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This article addresses a prominent gap in the literature by investigating the crucial soft skills required by project management students, graduates, and new practitioners entering the contemporary workforce. The literature review study adopts a concept-centric approach to examine the essential soft skills and effective learning methods for new project managers in the 21st century. Five essential 21st-century project management soft skills (communication, leadership, interpersonal, teamwork and emotional intelligence) were identified, along with three learning methods (experiential, active and reflective) that can be used to develop them. The implications of this research extend to project management students, graduates, and educators alike, emphasising the importance of nurturing the identified soft skills. As the project management domain evolves, the findings highlight the need for an education that prioritises hands-on learning and reflective practices, enabling emerging project managers to excel in their roles and drive project success. [ABSTRACT FROM AUTHOR]

Background: The aim of the research was to evaluate outdoor aerobic sport activities (OASA) in the physical education (PE) of university students using wearables and their potential to personalize the learning process and enhance motivation. Methods: In total, 368 university students participated. The OASA structure and the key points of application in PE were described. Descriptive statistics of the training units (n = 3,680) were processed. The students recorded their training data in the Strava app (10 sessions per semester), and the data were shared in the online sport community created on the Strava platform. Motivation was evaluated using a questionnaire. The focus was both on intrinsic motivation and extrinsic "ICT" motivation, based on Strava app features and tools. Results: The most preferred outdoor aerobic sport activities were running (58%), cycling (13%), and walking (16%). The results provided insight into motivation and performance analysis. Students' motivation to participate in OASA was mainly in health concerns, such as staying in shape (94%), staying healthy (90%), and psychological concerns, such as having fun (88%), improving state of mind (88%), or relieving stress (83%). In achievement concerns, the motivation was a personal challenge (72%), while competing with others was ranked lowest (32%). The Strava app was a motivating tool for students to record, monitor, and analyze their individual activities and feel "connectedness" to the online sport community. 70% of students were motivated by the non-competitive character of PE, which gave them a personalized opportunity to train without being compared to others. Discussion: The OASA management, with the use of blended learning methods and the Strava app, uses a motivational approach to create, support, and maintain students' healthy habits of physical activity through PE lessons. The need for students to be motivated to exercise can be confirmed in the analysis of the statistical descriptive parameters of running, cycling, and walking. There was a tendency for students to complete only the minimum required distance/time (not more). On the other hand, students enjoyed the training, and 99% of students confirmed that they would enroll again. That fact underlined the importance of motivating students with an effective learning strategy and giving support and guidance. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Information and Communication Technologies (ICT) hold substantial promise for enhancing language acquisition. Integrating ICT into educational settings presents novel avenues for tailored learning experiences. This study seeks to investigate English as a Foreign Language (EFL) learners' perceptions regarding the efficacy of ICT-driven learning methods in bolstering English proficiency. Data were gathered via a comprehensive literature review. Employing qualitative study, researchers conducted a thorough examination of learners' perspectives and attitudes within classroom contexts. Analysis of these attitudes illuminated shifts in learners' perceptions and facilitated the identification of potential pedagogical enhancements. Findings underscored the transformative impact of ICT on learner attitudes, particularly within classroom dynamics. Moreover, the research demonstrated notable advancements in students' English language competencies. However, it emphasizes the importance of vigilant monitoring and instruction by educators to ensure responsible ICT utilization.

This study investigates 14 digitally enhanced learning methods, shedding light on students with special educational needs (SEN) in inclusive digital learning environments. We seek to fill the gap in the literature by specifically investigating methods suitable for students with SEN. A survey among experts has been carried out to assess learning methods that are effectively applicable in inclusive digital learning environments. A mixed method: quantitative and qualitative data analysis with the use of a constant comparative method has been applied to synthesise and compare experts’ answers. Quantitative data analysis showed that cooperative learning, digital problem/project-based learning, and virtual exchange are the most suitable methods for all students, whereas digital problem/project-based learning, cooperative learning, and service-learning were agreed upon as the most appropriate for students with SEN. Answers to open questions, evaluated using a qualitative approach, showed that the effectiveness of digital approaches is heavily reliant on the skills, experience, willingness, confidence, and knowledge of teachers implementing them. Employing cooperative learning and digital problem/project-based learning, particularly by experienced and highly skilled teachers, has the potential to effectively support all students, including those with SEN, in digital learning environments.

Ineffective use of learning methods in the conditions and circumstances of students caused the obtained learning objective not achieved or below the standard. This case was determined to be the background for this research. This article described and analyzed the comparative of efficacious methods, modern and traditional learning methods, in Arabic learning. This type of research was an experimental research with a descriptive quantitative approach. The population of this study were fourth-grade students in class IV-A, IV-B and IV-C at MI Al-Ma'had An-Nur Bantul Yogyakarta. Meanwhile, the sample for this research was class IV-A and IV-B with each class consisting of 21 students. The sample in this research was selected with purposive sampling technique. Data collection were obtained through tests, observations, interviews and documentation. Hypothesis testing in this study used a paired sample t-test calculated using the SPSS version 25 application. The results of this study showed that there was a difference in success between modern learning methods of 84.05 and traditional learning methods of 64.05 in accordance with the results of the paired sample test (t-test). Hence, it can be concluded that the results after modern learning methods implementation are considered more effective to apply in the Arabic language learning process. It was expected that the results of this research could be a reference for teachers in determining suitable learning methods for students in the teaching and learning process.

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia 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.)

Approaches to fine-tuning of artificial intelligence based on two proposed methods are considered. For this purpose, a review of the main methods of retraining artificial intelligence was carried out, their advantages and disadvantages were determined. The proposed methods have their own characteristics, each of them is suitable for different types of tasks. The "Step-by-Step" method is based on multiplying the information entered into the AI verification model and consolidating this information at each stage of training. Using this approach, it becomes possible to detect errors at the early stages and provide additional information to the model, which allows the artificial intelligence to learn the material better. In its turn, the "All at once" method simultaneously introduces a large amount of information to the AI model at the initial stage, after which the verification of the fixed information begins by placing questions. This approach can be effective for tasks that require rapid learning and need complex comprehension of large amounts of information. Each of the methods has its advantages and disadvantages, the effectiveness of each of them may vary depending on the specific context of application. The Step-by-Step method allows the AI to learn the details better, but may require more time and resources. The “All at once” method allows to achieve results faster, but it can lead to a superficial understanding of the material and increase the number of errors. In this work, a schematic block of each of the two methods was developed, a comparative analysis of the effectiveness of these methods was carried out using the example of fine-tuning the ChatGPT model. An experimental approbation of the AI training process was carried out based on each of the methods, due to which a comparative assessment of the effectiveness of the results of fine-tuning was performed and appropriate conclusions were drawn. The results of the study can be useful for developers and researchers working in the field of artificial intelligence and can help to use a better method of retraining for specific tasks. Therefore, modified methods of fine-tuning of artificial intelligence have been studied, which allow using a smaller amount of resources and obtaining high accuracy and efficiency of work for specific tasks. [ABSTRACT FROM AUTHOR]

Copyright of Revista Educación en Ingeniería is the property of Asociacion Colombiana de Facultades de Ingenieria 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.)

Soil potassium is a vital macronutrient and element for both crops and biogeochemical cycles. However, studies on variety of soil potassium and environmental factors in long term cultivated farmlands are still lack. In this study, both soil properties of topsoil (0-20 cm) and environmental factors of ten soil health monitoring station in China were investigated from 1990 to 2018. Seven learning methods were used to build soil total potassium (TK) prediction model. Results showed that the mean value of soil TK content in 0-20 cm was 15.64±0.09 g·kg-1 with the range of 3.17-31.04 g·kg-1. TK significantly increased with both the increasing of soil pH and elevation, while significantly decreased with the increasing of total organic carbon, organic matters, air temperature, amount of precipitation, humidity, and atmospheric pressure. The order of R2 of soil TK prediction models from low to high was Linear Regression < Support Vector Regression < Decision Tree < Light Gradient Boosting Machine < Random Forest < eXtreme Gradient Boosting < Feedforward neural networks with the highest R2 at 0.91 and the lowest values of RMSE and EF. Soil pH, air temperature, and precipitation could be important environmental factors affecting significantly soil total potassium. Machine learning methods generally showed better performances than that linear regression one. Based on long-term and in-situ monitor of soil properties and environmental factors, a sustainability management strategy for farmlands could come true. [ABSTRACT FROM AUTHOR]

In the modern digital age, users are exposed to a vast amount of content and information, and the importance of recommendation systems is increasing accordingly. Traditional recommendation systems mainly use matrix factorization and collaborative filtering methods, but problems with scalability due to an increase in the amount of data and slow learning and inference speeds occur due to an increase in the amount of computation. To overcome these problems, this study focused on optimizing LightGCN, the basic structure of the graph-convolution-network-based recommendation system. To improve this, techniques and structures were proposed. We propose an embedding enhancement method to strengthen the robustness of embedding and a non-combination structure to overcome LightGCN's weight sum structure through this method. To verify the proposed method, we have demonstrated its effectiveness through experiments using the SELFRec library on various datasets, such as Yelp2018, MovieLens-1M, FilmTrust, and Douban-book. Mainly, significant performance improvements were observed in key indicators, such as Precision, Recall, NDCG, and Hit Ratio in Yelp2018 and Douban-book datasets. These results suggest that the proposed methods effectively improved the recommendation performance and learning efficiency of the LightGCN model, and the improvement of LightGCN, which is most widely used as a backbone network, makes an important contribution to the entire field of GCN-based recommendation systems. Therefore, in this study, we improved the learning method of the existing LightGCN and changed the weight sum structure to surpass the existing accuracy. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) is the property of Dinasti Publisher 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 Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) is the property of Dinasti Publisher 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.)

This article addresses a prominent gap in the literature by investigating the crucial soft skills required by project management students, graduates, and new practitioners entering the contemporary workforce. The literature review study adopts a concept-centric approach to examine the essential soft skills and effective learning methods for new project managers in the 21st century. Five essential 21st-century project management soft skills (communication, leadership, interpersonal, teamwork and emotional intelligence) were identified, along with three learning methods (experiential, active and reflective) that can be used to develop them. The implications of this research extend to project management students, graduates, and educators alike, emphasising the importance of nurturing the identified soft skills. As the project management domain evolves, the findings highlight the need for an education that prioritises hands-on learning and reflective practices, enabling emerging project managers to excel in their roles and drive project success.

This research aims to examine: (1) the history of the establishment of Ma'had Aly Iqnā' Ath-Thālibīn Pondok Pesantren Al-Anwar, Sarang, Rembang (2) Taṣawuf education at Ma'had Aly Iqnā' Ath-Thālibīn Pondok Pesantren Al-Anwar, Sarang, Rembang (3) the characteristics of Taṣawuf education at Ma'had Aly Iqnā' Ath-Thālibīn Pondok Pesantren Al-Anwar, Sarang, Rembang. The research approach used in this study is descriptive qualitative. The research setting was conducted at Ma'had Aly Iqnā' Ath-Thālibīn Pondok Pesantren Al-Anwar, Sarang, Rembang. The data collection method uses documentation, interview, and observation methods. For data validity techniques used are source triangulation techniques. While the data analysis technique that researchers obtained, using data collection, data reduction, and data verification. The results of the study conclude The learning method follows the tradition of the salaf pesantren and emphasizes social practice. Its characteristics include the use of the book by Masyayikh PP. Al-Anwar, sanadan kitab, syarh kitab as a final assignment, and the application of Sufism in social life.

The proficiency of trained individuals in effectively administering Cardiopulmonary Resuscitation (CPR) is paramount in mitigating the impact of out-of-hospital cardiac arrest incidents. Inadequate CPR skills among laypersons can result in missed opportunities to save lives. Therefore, it is imperative to prioritize unified efforts to enhance CPR competencies within the general populace. This scoping review aims to consolidate literature discussing the enhancement of laypeople's CPR skills using various methodologies. This scoping review employed the PRISMA methodology and encompassed an extensive search across four critical databases (Science Direct, Proquest, Pubmed, and Google Scholar) for literature published between 2013 and 2023. The search utilized the keywords "CPR Teaching," "Skill," and "Layperson." Out of 487 collected articles, 20 were deemed relevant. The findings of all relevant articles consistently indicated an improvement in laypeople's CPR skills following training. Incorporating concise CPR instructional videos and smartphone applications has shown potential for enhancing CPR knowledge and improving emergency responsiveness. Nonetheless, integrating these modern technological approaches with traditional simulation methods has demonstrated greater efficacy in CPR training, resulting in enhanced compression quality and depth. In conclusion, Integrating traditional and technology-based learning methodologies improves the capability of individuals without specialized medical training to administer CPR effectively.

This study aims to introduce collaborative learning as a method in the Mental Health and Diseases Nursing course for actively enrolled fourth-year nursing students. The objective is to assess the impact of collaborative learning on critical thinking and clinical decision-making among nursing students. Collaborative learning involves the use of small groups to help students identify effective ways of working together to enhance their learning outcomes. A quantitative research methodology was employed in this study. To evaluate the effectiveness of the collaborative learning program, a within-subject repeated-measures design was implemented. This study was conducted in the nursing department of a university in Turkey. The study included 96 female students (92.3 %) and 8 male students (7.7 %). Data collection involved the sociodemographic data form, the California Critical Thinking Disposition Inventory (CCTDI), and the Clinical Decision-Making in Nursing Scale (CDMNS). The students' pre-program CDMNS median score was 146.00 (117.00–177.00), and the post-program CDMNS median score was 147.50 (115.00–175.00). While there was an increase in the students' clinical decision-making scores after the program, this increase was not statistically significant (p > 0.05). The pre-program median score for CCTDI was 223.26 (176.87–296.02), and the post-program median score was 227.88 (188.87–359.00). The students' critical thinking disposition scores showed a statistically significant increase after the program (p

The Merdeka Curriculum requires teachers to apply various learning models, including PBL, to achieve learning objectives, including critical thinking skills. However, in the context of biology learning, the application of the PBL model is rarely considered to improve students' critical thinking skills, and research on this is still limited. Therefore, this research is essential because there is no complete analysis of the impact of the PBL learning model on critical thinking skills in biology indexed by Scopus. This study uses the SLR method to investigate the effect of the PBL learning model on students' critical thinking skills in biology material. This research method follows the PRISMA model for selecting articles based on specific criteria in the SCOPUS database. The research results show that presentation and discussion methods dominate biology learning, while there is a lack of attention to students' critical thinking and a lack of electronic teaching materials. On the other hand, problem-based learning helps students understand and apply biological material and develop critical thinking skills by emphasizing the application of knowledge, analysis, synthesis, and evaluation and involving students in group discussions to motivate critical thinking. Research shows that PBL effectively improves students' critical thinking, supported by various learning models and media that strengthen students' critical thinking skills. In conclusion, applying the PBL model allows students to focus on specific topics, understand scientific concepts, and overcome challenges through data analysis, hypothesis generation, and deductive reasoning. This model encourages critical thinking and active participation of students. Teachers are expected to be able to use various learning models to improve students' thinking abilities.

This study investigated the utilization of visual communication in e-learning within higher education institutions, commencing with the formal initiation of the e-learning program in March 2020 and extending through September 2022. The researchers utilized Bloom’s taxonomy framework to assess the effectiveness of hybrid learning approaches in practical education, focusing on knowledge, skills, and competencies. This study used an experimental methodology to examine the potential advantages of utilizing e-learning platforms for visual communication students in their acquisition of applicable materials. In their empirical study, researchers tracked two groups of twenty students: experimental and control. The results revealed that there was statistically significant improvement for the experimental group after the changes were implemented, which suggests that the methods used were effective. Therefore, scholars must dig further into these questions and design novel approaches to e-learning if it is to become a standard teaching method, especially in higher education.

This classroom action research was carried out on the basis of the low level of discipline and critical thinking among students. The aim of this research is to describe the application of learning using the Discovery Learning model and describe learning activities using Discovery Learning which can improve students' self-discipline and critical thinking. This classroom action research was carried out at SMA 3 Muhammadiyah Surakarta with the subjects being participants in class XII IPS with the implementation of 2 cycles. Using qualitative PTK methods with observation and questionnaire techniques. From the results of the discussion, it was concluded that there was an increase in students' discipline and critical thinking using the discovery learning method, namely as follows in Cycle 1. There were 6 students in the less disciplined category, 9 children in the moderate category, 5 children in the good category, and 1 in the good category. There were 9 children and students who were included in the critical thinking assessment in the poor category, 11 children in the sufficient category, 5 children in the good category, and 0 children in the good category. In Cycle 2, there were 0 students in the less disciplined category, 2 students in the moderately disciplined category, 10 students in the well disciplined category, and 9 students in the very good category. Students with the assessment of student ability in cycle 2 show the category of less than 0 children, the category of sufficient 3 children, the good category of 13 children, and the category of very good 5 children. [ABSTRACT FROM AUTHOR]

Background: Pediatricians are often the first point of contact for children in Primary Care (PC), but still perceive gaps in their allergy knowledge. We investigated self‐perceived knowledge gaps and educational needs in pediatricians across healthcare systems in Europe so that future educational initiatives may better support the delivery of allergy services in PC. Method: A multinational survey was circulated to pediatricians who care for children and adolescents with allergy problems in PC by the EAACI Allergy Educational Needs in Primary Care Pediatricians Task Force from February to March 2023. A 5‐point Likert scale was used to assess the level of agreement with questionnaire statements. Thirty surveys per country were the cut‐off for inclusion and statistical analysis. Results: In this study, 1991 respondents were obtained from 56 countries across Europe and 210 responses were from countries with a cut‐off below 30 participants per country. Primary care pediatricians (PCPs) comprised 74.4% of the respondents. The majority (65.3%) were contracted to state or district health services. 61.7% had awareness of guidelines for onward allergy referral in their countries but only 22.3% were aware of the EAACI competencies document for allied health professionals for allergy. Total sample respondents versus PCPs showed 52% and 47% of them have access to allergy investigations in their PC facility (mainly specific IgE and skin prick tests); 67.6% and 58.9% have access to immunotherapy, respectively. The main barrier to referral to a specialist was a consideration that the patient's condition could be diagnosed and treated in this PC facility, (57.8% and 63.6% respectively). The main reasons for referral were the need for hospital assessment, and partial response to first‐line treatment (55.4% and 59.2%, 47% and 50.7%, respectively). Learning and assessment methods preference was fairly equally divided between Traditional methods (45.7% and 50.1% respectively) and e‐learning 45.5% and 44.9%, respectively. Generalist physicians (GPs) have the poorest access to allergy investigations (32.7%, p =.000). The majority of the total sample (91.9%) assess patients with allergic pathology. 868 (43.6%) and 1117 (46.1%), received allergy training as undergraduates and postgraduates respectively [these proportions in PCPs were higher (45% and 59%), respectively]. PCPs with a special interest in allergology experienced greater exposure to allergy teaching as postgraduates. GPs received the largest amount of allergy teaching as undergraduates. Identifying allergic disease based on clinical presentation, respondents felt most confident in the management of eczema/atopic dermatitis (87.4%) and rhinitis/asthma (86.2%), and least confident in allergen immunotherapy (36.9%) and latex allergy (30.8%). Conclusion: This study exploring the confidence of PCPs to diagnose, manage, and refer patients with allergies, demonstrated knowledge gaps and educational needs for allergy clinical practice. It detects areas in need of urgent improvement especially in latex and allergen immunotherapy. It is important to ensure the dissemination of allergy guidelines and supporting EAACI documents since the majority of PCPs lack awareness of them. This survey has enabled us to identify what the educational priorities of PCPs are and how they would like to have them met. [ABSTRACT FROM AUTHOR]

To carry out good teacher training, we need professionals capable of teaching from all aspects. To do this, they must be trained in various active methodologies, among which is game-based learning. It is said that it is necessary to break the apparent opposition between play and work, which considers the latter associated with the effort to learn and play as idle fun. The objective of this research is to know the opinion and assessment of teachers on initial training and learning of recreational/didactic tools, and their impact on the teaching/learning process. This research was carried out through semi-structured interviews with 16 Primary Education teachers from different educational centers in Andalusia (Spain). Subsequently, a content analysis was carried out to collect the evaluations provided, extracting the most fundamental characteristics. Data processing was carried out using the QSR Nvivo 12 Plus qualitative program. The results conclude that the initial training of teachers presents deficits in the acquisition of knowledge on the subject. A fact that is supplemented during the training received during the exercise of their professional performance. Likewise, suggestions and elements for improvement of the issue are presented, pointing out the teacher, the study plans and the university institution itself as axes of change. [ABSTRACT FROM AUTHOR]

• The computer-based simulation game is a suitable learning method for medication process. • The computer-based simulation game is suitable alongside existing learning methods. • The computer-based simulation game offers teacher´s new way to teach the medication process. Nursing students learn the safe medication process during their education through a variety of learning methods. One of these methods is a computer-based simulation game, the use of which as a learning method has been researched to a limited extent. The aim of this study was to describe nursing students' (n=20) experiences of a game as a method of learning the safe medication process. A qualitative descriptive approach. Twenty nursing students participated in semi-structured group interviews at one university of applied science between 2018-2019. The data were analysed using inductive thematic analysis. Three main themes were found: 1) medication process learning methods, 2) prerequisites for the simulation game, and 3) application of different medication process learning methods. The connection among the main themes was the simulation game as a method to strengthen learning. The study showed that a computer-based simulation game offered a new and interesting way to learn. Simulation games complement current learning methods and provide students with a safe space to practice the medication process. [ABSTRACT FROM AUTHOR]

Thanks to ICT, schools were able to reinforce the construction of synergistic collaboration networks with the world of businesses, expanding the training offer of Work Experience Programs and giving students the possibility to participate in immersive on-thejob experiences, particularly innovative in terms of digital components. The reflection on the new features of the academic design of Work Experience Programs, can be traced back to the research activities carried out by a group of scholars from Sapienza-University of Rome within the purview of the Research Project of National Interest Evaluating the School-Work Alternance: a longitudinal study in Italian upper secondary schools. [ABSTRACT FROM AUTHOR]

Digital competencies and hybrid education have become fundamental tools to promote new learning styles in the context of higher education. The objective of the research was to evaluate the challenges that hybrid education creates with respect to the digital competencies of Peruvian university teachers in times of uncertainty. The approach used was mixed in order to collect both numerical and qualitative data. The population and sample were composed of 189 teachers from three national universities. The techniques used were a survey for quantitative data and an interview for qualitative data. The instruments used were a questionnaire and an interview protocol. The results show that the challenges that universities in Peru must face are the recognition of their own potential, technical–technological capacity, interpretation of the felt needs, the formative development of human talent, and reflecting themselves as a dynamic node that responds to the changes in society. It was concluded that Peruvian universities must proactively address the challenges presented by hybrid education and the development of digital competencies to ensure a high quality education that prepares students for the world of today and the world of tomorrow. [ABSTRACT FROM AUTHOR]

BackgroundThe aim of the research was to evaluate outdoor aerobic sport activities (OASA) in the physical education (PE) of university students using wearables and their potential to personalize the learning process and enhance motivation.MethodsIn total, 368 university students participated. The OASA structure and the key points of application in PE were described. Descriptive statistics of the training units (n = 3,680) were processed. The students recorded their training data in the Strava app (10 sessions per semester), and the data were shared in the online sport community created on the Strava platform. Motivation was evaluated using a questionnaire. The focus was both on intrinsic motivation and extrinsic “ICT” motivation, based on Strava app features and tools.ResultsThe most preferred outdoor aerobic sport activities were running (58%), cycling (13%), and walking (16%). The results provided insight into motivation and performance analysis. Students’ motivation to participate in OASA was mainly in health concerns, such as staying in shape (94%), staying healthy (90%), and psychological concerns, such as having fun (88%), improving state of mind (88%), or relieving stress (83%). In achievement concerns, the motivation was a personal challenge (72%), while competing with others was ranked lowest (32%). The Strava app was a motivating tool for students to record, monitor, and analyze their individual activities and feel “connectedness” to the online sport community. 70% of students were motivated by the non-competitive character of PE, which gave them a personalized opportunity to train without being compared to others.DiscussionThe OASA management, with the use of blended learning methods and the Strava app, uses a motivational approach to create, support, and maintain students’ healthy habits of physical activity through PE lessons. The need for students to be motivated to exercise can be confirmed in the analysis of the statistical descriptive parameters of running, cycling, and walking. There was a tendency for students to complete only the minimum required distance/time (not more). On the other hand, students enjoyed the training, and 99% of students confirmed that they would enroll again. That fact underlined the importance of motivating students with an effective learning strategy and giving support and guidance.

The motion cueing algorithm (MCA) enhances the realism of simulator driving experiences by generating vehicle motions within platform limitations. Existing MCAs are typically tuned for worst-case scenarios, limiting their efficiency for medium or slow driving motions. This study proposes a comprehensive MCA unit using learning-based models to overcome this problem and efficiently utilise the simulator workspace for all driving scenarios. Data samples are regenerated to cover various motion signal levels, and three classical washout filters are tuned to extract optimal motion signals. A multilayer perceptron (MLP) is trained with these extracted datasets, forming an AI-based MCA that provides high-fidelity driving motions for any scenario while optimising the platform workspace. Simulink/MATLAB is used for modelling and evaluation. Results demonstrate the proposed model's superior performance, with lower motion sensation errors, a higher correlation between sensed motion signals, and more efficient platform workspace usage.

Magnetic Resonance imaging based Electrical Properties Tomography (MR-EPT) is a non-invasive technique that measures the electrical properties (EPs) of biological tissues. In this work, we present and numerically investigate the performance of an unrolled, physics-assisted method for 2D MR-EPT reconstructions, where a cascade of Convolutional Neural Networks is used to compute the contrast update. Each network takes in input the EPs and the gradient descent direction (encoding the physics underlying the adopted scattering model) and returns as output the updated contrast function. The network is trained and tested in silico using 2D slices of realistic brain models at 128 MHz. Results show the capability of the proposed procedure to reconstruct EPs maps with quality comparable to that of the popular Contrast Source Inversion-EPT, while significantly reducing the computational time.

This study aims to describe the role of digital learning in Arabic and explain how effective methods are in learning Arabic in the digital era. This is qualitative descriptive research. Data was collected by observation and interviews with students of the 2023 Arabic language development special program at UIN Malang, Indonesia, about the learning methods used. The research results are that the currently developing digital era can make it easier for students to learn by using technology as a learning medium. A practical method of learning Arabic is getting used to answering online exercises to practice reading, writing, and speaking so that one can master learning Arabic. Apart from that, the current problem is that technology also hurts young people because of their dependence on cell phones, which can also be used as entertainment. [ABSTRACT FROM AUTHOR]

The research, employing a mixed approach and sequential explanatory design, aimed to analyze the relationship between problem-based learning mediated with simulators and the development of competencies in different areas at the secondary level. Data were collected from 157 students, stratified by training areas. Pre and post diagnoses were designed with multiple-choice questions with a single answer, subdivided by each of the evaluated competencies, presenting problem situations contextualized to real life. Data analysis involves a comparison of percentages between pre and post tests at the basic and high levels using a T test to contrast if there were significant differences between the means. Results indicated a significantly higher difference in the mathematics area than in the other intervened areas (t = 1.94; p = 0.000581), with English being the area with the smallest difference. Problembased learning mediated with simulators, helped to strengthen the resolution and formulation of mathematical problems, the interpretation of phenomena in the field of Chemistry, the identification and critical analysis of the application of physical models, and the distinction of information in other languages. The use of simulators, such as Phet and GeoGebra, showed their applicability for the observation, manipulation, and analysis of different models of mathematical, physical and chemical phenomena. In the case of Home Street, its contribution to the improvement of communication processes in the English language was evident. [ABSTRACT FROM AUTHOR]

Introduction-Learning is a complex process that involves various cognitive, motivational, and environmental factors. Self directed learning has become popular in medical curriculum and has been advocated as an important and effective strategy for medical students to develop competence in knowledge aquitance and its long term retention. Aims- The primary aim was to find out if there was any benefit of supplementing Self directed learning SDL activity with a traditional lecture To compare effectiveness of Self study, problem based study and peer assisted learning for clinical oriented subject. Methods- The participants were 60 undergraduate students from a university in India, who were randomly assigned to one of the three groups. The topic selected was neonatal jaundice. Each group had 20 students, with an equal number of males and females. Each group were given either self study, or problem based study and peer assisted learning. The materials consisted of a pretest, a post-test, a readiness questionnaire, and a lesson on a topic related to their major. The pretest and the post-test were multiple-choice questions that assessed the students' knowledge of the topic. The readiness questionnaire was a Likert-scale survey that measured the students' interest, enjoyment, confidence, and motivation toward the topic and the study method. Results- The results indicated that there was a significant difference among the groups in terms of post-test scores [F(2,57) = 4.32, p < 0.05], but not in terms of pre-test scores [F(2,57) = 0.21, p > 0.05]. A post-hoc test (Tukey's HSD) revealed that the peer assisted group had significantly higher post-test scores than both the reading group (p < 0.05) and the problem based group (p < 0.05), but there was no significant difference between the reading group and the problem based group (p > 0.05). Conclusion- Self directed learning is an effective method of learning in MBBs students. Peer assisted learning is the most effective amongst the above learning methods. [ABSTRACT FROM AUTHOR]

This research was conducted to measure how the subject Entrepreneurship, manifested in several courses and activities held by the Faculty of Business, Maranatha Christian University is related to the entrepreneurial spirit, skills, and intensity of the students taking the subject. These three aspects of entrepreneurship are equally important, not only for active entrepreneurs but also for university graduates. Entrepreneurial spirit, which includes an attitude of optimism, never giving up, and a desire to learn and progress. The effectiveness of the learning methods in promoting students' entrepreneurial intensity is proven to be significant. This research also revealed that the effective learning methods to build students' entrepreneurial spirit are sales sessions and entrepreneurial projects. Furthermore, the effective learning methods for building students' entrepreneurial skills are the entrepreneurship project, also lectures. Finally, the effective learning methods to build students' entrepreneurial intensity are the methods of, lectures, and a combination of entrepreneurial projects. [ABSTRACT FROM AUTHOR]

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Thematic learning, as an integrated educational approach, engages students in a comprehensive learning experience across multiple subjects. This research delves into the implementation of thematic learning through a study titled "Efforts to Improve Learning Achievement: Theme 2 - Loving Plants and Animals, Sub-Theme 1 - Benefits of Plants for Human Life in Thematic Incorporating Visual Learning methods enhances lessons, fostering a more engaging and effective educational experience for students in various subjects." The choice of a descriptive research approach allows the author to illustrate the application of learning techniques and the potential outcomes. The research outcomes highlight that employing Visual Learning methods positively influences students, significantly boosting their academic performance and overall learning experience. Notably, in Social Sciences, students actively engaged in activities such as utilizing tools and media, attentively listening to teacher explanations, and participating in discussions. The research highlights the effectiveness of Visual Learning in improving thematic learning quality, particularly in the realm of subtraction and addition number operations. In essence, the study concludes that Visual Learning methods not only boost learning effectiveness but also contribute to the overall development of students' social skills and learning motivation. This holistic approach signifies the broader benefits of thematic learning, emphasizing its role in nurturing well-rounded individuals in the educational landscape. [ABSTRACT FROM AUTHOR]