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The study purpose is to demonstrate the impact of online communication in the Moodley learning platform on students’ academic performance. The study included 438 students divided into control and experimental groups. The experimental group used Moodley for learning according to the same curriculum and demonstrated higher academic achievement. Students’ interaction with the learning platform was studied according to 9 parameters, characterising the time spent in the system, the number of assessments started and completed, the time and number of communications with peers, and the total number of clicks. The time spent in continuous contact with the platform, the number of completed assignments, and the intensity of interaction with peers have a strong correlation with academic success. Based on the findings of the study, recommendations were proposed to significantly increase the effectiveness and success of students’ learning using online learning platforms. [ABSTRACT FROM AUTHOR]

This research explores the impact of SMM management on the formation of a media education environment in educational organizations, using the “Media сlass in Moscow school” project as an example. The analysis covers SMM strategies, including the use of various content formats, collaborations, live broadcasts, and situational marketing. A synergistic effect was identified, resulting in increased audience engagement and improved educational outcomes by integrating educational and marketing goals. The research results demonstrate that the successful application of SMM strategies fosters the creation of an interactive, motivating educational environment, which in turn enhances students’ digital literacy and media competencies. The significance of this study lies in identifying the key success factors for SMM in education, which can assist educational institutions in effectively utilizing social media to improve the learning process.

The article provides a retrospective analysis of various approaches to the adaptation of students in an interactive educational environment. The characteristics of each of the analyzed approaches highlight the specifics of students' adaptation to the conditions of an interactive learning environment. The purpose of the article is to analyze the theory and practice of students' adaptation to an interactive educational environment. A comparative analysis of various scientific approaches to the adaptation of students to the educational process has allowed us to define pedagogical processes as synergetic systems in which unstable, unexpected and unpredictable situations are constantly created that require an adequate operational response from students. Consideration of pedagogical processes as synergetic systems leads to the need to use interactive educational technologies in the educational process. In an interactive educational environment, adaptation does not manifest itself in a traditional academic form, but takes the form of preadaptation, which requires students to quickly search, build and regulate their attitude and behavior, adequately changing the conditions of the educational environment. Based on the analysis of the dynamics of the development of interactive learning technologies in the study, meaning-creating educational technologies have been experimentally developed and substantiated, allowing creating conditions in the educational process for the openness of thoughts, ideas and meanings of students and the phenomena studied and knowledge about them. The educational technologies proposed in the article are a new direction in the development of an interactive educational environment, and their use in educational practice can significantly increase the adaptability of students to the educational environment.

Representing fitness-related data physically can better help people gain awareness and reflect on their physical activity behavior. However, there has been limited research conducted on the impact of physicalizing personal data in a public context, particularly regarding its effect on motivations for physical activity. Augmenting the physical environment with interactive technology holds great promise in facilitating outdoor physical activity. To explore the design space of data physicalization-based interactive environments, we created TIDAL, a design concept that provides physical rewards in the form of tiles on the road to acknowledge runners' goal achievements. We created a video prototype as a probe to gather insights through semi-structured interviews with six recreational runners to evaluate TIDAL. The co-constructing stories method, a participatory design technique, was employed during these interviews to facilitate qualitative evaluation. The results of our study showed that TIDAL has the potential to increase runners' motivation. We reported the key insights derived from participants' feedback and co-constructed stories and discussed the broader implications of our work. [ABSTRACT FROM AUTHOR]

There has been widespread interest in the concept of the metaverse in recent years. The aim of this comprehensive review paper is to provide an in-depth analysis of the taxonomy, technological foundations, and historical evolution of the metaverse. The study explores both the positive and negative dimensions of the metaverse, including ethical dilemmas, using a robust analytical framework. In addition to studying the metaverse's impact on various sectors of society and the economy, this study offers an insight into how it will develop in the coming years. A notable highlight is the exploration of the estimated revenue forecast for metaverse money-making, projecting a substantial 40 billion USD by the 2030s. Further, the paper examines cyberbullying within the metaverse, shedding light on the unique challenges it poses. The hype surrounding the metaverse has also been analyzed, as well as its implications for the broader technological landscape. [ABSTRACT FROM AUTHOR]

The paper examines the effectiveness of special apps for online piano lessons and measures the apps' impact compared to the control group that studied without the use of additional software. The study involved 350 students. The effect of Skoove and Simply Piano apps on the learning of piano skills has been analyzed. First-year students from small control group A received the lowest scores, with the mean score of 72.4. Students from small groups B, who used Skoove app, received the mean score of 78.9, which is 8.2% higher compared to the control group. Students from small groups C, who used Simply Piano app, had the mean score of 78.3, which was 7.5% higher compared to the control group. Among fifth-year students, the lowest scores were also obtained by small groups A, with the mean score of 74.7. Small groups B and C performed better: 81.5, or 8.3% higher score than in the control group, and 81.4, or 8.2% higher than the control group. These data reveal the effectiveness of apps for online piano lessons. Attention should be drawn to the fact that both apps were approximately equally effective among students. [ABSTRACT FROM AUTHOR]

The purpose of this research is to study the effectiveness of using a specialized online vocal training program, identify its impact, and determine the way it affects creative thinking skills among students by conducting the Measure of Creative Thinking in Music test before and after the intervention. Research involved a total number of 392 fourth-year students. The first group included students who studied under the conventional program (Group A), and the second group consisted of students who additionally used Singorama for their practice (Group B). The results of the MCTM post-test also showed that Group A did not demonstrate an increase in indicators regarding the development of creative thinking skills. On the contrary, in Group B after the intervention, there is an increase regarding all four MCTM factors: Musical Extensiveness increased by 66.5%, Musical Flexibility by 45.3%, Musical Originality by 62.8%, and Musical Syntax by 45.2%. It confirms that the conventional education system does not provide creativity improvement among students. The results obtained in this study can help develop creativity in vocal instruction in educational institutions by introducing additional programs into the curriculum. [ABSTRACT FROM AUTHOR]

Research objectives: identify which thinking skills are optimal for employment in the new digital era; determine the impact of digital learning technologies on the development of critical thinking skills of college students, and provide effective recommendations for developing critical thinking skills. The study was conducted among third-year students from Chang'an University in China. Other necessary professional skills have been identified. Analysis of ANCOVA data showed that members of the experimental group successfully completed more tasks on the test (74.71%) than students in the control group (65.90%). In summary, cutting-edge interactive learning technologies can significantly improve students' critical thinking as compared to the traditional approach to learning. Recommendations for developing critical thinking skills among students have been provided. The findings may be relied upon when developing an action plan to streamline the learning process, so that students' professional skills may be developed in an effective way. The research findings: provide some knowledge about improving students' critical thinking skills in a digital interactive environment; can help instructors address this issue, as well as validate the findings of other studies of the positive impact of digital learning technology tools on students' critical thinking. [ABSTRACT FROM AUTHOR]

The study aims to investigate the dynamics of forming critical and creative thinking of music students in static or mobile interactive learning environments. Two experimental groups were formed: 48 music students during the study used predominantly static interactive learning environments for education; 49 music students during the experiment used predominantly mobile interactive learning environments. The level of critical and creative thinking of students was determined at the beginning and at the end of the academic semester using valid psychodiagnostic techniques: Guilford Test; Torrance Tests of Creative Thinking (TTCT); Remote Associates Test; Duncker's Candle Problem; Personality Questionnaire; Divergent Association Test; Watson-Glaser Critical Thinking Appraisal (W-GCTA); The Critical Thinking Assessment Test (CAT). At the end of the semester in both groups there was a statistically significant increase in creativity indicators, and it was slightly more pronounced in the group where mobile interactive environments were used. A connection between the indicators of creative and critical thinking is confirmed by the Pearson correlation coefficient, which for the experimental group that used static interactive learning environments was 0.694 (marked connection), and for the experimental group that used mobile interactive learning environments was 0.812 (high connection). [ABSTRACT FROM AUTHOR]

Development of vocal exercises with visual art and interactive tools might contribute to development of students' musical skills and enhance learning effectiveness. This paper gets an insight into the effectiveness of the vocal exercises developed with visual art tools and a vocal training app. The survey was conducted among 110 students from a music school in China. Students from small groups B who used MOOC and the developed vocal exercises performed 8.6% better compared to the control group, suggesting the programme's effectiveness for teaching vocal performance. Group B post-assessment of the special factors showed increased scores on the three assessment criteria after the intervention. This study has practical value and is important for further research because it demonstrates the developed vocal exercises' effect on musical skills. Research findings may be applied in educational institutions that are interested in finding ways to develop musical skills and improve the effectiveness of vocal training. The results are important for teachers, education officials and everyone interested in the introduction of interactive environments. [ABSTRACT FROM AUTHOR]

Adding virtual reality technology to innovation and entrepreneurship education in colleges and universities can help stimulate students’ learning interest and enhance their practical operation ability, thus improving the quality and effect of innovation and entrepreneurship education. In this paper, after exploring the demand for the application of virtual reality technology in innovation and entrepreneurship education, combined with the interactive environment of virtual reality technology, we constructed the innovation and entrepreneurship teaching mode based on VR. We used this teaching mode as the basis for the design of teaching cases in M school. During the implementation of teaching practice, relevant data are collected by distributing questionnaires. Then, the experimental data are analyzed by combining independent sample T-test, regression analysis, and other statistical methods to explore the application effect. The results demonstrate that there is a statistically significant difference between before and after the application of virtual reality technology (P

Due to the complex and dangerous nature of underground industrial sites, there is an urgent need to improve practical teaching abilities. In this paper, a VR-based interactive teaching and practice environment is proposed for teaching mining equipment processes under laboratory conditions. This environment integrates a digitised design, a virtual simulation platform, and a VR interactive product operation. This VR interactive environment includes the structural cognition of mining equipment, the actual operating conditions, and the actual operation of electronic control. Moreover, this system integrates a series of virtual reality human–machine interaction hardware, so that the students can quickly learn the operating conditions and the states of the actual underground production. This system helps them comprehensively learn the mechanical, electrical, communication, control, and mining methods involved in the mining equipment. Finally, this system provides a virtual practice path for training innovative engineering technicians. [ABSTRACT FROM AUTHOR]

There has been widespread interest in the concept of the metaverse in recent years. The aim of this comprehensive review paper is to provide an in-depth analysis of the taxonomy, technological foundations, and historical evolution of the metaverse. The study explores both the positive and negative dimensions of the metaverse, including ethical dilemmas, using a robust analytical framework. In addition to studying the metaverse’s impact on various sectors of society and the economy, this study offers an insight into how it will develop in the coming years. A notable highlight is the exploration of the estimated revenue forecast for metaverse money-making, projecting a substantial 40 billion USD by the 2030s. Further, the paper examines cyberbullying within the metaverse, shedding light on the unique challenges it poses. The hype surrounding the metaverse has also been analyzed, as well as its implications for the broader technological landscape.

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This article reflects the results of a study involving second- and fourth-year students from Harbin University (Harbin, China), the Chinese Academy of Arts (Hangzhou, China), and the Central Academy of Drama (Beijing, China). The work analyzed the impact of specialized mobile applications Vox Tools: Learn to Sing and Swiftscales Vocal Trainer on the vocal learning process, depending on the age and gender of students. The study, which ran from February to June during the academic year 2020-2021, involved 180 students. The study confirms the effectiveness of multimedia, demonstrating the higher scores of the experimental groups on the five assessment criteria, compared with the control groups, which did not use mobile applications. It was also found that age in two groups of students (second and fourth year) had no effect on performance, regardless of whether the mobile app was used for vocal training. A correlation was found between age and overall student performance, with second-year students showing lower grades in all groups compared to their fourth-year counterparts. Research on current mobile vocal training apps can help improve vocal learning. [ABSTRACT FROM AUTHOR]

Background: Evidence regarding the analgesic effect of distraction through immersion in virtual reality (VR) for care-induced pain has been documented in several phase 2 trials, but comparison with standard treatments in large, randomized studies is needed. Objective: In this open-label, multicenter, randomized, phase 3 trial, we evaluated the safety and efficacy of a novel VR therapy solution for distraction in the context of bone marrow biopsy. Methods: Bliss is a VR software with 4 imaginary interactive environments in 3 dimensions with binaural sound (head-mounted display). Efficacy regarding pain intensity was evaluated using a visual analog scale (VAS; score from 0 to 10) immediately after the biopsy. Secondary end points were anxiety and tolerance. Modified intention-to-treat analysis was performed. Results: Overall, 126 patients with previously documented untreated or suspected malignant hemopathy between September 6, 2018, and May 18, 2020, were randomly assigned in a 1:1 ratio to receive pain prevention with a mixture of nitrous oxide/oxygen (MEOPA; n=63) or VR (n=63) before and during the bone marrow biopsy. We excluded 8 patients from the final analysis (3 in the MEOPA group and 5 in the VR group). All patients received local anesthesia (lidocaine) before biopsy. Follow-up was limited to 1 month after the biopsy. Participants' median age was 65.5 (range 18-87) years, and 54.2% (64/118) of patients were male. The average pain intensity was 3.5 (SD 2.6, 95% CI –1.6 to 8.6) for the MEOPA group and 3.0 (SD 2.4, 95% CI –1.7 to 7.7) for the VR group, without any significant differences in age, sex, center, and hemopathy (P =.26). Concerning anxiety, 67.5% (79/117; fear of pain questionnaire) of the patients were afraid before the biopsy, and anxiety scores were moderate to very high in 26.3% (30/114; revised Spielberger State-Trait Anxiety Inventory questionnaire) of the patients before the biopsy and 9.0% (10/114) after the biopsy for all patients, without a significant difference between the 2 groups (P =.83). Immersion in VR was well tolerated by the majority (54/57, 95%) of patients in the VR group. Conclusions: The intensity of pain did not significantly differ between both arms. VR was well tolerated, and the satisfaction of patients, nurses, and physicians was very high. VR could be an alternative treatment in case of contraindication or intolerance to MEOPA. Trial Registration: ClinicalTrials.gov NCT03483194; https://clinicaltrials.gov/ct2/show/NCT03483194 [ABSTRACT FROM AUTHOR]

The purpose of this research is to study the effectiveness of using the specialized interactive environment Revit Architecture for creativity development. The study methodology relies on an empirical approach, including a sample of students from three Chinese colleges (n = 319) divided into two groups based on learning approach. Accordingly, the first group consisted of students who practiced their design skills under the conventional program (Group A) and the second group included students who additionally used Revit Architecture for their practice (Group B). The Torrance Tests of Creative Thinking (TTCT) facilitated the identification of the creative thinking development level among participants. The present paper also seeks to determine if there is a connection between creative thinking and design training program effectiveness in architecture education (null hypothesis). According to the final assessment results, Group B performed better than Group A; the difference in the average performance score was 10.9% between the two groups. As a result, it proves that interactive learning environments have a positive impact on the level of creativity skills development. Consequently, this study proves that using interactive learning environments in architectural design education contributes to better learning outcomes. [ABSTRACT FROM AUTHOR]

Sense-making is the process by which people give meaning to their collective experiences. Sense is viewed as knowledge, and the environment in which the sense is made is interconnected with communication effectiveness. Considering the critical role of sense-making in the learning process, scholars have emphasised the significance of providing interactive learning environments for students' effective learning. By employing a modified version of Dervin's sense-making theory, this qualitative case study explores the nature of students' sense-making processes in a peer self-founded online learning group without teacher involvement. The study analysed online Chat logs generated by 30 English language learning students from a secondary school in China. The Chat logs were students' discussions on a module of English writing: "Read and then write". The researchers made meaning of the students experiences through their dialogue and interaction, which revealed the essence of a sense-making process: gap facing, gapdefining, gap bridging and gap bridged. The observations were followed with students' interviews held to identify the factors contributing to an interactive learning environment for effective sense-making. The study found that the affordances of an interactive environment impact the communication outcomes through the interactional achievement in the sense-making process. [ABSTRACT FROM AUTHOR]

Simulation‐based learning tools have become commonly used at all levels of education. They are recognized as an effective means of studying complex and abstract systems. In traditional teaching of compiler concepts, students are incapable of visualizing theoretical constructions, while the use of simulation systems represents an excellent blend of theoretical and practical experience. This paper describes a software system for visualization and simulation of basic compiler concepts and algorithms. The simulation tool enables students to visualize the operation of finite automata, convert a regular expression into deterministic finite automata (DFA) or nondeterministic finite automata, and simulate Thompson's construction algorithm. The process of constructing the LL(0) and LR(1) parsing tables is represented as a step‐by‐step simulation, with the user receives feedback on the correctness of each step before moving on to the next. The system is capable of calculating the FIRST and FOLLOW sets, graphically representing DFA, and constructing the corresponding parsing table. This tool provides a module for visualizing the process of machine code generation. [ABSTRACT FROM AUTHOR]

Abstract Inattentional blindness methods allow for an unobtrusive measure of the spatial distribution of attention; because subjects do not expect the critical object, they have no reason to devote attention to task-irrelevant regions in anticipation of it. We used inattentional blindness to examine the spatial allocation of attention in an interactive game in which subjects navigated through a dynamic environment and avoided hazards. Subjects were most likely to notice unexpected objects in the areas with the greatest risk of contact with a hazard, and less likely to notice equally proximal objects in inaccessible areas of the display or areas in which hazards no longer posed a threat. These results suggest that both the content of the environment and how a subject can interact with it influence the spatial allocation of attention.

Despite the emergence of advanced technologies, the behavioural complexities remain underexplored, especially from the viewpoint of their potential in interactive installations. This study aims to explore the future interactivity of an agent's behaviour by envisioning speculative future human operations using a human-controlled interactive installation called LumiLand. This empirical study reveals that an agent can craft a user experience by (1) controlling the plot, (2) cocreating content with a user in a social manner, and (3) promptly adjusting undefined behaviours and situations. Based on Janlert and Stolterman's interaction model, we present an interaction flow with four primary classifications: Leading, Responding, Poking, and Linking. We believe that a human-centered approach for understanding agent interactivity could help create entertaining human–computer interactions (HCI) by improving the agent design and exploring the challenges that will be faced during such interactions. [ABSTRACT FROM AUTHOR]

The paper explores the design of spatial sequence on the basis of the user experience and the virtual reality technology in interaction environments. First, for people’s physiological and psychological feelings in the process of experiencing the space, the paper analyses the thought about five senses and the abstract thought from the thought field. Then it analyses the balance of the psychological field and physical field, and emotional experience. After that, the paper puts forward how to control spatial sequence from three points: the experience design of perception, the experience design of touring route and the experience design of speed. Finally, the paper presents a new method for designing spatial sequence. The research results could be widely used in environmental design, game design, animation design, film and television, and other design and innovation fields.

No abstract available.

Self-organized learning environment considered as a contemporary concept that directed toward transform the education system from traditional environment architecture to scalable environment which could be formed by students and teachers. Descriptions components of this environment are varied in previous studies, constraining some time on intellectual side or on physical side or on behavioral side. Most of them describe teaching approaches between traditional and contemporary one, but there is lake in determining the nature on interaction between learner and teacher within specific physical learning spaces. The research problem is "Lack of knowledge about interactive relationship between self-organized learning environments components-intellectual, physical and social- and in particular physical role in promoting interaction between the learners within these environments". Research methodology consists of three steps. first establish theoretical framework about characteristics of self-organized learning environment and identify the items if interaction between learner .Second applied these items on case study consist of two different learning environments in department of architecture in technological university, traditional and non-traditional and using questioners methods, third, analyze finding and draw conclusions .main conclude is self-organized learning environment is a scalable interactive environment compering with traditional one according to learning approaches that applied in them.

This article discusses the phenomenon of multiple uncertainties of the categories competency/competence and gives the definition of the concept of “educational potential”. The article presents the general structure of components and constituents of competence in regular logic interdependence of connections and factors mediating the disclosure of the educational potential of the individual. The article examines characteristics of didactic conditions, organizational and pedagogical aspects of mastering / creating the competencies and competence of bachelors. Priorities of pedagogical support of the educational process and its outcomes were selected.

Abstract Play is an essential activity for both humans and animals as it provides stimulation and favors cognitive, physical and social development. This paper proposes a novel pervasive playful environment that allows hospitalized children to participate in remote interspecies play with dogs in a dog daycare facility, while it also allows the dogs to play by themselves with the pervasive system. The aim of this playful interactive space is to help improving both children's and animal's wellbeing and their relationships by means of technologically mediated play, while creating a solid knowledge base to define the future of pervasive interactive environments for animals. [ABSTRACT FROM AUTHOR]