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Following trends in entertainment streaming services, online educational platforms are increasingly offering users flexible "on-demand" content options. It is important to understand how the timing of content release affects learning behaviors and firm revenue drivers. The current research studies over 67,000 users taking a marketing course before versus after a natural experiment in which the platform switched the course from a scheduled weekly-release format to an on-demand format with all content immediately available. The switch to on-demand positively impacted short-term firm revenue by increasing the number and proportion of certificate-paying users, suggesting that on-demand content can attract a broader set of consumers who value flexibility. On the downside, the switch resulted in users exhibiting lower lecture completion rates and quiz performance and taking fewer additional business courses on the platform, representing a long-term cost. The results were robust to propensity score matching and stratification. The analyses also revealed that on-demand content enabled learning patterns that deviated from a standard evenly paced schedule, including "strategic" binge learning and stretching out engagement past the recommended course period. Thus, while on-demand formats can boost revenues by bringing in more paying users, managers must consider new strategies for maintaining performance and engagement levels within these environments. [ABSTRACT FROM AUTHOR]

A crucial aspect in the simulation of electrochemical interfaces consists in treating the distribution of electronic charge of electrode materials that are put in contact with an electrolyte solution. Recently, it has been shown how a machine-learning method that specifically targets the electronic charge density, also known as SALTED, can be used to predict the long-range response of metal electrodes in model electrochemical cells. In this work, we provide a full integration of SALTED with MetalWalls, a program for performing classical simulations of electrochemical systems. We do so by deriving a spherical harmonics extension of the Ewald summation method, which allows us to efficiently compute the electric field originated by the predicted electrode charge distribution. We show how to use this method to drive the molecular dynamics of an aqueous electrolyte solution under the quantum electric field of a gold electrode, which is matched to the accuracy of density-functional theory. Notably, we find that the resulting atomic forces present a small error of the order of 1 meV/Å, demonstrating the great effectiveness of adopting an electron-density path in predicting the electrostatics of the system. Upon running the data-driven dynamics over about 3 ns, we observe qualitative differences in the interfacial distribution of the electrolyte with respect to the results of a classical simulation. By greatly accelerating quantum-mechanics/molecular-mechanics approaches applied to electrochemical systems, our method opens the door to nanosecond timescales in the accurate atomistic description of the electrical double layer. [ABSTRACT FROM AUTHOR]

IntroductionWith Alzheimer's disease and related dementias (ADRD) representing an enormous public health challenge, there is a need to support individuals in learning about and addressing their modifiable risk factors (e.g., diet, sleep, and physical activity) to prevent or delay dementia onset. However, there is limited availability for evidence-informed tools that deliver both quality education and support for positive behavior change such as by increasing self-efficacy and personalizing goal setting. Tools that address the needs of Latino/a, at higher risk for ADRD, are even more scarce.MethodsWe established a multidisciplinary team to develop the Healthy Actions and Lifestyles to Avoid Dementia or Hispanos y el ALTo a la Demencia (HALT-AD) program, a bilingual online personalized platform to educate and motivate participants to modify their risk factors for dementia. Grounded in social cognitive theory and following a cultural adaptation framework with guidance from a community advisory board, we developed HALT-AD iteratively through several cycles of rapid prototype development, user-centered evaluation through pilot testing and community feedback, and refinement.ResultsUsing this iterative approach allowed for more than 100 improvements in the content, features, and design of HALT-AD to improve the program's usability and alignment with the interests and educational/behavior change support needs of its target audience. Illustrative examples of how pilot data and community feedback informed improvements are provided.DiscussionDeveloping HALT-AD iteratively required learning through trial and error and flexibility in workflows, contrary to traditional program development methods that rely on rigid, pre-set requirements. In addition to efficacy trials, studies are needed to identify mechanisms for effective behavior change, which might be culturally specific. Flexible and personalized educational offerings are likely to be important in modifying risk trajectories in ADRD.

The success of digital learning initiatives is heavily dependent on teachers' ability to use digital tools, create pedagogically effective learning experiences, and master their subject matter. This study used a quantitative research approach with a descriptive survey design to investigate the role of teachers' competence as a predictor of their readiness for digital learning. The study included 208 randomly selected college teachers. The study made use of a 30-item self-made questionnaire. Content validity was ensured through evaluations by the experts, and feedback was incorporated into the final instrument. A pilot test with 30 participants resulted in acceptable internal consistency. The data were analyzed with both descriptive and inferential statistics. The findings revealed a significant and strong level of competence and readiness for digital learning among educators. Consistently high mean scores across various competencies indicate uniform proficiency in integrating digital tools into teaching. Additionally, the analysis showed strong, statistically significant positive relationships between various dimensions of competence and readiness for digital learning, with high correlation coefficients and a predictive power coefficient. This emphasizes the importance of teachers' competence in their readiness for digital learning. [ABSTRACT FROM AUTHOR]

This study developed and evaluated a digital learning material in 2D Animation for First Year Drafting Technology Students of the Marikina Polytechnic College for the academic year 2023-2024. The developed digital learning material in 2D Animation was evaluated by two (2) groups of respondents composed of fifteen (15) experts and fifteen (15) industry practitioners. A survey questionnaire was utilized to gather the data, and it covered the following variables: quality of content and technical aspects. The findings revealed that the two groups of respondents evaluated the developed digital learning material in 2D Animation as Highly Acceptable with respect to quality of content with a grand weighted mean of 3.83 and 3.69, respectively. In terms of technical aspects, it gained grand weighted means of 3.88 and 3.76, respectively. In addition, there was no significant difference between the evaluations of the two groups of respondents on the developed digital learning material in 2D Animation in terms of quality of content with a computed t value of 1.76, 1.12, 1.85, 0.98, 1.16, and 1.79, respectively. In terms of technical aspects, it gained a computed t value of 1.26, 1.37, 1.27, and 0.72, respectively. The insightful comments and suggestions provided by both groups of respondents hold significant potential for enhancing the quality and effectiveness of the developed digital learning material in 2D Animation. Furthermore, it was recommended that the School Administrators may encourage Instructors in other fields of specialization to explore on developing instructional materials that will help facilitate learning and improve the performance of their respective students. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between elementary school teachers' attitudes towards e-learning and their mental wellbeing in the Division of Quezon. Based in the Technology Acceptance Model (TAM) by Fred Davis and Seligman's PERMAH theory of wellbeing, the research explores how teachers' perceptions of the usefulness, ease of use, and overall acceptance of e-learning impact their emotional and psychological states. The data for this study were collected using a descriptive-correlational method from a randomly selected sample of 346 classroom teachers. The findings of this study reveal that teachers generally have positive attitudes towards e-learning, especially regarding personalized learning and flexibility. However, concerns about accessibility and affordability still exist. The scores for mental wellbeing indicate that teachers are generally coping well, showing high levels of positive emotions, engagement, meaning, relationships, and continuous personal growth. The study also found significant positive correlations between attitudes towards e-learning and mental wellbeing, particularly in relation to personalized learning and engagement. In conclusion, this study emphasizes the need for improved accessibility and engaging resources in e-learning. It recommends projects aimed at enhancing attitudes towards e-learning, comprehensive wellness programs, and ongoing technical support for teachers. Additionally, further research on barriers to effective e-learning implementation is suggested to enhance teacher training programs. Overall, this research highlights the importance of supporting teachers in both their adoption of e-learning and their mental wellbeing. It advocates for integrated approaches that can improve educational and personal outcomes. [ABSTRACT FROM AUTHOR]

Over the past four decades, e-learning has experienced rapid global growth, revolutionizing higher education. In Vietnam, universities have increasingly turned their attention and resources toward e-learning development, adapting to specific contexts and needs. This study investigates the drivers of e-learning choice within the framework of the demand-driven learning model (DDLM), with a primary focus on three core factors: quality content, delivery, and service. Employing a quantitative approach and the PLS-SEM technique, this research uncovers significant findings. The results of the study highlight the pivotal role of quality content, which exerts the most potent influence on e-learning choice, evidenced by a robust path coefficient of 0.400. Service and delivery, with direct path coefficients of 0.183 and 0.173, respectively, also play substantial roles in shaping e-learning decisions. Moreover, mediate role of delivery in the the e-learning choice model has been confirmed. Quality content leads to delivery, and delivery, in turn, leads to e-learning choice. Similar pathway has been found with service. A higher level of service increases delivery, which positively impacts on e-learning choice. These findings hold critical implications for the formulation of e-learning development policies in Vietnam's higher education institutions. Universities should prioritize the continuous development of high-quality, engaging, and up-to-date educational content that aligns with industry needs and student interests. Additionally, emphasis should be placed on providing a supportive e-learning experience, characterized by responsive customer service, accessible technical support, and efficient issue resolution mechanisms. Moreover, universities should consider the implementation of user-friendly and interactive content delivery platforms and methods that actively engage learners. In essence, this research serves as a guide for universities in Vietnam, enabling them to enhance their e-learning offerings by ensuring the content quality, support services, and delivery methods, ultimately fostering a dynamic and accessible learning environment that meets the evolving needs of their students and the demands of the modern educational landscape. [ABSTRACT FROM AUTHOR]

This paper investigates whether the adoption of E-learning by firms contributed to offset the decrease in firm-sponsored training during the COVID-19 pandemic. Using a novel firm level survey linked with administrative data on the universe of workers within those firms, I study the role of E-learning in firms' training activities during the crisis. I find that the COVID-19 pandemic substantially decreased firm-sponsored training by up to 11 percentage points. However, firms' ability to use E-learning nullifies this negative effect. Furthermore, the differential capabilities of firms to apply E-learning might exacerbate already prevalent inequalities in training opportunities. [ABSTRACT FROM AUTHOR]

Introduction: Digital media play a central role in the lives of today's schoolchildren, immersed in an increasingly digital world. Modern technologies blur the lines between formal school settings and informal settings outside of school. Although formats like bring-your-own-device align the use in the formal setting with informal usage, a disjunction exists between children's interactions with digital technologies in their home environments and those within the educational setting. For bridging the gap between school learning and children's lives outside of school, it is essential to explore the differences and similarities in media usage in both settings. Methods: In our case study, we examined schoolchildren's motives and evaluations of digital media usage in both settings, addressing individual needs. Additionally, we explored several dimensions of digital literacy through self-assessment, identified associated learning opportunities within and outside the school environment, and captured self-reported learning gains. We collected this data over the course of several weeks in a longitudinal design with media diaries, aiming to estimate the extent of the fluctuation. Results: Eighty-four German schoolchildren aged between 10 and 16 years participated over a six-week period. We found differences but also similarities between media usage outside of school and in class. Digital media were less frequently used in class for entertainment, communication, and learning compared to outside of school, but no differences were reported regarding information search. Schoolchildren expressed above-average satisfaction with their media usage in both settings, but they perceived the usage of digital media outside of school as significantly more important than in class. Regarding their digital competencies, the schoolchildren displayed high self-confidence in most areas. Only in the areas of algorithms and programming, schoolchildren rated themselves as below average. While learning opportunities were identified in class and outside of school, the frequency of these opportunities varied across different digital skills. The self-reported learning gain in digital media usage remained consistently low in both settings. Across all analyses, there was no substantial temporal fluctuation in media usage over the study period. Discussion: The findings raise crucial considerations regarding the integration of digital media in the classroom, fostering a discussion on their implications for both research and educational practices. [ABSTRACT FROM AUTHOR]

AbstractWhile teaching enthusiasm is crucial in traditional classroom settings, its impact on learning processes in digital learning environments still needs to be explored. This study examines the impact of teaching enthusiasm in instructional videos on cognitive and affective learning outcomes. Two separate experiments were conducted at different times: one with 9th-grade students and another with 10th-grade students. Participants viewed instructional videos including either higher or lower levels of teaching enthusiasm, and their cognitive learning outcomes (retention and transfer), social presence, lecture engagement, and motivation were measured. The study revealed that despite the significant difference between the groups regarding perceived teaching enthusiasm, higher enthusiasm did not significantly impact learning outcomes. The study suggests that increased enthusiasm in lecture videos may not necessarily enhance cognitive and affective learning outcomes. Further studies are needed to explore how instructional enthusiasm affects learning outcomes in different situations and with various types of videos. [ABSTRACT FROM AUTHOR]

The global impact of the Covid‐19 pandemic on school education has been unprecedented, with widespread school closures and the need for education to be delivered remotely. By providing an overview of the continuity of learning and teaching during the 2019–2021 academic years, this study aims to contribute to a better understanding of the impact of the pandemic on the use of digital learning technologies in Wales. This study links usage data from the Government's National Learning Platform (Hwb) to national administrative school records for all pupils in maintained schools. It employs a quantitative methodology to model the inequalities in digital learning technology usage. Multiple linear regression is used to quantify the factors associated with pupils’ use of the national learning platform before and during the pandemic, with a particular emphasis on school closures. The study's findings show notable differences in the level of learning platform usage across school sectors, with primary school pupils using the platform the most. Furthermore, school‐level teacher usage of the platform and household socioeconomic status are key factors influencing pupil usage. The analysis also reveals that levels of learning platform usage prior to the first school closure were associated with learning platform usage in the first school closure period, and usage in the second school closure period was also associated with usage in the first school closure period. [ABSTRACT FROM AUTHOR]

Background: Many health education institutions in African countries such as Nigeria face increasing enrolment of students but lack an adequate number of instructors to train them. If digital learning can be demonstrated effective in augmenting knowledge and skills, this approach could help fill this gap and improve education efficiency. A needs assessment in two Nigerian midwifery schools confirmed that digital learning would be feasible and welcomed. In this study, the Midwifery Active Digitization Empowerment Initiative (MADE-I) program was tested to determine if digital delivery of the Fundamental Interventions, Referral and Safe Transfer (FIRST) course is at least equally effective for training midwifery students compared to conventional small-group delivery. Methods: A non-inferiority randomized controlled trial design was used, enrolling 130 s-year students from 2 midwifery schools in Benue State, Nigeria. Students were randomly assigned into six cohorts. Each cohort received half of the course on a Learning Management Platform on their mobile phones, the other half through standard small-group teaching. Students' knowledge, thinking, and technical skills were assessed using a pre-test, post-test, Objective Structured Clinical Exam (OSCE), and daily modular quizzes. The data was analyzed using the difference-in-difference method. Results: The study revealed that post-intervention student knowledge and thinking skills did not significantly differ between digital learning (75.26%) and small-group learning arms of the trial (75.02%, p = 0.404). Student knowledge improved significantly compared to the pre-test in both groups (by 25.03 points in the digital arm, 26.39, in small-group). Some differences were observed between digital and small-group learning in disaggregated analysis by specific module and midwifery school. Although there was a trend toward small-group learning of technical skills being more effective than digital learning, no significant differences between groups were observed in the post-intervention OSCE. Students in both groups learned equally well regardless of age, gender, and midwifery school entrance exam score. Conclusion: Digital learning is as effective as small-group learning, for midwifery trainees, in augmenting knowledge, thinking, and technical skills addressed in the FIRST course, and have lighter human resource requirements, an important consideration especially in LMIC. However, similar assessments would be needed to assess effectiveness for other digitally delivered clinical education programs. [ABSTRACT FROM AUTHOR]

Based on Fredrickson's (2001) broaden-and-build theory, this study investigates how Foreign Language Enjoyment (FLE; consisting of teacher appreciation, personal enjoyment, and social enjoyment) mediates the relationship between Informal Digital Learning of English (IDLE) and EFL secondary students' willingness to communicate in a second language (L2 WTC) inside and outside the classroom. We collected survey data from 308 EFL Hong Kong secondary students who lacked any international experience (ages 12–18). After controlling for demographic data, the results show that teacher appreciation, personal enjoyment, and social enjoyment all mediate the relationship between IDLE and L2 WTC inside the classroom, while personal and social enjoyment mediate the link outside the classroom. A closer look reveals that personal enjoyment, rather than social enjoyment or teacher appreciation, plays a larger role in mediating the relationship. Practically, these findings shed light on the underlying mechanisms by which IDLE and different aspects of FLE can potentially improve the L2 WTC of Asian EFL learners who primarily learn and practice English in the classroom. These findings have implications for future interventions aimed at enhancing L2 WTC by increasing L2 enjoyment in EFL learners. [ABSTRACT FROM AUTHOR]

Background/Aims: Feedback plays a pivotal role in learning, but traditional written feedback often lack engagement and specificity, hindering learners' ability to effectively apply feedback. In midwifery education, the need for innovative feedback delivery mechanisms is pronounced. The aim of this study was to evaluate the integration of digital health technologies in feedback delivery in a midwifery programme. Methods: A novel communication strategy was implemented in a midwifery programme in northwest England, where the benefits, challenges and future implications of leveraging digital health technologies for assessment feedback were assessed. Results: Preferences were mixed, with 45.1% of learners favouring written feedback. Verbal feedback was perceived as more personal and motivating, and valued for its nuance, tone and ability to clarify complex points, although written feedback provided clearer, detailed information for future reference. Less experienced markers struggled with verbal feedback, while more experienced markers appreciated the quicker, more refreshing process. All markers found feedback templates helpful for ensuring equitable feedback. Conclusions: This study scrutinised the significance of rethinking feedback delivery in midwifery education and indicates that digital health technologies present promising opportunities for reshaping the feedback landscape. Implications for practice: Developing student confidence and competence in digital literacy remains a significant challenge. Higher education institutions can collaborate with healthcare providers to offer training in digital health technologies, helping midwives adapt to modern clinical environments. [ABSTRACT FROM AUTHOR]

Informal digital learning of English (IDLE) is an increasingly important subfield of inquiry in Computer-Assisted Language Learning (CALL) for its concentration on the language learning practices of the digital native EFL students in out-of-class contexts. Attention in mainstream research of IDLE has been directed to (meta)cognition, learning outcomes, etc. as separate domains of IDLE; however, these significant efforts have neither clarified the blurry boundary between semi-structured IDLE practices and unstructured extramural practices nor investigated factors that positively predict learners' IDLE-enhanced learning outcomes or practices on the four language skills: listening, speaking, reading, and writing. As such, the present study sets out to extend the discussion of informal digital learning of English (IDLE) by establishing a recontextualized model of IDLE. To this end, a total of 1080 Chinese university EFL learners were invited to complete an IDLE questionnaire survey developed and validated in the context of China. Using IBM SPSS Amos 22, structural equation modeling was run to examine the inter-factorial relationships among six IDLE sub-constructs by examining eight hypotheses. The results confirm that 1) learners' IDLE-enhanced benefits are positively predicted by support from their important others, resources and cognition, but not learners' authentic L2 experience and IDLE frequency and devices, and 2) learners' IDLE practices can be significantly predicted by resources and cognition, authentic L2 experience, and IDLE frequency and devices. Based on these findings, we put forward an expanded conceptual framework of IDLE and suggest more replication studies in the future to testify this study's generalizability and to arrive at more stable conclusions. [ABSTRACT FROM AUTHOR]

The paper aims to describe how higher education students manage their webcams in a synchronous digital learning setting. A survey investigated students' self-presentation and the main factors impacting their decision to turn the camera on or not. The results indicate that only 6% of students always keep their camera on, affected by an inappropriate setting , only 19% have a dedicated space, and by personal appearance , 75% wear pyjamas or a gym suit. Students do not manage their impression either because they are not aware of the implications, or they are not technically equipped, or because they do not consider it relevant in online learning activities. Findings' implications provide relevant recommendations for higher education institutions to better prepare students to study effectively in a digital learning environment. [ABSTRACT FROM AUTHOR]

Type 2 intuitionistic fuzzy sets (T2IFS) appear to be an attractive and potentially useful tool for coping with uncertainty and inaccurate data in today's uncertain and ambiguous world. Consequently, it is frequently employed in decision-making (DM) issues. In the DM procedure, it is essential to aggregate the information provided by the experts. The Aggregation operators (AOs) are effective information combining tools. Therefore, this study aims on developing geometric and interactive geometric AOs on T2IFSs. To demonstrate the efficacy of the proposed operator, the optimal e-learning tool selection MCDM problem is solved. The results demonstrate that the proposed interactive AO outperforms existing arithmetic AOs and is applicable to all DM problems. [ABSTRACT FROM AUTHOR]

Introduction: Integrating digital tools and resources into classroom instruction has become increasingly essential in modern education. As technology advances, teachers face the challenge of effectively integrating digital learning content into dynamic classroom practices. This paper explores the competencies teachers require for this task, aiming to contribute to understanding teacher professional development needs in digital integration. Purpose: This study aims to investigate the competencies required by teachers for the successful integration of digital tools and resources into classroom practices. Methods: A comprehensive literature review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) diagram flow to address this aim. A total of 84 articles published from 2000 to 2024 were systematically reviewed, focusing on publications in English that addressed the professional development of teachers, technology integration into classroom practices, and digital competencies. Articles that did not meet these criteria were excluded from the analysis. Results: The synthesis of findings from the literature review highlighted the knowledge base of teachers' professional development needs in digital integration. The review identified critical competencies for successful digital integration, including technological proficiency, pedagogical knowledge, and content expertise. Additionally, theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK) and the SAMR model guided the exploration of teachers' competencies and their implications for instructional practices. Discussion: The implications of the study's findings extend to educational policy, teacher training programs, and classroom practices. By identifying critical competencies for successful digital integration, this study provides insights into areas for further research and teacher professional development. Moreover, the discussion delves into how these findings can inform the design of effective teacher training programs and support the development of pedagogical practices that leverage digital tools to enhance student learning outcomes. Limitations: Despite the thoroughness of the literature review process, it is essential to acknowledge certain limitations. The study focused primarily on articles published in English, potentially excluding relevant research published in other languages. Additionally, while the PRISMA diagram flow facilitated a systematic review, some relevant articles may need to be noticed. Conclusions: In conclusion, this study contributes to understanding teacher competencies required for effective digital integration of learning contents in dynamic classroom practices. The study identifies critical competencies and highlights areas for further research and teacher professional development by synthesising findings from relevant empirical studies and theoretical contributions. Ultimately, the findings have implications for educational policy, teacher training programs, and instructional practices to enhance student learning outcomes in the digital age. [ABSTRACT FROM AUTHOR]

This study aims to discover the factors that influence the acceptance of electronic learning media and its effect on the effectiveness of digital instruction. The study involved a learning management system and online tutorials using management system (MS) teams from various faculties at the Universitas Terbuka. These include the Faculty of Economics and Business, the Faculty of Teacher Training and Education, the Faculty of Science and Technology, and the Faculty of Law, Social Sciences, and Political Sciences. also conducted in three regional offices in Ambon, Gorontalo and Makassar, which were selected through purposive sampling. Primary data sources include participant questionnaires and interviews. Analytical methods include correlation and multiple regression analysis, with descriptive statistics used to summarize the dataset. Variable selection involves reliability and validity tests and classical assumption tests like multicollinearity. The F-test demonstrates a statistically significant and beneficial influence of utilizing e-learning media and individual ability, training, and intention to use it for digital learning success. The results of ttests and regression models provide empirical evidence supporting the significant effect of e-learning media and intention to use on the effectiveness of digital learning. However, variables related to training and ability do not show any significant influence. [ABSTRACT FROM AUTHOR]

The Indonesian Student Micro-Credentials Program implemented by Universitas Muhammadiyah Sumatera Utara (UMSU) carries 5 courses, all of which are carried out online, in a relatively short time within 2 months. The learning objectives, which are intended to create practical skills, require students to master the courses they follow, thus causing many problems, which have an impact on the satisfaction of the participants of this program. This study aims to measure the customer satisfaction index (CSI) of participants in this program. Of the 514 participants who were used as respondents, 279 respondents filled out the google formula, and the response rate was 54%. The results showed that the CSI value of the program was 0.85, which means that the participants were very satisfied with the implementation of this program at UMSU. Based on the assessment of it is quality, the dimension assessment is carried out in order of the highest average value, namely this program (4.48), interaction and flexibility (4.33), managers (4.24), lecturers (4.23), students (4.20), assessment (4.16), process (4.14), content design (4.15), partners (4.11), and technology (4.05). Based on the assessment of the level of importance or expectation of this program, the dimension assessment is carried out in order of the highest average value, namely this program (4.47), interaction and flexibility (4.38), managers (4.23), lecturers (4.22), process (4.17), content design (4.17), students (4.13), peer (4.13), assessment (4.11) and technology (4.04). [ABSTRACT FROM AUTHOR]

Using e-learning in higher education has many important benefits and advantages in todays world of education. Therefore, this research aims to develop e-learning based on the introduction, connection, application, reflection, extend (ICARE) learning model for developing teaching materials courses in the Faculty of Education, Universitas Pendidikan Ganesha. The Hannafin and Peck development model was adopted as a foundational method, and the digital content developed was subjected to formative evaluation methods, including i) expert validation, ii) individual assessment, and iii) small group evaluation. To ascertain the quality of the developed content, the research engaged 3 expert evaluators, each specializing in media, instructional design, and content. Concurrently, individual evaluation was carried out with 3 students, followed by a small group evaluation involving 9 additional students. Data collection techniques involved both observational measures and questionnaire-based inquiries. The expert assessment showed that the design, media, and content dimensions all fell within the "very good" category. Student reactions, as measured through both individual and small group evaluations, consistently aligned with the "very good" category. Therefore, the attractiveness and practicality of electronic learning (e-learning) fell under the "very good" classification, due to the implementation of the ICARE learning model as the foundational design principle. [ABSTRACT FROM AUTHOR]

Representation learning for the electronic structure problem is a major challenge of machine learning in computational condensed matter and materials physics. Within quantum mechanical first principles approaches, density functional theory (DFT) is the preeminent tool for understanding electronic structure, and the high-dimensional DFT wavefunctions serve as building blocks for downstream calculations of correlated many-body excitations and related physical observables. Here, we use variational autoencoders (VAE) for the unsupervised learning of DFT wavefunctions and show that these wavefunctions lie in a low-dimensional manifold within latent space. Our model autonomously determines the optimal representation of the electronic structure, avoiding limitations due to manual feature engineering. To demonstrate the utility of the latent space representation of the DFT wavefunction, we use it for the supervised training of neural networks (NN) for downstream prediction of quasiparticle bandstructures within the GW formalism. The GW prediction achieves a low error of 0.11 eV for a combined test set of two-dimensional metals and semiconductors, suggesting that the latent space representation captures key physical information from the original data. Finally, we explore the generative ability and interpretability of the VAE representation. Representation learning for the electronic structure problem is a major challenge in computational physics. Here, authors learn a low-dimensional representation of the wave function and apply it for downstream prediction of many-body effects. [ABSTRACT FROM AUTHOR]

Recently, it has become difficult to recognize and easier to misuse digital images due to the large number of editing tools available. Detecting forgeries in images is crucial for security and forensic purposes. Therefore, this research implements a deep learning (DL) method of convolutional autoencoder (CAE) which improves colorization-based image forgery detection by leveraging spatial and color information, increasing the detection accuracy. At first, the pre-processed input forgery images are used with the wiener filtering-contrast restricted improved histogram equalization (WE-CLAHE) technique. Hybrid dual-tree complex wavelet trigonometric transform (H-DTCWT) and VGG-16 are used to extract effective features from the clustered data. Improved horse herd optimization (IHH) is employed to reduce the dimensionality of a feature. At last, the CAE model is implemented to significantly recognize the image forgery. The accuracy of CASIA V1 and GRIP datasets of 99.95% and 99.97%, respectively is achieved. Hence, this implemented method obtains a high forgery detection performance than the existing methods. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) is a growing technology that has great potential in the field of education. This article explores using AR as an interactive learning medium in a secondary education environment. The study involves the implementation of AR in network topology material to enhance student engagement and understanding. This research consists of the design and development of AR applications following the curriculum of the network topology subject at SMK Negeri 1 South Bulango using the waterfall model. The results showed that using AR-based learning media can increase student engagement in the learning process. Three-dimensional visualization of network topology design can improve students' interest and motivation to understand the material better. AR allows students to interact directly with the network topology design model. [ABSTRACT FROM AUTHOR]

Owing to technological growth, new educational models have emerged that depend on technical advancements to accomplish learning goals. One of the applications that stand out is e-learning, which has altered both the roles and duties of instructors and students, as well as the way traditional education is conducted in academic institutions. This study investigates how Jordanian university students view the value of the online courses they take. A questionnaire with ratings for the quality of e-learning and students' satisfaction was used to collect the data. The study's sample consisted of 566 university students from Al-Balqa Applied University, Jordan. The findings indicated that the e-learning courses' overall content quality was average. The quality of the form of the e-learning lessons was high, and the students' degree of satisfaction with the quality of the elearning courses was moderate. The study found that the most effective way to facilitate learning is to present courses in a clear hierarchy or framework. [ABSTRACT FROM AUTHOR]

We are increasingly realizing that technology and its use in learning contexts is not benign. With the advent of more powerful technology tools, including Artificial Intelligence (AI) ones, combined with the historically significant changes that have occurred in education over the last four years, there are more reasons than ever to examine their influence on human beings in the process of "being educated". The aim of our 3-year longitudinal study was to understand how programs being offered at a fully online technical higher education (HE) institution in Chile influenced the identity development of students from socio-economically and educationally disadvantaged backgrounds. A Participant Action Research (PAR) approach was adopted to the study that involved macro, meso and micro-driven changes being made to programs. These changes involved aligning the instructional design, pedagogical approaches, and technology tools of programs with contemporary e-learning theory and 21st century learning goals. Previously, we provided three in-depth reports of the evolving changes on learners' identities - in the beginning, mid and end phases of their programs. We also reported on teachers' perspectives of learners' evolving identities and the transformation of their own roles and practices during the change period. In this paper, we add to those findings with the results of a recent inquiry into the perspectives of macrolevel administrators who were instrumental in the collaborative effort to bring about change to the institution. In this latest study, we employed in-depth focus group and individual interviews to unpack what the change involved on the part of these decision makers in terms of their own epistemological and ontological perspectives, their roles in the institution and their future goals for the organization. The framework we have developed for schematizing the results of these previous inquiries and those of the overall longitudinal study could prove useful in other organizations that are awakening to the need to successfully put e-learning theory to practice in their institutions. The insight to be gained in this framework could add to their efforts to seek pragmatic ways to bring about systemic changes in their online programs and to graduate students with the kinds of identities and skills that will best equip them for the complex world in which they will work and live. [ABSTRACT FROM AUTHOR]

Purpose: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Design/methodology/approach: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Findings: Microlearning platforms offer scope for independent learning that is self-regulated. To optimize benefits from microlearning, companies need to consider a range of factors able to influence learning strategies and lead to effective use of the platforms. Originality/value: The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. [ABSTRACT FROM AUTHOR]

Using the case of the COVID-19 lockdown as a disruptive event, this article aims to show the paradox of improvisation by investigating students' experiences of transitioning from in-person to digital learning spaces across three select business schools in Pakistan. Using Foucault, we analyse the discursive strategies deployed by students as they oscillate between different subject positions under improvised digital conditions. Our analysis reveals contradictory views about the agency of the improvised subjects which is often considered as enterprising in the sense that individuals are willing agents of change. Findings suggest that improvisation can also be paradoxically experienced as it misaligns with predispositions of agents. We show this through the struggles of students in getting to grips with the digital move, giving rise to uncertainty. This study, therefore, makes three distinct, yet interrelated, contributions to the literature on management learning by identifying: the risks of taming embodied subjectivities, the changing positionality of learners and the paradox of improvisation. Our work has implications for understanding improvisation in business schools during disruptive events, as overlooking the predispositions of students can lead to an enterprising agency of a different kind (e.g. resistance) that forfeits the purpose of improvisation. [ABSTRACT FROM AUTHOR]

In terms of the implementation method, it was part of descriptive-correlational research. The statistical population included all employees and academic staff members of Payame Noor University in Rasht, numbering 220 people due to the small population and the possibility of sample loss, all people were considered as samples by the census method. Tools included organizational performance questionnaires, digital leadership, digital skills, and digital ethics. Therefore, in this research, the validity was approved by the professors of the management group in the form of formal validity. The reliability of the questionnaires was obtained through Cronbach’s alpha test for digital leadership 0.795, organizational performance 0.918, digital skills 0.711, and digital ethics 0.811 respectively. To analyze the data and findings of the research, questions and hypotheses have been examined at two levels descriptive statistics and inferential statistics. At the level of descriptive statistics, indices such as frequency distribution tables and charts were used. At the inferential level, Pearson’s correlation of the type of structural equations was used, and for calculations and statistical analysis, computers and Lisrel, SPSS software was used. The results showed that from the perspective of employees, leadership and digital skills directly affect organizational performance, and leadership and digital skills indirectly affect organizational performance with the mediating role of digital ethics. [ABSTRACT FROM AUTHOR]

An online e-learning platform known as a learning management system (LMS) provides an interface between trainers, students, and administrators toward a common objective of learning. In the market, diverse LMSs with extensive functionalities are available to facilitate e-learning. In this article, we selected some popular LMSs majorly used by most schools and institutions for their teaching-learning process. We compared these LMSs in a discussion based on their technical specifications, technical features, administrative features, general features, and course management-related features. This comparative analysis could help users decide which LMS suits them best, according to their requirements. We also attempted to identify the limitations of these learning management systems so that users and organizations can determine which one is best suited to their needs. [ABSTRACT FROM AUTHOR]

Background: The advent of full-time virtual schooling presents unique challenges and opportunities for the promotion of physical activity (PA) among children and adolescents. Despite the recognized benefits of PA as an essential component for combating non-communicable diseases and ensuring holistic development, there is a notable gap in understanding how to effectively integrate PA within the digital learning environments of full-time virtual schools. Current efforts to promote student PA are targeted for implementation exclusively in contexts characterized by physical school campuses that are bound to their surrounding local communities. This is problematic given the digital, widely distributed, and contextually unmoored nature of virtual schooling. Our aim in this scoping review is to advance research on whole-of-school physical activity promotion within full-time virtual schools by examining the published literature on whole-of-school PA promotion within full-time virtual schools. Specifically, this review will map the literature, consolidate knowledge claims and practical implications, and identify evidence gaps that merit further investigation. Methods/design: This review will be conducted using evidence-informed scoping review methodology and reporting guidelines. Articles will be included if they are peer-reviewed English-language research, commentary, practical, or grey literature and relate to the participation, support, design, development, and/or provision of remote online PA interventions delivered through primary/elementary and/or secondary/middle school/high schools. Searches will be conducted in PsycInfo, ERIC, SportDiscus, and Web of Science. Additional hand-searching, reference scans, and grey literature searches will also be performed. Two trained research assistants will independently complete study screening and selection and data charting with guidance from a senior author. Charted data will be displayed in table form, and depending on the results, data will also be synthesized through qualitative content analysis using the Active Schools guiding framework as an analytical and interpretive lens. Discussion: This scoping review will serve as a guidepost for the application and advancement of research on whole-of-school PA promotion through full-time virtual schools. The results will address the increased importance of equitable online learning and PA promotion due to the expanding virtual education landscape, with implications for public health and education policy. Systematic review registration: Open Science Framework: https://osf.io/f6wau/. [ABSTRACT FROM AUTHOR]

ABSTRACT This paper addresses the challenge of improving the effectiveness and innovativeness of online teaching in higher education. It presents a blended learning course designed for faculty development and discusses the findings of surveying the opinions of participants. The course integrates synchronous sessions with digital learning tools and platforms to equip educators with essential skills for online teaching. A mixed‐methods design has been applied for evaluating the educational activity, incorporating both qualitative and quantitative data collection. The course had a completion rate of 91.13%. The opinions of 72 higher education members have been surveyed, and the findings revealed that the blended learning course enhanced instructors' ability to design and deliver online content that is both pedagogically sound and engaging. The necessity for such learning activities is strongly emphasised. The paper concludes by discussing the implications for future course design and faculty development programs in higher education. [ABSTRACT FROM AUTHOR]

Synchronous Online Learning (SOL) environments have rapidly transformed the educational landscape. However, there is limited research on their efficacy in equipping students with the necessary skills to succeed in the workforce, particularly in developing essential professional skills like digital literacy, interpersonal communication, and practical experience. This study explores how SOL impacts students' readiness for the workforce and the development of these critical skills. The research employed a qualitative methodology involving in-depth interviews with 27 third- and fourth-year students from a South African university. Purposive sampling was used to capture diverse experiences regarding SOL and its influence on professional skill development. Thematic analysis was performed to identify critical patterns and insights from the interviews. Findings reveal that SOL environments effectively enhance students' technical skills and digital adaptability, essential for navigating a digital workforce. However, SOL is inadequate in developing interpersonal skills and providing practical, handson experiences. Students reported a lack of networking opportunities and expressed concerns about their preparedness for the demands of real-world employment, particularly in fields requiring strong interpersonal skills and practical experience. The study highlights the need for educational innovations that combine the benefits of digital learning with comprehensive skill development strategies, particularly in soft skills and experiential learning. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Design Methods Results Conclusion Impact Reporting Method Patient or Public Contribution To explore the stakeholders' perspectives and develop a conceptual framework for promotion strategies to implement the iSupport‐based intervention for family caregivers of people with dementia.A descriptive qualitative design was adopted.Semi‐structured interviews were conducted with 49 stakeholders of people with dementia from July to December 2023. The Consolidated Framework for Implementation Research was applied to guide the development of the interview guide, data collection and analysis. Directed content analysis was employed to identify facilitators and barriers, with data analysed based on the framework and the established its codebook. These findings were then summarised into a conceptual framework of critical components.The identified 16 barriers and 28 facilitators were distributed across all Consolidated Framework for Implementation Research domains. All facilitators and barriers were integrated into a conceptual framework guiding the implementation of iSupport. This four‐tier, eight‐component conceptual framework guides the global promotion of the web‐based dementia care model, covering state, society, hospitals, individuals and strategies. The components included comprehensive and balanced national medical guidelines, a friendly social culture, adequate hospital collaboration, cooperative healthcare workers, responsible family caregivers, a comprehensive intervention system, appropriate learning content and digital health support.The ‘iSupport for Dementia’ program is seen positively for its potential to improve dementia care by providing mental and technical support to family caregivers. Successful implementation requires addressing barriers, enhancing facilitators and adapting to China's conditions and policies. Mobilising local healthcare resources and gaining stakeholder recognition is crucial. This approach may help develop a localised version of iSupport that suits the needs and habits of Chinese family caregivers, with the potential for broader dissemination.The ‘iSupport for Dementia’ program could greatly improve dementia care in China by addressing barriers and utilising facilitators. This study offers critical insights for future policy development and effective implementation strategies.Adherence to the COREQ guidelines for reporting qualitative research was maintained.No patient or public contribution. [ABSTRACT FROM AUTHOR]

A convincing e-learning system for higher education should offer adequate usability and not add unnecessary (extraneous) cognitive load. It should allow teachers to switch easily from traditional teaching to flipped classrooms to provide students with more opportunities to learn and receive immediate feedback. However, an efficient e-learning and technology-enhanced assessment tool that allows generating digital organic chemistry tasks is yet to be created. The Universities of Bonn and Duisburg-Essen are currently developing and evaluating an e-learning and technology-enhanced assessment tool for organic chemistry. This study compares the effectiveness of traditional paper-pencil-based and digital moleculedrawing tasks in terms of student performance, cognitive load, and usability--factors that all contribute to learning outcomes. Rasch analysis, t-tests, and correlation analyses were used for evaluation, revealing that the developed system can generate digital organic chemistry tasks. Students performed equally well on simple digital and paper-pencil molecule-drawing tasks when they received an appropriate introduction to the digital tool. However, using the digital tool in two of three studies imposes a higher extraneous cognitive load than using paper and pencil. Nevertheless, the students rated the tool as sufficiently usable. A significant negative correlation between extraneous load and tool usability was found, suggesting room for improvement. We are currently concentrating on augmenting the functionality of the new e-learning tool to increase its potential for automatic feedback, even for complex tasks such as reaction mechanisms. [ABSTRACT FROM AUTHOR]

Virtual classrooms based on the metaverse or virtual reality are useful and effective for imparting basic chemistry concepts. Interactive and immersive environments can effectively teach fundamental chemistry concepts, such as chemical bonding and formulas, thereby making these otherwise abstract and intangible ideas more accessible and understandable. With the outbreak of Covid-19, e-learning platforms have also been developed for chemistry education. However, these platforms are unable to make learning chemistry interactive and enjoyable. Therefore, there is a need to motivate students to learn basic chemistry concepts in an immersive and interactive environment. In this paper, we propose an immersive virtual reality-based Virtual Chemistry Classroom for Chemical Bonding (VC3B) to facilitate the learning of chemical bonding and formulas through a game-based learning approach. It includes two different games for learning chemical bonding and formulas. In the first game, molecule construction, students reconstruct the structure of molecules by rearranging the atoms in order to learn about chemical bonding. In the second game, chemical formula, students compose the chemical formula of a given compound to help them memorize chemical formulas. The study, conducted on 90 middle school students, employed a randomized controlled study design, dividing participants into three groups. Each group learned about chemical bonding and formulas through three different mediums. After conducting the experiment, the students were given a questionnaire to evaluate the usability of VC3B. The results of the study were positive, with participants finding the VC3B to be more interactive than traditional book and online lecture methods. Participants were also motivated to learn and enhance their knowledge of chemistry. [ABSTRACT FROM AUTHOR]

Digital technology has broadened educational opportunities in science, positioning gamification as a pivotal tool. However, its full potential in enhancing science education has not been thoroughly explored. Addressing this research gap, this study delves into the less examined aspects of gamification within science education. Employing a quasi-experimental design, it assesses the benefits of digital gamification activities, specifically using the CoSpaces Edu application (experimental group), against traditional face-to-face methods (control group). The experimental group engaged in a 3D educational digital game using Cospaces Edu, which was tailored to each grade level and covered topics from the science and technology curriculum. In contrast, the control group participated in a tabletop game addressing the same topics as those presented to the experimental group. The study involved 176 students from grades 4 to 6, focusing on how these methods impact their gameful experiences, motivation to play, and level of immersion. The results of multivariate analyses of covariance revealed statistically significant differences between the groups on all measured variables, highlighting the superiority of the CoSpaces Edu application over face-to-face activities. The study underscores the positive effects of gamification on various unexplored aspects of science and technology education, advocating for the integration of technology and diverse teaching methods. The primary conclusion is that integrating digital games into science lessons significantly enhances students' perceptions of accomplishment, challenge, playfulness, immersion, and motivation to engage in an educational game, compared to traditional face-to-face games. This study reinforces the value of technological integration in science teaching and supports the need for diversified teaching methodologies. Further research is necessary to validate this conclusion, as the study's concentration on particular age groups in a single elementary school limits the generalizability of its results. [ABSTRACT FROM AUTHOR]

Learning analytics dashboards are becoming increasingly common tools for providing feedback to learners. However, there is limited empirical evidence regarding the effects of learning analytics dashboard design features on learners' cognitive load, particularly in digital learning environments. To address this gap, we developed goal-based, explanatory, and instructional learning analytics dashboards in authentic online courses based on cognitive load theory, and evaluated the effects of the three information designs on cognitive load and performance. The study adopted a quasi-experimental approach over a semester-long course, involving 93 learners divided into four groups, each provided with differently designed information on their learning analytics dashboard. The results show that the incorporation of goals, explanations, and instructional information as support elements in the learning analytics dashboard did not have a significant impact on learners' cognitive load and performance. Both cognitive load and learning performance results were consistent and mutually validating. Additionally, the study found that compared to a control group without additional information, the group using the explanatory dashboard experienced an increase in germane cognitive load, and evidenced the effectiveness of explanatory information design. Overall, this study provides important insights for the enhancement and practical design of learning analytics dashboards and feedback methods. [ABSTRACT FROM AUTHOR]

The integration of digital technologies into educational practices has reshaped traditional learning models, creating a dynamic and accessible global landscape for higher education. This paradigm shift transcends geographical boundaries, fostering a more interconnected and inclusive educational environment. This comprehensive literature analysis explores the impact of e-learning on higher education students in the digital era. A meticulous review of 53 studies, sourced from reputable databases including Web of Science, Taylor & Francis, Springer Link, ProQuest, Elsevier, and Scopus, was conducted. Employing the content analysis method, the selected studies spanning from November 2012 to April 2023 were systematically examined. Predominantly utilizing quantitative methods, the studies, largely originating from the United States, China, Malaysia, and India, focused on university students. Key variables such as student engagement, perception, and academic performance were consistently employed across diverse educational settings. The synthesis of findings revealed that e-learning technologies positively impacted academic achievement, student satisfaction, and collaborative efforts. Moreover, challenges associated with technology usage and internet access were identified, which impact e-learning implementation. The study proposes further investigation through a mixed-methods approach to explore students' interactions with the educational environment while utilizing e-learning technology in institutions of higher education. [ABSTRACT FROM AUTHOR]

This study aims to explore the impact of a digital learning program on the motivation and well-being of students in the art industry in China. The use of competitive digital tools as a means of self-expression contributes to effective academic performance and employment. The study covered 82 first-year students from the [The Guangzhou Academy of Fine Arts] Academy. The sample was equally divided into two groups: control and training. The research tools were the Motivated Strategies for Learning Questionnaire (MSLQ) and the Psychological Wellbeing Scale (PWB). The training group received a 16-hour digital painting course. After completing the course, this group showed improvement on the final tests, in particular, on the "Self-Acceptance" and "Mutual Learning" subscales. Their motivation level also increased (285 points on the post-test compared to 250 on the baseline). The control group did not demonstrate any changes in the level of well-being. This fact confirms that lecture training, even in an online format, does not significantly affect motivation. Based on the findings, it is possible to identify effective strategies for developing an interesting and effective curriculum for students not only in China but also in other countries. [ABSTRACT FROM AUTHOR]

With the rapid advancement of digital games, serious games have emerged as a significant medium for engaging with cultural heritage. As a primary visual element in cultural heritage, color plays a crucial role in users' digital learning. However, there is currently a scarcity of serious game designs that specifically focus on cultural heritage colors, indicating potential for improvement in the user experience. To further enhance users' perception of color and create a more engaging and enriching digital cultural heritage experience, this study proposes a virtual reality serious game (VR SG) design method specifically tailored to cultural heritage colors. Additionally, it explores the potential of VR SG in enhancing the education, entertainment, and dissemination aspects of these colors within cultural heritage. Specifically, we explore how to integrate relevant knowledge of cultural heritage colors into the application process of VR SG and assess users' learning performance, engagement, and interactive willingness within these VR SG. The study employs the colors of the Dunhuang cave frescoes as a case study for design practice. A total of 30 participants took part in a between-group comparison experiment, utilizing a mixed-methods approach that combined quantitative and qualitative assessments to compare the performance of a VR SG with a VR exhibition game. The results indicate that both the VR SG and the VR exhibition game effectively enhance users' understanding and retention of knowledge, with VR SG users demonstrating higher levels of task engagement, emotional engagement, willingness to explore, and willingness to share. This study confirms the potential of VR SG to enhance the education, entertainment, and dissemination aspects of cultural heritage colors and discusses the implications of VR SG in supporting digital cultural heritage experiences. [ABSTRACT FROM AUTHOR]

We introduce the holographic air‐quality monitor (HAM) system, uniquely tailored for monitoring large particulate matter (PM) over 10 μm in diameter—particles critical for disease transmission and public health but overlooked by most commercial PM sensors. The HAM system utilizes a lensless digital inline holography (DIH) sensor combined with a deep learning model, enabling real‐time detection of PMs with greater than 97% true positive rate at less than 0.6% false positive rate and analysis of PMs by size and morphology at a sampling rate of 26 L/min for a wide range of particle concentrations up to 4000 particles/L. Such throughput not only significantly outperforms traditional imaging‐based sensors but also rivals some lower‐fidelity, nonimaging sensors. Additionally, the HAM system is equipped with additional sensors for smaller PMs and various air quality conditions, ensuring a comprehensive assessment of indoor air quality. The performance of the DIH sensor within the HAM system was evaluated through comparison with brightfield microscopy, showing high concordance in size and morphology measurements. The efficacy of the DIH sensor was also demonstrated in two 2‐h experiments under different environments simulating practical conditions, with one involving distinct PM‐generating events. These tests highlighted the HAM system's advanced capability to differentiate PM events from background noise and its exceptional sensitivity to irregular, large‐sized PMs of low concentration. [ABSTRACT FROM AUTHOR]

This study analyzes the effectiveness of a chatbot in enhancing online learning, addressing the lack of support in traditional online courses. Two questionnaires were administered to participants, providing qualitative data on various aspects of the learning experience. The first questionnaire measured satisfaction, engagement, self-regulation and usefulness in three different groups of participants. The second questionnaire included open-ended questions and Likert scale items, gathering qualitative feedback and perceptions specifically from the group that used the chatbot. Additionally, this study incorporates quantitative analysis to evaluate the chatbot's impact on learning outcomes and student engagement. We used ANOVA to test whether there is a significant difference in learning outcomes among the three experimental groups. To determine which groups have significantly different means, we performed the Tukey post hoc test. Analysis of the data collected aims to measure the impact of chatbot integration on learner satisfaction, engagement, self-regulation, learning outcomes, usefulness and usability. The results contribute to the understanding of chatbots as support tools in e-learning environments, and indicate that the integration of chatbots within e-learning platforms aims to improve the learning experience and foster learner success. [ABSTRACT FROM AUTHOR]

Closing the divide between educational practices and industry demands is recognised to enhance the societal relevance of education. Consequently, African countries improve their educational systems by incorporating technological tools such as artificial intelligence, e-textbooks, and web-based learning in primary schools. This research investigates the impact of digital leadership and the external and internal barriers teachers face when adopting e-learning methods within educational institutions. The study gathered responses from STEM-trained teachers, and the data was subjected to analysis using SPSS version 23. The findings reveal a negative relationship between digital leadership and teachers’ internal and external barriers, with no statistically significant impact on using artificial intelligence in schools.Moreover, digital leadership positively influences the use of e-textbooks and web-based learning. Conversely, teachers’ internal and external barriers exhibit adverse effects on integrating e-textbooks and web-based learning while positively impacting the adoption of artificial intelligence in educational settings. The study underscores the need for advancing STEM programs, noting their role in fostering the acceptance and utilisation of e-learning mechanisms. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusion Takeaways In recent years, the widespread use of technology in classrooms has encouraged the transition from traditional lecture methods to digital‐based learning environments. Technological game‐based learning platforms, such as Kahoot!, which are used to encourage students' active participation and interaction in learning environments, are used significantly by teachers and students in educational environments worldwide.This article aims to examine the effects of Kahoot, a digital learning platform, on education through meta‐analysis. This meta‐analysis provides a holistic understanding of the potential impact of Kahoot on education by synthesizing the results of various experimental studies. This study evaluates the influence of Kahoot on key educational variables, such as academic achievement, retention, motivation, anxiety and attitude, which are essential for enhancing teaching methods and optimizing learning environments.The study conducted a meta‐analysis following the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA). A total of 43 studies that met the specified criteria were included in the sample, providing a comprehensive overview of the impact of Kahoot across different contexts. The sample was n = 1706 for the experimental group and n = 1647 for the control group.The findings from the meta‐analysis indicate that Kahoot has a significant moderate positive effect on academic achievement, with an average effect size of 0.772 (95%CI: 0.540–1.004). The analysis also shows a very large positive effect on retention, with an average effect size of 1.492, suggesting that students using Kahoot tend to have significantly higher retention compared with those who do not. For motivation, Kahoot demonstrates a large positive effect, with an average effect size of 0.960, indicating that students using Kahoot tend to be more motivated. The impact on anxiety is less clear, with a small negative effect size of −0.338, suggesting a moderate reduction in anxiety levels among students using Kahoot. Lastly, Kahoot appears to have a medium positive effect on students' attitudes towards learning, with an average effect size of 0.678.These results underscore the potential of Kahoot as an effective educational tool. The results of this study provide valuable guiding information for educators and policy makers by helping to optimize teaching methods and learning environments through the effective use of digital tools, such as Kahoot. The findings suggest that Kahoot can increase academic achievement, retention, motivation and attitudes and potentially reduce anxiety, making it a promising digital tool for modern educational practice. [ABSTRACT FROM AUTHOR]