Search Results (386)

Inclusive education represents a central pillar of social sustainability, demanding a nuanced understanding of the factors shaping students’ attitudes toward people with disabilities. Grounded in the social–relational model of disability—which conceptualizes disability as the interaction between individual characteristics and environmental barriers—this study examined the effects of emotionally valenced video stimuli (positive, negative, neutral), gender, and tolerance level on university students’ attitudes, using a randomized quasi-experimental design with repeated measures. The intervention was implemented entirely online to ensure consistency and accessibility. A total of 179 undergraduate students from the National University of Science and Technology Politehnica Bucharest (Romania), aged 20 to 23 years (M = 21.4, SD = 1.6), participated in the study, which lasted approximately two weeks. Participants completed pre- and post-intervention assessments, including the Elementary Tolerance Scale and a 25-item Attitude Scale combining strengths-based descriptors with stereotype-consistent items used diagnostically to detect bias (without endorsing such framings). Results revealed a significant main effect of video type, F(2,176) = 10.07, p < 0.001, with higher post-test scores for the positive condition (M = 93.82) compared to the negative (M = 85.88) and neutral (M = 82.67) conditions. Gender (p = 0.033) and tolerance level (p = 0.034) also emerged as significant moderators. We explicitly reject deficit-oriented terminology, contextualizing its use solely for diagnostic and analytical purposes; wherever possible, affirming, strengths-based, and socially grounded language is prioritized. These findings highlight the value of brief, emotionally tailored interventions for fostering inclusive attitudes in higher education and emphasize the importance of ethically curated, co-designed educational materials and measurement practices grounded in dignity and human rights. Ethical Note (Content Warning): The study adopts a social–relational, human-rights perspective on disability. Deficit-based narratives were analyzed exclusively as subjects of critique and are not endorsed. Descriptions of the “negative” stimulus were deliberately minimized to reduce potential harm and included only for scientific transparency. Negative-valence questionnaire items reflect prevalent stereotypes and were used solely as diagnostic indicators of bias. Future research should prioritize collaborative co-creation with scholars and advocates with disabilities and employ ethically curated, inclusive stimuli. Full article

This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) programs in 22 studies with 24,510 elementary and middle schoolers between 2011 and 2021. It is critical to note that the evidence base was dominated by elementary school research (20 studies), with findings for middle school students derived from only two studies. The current study focused on three main issues: (a) the effectiveness of SEL programs on students’ overall academic performance as well as in specific subjects; (b) possible moderators that could differentiate the overall effectiveness of SEL programs; and (c) possible moderators that presented different effects in different grade levels and subject areas. The results of this review indicated that SEL interventions had a positive effect on overall academic achievement (g = 0.08), elementary school students (g = 0.075), middle school students (g = 0.122), English language arts (g = 0.07), mathematics (g = 0.08), science (g = 0.06), and GPA (g = 0.33) compared to alternative interventions or standard practice. Subgroup analysis was performed with several moderators (i.e., student SES, intervention design, grade level, subject area, and report type). A significant difference was found based on intervention design, with quasi-experimental studies showing larger effect sizes than randomized controlled trials (RCTs). The categorical moderation analysis was performed based on the student’s grade level and subject area and found significant differences. Overall, SEL programs with quasi-experimental designs might be more beneficial for promoting students’ academic performance. Given the limited evidence, conclusions regarding middle school students are preliminary, and more studies on middle school students and students’ science performance are needed. Full article

The Problem- and Technology-Based Research (IBPT) approach constitutes an innovative pedagogical model designed for first-year university students, with the objective of strengthening research and technological competencies through the integration of technological resources, problem-solving, and formative research. The aim of this research was to introduce and validate IBPT as a viable option for higher education by evaluating its effects on the gradual enhancement of research skills among 73 first-year engineering and nursing students at a public university in Peru. A quasi-experimental pretest-posttest methodology was utilized, incorporating a questionnaire designed according to the four phases of IBPT: understanding the problem, planning activities, executing tasks, and reviewing solutions. The findings revealed significant improvements in research competencies, particularly in activity execution and solution review, while more moderate progress was observed in problem comprehension and activity planning. In conclusion, IBPT emerges as an effective alternative for integrating problem-solving and technological resources in higher education, fostering the acquisition of research competencies and laying the groundwork for the consolidation of advanced research skills, essential for academic knowledge production and professional development in later stages. Full article

Wayfinding with minimal effort is essential for reducing cognitive load and emotional stress in unfamiliar environments. This exploratory quasi-experimental study investigated wayfinding challenges in a university building housing three spatially dispersed counseling centers and three academic departments that share the building entrances, lobby, and hallways. Using mobile eye tracking with concurrent think-aloud protocols and schematic mapping, we examined visual attention patterns during predefined navigation tasks performed by 24 first-time visitors. Findings revealed frequent fixations on non-informative structural features, while existing wayfinding cues were often overlooked. High rates of null gazes indicated unsuccessful visual searching. Thematic analysis of verbal data identified eight key issues, including spatial confusion, aesthetic monotony, and inadequate signage. Participants frequently described the environment as disorienting and emotionally taxing, comparing it to institutional settings such as hospitals. In response, we developed wayfinding design proposals informed by our research findings, stakeholder needs, and contextual priorities. We used an experiential digital twin that prioritized perceptual fidelity to analyze the current wayfinding challenges, develop experimental protocols, and discuss design options and costs. This study offers a transferable methodological framework for identifying wayfinding challenges through convergent analysis of gaze patterns and verbal protocols, demonstrating how empirical findings can inform targeted wayfinding design interventions. Full article

Background: Repeated vertical jump tests are widely used to assess neuromuscular function and lower limb performance. However, inconsistent formulas for average power output produce large discrepancies, limiting comparability across studies and limiting practical applications. This study aimed to compare three different models for the calculation of average power output, Bosco, Miron Georgescu (MG), and Modified Miron Georgescu-15s (MGM-15), applied to identical jump test data, in order to evaluate their computational behavior and practical relevance in athlete performance profiling. Methods: A single-group quasi-experimental study was conducted with 25 physically active male university students (mean age: 21.4 ± 2.7 years), who performed a 15 s repeated vertical jump test on the OptoJump Next system. Raw parameters including flight time, contact time, and jump height were recorded and exported. Average power output (W/kg) was subsequently calculated using three distinct computational models, each applied to the same dataset of flight and contact times. A repeated-measures ANOVA was used to compare outputs across models, with Bonferroni-adjusted pairwise comparisons for post hoc analysis (α = 0.05). Results: Significant differences were observed (p < 0.001). The Bosco model produced the highest values of average power (40.13 ± 8.56 W/kg), followed by MG (21.07 ± 5.92 W/kg), while MGM-15 yielded the lowest and most consistent outputs (4.08 ± 0.61 W/kg). Effect sizes were very large (η²_p = 0.952), confirming that calculation models strongly influenced the outcomes. Conclusions: The findings demonstrate that average power output differed markedly across formulas, despite identical performance data. Bosco and MG models tended to overestimate values due to simplified assumptions, whereas the MGM-15 method produced lower and more consistent outputs that may better capture repeated jump demands. The standardization of computational models is fundamental to ensure comparability and to improve athlete performance profiling in research and practice. Full article

A classical three-body problem with two planets moving around a central star of variable mass on quasi-periodic orbits is considered. The bodies are assumed to attract each other according to Newton’s law of universal gravitation. The star loses its mass anisotropically, and this leads to the appearance of reactive forces. The problem is analyzed in the framework of Newtonian’s formalism, and equations of motion are derived in terms of the osculating elements of aperiodic motion on quasi-conic sections. As equations of motion are not integrable, the perturbation theory is applied with the perturbing forces expanded into power series in terms of eccentricities and inclinations, which are assumed to be small. Averaging these equations over the mean longitudes of the planets in the absence of mean-motion resonances, we obtain the differential equations describing the long-term evolution of orbital elements. Numerical solutions to the evolution equations are obtained and analyzed for three different three-body systems. The obtained results demonstrate clearly that variability of masses may influence essentially the secular evolution of the orbital elements. All the relevant symbolic and numerical calculations are performed with the computer algebra system Wolfram Mathematica. Full article

To investigate the failure characteristics and high-strain-rate mechanical response of polyvinyl alcohol-modified alkali-activated materials (PAAMs) under static and dynamic impact loads, quasi-static and uniaxial impact compression tests were performed on AAMs with varying PVA content. These tests employed a universal testing machine and an 80 mm diameter split Hopkinson pressure bar (SHPB). Digital image correlation (DIC) was then utilized to study the surface strain field of the composite material, and the crack propagation process during sample failure was analyzed. The experimental results demonstrate that the compressive strength of AAMs diminishes with higher PVA content, while the flexural strength initially increases before decreasing. It is suggested that the optimal PVA content should not exceed 5%. When the strain rate varies from 25.22 to 130.08 s⁻¹, the dynamic compressive strength, dissipated energy, and dynamic compressive increase factor (DCIF) of the samples all exhibit significant strain rate effects. Furthermore, the logarithmic function model effectively fits the dynamic strength evolution pattern of AAMs. DIC observations reveal that, under high strain rates, the crack mode of the samples gradually transitions from tensile failure to a combined tensile–shear multi-crack pattern. Furthermore, the crack propagation rate rises as the strain rate increases, which demonstrates the toughening effect of PVA on AAMs. Full article

Background/Objectives: Nurses’ professional competencies are critical in trauma patient care, and educational programs that strengthen these competencies contribute to improved patient safety and higher-quality care. This study aimed to develop and evaluate the effectiveness of a virtual reality (VR)-based trauma nursing education program by applying Jeffries’ simulation model and the 5E Learning Cycle. Methods: A quasi-experimental, non-equivalent control group pretest–post-test design was employed. Participants were 34 nurses with more than one year of clinical experience, recruited from three university hospitals in Daegu, Korea, each with over 800 beds. Participants were allocated to either the experimental group (n = 17) or the control group (n = 17). The experimental group received the VR-based program, while the control group received standard training. Effectiveness was assessed using validated questionnaires measuring trauma-related knowledge, confidence in trauma care, and emergency nursing competency. Data were analyzed with repeated-measures ANOVA. Results: The experimental group demonstrated significant improvements in trauma-related knowledge and confidence in trauma care compared with the control group. Emergency nursing competency also increased significantly in both groups over time, but the degree of improvement did not differ between groups. Conclusions: The VR-based trauma nursing education program, designed using Jeffries’ simulation model and the 5E Learning Cycle, enhanced trauma-related knowledge and confidence among clinical nurses. Although no between-group difference was found for emergency nursing competency, the findings provide foundational evidence supporting the use of VR-based interventions to advance emergency and critical care nursing education. Full article

Background/Objectives: Difficulties in emotional regulation are recognized as a risk factor for a variety of emotion-based psychopathologies, including anxiety and depression. In this context, movement and physical activity have been identified as a key element in preventing these health issues, particularly during the initial teacher training. This study aimed to analyze the impact of an emotional health physical education program on the Emotional Intelligence of university students studying physical education in Chile. Methods: A quasi-experimental design with experimental and control groups and repeated measures (pre test-post test) was employed. A total of 214 male and female students from two Chilean universities participated and completed the Spanish version of the Trait Meta-Mood Scale (TMMS-24). Results: Results confirmed the program’s effectiveness in fostering Emotional Intelligence, revealing statistically significant improvements (p < 0.05) in the dimensions of emotional attention and clarity. Conclusions: These findings suggest that emotional physical education programs can be effective in promoting emotional skills essential for the learning and mental well-being of university students who will later become primary and secondary school teachers. Full article

Practising the calculation of determinants is important in linear algebra. A pioneering study involving 580 first-year university students evaluated the impact of game-based learning in higher mathematics education. The participants formed two groups: an experimental group of 279 students and a control group of 301. The experimental group students played the non-digital educational card game DETerminator, designed to help students learn and practise calculating determinants in small square matrices. In contrast, the control group received no intervention, allowing for a clear outcome comparison. Students in the experimental group worked in smaller teams during didactic gameplay sessions that involved solving matrix-determinant problems in a competitive and collaborative classroom setting, enhancing their understanding through interaction and teamwork. The objective of this paper is to provide a detailed presentation of the DETerminator game and showcase its integration as an effective teaching tool for practising essential concepts and theorems related to determinants. Moreover, a quasi-experiment was conducted to explore how incorporating game-based learning can lead to successful and enjoyable mathematical education experiences for students. We used a quantitative approach to assess the effectiveness of the card game on academic achievement. At first, a pre- and post-test design was employed with the experimental group of 279 participants to evaluate the short-term effects of game-based learning. The Wilcoxon test was utilised for hypothesis testing, revealing a large effect size of 0.63. Moreover, the results from related midterm exam problems were statistically analysed to obtain the medium-term impact. The outcomes were compared using the Mann–Whitney U-test. The results demonstrated that the experimental group statistically outperformed the control group, but achieving a small effect size of 0.16, with a mean score of 3.14 out of 7 on the designated midterm exam tasks, compared to the control group’s mean score of 2.5. The small effect size suggests that, although the intervention had a positive effect, it is worth considering what other options there are for increasing the medium-term effect. A Likert-scale questionnaire was used to evaluate students’ attitudes towards the game. Our findings show the importance of incorporating game-based learning strategies in mathematics education at the university level, especially for enhancing students’ proficiency in key topics such as the determinant of a matrix. Full article

This article presents a compact tip-tilting platform designed for hardware-in-the-loop emulation of spacecraft relative dynamics and a physical setup for testing tethered systems. The architecture consists of a granite slab supported by a universal joint and two linear actuators to control its orientation. This configuration allows a Floating Spacecraft Simulator to move on the surface in a quasi-frictionless environment under the effect of gravitational acceleration. The architecture includes a dedicated setup to emulate tethered satellite dynamics, providing continuous feedback on the tension along the tether through a mono-axial load cell. By adopting the Buckingham “$\pi$” theorem, the dynamic similarity is introduced for the ground-based experiment to reproduce the orbital dynamics. Proof-of-concept results demonstrate the testbed’s capability to accurately reproduce the Hill–Clohessy–Wiltshire equations. Moreover, the results of the deployed tethered system dynamics are presented. This paper also details the system architecture of the testbed and the methodologies employed during the experimental campaign. Full article

We present a freeze-out approach for describing the formation of heavy elements in expanding nuclear matter. Applying concepts used in modeling heavy-ion collisions or ternary fission, we determine the abundances of heavy elements taking into account in-medium effects such as Pauli blocking and the Mott effect, which describes the dissolution of nuclei at high densities of nuclear matter. With this approach, we search for a universal initial distribution in a quasi-equilibrium state from which the coarse-grained pattern of the solar abundances of heavy elements freezes out and evolves by radioactive decay of the excited states. The universal initial state is characterized by the Lagrange parameters, which are related to temperature and chemical potentials of neutrons and protons. We show that such a state exists and determine a temperature of 5.266 MeV, a neutron chemical potential of 940.317 MeV and a proton chemical potential of 845.069 MeV, with a baryon number density of 0.013 fm⁻³ and a proton fraction of $0.13$. Heavy neutron-rich nuclei such as the hypothetical double-magic nucleus ³⁵⁸Sn appear in the initial distribution and contribute to the observed abundances after fission. We discuss astrophysical scenarios for the realization of this universal initial distribution for heavy-element nucleosynthesis, including supernova explosions, neutron star mergers and the inhomogeneous Big Bang. The latter scenario may be of interest in the light of early massive objects observed with the James Webb Space Telescope and opens new perspectives on the universality of the observed r-process patterns and the lack of observations of population III stars. Full article

The phenomenon of population ageing indicates an overall improvement in health and quality of life. However, it also presents significant social challenges, particularly with regard to age discrimination and the negative stereotypes and attitudes towards older people known as ageism. Various studies have shown that these prejudices have a negative impact on the social integration and well-being of this group. This quasi-experimental pre-test–post-test study, which involved a non-equivalent comparison group, was carried out at the University of Salamanca with psychology and social work students. This study aimed to reduce negative stereotypes about old age and unfavourable attitudes towards retirement by implementing a three-phase educational programme. The programme incorporated flipped classroom methodology and intergenerational collaborative projects. Participants were divided into two groups: an intervention group responsible for designing intergenerational projects and a comparison group which did not participate in the intervention. The Negative Stereotypes towards Old Age Questionnaire (CENVE) and the Attitudes towards Retirement Scale (ARS) were administered before and after the programme. The results showed a significant decrease in negative stereotypes in the intervention group, with no changes observed in the comparison group. The impact varied according to academic discipline. Integrating active and intergenerational methodologies into educational contexts is proposed as a means of mitigating ageism, promoting inclusion, and fostering social justice. Full article

This study analyzed the implementation of a problem-solving method based on Pólya’s proposal, complemented by accessible technological resources such as the Arduino board, sensors, and STEM educational cards, in engineering and nursing students from public universities in Peru. A quasi-experimental design with pre- and post-test was used, employing a quantitative approach and intentional non-probabilistic sampling. The participants were 98 first-year students who developed formative research projects contextualized to their local reality, using the visual programming environment mBlock. The results show significant development of research competencies in both majors, especially in the solution review phase, evidencing critical thinking and reflective evaluation. No significant differences were found between the majors regarding the use of educational technology, reinforcing its cross-disciplinary applicability. It is concluded that the combination of Pólya’s method and the use of accessible technologies strengthens active, reflective, and contextualized learning in higher education. Full article

Early-stage dynamic responses of naval structures under underwater explosion shock loads exhibit high-frequency, intense amplitude fluctuations and short durations, serving as critical factors for the development of plastic deformation and other damage characteristics. These structural dynamics demonstrate prominent nonlinear and non-stationary features. This study focuses on the nonlinear evolutionary patterns of early-stage plastic shock responses in underwater explosion-impacted ship structures. Utilizing phase space reconstruction, unimodal mapping, and symbolic dynamics theory, we analyze the nonlinear and non-stationary characteristics along with their evolutionary patterns in experimental data. First, scaled model experiments under varying shock factors were conducted based on a stiffened cylindrical shell prototype, investigating the spatiotemporal evolution of nonlinear and non-stationary dynamic responses under different shock loads while characterizing their uncertainty features. Second, model tests were performed on deck-type cabin structures and plate frameworks derived from a naval vessel’s deck prototype, further analyzing the evolutionary patterns of early-stage plastic dynamic responses and verifying the method’s effectiveness and universality. Research findings indicate that (1) early-stage plastic shock responses of ships under underwater explosions exhibit multiple dynamical behaviors including chaotic motion, periodic motion, and quasi-periodic motion, and (2) during the initial plastic phase, orbital parameters approximate 0.8, providing guidance for test condition setup and initial parameter selection in underwater explosion experiments on naval structures. Full article