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This research investigates language practices, including code-switching and code-mixing, among lower primary bilingual students, age 8-11, in an Albanian language instruction school. The primary aim is to explore the dynamics of language use, perceptions, and behaviors among students and teachers. Utilizing a mixed-methods approach, the study incorporates student and teacher questionnaires, as well as observational data. Findings reveal the prevalence of Bosnian in home environments, with students exhibiting a preference for Albanian in classroom settings. Teachers recognize code switching as a pedagogical tool but express concerns about students' overreliance on Bosnian. Observational data illuminate nuanced language choices and patterns of code switching among students, highlighting the complexity of bilingual communication in educational contexts. [ABSTRACT FROM AUTHOR]

Effective social research tapping a broad range of human experiences must employ research paradigms that are consistent with the ontologies and epistemologies of the research participants, community, and contextual scholars. This paper describes the construction of a bricolage, imbricating Islamic and interpretivist concepts for coherence and rigor in engaging 35 Muslim–Canadian educators in interviews on their pedagogies. The act of centering an Islamic paradigm made data visible beyond a narrow secular Western frame, offering analytic precision and interpretive significance within Muslim educational communities. Illustrating this data–paradigm engagement, a collective data excerpt is presented on socio–spiritual development, whereby educators described establishing with young Muslims an overarching conceptual framework rooted in Islamic tradition to situate self, social, and spiritual relationships; embark holistic transformative actions with social, individual, and spiritual dimensions; and engage in continuous self-reflexivity triangulated with divinity (muhasaba). Offering a unique pedagogical approach to socio–spiritual development, this bricolage also challenged methodological singularity. [ABSTRACT FROM AUTHOR]

Conversational user interfaces (CUI), including voice interfaces, which allow users to converse with computers via voice, are gaining wide popularity. VoiceBots allow users to receive a response in real‐time, regardless of the communication device. VoiceBots have been explored in fields such as customer service to automate repetitive queries and help reduce redundant tasks; however, they have not been widely applied in the classroom. This study aimed to explore the effects of VoiceBot implementation on student learning. A pre‐test–post‐test design was implemented with 65 participating undergraduate students in multimedia programming who were randomly allocated to scenarios representing a 2 × 2 design (experimental and control cohorts). Data were collected using an academic achievement test and semi‐structured interviews, which allowed for a more in‐depth analysis of the students' experiences with the VoiceBot. The results showed that how the VoiceBot was applied positively influenced student learning in the experimental cohort. Moreover, the focus group data demonstrated that the VoiceBot can be a valuable assistant for students and could be easily replicated in other courses. To the best of our knowledge, this study was the first to use VoiceBot to engage undergraduate students in Ghana, thus contributing to the growing literature stream on the development of VoiceBots to improve student learning experiences. This study elucidates the design process using a zero‐coding technique, which is considered a suitable approach for educational institutions with limited resources. Practitioner notes What is already known about this topic Conversational user interfaces (CUIs), including voice interfaces, have gained popularity and are used to interact with computers through natural language. VoiceBots have been utilised in various fields such as customer service to automate tasks and reduce redundancy. Instant messaging systems such as WhatsApp and Telegram have been used for communication in educational contexts. Advances in artificial intelligence (AI) and natural language processing (NLP) have led to significant improvements in voice‐enabled CUIs (VoiceBots). Existing studies indicate that chatbots affect students' motivation, learning experiences, and achievements; however, research on using VoiceBots for learning improvement is limited. What this paper adds A VoiceBot was introduced as an assistant to facilitate learning in a multimedia programming course. The study used an experimental design with an experimental cohort using a WhatsApp group platform equipped with a zero‐coding VoiceBot and a control cohort without the bot. The study found that students interacting with VoiceBot demonstrated better learning achievement than the control group. The study also provides clear suggestions on integrating VoiceBots into educational institutions. Implications for practice and/or policy The study's findings suggest that VoiceBots can play a significant role in improving student learning achievements, especially in subjects such as multimedia programming. Educational institutions could establish learning design and technology centres with subject matter experts to integrate VoiceBots effectively into the learning process. Instructors must possess adequate technological proficiency to engage students with VoiceBots and targeted in‐service training may be necessary. Future research can explore VoiceBot use across various academic domains and levels of education, analyse the impact of usage patterns on learning outcomes, and assess its long‐term effects on student engagement and motivation. What is already known about this topic Conversational user interfaces (CUIs), including voice interfaces, have gained popularity and are used to interact with computers through natural language. VoiceBots have been utilised in various fields such as customer service to automate tasks and reduce redundancy. Instant messaging systems such as WhatsApp and Telegram have been used for communication in educational contexts. Advances in artificial intelligence (AI) and natural language processing (NLP) have led to significant improvements in voice‐enabled CUIs (VoiceBots). Existing studies indicate that chatbots affect students' motivation, learning experiences, and achievements; however, research on using VoiceBots for learning improvement is limited. What this paper adds A VoiceBot was introduced as an assistant to facilitate learning in a multimedia programming course. The study used an experimental design with an experimental cohort using a WhatsApp group platform equipped with a zero‐coding VoiceBot and a control cohort without the bot. The study found that students interacting with VoiceBot demonstrated better learning achievement than the control group. The study also provides clear suggestions on integrating VoiceBots into educational institutions. Implications for practice and/or policy The study's findings suggest that VoiceBots can play a significant role in improving student learning achievements, especially in subjects such as multimedia programming. Educational institutions could establish learning design and technology centres with subject matter experts to integrate VoiceBots effectively into the learning process. Instructors must possess adequate technological proficiency to engage students with VoiceBots and targeted in‐service training may be necessary. Future research can explore VoiceBot use across various academic domains and levels of education, analyse the impact of usage patterns on learning outcomes, and assess its long‐term effects on student engagement and motivation. [ABSTRACT FROM AUTHOR]

This article presents the results of an integrative of the literature review on science communication. The objective is to know the panorama of R+D+i in science communication during 6 years; for this purpose, the existing literature on scientific communication is analysed in the databases Web of Science (WoS), Scopus and Dialnet, and define the formal dimensions (time frame, categories, fields of knowledge and lines of research) that have shaped the approaches within relevant articles included in the review. This analysis covers the period 2017-2022 and aims to serve as a reference to study the importance of research in scientific communication in different fields of knowledge, as well as to highlight the need for professional scientific communication in the educational, social, cultural, and social fields and professional domains. To do this, a search has been carried out through three databases, WOS (Web of Science), Scopus, and Dialnet by using a series of search criteria related to science communication. From these searches, the pertinent documents have been selected through reading the abstract and the author’s keywords, to assess later and determine which category created ad hoc based on research on science communication (educational, social, cultural, and professional domains) belongs to each document and find out which journal has published the most on the object of study during the 2017-2022 period. In a conclusion, the interest is limited to the branches of social sciences in areas such as communication, journalism and information and documentation sciences. [ABSTRACT FROM AUTHOR]

This study takes the value-based adoption model and CIE model of the learning process as the theoretical basis and combines them to explore the influencing factors and mechanisms of learners' online interaction and perceived value. Based on the questionnaire survey data of 81 learners' potential factors and their 45,166 real-time behavior data on the cMOOC platform, this study calculates the level of interaction and perceived value of each learner and analyzes the impact of potential factors on various interactions and perceived value through linear regression method. It was found that cMOOC learners had a higher number of low-level interactions than high-level interactions and that the perceived benefits and sacrifices for low cognitive engagement learning processes were better than those for high-level learning processes. cMOOC learners' perceived value and its various underlying factors had no significant effect on either type of interaction, while low-level interactions had a significant positive effect on high-level interactions. cMOOC learners' perceived benefits of the wayfinding learning process had a significant positive effect on perceived value, and the perceived costs of the operation and innovation learning processes had a significant negative effect on perceived value. The results further develop the understanding of the interaction and perceived value and its influencing factors in cMOOC. [ABSTRACT FROM AUTHOR]

Educational robots represent a unique form of teacher presence. Exploring how the communication features of robot instructors affect student learning experience could contribute to the advancement of educational robots. This study examined the impact of speech rate, voice type, and emotional tone of robots on students' cognitive load, attitudes toward robot-assisted teaching, and learning performance. We recruited 477 Chinese primary school students assigned to either the speech rate, voice type, or emotional tone experiment. The results indicate that speech rate significantly influenced students' cognitive load, with the medium speed condition resulting in higher germane load compared to both fast and slow speed conditions. Moreover, students had a lower preference for adult male voices over adult female, boy, or girl voices. However, voice type did not significantly impact attitudes toward robot-assisted teaching or learning outcomes. Emotional tone did not affect students' cognitive load, attitudes, or learning performance. These findings provide valuable insights for instructors and designers when configuring the communication features of educational robots in classroom environments. Additionally, students generally prioritized the intelligence of the robot over its communication features, and they did not perceive the teaching content as difficult in all experiments. This study has methodological and practical significance. [ABSTRACT FROM AUTHOR]

Copyright of Grafica: Journal of Graphic Design / Documents de Disseny Gràfic is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ModaPalavra e-periódico is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Doxa Comunicación is the property of Fundacion Universitaria San Pablo - CEU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Debriefing is a critical part of successfully implementing educational computer-based simulation games to maximize learning outcomes. Simulation game effectiveness, regarding exploring gaming characteristics and cognitive and affective impacts, has been thoroughly researched. However, debriefing is overlooked by some as time-consuming and unnecessary. Debriefing can be implemented as a process-based approach to increase experiential learning while facilitating educational simulation games. Minimal research has been conducted to identify approaches and components of successful debriefing communications and to gauge which aspects of the process are most impactful for learners. This article approaches planning debriefing interactions through a theoretical project management lens by applying a proactive, process-oriented, adaptive framework to develop a debriefing communications plan. Simulation games exhibit project characteristics, this framework is an appropriate and valuable approach to efficiently and effectively implement simulation games. Applying this theoretical framework with intentionality, integrating debriefing into educational simulation game facilitation, can contribute to favorable learning outcomes. [ABSTRACT FROM AUTHOR]

Professional and academic communication is changing rapidly due to the evolution of new technologies. In the context of language teaching, this scenario offers possibilities for genre innovation (Hafner & Miller, 2018) while also encouraging teachers' reflection on how to best prepare students for effective communication. To this end, it has been suggested that the development of students' multimodal literacy becomes essential (Lim & Tan‐Chia, 2022). This study presents the design and implementation of a genre‐based approach to enhance students' multimodal literacy through elevator pitch presentations. This approach was intended to involve students in the creation and production of a professionally oriented presentation while raising their awareness towards the expression of ideational, textual, and interpersonal meanings. In addition, we report on the students' experience during the pedagogical practice. Overall, the findings show that students were generally satisfied with the process of designing and delivering an elevator pitch presentation. Nevertheless, some students faced challenges during both the design and delivery process, primarily attributed to the demands of this particular genre. [ABSTRACT FROM AUTHOR]

With the fast development of growing technology, the discourse has evolved rapidly encompassing both the linguistic and non-linguistic modes of communication. Specially, business discourse in the 21st century competitive world has become multimodal offering itself to be analyzed from several aspects. Advertisements reflect multi-modality when make use of both linguistic and semiotic modes. The present study with a focus on one jubilee life insurance advertisement, explicates the relationship between linguistic and non-linguistic i.e., semiotic modes to show how such ads communicate the desired message to the target audience. For the purpose, the study utilizes Kress and Van Leeuwen’s (1996) theory of Visual Grammar. This study has found that the interrelation and interdependency of multiple modes in the advertisement contribute to meaning making. The findings of the study reveal that these relationships work at three levels: firstly, between the represented participants; secondly, between the represented participants and the viewers; and lastly, between the represented participants and the actual participants i.e. the ad makers and the viewers. The researcher maintains that the 21st century multimodal texts can be better analyzed when traditional literacy joins hands with an understanding and application of visual grammar theories like that of Kress and Van Leeuwen’s (1996) theory of Visual Grammar. [ABSTRACT FROM AUTHOR]

This qualitative phenomenological inquiry aimed to explore the intricacies of conflict within the educational landscape, specifically focusing on its manifestation within the realm of private schools. The resultant dataset covered the perspectives of 37 teachers and four administrators through semi-structured interviews. This investigation leveraged the transformative power of in-depth interviews, engaging both co-teachers and school administrators, to unveil the layers of complexity hidden beneath the surface. The data analysis followed a series of thematic coding stages. The multifaceted findings uncovered a paradoxical landscape within the practice of co-teaching. While the practice itself was recognized as invaluable, a tapestry of conflicting issues emerged that warrant careful consideration. The salient points of discord that surfaced encompassed themes such avoidance of responsibility, inability to adapt to practice, not knowing the system, the partners paying more attention to their branch, intense program, lack of communication and different educational philosophies. Finally, a notable difference in perception arose: teachers often credited conflict resolution to the effectiveness of their administrators, whereas administrators leaned towards the idea that it depended on the competence of their fellow teachers. While teachers pushed for more in-service training and workshops, administrators argued that they already offer sufficient training opportunities. These results underscore the intricate dynamics within the education system. To facilitate successful co-teaching, both teachers and administrators must grasp this approach thoroughly. [ABSTRACT FROM AUTHOR]

The escalating integration of artificial intelligence (AI) technologies, particularly the widespread use of ChatGPT in higher education, necessitates a profound exploration of effective communication strategies. This paper addresses the critical role of prompt development as a skill essential for university instructors engaging with ChatGPT. While emphasizing the practical implications for higher education, the study introduces a novel two-layered AI prompt formula, considering both components and elements. In methodology, the research synthesizes insights from existing models and proposes a tailored approach for ChatGPT, addressing its unique characteristics and the contextual elements within higher education. The results highlight the formula's flexibility and potential applications in diverse fields, from syllabus planning to assessment. Moreover, the study identifies limitations inherent in ChatGPT, emphasizing the need for instructors to exercise caution in its usage. In conclusion, the paper underscores the evolving landscape of AI in education, envisaging specialized versions of ChatGPT for academic settings and advocating for the proactive adoption of ethical frameworks in the use of AI in higher education. This study serves as a foundational contribution to the discourse on effective AI communication in educational settings. [ABSTRACT FROM AUTHOR]

This paper introduces the concerns of the papers in the Special Issue and examines communication as a chameleon discipline that responds and adapts to sometimes very challenging contexts. It explores the strengths and weaknesses of the diversity of approaches that exist in communication studies and shows how this diversity offers both opportunities to be resourceful and hurdles to be managed. The paper reflects on the definitional ambiguity of communication and the ways that communication is perceived and approached in different institutions globally. Its aim is to forge a way through debates about the nature of the field by paying attention to the responsiveness and adaptability of those who teach communication in the face of educational and political change. [ABSTRACT FROM AUTHOR]

Ethnograms are used to visualize data gathered from students' and teachers' talk in the classrooms of a secondary school in the UK. A sample of talk data is portrayed in three example ethnograms. The ethnograms transform non-visual data into the visual domain for the purpose of analysis using visualization and abstraction. Using ethnograms the sound of talk, as it had occurred during lessons, became seen and thus visualized which students talked most or made the most noise, where teachers positioned themselves and the relationships between students' talk and teachers' positions in classrooms. Through visualizing talk, it became possible to see space in the classroom which was louder or quieter and identify students who were silent. Visualizing talk led to alternate perspectives and interpretations of the data and surprising findings to be surfaced. Ethnograms are therefore posited as a potential method for researchers interested in portraying data for further post-collection analysis or to see, for example, sensory data such as mood, emotion or smell. Ethnograms are shown to be an accessible and viable qualitative research method particularly useful for researchers who wish to qualitatively visualize the social interactions and behaviours of people for interpretation. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Angewandte Linguistik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite the extensive focus on language development, Chinese children are facing several types of difficulties in developing their linguistic skills in English, majorly due to their extensive character-based writing system and complex tonal language. It is observed that cross-media writing helps the children to promote level of engagement in English writing through multimodal language learning, creativity fostering, collaborative learning opportunities and transferable skills which lead to the promotion of language skills. To address these issues, this study proposed the importance of the effectiveness of cross-media writing in language development. The blended use of blogs, podcasts, TikTok, videos, and Duolingo's in TV ads as education communicative practices was considered as cross media platform. A survey questionnaire was developed for data collection from the language development experts in various Chinese educational institutions. By considering a cross-sectional research design, 265 valid responses were received and used in data analysis by using Structural Equation Modeling (SEM). Findings of the study revealed the major contribution of crossmedia writing to language development of Chinese children. This study provides valuable insights for the practitioners to promote language development among the Chinese children using cross-media in educational communication. [ABSTRACT FROM AUTHOR]

This study explores Participatory Action Research (PAR) as a practice that promotes collaborative knowledge construction between researchers and participants. Within this framework, a PAR experience carried out for the transformation of a school in the province of Valencia (Spain) is explored. The aim is to analyse the shared construction of knowledge during the process and the changes produced through the perceptions of the educational community and the research group. From a qualitative methodology, a case study is elaborated through the analysis of documents produced during the research and ad hoc focus groups, and the data obtained are analysed following a mixed categorization. The results show that the shared construction of knowledge during PAR has led to the development of more horizontal roles and strategies between researchers and participants, and changes towards a new school model, for which the improvement of the participation of the agents involved has been key. Elements that invite reflection on the shared construction of knowledge through PAR are discussed, among which stand out the complexity of the researchers' task, the timing, the articulation of the students' voice and the relationship between the type of research carried out and the changes produced. [ABSTRACT FROM AUTHOR]

The article "Comparing Communication Cultures in Educational Science: Germany - Italy from a Bibliometric Perspective" examines the differences in performance measurement and communication culture in educational science between Germany and Italy. The authors analyze the evaluation, research, and publication cultures in both countries and find differences in governance, research performance, careers, publications, and professional organizations. In Italy, there is a centralized system, while in Germany, a peer culture predominates. The study also shows that there are only few overlaps in the journals where German and Italian authors publish, and that the internationalization of research mainly aims at anglicization. [Extracted from the article]

The presented research shows the possibilities of using chatbot technology in the maritime industry. The authors pay special attention to maritime education, broken down into standard and complementary education. The research is based on the results of a survey, which addresses students of five European maritime universities and examines their opinions about chatbots. Additionally, analogies are applied to the case studies of the successful implementation of chatbots in non-maritime businesses. This research determines the current status and development opportunities of maritime chatbots. [ABSTRACT FROM AUTHOR]

Pedagogy students at the State University of Southern Manabí face the need to master both Spanish and English, highlighting the crucial importance of the former for effective communication in the educational environment. Globalization has increased the relevance of English as a second language, an evident trend in Latin America. Cultural diversity, considered enriching, poses challenges in language teaching, emphasizing the importance of communicative competence in the university setting. The research highlighted the lack of focus on developing language skills in the pedagogy curriculum, which threatens students' comprehensive preparation for the contemporary educational environment. This lack of focus can manifest, affecting future educators' ability to communicate, understand their students' needs, and adapt to changing contexts. The research objectives included identifying deficiencies in language preparation and recommending improvements to the program and educational practices. The methodology used combined qualitative and quantitative approaches, including surveys and data analysis, to obtain a comprehensive understanding and provide specific recommendations. The results highlighted the need to adjust the curriculum and institutional policies to strengthen the development of language skills, ensuring that future educators are well-prepared to meet the demands of their profession. [ABSTRACT FROM AUTHOR]

Neuralgic Amyotrophy, a peripheral nervous system disorder, is characterized by severe pain and muscle weakness, which can have a significant impact on patients' quality of life. The exact cause of neuralgic amyotrophy is unknown, but it may be linked to immunopathological mechanisms. Recent research has found an association between neuralgic amyotrophy and hepatitis E virus infection. This communication aims to expand knowledge on the clinical phenotype of patients with neuralgic amyotrophy and hepatitis E virus infection, presenting the case of a 55-year-old man diagnosed with bilateral neuralgic amyotrophy and hepatitis E virus infection. [ABSTRACT FROM AUTHOR]

The study analyzes the level of technical efficiency of public investment in Education at the primary and secondary level in Peru, 2016 to 2022. Data envelopment analysis - DEA was used and for the association between the provision of resources and educational quality. the panel data fixed effects model. The results indicate that there are relative differences in efficiency between the regions, registering an average score of 49% for the primary level and 38% for the secondary level, with the most efficient being Moquegua, Tacna, Arequipa and Ica, and the least efficient being Loreto, Huánuco, Ucayali, and San Martín. From the input-output association, classroom size, infrastructure in good condition and public investment have a direct relationship, while students per teacher and per computer, the relationship is inverse with respect to educational achievement in communication and mathematics at the primary and secondary level. This suggests that inefficient regions should increase educational attainment at the primary and secondary levels by an average of 51% and 62%, respectively, while maintaining the same level of spending. Therefore, to improve their efficiency within the framework of public policies, they can adopt the management implemented by regions such as Moquegua and Tacna. [ABSTRACT FROM AUTHOR]

The Radon transform is the mathematical tool behind nowadays widely used medical imaging techniques for diagnostic purposes such as Computer Tomography (CT). In this paper we discuss two of our web-based approaches which allow one to interactively create sample images and examine their Radon transform in order to study simple examples and basic properties of the transform. We present that the transform (more precisely its support) can be calculated in an analytic way such that it allows (near) real-time visualization, orders of magnitude faster than in earlier accessible solutions. We claim that currently this may be the best approach for introductory educational and science communication purposes about the Radon transform. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ibero-Americana de Ciência da Informação is the property of Revista Ibero-Americana de Ciencia da Informacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of smart mobile devices and the integration of social networks into the educational setting is a reality that has been widely studied by the research community. Their integration into the educational environment has increased following the declaration of the COVID-19 pandemic. In light of the need to explore the conceptions of future educators regarding the integration of these technologies in the classroom after having experienced a health crisis, this study aims to describe the basic components of the conceptions of teacher trainees with regard to the usefulness of smartphones and social media in language teaching in the master's degree in teaching. During the 2022-2023 academic year, a total of 139 registered students in the Spanish language and literature and foreign languages specialties as part of the master's degree in teaching in the Andalusian Unified District (Distrito Único Andaluz, DUA) participated in this study. The respondents completed the Usefulness of the Social Media and Smartphones for Educational Action questionnaire (known as the CURSAE, according to its Spanish initials). The results show a trend toward positively viewing the use of smartphones and the social media in the classroom and as an element to establish communication with the various educational agents. The gender variable showed no statistically significant differences, as opposed to age and the specialization studied, which did reveal such differences. The use of these technologies was more widely accepted by younger students and those specializing in Spanish language and literature. These results are extremely useful for improving the initial training of secondary education and baccalaureate teachers. [ABSTRACT FROM AUTHOR]

Copyright of Comunicar (English Edition) is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comunicar (English Edition) is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comunicar (English Edition) is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comunicar (English Edition) is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Humanoid robotics (HR) studies around the world are on the rise today. As a result of its enormous contributions to enhancing productivity and efficiency in education and other spheres of life brought the attention of it to the academic community to consider it as an adequate learning tool in higher education. However, the study revealed that African society and higher education have a limited understanding of humanoid robots. In order to track the trends of humanoid robotics (HR) in higher education, a systematic review and a few crucial bibliometrics elements approach were adopted, and the published documents from the Web of Science and Scopus databases from 2000–2022 were used in the analysis. HR publications in higher education within this period revealed that Japan, the USA, and China are the leading countries in the application of humanoid robots both in the industrial and educational sectors. Furthermore, HR is a new phenomenon in the African educational community, and South Africa remains the singular African nation that has worked in this domain by collaborating with other developed countries. This current research discovered the inexistence of HR in the African educational environment and therefore suggests that African educational policymakers and education curriculum developers should endeavor to implement educational policies that will support the institutionalization of HR in the teaching and learning activities in African higher education. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study deciphered whether increasing learners' L2 self-awareness using 'Johari Window Model' (JWM) as a self-regulatory model ended in higher levels of motivation and WTC. It also argued that learners' L2 Possible Selves, through guided imagery and vision-building treatments, promote their L2 motivation and Willingness to Communicate (WTC) in the Iranian English language learning environment. Fifty-eight L2 learners, homogenized at the intermediate level, from both genders, with an average age of 22, were randomly divided into experimental, and control groups. They were Persian-speaking university students majoring in Teaching English as a Foreign Language (TEFL) and Translation Studies (TS). Researchers initially established different arenas of JWM for each L2 learner based on their answers to the pretest, L2 Possible selves, and WTC questionnaires and using their narrative writings on pre-planned scenarios. In 12 weeks-intervention and via semi-scripted interviews, researchers utilized guided visualization to train learners to use their L2 self-awareness via JWM protocols to increase their L2MSS and WTC. Two questionnaires were re-administered after the intervention as a post-test to see the significant effects of treatment. Findings of descriptive statistics revealed that the treatment had significant positive impacts on L2 learners' ideal self, learning experience, self-awareness, and WTC, but not on ought-to self. The implications show avenues for studies on L2 learners' self-awareness and motivation and suggest the uses of JWM as a guideline in teacher training courses. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the role of educational technology in shaping courses and explores the potential of XR/VR (extended reality/virtual reality) technologies in education. While XR/VR offer promises of solving access and equity issues, they also come with challenges such as privacy invasion, health concerns, and the presence of harassment and discrimination in virtual environments. The article includes forum essays that delve into the possibilities and cautions of using XR/VR in communication, teaching, and learning. The authors propose research trajectories to explore the applications of XR/VR in communication courses, the role of communication in teaching content in various disciplines, the impact of XR/VR on student interactions and learning contexts, and the potential for XR/VR to create more inclusive learning practices. The article emphasizes the need for vigilance and new approaches to ensure the positive impact of XR/VR in education. [Extracted from the article]

Society is intensively developing in the context of informatization and the use of innovative technologies, which causes the need for changes in various spheres of life and relevant social institutions. Such a trend determined the relevance of the research problem, in particular, a hypothesis was formed about the effectiveness of neuropedagogical and information and communication technologies as a factor in reforming modern education. The purpose of the research is the role of neuropedagogy in modern, the effectiveness of informatization as a reforming factor. The tasks of the research are aimed at determining the aspects of the effectiveness of the application of innovative and neuropedagogical technologies in the educational process, in particular, the neuroscientific aspect and the computer as a set of innovative technologies. The article characterizes the categorical and conceptual context of the educational trends of the modern information society, which is in the process of formation and reformation. In order to determine the specifics of the research problem, the theoretical and methodological foundations of scientific publications in the relevant field were analyzed. The concepts of neuropedagogical technologies, reforming modern education, computerization of education are summarized, methodological technologies of the educational process are analyzed in the context of neuroscientific technologies. In the course of the study, the method of abstraction, descriptive and research method, method of analysis and synthesis was applied. [ABSTRACT FROM AUTHOR]

Social media has impacted all aspects of our professional lives and education, and peer interaction is no exception to this rule. Orthodontic residents, the future of our specialty, and their social media interactions are indicative of what probably augurs for the near foreseeable future. Three hundred and sixty one orthodontic residents from around the world participated in an online cross-sectional survey. Seventy two percent of the residents stated that Instagram was their preferred platform, while 12 % preferred Facebook. "Treatment Techniques" and "before-and-after" pictures were the most viewed. Sixty nine percent stated that they occasionally adopted new clinical techniques after observing them on social media, and 66 % even reported improving their record-keeping and treatment quality through social media influences. Though journals were not popularly followed on social media, 84 % of respondents stated that they learned about conferences through social media interactions. The majority of residents did not participate in social media groups. Orthodontic residents were more optimistic about the reliability of orthodontic information on social media compared to the accuracy assessments found in the literature. The findings of this survey indicate that social media is an important instrument for dental public health awareness and communication and an educational resource for orthodontic residents. The need for regulation of orthodontic information disseminated on social media is an important discourse for the future of our specialty. [ABSTRACT FROM AUTHOR]

The relevance of creating new educational products is justified by the tasks of informatization of the education system, the solution of which is largely determined by the extent to which new information technologies are introduced into the structure and content of the textbook, as the main educational book, which in turn determines the quality of the educational process. Several reforms have been implemented to develop textbooks and manuals of a new generation and introduce information and communication technologies into the educational process, as well as e-learning in general. The insufficient equipment of higher educational institutions with modern educational and scientific aids prompted to reconsider this problem based on the study of foreign experience and the introduction of an innovative approach because the textbook is a necessary tool, without which it is impossible to obtain deep versatile knowledge. [ABSTRACT FROM AUTHOR]

This study investigates the multifaceted functions of language in undergraduate classroom discourse, focusing on how students utilize various language functions to enhance learning and communication in diverse educational settings. Through a descriptive qualitative analysis of classroom interactions, it reveals that students actively engage with both formal and informal teaching methods, fostering social interaction and critical thinking. Judgmental functions dominate the discourse, indicating a prevalent use of evaluation and critical analysis in student talk. However, the study also uncovers that responses to questions are multifaceted, often involving argumentative and informative discourse for deeper engagement with content. The research highlights the integral role of instructors in facilitating a classroom environment that promotes robust student discourse and equitable participation. The findings emphasize the need for educators to be aware of and integrate both recognized and uncategorized language functions into instructional strategies to support student communication and learning. Conclusively, this study provides insights into the dynamic application of language functions within classroom discourse and the crucial role of educators in guiding and enhancing this discourse. It suggests the necessity of further research into oral discourse in educational contexts, particularly the types of student explanations and clarifications, to refine teaching and learning practices. [ABSTRACT FROM AUTHOR]

In the exercise of his/her profession, a teacher not only communicates with pupils in the field of education, but also participates in their upbringing and the formation of attitudes. It is often difficult for a novice secondary school teacher to know how he or she will communicate with pupils in the event of problematic situations. It does not have to be only communication at break time. In their paper, the authors stress the necessity of a teacher education graduate's readiness to communicate with pupils. The role-playing method seems to be a very effective method for student teachers. The text of the paper gives a concrete example for teaching educational and communication skills to future teachers with the applied role-playing method. The authors focus on the problem of possible indiscipline of students during the teaching of a selected subject at a secondary vocational school, at the same time offering variants of solving the problem situation. [ABSTRACT FROM AUTHOR]