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ABSTRACT Aim Design Methods Results Conclusion Implications for the Profession and/or Patient Care Reporting Method Patient or Public Contribution To assess a commercially available electronic whiteboard's usability and acceptability in isolation rooms, focusing on improving nurse–patient communication and supporting data input.A cross‐sectional study with quantitative and qualitative mixed methods.We evaluated the usability and acceptability of electronic whiteboards among nurses using scenarios in a virtual isolation room environment.Nurses recognised the electronic whiteboard as a valuable tool for communication and error reductions in record‐keeping but noted a learning curve for less tech‐savvy users. Positive correlations were found between perceived usefulness, ease of use and adoption intent. Despite challenges, electronic whiteboards show promise for enhancing patient care, requiring comprehensive training and management systems. Time allocation in patient wards and nurse–patient interactions are crucial considerations.Electronic whiteboards have usability and acceptability as a tool to improve nurse–patient communication. However, considering technical issues and staff resistance, a management system and user training are necessary.Nurses perceive electronic whiteboards as user‐friendly and as facilitating data input.TREND (Nonrandomised evaluations of behavioural and public health interventions).No patient or public contribution. [ABSTRACT FROM AUTHOR]

With the continuous development of technology, the smart blackboard has been widely used in classroom teaching at various stages of education in China, providing teachers with an intelligent teaching system, helping them improve the pertinence and effectiveness of teaching design in lesson preparation, teaching design, classroom writing, teaching management, teaching evaluation, teaching reflection, and other aspects. It is also conducive to stimulating learners' learning enthusiasm, interest persistence, and learning effectiveness. This article conducts a comprehensive study on the classroom interaction mode based on smart blackboards. Through an in-depth analysis of the functional characteristics of smart blackboards and their potential applications in teaching, an innovative classroom interaction mode is proposed based on a large number of previous teaching equipment classroom interaction modes such as electronic whiteboards. This model aims to fully leverage the advantages of the smart blackboard, achieve multi-dimensional and effective interaction between teachers, students, and the smart blackboard, and improve students' learning enthusiasm and participation. Through this model, teachers can better utilize the multimedia display, real-time feedback, and interactive functions of the smart blackboard, creating a more vivid and personalized teaching environment. In this mode, students can engage in effective learning, deep learning, and personalized learning to cultivate their higher-order thinking and promote their development. [ABSTRACT FROM AUTHOR]

Technology indeed plays an important role in education, and successfully integrating new technologies into the teaching and learning process is a major objective for educators and teachers. The interactive whiteboard (IWB) can stand out as a tool that teachers effectively utilize to enhance the effectiveness of the lessons in their classrooms. This study investigated the stages of concern and expectations of the teachers in the Faculty of Foreign Languages (FFL) at Dong Nai Technology University (DNTU) regarding the use of IWBs in teaching English. The study also explored the relationship between teachers' stages of concern and, their teaching experience and their using IWB experience. Data collection involved the distribution of questionnaires to fifty-two teachers in FFL at DNTU. The results explored differences in the concern levels among the respondents, with two prominent stages of concern for the participants: Stage 4 (Consequence) and Stage 1 (Informational). The study indicated that there was no relationship between teachers' stages of concern with their teaching experience and their IWB using experience. The study also showed the respondents had positive expectations of using IWBs in teaching English. [ABSTRACT FROM AUTHOR]

The article presents the study, of a bibliographic nature, on teaching Mathematics from a creative and innovative perspective. By surveying articles on Mathematics teaching published in the Revista Ibero-Americana de Estudos em Educação, we sought to identify the role of pedagogical practices in breaking aversions to the mathematics curricular component. From the analyzes undertaken, it was possible to identify the following as practices of a creative and innovative nature: (i) student participation in proposing teaching material; (ii) use of mathematical games, interactive digital whiteboards, manipulative materials and literature books that allow students to discuss real situations in their daily lives; (iii) use of assistive technologies in a collective and collaborative way, favoring inclusive education. It was also found that all articles deal with practices in the context of teaching Mathematics in Basic Education, leaving the question of how practices occur in Higher Education, within the scope of teacher training courses. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Our students belong to a highly digitised generation with easy and rapid access to information. They are dependent on technology and tend to become bored quickly. There is an ongoing debate regarding the need to reconsider our teaching methods in order to capture the attention of our students. This study surveyed both students and teachers on the subject of online teaching and its impact on university education. Additionally, it explored issues related to integrating interactive applications in education. These applications are considered essential tools in combating student boredom and disinterest. They also enable teachers to receive valuable feedback, which was highlighted as critically important by educators in the survey. In this context, we conducted a study within a chemical engineering program at a Spanish university. We examined the use of four different interactive applications (Kahoot!, Wooclap, Classflow, Moodle) and compared the results with those from previous years when only one of these applications was employed. This study aimed to determine how using multiple applications led to increased student participation, driven by avoiding monotony, resulting in improved academic performance. • Students and teachers prefer a face-to-face model due to more significant interaction. • The use of interactive applications helps to maintain attention and the feedback teacher/student. • The favourite application for students and teachers is Kahoot!. • The employ of several tools increases the student's participation and improves their academic marks. [ABSTRACT FROM AUTHOR]

The work aims at improving Chinese music lessons using multimedia technologies. In this regard, the authors applied some testing methods, as well as statistical calculations. The research process involved 160 Chinese school and university students. The test results showed that the main percentage of the respondents had an average level of knowledge at the introductory stage – 52% of the school students and 58% of the university students. Repetitions of notes and melodies aurally caught the greatest interest of the school students (27%) during learning, and so did reproductions of sound effects in the university students (24%) according to some specified parameters. The authors developed a multimedia training program based on the data obtained, using, inter alia, interactive whiteboards, electronic textbooks, software, video demonstrations and psychological support. The level of the respondents' knowledge has increased significantly after training. Acquiring average knowledge by 3% of the school students and 6% of the university students confirms this. The calculation of standard deviations showed that the majority of the respondents confirmed their high level of knowledge, since there was practically no standard deviation. This indicator was 0.06 and 0.002 for the school students and the university students, respectively. [ABSTRACT FROM AUTHOR]

The integration of information into teaching through methods such as e-classrooms, interactive whiteboards, and the widespread adoption of "e-textbooks" provided by publishers has equipped educators with dynamic and engaging instructional models. This is progressively becoming the norm in the educational landscape. Recently, flipped teaching methods have received significant attention. By providing online resources and multimedia materials for students to review before class, teachers can allocate more classroom time to facilitating discussions about the lesson. In this study, an experimental investigation was conducted using flipped teaching in an educational setting that focused on training students for exhibitions. The objective was to evaluate the influence of flipped teaching on students' interest in learning and overall academic effectiveness. According to the experimental findings, the group taught using flipped teaching methods outperformed the traditionally taught control group in terms of learning interest. This demonstrates that flipped teaching has the potential to stimulate student interest. Furthermore, the group that was taught through flipped teaching demonstrated superior learning effectiveness compared to the traditional teaching group, indicating that flipped teaching can enhance academic outcomes. These research results can serve as a valuable reference for future enhancements in teaching. The goal is to create a more relaxed and autonomous learning environment for students by replacing traditional textbook learning with information technology-integrated teaching. [ABSTRACT FROM AUTHOR]

In Norway's 'Framework Plan for kindergartens' digital tools are to be implemented for learning, play and creativity. Implicitly the concept of digital tools, or ICTs, tend to be tablets, computers, and interactive whiteboards, smartphones are as such not taken into account. However, we find that the smartphone is particularly interesting because it differs from the other types of ICTs used in Early childhood education and care (ECEC) institutions. Tablets, computers and interactive whiteboards, are all implemented as distinctly pedagogical tools, potentially fulfilling the framework plan, while smartphones have been implemented primarily as administrative and documentational tools. Yet, in this case study on the use of ICTs in a Norwegian ECEC we found that such administrative use of smartphones was blended with undercurrents of 'filler use' for pedagogical purposes. In this article we build on the literature on ICT's in ECEC by exploring the outcome such filler use of smartphones may have. To do this we draw on the domestication theory to describe the practice, symbolic and meaning dimensions in the enactment of smartphones in an ECEC setting. [ABSTRACT FROM AUTHOR]

The latest trend in the modernization of teaching is represented by interactive technology presented by an interactive whiteboard. When used correctly, the interactive whiteboard is a modern didactic tool that contributes not only to innovation, but also to the efficiency of the teaching of professional subjects. The aim of this paper is to provide up-to-date information on the use of interactive whiteboards in the teaching of a professional subject. The primary professional subject of research is the subject of physics. [ABSTRACT FROM AUTHOR]

The decentralized whiteboard application using New Kind of Network (NKN) is a real time collaborative application. Decentralized whiteboard uses NKN as a peer-to-peer network layer which is optimized to manage network resources. Decentralized applications create an innovative open-source software ecosystem which is both secure and resilient. Presently, when majority of researchers want to access information on the network, they often face the risk of learning online and some of the challenges they encountered are high bandwidth usage, high CPU usage, physical connectivity issues, malfunctioning devices, domain name server (DNS) issues and interference in the wireless network. The method adopted involves the breaking down of its compositional sub-system in a reverse engineering fashion. The top-down model helps researchers to write the main procedure that names all the major function needed in developing the decentralized whiteboard web-application. The results obtained shows that decentralized whiteboard has given software developers ability to reuse code in various program fragments and also provided better connectivity for their users. In conclusion, it is recommended that institution of higher learning can adapt this as a learning tool to aid a better learning experience in their institutions of higher learning. [ABSTRACT FROM AUTHOR]

Appeared as a 'low-tech' yet significant teaching aid in the modern classroom, the blackboard has greatly shaped the medium, space and pedagogy of school education. Over the past two centuries, 'blackboard' itself has also been constantly remoulded in terms of its colour, material and function, from the traditional black wooden surface to the interactive digital screen, which requires comprehensive investigations from historical, technological and educational perspectives. This essay synthesizes approaches applied in three dimensions. First is the material and technological aspect, tracing the transformation of such 'boards' from stone/wood to plastic/steel to digital/online forms and their functions extended; then it focuses on the etymological and lexicographical dimension, comparatively analysing the definitions of blackboard, chalkboard and whiteboard in the representative dictionaries; moreover, an educational perspective is employed throughout the whole investigation, especially on how the invention and involution of 'blackboard' shaped the class space, teacher-student relationship and subject pedagogy. Beyond the concern of technology, this essay reserves due attention to the epistemological issue in dealing with the presentation, transmission and acquisition of knowledge under different cognitive contexts. [ABSTRACT FROM AUTHOR]

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The pandemic directly impacted the educational system by moving from the traditional classroom to the electronic blackboard. In this transition process, an educational habitus emerged that consisted of facing the health, economic, social and educational crisis in a self-management of opportunities. In this sense, the search for information was a fundamental tool to promote self-knowledge. The objective of the present was to establish the reliability and validity of an instrument that measures the intention to search for information in digital networks with a non-probabilistic selection of 253 students from a public university in the State of Mexico. The results show the establishment of eight factors among which the intention to select information explained 21% of the total variance. Lines of research are noted regarding the construction of an agenda with central information processing axes and issues to anticipate discussion scenarios and shared agreements. In relation to the state of knowledge in which stigma prevails towards the proximity of people and distancing as well as confinement as central strategies of anti-COVID-19 policies, the establishment of an agenda focused on the self-management of knowledge is recommended. The management, production and transfer of knowledge is recommended from the self-management of resources and opportunities, as well as from the interrupted collaboration between the parties involved in the public education system. [ABSTRACT FROM AUTHOR]

Building on our original Virtual Ray Tracer tool, we present Virtual Ray Tracer 2.0 , an interactive and gamified application that allows students/users to view and explore the ray tracing process in real-time. The application shows a scene containing a camera casting rays which interact with objects in the scene. Users are able to modify and explore ray properties such as their animation speed, the number of rays and their visual style, as well as the material properties of the objects in the scene. The goal of the application is to help the users – students of Computer Graphics and the general public – to better understand the ray tracing process and its characteristics. This includes not only the basics of ray tracing, but also more advanced concepts such as soft shadows. To invite users to learn and explore, various explanations and scenes are provided by the application at different levels of complexity, each with a step-by-step tutorial. Several user studies showed the effectiveness of the tool in supporting the understanding and teaching of ray tracing. The educational tool is built with the cross-platform engine Unity, and we make it fully available to be extended and/or adjusted to fit the requirements of courses at other institutions, educational tutorials, or of enthusiasts from the general public. [Display omitted] • Area lights and soft shadows (via super/area sampling). • Novel ray visualization styles (such as according to importance and/or color contribution). • Bounding volumes for acceleration (dynamic axis-aligned bounding boxes and octrees). • Gamification (with tailored tutorials per level/scene, reward badges, and more). • A mobile and web version of the tool. [ABSTRACT FROM AUTHOR]

In this paper, we introduce MARVEL, a system designed to simplify the teaching of MapReduce, a popular distributed programming paradigm, through software visualization. At its core, it allows a teacher to describe and recreate a MapReduce application by interactively requesting, through a graphical interface, the execution of a sequence of MapReduce transformations that target an input dataset. Then, the execution of each operation is illustrated on the screen by playing an appropriate graphical animation stage, highlighting aspects related to its distributed nature. The sequence of all animation stages, played back one after the other in a sequential order, results in a visualization of the whole algorithm. The content of the resulting visualization is not simulated or fictitious, but reflects the real behavior of the requested operations, thanks to the adoption of an architecture based on a real instance of a distributed system running on Apache Spark. On the teacher's side, it is expected that by using MARVEL he/she will spend less time preparing materials and will be able to design a more interactive lesson than with electronic slides or a whiteboard. To test the effectiveness of the proposed approach on the learner side, we also conducted a small scientific experiment with a class of volunteer students who formed a control group. The results are encouraging, showing that the use of software visualization guarantees students a learning experience at least equivalent to that of conventional approaches. [ABSTRACT FROM AUTHOR]

Fully convolutional neural networks‐based salient object detection has recently achieved great success with its performance benefits from the effective use of multi‐layer features. Based on this, most of the existing saliency detectors designed complex network structures to fuse the multi‐level features generated by the backbone network. However, the variable scale and complex shape of the target are always a great challenge for saliency detection tasks. In this paper, the authors propose a Rich‐scale Feature Fusion Network (RFFNet) for salient object detection. The authors design a rich‐scale feature interactive fusion module to obtain more efficient features from the multi‐scale features. Moreover, the global feature enhance module is used to extract features with better characterization for the final saliency prediction. Extensive experiments performed on five benchmark datasets demonstrate that the proposed method can achieve satisfactory results on different evaluation metrics compared to other state‐of‐the‐art salient object detection approaches. [ABSTRACT FROM AUTHOR]

Today, the internet is fundamental to social inclusion. There are many people that live in remote areas, and the only way to supply internet services is through the use of microwave terrestrial and satellite systems. Thus, it is important to have efficient tools to design and optimize these systems. In this paper, a tool with the objective to shorten the time spent in the design process of microwave terrestrial and satellite point-to-point links is presented. This tool can be applied in academia by engineering students, providing an extended analysis of many sections of a link project design, as well as in professional practice by telecommunication engineering departments, presenting a concise step-by-step interactive design process. This tool uses three-dimensional world visualization, with the Cesium Application Programming Interface (API), to display and analyze site-specific characteristics that can disrupt the link's quality of service (QoS). Using this visualization, two ray-tracing algorithms were developed to analyze signal diffraction and reflection mainly throughout terrestrial links. Using this new algorithm, an innovative process for signal diffraction and reflection calculations was created. Using updated standards provided by the International Telecommunication Union Radiocommunication Sector (ITU-R), the characteristics of the defined simulated links could be predicted, thus providing the user with the metrics of signal quality and system link budget. [ABSTRACT FROM AUTHOR]

Availability and appropriate use of digital devices are indispensable for modern learning and work environments. Compared to school and university education, however, there is hardly any empirical, scientifically sound knowledge available on this subject for the area of police training and education. The study therefore examined how the use of personally assigned digital devices such as tablet PCs and smartphones, as well as the use of interactive whiteboards, is related to the learning behaviour and academic performance of 99 police trainees during 18 months of police training. The results showed that a frequent use of digital devices was related to an improvement in learning behaviour and interest. The results on academic performance of these 99 police officers trainees compared to the trainees without personally assigned digital devices of the same cohort (N = 629) are mixed. The study points out several practical implications for the further implementation of digital devices, such as the need for training the police personnel, developing new didactic teaching methods as well as new teaching formats. [ABSTRACT FROM AUTHOR]

Interactive whiteboards (IWBs) are amongst the most widely used technology in education around the world. Technology is playing a crucial role in our lives, and it is becoming increasingly important for future generations to be digitally savvy. The 21st century students are digital natives in terms of technology and they are able to manipulate many screens at the same time. The study's ultimate goal was to assess external criteria such as perceived ease of use, perceived usefulness, students' attitudes toward technology, behavioral intention to use technology, and actual integration of IWBs in EFL classes. Moreover, the author wanted to discover more about how students interact and study in classes with interactive whiteboards. The study's primary focus is on what occurs when Albanian teachers incorporate use ICT into their English lessons to help their students learn the language more effectively. This study attempted to shed some light on the frequency of IWBs' usage, skills taught through IWBs, students' perception of EFL classes when IWBs are used. The findings of classroom-based research regarding the effective use of Interactive White Boards are presented in this paper (IWB). More teachers should be encouraged to use the IWB on a regular basis as a result of the study's findings. When an interactive whiteboard is used in combination with additional instruction on how to use and integrate the IWB successfully, for example, it has a positive impact on students. Students should be encouraged to use technology at all times. However, in order to effectively incorporate IWBs, school administrations should consider providing constant technical assistance for teachers in the event of difficulties, as well as teaching them on how to use new softwares that go along with IWBs. [ABSTRACT FROM AUTHOR]

College English follow-up courses are an important part of "University English Curriculum Teaching Requirements" and college English curriculum reform, and its purpose is to meet the individual needs of learners at different levels. "College English Curriculum Teaching Requirements" pointed out "Each school should design its own college English curriculum system according to the curriculum requirements and the college English teaching objectives of the school, while ensuring the improvement of students' language proficiency, it should be conducive to students' personalized learning. to meet their respective development requirements." With the rise and development of computer technology, human society has ushered in the fifth information technology revolution. In just a few decades, people's life and production methods have undergone tremendous changes. Computer information technology has been widely used in military, medical, commercial, education, and industrial fields. Multimedia-assisted teaching has incomparable advantages in these situations. The use of network, computer, and multimedia has made the English classroom teaching methods changed essentially. Due to the huge storage capacity of the computer, it can use graphics, sound, and animation to express, organize, and store the corresponding text knowledge materials, so that the sound, image, and text can truly coexist, achieving an effective increase in the amount of information dissemination and enhancing stimulus intensity of information so as to make the students' enthusiasm for learning knowledge improved. It is precisely because of the powerful information dissemination ability, information processing ability, and convenient and fast interactive form of multimedia itself that it can be used in teaching to enrich the way of classroom teaching activities and make classroom teaching methods no longer single, which can make students better complete the transition from concrete image thinking to abstract logical thinking. The smooth development of college English follow-up courses will continuously improve the English quality of our talents. Learners of different majors have different needs for follow-up college English teaching. Only when students of different majors adopt different teaching courses can they fully reflect the individuality and suitability of the courses. In order to understand the specific needs and views of students of different majors on the courses, students of different majors are made to adopt different teaching courses to get personalized and appropriate learning experience. We distributed questionnaires to senior students at a certain university and adopted Dudley-Evans and St John's needs analysis method for the survey results. It is found that liberal arts students are looking forward to the language application and language skills modules, and their satisfaction with these two modules is as high as 86.23%. The science students and engineering students are more satisfied with the two modules of professional English and language application. Among them, the satisfaction of science students on these two modules is 78.63%, and the satisfaction of engineering students is as high as 92.38%. Students of different majors have a positive attitude towards English follow-up courses, but there is a big difference between the courses offered by universities and the teaching mode. For example, 85.62% of liberal arts students are satisfied with the recognition of the course mode, and only 14.38% are dissatisfied; 66.3% of science students are satisfied with the curriculum model, 33.7% are dissatisfied; 66.45% of engineering students are satisfied with the curriculum, and 33.55% are dissatisfied. [ABSTRACT FROM AUTHOR]

With the rapid development of computer network technology, all aspects of human life have begun to show a trend of networking and intelligence, and the education industry is no exception. This study wants to improve the quality of classroom teaching and student performance. Through demand analysis, this paper understands the teaching characteristics of software engineering and the shortcomings of the original teaching methods and develops a comprehensive network teaching system (TS). This article introduces the framework design of the system around screenshots, electronic whiteboards, and image compression schemes; starting from three aspects of teaching courseware, exercise library, and teaching practice, it illustrates the advantages of intelligent and personalized teaching. From the experimental data, it can be seen that the excellent performance rate (score>80) of students who study software engineering courses through the network TS after one semester is 75.56%, which is compared with the 46% excellent rate in the class using traditional methods. It can be seen that an intelligent and personalized network TS can play an excellent role in stimulating students' enthusiasm for learning and improving students' academic performance in practice. [ABSTRACT FROM AUTHOR]

The developments in the Engineering domain have risen at an unprecedented rate in the past three decades. New technologies emerge every year and find their use case in multiple industries, also impacting the higher education as a whole. The present ecosystem demands industry-ready graduates from higher education institutes. To meet this, inculcation of newly developed technologies in the engineering education domain is a must. The retention span of Millennials in the traditional classroom settings has lowered down, posing the biggest challenge in student learning outcome at the higher education level. To solve this problem, interactive and immersive technologies has played a significant role through the use of Augmented Reality (AR), Virtual Reality (VR), and Gamification in a modern classroom setting. These technologies are capable of being used online as well as offline, and promise to deliver an enhanced user experience. The use of such tools also improves the student engagement by virtue of interactive content during the classroom session. This results in improved student learning and motivation in various domains of higher education. This paper focuses on the engineering education domain and discusses the role of these technologies in improving student understanding of intricate concepts of various engineering disciplines. A study of research papers presenting different digital learning platforms developed using these technologies from 2017 to 2021 was done, and it was concluded that the trends and technologies discussed in this paper have been tested and proven to be beneficial in engineering education. Further, developing a low-cost learning system using immersive and interactive technologies, and upgrading the present classroom set-up and skill set of instructors to make them significantly capable of utilizing the benefits offered by these technologies is yet to be achieved. [ABSTRACT FROM AUTHOR]

The growth of society has been significantly impacted by the introduction of the new multimedia era. A new task will present itself to the choreographer in light of this context. This paper makes the argument that multimedia technology should be incorporated with dance art so that dance works can give audiences a deeper feeling and impression and promote the diversified development of dance art by outlining the characteristics of multimedia and its application advantages in choreography. A multimedia network classroom contains a variety of features, including real-time educational feedback, an interactive learning environment, and a diverse instructional content. Based on this, this article builds and integrates the instructional resources for the dance choreography course as well as the instructional management system for the course. In order to precisely and effectively teach choreography, it is necessary to give the proper instructional materials. According to experimental findings, the recall and precision of the suggested method can both approach 95.71% and 96.84%, respectively. It partially resolves the issues of users having trouble locating necessary educational resources and instructional resources being underutilised. The dance choreography course is being taught using this way in a multimedia network setting. [ABSTRACT FROM AUTHOR]

In order to understand the real situation of classroom teaching under the environment of information technology and the problems existing in the integration of information technology and curriculum in actual classroom teaching, this paper takes multimedia, interactive electronic whiteboard and Moodle platform as the research and analysis object and uses ITIAS to describe the real situation of classroom teaching. This paper makes a quantitative analysis of the classroom teaching behavior and technology using behavior of 3 teachers and 151 students in the integrated teaching of information technology and curriculum, and makes a comparative analysis with the data obtained from the questionnaire survey of the information education behavior of 213 teachers and a lot of students in 36 middle schools in southern Henan. After investigation and research, three findings have been found: firstly, the initiative of many Chinese teaching is still in the hands of teachers. Secondly, the interaction between teachers and students in classroom teaching has an important impact on teaching and learning. Thirdly, implication of information technology can effectively promote students' autonomous learning and teachers' reflection. Therefore, under the background of artificial intelligence, this paper puts forward the following teaching countermeasures: firstly, it is imperative for teachers to use information technology for effective teaching. Secondly, teachers ought to encourage students to use information technology to improve their cognitive ability and inquiry ability. Thirdly, teachers are encouraged to pay attention to the formative evaluation of the learning process and individual students. Fourthly, middle school Chinese teachers need make effective use of information technology to create an interactive teaching environment. Fifthly, teachers are supposed to focus on indirect influence to make the classroom atmosphere more democratic and harmonious in classroom teaching. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Institute / Sosyal Bilimler Enstitüsü Dergisi is the property of Bingol University / Rectorate and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, we compared the effects of two media (Interactive Whiteboards and Paper) on both expository and narrative texts reading comprehension among 5th grade children of primary school. Two texts were constructed, according to the same controlled hierarchical structure. Comprehension was assessed by a multiple-choice questionnaire including three types of questions (surface, semantics, inferential). Results of the comprehension test revealed no difference between the two supports. Regardless of support, we found better performances for the narrative text, as well as an interaction between Text and Question factors, revealing that children had more difficulties to elaborate inferences when reading the expository text. These results are in line with previous findings underlying that texts with a similar structure, with a single-page presentation elicit similar performances on paper and electronic devices. They also provide interesting perspectives about the use and impact of Interactive Whiteboards during reading activities or lessons in classrooms. [ABSTRACT FROM AUTHOR]

When used in a sensible way, Interactive Whiteboards (IWB) are supposed to motivate and engage students in learning in the classroom. Thereby, they might also stimulate students who are usually more restrained, such as more anxious students. However, the body of research on the impact of IWB lessons is rather small. The present study investigated whether a 45-minute lesson with the IWB compared to a conceptual identical 45-minute lesson without the IWB would support learning and motivation within the subject English as a foreign language for German students. Moreover, the study examined whether the 45-minute lesson with the IWB compared to the 45-minute lesson without the IWB would be better able to counteract the detrimental effects of foreign language classroom anxiety (FLCA). One hundred and two eighth graders from two secondary schools in Germany took part in this study and were either taught with the IWB (condition IWB; n = 53) or without the IWB (condition No-IWB; n = 50). Results showed that students in the IWB condition stated to be higher motivated and performed better in a vocabulary test than their counterparts in the No-IWB condition. FLCA was negatively correlated with performance in the vocabulary test. Other than expected, learning with the IWB did not compensate the detrimental effect of FLCA, meaning that learning with the IWB was more beneficial than learning without the IWB irrespective of a student's FLCA. Implications of the study will be discussed. [ABSTRACT FROM AUTHOR]

Dualisms are pervasive. The divisions between the rational mind, the physical body, and the external natural world have set the stage for the successes and failures of contemporary cognitive science and artificial intelligence. Advanced machine learning (ML) and artificial intelligence (AI) systems have been developed to draw art and compose music. Many take these facts as calls for a radical shift in our values and turn to questions about AI ethics, rights, and personhood. While the discussion of agency and rights is not wrong in principle, it is a form of misdirection in the current circumstances. Questions about an artificial agency can only come after a genuine reconciliation of human interactivity, creativity, and embodiment. This kind of challenge has both moral and theoretical force. In this article, the authors intend to contribute to embodied and enactive approaches to AI by exploring the interactive and contingent dimensions of machines through the lens of Japanese philosophy. One important takeaway from this project is that AI/ML systems should be recognized as powerful tools or instruments rather than as agents themselves. [ABSTRACT FROM AUTHOR]

Interactive Whiteboard (IWB) has recently been used to replace the TWB (traditional whiteboard), with many of its features being observed to help teachers in educational activities. This is based on effectively and efficiently increasing the teacher-student interaction. Therefore, this study aims to analyze the determinants of Behavioral Intention (BI) and the use of interactive whiteboards by K-12 teachers, in remote and rural Chinese areas. The Modified-Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model was used in this analysis, as a learning medium to deliver the subject matter to students. The sample and population were also the teachers in the Guangxi Zhuang Autonomous Region, China, where 171 voluntary respondents participated in this study. Furthermore, the obtained data were processed using a Structural Equation Model (SEM) approach, through the Smart-PLS software. The results showed that Habit and Hedonic Motivation had a significant influence on the Behavioral Intention (BI) of teachers, toward the utilization of IWB in remote and rural areas. Besides this, Facilitating Conditions (FCs) and BI also had a significant positive effect on Usage Behavior. Based on these results, important information was provided to school principals, local governments, and teachers for education quality improvement, regarding the patterns of increasing IWB utilization in remote and rural areas. [ABSTRACT FROM AUTHOR]

The Bavarian Police training aims to equip all 750 police teachers and 4.000 police officer trainees with officially approved police tablet PCs and smartphones by the end of 2025. Following a phased approach, teachers and trainees are being issued with tablet PCs (convertibles) and smartphones. Overall, there is no doubt that the use of digital devices is important and necessary in order a) to prepare the police trainees for their future work as police officers and b) to support their learning process. However, the question arises as to how exactly they benefit from those digital devices. For getting a first insight on the impact of digital devices on learning interest and engagement of police officer trainees in the classroom, as well as on their academic performance in general, the Bavarian Police conducted a digital pilot project with a single unit of 100 police officer trainees and 20 police teachers and trainers for 21 months from December 2019 to August 2021. The findings show that different digital devices have different impacts on the learning behaviour as well as on the academic performance of the police trainees. Above all, tablet PCs and interactive whiteboards have shown to improve learning behaviour. Furthermore, the findings show that digital devices, which are not used regularly, do not improve the classroom behaviour of the trainees or they may even worsen it slightly. The study puts forward several practical suggestions for the further implementation of digital devices at police training such as the necessity of training for the police personnel and the need to develop new didactic methods as well as new modes of teaching. [ABSTRACT FROM AUTHOR]

Interactive computer simulations and hands-on experiments are important teaching methods in modern science education. Especially for the communication of complex current topics with social relevance (socioscientific issues), suitable methods in science education are of great importance. However, previous studies could not sufficiently clarify the educational advantages and disadvantages of both methods and often lack adequate comparability. This paper presents two studies of direct comparisons of hands-on experiments and interactive computer simulations as learning tools in science education for secondary school students in two different learning locations (Study I: school; Study II: student laboratory). Using a simple experimental research design with type of learning location as between-subjects factor (NStudy I = 443, NStudy II = 367), these studies compare working on computer simulations versus experiments in terms of knowledge achievement, development of situational interest and cognitive load. Independent of the learning location, the results showed higher learning success for students working on computer simulations than while working on experiments, despite higher cognitive load. However, working on experiments promoted situational interest more than computer simulations (especially the epistemic and value-related component). We stated that simulations might be particularly suitable for teaching complex topics. The findings reviewed in this paper moreover imply that working with one method may complement and supplement the weaknesses of the other. We conclude that that the most effective way to communicate complex current research topics might be a combination of both methods. These conclusions derive a contribution to successful modern science education in school and out-of-school learning contexts. [ABSTRACT FROM AUTHOR]