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Background and Aim: The compliance and timeliness of oral laxatives have always been the key factors restricting bowel preparation (BP). We have constructed a novel enhanced‐educational content and process based on social software (SS) for BP to optimize these issues. Methods: A multicenter, prospective, randomized controlled study was conducted at 13 hospitals in China from December 2019 to December 2020. A total of 1774 enrollees received standard instructions for BP and were randomly assigned (1:1) to the SS group (SSG) that received a smartphone‐based enhanced‐education strategy starting 4 h before colonoscopy or the control group (CG). Results: A total of 3034 consecutive outpatient colonoscopy patients were assessed for eligibility, and 1774 were enrolled and randomly assigned. Ultimately, data from 1747 (SSG vs CG: 875 vs 872) enrollees were collected. The BP adequacy rate was 92.22% (95% CI: 90.46–93.98) in the SSG vs 88.05% (95% CI: 85.91–90.18) in the CG (P = 0.005), and the total Boston Bowel Preparation Scale scores (6.89 ± 1.15 vs 6.67 ± 1.15, P < 0.001) of those in the SSG were significantly higher than those in the CG. The average number of polyps detected in the SSG was considerably higher than that in the CG (0.84 ± 2.00 vs 0.53 ± 1.19, P = 0.037), and the average diameter of the polyps was significantly lower than that of the control group (4.0 ± 2.5 vs 4.9 ± 3.7, P < 0.001). Conclusions: This SS‐enhanced education strategy can improve the BP adequacy rate and increase the average number of polyps detected, especially those of small diameter. [ABSTRACT FROM AUTHOR]

Education for sustainability refers to educational policies that focus on shaping a sustainable future. Mobile learning software refers to the use of mobile applications through smart devices for promoting online learning. However, the effectiveness of such software in learning for sustainability depends on users' intention to adopt it. While there is growing interest in using mobile technology for sustainability education, empirical evidence on how personalized mobile software can influence users' attitudes and behaviors toward sustainable practices is limited. Thus, this study investigates the factors that affect users' acceptance of mobile learning technology in sustainability education, by integrating environmental awareness and personalization strategies into a modified model based on the unified theory of acceptance and use of technology (UTAUT). A total of 120 users participated in the survey. An empirical analysis of data was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the relationship between the variables of the model. The results showed that both environmental awareness and personalization strategies had a significant effect on users' behavioral intentions. In addition, hedonic motivation and habit exerted an effect on behavioral intention, contrary to effort expectancy and social influence. These findings confirm that a personalized mobile learning application related to environmental issues reveals as a powerful tool for supporting environmental education since such software appears to have high acceptance by the user. The significance of the study lies in its potential to inform the design and development of personalized mobile applications for sustainability education. The study contributes to the creation of more effective mobile applications that promote sustainable behavior and contribute to a more sustainable future by identifying the elements that influence user acceptance. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates support strategies to enhance basic software education as a liberal arts course at Konkuk University, South Korea, by integrating design thinking and computational thinking to mitigate the cognitive load of programming. Methods: A study with 190 students utilized a learner-centered approach, incorporating design thinking and computational problem-solving, and evaluated its effectiveness through pre-and post-tests and structural equation modeling. Results: The intervention successfully reduced the cognitive load associated with programming tasks and led to positive changes in computational thinking factors. Our analysis also revealed that cognitive load negatively impacted all computational thinking factors and that improvements in computational thinking factors were sustained into subsequent stages of the learning process. Conclusion: The findings suggest that as differences in student learning capabilities become more pronounced, a variety of tailored learning strategies must be employed. Software education should incorporate computational thinking factors such as problem decomposition, abstraction, and algorithmic procedures to lower cognitive load. Additionally, it is crucial to foster immersion in learning by implementing attention, relevance, confidence, and achievement strategies. [ABSTRACT FROM AUTHOR]

GASMAN software, a simulation tool for inhalational anesthetics' pharmacokinetics and pharmacodynamics, has become essential in both anesthesia education and clinical practice. This review explores its applications, highlighting its effectiveness in enhancing medical education and its impact on clinical anesthesia management. In educational settings, GASMAN software facilitates a deeper understanding of anesthetic pharmacology through interactive and visual simulations, thereby improving students' learning outcomes and engagement. Clinically, it aids anesthesiologists in optimizing anesthetic dosing, enhancing patient safety, and supporting real-time decision-making during surgeries. Despite its advantages, GASMAN software faces limitations such as the absence of physiological feedback and the need for continuous data model updates. Future directions include technical enhancements, integration with advanced patient simulators, and broader dissemination through educational partnerships. This review emphasizes the significant contributions of GASMAN software to anesthesia education and clinical practice and suggests pathways for future improvements and wider adoption. [ABSTRACT FROM AUTHOR]

The integrated ECM and the TAM were being used to identify the determining factors predicting students' intention to use the Learning Management System. The independent study was conducted solely focused at Gombe State University's Faculty of Art and Management Science in Nigeria. This was a quantitative research design wherein the online questionnaires were distributed to 500 selected post-graduate students through convenient sampling with the additional support of the snowballing sampling technique. The data collected was analysed using SPSS Version 22 and Amos Version 21. This study reveals that the broadly defined integrated model variables can influence a large percentage of high school students using LMS. However, one of the integral factors in the Expectation Confirmation Model (ECM), "Confirmation," is discovered to be completely unimportant in the comprehensive integrated model. This research study outlines the various important benchmarks throughout the LMS design phase as well as a strongly proposed optimum approach to a fully utilised LMS process at universities as well as higher education institutions. The study suggested that students and teachers are essential participants for whom the continued involvement tends to increase the interactions and exchange of knowledge of teaching and learning information within and between teaching staff and students. [ABSTRACT FROM AUTHOR]

Introduction: In this revolutionized era, thanks to cutting-edge technological breakthroughs like 3-dimensional (3D) computerized environments, physiotherapy trainers can improve their knowledge and confidence by using such training tools. Hence, there is room for developing these technologies for training medical students to expand their skills and expertise. This study aims to identify the design requirements and key functionalities of a 3D simulation software for the clinical education of physiotherapy students in neurology departments. Method: First, by carefully reviewing neurological books, scientific articles, curriculum, and medical records, and consulting with experts, a scenario was compiled. In the next step, a researcher-developed questionnaire was designed. Then, experts' opinions were considered to confirm the validity and reliability of the questionnaire. The designed questionnaire was distributed among several neurological physiotherapists. Finally, the information elements, contents, and functional capabilities of the 3D software were determined by analyzing the data obtained from the questionnaire. Findings: The main components for the design of physiotherapy educational software were identified based on the findings of the literature review, curriculum analysis, and medical record review. A survey of physiotherapy professors was conducted using a questionnaire created by the researcher in order to enhance the capabilities of simulation software and ascertain its primary functions. Following an analysis of the data from the distributed questionnaire, 37 essential features and contents have been proven to be more crucial than the rest for the creation of 3D simulation software. As a result, the essential and fundamental needs for the patient's training in reading their medical records and performing muscle strength assessments were recognized and extracted. Based on these findings, a researcher-developed scenario for the various real cases was then established. In the patient's medical record reading scenario, the student is required to read the patient's record in text format. Similarly, in the section on cranial nerves, pictures are utilised to reinforce the student's assessment skills in addition to textual content. Together with the audio and pop-up texts, the simulated 3D environment also offers training for the assessment of muscle strength. Conclusion: As an educational tool, this software can enhance students' learning and assist in addressing the drawbacks of conventional teaching methods like lectures and hospital visits. [ABSTRACT FROM AUTHOR]

Gamification, the integration of game design elements into non-game contexts, has gained prominence in the software engineering education and training realm. By incorporating elements such as points, badges, quests, and challenges, gamification aims to motivate and engage learners, potentially transforming traditional educational methods. This paper addresses the gap in systematic evaluations of gamification's effectiveness in software engineering education and training by conducting a comprehensive literature review of 68 primary studies. This review explores the advantages of gamification, including active learning, individualized pacing, and enhanced collaboration, as well as the psychological drawbacks such as increased stress and responsibility for students. Despite the promising results, this study highlights that gamification should be considered a supplementary tool rather than a replacement for traditional teaching methods. Our findings reveal significant interest in integrating gamification in educational settings, driven by the growing need for digital content to improve learning. [ABSTRACT FROM AUTHOR]

The continuous development of software applications is a necessary step in producing high-quality products that will consistently meet end-user expectations and stakeholder needs. Development of Arduino applications, embedded in a product's hardware, can and should be considered at the software engineering phase itself, even though current practice dictates it be handled by product engineers. The method used in this investigation was based on a systematic literature review (SLR). Therefore, this paper depicts a gap that currently exists within the body of literature surrounding the development of Arduino applications for 'internet of things' (IoT) applications in software engineering education in commercial and research fields. The result of this study are two findings investigates: i) relevant Arduino application development used in software engineering and ii) method for applying software engineering for Arduino applications. The limitations and constraints of each technique in respect to Arduino apps were also examined in order to provide a better understanding of each body of study's weaknesses and strengths. We realise that these studies are still insufficient and need to be evaluated and improved further. [ABSTRACT FROM AUTHOR]

Introduction: Teaching of dental caries diagnostics is an essential part of dental education. Diagnosing proximal caries is a challenging task, and automated systems applying artificial intelligence (AI) have been introduced to assist in this respect. Thus, the implementation of AI for teaching purposes may be considered. The aim of this study was to assess the impact of an AI software on students' ability to detect enamel‐only proximal caries in bitewing radiographs (BWs) and to assess whether proximal tooth overlap interferes with caries detection. Materials and Methods: The study included 74 dental students randomly allocated to either a test or control group. At two sessions, both groups assessed proximal enamel caries in BWs. At the first session, the test group registered caries in 25 BWs using AI software (AssistDent®) and the control group without using AI. One month later, both groups detected caries in another 25 BWs in a clinical setup without using the software. The student's registrations were compared with a reference standard. Positive agreement (caries) and negative agreement (no caries) were calculated, and t‐tests were applied to assess whether the test and control groups performed differently. Moreover, t‐tests were applied to test whether proximal overlap interfered with caries registration. Results: At the first and second sessions, 56 and 52 tooth surfaces, respectively, were detected with enamel‐only caries according to the reference standard. At session 1, no significant difference between the control (48%) and the test (42%) group was found for positive agreement (p =.08), whereas the negative agreement was higher for the test group (86% vs. 80%; p =.02). At session 2, there was no significant difference between the groups. The test group improved for positive agreement from session 1 to session 2 (p <.001), while the control group improved for negative agreement (p <.001). Thirty‐eight per cent of the tooth surfaces overlapped, and the mean positive agreement and negative agreement were significantly lower for overlapping surfaces than non‐overlapping surfaces (p <.001) in both groups. Conclusion: Training with the AI software did not impact on dental students' ability to detect proximal enamel caries in bitewing radiographs although the positive agreement improved over time. It was revealed that proximal tooth overlap interfered with caries detection. [ABSTRACT FROM AUTHOR]

Copyright of China Forestry Economy is the property of China Forestry Economy Magazine Agency 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 pork tapeworm Taenia solium causes human taeniasis and cysticercosis when ingested as viable cysts and eggs, respectively. Despite its high health burden in low-income countries, knowledge of the parasite in endemic areas such as Rwanda is often limited. Here, we assess whether The Vicious Worm education software can increase knowledge in endemic areas of Rwanda. A cross-sectional mixed-methods study was conducted to evaluate knowledge about T. solium among community health workers trained using the Vicious Worm education software. Knowledge was assessed before, immediately after, and four weeks after the training. The health workers perceptions of the software were analysed thematically. A total of 207 community health workers were recruited from Nyamagabe district in Southern Province, Rwanda. Participants were composed of males (33.5%) and females (66.5%), aged between 22 and 68 years, and most (71%) had only completed primary education. Knowledge of cysticercosis at baseline was low, particularly knowledge of human cysticercosis and neurocysticercosis. The overall knowledge score increased significantly after training and was maintained four weeks after the training. Overall, insufficient knowledge was associated with neurocysticercosis-related questions, which after the training, remained relatively lower compared to questions of other categories. Participants reported the software to be user-friendly and educational. Digital illiteracy and the lack of smartphones were among the critical challenges highlighted in responses. This study has shown gaps in knowledge regarding T. solium infections within rural Rwanda, particularly neurocysticercosis. Health education using the Vicious Worm education software should be considered in integrated control programs. Author summary: This research assessed the usefulness of a computer-based education tool for Taenia solium taeniasis/cysticercosis to train community health workers in Rwanda. The knowledge of health workers on the disease was assessed before the training, immediately after training, and four weeks later to determine baseline knowledge, knowledge uptake, and retention, respectively. The participants' scores showed a significant improvement in knowledge immediately after the training. Four weeks later, the evaluation showed maintenance of the knowledge for at least the short term. Although digital literacy and lack of smartphones/computer to use the tool was noted as the main challenge, the participants highlighted the structure, completeness, and clarity of the information in the tool, recommending it be used in other areas. [ABSTRACT FROM AUTHOR]

Background: This study discusses the effectiveness of a 12-week intervention aimed at improving squat jump and sprint performance among second-year sports students. Methods: The students were randomly divided into experimental (n = 89) and control (n = 92) groups. In addition to gym training, students of the experimental group also underwent online PE training. The students' performance in Squat Jumps, 30 m sprint, and Progressive Aerobic Cardiovascular Endurance Run (PACER), as well as their situational motivation, were assessed before and after the intervention. Furthermore, the students assessed their physical activity weekly using self-reports. Results: The implementation of online training has positively impacted intrinsic and identified motivation, as well as external regulation; however, it was less effective in reducing amotivation compared to traditional gym-based training. Conclusions: The findings of the study contribute to the data synthesis on the expediency of using modern software in physical education. [ABSTRACT FROM AUTHOR]

Digital technologies (DTs) in geometry teaching are one of the emerging themes in mathematics education. This article aims to present a systematic literature review on the integration of DTs in geometry teaching. Two guiding questions are discussed: What are the main gaps associated with geometry teaching? How can DTs contribute to geometry teaching? To this end, 30 articles selected from national and international journals were analyzed. In the vertical and horizontal analyses, six aspects stood out for understanding each article. Concerning gaps, the results point from teachers' lack of versatility in the face of DTs to the scarcity of subjects that boost geometry teaching during initial education. Among the advantages, it is clear that DTs allow diverse and dynamic approaches, which can contribute to the advancement of students' conceptual understanding of geometric objects. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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.)

Artificial intelligence (AI) technology significantly impacted educational institutions, and AI application in education brought new perspectives to develop improved technology-enhanced learning systems. Recently, novel approaches in technology-enabled learning utilizing virtual reality (VR) instead of traditional multimedia materials, digital learning games, and educational software. The use of VR technologies in language education improves creativity, interactivity, collaboration, problem-solving, and active knowledge building. In addition, the benefits of using VR in language education extend to lower elementary grades. Young learners can greatly benefit from the immersive and engaging nature of VR technology when learning English. By incorporating VR into English education, students in these grades can experience a more interactive and stimulating learning environment. This study examined which constructs affect students' continuous use of VR by applying the Technology Acceptance Theory (TAM) theory and explored whether and how VR can improve students' abilities to learn English compared to voice-video-based oral communications. The results have academic and practical implications, as they provide guidance for a rigorous aspect of technology-enhanced learning and demonstrate strong evidence that VR is more effective than traditional education methods. This supports educators and researchers in developing VR materials and activities. This study emphasized the advantages and potentials of VR in language education. [ABSTRACT FROM AUTHOR]

The occurrence of covid-19 has a major effect on the smooth running of education, one of which is in higher education. So that lecturers and students need supporting media in the smooth learning process, such as the use of software. The use of software can make it easier for students to carry out the online learning process. This study aims to reveal the effect of using software on students in carrying out the distance learning process. In conducting this research, researchers used quantitative research methods with observations made in the form of distributing questionnaires to students to see the effect of software as a supporting medium in the learning process. The results of this study are that learning media using software is very helpful and has a good impact on students in the learning process during the covid-19 pandemic. The conclusion of this study is that fluency in the world of education during the co-19 pandemic is very limited, because students cannot integrate directly with lecturers in the learning process, therefore students and lecturers need media that can be used as supporting tools such as software for the smooth discussion and learning process, teaching in higher education. The limitation in this study is that researchers did not get accurate data in data collection. Therefore, it is hoped that future researchers will also conduct the same research in order to maintain relevant data results in analyzing the use of software in the learning process in higher education. This study also recommends that future researchers make this topic an ongoing discussion to obtain relevant and very effective research results so that this research can become a benchmark in the influence of using software as a learning medium during the covid-19 pandemic, so as to create a learning process based on supporting science and technology. [ABSTRACT FROM AUTHOR]

The rapid advancement of generative AI technology offers new opportunities for the innovation and transformation of education. However, this also brings forth risks and challenges, including the potential to exacerbate educational inequality and integrity. This study aims to address the extensive controversies surrounding the application of generative AI technology in education by providing an objective and comprehensive understanding of its current state, development in educational contexts. Using the CiteSpace and VOSviewer software, we conducted visual analyses of relevant literature from the Web of Science core collection pertaining to the application of generative AI in education.Subsequently, we identified productive journals, productive articles, collaboration patterns, article hotspots, and prevalent topics in this field.This study will facilitate the promotion of in-depth research and practical implementation of AI in education. [ABSTRACT FROM AUTHOR]

Uncertainty quantification (UQ) in machine learning is currently drawing increasing research interest, driven by the rapid deployment of deep neural networks across different fields, such as computer vision and natural language processing, and by the need for reliable tools in risk-sensitive applications. Recently, various machine learning models have also been developed to tackle problems in the field of scientific computing with applications to computational science and engineering (CSE). Physics-informed neural networks and deep operator networks are two such models for solving partial differential equations (PDEs) and learning operator mappings, respectively. In this regard, a comprehensive study of UQ methods tailored specifically for scientific machine learning (SciML) models has been provided in [A. F. Psaros et al., J. Comput. Phys., 477 (2023), art. 111902]. Nevertheless, and despite their theoretical merit, implementations of these methods are not straightforward, especially in large-scale CSE applications, hindering their broad adoption in both research and industry settings. In this paper, we present an open-source Python library (https://github.com/Crunch-UQ4MI), termed NeuralUQ and accompanied by an educational tutorial, for employing UQ methods for SciML in a convenient and structured manner. The library, designed for both educational and research purposes, supports multiple modern UQ methods and SciML models. It is based on a succinct workflow and facilitates flexible employment and easy extensions by the users. We first present a tutorial of NeuralUQ and subsequently demonstrate its applicability and efficiency in four diverse examples, involving dynamical systems and high-dimensional parametric and time-dependent PDEs. [ABSTRACT FROM AUTHOR]

In this tutorial review, we provide a guiding reference on the good practice in building calibration and correlation experiments, and we explain how the results should be evaluated and interpreted. The review centers on calibration experiments where the relationship between response and concentration is expected to be linear, although certain of the described principles of good practice can be applied to non-linear systems, as well. Furthermore, it gives prominence to the meaning and correct interpretation of some of the statistical terms commonly associated with calibration and regression. To reach a mutual understanding in this significant field, we present, through a practical example, a step-by-step procedure, which deals with typical challenges related to linearity and outlier assessment, calculation of the associated error of the predicted concentration, and limits of detection. The utilization of regression lines to compare analytical methods is also elaborated. The results of regression and correlation data are acquired by implementing the Excel spreadsheet of Microsoft, being perhaps one of the most widely used user-friendly software in education and research. [ABSTRACT FROM AUTHOR]

The application of blockchain technology in learning has great potential to improve data security and integrity. Because blockchain is a decentralized technology that uses block chains to record and secure transactions in a transparent and permanent manner, it offers an excellent solution to address security and data integrity issues. This research was conducted with the aim of improving the security and integrity of student data. Student data can be stored in a distributed manner with blockchain. No one can change or delete it without their permission. This goal also includes increasing transparency and accountability of the learning process to ensure that the data used in the learning process is accurate data. The method used in this research is a quantitative method. This method is a way of collecting numerical data that can be tested. Data was collected through distributing questionnaires addressed to students. Furthermore, the data that has been collected from the results of distributing the questionnaire will be accessible in Excel format which can then be processed using SPSS. From this research carried out, researchers can obtain research results that blockchain technology is used to protect educational data by locking the learning history of the learning management system (LMS), so that assessments can be carried out effectively and allow all parties involved to access and verify information safely while ensuring data integrity and validity. Based on the results of this research, it can be concluded that the application of blockchain technology can help improve the security and integrity of student data, such as academic, financial and personal data, in the learning context. By using blockchain, students have complete control over their data and ensure that bad people cannot misuse or access it. Apart from that, blockchain technology can also increase transparency and accountability in the classroom. [ABSTRACT FROM AUTHOR]

Creating accessible software is imperative for making software inclusive for all users.Unfortunately, the topic of accessibility is frequently excluded from computing education, leading to scenarios where students are unaware of either how to develop accessible software or see the need to create it. To address this challenge, we have created a set of educational labs that are systematically designed to not only inform students about fundamental topics in producing accessible software but also demonstrate its importance. Over the previous year, these labs were included in several Computer Science 2 offerings at the Rochester Institute of Technology, comprising a total of 500 student participants. This article discusses instructional observations from these offerings, some of which include the following: (i) many of the research findings from previous efforts remain true with the larger, more diverse evaluation; (ii) our created material and format reduced students' belief that creating accessible software was difficult in relation to the baseline,; (iii) we observed that our created material and format benefited student opinion that creating accessible software is important, and (iv) computing majors may not be uniformly impacted by experiential educational accessibility material. The educational labs are publicly available on the project website (https://all.rit.edu). [ABSTRACT FROM AUTHOR]

Background. Robotic-assisted thoracic surgery (RATS) is now standard for lung cancer treatment, offering advantages over traditional methods. However, RATS's minimally invasive approach poses challenges like limited visibility and tactile feedback, affecting surgeons' navigation through com-plex anatomy. To enhance preoperative familiarization with patient-specific anatomy, we devel-oped a virtual reality (VR) surgical navigation system. Using head-mounted displays (HMDs), this system provides a comprehensive, interactive view of the patient's anatomy pre-surgery, aiming to improve preoperative simulation and intraoperative navigation. Methods. We integrated 3D data from preoperative CT scans into Perspectus VR Education software, displayed via HMDs for in-teractive 3D reconstruction of pulmonary structures. This detailed visualization aids in tailored preoperative resection simulations. During RATS, surgeons access these 3D images through Tile-ProTM multi-display for real-time guidance. Results. The VR system enabled precise visualization of pulmonary structures and lesion relations, enhancing surgical safety and accuracy. The HMDs offered true 3D interaction with patient data, facilitating surgical planning. Conclusions. VR sim-ulation with HMDs, akin to a robotic 3D viewer, offers a novel approach to developing robotic surgical skills. Integrated with routine imaging, it improves preoperative planning, safety, and accuracy of anatomical resections. This technology particularly aids in lesion identification in RATS, optimizing surgical outcomes. [ABSTRACT FROM AUTHOR]

This research aims to examine the effects of developments in Artificial Intelligence (AI) and open-access software on the visions of academicians. The research was conducted using the phenomenology pattern, one of the qualitative research methods, and semi-structured in-depth interviews were preferred during the data collection process. Descriptive and coding-based qualitative content analysis methods were used in the research process. Emerging themes include the use of artificial intelligence in higher education; situation analysis of the use of AI in academics (SWOT); and strategic dimension of using AI in higher education. These themes explain in detail the potential effects of AI and open-access software on the strategy and competitiveness dimensions of academics' visions. It is expected that the study will make significant contributions to understanding the changes that AI and open-access software will create in the academic world and how these technologies can be integrated into the way academics work. [ABSTRACT FROM AUTHOR]

The use of artificial intelligence (AI) and machine learning (ML) has significantly enhanced ecological research in Asia by improving data processing, analysis, and pattern extraction. Analyzing 1550 articles, I show an overview of the use of AI and ML for Asian ecological research. Following the last 20 year trend, I found that the topics in Asian ecological research have transitioned from technical perspectives to more applied issues, focusing on biodiversity conservation, climate change, land use change, and societal impacts. Non‐Asian countries, on the other hand, have focused more on theoretical understanding and ecological processes. The difference between Asian and non‐Asian regions may have emerged due to the ecological challenges faced by Asian countries, such as rapid economic growth, land development, and climate change impacts. In both regions, deep learning related technology has been emerging (e.g., big data collection including image and movement). Within Asia, China has been the Asia‐leading country for AI/ML applications followed by Korea, Japan, India, and Iran. The number of computer science education programs in China has been increasing 3.5× times faster than that in the United States, indicating that a nationwide strategy for computer science development is key for ecological science with AI. Overall, the adoption of AI and ML technologies in ecological studies in Asia has propelled the field forward and opened new avenues for innovative research and conservation practices. [ABSTRACT FROM AUTHOR]

The research aimed to evaluate the level of preparedness and adaptability of Sunergeo Theological Seminary in using a hybrid education model to respond to the Great Commission. The Great Commission strongly emphasizes the value of training new disciples. It includes presenting the teachings of Jesus Christ, outlining the principles of the faith, and assisting people in comprehending the Christian faith and worldview. In response to the Great Commission, Sunergeo Theological Seminary thus aims to educate pastors and Christian religious teachers from remote areas with limited time and distance, which can be effectively implemented within the hybrid education framework. Pastors do not need to leave their ministry, and Christian religious teachers do not need to resign from their current employment positions because they can join the Hybrid educational model. After all, it is conducted using an effective Learning Management System. The research utilized a qualitative approach includingdata collection from books, journals, proceedings, surveys, and interviews. The models developed by Miles and Huberman were adopted in the data analysis. The results of the study indicate that all participants exhibit a high degree of flexibility, readiness, and adaptability toward implementing hybrid education at Sunergeo Theological Seminary. Additionally, it is imperative to consider the prospects and challenges of Sunergeo Theological Seminary in implementing hybrid education. [ABSTRACT FROM AUTHOR]

Nowadays, the Department of Education recently displayed an anticipated and overwhelming interest in developing a research culture. DepEd promoted action research and encouraged teachers to engage, thus this is timely to address the learning gaps during pandemic. With this set up, teachers ought to be involved in it to foster evidence-based practice and raise research productivity. The major objective of this study was to ascertain how the research culture and motivating elements of action research to improve teachers' research performance in the selected elementary school. The study was conducted at sixty-two schools in the division of San Pablo City using the ex post facto research design. A total of 750 elementary teachers randomly selected comprised the respondents of the study. The correlation between motivational factors and research skills and research productivity of teachers were all significantly related. The highest correlation in terms of data analysis can be seen evidently in personal satisfaction. This reveals that teachers engaged in research activities when chances are given to utilize their skills and the administration supports the presentation of research papers. The performance and research productivity of the teachers' research abilities and efforts have a significant indirect impact on the motivational variables involved in the research. The end result of this study signifies that the relationship between the research organizational culture and teacher research performance could be enhanced by improving the motivational factors and research skills. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education 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.)

Nowadays, we heavily depend on software, as we utilize it daily. Bugs in the software can cause significant damage, loss of private data and money, and even loss of human lives. Software testing and quality assurance discipline, which belongs to the software engineering domain, aims to ensure that the software is good enough before its release to the market. Therefore, it is vital to ensure that software engineers are highly trained in this domain. Unfortunately, this discipline is frequently neglected throughout software engineering courses. Students are mostly taught just the theoretical principles of software testing and gain little practical experience. Additionally, the software testing lectures are considered to be dull, especially if they are not followed by practical tasks where the students could apply learned techniques and gain hands‐on experience. Several tools, games, and collaborative learning environments have been proposed to make the lectures more interesting and increase student engagement. The main goal of this article is to provide a systematic survey of such environments, where each environment was evaluated in terms of major software testing topics covered and the approach used to engage the students. [ABSTRACT FROM AUTHOR]

This research is a descriptive study that aims to optimize the implementation of computer-based exams in minimizing the use of paper in the Department of Chemistry of Musamus University. The subject of this research is the fifth semester students of the Chemistry Education Department in the Classroom Action Research Course. The research data was obtained through a student response questionnaire with the implementation of a computer-based exam filled in via the Google form. From the results of descriptive data analysis it was obtained that the response of students to the implementation of computer-based exams was positive with an average value of student responses of 83.08%. The conclusion that can be obtained from this research is that the computer-based test with the wondershare quiz creator software can minimize the use of paper. In addition, computer-based exams can make students independent in working on problems, as well as accelerated acceptance of student exam results. [ABSTRACT FROM AUTHOR]

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Recent advances in artificial intelligence and Software have resulted in a paradigm shift in education, necessitating greater changes in educational methods and environments. Many countries worldwide have highlighted computational thinking as the core competence related to software education, leading to an increase in the number of studies focusing on computational thinking in Korea as well. Future demands must be analyzed, and curricula must be improved through in-depth education in computational thinking. Therefore, computational thinking curricula currently offered by universities for students majoring and not majoring in related fields must be reformed for precise educational goals. While research on computational thinking for non-major students has been consistently conducted, curricula for major students are inadequate, and there is a lack of learning opportunities because of the expectation that education on computational thinking for computer science major students will be naturally achieved. Thus, for the purpose of improving the computational thinking education for computer science major students, this study conducted a survey consisting of six questions on "perception of computational thinking" and 11 questions on "need of computational thinking" among 313 students majoring in computer science at a university in Korea. In the study results, 177 students (56.5%) answered "I do not know" for the question "I know what computational thinking is well enough," indicating that computational thinking education must be expanded and considered not only for non-computer science majors but also for computer science major students. [ABSTRACT FROM AUTHOR]

The aim of software engineering education is to educate students in software technologies, developments, procedures, and scientific practices to enable them to cope with industrial demands. However, the implementation of software engineering education in traditional university classrooms is restricted by the semester structure, making it difficult to achieve a proper learning balance between theory and practice. To balance theoretical and practical learning, prior studies have indicated that flipped learning is a suitable classroom setting for students and teachers. In a flipped learning environment, it is important to enhance and capture students' learning performance before the class to facilitate teachers and students in proceeding with inclass instruction and learning. In this study, an e-book system named BookRoll was applied to support software engineering education in a flipped learning setting. The proposed approach supports and facilitates out-of-class and in-class learning by providing reading and learning analytic functions for teachers and students. To evaluate the proposed approach, two classes of students were allocated to an experimental group and a control group to participate in an experiment. In the flipped learning process, the experimental group was supported by the BookRoll system, while the control group did not use the BookRoll system. The results revealed that the proposed approach not only promoted students' learning achievements in software engineering education but also improved their learning motivation, attitude, and problem-solving ability. The reading behavior analysis further indicated that reading time was a statistically significant predictor of learning achievement. [ABSTRACT FROM AUTHOR]

Introduction: Cardiovascular diseases represent the leading cause of death worldwide, and education interventions are an effective measure to control modifiable risk factors in patients undergoing cardiac rehabilitation; therefore, studying this phenomenon allows expanding the tools to face this situation. Objective: To determine the impact of educational interventions to foster health in patients undergoing cardiac rehabilitation. Materials and methods: A scientific literature review was conducted in the PubMed, SciELO, LILACS, EBSCO, MEDES, CUIDEN, Dialnet, ScienceDirect and CUIDATGE databases, based on the PRISMA statement proposal for systematic reviews, registered in the Prospero database (CRD42023398444). The Jadad scale was used for the methodological assessment, according to the peer approach. Results: The initial search yielded 14,849 publications, with 10 of them meeting the inclusion criteria. The mean age of the sample population was 63 years old, male gender. Telemedicine and education software design were resources to implement the interventions, finding a reduction in hospitalizations for cardiac reasons. Regarding mental health, long-term reductions in anxiety and depression were found. Conclusions: The time until the first cardiovascular hospitalization was 502 (469-535) days in the Intervention Group, against 445 (400-491) days in the Control Group. When evaluating medication adherence, it was evidenced that 94 % of the participants had improvements. Regarding cardiovascular risk stratification, both the intervention (26 %) and the control (6 %) groups shifted to the lower-risk class. [ABSTRACT FROM AUTHOR]

This research investigated the Development of Project-Based Learning (PBL) in Cloud Education Model to Enhance the Application Ability and Computational Thinking Undergraduate Students with the core objectives, to study the needs of students and teachers towards the teaching approach based on Project-Based Learning (PBL) in Cloud Education in Word Software Application, to design Project-Based Learning (PBL) in Cloud Education model 3, and to compare Word Software Application ability and computational thinking between students who learn in Project-Based Learning (PBL) in Cloud Education model and students who learn in Traditional Teaching Method. Qualitative and Quantitative both methods were used in the current study. As the research population, from a pool of 165 students, a total of 100 students majoring in accounting from the 2022 cohort of Nanning University was randomly selected along with five lecturers from the "College Computer Foundation" course. Questionnaire was used for collecting data from students while a focus group interview was adopted for collecting in-depth data from focus group teachers. The result of study brought to surface that students expect a classroom atmosphere with higher participation, more active classroom, and stronger interactivity thereby promoting course learning and achieving course goals. The revised teaching model emphasizes active learning, practical application, and the cultivation of computational thinking, aiming to provide a richer and more effective educational experience. The revision process involves multiple steps such as project design, group task allocation, plan formulation, exploration and cooperation, work production, achievement exchange, summary and evaluation, and the use of cloud education platforms to support teaching and learning activities. This process fully reflects the importance of continuously optimizing and improving educational models to adapt to the constantly changing learning environment and needs. [ABSTRACT FROM AUTHOR]

Introduction: Consideration of educational system quality in the context of the learning management system has increased during the pandemic period. An inconsistent finding concerning the influence of educational system quality on satisfaction has been identified. To fill this gap in the existing literature, this study aims to extend the educational system quality scale and examine its influence on students' satisfaction. Methods: Based on an intensive literature review step, device flexibility was proposed as an extended indicator. To validate and examine the proposed hypothesis, this study employed the quantitative method of PLS-SEM. Data were collected from 90 students who actively used learning management systems. Results: Our findings showed that device flexibility is valid and reliable as an educational system quality indicator. Besides, our proposed hypothesis is also confirmed. Through the structural model assessment, the influence of educational system quality on students' satisfaction is found to be significant. Conclusion and suggestion: Device flexibility has been proven as an educational system quality indicator. In order to maintain students' satisfaction, system developers are suggested to keep improving learning management system applications, primarily on smartphone devices. [ABSTRACT FROM AUTHOR]

In software, an algorithm is a well-organized sequence of actions that provides the optimal way to complete a task. Algorithmic thinking is also essential to break-down a problem and conceptualize solutions in some steps. The proper selection of an algorithm is pivotal to improve computational performance and software productivity as well as to programming learning. That is, determining a suitable algorithm from a given code is widely relevant in software engineering and programming education. However, both humans and machines find it difficult to identify algorithms from code without any meta-information. This study aims to propose a program code classification model that uses a convolutional neural network (CNN) to classify codes based on the algorithm. First, program codes are transformed into a sequence of structural features (SFs). Second, SFs are transformed into a one-hot binary matrix using several procedures. Third, different structures and hyperparameters of the CNN model are fine-tuned to identify the best model for the code classification task. To do so, 61,614 real-world program codes of different types of algorithms collected from an online judge system are used to train, validate, and evaluate the model. Finally, the experimental results show that the proposed model can identify algorithms and classify program codes with a high percentage of accuracy. The average precision, recall, and F-measure scores of the best CNN model are 95.65%, 95.85%, and 95.70%, respectively, indicating that it outperforms other baseline models. [ABSTRACT FROM AUTHOR]

This qualitative study was motivated by the lack of appropriate guidelines and criteria for the assessment and selection of suitable Computer Assisted Language Learning (CALL) applications focusing on English First Additional Language (EFAL) for Senior Phase (Grades 7-9) learners in Gauteng. Therefore, the study set out to formulate guiding principles that evaluators could reference in assessing and selecting EFAL CALL applications. A developmental research design was adopted to facilitate the inductive development of guiding principles suitable for the appraisal of EFAL CALL applications. A purposively selected sample consisting of Grade 7-9 learners, Grade 7-9 EFAL teachers and education officials was used to collect qualitative data. Development sessions were repeated until nothing new emerged. After a process of analysis and constant refinement of codes emanating from the data, eight guiding principles were determined. The findings of the study provide essential perspectives on the use of English-teaching software through the lens of learners, teachers and education officials. These perspectives are crucial in shaping the discourse on the use of technology as a lever for the enhancement of the quality of teaching and learning in the classroom. They provide voices that are often lacking in high-level policy discussions undertaken by Umalusi, the Council for Quality Assurance in General and Further Education and Training in South Africa. [ABSTRACT FROM AUTHOR]

Nowadays, SPOCs (Small Private Online Courses) have been used as complementary methods to support classroom teaching. SPOCs are courses that apply the usage of MOOCs (Massive Open Online Courses), combining classroom with online education, making them an exciting alternative for contexts such as emergency remote teaching. Although SPOCs have been continuously proposed in the software engineering teaching area, it is crucial to assess their practical applicability via measuring the effectiveness of this resource in the teaching-learning process. In this context, this paper aims to present an experimental evaluation to investigate the applicability of a SPOC in a Verification, Validation, and Software Testing course taught during the period of emergency remote education during the COVID-19 pandemic in Brazil. Therefore, we conducted a controlled experiment comparing alternative teaching through the application of a SPOC with teaching carried out via lectures. The comparison between the teaching methods is made by analyzing the students' performance during the solving of practical activities and essay questions on the content covered. In addition, we used questionnaires to analyze students' motivation during the course. Study results indicate an improvement in both motivation and performance of students participating in SPOC, which corroborates its applicability to the software testing teaching area. [ABSTRACT FROM AUTHOR]

Conflict is often a reality that most try to avoid. For many, it is a sign that something is wrong, that a mis-step has been made. In this article we consider an alternative view of conflict, noting that, in fact, the presence of conflict may be a sign that all is well. Using the philosophical work of Adam Phillips, Chantal Mouffe, and others we consider conflict as an essential process in both internal and external democracies. We close with a specific review of the ways conflict surfaces and can be navigated in the arts, software engineering and education, arguing that without conflict, we stifle creativity, learning, and democracy. [ABSTRACT FROM AUTHOR]

This study aims to analyze the effect of computer-aided instruction on the 4th-grade primary school students' achievement, attitude, and retention in music courses. It employs a pretest-posttest control group design. For ethical purposes, informed consent forms were obtained from the primary school affiliated with the Ministry of National Education Directorate in Afyon. Turkey. The study participants are 11 female, nine male students in the control group, ten male, and ten female students in the experimental group. A computer-aided teaching software was developed for the experimental group to contribute to the 4th-grade music course implementations within the scope of the curriculum. A total of 9-hour instruction was carried out for both groups. Data were collected through achievement tests and a primary school music course attitude scale. Mann Whitney U Test and Wilcoxon Signed Rankings Test were used to comparing the groups' achievement test and attitude scale scores. The findings revealed that computer-aided teaching in the experimental group was more effective in students' success and attitude toward music courses. Also, computer-aided teaching practices were found to be more effective in student retention.

We are currently witnessing a global increase in the provision of software platforms and services, offered at «no cost» by large corporations, to higher education. The business model behind these services is largely based on the collection and analysis of massive quantities of user data and metadata, collected through educational packages, which include e-mail, videoconferencing, groupware, file sharing, and other integrated services. The penetration of these services in higher education worldwide is largely unknown. In this study we discuss a methodology and a software script developed to collected new data for all 448 public higher education institutions in all 13 countries in South America. The data show that for every ten higher education institutions in the region, eight have services and platforms offered by such businesses. We contend that the adoption of these services is largely due to disinvestment in public education, and threaten the operational autonomy of institutions in regards to research and teaching, while leading to concerns in regards to data control, privacy, and transparency for teachers, administrators and students. [ABSTRACT FROM AUTHOR]