Conventional Teaching Approach Research Articles

Building Historical Narratives: The Development of Virtual Reality Learning Media for Exploring Historical Sources Bung Hatta's Birthplace

The shortcomings in the history of education, constrained by conventional teaching approaches, inadequate utilization of historical sites, and logistical hurdles, diminish student engagement and comprehension. This study aims to develop a virtual reality (VR) learning medium around Bung Hatta's birth house, aiming to enhance students' historical understanding through captivating and immersive experiences. We adapted the Borg and Gall development model into four phases: preliminary study, strategic planning, development, and validation. We utilized 360-degree pictures in conjunction with extensive historical data regarding Bung Hatta's birthplace, integrating these elements into an immersive virtual reality environment. We used expert validation to guarantee material accuracy, subsequently doing practical testing with history educators and students to evaluate usability and overall effectiveness. The findings revealed a practicality score of 87%, highlighting the substantial influence of VR media on enhancing student motivation and understanding of historical material. This technology facilitates the virtual investigation of significant historical locations, effectively surmounting geographical and financial barriers and enhancing accessibility, engagement, and the relevance of history for learners. This method enhances critical thinking and deepens appreciation of national heritage while offering a strong framework for incorporating VR into educational curricula. Further research must examine the long-term impacts of VR on various learning outcomes and its relevance across the educational curriculum. Moreover, integrating VR technology in diverse historical disciplines may augment its effectiveness and applicability in education. Virtual reality techniques improve students' understanding of history while strengthening 21st-century skills such as critical thinking and creativity

Effectiveness of Utilizing Gamified Learning in Improving Creative Reading Skills among Primary School Students

Gamification, in education is a method that boosts pupil participation and drive by encouraging the growth of analytical and creative thinking abilities through the integration of gaming components into the learning process. The impact of gamification on enhancing reading skills in second grade students was investigated in this research study as this phase is pivotal for language and cognitive growth. A selective group of 104 students was split into two groups, for the study – one receiving instruction while the other followed conventional teaching approaches. A comprehensive test measuring creative reading skills—covering fluency, originality, and flexibility—was administered to both groups before and after the intervention, ensuring its validity and reliability. The results demonstrated that students exposed to gamified learning showed significant improvements in creative reading skills compared to those in the traditional group, particularly in fluency, originality, and flexibility. However, no statistically significant differences in skills acquisition were found based on school type, suggesting that gamified learning is effective across diverse learning settings. The research highlights the significance of incorporating gamification, in curricula to boost student participation and innovation. It suggests teacher education to apply these methods. Through learning that creates an engaging atmosphere it not only improves students’ imaginative reading skills but also encourages analytical thinking. They provide a fun learning environment that aligns with learning objectives.

The Effects of Adaptive Gamification in Science Learning: A Comparison Between Traditional Inquiry-Based Learning and Gender Differences

Gamification has become a topic of interest for researchers and educators, particularly in science education, in the last few years. Students of all educational levels have consistently faced challenges when grasping scientific concepts. However, the effectiveness of gamification, especially in terms of academic performance, has shown mixed results. This has led researchers to explore a new alternative approach, adaptive gamification. Our study compared the effects of adaptive gamification with traditional inquiry-based learning. Two classes of 9-year-old students participated, with the experimental group using adaptive gamification and the control group following a more conventional teaching approach using inquiry-based lessons and experiments. Both groups were tested before and after the lessons, and their results were analyzed using SPSS. The findings revealed that while both groups showed a significant difference after the lessons, the experimental group had significantly higher scores than the control group. Particularly significant results were observed regarding learning improvements based on students’ gender, with female and male students in the experimental group demonstrating significant improvement. In contrast, in the control group, only the male students displayed significant learning improvement. This research contributes significantly to the relatively new field of adaptive gamification in science education and the improvement of students’ science learning, particularly in the context of gender differences.

The Influence of The Problem-Based Learning (PBL) Model on The Learning Outcomes of Fourth Grade Students in Social Studies at SD N 040457 Berastagi

This research examines the impact of the Problem Based Learning (PBL) model on the learning outcomes of fourth-grade students in social studies at SD N 040457 Berastagi. Utilizing a quasi-experimental design, the study compares PBL-based learning methods with conventional teaching approaches. The findings reveal that students engaged in PBL-based learning demonstrate significantly improved academic performance compared to those using traditional methods. These results provide valuable insights for educators and policymakers, highlighting the effectiveness of PBL in enhancing students' understanding of social studies content. By focusing on the local context of SD N 040457 Berastagi, this research contributes to the development of teaching practices that meet students' specific needs. Furthermore, the study encourages future research to explore the potential of the PBL model across diverse educational settings, enriching the understanding of the most effective teaching methods. The primary objective of this study is to evaluate the effectiveness of the PBL model in improving students’ academic achievement and to offer recommendations to educators and policymakers regarding the use of PBL as an approach to enhance the quality of learning in schools, particularly in social studies.

Using Nobel Prize case-based learning in Medical Immunology to cultivate critical thinking dispositions for medical undergraduates

BackgroundCritical thinking has been regarded as an essential skill for college students, which is especially imperative for medical students to possess the ability to have in-depth insight into complex clinical situations. Medical Immunology is an overarching principle connecting multiple medical subjects, which emphasizes that immunity is both beneficial and harmful to the host, thus putting higher demands on students’ critical thinking. The utilization of Nobel Prize stories has been cited as a thematic framework for classroom teaching of other courses, showing numerous educational benefits. Therefore, this study rejuvenated a case-based teaching approach by creating and introducing a vibrant material library centered on numerous iconic Nobel Prize cases in Medical Immunology and evaluating its effects on the critical thinking of medical students.MethodsA total of 70 second-year medical undergraduates from the Beijing University of Chinese Medicine were divided into a control group and an experimental group of 35 cases each. Throughout the semester, the control received the traditional teaching method, and the experimental group adopted case-based teaching based on the Nobel prize-centered material library. The process of teaching design and practice was described using “Antitoxin and immunoserum therapy” as a classical example. A unified assessment of the critical thinking dispositions of participants was conducted at the beginning and end of the semester using the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV).ResultsIntra-group longitudinal comparisons and inter-group parallel evaluations indicated that, compared with the conventional teaching approach, Nobel Prize case-based learning induced a statistically significant increase in the overall score of the CTDI-CV, as well as the scores within the subdimensions of truth-seeking, analyticity, and maturity in judgment (p < 0.05). Pearson correlation analysis further indicated a positive correlation between the total score of the CTDI-CV and the final grade (p < 0.05), which emphasized the crucial role of critical thinking dispositions in academic achievement.ConclusionThe case-based classroom teaching centered on Nobel Prize cases for Medical Immunology can effectively improve the critical thinking dispositions of medical undergraduates, which contributes to cultivating high-level medical and healthcare talents with excellent comprehensive quality in the new era.

Vocabulary Building through Language Games: A Study among Secondary ESL Students of Ak/Al-Irfan Ladies College, Pottuvil

This research explores the role of language games as an educational tool in developing vocabulary acquisition among secondary ESL (English as a Second Language) learners at Ak/Al-Irfan Ladies College, Pottuvil. The main goal of this research is to identify whether the collaborative language games can enhance vocabulary acquisition when compared to conventional methods of teaching, such as memorization by repetition and textbook-based learning. A mixed method research design was used to collect data for this study which includes both qualitative and quantitative data. The quantitative data was gathered using the results of pre-tests and post-tests with the aim of assessing the learner’s vocabulary acquisition before and after the classroom instruction. On the other hand, the qualitative data include questionnaires, interviews and focus group discussion with students which aid in gathering valuable insights such as their viewpoints, attitudes and experiences in terms of incorporating language games in the classroom settings. According to the findings of the research, it is clear that incorporating language games in classroom settings has a very positive impact on students’ performances in terms of acquiring vocabulary. This particular group of students not only improved their vocabulary skills but also, they were more active than the other group students when it comes to classroom activities. On the other hand, the students who were taught vocabulary using the traditional teaching methods showed less engagement in classroom activities and they were only exposed to a limited acquisition of vocabulary due to the use of conventional teaching approach. The study suggests that language games foster a more interactive and enjoyable learning environment, which contributes to the students' long-term vocabulary retention. The element of fun and competition inherent in these games appears to stimulate students' interest in learning, reducing the monotony often associated with traditional methods. Consequently, the research concludes that incorporating language games into ESL instruction can offer significant pedagogical benefits, making it a viable and potentially superior alternative to conventional vocabulary teaching methods.

ChatGPT as a Learning Assistant: Its Impact on Students Learning and Experiences

ChatGPT is largely acknowledged for its substantial capacity to enhance the teaching and learning process despite some concerns. Based on the available literature, no study compares groups of students using ChatGPT and those who did not, more so in programming. Therefore, the main goal of this study was to examine how ChatGPT affects SHS students' learning of Python programming with students who did not use the AI tool. An independent t-test revealed that there is a significant difference between students who utilized ChatGPT and high-performing students who did not use it, but the observed difference is not likely to have practical significance, indicating the potential of ChatGPT to enhance students’ programming proficiency. The effectiveness of ChatGPT in providing solutions and improving understanding was also supported through students' experiences. Four themes were derived from the thematic analysis of students’ shared experiences: students were appreciative and satisfied, students were amazed and surprised by ChatGPT’s ability, students acknowledged ChatGPT’s limitations, and students treated ChatGPT like a human being. The study concludes that ChatGPT can complement conventional teaching approaches but underscores the importance of independently cultivating students' problem-solving abilities, and cooperation between educators and developers can augment the role of AI-driven tools in education.

The Role of Artificial Intelligence in Shaping the Future of Education: Transforming Teaching in the Modern World

This paper examines the need for a new education system that delivers quality education by integrating AI technology to transform traditional teaching methods. The global education system is currently confronted with critical questions about the true effectiveness and qualifications of teachers in schools and colleges. Despite formal credentials, there remains a significant gap in student satisfaction with conventional teaching approaches. This study explores the current state of teacher qualifications and student satisfaction, highlighting the increasing role of AI in education and demonstrating how AI can revolutionize the way education is delivered.

The Role of Social Media in Medical Education And Training

Objective: Social media (SM) is an integral part of life. Our study aims to investigate how SM impacts the educational experience of medical students and seek to acquire a better understanding of the scope of studies pertaining to the influence of social media on medical education. Materials and Methods: The participants were given a questionnaire developed by the researchers with a completion time of approximately 5 minutes. The questionnaire comprised inquiries that were designed to evaluate the extent to which students employed SM in their academic pursuits, drawing based on a review of relevant literature. Results: The social media platforms that were predominantly entered were Instagram and YouTube. Moreover, a majority of respondents (48.4%) expressed a preference for a hybrid educational framework that integrates conventional and digital practices. A substantial majority of respondents (70.3%) held the belief that SM does indeed have an impact on medical education. Conclusıon: With the impact of developing technology, SM has become an important part of information and medical education. Although the conventional clinical teaching approach remains firmly established in medical education, there is a growing recognition towards the need to integrate technology to enrich the educational experience. In the coming years, educational institutions will prioritize enhancing online education experience and instructors' competencies, as well as facilitating students' disciplined and comfortable participation, so as to add a new dimension to education through the use of technology.

Enhancing Clinical Reasoning and Student Critical Thinking for Patient Safety with Virtual Reality Applications in Nursing Education: A Systematic Review

Introduction: Patient safety is a crucial aspect of healthcare, so nursing students require effective learning methods to develop clinical reasoning and critical thinking skills. Conventional teaching approaches are often less effective, Virtual Reality (VR) technology can be used as a deep and interactive learning solution. This study aims to identify the implementation of virtual reality technology in improving clinical reasoning, and critical thinking of students for patient safety in nursing higher education. Materials and methods: The Systematic Literature Review method was used, involving searching articles from ScienceDirect, Pubmed, CINAHL, and Google Scholar databases from 2019 – 2022. This analysis adopts qualitative, quantitative, and mixed-method approaches. The 2,241 articles identified, title and abstract screening was carried out. 46 articles were selected according to the research theme, then 24 articles were conducted in-depth analysis. The results of empirical studies are presented with PRISMA flowcharts. Results: VR serves not only as a tool for understanding learning materials, but also provides an immersive simulation experience to enhance students’ clinical knowledge. This technology allow students to refine their clinical reasoning skills before engaging direct field practice, proving effective in improving critical thinking skills. VR-based simulations enable student to identify and address actions promptly, with realistic visualizations based on real-life situations. Students partisipating in VR-based practicums show significant improvements in understanding patient safety, responding swiflty to emergency situations. Conclusion: The use of VR technology in nursing education hold great potential to enhance clinical reasoning and critical thinking skills, enabling real-life practice scenarios and contributing substantially to improved patient safety.

Effect of Differentiated Instructional Approach on Learners' Participation and Academic Achievement in Biology in Public Secondary Schools in Mbeere North Sub-County, Kenya

Secondary school education forms the academic foundation for the acquisition of knowledge in higher institutions. Science Education is the bedrock for technological advancement in Kenya and the world at large. Biology is a key science subject and forms the foundation of various fields; therefore, it is an essential discipline. The performance of students in Biology has generally been low for the last few years. The ordinary Conventional Instructional Approach used by teachers in increasingly diverse classrooms may have contributed to the minimal performance. This study aimed to assess the effect of the Differentiated Instructional Approach (DIA) on Learner Participation and Academic Achievement in Biology in Public Secondary Schools. Quasi-Experimental Research Design was used in particular, Solomon Four Control Group Design. The target population was 2405 form two Biology students. Purposive sampling was used to select 8 Co-educational County Secondary Schools with a sample size of 360 students. Simple random sampling was used to select and assign the participating schools to Experimental and Control groups. Descriptive statistics was used to analyse the data, while the Statistical Package for Social Sciences (SPSS) software version 26 was used for data analysis. The results showed that there was a statistically significant difference in all three hypotheses, with the first objective giving (F117.220, p&lt;0.05), the second objective giving (F 54.049, p ˂ 0.05) while the third objective gave (F 65.417, p &lt; 0.05) significant values. The results indicated that learners subjected to the Differentiated Instructional Approach did better than those instructed using Conventional Teaching Approaches. The study also concluded that DIA improved learners' Participation and Academic Achievement. The findings of this study would be significant to curriculum developers, educators, administrators and will also contribute to the knowledge base for the Differentiated Instructional Approach, forming the basis for further research

Enhancing the acquisition of basic algebraic principles using algebra tiles

Introducing initial algebraic principles poses a significant challenge, often compounded by the inherent abstract nature of algebra. This article introduces an innovative pedagogical approach that promotes the use of algebra tiles, a didactic manipulative material formed by a collection of geometric pieces symbolizing distinct algebraic monomials. Additionally, this article includes the findings of a quasi-experimental study that applied this inventive teaching method. This research was carried out across two separate classes of 15 students (10 boys and five girls) of first year of compulsory secondary education. One group of students adhered to the conventional teaching approach (the control group), while the other class embraced the proposed methodology using algebra tiles (the experimental group). The disparities in algebraic proficiency observed between these two student groups, as assessed through various examinations conducted during the intervention were statistically significant, with the experimental group consistently achieving superior results. Moreover, mathematical and algebraic errors of students were assessed using eight distinct indicators. In all cases, the experimental group demonstrated lower error percentages, and these errors showed a marked decrease as the intervention progressed. In summary, this innovative methodology markedly enhanced students’ comprehension of algebra, their knowledge, and their motivation while significantly reducing mathematical errors.

Exploring Learners’ Perceptions on Efficacy of Artificial Intelligence in Enhancing EFL Conversation Classes

This study investigates the efficacy of Artificial Intelligence (AI) in enhancing English as a Foreign Language (EFL) conversation classes through a mixed-methods approach. It assessed AI’s impact on student engagement and language acquisition by analyzing both quantitative and qualitative data. Findings indicated that students using AI interactively experienced improved language skills and increased participation. Qualitative insights highlighted AI’s role in providing personalized feedback and facilitating learning, while also raising concerns about dependency on AI and its integration with conventional teaching approaches. The study underscores the need for a balanced implementation of AI in EFL settings to complement conventional language learning bringing along the least possible disadvantages in this context. It suggests further investigation into AI’s long-term effects across diverse educational contexts to maximize benefits for learners. This study contributes insights into how AI can effectively improve language education when thoughtfully integrated into the curriculum.

Effectiveness of geometrical instructional teaching strategy on junior secondary school students’ Achievement, Gender and Attitude in Plane Geometry in Odeda Local Government, Ogun state, Nigeria

This research study was concerned with the effectiveness of Geometrical Instructional teaching strategy on Junior Secondary School Students’ achievement, gender and attitude in Plane geometry in Odeda Local Government, Ogun State, Nigeria. The research study compared the effect of using Geometrical Instructional Teaching Strategy(GITS) and the conventional teaching approach on the achievement, gender and attitude of Junior Secondary School Students in Plane Geometry. The research was a pre-test post-test quasi-experimental control group design. Four (4) Junior secondary schools were purposefully chosen because of the availability of computers in these schools. Stratified random sampling technique was used to select the sample of 240 students (120 males and 120 females) drawn from four schools within the local Government. Four intact classes were used by the researchers for both experimental and the control groups. The experimental group was taught using Geometrical Instructional Teaching strategy package while the control group was taught using conventional teaching approach method. The Geometry Achievement test (GAT) consisting of (15) multiple choice items with four options, and Attitude Inventory on Plane Geometry (IIPG) were administered to students as pre-test and post-test before and after the treatment. Data collected was analyzed using descriptive statistics of mean and standard deviation to answer the four (4) research questions while the hypotheses were tested using analysis of covariance(ANCOVA). Result of the study revealed that students taught plane geometry using Geometrical Instructional Teaching Strategy package achieved higher mean scores than those students taught using conventional method. The result also revealed non-significant difference in the mean achievement and the mean attitude scores of males and female’s students taught plane geometry using Geometrical Instructional package and those students taught using conventional method. Some recommendations were made among which are that mathematics teachers should include the use of Geometrical Instructional Teaching Strategy to teach plane geometry.

A Blended Teaching Model of College English Based on Deep Learning

Blending traditional face-to-face instruction with online learning components, this model aims to enhance student engagement and improve learning outcomes. This paper introduces a novel blended teaching model for college English courses, integrating Conditional Random Field (CRF) techniques with deep learning frameworks. Blended learning, combining traditional face-to-face instruction with online learning components, has gained traction in higher education for its potential to enhance student engagement and learning outcomes. CRF blended teaching integrates the principles of conditional random fields, a powerful probabilistic graphical model, with traditional teaching methodologies to enhance learning outcomes. Unlike conventional teaching approaches that often rely on linear or static instructional methods, CRF blended teaching embraces a more dynamic and adaptive framework. By leveraging CRF, which models the dependencies between different instructional variables, educators can design personalized learning experiences tailored to individual student needs and learning styles. This approach enables the seamless integration of diverse instructional modalities, including face-to-face instruction, online resources, and interactive learning activities. The proposed model CRF algorithms to effectively capture the sequential dependencies inherent in language learning tasks, such as sentence parsing and part-of-speech tagging. By integrating deep learning architectures, including recurrent neural networks (RNNs) and transformers, model with large-scale linguistic corpora to improve accuracy and generalization. The model achieves a 15% increase in students' English proficiency scores and a 25% improvement in comprehension compared to traditional teaching methods, underscoring its effectiveness in enhancing learning outcomes.

Enhancing reading and writing instruction in inclusive environments: A meaningful and collaborative approach

n inclusive educational settings, educators often face challenges in effectively allocating time and providing appropriate support for students with disabilities. This research aims to address these challenges by proposing a complementary method that integrates seamlessly with conventional teaching approaches, benefiting both teachers and students in the realm of reading and writing education. The primary objective is to develop a comprehensive design that supports reading and writing instruction within an inclusive environment. The proposed approach adopts a holistic perspective by incorporating classroom walls, cubes, and diverse notebooks into the learning environment. At its core, this approach revolves around two fundamental elements: the utilization of meaningful reading and writing methods and the emphasis on collaborative learning. The study is substantiated by three tiny-research initiatives, providing practical insights into the implementation of inclusive classrooms aligned with the proposed recommendations. This research introduces a holistic design, and through various investigations conducted during its development, addresses key aspects such as the design specifications for the cubes, the functionality of notebooks facilitating interaction between walls and cube surfaces, and strategies for facilitating unhindered reading and writing instruction. The findings contribute to answering crucial questions on considerations for creating an inclusive and effective learning environment for primary reading and writing instruction.

Enhancing secondary school students’ engagement in chemistry through 7E context-based instructional strategy supported with simulation

Now days, the level of students’ engagement in secondary school chemistry is low. The aim of this study was then to enhance student chemistry engagement through simulation-integrated 7E context-based instructional strategy and compared its efficacy with 7E context-based instructional strategy, simulation-integrated conventional teaching approach, and conventional teaching approach. For the quantitative part, 15-item chemistry engagement scale was utilized to collect data from 229 grade 10 students as part of a quasi-experimental pre-/post-test non-equivalent control group design. Both descriptive and inferential statistics were utilized. Semi-structured interviews were used to collect qualitative data. The study’s findings revealed that, when compared to the other instructional strategies, the simulation-integrated 7E context-based instructional strategy was the most successful at raising students’ overall engagement and its dimensions. This study implies that implementing a simulation-integrated 7E context-based instructional strategy can boost students’ overall and individual levels of engagement in chemistry. Thus, to enhance chemistry learning, teachers may progressively move from the conventional approach to the use of simulation-integrated 7E context-based approach over the other strategies.

Meaningful engagement of preschoolers through storytelling pedagogy

Engaging students in their learning depends on the teachers’ pedagogical practices. The first author is a STEAM scholar and preschool educator who realized engagement is necessary for meaningful learning. For this, teachers and students must have exposure to innovative and arts-integrated pedagogy (e.g., storytelling). However, the teachers in the first author’s school practiced a conventional teaching approach, such as lecture and monotonous activity-based instruction, that compelled a disengaged learning culture. Similarly, storytelling was limited to reading aloud from storybooks. Thus, this paper investigated integrating storytelling pedagogy to engage preschoolers in learning by centralizing on the research question: How do teachers integrate storytelling pedagogy to enhance meaningful learning? This study used an action research method to intervene in the current pedagogical practice with storytelling as an innovative pedagogy. The teachers and students of Upper Kindergarten were involved in practicing storytelling approaches to conceptualize content knowledge and learn meaningfully. The findings of this study revealed that storytelling as an innovative pedagogy enhances the students’ engagement in their learning process. Similarly, it also helps to enrich students’ imaginative and creative skills, which are crucial soft skills in the 21&lt;sup&gt;st &lt;/sup&gt;century. Moreover, storytelling enhances a deeper understanding of the content knowledge if the stories are developed based on the content knowledge of the curriculum. Therefore, storytelling is an innovative and arts-integrated pedagogy to foster preschoolers’ knowledge and skills through engagement and motivation. This research is applicable for educators and schoolteachers to improve and innovate their teaching-learning practices for students’ meaningful learning experiences.

A transversal and practical education as a business success factor: literature review of learning process of basic design through ICT tools

The ongoing societal transformation propelled by innovation and digitalization is amplifying the demand for technological adeptness among current and upcoming professionals. Consequently, there's a pressing need to revamp the educational system and its methodologies to elevate the requisite skill set. Spatial reasoning, innovative thinking, and creativity stand as pivotal proficiencies essential for enabling future professionals to swiftly craft adaptable prototypes catering to client needs. However, conventional teaching approaches exhibit shortcomings in nurturing spatial reasoning, necessitating deeper exploration within the realm of education. This study delves into novel 3D design tools aimed at facilitating three-dimensional modelling within educational settings. The findings underscore the imperative use of digital tools in crafting 3D objects, fostering the development of spatial visualization skills. Moreover, they emphasize the significance of intertwining ICT knowledge, programming skills, and pertinent soft skills. Such an amalgamation equips future professionals with enhanced work capabilities, a comprehensive grasp of market needs, and refined product commercialization strategies.

PSYCHOLOGICAL ASPECTS OF BLENDED LEARNING IN UKRAINE

The article emphasizes the crucial psychological factors involved in the integration of blended learning within contemporary education. Blended learning amalgamates conventional and online teaching approaches, emerging as a progressively pertinent trend in the current educational landscape. The article underscores the significance of grasping the motivational factors impacting students in blended learning. It underscores that effective motivation can enhance learning outcomes and promote greater student engagement in the learning process. Adopting a systems approach enables us to view learning as an interrelated system, fostering a more profound comprehension of how its components interact. The authors demonstrate that studying the psychological aspects of blended learning is an important component of modern educational reform. Understanding the motivation and psychological characteristics of students allows for more effective implementation and support of blended learning, ensuring the quality and effectiveness of education. Their research provides an opportunity to develop effective approaches to teaching and improving student performance in blended education, which, in turn, contributes to improving the quality of education and the development of modern society.