This study developed and validated BEsMART, a mobile review application for pre-service science teachers preparing for the Licensure Examination for Teachers (LET). Addressing challenges such as high review costs, inconsistent study habits, and concept retention difficulties, BEsMART integrates spaced repetition for memory retention and hypercorrection techniques to correct misconceptions. Other features include questionbased drills, multimedia resources, instant feedback, and progress tracking. A mixed-method research design was employed, combining ISO/IEC 25010 standards, the U.S.E. Questionnaire, and qualitative feedback from 9 experts (...) and 48 pre-service teachers. Using the Scrum methodology, the application underwent iterative development to enhance usability. Results showed high functional suitability, usability, and reliability, with overall ratings of 4.72 (experts) and 4.75 (users). Findings confirm BEsMART’s effectiveness as a self-directed, accessible, and cost-efficient LET review tool, reinforcing mobile learning’s transformative potential in professional examination contexts and paving the way for future improvements and broader adoption. (shrink)

Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – (...) how the University of South Africa’s (Unisa’s) Open Distance Learning Policy (ODLP) promotes academic inclusion and learning agency as cornerstones of student success and social justice, especially in an unequal society like South Africa. The findings revealed the following: 1) Unisa’s ODLP position has the impetus to influence the deployment of the LMS to promote academic inclusion; 2) Practical means of promoting inclusion were mirrored in the provision of manual or electronic learning material, computer laboratories and free internet connectivity in regional centres across all nine provinces of South Africa, as well as in the provision of laptops for National Student Financial Aid Scheme (NSFAS)-funded students, 30 gigabytes of free monthly mobile data to all students, and assistive technologies for students with disabilities; 3) Practical utilization of an LMS to foster self-regulated learning occurred through problem-based individual activities supplemented by asynchronous demonstrative learning material (e.g. audio, video), while collaborative learning agency was enabled through e-tutoring, which afforded students the opportunity to interact with e-tutors and their peers about the learning content; 4) Drawbacks in the use of the LMS stemmed from the insufficiency of assistive learning technologies that are required for students with disabilities to participate fully in online learning, and a corpus of students’ irregular attendance at and participation in e-tutoring discussions and their projection of a negative attitude towards the e-tutors. -/- . (shrink)

The purpose of this research is to design a system using machine learning to automate sign language gesture recognition and facilitate unproblematic interaction between the hearing/speech impaired community and society as a whole. This research works towards solving the communication disability faced by the deaf and mute community through a computer vision framework for recognizing hand gestures and mapping them to relevant text or speech. The work employs a rich dataset of static American Sign Language (ASL) hand signs and (...) uses Convolutional Neural Networks (CNNs) for efficient feature extraction and gesture classification. The suggested model is trained and evaluated on a huge collection of labeled gesture images and exhibits high accuracy with robust generalization to novel data. One of the primary contributions of the work is the implementation of the trained model into an interactive, realtime graphical user interface developed with Python's Tkinter library. The interface captures live input from a webcam, processes each frame to identify gestures, and shows the identified character on the screen. The results of the evaluation confirm the ability of CNNs to accurately identify ASL alphabets with little delay. The proposed system presents an effective and scalable approach towards real-time sign language interpretation, supporting inclusiveness and accessibility of the disabled community. The present research also creates a scope for extension in development, i.e., inclusion of dynamic gesture detection and portability to mobile or embedded platforms to provide enhanced use in real-life situations. (shrink)

The growing use of smart technology in personal grooming has resulted in novel uses such as smart mirrors to analyze the skin health and offer skincare advice. Here is a machine learning-based smart mirror framework that inspects facial skin conditions and gives individualized skincare advice. The framework employs computer vision and deep learning methods to identify and evaluate typical skin issues like acne, wrinkles, pigmentation, dryness, oiliness, and dark circles. By taking facial images with high resolution, the smart (...) mirror derives dermatological attributes and identifies skin conditions based on a CNN-driven model. The analysis is then tuned using image processing techniques and predictive analytics powered by artificial intelligence, providing high accuracy in the assessment of skin. Depending on the identified condition of the skin, the system recommends individualized skincare regimens involving appropriate products, lifestyle changes, and home remedies. The suggestions are based on a knowledge base learned on dermatological databases, skin care literature, and user-dependent considerations like age, skin type, climatic conditions, and past skin care. The intelligent mirror includes IoT sensors that sense environmental parameters like humidity, temperature, and UV index that impact skin well-being. Users interact with the intelligent mirror through voice recognition, touchpad controls, or gesture sensors, so it can be a seamless and convenient user interface. Progress tracking can be provided by the system too, where users get to track changes in the skin over a period of time and accordingly adjust their regimens. Besides, it ties in with cloud platforms and mobile apps, allowing consumers to access their skincare information online and receive professional advice. (shrink)

Students during the distance education were experiencing solitude and depression in their studies due to no social interaction which led to psychological suffering. In this article, college students' attitudes toward statistics learning were investigated, and its predictors by statistical modeling. Secondary data was extracted from a current study from the literature, summarized using descriptive statistics, and presented in tabular form. As for modeling the predictors of students' attitudes in learning statistics, it was done through multiple linear regression via (...) the ordinary least square (OLS) approach. The finding of statistical calculations revealed that, on average, students possess a "neutral attitude" towards learning statistics online. This suggests that students do not show active involvement and positive engagement in the classroom environment due to some challenges they have encountered during online learning. The regression model I revealed that students who are using mobile phones, fewer study hours in statistics, and intimate relationships with teachers are the significant factors of positive attitude in learning. On the other hand, regression model II showed that low internet signal and low mental health are significant determinants of positive behavior in learning statistics online. Conclusively, students who have suitable gadgets for online learning and with good vibes with their teachers have good performance in class even if they study less, however, effective. Moreover, students with less distraction on social media and with mental stress, tend to deviate their attention in studying their lessons in statistics which positively increases their learning attitude and well-being. (shrink)

The changing conditions for the accumulation and transmission of knowledge in the age of multimedia networks make it inevitable that old philosophical problems become formulated in a new light. Above all, the problem of the unity of knowledge is once again a topical issue. The situation-dependent acquisition of knowledge that is made possible by mobile learning transcends the boundaries of traditional disciplines, linking the domains of text, diagram, and picture. Database integration and multimedia search become central problems in (...) the epistemology of the 21st century, while handheld devices are emerging as vital technologies for supporting collaborative learning. -- Kristóf Nyíri has published widely on Wittgenstein, Austrian intellectual history, and the philosophy of communication. He directs the interdisciplinary research program COMMUNICATIONS IN THE 21ST CENTURY, conducted jointly by the Institute for Philosophical Research of the Hungarian Academy of Sciences and Westel Mobile Telecommunications, Budapest. (shrink)

The Purpose of this study was to investigate the effect of cloud mobile learning and creative environment on college student’s creativity performance. A nonequivalent pretest-posttest quasi-experimental design was used in this research. The objects were two freshman classes selected from a public university and randomly assigned to the experimental group and the control group. A learning activity named Amphibious Mechanical Beast was conducted in this teaching experiment. The experimental was taught using cloud mobile learning, while (...) the control group was taught using the traditional (usual) way. Participant student’s design performances before and after the experiment were evaluated. Creative Environment Scale was used to collect data of student’s perception of creative environment. Additionally, an open ended questionnaire was used to realize student’s learning processes. The one-way analysis of covariance (ANCOVA) and the two-way analysis of covariance were performed in this research. After data coding, relative concepts, themes, and theories were integrated and developed. Finally, the findings were proposed according to result of qualitative data analysis. Those main results of this research were: 1.Cloud mobile learning had a positive effect on student’s creative process. Most participant students thought cloud mobile device using convenient and prompt while learning. Cloud mobile learning improved student active participation, and was student-centered rather than teacher-centered. Participant student’s high order thinking abilities could be improved by receiving information and discussing anytime and anywhere. Those high order thinking included problem solving, critical thinking, and creative thinking. Nevertheless, minor participant students’ learning was influenced by past learning habits and insufficient devices. 2. Cloud mobile learning had positive effects on newness, elaborateness, and total aspect of creative products. 3. Perceptions of creative environment had positive effects on preparation stage and reaction stage of creative process. 4. Perceptions of creative environment which were above a certain level had positive effects on creative products. 5. Cloud mobile learning had positive effects on preparation stage of students’ creative process who had lower perceptions of creative environment. 6. Cloud mobile learning had positive effects on value of students’ creative products who had lower perceptions of creative environment. 7. Cloud mobile learning had positive effects on total aspect of students’ creative products who had higher perceptions of creative environment. Finally, recommendations and suggestions were addressed for implementation of cloud mobile learning and future studies based on results of this research. (shrink)

The need for continuous skill enhancement and career development has become essential in today’s rapidly evolving job market. This project focuses on creating a comprehensive digital platform that combines innovative technologies to offer a personalized and engaging learning experience for workers. The solution is delivered as both a website and a mobile application, ensuring accessibility and flexibility for users. Key features include personalized learning paths tailored to individual skill levels, mock tests for self-assessment, progress tracking tools, and (...) an intelligent chatbot for real-time query resolution. To foster user engagement, the platform integrates gamified elements such as rewards, leaderboards, and interactive challenges. Adaptive learning modules leverage advanced algorithms to adjust content based on user performance, promoting structured growth and targeted skill improvement. This initiative addresses critical gaps in workforce development by equipping users with tools to enhance their professional capabilities effectively. By utilizing cutting-edge technologies, the platform not only provides high-quality learning experiences but also empowers users to achieve their career goals, contributing to increased productivity and economic advancement. (shrink)

The pandemic brought new norms and techniques of pedagogical strategies in formal education. The synchronous/ asynchronous video streaming brought an emphasis on virtual and augmented realities, which are rapidly replacing textbooks as the main medium for learning and teaching. This transformation requires more extensive online and interactive content with simpler user interfaces. The aim of this study is to report on the design, implementation, and testing of a game based on low-cost and user-friendly content for digital cultural heritage. (...) In this project, a game aimed at inclusive and equitable education was developed using 360° images of the targeted architectural heritage geographically distributed in a pilot site. We promote lifelong learning opportunities for all, following the SDG4, aiming for quality education with the easy-to-use online platform and easy access to immersive education through mobile platforms. Towards a post-carbon future without the need for travel, computational design methods such as using 360° videos and images in combination with virtual reality (VR) headsets allow a low-cost approach to remotely experiencing cultural heritage. We propose developing and testing a GIS-based educational game using a low-cost 360° virtual tour of architectural heritage, more specifically, caravanserais of Anatolia. (shrink)

It is a matter of fact that Europe is facing more and more crucial challenges regarding health and social care due to the demographic change and the current economic context. The recent COVID-19 pandemic has stressed this situation even further, thus highlighting the need for taking action. Active and Assisted Living technologies come as a viable approach to help facing these challenges, thanks to the high potential they have in enabling remote care and support. Broadly speaking, AAL can be referred (...) to as the use of innovative and advanced Information and Communication Technologies to create supportive, inclusive and empowering applications and environments that enable older, impaired or frail people to live independently and stay active longer in society. AAL capitalizes on the growing pervasiveness and effectiveness of sensing and computing facilities to supply the persons in need with smart assistance, by responding to their necessities of autonomy, independence, comfort, security and safety. The application scenarios addressed by AAL are complex, due to the inherent heterogeneity of the end-user population, their living arrangements, and their physical conditions or impairment. Despite aiming at diverse goals, AAL systems should share some common characteristics. They are designed to provide support in daily life in an invisible, unobtrusive and user-friendly manner. Moreover, they are conceived to be intelligent, to be able to learn and adapt to the requirements and requests of the assisted people, and to synchronise with their specific needs. Nevertheless, to ensure the uptake of AAL in society, potential users must be willing to use AAL applications and to integrate them in their daily environments and lives. In this respect, video- and audio-based AAL applications have several advantages, in terms of unobtrusiveness and information richness. Indeed, cameras and microphones are far less obtrusive with respect to the hindrance other wearable sensors may cause to one’s activities. In addition, a single camera placed in a room can record most of the activities performed in the room, thus replacing many other non-visual sensors. Currently, video-based applications are effective in recognising and monitoring the activities, the movements, and the overall conditions of the assisted individuals as well as to assess their vital parameters. Similarly, audio sensors have the potential to become one of the most important modalities for interaction with AAL systems, as they can have a large range of sensing, do not require physical presence at a particular location and are physically intangible. Moreover, relevant information about individuals’ activities and health status can derive from processing audio signals. Nevertheless, as the other side of the coin, cameras and microphones are often perceived as the most intrusive technologies from the viewpoint of the privacy of the monitored individuals. This is due to the richness of the information these technologies convey and the intimate setting where they may be deployed. Solutions able to ensure privacy preservation by context and by design, as well as to ensure high legal and ethical standards are in high demand. After the review of the current state of play and the discussion in GoodBrother, we may claim that the first solutions in this direction are starting to appear in the literature. A multidisciplinary debate among experts and stakeholders is paving the way towards AAL ensuring ergonomics, usability, acceptance and privacy preservation. The DIANA, PAAL, and VisuAAL projects are examples of this fresh approach. This report provides the reader with a review of the most recent advances in audio- and video-based monitoring technologies for AAL. It has been drafted as a collective effort of WG3 to supply an introduction to AAL, its evolution over time and its main functional and technological underpinnings. In this respect, the report contributes to the field with the outline of a new generation of ethical-aware AAL technologies and a proposal for a novel comprehensive taxonomy of AAL systems and applications. Moreover, the report allows non-technical readers to gather an overview of the main components of an AAL system and how these function and interact with the end-users. The report illustrates the state of the art of the most successful AAL applications and functions based on audio and video data, namely lifelogging and self-monitoring, remote monitoring of vital signs, emotional state recognition, food intake monitoring, activity and behaviour recognition, activity and personal assistance, gesture recognition, fall detection and prevention, mobility assessment and frailty recognition, and cognitive and motor rehabilitation. For these application scenarios, the report illustrates the state of play in terms of scientific advances, available products and research project. The open challenges are also highlighted. The report ends with an overview of the challenges, the hindrances and the opportunities posed by the uptake in real world settings of AAL technologies. In this respect, the report illustrates the current procedural and technological approaches to cope with acceptability, usability and trust in the AAL technology, by surveying strategies and approaches to co-design, to privacy preservation in video and audio data, to transparency and explainability in data processing, and to data transmission and communication. User acceptance and ethical considerations are also debated. Finally, the potentials coming from the silver economy are overviewed. (shrink)

The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the context of (...) nurse training. The analysis and interpretation of data brings to light a complex and unique unit, constructed in the space-time of a professional practice, a process during which several states succeed one another. The critical moment in action characterizes this unit; it is central to the process, mobilizing reflection in action, internal deliberation, and action-related decision. La situation professionnelle est identifiée comme interface majeure de la formation en alternance conçue ici comme une Ecole de la conjonction, une école où l’on apprend à relier, fondement d’une ingénierie de professionnalisation. La notion de situation est approfondie à partir de l’étude d’un corpus de données constitué au fil de l’expérimentation d’un modèle de formation en alternance centrée sur l’écriture et la construction de la situation professionnelle par un sujet-acteur-auteur de la situation, en interaction avec autrui, dans le contexte de la formation en soins infirmiers. L’analyse et l’interprétation des données permettent de mettre en évidence une unité singulière complexe, construite dans l’espace-temps d’une pratique professionnelle, un processus au cours duquel plusieurs états se succèdent. Le moment critique dans l’action la caractérise ; il occupe la place centrale du processus, mobilisant réflexion dans l’action, délibération intérieure et décision d’action. (shrink)

Social innovations are usually understood as new ideas, initiatives, or solutions that make it possible to meet the challenges of societies in fields such as social security, education, employment, culture, health, environment, housing, and economic development. On the one hand, many citizen science activities serve to achieve scientific as well as social and educational goals. Thus, these actions are opening an arena for introducing social innovations. On the other hand, some social innovations are further developed, adapted, or altered after the (...) involvement of scientist-supervised citizens in research and with the use of the citizen science tools and methods such as action research, crowdsourcing, and community-based participatory research. Such approaches are increasingly recognized as crucial for gathering data, addressing community needs, and creating engagement and cooperation between citizens and professional scientists. However, there are also various barriers to both citizen science and social innovation. For example, management, quality and protection of data, funding difficulties, non-recognition of citizens’ contributions, and limited inclusion of innovative research approaches in public policies. In this volume, we open theoretical as well as empirically-based discussion, including examples, practices, and case studies of at least three types of relations between citizen science and social innovation: domination of the citizen science features over social innovation aspects; domination of the social innovation features over the citizen science aspects; and the ways to achieve balance and integration between the social innovation and citizen science features. Each of these relationships highlights factors that influence the development of the main scales of sustainability of innovations in the practice. These innovations are contributing to a new paradigm of learning and sharing knowledge as well as interactions and socio-psychological development of participants. Also, there are factors that influence the development of platforms, ecosystems, and sustainability of innovations such as broad use of the information and communications technologies including robotics and automation; emerging healthcare and health promotion models; advancements in the development and governance of smart, green, inclusive and age-friendly cities and communities; new online learning centers; agri-food, cohousing or mobility platforms; and engagement of citizens into co-creation or co-production of services delivered by public, private, non-governmental organizations as well as non-formal entities. (shrink)

Cognitive Optimization in the Age of AI: Enhancing Human Potential -/- Introduction -/- Cognitive optimization is the process of enhancing mental functions such as memory, learning, decision-making, and problem-solving to achieve peak intellectual performance. It is a multidisciplinary approach that integrates neuroscience, psychology, nutrition, lifestyle adjustments, and, increasingly, artificial intelligence (AI). In an era where information is abundant and rapid decision-making is crucial, optimizing cognitive abilities is more Important than ever. -/- AI-driven technologies, video games, mobile apps, and (...) digital platforms like YouTube are playing a transformative role in enhancing human cognition. YouTube, in particular, has become a powerful tool for self-directed learning, offering access to educational content, expert insights, and cognitive training exercises. -/- This essay explores cognitive optimization, key strategies involved, and how AI, video games, mobile apps, and platforms like YouTube are revolutionizing human intelligence. -/- The Science Behind Cognitive Optimization -/- Cognitive optimization is rooted in neuroplasticity—the brain’s ability to rewire itself through experience and learning. Several key factors contribute to cognitive enhancement: -/- 1. Neuroplasticity and Learning – Continuous learning strengthens neural connections, fostering intelligence and adaptability. Activities such as reading, solving complex problems, and learning new skills stimulate brain function. -/- 2. Nutrition and Brain Health – Diet plays a vital role in cognitive performance. Nutrients such as omega-3 fatty acids, antioxidants, and essential vitamins support brain function and protect against cognitive decline. -/- 3. Physical Exercise – Regular exercise increases blood flow to the brain, promotes neurogenesis (the growth of new neurons), and enhances memory and problem-solving skills. -/- 4. Sleep and Recovery – Sleep is essential for memory consolidation, emotional regulation, and mental clarity. Chronic sleep deprivation impairs cognitive function and decision-making. -/- 5. Mindfulness and Stress Management – Practices such as meditation, deep breathing, and yoga improve focus, reduce anxiety, and enhance mental resilience. -/- 6. Social Interaction and Collaboration – Engaging in meaningful discussions and debates strengthens cognitive agility and enhances problem-solving skills. -/- Beyond these traditional methods, digital tools such as AI-driven learning platforms, video games, mobile applications, and YouTube have expanded the possibilities for cognitive enhancement. -/- AI and Cognitive Optimization: A New Frontier -/- AI technology is revolutionizing cognitive optimization by providing personalized insights, accelerating learning, and even augmenting human intelligence. Below are several ways AI is transforming cognitive enhancement: -/- 1. AI-Powered Personalized Learning -/- AI-driven educational platforms such as adaptive learning systems customize lessons based on an individual’s learning style and pace. These systems use machine learning to analyze cognitive strengths and weaknesses, adjusting content dynamically to optimize learning efficiency. Platforms like Coursera, Duolingo, and Khan Academy utilize AI algorithms to provide personalized recommendations, ensuring users focus on areas that need improvement. -/- 2. Brain-Computer Interfaces (BCIs) -/- Brain-Computer Interfaces (BCIs) are AI-powered systems that enable direct communication between the human brain and computers. Companies like Neuralink and OpenBCI are developing BCIs that could enhance memory, restore lost cognitive functions, and even allow direct mental interaction with AI systems. This technology has the potential to revolutionize learning and decision-making by integrating human cognition with artificial intelligence. -/- 3. AI-Powered Cognitive Assistants -/- AI-driven virtual assistants such as ChatGPT, Google Assistant, and IBM Watson enhance cognition by providing instant access to information, summarizing complex topics, and even suggesting optimal decision-making strategies. These tools help individuals process vast amounts of information efficiently, reducing cognitive overload and enhancing productivity. -/- 4. AI in Mental Health and Stress Management -/- Mental health is a critical component of cognitive optimization. AI-driven mental health apps like Woebot and Wysa use machine learning to provide real-time emotional support, track mood patterns, and offer cognitive behavioral therapy (CBT) techniques. By reducing stress and anxiety, these AI-powered tools help maintain optimal cognitive function. -/- The Role of YouTube in Cognitive Optimization -/- YouTube has emerged as one of the most powerful platforms for cognitive enhancement. With millions of educational videos covering diverse subjects, YouTube serves as a free and accessible learning tool that fosters continuous cognitive growth. -/- 1. Learning New Skills and Expanding Knowledge -/- YouTube provides access to high-quality educational content in virtually every field. Channels like Veritasium, TED-Ed, and CrashCourse offer lessons on science, history, philosophy, and more. Learning new concepts regularly strengthens cognitive flexibility and enhances problem-solving skills. -/- 2. Enhancing Memory and Comprehension -/- Visual and auditory learning through YouTube helps reinforce memory retention. Watching documentaries, explainer videos, and step-by-step tutorials aids in deepening understanding and reinforcing neural pathways associated with knowledge acquisition. -/- 3. Improving Focus and Critical Thinking -/- Channels that discuss philosophy, logic, and critical thinking—such as Academy of Ideas or PBS Idea Channel—train the brain to analyze complex arguments, recognize biases, and develop sharper reasoning skills. Engaging in thought-provoking discussions through video content strengthens cognitive agility. -/- 4. AI-Generated Content for Personalized Learning -/- AI-powered recommendation algorithms help users discover personalized content based on their interests and learning habits. AI-curated video playlists allow individuals to engage in structured learning journeys, optimizing cognitive development in areas of personal interest. -/- 5. Interactive Learning and Problem-Solving -/- YouTube’s interactive features, such as quizzes, live Q&A sessions, and discussion threads, allow users to actively engage with educational content. This social interaction enhances cognitive engagement and retention. -/- By leveraging YouTube strategically, individuals can create personalized learning experiences that optimize cognitive function in a self-directed manner. -/- Video Games and Cognitive Optimization -/- Video games are increasingly recognized as tools for cognitive enhancement, providing interactive and engaging ways to improve various mental skills. -/- 1. Action Video Games for Reflexes and Decision-Making -/- Fast-paced action games like Call of Duty, Fortnite, and Counter-Strike train players to react quickly, improve hand-eye coordination, and develop strategic thinking under pressure. Studies suggest that such games enhance cognitive flexibility and decision-making speed. -/- 2. Puzzle and Strategy Games for Problem-Solving -/- Games like Portal, The Witness, and Tetris challenge players with complex puzzles that require logical thinking, spatial reasoning, and pattern recognition. -/- 3. Open-World and Role-Playing Games (RPGs) for Memory and Creativity -/- Games like The Legend of Zelda, Elden Ring, and The Witcher 3 encourage exploration, problem-solving, and strategic planning. -/- 4. Multiplayer and Cooperative Games for Social Cognition -/- Team-based games like League of Legends, Dota 2, and Among Us enhance communication skills, teamwork, and emotional intelligence. -/- The Future of Cognitive Optimization -/- The future of cognitive optimization lies in the seamless integration of AI, video games, mobile applications, and digital platforms like YouTube. Emerging technologies such as neuroprosthetics, AI-enhanced memory implants, and real-time brain augmentation could redefine human potential. -/- Furthermore, as AGI (Artificial General Intelligence) develops, AI could become an even more powerful tool in cognitive enhancement, potentially working alongside humans as cognitive partners. This could align with initiatives such as Angelito Malicse’s universal formula for decision-making, where AI-driven cognitive optimization ensures that human choices align with the natural law of balance. -/- Conclusion -/- Cognitive optimization is essential for maximizing human potential, and AI, video games, YouTube, and cognitive training apps are playing an increasingly significant role in this process. From personalized learning to interactive gaming and mobile applications, digital tools are transforming the way we enhance cognition. -/- By leveraging these tools responsibly and integrating them with fundamental cognitive enhancement strategies, humanity can unlock new levels of intelligence, creativity, and problem-solving ability—ensuring that the future of cognition is both powerful and sustainable. -/- . (shrink)

AI-powered mental health chatbots have emerged as an innovative solution to bridge the gap in mental health services, which often face issues like limited accessibility, high costs, and social stigma. By integrating artificial intelligence, natural language processing, and cognitive behavioral therapy techniques, these chatbots engage users in real-time conversations, offering psychological guidance, emotional support, and symptom management. Their ability to provide immediate, anonymous assistance makes mental health resources more accessible to a broader population. These chatbots are embedded in mobile (...) applications, social media platforms, and web-based services, ensuring continuous availability and personalized interactions. Advances in machine learning and sentiment analysis have improved chatbot responses, making them more adaptive and human-like. They serve as virtual therapists, guiding users through structured interventions and coping strategies to manage anxiety, depression, and stress effectively. Despite their advantages, AI-powered mental health chatbots present ethical, technical, and regulatory challenges. Concerns around data privacy, AI bias, and emotional intelligence need to be addressed to enhance their reliability. Moreover, their effectiveness is limited in severe mental health cases, emphasizing the need for a hybrid model that combines AI-driven therapy with human intervention. This survey explores the technologies, applications, therapeutic approaches, limitations, and future prospects of these chatbots. (shrink)

The Importance of Standardizing a Holistic Educational System in All Private and Public Schools -/- Education is the foundation of every society, shaping the future of individuals and nations alike. However, for it to be truly effective, it must be based on fundamental universal principles that guide human decision-making and societal development. To ensure fairness and comprehensive development, it is crucial to standardize a holistic educational system across all schools, both private and public. A holistic education goes beyond traditional academics, (...) focusing on intellectual, emotional, ethical, social, and practical life skills. -/- A key element of this standardization should be the integration of Angelito Malicse’s three universal laws of nature, which provide an exact and scientific foundation for understanding decision-making, social systems, and natural balance. By implementing this system uniformly, societies can create well-rounded individuals who are not only knowledgeable but also responsible, innovative, and compassionate. -/- Bridging the Gap Between Private and Public Schools -/- One of the biggest challenges in education is the gap between private and public schools. Private schools generally have better resources, experienced teachers, and a more advanced curriculum, while public schools often struggle with outdated teaching methods and insufficient funding. As a result, students in private schools receive better education and opportunities compared to their counterparts in public schools. -/- By standardizing a holistic educational system, this gap can be significantly reduced. Every student, regardless of their economic background, will have access to the same quality of education. This ensures equal opportunities for personal growth, career development, and social mobility, helping to create a fairer society. -/- Furthermore, integrating the universal law of balance into the curriculum will ensure that economic and educational inequalities are minimized. This law teaches that all systems, including society and governance, must be balanced to function properly. If every student learns this principle, they will understand the importance of equity in education and policymaking, leading to a more just society. -/- Developing Critical Thinking and Problem-Solving Skills -/- A traditional educational system often emphasizes memorization and test-based learning, leaving little room for critical thinking and creativity. In contrast, a holistic approach encourages students to question, analyze, and solve real-world problems. If this system is standardized across all schools, students will develop essential skills in logical reasoning, innovation, and adaptability, which are crucial for success in a rapidly changing world. -/- A key principle that supports critical thinking is the law of karma, which is not just about morality but also about systems and the law of cause and effect. This law states that any system—whether natural or human-made—must be free of defects or errors to function properly. Applying this law in education will help students develop systemic thinking, allowing them to: -/- Analyze problems in science, economics, and governance with a logical and structured approach. -/- Understand that flawed decisions lead to failure, whether in personal choices, leadership, or technological development. -/- Develop a mindset that prioritizes precision, accountability, and problem-solving, ensuring that they become future leaders and innovators. -/- Ensuring Moral and Ethical Education -/- In today’s world, corruption, misinformation, and moral dilemmas are widespread. Many education systems focus on academics while neglecting moral and ethical reasoning. A holistic educational system integrates values-based education, teaching students about honesty, integrity, social responsibility, and ethical decision-making. -/- The feedback mechanism of conscious minds, the third universal law, explains that individual decision-making is influenced by interactions with others. This law is essential in teaching students about ethical leadership and governance. When students understand how leaders’ decisions influence society and how public perception shapes governance, they will develop a strong sense of responsibility and accountability in leadership roles. -/- By integrating this law into education, students will become better decision-makers, capable of understanding how information spreads, how social structures evolve, and how leadership should be approached with responsibility. -/- Promoting Emotional Intelligence and Social Skills -/- Success in life is not just about academic intelligence (IQ) but also about emotional intelligence (EQ)—the ability to understand, manage, and express emotions effectively. Standardizing a holistic education ensures that all students develop essential life skills such as self-awareness, empathy, conflict resolution, and teamwork. -/- Since the law of balance applies not just to external systems but also to personal well-being, students will be trained to balance mental, emotional, and social aspects of their lives. This will reduce issues like stress, anxiety, and social alienation, creating emotionally stable and compassionate individuals. -/- Preparing Students for Real-World Challenges -/- Most traditional education systems focus only on academic subjects, neglecting practical life skills such as financial literacy, entrepreneurship, environmental awareness, and digital literacy. A standardized holistic educational system would ensure that all students, regardless of the school they attend, gain these essential skills. -/- For example, students would learn how to manage personal finances, understand investments, and navigate digital technology responsibly. This practical knowledge is crucial for helping individuals become independent and responsible adults who can contribute meaningfully to society. -/- The law of karma can be particularly useful in helping students understand how economic and business systems function. If students are taught that defects in economic policies, financial decisions, or business models lead to collapse, they will be better prepared to create sustainable and efficient economic systems. -/- Encouraging Creativity and Innovation -/- A well-balanced education must nurture creativity and innovation, which are key drivers of economic and technological progress. Many traditional schools focus mainly on mathematics, science, and language while neglecting arts, music, sports, and hands-on learning experiences. A standardized holistic system would ensure that all students have the opportunity to explore various forms of creative expression. -/- The feedback mechanism of conscious minds teaches that innovation and creativity evolve through continuous interaction and shared ideas. By integrating this principle, students will be encouraged to collaborate, adapt, and develop groundbreaking ideas, leading to scientific and technological advancements. -/- Creating a More Balanced and Just Society -/- When all students receive a standardized holistic education that includes the three universal laws, it reduces social inequality and fosters a more balanced society. Education should be a tool for empowerment, not a privilege for the few. By ensuring that every child, regardless of background, receives a well-rounded education, societies can create a fairer, more inclusive world where opportunities are based on merit rather than social class. -/- By understanding the law of balance, future policymakers will make rational and sustainable decisions, ensuring that economic, environmental, and social systems remain in harmony. This will prevent economic instability, environmental destruction, and social conflicts. -/- Conclusion -/- Standardizing a holistic educational system across all private and public schools is essential for ensuring equal opportunities, developing critical thinking, promoting ethical values, and preparing students for real-life challenges. However, for education to be truly effective, it must be rooted in universal laws that govern decision-making and social balance. -/- By integrating Angelito Malicse’s three universal laws—the Law of Karma, the Universal Law of Balance, and the Feedback Mechanism of Conscious Minds—education can provide students with a scientific, ethical, and systemic approach to understanding life, society, and governance. -/- If all schools adopt a holistic approach to education based on these universal laws, future generations will be more prepared to solve complex problems, uphold ethical values, embrace cultural diversity, and contribute to a more just and progressive society. Standardizing holistic education is not just a necessity—it is the key to a brighter, more balanced future for all. -/- . (shrink)

This research presents an automated system for predicting crop yield using the Random Forest Regression algorithm. The model leverages agricultural parameters such as soil composition, rainfall, temperature, and fertilizer usage to provide real-time and accurate yield predictions. A user-friendly web application developed with Python Flask allows for easy interaction, enabling farmers and agricultural professionals to input data and receive yield estimates. The results demonstrate the model’s reliability, achieving over 99% accuracy on test data. The system's modularity supports future expansions, including (...) real-time data integration and mobile deployment for widespread agricultural use. This project presents an AI-driven crop yield prediction system utilizing the Random Forest Regression algorithm. The system is designed to forecast agricultural yield based on various factors such as soil quality, rainfall, temperature, and historical crop data. Implemented using Python and deployed via a user-friendly Flask web interface, the application enables real-time yield prediction, empowering farmers and policymakers to make informed decisions. The model, trained on a diverse dataset, demonstrates high accuracy and robustness, handling non-linear data patterns effectively. By combining machine learning and intuitive design, this solution enhances agricultural planning, resource management, and overall productivity. (shrink)

LLMs are not Artificial intelligence LLMs are associative memory, with specific input and output modules. LLMs exhibit many of the needed characteristics of associative memory. The main one being the ability to connect seemingly distant concepts. Associative memory is a prerequisite for reasoning, associative thinking and imagination. However intelegence itself requires more than associative memory and goes beyond reasoning, an appearance of thinking and imagination. biological imperatives There is a lot of talk about AI and AGI, but what is it (...) really? The word ‘language’ in large language model (LLM) includes non-text based languages, visual language and spatial languages as well. As large language model (LLM) expands its range of skills, to include extremities such as hand and legs will show its skills in 3D movement and agility. There is no reason why a LLM can expand into significant 3D motion and skills. As large language models (LLMs) expand their #3D spatial spills such as planning, and navigation Let’s take a hypothetical example. We will build a LLM dog. This will begin with the connection of the appropriate actuators as the output level. This will give the required leg management s well as the addition of visual and vocal sensors and actuators. This artificial creature dog would have the expected mobility and skills to mimic a natural dog’s movements, and communication abilities. With this dog platform the LLM would then learn all the customary dog movements and responses. To move past the ‘prompt’ stage of a LLM the dog will have built in prompts or needs including eating defecation, relationships, play and more. Given extensive training in the form of videos, ‘play’ and social interaction the dog would after a relative short time have many of the behavioral attributes of a natural dog. This this would establish one form of GAI putting a face on the concept of AGI at one level, the elvel of a dog, dog intelligence. The next stage would be to construct another AGI animal, say a pig or a chimpanzee. These cases each would establish a new level of AGI, pig level AGI, and chimp level AGI. The advantage of this development, beyond the actual mechanical and AGI technology it would provide a road map for classifying levels of AGI. The last stage would be the humanoid stage; here the humanoid AGI would mimic all the physical agility of a human without any pre-programed guidelines. All these AGI levels would establish benchmarks for classifying levels of AGI. This scale of GAI would have its own correspondence and would go beyond of the autonomous vehicle analog categories. The expanded goal matrices beyond a destination and the inclusion of inherent conflicts in motivation itself would for a major area of research. The existing AGI categories are human centric and leave specific notations of ‘skills’ as an open question. These SGI creatures would all be at the equivalent of vehicle level 5: full Automation. Or using MRM’s principles offer a material basis when gauging the proficiently at each level. On additional benefit would be to lessen the distortions that the present human centric perspective involves. This line of research would offer a concrete area to develop ethical references with regard to the levels of AGI Still waiting for AI There are addition areas of knowledge advancement. Some of the interesting advances are the development of the self-prompt or motivational GAI development. From the dog to the humanoid, the development of motivation as the central management theme, replacing any pre-planned schemas. At present it is obvious that a expansive associative memory is an important component of intelligence but actual intelligence requires some as yet unknown components. The popular concept of a Savant is illustrative of the powers of exceptional associative memory. (shrink)

In recent years, with the advances in machine learning and neuroscience, the abundances of sensors and emotion data, computer engineers have started to endow machines with ability to detect, classify, and interact with human emotions. Emotional artificial intelligence (AI), also known as a more technical term in affective computing, is increasingly more prevalent in our daily life as it is embedded in many applications in our mobile devices as well as in physical spaces. Critically, emotional AI systems have (...) not only the ability to not passively read and classify emotions, but most also have an ability to predict and ‘nudge’ users to certain desired emotional states. Drawing from Piredda (2020)’s account on affective artifacts and other recent accounts, we've examined various emerging emotion-sensing technologies such as recommender algorithms, personal AI assistants, work-related emotion trackers, and emotional AI toys and robots through the lens of affective artifacts. We show how these technologies fulfill the criteria of being affective artifacts: they are artifactual, multifunctional, semi-agentive, and semi-interpesonal. Emotional AI systems as affective artifacts can influence the affective states of the users (e.g., help regulate emotions of ourselves and others), and importantly, our manipulation of these algorithms can intersect with the maintenance and construction of our sense of self and identity. (shrink)

The aim of the study was to explore the motives underpinning career mobility, and the impact of such mobility on changing the perceptions of senior teacher educators from Israel who have experienced cross-cultural professional transitions during the mid-career stage (hereafter referred to as ‘internationally oriented teacher educators’). A thematic analysis of five interviewees’ retrospective narratives highlighted three motives driving career mobility: the opportunity for professional development; the joy of adventure and challenge; and the need to bring about a fundamental change (...) in their careers. In addition, two categories of changes in perceptions that occurred following international mobility were mapped: (a) pluralistic perceptions in a multicultural higher education environment, and (b) culture of learning among the younger generation. The discussion raises similarities and differences between the findings and the literature on career mobility in higher education. (shrink)

Understanding the policymaking process in an emerging economy in the global south, such as Bangladesh, holds significant importance. The country's remarkable socio-economic development, once the most impoverished in the region, has been facilitated by post-globalization economic transformation. While the literature on institutional change has predominantly focused on states in industrialist countries, this dissertation presents an innovative theoretical approach. It deeply explores primary case materials to illustrate how the state engages in policy evolution in a developing country's gradual shift from the (...) import substitution model towards globalization and deregulation. The central argument posited is that Bangladesh's globalization, particularly through its private sector-led garment exports, stands as a significant success story. Bangladesh is now the world's second-largest garment exporter after China. This achievement is attributed to the entrepreneurial development it fosters and its role in driving socio-economic change. Moreover, it has enabled the mobilization of resources, reducing aid dependence, enhancing climate resilience, improving public health and wellbeing, empowering women, and addressing critical needs in physical infrastructure and human development. The argument presented here diverges from the conventional explanation found in the literature, which tends to emphasize the role of external forces, particularly institutions like the World Bank, the International Monetary Fund, and donors, in triggering policy reforms in Bangladesh. These reforms, commonly linked with structural adjustment packages implemented during the balance of payments crisis, are frequently perceived as predominantly influenced by external pressures. Additionally, the influence of the business class or Bangladeshi non-governmental organizations (NGOs) is often asserted. This dissertation proposes an alternative explanation by suggesting that ideational viewpoints within the state, specifically the ideas espoused by top technocrats and political executives, played a significant role. It argues that these internal ideational factors were more influential than materialistic ones, highlighting the causal role of the policy process driven by endogenous imperatives. The introduction of the dissertation addresses the research problem and research puzzle while suggesting conjectures after problematizing existing arguments. The significant economic transformation observed in Bangladesh today is portrayed as the outcome of a gradual process spanning several decades. The transition towards promoting the private sector and embracing globalization commenced in 1991, following a series of incremental changes dating back to the 1970s and 1980s. During these periods, the institutional path progressed towards empowering the private sector and embracing globalization, laying the groundwork for a trajectory led by the private sector in the context of globalization. The theory chapter serves to establish the conceptual and theoretical foundation for analyzing both economic change and transformation by examining the evolutionary nature of the process. The study adopts an institutional change framework, drawing on the theory of gradual change and focusing on concepts such as layering and tipping points. Within this framework, causal variables such as powering and puzzling, social learning, and ideas are identified. The methodological approach is grounded in historical institutionalism, employing the process-tracing "within case" method. The selection of cases deliberately targets an important yet under-researched area—the policy process in Bangladesh concerning the success of garment-led industrialization. This dissertation fills a noticeable gap in the literature through rigorous analysis, enabling an in-depth exploration of the institutional dynamics spanning four governments from 1972 to 1991. The study relies on substantial primary materials, including interviews with key officials. Each empirical chapter not only presents data but also connects the findings to conceptual and theoretical conjectures, underscoring the significant contributions of this research. The key causal variables identified include the concepts of ‘puzzling’ and ‘social learning’ within the state capacity framework, along with a narrowly defined and developed concept of a "policy committee." The learning process entails technocrats engaging in what Hugh Heclo and Peter Hall term as "social learning," where they play a crucial role in addressing policy challenges, particularly during times of uncertainty and political turmoil, based on their learning from past experiences. Additionally, the concept of ‘powering’ is highlighted, emphasizing that while technocrats provide policy recommendations, it is ultimately the political executive who endorses policies. The interplay between ‘puzzling and powering’ and ‘social learning’ shapes the outcomes of the policy process. The first empirical chapter focusing on the Sheikh Mujibur Rahman Government (1972-1975) illustrates the emergence of policy learning during this period. Initially, this government pursued import substitution under strict government controls, with a predominant public sector. The historical context of exploitation under Pakistani rule and the centralization of industry by West Pakistan fostered socialism as an ideal for East Pakistan's economic emancipation. Additionally, close ties with India and the Soviet Union reinforced this socialist tendency. However, due to severe economic conditions resulting from stringent control on private investment and emphasis on large-scale public investment, policy puzzling and learning ensued. As a result, incremental changes were initiated, allowing limited private sector participation. The second empirical chapter explores the General Ziaur Rahman government's tenure (1975-1981) and how deregulation was consolidated within a layering step, paving the way for a shift towards globalization. General Zia and his technocrats, operating under authoritarian conditions, acknowledged the inefficacy of existing policies. Furthermore, General Zia's inclination towards the West fostered closer collaboration with donors. The Multifiber Agreement (MFA) presented an opportunity for garments, coinciding with the decline in jute exports. This government opened up industrial sectors for private participation, and banks provided funding across various sectors, with special emphasis on the burgeoning garment industry. The chapter also explores the origins of the garment industry during this period. Notably, Noorul Quader Khan, upon retiring as cabinet secretary, collaborated with a Korean multinational, Daewoo, with the support of General Zia, leading to the establishment of Desh Garments—a pioneering venture that catalyzed the export orientation of the sector. The third empirical chapter delves into the economic policies of the General Hussain Muhammad Ershad Government (1982-1990), highlighting its emphasis on greater private sector involvement. Under this administration, there was a political inclination towards globalization and deregulation, leading to the appointment of technocrats aligned with this vision. The leadership believed that promoting the private sector would be more effective in job creation. Despite facing significant political opposition, efforts towards disinvestment were made, eventually resulting in compromises like public-private partnerships. The decentralization of administration and restructuring of ministries aimed at promoting industrialization and economic globalization driven by the private sector at the regional level. Initiatives such as the Industrial Promotion and Development Company, with support from organizations like the International Finance Corporation, aimed to boost the private sector. Efforts towards globalization were synchronized with the establishment of an export processing zone in Chittagong, focusing on promoting private and foreign investment. Foreign investment promotion was encouraged through diplomatic efforts and legislative measures to safeguard investors. Currency devaluation was utilized to stimulate exports, along with some degree of import liberalization. The chapter convincingly argues that the groundwork for globalization, initiated under General Zia, came to fruition under General Ershad. The final empirical chapter contends that the system shifted towards globalization and deregulation in 1991. Although a severe balance of payments crisis occurred in 1989, it wasn't perceived as the sole cause of the industrial policy of 1991. The democratic uprising in 1990 led to the downfall of the military-backed government and the rise of a democratic government. The chapter argues that while economic and political changes may have been intertwined, the economic shift in 1991 was primarily driven by ideas within the state and driven by endogenous imperatives. It examines preceding periods to illustrate how the tipping mechanism might have operated, detailing the roles of top technocrats and political executives. The chapter provides insights into key policymakers and their ideas, as well as their interactions with industrialists, entrepreneurs, and representatives of multilateral organizations like the World Bank. Significant reform measures, including tariff reduction, the introduction of value-added tax, banking sector reform, and the adoption of floating exchange rates, are outcomes of the policy change. Additionally, sectors such as power, banks, and telecommunications, formerly monopolized by the public sector, are now deregulated. (shrink)

Digital Literacy (DL) is defined as the ability to use information and communication technology to communicate with cognitive and technical skills. One of the Digital Literacy is Mobile-Assisted Language Learning (MALL) or mobile phones-based language learning. Merits of this study are worthy of helping learners easier understand the language learning materials presented by either guided face to face in the classroom or self-learning out of the school. The study used experimental and control classes to (...) compare the results that the significance of Mobile-Assisted Language Learning in learning language could be prescribed. Refer to the initial students’ ability, this study designed pre and post-test for the experiment. Furthermore, participants were 40 students of second-year students at the English Education Department. Same topics were taught for experiment and control class in alter methods. The results claimed that the using post-test of MALL had merits on improving experimental group more than control group performance. The results declared that using MALL would encourage students learning activities such as self-language learning, enriching vocabulary, promoting teacher’s pedagogic, student’s cognitive, writing skill, reading comprehension, speaking, grammar and listening skill. Lastly, this paper implied MALL as a reference for future curriculum and material development. (shrink)

The Internet of Things (IoT) infrastructure forms a gigantic network of interconnected and interacting devices. This infrastructure involves a new generation of service delivery models, more advanced data management and policy schemes, sophisticated data analytics tools, and effective decision making applications. IoT technology brings automation to a new level wherein nodes can communicate and make autonomous decisions in the absence of human interventions. IoT enabled solutions generate and process enormous volumes of heterogeneous data exchanged among billions of nodes. This results (...) in Big Data congestion, data management, storage issues and various inefficiencies. Fog Computing aims at solving the issues with data management as it includes intelligent computational components and storage closer to the data sources. Often, an IoT-enabled infrastructure is shared among many users with various requirements. Sharing resources, sharing operational costs and collective decision making (consensus) among many stakeholders is frequently neglected. This research addresses an essential requirement for adaptive, autonomous and consensus-based Fog computational solutions which are able to support distributed and in-network schemes and policies. These network schemes and policies need to meet the requirements of many users. In this work, innovative consensus-based computational solutions are investigated. These proposed solutions aim to correlate and organise data for effective management and decision making in Fog. Instead of individual decision making, the algorithms aim to aggregate several decisions into a consensus decision representing a collective agreement, benefiting from the individuals variant knowledge and meeting multiple stakeholders requirements. In order to validate the proposed solutions, hybrid research methodology is involved that includes the design of a test-bed and the execution of several experiments. In order to investigate the effectiveness of the paradigm, three experiments were designed and validated. Real-life sensor data and synthetic statistical data was collected, processed and analysed. Bayesian Machine Learning models and Analytics were used to consolidate the design and evaluate the performance of the algorithms. In the Fog environment, the first scenario tests the Aggregation by Distribution algorithm. The solution contribute in achieving a notable efficiency of data delivery obtained with a minimal loss in precision. The second scenario validates the merits of the approach in predicting the activities of high mobility IoT applications. The third scenario tests the applications related to smart home IoT. All proposed Consensus algorithms use statistical analysis to support effective decision making in Fog and enable data aggregation for optimal storage, data transmission, processing and analytics. The final results of all experiments showed that all the implemented consensus approaches surpass the individual ones in different performance terms. Formal results also showed that the paradigm is a good fit in many IoT environments and can be suitable for different scenarios when applying data analysis to correlate data with the design. Finally, the design demonstrates that Fog Computing can compete with Cloud Computing in terms of accuracy with an added preference of locality. (shrink)

This project is a robust online education platform designed to streamline learning and teaching experiences. It integrates features for course management, user authentication, and interactive learning. Core functionalities include user registration, tutor and student profile management, course search and enrollment, video content streaming, and interactive elements like bookmarks, comments, and likes to enhance user engagement. The backend, powered by PHP, ensures dynamic content delivery, while the frontend employs CSS and JavaScript for a user-friendly interface. The database, (...) structured using SQL, efficiently handles data related to courses, users, and interactions. This platform is scalable and adaptable, making it ideal for educational institutions or independent tutors aiming to offer seamless virtual learning experiences. (shrink)

The exponential growth of mobile banking has redefined global financial accessibility while simultaneously escalating the sophistication of cyber threats. This study presents a robust, multi-layered cybersecurity framework tailored to the evolving needs of mobile financial systems. The framework integrates three pioneering components: (1) Federated Artificial Intelligence (AI) for privacy-preserving, cross-institutional fraud detection; (2) Post-Quantum Cryptography (PQC) for long-term data integrity against emerging quantum computing threats; and (3) Adaptive Multi-Factor Authentication (A-MFA) leveraging behavioral biometrics for context-aware user verification. Experimental (...) results, drawn from simulated multi-regional banking environments, demonstrate the framework’s efficacy in real-time fraud detection (96.3% accuracy), quantum-resilient encryption (Kyber-768 and Dilithium-3 with negligible latency), and enhanced user authentication (98.1% success rate, 1.4% FRR). Furthermore, the federated learning model maintained high accuracy under non-IID conditions, underscoring its robustness in heterogeneous financial networks. This research fills critical implementation gaps in the literature and provides a scalable, regulation compliant model for secure mobile banking in the post-quantum era. The findings advocate for a proactive shift toward integrated, intelligent, and future-proof cyber defense mechanisms within the global financial ecosystem. (shrink)

Coach–athlete interaction is a central component of skill learning in sports. When done well, interventions by a coach can shape an athlete’s perceptual, motivational, and physical capacities and dramatically improve performance. Such interaction is not well modelled by thinking of a coach as transferring rules and directives to the individual athlete. Instead, an ecological perspective on coaching encourages attention to interactions during play, and the diverse ways it can support athlete development and performance. This paper uses microethnographic analysis of (...) a Muay Thai developmental bout to showcase methods that track rich and dynamic real-world interactions between coach and athlete to ground better theoretical understanding of skill learning in the wild. Based on close analysis of coach–athlete interactions, including during and between rounds of a bout, we examine how skill is achieved in a complex learning environment. We suggest how specific coaching interventions scaffold a novice’s capacity to perform and identify five coaching functions – diagnosis, strategy, implementation, affirmation and consolidation – that were part of the coach’s approach to enhancing the fighter’s performance. Intensive field-based methods like microethnography can more precisely chart the complex ecological features of authentic skill learning and coaching and move us beyond individualistic or exclusively laboratory-based understandings of skill. (shrink)

Mobile and wireless networking infrastructures are facing unprecedented loads due to increasing apps and services on mobiles. Hence, 5G systems have been developed to maximise mobile user experiences as they can accommodate large volumes of traffics with extractions of fine-grained data while offering flexible network resource controls. Potential solutions for managing networks and their security using network traffic are based on UAA (User Activity Analysis). DLTs (Deep Learning Techniques) have been recently used in network traffic analysis for (...) better performances. These previously suggested techniques for network traffic analysis typically need voluminous information on network usages. Hence, this work proposes OFedeMWOUAA (optimal federated learning-based UAA technique with Meadow Wolf Optimisation) and DNN (deep Neuron Networks) for minimizing risks of data leakages in MWNs (Mobile Wireless Networks). In the proposed OFedeMWOUAA, the need to submit data to cloud servers does not arise because it trains DLTs locally and only uploads model gradients or knowledge weights. The OFedeMWOUAA approach effectively decreases dangers to data privacies with very minor performance losses in simulations. (shrink)

The rapid advancement of technology and the unprecedented disruptions caused by the COVID-19 pandemic have significantly reshaped the educational landscape worldwide, accelerating the demand for digital, interactive, and student-centered learning tools. This study explored the development and effectiveness of interactive self-learning materials (iSLeMs) designed for Computer System Servicing (CSS), aiming to address the limitations of traditional teaching methods in technical-vocational education. Developed using the Lumi application, the iSLeMs incorporated multimedia elements such as videos, quizzes, and self-assessment (...) tools to promote active, technology-enhanced learning. The research focused on enhancing engagement and academic performance among Grade 11 TVL-ICT students at Lambayong National High School. Using a quasi- experimental design, two groups were studied: one engaged with the interactive iSLeMs, while the other continued with conventional instruction. Each group consisted of thirty- four students selected through cluster sampling to maintain class integrity and reduce sampling bias. To ensure content quality, six expert validators—including ICT professionals, master teachers, and DepEd personnel—reviewed the iSLeMs for relevance, accessibility, suitability, and educational value. Pre-tests and post-tests were administered to measure learning gains. Statistical analysis demonstrated that students who used the iSLeMs showed clear improvements in understanding and retention. As a result, both null hypotheses were rejected, confirming significant differences in the academic performance and gain scores between the control and experimental groups. The findings affirm the value of interactive learning tools in fostering engagement, deeper comprehension, and more inclusive learning experiences for 21st-century learners navigating a digitally driven, post-pandemic world. (shrink)

AI-powered interactive learning platforms represent a significant advancement in modern education, aiming to enhance the learning experience through personalized, engaging, and adaptive methodologies. These platforms leverage artificial intelligence to create dynamic educational environments that cater to the diverse needs of students, transforming traditional learning paradigms. The introduction of interactive 2D and 3D simulations allows learners to immerse themselves in subjects, making complex concepts more accessible and enjoyable. Gamification elements further motivate students by turning learning (...) into an engaging game where they can earn rewards and achieve milestones, fostering a sense of accomplishment and commitment to their educational journey. Moreover, these platforms utilize real-time data analytics to tailor content according to individual learning styles and paces, ensuring that each student receives the support they need to master concepts effectively. This personalized approach not only enhances comprehension but also significantly improves information retention rates compared to conventional static content. The integration of bilingual resources promotes inclusivity, enabling students from various linguistic backgrounds to engage fully with the material. As educational institutions increasingly adopt these AI-driven solutions, they are not only addressing the challenges posed by overcrowded classrooms and varying student needs but are also preparing learners for a future where critical thinking, creativity, and problem-solving skills are paramount. In essence, AI-powered interactive learning platforms are redefining education by merging technology with innovative pedagogical strategies. They offer a holistic approach that goes beyond mere academic achievement, nurturing essential skills that will equip students for success in an ever-evolving world. As these platforms continue to evolve and expand their capabilities, they hold the potential to unlock every child's learning potential, making education a more personalized and impactful experience for all. (shrink)

This study developed and validated E-learning Self-directed Interactive Modules (E-SelfIMo) for Earth Science. The study employed Research and Development method, using the Borg and Gall development procedure, in creating eight e-modules using Kotobee software, evaluating them by experts and students, and determining their effectiveness in terms of students' conceptual understanding. Experts agreed that E-SelfIMo met the DepEd standards for non-printed learning materials, and students attested to their high validity in content, format, and usefulness. Pretest and posttest results (...) for the effectiveness of E-SelfIMo revealed that students exposed to the E-SelfIMo have progressed from “Near Mastery” to “Near Full Mastery” in the chosen Earth Science topics, showing more significant improvement in their conceptual understanding than the control group. This study concludes that E-SelfIMo supports interactive, active, and self-directed learning thereby, improving students’ motivation, engagement, interest, and performance. The E-SelfIMo could be used with technology integration as a teaching and learning tool. -/- . (shrink)

Sikhism, a vibrant and inclusive religion, provides a rich tapestry of teachings and traditions. Introducing children to Sikhi through interactive learning and play not only enhances their understanding but also fosters a deep connection with the values and principles of Sikhism. This holistic approach engages children actively, making the learning journey enjoyable, memorable, and impactful. Given the dire need to engage in such a holistic approach, various such activities and their specific examples are described here.

This research aimed to explain the defense of oral interactions in the presence of information and communication technologies such as WhatsApp (WA) as well as to explore some of the positive contributions of WA used in building the Real Life Communication, especially in the learning environment. By applying the Exploratory design, this research involved 4 participants from various educational backgrounds as a purposively selected data source indicated as WA users at once. Data were collected through Focus Group Discussion, Interview, (...) and Observation and analyzed by several stages i.e. data reduction, displaying data, categorizing, and verifying and concluding. The results showed that oral interactions can decrease both in the language community and learning environment as the dominant use of WA that is not wise. Nevertheless, the use of WA applications also had some positive contributions in building a real relationship. Finally, the assumption that the negative impact of using the WA application should be able to change the mindset and positive attitude of the scholars in initiating and defending an oral interaction in the learning environment. (shrink)

This study sought to determine the effect of using a researcher-developed e-learning self- directed interactive module (E-SelfIMo) in enhancing the conceptual understanding of selected earth science concepts by senior high school students in the STEM strand of Sorsogon National High School. The study used a mixed -methods approach, consisting of an explanatory sequential research design and a randomized pretest-posttest control group, to compare the conceptual understanding levels of an experimental group of 30 students exposed to E-SelfIMo with 30 (...) students in a control group. An unpaired t-test revealed no significant difference between the initial (pretest) levels of conceptual understanding of the two groups [t(58) = 0.2445, p = 0.40]. After exposure to E-SelfIMo, After exposure to E-SelfIMo, the experimental group demonstrated a significantly highe r level of conceptual understanding (x̄ = 129.8, SD = 7.35) than the control group (x̄ = 112.63, SD = 9.84), t(58) = 7.66, p = 0.0001. This result was also supported by the large effect size, with a Cohe n’s d value of 1.996. Qualitative analysis also supported the quantitative findings, reporting significant knowledge gains, improved learning skills, greater engagement, enhanced understanding, and positive overall learning experiences among participants due to the interactive simulations, multimedia content, and self-directed nature. The study concludes that students exposed to E-SelfIMo demonstrated significantly highe r levels of conceptual understanding, indicating its positive effect on learning outcomes. (shrink)

This qualitative case study examined how college students perceived the contribution of language learning applications to English macro skill development in a Philippine private college context. The study took place at Iligan Medical Center College and involved ten purposively selected college students who actively used at least one language learning application as part of their English learning routine. Data came from semi-structured interviews and an open-ended questionnaire, with audio recorded interviews transcribed verbatim prior to analysis. Thematic analysis (...) yielded four themes that map directly onto the macro skills: (1) speaking skill development through pronunciation practice and voice recording tools, (2) writing skill development through sentence construction, grammar exercises, and translation tasks, (3) reading skill development through exposure to varied text types and comprehension tasks, and (4) listening skill development through audio drills, dialogues, and listening comprehension tests. In aggregate, participants framed these applications as accessible environments for repetitive practice, immediate feedback, and self-paced skill refinement outside class. The findings support the view that mobile learning tools can extend opportunities for practice across macro skills, while also underscoring the need for rigorous program level integration and evaluation beyond self-report, especially when commercial applications shape learning routines. (shrink)

AI-powered interactive learning platforms represent a significant advancement in modern education, aiming to enhance the learning experience through personalized, engaging, and adaptive methodologies. These platforms leverage artificial intelligence to create dynamic educational environments that cater to the diverse needs of students, transforming traditional learning paradigms. The introduction of interactive 2D and 3D simulations allows learners to immerse themselves in subjects, making complex concepts more accessible and enjoyable. Gamification elements further motivate students by turning learning (...) into an engaging game where they can earn rewards and achieve milestones, fostering a sense of accomplishment and commitment to their educational journey. Moreover, these platforms utilize real-time data analytics to tailor content according to individual learning styles and paces, ensuring that each student receives the support they need to master concepts effectively. This personalized approach not only enhances comprehension but also significantly improves information retention rates compared to conventional static content. The integration of bilingual resources promotes inclusivity, enabling students from various linguistic backgrounds to engage fully with the material. As educational institutions increasingly adopt these AI-driven solutions, they are not only addressing the challenges posed by overcrowded classrooms and varying student needs but are also preparing learners for a future where critical thinking, creativity, and problem-solving skills are paramount. In essence, AI-powered interactive learning platforms are redefining education by merging technology with innovative pedagogical strategies. They offer a holistic approach that goes beyond mere academic achievement, nurturing essential skills that will equip students for success in an ever-evolving world. As these platforms continue to evolve and expand their capabilities, they hold the potential to unlock every child's learning potential, making education a more personalized and impactful experience for all. (shrink)

A restricted-use mobile device policy for introductory philosophy classrooms is presented and defended. The policy allows students to use devices only during open periods announced by the professor and is based on recent empirical findings on the effects of in-class mobile device use. These results suggest devices are generally detrimental to student learning, though they have targeted benefits for specific tasks. The policy is defended via a discussion of the ethical considerations surrounding device use, a discussion of (...) the policy’s benefits, and responses to potential objections. Avenues for future research are suggested at the conclusion of the discussion. (shrink)

Interactions between an intelligent software agent and a human user are ubiquitous in everyday situations such as access to information, entertainment, and purchases. In such interactions, the ISA mediates the user’s access to the content, or controls some other aspect of the user experience, and is not designed to be neutral about outcomes of user choices. Like human users, ISAs are driven by goals, make autonomous decisions, and can learn from experience. Using ideas from bounded rationality, we frame these interactions (...) as instances of an ISA whose reward depends on actions performed by the user. Such agents benefit by steering the user’s behaviour towards outcomes that maximise the ISA’s utility, which may or may not be aligned with that of the user. Video games, news recommendation aggregation engines, and fitness trackers can all be instances of this general case. Our analysis facilitates distinguishing various subcases of interaction, as well as second-order effects that might include the possibility for adaptive interfaces to induce behavioural addiction, and/or change in user belief. We present these types of interaction within a conceptual framework, and review current examples of persuasive technologies and the issues that arise from their use. We argue that the nature of the feedback commonly used by learning agents to update their models and subsequent decisions could steer the behaviour of human users away from what benefits them, and in a direction that can undermine autonomy and cause further disparity between actions and goals as exemplified by addictive and compulsive behaviour. We discuss some of the ethical, social and legal implications of this technology and argue that it can sometimes exploit and reinforce weaknesses in human beings. (shrink)

A collection of essays originally published in a special issue of Modern Asia Studies in March 2012, this volume comprises the interactions of various cultures including Singapore, Ladakh, Penang, and Istanbul. It also traces interactions over the sea and between various religious spaces. Businesses or inter-Asian joint-ventures are also included. Edited by professors of history, this book is a welcome addition to the scarce literature on transnational interactions within Asia.

We argue that the concept of practical wisdom is particularly useful for organizing, understanding, and improving human-machine interactions. We consider the relationship between philosophical analysis of wisdom and psychological research into the development of wisdom. We adopt a practical orientation that suggests a conceptual engineering approach is needed, where philosophical work involves refinement of the concept in response to contributions by engineers and behavioral scientists. The former are tasked with encoding as much wise design as possible into machines themselves, as (...) well as providing sandboxes or workspaces to help various stakeholders build practical wisdom in systems that are sufficiently realistic to aid transferring skills learned to real-world use. The latter are needed for the design of exercises and methods of evaluation within these workspaces, as well as ways of empirically assessing the transfer of wisdom from workspace to world. Systematic interaction between these three disciplines (and others) is the best approach to engineering wisdom for the machine age. (shrink)

In the paper, the current state and trends of the use of AR technologies in the transport industry and in future specialists' vocational training processes have been reviewed and analyzed. The essence and content of the AR technologies relevant to the transport industry have been clarified. The main directions of the AR introduction for the various spheres of the transport industry including design and tuning, mechanical and automotive engineering, marketing and advertising, maintenance and operation, diagnostics and repair of cars have (...) been determined. The AR mobile apps market and the features of the mobile apps with AR have been outlined. The pedagogical terms of effective organizing the students' cognitive activity for transport industry via AR technologies have been determined and researched, namely: to provide each student with the position of an active actor of study and cognitive activity, to switch the study information in a mode of the project activity, the educational content professionalization and to teach students to use the modern ICT purposefully, to manage students' cognitive process by means of ICT. The methodology of using mobile apps with AR in students' vocational preparation process for the transport industry has been presented. It covers the system of educational tasks, updated content of lectures, practical and laboratory classes for specialized disciplines. (shrink)

The Learning Management System (LMS) Portal is a comprehensive web-based platform designed to facilitate educational institutions in managing and delivering digital learning content. It allows administrators to manage courses, instructors to upload learning materials and assignments, and students to access resources, submit work, and track their progress. The portal simplifies communication between students and educators and supports remote learning environments. With user-friendly interfaces and real-time interaction features, it bridges the gap between traditional classrooms and modern e- (...) class='Hi'>learning practices. (shrink)

In the presently unfolding deepfake era, recurrent inflationary algorithmic superintelligence (ASI) achievement claims degenerated from being a mere reflection of an exaggerated but candid initial enthusiasm to becoming a convenient tool for misdirection facilitating epistemic perpetuum mobile (EPM) scams. This transdisciplinarily conceived paper compactly analyzes the underlying ASI definition avoidance problem which emerged from interactions between three major epistemic trends in the ASI debate: boomerism, doomerism and pragmatism. Via taking a fourth external perspective entertained by a fictive entity called (...) Cyogenes who volunteers as a philosopher and criticizes contemporary conventions (inspired by the ancient Cynicism lived by early Greek philosophers including Antisthenes and Diogenes of Sinope), the paper highlights key strengths but also particularly pitfalls within those three aforementioned epistemic trends all of which face the ASI definition avoidance problem – clearing the way for global EPM scams. After this philosophical analysis, a deflationary account of ASI (i.e. the epistemic perpetuum mobile) is discussed. Thereafter, practical cybersecurity-oriented threat models and defenses against EPM scams are formulated. In brief, fruitless EPM scams unnecessarily risk intensifying the near-term existential risk of epistemic self-sabotage and reinforcing totalitarian aspirations. (shrink)

Throughout history, education has always been essential for humanity's justice and fundamental for the creation of a free and satisfying society with the dissemination of knowledge. Hence, in addition to the life occurrences educating people, traditional higher education methods have played an important role for a long period. However, the age of technology has changed the educational system along with the people's lifestyles to meet the continuously changing conditions. During the past twenty years, the Information and Communication Technologies (ICTs) led (...) to the emergence of e-learning non-traditional educational methods bringing about an innovative dimension of virtual learning. With its beneficial features provided by the Internet and various technologies, this method passes the control of time and location from the tutors to the students during the learning process. Despite the entrance of online education into the students' life many years ago, the Covid-19 outbreak initiated in 2020 turned this method into the only possible way of education for almost two years. Afterward, plenty of studies investigated its effects on students' social and academic life, mostly considering its negative impacts on their mental health and motivation due to interaction issues. They also pointed out the specific problems of tactile learner students in the lack of face-to-face design courses. As an innovative solution able to be adopted, game technologies, increasing immersion of the learner in a real-world skill, and triggering motivation are one of the best methods integrated into educational systems. Known as serious games, these games, adopted by almost any domain, convey educational content along with entertainment, increasing interaction. They train or enhance a certain skill or topic to the player by immersing them. While serious games are more expanded nowadays, they are still not being played by the mass public due to people's immersiveness expectations of a game. Hence, the Head-Mounted Displays (HMDs), with their emergence, increased the players' engagement and immersion with all types of virtual environments in digital games. This technology, however, evolved serious games area most, among others, by enabling the opportunity to provide a riskless and low-cost learning environment for real-world skills. In the process of suggesting serious games as a replacement for the traditional educational methods, the most important factor is being aware of their effectiveness for education. Generally, digital games, one of the world's biggest and fastest-growing industries, rely heavily on the virtual landscape, a major part of its development process. Its design demands remarkable effort, and it directly affects the whole game's characteristics. Hence, serious games, as a type of digital game, carry the same attributes. With the appearance of virtual reality technology, gaming started to gain more immersiveness and engagement with artificial elements and environments. Although virtual landscapes were always being developed since the emergence of digital games, the studies taking virtual landscapes into account are mostly using them as a tool for enhancing real spaces, not as a domain for the sake of its development. While other design domains are applying various design methodologies, it is challenging to find a standard design methodology for the design and production of virtual landscapes in the gaming industry, leading to inconsistent and low-quality results. Hence, it comes to the question of what is the virtual landscapes' role in serious games and their effect on the data comprehension rate. Since the literature lacks regarding the gradual change of the virtual landscape in serious games and the content they transmit, this thesis aims to figure out the gradual chronological evolution of the virtual landscapes in serious games. It also aims to seek how this change and the virtual reality technology invention have affected the contents transmitted by digital games and its influence on the player interaction and learning rate. To do so, in the process of this thesis, we developed, tested, and evaluated various serious games, both text-based and with 360° photos. The steps taken revealed the reluctance of the players to follow the providing educational content and their inadequacy of interaction. Hence, the thesis seeks the reasons ending to this result and the ways of increasing this learning rate. Afterward, the thesis uses a currently available but not massively used digital game classification methodology. This methodology, which is based on the principles of architecture, landscape architecture, and urban planning, classifies the games based on their constituting virtual landscapes. Hence, the thesis considers all Steam games, one of the biggest video game digital distribution services, filtered with the 'education' tag, ending in 2531 digital games. Afterward, adding the 'game' tag the result reduced to 1102 games. Finally, with some manual filterings ignoring the irrelevant content, the final number decreased to 702. Sorting chronologically, we made an Excel database including the games' introductory information, the content they transmit, their release date, if they support HMD or not, and whether they are simulation games or not. Due to Steam's dating spectrum, our database includes games dating back from 1992 to 2020. Afterward, we classified all of these games using the virtual landscape classification methodology and generated their related codes based on their player scale, story, dimension, space shape, and interaction level. Investigating the results, they revealed some growth patterns relating to the content educated in the game, the VR technology, and the virtual landscape evolution. Adding the user reviews of Steam, we reverse engineered five of the best serious games on the database due to the digital game design methodology. This methodology divides the games' virtual environment into five layers, namely, player activity map (PAM), story layer, natural environment layer, virtual environment layer, and media layer. Reverse engineering the five best digital games ever, based on the IGN database, enabled us to compare the outcomes. Due to released data, we understand how the games' assets are distributed within the various layers of the virtual environment in the most successful games. Finally, the thesis aims to provide a framework based on these results for developing serious games to increase player interaction and enhance the learning rate. However, these results can be expanded to any virtual landscape other than only serious games' for their interaction enhancement. Currently, the landscape architecture domain only adopts the virtual landscape area as a tool for enhancing design in the real world. However, in the near future, landscape architects will perform in the virtual landscape area as a domain to be enhanced. Hence, that day, the results of this study will play an important role and will be a roadmap for generating highly interactive virtual landscapes. (shrink)

This document is based on integrating healthcare system and create a self-sustaining ecosystem that can help healthcare providers and hospitals to provide adequate as well as accurate treatment. This is now the age of smart computer. Machines have started to impersonate as human, with the advent of artificial intelligence, machine learning, and deep learning. Chatbot is classified as conversational software agents enabled by natural language processing, and is an excellent example of such system. A Chatbot is a program (...) which allows the user to start a conversation with the machine. These Chatbots can be used in health sector. Health Chatbots are capable of running one-on-one patient communications and of reviewing specific patient queries. The integration of Artificial Intelligence (AI) in healthcare is revolutionizing patient interaction through intelligent virtual health assistants. This project explores the development of an AI-powered virtual health assistant that leverages machine learning to enhance patient engagement, provide personalized health recommendations, and assist in preliminary diagnostics. The system utilizes Natural Language Processing (NLP) for understanding patient queries and predictive analytics for offering real-time responses based on medical data. By incorporating machine learning algorithms, the assistant continuously learns from user interactions to improve accuracy and efficiency. This approach aims to reduce the workload on healthcare professionals, improve accessibility to medical information, and enhance patient experience. The study evaluates the impact of AI-driven virtual health assistance on patient satisfaction, response accuracy, and healthcare delivery efficiency. The proposed solution demonstrates the potential of AI in creating a more accessible and intelligent healthcare ecosystem. (shrink)

Reinforcement Learning (RL) has emerged as a powerful technique for optimizing decision-making in dynamic, uncertain, and complex environments. The ability of RL algorithms to adapt and learn from interactions with the environment enables them to solve challenging problems in fields such as robotics, autonomous systems, finance, and healthcare. In dynamic environments, where conditions change in real-time, RL must continually update its policy to maximize cumulative rewards. This paper explores the application of RL in dynamic environments, with a focus on (...) its ability to optimize real-time decision-making for complex systems. We discuss the challenges associated with these environments, such as non-stationarity, partial observability, and the trade-off between exploration and exploitation. Furthermore, we review recent advancements in RL techniques, including deep reinforcement learning (DRL), multi-agent RL, and model-based RL, and how these methods are addressing the complexity of real-time decision-making. Finally, we present a roadmap for future research, highlighting open questions and potential applications of RL in various industries. (shrink)

Plant diseases pose a severe threat to global agriculture, causing up to 40% annual crop losses due to delayed and inaccurate diagnostics. The AI Plant Doctor: Leaf Disease Scanner is an innovative Android-based solution that transforms plant health management using Artificial Intelligence. By integrating Convolutional Neural Networks (CNNs) for precise disease classification, TensorFlow Lite for efficient on-device processing, and OpenCV for robust image preprocessing, the system delivers real-time diagnostics with 92% accuracy. Hosted on a user-friendly Streamlit interface, it offers offline (...) functionality, cloud-based scalability, and seamless access to curated treatment resources via Google API. This platform empowers farmers to detect diseases swiftly and adopt sustainable practices, significantly enhancing crop yields and food security. (shrink)

The purpose of this chapter is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in any given place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a (...) knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called 'e-learning 2.0' - an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows. (shrink)

Mobile phones are reportedly the most rapidly expanding e-reading device worldwide. However, the embodied, cognitive and affective implications of smartphone-supported fiction reading for leisure (m-reading) have yet to be investigated empirically. Revisiting the theoretical work of digitization scholar Anne Mangen, we argue that the digital reading experience is not only contingent on patterns of embodied reader–device interaction (Mangen, 2008 and later) but also embedded in the immediate environment and broader situational context. We call this the situation constraint. Its application (...) to Mangen’s general framework enables us to identify four novel research areas, wherein m-reading should be investigated with regard to its unique affordances. The areas are reader–device affectivity, situated embodiment, attention training and long-term immersion. (shrink)

Active learning of social studies teachers in Thailand 4.0 era is a learning process the new information. Learn more alert and lively. The learners have continued to initiate and focus on the content. From the creation of knowledge Interacting together. Act on your own. The teacher is to facilitate learning. Which can be applied in learning management in social studies courses. There are 4 steps as follows :Step 1Confrontation with social studies problems. Step 2 Identifying the (...) causes of social studies problems. Step 3 Finding methods for proving the truth of social studies and steps 4 Summary of social studies findings. From the above steps can be used to improve learning through social studies activities effectively. (shrink)

The ongoing and decades-long digitalisation of educational practices is largely motivated by the assumption that learning is best understood in terms of information processing. AI tutors and other educational AI tools leverage and accelerate this shift by presenting abstract, symbolic interactions as enhancing learning. Yet, while such AI implementations present as human-like, they are detached from physical, social, and ethical contexts and in fact herald a further shift towards disembodied learning. In this critical review, we develop a (...) fine-grained conceptual framework through which to examine AI in education and suggest ways to avoid further disembodying learning. To do so, we first examine the proliferation of AI in education. Second, we situate four interaction frames that AI affords through being assigned different roles, like with AI math tutor Khanmigo. Third, we present four aspects that educational AI operates on: sensorimotor, interpersonal, epistemic, and moral frictions for learning. Fourth, we advance a human-centred approach that aims to re-embody AI in education: namely, by outlining research and policy agenda's that enable educators and learners to flourish through meaningful AI interventions on the educational frictions examined. Finally, we conclude on the wider societal implications of these developments for the role of Big Tech, future research, and the development of AI literacy courses as required by the EU AI Act. (shrink)