The university contexts serve as a backdrop for considering the implications of strategic technology adoption and sustainable teaching and learning innovation, a topic also covered here.

Adolescent students' transition to online learning was dramatically accelerated by the COVID-19 pandemic's outbreak. In Vitro Transcription Although studies have touched upon the subject, few have conducted a systematic and comprehensive examination of the mechanisms contributing to adolescent online learning engagement. This study utilized the Presage-Process-Product (3P) framework to analyze the direct impact of presage factors (information literacy and self-directed learning skills) and process factors (academic emotions) on high school students' online engagement in online learning, and the mediating effects of process factors. Applying structural equation modeling techniques, researchers examined data collected from 1993 high school students in China, which consisted of 493% male and 507% female students. bio metal-organic frameworks (bioMOFs) Students' online learning engagement was found to be positively correlated with their information literacy, self-directed learning abilities, and positive academic emotions, based on the results of the study. In addition to the above, self-directed learning skills substantially strengthened students' online learning engagement through a mechanism involving positive academic emotions (β = 0.0606, 95% CI = [0.0544, 0.0674]). In order to elevate adolescent students' online learning engagement, these results point towards a need for collaboration among school administrators, teachers, and parents in improving students' information literacy, self-directed learning skills, and positive academic emotions.

Despite the prevalence of social media among college students, scientific inquiry into its influence on learning is lacking. This study investigated pre-service teachers' engagement with STEM teaching content on social media platforms like WeChat, DingTalk, and TikTok, seeking to furnish recommendations for leveraging these platforms to foster skill development and pedagogical growth, while exploring the interplay between social media and learning. 383 duly completed surveys were both distributed and brought together. The study's findings highlight that social media applications have both positive and negative ramifications for education. There is a spectrum of viewpoints on the effectiveness of social media as a teaching tool, and its ability to propel educational development is evident. DingTalk and TikTok achieved the greatest and smallest degrees of agreement, respectively. Identification levels correspondingly impact the extent to which preservice teachers focus on educational research and the frequency with which they review novel educational materials in the future. The impact of pre-service teachers' social media use on their academic performance in professional learning varies significantly. The professional development of pre-service teachers is affected by these findings. This study highlights the need for further investigation into the effectiveness of social media applications as teaching aids, and how best pre-service teachers can utilize them for enhanced professional skills development.

Many countries, in the face of the COVID-19 lockdown, saw a changeover from traditional learning to remote or mobile educational methods. Following the transition to distance learning, a marked reduction in students' motivation levels has been noted. Analyzing motivational influences on mobile learning quality, this study aimed to pinpoint factors stimulating student motivation in the present context of isolation, while also identifying significant demotivators impacting mobile learning. Students' engagement in distance learning is significantly impacted by motivation, which is a crucial element. To ascertain the motivational elements of mobile learning, the author surveyed 200 students and 46 teachers affiliated with The University of Jordan and Jordan University of Science and Technology. A survey of 200 participants' experiences demonstrated a significant correlation between intrinsic motivation and their enthusiasm for mobile learning, with 178 of these individuals expressing this sentiment. A substantial 78% of the student population expressed approval for mobile learning, but 22% of them strongly believed that traditional face-to-face teaching should continue. The importance of teacher-student communication and its influence on the effectiveness of mobile learning methods is explored. Built-in functionalities within information systems and the advantages of gamification play an equally important role. A scholarly study examined the compatibility of educational process management applications with the user-friendly WordPress platform. Presents are the precise guidelines for enhancing student motivation in the educational process, applicable globally for relevant institutions.

Online dance instruction has expanded access to learning, transcending geographical boundaries and scheduling constraints thanks to recent technological advancements. Nonetheless, dance teachers often find the interaction between students and instructors more difficult in remote, asynchronous learning environments than in a traditional dance class, like one held in a dance studio. For a solution to this matter, we offer DancingInside, an online dance learning platform. It guides beginners in dance acquisition by providing timely and sufficient feedback arising from the partnership between teachers and artificial intelligence. click here Through the use of a 2D pose estimation approach, the proposed system integrates an AI-based tutor agent (AI tutor) to quantitatively assess the similarity between a learner's and a teacher's performance. Eleven students and four teachers participated in a two-week user study that we conducted. DancingInside's AI tutor, as revealed by our qualitative study, has the capacity to support the learner's reflection on their practice, leading to enhanced performance through the use of multimodal feedback. Data gathered from interviews demonstrates the significance of the human teacher in providing a valuable addition to AI-generated feedback. Our design is scrutinized, and potential consequences for future AI-driven collaborative dance learning systems are suggested.

Structured, linked data is housed within Wikidata, a free, multilingual, open knowledge base that is available globally. This knowledge base, demonstrating impressive growth, held over 100 million items and millions of statements by December 2022, thus becoming the largest semantic knowledge base globally available. Wikidata, by altering how people interact with knowledge, creates diverse avenues for learning, generating new applications in scientific, technological, and cultural practices. The capacity for questioning this data, thereby asking questions previously difficult to answer, is partly responsible for these learning opportunities. These outcomes are a direct consequence of the capacity to present query results visually, for example on a timeline or a map, which helps users interpret the information more meaningfully and gain further insights. Research on the semantic web as a learning environment, and Wikidata's deployment in education, is practically nonexistent, and our understanding of their pedagogical value remains nascent. Utilizing Wikidata as a key example, this research delves into the Semantic Web's application as a learning platform. For this purpose, a methodology comprising multiple case studies was chosen, demonstrating how early adopters utilized Wikidata. Ten distinctive projects were identified from the seven semi-structured, in-depth interviews. A thematic approach to analysis was undertaken, leading to the discovery of eight prominent applications of the platform, together with their associated advantages and drawbacks. Improved data literacy and a worldwide social impact are facilitated by Wikidata, as a lifelong learning process, as the results reveal.

Universities are actively implementing flipped learning, a robust instructional strategy, in growing numbers. Numerous studies have scrutinized the psychological elements influencing students and their academic achievements within flipped learning contexts, considering the popularity of this approach. However, scant research has delved into the social influence dynamics among students participating in a flipped learning approach. The effects of social influence processes, specifically subjective norm, perceived image, and perceived voluntariness, on students' perceived usefulness of and intention to enroll in flipped learning were investigated using a modified Technology Acceptance Model (TAM2). A total of 306 undergraduate students who engaged in flipped classrooms were part of this research. The primary research findings unequivocally demonstrated the influence of subjective norms on the perception of usefulness and the decision to enroll in flipped learning classes. In spite of the image, its impact on perceived usefulness or intention to register for flipped classes was absent. Voluntariness, a factor impacting perceived usefulness, influenced the intent to enroll in flipped classes.

This paper investigates the practical application and efficacy of a chatbot workshop as an experiential learning method for undergraduate students in the elective course 'Doing Business with A.I.' at the Lee Kong Chian School of Business, Singapore Management University. The Dialogflow-integrated chatbot workshop provides non-STEM students with the chance to master the necessary skills to develop a chatbot prototype. Students will gain a comprehensive grasp of conversational and user-centric design principles through the interactive and hands-on learning experiences offered in the workshop. Within the chatbot workshop, a key didactic element is the understanding that those with limited or no prior AI knowledge recognize and form the crucial link between knowledge inputs and outputs of conversational agents powered by natural language processing (NLP) for the purpose of successfully addressing user queries. The survey indicated a remarkable 907% (n=43) student satisfaction with the experiential learning chatbot workshop. An impressive 814% of respondents reported feeling engaged, while 813% saw a moderate to high improvement in competencies as a result of the workshop's hands-on nature.