Search Results (6,904)

Technology-assisted emotion analysis opens new possibilities for the early identification of risk behaviors that may impact the well-being of university students, contributing to the creation of healthier, safer, and more proactive educational environments. This pilot study aimed to design and develop a technological prototype capable of analyzing students’ emotional states and anticipating potential risk situations. A mixed-methods approach was adopted, employing qualitative methods in the ideation, design, and prototyping phases and quantitative methods for laboratory validation to assess the system’s accuracy. Additionally, mapping and meta-analysis techniques were applied and integrated into the chatbot’s responses. As a result, an educational technological innovation was developed, featuring a chatbot structured with a rule-based dialogue tree, complemented by an ontology for knowledge organization and a pre-trained artificial intelligence (AI) model, enhancing the accuracy and contextualization of user interactions. This solution has the potential to benefit the educational community and is also relevant to legislative stakeholders interested in education and student well-being, institutional leaders, academic and well-being coordinators, school counselors, teachers, and students. Full article

This study examines the key drivers behind the adoption of artificial intelligence (AI) in the accounting profession, emphasizing the influence of AI-related knowledge, personality traits, and professional roles. By applying Decision Tree Regression analysis to survey data from accounting professionals, our research identifies AI knowledge as the strongest determinant of AI adoption, underscoring the importance of expertise in technology acceptance. While personality traits play a secondary role, extraversion and openness emerge as significant factors influencing adoption intentions. The study further explores AI applications in financial auditing, tax compliance, and fraud detection, clarifying the specific accounting domains impacted by AI integration. These findings offer valuable guidance for policymakers, educators, and business leaders aiming to equip the accounting workforce with the necessary skills and mindset to navigate the AI-driven transformation of the profession. Full article

The flipped classroom is a blended learning model that combines metacognitive activities in classrooms with the independent exploration of low cognitive levels outside of school using digital platforms such as videos, slides, articles, and class notes. The subject of research includes the study of the innovative approach of the flipped classroom model in the teaching of geography. The goal of this research is a deeper understanding and evaluation of the effectiveness of the flipped classroom model in the teaching of geography to Year seven elementary school students in the Republic of Serbia in the context of scholarly success. The study used an experimental design, with random assignment across six classes. A total of 192 students participated in the research in both schools. For the purposes of research, a post-knowledge acquisition test was given to students. The results of the research showed that there is a difference in average grades using the flipped classroom. Approximately 8.33% of students in the experimental group received the highest grade of 5, compared to just 3.65% in the control group. Namely, it was shown that male students achieved slightly better results compared with female students but with no statistically significant difference. Suggestions for future research are that geography teachers can record more lessons over a longer period with more teaching activities. Full article

This study examined the impact of an Information Communication and Technology (ICT) intervention program on teaching and learning in Physical Education (PE). The research involved 47 PE teachers from 47 Singapore schools and 838 students across primary and high schools. Teachers with little or no ICT experience (n = 24) and their students (n = 430) were placed in the intervention group. Data were collected using accelerometers, the Activity Perception Questionnaire, a K-12 rubric assessing psychomotor, cognitive and affective domains, an ICT integration rubric, and lesson videos. A two-way repeated measures ANOVA was conducted to analyse the intervention’s effects. The results showed that ICT use did not reduce students’ physical activity time or motivation levels. However, teachers’ ability to design meaningful ICT-integrated lessons significantly improved, as did students’ affective domain. The findings underscore the importance of incorporating both theoretical and practical components in PE teacher training, using contextualised examples and flexible learning modes. School leaders and policymakers should enhance professional development opportunities and support teachers in integrating ICT effectively, thereby improving student engagement and learning outcomes. Full article

The increasing reliance on digital tools in architectural education has transformed design workflows, offering new opportunities for creativity while posing challenges to students’ logical reasoning and structured problem-solving abilities. While digital tools facilitate automation and generative design, over-reliance on them can limit students’ ability to navigate design complexity independently. Addressing this issue, this study develops the Logic-Driven and Technology-Supported Creativity Development Model to examine the roles of logical frameworks, digital tools, and open-ended design tasks in fostering structured creativity. The findings reveal that logical frameworks provide essential cognitive scaffolding, helping students balance creative exploration with structured decision-making. Digital tools enhance form generation but introduce challenges such as automation bias and steep learning curves. Open-ended tasks promote design flexibility, yet their effectiveness depends on logical structures to maintain coherence. This study highlights the importance of curriculum design in supporting structured creativity, emphasizing the integration of technical training, interdisciplinary methods, and reflective learning. The findings contribute to design education theory and provide practical insights for improving course structures and pedagogical approaches in digital design environments. Full article

The teaching of human anatomy is experiencing significant transformation. Particularly in recent years, incorporating new digital technologies has drastically changed the approach to education. Our bibliometric study aims to investigate trends and issues from 2004 to 2024 related to digital technology in human anatomy teaching. The publication trend in the field has steadily increased over the years, peaking in 2022 and declining in 2023. Despite the limited statistics for 2024, we do not project an exponential increase in publications. Co-citation analysis identified notable references that significantly influenced the field, emphasizing modernization through innovative methodologies. Leading a significant portion of global collaboration, the United States promoted robust multilateral partnerships. Co-occurrence word analysis highlighted the merging of current technology with student-centered learning approaches, reflecting a shift towards more interactive and immersive learning experiences. Thematic map analysis identified distinct research areas with emerging or declining themes. The analysis of topic trends over the last five years revealed a persistent interest in terms like “palmar” and “carpal”, as well as innovative technologies like “cone beam computed tomography”, “augmented reality”, and “virtual reality”. Our bibliometric study revealed a sector in constant transformation, presenting a scenario where integrating technology with traditional teaching methods could enhance medical students’ comprehension of human anatomy. On the other hand, it also highlighted the anticipated challenges of ensuring equal access to cutting-edge technology, providing sufficient training for academic staff, and addressing emerging ethical issues. Full article

The rapid pace of technological advancement presents cities with emerging socio-economic and environmental challenges. Drastic climate change threatens the viability of biologically comfortable environments, compelling urban areas to adapt to new conditions. This adaptation necessitates the implementation of various strategies to maintain the population’s well-being, including mitigating climate change effects, which are characterized by rising average temperatures and prolonged droughts. Addressing critical issues such as water scarcity and extreme temperatures—particularly in Mediterranean regions, where summer temperatures can reach 48–50 °C—requires substantial energy consumption, which must be met through clean energy sources to reduce carbon emissions. Decarbonization efforts must be accompanied by the restructuring of urban green spaces, the expansion of peri-urban parks, and large-scale reforestation to enhance carbon sequestration. These measures, combined with the adoption of clean energy, would mitigate the impact of elevated CO₂ concentrations. In urban areas, the restructuring of green spaces should prioritize biodiversity through the use of native, water-efficient species while avoiding non-native, potentially invasive plants. Furthermore, societal engagement is essential in achieving these objectives, with the education system playing a pivotal role in fostering environmental awareness and promoting collective action. Full article

The integration of Artificial Intelligence (AI) in education has transformed academic learning, offering both opportunities and challenges for students’ development. This study investigates the impact of AI technologies on students’ learning processes and academic performance, with a focus on their perceptions and the challenges associated with AI adoption. Conducted at the National University of Science and Technology POLITEHNICA Bucharest, this research involved second-year students who had direct experience with AI-enhanced learning environments. Using purposive sampling, 85 participants were selected to ensure relevance. Data were collected through a structured questionnaire comprising 11 items as follows: seven closed-ended questions assessing perceptions, usage, and the effectiveness of AI tools; and four open-ended questions exploring experiences, expectations, and concerns. Quantitative data were analyzed using frequency and percentage calculations, while qualitative responses were subjected to thematic analysis, incorporating both vertical (individual responses) and horizontal (cross-dataset) approaches to ensure comprehensive theme identification. The findings reveal that AI offers significant benefits, including personalized learning, improved academic outcomes, and enhanced student engagement. However, challenges such as over-reliance on AI, diminished critical thinking skills, data privacy risks, and academic dishonesty were also identified. The study underscores the necessity of a structured framework for AI integration, supported by ethical guidelines, to maximize benefits while mitigating risks. In conclusion, while AI holds immense potential to enhance learning efficiency and academic performance, its successful implementation requires addressing concerns related to accuracy, cognitive disengagement, and ethical implications. A balanced approach is essential to ensure equitable, effective, and responsible learning experiences in AI-enhanced educational environments. Full article

Mobile technology, especially mobile learning, has long been an emerging and thriving field, and remains a main theme in mobile learning applications and systems. The extensive utilization of mobile learning has prompted the invention of many mobile applications. As a result of rapid advances in application technologies, various learning applications can combine different media or multi-modalities, such as video, audio, images, animated graphics, and text, to create multimedia learning resources that engage learners. However, the most favorable modalities in different learning applications that assist performance are worth exploring. This study employed mixed methods to investigate the current multi-modality situation in learning application utilization among 300 university students in China, where a rapid educational technology revolution is occurring. The findings revealed that the verbal modality (M = 3.99, S*D = 0.79) and the writing modality (M = 3.99, S*D = 0.75) in the learning applications were less enjoyable and less effective at enhancing learning performance. In exam-based or function-based apps, all five modalities in this research were considered important, especially the visual and aural modes. The results of this study also revealed that a majority of university learners were satisfied with the multi-modalities in different types of applications, except for game-based apps, that assist their learning performance (56.7%, M = 3.87, S*D = 0.79), which contrasts with the results of several related studies. Overall, college users perceived that multi-modalities were effective in helping them to complete tasks, and all modalities in current applications satisfied most of the users’ needs to assist their learning performance. In the end, the findings indicated a positive and strong linear relationship [r = 0.766, p < 0.05] between multi-modalities and assisted learning performance with the help of more capable (knowledgeable) others with the use of mobile applications. Full article

Maternal mortality has been among one of the most significant global health problems despite noteworthy decreases in maternal mortality during recent decades, and reducing maternal mortality is one of the targets of Sustainable Development Goal 3 (Good Health and Well-being). Objectives: This study investigates the effect of women’s education, ICTs (information and communication technologies), and income level on maternal mortality in the BRIICS countries for the 2000–2020 period. Methods: Panel causality and regression approaches are employed to analyze the interaction amongst women’s education, ICTs, income level, and maternal mortality. Results: The results of the causality test reveal that women’s education, ICTs, and income have a significant influence on the maternal mortality ratio. Specifically, the regression results indicate that women’s education, ICTs, and income have a negative effect on maternal mortality, but women’s education has been identified as one of the most significant factors in reducing maternal mortality ratios. Conclusions: Institutional and legal measures to increase women’s education would be useful to globally decrease maternal mortality. Full article

This study examines how Japanese Generation Z, “digital natives” currently in higher education, engage in cross-cultural learning and develop global skills. In the modern digital era, encountering and studying international topics, cultures, and languages is no longer limited to the traditional physical movement of people to acquire new experiences. We seek to investigate a modernized educational model for intercultural exchange, learning, and internationalization that emphasizes the technological information, platforms, and tools that the digital native generation uses daily. We use survey data from 123 Japanese higher-education students to investigate this subject and help reveal how they can operate and learn global skills in an increasingly digital landscape. Our findings indicate a strong desire to gain intercultural competence through digital sources, remote communications, and interactions with inbound international students. Digital information provides a significant opportunity for students to gain foundational international knowledge and competencies without the level of investment and limited accessibility of traditional study-abroad programs. We consider the pros and cons of integrating digital information into future academic endeavors. Full article

As artificial intelligence (AI) technology continues to advance and iterate, various industries have undergone intelligent reformation. China’s animal husbandry industry, given its importance for people’s livelihoods, is no exception to this transformation. Using AI technology in this field is becoming increasingly common since it not only improves production efficiency but also revolutionizes traditional business models. Animal science is a fundamental discipline that drives the progress of animal husbandry by studying the growth, breeding, nutritional needs, and feeding management of livestock and poultry. This discipline also explores advanced veterinary theories and technologies for epidemic prevention and control. The ultimate objective of this discipline is to ensure the production of high-quality and sufficient animal products to fulfill the demands of both production and daily life. It is predicted that the deep integration of AI technology into animal science will bring unprecedented opportunities to the animal husbandry industry. This study aims to explore the impact of artificial intelligence (AI) on students’ learning experiences and future educational directions. By situating the research within the context of current developments in educational technology, we hope to provide valuable insights for educators and policymakers and employ a questionnaire survey to explore the perceptions and attitudes of students majoring in animal science from various agricultural institutions in China toward this integration. The results of the study provide valuable and practical references for the cultivation and development of artificial intelligence talent in China’s livestock industry. Full article

Immersive technologies offer promising advancements in medical education, particularly in procedural skill acquisition. However, their implementation often lacks a foundation in learning theories. This study investigates the application of the split-attention principle, a multimedia learning guideline, in the design of knot-tying procedural content using a mixed reality (MR) technology, specifically Microsoft HoloLens 2. A total of 26 participants took part in a between-group design experiment comparing integrated and split-source formats for learning arthroscopic knots, with the performance and the cognitive load assessed. The initial hypotheses were not confirmed, as results did not show significant differences in performance during recall, nor in extraneous and germane cognitive load. However, the findings on intrinsic cognitive load highlight the complexity of participant engagement and the cognitive demands of procedural learning. To better capture the split-attention effect, future research should address the high element interactivity in MR representations. The study provides some foundation for designing procedural simulation training that considers both learners’ needs and cognitive processes in highly immersive environments. It contributes to the ongoing exploration of instructional design in MR-based medical education, emphasizing both the potential and challenges of multimedia learning principles in advanced technological contexts. Full article

The United Nations Organization states that well-being consists of universal goals and aspirations in human life throughout the world. The arrival of the digital age has a profound impact on humans’ way of production and life. While material living standards continue to improve, happiness has become the pursuit of social residents. Based on the theory of happiness economics, we use the China Family Panel Studies (CFPS) data to construct an Ordered Probit fixed-effect model and systematically investigate the dividend and disparities of digital literacy on rural residents’ subjective well-being in China, such as age, gender, region, education attainment, and so on. The results indicate that digital literacy significantly strengthens rural residents’ subjective well-being. Under the influence of digital literacy, subjective well-being is heterogeneous in individuals’ natural and social attributes. Further mechanism tests show that rural residents’ digital literacy strengthens subjective well-being through income generation, consumption upgrading, and social belonging effects. In consequence, the government should promote the construction of digital infrastructure, focus on the penetration and quality of digital technology, digital skill education and training, and guiding residents to utilize digital technology properly. Our study furthers the understanding of residents’ well-being and highlights digital literacy as a means to boost well-being, reduce regional development gaps, and support sustainable development. Full article

Contemporary education is evolving in a landscape shaped by technological advancements, with generative artificial intelligence (AI) gaining significant attention from educators and researchers. ChatGPT, in particular, has been recognized for its potential to revolutionize teachers’ tasks, such as lesson planning. However, its effectiveness in designing science lesson plans aligned with the research-based recommendations of the Science Education literature remains in its infancy. This exploratory study seeks to address this gap by examining ChatGPT-assisted lesson planning for primary schools through the lens of a sound theoretical framework in Science Education: pedagogical content knowledge (PCK). Guided by the question, “What are the characteristics of lesson plans created by ChatGPT in terms of PCK?”, we designed four interactions with ChatGPT-4o using carefully constructed prompts informed by specific PCK aspects and prompt engineering strategies. Using qualitative content analysis, we analyzed data from these interactions. Findings indicate that incorporating PCK elements into prompts, using layer prompting strategies, and providing reference texts to ChatGPT might enhance the quality of AI-generated lesson plans. However, challenges were identified. This study concludes with guidelines for the teacher–ChatGPT co-design of lesson plans based on PCK. Full article