Search Results (981)

Distance learners in higher education are often assumed to face limited peer interaction, potentially weakening their sense of belonging. This study examines peer relationships and belonging among students in distance and blended university programs, with attention to the role of virtual reality (VR) within digitally mediated learning environments. Immersive VR teaching is included in the curriculum for distance learning students in the studied programs. Using a mixed-methods design, survey data and open-ended responses were collected from 17 students in Information Studies and Information Service Design. An adapted Classroom Community Scale was supplemented with items addressing the perceived contribution of different communication technologies. Contrary to expectations, fully distance learners did not report weaker agreement with statements reflecting belonging than blended students; on several items, they expressed stronger agreement, particularly regarding perceived peer support and learning opportunities. Results indicate that conventional 2D communication tools, particularly chats and video calls, are central to sustaining peer relationships. VR was not perceived as essential but described by some students as an added value supporting shared experience and group cohesion. Overall, belonging emerges as a socio-technical achievement shaped by communication practices rather than physical proximity. Full article

Virtual reality (VR) has emerged as a technology with growing presence in education, driven by its potential to increase motivation, promote learning, and offer immersive experiences that are challenging to replicate in traditional settings. However, the literature shows contradictory results regarding its impact on academic performance, cognitive load, and student attitudes, particularly when comparing immersive and non-immersive (desktop) modalities. Against this backdrop, this study aimed to examine whether interaction with VR-based learning objects improves knowledge acquisition, whether differences exist between immersive and desktop versions, what cognitive load is associated with each modality, and what attitudes students develop toward VR. A total of 136 Education students participated, randomly assigned to either the immersive (n = 70) or non-immersive (n = 66) condition, following a pretest–posttest experimental design. Data were collected using a performance test, the NASA-TLX questionnaire, and a semantic differential scale. Results indicated significant improvements in learning across both modalities with no statistically significant differences between them, a slightly higher—yet low-to-moderate—cognitive load in the immersive condition, and highly positive attitudes in both groups. These findings suggest that both modalities are effective and well accepted, although immersive VR requires somewhat greater cognitive effort. The discussion highlights the need to clarify the factors that moderate these effects and to advance theoretical frameworks for instructional design in VR environments. Full article

Artificial intelligence (AI) can help students accelerate assignment completion, but it may also foster cognitive outsourcing and learning detached from authentic contexts. This paper presents E3-HOT, a conceptual framework that leverages embodied intelligence to sustain learners’ cognitive agency and higher-order thinking for sustainable learning, aligned with SDG 4 (Sustainable Development Goal 4) and its emphasis on inclusive and equitable quality education and lifelong learning. Using an iterative conceptual synthesis, we distill three embodied pathways—situational embedding, embodied participation, and cognitive creation—and translate them into a practical system design with a three-module E3 core. It includes a virtual–real integrated learning environment for rich scenarios, embodied interaction for action and sensing, and an intelligent core that provides bounded and teacher-controlled support. To facilitate equitable adoption across resource-diverse settings, we specify multi-fidelity enactment options and an auditable set of evidence artifacts for subsequent expert review and future validation studies. We further provide an illustrative university human–AI design project that outlines a week-by-week workflow and corresponding evidence plan, presented as a worked example rather than a report of an implemented study. E3-HOT offers a traceable design-and-evidence blueprint without claiming measured learning gains. Full article

Comprehensive genomic profiling (CGP) is a meaningful advancement in the field of oncology, enabling critical clinical decision-making regarding precision treatments that have biological rationale. In June 2025, the Colorectal Cancer Resource & Action Network (CCRAN) hosted their annual pan-tumour Biomarkers Conference, a virtual meeting of clinicians, scientists, and patients, to discuss recent progress in overcoming barriers to CGP access for patients in Canada with metastatic cancer. The meeting’s cornerstone was the presentation of the first national costs and benefits analysis of universal CGP for five metastatic tumour types; findings demonstrated this diagnostic’s potential, with the model estimating a gain of 3440 life years while generating $87M–134M of potential healthcare system savings, over a six-year time horizon. Additionally, conference sessions focused on the clinical value of CGP, strategies to leverage the economic analysis results and learn from international experiences, as well as mechanisms to prepare the Canadian healthcare system for future adoption. The conference led to calls to action for a national strategy to reduce disparities in equitable access to CGP, funding allocation for CGP as a standard of care for all patients with metastatic cancer, and pathways to enhance current infrastructure to expedite CGP across the country. Full article

As secondary educational environments face increasing volatility due to systemic resource constraints and pedagogical uncertainty, understanding the behavioral mechanisms of teacher agency has become paramount. While traditional teacher education has emphasized the execution of standardized curricula, the current era demands a fundamental shift toward adaptive expertise and psychological resilience. This study investigates the processes by which 28 secondary pre-service physical education teachers (PSTs) navigate instructional resource deficits through the lens of adaptive behavior (bricolage) and ecological teacher agency. Utilizing a qualitative case study design, I collected data from two universities in Seoul, South Korea, through reflective journals, revised lesson plans, and micro-teaching video analysis reports over a full 15-week semester. The results identified five coordinates of an adaptive instructional design compass: (1) Facing Constraints, (2) Resource Mining, (3) Contextual Engineering, (4) Simulation, and (5) Reflective Participation. These coordinates represent a transformative behavioral process where PSTs convert environmental deficits into professional assets. The findings reveal distinct adaptation styles based on psychological dispositions: the analytically oriented group (Group A) prioritized structural redesign through digital tools, while the narratively oriented group (Group B) utilized human-centric somatic metaphors and virtual rehearsals to bridge the epistemic void. Crucially, this research suggests that teacher adaptation is not a mere technical adjustment but a dynamic behavioral achievement of agency that ensures the long-term instructional quality of physical education. I propose that teacher education programs should incorporate “Safe Deficit” simulations—carefully calibrated instructional constraints—to trigger adaptive behavior and ensure that future educators can thrive in unpredictable pedagogical contexts without the risk of professional burnout. Full article

Virtual tours are increasingly used in education, particularly when access to real environments is limited. This study examined how display mode and representation format affect subjective user experience in an educational virtual tour of a hospital operating room. A within-subject 2 × 2 design compared two representation formats (360° photographs vs. 3D models) and two display modes (desktop PC vs. immersive virtual reality using Meta Quest 2). Eighty-four university students completed the four visualization conditions and evaluated each experience using an adapted version of the QUXiVE questionnaire. Descriptive statistics and internal consistency indices were calculated, and each questionnaire dimension was analyzed using a two-way repeated-measures ANOVA with display mode and representation format as within-subject factors. A significant main effect of display mode was found for presence, engagement, immersion, flow, emotion, judgment, physical consequences, and perceived educational usefulness (all p < 0.001), but not for usability (p = 0.273). A significant main effect of representation format was observed for presence (p = 0.003), emotion (p = 0.018), and perceived educational usefulness (p = 0.015), whereas no significant interaction effects were found. These findings indicate that immersive VR had the strongest and most consistent effect on subjective user experience across both 360° and 3D virtual tours, although it was also associated with higher physical-consequence scores. By contrast, the effect of representation format was more limited. Overall, both approaches appear to be complementary educational resources, depending on pedagogical goals, available infrastructure, and desired levels of interactivity. Full article

Research on ChatGPT GPT-4 and GPT-5 in higher education has focused on quantitative adoption models (intention to use and predictors) and fragmented effects (writing, performance, well-being, dependence, or ethics). However, this approach keeps the debate stuck in an outdated phase of debate about the tool’s acceptance, even though ChatGPT is part of the academic ecosystem. The objective of the study is to understand, from students’ voices, how the quality of academic interaction with ChatGPT is configured, and to identify patterns of decision-making, validation, ethical regulation, and communication (transparency/concealment) in university contexts. An interpretive qualitative approach was followed. A total of 418 university students participated, all of whom provided qualitative data through semi-structured virtual interviews. The data were analyzed using reflective thematic analysis in six phases, with the support of ATLAS.ti software for rooting and density calculations. The results revealed ten categories that structure the phenomenon (adoption, attitudes, writing, translation, performance, cross-cutting skills, integrity, well-being, disciplinary use, and institutional integration). A continuum was observed between high-quality interaction (verification, rewriting, appropriation, and responsible authorship) and low-quality interaction (cognitive delegation, overconfidence, dependence, and concealment). The quality of student interaction with ChatGPT requires critical, ethical, and institutional regulation to guide and legitimize the academic process. Full article

Doubly periodic tangles, or DP tangles, are embeddings of curves in the thickened plane that are periodically repeated in two directions. They are defined as universal covers of their generating cells, the flat motifs, which represent knots and links in the thickened torus, and which can be chosen in infinitely many ways. DP tangles are used in modeling materials and physical systems of entangled filaments. In this paper, we establish the complete mathematical framework of the topological theory of DP tangles. We present an exhaustive analysis of DP tangle isotopies. These are distinguished in local isotopies and global isotopies. Our analysis yields the characterization of DP isotopy as an equivalence relation on the level of their (flat) motifs, called DP tangle equivalence. Along the way, we also discuss motif minimality. We further generalize our results to other diagrammatic categories, namely framed, virtual, welded, singular, pseudo, tied and bonded DP tangles, which could be used in novel applications. Full article

Virtual reality (VR)-based evacuation training provides a safe and immersive environment for participants to experience disaster scenarios. However, existing systems often prioritize the experience itself, leaving the critical stage of reflection—essential for refining and stabilizing evacuation knowledge—under-supported. This study presents a qualitative pilot investigation into an extended reflection support function for a VR-based evacuation training system. Unlike traditional replay functions that only visualize avatar movements, our system synchronizes spatialized environmental sounds and recorded verbal utterances, i.e., voices of the user and non-player characters (NPCs), with the visual replay. A preliminary experiment involving eight university students was conducted to evaluate how these auditory clues influence the reflection-on-action process. Qualitative results indicate that audio clues help participants recall their internal decision-making processes and provide essential context for understanding the actions of others (NPCs). The findings suggest that the integration of auditory information facilitates evacuation knowledge refinement, i.e., the transition from mere experience to the formulation of concrete survival concepts. Although limited by a small sample size, this study highlights the potential of multi-modal reflection support in VR-based evacuation training. Full article

Digital Twin (DT) technologies are widely discussed in the context of Industry 4.0 and advanced manufacturing; however, their role in supporting the sustainability and survival of academic spin-offs remains underexplored. This paper argues that, particularly in peripheral and resource-constrained innovation ecosystems, Digital Twins should be understood not merely as optional technological enhancements but as strategic capabilities that support sustainable technology commercialization in early-stage, research-driven ventures. Building on literature on academic entrepreneurship, technology commercialization, digital innovation, and regional innovation systems, the study develops a conceptual framework that positions Digital Twins as entrepreneurial infrastructures linking scientific outputs to market readiness through three interrelated mechanisms: the reduction in technological uncertainty, the acceleration of market validation, and the enhancement of organizational learning and strategic adaptability. Extending beyond conceptual development, the paper proposes a staged Digital Twin adoption roadmap aligned with Technology Readiness Levels, offering a practical pathway for integrating DT capabilities across venture maturation phases while strengthening investor readiness and commercialization outcomes. The analysis further connects DT-enabled experimentation with sustainability objectives by demonstrating how virtual testing, digital validation, and data-driven learning support capital-efficient, resource-conscious, and resilient innovation processes. By integrating theoretical insights with operational guidance, this conceptual study contributes to research on technology transfer, deep-tech entrepreneurship, and sustainability-oriented innovation by proposing a framework that may guide future empirical investigations of Digital Twin adoption in academic spin-offs. The framework also offers actionable implications for spin-off founders, university technology transfer offices, and policymakers seeking to foster resilient and inclusive innovation ecosystems. Full article

Traditional approaches to university-level history education often fail to provide immersive and interactive environments that foster deep cognitive engagement. To address these limitations, we developed an AI-enabled virtual museum system that integrates AI-generated content with knowledge graphs through a multi-layered architecture. The system architecture follows a three-tier framework: a front-end interaction layer (Unity/Unreal Engine) for real-time user engagement, a core service layer for intelligent event scheduling and response control (Chat General Language Model/Stable Diffusion), and a data and model layer (My Structured Query Language/MongoDB) to provide structured knowledge. To evaluate the system’s effectiveness, a four-week controlled experiment was conducted with 83 university students. The experimental group using the AI virtual museum showed a significantly higher mean post-test score (84.5 ± 6.8) than that of the control group (71.6 ± 7.9), with statistical significance at p < 0.001, starting from nearly identical baseline scores (61.2 and 60.4 for the experimental and control groups). Correlation analysis was conducted to identify scenario simulations (r = 0.59) and deep inquiry tasks (r = 0.54) as key drivers of learning mastery. By aligning advanced system engineering with educational theory, the results of this study offer a solution for high-fidelity, intelligent digital educational platforms, proposing a validated model for integrated system innovation in education. Full article

Non-immersive (screen-based) virtual environments may offer a low-threshold way to elicit clinically relevant emotions while reducing barriers associated with immersive head-mounted displays. This study examined whether a non-immersive virtual scenario simulating a dirty public bathroom is associated with changes in disgust-related and anxiety-related responses in a non-clinical sample of university students, and explored links with obsessive–compulsive tendencies and contamination-related anxiety during the COVID-19 period. A total of 122 participants remotely explored the virtual environment. Before and after exposure, participants completed measures of state anxiety (EMAS-S) and disgust sensitivity (DSR); trait anxiety (EMAS-T), obsessive–compulsive symptoms (OCI-R), fear of COVID-19 (FCS), and engagement/activation during the experience were also assessed. Pre–post differences were tested using paired-sample t-tests, and associations among variables were examined via bivariate correlations. Results indicated a significant post-exposure increase in EMAS-S and DSR scores. Correlational analyses showed robust associations between disgust sensitivity and obsessive–compulsive symptoms, and between trait anxiety and fear of COVID-19. Gender and first-person videogame experience were related to subjective discomfort and activation, with higher levels reported by females and participants without gaming experience. The findings provide preliminary evidence that a remote, screen-based contamination scenario can elicit measurable disgust- and anxiety-related responses and that individual differences may shape subjective impact. However, because the study used a single-group pre–post design without a neutral VR condition or a non-VR control, causal conclusions about the effects of the virtual scenario cannot be drawn. Full article

Desmodium styracifolium (Osb.) Merr., a member of the Leguminosae family, is an important medicinal plant widely used in traditional Chinese medicine. In September 2024, D. styracifolium plants exhibiting symptoms of little leaf and stunted growth were observed in a field of Zhanjiang, Guangdong province, China. Since the symptoms resembled those associated with phytoplasma infections, total DNA was extracted from the leaves of four symptomatic plants and one healthy plant for molecular identification. Universal primer pairs (P1/P7, R16mF2/mR1) for phytoplasma detection were used to amplify the 16S rDNA fragments (~1.8 kb and ~1.4 kb), while a specific primer pair secY-F/secY-R was employed to amplify a ~1.4 kb segment of the secY gene. Target fragments were successfully amplified from all symptomatic samples but not from the healthy control. These amplicons were cloned and sequenced. The obtained 16S rDNA sequence of D. styracifolium little leaf phytoplasma (DsLFP-GDZJ) showed the highest identity (99.67–100%) with strains of ‘Ca. Phytoplasma australasiaticum’ (subgroup 16SrII-A and 16SrII-D). Phylogenetic analysis also indicated that DsLFP-GDZJ formed a small evolutionary branch with strains of ‘Ca. Phytoplasma australasiaticum’ (subgroup 16SrII-A and 16SrII-D). Virtual RFLP (restriction fragment length polymorphism) analysis of the 16S rDNA sequence demonstrated DsLFP-GDZJ belongs to the 16SrII-A subgroup (GenBank accession number L33765). The secY gene sequence of DsLFP-GDZJ also showed the highest similarity and the closest relationship with those of the 16SrII-A subgroup phytoplasma strains. These results showed that DsLFP-GDZJ is a strain of ‘Ca. Phytoplasma australasiaticum’ (16SrII-A subgroup). To our knowledge, this is the first report of ‘Ca. Phytoplasma australasiaticum’—related phytoplasma associated with D. styracifolium little leaf disease in China, thereby establishing D. styracifolium (Osb.) Merr. as a new host plant of phytoplasma. Full article

Open-source and commercial fifth-generation (5G) deployments are difficult to compare because they are built for different goals and reported under different conditions, which slows down validation and technology transfer from research to practice. This study explores the deployment and evaluation of two 5G Standalone (SA) disaggregated Radio Access Network (RAN) systems, using open-source research RAN, commercial RAN, and Software-Defined Radio (SDR) hardware. The first testbed is a SDR-based prototype, containing a Universal Software Radio Peripheral (USRP) B210 device, using Software Radio System RAN (srsRAN) as the RAN. The commercial-based testbed contains a Benetel RAN550 Radio Unit (RU), connected via an optical fiber to a Commercial Off-the-Shelf (COTS) server acting as the Distributed Unit (DU) and Centralized Unit (CU) using the Accelleran virtualized Baseband Unit (vBBU) platform. The Core Network (CN) is implemented using the open-source Open5GS in both testbeds. To evaluate the network’s functionality, throughput and latency are tracked using a Motorola Edge 50 Pro mobile terminal. The experimental results are analyzed and compared with representative performance metrics reported in the literature to place the measurements in a broader research context. This study further assesses trade-offs related to cost, portability, and scalability by comparing SDR-based research prototypes with commercial deployments. Full article

As communities face intensifying climate hazards, it is vital to strengthen resilience in ways that explicitly prioritize social equity. This study examines how higher education institutions can better support government, nonprofit, and community partners in advancing equity-centered coastal resilience in the U.S. Utilizing a qualitative research design, we analyze discussions among researchers and practitioners during a three-day workshop. We present a framework derived from a thematic analysis of breakout group transcripts from a three-day national virtual workshop involving 113 researchers and practitioners. The analysis identified four core themes: the necessity of aligning projects with community-defined priorities; the foundational role of long-term trust and relationship-building; the requirement for flexible funding to support sustained engagement; and the value of interdisciplinary, multifunctional teams. Findings indicate that while engaged and applied research can significantly advance equitable outcomes, academic researchers face systemic barriers, including rigid tenure timelines and insufficient institutional infrastructure. Consequently, we offer a three-pronged framework centered on early and continuous engagement, robust collaboration with extension services, and supportive university infrastructure. This framework provides practical guidance for institutions to transition from traditional ‘town and gown’ models toward meaningful, community-embedded, and equity-driven coastal resilience partnerships. Full article