Authentic Applications Research Articles

MAPPING THE FUTURE INFORMATION SYSTEMS AND MARKETING STRATEGY - A BIBLIOMETRIC ANALYSIS OF EMERGING TRENDS

This study presents a comprehensive bibliometric and content analysis of scholarly articles exploring the intersection of information systems and marketing strategy. Leveraging the Web of Science Core Collection database, the research employed a rigorous search strategy using key terms such as “information systems” and “marketing strategy.” After initially identifying over 2,000 sources, a final dataset of 124 peer-reviewed studies from the management and business domains was meticulously selected for analysis. The study identifies seven key trends within information systems and marketing strategy, with particular focus on the evolving impact of remote work. Special attention is dedicated to authentic applications of information systems in shaping marketing strategy dynamics. The study’s novelty lies in its extensive bibliometric examination, offering fresh insights and guiding future research directions. By significantly contributing to the understanding and advancement of this field, this research underscores the complex interplay between information systems and marketing strategy in contemporary organizational contexts.

Perceived impact of generative AI on assessments: Comparing educator and student perspectives in Australia, Cyprus, and the United States

The growing use of generative AI tools built on large language models (LLMs) calls the sustainability of traditional assessment practices into question. Tools like OpenAI's ChatGPT can generate eloquent essays on any topic and in any language, write code in various programming languages, and ace most standardized tests, all within seconds. We conducted an international survey of educators and students in higher education to understand and compare their perspectives on the impact of generative AI across various assessment scenarios, building on an established framework for examining the quality of online assessments along six dimensions. Across three universities, 680 students and 87 educators, who moderately use generative AI, consider essay and coding assessments to be most impacted. Educators strongly prefer assessments that are adapted to assume the use of AI and encourage critical thinking, while students' reactions are mixed, in part due to concerns about a loss of creativity. The findings show the importance of engaging educators and students in assessment reform efforts to focus on the process of learning over its outputs, alongside higher-order thinking and authentic applications.

Inquiry-Guided Experiential Learning in FASB Codification Research: An Investment Portfolio Simulation Project

We designed and implemented an inquiry-guided experiential learning project in which students researched and interpreted accounting standards from FASB Accounting Standards Codification to support their applications and assessment of the accounting treatment in a hands-on quasi-real-world simulation for investment activities. Specifically, in the project’s first phase, students explored, researched, identified, and interpreted the related accounting standards from the Codification for a fictional client’s investment activities. Students then ran an investment portfolio simulation in the second phase, in which they (1) created organic investment activities, (2) made authentic applications of accounting standards, (3) analyzed and evaluated the impact on self-prepared financial reports, and (4) modified subsequent investment decisions. Most students were well motivated to explore and self-study the accounting concepts and procedures. They considered the project relevant, interesting, and effective. Their performance in project knowledge tests improved student learning along factual, conceptual, procedural, and metacognition knowledge dimensions. They were willing to put time and effort into the project and would recommend it for future use.

“Imagine, maths is used anywhere, and we don’t get to know this”—upper secondary students and the relevance of advanced mathematics

People are more motivated to put effort into learning when they know they will be able to put the learnt content to use. These relevance perceptions play a motivating role in the learning of mathematics, a subject renowned for its abstraction, hard examinations, and usefulness in many fields in society (research, industries, etc.). In this article, we describe a study on upper secondary students in an advanced mathematics course and their perception of the relevance of mathematics in future professions, in particular regarding two concepts in their curriculum (logarithms, trigonometry). We defined relevance as a connection between an object (relevance of what?), a subject (relevant for whom?), an asserter (relevant according to whom?), and a purpose (relevant to what end?). The aim of the study was to know (1) what relevance perceptions students held regarding the advanced abstract mathematical concepts, and (2) how students can develop these considering that students do not yet know exactly what future is ahead of them. We interviewed pairs of students (n = 14, 17–19 years old) in two parts. The first part of the interview revealed that students learned mathematics within a traditional school culture that emphasized practice-and-drill of pure mathematics and that did not in any way inform students about the use of mathematics in research and workplaces. After exposing students to authentic applications of logarithms and trigonometry, the second part of the interview showed the power of imagination when it connected students to future professions for which mathematics was relevant. Instrumental in effectively prompting students’ imagination were visualizations showing applications of the mathematical concepts within workplace contexts. Drawing on Leont’ev’s version of Activity Theory, we theorize students’ assertions of the relevance of mathematics through the dialectics of self and collective (relating one’s own goals and more general motives), the dialectics of use-value and exchange-value (needing mathematics for later life or for examinations), and the dialectics of mathematization and de-mathematization (while mathematics is used in many workplaces, it is hidden in instruments).

Translating Authentic Selves into Authentic Applications: Private College Consulting and Selective College Admissions

Stratification in selective college admissions persists even as colleges’ criteria for evaluating merit have multiplied in efforts to increase socioeconomic and racial diversity. Middle-class and affluent families increasingly turn to privatized services, such as private college consulting, to navigate what they perceive to be a complicated and opaque application process. How independent educational consultants (IECs) advise students can thus serve as a lens for understanding how the rules of college admissions are interpreted and taught to students. Through 50 in-depth interviews with IECs, I find that IECs encourage students to be authentic by being true to themselves but that demonstrating authenticity requires attention to how one’s authentic self will be perceived. Translating an authentic self into an authentic application also involves class-based and racialized considerations, particularly for Asian American students who are susceptible to being stereotyped as inauthentic. These findings suggest that efforts to improve diversity must be carefully implemented, or they risk reproducing inequality.

Faculty Reflective Practice in a Postsecondary Interpersonal Communications Course with Indigenous Alaska Native First-Generation Students

This paper provides a practical model of John Dewey’s reflective practice to support post-secondary faculty in gaining insight into authentic applications for solving issues in collegiate classrooms. Issues are thoughtfully and thoroughly examined to clarify relevant aspects accurately and brought into focus. Perceived reasons for the problems are evaluated with the reality of professional boundaries in place. Reasons for the problems are explored. Supporting research reveals three significant barriers: content barriers, self-reflection techniques, and lack of knowledge of Indigenous ways of knowing. Decisions are made based on real-world experiences coupled with research. Considerations for the battle of academic Chronos time versus Indigenous Kairos time are addressed along with validation of reduction of assessments and culturally relevant pedagogy that honors indigenous instructional design to support Indigenous Alaska Native first-generation student success in a general education communications course. The paper provides a framework to reinforce post-secondary instructors’ professional growth and maturity.

Community Voices on the Experiences of Community-Based Participatory Research in the Environmental Justice Movement

Community-based participatory research (CBPR) is increasingly being used by academics to address urban health and inequity. While its foundational literature emphasizes CBPR’s role in eschewing the traditional balance of power between communities and institutions, some scholars and grassroots activists note that it has not consistently delivered community-led, action-oriented strategies. Here we examine gaps between theory and current practice of CBPR. First, we assess its fundamental practices through social movement theory. Second, we examine narratives from grassroots leaders who have utilized CBPR in their environmental justice efforts. Three key facilitating factors are often cited for authentic applications of CBPR: (1) grounding research within community-specific opportunities for change, (2) collaborating with a strong community partner, and (3) facilitating flexibility in research processes. Building on previous scholarship, we investigate the complexity of CBPR implementation that may dampen its potency as a social change strategy and highlight the need for nuanced and critical application of best practices to suit local contexts. This is accomplished by pairing the theoretical framework with the experiences of four community leaders who are members of the Moving Forward Network (MFN). Narratives from their experiences with partnering with academic institutions speak to how theoretical complexities with CBPR occur in practice.

Simultaneous double droplet impact on a molten phase change material pool: An experimental investigation

Although momentous in numerous authentic applications, multiple droplet impacts on the liquid pool are overlooked in most studies. Hence, the impingement of simultaneous double ethanol droplets on the molten phase change material (PCM) pool, instigating the evaporation of droplets and the solidification of PCM, is comprehensively scrutinized for the first time. Experiments were carried out through high-speed imaging for various Weber numbers ranging from 179 to 464, pool temperatures from 70 to 95 °C, and several horizontal impact spacing. By altering impact parameters, five distinct regimes were observed in the case of double droplets. Based on observations, regime maps were also established for conducted experiments. Furthermore, the influences of the impact parameters on the central uprising sheet, formed between two impinging droplets, crater width, crater depth, jet height, and solidified PCM area, created after the impact was investigated. Additionally, the time evolution of crater width and depth was compared with the existing theoretical predictions. It was ascertained that boosting either the Weber number or the impact spacing intensifies the droplets' spreading areas, leading to a larger solidified PCM area, whereas temperature inversely affects this parameter. Moreover, increasing the impact spacing diminishes the central uprising sheet height and retards its formation, while raising the Weber number monotonously strengthens the central uprising sheet. The research, whose results have an immediate application in novel energy storage devices containing droplet–PCM interaction, fills the gap between droplet impact and energy storage.

A Novel Approach for clone app detection using VADER’s Algorithm

Software that imitates the capabilities of legitimate, legally responsible, and authentic applications is known as a fraudulent web application. It’s critical to keep track of which mobile applications are secure and which aren’t as the number of them in our daily lives increases. One cannot judge the truth, and the only basis for judging each application is the opposing viewpoints that are stated for each application. Once the false program has been installed, the perpetrators carry out retaliatory acts such as aggressive ad display to recoup revenue, intercepting sensitive data from your system, polluting the impact device, and so forth. Users frequently cannot tell the difference between legitimate and fraudulent applications By developing a place where people can ask questions before installing the program, It is suggested to employ sentiment analysis (VADERS), which is a revolutionary method for detecting fraudulent apps.. The outcome is determined by the ratings and comments provided by users who have already used the application. As a result, we will use sentiment analysis to examine the viewpoints once more. Sentiment analysis will be carried out using the VADERS approach, which analyses text.

Randomized controlled trial of seminar-based training on accurate and general implementation of practical functional assessments.

General and long-term outcomes of functional analysis training have not yet been reported. Within a randomized control trial, we trained 18 behavior analytic practitioners to interview caregivers, design and then conduct a personalized analysis as a part of a practical functional assessment (PFA). Participants were randomly assigned to groups, and those who experienced the seminar prior to conducting PFA with a confederate demonstrated more component skills than those who were provided the same materials but did not experience the seminar (mean scores: 87%, 36% respectively). Participants who experienced the seminar considered the training valuable and reported greater confidence in their ability to achieve control in an analysis. Several participants then conducted a PFA with a client who engaged in SPB. Results showed that skills transferred to these authentic applications. Results suggest that a seminar-based training can increase practitioners' ability to functionally analyze problem behavior and leads to subsequent analytic activity.

Analysis of the last 10 years of articles and theses on authentic learning: A meta analysis study

The aim of this research is to examine articles and thesis studies in the field of authentic learning approaches and applications in education in the last 10 years and to reveal the trends in this context. In the methodology part of the research, meta-analysis method was used. Meta-analysis studies refers to the critical review and integration of the findings of seperate studies. For the purpose of the study, a total of 111 pieces of research, published between 2010 and 2021 and selected by purposeful sampling method were analyzed. Databases used in this research are Eric, IEEE Xplore, Ebsco, Springer, Science Direct, Scopus, Web of Sciences. Authentic learning approaches and applications in education throughout the world were examined under 16 criteria. These criteria were databases, journal name, year of publication, country, institute, number of authors, research area, method, education level, number of sample, data collection method, number of references, analysis techniques, research trends. These data were interpreted based on percentage and frequency. As a result, authentic learning approaches and applicationare integrated in many fields such as ICT, engineering, network learning technology, nursing, curriculum and instruction, geography, medicine and more.

Reporting Biochemistry to the General Public through a Science Communication Writing Assignment

Students enroll in biochemistry courses for many reasons, whether it be to build a strong foundation in biochemistry content for health science-related careers or to better understand the world around them. Learning is enriched when students can identify the relevance of the content, such as through connecting course content to authentic applications. One way that students can make these connections is by practicing science communication, an increasingly important skill for students to master. Drawing upon the advantages of writing, we designed an assignment that tasked students with writing a summary of a biochemistry-related seminar in which they explained the research and related biochemistry content in the form of a scientific news article targeted for a general audience. In this article, we discuss the design of the assignment and its implementation into an introductory biochemistry course. Results from a feedback survey and our evaluation of student writing assignments suggest that students saw value in communicating science to the general public and reported being able to connect the course content to authentic applications. This assignment is applicable in other chemistry or biology courses as a means to help students develop their skills in science communication and cultivate their appreciation of science content.

Analysis of the authentication scheme based on the use of QR-code and webcam for Smart-Mobile devices

The paper analyzes the necessity and expediency of using the method of user authentication based on QR-code and webcam for Smart-Mobile devices. Phishing attacks are one of the most serious threats faced by Internet users. Existing authentication schemes are not able to provide an adequate protection from these attacks, as evidenced by statistics collected by the companies researching cybersecurity. Therefore, the task of developing a secure authentication scheme for users, which can effectively counteract various types of phishing attacks is very important. The paper proposes a new authentication scheme for users, which allows them to log in to their accounts without remembering passwords or presenting other authentication tokens. According to the messaging protocol in the proposed scheme, the user must scan the dynamically generated QR-code using a smartphone application, then take their own photo via the webcam, and send it to the smartphone via a message from the server. Thus, the full authentication procedure requires minimal user involvement and is performed automatically. The results of evaluation and practical testing show that the proposed authentication scheme is quite reliable and can be used as a secure user authentication scheme for Smart-Mobile devices. The proposed authentication protocol is not only able to cope with attacks such as Real Time Man-In-The-Middle and Controlled Relay Man-In-The-Middle, but can also protect users from the effects of malicious browser extensions and substitution of authentic applications by malicious variants. In addition, the proposed scheme does not require users to have any authentication tokens or credentials, as all they need is to scan the QR-code and verify the image taken by their own webcam. That makes the use of the proposed scheme more convenient and easy for users as compared to other known authentication schemes. Currently, the application of the proposed scheme requires the use of HTTPS websites for the exchange of all data involved. Thus, the proposed protocol can be implemented to manage cookies securely in order to prevent the interception of session data.

Exploring Authenticity Through an Engineering-Based Context in a Project-Based Learning Mathematics Activity

As education works to reconnect student learning to something more than standardized testing, project-based learning (PBL) has become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the context of engineering-based activities. The research design measures if there is a difference in student achievement and perceived importance of these mathematics concepts when presented with authentic and non-authentic approaches to the material. Given this particular methodology, the results show that although no significant difference was found in student achievement, there is a significant difference in the perception that students have regarding the importance of understanding slope and y-intercept.

Course management strategies for first time online instructors

The presentation examines the practice of teacher presence from students’ perspectives. It is based upon a comparison of student feedback from the first and second fully online deliveries of a required course entitled, Education Law. While a review of the literature reveals that teacher presence is created through degrees of active engagement, instructors new to online teaching may misinterpret learners’ perceptions of what constitutes an acceptable degree of presence. Student feedback, from the first delivery, suggested the expectation for teacher presence was higher because the course design featured a number of collaborative, project based learning activities. Instructional planning that gives balanced attention to content mastery and course management by reframing the functions of the instructor’s role will assure that learners’ enthusiasm and engagement are not casualties of the context. A review of the course evaluations from the Summer 2015 semester revealed that an intentional contemplation of communication variables including timing, interpersonal and inter-group messaging must be purposefully planned to minimize the potential for confusion. This suggests changes for the Summer 2016 semester, including the use of proactive course management strategies to increase student satisfaction, facilitate the display of metacognition, and extend creative problem solving skills to authentic applications. Faculty will learn about how the initiation of these changes in course management impact students’ perceptions of teacher presence.

Opportunities to learn

From a tradition that promoted procedural approaches to teaching, mathematics teacher education is now mindful of the social, affective, and cultural dimensions of teaching and learning. In case you missed it, mathematics teacher education over recent decades has steadily brought to the fore a wide range of notions including connections to everyday contexts, discursive interchanges, structured and purposeful tasks, as well as varied materials and representations. When these, and other, notions were conceived of as contributing to a productive learning community, it was only a matter of time before researchers would begin talking about opportunities to learn. Opportunities to learn, as you will be aware, can have a significant and sustained impact on student knowledge, attitude, self-esteem, independence, and confidence. Opportunities to learn, of course, are wide-ranging within the pedagogical tool kit and include authentic applications that arise out of real-life contexts. The use of contexts has been shown to motivate student engagement, illustrate potential applications, provide a medium for mathematical reasoning and thinking, and anchor student understanding. Opportunities to learn also include scaffolding by the teacher through the use of selective tasks and visual representations. Purposeful tasks offer a vehicle for students to learn about particular mathematical ideas in ways that allow them to attend to the underlying mathematical structure. Multiple representations via stories, pictures, and symbols, on the other hand, lighten the cognitive load of the learner by providing conceptual tools for thinking. Let us not forget, too, that opportunities to learn also involve explicit instruction and purposeful classroom interchanges and feedback to students. A classroom environment in which the teacher orchestrates thoughtful discussion around meanings and understandings makes a contribution to the enhancement of student learning. All these factors are associated with opportunities for students to learn. They lie at the heart of the articles in this issue. The first article investigates the views of teachers in relation to real-life connections made through story problems. In ‘‘Prospective elementary teachers’ perceptions of real-life connections reflected in posing and evaluating story problems,’’ Ji-Eun Lee explores what teachers know about story problems and their

BUILDING INTERACTIVITY IN HIGHER EDUCATION TO SUPPORT STUDENT ENGAGEMENT IN SPATIAL PROBLEM SOLVING AND PROGRAMMING

Abstract. Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and opportunities provided.

Media Clips: Health Literacy

“Media Clips” appears in every issue of the Mathematics Teacher, offering readers contemporary, authentic applications of quantitative reasoning based on print or electronic media. All submissions should be sent to the editor. For information on the department and guidelines for submitting a clip, visit http://www.nctm.org/publications/content.aspx?id=10440#media.

Media Clips: Fence Percentages; Welcome to the Jungle

“Media Clips” appears in every issue of the Mathematics Teacher, offering readers contemporary, authentic applications of quantitative reasoning based on print or electronic media. All submissions should be sent to the editor. For information on the department and guidelines for submitting a clip, visit http://www.nctm.org/publications/content.aspx?id=10440#media.

Using ICT to Foster (Pre) Reading and Writing Skills in Young Children

ABSTRACT This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading, writing, and authentic applications. This article reports on the effects of the PictoPal intervention on pupil literacy and communication skills. Two small-scale studies were conducted. Observation results from the first study showed that children are able to work independently with the program after a few instruction sessions. The second study showed a statistically significant learning effect of experimental versus control group scores after two months of using PictoPal in the classroom under the guidance of a parent volunteer. Further research is needed to arrive at a better understanding of these learning gains with a larger group of pupils.