizing a three-minute novel (encoding phase) on a paper or digital tablet, followed by a test in which they answered four multiple-choice questions based on the novel's content. To compare both groups, behavioral performance on the test (retrieval phase) and activity in the PFC were measured. As a result, no significant difference in behavioral performance between both groups was observed (p > 0.05). However, the paper-based learning group showed significantly lower activity in the PFC in the encoding phase than the digital tablet-based learning group (p < 0.05) but not in the retrieval phase. The current study demonstrated that brain efficiency in encoding is higher in subjects with paper-based learning than those with digital tablet-based learning. This finding has important implications for education, particularly in terms of the pros and cons of electronic document-based learning. [ABSTRACT FROM AUTHOR]

The article explores the intersection of drama and academic learning, showcasing a playful narrative where a detective tackles the disappearance of a research paper on drama in literacy education. It mentions that this engaging storyline delves into the potential benefits of incorporating drama activities into education, highlighting the positive impact on literacy outcomes.

Gamification, the integration of game design elements into non-game contexts, has gained prominence in the software engineering education and training realm. By incorporating elements such as points, badges, quests, and challenges, gamification aims to motivate and engage learners, potentially transforming traditional educational methods. This paper addresses the gap in systematic evaluations of gamification's effectiveness in software engineering education and training by conducting a comprehensive literature review of 68 primary studies. This review explores the advantages of gamification, including active learning, individualized pacing, and enhanced collaboration, as well as the psychological drawbacks such as increased stress and responsibility for students. Despite the promising results, this study highlights that gamification should be considered a supplementary tool rather than a replacement for traditional teaching methods. Our findings reveal significant interest in integrating gamification in educational settings, driven by the growing need for digital content to improve learning. [ABSTRACT FROM AUTHOR]

This paper investigates the complex interplay between generative artificial intelligence (AI) and human intellect in academic writing and publishing. It examines the 'organic versus synthetic' paradox, emphasizing the implications of using generative AI tools in educational and academic integrity contexts. The paper critiques the prevalent 'publish or perish' culture in academia, highlighting the need for systemic reevaluation due to generative AI's emerging role in academic writing and reporting. It delves into the legal and ethical challenges of authorship and ownership, especially in relation to copyright laws and AI-generated content. The paper discusses generative AI's diverse roles and advocates for transparent reporting to uphold academic integrity. Additionally, it calls for a broader examination of generative AI tools and stresses the need for new mechanisms to identify generative AI use and ensure adherence to academic integrity and ethics. The implications of generative AI are also explored, suggesting the need for innovative AI-inclusive strategies in academia. The paper concludes by emphasizing the significance of generative AI in various information-processing domains, highlighting the urgency to adapt and transform academic practices in an era of rapid generative AI-driven change. [ABSTRACT FROM AUTHOR]

Reducing education costs is a crucial policy element with broad support in the U.S. However, is lowering the cost of learning a panacea for eliminating income inequality? In this paper, I theoretically examine the relationship between income inequality and the cost of education by building a three-stage overlapping generation model with two sectors and two education systems. In contrast to conventional studies treating education as a unified concept or in hierarchical order, I consider two types of education, each targeting the training of workers for different roles in production. Workers who decide to spend time learning and improving creativity skills can work to produce intermediate goods used in current production and illuminate future production technology. Coders who produce industrial robots are one example of workers who receive this type of education. The other type of education only improves workers' efficiency and helps them become experts in positions. For instance, office clerks who receive computer training can become more productive in dealing with their daily tasks. I pick a reasonable set of parameters, and the simulation result implies that reducing the cost of practical training may end up enlarging income inequality. The key is whether the effect resulting from the wage gap between jobs (wageeffect) dominates the effect of changing the share of workers in jobs (compositioneffect). Reducing the cost of learning creativity encourages marginal experts to learn creativity and marginal basic workers to receive training, leading to declining wage gaps and income inequality. [ABSTRACT FROM AUTHOR]

The starting base of this paper is human life as a highest human value and the right to life as top inherent and natural right of the man. According the theory of natural rights all other human rights are in the function of the right to life. In line with that those rights are natural rights. The right to education is in the function of the qualification of the man for life and for maintenance of his life in the natural and socioeconomic conditions which are enforced to man by his natural environment. In the moment of birth the man is „tabula rasa“- the being without any knowledge for objective reality. The life enforce the man, in the very beginning of his life some needs which, by his age and development as a human being, become a numerous. For supplying those needs the man learns. During the process of learning or studying the man acquire the know ledges and abilities to which he has a natural right because those know ledges and abilities are necessary for supplying of his living necessities and for maintenance of his life. Having in view those facts, the right to acquire knowledge, as a right to education is a natural right of the man. This right is directly and indirectly in function of the right to life, and it is achieved through number of forms of informal or spontaneous learning and formal, by society organized studying. The right to education, as a natural right, is the subject of the regulation of the more international legal acts which are based on the theory of the natural right. Among those acts the most important are: The Universal Declaration of Human Rights, International Covenant on Economic, Social and Cultural Rights, Declaration on the Right of the Child, Convention on the Rights of the Child, Convention for the Protection of Human Rights and Fundamental Freedoms (European Convention of human rights) and other international acts. The provisions on education contained in these acts are incorporated into the constitutional provisions of the states and their national legislations on education. In the paper is analyzed the right to education, as a natural human right, in the international legal acts and as an informal and formal education. The analysis is based on the theory of natural law. [ABSTRACT FROM AUTHOR]

This review study investigates the role of Learning Management Systems (LMS) in education within the context of the Internet of Things (IoT). Higher education institutions, particularly universities, must adapt their contents, activities, and methods to function more efficiently in a digital context. LMS is a tool for creating, distributing, tracking, and managing educational and training materials. IoT, a transformative technology, significantly impacts various aspects of human life, including security, healthcare, recycling, and environmental monitoring. This paper addresses the significance of IoT technology in education, particularly in enhancing the efficiency of teaching and learning. The framework for an IoT-enhanced LMS is part of a three-year research project at the Arts, Sciences, and Technology. [ABSTRACT FROM AUTHOR]

In this third paper in a series of four, we explore some ways of doing education differently. An education that moves beyond the persistent failures and irredeemable injustices of modern mass schooling episteme. The episteme for education we adumbrate – an episteme of life continuance – begins with a recognition of interdependency and the value of diversity, diverse knowledges and relations of tolerance. We propose an escape from the extinction ethics which modern schools perpetuate and a new grammar of living in which education and politics are processes of re-learning, co-learning, decision taking, limit testing, and conflict resolution in relation to an uncertain future. To achieve this, we outline a set of open and 'unplanned' commoning activities that would take place within local social infrastructures focused on re-politising learning itself and practicing the care of oneself, others, community and the environment. The proposal for a different education as common(ing) activities undertaken within social infrastructures, is about reimagining political and environmental relations, and co-creating a sense of collective ownership of and responsibility for the environment. A form of community that it is practical, rather than utopian, and that would be both the means and ends for such an education. [ABSTRACT FROM AUTHOR]

Historically fitness testing has been identified as a common but controversial physical education (PE)-for-health practice across the globe. Despite this, little is known about the current prevalence and implementation of fitness testing. This paper therefore reports on findings from a survey which gathered both quantitative and qualitative data to explore the 'if?', 'why?' and 'how?' of fitness testing and provide new insights into teachers' learning intentions, pedagogical practices, and attitudes towards it. The survey was distributed to PE departments in secondary schools across the UK, and responses were analysed and reported descriptively and thematically. Responses from 260 schools highlighted that fitness testing remains a common practice in PE, with 80% of PE teachers reporting it to feature in their curriculum. There was less consensus surrounding the 'why?' and 'how?' of testing, with variation evident in teachers' stated learning intentions, pedagogical practices, and attitudes. Despite its prevalence, PE teachers expressed concerns over negative pupil outcomes potentially arising from fitness testing, and over 60% of teachers were uncertain or agreed that fitness testing can have a negative impact on pupils' psychological health. Given the findings and the reported widespread prevalence of fitness testing, further research should explore pupils' perspectives, responses, and outcomes of fitness testing, including their motivational and emotional responses to testing. Working with teachers and encouraging them to critically reflect on the 'if?', 'why?' and 'how?' of fitness testing is recommended and will hopefully help to bridge the gap between research and practice. [ABSTRACT FROM AUTHOR]

Instructional leadership plays a particular role in school since its role has always been to impact effective teaching and learning processes. Instructional leadership practices is essential in promoting professional development among teachers. Professional learning communities (PLCs) are recognized as one of effective organization practice involving collaborative learning to improve school performance. This paper emphasize the importance of promoting collaborative learning among teachers by instructional school leaders. Therefore, this conceptual paper aims to discuss the influence of instructional leadership practices among school leaders towards PLCs practices. Hence, issues and challenges in implementing PLCs in schools are discussed. As a result, this conceptual paper offers insights with implications for policy, practice, and training. The policy makers should emphasize the encouragement of PLCs implementation to promotes its beneficial practice for school performance. Besides, school leaders should focus on instructional leadership strategies that highlight best practices to promote collaborative learning opportunities for professional development among teachers. This paper also underscores the significance of equipping school leaders with the necessary skills to foster a positive school climate, thereby enhancing the successful implementation of Professional Learning Communities (PLCs) among teachers. In conclusion, instructional leadership plays an important role in supporting the PLCs implementation in school. [ABSTRACT FROM AUTHOR]

The world never saw Covid-19 pandemic coming. It disrupted all human systems including education. This pandemic caused a shutdown of the popular face-to-face-teaching and learning with digital and online teaching as the only alternative. However, this, being the only solution further exposed the deep inequalities in South Africa education where not all learners and teachers had access to internet facilities, electronic devices, ICT gargets, and skills. These learners were disadvantaged even when schools returned to normalcy. With this, the aim of this paper is to explore the lesson from Covid with the purpose of suggesting sustainable ways in the face of future pandemic that may disrupt education system. The main question in this paper is: How can education in South Africa be reinvented to be sustainable, inclusive, and equitable in the face of unforeseen pandemics? This paper is under pinned by the Chaos theory and employs a systematic review of literature within qualitative methodology. The findings of this paper reveal the under-preparedness for Covid, its implication and disruption to teaching and learning, and the need for inclusive and sustainable education system that can withstand any futuristic pandemic in South Africa. It also advocates for an inclusive and equitable education system, which makes this paper relevant and significant for contemporary education. [ABSTRACT FROM AUTHOR]

Immersive Virtual Reality (I-VR) is becoming increasingly prevalent in today's society and is a technology that is being used more and more in educational contexts and whose potential for learning has been widely discussed. Taking into account the latest research in neuroscience, we want to explore the potential of using immersive virtual environments to facilitate deep learning in educational contexts that invoke the value of experience, imitation and repetition. Neurodidactics seems to offer the most interesting insights into how participation in a virtual reality session can positively affect learning processes: this suggests that it is worth focusing on the learning processes that can be generated by this emerging technology. The paper concludes with some practical suggestions for design, addressing both the didactic experience and the learning objects. [ABSTRACT FROM AUTHOR]

Robotic Process Automation (RPA) is a cutting-edge technology that empowers software robots to perform repetitive digital tasks based on predefined rules. Traditionally, these tasks are carried out by humans interacting with various software applications through mouse and keyboard actions. RPA robots excel at emulating human actions with exceptional precision, speed, and consistency. RPA has gained widespread popularity across industries for its capacity to streamline business processes, increase productivity, and reduce operational costs. In educational settings, RPA is becoming an integral part of broader digital transformations. The related work discussed in this paper highlights that RPA is commonly utilized to automate administrative tasks for university staff, teachers, and occasionally students, while its potential applications in the learning process remain largely unexplored. Addressing this research gap, we introduce an innovative approach to leverage RPA in informal learning. Our method focuses on automating the course search process on e-learning platforms. The proposed algorithm includes interaction with platform interface, extraction of essential course details, storing retrieved data, and generating structured reports, all while communicating with various systems. Subsequently, we present a solution developed based on this approach, along with its outcomes, evaluation, and discussion of findings. [ABSTRACT FROM AUTHOR]

Copyright of Pós: Revista do Programa de POS-Graduacao Em Artes - EBA/UFMG is the property of Pos - Programa de Pos-graduacao em Artes (PPG-Artes) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The liturgical professional development project for pastoral workers and clergy in the Diocese of Rottenburg-Stuttgart has been developed in collaboration with the Department of Liturgical Studies at the University of Tübingen. The concept of biographical learning is the innovative element that explores a new type of liturgical formation (Bildung) where the learning content explores the participant's unique biography of learning, faith development, and theological education and the impact of these on their understanding of the liturgy and their liturgical practice. The learning process aims to equip professional pastoral theologians to reflect on and be responsive to the liturgical–pastoral contexts in which they work. The Department of Liturgical Studies provides the learning structure and context, while the diocese provides the teaching space and enables the participants to attend. The learning outcomes are unrelated to a specific professional or employment structure or associated with a points system, management, or career progression process. The project provides a learning process rather than a program of learning, distinguishing itself from many traditional approaches to liturgical formation. The challenge for the teaching team is to provide the participants with conceptual or theoretical material to reflect on their biographical narrative of theology and then apply this concept of biographical learning in their specific and diverse pastoral contexts. As part of the biographical learning process, participants contribute to "feedback loops" to the diocese and the teaching team. This paper does not address the competency framework for career development, employment assessment, or learning comprehension. All evaluations of professionalism, role attainment, career development, and competency are employment matters and are the purview of the Diocese of Rottenburg-Stuttgart. However, the learning process provides participants with frameworks for self-assessment and feedback loops to evaluate the teaching team, the process, and the content. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to determine how eBooks influence student’s learning skills. Technology is tremendously growing and improving nowadays, and it has brought a great influence on education, as well. Ignoring the natural resistance to change, it cannot be denied that the process of reading has changed with the emergence of digital technology. For example, the introduction and developments in e-readers in recent years have rendered eBooks competitive to conventional paper-based books. But is there a difference in how people perceive/understand between reading from paper books and reading using digital media? The digital era is here to stay, and it is best to find a balance such that it does not compromise on a skill set that is central to our intellectual property. [ABSTRACT FROM AUTHOR]

Copyright of Open Scholarship of Teaching & Learning is the property of Open Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Hackathon has been growing and taking various industries by storm thanks to its flexibility and ability to fit into them. It has been proven successful and helpful in solving different IT and non-IT challenges. They also serve as an intriguing educational and networking tool, encouraging people to pursue innovative studies and activities. However, a hackathon is like a two-edged sword with its downsides – it requires significant investment and can fail if mismanaged. It is critical to recruit and gather participants suitable to face a particular technological or non-technological challenge and to motivate a group to perform innovative action and benefit from the learning-by-doing approach. This paper identifies 21 reasons to attend hackathons backed by existing research and presents a study conducted on 109 hackathon participants that help to score, rank and explain those attributes. Results have proven the importance of challenge and networking over monetary prizes and glory. [ABSTRACT FROM AUTHOR]

Argumentation is a complex intellectual skill essential for academic achievement in a range of scholarly disciplines. Argumentative writing demands effective coordination of language use, reasoning processes, and background knowledge about a given topic. It is a cognitively challenging activity, especially for students learning English as a Foreign Language (EFL). The Dialectical Map (DMap) is an open-source argument visualization tool that scaffolds argument analysis, evaluation, and construction. A quasi-experiment was conducted with 190 undergraduate EFL students to investigate the pedagogical value of DMapping as a pre-writing activity. The research also explored the effect of DMapping on student motivation in learning argumentation. We found the DMap functioned as an effective pre-writing tool for argumentative writing and promoted transfer of argumentation skills. DMapping facilitated more balanced arguments, and students reported positive experiences and attitudes toward learning argumentation with the DMap. This paper concludes with implications and future research directions for using the DMap as a cognitive tool to foster meaningful learning. [ABSTRACT FROM AUTHOR]

Despite translanguaging pedagogy gaining increasing popularity among researchers, studies on students' perceptions and experiences of translanguaging pedagogy in English for Academic Purposes (EAP) settings in China remain limited. This mixed methods research bridges this gap by shareing the findings of both questionnaires (1008) and follow-up interviews (34) from students enrolled on an EAP course at a Chinese university. Drawing on the concepts of translanguaging and co-learning, the paper reveals that the different translanguaging practices used by the teachers and students (as reported by students) in the EAP classroom helped to enhance student understanding and learning, classroom communication and motivation for learning. However, potential drawbacks are also noted, e.g. in how translanguaging is not conducive for creating a pure English learning environment and can reinforce some students' over-reliance on Chinese. The findings yield important implications for more careful and intentional pedagogical translanguaging design in EAP curriculum planning in China and beyond. [ABSTRACT FROM AUTHOR]

Learning history is vital for students' intellectual, spiritual, emotional, and physical development. Students perceive history subject as difficult and boring because they must memorize facts and understandthose facts, concepts, time, and historical events. Interactive multimedia can increase students' enthusiasm and make the teaching and learning process more interesting to make the history "alive." Game-based learning uses game elements and principles to effectively deliver teaching and learning process in the classrooms. Yamashita's Treasure: A Quest to Find the Treasure is a game-based instructional material designed for grade 7 students of the Philippine K-12 curriculum that aims to teach significant lessons and events occurred in the Philippines over the last century. In this paper, we present findings from an assessment of an instructional material in teaching Philippine history. A System Usability Scale (SUS) was used to test the system's usability which generated a positive score. Respondents were highly satisfied with the game's usability scoring 87.5 on the SUS. Future work includes developing a programmed system, conducting quasi-experimental research design, and consultations with the experts for further enhancement. [ABSTRACT FROM AUTHOR]

By using standardised approaches, systematic reviews of the educational, scientific literature can inform educational research and influence educational policies and practices. However, the various systematic reviews of the scientific literature in the field of Artificial Intelligence (AI) and education all adopt individual approaches, making it challenging to systematically compare their conclusions. Accordingly, this paper presents a standardised protocol for conducting systematic reviews of the scientific literature on AI and education (AI&ED), including both literature on teaching and learning with AI (AIED) and literature on teaching and learning about AI (AI literacy). Our protocol applies the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and is presented here for the purpose of replication and validation. We exemplify our protocol by means of a systematic review of the scientific literature on trustworthy and ethical AI&ED, which was undertaken iteratively in symbiosis with the development of the protocol, informing each other throughout. In the future, we intend to apply our novel protocol for other search terms of relevance to AI&ED, as well as for the same search terms over a longer time period, in order to allow comparisons and the exploration of trends. [ABSTRACT FROM AUTHOR]

In the rapidly evolving landscape of education, the pivotal axis around which transformation revolves is human-AI interaction. In this sense, this paper adopts a data mining and analytic approach to understand what the related literature tells us regarding the trends and patterns of generative AI research in educational praxis. Accordingly, this systematic exploration spotlights the following research themes: Interaction and communication with generative AI-powered chatbots; impact of the LLMs and generative AI on teaching and learning, conversational educational agents and their opportunities, challenges, and implications; leveraging Generative AI for enhancing social and cognitive learning processes; promoting AI literacy for unleashing future opportunities; harnessing Generative AI to expand academic capabilities, and lastly, augmenting educational experiences through human-AI interaction. Beyond the identified research themes and patterns, this paper argues that emotional intelligence, AI literacy, and prompt engineering are the trending research topics that require further exploration. Accordingly, it's in this praxis that emotional intelligence emerges as a pivotal attribute, as AI technologies often struggle to comprehend and respond to the nuanced emotional cues. Generative AI literacy then takes center stage, becoming an indispensable asset in an era permeated with AI technologies, equipping students with the tools to critically engage with AI systems, thereby ensuring they become active, discerning users of these powerful tools. Concurrently, prompt engineering, the art of crafting queries that yield precise and valuable responses from AI systems, empowers both educators and students to maximize the utility of AI-driven educational resources. [ABSTRACT FROM AUTHOR]

The use of Innovative technology in education enhances the grasping ability of the student to gain knowledge proactively and provides a platform for a constructive process of learning and understanding. Augmented Reality (AR) plays an essential role in active learning and critical thinking in the current information age because technology enables students to interact with the virtual world with an immersive experience. Moreover, the integration of AR in education has attracted researcher's attention towards AR due to its immersive, naturalistic experience. Augmented reality plays a vital role in Medical Science, the Aviation industry, the Advertising industry, the Printing Industry, Maintenance, Tourism, Education, the Automobile industry and many more upcoming industries. The use of AR is going to be spread in the coming days. This paper comprises an overview and the study of augmented reality in different sectors. On emphasising the uses of AR in the education field, to give a real-life interactive experience to the user on his mobile. The review narrates the ability of AR, and applications of AR in the field of education such as science education, Industrial training, and biomedical education. The review summarises the potential of technology integration. [ABSTRACT FROM AUTHOR]

Research on augmented reality (AR) in education is gaining momentum worldwide. This field has been actively growing over the past decades in terms of the research and development of new technologies. Reviews in the field of AR in education consist of systematic literature reviews and meta-analyses (around 45), surveys (around 33), and only one bibliometric analysis. However, these reviews do not provide a general synthesis of the research published in the field to depict its evolution over the years. This study used the metadata of articles from a 25-year period (1995-2020) to conduct a bibliometric analysis. A total of 3,475 studies were considered. In this study, we used tools such as the Scopus database, the bibliometrix R package, and the VOSviewer analysis tool. The analysis of the literature is based on the metadata, author, content, and citation information extracted from the dataset. In addition, we focus on comparing literature published mainly in journals (articles, articles in press, and reviews) and those published in other sources (conference papers, books, and book chapters). Practitioners could use the results of this study to make decisions about the adoption of AR technologies in education. [ABSTRACT FROM AUTHOR]

Technology such as multimedia, particularly podcasts, is becoming more widely used in educational settings. The podcasts have been utilized at many levels of education, including elementary, secondary, and tertiary education. Along with this, many articles were written and published about the use of podcasts in education among university students. Our main objective in this study is to examine the use of podcasts in higher education among university students by systematically searching the Scopus database for papers relevant to the study. Eighteen papers were chosen and retrieved, then meticulously studied to uncover the new themes that have been classified as the result. The review found that podcasts have a favorable impact on university students and help them better understand the learning process. It also highlights the limits in its deployment that need to be addressed in order to improve the teaching and learning process. [ABSTRACT FROM AUTHOR]

In this paper, we explore an approach to feedback which could allow those learning creative digital media practices in remote and asynchronous environments to receive rich, multi-modal, and interactive feedback upon their creative artefacts. We propose the show-and-tell feedback interface which couples graphical user interface changes (the show) to a text-based explanations (the tell). We describe the rationale behind the design and offer a tentative set of design criteria. We report the implementation and deployment into a real-world educational setting using a prototype interface developed to allow either traditional text-only feedback or our proposed show-and tell feedback across four sessions. The prototype was used to provide formative feedback upon music students' coursework resulting in a total of 103 pieces of feedback. Thematic analysis was used to analyse the data obtained through interviews and focus groups with both educators and students (i.e., feedback givers and receivers). Recipients considered show-and-tell feedback to possess greater clarity and detail in comparison with the single modality text-only feedback they are used to receiving. We also report interesting emergent issues around control and artistic vision, and we discuss how these issues could be mitigated in future iterations of the interface. [ABSTRACT FROM AUTHOR]

The Internet of Things is shifting the way people interact with each other, the way people interact with objects, and the way objects interact with each other. This reality is creating a new paradigm, where the world becomes more interconnected. In the field of Education, we are at the beginning of understanding the profound transformation that IoT can bring to teaching and learning, namely the exploitation of these technologies as a teaching resource. Despite different approaches, there seems to be a consensus regarding its transformative potential, especially when we think about the concept of hypersituation. This paper presents the main results relating to the teachers' perception of an IoT-based learning environment supported by a low-cost and open-source IoT device and a set of didactic guides to approach curricular contents of the 7th grade in Portugal. Regarding the organization of the paper, firstly an introductory contextualization is presented, where IoT challenges and potentialities in education are highlighted. After that, we present the followed methodology during the research described. Finally, the results and conclusions, where the perceptions of the involved teachers, regarding the use of IoT technologies in the described contexts are shown and explained. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education is the property of Haiyan Publishing Co. Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Information systems are increasingly using artificial intelligence (AI). However, AI can be tricked into misbehaving, showing bias, or committing abuse. The root causes of these errors and uncertainties can be hidden away while parallelizing AI algorithms on high-performance computing (HPC) infrastructure. The project outlined in this paper aims to use artificial intelligence from the ground up to generate teaching materials and curricula for student-teachers. Students embark on a journey of discovery, taking calculated risks in a learning environment. The main purpose of this document is to present the primary research results of the two-year pilot project. A secondary purpose of this paper is to disseminate information about this exciting endeavor to encourage like-minded educators and researchers to participate in this project. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, the fusion of Artificial Intelligence (AI) with traditional sectors has catalyzed a paradigm shift that extends beyond technological advancements and reaches into the core of human learning and development. One such domain undergoing significant transformation is mental health education. This short conceptual paper seeks to examine the intricate relationship between AI and education in the context of mental health studies, shedding light on the challenges, opportunities, and ethical considerations that arise as teaching evolves in the Age of AI. This paper is not intended to serve as THE definitive solution to inquiries regarding the integration of AI/ChatGPT in mental health education. Rather, its purpose is to provide AN approach to contemplating this matter and to initiate further discussions within mental health-related fields about the utilization of AI and ChatGPT in education, given the persistent prominence of AI. [ABSTRACT FROM AUTHOR]

This article explores the limitations of using physical force in educating children in Indonesia. It examines the prevalence of violence by parents and teachers in education. Increased public awareness and concern for children's rights have made the use of violence in education a taboo. This research uses a qualitative method with secondary data using literature and analysing court decisions from the human rights perspective. This study aims to determine the limits of tolerance for violence and corporal punishment. The court decisions have been taken as the data to be analysed from various locations where decisions have been issued were taken into consideration to depict the similarities and differences in deciding matters related to corporal punishment towards children. This article examines historical, cultural, and religious factors that influence the use of physical force, including interpretations of Islamic teachings. This paper also presents arguments for and against corporal punishment as an educational tool. This research sheds light on the complexities surrounding the permissibility of physical force in children's education and the conflicting views in society, providing insight into evolving understandings and legal perspectives on the subject. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Arabic Language Sciences & Literature / Maǧallaẗ ʻulūm Al-luġaẗ Al-ʻarabiyyaẗ Wa-ādābi-hā is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The demand for higher and tertiary education in Africa is now high, and as a result, public institutions are enrolling many students, a phenomenon now called massification (Pillay, 2020; Noui, 2020). The term massification is defined as the increase in the enrollment of students without a proportionate boost in resources (Adetiba, 2019; Mohamedbhai, 2016). Zimbabwean universities are enrolling many students to fund operations since government funding has dwindled (Garwe, 2016; Madzimure, 2016). The provision of quality education is becoming a challenge due to the high lecturer-student ratio, especially on courses that are highly practical in nature (Adetiba, 2019). There is a lack of proper management and engagement of students in very large classes, and as a result, students resort to memorizing content learned instead of engaging in critical thinking (Madzimure, 2016; Lee, 2016). Literature points out that if students develop self-regulated learning strategies, they will overcome challenges brought by massification. The purpose of this paper was to develop and evaluate the impact of a multimedia teaching tool in assisting students to develop selfregulated learning strategies so that they improve their performance while learning computer programming in a large class setup. Purposive sampling was used in this study, and the researcher adhered to design science research methodology.Students enrolled in introduction to computer programming used the multimediaClearn teaching tool that was developed hencepurposive sampling was used in this study.One class (BITH131) was the control group and students enrolled in BSIT 131 were the experimental group. Results obtained indicated that students who used the Clearn teaching tool performed better in a programming test as compared to students in the control group. [ABSTRACT FROM AUTHOR]

Technology Enabled Learning (TEL) has a major impact on the learning adaptability of the learners. During the COVID-19 pandemic, there has been a drastic change in the learning methodology. The adaptability of learners from the various domains, levels and age has been a significant component of research in context to education. In this paper, the authors have proposed a machine learning and explainable AI based solution to identify critical learning parameters for students' adaptability level in online education. In this research the authors have employed various explainable AI (XAI) algorithms namely Local Interpretable Model-agnostic Explanations (LIME), SHapley Additive exPlanations (SHAP), FEature iMportance based eXplanable AI algorithm (FAMeX) for identifying the critical learning parameters to decide the adaptability level of a student. To test the efficacy of the solution, a dataset of students of several education levels of Bangladesh, collected from both online and offline surveys has been used. The results revealed are quite interesting, and counter intuitive. [ABSTRACT FROM AUTHOR]

This paper provides insights into the experiences of children with disabilities in an Ethiopian context during prolonged school closures due to the COVID-19 pandemic. Drawing on data gathered through telephone surveys from parents of children with disabilities who had been attending school prior to closures and teachers working in different educational settings, we discuss children's learning journeys during closures, motivations to return to school and the implications of this on current educational reform efforts in Ethiopia. Our findings highlight the significant merits of including children with disabilities explicitly in wider education reform efforts; the many positive gains seen in parental desires to send their child back to school; and the need to recognize and strengthen the role of schools as spaces for promoting children's socio-emotional well-being. Schooling of children with disabilities in Ethiopia was significantly impacted due to the lack of accessible learning materials available at home and in schools Caregivers expressed that returning to school was a strong priority for their child with disabilities Teachers and caregivers noted significant negative impact of closures on children's social and emotional well-being, with many reporting heightened feelings of sadness, loneliness, isolation, and diminished interest in learning and playing among their children. Caregivers and teachers felt that more could be done to support families and schools during such times, especially with better allocation of resources. [ABSTRACT FROM AUTHOR]

In the post-Apartheid era South Africa's universities have faced serious questions about the quality of their student learning in the face of near impossible challenges. The University of Cape Town, widely seen as the country's leading higher education institution, has shown remarkable resilience, however, in the range of initiatives it has launched to support and enhance student learning. These initiatives, designed with a common purpose, are of course intended to work together so that their effects might be compounded and realized in enhanced student learning outcomes. Drawing substantially on the power of compounding (which is itself redolent of the claim made by complexity theory that relations and emergence are crucial concepts), complexity theory offers unique insights into how and why things change – and also into how and why things remain largely the same or inexorably grind towards failure. The networked initiatives undertaken by the University of Cape Town constitute a case of learning refurbishment that is also well explained and understood in terms of complexity theory. This paper draws on concepts from complexity theory both to understand how learning might be enhanced in higher education institutions in severely straitened circumstances and to offer insights for education leaders and policy-makers in this domain. [ABSTRACT FROM AUTHOR]

This paper addresses the necessary complementarity between a translanguaging and named language-perspective by critically examining risks of 'overshooting' when a translanguaging view is theoretically posited as the ultimately superior (sociolinguistic) theory of language use and learning in today's multilingual world. [ABSTRACT FROM AUTHOR]

Chat GPT is a highly advanced chat bot that stands out from other chat bots due to its remarkable ability to generate impressive prose in mere seconds. It has gained a lot of attention and sparked concerns about its potential impact on student assessments in higher education and various other fields. The goal of this study is to assess the potential benefits and drawbacks of using Chat GPT technology in educational settings, as well as any prospective impacts on student learning outcomes and educator pedagogy. The design of the study is a literature review. Our research has shown that there are both proponents and critics of using Chat GPT in education. Many proponents argue that Chat GPT has the potential to revolutionize the way we teach and learn. Its ability to generate human-like responses and adapt to the user's language and style of communication makes it an effective tool for personalized learning. On the other hand, there are also concerns about the use of Chat GPT in education. Critics contend that it might not be as successful at teaching critical thinking and problem-solving techniques and that it might result in a decline in human connection and individualized learning. According to our research, Chat GPT has certain drawbacks and difficulties even though it has the potential to be an effective teaching tool. Therefore, it is important that educators and policymakers carefully consider the potential advantages and disadvantages of using Chat GPT in their classrooms and develop appropriate strategies for responsible use. [ABSTRACT FROM AUTHOR]

This research paper examines the relationship between communication and child rights. Effective communication is crucial for ensuring that children's rights are protected and promoted. Through communication, children are able to express their views and needs, which is key to realizing their right to freedom of expression and participation. Communication also plays a critical role in protecting children from abuse and neglect. When children are able to communicate with trusted individuals, they can report any illegal actions and protect themselves from further harm. In education, communication is essential for realizing children's right to education. When children have the opportunity to communicate with their teachers and other school community members, they can learn in a better environment and actively engage in the learning process. The paper is realized in accordance with the communication which is essential for realizing children's rights in various areas and it is important to provide children with opportunities to communicate and express themselves. [ABSTRACT FROM AUTHOR]

Copyright of Nasleđe is the property of University of Kragujevac, Faculty of Philology & Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ChatGPT is a fascinating AI text generator tool. It is a language model developed by OpenAI, a research and deployment company with the mission, according to OpenAI's website: "to ensure that artificial general intelligence benefits all of humanity". ChatGPT is able to generate human-like texts. But how does it work? What about the quality of the texts it provides? And is it capable of being self-reflective? Information sources must be efficient, effective and reliable in education, in order to enhance students' learning process. For this reason, we started a dialogue with ChatGPT-3 while using, among others, a SWOT analysis it generated about its own functioning in an educational setting. This enabled us, as human authors, to analyze the extent to which this AI system is able to practice self-reflection. Finally, the paper sketches implications for education and future research. [ABSTRACT FROM AUTHOR]