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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.

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.

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]

Big Data research has rapidly developed in the last 10 years, making it an interesting topic to investigate to understand the trends and developments of Big Data in Education. This study aims to analyze source documents and state contributions, and visualize research trends on the subject of Big Data in education during the last 10 years and identify potential research topics related to Big Data in Education in the future. This study uses a literature review and Meta-Analyses (PRISMA) method associated with bibliometric analysis using the Scopus and VOSviewer databases, through which 1,076 documents were obtained. The results of the bibliometric analysis show that Big Data research in education has increased significantly in the last 10 years. However, in the last year, it has decreased, this is the next challenge, and an opportunity for future research. The most common types of documents are conference papers, the source of most documents is conference proceedings, and the country that contributes the most is China. English is the most widely spoken language, and the authors with the highest contribution are Daniel, B. K. Further research related to Big Data can be used and implemented in the business world for Big Data analysis in education. Big Data can also be integrated with Science, technology, engineering, and mathematics (STEM) which can be a further research opportunity that can be applied to education because analyzing Big Data requires STEM learning skills. Thus, this research recommends finding updates in the study of Big Data in education by integrating STEM in education because analyzing Big Data again requires STEM learning expertise. This study has limitations in using only one database, namely Scopus, to obtain research data. Therefore, it is recommended that Big Data in Education research be conducted using other databases besides Scopus to obtain more extensive data. [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]

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]

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]

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]

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]

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]