Aim/Purpose : To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers’ perceptions towards the flipped classroom pedagogy? (2) How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3) What are students’ perceptions towards the flipped classroom pedagogy? (4) How can students transfer their flipped classroom experiences to studying other subjects? (5) Will students have significant gain in the knowledge of the lesson topic trialled in this study? Methodology: A total of 57 students from two Secondary 2 classes in a Band 3 secondary school together with two teachers teaching these two classes were involved in this study. Both quantitative and quantitative data analyses were conducted. Contribution: Regarding whether the flipped classroom pedagogy can help students gain significantly in their knowledge of a lesson topic, only one class of students gained statistically significantly in the subject knowledge but not for another class. Findings: Students in general were positive about the flipped classroom. On the other hand, although the teachers considered that the flipped classroom pedagogy was creative, they thought it may only be useful for teaching English grammar. Recommendations for Practitioners: Teachers thought that flipping a classroom may only be useful for more motivated students, and the extra workload of finding or making suitable pre-lesson online videos is the main concern for teachers. Recommendations for Researchers: Both quantitative and qualitative analyses should be conducted to investigate the effectiveness of a flipped classroom on students’ language learning. Impact on Society : Teachers and students can transfer their flipped classroom experiences in English Language to teaching and studying other subjects. Future Research: More classes should be involved and a longer period of time should be spent on trial teaching in which a flipped classroom can be implemented in different lesson topics, not only teaching grammar. Teachers also need to determine if students can use the target language item in a task.

Aim/Purpose: To identify positive and negative aspects for learning of interactive tablet technology learning activities that promote student engagement and learning. Background: Engaging students in mathematics classes is an on-going challenge for teachers. In 2008 we were offered the opportunity to run interactive activities with a class set of tablet PCs that had just been released on to the market. Since then, we have run these interactive activities continuously with mathematics classes for computing students, albeit with two changes in hardware. Methodology: In the interactive activities, students submit full worked solutions to various problem types (classified as table, text, open or multi-choice) which can then be displayed to the class anonymously, discussed and annotated by the teacher. We surveyed student and staff perceptions and monitored academic performance. Contribution: We have over 10 years of results, observations, and experience from 2008, when tablet technologies were new and expensive, to the current time, when modern tablets with styli are now affordable. Findings: There was a significant increase in higher grades although pass rates did not increase significantly. Over the ten year period of the study, perceptions of students and staff about how this technology impacted on student learning were consistently positive. The majority of students found all problem types useful for learning even those they rated “too hard” or “too easy”. Benefits included increased feedback, peer learning and engagement. Recommendations for Practitioners: We recommend using tablet learning activities to engage students and teachers and to contribute to learning. Impact on Society: This study shows how using tablet technologies for interactive classroom activities can enable and enhance known pedagogies of feedback, peer instruction, and student engagement for mathematics classes. Future Research: We recommend extending this study to include larger classes, and other technical subjects that use symbols and diagrams. In addition, we suggest considering control groups.

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

Aim/Purpose: In this paper, we present our experience in design and delivery of a graduate Information Systems Management (ISM) course in an online MBA program. Also presented are a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Background: This graduate ISM course needs to not only cover a broad range of dynamic technology and business topics, but also strike a balance between the width and depth of the content. Effective course design and delivery are critical to improved teaching and learning, especially when the course is delivered online. Methodology: We provided a comprehensive review of the related literature to develop guidelines for the design and delivery of our ISM course; we collected survey data to evaluate the students’ backgrounds and their perceptions of the course; we used data analysis and content analysis methods to assess the course evaluation results. Contribution: A review of the related literature indicates that IS researchers and educators have not adequately studied online graduate education. Given the importance of the graduate ISM course in most MBA programs, and the lack of attention from the IS community, it is critical to address this gap in the research. We believe we have done so with this paper. Findings: The paper’s major findings are embedded in a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Recommendations for Practitioners: Even though our experience may not be fully applicable to other institutions, we hope our IS colleagues can learn from the design and delivery of this online course, as well as our best practices and lessons learned to improve the teaching and learning effectiveness in IS online graduate education, in general. Furthermore, we provide instructors with an actionable framework onto which they can map their current course offering, and compare their current pedagogical offering to literature driven best practices for ISM courses, in particular. Recommendation for Researchers: It is our hope that the design and delivery of this online course, and our best practices and lessons learned can inspire our IS colleagues to search for innovative ways to improve the teaching and learning effectiveness in IS online graduate education. In addition, we distill a literature driven framework for ISM courses design and delivery that can help researchers frame their pedagogical research questions. Impact on Society: The online course in this study prepares students for more efficiently and effectively delivering IT systems in organizations. Many MBA students work for non-profits and other socially-focused organizations and are able to use the skills learned in the course for the betterment of society. Future Research: We will continue to monitor the impact of the changes on student learning effectiveness and attempt to identify additional innovative ways to improve the design and delivery of this online ISM course.

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 study aimed to reveal the effect of the previous Internet-based education (IBE) experiences of the students’ readiness, attitude, and self-control / self-management variables towards the e-learning process, and also to determine their opinions. Background: The institutions have made efforts to ensure the continuity of education through their learning management systems and the necessity of addressing the e-learning process from the perspective of students once again showed itself as an undeniable fact. Accordingly, the necessity to consider holistically the variables of readiness, attitude, and self-control/self-management, which affect students’ adaptation to e-learning process, has once again emerged based on the relevant literature. Methodology: This research based on the simultaneous mixed method considering the previous IBE experiences of 75 Computer Education and Instructional Technology (CEIT) students taking part in the study in Turkey. The quantitative results of the study were analyzed based on the single-group pretest-posttest weak experimental design. Qualitative results were obtained through the structured interview form and set an example for the case study. Contribution: The results showed that regardless of students’ previous Internet-based education (IBE) experience, it is seen that increasing and continuous experience has a significant effect on the readiness, attitude and self-control / self-management variables towards the e-learning process. The main contribution of experimental results showed that IBE experience is effective on individuals’ perceptions of internet self-efficacy, and has an impact on the self-learning skills of individuals. In addition to this, the e-learning experience has an impact on individuals’ self-evaluation. It is also seen that the certificate presented to learners in the e-learning environment has a positive effect on students’ attitudes towards e-learning processes. Finally, the experiences of e-learning processes, the methods used to transfer the content in the learning environment, the motivation and feedback provided to the learner also support the significant difference obtained in terms of readiness, attitude and self-control / self-management. Findings: After the findings were analyzed holistically in depth, it has been observed that; if the contents offered to students in e-learning environments support their professional development, in this case, their attitudes, readiness (excluding the sub-dimension of learner control), and self-control/self-management skills for these environments differ significantly in the posttest. It is also among the results that students having previous IBE experience have not higher awareness levels on online communication self-efficacy, technology use self-efficacy, readiness for e-learning, e-learning predisposition, self-reinforcement, self-control management, although significantly found. The findings regarding the effectiveness of the experimental process are as follows: Although it is possible for the students having previous IBE experience to use these experiences within the course for their personal development, it has been seen that the observed differences regarding students’ readiness, attitude, and self-control/self-management towards e-learning processes arise from the experimental operation. Recommendations for Practitioners: It is recommended for the policy-makers and practitioners that while e-learning platforms were designing, using different methods for delivering the content is as important as making the interaction meaningful and sustainable. In addition to this, to develop a positive attitude it is recommended that individuals’ participation of an e-learning platform should be supported with a certificate. Recommendation for Researchers: Researchers should test the obtained results by a well-structured e-learning platform with their recorded activities on the platform (e.g. in which section was used mostly by a learner etc.). Hence, the impact of IBE experiences might be discussed in an up level framework. Impact on Society: Actually, this study is based on a mix design and the results were also meaningful especially considering the implacable global pandemic. It is clearly understood by this process that e-learning is very important. In line with this, to support the e-learning process (e.g. with the method while delivering the content, well-structured feedback, motivation strategies etc.) and make it sustainable, the increasing of individual’s readiness, attitude, and self-control through the IBE would be indispensable. Future Research: Future studies might focus on the longitudinal methods. It is worth to find out how the students experiences affect the sustainability of the course content, and what should the program developer make to improve their course content in line with the findings of longitudinal studies.

Aim/Purpose: This paper focuses on designing and implementing the rubric for objective JAVA programming assessments. An unsupervised learning approach was used to group learners based on their performance in the results obtained from the rubric, reflecting their learning ability. Background: Students' learning outcomes have been evaluated subjectively using a rubric for years. Subjective assessments are simple to construct yet inconsistent and biased to evaluate. Objective assessments are stable, reliable, and easy to conduct. However, they usually lack rubrics. Methodology: In this study, a Top-Down assessment approach is followed, i.e., a rubric focused on the learning outcome of the subject is designed, and the proficiency of learners is judged by their performance in conducting the task given. A JAVA rubric is proposed based on the learning outcomes like syntactical, logical, conceptual, and advanced JAVA skills. A JAVA objective quiz (with multiple correct options) is prepared based on the rubric criteria, comprising five questions per criterion. The examination was conducted for 209 students (100 from the MCA course and 109 from B.Tech. course). The suggested rubric was used to compute the results. K-means clustering was applied to the results to classify the students according to their learning preferences and abilities. Contribution: This work contributes to the field of rubric designing by creating an objective programming assessment and analyzing the learners’ performance using machine learning techniques. It also facilitates a reliable feedback approach offering various possibilities in student learning analytics. Findings: The designed rubric, partial scoring, and cluster analysis of the results help us to provide individual feedback and also, group the students based on their learning skills. Like on average, learners are good at remembering the syntax and concepts, mediocre in logical and critical thinking, and need more practice in code optimization and designing applications. Recommendations for Practitioners: The practical implications of this work include rubric designing for objective assessments and building an informative feedback process. Faculty can use this approach as an alternative assessment measure. They are the strong pillars of e-assessments and virtual learning platforms. Recommendation for Researchers: This research presents a novel approach to rubric-based objective assessments. Thus, it provides a fresh perspective to the researchers promising enough opportunities in the current era of digital education. Impact on Society: In order to accomplish the shared objective of reflective learning, the grading rubric and its accompanying analysis can be utilized by both instructors and students. As an instructional assessment tool, the rubric helps instructors to align their pedagogies with the students’ learning levels and assists students in updating their learning paths based on the informative topic-wise scores generated with the help of the rubric. Future Research: The designed rubric in this study can be extended to other programming languages and subjects. Further, an adaptable weighted rubric can be created to execute a flexible and reflective learning process. In addition, outcome-based learning can be achieved by measuring and analyzing student improvements after rubric evaluation.

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: The emergence of massive open online courses (MOOCs) has fostered the creation of co-located learning communities; however, there is limited research on the types of interactions unfolding in these spaces. Background: This study explores Peer 2 Peer University’s Learning Circles, a project that allows individuals to take MOOCs together at the library. I investigated the patterns that emerged from the interactions between facilitators, learners, course materials, and digital media in the pilot round of these Learning Circles. Methodology: This study employs an ethnography of hybrid spaces (online/offline participant observations, in-depth interviews, and artifact collection) of face-to-face study groups taking place at library branches in a Midwest metropolitan area. Data analysis employs the constant comparison method. Contribution: Interactions taking place in the Learning Circles increased individuals’ agency as learners and subverted the MOOC model through processes of technological appropriation. Findings: The findings reveal that interactions within Learning Circles created a dynamic negotiation of roles, produced tension points, enabled a distributed model of knowledge, and structured study routines. The pilot round of Learning Circles attracted diverse participants beyond the typical digitally literate MOOC student. Many of them had no previous experience taking online courses and, in some cases, no Internet connection at home. This paper argues that Learning Circles favored the appropriation of artifacts (technologies) and increased participants’ agency as learners in the Internet age. Recommendations for Practitioners: Practitioners can use the Learning Circles model to benefit disenfranchised individuals by providing them with access to materials resources and a network of peers that can help increase their agency as learners. Recommendation for Researchers: This study suggests that it is fundamental to pay attention to learning initiatives that are unfolding outside the scope of traditional and formal education. Impact on Society: Open educational resources and public libraries are opening new pathways for learning beyond traditional higher education institutions. Future Research: Future research can explore how the learning circles are adapted in cultural contexts outside the United States.

Aim/Purpose: The study seeks to utilize Augmented Reality (AR) in creating virtual laboratories for engineering education, focusing on enhancing teaching methodologies to facilitate student understanding of intricate and theoretical engineering principles while also assessing engineering students’ acceptance of such laboratories. Background: AR, a part of next-generation technology, has enhanced the perception of reality by overlaying virtual elements in the physical environment. The utilization of AR is prevalent across different disciplines, yet its efficacy in facilitating Science, Technology, Engineering, and Mathematics (STEM) education is limited. Engineering studies, a part of STEM learning, involves complex and abstract concepts like machine simulation, structural analysis, and design optimization; these things would be easy to grasp with the help of AR. This restriction can be attributed to their innovative characteristics and disparities. Therefore, providing a comprehensive analysis of the factors influencing the acceptance of these technologies by students - the primary target demographic – and examining the impact of these factors is essential to maximize the advantages of AR while refining the implementation processes. Methodology: The primary objective of this research is to develop and evaluate a tool that enriches the educational experience within engineering laboratories. Utilizing Unity game engine libraries, digital content is meticulously crafted for this tool and subsequently integrated with geo-location functionalities. The tool’s user-friendly interface allows both faculty and non-faculty members of the academic institution to establish effortlessly the virtual laboratory. Subsequently, an assessment of the tool is conducted through the application of the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, involving the administration of surveys to university students to gauge their level of adaptability. Contribution: The utilization of interactive augmented learning in laboratory settings enables educational establishments to realize notable savings in time and resources, thereby achieving sustainable educational outcomes. The study is of great importance due to its utilization of student behavioral intentions as the underlying framework for developing an AR tool and illustrating the impact of learner experience on various objectives and the acceptance of AR in Engineering studies. Furthermore, the research results enable educational institutions to implement AR-based virtual laboratories to improve student experiences strategically, align with learner objectives, and ultimately boost the adaptability of AR technologies. Findings: Drawing on practice-based research, the authors showcase work samples and a digital project of AR-based Virtual labs to illustrate the evaluation of the adaptability of AR technology. Adaptability is calculated by conducting a survey of 300 undergraduate university students from different engineering departments and applying an adaptability method to determine the behavioral intentions of students. Recommendations for Practitioners: Engineering institutions could leverage research findings in the implementation of AR to enhance the effectiveness of AR technology in practical education settings. Recommendation for Researchers: The authors implement a pragmatic research framework aimed at integrating AR technology into virtual AR-based labs for engineering education. This study delves into a unique perspective within the realm of engineering studies, considering students’ perspectives and discerning their behavioral intentions by drawing upon previous research on technology utilization. The research employs various objectives and learner experiences to assess their influence on students’ acceptance of AR technology. Impact on Society: The use of AR in engineering institutions, especially in laboratory practicals, has a significant impact on society, supported by the UTAUT2 model. UTAUT2 model assesses factors like performance, effort expectancy, social influence, and conditions, showing that AR in education is feasible and adaptable. This adaptability helps students and educators incorporate AR tools effectively for better educational results. AR-based labs allow students to interact with complex engineering concepts in immersive settings, enhancing understanding and knowledge retention. This interactive augmented learning for laboratories saves educational institutions significant time and resources, attaining sustainable learning. Future Research: Further research can employ a more comprehensive acceptance model to examine learners’ adaptability to AR technology and try comparing different adaptability models to determine which is more effective for engineering students.

Aim/Purpose: Despite playing a critical role in shaping the future, 70% of undergraduate engineers report low levels of motivation. Student disengagement and a lack of ownership of their learning are significant challenges in higher education, specifically engineering students in the computer science department. This study investigates the various causes of these problems among first-year undergraduate engineers. Background: Student disengagement has become a significant problem, especially in higher education, leading to reduced academic performance, lower graduation rates, and less satisfaction with learning. The study intends to develop approaches that encourage a more interesting and learner-motivated educational environment. Methodology: This research uses a mixed methods approach by combining quantitative data from a survey-based questionnaire with qualitative insights from focus groups to explore intrinsic and extrinsic motivators, instructional practices, and student perceptions of relevance and application of course content. The aim of this method is to make an all-inclusive exploration into undergraduate engineering students’ perspectives on factors contributing to this disengagement and the need for more ownership. Contribution: Inculcating passion for engineering among learners seems demanding, with numerous educational programs struggling with issues such as a lack of interest by students and no personal investment in learning. Understanding the causes is of paramount importance. The study gives suggestions to help teachers or institutions create a more engaged and ownership-based learning environment for engineering students. Findings: The findings revealed a tangled web influencing monotonous teaching styles, limited opportunities and applications, and a perceived gap between theoretical knowledge and real-world engineering problems. It emphasized the need to implement more active learning strategies that could increase autonomy and a stronger sense of purpose in their learning journey. It also highlights the potential use of technology in promoting student engagement and ownership. Further research is needed to explore optimal implementation strategies for online simulations, interactive learning platforms, and gamification elements in the engineering curriculum. Recommendations for Practitioners: It highlights the complex interplay of intrinsic and extrinsic motivation factors and the need to re-look at instructional practice and emphasize faculty training to develop a more student-centered approach. It also stresses the need to look into the relevance and application of the course content. Recommendation for Researchers: More work needs to be done with a larger, more diverse sample population across multiple institutions and varied sociocultural and economic backgrounds. Impact on Society: Enhancing learners’ educational experience can result in creating a passionate and competent team of engineers who can face future obstacles fearlessly and reduce the production of half-baked graduates unprepared for the profession’s challenges. Future Research: Conduct long-term studies to assess the impact of active learning and technology use on student outcomes and career readiness. Investigate scaling up successful strategies across diverse engineering programs. See if promising practices work well everywhere.

Aim/Purpose: This review’s main objective was to examine the existing literature on the use of 3D printers in primary education, covering students aged six to twelve across general, special, and inclusive educational environments. Background: A review of the literature indicated a significant oversight – prior reviews insufficiently distinguish the application of 3D printing in primary education from its utilization at higher educational tiers or focused on particular subject areas and learning domains. Considering the distinct nature and critical role of primary education in developing young students’ cognitive abilities and skills, it is essential to concentrate on this specific educational stage. Methodology: The scoping review was selected as the preferred research method. The methodological robustness was augmented through the utilization of the backward snowballing technique. Consequently, a total of 50 papers were identified and subjected to thorough analysis. Contribution: This review has methodically compiled and analyzed the literature on 3D printing use among elementary students, offering a substantial addition to academic conversations. It consolidated and organized research on 3D printers’ educational uses, applying robust and credible criteria. Findings: Many studies featured small sample sizes and limited research on inclusive and special education. The analysis revealed 82 distinct research goals and 13 educational fields, with STEM being the predominant focus. Scholars showed considerable interest in how 3D printers influence skills like creativity and problem-solving, as well as emotions such as engagement and motivation. The majority of studies indicated positive outcomes, enhancing academic achievement, engagement, collaboration, creativity, interest, and motivation. Nonetheless, challenges were noted, highlighting the necessity for teacher training, the expense of equipment, technical difficulties, and the complexities of blending new methods with traditional curricula. Recommendations for Practitioners: To capitalize on the benefits that 3D printers bring, curriculum planners are urged to weave them into their programs, ensuring alignment with educational standards and skill development. The critical role educators play in the effective implementation of this technology necessitates targeted professional development programs to equip them with the expertise for successful integration. Moreover, 3D printing presents a unique opportunity to advance inclusive education for students with disabilities, offering tailored learning experiences and aiding in creating assistive technologies. In recognizing the disparities in access to 3D printing, educational leaders must address the financial and logistical barriers highlighted in the literature. Strategic initiatives are essential to democratize 3D printing access, ensuring all students benefit from this educational tool. Recommendation for Researchers: Comparative studies are critical to elucidate the specific advantages and limitations of 3D printing technology due to the scarcity of research contrasting it with other tools. The variability in reporting durations of interventions and research environments underscores the necessity for uniform methodologies and benchmarks. Because research has predominantly focused on STEM/STEAM education, expanding into different educational areas could provide a comprehensive understanding of 3D printing’s capabilities. The existence of neutral and negative findings signals an opportunity for further investigation. Exploring the factors that impede the successful integration of 3D printing will inform the creation of superior pedagogical approaches and technological refinements. Future Research: As the review confirmed the significant promise of 3D printing technology in enriching education, especially in the context of primary education, the imperative for continued research to refine its application in primary education settings is highlighted.

Aim/Purpose: The digital ecosystem has contributed to the acceleration of digital and mobile educational tools across institutions worldwide. The research displays educators’ perspectives on web applications on mobile devices that can be used to engage and challenge students while impacting their learning. Background: Explored are elements of technology in education and challenges and successes reported by instructors to shift learning from static to dynamic. Methodology: Insights for this study were gained through questionnaires and focus groups with university educators in the United Arab Emirates. Key questions addressed are (1) challenges/benefits, (2) types of mobile technology applications used by educators, and (3) strategies educators use to support student learning through apps. The research is assisted by focus groups and a sample of 42 completed questionnaires. Contribution: The work contributes to web/mobile strategic considerations in the classroom that can support student learning and outcomes. Findings: The results reported showcase apps that were successfully implemented in classrooms and provide a perspective for today’s learning environment that could be useful for instructors, course developers, or any educational institutions. Recommendations for Practitioners: Academics can integrate suggested tools and explore engagement and positive associations with tools and technologies. Recommendation for Researchers: Researchers can consider new learning applications, mobile devices, course design, learning strategies, and student engagement practices for future studies. Impact on Society: Digitization and global trends are changing how educators teach, and students learn; therefore, gaps need to be continually filled to keep up with the pace of ever-evolving digital technologies that can engage student learning. Future Research: Future research may focus on interactive approaches toward mobile devices in higher education learning and shorter learning activities to engage students.

Aim/Purpose: This exploratory qualitative case study examines the perceptions of high-school learners of English regarding a pedagogical intervention involving progressive reduction of captions (full, sentence-level, keyword captions, and no-captions) in enhancing language learning. Background: Recognizing the limitations of caption usage in fostering independent listening comprehension in non-captioned environments, this research builds upon and extends the foundational work of Vanderplank (2016), who highlighted the necessity of a comprehensive blend of tasks, strategies, focused viewing, and the need to actively engage language learners in watching captioned materials. Methodology: Using a qualitative research design, the participants were exposed to authentic video texts in a five-week listening course. Participants completed an entry survey, and upon interaction with each captioning type, they wrote individual reflections and participated in focus group sessions. This methodological approach allowed for an in-depth exploration of learners’ experiences across different captioning scenarios, providing a nuanced understanding of the pedagogical intervention’s impact on their perceived language development process. Contribution: By bridging the research-practice gap, our study offers valuable insights into designing pedagogical interventions that reduce caption dependence, thereby preparing language learners for success in real-world, caption-free listening scenarios. Findings: Our findings show that learners not only appreciate the varied captioning approaches for their role in supporting text comprehension, vocabulary acquisition, pronunciation, and on-task focus but also for facilitating the integration of new linguistic knowledge with existing background knowledge. Crucially, our study uncovers a positive reception towards the gradual shift from fully captioned to uncaptioned materials, highlighting a stepwise reduction of caption dependence as instrumental in boosting learners’ confidence and sense of achievement in mastering L2 listening skills. Recommendations for Practitioners: The implications of our findings are threefold: addressing input selection, task design orchestration, and reflective practices. We advocate for a deliberate selection of input that resonates with learners’ interests and contextual realities alongside task designs that progressively reduce caption reliance and encourage active learner engagement and collaborative learning opportunities. Furthermore, our study underscores the importance of reflective practices in enabling learners to articulate their learning preferences and strategies, thereby fostering a more personalized and effective language learning experience. Recommendation for Researchers: Listening comprehension is a complex process that can be clearly influenced by the input, the task, and/or the learner characteristics. Comparative studies may struggle to control and account for all these variables, making it challenging to attribute observed differences solely to caption reduction. Impact on Society: This research responds to the call for innovative teaching practices in language education. It sets the stage for future inquiries into the nuanced dynamics of caption usage in language learning, advocating for a more learner-centered and adaptive approach. Future Research: Longitudinal quantitative studies that measure comprehension as captions support is gradually reduced (full, partial, and keyword) are strongly needed. Other studies could examine a range of individual differences (working memory capacity, age, levels of engagement, and language background) when reducing caption support. Future research could also examine captions with students with learning difficulties and/or disabilities.

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.

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.

The world is transitioning towards the digitalisation of everyday tasks significantly. The impact of digital literacy on technological usage is immense. The awareness and utilisation of the digital India schemes are needed to determine unorganised retailers' overall satisfaction with digitalisation and technological usage. The chief motive of this research is to assess and analyse digital literacy in terms of technology usage and the awareness cum utilisation level of the various digital India schemes proposed by the Government of India for unorganised retailers. The conceptual framework consists of the factors such as digital literacy and digital India schemes that determine the overall satisfaction of retailers with technology usage. The corresponding results of the study synthesised the impact of digital literacy, digital India schemes, and the awareness cum utilisation level of technology among unorganised retailers based on recommendations to enhance the performance of the unorganised retail sector.

In several manufacturing firms, inventory constitutes most of the current assets, and this underscores the importance of inventory management as a fundamental issue for the majority of the firms irrespective of their sizes. Therefore, the purpose of this research is to assess the factors that influence the effectiveness of inventory management of Malaysian SMEs in the manufacturing sector. The study employs PLS-SEM technique to test the hypotheses. The main findings show that documentation and records, inventory control system and qualified personnel have positive effects on effective inventory management of Malaysian SMEs in the manufacturing sector. The study also reveals that effective inventory management has a mediating effect on the relationship between documentation and records, inventory control system, qualified personnel and organisational performance. Therefore, the study recommends that Malaysian SMEs in the manufacturing sector should improve their approaches to embracing effective inventory management practices in order to enhance organisational performance.

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.

This study explores the connection between mentorship and sustainable development (SD) within three major perspectives of sustainable development, such as social, environmental, and economic perspectives from China. Second, the study revealed the relationship between entrepreneurship and SD. Third, a moderation influence of innovation management (IM) was observed among the proposed nexuses of mentorship, entrepreneurship, and SD. To this end, a total of 535 questionnaires were eventually utilised with the support of SmartPLS and the structure equation modelling (SEM) approach. A positive connection was confirmed between mentorship and SD. The outcome uncovered a positive correlation between entrepreneurship and SD. In addition, a moderation of IM was found between mentorship, entrepreneurship, and SD. The study enlists several interesting lines about mentorship, entrepreneurship, and IM that might help to improve SD in terms of social, environmental, and economic perspectives. Besides, the study provides various implications for management and states the weaknesses along with the future directions for worldly researchers.

Today, income management is one of the attractive and controversial issues in accounting investigation areas from both investigations and regulatory view. Managers do manage income either to distort information or to defer and report the information related to future incomes. This investigation aims at examining the effect of taxable income management on the information content of taxable income of firms. Tests of research hypotheses were performed with an empirical method based on econometric and using multivariate regression analysis, t-test, Wilcoxon total scores, and specifically by using the panel data model across 147 firms listed on the Tehran Stock Exchange between 2002 and 2011. Findings show that taxable income management reduces the information content of taxable income. In addition, firms manage accounting income to defer information.

With the rapid development of computer information technology, the work of accountants has gradually evolved into an electronic trend and the management of accounting files has also undergone great changes. Combining with the current development trend of informatisation, this paper discusses the electronic management mode of enterprise accounting files under the condition of informatisation. Combined with the latest information technology, an enterprise electronic accounting file system is established and the research and development system is compared with the traditional paper accounting file management. The results have shown that the retrieval and query time of traditional paper accounting files is close to 2 hours. After the implementation of the electronic accounting file system, the retrieval and query time of files can be completed in only 2 minutes, and the query efficiency of files has been increased by nearly 60 times.

With the rapid development of Artificial Intelligence (AI) technology, significant breakthroughs have been made in its application in many fields. Especially, in the field of enterprise human resource management and employee performance evaluation, AI has demonstrated its powerful ability to optimise and improve performance. This study explores the application of AI in enterprise human resource management and how to use AI to evaluate employee performance. The research includes analysing and comparing existing AI-driven human resource management models, evaluating how AI can help improve employee performance and leadership styles, and designing and developing human resource management computer systems for enterprise employees. Through empirical research and case analysis, this study proposes a new AI-optimised employee performance evaluation model and explores its application and effect in practice. In general, the application of AI can improve the efficiency and accuracy of enterprise human resource management, and provide new possibilities for employee performance evaluation. At present, artificial intelligence technology has been widely used in various fields of daily life, especially in corporate human resource management, providing better support for the development of enterprises.

In order to improve the quality of higher education, student satisfaction, and employment rate, a data mining based high-quality management method for higher education is proposed. Firstly, construct a high-quality evaluation system for higher education based on the principles of education quality evaluation. Secondly, the association rule mining method is used to construct a university education quality management model and determine the weight of the impact indicators for high-quality management of university education. Finally, the fuzzy evaluation method is used to determine the high-quality evaluation function of higher education, and the results of high-quality evaluation of higher education are obtained. High-quality management strategies are developed based on the evaluation results to improve the quality of education. The experimental results show that the student satisfaction rate of this method can reach 99.3%, and the student employment rate can reach 99.9%.

Presently, there are many existing academic studies on the development, protection and operation of intellectual property management (IPM). Therefore, provides a comprehensive econometric analysis in order to provide scholars, with a clearer understanding of the evolution and development of IP management research during 2000 to 2022. The study is aiming to help scholars to better discern the expanding IPM research field from a multidimensional perspective. The database used for this analysis is the Web of Science Core Collection database. After retrieval through keywords and using a variety of tools such as CiteSpace, VOSviewer, Bibliometrix and HistCite, 1033 documents were refined to conduct the econometric analysis, and produce graphs. The findings indicate that the US is a highly active country/region in the field IP management research, and its expanding IP management research is branching out into other disciplines. The study also presents the future directions and possible challenges for IPM in technology management.

Dynamic nature of the FMCG sector perpetually provides a tricky challenge for organisational leaders to nurture their employees. High demand for products, less shelf life and tough competitors always challenge the leaders to uphold their products in the market. Due to technology and e-commerce, many new competitors have joined the market, vying with the industry's veterans. Due to their unique business models that match client needs, these firms are expected to boost FMCG industry income in the future. Managers' leadership styles depend primarily on emotional intelligence. This quantitative study examines how emotional intelligence influences West Bengal FMCG senior managers' leadership styles. 500 FMCG managers were selected. PLS-SEM is used to study. Emotionally competent leaders choose transactional and transformational leadership styles depending on the occasion. Managers' transactional leadership style is strongly influenced by their sympathetic awareness, as shown by a path coefficient of 0.755. Transformational leadership style has a path coefficient of 0.693, indicating that managers' empathy affects their organisational management. Thus, sympathetic awareness and emotion regulation predict good management leadership.

The European Union Rights Management Directive 2014/26/EU, provides regulatory oversight of European Union (EU) Collective Management Organizations (CMOs). However, the Directive has no provision indicating how members of EU CMOs may conduct non-financial audits of their CMO income and reporting. This paper addresses the problem of a lack of an audit method through a case study of the five writer members of the music group Duran Duran, who have been members of the UK's CMO for performing rights - the Performing Rights Society (PRS) for over 35 years. The paper argues a new audit CMO member method that can address the lacunae regarding the absence of CMO member right to audit a CMO and an applicable CMO audit method.

As academia in general, and research funders in particular, place ever greater importance on data as an output of research, so the value of good research data management practices becomes ever more apparent. In response to this, the Innovative Design and Manufacturing Research Centre (IdMRC) at the University of Bath, UK, with funding from the JISC, ran a project to draw up a data management planning regime. In carrying out this task, the ERIM (Engineering Research Information Management) Project devised a visual method of mapping out the data records produced in the course of research, along with the associations between them. This method, called Research Activity Information Development (RAID) Modelling, is based on the Unified Modelling Language (UML) for portability. It is offered to the wider research community as an intuitive way for researchers both to keep track of their own data and to communicate this understanding to others who may wish to validate the findings or re-use the data.

In the realm of digital data, vendor-supplied cloud systems will still leave the user with responsibility for curation of digital data. Some of the very tasks users thought they were delegating to the cloud vendor may be a requirement for users after all. For example, cloud vendors most often require that users maintain archival copies. Beyond the better known vendor cloud model, we examine curation in two other models: inhouse clouds, and what we call "open" clouds—which are neither inhouse nor vendor. In open clouds, users come aboard as participants or partners—for example, by invitation. In open cloud systems users can develop their own software and data management, control access, and purchase their own hardware while running securely in the cloud environment. To do so will still require working within the rules of the cloud system, but in some open cloud systems those restrictions and limitations can be walked around easily with surprisingly little loss of freedom. It is in this context that REDDnet (Research and Education Data Depot network) is presented as the place where the Texas Tech University (TTU)) Libraries have been conducting research on long-term digital archival storage. The REDDnet network by year's end will be at 1.2 petabytes (PB) with an additional 1.4 PB for a related project (Compact Muon Soleniod Heavy Ion [CMS-HI]); additionally there are over 200 TB of tape storage. These numbers exclude any disk space which TTU will be purchasing during the year. National Science Foundation (NSF) funding covering REDDnet and CMS-HI was in excess of $850,000 with $850,000 earmarked toward REDDnet. In the terminology we used above, REDDnet is an open cloud system that invited TTU Libraries to participate. This means that we run software which fits the REDDnet structure. We are beginning to complete the final design of our system, and starting to move into the first stages of construction. And we have made a decision to move forward and purchase one-half petabyte of disk storage in the initial phase. The concerns, deliberations and testing are presented here along with our initial approach.