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Tangible programming tools have become a mainstream teaching aid in gamification programming learning (GPL) due to their interactivity and ability to enhance novice learners' computational thinking and spatial reasoning skills. However, comparing the relative efficacy of different programming tools that simultaneously support these skills was not adequately explored. This study designed and evaluated three programming tools: the tangible programming tool (TPG), which uses real touchable objects; the block programming tool (BPG), which employs virtual programming blocks and 3D game scenarios; and the paper-and-pencil programming tool (PPG), which uses paper and pen to draw. The study involved 112 seventh-grade students from three natural classes: Class A (TPG, n[subscript 1]=37), Class B (BPG, n[subscript 2]=38), and Class C (PPG, n[subscript 3]=37). These students completed four gamification programming tasks and CT skills, spatial reasoning skills, enjoyment, cognitive load and GPL task list measurements. The results indicated that the tangible programming tool led to lower cognitive load, significant improvement in spatial reasoning skills and better abstraction and problem decomposition skills. The block programming tool provided a more enjoyable experience and facilitated students' algorithm design and efficiency. The paper-and-pencil programming tool was found to be less effective in improving spatial reasoning skills. This study's findings can help programming educators cultivate students' thinking skills and improve their learning experience by effectively selecting the most appropriate programming tools.

The rising use of technology in classrooms has also brought with it a concomitant wave of computer-based assessments. The argument for computer-based testing is often framed in terms of efficiency and data management: computer-based tests facilitate more efficient processing of test data and the rate at which feedback can be leveraged for student learning rather than being framed in terms of the direct effects that students experience from engaging with novel learning tools. Whilst potentially beneficial, for some students the outcomes of computer-based tests may be counter-productive. This review considers the cognitive, and often implicit, consequences of testing mode upon students with reference to testing performance and subjective measures of cognitive load. Considerations for teachers, test writers and future research are presented with a view to raising the significance of learners' subjective experiences as a guiding perspective in educational policy making.

Reducing the carbon footprint of higher education institutions has become a global trend in recent years, as they are the axis of society's scientific and technological transformation that must be carried out with a sustainable approach. Among the many approaches that can contribute to this problem are the digital transformation of academic and administrative processes and its impact on reducing paper use. This study details the statistical analysis of the digital transformation process based on the modules and computer services implemented by the ICT department in a higher education institution and its incidence in reducing the use of paper by its teaching and administrative staff. For this purpose, an initial instrument was proposed, consisting of 18 ordinal, three categorical and two numerical variables. After applying statistical data processing and validation techniques, it was reduced to 13 ordinal variables, three categorical and two influential numerical variables. In addition, this study has proposed an appropriate statistical protocol for the design and extraction of information applicable in the context of higher education institutions, consisting of the techniques: Mahalanobis distances, confirmatory factor analysis, Kruskal-Wallis, Mann-Whitney's U and Wilcoxon tests. The results showed the power of confirmatory factor analysis as a technique for obtaining models to measure indirectly observed latent variables, such as perceptions of digital transformation and paper reduction. In addition, it was found that the modules, systems, and computer tools implemented in the institution significantly reduced the execution times for performing administrative and teaching tasks in the institution, and significant differences were identified in the perception of digital transformation and reduction of paper use among staff.

The objectives of this research are to study: (i) the history and development of knowledge of Yiwulv Mountain Manchu paper-cutting art, and (ii) the process of designing and developing digital media for learning about cultural heritage. This research used qualitative research methods. By studying documents and collecting field data by surveys, interviews, observations, group discussions, and workshops. The data was elicited from a group of 40 participants. The analysis was based on the objectives and the results were presented in a descriptive analytical manner. The results are as follows: (i) The art of paper-cutting is related to history and culture. There is a unique cultural identity of the Manchus on Yiwulv Mountain. The way of conveying knowledge is told orally. Currently, there is a problem due to the age of paper-cutting artists and lack of inheritance. Therefore, it is necessary to find ways to protect them as well as transfer them to youth and those who are interested. (ii) The art of paper-cutting is applied with 3D animation technology to inherit and learn the art of Yiwulv Mountain Manchu paper-cutting. The teaching materials created can be explained in detail from the perspective and content. The design combines virtual tour technology to make it interesting. Learners study through digital media and computer systems, which makes it convenient to access information.

Students believed physics was one of the most challenging sciences in education, and their interest in learning physics was lacking. Therefore, this study aims to enhance students' understanding and creativity in the STEAM learning system on electricity by creating a project (Paper Circuit) using the students' creativity at the junior high school level - quantitative research with a pre-experimental design used for this study. The population is 8th grade and 9th grade (50 students adapted to the curriculum used in the school) in one of the Junior Secondary Schools located in Bandung and Cimahi, Indonesia. The data is obtained from the pretest-posttest results, which show that the average pre-test score was 57.04 and the post-test score was 76.64. The nonparametric test was tested using the Wilcoxon test to measure student understanding. The results from e Wilcoxon are 0.000, which shows sig. <0.05, which means there is a significant difference between pre-test and post-test. Students' creativity is obtained from the Creativity Product Analysis Matrix (CPAM), and the result for Project 1 is 73.71%, categorized as enough, and Project 2 is 83.13%, categorized as good. Based on the result, Paper Circuit STEAM project-based learning can enhance student understanding and creativity. STEAM project-based learning can be used as an alternative teaching strategy in junior secondary school.

This study investigated the effect of a paper folding activity prepared to develop the sixth-grade students' concept definitions and images of parallelism and perpendicularity concepts. The study also examined how the concept definition and images changed after the paper folding activity. A combination of quantitative and qualitative methods was used. A one-group pre-/posttest design revealed that the paper folding activity had a significant positive effect on students' concept definitions and images. In addition, the interviews after pre- and post-tests indicated that the students' personal concept definitions of parallelism and perpendicularity of two lines/line segments began to match the formal concept definitions of these concepts after the paper folding activity. Lastly, missing and mis-in concept image situations, encountered generally in the pre-test, were observed less after the paper folding activity.

In this research, I explore the potential of a material-led, embodied pedagogical approach to cultivate diverse modes of thinking, knowing and becoming within a pre-GCSE curriculum. Drawing from my experiences as both an artist and educator, I acknowledge the transformative power inherent in recognising the agency of all forms of matter, whether human or non-human. Through the implementation of a project titled 'To Play,' which utilises paper as a primary pedagogical tool, I engaged Year 9 Art and Design students. Qualitative data collected over a six-week period underpins the analysis, with a particular emphasis on understanding students' experiences with material-led processes. The findings highlight the potential of material-led pedagogies to empower students and challenge anthropocentric perspectives, offering valuable insights for enhancing pre-GCSE art education and harnessing the educational potential of materials. This study contributes to the ongoing discourse in art education by emphasising the importance of embodied, experiential learning approaches that prioritise creativity, exploration and critical engagement with the world around us.

In this paper, we develop a heterogeneous graph network using citation relations between papers and their basic information centered around the "Paper mills" papers under withdrawal observation, and we train graph neural network models and classifiers on these heterogeneous graphs to classify paper nodes. Our proposed citation network-based "Paper mills" detection model (PDCN model for short) integrates textual features extracted from the paper titles using the BERT model with structural features obtained from analyzing the heterogeneous graph through the heterogeneous graph attention network model. Subsequently, these features are classified using LGBM classifiers to identify "Paper mills" papers. On our custom dataset, the PDCN model achieves an accuracy of 81.85% and an F1-score of 80.49% in the "Paper mills" detection task, representing a significant improvement in performance compared to several baseline models. We considered only the title of the article as a text feature and did not obtain features for the entire article. The PDCN model we developed can effectively identify "Paper mills" papers and is suitable for the automated detection of "Paper mills" during the review process. We incorporated both text and citation detection into the "Paper mills" identification process. Additionally, the PDCN model offers a basis for judgment and scientific guidance in recognizing "Paper mills" papers. [ABSTRACT FROM AUTHOR]

Background: Shared reading is an important opportunity for parents and children to connect and learn, which can support later independent reading skills. Much of the research to date has examined shared reading as parents read physical print books with their children. This research has demonstrated that parents tend to engage in more activities that emphasise the meaning of the stories over the code (i.e., print). Here, we examine the focus of shared reading when parents are reading with their children on paper versus on a digital device and whether this differs across the preschool years. Methods: A total of 253 parents of children aged 0-5 years completed an online self-report questionnaire. Parents reported on the frequency of engaging in meaning- versus code-related activities during shared book reading on paper and on screen with their youngest child. We conducted a linear regression analysis contrasting code- versus meaning-related activities on paper versus screen modality with age as a continuous variable. Results: Key to our objectives, parents reported engaging in meaning-related activities more frequently during shared reading on paper versus on screens and in code-related activities more frequently during shared reading on screens than on paper. These effects did not differ across age, although overall, parents reported engaging slightly more frequently in shared reading activities in general when their child was older. Conclusions: The findings show that parents are engaging with their children differently as they read together on paper versus screens. Consistent with prior research, we found that activities emphasising the meaning of stories dominate shared paper book reading experiences in the preschool years. Critically shared reading on screens tips this balance, with parents reporting more code-related activities. These patterns identify the learning opportunities enabled by the affordances of shared reading on screens.