Search Results (1,193)

This study develops and validates a three-level model of digital learning conditions that reflects the progression from ICT accessibility (“access”) to pedagogical use (“use”) and their influence on student learning outcomes (“impact”). Drawing on secondary analysis of the PISA 2022 ICT Familiarity Questionnaire and applying complex-sample regression together with the logic of structural equation modelling (SEM), the study examines how ICT resources, usage practices, and digital feedback (ICTFEED) interact and how they are associated with Lithuanian fifteen-year-olds’ achievement in mathematics, reading, and science. The three-level model includes: (1) ICT infrastructure—access to technology at home and at school and students’ perceived quality of technological resources; (2) ICT learning practices—use of digital tools in subject lessons, inquiry-based activities, and school-related work outside the classroom; and (3) digital feedback and its relationship with academic achievement. Results show that neither home nor school ICT availability predicts students’ experience of receiving digital feedback. The only significant infrastructure-level predictor is the perceived quality of school ICT resources (ICTQUAL). Digital feedback is most strongly predicted by ICT use in inquiry-based learning and by ICT-supported schoolwork outside the classroom, whereas ICT use in subject lessons has only a minimal effect. Across all domains, digital feedback is negatively associated with student achievement, even when ICT access, resource quality, learning-use variables, and digital leisure are controlled for. This pattern suggests that ICTFEED functions primarily as a compensatory mechanism, being more frequently used with lower-achieving students rather than serving as a direct enhancer of academic performance. The proposed three-level model offers a structured framework for interpreting students’ digital learning experiences and highlights the key components of school ICT ecosystems that shape digital assessment practices and learning outcomes. Full article

Soils, although fundamental to life on Earth through their provision of essential ecosystem services, remain underrepresented in global environmental education at primary and secondary levels. To address this gap, we developed two versions of an interactive soil awareness workshop for primary and secondary education. The shorter ‘Soil-Hour’ format includes an introductory lesson on soil and a quiz, while the ‘Soil-Day’ format incorporates a lesson, a brief soil sample investigation, a quiz, and a creative art activity. Both formats were designed around seven keywords: new, unusual, interesting, entertaining, competitive, digital, and rewarding. Assigning multiple roles to students encourages active participation. Implemented 16 times in various schools with a total of 361 participants, the workshops have been successful in sparking curiosity about soil, improving understanding of soils, and enhancing appreciation of the fundamental role of soils in the environment. Feedback from students and teachers was positive. Students’ responses largely confirmed expectations that they would be amazed by soil sounds, surprised by the range of soil ecosystem services, and intrigued by soil biodiversity. Initial findings support further development and refinement of these soil teaching and awareness-raising approaches at the primary and secondary levels to promote greater engagement with soil science in school curricula. Full article

Background: Port digital transition is central to competitiveness and sustainability, yet existing frameworks devoted to such transition toward smart port are descriptive, technology-centered, or weak on data governance. This study designs and empirically refines a comprehensive and novel ten-step roadmap relative to existing Port/Industry 4.0 models, synthesized from 14 partial frameworks that each cover only subsets of the transition, by considering data governance and consolidating cost, time, and impact in the selection step. Methods: We synthesized recent Industry 4.0 and smart port-related frameworks into a normalized sequence of steps embedded in the so-called roadmap, then examined it in an exploratory case of a technology deployment project in a Canadian port using stakeholder interviews and project documents. Evidence was coded with a step-aligned scheme, and stakeholder feedback and implementation observations assessed whether each step’s outcomes were met. Results: The sequence proved useful yet revealed four recurrent hurdles: limited maturity assessment, uneven stakeholder engagement, ad hoc technology selection and integration, and under-specified data governance. The refined roadmap adds a diagnostic maturity step with target-state setting and gap analysis, a criteria-based selection worksheet, staged deployment with checkpoints, and compact indicators of transformation performance, such as reduced logistics delays, improved energy efficiency, and technology adoption. Conclusions: The work couples theory-grounded synthesis with empirical validation and provides decision support to both ports and public authorities to prioritize investments, align stakeholders, propose successful policies and digitalization supporting programs, and monitor outcomes, while specifying reusable steps and indicators for multi-port testing and standardized metrics. Full article

The application of Generative Artificial Intelligence (GenAI)—defined as a class of AI systems capable of autonomously generating new content such as images, texts, and design solutions based on learned data patterns—has become increasingly widespread in creative design. By supporting ideation, rapid trial-and-error, and data-driven decision-making, GenAI enables designers to explore design alternatives more efficiently and enhances human–computer interaction experiences. In design practice, GenAI functions not only as a productivity-enhancing tool but also as a collaborative partner that assists users in visual exploration, concept refinement, and iterative development. However, users still face a certain learning curve before effectively adopting these technologies. Within the framework of human-centered artificial intelligence, contemporary design practices place greater emphasis on inclusivity across diverse user groups and on enabling intuitive “what-you-think-is-what-you-get” interaction experiences. From a sustainable design perspective, GenAI’s capabilities in digital simulation, rapid iteration, and automated feedback contribute to more efficient design workflows, reduced collaboration costs, and broader access to creative participation for users with varying levels of expertise. These characteristics play a crucial role in enhancing the accessibility of design resources and supporting the long-term sustainability of creative processes. Focusing on the context of China’s digital design industry, this study investigates the application of GenAI in design workflows through an empirical case study of Zhitu AI, a generative design tool developed by Beijing Didi Infinity Technology Development Co., Ltd. The study conducts a literature review to outline the role of GenAI in visual design processes and employs observation-based experiments and semi-structured interviews with users of varying levels of design expertise. The findings reveal key pain points across stages such as prompt formulation, secondary editing, and asset generation. Drawing on the Kano model, the study further identifies potential design opportunities and discusses their value in improving efficiency, supporting non-expert users, and promoting more sustainable and inclusive design practices. Full article

Public schools often operate with shared devices, unstable connectivity, and limited support for digital tools, which can make feature-heavy platforms difficult to adopt and sustain. This study reports the first formal design iteration and formative evaluation of VLEPIC, a school-centred virtual learning environment (VLE) developed to support secondary English as a Foreign Language in a low-resource Ecuadorian public school. Using a design-based research approach with a convergent mixed-methods design, one Grade 10 cohort (n = 42; two intact classes) used VLEPIC for one month as a complement to regular lessons. Data were collected through questionnaires on perceived usability and motivation, platform usage logs, and open-ended feedback from students and the teacher; results were analysed descriptively and thematically and then integrated to inform design decisions. Students reported high perceived usability and strong motivational responses in attention, relevance, and satisfaction, while confidence was more heterogeneous. Usage logs indicated recurrent but uneven engagement, with distinct low-, medium-, and high-activity profiles. Qualitative feedback highlighted enjoyment and clarity alongside issues with progress tracking between missions, navigation on mobile devices, and task submission reliability. The main contribution is a set of empirically grounded, context-sensitive design principles linking concrete interface and task-design decisions to perceived usability, motivation, and real-world usage patterns in constrained school settings. Full article

Integrating people with hearing disabilities into schools is one of the biggest problems that Latin American societies face. Mexican Sign Language (MSL) is the main language and culture of the deaf community in Mexico. However, its use in formal education is still limited by structural inequalities, a lack of qualified interpreters, and a lack of technology that can support personalized instruction. This study outlines the conceptualization and development of a mobile application designed as an adaptive assistive technology for learning MSL, utilizing a combination of computer vision techniques, deep learning algorithms, and personalized pedagogical interaction. The suggested system uses convolutional neural networks (CNNs) and pose-estimation models to recognize hand gestures in real time with 95.7% accuracy. It then gives the learner instant feedback by changing the difficulty level. A dynamic learning engine automatically changes the level of difficulty based on how well the learner is doing, which helps them learn signs and phrases over time. The Scrum agile methodology was used during the development process. This meant that educators, linguists, and members of the deaf community all worked together to design the product. Early tests show that sign recognition accuracy and indicators of user engagement and motivation show favorable performance and are at appropriate levels. This proposal aims to enhance inclusive digital ecosystems and foster linguistic equity in Mexican education through scalable, mobile, and culturally relevant technologies, in addition to its technical contributions. Full article

User Interface (UI) and User Experience (UX) design play a critical role in shaping human interaction with digital systems, particularly in professional environments where accuracy, safety, and efficiency are essential. Poor visual design increases cognitive load and the likelihood of human error, whereas ergonomically informed interfaces can substantially improve task performance. This systematic literature review analyzes 20 peer-reviewed studies published between 2020 and 2024 to examine how visual ergonomics embedded in UI/UX design contributes to error reduction across industrial and professional contexts. The reviewed studies report measurable improvements when ergonomic principles are applied, including reductions in operational errors ranging from approximately 30% to 70%, improvements in task completion time between 20% and 60%, and increased user accuracy and satisfaction in safety-critical and high-workload environments. The findings indicate that visual hierarchy, modular layouts, adaptive components, and real-time feedback are consistently associated with improved performance outcomes. Moreover, task complexity, user expertise, and working conditions were identified as moderating factors influencing ergonomic demands. Overall, the review demonstrates that visual ergonomics should be treated not merely as a usability enhancement but as a strategic design approach for minimizing human error and supporting reliable human–machine interaction in complex digital environments. Full article

The integration of complex system concepts and sustainability in chemical engineering education is often limited to elective or separate courses rather than their integration into the core curriculum. This pedagogical gap can lead to graduates who lack a holistic understanding of the intricate interplay between industrial processes and the Earth’s ecological limits, and the feedback loops required to address complex global challenges. This paper presents a transformative approach to close this gap by embedding the Planetary Boundaries framework and system thinking across core chemical engineering courses, such as Material and Energy Balances, Reaction Engineering, and Process Design, and extending this integration to capstone projects. The framework treats the curriculum itself as an interconnected learning system in which key systems concepts are revisited and deepened through contextualized examples and digital modeling tools, including process simulators and life-cycle assessment. We map each boundary to illustrative process examples and learning activities and discuss practical implementation issues such as curriculum crowding, educator readiness, and data availability. This approach aligns with outcome-based education goals by making system thinking and absolute sustainability explicit learning outcomes, preparing future chemical engineers to design processes that respect planetary limits while balancing technical performance, economic feasibility, and societal needs. Full article

In today’s volatile digital environments, conventional data governance practices fail to adequately address the dynamic, context-sensitive, and risk-hazardous nature of data use. This paper introduces DRADG (Dynamic Risk-Adaptive Data Governance), a new paradigm that unites risk-aware decision-making with adaptive data governance mechanisms to enhance resilience, compliance, and trust in complex data environments. Drawing on the convergence of existing data governance models, best practice risk management (DAMA-DMBOK, NIST, and ISO 31000), and real-world enterprise experience, this framework provides a modular, expandable approach to dynamically aligning governance strategy with evolving contextual factors and threats in data management. The contribution is in the form of a multi-layered paradigm combining static policy with dynamic risk indicator through application of data sensitivity categorization, contextual risk scoring, and use of feedback loops to continuously adapt. The technical contribution is in the governance-risk matrix formulated, mapping data lifecycle stages (acquisition, storage, use, sharing, and archival) to corresponding risk mitigation mechanisms. This is embedded through a semi-automated rules-based engine capable of modifying governance controls based on predetermined thresholds and evolving data contexts. Validation was obtained through simulation-based training in cross-border data sharing, regulatory adherence, and cloud-based data management. Findings indicate that DRADG enhances governance responsiveness, reduces exposure to compliance risks, and provides a basis for sustainable data accountability. The research concludes by providing guidelines for implementation and avenues for future research in AI-driven governance automation and policy learning. DRADG sets a precedent for imbuing intelligence and responsiveness at the heart of data governance operations of modern-day digital enterprises. Full article

This article presents an integrated framework for robust control and cybersecurity of an industrial robot, combining Quantitative Feedback Theory (QFT), digital twin (DT) technology, and a programmable logic controller–based architecture aligned with the requirements of the NIS2 Directive. The study considers a five-axis industrial manipulator modeled as a set of decoupled linear single-input single-output systems subject to parametric uncertainty and external disturbances. For position control of each axis, closed-loop robust systems with QFT-based controllers and prefilters are designed, and the dynamic behavior of the system is evaluated using predefined key performance indicators (KPIs), including tracking errors in joint space and tool space, maximum error, root-mean-square error, and three-dimensional positional deviation. The proposed architecture executes robust control algorithms in the MATLAB/Simulink environment, while a programmable logic controller provides deterministic communication, time synchronization, and secure data exchange. The synchronized digital twin, implemented in the FANUC ROBOGUIDE environment, reproduces the robot’s kinematics and dynamics in real time, enabling realistic hardware-in-the-loop validation with a real programmable logic controller. This work represents one of the first architectures that simultaneously integrates robust control, real programmable logic controller-based execution, a synchronized digital twin, and NIS2-oriented mechanisms for observability and traceability. The conducted simulation and digital twin-based experimental studies under nominal and worst-case dynamic models, as well as scenarios with externally applied single-axis disturbances, demonstrate that the system maintains robustness and tracking accuracy within the prescribed performance criteria. In addition, the study analyzes how the proposed architecture supports the implementation of key NIS2 principles, including command traceability, disturbance resilience, access control, and capabilities for incident analysis and event traceability in robotic manufacturing systems. Full article

Slow responding in International Large-Scale Assessments (ILSAs) has received far less attention than rapid guessing, despite its potential to reveal heterogeneous response processes. Unlike disengaged rapid responders, slow responders may differ in time management, off-task behavior, or specific cognitive operations. This exploratory study uses sequence analysis of log-file data from a complex problem-solving item in PISA 2012 to examine whether slow responders can be grouped into homogeneous subtypes. The item required students to explore causal relations and externalize them in a diagram. Results indicate two distinct clusters among slow responders, each marked by characteristic interaction patterns and difficulties at different stages of the solution process. One cluster exhibited long pauses interspersed with repeated, inefficient attempts at representing causal relationships; the other showed shorter pauses coupled with inefficient exploratory actions targeting those relationships. These findings demonstrate that sequence analysis can parsimoniously identify clusters of action sequences associated with slow responding, offering a finer-grained account of aberrant behavior in low-stakes, digital assessments. More broadly, the approach illustrates how process data can be leveraged to differentiate mechanisms underlying slow response behaviors, with implications for validity arguments, diagnostic feedback, and the design of mitigation strategies in ILSAs. Directions for future research to better understand the differences among slow responders are provided. Full article

Amid China’s “Manufacturing Power” push, full-chain digital restructuring in the Guangdong–Hong Kong–Macao Greater Bay Area remains hampered by mismatches among technology, organization, and environment. We therefore explored how shop floor actors perceive and shape this Technology–Organization–Environment (TOE) interplay. Semi-structured interviews with frontline operators, maintainers, and supply chain staff from GBA manufacturers were inductively coded, yielding 36 concepts, 10 categories, and 3 core TOE aggregates that were woven into a grounded model. The analysis shows that industrial internet platforms and smart equipment only create value when matched by flexible shop floor structures, cross-department data protocols, and skilled teams; otherwise, data silos, simulation–production deviations, and “buy-but-not-build” procurement stall adoption. Market pressure for customized, short-lead-time products and divergent municipal pilot policies further intensify the TOE balancing act, particularly for SMEs with weak absorptive capacity. By revealing a grassroots “technology-driven → organization-adapted → environment-adjusted” spiral that is moderated by frontline feedback, the study extends the TOE framework to micro-level, regional innovation theory and offers policy–practice levers for differentiated, cross-city manufacturing upgrading. Full article

Physical Education (PE) is envisioned differently across generations, yet these perspectives can be aligned with contemporary curriculum reform. Guided by Strauss–Howe generational theory and Turkey’s 2025 Türkiye Century Education Model, this qualitative study examines lesson design preferences among teachers (Generations X and Y) and students (Generation Z). Thirty-two purposively selected participants from provinces identified by Ministry success indicators completed semi-structured interviews. Data were analysed through directed content analysis alongside thematic analysis. Findings indicate convergence on gamified, technology-supported, and individualized PE with process-oriented, fair assessment. Teachers endorse this vision while foregrounding constraints associated with infrastructure, time, space, and class size. The emergent profile mirrors the 2025 curriculum’s virtue–value–action orientation and its literacy and socio-emotional competencies. Four priorities translate the framework into implementable design: (i) multi-evidence assessment that captures performance and growth, (ii) systematic differentiation via station-based and modular activity designs, (iii) short feedback cycles coupled with structured student-voice mechanisms, and (iv) strengthened school digital infrastructure with targeted professional learning to build digital pedagogical competence. Overall, the study articulates a generationally informed, feasible architecture for PE that bears implications for curriculum development, teacher education, and school improvement. Full article

Background: We explored a new approach for increasing participation in daily life for individuals with severe movement impairments. The core of the approach is an application designed to Translate Intentions into Action (TIA) as a motivational tool for both leisure and clinical training sessions. Methods: The TIA application was developed to enable users to activate motivational feedback, like sounds, music, or videos, through movement measured with an IMU (Inertial Measurement Unit). IMUs were calibrated to user-specific thresholds based on individual movement potential. TIA was tested in two different age groups to assess applicability throughout lifespan and across different motor capacities. Results: The results indicated that TIA can be used for improved participation when positive feedback is provided during the intervention sessions. Observations demonstrated that regardless of age and motor capabilities, increased participation was achieved. TIA demonstrated the far-reaching potential to enhance the engagement and motivation of individuals with different levels of severe disabilities. Conclusions: By providing personalized, positive feedback through movement-activated outputs, TIA can be used by a wide range of people, with or without motor disabilities, to control digital outputs, such as video and audio. These findings suggest that TIA can be a valuable tool in both clinical and leisure settings to promote meaningful participation in activities. Full article

With the advancement of digital technology, serious games have become an essential tool for disseminating and educating individuals about cultural heritage. However, systematic empirical research remains limited with respect to how visual elements influence users’ cognitive and emotional engagement through interactive behaviors. Using the “Macau Historic Centre Science Popularization System” as a case study, this mixed-methods study investigates the mechanisms by which visual elements affect user experience and learning outcomes in digital interactive environments. Eye-tracking data, behavioral logs, questionnaires, and semi-structured interviews from 30 participants were collected to examine the impact of visual elements on cognitive resource allocation and emotional engagement. The results indicate that the game intervention significantly enhanced participants’ retention and comprehension of cultural knowledge. Eye-tracking data showed that props, text boxes, historic buildings, and the architectural light and shadow shows (as incentive feedback elements) had the highest total fixation duration (TFD) and fixation count (FC). Active-interaction visual elements showed a stronger association with emotional arousal and were more likely to elicit high-arousal experiences than passive-interaction elements. The FC of architectural light and shadow shows a positive correlation with positive emotions, immersion, and a sense of accomplishment. Interview findings revealed users’ subjective experiences regarding visual design and narrative immersion. This study proposes an integrated analytical framework linking “visual elements–interaction behaviors–cognition–emotion.” By combining eye-tracking and information dynamics analysis, it enables multidimensional measurement of users’ cognitive processes and emotional responses, providing empirical evidence to inform visual design, interaction mechanisms, and incentive strategies in serious games for cultural heritage. Full article