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Purpose: This paper investigated the visual–perceptual and visual–motor skills and the reversal frequency of letters and numbers that mirror one another in one hundred children aged 6–13 years diagnosed with poor reading skills. Methods: TVPS-4th, VMI-6th, and RFT were performed. Age and sex analysis was carried out. The impact of the eye movement patterns in the perceptual–motor skills and laterality–directionality concepts was also estimated to determine the relationship among tests to predict future results. Results: Most children scored between average and 3 stds below average on the motor VMI-6th test, while half of the participants scored between average and 2 stds below average on TVPS-4th. In the RFT, the majority scored between average and 1.5 stds below average. Participants scored higher on the spatial relationship subtest of the TVPS-4th and lower in the VMI-6th test ( p < 0.001 ). Statistically significant differences were found between the youngest and oldest participants on the TVPS-4th overall performance, as well as VD, FC and VFG skills ( p < 0.05 ). A strong relationship was found between the TVPS-4th and VMI-6th, ( p < 0.001 ). RFT results were different among all groups ( p < 0.05 ). The RFT was better related to the VMI-6th than TVPS-4th; however, it was statistically insignificant. The horizontal component of the DEM test was the best predictor for the TVPS-4th and ratio for the RFT, without attaining statistical significance. No sex differences were found. Conclusions: Results showed that children with poor reading skills exhibit perceptual–motor and reversal frequency difficulties, which are independent of the oculomotor performance. Considering that visual and motor processing are essential elements of the reading and writing process, their evaluation and treatment should be included as part of the multidisciplinary approach for children with poor reading skills. This would boost the general outcome and contribute to their academic achievement. [ABSTRACT FROM AUTHOR]

This article explores the learning difficulties experienced by students preparing to become teachers. The investigation is based on a mixed methodology, both quantitative and qualitative, including a questionnaire, semi-structured interviews with teachers, and an analysis of data from the literature. The research examines several factors that lead to learning difficulties, such as: adaptation to a dense, predominantly theoretical curriculum, the lack of practical educational experience in university settings, developing pedagogical skills alongside academic ones, stress during assessment sessions, or managing the anxiety associated with the role of a future teacher. Initial results of this study suggest that cognitive, emotional, and motivational difficulties are exacerbated by the lack of effective support mechanisms, as well as the existence of dissonance between the pedagogical theory taught and the realities in the classroom. The present research contributes to a better understanding of the specific educational challenges of teacher education. It can form the basis for constructing strategies or recommendations for the adjustment of initial teacher education programs in university education. [ABSTRACT FROM AUTHOR]

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This study explores the alignment of the music education curriculum with employment trends at Jiangxi Normal College, emphasizing the integration of professional skills and academic learning to enhance employability. The objective is to investigate and evaluate the strategies employed in the development of an employment-oriented curriculum for music education at Jiangxi Normal College. Employing a systematic review methodology, the research combines document analysis, surveys, and interviews to evaluate the curriculum’s structure, content, and efficacy in meeting pedagogical and professional needs. Results indicate that the college’s curriculum successfully integrates professional skills with academic knowledge, addressing stakeholders’ requirements and aligning with national educational standards. The discussion highlights the curriculum’s responsiveness to the evolving job market and the importance of stakeholder feedback in curriculum development. The study concludes that Jiangxi Normal College’s approach to curriculum design effectively prepares graduates for employment in music education, suggesting a model for other institutions to enhance graduate employability. This research contributes to the discourse on educational policy and curriculum development, offering insights into the strategic alignment of music education with employment trends.

Objectives: The main purpose of this work was to clinically assess the oculomotricity of one hundred Mexican children with poor reading skills but without any specific learning disorder. Methods: The D.E.M. psychometric test was used. Sex and age analyses of the ratio, type, horizontal and vertical performance, and errors were carried out. Results: Our data suggest that 84% of poor readers exhibit oculomotor difficulties. Sex did not significantly influence the results (p > 0.05), whereas age was associated with the horizontal (p = 0.04) and vertical (p = 0.29) performance, as well as the number of errors (p = 0.001). Omissions were the most prevalent error type. Conclusions: This research gives insights into the role of oculomotricity in children with poor reading skills. Our results suggest that oculomotor performance should be included in the evaluation protocol to assess poor readers to identify any influence of the visual system. [ABSTRACT FROM AUTHOR]

Three primary aspects of human motivation were distinguished in order to conduct a multidimensional analysis of this overall concept: cognitive, affective, and behavioral. In the early 1980s, E. L. Deci and R. M. Ryan put forth one of the behavioral theories that served as the foundation for motivation research, including that on academic motivation. This approach is based on concepts such as behavioral regulation, human needs, learning, psychological adjustment, etc. The theory's founders began with the idea that a spectrum of self-determination levels, which serve as the foundation for the beginning and expression of behaviors in different areas of individual functioning, might be used to characterize human motivation. In education, Self-Determination Theory can be applied to foster students' interest in learning, motivation for self-actualization, and confidence in their own skills and talents. This article examines the main concepts of Self-Determination Theory and its implications for educational psychology. [ABSTRACT FROM AUTHOR]

Service-learning (SL) emphasizes the fusion and integration of community service and academic learning, while Physical Education (PE) is oriented towards community health and well-being, aligning with Sustainable Development Goals. The study's primary objective is to discern the benefits perceived by PE students when engaged in SL courses and to test the correlation between benefits and the motivational climate they experience. Additionally, the research explores potential gender-specific variations in students' attitudes. The research was conducted with a survey on a sample of 58 students responding to a Motivational Climate in Physical Education Scale (MPCES) and the SErvice LEarning Benefit Scale (SELEB), which assesses the motivation of students and their perceptions of SL benefits. Descriptive statistics was used to analyse the data. Pearson's correlation coefficient was used to test the relationship between the core constructs - SL benefits and student motivation, and t-tests to evaluate gender differences in SL benefits. Key findings underscore that students primarily perceived the greatest advantages from SL in the domain of knowledge application, with comparatively lower scores in general life skills. Notably, female students, on the whole, exhibited higher ratings in both SL benefits and student motivation compared to their male counterparts. Nonetheless, specific exceptions emerged in certain sub-scales, including social relatedness and ego climate within the MPCES scale, as well as critical thinking within the SELEB scale. According to the results, it is suggested that cultivating a student-centered learning environment can augment engagement and motivation in the realm of physical education (PE). Furthermore, the delineated gender differences offer valuable insights for educators, highlighting the need for tailored approaches to accommodate the diverse preferences and requirements of male and female students. [ABSTRACT FROM AUTHOR]

This study illustrated an alternative way to evaluate students’ academic learning. It involved the joint and intertwined application of the natural semantic network technique, computer simulations, and semantic priming experiments to assess the cognitive changes in knowledge structures due to academic learning in two groups of psychology students. The experimental group was enrolled in a course on computational cognition, while the control group was oblivious to this course. The results indicated that the cognitive assessment tools discriminate the cognitive changes produced as a result of general training undertaken in a psychology degree versus the influence of a specific course. After the course, the experimental group increased their technical vocabulary, changed their conceptual valuation of definers related to computational theories of mind, and reorganized the relations among definers according to the computational cognition approach. Also, this group presented a higher connectivity index between the concepts of the semantic network, their conceptual activation level and conceptual coactivation pattern changed, and their access level to the evaluated schema’s concepts improved. In contrast, the control group did not show significant changes in their cognitive patterns after the course. These findings suggest that cognitive tools may be helpful in the diagnosis of academic learning. [ABSTRACT FROM AUTHOR]

• Snapshot of school policies that may influence kindergarteners in America. • Examined associations between school policies and kindergartners' academic learning. • Readiness assessments, retention polices, and title I funds to serve kindergarteners are common. • These school policies are applied differently across schools in America. • School policies were not related to children's academic learning. The current study examined the prevalence and usage of three theoretically informed school-level policies, namely the use of readiness assessments, retention policies, and Title I funds in kindergarten classrooms across the United States. Using the nationally representative Early Childhood Longitudinal Study Kindergarten Class of 2011, we examined whether these school-level policies in kindergarten were related to children's academic learning both generally, and specifically for those who had attended pre-K. Results revealed that the use of kindergarten readiness assessments, kindergarten retention policies, and Title I funds in kindergarten were widespread across the nation. However, application and usage of these school-level policies were varied. Moreover, these school-level policies were generally not associated with children's academic learning broadly or differentially for those who had attended pre-K in the year before kindergarten. This study establishes a national snapshot of the kindergarten landscape in the United States and opens a door for future research to continue to explore how kindergarten specific school-level policies shape children's learning. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) and Machine Learning (ML) are revolutionary tools that have opened up a new technology-driven horizon in academic learning to enhance and accelerate the higher education journey. This article describes and discusses the convergence of academic integrity and AI, both of which are fundamental to our intellectual environment. An effective approach to AI-integrated learning can balance the use of AI-generated tools and techniques to stimulate students' creativity, analytical thinking, and real-life observation. As we strive for academic excellence, it is essential to integrate AI in academics and all other spheres of development with balance and rationality, through appropriate policies and regulated ethical and value-based use. Educational institutes should have many open platforms to discuss, debate, and smoothly integrate AI technology into academic practices while maintaining the integrity that underpins our scholarly pursuits. Investing in academic and policy debates and discussions regarding the ethicality of AI applications can create a brighter future for academia. This will allow us to leverage the power of AI to advance our knowledge and understanding and to build a stronger nation with greater impact.

The present study aims to address the issue of digital platforms used during the post-pandemic period in academic education, starting from the premise that some of the digital teaching or learning methods and tools used during the pandemic period, which have proven their effectiveness and usefulness, have continued to be present in the didactic activity. The research carried out was focused on a sample consisting of 126 students and master's students, who were completing their psycho-pedagogical initial training program for the teaching career and who had the availability to respond to the opinion questionnaire, applied through a Google form. The results of the questionnaire highlighted some essential aspects regarding the platforms used in academic activity over the period that followed the pandemic and, at the same time, allowed the highlighting of some advantages, shortcomings of their integration in making learning more efficient.

“Why don't students learn?” is a common question that educators try to address. To encourage students to become more engaged in the learning process, we believe in fostering their natural curiosity by encouraging them to ask high-level questions. To support this approach, we have compiled a dataset of questions that we hope will aid in the training of artificial intelligence (AI) models and ultimately improve the learning experience for students. To develop our dataset, we collected anonymous student questioning data in the Summer 2023 semester, utilizing our online application named “Palta Question”, resulting in a dataset of 8,811 unique questions. The dataset consists of students’ inquiries which underwent basic question validation using a sophisticated keyword-based approach, manual categorization by topic and course content, as well as complexity assessment using Bloom's taxonomy keywords which have also been included in the dataset. To ensure question uniqueness, we implemented the Levenshtein distance algorithm to exclude questions with a high similarity rate. This dataset provides targeted insights into student inquiry patterns and knowledge gaps within the domain of 'Introduction to Computers and Research' and 'Data Structure' courses, originating from the students at Independent University, Bangladesh (IUB). While its scope is confined to a specific student group and academic context, limiting broader applicability, it remains valuable for detailed studies in these subjects and serves as a useful foundation for AI-based educational research tools. To demonstrate the effectiveness of the dataset, we also tested it to train the AI to perform basic tasks like sorting questions according to their courses and topics. However, we envision researchers utilizing it to enhance education and aid in students' learning.

This study investigated the effect of social distancing on academic and social learning of primary school students during pandemic in Pakistan. For this research study, a mixed-methods convergent parallel research design was employed. Through a questionnaire, quantitative responses were collected from 120 parents whereas for qualitative responses, face-to-face interviews were conducted with twenty parents. Descriptive and inferential statistics were applied to analyze the quantitative data, whereas thematic analysis was used for analyzing qualitative data. According to the study results, parents perceived that social distancing affected the academic and social learning of their children during the pandemic in the shifted phase from offline to online mode, although there were variations with respect to the demographics selected for this study. Based on the parents' interviews, the majority agreed that social distancing had a negative effect on children's academic and social learning, in addition to tempering their communication skills and disrupting the psychological health, which consequently generated a learning gap. It is recommended that the concerned authorities may take such initiatives to address and mend the learning loss of children relevant to their academic and social skills in the post-pandemic era. [ABSTRACT FROM AUTHOR]

Purpose: To present a pilot study that uses experiential learning theory to understand the effect of a Move to Read (MTR) program on student performance on a sight word test. Methods: Two groups in a school were compared. The academic struggling students (n = 37) received MTR activities in the classroom and physical education, whereas the regular academic achieving group (n = 28) only had the MTR activities in physical education during the eight and a half months' pilot study. Students were tested using the Dolch Sight Word test. Results: Analysis of covariance showed no group differences. Repeated-measures analysis of variance showed significant increases in the sight word test for the academically struggling group over time (F2 = 152.276, p <.001, η p 2 =.809). Conclusions: The MTR program shows promise for improving sight word performance using movement. [ABSTRACT FROM AUTHOR]

Indian children experienced large-scale disruption in educational, psychological, and social welfare access when schools abruptly closed due to COVID-19. In addition to education, the Indian public school system provides services such as meals and benefits related to improving gender parity and indirectly preventing child labor, child marriages, and abuse. Therefore, sustained school closures led to an unfolding disaster in terms of learning loss and multiple unknown effects on children's social and psychological wellbeing. This descriptive study attempts to understand these consequences by asking Indian parents about the emotional, psychological, and academic impacts on their children. Results suggest an adverse impact on children's education and wellbeing. Families reported higher levels of psychological distress, anxiety, and aggression among children. However, the manifestations and ramifications seem to be different—while families from low-income segments struggled to get access to digital devices, others in upper-income segments had to confront excessive device time use. The results suggest that there is a need for a concerted, sustained, multipronged, differential response from the government and civil society to ensure that families can handle these challenges accordingly. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the effect of space on the learners on the academic learning. The respondents of this study were the 30 grade five pupils of Benjamin Aguilar Elementary School. Results revealed that, as an entire group, the effects of space on academic learning was described as "very highly effective" with a mean of 4.7937 (SD = 0.21063). The effect of Space when grouped into sex, male respondents had a mean of 4.7931 which meant "very highly effective" and the female respondents had a mean of 4.8438 which meant "strongly agree". When grouped into Parents' Monthly Income, 10k and above had a mean of 4.8162 which meant "very highly effective" and 10k below had a mean of 4.8235 which meant "very highly effective". Results showed that there was no significant difference on the effects of space on the academic learning of grade 5 learners when grouped into sex with p-value of 0.62 (df-28)thus the null hypothesis of no significant difference was accepted. When grouped into family income, no significant differences was also noted in the effects of space in the academic learning of grade 5 learners. Thus the null hypothesis was accepted (pvalue= 0.916; df=28). [ABSTRACT FROM AUTHOR]

Student-athletes frequently struggle to strike a balance between their academic and athletic responsibilities. Various factors, such as age and competitive level, contribute to differences in their academic motivation and identity, showcasing the multifaceted needs they possess. While self-determination theory (SDT) has been proven effective for explaining student-athletes academic needs, its integration into learning design for this group remains limited. The developing AI technology, especially the Intelligent Tutoring System (ITS), offers the potential for creating personalized learning environments that can cater to the varying levels of motivation among student-athletes within the framework of SDT. Therefore, our paper explored how to build an SDT-based ITS for student-athletes to enhance their academic engagement and motivation. A two-stage experiment was conducted for: (a) identifying academic challenges faced by student-athletes in an online ITS; (b) evaluating the effectiveness of an SDT-based ITS design; and (c) exploring how autonomy, competence, and relatedness design affect their motivation. Results revealed that student-athletes face three challenges in learning in ITS: inflexible technology, identity missing, and mismatched learning difficulty. However, a significant improvement in academic engagement and motivation was shown when student-athletes faced an SDT-based ITS. In the meantime, the athletic motivation, which leads them to higher athletic performance, remains preserved and unaffected, showing a favorable outcome for student-athletes. This paper can provide practical implications for building a more inclusive and diverse learning environment for student-athletes. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the effect of embodied learning on children’s literacy skills and whether the activities were particularly beneficial for children at risk for reading difficulties. We conducted a randomized controlled trial during 4 weeks for grade 1 children (n = 52, age = 7.1). Children were randomly assigned to receive regular classroom teaching (CON) or to receive teaching focusing on letter-sound couplings with the use of the body (i.e., movement-phonemes) (MOVE). Children were evaluated on letter knowledge, word reading, and spelling performance before the intervention (T1) and after the intervention (T2). A significantly improvement for MOVE compared to CON from T1 to T2 was observed in children’s ability to name letter-sounds (p < 0.001), conditional sounds (p <0.001), and for spelling performance (p = 0.002). Within CON and MOVE, children were divided into low (LP) and high performers (HP) based on word reading performance at baseline. A significantly higher improvement for LP in MOVE was observed compared to LP in CON from T1 to T2 in letter-sounds (p < 0.0001), conditional letter-sounds (p <0.0001), and for spelling performance (p = 0.037). No differences were observed between LP-MOVE and HP-MOVE. Our results demonstrate that a short intervention based on movement-phonemes increase children’s letter knowledge and spelling performance. The results also demonstrate that LP and HP have similar improvements and therefore, this type of activities are not particularly beneficial for children at risk for reading difficulties. We suggest that this teaching method could be beneficial for all school children at this age. [ABSTRACT FROM AUTHOR]

Social media use is widely accepted in higher education, connecting students' learning with daily life. Considering the potential of social media to revolutionize the whole spectrum of teaching and learning, this study examines social media usage of business school students of different majors and their perception of social media as learning aids through a quantitative online survey guided by the 5E instructional model, with 423 valid responses from students majoring in accounting, finance, and economics. Results indicated that respondents perceived social media as influential in helping them access study-related information. It facilitated comprehensive learning, information access, information sharing, and student communication with instructors. Significant differences in perceptions of using social media as aids for business learning were found among students of different demographics, including gender, education level, and residence, but not quite for different majors. While various studies have examined the use of social media in education, scant studies focus on business school students under the lens of the 5E instructional model, especially Asians. [ABSTRACT FROM AUTHOR]

The present study analyzes modalities and effects of emotional management in the case of the students studying to become teachers. Emotions have a very important role in the learning activity and they are difficult to rebalance or regulate, being inherent, no matter if they are positive or negative. We are pleading for the fact that a better awareness of constructive emotions, of those reactions that can mobilize young people, but also of emotional manifestations with a disorganizing role, as well as the application of control techniques are ways to achieve a state of pleasure in learning, to capitalize on intrinsic resources at key moments in academic life, such as exams. At the level of higher education, it is possible to know and remove emotional difficulties, manage aversions, resolve conflicts, productively capitalize on one's own affectivity, in a pleasant, interactive climate.

Research Aims. This research project investigates what are the major benefits and risks of Chinese students using ChatGPT for academic activities. Also, the project assesses how, if applicable, should ChatGPT be regulated in Chinese academic settings in order to maintain academic integrity and ethical standards. Methodology. The collection of primary data from relevant newspaper articles serves as the foundation of this research project. Here, the content analysis is used for primary data collection. A combination of keywords ["ChatGPT" AND ("China" OR "Chinese") AND ("students" OR "student")] were typed on the Google news search engine on 12 April 2023. A sum of 40 newspaper articles were deemed eligible for data analysis. Both qualitative and quantitative data were extracted and analyzed. Findings. The opinion of using ChatGPT to fulfil academic responsibilities has been polarized in China. The conservative camps worry that students are using ChatGPT to commit academic cheating. However, some Chinese educators believe AI-powered technologies should be incorporated into academic learning as AI-enabled writing tools can help improve the quality of academic outputs. A major concern that Chinese educators hold, to date, is plagiarism violations by students as an act of academic cheating. Most newspaper articles presented the use of ChatGPT in Chinese academic settings neutrally. Newspaper articles published in March 2023 contained more positive and negative word(s) about the use of ChatGPT in academic learning. Conclusions. Given the benefits ChatGPT can provide and the near-infeasibility of massively ban the use of AI-powered software, more regulations should be set up in Chinese academia. Teachers have to guide students on how to fact-check the details provided by AI and add citations and references accordingly in their coursework. Moreover, teachers should guide students on how to ask AI-powered software questions systematically and creatively, in order to maximize the intellectual outputs generated from ChatGPT. [ABSTRACT FROM AUTHOR]

Academic learning illustrates the complex process by which students develop or acquire, as appropriate, knowledge, abilities, competences, skills in order to succeed in an academic environment and, of course, to develop and continuously improve themselves. In this research, several elements related to academic learning have been investigated. The method of investigating the matter of academic learning is the inquiry conducted using the questionnaire as a tool. The sample of subjects consists of one hundred and fifty students from the University "1 Decembrie 1918" of Alba Iulia, year I, II and III of study, from the field of Pedagogy of Primary and Pre-School Education. Among the indicators presented in the questionnaire we can mention a few: the time allocated for study, organizing the learning material, the efficiency of learning, passing exams, the learning style, the success in learning, the failure in learning, etc. The conclusions are drawn based on statistical analysis and confirm the presence of unique elements about academic learning. [ABSTRACT FROM AUTHOR]

Learning evaluation is a complex task, and this study illustrates the Constructive Assessment of Learning as a complementary alternative to evaluate the computational cognition schema construction. The authors designed a mental representational task under the Chronometric Constructive Cognitive Learning Evaluation Model. Control and experimental groups performed a conceptual definition task based on the Natural Semantic Network technique (NSN). They defined ten target concepts related to computational cognition theory, using verbs, nouns, and adjectives as definers. Afterward, the participants rated the conceptual quality of each definer one by one, on a scale of one to ten; the higher the rating, the greater the quality of the definer to define the target concept. The results indicate that the NSN technique was sensitive to measuring and discriminating cognitive changes in knowledge structures produced by the specific learning of computational cognition theory. In contrast, the learning of broad psychology subjects produced general cognitive changes without organization related to the specific learning of the evaluated course. Data showed more sophisticated cognitive change patterns on the evaluated schema in the experimental group than in the control group. The findings of this study suggest that cognitive assessment techniques can be helpful in the formative assessment of learning and provide clear indicators of students' knowledge management skills. [ABSTRACT FROM AUTHOR]

Bullying on nursing students occurred in more than half of the population. The incidents of bullying left negative impacts on the victims physically, psychologically, and socially. This study identifies the bullying case on nursing care students during academic learning and the roles of the students when bullying occurred. This descriptive quantitative study applied a survey design. This study used Adolescent Peer Relations Instrument (APRI), distributed via Google Form. The respondents were nursing program students that selected convenience sampling. The sample applied some inclusion criteria: the students had to undergo face-to-face learning and online learning. The sampling stage resulted in 207 respondents from three grades. The study analyzed the data with univariate analysis, in the forms of percentages and frequencies. Verbal bullying occurred with a percentage of 31.4%, social bullying with a percentage of 12.16%, and physical bullying with a percentage of 2.32%. The researchers found that 151 respondents, 78.74%, were bullying victims. A percentage of 93.23% of respondents, 193 respondents were women. A percentage of 85.71%, 12 respondents out of 14 respondents, were male. A percentage of 0.96%, 2 respondents, committed the bullying action. A percentage of 45.89%, 95 respondents defended the victims. 100 respondents or 48.45% of participant in this study were outsiders when bullying happened. This study concluded that most students ever experienced bullying cases with the most incidents of verbal bullying. Most students played the role of outsiders during the incidents of bullying

Abstract Social skills programs usually take place face-to-face in small groups. Aiming at greater reach and dissemination, this study had the objective of experimentally evaluating the impact of a distance learning program on teachers’ social and social educational skills and on students’ socio-emotional development (social skills and behavior problems). Scores obtained with standardized scales in a sample of 35 teachers (15 from the experimental group and 20 from the control) and 231 students (103 and 128, respectively) were statistically analyzed by comparing groups and moments. The results evidenced the program’s effectiveness on the teachers’ social and social pedagogical competence and on the students’ social emotional development, especially among those most compromised in social skills and behavior problems. The program’s potentially effective characteristics, the innovative character of the Distance Education applied to the field of social skills and teacher education are discussed, as well as its limitations and directions for future research.

Indian children experienced large-scale disruption in educational, psychological, and social welfare access when schools abruptly closed due to COVID-19. In addition to education, the Indian public school system provides services such as meals and benefits related to improving gender parity and indirectly preventing child labor, child marriages, and abuse. Therefore, sustained school closures led to an unfolding disaster in terms of learning loss and multiple unknown effects on children’s social and psychological wellbeing. This descriptive study attempts to understand these consequences by asking Indian parents about the emotional, psychological, and academic impacts on their children. Results suggest an adverse impact on children’s education and wellbeing. Families reported higher levels of psychological distress, anxiety, and aggression among children. However, the manifestations and ramifications seem to be different—while families from low-income segments struggled to get access to digital devices, others in upper-income segments had to confront excessive device time use. The results suggest that there is a need for a concerted, sustained, multipronged, differential response from the government and civil society to ensure that families can handle these challenges accordingly.

Introduction  Traditional classrooms with limited flexibility in cell phones and social platforms like Twitter and Facebook are typical for most schools and colleges. The coronavirus disease 2019 lockdown scenario opened up a new way and created a wave in purchasing and using android phones, laptops, high-intensity Wi-Fi, which gave an entirely new look to the educational system. Hence, the present study aims to assess the challenges at technology adaption in academic learning faced by nursing students. Methodology  A quantitative cross-sectional descriptive survey design was adopted. A total of 708 nursing students were selected using the universal sampling technique in the study. Prior to the study obtained ethical clearance certificate and authority permission from the institutes where the participants were pursuing their nursing course. Demographic Proforma and challenges of technology adoption rating scale were prepared and sent to nursing students online to determine the challenges of technology adoption for academic learning. A second reminder was sent if the participants failed to submit the online forms within 2 days. Results  The majority of the students, 557 (78.6%), were between the age group of 18 to 21 years, 658 (92.9%) were females, and 688 (97.2%) of them were pursuing a BSc nursing course. The majority, 188 (26.6%), of the students were pursuing second year BSc. One-third (257; 36.3%) of the participants were from Karnataka. Most of the students, (677; 95.6%), felt that virtual classes have barriers to learning opportunities. A small proportion of the students felt that technology adoption is an opportunity to learn academics during the lockdown. Mean percentage scores of (394; 55.59%) subjects indicate virtual classes made them face many challenges in the form of barriers to learning academics. Conclusion  Adequate training on handling technical issues and advanced technology is the need of the hour in higher education institutions. Online teaching and learning should be made an integral part of teaching-learning methodologies to keep the students abreast of advancing technologies. [ABSTRACT FROM AUTHOR]

Global biodiversity decline is continuing largely unabated. The International Union for Conservation of Nature (IUCN) Red List of Threatened Species (hereafter, Red List) provides us with the gold standard for assessments, but taxonomic coverage, especially for invertebrates and fungi, remains very low. Many players contribute to the Red List knowledge base, especially IUCN Red List partners, IUCN-led assessment projects, and the Specialist Groups and Red List Authorities (RLA) of the IUCN Species Survival Commission. However, it is vital that we develop the next generation of contributors and bring in new, diverse voices to build capacity and to sustain the huge assessment effort required to fill data gaps. Here, we discuss a recently established partner network to build additional capacity for species assessments, by linking academia directly into the assessment processes run by Specialist Groups and RLAs. We aim to increase Red List "literacy" amongst potential future conservationists and help students to increase publication output, form professional networks, and develop writing and research skills. Professors can build Red List learning into their teaching and offer Red Listing opportunities to students as assignments or research projects that directly contribute to the Red List. We discuss the opportunities presented by the approach, especially for underrepresented species groups, and the challenges that remain. [ABSTRACT FROM AUTHOR]

Entertainment video games are very popular among young audiences. Nevertheless, despite their potential to improve cognitive functioning, they are still studied rarely as a tool for digital game-based learning. To better understand video gaming practices' value in the classroom, this article provides a systematic review of literature on the effect of entertainment video games on academic learning. Our literature search yielded 49 relevant intervention studies published between 2005 and 2019 that integrated entertainment video games into academic curricula from preschool to college. Our review revealed that entertainment video games can be an effective educational tool and are beneficial in almost all academic disciplines, particularly in foreign language and science. However, research on entertainment video gaming's effects on academic learning is still not extensive enough and remains mostly qualitative. Future studies need to provide a quantitative approach to complete and confirm already-existing literature, particularly in the environmental and social sciences, physical education, and programming. Given entertainment video games' popularity and benefits on cognition and learning, it seems essential to investigate their practical value further in the education sector and to determine the mechanisms that mediate their effects on academic learning. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the risks of learning through digital technology and to design the individual and academic responsibilities. We propose answering the following research questions: Are higher education students and their families equipped with digital devices? What strategy do students use in their individual learning? How frequently do they get involved in various added digital activities (gaming, social media communication, surfing the Internet)? What are the risks of excess time spent online? A total of 2210 higher education students from five European countries, Romania, Slovakia, Hungary, Serbia, and Ukraine, participated in the quantitative study, the data being collected by the Center of Higher Education Research and Development at the University of Debrecen, Hungary in 2019. The analysis of the data is based on the advanced statistical test carried out with the SPSS program. The results indicated that most students come from families that possess essential digital devices (smartphone, PC, notebook) with an internet connection, regardless of the country of origin. The students' learning strategy is mixed: they use the virtual and real environment. More than half of the students declared that they never learn by watching tutorials or listening to audio recordings. Reflecting on themselves, more than a third of them stated that they generally spend too much time online. Daily surfing, gaming, and communicating on social networks are those added activities that significantly multiply their chance of spending too much time in a virtual environment. The binary logistic regression analysis proves that these students have a four times greater chance of developing a concentration crisis. In addition, it is characteristic for there to be a general time management crisis that implicitly contributes to the development of a deadline crisis in learning, and another risk is the duplication of intention to drop out of university. [ABSTRACT FROM AUTHOR]

Current research examines the impact of academic and familial stress on students' depression levels and the subsequent impact on their academic performance based on Lazarus' cognitive appraisal theory of stress. The non-probability convenience sampling technique has been used to collect data from undergraduate and postgraduate students using a modified questionnaire with a five-point Likert scale. This study used the SEM method to examine the link between stress, depression, and academic performance. It was confirmed that academic and family stress leads to depression among students, negatively affecting their academic performance and learning outcomes. This research provides valuable information to parents, educators, and other stakeholders concerned about their childrens' education and performance. [ABSTRACT FROM AUTHOR]

Student interest in learning has been declining due to the increasing number of distractions. Interest is one of the important factors contributing to one’s desire and motivation to satisfy curiosity. As the times evolve, many things affect student interest in learning; one of which is smartphones equipped with the internet that promotes the ease of performing activities. Smartphones and the internet offer online games that can be accessed by anyone to play at any time, which can trigger online gaming addiction. The study aims to examine the interest in learning of nursing students who are addicted to online games. This study employed a qualitative method with a phenomenological approach. Data were collected through interviews, observations and documentation. The participants of the study were five students recruited using a snowball sampling method. Data were analyzed using Giorgi method. Results showed that interest in learning of students with online gaming addiction in the academic learning process varies. This can be seen through three emerging themes: student gaming behaviour, changes in students after online gaming, and the learning process of students with addiction to online games. It can be concluded that students’ online game behaviour is influenced by impulsivity that changes student behaviour and leads to addiction.

There has been a decline in the hotel management graduates choosing hotels as a career choice. Several studies have revealed that final year students are less enthusiastic about joining hotels than the first year. This study was conducted to analyse the perceptual gaps among the hospitality stakeholders (hotel management students, hotel management faculty and hotel industry professionals) regarding the Academic Learning Process in private hotel management colleges offering a 4-year degree in Karnataka. A questionnaire was administered to 350 students, 100 faculty of private hotel management colleges offering 4-year degree and 150 hotel industry professionals comprising lower, middle and top-level management from 30 five-star properties located in Karnataka. Factor Analysis and Welch)Satterthwaite T-Test (available in Anova) were administered. The results reveal perceptual gaps amongst all three stakeholders (hotel management students, hotel management faculty and hotel industry professionals) in context to several variables about the academic learning process. [ABSTRACT FROM AUTHOR]

This article is devoted to the study of the possibilities of dual education in the current education system. In particular, the authors have revealed the prerequisites for creating dual education and the stages of its formation. Moreover, the article presents the outcomes of the comparative analysis of foreign practice in the application of dual education, as well as the prospects for using its elements under conditions of Uzbekistan. [ABSTRACT FROM AUTHOR]

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We investigated the relationships between students' social media use, engagement, and academic performance, proposing that student engagement would mediate the social media use–academic performance relationship. Using survey data from 307 Chinese college students, we found that student engagement played a mediating role in the link between social media use and academic performance. In addition, the results show that the direct effect of social media use by college students on their academic performance was nonsignificant. Our results contribute to knowledge of the relationships between social media use, student engagement, and academic performance in a Chinese higher educational context. They also provide educators with meaningful implications for improving students' academic performance. Future directions for research are discussed. [ABSTRACT FROM AUTHOR]

The need for undergraduate students to utilize social networking sites for en-hancing their learning necessitated the study. The study was carried out to de-termine the extent of utilization of social networking sites (SNSs) for enhancing academic learning of undergraduate students. Five research questions and five null hypotheses guided the study. Proportionately stratified random sampling technique was used to draw the sample size of 331 undergraduate students from three out of the five federal universities in south-south geopolitical zone of Nigeria. A questionnaire titled the use of Social networking sites for Enhancing Academic learning of undergraduate students (USNSEAL-UGS) was developed by the researchers for data collection. The data were analyzed using mean, standard deviation and Z-test statistics. The findings from the results revealed that undergraduate students utilize Facebook, Whatsapp and Google+ for enhancing their academic learning at great extent. Gender had no influence on the undergraduate students' utilization of social network sites in enhancing their learning. Based on the findings, recommendations were made which include that seminars and workshops should be organized by donor agencies, philanthropists, management of tertiary institutions and student un-ion government (SUG) for undergraduate students in order to enlighten them on its effective utilization in improving their learning and their learning outcome.