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The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate the optimal level of user control for digital learning and compare learning outcomes between paper and digital flashcards. College students learned vocabulary from paper flashcards or one of several digital flashcard versions and were scored on their memory recall and asked about their perceptions of the learning process. With digital flashcards, students were randomly assigned to an automatic slideshow of cards with no user control, automatic slideshow with pre-set pauses, automatic slideshow where users could press the spacebar to pause at any time, or a self-paced slideshow with complete user control. Users reported feeling more in control when indeed having some control, but ultimately memory recall, cognitive load, and satisfaction were similar across the five versions. However, memory recall was positively related to user satisfaction with their specific flashcard set, and negatively related to users' perceived mental effort and difficulty. Notably, whether paper or digital, students showed individual variability in how they advanced through the words. This research adds to the educational literature by suggesting that paper and digital flashcards are equally viable options for students. Given differences between individual users and the connection between satisfaction and recall, individualistic options that offer, but do not force, some control over pace seem ideal. Paper flashcards may already include such options, and e-flashcards should offer similar adaptive features to appeal to a wide variety of users. [ABSTRACT FROM AUTHOR]

Aim/Purpose: The aim of this paper is to present a systematic review of studies conducted on mobile-assisted task-based learning between 2013 and 2022. The primary objectives of the review are to elicit educational and learning contexts, research areas and foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in mobile-assisted task-based learning. Background: Conventional task-based learning has evolved over the last decade with numerous researchers incorporating various mobile technologies and devices to enhance the task-based approach. This paper presents a systematic review of taskbased learning, specifically with the adoption of the mobile-assisted method in delivering tasks. Methodology: To provide viable discussions and maintain the accuracy of the review, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Liberati et al., 2009) protocol items were adhered to. The papers for review were sourced from ISI Web of Science within the last decade from 2013 to 2022. The outcome of screening based on the inclusive and exclusive criteria as well as from the backward search resulted in 16 papers out of 276 papers that were eventually reviewed and analyzed. Contribution: This study is of significant value, especially during the post-pandemic period, as mobile task-based learning provides for flexibility and portability, and to date, no systematic reviews have been conducted specifically on mobile-assisted taskbased learning in the last decade. This review looked at the study characteristics, educational and learning contexts, research areas and research foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in the papers on mobile-assisted task-based learning. In addition to attributing to the existing body of knowledge, this paper provides insights for researchers, educators, as well as mobile technology developers for consideration. Findings: Major Findings are that all papers are on language learning, with English as a foreign language being the most frequently researched area, and most of the studies are conducted in higher education contexts. Informal learning has become a critical learning setting, and language proficiency and participant perceptions are the two major foci. In addition, no studies have been found to combine mobile learning and social media platforms together to promote language acquisition. Recommendations for Practitioners: This systematic review provides practitioners with an overview of mobile technologies that have been found to be effective in the task-based approach for different educational levels and language skills. These effective mobile technologies could be considered for adoption in their respective contexts. Recommendations for Researchers: For researchers, the time frame for a systematic review could be expanded to increase the number of papers for review. In addition, to ensure the comprehensiveness of findings, big data analysis software could be employed to analyze the research foci, research trends, and research shifts. Additional databases could be added for more extensive review. Impact on Society: The research Findings of this paper can provide benefits for researchers, educators, and mobile technology developers for them to collaboratively promote the development of mobile-assisted task-based learning. Future Research: Future researchers could conduct in-depth empirical studies on mobile seamless learning, research with tasks that are designed based on learners' needs analysis and explore cognitive load as well as learning anxiety which are not extensively researched. [ABSTRACT FROM AUTHOR]

Google Docs and EtherPad are Web 2.0 tools providing opportunity for multiple users to work online on the same document consecutively or simultaneously. Over the last few years a number of research papers on the use of these collaborative tools in a teaching and learning environment have been published. This work builds on that of Brodahl, Hadjerrouit, and Hansen (2011) expanding its case study. The theoretical framework is the same as the one underlying Brodahl et al. (2011), drawing on two learning theories, the social-constructivist learning theory and the community of practice, and their relationships to collaborative tools. The literature review is extended to cover the recent research work in the field, related to Web 2.0 technologies in higher education. The case study of Brodahl et al. (2011) involved 201 education students who had just begun their four-year initial teacher education. However, 24 students are omitted in the current work, and the result tables from Brodahl et al. (2011) accordantly updated. Disregarding particular groups of students was due to their specific local dispersion, as they conducted their entire assignment and collectively reflective essay paper at the same physical location and, with respect to this, reported the use of collaborative tools as superfluous and unwanted in their setting. Partly based on the same survey, this work presents a case study investigating education students’ perceptions of collaborative writing reflective essay papers. However, where Brodahl et al. (2011) presented a solely quantitative study derived from closed-ended questions, this work incorporates the survey’s open-ended questions in a qualitative analysis. The analysis also draws on the students’ written reflections on their experiences. The qualitative analysis supports the conclusion of Brodahl et al. (2011) that technical problems were a major issue, mostly related to EtherPad. All but one complaint about technical difficulties stemmed from EtherPad users during a limited period of time. Other major negative feedback concerned group size; several groups pointed out difficulties with organizing the work, problems of keeping track when editing simultaneously, and failure to produce a unified document. Positive issues frequently mentioned are the ability to work asynchronously and from different places. Furthermore, a majority of the reports on commenting on and editing each other’s work were positive, mentioning that it is an advantage to be able to correct spelling errors and bad formulations, that it is educational, that one may contribute with ideas that the others do not have, and that it improves the final text. Larger issues on the negative side were fear of insulting or misunderstanding, and difficulties because of various work modes. Also qualitative results indicate that females are more concerned with group size than males, but less preoccupied with technical difficulties. Furthermore, younger students appear more concerned about the importance of preparation and planning than older ones. The major conclusions are that EtherPad and Google Docs facilitate new ways of approaching communication, for different collaborative writing work modes as well as in different settings. However, the setting in which the tool is used exerts an influence on the way students perceive its usefulness. Recommendations derived from students’ perception of factors of success for using the collaborative writing tool include the following: group size should preferably not exceed three persons; the students ought to be prepared for technical difficulties and have a contingency plan; and they should have time in advance to discuss their work mode and agree on rules for commenting on and editing each other’s work. [ABSTRACT FROM AUTHOR]

Aim/Purpose This study investigates the research profile of the papers published in Interdisciplinary Journal of Information, Knowledge, and Management (IJIKM) to provide silhouette information of the journal for the editorial team, researchers, and the audience of the journal. Background Information and knowledge management is an interdisciplinary subject. IJIKM defines intersections of multiple disciplinary research communities for the interdisciplinary subject. Methodology A quantitative study of categorical content analysis was used for a thematic analysis of IJIKM. One hundred fifty nine (159) papers published since the inauguration of the journal in 2006 were coded and analyzed. Contribution The study provides synopsized information about the interdisciplinary research profile of IJIKM, and adds value to the literature of information and knowledge management. Findings The analysis reveals that IJIKM disseminates research papers with a wide range of research themes. Among the research themes, Organizational issues of knowledge/information management, Knowledge management systems/tools, Information/knowledge sharing, Technology for knowledge/information management, Information/knowledge application represent the five main research streams of IJIKM. The total number of papers on organizational issues of knowledge/information management increased from 16% to 28% during the past6 years. Statistical method was the most common research methodology, and summarization was the most common research design applied in the papers of IJIKM. The paper also presents other patterns of participant countries, keywords frequencies, and reference citations. Recommendations for Practitioners Innovation is the key to information and knowledge management. Practitioners of information and knowledge management can share best practices with external sectors. Recommendations for Researchers Researchers can identify opportunities of cross-disciplinary research projects that involve experts in business, education, government, healthcare, technology, and psychology to advance knowledge in information and knowledge management. Impact on Society Information and knowledge management is still a developing field, and readers of this paper can gain more understanding of the dissemination of the literature of information and knowledge management involved in all relevant disciplines. Future Research A longitudinal study could follow up in the future to provide updated and comparative information of the research profile of the journal. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper aims to investigate and understand the intentions of management undergraduate students in Hangzhou, China, regarding the adoption of Artificial Intelligence (AI) technologies in their education. It addresses the need to explore the factors influencing AI adoption in the educational context and contribute to the ongoing discourse on technology integration in higher education. Background The paper addresses the problem by conducting a comprehensive investigation into the perceptions of management undergraduate students in Hangzhou, China, regarding the adoption of AI in education. The study explores various factors, including Perceived Relative Advantage and Trialability, to shed light on the nuanced dynamics influencing AI technology adoption in the context of higher education. Methodology The study employs a quantitative research approach, utilizing the Confirmatory Tetrad Analysis (CTA) and Partial Least Squares Structural Equation Modeling (PLS-SEM) methodologies. The research sample consists of management undergraduate students in Hangzhou, China, and the methods include data screening, principal component analysis, confirmatory tetrad analysis, and evaluation of the measurement and structural models. We used a random sampling method to distribute 420 online, self-administered questionnaires among management students aged 18 to 21 at universities in Hangzhou. Contribution This paper explores how management students in Hangzhou, China, perceive the adoption of AI in education. It identifies factors that influence AI adoption intention. Furthermore, the study emphasizes the complex nature of technology adoption in the changing educational technology landscape. It offers a thorough comprehension of this process while challenging and expanding the existing literature by revealing the insignificant impacts of certain factors. This highlights the need for an approach to AI integration in education that is context-specific and culturally sensitive. Findings The study highlights students' positive attitudes toward integrating AI in educational settings. Perceived relative advantage and trialability were found to impact AI adoption intention significantly. AI adoption is influenced by social and cultural contexts rather than factors like compatibility, complexity, and observability. Peer influence, instructor guidance, and the university environment were identified as pivotal in shaping students' attitudes toward AI technologies. Recommendations for Practitioners To promote the use of AI among management students in Hangzhou, practitioners should highlight the benefits and the ease of testing these technologies. It is essential to create communication strategies tailored to the student's needs, consider cultural differences, and utilize the influence of peers and instructors. Establishing a supportive environment within the university that encourages innovation through policies and regulations is vital. Additionally, it is recommended that students' attitudes towards AI be monitored constantly, and strategies adjusted accordingly to keep up with the changing technological landscape. Recommendations for Researchers Researchers should conduct cross-disciplinary and cross-cultural studies with qualitative and longitudinal research designs to understand factors affecting AI adoption in education. It is essential to investigate compatibility, complexity, observability, individual attitudes, prior experience, and the evolving role of peers and instructors. Impact on Society The study's insights into the positive attitudes of management students in Hangzhou, China, toward AI adoption in education have broader societal implications. It reflects a readiness for transformative educational experiences in a region known for technological advancements. However, the study also underscores the importance of cautious integration, considering associated risks like data privacy and biases to ensure equitable benefits and uphold educational values. Future Research Future research should delve into AI adoption in various academic disciplines and regions, employing longitudinal designs and qualitative methods to understand cultural influences and the roles of peers and instructors. Investigating moderating factors influencing specific factors' relationship with AI adoption intention is essential for a comprehensive understanding. [ABSTRACT FROM AUTHOR]

Aim/Purpose The purpose of this study was to survey student opinions about technology in order to best implement and utilize technology in the classroom. In this paper, technology refers to ‘digital technology’. The aims of this study were to: (1) examine student attitudes towards technology in regards to enjoyment and perceived usefulness; (2) investigate what tools and devices students enjoyed and preferred to use for learning; (3) examine whether students preferred learning with books and paper instead of technological devices (e.g. laptops, tablets, smartphones); and (4) investigate whether student opinions about digital technology and preferred learning tools differ between two universities (based on their level of technology implementation) and between two programs (Foundation Studies and General Studies). Background Previous studies have investigated student device choice, however, fewer studies have looked specifically at which tools and devices students choose for certain academic tasks, and how these preferences may vary according to the level of digital technology integration between two different universities. 310 Methodology In this study, a mix of quantitative and qualitative data was gathered from 1102 participants across two universities in the United Arab Emirates from an English-language Foundation Studies program and a first-year General Studies pro-gram. A questionnaire (containing closed-ended and open-ended questions) was followed by three focus-group interviews (n=4,3,2). ANOVA and t-Tests were used to test for statistically significant differences in the survey data, and qualitative survey and interview data were analyzed for recurring themes. Contribution This study aims to provide a more comprehensive account of the learning tools (including books/paper, laptops, tablets, and phones) students prefer to use to complete specific academic tasks within a university context. This study also seeks to evaluate student attitudes towards using digital technology for learning, in order to best implement and utilize technology in the context of higher education institutions in the Middle East and around the world. Findings Findings suggest that participants enjoy learning how to use new technology, believe it improves learning, and prepares them for future jobs. Books/paper were the most preferred resources for learning, followed closely by laptops, while tablets and smartphones were much less preferred for specific educational tasks. The data also revealed that respondents preferred learning through a combination of traditional resources (e.g. books, paper) and digital technological tools (e.g. laptops, tablets). Recommendations for Practitioners These findings can be used to recommend to educators and higher education administrators the importance of adopting learning outcomes related to digital literacy in the classroom, to not only help students become more effective learners, but also more skilled professionals in their working lives. Additionally, classroom practices that incorporate both traditional tools and newer techno-logical tools for learning might be most effective because they provide flexibility to find the best learning tool(s) for the task. Recommendations for Researchers Participants preferred books and paper for learning. One reason was that paper helped them remember information better. More research needs to be done on the learning benefits of using more tactile mediums, such as paper for reading and writing. Impact on Society The findings from this study suggest that some learners may benefit more from the use of digital technology than others. Institutions and organizations need to provide flexibility when it comes to technology implementation for both students and faculty. This flexibility can accommodate different learning styles and preferences and not isolate individuals in the classroom or workplace who may be slower to adapt to new technologies. Future Research Future research is needed to investigate student attitudes towards digital technology at higher education institutions in other parts of the world. In addition, this study focused mostly on student perceptions of learning tools and devices in the classroom. More research needs to be done on the impact technology has on learning per se – specifically how certain tools may help learners more effectively complete different educational tasks. [ABSTRACT FROM AUTHOR]

Aim/Purpose This study aimed to evaluate the extant research on data science education (DSE) to identify the existing gaps, opportunities, and challenges, and make recommendations for current and future DSE. Background There has been an increase in the number of data science programs especially because of the increased appreciation of data as a multidisciplinary strategic resource. This has resulted in a greater need for skills in data science to extract meaningful insights from data. However, the data science programs are not enough to meet the demand for data science skills. While there is growth in data science programs, they appear more as a rebranding of existing engineering, computer science, mathematics, and statistics programs. Methodology A scoping review was adopted for the period 2010-2021 using six scholarly multidisciplinary databases: Google Scholar, IEEE Xplore, ACM Digital Library, ScienceDirect, Scopus, and the AIS Basket of eight journals. The study was narrowed down to 91 research articles and adopted a classification coding framework and correlation analysis for analysis. Contribution We theoretically contribute to the growing body of knowledge about the need to scale up data science through multidisciplinary pedagogies and disciplines as the demand grows. This paves the way for future research to understand which programs can provide current and future data scientists the skills and competencies relevant to societal needs. Findings The key results revealed the limited emphasis on DSE, especially in non-STEM (Science, Technology, Engineering, and Mathematics) disciplines. In addition, the results identified the need to find a suitable pedagogy or a set of pedagogies because of the multidisciplinary nature of DSE. Further, there is currently no existing framework to guide the design and development of DSE at various education levels, leading to sometimes inadequate programs. The study also noted the importance of various stakeholders who can contribute towards DSE and thus create opportunities in the DSE ecosystem. Most of the research studies reviewed were case studies that presented more STEM programs as compared to non-STEM. Recommendations for Practitioners We recommend CRoss Industry Standard Process for Data Mining (CRISPDM) as a framework to adopt collaborative pedagogies to teach data science. This research implies that it is important for academia, policymakers, and data science content developers to work closely with organizations to understand their needs. Recommendations for Researchers We recommend future research into programs that can provide current and future data scientists the skills and competencies relevant to societal needs and how interdisciplinarity within these programs can be integrated. Impact on Society Data science expertise is essential for tackling societal issues and generating beneficial effects. The main problem is that data is diverse and always changing, necessitating ongoing (up)skilling. Academic institutions must therefore stay current with new advances, changing data, and organizational requirements. Industry experts might share views based on their practical knowledge. The DSE ecosystem can be shaped by collaborating with numerous stakeholders and being aware of each stakeholder's function in order to advance data science internationally. Future Research The study found that there are a number of research opportunities that can be explored to improve the implementation of DSE, for instance, how can CRISPDM be integrated into collaborative pedagogies to provide a fully comprehensive data science curriculum?. [ABSTRACT FROM AUTHOR]

Aim/Purpose: 5G and IoT are two path-breaking technologies, and they are like wall and climbers, where IoT as a climber is growing tremendously, taking the support of 5G as a wall. The main challenge that emerges here is to secure the ecosystem created by the collaboration of 5G and IoT, which consists of a network, users, endpoints, devices, and data. Other than underlying and hereditary security issues, they bring many Zero-day vulnerabilities, which always pose a risk. This paper proposes a security solution using network slicing, where each slice serves customers with different problems. Background: 5G and IoT are a combination of technology that will enhance the user experience and add many security issues to existing ones like DDoS, DoS. This paper aims to solve some of these problems by using network slicing and implementing an Intrusion Detection System to identify and isolate the compromised resources. Methodology: This paper proposes a 5G-IoT architecture using network slicing. Research here is an advancement to our previous implementation, a Python-based software divided into five different modules. This paper's amplification includes induction of security using pattern matching intrusion detection methods and conducting tests in five different scenarios, with 1000 up to 5000 devices in different security modes. This enhancement in security helps differentiate and isolate attacks on IoT endpoints, base stations, and slices. Contribution: Network slicing is a known security technique; we have used it as a platform and developed a solution to host IoT devices with peculiar requirements and enhance their security by identifying intruders. This paper gives a different solution for implementing security while using slicing technology. Findings: The study entails and simulates how the IoT ecosystem can be variedly deployed on 5G networks using network slicing for different types of IoT devices and users. Simulation done in this research proves that the suggested architecture can be successfully implemented on IoT users with peculiar requirements in a network slicing environment. Recommendations for Practitioners: Practitioners can implement this solution in any live or production IoT environment to enhance security. This solution helps them get a cost-effective method for deploying IoT devices on a 5G network, which would otherwise have been an expensive technology to implement. Recommendations for Researchers: Researchers can enhance the simulations by amplifying the different types of IoT devices on varied hardware. They can even perform the simulation on a real network to unearth the actual impact. Impact on Society: This research provides an affordable and modest solution for securing the IoT ecosystem on a 5G network using network slicing technology, which will eventually benefit society as an end-user. This research can be of great assistance to all those working towards implementing security in IoT ecosystems. Future Research: All the configuration and slicing resources allocation done in this research was performed manually; it can be automated to improve accuracy and results. Our future direction will include machine learning techniques to make this application and intrusion detection more intelligent and advanced. This simulation can be combined and performed with smart network devices to obtain more varied results. A proof-of-concept system can be implemented on a real 5G network to amplify the concept further. [ABSTRACT FROM AUTHOR]

Aim/Purpose The main goal of this systematic literature review was to look for studies that provide information relevant to business intelligence's (BI) framework development and implementation in the tourism sector. This paper tries to classify the tourism sectors where BI is implemented, group various BI functionalities, and identify common problems encountered by previous research. Background There has been an increased need for BI implementation to support decisionmaking in the tourism sector. Tourism stakeholders such as management of destination, accommodation, transportation, and public administration need a guideline to understand functional requirements before implementation. This paper addresses the problem by comprehensively reviewing the functionalities and issues that need to be considered based on previous business intelligence framework development and implementation in tourism sectors. Contribution The paper could be of interest to relevant stakeholders in the tourism industry because it provides an overview of the capabilities and limitations of business intelligence for tourism. To our knowledge, this is the first study to identify and classify the BI functionalities needed for tourism sectors and implementation issues related to organizations, people, and technologies that need to be considered. Findings BI functionalities identified in this study include basic functions such as data analysis, reports, dashboards, data visualization, performance metrics, and key performance indicator, and advanced functions such as predictive analytics, trend indicators, strategic planning tools, profitability analysis, benchmarking, budgeting, and forecasting. When implementing BI, the issues that need to be considered include organizational, people and process, and technological issues. Recommendations for Practitioners As data is a major issue in BI implementation, tourism stakeholders, especially in developing countries, may need to build a tourism data center or centralized coordination regulated by the government. They can implement basic functions first before implementing more advanced features later. Recommendations for Researchers We recommend further studying the BI implementation barriers by employing a perspective of an adoption framework such as the technology, organization, and environment (TOE) framework. Impact on Society This research has a potential impact on improving the tourism industry's performance by providing insight to stakeholders about what is needed to help them make more accurate decisions using business intelligence. Future Research Future research may involve collaboration between practitioners and academics in developing various BI architectures specific to each tourism industry, such as destination management, hospitality, or transportation. [ABSTRACT FROM AUTHOR]

Aim/Purpose Systematic literature reviews seek to locate all studies that contain material of relevance to a research question and to synthesize the relevant outcomes of those studies. The primary aim of this paper was to synthesize both research and practice reports on micro-credentials (MCRs). Background There has been an increase in reports and research on the plausibility of MCRs to support dynamic human skills development for an increasingly impatient and rapidly changing digital world. The integration of fast-paced emerging technologies and digitalization necessitate alternative learning paradigms. MCRs offer time, financial, and space flexibility and can be stacked into a larger qualification, thereby allowing for a broader range of transdisciplinary competencies within a qualification. However, MCRs often lack the academic rigor required for accreditation within existing disciplines. Methodology The study followed the PRISMA framework (Preferred Reporting Items for Systematic Reviews and Meta Analyses), which offers a rigorous method to enhance reporting quality. The study used both academic research and practice reports. Contribution The paper makes a theoretical contribution to the discourse about the need for innovation within existing educational paradigms for continued relevance in a changing world. It also contributes to the debate on the role of MCRs in bridging the gap between practice and academia despite the growing difference between their interests, and the role that MCRs play in the social-economic plans of countries. Findings The key findings are that investments in MCRs are mainly in the Science, Technology, Engineering and Mathematics (STEM) and Education sectors, and have taken place mainly in high-income countries and regions - contexts that particularly value practice-accredited MCRs. Low-income countries, by contrast, remain traditional and insist on MCRs that are formally accredited by a recognized academic institution. This contributes to a widening skills gap between low- and high-income countries or regions, which results in greater global disparities. There is also a growing divide between academia and practice concerning their interest in MCRs (a reflection of the rigor versus relevance debate), which partially explains why many global and larger organizations have gone on to create their own learning institutions. Recommendations for Practitioners We recommend that educational mechanisms consider the critical importance of MCRs as part of innovative efforts for life-wide (different sectors) and lifelong (same sector) learning, especially in low-income countries. MCRs provide dynamic mechanisms to fill skills gaps in an increasing ruthless international battle for talent. Recommendations for Researchers We recommend focused research into skills and career pathways using MCRs while at the same time remaining responsive to transdisciplinary efforts and sensitive to global and local changes within any sector. Impact on Society Work and society have transformed over time, and more so in the new digital age, yet academia has been slow in adapting to the changes, forcing organizations to create their own learning institutions or to use MCRs to fill the skills gap. The purpose of education goes beyond preparing individuals for work, extending further to creating an environment where individuals and governments seek their own social and economic outcomes. MCRs provide a flexible means for co-creation between individuals, education, organizations, and government that could stem global rising unemployment, social exclusion, and redundancy. Future Research Future research should focus on the co-creation of MCRs between practitioners and academia. [ABSTRACT FROM AUTHOR]

Aim/Purpose The aim of this paper is to examine the influences of KM-centred strategies on innovation capability among Malaysian R&D firms. It also deepens understanding of the pathways and conditions to improve the innovation capability by assessing the mediating role of both KM practices, i.e., knowledge exploration practices, and knowledge exploitation practices. Background Knowledge is the main organisational resource that is able to generate a competitive advantage through innovation. It is a critical success driver for both knowledge exploration and exploitation for firms to achieve sustainable competitive advantages. Methodology A total of 320 questionnaires were disseminated to Malaysian R&D firms and the response rate was 47 percent. The paper utilised structural equation modelling and cross-sectional design to test hypotheses in the proposed research model. Contribution This paper provides useful information and valuable initiatives in exploring the mediating role of knowledge exploration and knowledge exploitation in influencing innovation in Malaysian R&D firms. It helps R&D firms to frame their KM activities to drive the capability of creating and retaining a greater value onto their core business competencies. Findings The findings indicate that all three KM-centred strategies (leadership, HR practices, and culture) have a direct effect on innovation. In addition, KM exploration practices mediate HR practices on innovation while KM exploitation mediates both leadership and HR practices on innovation. Recommendations for Practitioners This paper serves as a guide for R&D managers to determine the gaps and appropriate actions to collectively achieve the desired R&D results and national innovation. It helps R&D firms frame their KM activities to enhance the capability of creating and retaining a greater value to their core business competencies. Recommendations for Researchers This paper contributes significantly to knowledge management and innovation research by establishing new associations among KM-centred strategies, i.e., leadership, HR practices, and culture, both KM practices (knowledge exploration and knowledge exploitation), and innovation. Impact on Society This paper highlights the important role of knowledge leaders and the practice of effective HR practices to help R&D firms to create a positive environment that facilitates both knowledge exploration and knowledge exploitation in enhancing innovation capabilities. Future Research Further research could use a longitudinal sample to examine relationships of causality, offering a more comprehensive view of the effect of KM factors on innovation over the long term. Future research should also try to incorporate information from new external sources, such as customers or suppliers. [ABSTRACT FROM AUTHOR]

Aim/Purpose: The exorbitant cost of traditional textbooks, which particularly impact lowincome, underrepresented minority groups, can be a barrier to student success in higher education that contributes to educational inequities. The aim of this multi-methodology study, conducted at a mid-Atlantic minority-serving institution that serves primarily first-generation and lower-income learners, is to explore the impact of, and student satisfaction with, a one-price persemester unlimited e-book subscription service and digital learning solution that includes a number of embedded interactive features, adaptive student learning activities, and learning outcome assessments. In addition, the paper is purposed to inform individuals in higher education so that they can make knowledgeable decisions when considering various book acquisition options. Background: A mid-Atlantic minority-serving institution becomes an early adopter of a one-price per semester unlimited e-book and interactive digital learning subscription service. Following adoption, a quantitative assessment regime was conducted to inform the institution. Methodology: Pass-fail rates for selected courses were compared before and following implementation and cost savings estimates in U.S. dollars were generated in collaboration with the bookstore and publisher. Additionally, student satisfaction and perceived learning efficacy survey were created and distributed. Contribution: This paper contributes significantly to the literature as it includes a population that is frequently neglected in studies that primarily are concentrated at traditionally white institutions (TWIs) with very low enrollments of Black students. Findings: A positive increase in course pass rates was found. Most students expressed having been concerned about paying for books in prior semesters, that college textbooks cost too much, have struggled to purchase textbooks in the past, believe that the subscription plan helps students save money, and would like to see widespread adoption. With respect to the digital learning solution, the students found it easy to use, appreciated the integrated interactive features, believed the system helped them to learn more and stay on schedule, and were largely in agreement that they would like it adopted in more of their classes. When correlations, crosstabulations, and Chi-Square tests were conducted, students who indicated having the greatest financial concerns were stronger in their satisfaction with the unlimited e-book subscription plan and most likely to want to see a similar plan adopted in all of their courses. Recommendations for Practitioners: To better meet the needs of students, remove barriers to student success, and improve student learning outcomes, universities must play a role in delivering affordable student-centered course content. Recommendations for Researchers: E-book subscription services are a relatively new model and one that requires extensive exploration in order to examine the impact on student learning outcomes as well as perceived learner satisfaction. Impact on Society: The implications of this study are that the adoption of an unlimited e-book subscription that includes access to high-quality digital learning resources positions institutions of higher education well in the instance of a global pandemic or other catastrophic events that causes the sudden pivot to remote instruction. Additionally, such a system has both a positive impact on student achievement as well as perceived favorably by students. Further, the adoption of a low-cost subscription option is particularly beneficial to students who struggle financially. Future Research: It is the goal of the authors to partner with scholars at a broad range of institutions to further extend this line of inquiry. [ABSTRACT FROM AUTHOR]

Aim/Purpose This article seeks answers to the following: (1) What describes a 'sense of belonging', inclusiveness, and well-being for students? (2) Which aspects of blended learning, synchronous and asynchronous, promote students' 'sense of belonging'? and (3) What are the state-of-the-art best practices for creating inclusive curriculum design for blended learning?. Background For university students, experiencing a strong 'sense of belonging' with their learning communities is a reliable predictor of academic adjustment and program success. The disruption to usual teaching modes caused by the COVID pandemic has diminished opportunities for social engagement among students and their teachers, intensifying the need to encourage students' belongingness as being ever more important. Methodology This article surveys the literature, pre- and post-COVID, using two complementary search techniques: (1) a systematic scoping review, a top-down strategy, and (2) snowballing, a bottom-up approach, seeking the answers to the three research questions above. Contribution The synthesis presented in the paper provides answers to these questions influenced, in part, by the Community of Inquiry framework and the Universal Design for Learning guidelines. Further, based on our findings from this investigation we offer a set of salient attributes of best practices in designing curriculum for blended learning environments, that is inclusive and fosters a sense of belonging for higher education students. Findings We discovered that belongingness is different for various cohorts. Further, many interventions to improve student wellbeing, and learning experiences on and offline, were built around social, teaching, and cognitive presences. Additionally, our investigation found that blended learning, regardless of the proportion of online versus offline instruction, was generally a positive influence on academic outcomes and student learning. Recommendations for Practitioners The set of attributes presented offers practical and helpful approaches to improve curriculum design to promote higher education students' sense of belonging. Recommendations for Researchers We highlight the lack of specificity in the literature regarding synchronous versus asynchronous learning pedagogy that promotes inclusiveness and a sense of belonging, and we detail our plans for future work will attempt to address this omission. Impact on Society As a result of the COVID pandemic, many higher education institutions made a sudden and rapid transition to online learning exclusively. As institutions start the move back to more traditional modes of learning, this paper highlights the considerations to be made in using blended learning environments. Future Research Our plans include seeking student and academic advice and feedback on approaches that foster a sense of belonging for higher education students. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper aims to explore the effects of students' interactions with video lectures on the levels of collaboration and completeness of their group note-taking. Background There has been an increase in the amount of online learning over the last 20 years. With video lectures becoming an increasingly utilized instructional modality, it is essential to consider students' interactions with videos and the subsequent effect of those interactions on collaboration. Methodology This research used a combination of survey data about student interactions with video lectures and evidence of student-to-student interactions from a sample of 149 masters and Ph.D. students at a university in South Korea. Contribution To date, limited research has been conducted on the effect of student interactions with online instructional videos and that interaction's effect on collaborative note-taking. Past research has examined the effects of lecture-watching behaviors and collaborative note-taking separately, and this paper looks at their relationship with one another. Findings This paper has two main findings. The first is that interacting more with video lectures increases the amount that students interact with each other. The second is that these higher levels of interaction with videos do not impact the completeness of student note-taking. Recommendations for Practitioners These findings of this paper suggest that instructors should encourage students to utilize active viewing strategies, as doing so will increase interaction among students, which will subsequently benefit their levels of collaboration. Recommendations for Researchers This research shows the value of drawing links between aspects of learner consumption of instructional media and other aspects of their learning, particularly collaboration. Impact on Society The importance of effective instruction and increasing collaboration in online learning is of great value now, particularly so, as much instruction is being delivered in online formats. Future Research Future research should seek further to understand the relationships between aspects of instruction and collaboration. More specifically, future research could look into clickstream data and collaboration. [ABSTRACT FROM AUTHOR]

Aim/Purpose This study investigates the issue of knowledge acquisition among faculty members. Background The paper reports the use of knowledge acquisition tools and reading knowledge sources by faculty members. It also identifies demographic differences among participants in using knowledge acquisition tools and reading knowledge sources. Methodology The study used an online survey-based questionnaire tool for data collection. The participants consisted of 300 faculty members from 26 academic institutions in UAE. Statistical tests are used to verify and validate the hypotheses. Contribution The paper represents one of the few empirical studies conducted on knowledge acquisition among faculty members in the GCC countries. Findings of the study may contribute to the theoretical and practical understanding of knowledge acquisition among faculty members. Findings Findings of the study revealed that medical faculty members read knowledge acquisition sources more than other faculty members. Likewise, IT faculty members use knowledge acquisition tools more than other faculty members. Results of the study supported stage three of knowledge acquisition proposed in the "Stage Theory of Knowledge Consumption Growth" (Mathew, 1985). The study found that journals are the most sources read by the participants while web-based training (WBT) tools are the most used knowledge acquisition tools among faculty members. Results of the study indicated significant differences among faculty members of different age groups, academic ranks, academic specializations, and institutional affiliation in reading knowledge sources. Likewise, findings of the study revealed significant difference among participants of different academic specializations in using knowledge acquisition tools. Recommendations for Practitioners Results of the study could be extrapolated to other faculty members in the GCC countries. Recommendation for Researchers More research could be done to address different issues of knowledge acquisition among faculty members. Impact on Society Faculty reading of knowledge sources and use of knowledge acquisition tools may have direct or indirect positive impacts on innovation, creativity, and research productivity in any society. Future Research It will be interesting to apply more than one data collection method in the future research. [ABSTRACT FROM AUTHOR]

Aim/Purpose The aim of this study is to identify Critical Success Factors (CSF) of Business Intelligence (BI) and provide a framework to classify CSF into layers or perspectives using an enterprise architecture approach, then rank CSF within each perspective and evaluate the importance of each perspective at different BI maturity levels as well. Background Although the implementation of the BI project has a significant impact on creating analytical and competitive capabilities, the lack of evaluation of CSF holistically is still a challenge. Moreover, the BI maturity level of the organization has not been considered in the BI implementation project. Identifying BI critical success factors and their importance can help the project team to move to a higher maturity level in the organization. Methodology First, a list of distinct CSF is identified through a literature review. Second, a framework is provided for categorizing these CSF using enterprise architecture. Interviewing is the research method used to evaluate the importance of CSF and framework layers with two questionnaires among experts. The first questionnaire was done by Analytical Hierarchy Process (AHP), a quantitative method of decision-making to calculate the weight of the CSF according to the importance of CSF in each of the framework layers. The second one was conducted to evaluate framework layers at different BI maturity levels using a Likert scale. Contribution This paper contributes to the implementation of BI projects by identifying a comprehensive list of CSF in the form of a holistic multi-layered framework and ranking the importance of CSF and layers at BI maturity levels. Findings The most important CSF in BI implementation projects include senior management support, process identification, data quality, analytics quality, hardware quality, security standards, scope management, documentation, project team skills, and customer needs transformation, which received the highest scores in framework layers. In addition, it was observed that as the organization moves to higher levels of maturity, the average importance of strategic business and security perspectives or layers increases. But the average importance of data, applications, infrastructure, and network, the project management layers in the proposed framework is the same regardless of the level of business intelligence maturity. Recommendations for Practitioners The results of this paper can be used by academicians and practitioners to improve BI project implementation through understanding a comprehensive list of CSF and their importance. This awareness causes us to focus on the most important CSF and have better planning to reach higher levels of maturity according to the maturity level of the organization. Future Research For future research, the interaction of critical success factors of business intelligence and framework layers can be examined with different methods. [ABSTRACT FROM AUTHOR]

Aim/Purpose The aim of this study was to identify the critical predictors affecting project desertion in Blockchain projects. Background Blockchain is one of the innovations that disrupt a broad range of industries and has attracted the interest of software developers. However, despite being an open-source software (OSS) project, the maintenance of the project ultimately relies on small core developers, and it is still uncertain whether the technology will continue to attract a sufficient number of developers. Methodology The study utilized a systematic literature review (SLR) and an expert review method. The SLR identified 21 primary studies related to project desertion published in Scopus databases from the year 2010 to 2020. Then, Blockchain experts were asked to rank the importance of the identified predictors of project desertion in Blockchain. Contribution A theoretical framework was constructed based on Social Cognitive Theory (SCT) constructs; personal, behavior, and environmental predictors and related theories. Findings The findings indicate that the 12 predictors affecting Blockchain project desertion identified through SLR were important and significant. Recommendations for Practitioners The framework proposed in this paper can be used by the Blockchain development community as a basis to identify developers who might have the tendency to abandon a Blockchain project. Recommendations for Researchers The results show that some predictors, such as code testing tasks, contributed code decoupling, system integration and expert heterogeneity that are not covered in the existing developer turnover models can be integrated into future research efforts. Impact on Society This study highlights how an individual's design choices could determine the success or failure of IS projects. It could direct Blockchain crypto-currency investors and cyber-security managers to pay attention to the developer's behavior while ensuring secure investments, especially for crypto-currencies projects. Future Research Future research may employ additional methods, such as a meta-analysis, to provide a comprehensive picture of the main predictors that can predict project desertion in Blockchain. [ABSTRACT FROM AUTHOR]

Aim/Purpose: This study carried out a systematic review of the literature on artificial intelligence (AI) in English language teaching (ELT). The objective was to delineate the current research progress in the field and to further understand the challenges. Background: The study analyzed articles published between 2015 and 2021. Methodology: The qualitative research method was employed. Five steps were taken to steer the review. 200 articles were scrutinized; 64 were retained. Contribution: Prior research on AI in ELT has not investigated how the literature is progressing or what areas of AI are being covered. Without a holistic picture, some important research Findings could be missed. Understanding how studies on AI in ELT are designed and implemented will contribute to a greater understanding of the existing state of research. Findings: Findings show that there is a promising future for AI in ELT. AI in ELT yielded positive results in terms of optimizing the English language skills, translation, assessment, recognition, attitude, satisfaction, etc. It was also found out that more and more articles on the topic are being published; the mixed research method is the most commonly used, higher education level is the most sampled, students as participants are the most sampled, and most studies developed novel AI-based systems. Various AI approaches have been identified in the reviewed studies, including machine learning, neural network, support vector machine, genetic algorithms, deep learning, decision tree, expert system, natural language processing, data mining, cloud computing, and edge computing. However, AI in ELT is still in its infancy, where little research has been conducted and gaps in the literature are still present, especially in terms of inherent issues related to body language, gestures, expressions, emotions, translation, lack of elaborate description of teaching material used for learning driven by AI, uncertainties and vagueness with regards to what can be considered under the realm of AI, and most authors being outside of the ELT discipline. Recommendations for Practitioners: This literature review is likely to provide practitioners with an overview of the current adopted technology, research method, instruments and/or tools, educational level, language skill, and the effects reported by the AI-based studies for designing effective systems for the use of AI in their ELT classrooms. Recommendations for Researchers: Researchers need to conduct research on AI in ELT along with a detailed indepth description of the methodology, research design, and the proposed systems used to achieve AI in ELT. Furthermore, it is recommended that researchers explore the efficiency of AI-based systems used in previous research and ensure their relevance and functionality. They are also required to provide indepth analysis of the challenges inherent to systems that have been highlighted in the literature, which will maximize the potentials of these AI-based technologies. Impact on Society: The Findings of this paper can provide visualization of research Findings that could particularly benefit researchers, educators, and AI specialists who are involved in the study of the applications of AI in ELT. Future Research: Future AI research needs to seriously include more detailed descriptions of the method in further research. [ABSTRACT FROM AUTHOR]

Aim/Purpose: This study attempts to provide a thorough review on online English Language Teaching (ELT) research in Indonesia during the COVID-19 pandemic, with the aim of presenting best practices of online ELT classes for the future blended or hybrid learning scenario. To operationalize the "best practices" of online learning, the Community of Inquiry framework was used as the guiding perspective. Background: There is a dearth of research employing a systematic review of English Language Teaching ("ELT") practices in Indonesia carried out during the pandemic, with a view of synthesizing such practices. Such a review is deemed essential in order to provide a comprehensive description of good practices in online English classes, such as in terms of integrating technology into the ELT virtual classes, taking advantage of the experience gained from approximately more than two years of Emergency Remote Learning in the country. Methodology: This study employed the Research Review methodology, with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) 2020 to guide the process. Database (Google Scholar and Scopus) search was conducted to find research articles in English on ELT during the pandemic in Indonesia, excluding those that are conceptual in nature. The final list of 94 articles was then coded using the categories in the Community of Inquiry ("CoI") framework, namely, Teaching, Cognitive, and Social Presence. Inter-rater reliability was computed to assess the risk of bias of the two reviewers. The resulting data, in the form of pieces of "evidence" of the CoI categories, were tabulated and described. Contribution: This research has contributed to providing a synthesis of online ELT teaching practice in Indonesia during the pandemic, specifically in describing the way teachers enacted the Teaching, Cognitive, and Social Presence online through the use of technology. This paper also describes how such deployment of technology should be accompanied by a selective choice of activities and explicit guidance from teachers, as well as teachers' supportive attitude. Consequently, this study is probably among the first to carry out a systematic review of emergency online ELT practice during the pandemic from the CoI perspective, addressing a methodological gap of extant online ELT systematic review studies. Findings: The results show that Teaching Presence constituted the highest number of pieces of evidence, with a caveat that the application of technology should be combined with clear instruction and task requirements. Next, Cognitive Presence needs to be fostered through activities that promote problem solving and critical thinking, such as online discussions, problem- or project-based learning, and self-reflection. Lastly, teachers need to make use of technologies to convey genuine concern for students and create a warm and friendly online environment as part of teaching activities that build Social Presence, although some affective expressions will need to be managed well to prevent some possible undesirable effects. Recommendations for Practitioners: English teachers in Indonesia, or elsewhere with a similar context to that in the country, can gain insights on the good practice of online learning in terms of teaching methods, media, platforms, assessments, etc. Besides, the online English teaching practices can also inform pre- and in-service teacher education programs, so as to provide technology integration training that has already been tried and empirically tested. Recommendations for Researchers: For future research, the seemingly fewer pieces of evidence found in Cognitive and Social Presence might be fertile ground for Indonesian ELT scholars to carry out research focusing on those aspects. Much research outside of Indonesia has been conducted around the theme of the application of CoI principles in online English classes, while only a few studies in this respect have been found in the Indonesian context. Impact on Society: The Findings of this study may help inform educational policies with regards to blended/hybrid or restricted face-to-face meetings in schools. Future Research: This paper has contributed to exemplifying the application of CoI framework as a tool of systematic review in research. Hence, in view of the impending blended, hybrid, or limited face-to-face learning, this type of CoI-framed systematic review research can be replicated in the future to assess the effectiveness of such blended or hybrid teaching mode. Besides, Future Research could also inquire whether ELT teachers sustain the use of technology in the postpandemic, on-site learning. [ABSTRACT FROM AUTHOR]

Aim/Purpose: The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates' perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates' aspirations to complete virtual field experiences. Background: With an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning. Methodology: Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers' papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities. Contribution: The study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers' interest in online teaching as they began to feel that online education could be equivalent to traditional education. Findings: Students' perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences. [ABSTRACT FROM AUTHOR]

Aim/Purpose Using the Agile Adoption Framework (AAF), this study aims to examine the agile potential of software development companies in Nepal based on their agile maturity level. In addition, this study also examines the impact of various basic agile practices in determining the maturity level of the agile processes being implemented in the software industry of Nepal. Background Even if most organizations in the software sector utilize agile development strategies, it is essential to evaluate their performance. Nepal's software industry did not adopt agile techniques till 2014. The Nepalese industry must always adapt to new developments and discover ways to make software development more efficient and beneficial. The population of the study consists of 1,500 and 2,000 employees of software companies in Nepal implementing agile techniques. Methodology The sample size considered was 150 employees working in software companies in Nepal. However, only 106 respondents responded after three follow-ups. The sample was collected with purposive sampling. A questionnaire was developed to gain information on Customer Adaptive, Customer Collaboration, Continuous Delivery, Human Centric, and Technical Excellence related to agile practices along with the Agile Maturity Level. Contribution This research contributes to the understanding of agile practices adopted in software companies in developing countries like Nepal. It also reveals the determinants of the agility of software companies in developing countries. Findings The results suggest that some of the basic principles of agile have a very significant role in Agile Maturity Level in the Nepali context. In the context of Nepal, human-centered practices have a very high level of correlation, which plays a vital role as a major predictor of the agile maturity level. In addition, Technical Excellence is the variable that has the highest level of association with the Agile Maturity Level, making it the most significant predictor of this quality. Recommendations for Practitioners As Nepali software companies are mostly offshore or serve outsourcing companies, there is a very thin probability of Nepali developers being able to interact with actual clients and this might be one of the reasons for the Nepali industry not relying on Customer Adaptation and Collaboration as major factors of the Agile methodologies. Continuous Delivery, on the other hand, has a significant degree of correlation with Agile Maturity Level. Human-centric practices have a very high level of correlation as well as being a major predictor in determining the Agile Maturity Level in the context of Nepal. Technical Excellence is the most significant predictor and the variable which has the highest level of correlation with Agile Maturity Level. Practitioners should mainly focus on technical excellence as well as human-centric practices to achieve a higher level of Agile Maturity. Recommendations for Researchers There has not been any such research in the Nepali context that anyone could rely on, to deep dive into their organizational concerns regarding agile strategies and plans. Researchers will need to focus on a more statistical approach with data-driven solutions to the issues related to people and processes. Researchers will need to cover freelancers as well as academics to get a different perspective on what can be the better practices to achieve a higher level of agile maturity. Impact on Society This study on Agile work is accessible not only to the software industry but also to the general public. The Agile technique has had a huge impact on society's project management. It has revolutionized how teams approach project planning, development, and execution. The paper's findings will further information regarding the Agile methodology, which emphasizes collaboration and communication, fosters teamwork and higher quality work, and promotes the exchange of knowledge, ideas, and the pursuit of common goals. Future Research Owing to the limitations of this study, it is necessary to analyze agile practices in the Nepalese software sector using additional factors that influence agile maturity. The conclusion that years of agile experience do not serve as a balancing factor for both agile practices and the Agile Maturity Level requires additional research. Whether a software outsourcing firm or not, the organization type had no bearing on the degree of maturity of agile methods; this leaves space for further research. [ABSTRACT FROM AUTHOR]

Aim/Purpose Previous research has generally concentrated on identifying the variables that most significantly influence customer churn or has used customer segmentation to identify a subset of potential consumers, excluding its effects on forecast accuracy. Consequently, there are two primary research goals in this work. The initial goal was to examine the impact of customer segmentation on the accuracy of customer churn prediction in the banking sector using machine learning models. The second objective is to experiment, contrast, and assess which machine learning approaches are most effective in predicting customer churn. Background This paper reviews the theoretical basis of customer churn, and customer segmentation, and suggests using supervised machine-learning techniques for customer attrition prediction. Methodology In this study, we use different machine learning models such as k-means clustering to segment customers, k-nearest neighbors, logistic regression, decision tree, random forest, and support vector machine to apply to the dataset to predict customer churn. Contribution The results demonstrate that the dataset performs well with the random forest model, with an accuracy of about 97%, and that, following customer segmentation, the mean accuracy of each model performed well, with logistic regression having the lowest accuracy (87.27%) and random forest having the best (97.25%). Findings Customer segmentation does not have much impact on the precision of predictions. It is dependent on the dataset and the models we choose. Recommendations for Practitioners The practitioners can apply the proposed solutions to build a predictive system or apply them in other fields such as education, tourism, marketing, and human resources. Recommendations for Researchers The research paradigm is also applicable in other areas such as artificial intelligence, machine learning, and churn prediction. Impact on Society Customer churn will cause the value flowing from customers to enterprises to decrease. If customer churn continues to occur, the enterprise will gradually lose its competitive advantage. Future Research Build a real-time or near real-time application to provide close information to make good decisions. Furthermore, handle the imbalanced data using new techniques. [ABSTRACT FROM AUTHOR]

Aim/Purpose This study aimed to develop a model for using social media content to promote 3D thinking of sustainability among students in integrated Mathematics, Language, Arts, and Technology (MLAT) classrooms. Background Social media is one of the most relevant platforms among students of the 21st century to the extent that connecting it to classroom learning becomes interesting to the learners. Education for Sustainable Development (ESD) requires teachers to implement an interdisciplinary teaching approach while promoting skills for dealing with sustainability issues. ESD enables students to think about three aspects (economics, environment, and society) of sustainability. In this paper, the ability to think about the environment, society, and economics simultaneously was termed "3D thinking of sustainability." Social media content can be a catalyst for promoting students' application of 3D thinking of sustainability if integrated into the classroom. However, teachers fail to use social media content in their classrooms because they lack the know-how to integrate them. Therefore, providing teachers with a model for using social media content in their teaching can help them integrate it into their classes. Methodology Design-based research was adopted by the researchers (wo mathematics teachers and one curriculum expert) who were selected through purposive sampling, and twenty students who were selected through convenience sampling. Data were collected from the teachers' interviews with twenty students through observation and reflective journals and from students' assignments through document analysis. Contribution The major contribution of the study is the development of the model for facilitating students' application of skills from the domains of mathematics, language, arts, and technology to understand sustainability issues. Furthermore, the study shows the value of social media in learning from the point of view of using them as context for applying interdisciplinary skills rather than media for teacher-student interaction. Findings The model with eight interactive phases was developed. The proposed model requires the teachers to be knowledgeable content-wise in various disciplines or to collaborate with teachers from other disciplines. Recommendations for Practitioners Practitioners are encouraged to adopt this model in the implementation of ESD. Recommendations for Researchers Researchers may test the application of this model in other integrated subjects and levels of education. Impact on Society The standard of living of any society is related to people's awareness of threats to sustainability. Therefore, the more education promotes 3D thinking of sustainability, the more the standard of living is guaranteed in our societies. Future Research To evaluate the applicability of the model in various educational contexts. [ABSTRACT FROM AUTHOR]

Aim/Purpose A proposal for a pedagogical model that integrates digital technologies in teaching Sustainable Development Goals (SDGs) in K-12 Education. Background The research is developed within project InTecEdu (Integration of Technology in Education), developed by the research group since 2008, and focusing on social inclusion for highly socially vulnerable K-12 students. Methodology The research was exploratory and qualitative; data was collected through a questionnaire and participant observation, with 253 students and 9 teachers from 5 Brazilian public schools. Contribution The research contributes by bringing a pedagogical model for integrating SDGs and Information and Communication Technologies (ICTs) in K-12 education. Findings All analyzed aspects received a high level of approval, although some opportunities for improvement were identified, such as the duration and frequency of the session. Recommendations for Researchers We recommend the reuse of the pedagogical model, since our intention is for it to be open-source, and free to use. Impact on Society The paper is aligned with the fourth SDG: Quality Education. It directly contributes with the education of 253 socially vulnerable students from a south American public school, and indirectly contributes with improvement of education. Future Research To improve the pedagogical model based on the feedback from the questionnaires and apply it with a more extensive scenario. [ABSTRACT FROM AUTHOR]

Aim/Purpose The Internet of Things (IoT) application modules have covered diverse sectors, and the educational domain is no exception. In this survey, we discuss the specific application benefits of IoT in education and further examine implementation challenges in Ghanaian tertiary institutions. Background This survey examines pertinent applications for IoT benefits in education and offers present and future opportunities to enhance educational outcomes. The survey includes anticipated IoT technologies that will have a significant impact on education. Each module contains concise definitions accompanied by analysis and application-specific relevance. Methodology In order to accomplish the objectives of the survey, a search review was conducted across relevant databases, including Scopus, Hindawi, IEEE, MPDI, ScienceDirect, Informing Science Institute, Springer, and Wiley. In addition, a thorough search was carried out using Google Scholar to cover all relevant repositories. The phrases and keywords for the search were made up of five categories. The literature search resulted in 300 articles, of which 200 were considered relevant for the survey. Of the 200 articles, 95 of them shared common themes and discussed the same application integration and challenges. Contribution This paper discusses the revolution involving IoT deployments in education and covers many aspects of the educational domain. Findings IoT integration in education will transform Education 4.0 and improve learning outcomes significantly. Recommendations for Practitioners Educational institutions are to embrace IoT integrations even with the emerging Education 4.0 and Industry 4.0 use cases. Recommendations for Researchers Educational IoT is the next big thing and research directions on unique use cases for educational institutions are eminent with 5G and other disruptive technologies. Impact on Society Effective IoT implementation in education will positively affect all stakeholders in the educational ecosystem and create a society with much access to information, connectivity, and convenience. Future Research To survey the integration of blockchain-based IoT applications in education. [ABSTRACT FROM AUTHOR]

Aim/Purpose The purpose of this study was to examine faculty perceptions of virtual field placement of preservice teachers at a university in the United Arab Emirates and to explore the factors that promote or hinder the success of this experience. Vygotsky's concept of scaffolding was used as the theoretical framework of this study and to explain the faculty's engagement with the field placement experience. Background The global pandemic of COVID-19 has affected the provision of teacher education programs around the world. It forced many universities to implement emergency remote teaching strategies including virtual field experiences. Methodology Considering the novelty of this phenomenon, an exploratory qualitative research design was followed to arrive at an in-depth description of the faculty's perceptions. A convenience sampling, which is characterized by the deliberate targeting of information-rich participants, was used to select five faculty members who supervised 40 Emirati preservice teachers during their virtual field experience. Data was collected using semi-structured interviews and analyzed using thematic analysis. Contribution The framework put forth in this study could serve as a guideline for teacher education programs, especially field experience preparation. Findings It was found that faculty had different perceptions of virtual field experiences. Although preservice teachers were faced with unprecedented virtual field experiences, collaboration with different stakeholders helped them achieve the learning outcomes. A main drawback of the virtual field experience, however, impacted preservice Emirati teachers' motivation about online teaching. Recommendations for Practitioners Preservice teachers' technological skills should be reinforced and built to enable purposeful and practical technological integration in the teaching and learning process. Therefore, a holistic inclusion of all stakeholders' approach is needed to upskill and develop the competencies of all parties involved in the process taking into consideration a more enriching collaborative manner. Such a redesign should be examined to assess its validity and efficiency on a wider and more diverse sample to ensure its reliability and success. Recommendations for Researchers Researchers are recommended to explore the impact of virtual field experience on young children learning and engagement by including all stakeholders involved in the teaching and learning process, especially young students' parents since findings showed that children under the age of eight are at a disadvantage in online learning. Impact on Society Implications of the findings of this study show that sustainable virtual field experiences can be attained through a collaborative approach. Collaboration is essential as it enables preservice teachers to succeed in implementing inclusive pedagogical approaches. Future Research Further studies can enrich the findings of this paper by expanding the collected data to provide deeper and more generalizable results. For example, virtual student teachers' and school students' scores should be collected and compared to face-to-face scores in order to assess and evaluate the learning itself. [ABSTRACT FROM AUTHOR]

Aim/Purpose The objective of this study is to summarize the challenges of Agile Requirements Engineering (Agile RE) in the public sector in republican and constitutional monarchy nations. Additionally, it offers recommendations to address these challenges. Background Failure of IT projects in the public sector results in financial losses for the state and loss of public trust, often attributed to issues in requirements engineering such as prioritization of user needs and excessive scope of requirements. IT projects can have a higher success rate with Agile RE, but there are also drawbacks. Therefore, this study holds significance by presenting a thorough framework designed to pinpoint and overcome the challenges associated with Agile RE to increase the success rate of IT projects. Methodology This study employs a Systematic Literature Review (SLR) protocol in the field of software engineering or related domains, which consists of three main phases: planning the review, conducting the review with a snowballing ap proach, and reporting the review. Furthermore, the authors perform open coding to categorize challenges based on the Agile methodologies adoption factor model and axial coding to map potential solutions. Contribution The authors assert that this research enriches the existing literature on Agile RE, specifically within the public sector context, by mapping out challenges and possible solutions that contribute to creating a foundation for future studies to conduct a more in-depth analysis of Agile adoption in the public sector. Furthermore, it compares the barriers of Agile RE in the public sector with the general context, leading to the discovery of new theories specifically for this field. Findings Most challenges related to Agile RE in the public sector are found in the people and process aspects. Project and organizational-related are subsequent aspects. Therefore, handling people and processes proficiently is imperative within Agile RE to prevent project failure. Recommendations for Practitioners Our findings offer a comprehensive view of Agile RE in the public sector in republican and constitutional monarchy nations. This study maps the challenges encountered by the public sector and provides potential solutions. The authors encourage practitioners to consider our findings as a foundation for adopting Agile methodology in the public sector. Furthermore, this study can assist practitioners in identifying existing barriers related to Agile RE, pinpointing elements that contribute to overcoming those challenges, and developing strategies based on the specific needs of the organizations. Recommendations for Researchers Researchers have the potential to expand the scope of this study by conducting research in other countries, especially African countries, as this study has not yet encompassed this geographic region. Additionally, they can strengthen the evidence linking Agile RE challenges to the risk of Agile project failure by performing empirical validation in a specific country. Impact on Society This research conducts a comprehensive exploration of Agile RE within the public sector, serving as a foundation for the successful adoption of Agile methodology by overcoming obstacles related to Agile RE. This study highlights the importance of managing people, processes, projects, and organizational elements to increase the success of Agile adoption in the public sector. Future Research In the future, researchers should work towards resolving the limitations identified in this study. This study has not provided a clear prioritization of challenges and solutions according to their significance. Therefore, future researchers can perform a Fuzzy Analytical Hierarchical Process (F-AHP) to prioritize the proposed solutions. [ABSTRACT FROM AUTHOR]

Aim/Purpose The paper's objective is to examine the challenges of using the mobile phone to mine location data for effective contact tracing of symptomatic, pre-symptomatic, and asymptomatic individuals and the implications of this technology for public health governance. Background: The COVID-19 crisis has created an unprecedented need for contact tracing across South Africa, requiring thousands of people to be traced and their details captured in government health databases as part of public health efforts aimed at breaking the chains of transmission. Contact tracing for COVID-19 requires the identification of persons who may have been exposed to the virus and following them up daily for 14 days from the last point of exposure. Mining mobile phone location data can play a critical role in locating people from the time they were identified as contacts to the time they access medical assistance. In this case, it aids data flow to various databases designated for COVID-19 work. Methodology: The researchers conducted a review of the available literature on this subject drawing from academic articles published in peer-reviewed journals, research reports, and other relevant national and international government documents reporting on public health and COVID-19. Document analysis was used as the primary research method, drawing on the case studies. Contribution: Contact tracing remains a critical strategy in curbing the deadly COVID-19 pandemic in South Africa and elsewhere in the world. However, given increasing concern regarding its invasive nature and possible infringement of individual liberties, it is imperative to interrogate the challenges related to its implementation to ensure a balance with public governance. The research findings can thus be used to inform policies and practices associated with contact tracing in South Africa. Findings: The study found that contact tracing using mobile phone location data mining can be used to enforce quarantine measures such as lockdowns aimed at mitigating a public health emergency such as COVID-19. However, the use of technology can expose the public to criminal activities by exposing their locations. From a public governance point of view, any exposure of the public to social ills is highly undesirable. Recommendations for Practitioners: In using contact tracing apps to provide pertinent data location caution needs to be exercised to ensure that sensitive private information is not made public to the extent that it compromises citizens' safety and security. The study recommends the development and implementation of data use protocols to support the use of this technology, in order to mitigate against infringement of individual privacy and other civil liberties. Recommendations for Researchers: Researchers should explore ways of improving digital applications in order to improve the acceptability of the use of contact tracing technology to manage pandemics such as COVID-19, paying attention to ethical considerations. Impact on Society: Since contact tracing has implications for privacy and confidentiality it must be conducted with caution. This research highlights the challenges that the authorities must address to ensure that the right to privacy and confidentiality is upheld. Future Research: Future research could focus on collecting primary data to provide insight on contact tracing through mining mobile phone location data. Research could also be conducted on how app-based technology can enhance the effectiveness of contact tracing in order to optimize testing and tracing coverage. This has the potential to minimize transmission whilst also minimizing tracing delays. Moreover, it is important to develop contact tracing apps that are universally interoperable and privacy-preserving. [ABSTRACT FROM AUTHOR]

Aim/Purpose: In this work, the authors propose an augmented model for human-centered Unified Communications & Collaboration (UC&C) product design and evaluation, which is supported by previous theoretical work. Background: Although the goal of implementing UC&C in an organization is to promote and mediate group dynamics, increasing overall productivity and collaboration; it does not seem to provide a solution for effective communication. It is clear that there is still a lack of consideration for human communication processes in the development of such products. Methodology: This paper is sustained by existing research to propose and test the application of an augmented model capable of supporting the design, development and evaluation of UC&C services that can be driven by the human communication process. To test the application of the augmented model in UC&C service development, a proof-of-concept mobile prototype was elaborated upon and evaluated, making use of User Experience (UX) and user-centred methods and techniques. A total of nine testing sessions were carried out in an organizational communication setup and recorded with eye tracking technology. Contribution: The authors argue that UC&C services should look at the user's (human) natural processes to improve effective infocommunication and thus enhance collaboration. Authors believe this augmented version of the model will pave the way improving the research and development of useful and practical infocommunication products, capable of truly serving users' needs. Findings: On evaluation of the prototype, qualitative data analysis uncovered structural problems in the proposed prototype which hindered the augmented model's elements and subsequently, the user experience. Five out of eighteen identified interaction issues are highlighted in this paper to demonstrate the proposed augmented model's validity, applied in UC&C services evaluation. Recommendations for Practitioners: Considering and respecting the user's natural communication processes, practitioners should be able to propose and develop innovative solutions that truly enable and empower effective organizational collaboration. UC&C functionalities should be designed, taking the augmented model's proposed elements and their pertinence in representing the human interpersonal communication phenomena into consideration, namely: Social Presence; Immediacy of Communication; Concurrency and Synchronicity. Recommendations for Researchers: This paper intends to demonstrate that the adoption and use of UTAUT technology characteristics, in conjunction with Synchronicity proposition, can be considered as a reference for human-centric design and the evaluation of UC&C systems. Impact on Society: To highlight the need to develop further research on this important topic of human collaboration mediated by technology inside organizations. Future Research: This research focused its attention on communication functionalities. However, collaboration can potentially be affected by other services that may be included in a UC&C system, such as scheduling, meetings or task management. Future research could consider employing this augmented model to evaluate such systems or proof-of-concept prototypes. [ABSTRACT FROM AUTHOR]

Aim/Purpose: This paper focuses on understanding undergraduate computing student-learning behaviour through reviewing their online activity in a university online learning management system (LMS), along with their grade outcome, across three subjects. A specific focus is on the activity of students who failed the computing subjects. Background: Between 2008 and 2020 there has been a multiplicative growth and adoption of Learning Analytics (LA) by education institutions across many countries. Insights gained through LA can result in actionable implementations at higher institutions for the benefit of students, including refinement of curriculum and assessment regimes, teacher reflection, and more targeted course offerings. Methodology: To understand student activity, this study utilised a quantitative approach to analyse LMS activity and grade outcome data drawn from three undergraduate computing subjects. Data analysis focused on presenting counts and averages to show an understanding of student activity. Contribution: This paper contributes a practical approach towards LA use in higher education, demonstrating how a review of student activity can impact the learning design of the computing subjects. In addition, this study has provided a focus on poor performing students so that future offerings of the computing subjects can support students who are at risk of failure. Findings: The study found that: • Collecting data relating to student activity and analysing the activity is an important indicator of engagement, with cross referencing the data to grade outcome providing information to support modification to the learning design of the computing subjects. • The computing subjects in this study all had the majority of the assessment marks awarded at the later part of the study period. • Students that fail subjects are active within the LMS for the period of the subject even when they submit no assessments • Assessment weight and the time of delivery could influence the outcomes. Recommendations for Practitioners: The collection and analysis of student activity in the LMS can enable learning designers and practitioners to better reflect the subject design and delivery to provide more informed ways of delivering the learning material. Recommendations for Researchers: Collecting LA requires a thought-out process, designed well in advance of the teaching period. This study provides useful insight that can impact other researchers in the collection of assessment related analytics. Impact on Society: The cost of education is expensive to those that undertake it. Failing, although expected, potentially can be reduced by examining how education is designed, delivered, and assessed. The study has shown how information on how students are engaging has the potential to impact their outcomes. Future Research: Further work is needed to investigate whether intervention may assist the poor performing students to improve their grade outcomes relative to activity levels, subsequently impacting their retention. [ABSTRACT FROM AUTHOR]

Aim/Purpose: This study sought to understand the views of both teachers and students on the usage of humanoid robots as teaching assistants in a specifically Arab context. Background: Social robots have in recent times penetrated the educational space. Although prevalent in Asia and some Western regions, the uptake, perception and acceptance of educational robots in the Arab or Emirati region is not known. Methodology: A total of 20 children and 5 teachers were randomly selected to comprise the sample for this study, which was a qualitative exploration executed using focus groups after an NAO robot (pronounced now) was deployed in their school for a day of revision sessions. Contribution: Where other papers on this topic have largely been based in other countries, this paper, to our knowledge, is the first to examine the potential for the integration of educational robots in the Arab context. Findings: The students were generally appreciative of the incorporation of humanoid robots as co-teachers, whereas the teachers were more circumspect, expressing some concerns and noting a desire to better streamline the process of bringing robots to the classroom. Recommendations for Practitioners: We found that the malleability of the robot's voice played a pivotal role in the acceptability of the robot, and that generally students did well in smaller groups with the robot; teachers expressed concern that the children would become easily distracted should too many children be privy to one robot. Recommendations for Researchers: Our results provide valuable recommendations for researchers in the area. We believe, there needs to be continued efforts in devising suitable methodological assessment tools to evaluate student and teacher attitudes in the classroom particularly in the Arab world. We also advise researchers to focus on providing adaptive behavior in the context of educational robots. There are different distinct areas that need further clarifications and study based on our review. Impact on Society: On a wider scale, the findings of this paper have a huge implication for the educational technology as the integration of robotics in education is one of the emerging trends in the area, particularly in the UAE. This study allows to answer questions related to attitudes and perceptions of both teachers and students toward educational robots in the UAE. Future Research: Possible avenues of research in the area include focusing on the adaptive and natural behavior of robots in disciplines other than Mathematics as a means of successfully integrating robots in the classroom. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper explored the factors (enablers and barriers) that affect Bitcoin adoption in South Africa, a Sub-Saharan country with the high potential for Bitcoin adoption. Background In recent years, Bitcoin has seen a rapid growth as a virtual cryptocurrency throughout the world. Bitcoin is a protocol which allows value to be exchanged over the internet without a central bank or intermediary. Cryptocurrencies such as Bitcoin are technological tools that arguably can contribute to reducing transactions costs. This paper explored the factors that affect Bitcoin adoption in South Africa, a Sub-Saharan country with the high potential for Bitcoin adoption, as little is known about the factors that affect Bitcoin adoption and the barriers to adoption. Methodology A quantitative questionnaire was distributed to South African virtual communities where Bitcoin is a topic of interest, and 237 quantitative responses were received, along with 212 open-ended comments. Contribution This research contributes to the body of knowledge in information systems by providing insights into factors that affect Bitcoin adoption in South Africa. It raises awareness of incentives and barriers to Bitcoin adoption at a time when financial literacy is a crucial issue both in South Africa and worldwide. Findings The results indicate that perceived benefit, attitude towards Bitcoin, subjective norm, and perceived behavioral control directly affected the participants' intentions to use Bitcoin. Perceived benefit, usefulness, ease of use, and trust-related risk were found to indirectly affect intention to use Bitcoin. Further, it emerges that the barriers to Bitcoin adoption in South Africa consist of the complex nature of Bitcoin and its high degree of volatility. Recommendations for Practitioners Bitcoin can contribute to reducing transactions costs, but factors that affect adoption and the barriers to adoption should be taken into consideration. These findings can inform systems and software developers to develop applications that make managing Bitcoin keys and transacting using Bitcoin less complex and more intuitive for end users. Recommendations for Researchers Bitcoin adoption in South Africa is a topic that has not been previously researched. Researchers could research similarities or differences in the various constructs that were used in this research model. Impact on Society South African Bitcoin users consider it as a universal currency that makes crossborder payments cheaper. A large number of refugees and workers in South Africa make regular payments across borders. Bitcoin could reduce the costs of these transfers. Future Research Future research could explore Bitcoin (and other cryptocurrencies) adoption in other developing countries. Researchers could look at factors that influence cryptocurrency adoption in general. The factors affecting adoption of other cryptocurrencies can be compared to the results of this study, and similarities and differences can thus be identified. [ABSTRACT FROM AUTHOR]

Aim/Purpose This study aimed to explore whether students’ self-reported use of various learning strategies affected their perceptions on different course activities as well as their perceived performance in terms of both cognitive learning out-comes and general skills. Background In a highly active learning environment that incorporates research into teaching, the effective use of various learning strategies is considered of high importance for the successful engagement of students. Yet, this line of research has mainly focused on individual learning. Shifting from individual to collaborative learning settings, the current study investigated whether students’ use of self-regulated learning, peer learning, and help seeking strategies influenced their perceptions on both the group activities and the respective outcomes. Methodology At the beginning of the course, 81 first semester postgraduate students self-reported the level of use of self-regulated learning, peer learning, and help seeking strategies by filling in the respective subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Then, groups of 3 or 4 students were formed and instructed to create several learning artifacts of different types and conduct a peer-tutoring session, based on a topic assigned to them by the teacher. Additionally, the same groups conducted a research project of their own choice within course topics. Students’ final grade served as an indicator of their academic performance. At the end of the semester, students filled in a questionnaire eliciting their perceptions on the process and the outputs of the course activities. Finally, through statistical analysis of students’ responses to the questionnaires, the influence of learning strategies on students’ perceptions and their academic performance was examined. Contribution Our findings contribute to the literature regarding the research-teaching nexus in higher education settings. More specifically, the study shows how students’ self-reported use of learning strategies affects students’ perceptions on the activities they were engaged in, their achievement of cognitive learning outcomes, and their skills development in a research-integrated course design. Findings Students perceived differently the value of producing and studying learning artifacts. Students who scored higher in the self-regulated learning and peer learning subscales of MSLQ perceived their role as more active in the preparation of the presentation for the peer-tutoring session, which was the artifact that required higher level of interaction among the group members. Students’ final grades were influenced partially by their self-reported use of different learning strategies. Recommendations for Practitioners Integrating research into teaching through the assignment of research-related tasks to students can promote students’ acquisition of domain knowledge and research skills. The merits of this approach can be further strengthened by having students working in groups and providing the outputs of their involvement in the research-related activities as learning material for their peers. Further-more, students’ individual characteristics (e.g., use of learning strategies and preferences should be taken into account when designing course activities). Recommendations for Researchers Researchers should continue to explore the way that various learning strategies influence different aspects of the learning process, especially in the achievement of cognitive learning outcomes and the development of general skills. Impact on Society Creating learning environments that foster students’ active engagement with the course material and peer collaboration should be a vital goal of higher education institutes as it can improve students’ performance and promote the necessary skills for self-directed and autonomous learning, a key competence in the modern workplace. Future Research In this study, both cognitive learning outcomes and general skills were assessed by students’ final grade. In a future study, distinguishing these different types of learning outcomes would allow us to examine in more detail the impact of students’ learning strategies and course activities on the accomplishment of cognitive learning outcomes and general skills. [ABSTRACT FROM AUTHOR]

Aim/Purpose Drawing on theories of organizational learning, this study analyzes the mechanism of Internet integration capability affecting knowledge generation by 399 Chinese enterprises. This paper will further explore whether there is a moderating role of learning orientation in the mechanism of Internet integration capability affecting enterprise knowledge generation. Background The Internet has gradually integrated into the enterprise innovation system and penetrated into all aspects of technological innovation, which has promoted the integration and optimization of resources inside and outside the organization. However, there is limited understanding of how the combination of the Internet and integration capability can drive enterprise knowledge generation. Methodology The study uses survey data from 399 organizations in China. Through structural equation modeling, this study assesses the relationship between Internet integration capability, organizational learning, knowledge generation, and uses PROCESS macro program to test the mediated moderation effect of learning orientation. Contribution First, this study provides empirical evidence for managers to better build Internet integration capability and ambidextrous learning to promote enterprise knowledge generation. Second, this study highlights the important moderating role of learning orientation in the mediating role of ambidextrous learning. Findings First, the study confirms the mediating role of exploratory learning and exploitative learning in knowledge generation driven by Internet integration capability. Second, the results show that when organizations have a strong learning orientation, the indirect path of Internet integration capability influencing knowledge generation through exploratory learning will be enhanced. Recommendations for Practitioners Enterprises should pay full attention to the improvement of internet integration capability and ambidextrous learning to promote knowledge generation. In addition, enterprises should establish a good learning atmosphere within the organization to strengthen the bridge role of exploratory learning between Internet integration capability and knowledge generation. Recommendations for Researchers Researchers could collect data from countries with different levels of economic development to verify the universal applicability of the proposed theoretical model. Impact on Society This study provides references for enterprises using Internet integration capability to promote their knowledge generation capability under the internet background. Future Research Future research can compare the impact of Internet integration capability on knowledge generation in different industries. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper examines the behavior of financial firm employees with regard to information security procedures instituted within their organization. Furthermore, the effect of information security awareness and its importance within a firm is explored. Background The study focuses on employees' attitude toward compliance with information security policies (ISP), combined with various norms and personal abilities. Methodology A self-reported questionnaire was distributed among 202 employees of a large financial Corporation Contribution As far as we know, this is the first paper to thoroughly explore employees' awareness of information system procedures, among financial organizations in Israel, and also the first to develop operative recommendations for these organizations aimed at increasing ISP compliance behavior. The main contribution of this study is that it investigates compliance with information security practices among employees of a defined financial corporation operating under rigid regulatory governance, confidentiality and privacy of data, and stringent requirements for compliance with information security procedures. Findings Our results indicate that employees' attitudes, normative beliefs and personal capabilities to comply with firm's ISP, have positive effects on the firm's ISP compliance. Also, employees' general awareness of IS, as well as awareness to ISP within the firm, positively affect employees' ISP compliance. Recommendations for Practitioners This study can help information security managers identify the motivating factors for employee behavior to maintain information security procedures, properly channel information security resources, and manage appropriate information security behavior. Recommendations for Researchers Researchers can see that corporate rewards and sanctions have significant effects on employee security behavior, but other motivational factors also reinforce the ISP's compliance behavior. Distinguishing between types of corporations and organizations is essential to understanding employee compliance with information security procedures. Impact on Society This study offers another level of understanding of employee behavior with regard to information security in organizations and comprises a significant contribution to the growing knowledge in this area. The research results form an important basis for IS policymakers, culture designers, managers, and those directly responsible for IS in the organization. Future Research Future work should sample employees from another type of corporation from other fields and should apply qualitative analysis to explore other aspects of behavioral patterns related to the subject matter. [ABSTRACT FROM AUTHOR]

Aim/Purpose The clustering techniques are normally considered to determine the significant and meaningful subclasses purposed in datasets. It is an unsupervised type of Machine Learning (ML) where the objective is to form groups from objects based on their similarity and used to determine the implicit relationships between the different features of the data. Cluster Analysis is considered a significant problem area in data exploration when dealing with arbitrary shape problems in different datasets. Clustering on large data sets has the following challenges: (1) clusters with arbitrary shapes; (2) less knowledge discovery process to decide the possible input features; (3) scalability for large data sizes. Density-based clustering has been known as a dominant method for determining the arbitrary-shape clusters. Background Existing density-based clustering methods commonly cited in the literature have been examined in terms of their behavior with data sets that contain nested clusters of varying density. The existing methods are not enough or ideal for such data sets, because they typically partition the data into clusters that cannot be nested. Methodology A density-based approach on traditional center-based clustering is introduced that assigns a weight to each cluster. The weights are then utilized in calculating the distances from data vectors to centroids by multiplying the distance by the centroid weight. Contribution In this paper, we have examined different density-based clustering methods for data sets with nested clusters of varying density. Two such data sets were used to evaluate some of the commonly cited algorithms found in the literature. Nested clusters were found to be challenging for the existing algorithms. In utmost cases, the targeted algorithms either did not detect the largest clusters or simply divided large clusters into non-overlapping regions. But, it may be possible to detect all clusters by doing multiple runs of the algorithm with different inputs and then combining the results. This work considered three challenges of clustering methods. Findings As a result, a center with a low weight will attract objects from further away than a centroid with higher weight. This allows dense clusters inside larger clusters to be recognized. The methods are tested experimentally using the K-means, DBSCAN, TURN*, and IDCUP algorithms. The experimental results with different data sets showed that IDCUP is more robust and produces better clusters than DBSCAN, TURN*, and K-means. Finally, we compare K-means, DBSCAN, TURN*, and to deal with arbitrary shapes problems at different datasets. IDCUP shows better scalability compared to TURN*. Future Research As future recommendations of this research, we are concerned with the exploration of further available challenges of the knowledge discovery process in clustering along with complex data sets with more time. A hybrid approach based on density-based and model-based clustering algorithms needs to compare to achieve maximum performance accuracy and avoid the arbitrary shapes related problems including optimization. It is anticipated that the comparable kind of the future suggested process will attain improved performance with analogous precision in identification of clustering shapes. [ABSTRACT FROM AUTHOR]

Aim/Purpose This study examines the kind of community value companies should provide when strengthening the relationship between customers and brands through the establishment of an online brand community, and how this kind of community value promotes customers' sense of community engagement and willingness to spread brand reputation. The paper also discusses how an enterprise's brand symbolism affects the relationship between community value and customers' engagement in online brand community. This study explored the important role of brand symbolism in the establishment of an online brand community. Background Many companies want to create online brand communities to strengthen their relationships with consumers as well as to provide better service and value to consumers, for example, Huawei's Huafen community (club.huawei.com), Apple's support community (support.apple.com/zh-cn), and Samsung's Galaxy community (samsungmembers.cn). However, these brand communities may have different interests and consumer engagement about the kind of community value to offer to their customers. Methodology This study uses data collection from questionnaire surveys to design a quantitative research method. An online questionnaire survey of mobile phone users in China was conducted to collect data on social value, cognitive value, brand symbolism, customer community engagement, and brand recommendation. The brands of mobile phone include Apple, Huawei, Samsung, OPPO, VIVO, MI, and Meizu. The researcher purchased a sample service of WJX, an online survey company (www.wjx.cn), and WJX company distributed the questionnaire to research participants. The WJX company randomly selected 240 subjects from their sample database and then sent the questionnaire link to research participants' mobile phones. Among the 240 research participants, the researcher excluded participants who lacked online brand community experience or had invalid data to qualify for data collection. After the researcher excluded partici pants who did not qualify for data collection, only 203 qualified questionnaire surveys advanced to the data collection and analysis phase, which was the questionnaire recovery rate of 84.58%. For the model analysis and hypotheses testing, the researcher used statistical software IBM SPSS Statistics and AMOS 21 and Smartpls3. Contribution This study deepens the body of literature knowledge by combining online brand community value and brand symbolic value to explore issues that companies should consider when establishing an online brand community for their products and services. This study confirms that brands with high symbolic value establish communities and strengthen social values in the online brand community rather than reducing brand symbolism. Online brand community involves a horizontal interaction (peer interaction) among peers, which can have an effect on the symbolic value of brand (social distance). Findings First, online brand community value (both cognitive and social value) has a positive impact on customer community engagement. Second, customer community engagement has a positive impact on customers' brand recommend intention. Third, the customer community engagement is a mediator between the online brand community value and the customer brand recommend intention. Most importantly, fourth, the symbolic value of the brand controls the relationship between community value and customer community engagement. For brands with high symbolic value, the community value should emphasize cognitive value rather than social value. For brands with a low symbolic value, the community provides cognitive or social value, which is not affected by the symbolism of the brand. Recommendations for Practitioners Practitioners can share best practices with the corporate sectors. Brand owners can work with researchers to explore the characteristics of their online brand communities. On this basis, brand owners and researchers can jointly build and manage online brand communities. Recommendation for Researchers Researchers can explore different perspectives and factors of brand symbolism that involve brand owners when establishing an online brand community to advance consumer engagement, community value, and brand symbolism. Impact on Society Online brand community is relevant for brand owners to establish brand symbolism, community value, and customer engagement. Readers of this paper can gain an understanding that cognitive and social values are two important drivers of individual participation in online brand communities. The discussion of these two factors can give readers and brand owners the perception to gain more understanding on social and behavior activities in online brand communities. Future Research Practitioners and researchers could follow-up in the future with a study to provide more understanding and updated research information from different perspectives of research samples and hypotheses on online brand community. [ABSTRACT FROM AUTHOR]

Aim/Purpose This study investigates the perceptions of faculty members at Prince Sattam bin Abdulaziz University, Saudi Arabia, towards preparedness of institutions of higher education (IHE) for assessment in virtual learning environments (VLEs) during the COVID-19 lockdown. In addition, the study explores evidence of bona fide challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it attempts to propose some pragmatic solutions. Background Assessment of student performance is an essential aspect of teaching and learning. However, substantial challenges exist in assessing student learning in VLEs. Methodology Data on faculty’s perceptions were collected using an e-survey. Ninety-six faculty members took part in this study. Contribution This paper contributes to COVID-19 research by investigating preparedness of IHE for assessment in VLEs from faculty members’ perceptions. This practical research explores deleterious challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it proposes effective solutions to prevent future challenges. These solutions can be used by IHE to improve the quality of assessment in VLEs. Findings The findings revealed that IHE were not fully prepared to provide a proper assessment in a VLE during the lockdown, nor did they have clear mechanisms for online assessment. The findings also showed that faculty members were not convinced that e-assessment could adequately assess all intended learning outcomes. They were convinced that most students cheated in a way or another. Additionally, faculty had other concerns about (1) the absence of advanced systems to prevent academic dishonesty; (2) insufficient qualifications of some faculty in e-assessment because most of them have never done it before, and e-assessment has never been mandated by the university before the pandemic; and (3) insufficient attention paid to formative assessment. Recommendations for Practitioners It is recommended that decision makers help faculty members improve by continuous training on developing e-assessment tests for both formative and summative assessments. Decision makers should also ensure the inclusion of technology-based invigilation software to preclude cheating, make pedagogical and technical expertise available, and reconsider e-assessment mechanisms. Faculty members are recommended to attend training sessions if they do not master the basic skills of e-assessment and should devise a variety of innovative e-assessments for formative and summative purposes. Recommendation for Researchers More similar work is needed to provide more solutions to the challenges identified in this paper regarding the e-assessment in response to the COVID-19 pandemic. Impact on Society The study suggests introducing technology-based solutions to ensure e-assessment security, or holding tests in locations where they can be invigilated whilst rules of social distancing can still be applied. Future Research Future research could suggest processes and mechanisms to help faculty develop assessment in VLEs more effectively. [ABSTRACT FROM AUTHOR]

Aim/Purpose ICT integration into classroom pedagogical practices is considered an essential aspect of learning processes in developed countries but there are issues in developing countries regarding funding, infrastructure, access, and teacher skills and professional learning. This article presents some aspects of the findings of a study in one remote region within a developing country after the implementation of a widescale ICT initiative. This study investigates issues for implementing ICT in schools in relation to teacher and school leader attitudes, access and ICT use, and improvements needed in Papua which is one of the most remote regions of Indonesia. The paper frames these issues within the context of successful online learning initiatives in developing countries and foreign aid implementation literature, with these aspects being under-researched, especially in significantly remote developing country locations. Background Developing countries like Indonesia have progressively introduced online learning into school management and classrooms within government planning frameworks and with initial support from foreign aid providers. While there is research available regarding ICT implementation in more urbanized contexts within developing countries, there is a gap in terms of large-scale research which is focused on more remote regions and is supported by foreign aid. Methodology Mixed methods including surveys and interviews were used to investigate research questions concerning teachers' and principals' attitudes, ICT access and use, and perceptions about improvements needed. SPSS software was used for surveys and descriptive analysis, and interviews were analysed through manual coding processes. Contribution ICT access and e-learning in schools are increasingly becoming relevant in developing country contexts, and this research paper is a preliminary largescale study that makes a contribution through highlighting issues experienced in more remote locations. This includes specific internet and power issues and transport inaccessibility problems, which highlight the need for locally-based and ongoing coaching of teachers within schools and regions. The paper also draws on the literature about online learning in developing countries and foreign aid towards some possible success directions in isolated contexts, an under-researched area. The importance of education systems establishing ICT skills levels for students integrated across subjects, for well-coordinated planning involving partnerships with hardware and internet providers, as well as the need for school leaders being trained in establishing teacher peer support groups for ongoing coaching, are learnings for Papua and other remote locations from the comparative developing countries literature Findings The findings highlight teachers' and school leaders' positive attitudes to ICT in education, although the results indicate that ICT was frequently applied for administrative purposes rather than for teaching and learning. Principals and teachers highlighted some improvements that were needed including systematic training in computer skills and professional learning about the integration of ICT with teaching and learning, especially in relation to pedagogical practices, as well as the need for improved infrastructure and equipment. Recommendations for Practitioners The study highlights issues and potential success factors as evident in remote regions of developing countries that have achieved recognition for widescale ICT implementation in schools. This includes issues in relation to policy makers and education authorities working with foreign aid funders. Of significant importance is the need for coordinated and collaborative strategic planning including in relation to sustained professional learning towards student-oriented ICT pedagogies and skilling principals to establish a positive culture and teacher peer coaching. Particularly relevant to developing countries in remote locations is the importance of additionally addressing specific infrastructure and maintenance issues. Recommendations for Researchers Regarding ICT and its use for student learning, more research is needed in developing countries and, in particular, in more remote locations where specific issues, differing from those encountered in capital cities, may be evident for teachers and principals. Impact on Society Teachers and principals in remote locations of Indonesia such as Papua have generally positive attitudes about the benefits of online learning but need greater ICT access for students in the classroom and also professional development regarding pedagogical practices to support students in learning effectively through online processes. Future Research Updated and more detailed comparative research with other developing countries, especially those with remote locations, would be beneficial to more comprehensively identify Papua's current stage of development and to design appropriate future interventions. [ABSTRACT FROM AUTHOR]

Aim/Purpose Teachers usually educate students' cyberethics using debate, case-based discussion, and role-playing instructional methods in a face-to-face setting. With the presence of teacher and peers, students may not be willing to share their true attitudes, and it may affect the effectiveness of the teaching methods. To tackle the challenge, the author applied a teaching method with a core component of a pressure-free self-assessment approach to improving adolescents' cyberethics education. This study aimed to explore the impact of the self-assessment method on students' self-knowledge and self-awareness of cyberethics. Background Since people usually use their own devices in an individual environment to participate in online activities, going online can be regarded as a private act. The behaviours of youngsters in the online environment may be different from that in the classroom when they are engaged in a face-to-face discussion, especially as they are not required to use their real names to go online. Research has suggested that youngsters have a higher inclination to misbehave online. Together with the fact that they are regular Internet users, and they are overrepresented online, there is an urgent need to foster ethical online behaviour in adolescents. Methodology A group of 28 students of age about 14 participated in this study. They were studying in secondary level 3 of a government-subsidised secondary school. All of them were required to take an information technology course in their formal curriculum. The researcher applied a framework of adolescents' cyberethics education to nurture the students with appropriate cyberethics. It includes four dimensions, namely information security, privacy, intellectual property and netiquette. In the first phase of the teaching method, the students received a lecture on cyberethics to obtain related knowledge. In the second phase, the students were engaged in a self-assessment exercise on cyberethics. Data were collected using a knowledge test, a questionnaire, and the self-assessment exercise. Contribution This paper highlights the challenge arisen from the face-to-face setting of commonly used instructional methods of cyberethics education, such as role-playing and debate. This study suggested a self-assessment teaching method with the rationales underpinned by theories in the area of social psychology. This paper provides detailed elaboration on the instructional method. The author also suggested a framework of adolescents' cyberethics education. Findings The students considered the self-assessment exercise allowed them to reflect on their attitudes on cyberethics. It thereby enhanced their self-knowledge on cyberethics. They also expressed that the method was more effective for self-reflection compared with commonly used instructional methods. Moreover, importantly, they stated that they would be more aware of cyberethics in their future online activities. Recommendations for Practitioners Teachers are advised to use a self-assessment exercise together with commonly used instructional methods, such as case-based discussion, debate, and roleplaying, in their future practices of cyberethics education. Recommendations for Researchers Researchers could consider youngsters' cognitive and psychological development, and social and emotional factors to improve adolescents' cyberethics education. Impact on Society It is anticipated that youngsters would have a higher level of awareness to uphold information security, protect privacy, respect intellectual property and maintain appropriate netiquette. They could then demonstrate more appropriate behaviours when they go online after receiving cyberethics education using the approach elaborated in this paper. Future Research It is valuable to explore how different factors in cognitive, psychological, social, and emotional domains affect youngsters' online behaviours. Future research may also design effective instructional methods to improve adolescents' cyberethics education. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper investigates the gaps between industry and academia perceptions of information technology fields, such as computer science, software engineering, and computer engineering, and it identifies areas of asymmetry between curricula and industry expectations. The study mainly focuses on the skills required of IT professionals (graduated students) and on how higher education institutes equip students for industry. Background Higher education institutes have several IT-related departments. However, it is not clear whether these departments have sufficient content to equip students with industry-related skills. Rapid advances mean that some curriculum topics are redundant before the end of a standard two- or four-year degree programs. Balancing the technical/non-technical skills and adjusting the curricula to better prepare the students for industry is a constant demand for higher education institutions. Several studies have demonstrated that a generic curriculum is inadequate to address current IT industry needs. Methodology The study involved a comprehensive survey of IT professionals and compa- nies using a Web-based questionnaire sent directly to individual companies, academics, and employers. 64 universities and 38 companies in 24 countries were represented by the 209 participants, of whom 99 were IT professionals, 72 academics, and 38 employers. Contribution This paper is intended to guide academics in preparing dynamic curricula that can be easily adapted to current industry trends and technological developments, with content directly relevant to student's careers. In addition, the results may identify the skills that students need to secure employment and the courses that will provide skills in line with current industry trends. Findings The results indicate a lack of emphasis on personal and non-technical skills in undergraduate education compared to general computer science, software development, and coding courses. Employers' and software experts' responses emphasize that soft skills should not be ignored, and that, of these, analytical thinking and teamwork are the two most requested. Rather than a theoretical emphasis, courses should include hands-on projects. Rapid developments and innovations in information technologies demand that spiral and waterfall models are replaced with emerging software development models, such as Agile and Scrum development. Recommendations for Practitioners A multidisciplinary approach should be taken to the teaching of soft skills, such as communication, ethics, leadership, and customer relations. Establishing multiple learning tracks in IT education would equip students with specialized knowledge and skills in IT. An effective communication channel should be established between students and industry. It is also important to reduce the distance between academics and students and to provide an interactive environment for technical discussions. Enterprise level computing and Framework use provide job market advantages. Recommendations for Researchers Researchers and department heads, particularly those involved in curriculum design and accreditation, could use the results of this exemplary study to identify key topics for attention. Impact on Society Changes of various degrees are required in the current curricula in many higher education institutions to better meet student needs. Societies and technology are dynamic in nature, and information technology-related curricula in higher education institutions should be equally dynamic. Future Research Since technology (especially information technology) transforms and advances itself so rapidly, this study should be replicated t to investigate how these changes affect the gap between revised curricula and current industry expectations. [ABSTRACT FROM AUTHOR]

Aim/Purpose Within higher education, graduating students who are able to solve illstructured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum. Background This paper addresses this issue by assessing problem-solving across a computing curriculum using an assessment instrument shown to be reliable and valid. Methodology The method is based upon the implementation of the assessment instrument that uses a scenario-based asynchronous discussion board measuring the ability of student groups to solve workplace problems. The sample are computing students from the 2nd, 3rd, 4th year, and master's levels at a UAE university. Contribution This paper shows the problem-solving skills of students over four years of study across a computing curriculum and demonstrates the effectiveness of the instrument. Findings There was a general increase in student problem-solving performance from the 2nd, 3rd, 4th year, and master's levels, but students often failed to meet the expected level of performance for their year of study. In addition, the instrument was effective in assessing problem-solving. Recommendations for Practitioners This assessment instrument, or one similar, that uses a scenario-based asynchronous discussion board can be used to measure the ability of student groups to solve workplace problems. Impact on Society Students must be prepared to solve workplace problems to meet the needs of 21st century employment. Future Research Further research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE-based context. [ABSTRACT FROM AUTHOR]

Aim/Purpose: Countries today strategically pursue regional development and economic diversification to compete in the world market. Higher Education Institutions (HEIs) are at the crux of this political strategy. The paper reviews how HEIs can propel regional socio-economic growth and development by way of research innovation and entrepreneurship. Background: Offering an academic perspective about the role of HEIs using the Penta Helix innovation network for business and social innovation, the paper discusses opportunities and challenges in gestating an innovation culture. It likewise seeks, identifies and details strategies and workable programs. Methodology: Best-practice innovation campaigns initiated by Omani HEIs in collaboration with capstone programs organized by the government were parsed from selected local and international literature. The study includes a causal analysis of innovation information contained in 40 out of 44 published OAAA Quality Audit reports about HEIs from 2009 to 2016. The best-practice programs serve as success indicators and will be used as a field metric effect a Penta Helix blueprint for innovation. Contribution: The paper discusses how HEIs can engender, nurture, drive, and sustain innovation and entrepreneurial activity by using an innovation strategic blueprint like the Penta Helix model. It gathers together the recent historical attempts at promoting innovation by HEIs. It likewise suggests the creation of a network channel to allow key players in the innovation network to share innovation information and to collaborate with each other. Furthermore, it contributes to the development of innovation culture in HEIs. Findings: Expectations run high in academia. For one, universities believe that all innovations embryonically begin within their halls. Universities-too-believe it is naturally incumbent on them to stimulate and advance innovation despite that most innovation programs are initiated by the government in Oman. HEI engagement is perceivably still weak. HEIs have yet to come out as a strong leading force in promoting systems of innovation. There is clear awareness of the need to adopt leading-edge practices in innovation strategy and management, curriculum and assessment, staff support and reward systems, funding and ICT infrastructure, research commercialization and IP management, and community engagement. Recommendations for Practitioners: There is need to conduct more in-depth analyses about the synergy and partnerships between key players of the Penta Helix model. A large-scale survey will help completely reveal the status and impact of innovation practices in the region and among HEIs. Recommendation for Researchers: There is need to conduct more in-depth analyses about the synergy and partnerships between key players of the Penta Helix model. A large-scale survey will help completely reveal the status and impact of innovation practices in the region and among HEIs. Impact on Society: The paper hopes to influence policy. It fully intends to convince policymakers increase the adoption of strategic interventions. The paper is not a theoretical description of the problem. It suggests several concrete courses of action. Future Research: The paper has seen the need to measure the effectiveness of the current innovation practices among key players in the innovation network and how these practices advance Oman's knowledge economy. We propose a Likert-based bottom- up engagement metric. [ABSTRACT FROM AUTHOR]

Aim/Purpose: The number of students enrolled in online courses that use video lectures is on the rise. However, research shows that the number of students watching video lectures is low, and the number watching videos to completion is even lower. Background: This paper seeks to understand this problem by looking for correlations between instructional design and student engagement with video lectures. Methodology: Students at a cyber-university in South Korea (n=1801) were surveyed on their perception of the instructional design used in the courses they took and their engagement with online video lectures. Contribution: This paper contributes to the body of knowledge by demonstrating positive correlations between instructional design, watching, and finishing video lectures. Findings: While most other research has found low levels of online lecture viewership, this paper found significantly higher numbers watching and finishing videos. Other major findings of the paper are that five key elements of instructional design for online learning environments (designing methods, setting the curriculum, establishing time parameters, establishing netiquette, and utilizing the medium effectively) all correlated positively with students watching and finishing video lectures. Recommendations for Practitioners: Based on findings in this paper, it is recommended that practitioners consider taking actions when designing their instruction for online courses. These include batching their video lectures together by topic, devoting greater resources to helping students utilize the medium, and communicate time parameters in a way that encourages students to view video lectures in a timely manner. Recommendation for Researchers: As the watching of video lectures in this study was mandatory for learners, an interesting area of further research would be to examine whether that decision led to higher numbers of students watching them. Future Research: It is important for researchers to conduct further research into the interplay between ways instructors can design their instruction in order to encourage learners to better experience online learning. [ABSTRACT FROM AUTHOR]

Aim/Purpose: This paper utilizes the Technology Acceptance Model (TAM) to examine the extent to which acceptance of Remote Virtual Computer Laboratories (RVCLs) is affected by students' technological backgrounds and the role of collaborative work. Background: RVCLs are widely used in information technology and cyber security education to provide students with hands-on experimentation. However, students may not exploit their full benefits if they do not accept RVCLs as a viable educational technology. Methodology: In order to study the impact of collaborative work on technology acceptance, an empirical study was conducted using collaborative and individual versions of an introductory level computer networking exercise in an RVCL. Trials for the empirical study included students from technology intensive and nontechnology intensive programs. Contribution: The relationship between the technological background of students and their acceptance of an RVCL and the effect of collaborative work on this relationship were explored for the first time in the literature. Findings: The findings of the study supported that collaborative work could improve non-technology students' acceptance of RVCLs. However, no significant effect of collaborative work on technology acceptance was observed in the case of technology students. Recommendations for Practitioners: Educators should consider the benefits of collaborative work while introducing a new technology to students who may not have background in the technology introduced. Recommendation for Researchers: In this study, student technological background was found to be a significant factor for technology acceptance; hence, it is recommended that technological background is included in TAM studies as an external factor. Future Research: Repeating similar studies with multiple exercises with varying degrees of challenge is required for a better understanding of how collaborative work and student technological background affect technology acceptance. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper aims to analyze the availability and pricing of perishable farm produce before and during the lockdown restrictions imposed due to Covid-19. This paper also proposes machine learning and deep learning models to help the farmers decide on an appropriate market to sell their farm produce and get a fair price for their product. Background Developing countries like India have regulated agricultural markets governed by country-specific protective laws like the Essential Commodities Act and the Agricultural Produce Market Committee (APMC) Act. These regulations restrict the sale of agricultural produce to a predefined set of local markets. Covid-19 pandemic led to a lockdown during the first half of 2020 which resulted in supply disruption and demand-supply mismatch of agricultural commodities at these local markets. These demand-supply dynamics led to disruptions in the pricing of the farm produce leading to a lower price realization for farmers. Hence it is essential to analyze the impact of this disruption on the pricing of farm produce at a granular level. Moreover, the farmers need a tool that guides them with the most suitable market/city/town to sell their farm produce to get a fair price. Methodology One hundred and fifty thousand samples from the agricultural dataset, released by the Government of India, were used to perform statistical analysis and identify the supply disruptions as well as price disruptions of perishable agricultural produce. In addition, more than seventeen thousand samples were used to implement and train machine learning and deep learning models that can predict and guide the farmers about the appropriate market to sell their farm produce. In essence, the paper uses descriptive analytics to analyze the impact of COVID-19 on agricultural produce pricing. The paper explores the usage of prescriptive analytics to recommend an appropriate market to sell agricultural produce. Contribution Five machine learning models based on Logistic Regression, K-Nearest Neighbors, Support Vector Machine, Random Forest, and Gradient Boosting, and three deep learning models based on Artificial Neural Networks were implemented. The performance of these models was compared using metrics like Precision, Recall, Accuracy, and F1-Score. Findings Among the five classification models, the Gradient Boosting classifier was the optimal classifier that achieved precision, recall, accuracy, and F1 score of 99%. Out of the three deep learning models, the Adam optimizer-based deep neural network achieved precision, recall, accuracy, and F1 score of 99%. Recommendations for Practitioners Gradient boosting technique and Adam-based deep learning model should be the preferred choice for analyzing agricultural pricing-related problems. Recommendations for Researchers Ensemble learning techniques like Random Forest and Gradient boosting perform better than non-Ensemble classification techniques. Hyperparameter tuning is an essential step in developing these models and it improves the performance of the model. Impact on Society Statistical analysis of the data revealed the true nature of demand and supply and price disruption. This analysis helps to assess the revenue impact borne by the farmers due to Covid-19. The machine learning and deep learning models help the farmers to get a better price for their crops. Though the dataset used in this paper is related to India, the outcome of this research work applies to many developing countries that have similar regulated markets. Hence farmers from developing countries across the world can benefit from the outcome of this research work. Future Research The machine learning and deep learning models were implemented and tested for markets in and around Bangalore. The model can be expanded to cover other markets within India. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper identified and explored the factors influencing Bitcoin adoption and use in South Africa. Background Since its introduction in 2008, the value and popularity of Bitcoin has risen exponentially. Captivating the eyes of the world, from regulators to economists, Bitcoin promises to revolutionize the digital currency space. Despite being over 10 years old, the concept of cryptocurrency is fairly new in South Africa, a developing country. South African's interest in Bitcoin continues to grow with the country constantly ranking within the top 10 in online searches for "Bitcoin" and "cryptocurrency" on Google. The primary objective of this research was to identify adoption factors amongst South African citizens, an area that has not received much research focus in the past. In addition to this, the study aimed to identify how Bitcoin is primarily used in South Africa. Methodology A survey-based questionnaire was utilized to obtain responses from adopters of Bitcoin in South Africa. The quantitative survey was completed by 204 respondents. Contribution This research contributes to the body of knowledge relating to Bitcoin adoption, specifically from a developing country. Adoption factors are identified that can be utilized by businesses that intend to adopt cryptocurrency, to strategically prepare for the potential risks or opportunities brought about by Bitcoin and cryptocurrency in general. Findings The findings of this study indicate that while perceived usefulness, perceived ease of use, subjective norms, and facilitating conditions positively influence intention to adopt Bitcoin, trust was the only construct that is statistically significant and hence is the greatest driver of adoption in South Africa. In terms of its primary use in South Africa, the study revealed that Bitcoin is used as a speculative instrument for short-term trading in South Africa followed by being used as a long-term investment in the crypto-asset class. No respondent indicated that they utilize Bitcoin as a payment method in South Africa. Recommendations for Practitioners When developing crypto-based investment products, custodians of assets must ensure that a minimum-security protocol is followed to safeguard these assets. This will enhance the trust that potential investors and customers have in their systems and products. Recommendations for Researchers This study focused on adoption factors for South African citizens. Future studies should be conducted to identify adoption factors by businesses in South Africa. Impact on Society Bitcoin offers an alternate trading instrument and investment option, with the possibility of large gains over a relatively short period. Bitcoin also presents the possibility of cross-border transactions at a significantly lower cost compared to traditional cross-border transfers of funds. Future Research Studies should be conducted to explore the factors influencing the adoption of altcoins to determine if the technological differences influence the adoption of one currency over the other. Research should also be conducted comparing the taxation of cryptocurrency in various countries around the world. [ABSTRACT FROM AUTHOR]

Aim/Purpose This paper aims to analyze how artisans in Ghana are incorporating mobile commerce into their everyday business and how perceived usefulness, perceived ease of use, subjective norms, age, gender, expertise, and educational level affected the adoption and usage of m-commerce. Background This study integrates well-established theoretical models to create a new conceptual model that ensures a comprehensive mobile commerce adoption survey. Methodology A cross-sectional survey was conducted to measure the constructs and their relations to test the research model. Contribution The study's findings confirmed previous results and produced a new conceptual model for mobile commerce adoption and usage. Findings Except for gender, perceived ease of use, and subjective norms that did not have specific effects on mobile commerce adoption, age, educational level, perceived usefulness, expertise, attitude, and behavioral intention showed significant effects. Recommendations for Practitioners First of all, mobile commerce service providers should strategically pay critical attention to customer-centered factors that positively affect the adoption of mobile commerce innovations than focusing exclusively on technology-related issues. Mobile service providers can attract more users if they carefully consider promoting elements like perceived usefulness and perceived ease of use which directly or indirectly affect the individuals' decision to adopt information technology from consumer perspectives. Second, mobile commerce service providers should strategically focus more on younger individuals since, per the research findings, they are more likely to adopt mobile commerce innovations than the older folks in Ghana. Third, service providers should also devise strategies to retain actual users of m-commerce by promoting elements like behavioral intentions and attitude, which according to the research findings, have a higher predictive power on actual usage of m-commerce. Recommendations for Researchers The conceptual model developed can be employed by researchers worldwide to analyze technology acceptance research. Impact on Society The study's findings suggested that mobile commerce adoption could promote a cashless society that is convenient for making buying things quicker and easier. Future Research The research sample size could be increased, and also the study could all sixteen regions in Ghana or any other country for a broader representation. [ABSTRACT FROM AUTHOR]

Aim/Purpose: This paper examines how senior academic staff from a large sample of teacher education colleges regard the integration of digital games into teacher instruction. These colleges serve general or religious populations, and we examine what, in practice, their policy and vision were in this regard in the context of the COVID-19 pandemic. Background: The sudden adoption of online teaching-learning due to the pandemic has been termed disruptive in that it drastically disturbed higher education in Israel and worldwide. The senior academic staff of Israel's colleges of education was responsible for leading policy decision-making during this period. The use of digital games for pedagogic purposes may be direct when used for knowledge acquisition and reinforcement and student development or indirect. Methodology: Using semi-structured interviews, the current study applied an interpretive-constructivist approach to examine how senior academic staff from several teacher education colleges perceived the integration of digital games into teacher instruction and elicit their policy and vision in this regard, in the context of the COVID-19 pandemic. Contribution: The Findings suggest that discussions surrounding technology-related vision and policy and their translation into practice should relate to the specific cultural needs and academic preparedness of the population(s) served by the college. Findings: Half the participants expressed a desire to integrate digital games into teaching and learning but acknowledged that in practice this was uncommon. Only a small minority considered themselves to have achieved successful integration in practice, with doubt and skepticism expressed by some of the religious colleges. Most colleges had policies to encourage the integration of technology in general into teaching, with these, in turn, supported by ongoing funding. Although a considerable gap between policy and implementation remained, the COVID-19 pandemic was viewed as having considerably accelerated the integration of digital games into preservice teacher instruction. Recommendations for Practitioners: Discussions pertaining to technology-related vision and policy and their translation into practice should relate to the specific cultural needs and academic preparedness of the population(s) served by the college. Recommendations for Researchers: The Findings reflect the spectrum of challenges faced by the different populations the colleges employ and serve and the outcomes of the colleges' ongoing attempts to negotiate and reconcile different concerns. Impact on Society: The Findings have implications wherever colleges serve other socially and culturally conservative populations that are interested in or compelled to adopt techno-pedagogies. Future Research: We call for further research into whether continued pandemic-related restrictions have increased the practical integration of techno-pedagogical tools such as digital games into the curricula of teacher education colleges. [ABSTRACT FROM AUTHOR]

Aim/Purpose: This article aimed to explore student perceptions and experiences of migrating to a fully online mode during COVID-19. Background: The COVID-19 pandemic changed the mode of delivery from face-to-face or blended learning to fully distance learning. The introduction of the Disaster Management Act (2020) in South Africa forced all institutions of learning to close their doors and move to teaching and learning online. We, therefore, needed to investigate whether the students at an Open Distance Learning (ODL) institution had access to the necessary devices and to see how they responded to fully online learning. Subsequently, this prompted a need to investigate student access to and competence in online learning in a fully ODL space during COVID-19. Since COVID-19 is a recent occurrence, little is known about how students experienced a (forced) move to fully online learning. In South Africa specifically, much less is known about fully online learning. Methodology: The structured web-based survey was sent to all registered Bachelor of Education and Postgraduate Certificate in Education students. The structured questionnaire asking questions about students' access to devices and their experiences of learning in a fully online mode, was administrated through Google Survey forms. There were 2,858 responses received. Descriptive statistics and exploratory factor analysis were used to uncover findings. Contribution: This paper sets out student teachers' experiences of learning in a fully online mode during COVID-19 in a developing country such as South Africa. These experiences as representative of the global South, are previously unknown to scholars and can assist in designing future fully online programs in this context. Findings: Access to affordable data is an obstacle for students to access the learning management system. Students felt that the university took a long time to distribute laptops and also indicated that they lacked a suitable and stable internet connection. The digital divide was made more apparent and significant during COVID-19 although students indicated that they did develop necessary digital competencies. Recommendations for Practitioners: Practitioners in Open Distance Learning should understand students' context regarding access to tools and connectivity when designing courses. Recommendations for Researchers: Researchers should explore theoretical framings to understand issues related to online education when access to tools and connectivity is limited. Impact on Society: The digital divide was exacerbated by COVID-19. Students and communities need support to move to online modes of engagement. Future Research: More studies of a qualitative and mixed-method nature should be conducted to fully understand student teachers' context and challenges with online learning. Further research that includes student responses using non-digital means needs to be explored. [ABSTRACT FROM AUTHOR]