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Purpose: This paper aims to explore how graphene can improve the mechanical and anti-corrosion properties of TiO2-SiO2 sol-gel coating. This sol-gel coating has been prepared on aluminum alloy substrate using graphene as both nano-filler and corrosion inhibitor. Design/methodology/approach: To examine the effect of graphene on mechanical properties of sol-gel coating, the abrasion resistance, adhesion strength and scratch resistance of coating have been evaluated. To reveal the effect of graphene on the anti-corrosion property of coating for aluminum alloy, the electrochemical impedance spectroscopy (EIS) has been conducted in 3.5 Wt.% NaCl medium. Findings: Scanning electron microscopy images indicate that graphene nanoplatelets (GNPs) have been homogeneously dispersed into the sol-gel coating matrices (at the contents from 0.1 to 0.5 Wt.%). Mechanical tests of coatings indicate that the graphene content of 0.5 Wt.% provides highest values of adhesion strength (1.48 MPa), scratch resistance (850 N) and abrasion strength (812 L./mil.) for the sol-gel coating. The EIS data show that the higher content of GNPs improve both R1 (coating) and R2 (coating/Al interface) resistances. In addition to enhancing the coating barrier performance (graphene acts as nanofiller/nano-reinforcer for coating matrix), other mechanism can be at work to account for the role of the graphene inhibitor in improving the anticorrosive performance at the coating/Al interface. Originality/value: Application of graphene-based sol-gel coating for protection of aluminum and its alloy is very promising. [ABSTRACT FROM AUTHOR]

The current state of the labor market requires modern engineers to acquire programming skills at different levels of advancement and to apply them in multidisciplinary environments. Not all modern engineers will become fully fledged programmers, but sometimes the possibility to use low-code programming environments like LabView or MIT App Inventor will be sufficient. In order to give good foundations for adulthood, schools use elements of visual programming, e.g., Scratch or StarLogo, to enhance the critical and algorithmic thinking of future engineers. This article attempts to answer the question of whether anyone cares about following general accessibility and usability guidelines in the case of solutions like Scratch, App Inventor, and StarLogo. Another goal is to show a set of tools that is successful in such an assessment. The authors used Nielsen's heuristics, followed by analyzing WAVE output and Web Content Accessibility Guidelines compliance. Especially, the last one provides insights usually omitted when evaluating low-code environments. It was found that Scratch and App Inventor are leading solutions in terms of look and feel, functionality, documentation, interface navigation, and memorization. The StarLogo interface, on the other hand, is less friendly in terms of aesthetics and functionality. [ABSTRACT FROM AUTHOR]

The increasing prevalence of autism spectrum disorder (ASD) underscores its significant impact on individuals and the importance of early intervention. ASD affects various aspects of life, including education, emotional development, and social interactions. Besides traditional therapeutic approaches, a novel strategy incorporating digital games has been introduced. Four games developed using Makey Makey and Scratch aim to enhance cognitive skills in children with ASD. This approach facilitates emotional and intellectual development, tracks progress, and offers personalized and engaging interventions. This study demonstrated significant improvements in memory and concentration among participants, with an average improvement of 23.38 points. The most notable enhancements were observed in children aged 10, who showed an average improvement of 25.67 points. Additionally, female participants exhibited a slightly higher average improvement compared to males. The Memory Maze game also effectively enhanced cognitive skills in children with different types of ADHD. Children with the Hyperactive–Impulsive type showed the highest average improvement, with 25.00 points, followed by those with the Combined type, with 24.15 points, and the Inattentive type, with 23.53 points. These findings highlight the potential use of these tools in both ASD and ADHD therapy, providing a structured and enjoyable learning environment that supports cognitive development and therapeutic outcomes. [ABSTRACT FROM AUTHOR]

This study aimed to make and introduce a curriculum in Taiwan for fifth-grade students, merging Scratch animation with the Sustainable Development Goals (SDGs). The curriculum combined the Scratch Reflective AI digital learning platform with conventional teaching methods to assess its effect on students' empathy, self-efficacy, and scriptwriting and animation skills. A total of 133 fifth-grade students from elementary school were involved in the study. The experimental group (67 students) received the SDGs-themed Scratch animation course with the AI-Enhanced Comics Reflection Diaries, while the control group (66 students) received the traditional SDGs-themed Scratch animation course. The findings revealed a significant improvement in students' self-efficacy levels in the Scratch animation course within the SDGs theme when using the AI digital learning platform with Comic Reflection. However, there was no significant variation in empathy levels among the students. The Comic Reflection AI digital learning platform significantly enhanced students' scriptwriting and animation skills, boosting creativity and self-efficacy in their abilities within the SDGs-themed Scratch animation course. Classroom observations revealed students' enthusiasm for the platform, emphasizing its potential to foster creativity and learning engagement. The study offers insights into the effectiveness of integrating digital learning platforms like Comic Reflection can be beneficial for enhancing students' self-efficacy and scriptwriting skills, highlighting the importance of adequate time for cognitive processing. The study's findings provide valuable guidance for educators and researchers aiming to enhance students' empathy with regard to global sustainability development goals. [ABSTRACT FROM AUTHOR]

Introduction: Intrauterine insemination (IUI) is one of the most widespread fertility treatments. However, IUI protocols vary significantly amongst fertility clinics. Various add‐on interventions have been proposed to boost success rates. These are mostly chosen arbitrarily or empirically. The aim of this systematic review and meta‐analysis is to assess the effectiveness and safety of add‐on interventions to the standard IUI protocol and to provide evidence‐based recommendations on techniques used to optimize the clinical outcomes of IUI treatment. Material and Methods: Systematic review and meta‐analyses were performed in accordance with PRISMA guidelines. A computerized literature search was performed from database inception to May 2023. Randomized controlled trials (RCTs) were included reporting on couples/single women undergoing IUI with any protocol for any indication using partner's or donor sperm. A meta‐analysis based on random effects was performed for each outcome and add‐on. Three authors independently assessed the trials for quality and risk of bias and overall certainty of evidence. Uncertainties were resolved through consensus. Primary outcomes were ongoing pregnancy rate (OPR) or live birth rate (LBR) per cycle/per woman randomized. Registration number PROSPERO: CRD42022300857. Results: Sixty‐six RCTs were included in the analysis (16 305 participants across 20 countries). Vaginal progesterone as luteal phase support in stimulated cycles was found to significantly increase LBR/OPR (RR 1.37, 95% CI 1.09–1.72, I2 = 4.9%) (moderate/low certainty of the evidence). Endometrial scratch prior/during stimulated IUI cycles may increase LBR/OPR (RR 1.44, 95% CI 1.03–2.01, I2 = 1.8%), but evidence is very uncertain. Results from two studies suggest that follicular phase ovarian stimulation increases LBR/OPR (RR 1.39, 95% CI 1.00–1.94, I2 = 0%) (low certainty of evidence). No significant difference was seen for the primary outcome for the other studied interventions. Conclusions: The findings of this systematic review and meta‐analysis suggest that vaginal luteal phase progesterone support probably improves LBR/OPR in stimulated IUI treatments. In view of moderate/low certainty of the evidence more research is needed for solid conclusions. Further research is also recommended for the use of endometrial scratch and ovarian stimulation. Future studies should report on results according to subfertility background as it is possible that different add‐ons could benefit specific patient groups. [ABSTRACT FROM AUTHOR]

Atopic dermatitis (AD) is a chronic inflammatory skin disease with a complex pathophysiology characterized by intense pruritus, often associated with psychological stress and atopic and non-atopic comorbidities that significantly reduce quality of life. The psychological aspects of AD and the interaction between the mind and body via the skin–brain axis have led to an interest in mind–body therapies (MBT). The aim of this article is, therefore, to reinforce the importance of psychodermatological care in AD. We performed a focused literature review on holistic practices or integrative MBT in AD, including education, cognitive behavioral therapy, habit reversal, meditation, mindfulness, hypnotherapy, eye movement desensitization and reprocessing, biofeedback, progressive muscle relaxation, autonomous sensory meridian response, music therapy, massage, and touch therapy. A multidisciplinary holistic approach with MBT, in addition to conventional pharmacologic antipruritic therapies, to break the itch–scratch cycle may improve AD outcomes and psychological well-being. Although there is a paucity of rigorously designed trials, evidence shows the potential benefits of an integrative approach on pruritus, pain, psychological stress, anxiety, depressive symptoms, and sleep quality. Relaxation and various behavioral interventions, such as habit reversal therapy for replacing harmful scratching with massaging with emollient 'plus', may reduce the urge to scratch, while education may improve adherence to conventional therapies. [ABSTRACT FROM AUTHOR]

M50 bearing steel is a typical alloy material widely used in aeroengines due to its high hardness and fatigue life at high temperatures. To reveal the frictional mechanisms and wear behaviours of contact and sliding, a molecular dynamics simulation model consisting of an indenter and substrate is constructed. The results indicate that, during the indentation process, the normal load exhibits a linear relationship with the indentation depth at shallow depths. With further penetration, the substrate generates severe deformations and subsurface damages. Throughout the scratching process, the average friction force exhibits a linear increase with the growing scratching depth, while the coefficient of friction decreases. Surface morphologies and shear strain distributions are analyzed to elucidate plastic deformation and atomic displacement. Moreover, the wear atom shows a linear proportionality to both scratching distance and depth. These findings enhance understanding of frictional properties and atomic wear behaviour of M50 bearing steel during contact and sliding, potentially informing bearing failure prediction and material optimization. [ABSTRACT FROM AUTHOR]

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education 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 International Journal of Language Academy is the property of Rota Kariyer 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.)

Abstract—Word embeddings in Natural Language Processing (NLP) represent words as vectors, encapsulating both semantic and syntactic meanings. Prominent models such as Word2Vec, FastText, and GloVe play a crucial role in various NLP tasks. This study evaluates these models, trained on a 240 million words corpus derived from nearly 900,000 Bengali newspaper articles, which we scraped using Scrapy. Our evaluation process involved fine-tuning parameters such as vector dimensions, epochs, window sizes, and minimum counts. We assessed the Continuous Bag of Words (CBOW) and SkipGram architectures across Word2Vec and FastText models, measuring their performance. To benchmark these models, we created 133 unique semantic and 103 syntactic Bengali question sets for the first time, assessing accuracy, cosine similarity, training time, memory usage, and a combined evaluation metric. Additionally, we utilized the confusion matrix for concept categorization. Comparing models trained from scratch and using Gensim, we found that models with 25 epochs, a minimum count of 35, and 300 dimensions delivered optimal performance. Specifically, Gensim Word2Vec with SkipGram achieved the highest semantic task accuracy, while FastText from Scratch excelled in syntactic tasks. All the models showed best performance for concept categorization in both semantic and syntactic analogy tasks. Additionally, models trained with 100 dimensions consistently showed higher cosine values, indicating better prediction purity, while models trained with 300 dimensions predicted the maximum number of correct answers. Our experiments revealed that models trained from scratch outperformed those trained with Gensim in FastText, with each model exhibiting strengths in different aspects of NLP tasks. Future research will expand on this work by introducing more diverse question sets.

This study aimed to investigate the effect of TiC and TiB2 nano-inoculants addition on the microstructure and tribological behavior of PH13-8Mo stainless steel processed through wire arc additive manufacturing (WAAM). The incorporation of TiC/TiB2 inoculants demonstrated notable efficiency in mitigating the anisotropic wear and scratch response and enhancing wear resistance observed in the as-printed state. This improvement was ascribed to the refinement of the grain structure, disruption of the columnar structure, and increased content of the retained austenite. Notably, TiB2 inoculation exhibited superior grain refinement and achieved the highest hardness. However, the TiC-inoculated condition demonstrated the best wear resistance, attributed to its excellent combination of hardness and fracture resistance, and a higher contribution of strain-induced martensite transformation during wear testing. Additionally, the implementation of post-printing solutionizing and aging treatment was found to improve the scratch and wear resistance of the alloy, attributed to the formation of nano-sized β-NiAl precipitates. The main wear mechanism observed involved oxidation wear, adhesive wear, and three-body abrasive wear. The findings of this study highlight the significant potential of incorporating ceramic-based nano-particles for improving the wear resistance of WAAM PH13-8Mo components, particularly in demanding applications like injection molding dies where superior abrasion resistance is paramount.

Cat scratch disease (CSD) is an infection caused by Bartonella henselae, presents with non-specific symptoms like lymphadenopathy, fever, and fatigue. It can progress to disseminated disease, leading to complications such as liver and splenic micro abscesses, osteomyelitis, encephalitis, and uveitis. Diagnosis is challenging due to varied presentations and limited tests. Treatment involves supportive care, with severe cases requiring antimicrobial therapy. In this report, we present a case of Cat scratch disease characterized by an atypical clinical manifestation, hepatosplenic and paravertebral involvement. [ABSTRACT FROM AUTHOR]

The development of creativity plays a decisive role in the future development of human life as it stimulates divergent thinking and grants the critical ability to innovate and solve problems. Therefore, the question of how to encourage students' creativity has also attracted the attention of related research in various fields. Our study used the Scratch visual programming tool to allow students to create their own digital games. We used different technological devices as external stimuli during the research process to stimulate students' creative ideas. We provided four control devices: a keyboard and mouse, PicoBoard, a 65-inch touch screen, and a Wii remote control for 92 fifth-grade students in four S-shaped classes. After a 12-week experimental process, students designed their original Scratch game. The results of the study found that differences in device properties correspond to different items of creativity: devices highly relevant to students' life experiences improve the flexibility and elaboration of creativity. Innovative controls promote creative originality. The freedom of device control can increase the fluency of creativity. Therefore, providing control devices with different properties will allow teachers to establish learning environments that foster creativity. Finally, we speculate on the impact of other control devices on creativity based on the research results for future reference. [ABSTRACT FROM AUTHOR]

The information society is part of current life, and algorithmic thinking and programming are relevant for everybody regardless of educational background. Today's world needs professionals with computing competencies from WEIRD (Western, Educated, Industrialized, Rich, and Democratic Societies) and non-WEIRD contexts. Traditional programming languages include syntax barriers that complicate their overall adoption and usefulness for people from a non-WEIRD context. To solve it, block-based programming languages like Scratch permit the development of programming competencies without syntax restrictions in online environments. This article presents empirical evidence of the positive impact of Scratch with the CARAMBA recommendation system for lessons and exercises proposals based on collaborative filtering of personalized learning from students' experiences. Previous experiences demonstrated that students require assistance in successfully defining sub-competencies and exercises to develop programming competencies by applying Scratch. This work shows the application of Scratch and CARAMBA in a non-WEIRD school context for developing programming competencies. Obtained results show that developing exercises with Scratch and CARAMBA motivated students' autonomy, and as well, the programming learning application increased exam scores in all the analyzed grades. Those results encourage us to continue using Scratch and CARAMBA for developing programming competencies in similar non-WEIRD contexts. [ABSTRACT FROM AUTHOR]

Studies have shown that learning mathematics through programming can be complex and that the programming itself might even hamper students' learning. However, few studies have focused on the role of the teacher and the teacher-student interaction that aims to support students' learning when using programming. The present study examines a didactic design in which a teacher uses well-prepared questions and suggestions that focus on students' reasoning to solve mathematical problems using Scratch, a block-based programming environment. Forty students, 10–11 years old, solved a geometry problem using Scratch supported by their teacher. The students' screen activities and teacher-student interactions were recorded. The results indicate that well-prepared general and task-specific questions targeting students' creative reasoning can help to overcome some of the complexities of learning mathematics while programming. The study furthermore shows that when students have sufficient programming skills, Scratch could even have the potential to support their reasoning and at the same time guide the teacher to give timely feedback. [ABSTRACT FROM AUTHOR]

The transformative wave of generative AI is reshaping the creative thinking processes of learners, posing a significant challenge to education and industry in cultivating technological literacy and creativity. This study delves into the exploration of how learners can effectively tackle new challenges by deconstructing fragments from a macro perspective and generating innovative methods or concepts. In the Scratch visual programming environment, learners in the self-regulated learning mode observed entire functioning projects, facilitating easy disassembly and learning, namely by using Code Decomposed by Learner (CDBL). A total of 104 fifth-grade students were divided into two learning scaffoldings: (1) domain-general, learning from the top down (CDBL-TD), and (2) domain-specific, learning from the bottom up (CDBL-BU). Students in the CDBL-TD group exhibited a high degree of completion, strong exploration abilities, and the willingness to experiment with unlearned functions. Although there was no significant difference in originality between the two groups, students in the CDBL-TD group showcased greater uniqueness in designing characters or items within the game. This study introduces a novel programming learning scaffolding, offering instructors a tool to guide students' creativity and enhance their programming capabilities. [ABSTRACT FROM AUTHOR]

Corrosion of dental implants is one of the most critical factors in the failure of implant treatments. Generally, corrosion depends on the type of material used in implants and the chemical composition of the oral environment. Due to the antibacterial activities, mouthwashes and chlorhexidine gels are often used after implant surgery. Ti6Al4V is commonly used in manufacturing dental implants. The present study aims to investigate the corrosion behavior of the Ti6Al4V alloy under different concentrations of chlorhexidine (0.12%, 0.2%,and 2%) during 2‐ and 24‐h immersion. This way corrosion may be minimized while obtaining an antibacterial environment around the implant. In this regard, the electrochemical behavior of the specimens was investigated using polarization and impedance tests, and then their morphology, cross‐section and nano‐tribological behavior were evaluated using atomic force microscopy, scanning electron microscopy, energy dispersive x‐ray spectroscopy, and nano‐scratch test. The results show that using chlorhexidine solution with a concentration of 0.12% could yield a lower corrosion rate and material loss after implant surgery. Research Highlights: Open circuit potential values increase with immersion time, which suggests multistage passivation of the surface during immersion in chlorhexidine.Specimens in 0.12% chlorhexidine show improved thermodynamic corrosion resistance.Nano‐scratch testing demonstrates higher scratch resistance for specimens in 0.12% chlorhexidine solution after 2‐h immersion.Higher chlorhexidine concentration than 0.12% and longer immersion times decrease the resistance of the formed passive layer. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales 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.)

Computational Thinking (CT) can be defined as the thought processes involved in formulating problems so that their solutions can be represented as sequential steps and algorithms. It is a key skill for children in the 21st century. However, it is unclear how CT can be developed most effectively in children. Several pedagogical methodologies have been proposed and are being investigated. The main aim of this paper is to test the hypothesis which states that using three‐dimensional (3D) simulated robots helps in the learning of programming and CT concepts, such as directions, loops, conditionals, and functions. The research questions are: Does this hypothesis hold true? Are some concepts easier or better learned than others and to what extent? The goal is to measure and evaluate the effect of using as a learning tool a platform with 3D simulated robots and realistic physics, and compare it with the standard Scratch learning tool which does not use robotics but a two‐dimensional (2D) cartoon avatar they are already familiar with. For practical reasons, a quasiexperimental design with nonequivalent groups and 85 second‐year Secondary Education students (ages 12–13) was performed. They were separated into control and experimental groups and followed a seven‐session intervention with the baseline 2D Scratch and the 3D simulated robots platform, respectively. Both used a visual block programming language and the same activities. To have quantitative and reliable results, a widely accepted CT test has been used, pre‐ and postintervention. Also qualitative feedback is presented. The obtained results show that using the platform with simulated 3D robots significantly helps when developing students' CT. With it, the students do learn basic programming concepts and reach higher scores in the CT test. This improvement applies to all CT‐analyzed concepts except in functions where the grades are maintained. Furthermore, students manage to master the activities on the 3D simulated robots platform, which reflects on the empowerment the platform has got in them. [ABSTRACT FROM AUTHOR]

Copyright of Instructional Technology & Lifelong Learning is the property of Instructional Technology & Lifelong Learning 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.)

La disciplina Informática ha sufrido transformaciones en su plan de estudio para actualizar larealidad tecnológica de la sociedad cubana, a partir de la implementación del III Perfecciona-miento del Sistema Nacional de Educación en el nivel educativo Secundaria Básica. Ejemplode ello es la introducción del Scratch como lenguaje de programación. El artículo tiene comoobjetivo proponer talleres metodológicos de preparación a docentes de informática en la apli-cación del Scratch para la atención de los educandos con Necesidades Educativas Especiales(NEE). Se utilizaron métodos y técnicas como el histórico-lógico, análisis documental y laobservación al desempeño de los docentes. La utilización del Scratch, constituyó la base parala apropiación de los conocimientos y habilidades informáticas, al facilitar en los docentesmayor seguridad, confianza en sí mismos y el trabajo colaborativo.

Abstract A Hollow Cathode Plasma Enhanced Chemical Vapor Deposition (HC-PECVD) reactor was used to deposit silver doped Diamond-Like Carbon (Ag-DLC) films on Ti6Al4V alloy employing two methodologies: i) producing a silicon interlayer, using tetramethylsilane (TMS) as silicon precursor, varying the argon flow of the hollow cathode; and ii) carbonitriding the substrate. Profilometry, Raman, and Secondary Ion Mass Spectrometry (SIMS), as well as nanohardness, micro-scratch, scratch, and VDI 3198 indentation tests were used to evaluate the characteristics of the films and their adhesion on the substrates. The results demonstrated that the argon flow can be used for tuning the Ag-DLC film’s hardness, toughness, and adherence on silicon interlayers. The carbonitriding process, in turn, provided an improvement in the film toughness compared with non-carbonitrided samples. Considering the lower cost and easier handling of N2 compared to the silicon precursors commonly available (TMS, HDMSO, SiH4, etc.), the carbonitriding process proved more appropriate to improve the adhesion of the Ag-DLC films on the Ti6Al4V alloy.

Current research indicates the presence of highly skilled and motivated students with robust computational thinking backgrounds seeking opportunities to leverage their expertise in driving innovation and success in this era. These studies also reveal that students' computational thinking skills vary widely depending on educational resources, curriculum emphasis, and individual aptitude. Nonetheless, there is a growing recognition of the importance of fostering these skills, with efforts underway to integrate them more comprehensively into education systems worldwide, including in Indonesia and Japan, as representatives of developing and developed countries. Therefore, assessing the competency of computational thinking in these two countries would be intriguing. The descriptive qualitative research method was employed to delineate the computational thinking competencies of students in Indonesia and Japan. Student worksheets, specifically designed for this purpose, were utilized to gauge the development of these competencies during the learning process using the Scratch application. The results revealed that students employed various strategies in solving the given geometry problems. On the other hand, geometry is one of the mathematics topics that can identify students' computational thinking using this application. These findings were utilized to categorize students' computational thinking skills in the two countries and to identify potential obstacles students experienced in their efforts to enhance these skills. Nevertheless, these constraints offer significant insights into potential areas for future investigation and enhancement. Subsequent endeavors could prioritize conducting experiments by implementing specific learning approaches or methods that have demonstrated effectiveness in improving students' computational thinking skills. This study not only underscores the potential for expanding research on students' computational thinking skills but also provides an overview of the learning process, learning culture, and students' competence in solving geometry problems with tiered difficulty levels using their computational thinking skills.

Flaw tolerance performance of TC4 alloy was investigated for helicopter transmission systems design. The impact pit flaws and scratch flaws were investigated by fatigue specimens with same flaw depth for flaw tolerance design，and high-cycle fatigue S-N curve tests were conducted. The results show that both scratch flaws and impact pit flaws significantly reduce the fatigue limit of the TC4 titanium alloy. The scratch flaw has a higher flaw influence factor（Kflaw） of 2.29 compared to the impact pit flaw’s Kflaw value of 1.75 under the same flaw depth conditions. Fracture surface analysis provided laws of the fatigue crack initiation and propagation associated with these flaws. Scratch flaws mainly exhibit multiple sources，with crack initiated at the root of the scratch，while the characteristics of fatigue crack initiation for impact pit flaws vary with the applied stress. Multiple sources are observed under high stress lever，with crack initiated on the surface of the pit，while under low stress，the crack initiates at a subsurface of the pit.

Coding tools that use blocks to create programs are popular among kids and play a key role in learning how to code. The effectiveness of the coding courses that are available nowadays depends on how well the tools match the students’ needs. The aim of this study is to reveal the impact of digital game design supported coding education with Scratch on gifted students' Scratch academic achievement and self-efficacy. The research was conducted with one-group pre-test post-test experimental design. The sample of the study consists of 40 3rd grade gifted students studying at a Science and Art Center in Türkiye. Scratch achievement test and Scratch self-efficacy scale were used as pre-test and post-test before and after the training. The data of the study were analyzed with dependent groups t-test. Post-test scores of the students obtained from Scratch achievement and self-efficacy scale showed a statistically significant increases compared to the pre-test scores. It was revealed that digital game design supported education contributed positively to students' Scratch achievement and self-efficacy in coding.

This paper suggests the Exergaming approach of computer game control for a human motion in sport computer games in order to increase the level of physical activity of students in online classes, which takes into account the initial knowledge of the specialised courses of the IT curriculums. The approach is based on open access repository of computer programs in the Scratch-based block language (47 games for 28 summer sports, 16 games for 10 winter sports). Scratch programs for human motion recognition are based on the PoseNet neural network, which allows changing the principle of controlling game characters through the keyboard and mouse. In October 2023, ninety two first-year students majoring in Computer Science participated in a five-week online Exergaming as second part of the Physical Education course, among them 70 students (76%) successfully completed all stages. 57% of students felt motivated to continue using the Exergame approach and demonstrated the desire to achieve decent results, that indicates skill “Positive Thinking” in the discipline “Physical Education”, seven Hard Skills and four Soft Skills of Computing Curricula 2020 were indicated to compensate for the lack of classroom learning.

In today's world, the use of metals is widespread across various industries, with St37 steel plying a significant role. However, over time, this metal undergoes significant deterioration in its mechanical and physical properties, mainly due to factors such as corrosion and wear. Rather than using expensive methods such as alloying to extend the life of the metal, a more economical and practical approach is to focus on improving the surface properties. Surface engineering techniques, particularly thermal spraying, offer a viable solution. Among thermal spray techniques, High Velocity Oxygen Fuel (HVOF) spraying stands out as an economical and time-saving method for producing materials, equipment or machine components with high resistance to damage mechanisms such as corrosion, erosion and wear. This study investigates the application of tungsten carbide and chromium carbide-nickel chromium coatings to St37 steel surfaces using the HVOF method. Microhardness measurements were carried out after coating to evaluate the mechanical properties, while scratch and wear tests were carried out to determine the tribological properties. In addition, X-ray diffraction (XRD) and scanning electron microscopy (SEM) were used to assess the structural characteristics of the samples. The results indicate the formation of phases such as Cr3C2, NiCr and W2C on the low-alloy steel surface after the tungsten carbide and chromium carbide-nickel-chromium coating processes. Coating thicknesses of 204 and 239 µm were achieved for tungsten carbide and chromium carbide-nickel-chromium, respectively. These coatings contributed to improved mechanical and tribological properties. The WC-12Co coated sample exhibited the highest hardness value (1304 HV0.1), while the CrC-NiCr coated sample recorded the highest critical load value in the scratch test (48 N). The WC-12Co coated samples showed the best wear resistance. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University 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.)

Many micro-scraps are generated when a micro-triangular pyramid array (MTPA) is machined by the fly-cutting method. Micro-scraps are generally not removed quickly enough; therefore, these residual micro-scraps participate in the cutting process again, scratching the workpiece surface and accelerating diamond tool wear. To remove micro-scraps rapidly, a fly-cutting method to produce MTPAs on vertically oriented working surfaces was developed during this study. The results show that an MTPA produced by fly cutting on a vertical workpiece had a clearly outlined structure, high dimensional accuracy, and a low surface roughness. There was no micro-scrap residue on the workpiece surface and the diamond tool wear was small. The cutting inlet edges had no burrs, and the cutting outlet edges had only a small number of burrs. This method of fly cutting MTPAs on vertically oriented working surfaces provides a foundation for the development of high-precision micro-triangular pyramid optical elements. [ABSTRACT FROM AUTHOR]

Continuous development in the formulation and processing techniques of polyurethane (PU) coatings improves an aesthetic appearance as well as protection against environmental factors. In this study, the formulation of PU coating with polyethylene glycol 600 (PEG600), isophorone diisocyanate (IPDI), and trimethoxysilylpropylcarbamoyloxyhexane (TMSCH) silane‐based additive is optimized to obtain high scratch‐resistant coating. An addition of 43.1 wt.% TMSCH in PU formulation resulted in a significant improvement in the scratch resistance and wettability properties compared with pure PU film. The homogenously prepared micron‐thick coatings are characterized using scanning electron microscopy analysis and Fourier transform infrared spectroscopy. The results confirm the presence of silane additives in the PU coating matrix. The mechanical properties improved due to the increased crosslinking networks via the formation of urethane bonds by increasing the TMSCH in PU formulation. Prepared PU coating showed combined features of transparency, hydrophobicity, scratch resistance, and mechanical strength that make it a promising candidate for household appliances. [ABSTRACT FROM AUTHOR]

Educational technologists and practitioners have made substantial strides in developing affordable digital and tangible resources to support both formal and informal computer science instruction. However, there is a lack of research on practice-based assignments, such as Internet of Things (IoT) projects, that allow undergraduate students to design and demonstrate educational robots using digital or physical assistance, especially when it comes to computational thinking (CT) and programming skills development in association with their psycho-emotional experience. This study compares the impact of Scratch and LEGO® WeDo robotic kits on students' CT and programming skills development. A quasi-experimental approach was conducted, involving two hundred forty-six participants (n = 246), who were equally divided between Scratch and LEGO® WeDo groups. Results indicate that the LEGO® WeDo group showed greater improvement in CT and programming skills development, while designing and presenting IoT projects. Nevertheless, no significant association between motivation, grit, and CT skills was observed. The findings highlight the potential of tangible robotics in facilitating students' hands-on learning and enhancing motivation to foster CT and programming skills. This study provides a wide range of implications for instructional designers on how to use tangible robotics to support hands-on IoT projects in computer science courses. [ABSTRACT FROM AUTHOR]

Pair programming (PP) can help improve students' computational thinking (CT), but the trajectory of CT skills and the differences between high-scoring and low-scoring students in PP are unknown and need further exploration. In this study, a total of 32 fifth graders worked on Scratch tasks in 16 pairs. The group discourse of three learning topics (comprising 9 projects) was collected. After the audio files were transcribed, 1,303 conversations were obtained. They were analyzed via Epistemic Network Analysis (ENA) Webkit, which can reveal the trajectory of students' CT development via analyzing codes of discourse related to CT in PP. Three Scratch learning topics were assessed based on the Dr. Scratch platform to acquire the level of students' CT and to determine the low- and high-scoring groups. Results indicated that CT concepts and CT practices were always closely related in PP and CT practices, and CT perspectives could be gradually and closely related after a long period of CT training. A significant difference between the two groups' CT structures was found. The high-scoring group had more fragments of CT practice and connecting of CT perspectives, while the low-scoring group showed more fragments of CT concepts and expressing of CT perspectives. This research provides insights into cultivating primary school students' CT using Scratch in the context of PP. The findings can provide suggestions for instructors to design instructional interventions to facilitate students' CT skills via PP learning. Instructors can improve CT skills by guiding students to constantly ask questions, and specifying the role swap between driver and navigator in PP. Besides, instructors could give more consideration to the development of CT perspectives, and especially the ability to question. [ABSTRACT FROM AUTHOR]

This study aims to design online mathematics games using Scratch, Geogebra, and Geogebra AR through multimedia education mathematics courses. This study used the multimedia development life cycle. Participants in the study were 41 students (13 male and 28 female) of fifth-semester in a multimedia course in mathematics education at a university in West Java, Indonesia. The research instrument was a questionnaire through Google Forms, performance appraisal, observation, and interviews. Based on the research results it is known that Scratch, Geogebra, and Geogebra AR can be used in math game design even though previous students have not studied both, but the results are good. The author suggests that students can try out these math games at school during research or teaching practice. In addition, the authors hope that the game can be published on the internet so that it can be used by many students. [ABSTRACT FROM AUTHOR]

The rapid and sophisticated development of science and technology requires education to present learning by developing IT skills in students. At the same time, mastery of physics concepts is needed to solve abstract problems. This material packaged using technology and computer programming can be an alternative solution to this problem. This study aims to measure the improvement of computational thinking and physics concepts of senior high school students in applying the problem-based learning-based Scratch experimental module. This research method is quantitative with a quasi-experimental design of the type of Pretest-Posttest Control Group Design. The results showed a significant increase in computational thinking skills in order changing straight motion, free fall motion, vertical upward motion, and concept mastery after using the E-module Scratch experiment based on problem-based learning for high school students are significant. Based on the results of this study, it can be interpreted that using the Scratch digital experimental E-module can improve computational thinking skills and physics concepts. [ABSTRACT FROM AUTHOR]

Coding tools that use blocks to create programs are popular among kids and play a key role in learning how to code. The effectiveness of the coding courses that are available nowadays depends on how well the tools match the students' needs. The aim of this study is to reveal the impact of digital game design-supported coding education with Scratch on gifted students' Scratch academic achievement and self-efficacy. The research was conducted with a one-group pre-test and post-test experimental design. The sample of the study consists of 40 gifted 3rd grade students studying at a Science and Art Center in Türkiye. The Scratch achievement test and the Scratch self-efficacy scale were used as pre- and post-tests before and after the training. The data from the study were analyzed with a dependent group ttest. The post-test scores of the students obtained from the Scratch achievement and self-efficacy scale showed statistically significant increases compared to the pre-test scores. It was revealed that digital game design-supported education contributed positively to students' scratch achievement and self-efficacy in coding. [ABSTRACT FROM AUTHOR]

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The information society is a reality nowadays, and computational thinking has become a relevant competence for everybody, regardless of age, social status, and primary activity. Information society is everywhere in contemporary life, and algorithmic thinking represents a significant competency for individuals, irrespective of their educational background and social condition. Developing and applying programming competencies represents a high-value know-how ability. Block-based coding and design tools like Scratch and TinkerCAD Arduino allow people to successfully build programming competencies in online environments regardless of age and social status. This article presents empirical evidence of the positive impact of the block-based programming language Scratch and the design tool TikerCAD Arduino in practical workshops to develop computational thinking with school children, school teachers, and university students. The results permit finding patterns, and almost transversal teaching approaches to build an elementary computational thinking competency applying Scratch and TinkerCAD Arduino, with a block-based approach in both tools and textual programming in the second one. The motivation and wishes of learning in all participants were hegemonic. Those results demonstrate the positive impact of Scratch and TinkerCAD Arduino on developing computational thinking competencies without restrictions. This work shows the application of Scratch and TinkerCAD Arduino in non-WEIRD contexts and, during the pandemic time, demonstrates the relevance of online education. The results show that developing programming competencies with Scratch and TinkerCAD Arduino motivated students’ autonomy and motivation for learning regardless of their education level and status. Those results encourage us to continue using Scratch and TinkerCAD Arduino to develop programming competencies without considering age and education level.

This research examines the transition from Scratch to Java programming, highlighting high achievement among participants. The study includes 70 students and utilizes mixed methods, combining quantitative analysis and qualitative narratives. Findings demonstrate the effectiveness of Scratch Visual Teaching Aids (VTA) in developing educational games, understanding algorithm concepts, and improving programming projects. Students' attitudes towards Scratch VTA show increased interest, concentration, and enjoyment in learning. Quantitative analysis indicates positive tool capabilities (mean scores ranging from 3.25 to 3.46). Qualitative narratives reveal varying perceptions of the transition, with prior programming knowledge influencing the shift. Challenges include adapting to the learning session and mastering Java's syntax and concepts. This study enhances programming education practices, providing recommendations for educators during the Scratch-to-Java transition.

This study aims to develop interactive media Scratch-based educational games on grade V environmental conservation material in elementary schools and measure the feasibility of the media. This research used the D&D (Design and Development) method with the ADDIE model research design, which consists of 5 stages (Analysis, Design, Development, Implementation, and Evaluation). Data feasibility collection was done through the validation of material experts and media experts, as well as response questionnaires given to teachers and students. The data analysis technique used descriptive analysis techniques, which include qualitative and quantitative data. The results of the feasibility test from the material validator got a percentage score of 91.67%, which belongs to very feasible category; the media validator got a result of 92.5%, which belongs to very feasible category. The teacher response questionnaire obtained a result of 97.5%, with a very feasible category, and the student response questionnaire obtained a result of 95.75%, which belongs to very feasible category. Based on the resulting research, the interactive media developed, namely Scratch media, was very feasible to be used as a digital technology-based learning media innovation in elementary schools.

The current state of the labor market requires modern engineers to acquire programming skills at different levels of advancement and to apply them in multidisciplinary environments. Not all modern engineers will become fully fledged programmers, but sometimes the possibility to use low-code programming environments like LabView or MIT App Inventor will be sufficient. In order to give good foundations for adulthood, schools use elements of visual programming, e.g., Scratch or StarLogo, to enhance the critical and algorithmic thinking of future engineers. This article attempts to answer the question of whether anyone cares about following general accessibility and usability guidelines in the case of solutions like Scratch, App Inventor, and StarLogo. Another goal is to show a set of tools that is successful in such an assessment. The authors used Nielsen’s heuristics, followed by analyzing WAVE output and Web Content Accessibility Guidelines compliance. Especially, the last one provides insights usually omitted when evaluating low-code environments. It was found that Scratch and App Inventor are leading solutions in terms of look and feel, functionality, documentation, interface navigation, and memorization. The StarLogo interface, on the other hand, is less friendly in terms of aesthetics and functionality.

The increasing prevalence of autism spectrum disorder (ASD) underscores its significant impact on individuals and the importance of early intervention. ASD affects various aspects of life, including education, emotional development, and social interactions. Besides traditional therapeutic approaches, a novel strategy incorporating digital games has been introduced. Four games developed using Makey Makey and Scratch aim to enhance cognitive skills in children with ASD. This approach facilitates emotional and intellectual development, tracks progress, and offers personalized and engaging interventions. This study demonstrated significant improvements in memory and concentration among participants, with an average improvement of 23.38 points. The most notable enhancements were observed in children aged 10, who showed an average improvement of 25.67 points. Additionally, female participants exhibited a slightly higher average improvement compared to males. The Memory Maze game also effectively enhanced cognitive skills in children with different types of ADHD. Children with the Hyperactive–Impulsive type showed the highest average improvement, with 25.00 points, followed by those with the Combined type, with 24.15 points, and the Inattentive type, with 23.53 points. These findings highlight the potential use of these tools in both ASD and ADHD therapy, providing a structured and enjoyable learning environment that supports cognitive development and therapeutic outcomes.

There is substantial evidence that incorporating interactive environments for game-based instruction has a significant potential to support the development of computational thinking and programming skills in primary education students. However, it is not clear whether a simulation game (SG) with different user interface elements, created via three-dimensional (3D) virtual worlds and visual programming environments to project various problem-solving exercises in a simulated reality, can significantly influence students to think and practice "computationally" their solution plans into code. The current study aims to identify any possible added value of each instructional approach by measuring students' game experience and learning performance. This quasi-experimental study involved ninety participants (n = 90) aged between 10 and 11 years that consisted of two comparison conditions. The experimental group (n = 45) received training using OpenSimulator in combination with Scratch4SL, whereas the control group (n = 45) was trained using Scratch. The findings indicate considerable differences in students' game experience and satisfaction, but no statistically significant difference in their learning performance and knowledge gain was identified. This study provides several design implications for user interface and game elements to inform educational practitioners and instructors about the benefits that each approach can offer students for better knowledge acquisition and deeper disciplinary understanding. [ABSTRACT FROM AUTHOR]