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Introduction: Paper folding and punched hole tests are used to measure spatial abilities in humans. These abilities are relevant since they are associated with success in STEM (Science, Technology, Engineering, and Mathematics). This study addresses the challenge of teaching spatial reasoning skills using an educational videogame, the Paper Folding Reasoning Game. Methods: The Paper Folding Reasoning Game is an interactive game which presents activities intended to help users train and understand how to fold a paper to get a specific shape (Part I) and the consequence of punching a hole on a folded paper (Part II). This educational videogame can automatically generate paper-folding-and-punched-hole questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training due to its embedded reasoning mechanisms (Part III). Results: This manuscript presents the results of analyzing the gameplay data gathered by the Paper Folding Reasoning Game in its three parts. For Parts I and II, the data provided by 225 anonymous unique players are analyzed. For Part III (Mastermode), the data obtained from 894 gameplays by 311 anonymous unique players are analyzed. In our analysis, we found out a significant difference in performance regarding the players who trained (i.e., played Parts I and II) before playing the Mastermode (Part III) vs. the group of players who did not train. We also found a significant difference in players' performance who used the visual help (i.e., re-watch the animated sequence of paper folds) vs. the group of players who did not use it, confirming the effectiveness of the Paper Folding Reasoning Game to train paper-folding-and-punched-hole reasoning skills. Statistically significant gender differences in performance were also found. [ABSTRACT FROM AUTHOR]

The advent of Generative Artificial Intelligence (genAI) has significantly reshaped the educational landscape, heralding new prospects and concurrently introducing complex challenges. Mirroring the essence of René Magritte's iconic artwork "Ceci n'est pas une pipe", where the depiction of a pipe is not actually a pipe, this publication is not a publication, at least not from the beginning. This article acts as a case study, showcasing the ability to generate coherent and pertinent AI-created content, while also drawing attention to its limitations in depth and diversity. Moreover, it underscores the facility with which such content can be produced. The paper culminates by examining the role of AI-generated content within the academic sphere, particularly highlighting the complexities involved in distinguishing AI-produced material from human-authored text. [ABSTRACT FROM AUTHOR]

This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students’ multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown’s Society Papers in Julia Quinn’s novel The Viscount Who Loved Me (2000), her appearances as narrator in the Netflix series Bridgerton (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students’ multimodal communicative competence.

Abstract Students often recruit digital devices to complete their classroom activities. To determine best practices for the classroom, the present study explored the use of tablets relative to laptops and paper in the understudied context of brief, in-person, small group academic tasks. One-hundred twenty small groups of two to three undergraduate students were randomly assigned to one device (paper, laptop, or tablet) and one set-up (a single shared device or multiple individual devices) in a 3 × 2 between-subjects design. Data were collected in 2019 –2021. Students completed one group task that culminated in a knowledge quiz and a second group task that culminated in writing their own quiz together. They then individually rated group members as well as reported their perceptions of satisfaction, effort, and difficulty. Open-ended questions further assessed their perceptions of technology and the three devices in question. Results showed equivalency in group outcomes and individual perceptions across devices and set-ups, with very few exceptions. Quantitative and qualitative data supported that students found advantages and drawbacks to each device and believed that all were effective tools in such a context. Educators must consider the affordances of different technologies when encouraging their use in the classroom but should be open to students using their device of choice for groupwork.

Amid the many claims surrounding the operationalisation of Artificial Intelligence (AI) in education, is the claim that AI can democratise education - referring to, inter alia, increasing access to equitable, high-quality lifelong learning opportunities for all. There is, however, also the claim that education should play an integral role in democratising AI. While the role of AI in democratising education is well-documented, the role of education in democratising AI is less clear. In this opinion paper, we briefly map the issues at stake in democratising education through AI, before focusing on claims on the role to democratise AI in, through and for education. We conclude this position paper with a number of pointers to inform policy, curricula and teaching practice.

The aim of this work is to analyse the transformation of the term intellectual, which is established as a kind of paradigm in modern and postmodern times. The focus of the research is first of all on the reduction of the role of the intellectual in modern times, which was echoed in the thoughts of numerous philosophers of modern and postmodern epoch. Then the postmodern dystopian novel Plato's Papers by the English writer Peter Aykroyd, is analysed. It is a dystopian work in which the aforementioned tendencies were given an artistic articulation. The hero of the novel Plato, as the research shows, represents a travestied image of the ancient philosopher Plato and acts in a modern telematized polis of the distant future. The works and fate of the postmodern Plato are articulated in the novel in a way that hints that escapism is the only possible answer to the challenges of the destructive relativizations of the postmodern era.

During the recycling of a cardboard box in the shape of a right prism with a square base to build a tetrahedron, there was the curious coincidence that the height of the first was equal to the inclined height of the second. After some bending and cutting on the prism, its dynamic conversion to the tetrahedron and vice versa was achieved. This fact motivated us to carry out a study on the meaningful learning of a small group of participants (N = 10) with minimum primary school education, regarding the volume of these two common geometric bodies. It was found that 70 % of the study population thought that the volumes were equal and that 100 % had forgotten the formula to calculate the volume of the tetrahedron. A template to build the model and a video to illustrate the mentioned transformation process are also presented.

Penelitian ini bertujuan untuk mengetahui peningkatan motivasi belajar peserta didik kelas VII.2 dalam pembelajaran pendidikan pancasila melalui penggunaan media Quizizz Paper Mode di-SMPN 33 Palembang. Penelitian ini menggunakan pendekatan penelitian tindakan kelas (classroom action research) yang dilakukan selama tiga siklus dengan subjek penelitian seluruh peserta didik kelas VII.2 SMPN 33 Palembang dengan 32 orang peserta didik yang terdiri atas 19 Laki-laki dan 13 Perempuan pada materi Bab VI yaitu Bekerja Sama dan Begotong Royong di mana dalam tiga siklus yang dilaksankan ketiganya melakukan tahap perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian ini di observasi oleh tiga observer yang hasilnya di analisis dengan menggunakan teknik analisis deskriptif persentase. Hasil penelitian ini menunjukkan bahwa penggunaan media Quizizz Paper Mode dapat meningkatkan motivasi belajar peserta didik kelas VII.2 SMPN 33 Palembang hal tersebut dapat dilihat pada kegiatan pra siklus dengan motivasi belajar peserta didik sebesar 47% meningkat pada siklus 1 menjadi 67%, siklus 2 77% dan siklus 3 86% yang berarti media pembelajaran Quizizz Paper Mode dapat meningkakan motivasi belajar peserta didik.

Non-Tariff Measures (NTMs) are likely applied by some major trading countries. The NTM policy mostly applies Sanitary and Phytosanitary (SPS) and Technical Barrier to Trade (TBT). Pulp and Paper commodities are some of Indonesia’s potential exports facing NTM barriers by a number of major destinations countries. This study is aimed to evaluate the effects of NTMs upon Indonesian pulp and paper export in the main destinations. NTMs are represented by coverage ratio of SPS and coverage ratio of TBT. The effect of NTMs imposition to pulp and paper between Indonesia and its main trade partners is estimated by using a panel data gravity model that is constructed by disaggregated data on bilateral export trade flow of pulp and paper between Indonesia and its main trade partners for the period from 2005 to 2019. The gravity model is estimated by a fixed effects model, Poisson Pseudo Maximum Likelihood, and Hausman Taylor model. The results indicated that the imposition of SPS and TBT of destination countries presented a positive and significant impact upon the Indonesian export of pulp. However, the imposition of SPS and TBT of destination countries presented a negative and significant impact upon the Indonesian export of paper.

Graduate teaching assistants (GTAs) are faced with managing how to respond to student disclosures of grief in the classroom but often lack grief training from their universities when these instances occur. Good and Mad grief, and Critical Grief Pedagogy (CGP) are the frameworks for which this study is positioned. Through interviews with GTAs in the United States, we explore their experiences when engaging with student grief disclosures and revealed three main themes: regulations and boundaries, transactional exchanges in institutions, and the classroom being a human space. We also discuss how GTAs use CGP to manage these interactions. We further suggest that GTA training should include CGP to help prepare future instructors for student grief and welcome grief into the classroom.

The aim for 95% maternal health care coverage and zero-unmet need for family planning in Pacific Island countries by 2030 could be achieved by strengthening the midwifery workforce. To enable health services to provide accessible, locally acceptable, and high-quality care, the midwifery workforce must be regulated and educated to global standards and supported to practice in enabling environments. In 2019, around 64,000 live births occurred in Pacific Island countries, yet information regarding the state the midwifery workforce and midwifery education is limited. Using data from recent reports and country case studies, this paper provides an overview of the current midwifery education situation in Pacific Island countries and discusses strategic directions for strengthening quality midwifery education and therefore quality midwifery care provision in Pacific Island countries. Six Pacific Island countries have midwifery curricula, all post-nursing programs, although few offer midwifery education programs on a regular annual basis. Current programs do not meet ICM Global Standards for Midwifery Education. Critical areas for strengthening include making underpinning philosophical frameworks, the vision for midwifery education, and program intended learning outcomes explicit in curricula documents and ensuring integration of these in program implementation. Fortunately, five of six midwifery education programs are under processes of renewal and strengthening against global, regional, and national standards. Strengthening the midwifery workforce in the Pacific to meet maternal and newborn health targets can be achieved through supporting the existing midwifery education programs to meet global standards. Strengthened midwifery education programs in Pacific Island countries offer an opportunity to meet each country's maternal and newborn health targets. [ABSTRACT FROM AUTHOR]

Abstract: In the future, learning will be essentially characterized by the ability to regulate the learning process and monitor success independently from a teacher. The technical possibilities offer better access to learning contents, precise and more individualized feedback, and learning phases adapted precisely to the needs of the learner in terms of scope and pace. In this study, we investigate an important aspect of the digitization of teaching/learning processes using the example of laboratory scripts for chemistry students at university. The focus is on looking up terms and concepts in preparation for the lab internships, firstly in a paper-based glossary and secondly in a digital glossary. During a two-day study, a total of 16 students prepared for experiments on two topics with completely identical materials. We then studied the influence of content knowledge, motivation, and cognitive load. While all students show significant learning achievements, there are no significant differences between the groups. Furthermore, results show that pure digitization of information has no effect, despite the theoretically assumed advantages.

The purpose of this study was to investigate the impact of mLearning or mobile device practice on the attention and accuracy of student's use of math concepts, specifically, telling time. A single subject, alternating treatment design was used to compare mLearning to paper and pencil practice in four 3rd grade male students. Results were mixed; two children were observed to be more on-task during the mLearning practice, and two children were observed to perform similarly across both conditions. Additionally, two children performed similarly on correctly completed problems across both conditions, and two children performed better using paper and pencil practice. All students completed more math problems during the paper and pencil practice., Author(s): Cynthia F. DiCarlo [sup.1], Aaron R. Deris [sup.2], Thomas P. Deris [sup.3] Author Affiliations: (1) grid.64337.35, 0000 0001 0662 7451, School of Education, Louisiana State University, , 70806, Baton [...]