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Abstract The concept of three-dimensional stacking of device layers has attracted significant attention with the increasing difficulty in scaling down devices. Monolithic 3D (M3D) integration provides a notable benefit in achieving a higher connection density between upper and lower device layers than through-via-silicon. Nevertheless, the practical implementation of M3D integration into commercial production faces several technological challenges. Developing an upper active channel layer for device fabrication is the primary challenge in M3D integration. The difficulty arises from the thermal budget limitation for the upper channel process because a high thermal budget process may degrade the device layers below. This paper provides an overview of the potential technologies for forming active channel layers in the upper device layers of M3D integration, particularly for complementary metal-oxide-semiconductor devices and digital circuits. Techniques are for polysilicon, single crystal silicon, and alternative channels, which can solve the temperature issue for the top layer process.

Abstract Background University students are vulnerable to changes due to COVID-19 pandemic. Although warning has been made about the impact of this crisis on students’ mental health, there are barely any sufficient study. This work investigated how the pandemic affected the mental health of students at the Vietnam National University of Ho Chi Minh City (VNU-HCMC) and efficiency of available mental health supportive methods. Methods An online survey was conducted among students at Vietnam National University of Ho Chi Minh City (VNU-HCMC) from October 18, 2021, to October 25, 2021. Microsoft Excel 16.51 (Microsoft, USA) and R language, Epi packages 2.44 and 4.1.1 (rdrr.io) were used for data analysis. Results Thirty-seven thousand one hundred fifty students participated in the survey, including 48.4% female and 51.6% male. Online learning pressure was mainly recorded (65.1%). Many students suffered from sleeping disorders (56.2%). Some reported being victims of abuse (5.9%). Female students expressed a significantly higher level of distress than males, particularly the feeling of ambiguity about the purpose of life (p-value

Abstract The effects of the grain size of Pt bottom electrodes on the ferroelectricity of hafnium zirconium oxide (HZO) were studied in terms of the orthorhombic phase transformation. HZO thin films were deposited by chemical solution deposition on the Pt bottom electrodes with various grain sizes which had been deposited by direct current sputtering. All the samples were crystallized by rapid thermal annealing at 700 °C to allow a phase transformation. The crystallographic phases were determined by grazing incidence X-ray diffraction, which showed that the bottom electrode with smaller Pt grains resulted in a larger orthorhombic phase composition in the HZO film. As a result, capacitors with smaller Pt grains for the bottom electrode showed greater ferroelectric polarization. The smaller grains produced larger in-plane stress which led to more orthorhombic phase transformation and higher ferroelectric polarization.

Abstract As AI models continue to advance into many real-life applications, their ability to maintain reliable quality over time becomes increasingly important. The principal challenge in this task stems from the very nature of current machine learning models, dependent on the data as it was at the time of training. In this study, we present the first analysis of AI “aging”: the complex, multifaceted phenomenon of AI model quality degradation as more time passes since the last model training cycle. Using datasets from four different industries (healthcare operations, transportation, finance, and weather) and four standard machine learning models, we identify and describe the main temporal degradation patterns. We also demonstrate the principal differences between temporal model degradation and related concepts that have been explored previously, such as data concept drift and continuous learning. Finally, we indicate potential causes of temporal degradation, and suggest approaches to detecting aging and reducing its impact.

White turmeric (Curcuma aromatica Salisb.) contains notable secondary metabolites with significant health benefits. However, the efficiency of traditional cultivation of white turmeric is limited by many environmental factors. Therefore, it is of great significance to study the large-scale production of superior-quality microrhizomes for cultivation and secondary metabolite extraction, without relying on natural rhizomes. In this study, the effects of sucrose, plant growth regulators (6-benzyl amino purine – BAP, kinetin – KIN,

Internet usage has increased rapidly and become an essential part of human life, corresponding to the rapid development of network infrastructure in recent years. Thus, protecting users’ confidential information when joining the global network becomes one of the most significant considerations. Even though multiple encryption algorithms and techniques have been applied in different parties, including internet providers, and web hosting, this situation also allows the hacker to attack the network system anonymously. Therefore, the significance of classifying network data streams to improve network system quality and security is attracting increasing study interests. This work introduces a machine learning-based approach to find the most suitable training model for network traffic classification tasks. Data pre-processing is first applied to normalize each feature type in the dataset. Different machine learning techniques, including k-Nearest Neighbors (KNN), Artificial Neural Network (ANN), and Random Forest (RF), are applied based on the normalized features in the classification phase. An open-access dataset ISCXVPN2016 is applied for this research, which includes two types of encryption (VPN and Non-VPN) and seven classes of traffic categories classes. Experimental results on the open dataset have shown that the proposed models have reached a high classification rate – over 85% in some cases, in which the RF model obtains the most refined results among the three techniques.

The ultimate goals of education and training are the development of learners' learning outcomes. The prospect of achieving high academic results should function as a driving force for students to be engaged in learning. Recognition of the factors affecting their learning satisfaction should facilitate their learning process, especially in online learning environments such as Massive Open Online Courses (MOOCs). The purpose of this study was to examine the interactions among students' characteristics, their perceived values of self-regulated learning (SRL) strategies, satisfaction and academic performances. A mixed-methods design was employed to investigate the issue under exploration. The 227 surveyed responses were collected from English majors who had experience in MOOCs and were studying at a private university in Can Tho city in the Mekong Delta, Vietnam. Data from the survey was analysed with the Statistical Package for the Social Sciences (SPSS) 25 for the correlations between their characteristics and the quantitative variables, while Partial Least Squares Structural Equation Modelling (PLS-SEM) was performed to examine the perceived effects of self-regulated learning (SRL) strategies on their satisfaction and academic outcomes. Qualitative data was collected through open-ended survey questions and analysed based on thematic analysis guidelines. The results revealed that SRL strategies such as strategic planning, time management, environment structuring, and help-seeking positively influenced both student satisfaction and academic performance. Notably, the study identified flexible learning time, self-paced learning, and the ability to choose study locations as significant factors enhancing student satisfaction. Conversely, limited social interaction, poor internet connectivity, and low motivation were found to be demotivating factors. Additionally, the study highlighted the importance of gender and prior online learning experience in shaping students' satisfaction and performance in MOOCs. While gender showed no significant correlation with SRL strategies, satisfaction, or academic performance, prior experience in online learning environments, such as the number of completed MOOC courses, was significantly correlated with better academic outcomes. However, a weak negative correlation between students' academic years and their satisfaction was observed, suggesting that more advanced students might face increased academic pressure and higher expectations, leading to lower satisfaction levels. The research underscores the critical role of SRL strategies in facilitating effective learning in MOOCs, especially in the context of English major students who often lack direct interaction with instructors and peers. Training students in SRL strategies can help them better manage their learning processes, overcome challenges, and achieve their academic goals. This study contributes to the understanding of how student characteristics and SRL strategies affect learning in online environments and suggests practical implications for enhancing MOOC experiences. Future research should investigate additional SRL strategies and include a larger, more diverse sample to provide a more comprehensive understanding of their impact on student satisfaction and academic performance in MOOCs. Furthermore, exploring the specific challenges faced by different academic disciplines in MOOCs could offer more tailored solutions to improve online learning experiences.

Research has suggested that the type of feedback learners receive can impact on whether learners understand the feedback, the extent to which they engage with it, and whether they incorporate it in their revised drafts. However, to date, only a small number of studies have investigated learner engagement with corrective feedback provided by automated writing evaluation tools, and of those few have considered in greater depth the impact of the type of automated feedback on engagement. This multiple-case study examines two EFL learners' engagement with the two forms of corrective feedback provided by Criterion categorised as generic and specific and factors that can explain the nature of their engagement. Data were collected from learners' first and revised drafts of multiple essays on Criterion, screencasts of students' think-aloud procedures while revising essays, and stimulated recall interviews. Findings indicate the learners' higher uptake rate and more successful error corrections in response to generic versus specific feedback. However, their mental effort expenditure differed when cognitively engaging with the feedback, which could be explained in terms of individual learning goals, feedback quality, and the nature of tagged errors. These findings have relevant implications for utilising automated corrective feedback in L2 writing classes.

This qualitative study explored the possibility of implementing the happy school model (HSM) in the context of Vietnamese higher education, with a focus on the socio-cultural perspectives of nine tertiary English as a foreign language (EFL) teachers at different career stages. Through semi-structured interviews, thematic analysis, and theoretical underpinning by constructivist paradigm and humanistic education theory, the study illuminated multifaceted insights. Key themes emerged, including aligning the HSM with holistic student development, recognizing challenges and potential benefits, balancing traditional Confucian values, and adapting the model to Vietnam's unique socio-cultural and economic landscape. The findings provide valuable guidance for educational innovation in Vietnam, highlighting complexities of aligning a new educational paradigm with existing practices and cultural norms. While the study's focus on a specific cultural context and limited participant pool presents certain limitations, the insights offer rich contributions to the broader global dialogue on education and human development. Future research directions and practical implications are also discussed, making this study a valuable resource for educators, policymakers, and researchers interested in the intersection of universal educational principles and specific cultural contexts like Vietnam.

This study investigated how teachers perceived the benefits and difficulties of implementing a Lesson Study (LS) in the context of English language teaching at a university in Vietnam. The data were collected from six teachers through semi-structured interviews. To analyze the data, two addressing themes (teachers' perceived benefits and teachers' perceived difficulties) were focused on while implementing LS. The results generally showed that the teachers believed that LS brought them three benefits: encouraging teachers' exchange activities and helping them deepen knowledge of lesson content, understanding students' learning activities and working processes, and promoting teachers' motivation in pursuing their continuous professional development (CPD). Regarding teachers' perceived difficulties in LS implementation, they reported lacking confidence in actively implementing LS activities. Additionally, they had difficulties in time management and encountered problems reaching a consensus for joint work due to the influence of muti-faceted aspects. Accordingly, the study provides pedagogical implications for related stakeholders (teachers, students, and policymakers) regarding LS implementation issues contributing to the success of LS implementation in Vietnam and other similar contexts.

A comprehensive educational framework is provided by the Conceive-Design-Implement-Operate (CDIO) which is particularly relevant to engineering and applied sciences. This paper investigates the application of the CDIO approach in the field of chemistry pedagogy in Vietnam focusing on its adaptability to the current educational demands and its potential to enhance the competency of future teachers. The CDIO approach develops training curricula and outputstandards based on input from teachers,students, alumni and recruitment firms. This study uses the CDIO approach extensively with professional knowledge, social awareness and creative tendencies. The study involved a survey of 240 chemistry teachers and 242 students from various universities across Vietnam. Data were collected through online surveys using Google Forms and processed using SPSS software for statistical analysis. The research analyzed the alignment of practical teaching activities with CDIO standards and developed a framework for experimental practice competency. Findings indicated a robust implementation of the CDIO approach in chemistry pedagogy. In laboratory safety, experimental planning, execution and competence were high. The study shows that the CDIO strategy enhances professional competence and practical abilities in Vietnamese chemistry pedagogy students. It promotes collaboration and personal growth to meet changing educational needs. The CDIO approach could transform chemistry pedagogy in Vietnam suggesting science education reforms and capacity building.

In the 1980s of the twentieth century, universities in developed countries began to realize the growing gap between the capabilities of new graduate engineers and the actual requirements of engineering branches. The strong progress of technology requires engineers to have the intellectual abilities and necessary job-specific skills to master that progress. This paper focuses on Conceive, Design, Implement and Operate (CDIO) approach-based teaching for students majoring in electrical and electronic engineering technology at engineering universities in Vietnam to demonstrate the feasibility of the teaching model. The experimental method of synthesizing qualitative and quantitative results for 90 students in control and experimental classes was used. The experimental and control classes both had 45 students. SPSS software version 22 was used to gather data and evaluate the learning results of the two experimental and control groups. According to the findings of the T-test analysis of the independent variables for the two groups, the experimental class performed better in academics and had students in the experimental group who were more satisfied with their post-test scores. This result contributes to confirm that the use of the CDIO-based teaching model in Vietnam is effective for students majoring in electrical and electronic engineering technology.

Abstract This paper presents a straightforward, low-cost, and effective integration process for the fabrication of membrane gate thin film transistors (TFTs) with an air gap. The membrane gate TFT with an air gap can be used as the highly sensitive tactile force sensor. The suspended membrane gate with an air gap as the insulator layer is formed by multiple photolithography steps and photoresist sacrificial layers. The viscosity of the photoresist and the spin speed was used to modify the thickness of the air gap during the coating process. The tactile force was measured by monitoring the drain current of the TFT as the force changed the thickness of the air gap. The sensitivity of the devices was enhanced by an optimal gate size and low Young’s modulus of the gate material. This simple process has the potential for the production of small, versatile, and highly sensitive sensors.

Design thinking dispositions are essential for students to understand why design thinking knowledge should be applied to perform specific tasks. However, few studies are focused on teaching design thinking dispositions. This study proposes a conceptual model that supports teaching design thinking dispositions to address this gap. The model was instantiated in an undergraduate course. Students' reflections about the course were collected to evaluate the model. The use of the model is also demonstrated by considering different teaching scenarios. This study contributes to better teaching and learning design thinking dispositions based on a unique model that helps educators organize their design thinking courses. The study also derives some implications for educators. While teaching design thinking knowledge and skills is essential, developing students' design thinking dispositions is equally essential.

Autism disclosure can be a complicated decision that autistic people experience. Positive outcomes can include feelings of acceptance and support, but negative outcomes can include stigma and discrimination. Although a surge in research on this topic has led to more understanding around autism disclosure, the methodologies used may have limited who was contributing to the conversation and data. To overcome this, we analyzed 3 years (2020-2022) of social media data (Reddit and Twitter) as this was public information that did not rely on researcher data collection. Reflexive thematic analysis of 3121 posts led to the generation of four themes: People do not understand autism (with experiences related to employment, dating, healthcare and mental health), autistic people just want privacy and respect, autistic people can lead us forward and non-autistic people need to assume more responsibility. We discuss how autistic adults experience the impact of society's lack of understanding of autism on a daily basis whether they disclose or not, and that it is everybody's responsibility to challenge negative stereotypes and promote a more inclusive society.