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This quantitative-correlational study aimed to examine the relationship between online game addiction and mental well-being of high school students from Angeles City, in the Philippines, during the COVID-19 pandemic. To obtain data from the respondents, the Internet Gaming Disorder Scale--Short-Form and Depression, Anxiety, and Stress Scale (DASS-21) were utilised. After obtaining data from purposively selected 162 high-school students, it was observed that there was a positive and significant relationship between online game addiction and mental well-being. The study highlighted that individuals who are highly dependent on online games are more likely to experience higher levels of depression, anxiety and stress. Based on the findings, implications for theory and practice, particularly in learning and development, are presented, along with recommendations for schools, teachers, students, and future research directions.

Deaf-blindness is a type of dual disability wherein visual and auditory capabilities are significantly impaired. Special communication methods have been developed for the deaf-blind community. Yet, these methods require that both people involved have prior knowledge and training to successfully communicate, limiting deaf-blind people's social interactions, particularly in academic settings. This paper describes the development of a device that enables two-way communication between a severely deaf-blind user and a hearing person with no prior knowledge of Braille and no additional intermediaries. A Convolutional Neural Network (CNN) scheme for speech recognition was designed and implemented along with the development of an algorithm capable of developing both text-to-speech and Finger-Braille-to-text conversion. Lastly, a system integration via 3D modeling and additive manufacturing was carried out to deliver a functional prototype. The resulting device aims to allow deaf-blind students to send and receive information entirely in finger Braille, using buttons and vibrotactile feedback. In contrast, the hearing tutor receives auditory messages and speaks to reply, making the educational experience as familiar as possible for both parties. Users testing the device achieved an average typing accuracy of over 95% and demonstrated an understanding of commands transmitted through the device's components.

The need for online educational tools has increased significantly since the COVID-19 pandemic forced many students to embrace distance learning as a classroom alternative. While many instructors have used "Edpuzzle" to enhance distance learning, there has been little research that assesses and compares the views of teachers and students on the tool's advantages and disadvantages. To examine the perceived advantages and disadvantages of using "Edpuzzle" for classroom learning, we surveyed a sample of 152 professors and their students on their experience with the tool. The results reveal numerous advantages, including that "Edpuzzle" is a motivating, dynamic, and novel self-learning tool for students. Likewise, the professors point out that it is easy to use, focuses the attention of students, and is versatile. The disadvantages of the tool mostly had to do with technological challenges and potential boredom. Based on this evaluation, it was concluded that students have a preference for graphic and visual material to complement other learning tools to help them better understand the lessons. When weighing the advantages and disadvantages posed by the professors and their students, it was found that the unique combination of interactive teaching that "Edpuzzle" provides is promising for the future.

The present study investigates the students' perceptions of applying performance tasks based on the GRASPS framework, exploring and seeking to explain the relationships between these tasks and English language learning. Data was collected over one semester in 14 public secondary schools in Ecuador, and it consisted of a questionnaire applied to 283 EFL students and two focus-group interviews with 12 EFL learners. After receiving a two-week workshop, sixteen Ecuadorian EFL teachers planned three units following the three stages based on the Backward Design Model (Wiggings & McTigue, 2005); however, this study focuses on the students' perceptions of the GRASPS framework. Overall, the students showed high levels of awareness of the benefits of developing performance tasks based on the GRASPS framework. The main benefits encountered by these students were improving English skills, fostering creativity, and autonomous and lifelong learning. Subsequently, the primary takeaway from this study proposes applying the GRASPS framework as a potential support for EFL learning. Theoretical and practical implications are presented, and further research suggestions are provided.

Attending college, for many immigrant families, is a critical step in achieving the American Dream. This essay, written as a reflection and response between professor and student, explores the conflicting messages young community college students negotiate and process as they move through the City, revealing how knowledge learned in the college classroom is imbued with value beyond that knowledge that they have learned in their homes and neighborhoods. It shares how a research interest from their professor in the knowledge and practices their families have to teach was a point of processing and potential reconciliation of these conflicts related shifting identities, and notes the potential therapeutic value of the embodiment of heritage practices as part of ethnographic research and beyond.

In this article, student video visualization profiles are analyzed with two objectives: 1) to identify difficult sections in videos and 2) to predict student performance based on their video visualization profiles. For identifying critical sections in videos two novel indicators are proposed. The first one is designed to measure the complexity of the concept being described. The second proposal, identifies video sections that are more visually complex. For the first indicator, the average number of forward and backward passes are used. The higher the number of backward (forward) passes over a region, the more challenging (easy) the section is. For identifying sections with complex visuals, the number of pauses is recorded. Finally, the student performance prediction is carried out with the purpose of detecting the alignment between videos and their related questions. The results show that video visualization profiles are a good tool to identify video and question alignment.

Computer programming is a skill of increasing importance in scientific and technological fields. However, in introductory computer science (CS1) courses in higher education, approximately one in every three students fails. A common reason is that students are overwhelmed by an accelerated and inflexible pace of learning that jeopardizes success. Accordingly, in the computer science education literature it has been suggested that the pedagogical philosophy of 'mastery learning,' which supports students progressing at their own pace, can improve academic outcomes of CS1 courses. Nevertheless, few extended mastery learning implementations in CS1 have been documented in the literature, and there is a lack of guidance and best practices to foster its adoption. In this paper, we present a four-year action research study in which a modular mastery-based CS1 course was designed, evaluated and improved in successive iterations with cohorts of engineering freshmen in a Latin American research university (N = 959). In the first year of the intervention, only 19.3% of students passed the course in their first semester attempting it. In successive iterations, the instructional design, teaching and learning activities, course content, and course management were iteratively improved such that by the fourth year of offering 77.1% of students passed the course in their first semester. Over this period, course attrition was reduced from 25.0% to 3.8% of the cohort, and students' mean time spent in the course decreased from 23.2 weeks (SD = 7.38) to 14.9 (SD = 3.64). Results indicate that modularization for mastery learning is a viable approach for improving academic results in a CS1 course. Practical considerations towards successful implementation of this approach are presented and discussed.

Biomedical engineering is a broad and interdisciplinary field that prepares graduates for a variety of careers across multiple career sectors. Given this breadth, undergraduate degree programs often have formal or informal opportunities for students to further specialize within the biomedical engineering major to develop skills in subdisciplines of biomedical engineering. While previous work has explored factors that influence student decision-making of engineering major choice, including the role of gender, limited work has explored factors that influence intra-major specialization in biomedical engineering. The present study sought to expand on existing research to understand factors that influence biomedical engineering students' choice of intra-major specializations and how, if at all, these factors are related to gender. Grounded in social cognitive career theory, the present study leveraged quantitative surveys from undergraduate biomedical engineering students to understand factors influencing intra-major specialization choice, including the impact that students viewed on their career plans. Participants rated multiple factors as important in their intra-major specialization decisions, with professors/classes rated as the most important influence and alumni as the lowest. Similarly, participants rated multiple outcome expectations of their specialization, although income was rated lower than other factors. Participants most commonly indicated interest in pursuing careers in industry and medicine. We found some differences in intra-major specialization, outcome expectations, and career interests by gender, with women students indicating a higher influence of professors/classes and higher expectations for their track decision to provide a career with a good income. Further understanding of how undergraduate students select specializations in engineering coursework will inform curriculum design and student advising.

The COVID-19 pandemic drastically affected higher education and higher education students around the world, but few studies of college students' experiences during the COVID-19 pandemic have been conducted in Latin America. This study describes the COVID-19-related experiences and perspectives of Peruvian college students. We surveyed 3,427 full-time college students (average age: 23 years) attending a multi-campus Peruvian university in fall 2020. Participants were recruited through the digital platform of the learning management system at their university, email, and social media. We asked participants how they were managing risks related to COVID-19; the continuity of social, educational, and work activities; and the psychological and economic impacts of the pandemic on their lives. Since March 2020, 73.0% of participants reported COVID-19-related symptoms, but only 33.9% were tested for COVID-19. During the national quarantine imposed by the Peruvian government (March 15-June 30, 2020), 64.3% of participants remained in their house. Furthermore, while 44.0% of participants were working in February 2020 (95% CI: [41.7%, 46.4%]), only 23.6% (95% CI: [21.7%, 25.7%]) were working immediately after the pandemic began (i.e., at the end of April 2020). Participants were more stressed about the health and educational implications of COVID-19 for Peruvian society and their families than about themselves. The public health, economic, and educational implications of COVID-19 on college students are continuing to unfold. This study informed Peruvian higher education institutions' continued response to the COVID-19 pandemic, the progressive return to postpandemic activities, as well as other future pandemics and other crises.

Introduction: COVID-19 changed the traditional way of educating, confining students to their homes and favoring the excessive use of technology and entertainment such as video games. Precisely, the excessive consumption of the latter altered the behavior of adolescents and increased their levels of aggressiveness. The present study analyzed dependence on video games as a predictor of aggression in adolescents from Eastern Lima during confinement by COVID-19. Method: The study was non-experimental, with a predictive scope, quantitative approach, and cross-section. The sample consisted of 430 high school students from 11 to 17 years old who belonged to educational institutions in Eastern Lima, to whom the Test of Dependence of Videogames (TDV) and the Aggression Questionnaire were applied. Results: The results showed a significant correlation between the variables (r= 0.360**; p= 0.000), which showed that addiction to video games predicts aggressiveness by up to 13 % (R= 0.360; R[superscript 2] = 0.130). Discussion or Conclusion: There is a highly positive potentiation between the variables; therefore, the greater the dependence on video games, the greater the aggressiveness in adolescents. This is due to the high levels of violence in the most popular video games that trigger impulse control, especially in men, who have higher levels of dependence on video games than women.

A family-skills program for Latino fathers and youth was implemented to prevent youth obesity. Lessons learned focused on practices to address barriers to engagement and retention among fathers and youth within the Latino community. Program development issues included selection of organizations, facilitators, language, and delivery methods. Implementation issues included timing and location. Cultural issues regarding learner needs, and teaching and implementation methods need to be considered. Using the lessons learned, Extension professionals can create impactful programs that engage and retain Latino fathers and youth.

Cyber-victimization, understood as the suffering of aggressions through electronic media, is undoubtedly the greatest concern of socio-educational communities. The aim of this study was to assess the incidence of cyber-victimization in adolescents and to analyze the relationship between cyber-victimization and several demographic variables. We administered the Cyber-Victimization Questionnaire and an "ad hoc" demographic questionnaire to a sample of 866 Compulsive Secondary Education (CSE) students aged 12 to 16 years (M = 13.81, SD = 1.25). The data revealed a percentage of cyber-victimization of 22.18% with a greater presence of verbal-written cyber-victimization. Among the most common actions of cyber-victim/ization are receiving calls with the intention of annoying or making fun of the victim and sending unpleasant photos or videos through mobile phone or the Internet. Likewise, the variance and post hoc analysis show that personal (gender), family (type of family) and school variables (type of center, course, and academic record) are statistically significant risk factors in cyber-victimization. In conclusion, this study identifies relevant personal, family and school variables to help structure prevention and intervention strategies in cyber-victimization from educational communities.

Virtual reality (VR) is rapidly gaining popularity and becoming more accessible. Numerous studies have examined the effectiveness of this technology in educational settings. This article provides a summary of the evidence regarding the efficacy of virtual environments for elementary education. A meta-analysis was conducted to combine the findings of independent experimental studies. The studies included in this review were sourced from reputable databases such as Web of Science, Scopus, IEEE, ACM, and ScienceDirect. The results indicate that students who learn in a virtual environment achieve higher learning scores compared to those in traditional classrooms (standard mean difference [SMD]=0.64, 95% CI [0.36, 0.92], p<0.001). Additionally, the findings suggest that learning in a tethered VR environment is equally effective as learning through mobile VR. Furthermore, there were no significant differences in scores when different media materials were used for the control group. This review emphasizes the advantages of employing mobile VR for learning in contrast to using tethered VR.

Background: Through the human-centered design process (HCD), students, referred to as learners, can use a personal lens to contextualize engineering concepts and solve real-world problems (Goldman and Kabayadondo 2016). The Ignite program, created by the Center for Global Women's Health Technologies (GWHT) at Duke University, integrates the HCD process into science, technology, engineering, and math (STEM) education to advance social justice through an iterative research-topractice methodology. Ignite fosters secondary school students' ability to engineer viable solutions to pressing global issues outlined by the United Nations as Sustainable Development Goals (SDGs). Purpose: This work evaluates the efficacy of the Ignite Water curriculum as a scalable and sustainable intervention for STEM opportunity gaps, SDG #4, and clean water, SDG #6. Ultimately, this work investigates the ability of a community-centered design thinking initiative to transform learners' behavioral indicators, including their knowledge, attitude, and awareness. Methods: Knowledge, Attitudes and Practices (K.A.P.) methodology was used to capture changes in three indicators of behavior change: (1) learners' relevant content knowledge, (2) their attitudes towards STEM and (3) awareness of healthy water management practices. The mixed methods research tabulated survey data and interviews to determine best practices for STEM intervention programs. Of the 697 participants, 523 learners across 6 schools served as a sample population for this study. Results: The innovative Ignite program engaged a diverse population in engineering solutions for water pollution in Lake Atitlán, Guatemala. The intervention increased students' knowledge and awareness related to the local water contamination; especially, the causes of contamination and the treatment options. Female learners demonstrated an increase in self-efficacy in engineering careers, while male learners' self-efficacy for math and community problem-solving increased. Overall, learners' knowledge and awareness of water pollution and their attitudes towards STEM improved. Trainers echoed key findings in semi-structured interviews. Conclusions: Ignite, the sustainable and scalable intervention for social impact, integrated the HCD process with the SDGs to promote local problem solving, improve self-efficacy and broaden participation in engineering.

Futures studies offer a framework of ideas and guidelines that allow us to develop more productive images of the future and ways of working with it. Despite several efforts to translate this approach to different educational contexts, it is still a field under development. The main objective of this article is to present and discuss the latest international academic developments and contributions of futures studies to education. For this purpose, we conducted a systematic review of the literature using the Web of Science and Scopus databases. We considered articles published between 2012 and 2022. We started with 437 articles and after the application of the exclusion criteria, this number was reduced to 50 articles that were directly related to educational issues. The findings show that the literature included specific educational methodologies, a balance between theoretical and empirical publications, a focus on specialised journals and countries and that multidisciplinarity in education was not common with subjects outside social sciences. Moreover, we found that the predictive approach and negative perspectives were not present. We conclude that futures literacy is a key element to bringing together ideas related to futures studies in education, that futures studies contribute to changing the way of working with and conceptualising the future in education, and that they promote transformative movements.

Until December 2020, Spanish primary schools were not required to provide any kind of sexuality education, and most teachers did not receive training to carry it out. However, sexuality is clearly present in children's daily lives in school. We carried out qualitative research with teachers from four primary schools in Catalonia (Spain), aiming to explore how teachers without specific training in sexuality approach the issues in the classroom. Our analysis shows that teachers in the four schools governed children's sexuality in a gendered manner, using communicative vigilance and surveillance to regulate how children touched their own genitals. Findings suggest the need for continuing professional development and training to ensure teachers (re)think what adults may communicate to children about sexuality and gender when they have not received training in relationships and sex education.

Background: Physical activity (PA) has been associated with decreased symptoms of depression and anxiety in the general population, but more consistent evidence is needed in the university population. Purpose: Investigate the association between physical activity and depressive and anxiety symptoms in undergraduates. Methods: 100 university students (23 ± 4 years, 47% female) were included in this cross-sectional study. We performed multiple linear regression analyses to investigate the association between the main variables. Results: The physical activity (MET/min/week) had a significant association with depressive (F(2, 97) = 15.104, p < 0.001; adjusted R2 = 0.222) and anxiety symptoms (F(2, 97) = 11.853 p < 0.001; adjusted R2 = 0.180), explaining these outcomes in approximately 22% and 18%, respectively. Moderate or vigorous physical activity did not have an association with depressive (B = -0.10, t = -0.700, p = 0.486) or anxiety symptoms (B = -0.11, t = 0.725, p = 0.470). Discussion: Individuals with high levels of physical activity have lower depressive and anxiety symptoms than individuals with lower levels of PA. Translation to Health Education Practice: Increasing the level of physical activity may be a viable strategy to reduce symptoms of anxiety and depression in university students. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars.

Artificial intelligence (AI) in programming teaching is something that still has to be explored, since in this area assessment tools that allow grading the students work are the most common ones, but there are not many tools aimed toward providing feedback to the students in the process of creating their program. In this work a small sized AI-based intelligent tutor that answers students programming questions and provides them with examples is presented. AI is becoming more and more popular as time passes, allowing to perform tasks automatically in a way that could not be done before. From predictions to customization, AI is being used in many areas, not being educational environments outside this situation. AI is being used in educational settings to customize contents or to provide personalized feedback to the students, among others. In this scenario, The tool has been tested by university students at the Universidad Rey Juan Carlos during the course Programming Fundamentals in the first course of their Biomedical Engineering degree to evaluate if it helps the students in the process of learning programming skills. One of the main goals was to provide guidance to the students without needing the instructor to be physically by their side. Even if the tool is still in its preliminary phase, it helped the students with their questions, providing accurate answers and examples. The students were able to use the intelligent tutor easily and they thought that it could be a useful tool to use in other courses.

This study explores the dialogues about social values, emotions and feelings that emerge during the implementation of dialogic literary gatherings (DLG). DLG is a classroom-based program grounded in the dialogic reading of classic books. Ten DLG sessions with fourth-grade students (n = 126) were implemented in five elementary schools in Spain. The analysis of dialogues that took place in selected DLG sessions reveals that students discuss a range of topics related to social values, emotions or feelings and that they relate these topics to different domains in their daily life (classroom experiences, relationships with their family or peers, etc.). The results suggest that the interactive environment surrounding classic books that is created in DLG allows students to address themes that matter to them, thus providing the students with valuable opportunities to increase their social and emotional awareness.

Assessment is a key element in any course, and providing students with a balance between formative and summative assessments is crucial. Defining such a process is a complex task for teachers and often entails a great workload. This makes it necessary to have tools to help in the assessment process definition and its monitoring. This paper first analyses the possibility of using the available tools in Moodle. For that, we carried out a bibliographical study, conducted semi-structured interviews with 26 teachers, and analysed the use of the Moodle gradebook in their courses. We found that teachers find it quite difficult to use the Moodle gradebook, so they rarely take advantage of all its possibilities. Taking this into account, we present Forge, a system that facilitates the definition of assessment processes following the e2Forja methodology in such a way that the produced process can be exported to Moodle. We have analysed whether Forge makes the assessment definition process easier or not. We have selected four courses to carry out a case study using Forge and interviewed the teachers again. We detected that Forge facilitates the assessment process definition and its monitoring, taking advantage of the characteristics of the Moodle gradebook.

We collected narratives from five undergraduates who identified as either in the process of or had formerly transitioned from one gender to another while enrolled in a postsecondary institution. We used a narrative life story protocol to explore the greater context of participants as individuals. Participant stories focused on: the importance of relationships including roommates, friends, romantic partners, and role models; their experiences during enrollment, and institutional structures such as campus environments, faculty, and staff. We found the presence of health services focused on trans students' needs and a trans-specific student organization contributed to perceptions of an affirming campus. We also found that gender binary norms still impacted participants through their struggle to align with cisnormative practices. Implications for higher education educators and administrators include proper training of faculty and staff on trans issues and the need to systemically address practices and policies rooted in the gender binary.

Purpose: Service-learning (SL) shows potential to respond to the global policy agenda of education for sustainable development (ESD) by increasing pro-sustainability competences through direct involvement of students in projects that satisfy identified community needs. Nevertheless, there is a scarcity of studies that attempt to measure the impact of SL on students' sustainability competences, especially the action competence. This study aims to address this gap by examining the experiences of higher education students. Design/methodology/approach: A pre-post survey design based on the Self-Perceived Action Competence for Sustainability Questionnaire was conducted on an interdisciplinary group of 219 students of two courses (Sustainable Development and Ecology) in Medellin, Colombia, half of which (109) participated in SL projects. Findings: Sufficient empirical evidence was found to suggest that SL boosts the impact of academic courses regarding action competences in students (specially their willingness to act). Research limitations/implications: The statistical analysis shows some contradictions that should be addressed in further research. Practical implications: These results can encourage more educators and universities to implement strategies such as SL to move forward with ESD and thus help overcome the current socioecological crisis. Originality/value: This paper not only discusses the theoretical potential of SL but also contrasts theory with empirical observations of 13 SL projects assessed in terms of self-perceived action competence for sustainability.

Through language, children participate actively in the construction of meanings around sexuality, which is governed unequally according to gender. This article examines the articulation of the social constructions of sexuality and gender with the pictorial and narrative representations of boys and girls from 9 to 11 years of age from four public schools in Barcelona province in the 2020-2021 school year. We used participatory methods, including drawing activities and focus groups. The findings suggest that hegemonic social constructions of masculinity and femininity guide children's practices and narratives about sexuality, (re)producing differences between 'boys' and 'girls'. The desire to fit into these hegemonic models puts pressure on boys to make their genitalia and bodies visible, and talk about sexuality through joking, while female genitalia are rendered invisible, and girls have calm discussions about sexuality. The article shows how children navigate, negotiate, or resist such governmentality and the inequalities that result.

Purpose: Professional Identity Formation is the dynamic evolution to "think, act and feel" to become part of a professional community. This document presents the development and the study that aimed to assess the usability of a m-Learning Identity App (MLIA) focused on the formation of professional identity among undergraduate medical students. Design/methodology/approach: MLIA development included four phases: Conceptual, prototype, pilot and implementation, before further deployment. The conceptual model was designed by eight faculty members from three Latin American universities. The prototype was developed and tested with stakeholders. The pilot was performed during 5 weeks before the implementation. Cross-sectional data collected during implementation from 138 medical students who completed a survey to assess the usability of MLIA are presented. During deployment, 977 posts were made on Professional Identity Formation, and examples of these posts are presented. Findings: The prototype and pilot phases demanded improvements. The survey explored (1) Familiarity, (2) Perceived ease of use, (3) Perceived usefulness for Professional Identity Formation, (4) Satisfaction, (5) Intention to reuse (6) Digital aesthetics and (7) Safety. Results from the usability assessment suggest that students perceived MLIA as a secure space with positive aesthetics and ease of use. Research limitations/implications: Important limitations of the present study include, firstly, that it does not provide information on the effectiveness of the MLIA in shaping professional identity in medical students, it focuses exclusively on its development (conceptual model, prototype, pilot and implementation) and usability. Secondly, the study design did not consider a control group and, therefore, does not provide information on how the App compares with other strategies addressing self-reflection and sharing of meaningful experiences related to professional identity. Originality/value: MLIA introduces a different approach to education, simulating a secure, easy-to-use, social media with a friendly interface in a safe environment to share academic and motivational moments, transitioning from being to becoming a professional.

Research Findings: As the population of Hispanic children grows within U.S. preschools, it is increasingly important to understand how these classrooms facilitate school readiness, such as positive engagement with teachers, peers, and tasks, for Spanish-speaking Dual Language Learners (DLLs). A growing literature base indicates that DLL students' exposure to their native language in the classroom provides deeper access to academic content, and can foster development of essential cognitive, social-emotional, and language skills. Therefore, the current study used an observational measure to examine how teachers' Spanish language use was related to Hispanic DLLs' classroom engagement across the academic preschool year. Separate regression models were run for teacher, peer, task, and negative engagement. As expected, results indicated that teachers' Spanish use was significantly associated with children's positive engagement to peers. Teachers' Spanish use was also significantly associated with children's negative engagement, though the direction of the effect was counterintuitive, as more Spanish use was related to greater negative engagement. Teachers' Spanish use was not significantly associated with children's engagement to teachers or tasks. Practice or Policy: The findings of this study are discussed within the context of identifying a set of best practices for facilitating inclusive early learning environments for language-minority students.

With the aim of addressing an immediate (and uncertain) future regarding, the COVID-19 sanitary crisis, a group of professors from the three design degrees (architecture, graphic design and industrial design) offered at the Metropolitan Autonomous University (MAU), decided to share experiences and reflections about the actions necessary to ensure a better way to deal to the health emergency and the resulting social estrangement. To this end, we used a strategy known as SWOT (Strengths, Weaknesses, Opportunities, and Threats) to analyze, assess and diagnose the experiences lived under the Emerging Remote Teaching Program (ERTP), a strategy that was undertaken by the University to continue its educational activities. Here we present the results of the analysis and our reflections.

Conflicts play an important role to improve group learning effectiveness; they can be decreased, increased, or ignored. Given the sequence of messages of a collaborative group, we are interested in recognizing conflicts (detecting whether a conflict exists or not). This is not an easy task because of different types of natural language ambiguities. A conversation can be represented as a conversation graph; i.e., a direct multidigraph where the nodes are users, and an edge means a message. The approach proposed in this paper focuses on the emotional interactions of group members. Hence, to detect conflicts it analyzes emotions involved in the cycles of the graph. This strategy has the advantages of considering the sentiment of a sequence of messages to take a better decision and analyzing interactions with two or more participants. The proposed approach has been tested in collaborative learning tasks, achieving an F1 score of 92.6%, and a 90.1% recall score for conflicting situations. This approach can help teachers and students to improve the learning process.

We investigated the extent to which parents' prosocial talk and negations relate to the quantity and diversity of parents' spatial language production. We also examined similar associations among children. Participants included 51 children of ages 4-7 years and their parents recruited from South Florida. Most of the dyads included mothers and were Hispanic and bilingual. Dyads constructed a Lego house for 10 min. Sessions were transcribed and coded for instances of parent prosocial talk (praises, reflective statements, and behavior descriptions), child general positive statements (all positive contributions to the interaction), and parent and child negations (criticisms, corrections, and disapprovals) using the Dyadic Parent-Child Interaction Coding System. Transcripts were also coded for quantity and diversity of spatial language including shape terms (e.g., "square"), dimensional adjectives (e.g., "little"), orientations (e.g., "turn"), locations (e.g., "middle"), and spatial features/properties (e.g., "edge"). Parents' prosocial language, but not negations, were significantly associated with the quantity and diversity of parents' spatial language. Children's general positive statements were significantly associated with children's spatial language quantity. Exploratory data analyses also revealed significant associations between parent-child talk about shapes, dimensions, and spatial features and properties. Findings suggest that variability in parent-child prosocial and spatial talk during collaborative spatial play relates to aspects of their own--and each other's--spatial language production.

ICTs have been increasingly involved in teaching-learning processes due to the potential offered by the tools as well as to the set of demands derived from the political and health situations of the social environment. In this sense, the introduction of virtual campuses as complex systems that centralize the entire technological component that complements traditional teaching processes has meant a change of paradigm with repercussions at the teaching and pedagogical level. In this context, the purpose of this study aims to analyze students' perception of the use of virtual campus and how to enhance the quality of the educational process using intelligent systems. For this purpose, 318 students that use virtual campus have been surveyed. The results show that there are three variables that predominantly influence the quality of teaching-learning processes using virtual campuses: frequent contact with teachers through the platform, the digital competence of the student, and the adaptation of training content to the students' prior knowledge. This information can be useful, as it allows them to establish guidelines to guide the practices of their teaching teams in technological environments, guaranteeing the suitability of the teaching-learning process and improving the evaluation processes and the assessment of their own educational work.

The discipline of science provides rich opportunities for language development as students engage collaboratively to investigate and make sense of compelling phenomena. Drawing from a design research study conducted in fifth grade classrooms, we describe how teachers can support emergent multilingual students' participation in science discourse. Attempts to support emergent multilingual students in content-area discussions often emphasize the use of sentence stems and frames. However, we illustrate how an emphasis on sentence frames can interrupt students' collaborative sense-making when students and teachers focus on language forms and correct written products rather than on the process of dialogic sense-making. To move beyond sentence frames, we use transcripts to illustrate other more generative forms of scaffolding that support emergent multilingual students' participation in science discourse and disciplinary practices. We describe how teachers can ground discussion in hands-on investigations, leverage multiple modalities for meaning making, and engage students in moving bidirectionally between writing and talk. These forms of scaffolding center emergent multilingual students in curricular design, rather than conceptualizing scaffolds as ancillary supports provided to certain students.

Training in research methods is important for improvement of healthcare delivery and population outcomes. Graduate programs of public health play a critical role in offering such education to current and future healthcare professionals as well as entry level learners with no experience in the field. A key skill across all fields of research methods and public health practice is protocol writing. It is unknown if teaching students research methods through protocol writing is a successful strategy and whether students find it to be helpful as they pursue health professions. The objective of this study was to describe the design and evaluation of a research methods course focused on protocol writing among students enrolled a Masters of Public Health Program. A case report design including description of course content, method of evaluation, and course delivery are provided. The setting was the Population and Public Health Research Methods course at a publicly funded institution in Canada. The first three cohorts of students (2016-2018) enrolled in the course were evaluated during the course period and six months after completing the course. A total of 51 students completed the survey, and the majority were students were very or extremely satisfied with the course. Overall students expressed that the course well-prepared them for their practicum or thesis work and post-graduation plans. Findings suggest that using protocol writing as a tool for teaching research methods was well-received by students and prepared them for both their potential career paths and for future research.

This study investigated the public schoolteachers' level of awareness of the Magna Carta for Public School Teachers (RA 4670). An online survey was administered to public schoolteachers from three congressional districts and data were treated using appropriate statistical tools. The results revealed the respondents' high awareness on the observance of due process at each stage of any disciplinary procedure, gradual salary progression every 3 years and required information was given in case of transfer. However, they were less aware of the permanency status of non-eligible teachers after rendering 10 years of service with no probationary period for eligible teachers. Also, there was a significant difference between teachers from districts 2 and 3, with the latter having a higher level of awareness. Therefore, this study recommends intensified information dissemination of the Magna Carta for Teachers, and further study may examine the relationship between teachers' experience and awareness level of the said law.

In today's globalized, multicultural and multilingual world, diverse social processes and macrocontextual factors are influencing people's motivation to learn a new language. According to OECD, the students' mobility to study abroad has increased more than two times during the past 2 decades, which plays a significant role in the world's future development. This paper aims to obtain a deeper understanding of international students' motivation for learning Hungarian in Budapest, Hungary. To achieve this aim, indepth interviews were conducted with 17 international students who were awarded the Stipendium Hungaricum scholarship and have achieved between A1 and B1 level in Hungarian as a foreign language. The interview guide was adapted from Dörney's L2 Motivational Self System and Taguchi, Magid, and Papi scales. The collected data was analyzed through thematic analysis. The findings revealed that international students have integrative and instrumental motivation for learning Hungarian. However, their integrative motivation purposes are more common than their instrumental motivation.

We share school leaders' perspectives on Zoom videos concerning the needs of immigrant and refugee families in Title I schools. In these videos, participants crafted and shared personal narratives about their leadership experiences during the COVID-19 era of education. Rooted in participatory design research methods, the process of designing these videos were both a research project and an intervention to assist families and school leaders to better understand each other. We present a close analysis of administrators' perspectives and describe how our codesigned video methodology enabled participants to coconstruct new meanings of school-community relationships during the pandemic through a radical care framework. We conceptualize these reimaginings as aperturas--cracks in the dominant family engagement paradigm that allow us to collectively work towards transformative ends which we term community-centered school leadership. We conclude the article with recommendations for how both school leadership and research can approach and reimagine family engagement post-pandemic.

In this article, we argue that healing from trauma in a racialized context requires an act of collective, critical resistance whereby educators and researchers reject a White-dominant colonial perspective of trauma on the grounds that it is pathologizing in several ways. We introduce a holistic trauma framework for understanding and responding to trauma within a racialized context. First, our framework seeks to draw on multiple forms of knowledge and experience to gain a deeper sense of trauma, suffering, and healing. Second, it uses an organic approach to promote relationships and support healing. Third, our framework explores multiple timepoints by introducing proactive, interactive, and reactive approaches for addressing trauma more comprehensively. We hope our framework will enhance the field of trauma research, which is, at present, overpopulated by White-dominant, colonial perspectives that mask systemic racial inequities.

This article presents an experience of teaching innovation based on the application of active methodologies in economics and business education at the University of the Basque Country (UPV/EHU). The proposal builds on a competency teaching approach, whose objectives were to verify the effectiveness of these methodologies in the area of economics in order to reconnect the university with its social environment and enhance the competency and student-learning values. During the 2019-2020 academic year, a multidisciplinary process based on the Problem-Based Learning methodology was developed in the Introduction to Economics II: Principles of Macroeconomics course. Various teaching techniques were applied to encourage participation, autonomous student work, group work, as well as elements of social responsibility and values education. The results of the process collected quantitatively and qualitatively show improvements in the acquisition of knowledge by students and greater appropriation levels linked to greater motivation. However, reluctance and misgivings about the process also arose, which would require further work in class and a leading role by students. Greater planning, time and coordination requirements were also limiting factors for the teaching staff; however, the relevance of applying the methodology sequentially is suggested.

The Genomics Education Partnership (GEP) engages students in a course-based undergraduate research experience (CURE). To better understand the student attributes that support success in this CURE, we asked students about their attitudes using previously published scales that measure epistemic beliefs about work and science, interest in science, and grit. We found, in general, that the attitudes students bring with them into the classroom contribute to two outcome measures, namely, learning as assessed by a pre- and postquiz and perceived self-reported benefits. While the GEP CURE produces positive outcomes overall, the students with more positive attitudes toward science, particularly with respect to epistemic beliefs, showed greater gains. The findings indicate the importance of a student's epistemic beliefs to achieving positive learning outcomes.

Contribution: This article proposes and applies a new systemic 3-D model and a methodology for empathy awareness and development, integrating different partial approaches found in the literature for developing empathy as a transversal competence. Background: Empathy is a competence linked to collaboration and teamwork. Perspective taking (PT) is an important component of empathy and it is key for professionals today. Even though empathy is valued in computer science engineering (CSE) courses, it is not yet fully addressed as an integral part of the training process. Intended Outcomes: Both the model and the methodology are put into practice with a group of first-year CSE students, highlighting the possibilities of the proposal for this course of studies. The experience presented here is an example of a classroom activity in which awareness and PT are addressed, as key components, in relation to the collaborative work toward achieving empathy. Application Design: The methodological proposal is applied to guide educators' decisions so that they can work on empathy in the classroom. Responses to several standardized and ad-hoc questionnaires by students from two universities are analyzed. Findings: The results revealed low to medium empathy levels in participating students, but a higher perception of their own empathic ability. The proposed methodology allows students to become aware of and develop some initial changes in relation to empathy, particularly in its PT component, through classroom work.

In-person undergraduate research experiences (UREs) promote students' integration into careers in life science research. In 2020, the COVID-19 pandemic prompted institutions hosting summer URE programs to offer them remotely, raising questions about whether undergraduates who participate in remote research can experience scientific integration and whether they might perceive doing research less favorably (i.e., not beneficial or too costly). To address these questions, we examined indicators of scientific integration and perceptions of the benefits and costs of doing research among students who participated in remote life science URE programs in Summer 2020. We found that students experienced gains in scientific self-efficacy pre- to post-URE, similar to results reported for in-person UREs. We also found that students experienced gains in scientific identity, graduate and career intentions, and perceptions of the benefits of doing research only if they started their remote UREs at lower levels on these variables. Collectively, students did not change in their perceptions of the costs of doing research despite the challenges of working remotely. Yet students who started with low cost perceptions increased in these perceptions. These findings indicate that remote UREs can support students' self-efficacy development, but may otherwise be limited in their potential to promote scientific integration.

Education in Mexico has not evolved in the way it is taught and evaluated. In the historical moment that postmodernism enters, it has not been possible to adapt to Information and Communication Technologies (ICT), or rapid technological innovation, or changes and trends in the industry, to the sharing economy or the rise of distance races. In its analysis, an essential deficiency is detected in the current education models, and it is detected that educational freedom is nil or scarce, which has led to poor student performance, high youth unemployment, which cause severe social problems and the economy of the economy. The current government is working closely with the private sector to connect education and promote employment. It is necessary to grant public schools more autonomy, freedom and responsibility. This paper explains how to act so that Mexico can adapt education 4.0 with solid steps to reach society 5.0.

School-based actors can uphold racialized systems and White supremacy through the racialized youth trauma narratives they reproduce. With respect to the growing movement to better support trauma-exposed youth inside school contexts, it is imperative that school-based actors avoid perpetuating deficit views of youth of color, who are disproportionately overexposed to traumatic experiences. Drawing on the youth trauma literature and personal experiences with educators, this essay outlines three common trauma tropes: (a) the hearing gunshots trope, (b) the socioeconomic myth trope, and (c) the what happened to them trope. These narratives are viewed as tropes because they function as rhetorical tools that ignite White-racialized ideological responses and perpetuate the racial status quo. In closing, the author shares four recommendations to better support trauma-exposed youth and provides empirical pathways for researchers to further study the race-trauma nexus.

Background: Previous research shows that Multicultural Psychology courses can produce significant improvements in students' cultural competence-related attitudes in in-person and online courses. Objective: We evaluated the impact of adding a skills-focused group assignment (i.e., Difficult Dialogues) to an online asynchronous Multicultural Psychology course. Method: Undergraduate students filled out a battery of self-report measures at the beginning and end of the course. Of the 192 total students, 107 were in course sections which completed a Difficult Dialogue (DD) group project, and 85 were in the teaching as usual (TAU) section. Results: Students in DD groups had significantly greater pre-to post-increases on social justice behavioral intentions and perceived behavioral control compared to TAU. There were no statistical differences between-groups on measures of other cultural competence constructs, though there were statistically significant within-group improvements on all outcome measures. Conclusion: Results suggest that the DD project had a particular impact on improving social justice behavioral intentions and perceived behavioral control. Teaching Implications: These shifts underscore the importance of including opportunities for students to learn and practice specific skills in Multicultural Psychology courses, and that online courses can effectively provide these opportunities.

Prosody is the fundamental organizing principle of spoken language, carrying lexical, morphosyntactic, and pragmatic information. It, therefore, provides highly relevant input for language development. Are infants sensitive to this important aspect of spoken language early on? In this study, we asked whether infants are able to discriminate well-formed utterance-level prosodic contours from ill-formed, backward prosodic contours at birth. This deviant prosodic contour was obtained by time-reversing the original one, and super-imposing it on the otherwise intact segmental information. The resulting backward prosodic contour was thus unfamiliar to the infants and ill-formed in French. We used near-infrared spectroscopy (NIRS) in 1-3-day-old French newborns (n = 25) to measure their brain responses to well-formed contours as standards and their backward prosody counterparts as deviants in the frontal, temporal, and parietal areas bilaterally. A cluster-based permutation test revealed greater responses to the Deviant than to the Standard condition in right temporal areas. These results suggest that newborns are already capable of detecting utterance-level prosodic violations at birth, a key ability for breaking into the native language, and that this ability is supported by brain areas similar to those in adults.

In February 2020 Ecuador declared a health emergency due to the COVID-19 pandemic. On-site classes were suspended. The Ecuadorian university population does not adapt to virtual educational platforms. The objective of the study was to analyse student perception of Ecuadorian educational platforms in higher education during the COVID-19 pandemic. The study was quantitative. The sample was non-probabilistic participatory, consisting of students from different universities in the Province of Chimborazo. For data collection, a questionnaire with four study variables was applied. The results were analysed with T student and MANOVA. There is a positive perception of students using the educational platforms. There were significant statistical differences according to gender variables, contrary to the levels of study and location, there is a greater sympathetic affection of students when receiving virtual classes by female teachers. It can be concluded that the COVID-19 pandemic accelerated the adoption of online learning by higher education institutions.

This article investigates a teacher learning program in Mexico, Desarrollo de la Inteligencia a través del Arte: DIA (Development of Intelligence through Art: DIA), that supports teachers in applying holistic approaches to instruction that support social, emotional, academic, and cognitive growth. Using qualitative and quantitative measures, this article analyzes how pedagogical approaches that emphasize social and emotional learning affect teacher well-being and support practices associated with positive classroom culture. Analyses found that the DIA professional development program promotes an increase in teacher practices attending to social and emotional learning, such as emotional awareness, self-reflection, and student-centered learning. Teachers participating in the DIA professional development program also reported less emotional burnout and distress than control teachers. Analyses suggest that the DIA program may serve as a protective factor from emotional distress among teachers, promoting emotional support for students and student-centered learning.