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This paper explores how advocates in Ontario have resisted neoliberal restructuring in education since the 2018 general election, which marked an intensification of market-oriented reforms. Shaped by the insights of 23 participants, this paper shows how resistance has been accessed through multiple entry points and has been spatially heterogeneous, replete with internal contradiction. It also highlights the cost of resistance for participants whose relationship to systems engender oppression and harm. Broadly, this paper calls for vulnerable reflection on fantasies of a "good life" shaped by a normative neoliberal order that interferes with collective flourishing. Through emergent strategy, which aligns action with a vision for social justice, this paper values the non-linear and manifold ways individuals are embedded in systems; the fractal nature of change, which takes place at all scales; and a love ethic, which sustains relational the spiritual growth necessary for solidarity.

This paper will provide several examples of science and mathematics integration: navigation/map-reading, ecology/ecosystems/population growth, and chemistry/molecular structures. This paper underscores integrating STEM subjects with problem-based learning with technology such as video/computer simulations/programming/coding and the dynamic free online software GeoGebra. The paper suggests some GeoGebra-based connections to the science and math that is taught and a way to connect the disciplines with technology. Science involves and uses mathematics, and both subjects involve problem solving, and math is the tool that science uses. Subsequently, integrating science and mathematics using problem-based learning with technology might be a way to improve science and mathematics instruction while building confidence for STEM. Recommendations for STEM teachers are made along with some GeoGebra illustrations.

This research investigates the integration of environmental science education within maritime curricula at the Maritime Institute Jakarta. Focusing on 70 cadets across Nautical, Technical, and Port and Shipping Management majors, a qualitative descriptive approach is employed. Results reveal varying levels of environmental awareness, integration perception, and challenges. Nautical Major demonstrates high awareness and positivity but faces time constraints. Technical Major shows a mixed perception with resistance to change. Port and Shipping Management Major lags behind, identifying a lack of clear guidelines. The research aligns with theoretical frameworks, emphasising tailored approaches to curriculum development. Implications include curriculum adjustments, targeted interventions, and strategic communication. The results contribute to the goal of producing "eco-navigators" -- maritime professionals adept at both technical proficiency and environmental consciousness. As the maritime industry navigates sustainability challenges, this research provides valuable insights for refining environmental science education, fostering a new generation of maritime professionals aligned with global sustainability imperatives.

The use of navigation applications changed the way people find their way in an unfamiliar environment. A combination of maps, images and textual route instructions shown (or with audio) on one screen guides the user to the destination but may sometimes be overwhelming. This article investigated the spatial knowledge participants acquired after being presented with different types of route instructions, human and computer-generated, in an online wayfinding task using Google Streetview (without the 2D map) of an unfamiliar environment. The results showed a significant difference in the wayfinding performance for deviations from computer-generated instructions, whilst there was no difference in the time spent and the scene recall. Sketch maps revealed both route-like and survey-like characteristics. But most sketch maps are characterised by high route-likeness. Furthermore, this study showed a significant effect of the environmental layout on the participant's performance based on deviations incurred during wayfinding. The results of this study have implications for improving navigation system instructions and design as well as for learning with geospatial technologies.

Since the passing of the Higher Education Opportunity Act in 2008, more students with intellectual disability are being admitted to inclusive postsecondary education programs at U.S. colleges and universities. One of the challenges many students with intellectual disability face when arriving on a college campus is learning to navigate their new surroundings independently. We share how postsecondary education programs can use an assistive technology, Google My Maps, to customize maps to address each student's unique needs in independently navigating the college campus and the surrounding community. Also discussed are ways to infuse person-centered planning into Google My Maps. Implications for practice and future research directions are discussed.

This paper presents a critical analysis of the multifaceted intermediary role played by ed-tech (educational technology) consulting providers in the realm of educational governance. The study draws on multidisciplinary research and uses illustrative examples from Germany to outline their impact on the integration of digital technologies in schools. By employing an analytical framework that encompasses three key perspectives--policy, pedagogy, and economics--the paper explores the complexities of consultancy between governance actors, sectors, and fields of knowledge. Considering these dimensions together, the study offers a comprehensive understanding of ed-tech consulting, shedding light on its influence on policy enactment, educational practices, and economic value chains. It underscores the challenges and tensions that consultants must navigate, while raising concerns about their potential to pre-empt pedagogical decisions and diffuse commercial interests into educational settings. As such, this paper aims to provide a conceptual foundation for investigating these ambiguities, with the goal of stimulating further research into the growing field of ed-tech consulting.

For many Latinx at-promise youth, college is a critical and high-stakes form of aspirational wealth (Yosso, 2005), one that offers a path to "get out" (Brandehoff, 2020) of their current circumstances and circumvent a life of difficult choices. To get there, one must not only navigate personal and societal barriers, but also navigate graduating from high school and cultivating systems of support such as mentorships. In 2020, a qualitative study to understand the phenomena of informal mentoring took place in a rural area in a western state, demarcated by gang violence, poverty, and a largely Latinx immigrant population (Brandehoff, 2020). In this study, five rural, Latinx, gang-affiliated youth shared their stories of political, economic, and racialized oppressions that they faced and the difficult decisions they had to make growing up in a gang-impacted community. With no formal mentoring programs available to them, these youth utilized their navigational wealth (Yosso, 2005) to cultivate informal mentorships (Timpe & Lunkenheimer, 2015) with members of their family and community to help guide their choices and to find alternate endings to their once predetermined stories. This article will focus on one of these stories and offer suggestions on how community-based mentoring practices can provide at-promise youth a pathway to higher education.

Marginalization, widely associated with poverty, inequality, and underdevelopment restricts access to resources, limits freedom of choice, inhibits the development of individual capabilities, and makes it challenging to escape from marginalized circumstances. We examine marginality in mathematics teaching and its complexities in the tightly centralized educational system in the Philippines by identifying the different situations that contribute to how mathematics teachers can be excluded from certain educational practices that would normally fall within their mandate as professional teachers. Adopting Gatzweiler and Baumüller's (Marginality: Addressing the nexus of poverty, exclusion and ecology, Springer:27-40, 2014) framework, we interviewed 15 mathematics teachers from different geographical locations around the country. We identified and organized the drivers of marginality into biophysical and societal causal clusters that enable or constrain teachers to act as professionals. Biophysical causal clusters include mathematics curriculum and mathematics assessments among others while societal causal clusters include various directives, interpretations, and realities surrounding the biophysical causal clusters. Discussions about the complexities brought about by these clusters and how teachers act or respond as they navigate around them are highlighted. Recommendations for concrete de-marginalization actions are offered.

Mind mapping is a powerful technique that is often used for teaching declarative knowledge, but seldom implemented to record procedural knowledge. The present study focused on the latter. During a 12-week public presentation course, self-developed mind mapping software was utilized as a learning tool and an instrument to collect and analyze user behavior logs while summarizing and revising procedural knowledge. The participants were 53 working adults. They were divided into successful and unsuccessful mapping profiles based on their improvement. The pre- and post-tests on presentation skills, lag sequential analysis on log data, and interviews suggested that participants showing successful mapping behavior prioritized readability and ease of navigation of their maps. Their counterparts with unsuccessful mapping behavior tended to overload their maps and overuse highlighting. The discovery of actions and behavior patterns during the creation and revision of mind maps corresponding to successful/unsuccessful mind mapping profiles provides important suggestions to enhance existing digital mind mapping tools and to diagnose students who are falling behind. The implementation of mind mapping for procedural learning expands the area of mind mapping research and enlarges our understanding of teaching procedural knowledge.

This article explores how middle-class Asian immigrants disrupted settled geographies and social relations in a high-tech Southern suburb. In a case study of controversies over the redrawing of the Chapel Hill school district attendance boundaries, it asks what middle-class Asian immigrants attempts to navigate the space "between Black and White" reveals about emergent racial and spatial relations in the New South suburbs and the possibilities for advancing more equitable schools and neighborhoods. The case study shows how Asian immigrants struggled to navigate the social, cultural, and educational barriers to organize a united and effective platform, highlighting how new immigrants have challenged old ideas about equitable education policies based on a Black-White binary. But it also showed how their tactics mimicked those of White suburbanites and their resistance to integration, as Asian immigrants rallied around policies that support suburban segregation and inequality and helped to reinforce settled structures of White privilege.

Orienteering is an enjoyable sporting activity, which is believed to contribute to its participants' problem-solving skills. People who are engaged in orienteering is expected to hold a map correctly, find their exact place on the map, read the map, make a plan and carry it out to reach the checkpoint, as well as checking the accuracy of the destination. Such steps to be followed during orienteering resemble those of Polya's problem-solving method in education. From this standpoint, this study focused on Polya's problem-solving steps in the field of mathematics, in relation to the outdoor sport of orienteering. On the whole, the present study aimed to examine fourth-grade students at primary school concerning their involvement in an orienteering process as to the steps of Polya's problem-solving method. A case study method was employed from among qualitative research approaches, and a program implementation was adopted as one of the sub-types of the case study method. In this context, the study sample was selected with the convenience sampling technique, from among the purposive sampling techniques. Observations, semi-structured interviews, and head cameras were used as data collection tools. The results indicated that the steps of Polya's problem-solving method can be used for problem-solving during the orienteering process. Based on the results, it is recommended that practical studies be conducted with similar or different research methods so as to contribute to the field.

Despite knowing physics and astronomy doctoral programs are laden with identity-based inequities, they continue to push minoritized students to the margins. This qualitative social network analysis of 100 women and/or lesbian, gay, bisexual, transgender, queer, and more (LGBT+) physics and astronomy Ph.D.'s explores how minoritized physics and astronomy students utilize social networks to navigate departmental exclusion. Our findings indicate that many of the participants' identities were often unacknowledged or negatively addressed within their graduate education, with only four participants reporting a positive or favorable experience during this period of their career. Direct support from peers, faculty, and identity-based affinity groups was necessary for participants to navigate their educations. This study demonstrated that generic best practices often cannot fully support the diverse range of persons who come to physics and that identity-neutral values in physics further isolate students by insinuating that their own minoritized experiences are not valid.

This article highlights the inequality in the Flemish education system, which disproportionately affects youngsters with low socioeconomic status. This inequality is attributed to the human capital approach characterising current educational policies, putting emphasis on educational outcomes. This results in education that homogenises and limits acceptable student behaviour and in which deviations from the norm are met with exclusionary and punitive approaches, consequently pushing vulnerable youngsters with a differing cultural capital out of education. Drawing on the capability approach, this article argues the importance of navigational agency in education, investigating the space students have to enter and exit education, resolving conflicts between education and other social practices, and reforming education by voicing their opinions. By analysing 66 Flemish secondary school policies, it is concluded that young people's navigational agency is limited in the current educational landscape. Furthermore, most school policies lack inner consistency, highlighting the fact that there is no coherent pedagogical vision within, which raises questions about how thought through these policies really are.

The aim of this case study was to examine how the life skills of high school students are affected by holistic learning via an experiential learning model. Extracurricular programs can help students gain communicate and cooperate with others, and cope with chaotic situations through holistic learning in school curricula. The students received in-school theoretical and practical education and outdoor basic mountaineering training. Data were collected through interviews, field notes, reflective journals. Two themes were identified: 'School is the trailer, the actual film is in nature' and 'nature makes you notice yourself, relationships, life.' In conclusion, supporting the school curriculum with outdoor activities will help students build skills such as problem solving, resilience, empathy, cooperation, and communication, while also gaining confidence and environmental awareness. Thus, they will be able to realize their own potential and become sensitive to environmental problems.

School curricula as well as scientific literature emphasize the need of understanding how children navigate with maps. To date, however, there is no empirically validated assessment tool for analyzing navigational map reading competencies that can be used in map-based navigation tasks in the real-world. This paper fills this gap by presenting "GeoGami NMR Assessment," a test for measuring children's navigational map reading (NMR) competencies for educational purpose. Our target group are primary school children aged six to ten. The assessment uses configural and directional map information to assess the learning progress of individual children regarding their "spatial" navigational performance. While we evaluated our GeoGami NMR Assessment for two specific locations, our study design, our script scoring participants' performances as well as the assessment can easily be adapted by researchers and teachers for their own locations. Our item analysis evaluates difficulties of individual tasks. We validate our assessment and demonstrate, that GeoGami NMR Assessment is suitable to distinguish strong and weak navigational map readers.

Wayfinding, which is a part of learning in connectivist learning, involves consolidating a wide variety of resources and information and building connections among them. However, learners often encounter difficulties in wayfinding, and are lost without technological support in connectivist learning. This study examined the wayfinding processes occurring within a network of learners in a personal social knowledge network (PSKN), explored differences in behavior patterns between high and low performers in PSKN. The results reveal the diversity and complexity of wayfinding in a PSKN, including finding and connecting nodes, forming cognitive maps, finding and filtering information, and creating new nodes. Moreover, the characteristics of wayfinding in the PSKN differed across participants, and high- and low-performing participants demonstrated different and unique wayfinding behavioral patterns, which provided a basis for comprehensive analyses of wayfinding. These findings can be used to provide instructional support and network navigation in connectivist learning for learners at various performance levels. The proposed PSKN shows promise in facilitate wayfinding including finding nodes and connecting nodes, as well as relations between knowledge nodes and the course base demonstrated by PSKN, providing great convenience for learners to form cognitive maps based on the node sequence. Compared with current studies, this research focuses on diversified interaction data and resource behavior rather than teaching videos and quizzes or exercises as the main resources and considering that course and technological factors influence the ways in which learners access resources in connectivist learning.

Given how commonly GPS is now used in everyday navigation, it is surprising how little research has been dedicated to investigating variations in its use and how such variations may relate to navigation ability. The present study investigated general GPS dependence, how people report using GPS in various navigational scenarios, and the relationship between these measures and spatial abilities (assessed by self-report measures and the ability to learn the layout of a novel environment). GPS dependence is an individual's perceived "need" to use GPS in navigation, and GPS usage is the "frequency" with which they report using different functions of GPS. The study also assessed whether people modulate reported use of GPS as a function of their familiarity with the location in which they are navigating. In 249 participants over two preregistered studies, reported GPS dependence was negatively correlated with objective navigation performance and self-reported sense of direction, and positively correlated with spatial anxiety. Greater reported use of GPS for turn-by-turn directions was associated with a poorer sense of direction and higher spatial anxiety. People reported using GPS most frequently for time and traffic estimation, regardless of ability. Finally, people reported using GPS less, regardless of ability, when they were more familiar with an environment. Collectively these findings suggest that people moderate their use of GPS, depending on their knowledge, ability, and confidence in their own abilities, and often report using GPS to augment rather than replace spatial environmental knowledge.

Navigation is essential to life, and it is cognitively complex, drawing on abilities such as prospective and situated planning, spatial memory, location recognition, and real-time decision-making. In many cases, day-to-day navigation is embedded in a social context where cognition and behavior are shaped by others, but the great majority of existing research in spatial cognition has focused on individuals. The two studies we report here contribute to our understanding of social wayfinding, assessing the performance of paired and individual navigators on a real-world wayfinding task in which they were instructed to minimize time and distance traveled. In the first study, we recruited 30 pairs of friends (familiar dyads); in the second, we recruited 30 solo participants (individuals). We compare the two studies to the results of an earlier study of 30 pairs of strangers (unfamiliar dyads). We draw out differences in performance with respect to spatial, social, and cognitive considerations. Of the three conditions, solo participants were least successful in reaching the destination accurately on their initial attempt. Friends traveled more efficiently than either strangers or individuals. Working with a partner also appeared to lend confidence to wayfinders: dyads of either familiarity type were more persistent than individuals in the navigation task, even after encountering challenges or making incorrect attempts. Route selection was additionally impacted by route complexity and unfamiliarity with the study area. Navigators explicitly used ease of remembering as a planning criterion, and the resulting differences in route complexity likely influenced success during enacted navigation.

The purpose of the current study is to examine the map reading skills of Social Studies pre-service teachers with orienteering, which is an activity-based and more active practice. To this end, a total of 10 students attending the Department of Social Studies Teaching in the Education Faculty of Burdur Mehmet Akif Ersoy University and taking the course of Map Skills and Applications were selected. An analytical rubric consisting of four criteria and scored in four categories was used to collect data in the study. The content validity of the developed rubric was calculated with the Davis Technique and it was thought that sufficient evidence was obtained for the content validity. During the orienteering activity, the map reading skills of the students were scored by 5 raters with this rubric in terms of four criteria, direction/location, recognizing signs/symbols, using landforms and managing time. They were examined with the many-facet Rasch model (MFRM). Map reading skills were evaluated according to the severity/leniency of the raters and the difficulty of the students in exhibiting the behavior. The results of the analysis showed that the agreement between the raters was found to be good. It was also concluded that the most difficult skill is determining direction/location and the easiest skill is using landforms.

Research on learning analytics (LA) has focused mostly at the university level. LA research in the K-12 setting is needed. This study aimed to understand 4,115 middle school students' learning paths based on their behavioural patterns and the relationship with performance levels when they used a digital learning game as their science curriculum. The findings showed significant positive relationships between various tool uses and performance measures and varied tool use patterns at different problem-solving phases by high- and low-performing students. The results indicated that students who used tools appropriately and wisely, given the phase they were at, were more likely to succeed. The findings offered an insightful glimpse of learners' navigation patterns in relation to their performance and provided much-needed empirical evidence to support using analytics for game-based learning in K-12 education. The findings also revealed that log data cannot explain all learners' actions. Implications for both research and practice are discussed.

In this study, it is aimed to examine and analyze virtual museums in accordance with design and perception of social presence. In this context, virtual museums that offer free access internationally were identified and accepted as documents. Document analysis, one of the qualitative research methods, was used in the study. Each of the virtual museums examined was subjected to content analysis and divided into groups according to the characteristics they have and do not have. The sample of the study consists of 352 virtual museums. "The Virtual Museum Review Form" created by the researchers was used in order to examine the determined virtual museums. Within the scope of the study, virtual museums were analyzed under seven categories, such that type of artwork, transfer to virtual environment, presentation, transition, navigation, guidance and virtual reality support. Virtual museums are divided into eight categories according to the type of work (culture-art, history, composite, military, archeology, science/technology, industrial and natural museum). It has been determined that most of the virtual museums examined are transferred to the virtual environment as an exact copy of the museums existing in real life. Virtual museums are divided into three as 2D/3D object, pop-up and link, according to the type of information they present to their visitors. Most of the virtual museums examined offer semi-flexible, flexible or non-flexible guidance services to their visitors. As a result of the study, it is suggested that the examined virtual museums be classified under 3 sub-headings as "type of artwork", "type of transfer to virtual environment", and "type of presentation" according to their designs and under 4 sub-headings as "type of transition", "type of navigation", "guidance", and "virtual reality support" according to their social presence perceptions.

Background: While there has been a strong national and international emphasis on social inclusion over the past 15 years, many people with intellectual disabilities remain socially isolated in their communities. Mobile technology has the potential to support social inclusion and there is great interest among adults with intellectual disabilities in using technologies such as computers, smartphones, tablets and the internet. This study aimed to investigate the use of mobile technology by people with intellectual disabilities, and its capacity to improve their social inclusion. Methods: Data were collected using individual interview, group interviews or interviews using Photovoice with 32 adults with intellectual disabilities and analysed using inductive content analysis. Findings: Findings indicated that adults with intellectual disabilities use various mobile technology and apps for multiple purposes, including social activities, work, support, productivity, navigation and entertainment. Enabling inclusion, increasing convenience and accessibility were viewed as advantages of mobile technology, while disadvantages were related to social issues and dangers resulting from the use of mobile technology and the practical limitations and ubiquitous nature of mobile technology. Barriers to using mobile technology included having limited access to the technology itself in certain contexts and difficulties with its use. Receiving support from others and awareness of safety measures enabled the use of mobile technology among the participants. To facilitate the use of mobile technology among people with intellectual disabilities, there needs to be greater education about this and other technologies including their features, design and apps. Importantly, people with intellectual disabilities need to be involved in the design of apps. Conclusions: To fully harness the potential of using mobile technology for the purpose of developing social relationships and sense of belonging in the community, people with intellectual disabilities should be supported in developing an awareness of the limitations of mobile technology and practicing appropriate safety measures.

Spatial updating based on self-motion cues is important to navigation in the absence of familiar landmarks. Previous studies showed that spatial updating without vision was automatic. The goal of the current study was to investigate whether ambiguous orientations indicated by visual cues affect spatial updating based on self-motion. Participants learned an object array in a rectangular room. After the objects were removed, participants maintained their actual perspective or turned 180° to face opposite walls of the room. Participants judged relative directions from imagined perspectives based on the memories of the object array. The actual and imagined perspectives were aligned or misaligned. Better performance for aligned than misaligned perspectives (sensorimotor alignment effects) was used to indicate spontaneous updating of ones' headings relative to the object array. In Experiment 1, participants turned their bodies in the middle of the room so that their distances to the walls of the room looked similar before and after turning (spatial symmetry at the turning position with the rectangular room shape). In Experiments 2-3, participants turned their bodies in a location so that the distances to the facing walls looked different before and after turning (spatial asymmetry at the turning position with the rectangular room shape). The results showed sensorimotor alignment effects in Experiments 2-3 but not in Experiment 1. These results suggest that updating self-orientation based on self-motion was cancelled by ambiguous orientations indicated by spatial symmetry at the turning position, but not cancelled by ambiguous orientations indicated by the rectangular room shape per se.

It is a prevailing theoretical claim that path integration is the primary means of developing global spatial representations. However, this claim is at odds with reported difficulty to develop global spatial representations of a multiscale environment using path integration. The current study tested a new hypothesis that locally similar but globally misaligned rooms interfere with path integration. In an immersive virtual environment, participants learned objects' locations in one room and then physically walked, while being blindfolded, to a neighboring room for testing. These rooms were rectangular but globally misaligned. Adopting different actual perspectives in the testing room, the participants judged relative directions (JRDs) from the imagined perspectives in the learning room. The imagined and actual perspectives were aligned or misaligned according to either local room structures or global cardinal directions. Prior to JRDs, participants did not conduct other tasks (Experiment 1) or judged relative global headings of the two rooms to activate global representations while seeing the testing room (Experiment 2) or in darkness (Experiment 3). Participants performed better at locally aligned than misaligned imagined perspectives in all experiments. Better performances for globally aligned imagined perspectives appeared only in Experiment 3. These results suggest that structurally similar but misaligned rooms interfered with updating global heading by path integration, and this interference occurred during but not after the activation of global representations. These findings help to settle the inconsistency between the theoretical claims and empirical evidence of the importance of path integration in developing global spatial memories.

The aim of this study is to determine the awareness of primary teachers about the teaching of location and direction concepts. The study was designed according to a qualitative research model, and the data was collected through a semi-structured interview form developed by researchers consisting of open-ended questions. The study group consisted of seven primary teachers working in Eskisehir, Mersin and Nevsehir provinces of Turkey. In determining the study group, the convenience sampling technique was used from purposeful sampling methods. The interviews were conducted in the fall semester of the 2020-2021 academic year and the data obtained were analyzed by content analysis. The study findings showed that participants were aware that the concepts of "location" and "direction" constitute a necessity in the curriculum and that the teaching of these concepts provides benefits and convenience to students both in school life and in daily life practice.

Spatial thinking skills are competencies individuals will need in their lives in order to know and understand the world and to perceive the space correctly. In order for individuals to have these competencies, effective training in the development of spatial thinking skills should occur. Spatial thinking skills can be acquired through student-centered, active learning and orienteering activities, all of which can be applied in lessons as a type of game instead of through traditional teaching methods and techniques. In this study, it is aimed to investigate the effect of spatial thinking skills on the orienteering practices of students' in primary school Grade 4 Social Studies course. The study group consists of a total of 104 students: 51 students are in the experimental group and 53 students are in the control group. All participants are in Grade 4 at a primary school in Merkez district of Kastamonu province in Turkey during the 2019-2020 academic year. Lessons were taught with activities based on orienteering practices in the experimental group, and curriculum-based instruction was conducted in the control group. In the research, one of the quantitative research methods was used as a quasi-experimental model with a pretest-posttest control group. The Spatial Thinking Skill Test (STSS) developed by the researcher was used as the data collection tool. As a result of the research, it was concluded that orienteering practices are effective in developing students' spatial thinking skills. Orienteering is recommended to be used as a teaching technique in Social Studies lessons because it is an entertaining activity that enables learning by doing, the development of multi-faceted thinking, and the transference of spatial thinking skills to daily life.

As intelligent systems demand for human-automation interaction increases, the need for learners' cognitive traits adaptation in adaptive educational hypermedia systems (AEHS) has dramatically increased. AEHS utilize learners' cognitive processes to attain fair human-automation interaction for their adaptive processes. However, obtaining accurate cognitive trait for the AEHS adaptation process has been a challenge due to the fact that it is difficult to determine what extent such traits can comprehend system functionalities. Hence, this study has explored correlation among learners' pupil size dilation, learners' reading time and endogenous blinking rate when using AEHS so as to enable cognitive load estimation in support of AEHS adaptive process. An eye-tracking sensor was used and the study found correlation among learners' pupil size dilation, reading time and learners' endogenous blinking rate. Thus, the results show that endogenous blinking rate, pupil size and reading time are not only AEHS reliable parameters for cognitive load measurement but can also support human-automation interaction at large.

In addition to medical treatment, games, sports or exercises can be used to reduce the symptoms of children diagnosed with ADHD. In this study, the effect of orienteering on the development of attention, metacognitive awareness, and perceptions of problem-solving skills of primary school students diagnosed with ADHD was examined. In the study, orienteering was done on students with ADHD aged 9-10. As a result of the study, it has been observed that orienteering has positive effects on developing of primary school students with ADHD attention, metacognitive awareness, and the perceptions of problem-solving skills.

Orienteering is an increasingly popular sport activity. Because orienteering is believed to improve cognitive, affective, and behavioural skills, it is used in many classes such as social studies, geography, and physical education. It is, thus, of critical importance to know attitudes towards orienteering, especially among middle school students to use orienteering more effectively and efficiently. This study aimed to develop a reliable and valid scale to measure middle school students' attitudes towards orienteering. To this end, the study sampled 600 students who were attending fifth, sixth, seventh, and eighth grades during the fall term of the 2019-2020 academic year. Expert opinion was sought for the content and face validity of the scale. The results of the exploratory factor analysis (EFA) conducted for the construct validity indicated a three-factor structure consisting of sixteen items, which accounted for 65.06% of the total variance. The factor loadings of the scale items ranged from 0.61 and 0.94. According to the results of the confirmatory factor analysis (CFA), the goodness of fit indices (GFI) were as follows: X[superscript 2]/df = 2.37, RMSEA = 0.07, GFI = 0.91, AGFI = 0.88, SRMR = 0.05, RFI = 0.95, CFI =0.97, IFI = 0.97, NFI = 0.96, and NNFI = 0.97. The reliability of the scale was tested using the Cronbach's alpha coefficient, the test-retest reliability coefficient, the significance of the correlation coefficients for the scale and subscales, and the upper and lower 27%. The Cronbach's alpha coefficient was found to be 0.92 for the total scale, 0.89 for the affective subscale, 0.89 for the behavioural subscale, and 0.72 for the cognitive subscale. Based on the findings, the Orienteering Attitudes Scale is a valid and reliable measure and can be used to measure middle school students' attitudes towards orienteering.

Maritime user interfaces for ships' bridges are highly dependent on the context in which they are used, and rich maritime context is difficult to recreate in the early stages of user-centered design processes. Operations in Arctic waters where crews are faced with extreme environmental conditions, technology limitations and a lack of accurate navigational information further increase this challenge. There is a lack of research supporting the user-centered design of workplaces for hazardous Arctic operations. To meet this challenge, this paper reports on the process of developing virtual reality-reconstructed operational scenarios to connect stakeholders, end-users, designers, and human factors specialists in a joint process. This paper explores how virtual reality-reconstructed operational scenarios can be used as a tool both for concept development and user testing. Three operational scenarios were developed, implemented in a full mission bridge simulator, recreated in virtual reality (VR), and finally tested on navigators (end-users). Qualitative data were captured throughout the design process and user-testing, resulting in a thematic analysis that identified common themes reflecting the experiences gained throughout this process. In conclusion, we argue that operational scenarios, rendered in immersive media such as VR, may be an important and reusable asset when supporting maritime design processes and in maritime training and education.

Nautical charts are an essential information resource for safe navigation. However, they are not only a useful resource for navigators; According to the International Hydrological Organization (IHO), they essentially fulfill two functions: 1) Maritime navigation, since most hydrographic services have the obligation to provide coverage of the nautical charts of their national waters, in all coastal waters, including major ports and smaller marinas of purely local interest. and 2) as a source of information, since national nautical charts present a detailed configuration of the seabed. Information on the shape of the seabed is required by a diversity of users in addition to navigators; for example, engineers interested in onshore construction, dredging contractors, oceanographers, defense agencies, coastal zone managers, etc. Traditionally, there are three essential elements that play an important role in information retrieval: title, author, and subject access point. Among the latter, one can distinguish indexing by natural language and by controlled vocabularies. The thematic access points, makes it easier for the user to search and retrieve all types of resources that satisfy their information needs. Traditionally in the processing of nautical charts the natural language is used predominantly, motivated by a lack of availability of a controlled vocabulary specific to the area in Spanish. The objective of this work is aimed at establishing the criteria for the construction of a controlled vocabulary in Spanish in the field of nautical charts.

Cognitive abilities are related to job performance. However, there is less agreement about the relative contribution of general versus specific cognitive abilities to job performance. Similarly, it is not clear how cognitive abilities operate in the context of complex occupations. This study assessed the role of cognitive abilities on the performance of three aviation-related jobs: flying, navigation, and air battle management (ABM). Correlated-factor and bifactor models were used to draw a conclusion about the predictive relations between cognitive abilities and job performance. Overall, the importance of particular cognitive abilities tends to vary across the three occupations, and each occupation has different sets of essential abilities. Importantly, the interplay of general versus specific abilities is different across occupations, and some specific abilities also show substantial predictive power.