This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the opportunity and examines the support they require, their motivation levels, and if they actually learn curriculum content using this approach. An exploratory case study methodology was used, and the findings suggest that students want varied learning experiences that include many of the elements which would fall under the heading of 21st century learning, that with some support and encouragement they can create innovative learning experiences for their peers, and that they can learn curriculum content from the process.

An online Moodle Workshop was evaluated for peer assessment effectiveness. A quasi-experiment was designed using a Seminar in Professionalism course taught in face-to-face mode to undergraduate students across two campuses. The first goal was to determine if Moodle Workshop awarded a fair peer grader grade. The second objective was to estimate if students were consistent and reliable in performing their peer assessments. Statistical techniques were used to answer the research hypotheses. Although Workshop Moodle did not have a built-in measure for peer assessment validity, t-tests and reliability estimates were calculated to demonstrate that the grades were consistent with what faculty expected. Implications were asserted to improve teaching and recommendations were provided to enhance Moodle.

Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical techniques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirming that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting.

The nexus between paid work and study is important. Developing opportunities to facilitate this link is a key part of good course design especially in postgraduate programs. Strong communities of practice can also assist with improving links between research and practice. The online study environment affords some challenges to achieving these goals. The current study proposes that offering formalised interaction points— synchronous or asynchronous— during online study, is critical to facilitating the link between work and study. Twenty-five graduates of a postgraduate program were interviewed to explore their experiences of an online program of study. Three key themes emerged and are described in this paper: engaging with study, building a new framework for my practice, and implementing changes to my practice. Online learning programs need to embed opportunities for interaction that are meaningful and allow for development of ideas and discussion, aiming to take learning beyond the program of study.

Prior work demonstrates the importance of introducing young children to programming and engineering content before gender stereotypes are fully developed and ingrained in later years. However, very little research on gender and early childhood technology interventions exist. This pilot study looks at N=45 children in kindergarten through second grade who completed an eight-week robotics and programming curriculum using the KIWI robotics kit. KIWI is a developmentally appropriate robotics construction set specifically designed for use with children ages 4 to 7 years old. Qualitative pre-interviews were administered to determine whether participating children had any gender-biased attitudes toward robotics and other engineering tools prior to using KIWI in their classrooms. Post-tests were administered upon completion of the curriculum to determine if any gender differences in achievement were present. Results showed that young children were beginning to form opinions about which technologies and tools would be better suited for boys and girls. While there were no significant differences between boys and girls on the robotics and simple programming tasks, boys performed significantly better than girls on the advanced programming tasks such as, using repeat loops with sensor parameters. Implications for the design of new technological tools and curriculum that are appealing to boys and girls are discussed.

Mobile devices are the constant companions of technology users of all ages. Studies show, however, that making calls is a minimal part of our engagement with today’s smart phones and that even texting has fallen off, leaving web browsing, gaming, and social media as top uses. A cross-disciplinary group of faculty at our university came together in the mLearning Scholars group to study the potential for using mobile devices for student learning. The group met bi-weekly throughout a semester and shared thoughts, ideas, resources, and examples, while experimenting with mobile learning activities in individual classes. This paper summarizes student perceptions and adoption intent for using mobile devices for learning, and discusses implementation issues for faculty in adding mobile learning to a college course. Outcomes reflect that mobile learning adoption is not a given, and students need help in using and understanding the value in using personal devices for learning activities.

This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a) implements a theory of formal learning sequences as a user-centered design process in the studio; and (b) describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM) software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time of the study, a central theme of early mathematics curricula, Number Concept, was fully developed. It was broken down into five mathematical concepts including counting, comparing, adding, subtracting and decomposing. Each of these was further subdivided yielding 22 online activities, each building in a level of complexity and abstraction. In total, 234 grade one students from 12 classes participated in the two-group post-test study that lasted about seven weeks and for which students in the experimental group used ELM for about 30 minutes weekly. The results for the final sample of 186 students showed that ELM students scored higher on the standardized math test (Canadian Achievement Test, 2008) and reported less boredom and lower anxiety as measured on the Academic Emotions Questionnaire than their peers in the control group. This short duration pilot study of one ELM theme holds great promise for ELM’s continued development.

Aim/Purpose: From an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants’ enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors’ aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background: A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology: This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the ‘As alterações climáticas nos média escolares - Clima@EduMedia’ course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change Contribution: By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings: This work major finding is a literature-based and empirically-refined MOOC success factors analysis framework. Recommendations for Practitioners: The proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for Researchers: This work’s relevance is also based on its contribution to increasing empirical research on MOOCs. Impact on Society: By providing a proposal of a framework on factors to make a MOOC successful, the authors hope to contribute to the quality of MOOCs. Future Research: Future work should refine further the proposed framework, by in testing it against data collected in other MOOCs.

Aim/Purpose: Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This paper examines the role that user interfaces have on children’s mastery of computational thinking concepts and positive interpersonal behaviors. Background: There is a growing pressure to begin teaching computational thinking at a young age. This study explores the affordances of two very different programming interfaces for teaching computational thinking: a graphical coding application on the iPad (ScratchJr) and tangible programmable robotics kit (KIBO). Methodology : This study used a mixed-method approach to explore the learning experiences that young children have with tangible and graphical coding interfaces. A sample of children ages four to seven (N = 28) participated. Findings: Results suggest that type of user interface does have an impact on children’s learning, but is only one of many factors that affect positive academic and socio-emotional experiences. Tangible and graphical interfaces each have qualities that foster different types of learning

Aim/Purpose: The aims of this study were to investigate the feasibility of automatic assessment of programming tasks and to compare manual assessment with automatic assessment in terms of the effect of the different assessment methods on the marks of the students. Background: Manual assessment of programs written by students can be tedious. The assistance of automatic assessment methods might possibly assist in reducing the assessment burden, but there may be drawbacks diminishing the benefits of applying automatic assessment. The paper reports on the experience of a lecturer trying to introduce automated grading. Students’ solutions to a practical Java programming test were assessed both manually and automatically and the lecturer tied the experience to the unified theory of acceptance and use of technology (UTAUT). Methodology: The participants were 226 first-year students registered for a Java programming course. Of the tests the participants submitted, 214 were assessed both manually and automatically. Various statistical methods were used to compare the manual assessment of student’s solutions with the automatic assessment of the same solutions. A detailed investigation of reasons for differences was also carried out. A further data collection method was the lecturer’s reflection on the feasibility of automatic assessment of programming tasks based on the UTAUT. Contribution: This study enhances the knowledge regarding benefits and drawbacks of automatic assessment of students’ programming tasks. The research contributes to the UTAUT by applying it in a context where it has hardly been used. Furthermore, the study is a confirmation of previous work stating that automatic assessment may be less reliable for students with lower marks, but more trustworthy for the high achieving students. Findings: An automatic assessment tool verifying functional correctness might be feasible for assessment of programs written during practical lab sessions but could be less useful for practical tests and exams where functional, conceptual and structural correctness should be evaluated. In addition, the researchers found that automatic assessment seemed to be more suitable for assessing high achieving students. Recommendations for Practitioners: This paper makes it clear that lecturers should know what assessment goals they want to achieve. The appropriate method of assessment should be chosen wisely. In addition, practitioners should be aware of the drawbacks of automatic assessment before choosing it. Recommendation for Researchers: This work serves as an example of how researchers can apply the UTAUT theory when conducting qualitative research in different contexts. Impact on Society: The study would be of interest to lecturers considering automated assessment. The two assessments used in the study are typical of the way grading takes place in practice and may help lecturers understand what could happen if they switch from manual to automatic assessment. Future Research: Investigate the feasibility of automatic assessment of students’ programming tasks in a practical lab environment while accounting for structural, functional and conceptual assessment goals.

Aim/Purpose: The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks Background: Women continue to be underrepresented in the technical STEM fields such as engineering and computer science. New programs and initiatives are needed to engage girls in STEM beginning in early childhood. The goal of this work is to explore the impact of teacher gender on young children’s mastery of programming concepts after completing an introductory robotics program. Methodology: A sample of N=105 children from six classrooms (2 Kindergarten, 2 first grade, and 2 second grade classes) from a public school in Somerville, Massachusetts, participated in this research. Children were taught the same robotics curriculum by either an all-male or all-female teaching team. Upon completion of the curriculum, they completed programming knowledge assessments called Solve-Its. Comparisons between the performance of boys and girls in each of the teaching groups were made. Findings: This paper provides preliminary evidence that having a female instructor may positively impact girls’ performance on certain programming tasks and reduce the number of gender differences between boys and girls in their mastery of programming concepts. Recommendations for Practitioners: Practitioners should expose children to STEM role-models from a variety of backgrounds, genders, ethnicities, and experiences. Future Research: Researchers should conduct future studies with larger samples of teachers in order to replicate the findings here. Additionally, future research should focus on collecting data from teachers in the form of interviews and surveys in order to find out more about gender-based differences in teaching style and mentorship and the impact of this on girls' interest and performance in STEM.

Aim/Purpose: Bioengineering is a burgeoning interdisciplinary learning domain that could inspire the imaginations of elementary aged children but is not traditionally taught to this age group for reasons unrelated to student ability. This pilot study presents the BacToMars videogame and accompanying curricular intervention, designed to introduce children (aged 7-11) to foundational concepts of bioengineering and to the interdisciplinary nature of scientific endeavors. Background: This pilot study explores the bioengineering-related learning outcomes and attitudes of children after engaging with the BacToMars game and curriculum intervention. Methodology: This study drew on prior findings in game-based learning and applied them to a videogame designed to connect microbiology with Constructionist microworlds. An experimental comparison showed the learning and engagement affordances of integrating this videogame into a mixed-media bioengineering curriculum. Elementary-aged children (N = 17) participated in a 9-hour learning intervention, with one group of n = 8 children receiving the BacToMars videogame and the other group (n = 9) receiving traditional learning activities on the same content. Pre- and post-surveys and interview data were collected from both groups. Contribution: This paper contributes to education research on children’s ability to meaningfully engage with abstract concepts at the intersection of science and engineering through bioengineering education, and to design research on developing educational technology for introducing bioengineering content to elementary school children. Findings: Children in both groups showed improved knowledge and attitudes related to bioengineering. Children who used BacToMars showed slightly stronger performance on game-specific concepts, while children in the control condition showed slightly higher generalized knowledge of bioengineering concepts. Recommendations for Practitioners: Practitioners should consider bioengineering as a domain for meaningful, interdisciplinary learning in elementary education.. Recommendation for Researchers: Design researchers should develop playful ways to introduce bioengineering concepts accurately and to engage children’s imaginations and problem-solving skills. Education researchers should further investigate developmentally appropriate ways to introduce bioengineering in elementary education. Impact on Society: BacToMars introduces a meaningful scenario to contextualize complex con-cepts at the intersection of science and engineering, and to engage children in real-world, interdisciplinary problem solving. Future Research: Future research should explore BacToMars and bioengineering curricula for elementary-aged children in larger samples, with longer intervention times.

Aim/Purpose: This paper presents a data mining approach for analyzing responses to advanced declarative programming questions. The goal of this research is to find a model that can explain the results obtained by students when they perform exams with Constructed Response questions and with equivalent Multiple-Choice Questions. Background: The assessment of acquired knowledge is a fundamental role in the teaching-learning process. It helps to identify the factors that can contribute to the teacher in the developing of pedagogical methods and evaluation tools and it also contributes to the self-regulation process of learning. However, better format of questions to assess declarative programming knowledge is still a subject of ongoing debate. While some research advocates the use of constructed responses, others emphasize the potential of multiple-choice questions. Methodology: A sensitivity analysis was applied to extract useful knowledge from the relevance of the characteristics (i.e., the input variables) used for the data mining process to compute the score. Contribution: Such knowledge helps the teachers to decide which format they must consider with respect to the objectives and expected students results. Findings: The results shown a set of factors that influence the discrepancy between answers in both formats. Recommendations for Practitioners: Teachers can make an informed decision about whether to choose multiple-choice questions or constructed-response taking into account the results of this study. Recommendation for Researchers: In this study a block of exams with CR questions is verified to complement the area of learning, returning greater performance in the evaluation of students and improving the teaching-learning process. Impact on Society: The results of this research confirm the findings of several other researchers that the use of ICT and the application of MCQ is an added value in the evaluation process. In most cases the student is more likely to succeed with MCQ, however if the teacher prefers to evaluate with CR other research approaches are needed. Future Research: Future research must include other question formats.

Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students.

Aim/Purpose: This paper presents a study about changes in computer science and software engineering students’ perceptions of their soft skills during their progress through the Computer Science Soft Skills course. Background: Soft skills are often associated with a person’s social, emotional and cognitive capabilities. Soft skills are increasingly sought out and are well recognized by employers alongside standard qualifications. Therefore, high importance is attributed to soft skills in computer science and software engineering education. Methodology: Content analysis was applied to interpret, categorize and code statements from students’ course assignment answers. Data analysis was performed gradually at the three main stages of the course and by the two students’ study populations. Contribution: The paper highlights the variety of (a) soft skills that can be learnt in one course, both on the individual level and on the team level and (b) assignments that can be given to students to increase their awareness and motivation to practice and learn soft skills. Findings: Data analysis revealed the following: (a) five individual soft skills categories, with 95 skills, and five team-related soft skills categories, with 52 skills (in total, the students mentioned 147 soft skills); (b) course assignments and particularly team-based activities elicited student awareness of their individual soft skills, both as strengths and weaknesses; (c) students developed their reflection skills, particularly with respect to team-related soft skills; and (d) significant differences exist between the two groups of students in several categories. Recommendations for Practitioners: It is important to provide undergraduate students with opportunities to integrate soft skills during their training. Establishing a meaningful learning process, such as project-based learning, enables students to apply and develop soft skills when accompanied by reflective thought processes. Recommendation for Researchers: A similar course can be taught and be accompanied by similar analysis of students’ learning outcomes, to examine the influence of local culture on the characteristics of soft skills. Impact on Society: Increased awareness of soft skills in scientists and engineers’ undergraduate education. University graduates who will strengthen their variety of soft skills in their academic training process and will be more meaningful employees in the workplace and in society. Future Research: Our future research aims (a) to explore additional innovative ways to increase students’ learning processes, awareness and practices in relation to soft skills and (b) to research how students’ soft skills are developed during the entire undergraduate studies both on the individual level and the team level.

Aim/Purpose: The purpose of this study is to develop an efficient methodology that can assist the evaluators in assessing a variable number of individuals that are working in groups and guarantee that the assessment is dependent on the group members’ performance and contribution to the work developed. Background: Collaborative work has been gaining more popularity in academic settings. However, group assessment needs to be performed according to each individual’s performance. The problem rests on the need to distinguish each member of the group in order to provide fair and unbiased assessments. Methodology: Design Science Research methodology supported the design of a framework able to provide the evaluator with the means to distinguish individuals in a workgroup and deliver fair results. Hevner’s DSR guidelines were fulfilled in order to describe WebAVALIA. To evaluate the framework, a quantitative study was performed and the first results are presented. Contribution: This paper provides a methodological solution regarding a fair evaluation of collaborative work through a tool that allows its users to perform their own assessment and peer assessment. These are made accordingly to the user’s perspectives on the performance of each group member throughout the work development. Findings: The first analysis of the results indicates that the developed method provides fairness in the assessment of group members, delivering a distinction amongst individuals. Therefore, each group member obtains a mark that corresponds to their specific contribution to the workgroup. Recommendations for Practitioners: For those who intend to apply this workgroup assessment method, it is relevant to raise student awareness about the methodology that is going to be used. That is, all the functionalities and steps in WebAVALIA have to be thoroughly explained before beginning of the project. Then, the evaluators have to decide about the students’ intermediate voting, namely if the evaluator chooses or not to publish student results throughout the project’s development. If there is the decision to display these intermediate results, the evaluator must try to encourage collaboration among workgroup members, instead of competition. Recommendation for Researchers: This study explores the design and development of an e-assessment tool – WebAVALIA. In order to assess its feasibility, its use in other institutions or contexts is recommended. The gathering of user opinions is suggested as well. It would then be interesting to compare the findings of this study with the results from other experimentations Impact on Society: Sometimes, people develop a rejection of collaborative work because they feel exploited due to the biased evaluation results. However, the group members assessment distinction, according to each one’s performance, may give each individual a sense of fairness and reward, leading to an openness/willingness towards collaborative work. Future Research: As future work, there are plans to implement the method in other group assessment contexts – such as sports and business environments, other higher education institutions, technical training students – in other cultures and countries. From this myriad of contexts, satisfaction results would be compared. Other future plans are to further explore the mathematical formulations and the respective WebAVALIA supporting algorithms.

Aim/Purpose: Students tend to learn best when an array of learning styles is used by instructors. The purpose of this paper is to add, to introduce, and to apply the concepts of kinesthetic learning and learning structures to university and STEM education. Background: The study applies the concept of kinesthetic learning and a learning structure called Think-Pair-Share to an experiential exercise about Moore’s Law in an introductory MIS classroom. The paper details the exercise and each of its components. Methodology: Students in two classes were asked to complete a short survey about their conceptual understanding of the course material before and after the experiential exercise. Contribution: The paper details the benefits of kinesthetic learning and learning structures and discusses how to apply these concepts through an experiential exercise used in an introductory MIS course. Findings: Results indicate that the kinesthetic learning activity had a positive impact on student learning outcomes. Recommendations for Practitioners: University educators can use this example to structure several other learning activities that apply kinesthetic learning principles. Recommendation for Researchers: Researchers can use this paper to study more about how to incorporate kinesthetic learning into education, and about teaching technology concepts to undergraduate students through kinesthetic learning. Impact on Society: The results of this study may be extremely beneficial for the university and STEM community and overall academic business community. Future Research: Researchers should consider longitudinal studies and other ways to incorporate kinesthetic learning activities into education.

Aim/Purpose: This paper investigates the influence of university student multitasking on their learning success, defined as students’ learning satisfaction and performance. Background: Most research on student multitasking finds student multitasking problematic. However, this research is generally from 2010. Yet, today’s students are known to be digital natives and they have a different, more positive, relationship with mobile technologies. Based on the old findings, most instructors ban mobile technology use during instruction, and design their online courses without regard for the mobile technology use that happens regardless of their ban. This study investigates whether today’s instructors and learning management system interface designers should take into account multitasking with mobile technologies. Methodology: A quasi-experimental design was used in this study. Data were collected from 117 students across two sections of an introductory Management Information Systems class taught by the first author. We took multiple approaches and steps to control for confounding factors and to increase the internal validity of the study. We used a control group as a comparison group, we used a pre-test, we controlled for selection bias, and we tested for demographic differences between groups. Contribution: With this paper, we explicated the relationship between multitasking and learning success. We defined learning success as learning performance and learning satisfaction. Contrary to the literature, we found that multitasking involving IT texting does not decrease students’ learning performance. An explanation of this change is the change in the student population, and the digital nativeness between 2010s and 2020 and beyond. Findings: Our study showed that multitasking involving IT texting does not decrease students’ performance in class compared to not multitasking. Secondly, our study showed that, overall, multitasking reduced the students’ learning satisfaction despite the literature suggesting otherwise. We found that attitude towards multitasking moderated the relationship between multitasking and learning satisfaction as follows. Individuals who had a positive attitude towards multitasking had high learning satisfaction with multitasking. However, individuals who had positive attitude toward multitasking did not necessarily have higher learning performance. Recommendations for Practitioners: We would recommend both instructors and the designers of learning management systems to take mobile multitasking into consideration while designing courses and course interfaces, rather than banning multitasking, and assuming that the students do not do it. Furthermore, we recommend including multitasking into relevant courses such as Management Information Systems courses to make students aware of their own multitasking behavior and their results. Recommendation for Researchers: We recommend that future studies investigate multitasking with different instruction methods, especially studies that make students aware of their multitasking behavior and its outcomes will be useful for next generations. Impact on Society: This paper investigates the role of mobile multitasking on learning performance. Since mobile technologies are ubiquitous and their use in multitasking is common, their use in multitasking affects societal performance. Future Research: Studies that replicate our research with larger and more diverse samples are needed. Future research could explore research-based experiential teaching methods, similar to this study.

Aim/Purpose: The purpose of this research is to determine whether ESL teaching videos as a form of asynchronous online knowledge sharing can act as an aid to ESL learners internalizing knowledge in language acquisition. In this context, internalizing knowledge carries the meaning of being able to remember language, and purposefully and accurately use it context, including appropriacy of language, and aspects of correct pronunciation, intonation, stress patterns and connected speech, these being the elements of teaching and practice that are very often lacking in asynchronous, online, instructional video. Background: Knowledge Management is the field of study, and the practice, of discovering, capturing, sharing, and applying knowledge, typically with a view to translating individuals’ knowledge into organizational knowledge. In the field of education, it is the sharing of instructors’ knowledge for students to be able to learn and usefully apply that knowledge. In recent pandemic times, however, the mode of instruction has, of necessity, transitioned from face-to-face learning to an online environment, transforming the face of education as we know it. While this mode of instruction and knowledge sharing has many advantages for the online learner, in both synchronous and asynchronous learning environments, it presents certain challenges for language learners due to the absence of interaction and corrective feedback that needs to take place for learners of English as a Second Language (ESL) to master language acquisition. Unlike other subjects where the learner has recourse to online resources to reinforce learning through referencing external information, such as facts, figures, or theories, to be successful in learning a second language, the ESL learner needs to be able to learn to process thought and speech in that language; essentially, they need to learn to think in another language, which takes time and practice. Methodology: The research employs a systematic literature review (SLR) to determine the scope and extent to which the subject is covered by existing research in this field, and the findings thereof. Contribution: Whilst inconclusive in relation to internalizing language through online, asynchronous instructional video, through its exploratory nature, the research contributes towards the body of knowledge in online learning through the drawing together of various studies in the field of learning through asynchronous video through improving video and instructional quality. Findings: The findings of the systematic literature review revealed that there is negligible research in this area, and while information exists on blended and flipped modes of online learning, and ways to improve the quality and delivery of instructional video generally, no prior research on the exclusive use of asynchronous videos as an aid to internalizing English as a second language were found. Recommendations for Practitioners: From this research, it is apparent that there is considerably more that practitioners can do to improve the quality of instructional videos that can help students engage with the learning, from which students stand a much better chance of internalizing the learning. Recommendation for Researchers: For researchers, the absence of existing research is an exciting opportunity to further explore this field. Impact on Society: Online learning is now globally endemic, but it poses specific challenges in the field of second language learning, so the development of instructional videos that can facilitate this represents a clear benefit to all ESL learners in society as a whole. Future Research: Clearly the absence of existing research into whether online asynchronous instructional videos can act as an aid to internalizing the acquisition of English as a second language would indicate that this very specific field is one that merits future research. Indeed, it is one that the author intends to exploit through primary data collection from the production of a series of asynchronous, online, instructional videos.

Aim/Purpose: This research aims to describe layering of career-like experiences over existing curriculum to improve perceived educational value. Background: Feedback from students and regional businesses showed a clear need to increase student’s exposure to career-like software development projects. The initial goal was to develop an instructor-optional project that could be used in a single mid-level programming course; however, the pilot quickly morphed into a multi-year study examining the feasibility of agile projects in a variety of settings. Methodology: Over the course of four years, an agile project was honed through repeated Design Based Research (DBR) cycles of design, implementation, testing, communication, and reflective analysis. As is common with DBR, this study did not follow single methodology design; instead, analysis of data coupled with review of literature led to exploration and testing of a variety of methodologies. The review phase of each cycle included examination of best practices and methodologies as determined by analysis of oral and written comments, weekly journals, instructor feedback, and surveys. As a result of participant feedback, the original project was expanded to a second project, which was tested in another Software Engineering (SE) course. The project included review and testing of many academic and professional methodologies, such as Student Ownership of Learning, Flipped Classroom, active learning, waterfall, agile, Scrum, and Kanban. The study was homogenous and quasi-experimental as the population consisted solely of software engineering majors taking required courses; as based on validity of homogenous studies, class sizes were small, ranging from 8 to 20 students. Close interactions between respondents and the instructor provided interview-like settings and immersive data capture in a natural environment. Further, the iterative development practices of DBR cycles, along with the inclusion of participants as active and valued stakeholders, was seen to align well with software development practitioner practices broadly known as agile. Contribution: This study is among the first to examine layering a career-like software development project on top of a course through alteration of traditional delivery, agile development, and without supplanting existing material. Findings: In response to industry recommendations for additional career-like experiences, a standalone agile capstone-like project was designed that could be layered over an existing course. Pilot data reflected positive perceptions of the project, although students did not have enough time to develop a working prototype in addition to completing existing course materials. Participant feedback led to simultaneous development of a second, similar project. DBR examination of both projects resulted in a simplified design and the ability to develop a working prototype, if and only if the instructor was willing to make adjustments to delivery. After four years, a solution was developed that is both stable and flexible. The solution met the original charge in that it required course delivery, not course material, to be adjusted. It is critical to note that when a working prototype is desired, a portion of the lecture should be flipped allowing more time for guided instruction through project-focused active learning and study group requirements. The results support agile for standalone software development projects, as long as passive delivery methods are correspondingly reduced. Recommendations for Practitioners: Based on the findings, implementation of a career-like software development project can be well received as long as active learning components are also developed. Multiple cycles of DBR are recommended if future researchers wish to customize instructional delivery and develop complex software development projects. Programming instructors are recommended to explore hybrid delivery to support development of agile career-like experiences. Small class sizes allowed the researchers to maintain an interview-like setting throughout the study and future studies with larger classes are recommended to include additional subject matter experts such as graduate students as interaction with a subject matter expert was highly valued by students. Recommendation for Researchers: Researchers are recommended to further examine career-like software development experiences that combine active learning with agile methods; more studies following agile and active learning are needed to address the challenges faced when complex software development is taught in academic settings. Further testing of standalone agile project development has now occurred in medium sized in person classes, online classes, independent studies, and creative works research settings; however, further research is needed. Future research should also examine the implementation of agile projects in larger class sizes. Increasing class size should be coupled with additional subject matter experts such as graduate students. Impact on Society: This study addresses professional recommendations for development of agile career-like experiences at the undergraduate level. This study provides empirical evidence of programming projects that can be layered over existing curriculum, with no additional cost to the students. Initial feedback from local businesses and graduates, regarding agile projects with active learning, has been positive. The area business that refused to hire our underprepared SE graduates has now hired several. Future Research: Future research should explore layering agile projects over a broader range of software development courses. Feedback from hiring professionals and former students has been positive. It is also recommended that DBR be used to develop career-like experiences for online programming courses.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

Aim/Purpose: This research explores the influence of organizational-level and individual-level creativity and innovation and the technology acceptance model toward the higher education creative environment that consists of research creativity and teaching creativity. Background: Creativity and innovation are essential pillars for higher education institutions (HEIs). The two terms are interconnected, where creativity is referring to finding better ideas to do the work, while innovation is referring to how to do and implement these creative ideas. Choosing the optimal creative process and the organizational support needed to develop it is an important goal in achieving a creative and inventive environment. For the success of the creative environment to ensure the improvement of higher education institutions, information technology as social networking sites plays a crucial part in the creative process within universities. However, assessing the creativity and innovation of Saudi higher education institutions has not been well recognized. Universities today serve as knowledge-based institutions because they are at the forefront of cutting-edge R&D and scientific innovations. Creating such a productive research environment in universities, however, necessitates a work culture that encourages employees to be more creative while also encouraging the creation of new ideas and innovations. Methodology: A survey instrument was utilized as a quantitative method for this research to gather data from the study sample on the influencing variables employed in the research framework. Respondent data were analyzed using a disjoint two-stage method using PLS-SEM path modelling. Contribution: The results of this research contribute to the theoretical and scientific literature by offering a model of creativity and innovation in higher education institutions. The model proposes an optimal blend of organizational, individual, and technology variables that contribute to the development of the Higher Education Creative Environment in HEIs via creativity in teaching and research and a culture of innovation. In another way, the proposed framework especially helps to comprehend the challenges regulating establishing teaching and research creativity in HEIs via the adoption of organizational, individual, and technology enablers identified as part of this study. Findings: According to the results, organizational factors such as organizational encouragement, freedom, and challenging work have a positive relationship with the higher education creative environment. However, realistic work pressure, a lack of organizational impediments, managerial encouragement, and work group support is insufficient to affect the creative environment in higher education in Saudi Arabia. Individual variables (creative thinking skills and expertise, for example) also have a positive impact on the higher education creative environment. In the higher education creative environment, however, the influence of intrinsic motivation is insignificant. Finally, technology factors such as social networking site adoption intention, perceived usefulness, and perceived ease of use have the potential to influence the higher education creative environment. Recommendations for Practitioners: On the practical front, the obvious recommendation of this research is that it enables top leadership in Saudi HEIs to rethink the norms of creativity and innovation in their institutions, thereby instilling a mindset guided by a flourishing culture of creativity in the HEI environment with a specific focus on creativity practices in research and teaching domains. Furthermore, to promote the environment’s creativity within Saudi Arabian HEIs, university leaders must consider the suggested Organizational, Individual, and Technology factors as key enablers of creativity and innovation, which will guide them in revisiting their strategic actions in terms of further augmenting the creative performance of their academic’s staff, thereby sustaining a culture of Higher Education Creative Environment (HECE). Recommendation for Researchers: This study addressed many organizational, individual, and technology variables that facilitate Saudi Arabian HECE accomplishment in the form of research and teaching creativity. Furthermore, fresh insights for Saudi public HEIs are revealed when the success aspects of the creative environment are considered. If academic leadership at Saudi HEIs is to encourage the creative environment in general and creativity in teaching and research, it would be suitable for them to highlight individual, organizational, and technology success elements. As a result, their HEIs will be able to produce more innovative research, products, and services that can support and meaningfully achieve national transformation initiatives, opening the path for a transition into a knowledge-based economy. Impact on Society: In fact, this research is based on a quantitative research method, and the findings were also significant especially considering the current global crises. It is clearly understood by this process that includes organizational, individual, and technology factors as key enablers of the creative performance of academic staff, thereby sustaining a culture of HECE. Future Research: While providing the research model, it is probable that this study overlooked any other crucial aspects influencing creativity and innovation. As a result, future research should look at additional variables that may impact HECE in Saudi Arabian HEIs. Furthermore, while this study focused on deriving HECE with a particular emphasis on research and teaching creativity as results, future research might look at deriving other creativity outcomes (e.g., entrepreneurial creativity) within the investigated HECE dimension.

Aim/Purpose: This paper explores the potential value of critical thinking in computer science education and discusses strategies for its integration across the curriculum. Background: As technology rapidly evolves and becomes increasingly integrated into society, there is a growing need for computer science graduates who can think critically about the ethical, societal, and technical implications of their work. Methodology: This study employs a conceptual analysis approach, reviewing existing literature on critical thinking in computer science education and synthesising insights from various sources. The analysis focuses on identifying challenges in implementing critical thinking instruction and proposing practical solutions. Contribution: This paper provides an overview of the current discourse on integrating critical thinking into computer science curricula. It explores the distinction between critical thinking and computational thinking, discusses various pedagogical approaches, and offers insights into potential challenges of implementation. Findings: The paper identifies six key challenges in embedding critical thinking into computer science education. It proposes initial steps to address these challenges, including curriculum redesign, innovative assessment methods, and faculty development strategies. Recommendations for Practitioners: Educators should adopt a balanced approach that complements technical education with critical thinking exercises, using diverse teaching methods such as dialogue-based teaching and authentic instruction. Recommendation for Researchers: Future research should focus on empirical studies to assess the effectiveness of the proposed solutions and develop standardised tools for evaluating critical thinking skills in computer science. Impact on Society: By enhancing critical thinking skills in computer science education, we can produce graduates who are better equipped to address complex technological challenges and their societal implications. Future Research: Further investigation is needed into the most effective pedagogical approaches for teaching critical thinking in computer science, with a focus on multidisciplinary perspectives.

Aim/Purpose: This study presents some activities that integrate computational thinking (CT) into mathematics lessons utilizing GeoGebra to promote constructionist learning. Background: CT activities in the Indonesian curriculum are dominated by worked examples with less plugged-mode activities that might hinder students from acquiring CT skills. Therefore, we developed mathematics and CT (math+CT) lessons to promote students’ constructionist key behaviors while learning. Methodology: The researchers utilized an educational design research (EDR) to guide the lesson’s development. The lesson featured 11 applets and 22 short questions developed in GeoGebra. To improve the lesson, it was sent to eight mathematics teachers and an expert in educational technology for feedback, and the lesson was improved accordingly. The improved lessons were then piloted with 17 students, during which the collaborating mathematics teachers taught the lessons. Data were collected through the students’ work on GeoGebra, screen recording when they approached the activities, and interviews. We used content analysis to analyze the qualitative data and presented descriptive statistics to quantitative data. Contribution: This study provided an example and insight into how CT can be enhanced in mathematics lessons in a constructionist manner. Findings: Students were active in learning mathematics and CT, especially when they were engaged in programming and debugging tasks. Recommendations for Practitioners: Educators are recommended to use familiar mathematics software such as GeoGebra to support students’ CT skills while learning mathematics. Additionally, our applets are better run on big-screen devices to optimize students’ CT programming and debugging skills. Moreover, it is recommended that students work collaboratively to benefit from peer feedback and discussion. Recommendation for Researchers: Collaboration with teachers will help researchers better understand the situation in the classroom and how the students will respond to the activities. Additionally, it is important to provide more time for students to get familiar with GeoGebra and start with fewer errors to debug. Future Research: Further research can explore more mathematics topics when integrating CT utilizing GeoGebra or other mathematics software or implement the lessons with a larger classroom size to provide a more generalizable result and deeper understanding.

Aim/Purpose: This mixed-methods study aims to examine factors influencing academicians’ intentions to continue using AI-based chatbots by integrating the Task-Technology Fit (TTF) model and social network characteristics. Background: AI-powered chatbots are gaining popularity across industries, including academia. However, empirical research on academicians’ adoption behavior is limited. This study proposes an integrated model incorporating TTF factors and social network characteristics like density, homophily, and connectedness to understand academics’ continuance intentions. Methodology: A qualitative study involving 31 interviews of academics from India examined attitudes and the potential role of social network characteristics like density, homophily, and connectedness in adoption. Results showed positive sentiment towards chatbots and themes on how peer groups accelerate diffusion. In the second phase, a survey of 448 faculty members from prominent Indian universities was conducted to test the proposed research model. Contribution: The study proposes and validates an integrated model of TTF and social network factors that influence academics’ continued usage intentions toward AI chatbots. It highlights the nuanced role of peer networks in shaping adoption. Findings: Task and technology characteristics positively affected academics’ intentions to continue AI chatbot usage. Among network factors, density showed the strongest effect on TTF and perceived usefulness, while homophily and connectedness had partial effects. The study provides insights into designing appropriate AI tools for the academic context. Recommendations for Practitioners: AI chatbot designers should focus on aligning features to academics’ task needs and preferences. Compatibility with academic work culture is critical. Given peer network influences, training and demonstrations to user groups can enhance adoption. Platforms should have capabilities for collaborative use. Targeted messaging customized to disciplines can resonate better with academic subgroups. Multidisciplinary influencers should be engaged. Concerns like plagiarism risks, privacy, and job impacts should be transparently addressed. Recommendation for Researchers: More studies are needed across academic subfields to understand nuanced requirements and barriers. Further studies are recommended to investigate differences across disciplines and demographics, relative effects of specific network factors like size, proximity, and frequency of interaction, the role of academic leadership and institutional policies in enabling chatbot adoption, and how AI training biases impact usefulness perceptions and ethical issues. Impact on Society: Increased productivity in academia through the appropriate and ethical use of AI can enhance quality, access, and equity in education. AI can assist in mundane tasks, freeing academics’ time for higher-order objectives like critical thinking development. Responsible AI design and policies considering socio-cultural aspects will benefit sustainable growth. With careful implementation, it can make positive impacts on student engagement, learning support, and research efficiency. Future Research: Conduct longitudinal studies to examine the long-term impacts of AI chatbot usage in academia. Track usage behaviors over time as familiarity develops. Investigate differences across academic disciplines and roles. Requirements may vary for humanities versus STEM faculty or undergraduate versus graduate students. Assess user trust in AI and how it evolves with repeated usage, and examine trust-building strategies. Develop frameworks to assess pedagogical effectiveness and ethical risks of conversational agents in academic contexts.

In today's world, malware has become a part and threat to our computer systems. All electronic devices are very susceptible/vulnerable to various threats like different types of malware. There is one subset of malware called ransomware, which is majorly used to have large financial gains. The attacker asks for a ransom amount to regain access to the system/data. When dynamic technique using machine learning is used, it is very important to select the correct set of features for the detection of a ransomware attack. In this paper, we present two novel algorithms for the detection of ransomware attacks. The first algorithm is used to assign the time stamp to the features (API calls) for the ordering and second is used for the ordering and ranking of the features for the early detection of a ransomware attack.

This research introduces a hybrid honeypot architecture to bolster security within software-defined networks (SDNs). By combining low-interaction and high-interaction honeypots, the proposed solution effectively identifies and mitigates cyber threats, including port scanning and man-in-the-middle attacks. The architecture is structured into multiple modules that focus on detecting open ports using Vilhala honeypots and simulating targeted and random attack scenarios. This hybrid approach enables comprehensive monitoring and detailed packet-level analysis, providing enhanced protection against advanced online threats. The study also conducts a comparative analysis of different attack detection methods using tools like KFSensor and networking shell commands. The results highlight the hybrid honeypot system's efficacy in filtering malicious traffic and detecting security breaches, making it a robust solution for safeguarding SDNs.

This study aims to examine the intellectual capital and its effect on the financial performance of Ethiopian private commercial banks using the pulic model. Quantitative panel data from audited annual reports of Ethiopian private commercial banks from 2011 to 2019 are collected. The robust fixed effect regression model has been adopted to investigate the effect of IC and the financial performance measures of the banks. The study results show a positive relationship between the value added intellectual coefficient (VAIC) and the financial performance of private commercial banks in Ethiopia. The study also revealed that the components of VAIC (i.e., human capital efficiency, capital employed efficiency, and structural capital efficiency) have a positive and significant effect on the financial performance of banks measured by return on asset and return on equity over the study periods. Practically, the results of the study could be useful for shareholders to consider IC as a strategic resource and hence emphasise these intangibles, and to the bank managers to benchmark themselves against the best competitors based on the level of efficiency rankings.

The purpose of this study is to explore the effect of electronic service quality subdimensions upon the behavioural and praising intentions of users engaged in internet banking. Using the survey method, 203 responses were collected from users of online banking in Turkey. A partial least square structural equation model was constructed to test both the reliability and validity of the measurement, as well as the structural model. The results indicated that emotional benefits, ease of use, and control subdimensions, which are influenced through graphical quality and layout clarity, have a significant and positive impact upon the behavioural and praising intentions of users of online banking. The study did not find support for the direct effect of layout clarity upon behavioural and praising intentions.

Quality of work life (QWL) is a generic term that includes an employee's feeling about various aspects of their work including the compensation and rewards, job security, interpersonal relations and the intrinsic meaning of being satisfied in their workplace. This research paper was documented with an intention to understand the influence of the QWL on the productivity of employees working in the banking arena. The study examined the most clout able factors that contributed to the quality of work-life of employees and its correlation on their productivity. A multi-stage sampling method was used to draw a sizeable sample from ten major banks situated in the Karnataka state of India. A total of 756 personnel spread across various branches belonging to rural, semi-urban and urban were covered. The study was validated further by testing various hypotheses drawn based on a review of the literature. The study empirically identified eight major attributes that influence the QWL of bankers. The relationship between QWL and productivity was investigated with notable results using SEM approach.

Corporate social responsibility (CSR) and sustainability are gaining worldwide recognition. The question of whether CSR and sustainability programs benefit an organisation's financial success is still being debated. This study aims to verify this phenomenon by examining the current literature pattern on this relationship using bibliometric and systematic review analysis. It further provides a taxonomy for understanding this association. VOSviewer is used to obtain comprehensive dataset mapping and clustering in the field. The manuscript offers promising insights regarding academia by assessing the pattern of publication trends, the most influential author in the area, and analysing the methodological and theoretical underpinnings of CSR, sustainability and firm performance linkage. The outcome of this study provides exploratory insights into research gaps and avenues for future research.

Nostalgia has an intrinsic association with consumer behaviour. Retrieval of memories drives emotions among consumers and reinforces experience-led buying decisions. Despite nostalgia, and consumption being a common practice at various times in life, issues regarding the nostalgia stimuli on customers' perceptions and buying decisions remain less explored. This article aims at exploring the consumption pattern of adult consumers by analysing the influence of nostalgic behaviour referring to the autobiographic memories and social motivations. It describes the purchase intentions and consumption pattern among adult consumers in the context of self-reference criteria based on nostalgic memories and social motivations. This article offers constructive understanding on establishing relationship between nostalgic memories and consumption pattern over the temporal framework and establishing the brand loyalty and hedonic satisfaction. It contributes to the existing literature by critically examining the theoretical concepts and empirical findings of previous studies on perceptions of consumers on nostalgic emotions and their role in making buying decisions.

Smart home devices are vulnerable to various attacks, including distributed-denial-of-service (DDoS) attacks. Current detection techniques face challenges due to nonlinear thought, unusual system traffic, and the fluctuating data flow caused by human activities and device interactions. Identifying the baseline for 'normal' traffic and suspicious activities like DDoS attacks from encrypted data is also challenging due to the encrypted protective layer. This work introduces a concept called synoptic crow search with recurrent transformer network-based DDoS attack detection, which uses the synoptic weighted crow search algorithm to capture varying traffic patterns and prioritise critical information handling. An adaptive recurrent transformer neural network is introduced to effectively regulate DDoS attacks within encrypted data, counting the historical context of the data flow. The proposed model shows effective performance in terms of low false alarm rate, higher detection rate, and accuracy.

This study examines the relationships between ICTs (e.g., chatbots, virtual assistants, social media platforms, e-mail marketing, mobile marketing, data analytics, interactive voice response, big data analytics, push notifications, cloud computing, and augmented reality) and e-customer relationship management (e-CRM) from the banking industry of China. Similarly, this study unfolds the moderation interference of trust and risk between the association of ICTs and e-CRM, respectively. The study provided a positive nexus between ICTs and e-CRM. On the other side, a significant moderation of trust, as well as financial risk was observed between the correlation of ICTs and customer relationship management. This study endows with insights into ICTs which are critical for achieving e-CRM by streamlining interactions and enhancing their experience. Similarly, trust and financial risk were observed as potential forces that sway the association between ICTs and e-CRM.

Monetary policy is essential for sustainable growth where effective monetary policies can improve investment, employment, and consumption by fostering a balanced and resilient economy. However, sustainable development is vital for harmonising economic growth, social equity, and environmental preservation. A number of factors have been discussed in the literature that impact sustainable development. However, this study explicitly tries to investigate the nexus among the monetary policy (MP) toward sustainable development (SD) with the mediation of e-banking services (e-BS) and moderation of financial risk management (FRM) from China drawing on stakeholder theory. It discovered a significant connection between monetary policy and sustainable development along with sub-dimensions of SD. Likewise, this study confirmed a positive mediating influence of e-BS between monetary policy and sustainable development. Finally, the study additionally ensured a positive moderation of financial risk between monetary policy and sustainable development, respectively. These outcomes bestow several interesting insights into monetary policy, e-banking services, financial risk management, and sustainable development.

This research investigates the correlation between risk management and supply chain performance (SCP) along with moderation of AI-embedded technologies such as big data analytics, Internet of Things (IoT), virtual reality, and blockchain technologies. To calculate the results, this study utilised 644 questionnaires through the structural equation modelling (SEM) method. It is revealed using SmartPls that financial risk management (FRM) is positively linked with SCP. Second, it was observed that AI significantly moderates the connection between FRM and SCP. In addition, the study presents certain insights into supply chain and AI-enabled technologies and how these capabilities can beneficially advance SCP. Besides, certain implications, both managerial and theoretical are described for the supply chain managers along with limitations for future scholars of the world.

The phenomenon of cloud computing and related innovations such as Big Data have given rise to many fundamental changes that are evident in information and data. Managing, measuring and developing business value from the plethora of this new data has significant impact on many corporate agendas, particularly in relation to the successful implementation of business intelligence and analytics (BI&A). However, although the influence of Big Data has fundamentally changed the IT application landscape, the metrics for measuring success and in particular, the quality of information, have not evolved. The measurement of information quality and the antecedent factors that influence information has also been identified as an area that has suffered from a lack of research in recent decades. Given the rapid increase in data volume and the growth and ubiquitous use of BI&A systems in organisations, there is an urgent need for accurate metrics to identify information quality.

To better explore the application of unsupervised learning neural networks in psychological interventions for college students, this study investigates the relationships among latent psychological variables from the perspective of neural networks. Firstly, college students' psychological crisis and intervention systems are analysed, identifying several shortcomings in traditional psychological interventions, such as a lack of knowledge dissemination and imperfect management systems. Secondly, employing the Human-Computer Interaction (HCI) approach, a structural equation model is constructed for unsupervised learning neural networks. Finally, this study further confirms the effectiveness of unsupervised learning neural networks in psychological interventions for college students. The results indicate that in psychological intervention for college students. Additionally, the weightings of the indicators at the criterion level are calculated to be 0.35, 0.27, 0.19, 0.11 and 0.1. Based on the results of HCI, an emergency response system for college students' psychological crises is established, and several intervention measures are proposed.

Human behaviour, which is led by the human, emotional and occasionally fallible brain, is highly influenced by the environment in which choices are presented. This research paper explores the synergistic potential of the Internet of Behaviours (IoB) and digital nudges in the financial sector as new avenues for intervention while shedding light on the IoB benefits and the digital nudges' added value in these financial settings. Afterward, it proposes an IoB-Nudges conceptual model to explain how these two concepts would be incorporated and investigates their complementary relationship and benefits for this sector. Finally, the paper also discusses key challenges to be addressed by the IoB framework.

Conventional intelligent traffic congestion discrimination methods mainly use GPS terminals to collect traffic congestion data, which is vulnerable to the influence of vehicle time distribution, resulting in poor final discrimination effect. Necessary to design a new intelligent traffic congestion discrimination method based on wireless sensor network front-end data collection. That is to use the front-end data acquisition technology of wireless sensor network to generate a front-end data acquisition platform to obtain intelligent traffic congestion data, and then design an intelligent traffic congestion discrimination algorithm based on traffic congestion rules so as to achieve intelligent traffic congestion discrimination. The experimental results show that the intelligent traffic congestion discrimination method designed based on the front-end data collection of wireless sensor network has good discrimination effect, the obtained discrimination data is more accurate, effective and has certain application value, which has made certain contributions to reducing the frequency of urban traffic accidents.

In order to shorten the integration and sharing time of English teaching resources, a MOOC English online and offline mixed teaching resource integration model based on convolutional neural networks is proposed. The intelligent integration model of MOOC English online and offline hybrid teaching resources based on convolutional neural network is constructed. The intelligent integration unit of teaching resources uses the Arduino device recognition program based on convolutional neural network to complete the classification of hybrid teaching resources. Based on the classification results, an English online and offline mixed teaching resource library for Arduino device MOOC is constructed, to achieve intelligent integration of teaching resources. The experimental results show that when the regularisation coefficient is 0.00002, the convolutional neural network model has the best training effect and the fastest convergence speed. And the resource integration time of the method in this article should not exceed 2 s at most.

The value and utility of traditional knowledge in conserving and commercialising genetic resources are increasingly becoming apparent due to advances in biotechnology and bioprospecting. However, the absence of an international legally binding instrument within the WIPO system means that traditional knowledge associated with genetic resources is not sufficiently protected like other forms of intellectual property. This means that indigenous peoples and local communities (IPLCs) do not benefit from the commercial exploitation of these resources. The efficacy of domestic tools to protect traditional knowledge and in balancing the rights of IPLCs and intellectual property rights (IPRs) is still debated. This paper employs a doctrinal research methodology based on desktop research of international and regional law instruments and the Constitution of the Republic of South Africa, 1996, to determine the basis for balancing the protection of genetic resources and associated traditional knowledge with competing interests of IPLCs and IPRs in South Africa.