Educational Virtual Environments Research Papers (original) (raw)

2025, Proceedings of the 33rd Annual International Conference on the Design of Communication

This paper evaluates the Human Affect Recording Tool (HART), a Computer Assisted Direct Observation (CADO) application that facilitates scientific sampling. HART enforces an established method for systematic direct observation in Educational Data Mining (EDM) research, the Baker Rodrigo Ocumpaugh Monitoring Protocol [25] [26]. This examination provides insight into the design of HART for rapid data collection for both formative classroom assessment and educational research. It also discusses the possible extension of these tools to other domains of affective computing and human computer interaction.

2025, Ontoneoepistemología de la Astrotanatología

La astrotanatología, como transdisciplina emergente, ofrece un marco ontoepistemológico para resignificar la muerte en la era digital, articulando pasión, misión, vocación y profesión en una praxis ético-ecológica. A través de un enfoque rizomático, esta disciplina desafía las dicotomías tradicionales entre vida y muerte, humano y cosmos, proponiendo una visión integradora que reconoce la finitud como un nodo en una red de significados interconectados. El astrotanatólogo, como agente ético-ecológico, utiliza la tecnología digital para crear prácticas sostenibles que promuevan la empatía, la solidaridad y el cuidado planetario, tanto como métodos de limitación a la misma tecnología que crea adicciones, aliena, fragmenta y psicotiza comunidades a nivel global.

2025, National Conference on Artificial Intelligence

A significant portion of tutorial interactions revolve around the bugs a student makes. When a tutor performs an intervention to help a student fix a programming bug, the problem of deciding which intervention to perform requires extensive reasoning. In this paper, we identify five tutorial considerations tutors appear to use when they reason about how to construct tutorial interventions for

2025

The present study aimed to elucidate the concept of
communicative competence and its significance in shaping the
perspectives of students within the context of Uzbekistan. The
objective of the study was to elucidate the significance of activity-based
instruction in English language teaching for enhancing the
communicative proficiency of students in the context of English as a
foreign language. Furthermore, a significant number of ESL learners
struggle to demonstrate communicative competence when utilizing
English in diverse contexts. The objective of this research is to examine
the level of awareness among Uzbekistani students of ESL regarding
communicative competence, as well as its practical value and influence
within the country. A modified multiple-choice survey was distributed
to a sample of 602 ESL students using Google Forms, an online survey
platform. The findings indicate that there were notable variations in the
perceptions of ESL learners regarding the efficacy of communicative
competence. The results of the study indicate that a significant
proportion of students hold favorable attitudes towards the adoption of
communicative competence within the national context.

2025, Multi-User Virtual Environments for the Classroom

This chapter presents a case study of the use of virtual world environment in UK Higher Education. It reports on the activities carried out as part of the SIMiLLE (System for an Immersive and Mixed reality Language Learning) project to create a culturally sensitive virtual world to support language learning (funded by the UK government JISC program). The SIMiLLE project built on an earlier project called MiRTLE, which created a mixed-reality space for teaching and learning. The aim of the SIMiLLE project was to investigate the technical feasibility and pedagogical value of using virtual environments to provide a realistic socio-cultural setting for language learning interaction. The chapter begins by providing some background information on the Wonderland platform and the MiRTLE project, and then outlines the requirements for SIMiLLE, and how these requirements were supported through the use of a virtual world based on the Open Wonderland virtual world platform. The chapter then pre...

2025, Géométrie Et Grandeurs (1)

Chère (s) lectrice (s).. cher (s) lecteur(s)..
Rien que le progrès…Progressez-vous donc en mathématiques !!!... Faites-le avec méthode!!!
C’est le deuxième numéro de votre Collection Méthodos, intitulé
« Géométrie et grandeurs (1)». Ce numéro de la série "Maths méthodiques au collège" est susceptible de vous fournir un outil méthodologique précieux qui vous permettra de savoir comment analyser des problèmes de mathématiques de manière simple mais efficace.
Les exercices proposés, dont les solutions détaillées sont présentées immédiatement après les exercices de méthodes de chaque chapitre, sont organisés selon un degré de difficultés progressif, allant du simple au complexe, et du général au particulier.
Étant donné que c’est justement la méthodologie qui compte, ne vous lancez jamais, et ne vous précipitez jamais, à voir, sans faire de véritables efforts, les solutions des exercices. Ce n’est qu’au terme d’un travail bien structuré que vous avez droit à comparer ce produit avec la solution proposée.
Par ailleurs, exprimer des contenus scientifiques, oralement et par écrit, en une langue claire et correcte, c’est l’objectif que je vous conseil fermement de se fixer en permanence et durant toute votre carrière d’apprenant, maintenant en secondaire collégial, demain en secondaire qualifiant, après demain à l’université... et le processus d’apprentissage n’a pas de limite..
NOUREDDINE HALI

2025

El objetivo del ensayo es determinar las ventajas socioculturales y económicolaborales del aprendizaje del Francés como Lengua Extranjera (FLE) y su integración con enfoques y metodologías de enseñanza para la propuesta de un perfil curricular en la UNED, acorde con el contexto académico del francés como agente de comunicación e intercambio cultural en la nueva aldea global del siglo XXI. Se abordan las bases de la francofonía y la relevancia educativa del francés en Costa Rica. Se exploran ventajas del aprendizaje del francés, hoy, en contextos varios (turismo, educación, comercio, trabajo, etc.) y desde la neuroeducación. Asimismo, se revisan métodos y enfoques de aprendizaje y enseñanza de FLE en la UNED y se proponen actualizaciones en los paradigmas y las perspectivas andragógicas, metodológicas, didácticas y curriculares. La carrera de Enseñanza del Francés de la UNED debe mantenerse a la vanguardia en enfoques y metodologías referentes al proceso de aprendizaje-enseñanza. Esto implica revisar el modelo pedagógico de la Universidad, flexibilizar la propuesta curricular y ajustar los contenidos, objetivos y actividades académicas a las necesidades, los intereses, los desafíos, las motivaciones y las oportunidades de los estudiantes en entornos (virtuales) de aprendizaje en la aldea global postmoderna. Palabras clave: francés, educación a distancia, enseñanza de idiomas, metodología.

2025

In dieser Arbeit wird die Umsetzung eines multitaskingfahigen Betriebssystems fur FPGA-Prozessoren vorgestellt. Mit diesem Betriebssystem ist es moglich, die Resource FPGA-Prozessor durch mehrere unabhangige Anwendungen gleichzeitig zu nutzen. Der wesentliche Teil der Arbeit beschaftigt sich mit der schnellen Zustandsermittlung einer Schaltung auf dem FPGA-Baustein und zugleich mit der schnellen Zustandsrekonstruktion bei erneuter Ausfuhrung der Schaltung auf dem FPGA-Prozessor. Basierend auf diesen grundlegenden Funktionen ist ein Betriebssystem entstanden, das sowohl effektiv als auch flexibel die Verarbeitung mehrerer unabhangiger Anwendungen auf verschiedenen FPGA-Prozessoren ermoglicht. Zur weiteren Steigerung der Leistungsfahigkeit wurde im Rahmen der Arbeit ein spezieller multitaskingunterstutzender FPGA-Prozessor erstellt, der durch seinen Aufbau die Prozesswechselzeiten auf ein Minimum reduziert. Durch den neuartigen Aufbau dieses FPGA-Prozessors kann die Ausfuhrung der Anw...

2025

This paper assesses the role of podcasting in a postgraduate physical education teacher education (PETE) program. Twice weekly podcasts reflecting student teachers' participation in a games education module were made available shortly after instruction. Podcasting was used to enhance the social, emotional and pedagogical dimensions of games for these students. After 12 weeks of instruction, feedback on the intervention was provided through completion of a short survey. The survey was followed by a focus group interview involving a randomly selected group of six. Findings revealed that the majority rated podcasts highly in terms of being educationally helpful, conceptually enriching, and 'worth looking forward to'. Postgraduates also suggested that podcasting substantially supported preparing for tests and examinations, strengthened the teacher-student relationship, and had the potential to develop the physical education (PE) curriculum in schools. The preliminary results for games learning in PE were promising.

2025

El devenir del digitalismo no es solo un acontecimiento tecnológico, es, ante todo, un cambio ontológico. Cuando hablamos de digitalismo, nos situamos en la encrucijada donde lo virtual no es meramente un eco de lo real, sino una dimensión que interpela, desplaza y redefine la propia condición de realidad. En este horizonte, el post-digitalismo no es un posterior al digitalismo, sino su derrame, su campo expandido donde lo analógico y lo digital se entrelazan en un flujo continuo. Si el digitalismo fue una revolución de la información y la comunicación, el post-digitalismo es una mutación de la percepción y de la subjetividad. Lo importante ya no es el acceso a la información, sino cómo esta se integra en la estructura sensible del sujeto. De esta manera, la tecnología deja de ser una extensión y se convierte en una capa ontológica más, un estrato de la existencia. Es necesario, entonces, situar esta reflexión en un marco más amplio. La transformación digital no solo impacta en las formas de producción y consumo cultural, sino también en la economía del deseo y en las lógicas de poder. Es en este punto donde lo post-digital cobra relevancia crítica: no se trata de una estética de la obsolescencia o de la nostalgia por lo analógico, sino de un campo de tensiones donde se disputa el control de las sensibilidades y las subjetividades contemporáneas. Este ensayo se propone recorrer las implicancias filosóficas, culturales y políticas del digitalismo y su deriva post-digital. Exploraremos desde la topografía mental de los entornos virtuales hasta las estrategias de resistencia cultural que emergen en el entramado digital. Así, buscaremos desentrañar cómo este territorio, lejos de ser un lugar de escape, se convierte en un campo de disputa ontológica donde se juega el sentido mismo de lo real.

2025, Apertura

This study focuses on analyzing and correlating the strategic variables that impact educational quality in the virtual academic programs of a Higher Education Institution, considering both the academic, organizational, technological, student support and professional dimensions, as well as macro variables related to educational policies, technological accessibility, institutional culture, human resources, and financing. Through the categorization of educational quality in these dimensions and macro variables, the relevant factors were selected and classified, which allowed the creation of a matrix of cross-impacts and the subsequent identification of strategic factors. Using a prospective structural analysis approach, nine critical elements were identified which, due to their strong influence on educational dynamics and their notable independence, are located in a conflict zone. The results revealed specific areas in need of urgent attention, such as improving technological infrastructure, updating teaching methods and expanding academic support for students. It is important to emphasize that in order to maintain stable enrollment and raise quality standards in virtual degree programs, it is crucial to adopt the strategies designed, which encompass both the improvement of technological infrastructure and the strengthening of pedagogical and administrative support.

2025

La formación mediada por tecnología a través de espacios virtuales de trabajo colaborativo surge como una posibilidad de permitir la interacción de equipos de trabajo orientados a la realización de proyectos de desarrollo de software en asignaturas de grado donde sus integrantes no se encuentran en espacio físicos comunes. Las tecnologías de la información y la comunicación han permitido construir comunidades virtuales integradas donde surgen modelos colaborativos de trabajo. En este contexto, el trabajo formula una aproximación a la identificación de los elementos del espacio de trabajo y evalúa la viabilidad tecnológica de la virtualización de los elementos de dicho espacio. Palabras Claves. Diseño de espacios virtuales de trabajos. Espacios virtuales. Formación mediada por tecnología.

2025

The emergence o f new ways o f learning alongside with rapid technological advancement in the 21s' century has ushered in technological transf ormation o f the traditional teaching and learning resources o f paper and print, film, radio, records, broadcast television, audio tape, video tape, programmed learning machines to the use o f computer and internet, which demands overhauling o f the curricula o f its educational methodologies fo r what is current and relevant and makes progress possible.

2025, Industria 5.0 – Simbiosis entre humanos y tecnología - ciencias de la educación – Celaya 2024

Este estudio presenta un análisis de los antecedentes en la enseñanza de programación utilizando Entornos Digitales Inmersivos Tridimensionales (EDIT) o mundos virtuales. A través de una revisión sistemática de la literatura, se examinan las experiencias previas, los resultados obtenidos y las limitaciones encontradas en la implementación de estas tecnologías en la educación superior, con un enfoque en la enseñanza de la programación. El análisis revela que los EDIT ofrecen oportunidades para mejorar la visualización de conceptos abstractos, fomentar la colaboración y aumentar la motivación de los estudiantes. Sin embargo, también se identifican desafíos importantes, como la necesidad de desarrollar nuevas competencias docentes y adaptar materiales didácticos que faciliten la interacción eficaz en espacios virtuales. Este trabajo contribuye a cerrar la brecha entre el potencial teórico y la aplicación práctica de los EDIT en la enseñanza de programación, proporcionando una base sólida para futuras investigaciones y desarrollos en este campo. Palabras clave-Entornos Digitales Inmersivos Tridimensionales (EDIT), mundos virtuales, enseñanza de programación, educación superior, tecnología educativa Introducción La incorporación de Entornos Digitales Inmersivos Tridimensionales (EDIT) en la educación superior ha transformado la enseñanza de disciplinas técnicas, como la programación. Estos mundos virtuales, caracterizados por ser espacios interactivos y visualmente ricos, ofrecen a los estudiantes una manera más intuitiva y atractiva de abordar conceptos abstractos. Investigaciones previas han destacado los beneficios de estos entornos en términos de motivación, colaboración y la visualización de conceptos complejos. Sin embargo, aún persiste una brecha importante en cuanto a cómo los educadores se adaptan y desarrollan competencias para utilizar eficazmente los EDIT en la enseñanza de la programación. Este estudio se basa en investigaciones previas sobre la competencia de "aprender a aprender" y la aplica al contexto de los docentes que integran los EDIT en sus prácticas pedagógicas. Además, se considera el marco de interoperabilidad digital para analizar cómo los educadores gestionan la complejidad técnica de estos entornos virtuales. El objetivo principal de este trabajo es sintetizar y analizar las experiencias previas en la implementación de EDIT para la enseñanza de programación en la educación superior, identificando los desafíos enfrentados, las estrategias más efectivas adoptadas y las áreas que aún requieren mayor investigación o apoyo. Metodología Procedimiento La implementación de Entornos Digitales Inmersivos Tridimensionales (EDIT) en la enseñanza de programación en la educación superior presenta una serie de desafíos complejos que requieren un enfoque multidisciplinario para ser abordados de manera efectiva. A pesar del considerable potencial de estas tecnologías para transformar el aprendizaje, existe una brecha notable entre el marco teórico prometedor y su aplicación práctica en las aulas. Esta disparidad se refleja principalmente en las dificultades para traducir las posibilidades técnicas de los EDIT en experiencias de aprendizaje efectivas y significativas para los estudiantes de programación. Un aspecto crucial que debe ser considerado es el desarrollo de competencias docentes específicas para el uso de estos entornos inmersivos. Los educadores enfrentan el reto de dominar no solo las tecnologías involucradas, sino también de diseñar estrategias pedagógicas que sean adecuadas a las características particulares de los EDIT, tales como la interactividad, la espacialidad y la visualización en tiempo real. Este proceso exige una capacitación continua que muchas instituciones educativas aún no han logrado implementar de manera efectiva.

2025, International Journal of Technology Enhanced Learning

USALSIM is a project developed by the University of Salamanca as a response to the policy changes of learning and work placements in the new European Space for Higher Education, funded by the Spanish Ministry of Education and inscribed within an innovation program regarding the employability of university students (CAIE059). The contribution of USALSIM is concerned with how to face the increase in the number of students who will participate in the different university work placement programs and the increasing number of companies and institutions necessary to host and train theses students. This project uses a 3D virtual environment (a work placement simulator) that creates a virtual representation of different work environments and allows students to acquire professional skills. Representing a professional workspace such as a laboratory, for example, the student can simulate common tasks through active learning. This virtual world is focused on a constructive pedagogy, whereby students are directly involved in their formative development, establishing professional relationships, developing transversal and technical competencies, and evaluating their knowledge.

2025, Symétries 5ème

Définition : Une symétrie axiale correspond à un pliage sur une droite, appelée axe de symétrie. Définition : Dire que deux figures F et F' sont symétriques par rapport à une droite (d) signifie qu'elles se superposent par pliage le long de cette droite (d). Le segment [𝑴'𝑵'] est le symétrique du segment [𝑴𝑵] par rapport à la droite (∆). 𝑰' est le symétrique de 𝑰 par rapport à (∆), avec 𝑰 milieu de [𝑴𝑵] donc 𝑰' milieu de [𝑴'𝑵']. Propriété : Le symétrique d'un segment par rapport à une droite est un segment de même longueur. Remarques : (∆) est la médiatrice des segments [𝑴𝑴'] et [𝑵𝑵']. Si on place un point 𝑪 tel que 𝑪 ∈ (∆) alors son symétrique par rapport à (∆) est lui-même.

2025, El aprendizaje autónomo en la educación superior, modalidad virtual: una lectura desde las antropotécnicas

Resumen: Este artículo plantea el análisis del aprendizaje autónomo en la educación superior, modalidad virtual, con base en el concepto de antropotécnicas. Para este objetivo se describe la formación de los hábitos en la escuela y la diferencia entre las formas de expresión y contenido de la cultura académica y la cultura común. Con esta descripción y diferenciación se identifican tres aspec- tos que es preciso observar a fin de mantener y generar el aprendizaje autónomo en la modalidad virtual: la delimitación del espacio, el tiempo para estudiar y el seguimiento in situ a la ejecución de los ejercicios que practican los estudiantes en los salones de clase. Como conclusión se anota que el fortalecimiento del aprendizaje autónomo en la modalidad virtual depende de una serie de ejercicios de auto operación para el estudio permanente y sostenido de la cultura académica bajo la orientación constante de profesores con un mayor dominio del conocimiento formal.

2025, ASIAN JOURNAL OF EDUCATIONAL RESEARCH & TECHNOLOGY

With the onset and proliferation of Information and Communication Technology (ICT), there is a growing demand that it be included in school education. Teacher education needs to orient and sensitise the teacher to distinguish between critically useful, developmentally appropriate and the detrimental use of ICT. Through the application of modern technology in classroom teaching, teacher can help the student by ensuring the accurate direction towards effective learning. ICT can change the traditional concept of learning process. ICT should be included in the teacher education programme in such a way that teaching should be enabled to face the new demands and improve the efficiency and effectiveness of education at all levels. The knowledge of ICT also required for pre-service teacher during their training programme, because this advance technological knowledge helps a teacher to know the world of technology in a dynamic way by which it can be applied in future for the betterment of the students. For that reason inclusion of ICT on a compulsory basis in teacher education curriculum is very essential. The use of ICTs can make substantial change in education and training mainly in two ways. Firstly, the rich representation of information changes the learner's perception and understanding of the context. Secondly, the vast distribution and easy access to information can change relationships between the educators and student-teachers. ICT can also provide powerful support for educational innovations. Knowledge of ICT and skills to use ICT has gained immense importance for today's teacher. The new learning environment developed by the ICT is called Interactive Learning Environment. The face of the classrooms is changing. ICT is not only an essential tool for teachers in their day to day work, but it also offers them opportunities for their own professional development. Here, in this study an attempt has been made to represent the impact and importance of the ICT in teacher education for quality enhancement. At the end of the study this paper suggests that effective introduction of ICT in the teaching and learning process is an indispensable means of improving it.

2025, Iran Journal of Computer Science

Unveiling the intersection of technology and art, this research aims to explore the vital role of Computational Intelligence (CI) techniques in shaping digital theater performances within virtual worlds by managing student populations engaged in these productions. The realm of digital theater offers opportunities for creative expression and collaboration. This necessitates the integration of Computational Intelligence (CI) to establish cohesive teams in digital theater. By doing so, effective collaboration is promoted, and creativity is dynamically enhanced in virtual cultural environments and digital worlds. Central to this study is the use of a CI algorithm called Flying Fox Optimizer, designed to form homogeneous student groups, and optimize theater dynamics. The algorithm utilizes fuzzy logic, eliminating the requirement for fine-tuning by the user. The results reveal that through this mechanism, theater educators of the future can effortlessly create student groups that foster seamless collaboration in virtual theater education.

2025, INFORMATION COMMUNICATION TECHNOLOGY IN EARLY CHILDHOOD LITERACY DEVELOPMENT.

This paper discussed issues relating to early childhood literacy development, using information communication technology (ICT). Children at an early age need to acquire the language skills in order to cope with the task of education in the school years ahead. ICT can be used as a tool for enhancing literacy in early childhood by children's play and learning with computers, DVDs, televisions, radios, telephones, and games in the four interrelated areas of listening, speaking, reading, and writing, which can contribute to a rich learning environment. The Nigerian child, however, has to learn English as L2 before embarking on this task. How this is done is one of the issues this paper presents.

2025, Technology, Knowledge and Learning

How do instructors guide students to discover mathematical content? Are current explanatory models of pedagogical practice suitable to capture pragmatic essentials of discovery-based instruction? We examined videographed data from the implementation of a natural user interface design for proportions, so as to determine one constructivist tutor's methodology for fostering expert visualization of learning materials. Our analysis applied professional-perception cognitive-anthropological frameworks. However, several types of tutorial tactics we observed appeared to ''fall between the cracks'' of these frameworks, due to the discovery-based, physical, and semantically complex nature of our design. We tabulate and exemplify an expanded framework that accommodates the observed tactics. The study complements our earlier focus on students' agency in discovery (in Abrahamson et al., Technol Knowl Learn 16(1):55-85, 2011) by offering an empirically validated resource for researchers, instructors, and professional developers interested in preparing future teaching for future technology.

2025

La investigación contempla la formación permanente de docentes universitarios en las formas de enseñar y evaluar utilizando una multiplicidad de aplicaciones digitales, cumpliendo el objetivo de examinar las experiencias de las interacciones de participantes y facilitadores universitarios en la modalidad virtual. El estudio se orientó bajo el enfoque cualitativo y el método de investigación acción, en 6 fases: diagnóstico, planificación, ejecución, evaluación, sistematización y difusión. La información se recopiló a través de un guión de entrevistas cualitativas con 6 facilitadores y 10 participantes. Reflejar los datos objeto de análisis a través de la observación basada en registros narrativos por parte del investigador, determinando inicialmente poco conocimiento, dudas y expectativas sobre la aplicación de métodos tecnológicos en la mediación y dando encuentros de saberes a los participantes. Se propuso un modelo teórico para instruir, alfabetizar y motivar a los facilitadores sobre saberes, herramientas y habilidades en la aplicación efectiva de métodos creativos, analíticos y reflexivos en plataformas virtuales con los participantes para mejorar el aprendizaje a través de esta modalidad virtual. Los resultados obtenidos a través de la sistematización de los hallazgos permitieron fortalecer la docencia y la evaluación a través de la virtualidad, mediante las experiencias de alfabetización tecnológica.

2025

Su contenido está conformado por 14 capítulos que dan por resultado un material vigente y útil para profesores universitarios de Latinoamérica; estudiantes de posgrado; investigadores en general y hacedores de políticas educativas. La obra cuenta con el rigor académico que se requiere para una publicación de esta naturaleza. Previo a su edición fue dictaminado por dos reconocidos académicos, con membresía al

2025, Dialectica

The main purpose of this research is to generate theory from an epistemological perspective on the role of the teacher in the promotion of contextualized reading in the teaching process in elementary school students in schools in Bucaramanga, starting from considering the context of the pedagogical practices of the teachers, the theoretical methods of teaching reading skills, and the cognitive processes involved. The methodological design based on the Action Research (IA) as a route to advance the process of construction of knowledge around the object of study, allows us to respond to the research problem, validate the assumptions and formulate the conclusions from a theoretical approach that ultimately lead to pedagogical strategies in relation to the nature of the study. The preliminary results are made around a paradigmatic position to understand the promotion of contextualized reading from the role of the teacher.

2025, Innovative Practice in Higher Education

The current study aimed to understand the attitudes and perceptions of higher education (HE) instructors who have previously used immersive virtual reality (I-VR) in teaching. This study employed a qualitative design by conducting semistructured interviews with HE instructors from several disciplines and institutions. Using thematic analysis, five major themes were formulated. These included: (a) applications and benefits; (b) curriculum integration; (c) classroom logistics; (d) barriers to application; and (e) evaluation. Instructors were generally positive about using I-VR as a pedagogical tool, proposing a range of novel applications and uses. However, logistical and technical problems were prominent which made implementation and widescale adoption challenging. The implications of these prominent attitudes are discussed, alongside a range of practical recommendations for applied future practice.

2024, Lecture Notes in Computer Science

This study presents Quantitative Field Observations (QFOs) of educationally relevant affect and behavior among students at three schools using Reasoning Mind, a game-based software system designed to teach elementary-level mathematics. High levels of engagement are observed. Possible causes for these high levels of engagement are considered, including the interactive pedagogical agent and other design elements.

2024, Practical Theology

In this article, we aim to present a theory of consciousness based on the philosophical ideas of Mullā Ṣadrā that can serve as a foundation for practical life. From among his diverse discussions, we focus on elements of his philosophy that can be used to construct a theory of consciousness and the self as the basis for practical living. The issue is that Mullā Ṣadrā interprets the a priori structure of the "self" or "ego" in terms of immediate knowledge (al-ʿilm al-ḥuḍūrī). From his perspective, in the hierarchy of existence, the "self" does not carry a subjectivist meaning; rather, it represents an intuitive, existential experience of presence. This paper also discusses the views of several Western philosophers on the "I" or "ego" and its role in acquiring knowledge, as well as its mode of existence. A comparison is made between Mullā Ṣadrā's theory and that of the contemporary Western philosopher Sartre, particularly regarding consciousness and the ego, to highlight the innovations in Mullā Ṣadrā's thought. Mullā Ṣadrā presents his profound ideas through logical, ontological, and epistemological arguments, mystical metaphors, and novel abstract concepts. While it is impossible to address all aspects of his theory on the "self" here, we will focus on his description of the reality of the "self" to provide the groundwork for a theory of consciousness and its connection to practical human life. The key finding of this study is that, for Mullā Ṣadrā, the "self," immersed in existence, possesses a conscious presence with existence, and this very consciousness serves as the foundation for real actions in human practical and social life. This presence, akin to Heidegger’s concept of being-in-the-world, entails that the ego exists as an active and genuine reality in the world. According to Sartre, the "ego" becomes an entity whose reality is necessary for its completeness and actively exists in the world. Thus, the "self" or "ego" is transformed into an entity existing in the world, whose existence is entirely a conscious presence in the world. The interaction between this consciousness and the world provides the foundation for human practical and social life.

2024, Azerbaijan Journal of Educational Studies

Məqalədə ümumtəhsil məktəblərində ingilis dilinin tədrisi zamanı ana dilinin istifadəsi fenomeni tədqiq edilib, xarici dil müəllimlərinin və şagirdlərin bu problemlə bağlı fikirləri təhlil edilib. Burada məqsəd ingilis dili dərslərində... more

2024, Hacettepe University Journal of Education

Bu çalışmanın amacı öğrenme için yeni olanaklar sunan üç-boyutlu çok-kullanıcılı sanal ortamları kullanan katılımcıların bu ortamlara yönelik buradalık düzeylerinin incelenmesidir. Çalışmada ayrıca katılımcıların buradalık düzeylerinde cinsiyetlerine göre bir farklılık olup olmadığı da incelenmiştir. Ek olarak ortam üzerinden yapılan görüşmelerde araştırmacılar tarafından tutulan alan notları ve katılımcılar ile yapılan görüşmeler sonucu elde edilen nitel veriler ile katılımcıların buradalık algıları nitel açıdan incelenmiştir. Çalışmanın katılımcılarını 2010-2011 yılı Bahar döneminde İç Anadolu Bölgesindeki büyük bir devlet üniversitesinde, Eğitim Fakültesi BÖTE bölümünde Programlama Dilleri II dersine devam etmekte olan 24 öğrenci oluşturmaktadır. Çalışma kapsamında veri toplama aracı olarak Sosyal Buradalık Ölçeği ve Sanal Ortamda Buradalık Ölçeği kullanılmıştır. Nitel verilerin elde edilmesi için alan notları ve görüşmelerden yararlanılmıştır. Çalışmanın bulgularına göre katılımcıların buradalık düzeylerinin orta düzeyin üzerinde olduğu, buradalık düzeyinin cinsiyete göre farklılaşmadığı bulunmuştur. Ayrıca katılımcıların görüşleri doğrultusunda buradalığın oluşmasını sağlayan ortam özellikleri belirlenmiştir.

2024, Journal of Asian American Studies (JAAS)

This study investigates the integration of Universal Design forLearning (UDL) principles in inclusive education, particularly how teachingquality dimensions, student perception, and emerging technologies interactwithin this framework. Using structural equation modeling (SEM) throughAMOS software, data from 167 students were analyzed to identifysignificant relationships. The results demonstrated strong, positiveassociations between emerging technologies and teaching quality,reinforcing the idea that modern digital tools can enhance pedagogicaleffectiveness. Additionally, a notable negative relationship betweentechnological barriers and student perception of teaching quality wasidentified, indicating that obstacles such as unreliable internet or digitaltool malfunctions can significantly hinder the learning experience. Thesefindings align with recent literature, supporting the notion that addressingtechnological barriers is essential for the successful implementation of UDLin fostering an inclusive educational environment. This research contributesto the broader discussion on how UDL, when supported by emergingtechnologies and free from technical barriers, can improve teachingpractices and student outcomes in diverse learning contexts.

2024

This community service activity aims to improve early childhood understanding of biodiversity through field trips to the UHO Botanical Garden, focusing on observing orchid collections. An interactive learning approach using storytelling, direct observation, and question and answer proved effective in stimulating the curiosity of Wulele Sanggula II Kindergarten students. Visual and sensory experiences, such as observing the colors, shapes and scents of orchids, help to strengthen children's understanding of plants. The activity also encourages the development of cognitive and social skills, including observation and peer-to-peer communication. Although there were some obstacles, such as children losing focus, the use of visual aids and intensive mentoring successfully overcame these issues. In conclusion, the visit instilled environmental awareness and love for nature at an early age, which can have a long-term impact on conservation. Suggestions for improvement include extending the duration of the visit and providing additional supporting materials to deepen the learning. Abstrak: Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan pemahaman anak usia dini tentang keanekaragaman hayati melalui kunjungan lapangan ke Kebun Raya UHO, dengan fokus pada pengamatan koleksi anggrek. Pendekatan pembelajaran interaktif dengan metode bercerita, pengamatan langsung, dan tanya jawab terbukti efektif untuk merangsang keingintahuan murid-murid TK

2024, Perspectives of Science & Education

Introduction. The article examines the theoretical aspects and practical possibilities of formation of national identity
in universities of Kazakhstan. This problem is becoming relevant in the context of the globalization of knowledge
and international integration of education, the growth of academic mobility and the expansion of intercultural
communications.
Aim. The aim is to explore the mechanisms of constructing national identity and strengthening the national features
of educational programs of higher education based on the study and generalization of the experience of Kazakhstani
universities.
Methodology and research methods. Based on the content analysis of normative documents on education, the
content of bachelor's degree curricula and critical understanding of foreign scientific literature, the authors attempt
to fill in the gaps in understanding the mechanisms of formation of national identity in higher education in the
country and show its features.
Results. The authors present the results of an analysis of the structure and content of bachelor educational
programs at universities in Kazakhstan for the presence of the national component in them. Тhe authors summarize
that the formation of national identity among the younger generation and filling it with semantic content is
considered by the Kazakh academic community as an important state task, as a foundation for the cohesion
and spiritual unity of citizens of a multinational country. The mechanisms of constructing national identity in the
higher education system have been developed at the state level and are implemented in university training and
educational practices. The national component of bachelor's degree programs, focused on formation of national
identity, is provided by the content of general education humanities and language disciplines. University programs
are developed in accordance with the requirements of the State Bachelor's Degree Standard, which contains a
list of compulsory subjects for studying national history and culture, Kazakh, Russian and foreign languages. The
principles of academic freedom allow universities to enhance the national flavor of educational programs by filling
elective courses with national content.
Scientific novelty. In modern conditions, the problem of ensuring the national identity of educational programs
universities does not at all seem to be an axiom that contradicts the processes of internationalization of education.
Universities around the world use various mechanisms to ensure the national identity of their programs, making them
more attractive to students in the context of the development of intercultural communication. Kazakh universities are
still gaining experience, but it may already be of interest from the point of view of accumulating practical experience.
The practical significance of the study lies in the formulation of the problem as one of the important discourses in
higher education. The results of the study will make a certain contribution to the understanding of the mechanisms
and factors influencing the provision of national identity of educational programs using the example of a specific
country. The article contributes to the scientific conversation about the meaning of national identity and can be a
contribution to the study of the problems of forming the national identity of the younger generation.

2024

The discourse of the world-class city perpetuates the exclusion of those unable to meet the material and cultural standards of a modern lifestyle and consumption that it sets. Marginalised populations within the lower middle class experience a deepening sense of the inadequacy of their 'embodied knowledges' in meeting the impossible standards of this world-class imaginary which simultaneously fuels resentment against those who have gained visible social and economic mobility in the recent past.. Focusing on a neighbourhood in Delhi, India, this paper demonstrates the continual struggle within lower middle class populations between owning and disowning their own habitat, in their desire to meet their aspiration to fit into the frames world-classness prescribes. The process contributes to a further destabilisation of their sense of their place in the world which has serious consequences for their wellbeing.

2024

Bien que possédant des caractéristiques permettant d'envisager qu'il y soit d'un apport spécifique, une intervention réussie de l'ordinateur dans l'apprentissage ne va pas de soi. Le but auquel nous nous attachons est donc de poser et proposer des solutions à quelques questions soulevées par l'élaboration et l'utilisation d'un logiciel qui fournisse effectivement une aide dans un domaine d'enseignement. meilleure appréhension par l'élève de ces concepts. La deuxième étape, décrite dans un deuxième chapitre, s'attache plus particulièrement aux problèmes de l'intégration de l'ordinateur dans le système didactique. Il s'agit d'effectuer le choix justifié d'un type d'intervention de l'ordinateur dans ce système et de caractériser les moyens logiciels qui permettront cette intervention. Ce choix s'appuie sur l'étude du système didactique et de son fonctionnement dans le cadre de situations d'apprentissage s'appuyant sur la résolution de situations problématiques. intervention dans le système élève-maître-savoir, n'est pas seulement le résultat d'un calcul. En fait, le logiciel, dont nous décrivons la conception dans ce chapitre, est aussi, comme beaucoup d'autres, le fruit de la mise en oeuvre d'idées originales élaborées au cours de pratiques d'enseignement. L'analyse du système permet d'expliciter la prise de conscience de difficultés et d'affiner les stratégies permettant d'y remédier. Trouver les raisons profondes ayant motivé ces idées et leur mise en oeuvre au sein de l'apprentissage est l'occasion d'en renforcer la pertinence. Les réponses apportées à ces questions préliminaires fournissent les bases d'un cahier des charges du logiciel et permettent d'engager sa réalisation. Dans celle-ci se mêlent autant de problèmes conceptuels d'élaboration de structures de données que de problèmes techniques de calcul ou de tracé à l'écran d'objets géométriques. Ces problèmes et les choix qui ont permis d'en fournir une solution sont décrits dans un troisième chapitre. La réalisation proprement dite doit aussi trouver les moyens permettant de rapprocher la géométrie de l'écran qui s'appuie sur un ensemble fini de nombres discrets de la géométrie analytique qui s'appuie sur les réels. La réalisation doit encore élaborer les moyens permettant une communication entre l'apprenant et l'ordinateur répondant aux concepts de l'ergonomie dont la pertinents du point de vue de l'enseignement. l'intervention de l'ordinateur dans le système didactique. De façon plus générale, la mise en oeuvre du logiciel dans une séquence d'enseignement est l'occasion d'évaluer l'intérêt que présente le logiciel et d'observer les rapports que les élèves établissent avec lui. Pour encore augmenter nos chances de réussite dans cette entreprise, nous avons constitué une équipe de spécialistes de différents domaines : mathématiciens, informaticiens, (Milhaud, 1908, p.420) Pour être convainquant, ces discours doivent être construits de manière logique. Mais, il est aussi nécessaire d'utiliser des notions de base : postulats ou prémisses dont le Comment se sert-on de Droite ? Ce qu'on voit apparaître : Comment se sert-on de Cercle ? Ce qu'on voit apparaître : Comment se sert-on de Segment def.2pts ? Ce qu'on voit apparaître : Comment se sert-on de Droite def. 2pts ? Ce qu'on voit apparaître : Comment se sert-on de Triangle def. 3pts? Ce qu'on voit apparaître : Comment se sert-on de Cercle def. 2pts? Ce qu'on voit apparaître : 271 Annexe 2 Comment se sert-on de Milieu ? Ce qu'on voit apparaître : Comment se sert-on de Droite parallèle ? Ce qu'on voit apparaître : Comment se sert-on de Droite orthogonale ? Ce qu'on voit apparaître : Comment se sert-on de Centre d'un cercle ? Ce qu'on voit apparaître : Comment se sert-on de Point sur objet ? Ce qu'on voit apparaître : Comment se sert-on de Intersection de 2 objets ? Ce qu'on voit apparaître :

2024, Perspectives of Science & Education

Introduction. Despite the fact that the modern teacher needs to have certain professional qualities and a high
level of professional competence, there is a problem of uncertainty of many factors and their impact on the
processes of teachers’ professional development. The influence of a number of factors on the psychological
health of teachers, as well as their emotional burnout is of particular interest. However, research devoted to
the factors of teachers' professional self-fulfillment that influence emotional burnout is still insufficient. In this
regard, the aim of our research was to find interrelations between professional self-fulfillment and emotional
burnout of teachers.
Materials and methods. The link of these factors with emotional burnout of teachers was tested empirically
on a sample of N=70, using questionnaires "Diagnostics of professional burnout according to K. Maslach and
S. Jackson adapted by N.E. Vodopyanova" and the author's "Diagnostics of pedagogical self-fulfillment" by
S. P. Sviderskaya. Factor analysis (principal components method) and paired correlation analysis (Pearson and
Spearman correlation coefficients) were used as data processing methods.
Results. The factors of teachers' professional self-fulfillment that showed vivid negative correlations with the
indicators of emotional burnout were revealed: job satisfaction (r=-0,576, p=0,003), activity, initiative (r=-0,633,
p=0,002), belief in professional success (r=-0,538, p=0,010), cooperation with colleagues (r=-0,528, p=0,012),
self-education (r=-0,539, p=0,010), desire for self-fulfillment (r=-0,540, p=0,009; r=-0,554, p=0,005). These
factors were accepted as prognostically valid in relation to prevention of teachers’ emotional burnout. They
were distributed into the following groups of factors: "Teaching skill", "Activity", "Self-development".
Conclusion. The study of interrelations between self-fulfillment indicators and emotional burnout of teachers
has proved the importance of in-depth research of professional self-fulfillment. It also confirmed the necessity
of self-fulfillment, the purpose of which, among other things, is prevention of teachers’ emotional burnout
syndrome.

2024

In this doctoral dissertation we aim to contribute to a theoretical framework for cyberformance, live performance taking place in virtual worlds, platforms and environments. This emerging genre is intermedial, multimodal, hybrid, liminal, collaborative, low cost, low tech and interventive, both aesthetically and socially. Through the Internet, connecting remote performers and audiences, this kind of performance has been developing for the last two decades. Chat rooms and Multi User Dungeons where the first cyberspaces where this artistic practice happened. However, soon it transited into graphic environments and virtual worlds, even creating its own platforms and festivals.

2024, Educación Virtual: ¿Oportunidad o Desafío? Una Realidad Incómoda

La educación virtual se ha posicionado como una alternativa flexible y accesible en los últimos años, especialmente tras la pandemia. Sin embargo, al analizarla críticamente, surgen barreras significativas que dificultan su universalidad, como el acceso limitado a recursos tecnológicos y la falta de competencias digitales en ciertos sectores. Este artículo explora los desafíos que enfrentan los estudiantes, especialmente en comunidades marginadas, y destaca cómo estas limitaciones afectan la permanencia y el éxito académico. Finalmente, se proponen soluciones concretas, como la creación de centros virtuales de aprendizaje y programas de capacitación propedéutica, para hacer de la educación virtual una opción más inclusiva y efectiva. Se concluye con una reflexión sobre la importancia de construir un sistema sólido que permita a esta modalidad cumplir su potencial transformador.

2024, BIO Web of Conferences

One of the research topics within the EU-project SKILLS1 was the training of Industrial Maintenance and Assembly (IMA) tasks. The IMA demonstrator developed comprehends two different training platforms, one based on technologies of Virtual Reality (VR) and the other one on Augmented Reality (AR). To qualify the efficiency of the developed training systems different studies have been conducted, followed by a final “Transfer of Skill” evaluation that has been performed by service technicians at the “SIDEL industrial training centre” in Parma. This evaluation included qualitative methods (feedback collection in questionnaires) as well as quantitative methods (experiments with control groups). The results demonstrate that both platforms are useful and suitable training tools for IMA tasks, and that the AR training decreased the number of unsolved errors in the task.

2024

During the pandemic era and the post pandemic period of today's educational world we are witnessing a phenomenal growth of online teaching and learning through various online platforms like Blackboard Learn, Zoom, Webex, Google Meet, Microsoft Team to name a just few and it's no wonder that e-learning has created a wave among the educators and the learners alike, but its ripple effects are yet to be realized in full measure. This is a humble attempt at x-raying the challenges and its role in imparting the valued education that we are so accustomed to in our face-to-face classrooms with a lot livelier learning environment and tactile associative advantages. E-learning global adoption and implementation need to be examined through various lenses especially in the backdrop of digitally downtrodden masses and social hesitancy where the onset of the technological advancement is either at its inception or rather impoverished.

2024

La complejidad creciente implica la necesidad de adquirir métodos más eficientes para el tratamiento de los datos de una organización, en consecuencia, las organizaciones deben optimizar sus sistemas de gestión. Sin embargo, no fue antes de 1990 cuando el concepto de Inteligencia de Negocios se arraigó el mundo empresarial. Ahora es tiempo del mundo académico: las Universidades no pueden escapar a este escenario. La linea de investigación y desarrollo presentada propone relevar los requerimientos claves de las unidades inter-institucionales encargadas de la toma de decisiones con el propósito de crear tableros de control dinámicos, interactivos y estratégicos. En el trabajo, se exponen los resultados obtenidos de las tres primeras etapas de implementación del DataWarehouse y los objetivos específicos de la próxima etapa de explotación. Palabras clave: TIC, Business Intelligence, Universidad, Tableros de Control.

2024, Seminars in Hearing

Before joining CORD, Dr. Schmitz served in various public education capacities for twenty-six years, including as principal of a school recognized as a National Blue Ribbon School, a technology pilot site, and one of Redbook's America's Best Schools. Carolyn Prescott is a senior research associate at the Center for Occupational Research and Development. In her capacity as instructional designer for CORD's contextual learning materials, Ms. Prescott has conducted hundreds of occupational interviews and developed curricula that make explicit the connection between education and work.

2024, Iran Journal of Computer Science

2024

La educacion superior a distancia es una modalidad que permite el acto educativo mediante diferentes metodos, tecnicas, estrategias y medios, en una situacion en que alumnos (aprendientes, estudiantes) y profesores (docentes, tutores, guias) se encuentran separados fisicamente, se relacionan de manera presencial ocasionalmente y en forma permanente por medio de mecanismos e instrumentos debidamente validados por la institucion (aula virtual, correo electronico, tutoria individual, tutoria via telefonica, etc.) y el aprendiente, ya sea en forma sincronica (en tiempo real) o asincronica (mediada por el tiempo). La relacion presencial depende de la distancia, el numero de alumnos y el tipo de conocimiento que se imparte (Orozco Forero & Acevedo Cleves, 2010) En Colombia, la educacion a distancia tiene una trayectoria de mas de cuarenta anos. Desde sus inicios se planteo como un proceso de facilitacion de oportunidades para personas que, al no disponer de tiempo, no podian iniciar su ed...

2024, American Journal of Educational Research

This quantitative study investigates high school students' perceptions and attitudes towards the usage of ChatGPT and other GAI tools in online K-12 education, as well as students' preferences for learning to use Artificial Intelligence (AI) from teachers. Conducted at a large virtual school on the east coast of the USA, the research focuses attention on students in grades 9-12 enrolled in Math courses. The study utilized a 9-item survey to gather data on students' frequency of AI usage, attitudes towards AI, and student interest in receiving instruction from teachers about AI use. Key findings reveal that while a majority of students do not regularly use AI tools for academic work, there is a significant interest in learning how to effectively utilize these tools. Student participants expressed mixed attitudes towards AI, with ethical issues, loss of critical thinking skills, and over-reliance of technology being the chief concerns. Despite these concerns, many students acknowledged the potential of AI in enhancing learning experiences and expressed a desire for more structured support from educators. The study highlights the need for clear policies and educational strategies to address the ethical implications and practical applications of AI in K-12 virtual education, fostering a balanced approach that enhances learning while mitigating potential drawbacks.

2024, IE revista de investigación educativa de la REDIECH

Identificación e integración de los tipos aprendizaje en línea. Experiencias de los estudiantes de posgrado José de Jesús Peinado Camacho Este estudio se desarrolló para indagar cómo se identificó e integró el aprendizaje en línea desde las experiencias de los estudiantes de posgrado. Se utilizó metodología cualitativa, así como el método empírico-analítico apoyado en la teoría fundamentada. La muestra fue no probabilística. Incluyó estudiantes de maestría y doctorado, a quienes se les realizaron entrevistas individuales semiestructuradas. Los resultados mostraron que algunas características importantes de las sesiones en línea fueron la flexibilidad, el aprendizaje a su propio ritmo, la capacidad de revisar y buscar información en tiempo real y la accesibilidad para los maestros. Un ejemplo de esto fueron las grabaciones de las clases en línea, que fueron recursos de aprendizaje muy útiles que apoyaron el aprendizaje flexible y remoto. Los resultados indicaron que la integración del aprendizaje en línea fue una mezcla de conocimientos y experiencias, a través de la integración del aprendizaje autónomo, significativo y colaborativo. Se concluye que los hallazgos pueden ayudar a comprender la integración del aprendizaje en línea, lo cual favorece a docentes y directivos de instituciones de posgrado en la toma de decisiones con respecto a su implementación.

2024

). L'étude s'appuie sur deux échantillons : l'un de 146 étudiants français et l'autre de 131 étudiants sénégalais, de niveau bac+2. Les résultats aux différents items des tests du MCT et du MRT, en termes de réussite, d'échec ou d'absence de réponse, ont été traités par le biais de tests de Khi 2 comparant les étudiants sénégalais et français. Bien que cette comparaison montre une différence statistiquement significative dans la manière dont les étudiants sénégalais et ceux français répondaient aux différents items, un classement des questions selon le pourcentage de réussite, d'échec ou d'absence de réponse, montre que les 5 à 8 questions les mieux réussies, les moins réussies et celles sans réponse sont identiques dans les 2 groupes. Ainsi, les principaux items sources de difficultés, de même que leurs causes, ont été mis en évidence pour le MCT et le MRT, par une caractérisation qualitative. Des liens entre scores spatiaux et capacité à utiliser les modeleurs volumiques ayant été établis précédemment, les difficultés identifiées par cette étude présentent l'intérêt de fournir de probables éléments de compréhension des difficultés d'utilisation des modeleurs volumiques et d'éclairer le développement de dispositifs de remédiation.