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Language is the basis of human communication and is the most important key to complete mental development and thinking. Therefore, children must learn to communicate using appropriate language. For this to happen, the development of language in the child must be understood as a biological process, complete with internal laws and with marked stages of evolution. Despite the research that has been conducted, the origin of language is not clearly understood. Language is the faculty that human beings use to communicate with other people through a system of linguistic signs. It is the product of integration of various semantic, morphosyntactic, and phonological components. [For the complete Volume 22 proceedings, see ED656158.]

This study examined the effects of an academic intervention, associated with music, on the conceptual understanding of musical notation and arithmetic of fractions of first-year students of high school from a mixed Spanish multicultural and socioeconomic public school. The students (N = 12) had previous concepts about musical instruction, as well as operations with fractions, particularly addition. This is an observational study in which a battery of four tasks was administered before and after an instruction based on a musical environment, music being a semiotic function. The instruction included 9 sessions of 50 minutes each. The results prior to the intervention show deficiencies in a concept that was not new to the students, however, after the intervention the students were competent in addition with fractions. [For the complete proceedings, see ED657822.]

Karate martial arts is one of the full body contact martial arts. In karate martial arts there are two types of categories namely Kata (art) and Kumite (fighting). In the kumite/fight (fighter) class, its success is greatly influenced by kime. The "kime" process occurs due to movements performed with speed, explosive power and strength occurring simultaneously by following the rules in the match. The biomotor component of speed plays a role in the development of karateka's potential to become athletes who excel both nationally and internationally. Speed is not only emphasized in athletes but also in those who want to learn karate both at elementary school, junior high school, high school and college levels. Therefore, speed training must have many models and coaches must be innovative in creating speed training models for high school students by paying attention to the anatomical structure and physiology as well as the biomechanics of motion according to the speed needs in karate martial arts. And the discussion in this study is 1) how is the speed transfer in karate martial arts at the high school level? 2) How do karate martial arts athletes respond to speed training provided by the coach? This research uses qualitative research. The sample was athletes aged 15-17 years or athletes in high school and coaches who train in high school. Information was collected using observation sheets and questionnaires. From the investigation it was found that: 1) routine and programmed training is carried out at the training ground 2) training still uses the old model and has not adjusted as the needs of the altet and gives the impression of monotony so that athletes easily feel bored. [For the full proceedings, see ED652261.]

Global Employability Skills are skills that students acquire during their study period, that are in addition to their academic knowledge and skills, and that would help in their careers. As students continue their university journeys, they often overlook or underestimate the importance of developing Global Employability Skills that employers may consider important for their jobs. In this paper, we present a mobile application, the GES App, designed to help students recognize, document, and articulate their skills to their prospective employees. The GES App is designed to stimulate university students to reflect upon their experiences and assess the skills they may develop outside of their formal university studies. This paper presents how such an app could support students plan their careers and develop their Global Employability Skills that would make them more attractive to their future employers. A use case scenario is described to illustrate the role the GES App could play, from the perspectives of students, staff, and employers. [For the full proceedings, see ED639391.]

This paper discusses the "Just Keep Solving" apps that are designed based on deliberate practice model for developing mathematical skills. Features of deliberate practice include well-defined goals involving areas of weakness as determined by a knowledgeable other such as a teacher. The integration of game design features provides a positive environment wherein the learning goals critical in a deliberate practice model are emphasized. Possible strategies for integrating the apps in a classroom are also discussed using Hughes, Thomas and Scharber's RAT (Replacement, Amplification, Transformation) framework. The games can replace traditional pen-and-paper classroom activities, amplify learning by personalizing a student's experience and providing opportunities for deliberate practice, and transform instruction from being teacher-centered to student-centered. [For the full proceedings, see ED639391.]

This paper discusses the distribution, through a digital datacasting framework, of mathematical resources for Grades 1 to 7 to two schools in a community in the Philippines. Among the mathematical resources made available, are mathematical applications (apps), which run on mobile technologies, that have been created to help in the mathematical learning of students in a remote setting. The distribution is facilitated by the RuralCasting set-top box, a developed custom set-top box capable of receiving digital TV broadcasts and providing local content access through its Wi-Fi network. This paper presents the performance of the set-top box in distributing the mobile mathematical apps, and a short discussion on the mathematical applications deployed. [For the full proceedings, see ED639391.]

Educational Robotics in Greece is being used increasingly, while it is hesitantly applied in Special Education as it requires a properly educational trained staff. The present study is a case study aiming to discuss the effects of the utilization of educational robotics in a Special Education School classroom and specifically on students with Autism to support their social skills, interaction skills, as well as cognitive skills. Lego WeDo kit and the Scratch environment were used to support the work of the participated students. Observation sheets, evaluation sheets, semi-constructed interviews before and at the end of the interventions, focus group discussion at the end of the whole intervention, were the research tools. The intervention had a positive effect on students improving their social skills. The cooperation and interaction of the students was remarkable. They progressively increased their ability to respond to instructions and were willing to share their effort with each other and the researcher. Most children stayed focused on the activity and tried to use the materials and resources responsibly. Sometimes weakness in respectful behavior towards peers and the researcher was noted, but all children followed socially acceptable behaviors. Children seem to have improved cognitive skills and they showed moderate improvement in content creation. Sometimes they showed enthusiasm, while they seemed to persist when they encountered obstacles or failures. [For the full proceedings, see ED656038.]

This study aimed to investigate undergraduates' perspectives of online syllabus design and interactivity in an asynchronous geoscience course. The study was grounded in previous research on syllabus design and interactivity and used a multiple case study design to gather data from five participants. The course had multiple sections, each with a customized syllabus that varied in design and interactivity. The findings suggest that students were motivated to engage with the course syllabus when it included design and interactivity. The use of tabs to organize syllabus content was found to be an effective form of interactivity for searching information and breaking down content. Online syllabi with design were found to be easy to read, but syllabi with design and no interactivity were criticized for causing excessive scrolling. The study's results highlight the importance of incorporating both design and interactivity in online syllabi to enhance student learning experiences. Future research could explore the impact of visual syllabi on student motivation and engagement in other academic disciplines and with other student populations. [For the full proceedings, see ED652228.]

As language technologies have become more sophisticated and prevalent, there have been increasing concerns about bias in natural language processing (NLP). Such work often focuses on the effects of bias instead of sources. In contrast, this paper discusses how normative language assumptions and ideologies influence a range of automated language tools. These underlying assumptions can inform (a) grammar and tone suggestions provided by commercial products, (b) language varieties (e.g., dialects and other norms) taught by language learning technologies, (c) language patterns used by chatbots and similar applications to interact with users. These tools demonstrate considerable technological advancement but are rarely interrogated with regard to the language ideologies they intentionally or implicitly reinforce. We consider prior research on language ideologies and how they may impact (at scale) the large language models (LLMs) that underlie many automated language technologies. Specifically, this paper draws on established theoretical frameworks for understanding how humans typically perceive or judge language varieties and patterns that may differ from their own or their perceived standard. We then discuss how language ideologies can perpetuate social hierarchies and stereotypes, even within seemingly impartial automation. In doing so, we contribute to the emerging literature on how the risks of language ideologies and assumptions can be better understood and mitigated in the design, testing, and implementation of automated language technologies. [This paper was published in: "Universal Access in Human-Computer Interaction (HCII 2024) Proceedings, LNCS 14696," edited by M. Antona and C. Stephanidis, 2024, pp. 271-290.]

Computer-mediated communication tools facilitate international collaboration projects between foreign language learners and peers abroad (O'Dowd, 2018). Social Virtual Reality (VR) applications allow for synchronous interactions and task-based communication in which learners can experience telepresence and immersion and conversate in a foreign language. Based on previous pilot experiences (Jauregi-Ondarra, Gruber, & Canto, 2020, 2021), this Virtual Exchange (VE) project aims to investigate how the specific affordances of Social High-immersion VR (SHiVR) in conjunction with designed tasks influence interaction patterns, and learning episodes. The VE took place between two groups of university students in the Netherlands (N=15) and Cyprus (N=14) through SHiVR in March 2022. The main aims of the tasks were to raise student intercultural awareness, stimulate task-based communication processes using English as a lingua franca and digital pedagogical competences of language education students. Different sources of data were gathered and analysed. In this paper, we describe and present the pedagogical experience and the initial results. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This paper examines learners' perceptions of using Moodle books in the online course module "Contemporary society: conflicts and consensus" at Casa Grande University, Ecuador. It describes how learners perceived the use of Moodle books in 48-hour English content based courses. Courses were designed for final year students with a B2 English proficiency level according to the Common European Framework of Foreign languages (CEFR). The learners used Moodle books to access content organized and programmed in six thematic units according to the course learning objectives. Learners used content to access reading material and complete tasks planned synchronously and asynchronously. Learners responded to a post course survey in courses that ran from 2020 to 2021. The purpose of the survey was to know how learners perceived the organization, functionality, and effectiveness of Moodle books when accessing hyper-texted content, multimedia resources, and digital tools for content management, communication, and interaction in online courses for English for Specific Purposes (ESP). [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The present study focuses on smartphone overuse and on problematic behaviors related to it, investigating possible differences at the intergenerational level among the variables considered. Through the administration of self-report questionnaires, the perception of smartphone distraction, smartphone problematic use, phubbing, and cognitive failures were surveyed. Two hundred and twenty subjects took part in the research. The participants, aged between 18 and 57, were divided by generation Z, Y and Z, according to Ristiyono, classification (2022). Data analysis was carried out through the application of Spearman's rho was used to analyze correlations between subscales. The Kruskal-Wallis test was invectively used to analyze differences between participants. The results confirm our hypotheses showing positive correlations between perceptions of smartphone distraction, phubbing behavior, smartphone problematic use, and cognitive failures, and a significant difference was found between generations in perceptions of all variables considered. Generation Z (18-26 years) shows the highest scores in almost all subscales examined.

An accurate global assessment of gifted children is essential to provide them with educational and counseling programs tailored to their strengths and vulnerabilities. Without neglecting the fundamental role of social-emotional skills on individual well-being and academic success, it is essential to shedding light on the attentional profile of intellectually gifted children. In this regard, findings from empirical studies are not always consistent. The purpose of this exploratory study was to investigate the relationship between the cognitive profile of fifteen gifted children (mean age 9.6 years; SD 2.3), as described through the main WISC-IV indexes (IVE, IRP, IML, IVE, FSIQ), and their attentional profile assessed through AULA, an innovative VR-based ecological assessment tool that evaluates attention and inhibitory control. These first findings highlighted the correlation between intelligence and attention and provided indications for educational interventions. Therefore it is crucial to use innovative and highly ecological assessment tools to engage the IGen gifted learners. In this regard, researchers have recently developed and tested new tools that employ virtual reality (VR) to assess EFs (Climent et al. , 2010; Rizzo et al., 2006). VR-based assessment tools allow children to interact dynamically with realistic scenarios and situations that reproduce aspects of their everyday life. The present study aimed to explore the correlation between the cognitive profile of gifted students, as measured by the WISC-IV paper-and-pencil test, and their attentional profile assessed through AULA, an innovative virtual reality-based attention assessment tool. A previous study by Diaz-Orueta et al. (2014) explored the correlation between WISC-IV indices in a sample of averaged cognitive ability learners diagnosed with ADHD, demonstrating the reliability of the VR-based attention assessment tool in discriminating clinical subjects. To our knowledge, no studies have yet been conducted analysing the attentional profile of gifted children using a VR-based attention assessment tool. Therefore, we expect to provide valuable new information on the peculiar attentional functioning of gifted children.

The training of researchers in the development of educational competencies is the central issue of this study. The process for research training is described. Training researchers in the development of educational competences is advocated and a profile of research skills developed. Training for research is different from training for the teaching profession. Researchers need diverse skills, and must be able to understand and tackle problems, as well as assimilating and generating new knowledge. Researchers must have skills that are logically linked. This integration of skills is made possible by a focus on competences, which can be thought of as a step forward in the development of the person, and as one of the best means that society has of preparing the researchers that are needed in the present day. [For the complete Volume 20 proceedings, see ED622631.]