Environment Interaction Research Articles

Integration of Islamic Education into Early Childhood Education Education Curriculum: Building Character in the Digital Era

The character education model shows optimal impact when integrated into a holistic and integrative curriculum and learning. Today's children really need character education, in this case teachers and parents, especially teachers, play an important role in strengthening character education for their students. This study aims to examine the integration of Islamic education in the Early Childhood Education (PAUD) curriculum: Building Character in the Digital Era at Bina Putra Kledung Pacitan Kindergarten. This research method uses qualitative research. Descriptive analysis used in this study to explore the dynamics of learning and social interaction in the school environment. For data collection, the author used observation and interview methods with teachers, principals, and parents. The results of this study indicate that research on the integration of Islamic education in the PAUD curriculum at Bina Putra Kledung Pacitan Kindergarten shows that the holistic approach applied is effective in shaping children's character in the digital era.

The Philosophy of Openness in Terms of Accessibility through Virtual Worlds: The Case of Distance Education

This article aims to investigate the role of virtual worlds in enhancing the philosophy of openness in terms of accessibility in distance education. A bibliographic research was conducted, based on specific sampling criteria, to search and collect contemporary and topic-related literature, emphasising the last ten years. Articles and books on openness, accessibility, distance education, and virtual worlds were collected through research sources, such as Google Scholar, HEAL-Link and ERIC, utilising relevant keywords. This information was then organised and synthesised to show the importance of using virtual worlds to enhance accessibility in Open and Distance Education. According to the literature, Second Life is the most prevalent virtual platform within the educational community, thanks to its openness and the diverse opportunities for creating interactive virtual learning environments that foster the skills necessary for contemporary education. It is also noteworthy that virtual worlds, like Second Life, increase accessibility for people with disabilities, breaking down many physical barriers and providing significant opportunities for socialisation and learning. In conclusion, in the context of Open and Distance Education, virtual worlds like Second Life offer: a) an interactive, creative and collaborative environment with numerous possibilities and diverse sensory stimuli; b) accessible environments without spatiotemporal constraints; c) inclusive environments for users with disabilities and other vulnerable social groups, d) virtual visits to historical and art projects, workshops, and more, e) the creation of personalised learning experiences of high aesthetic value, and f) the democratisation of knowledge, since virtual communities, projects and activities in the virtual environment, can be open without spatiotemporal and economic constraints most of the time. Utilising virtual worlds increases accessibility, a strong indicator of openness in any educational context.

Modelling the effects of perceived system quality and personal innovativeness on the intention to use metaverse: a structural equation modelling approach

The metaverse, an interactive and immersive 3D virtual environment, has recently become popular and is widely used in several fields, including education. However, the successful use of metaverse relies on the extent to which users intend to adopt and use it. Close examination of this critical issue reveals a lack of research that examines the effects of certain factors on users’ intentions toward using metaverses. Thus, this study extends the technology acceptance model by integrating two constructs—perceived system quality and students’ personal innovativeness. Using a survey to collect data, 164 responses were received from students at the University of Ha’il in Saudi Arabia. Two steps in structural equation modelling (SEM) using the AMOS software were applied to analyse the data and test the research hypotheses. The results revealed that perceived system quality had a significant effect on students’ intentions to use metaverses through perceived ease of use. Furthermore, personal innovativeness had a significant effect on students’ intentions through the perceived usefulness of the metaverse. In addition, perceived usefulness affected students’ intentions to use a metaverse. Surprisingly, perceived ease of use had an insignificant effect on students’ intentions to use the metaverse. Although the proposed model and its findings contribute to the technology acceptance model (TAM) literature, the study’s practical value is significant because it can help educational policymakers and authorities to understand the effect of each factor and plan future strategies. Additionally, the findings of this study can assist practitioners, designers, and developers in designing and promoting the utilisation of metaverses.

Analyzing equitable access in a remote socio-enactive setting: A case study

Ubiquitous Computing as proposed by Mark Weiser in 1991 creates a huge diversity of interaction possibilities through, e.g., sensors, actuators, physiological data, wearables, to name but a few. Providing equitable access to everyone in these unpredictable interaction environments is already a challenge. Additionally, the Covid-19 pandemic brought new challenges to these scenarios by adding remote interactions. Ubiquitous computing remote environments should provide equitable access to everyone, including people with disabilities. To better understand such issues and contribute to their solution, we studied and evaluated access in the Aquarela Virtual workshop using the UbiAccess evaluation instrument. This workshop offered a remote ubiquitous computing environment within the context of a kindergarten school. We used thematic analysis to understand the interaction needs of an Autistic Spectrum Disorder (ASD) child during the workshop. This paper extends previous research with additional data and its analysis - in particular, concerning information provided by the teacher responsible for the specific classroom, and data on the ASD child contributing to: 1) Reflections about remote ubiquitous environments and equitable access; 2) Benefits of ubiquitous computing interactions as regards the ASD child; and 3) Coverage of the UbiAccess evaluation instrument.

Bibliometric mapping of genotype × environment interaction in production animals

Bibliometric mapping of genotype × environment interaction in production animals

Robust Metallized Liquid Crystal Elastomer Fiber Arrays Toward a Machine Learning‐Assisted Artificial Neuromuscular System with Perceptual Function

AbstractEndowing artificial muscles with perceptual function, as an octopus does, is highly desired but still suffering from interfacing mismatch between actuating and sensing units in a thin fiber. Herein, an artificial neuromuscular fiber capable of electrically responding to external strain/temperature and actuation path with power supply is reported by using polymer‐assisted metal deposition to firmly coat Cu nanoparticles on the surface of liquid crystal elastomer (LCE). The LCE core acts as an actuator, while the wrinkled Cu sheath provides environment interaction and actuation monitoring. Benefiting from the levodopa/polyethyleneimine interface design, this fiber exhibits large reversible contraction (47.61%), fast strain rate (370% s−1), high output power density (663.75 W kg−1) and reliable durability (1000 cycles) under electrical stimulation. Furthermore, by combining as‐made fiber arrays with electronic system and computing algorithm, this machine learning‐assisted artificial neuromuscular system can actuate the Chinese shadow puppetry and recognize its body movements with high accuracy. This work paves a revolutionary way for fabricating next‐generation flexible robots.

Unified Effort: Developing a Mixed Reality Serious Game for Collaborative Crisis Management Training

Abstract: Crises and disasters include both predictable and unpredictable events. In a turbulent world that has recently experienced a pandemic and wars, and is increasingly affected by climate change, there is a growing need to develop effective public crisis management capabilities. Emergency preparedness is a critical foundation for crisis management. Training and exercises are essential components of preparedness and are becoming increasingly relevant for a wide range of organisations in society. To achieve a unified response to threatening events, a wide range of actors - with different backgrounds, objectives, competencies and organisational frameworks - must overcome the challenges of working together. To address this complex situation, forums for knowledge sharing and learning are required. Serious games in mixed reality can be used as a platform for collaborative training and serve as such a forum. Mixed reality systems connect virtual and physical reality, providing users with a sense of immersion, engagement and interaction in both environments. The aim of this paper is to design a short, serious game for collaboration training with two command levels in a mixed reality. Theories of crisis management, along with related research on serious games design, create the framework for the game. The game content was further developed in a co-design process with selected professionals. This paper describes the development of the “Unified Effort” game. The serious game is designed for basic training of municipalities and county offices in soft skills such as communication, situational awareness and group decision making. The game is not intended to replace hard skills such as procedural training and field drills, but can be used as a supplement to this type of training.

Ecotoxicity and Mutagenicity Assessment of Novel Antifungal Agents VT-1161 and T-2307.

Antifungal substances are essential for managing fungal infections in humans, animals, and plants, and their usage has significantly increased due to the global rise in fungal infections. However, the extensive application of antifungal agents in pharmaceuticals, personal care products, and agriculture has led to their widespread environmental dissemination through various pathways, such as excretion, improper disposal, and agricultural runoff. Despite advances in wastewater treatment, many antifungal compounds persist in the environment, affecting non-target organisms and contributing to resistance development. This study investigates the environmental impact of two novel antifungal agents, VT-1161 and T-2307, recently introduced as alternatives for treating resistant Candida spp. We assessed their ecotoxicity and mutagenicity using multiple bioassays: immobilization of Daphnia magna, growth inhibition of Raphidocelis subcapitata, luminescence inhibition of Aliivibrio fischeri, and mutagenicity on Salmonella typhimurium strain TA100. Results indicate that both VT-1161 and T-2307 exhibit lower toxicity compared to existing antifungal compounds, with effective concentrations (EC50) causing 50% response ranging from 14.34 to 27.92 mg L-1. Furthermore, both agents were classified as less hazardous based on the Globally Harmonized System of Classification and Labeling of Chemicals. Despite these favorable results, further research is needed to understand their environmental behavior, interactions, and potential resistance development among non-target species. Our findings highlight the importance of comprehensive environmental risk assessments to ensure the sustainable use of new antifungal agents.

Impact and Functions of Questioning in English Classes

This study offers valuable insights into how English teachers in Nepali secondary schools are utilizing questioning techniques in the classroom, highlighting both the strengths and challenges of current practices. Adopting a qualitative research design for the study, eight secondary-level English teachers from four community schools in the Rupandehi district were selected as informants. The data were elicited through classroom observation and semi-structured interviews. First, classroom observation of eight teachers was carried out. Then, they were interviewed, and the data were processed. It was found that the teachers employed a range of questioning types, including higher-order, lower-order, and follow-up questions. These varied approaches aimed to foster interactive classroom environments and enhance students' communicative abilities. Critical thinking and brainstorming questions were also used, suggesting an effort to develop students' analytical skills. Most students responded positively to being questioned, indicating a preference for interactive engagement. However, a minority of students expressed fear of making mistakes, which could hinder their participation. Some teachers occasionally used an inappropriate tone, such as shouting or displaying anger, leading to irrelevant or unsuitable questions. This approach negatively impacted student motivation and participation. The findings highlight the importance of using a variety of questioning techniques to promote critical thinking and communication skills. Teachers should be mindful of their tone and approach when asking questions to avoid creating a fearful or uncomfortable classroom environment. There is a need for ongoing professional development to help teachers refine their questioning strategies, ensuring they are effectively fostering student engagement and critical thinking. This study contributes to a deeper understanding of how questioning practices can be optimized in English language teaching to improve student learning outcomes in Nepali classrooms.

StaffsVerse: Building a Metaverse Campus Utilising the Unreal Editor for Fortnite

In pursuit of redefining the conventional campus introductory experience, this paper presents the development and implementation of the StaffsVerse project - a virtual campus immersion tool. Designed as a Metaverse representation, the StaffsVerse project intends to transform the physical campus of Staffordshire University into an interactive digital environment. Its purpose extends to serving as a versatile tool for remote education delivery, virtual campus tours, public science outreach, and facilitating a seamless transition for students into the university community. Through immersive digital engagement, the StaffsVerse project seeks to bridge the gap between remote learners and the campus environment while facilitating a smooth integration into academic and social aspects of university life. In contrast to previous implementations of virtual campuses, the StaffsVerse project is unique in leveraging the capabilities of Unreal Editor in Fortnite (UEFN). This approach enables the development of highly detailed, interactive, and engaging environments within the expansive Fortnite ecosystem. The project's primary objective is to harness the infrastructure and extensive user base of one of the world's most widely played multi-platform games, thereby ensuring a low barrier to access. Therefore, this paper will explore how the UEFN system's adaptability can effectively create an accurate virtual replica of the physical Staffordshire University campus. The key contribution of this paper includes an overview of the design and developmental journey of the StaffsVerse project. The evolution of the project will be outlined by discussing the two pivotal iterations of the game-based implementation and explaining the decision-making process that led to the resulting version. The examination extends to the unique features of the UEFN build, addressing the inherent challenges and opportunities specific to the platform. Furthermore, specific game-based decisions are discussed, such as replicating essential campus locations, integrating interactive features, and incorporating elements unique to the virtual environment. The paper will discuss the specific educational opportunities UEFN offers, including the potential for enhancing student engagement through gamified campus experiences, insights into creating a Metaverse university campus, and contributions to the growing discourse on the intersection of game-based virtual environments in learning.

Analysis of Robot–Environment Interaction Modes in Anguilliform Locomotion of a New Soft Eel Robot

Bio-inspired robots with elongated anatomy, like eels, are studied to discover anguilliform swimming principles and improve the robots’ locomotion accordingly. Soft continuum robots replicate animal–environment physics better than noncompliant, rigid, multi-body eel robots. In this study, a slender soft robot was designed and tested in an actual swimming experiment in a still-water tank. The robot employs soft pneumatic muscles laterally connected to a flexible backbone and activated with a rhythmic input. The position of seven markers mounted on the robot’s backbone was recorded using QualiSys® Tracking Manager (QTM) 1.6.0.1. The system was modeled as a fully coupled fluid–solid interaction (FSI) system using COMSOL Multiphysics® 6.1. Further data postprocessing and analysis were conducted, proposing a new mode decomposition algorithm using simulation data. Experiments show the success of swimming with a velocity of 28 mm/s and at a frequency of 0.9 Hz. The mode analysis allowed the modeling and explanation of the fluctuation. Results disclose the presence of traveling waves related to anguilliform waves obtained by the superposition of two main modes. The similarities of the results with natural anguilliform locomotion are discussed. It is concluded that soft robot undulation is ruled by dynamic modes induced by robot–environment interaction.

Between world models and model worlds: on generality, agency, and worlding in machine learning

AbstractThe article offers a discursive account of what generality in machine learning research means and how it is constructed in the development of general artificial intelligence from the perspectives of cultural and media studies. I discuss several technical papers that outline novel architectures in machine learning and how they conceive of the “world”. The agency to learn and the learning curriculum are modulated through worlding (in the sense of setting up and unfolding of the world for artificial agents) in machine learning engineering. In recent computer science articles, large models trained on Internet-scale datasets are framed as general world simulators—despite their partiality, historicity, finite nature, and cultural specificity. I introduce the notion of “model worlds” to refer to composable interactive environments designed for the purpose of machine learning that partake in legitimising that claim. I discuss how large models are grounded through interaction in model worlds, arguing that model worlds mediate between the sheer scale of language models and their hypothetical capacity to generalise to new tasks and domains, rehashing the empiricist logic of “big data”. Further, I show that the emerging capacity of artificial agents to generalise redraws the epistemic boundary between artificial agents and their learning environments. Consequently, superficial statistics of language models and abstract action are made meaningful in distilled model worlds, giving rise to synthetic agency.

Transforming Sports Officiating Education: Effects of the Student-Designed Games Model on University PETE Programs

ABSTRACT This study investigates the effectiveness of the student-designed games (SDG) model in enhancing effort, cooperation, and enjoyment among 173 preservice teachers in a university-level sports officiating course within a Physical Education Teacher Education (PETE) program. Using a quasiexperimental design, participants were divided into an experimental group, which underwent an 18-week SDG intervention, and a contrast group, which received conventional instruction. ANCOVA results indicated significant improvements in all areas for the SDG group. The findings highlight the potential of the SDG model to create an interactive learning environment and improve learning outcomes in PETE programs. This research extends the application of SDG to higher education and non-western context, highlighting its potential to improve the learning outcomes.

A Comprehensive Guide to Generating SDTM Demographic Datasets Using R in Clinical Trials

R is a programming language widely used for statistical analysis and data visualization, offering a flexible and interactive environment supported by various packages for data cleaning, tidying, and analysis. It is particularly relevant for professionals in mathematics and statistics, including biostatisticians and programmers in the pharmaceutical and biotech industries. R provides a robust array of user-developed packages that can efficiently manipulate complex datasets, such as those based on the Study Data Tabulation Model (SDTM). The popularity of R in data-related fields has surged exponentially over the past decade due to its open-source nature, powerful statistical capabilities, and advanced visualization tools. In this paper, we demonstrate a step-by-step approach to generating an SDTM Demographic (DM) dataset using R. The process leverages R packages such as sas7bdat, tidyverse, haven, parsedate, dplyr, tidyr, and Hmisc. We also provide a detailed procedure for setting up the R environment required for this process. While R has been extensively used for exploratory analysis in the pharmaceutical and biotech industries, its application in creating and analyzing clinical trial datasets, such as SDTM, has been limited. Traditionally, SAS® has been the preferred tool for generating clinical trial datasets. This paper explores R’s potential as a viable alternative, offering enhanced flexibility and cost- effectiveness in clinical trial.

Genotypic × Environment Interaction and Stability Analysis for Bulb Yield and Yield Attributes in Onion (Allium cepa L.)

Genotypic × Environment Interaction and Stability Analysis for Bulb Yield and Yield Attributes in Onion (Allium cepa L.)

Meningkatkan Hasil Belajar Pak Melalui PBL Berbantuan PPT di SDN 091450 Bah Tongguran

Education plays an important role in preparing qualified and competent workforce, and becomes a benchmark for a country's development. The quality of the teaching and learning process in schools is greatly influenced by students' learning motivation and teacher creativity. However, Catholic Religious Education learning at SDN 091450 Bah Tongguran often faces challenges, such as monotonous teaching methods, which cause a lack of student interest. This study aims to improve student activity and learning outcomes through the application of the Project Based Learning Model (PBL). This research method involves grade III students with a focus on increasing learning activities and self-understanding as developing individuals. The results of the study indicate that the application of the technology-assisted PBL model can improve motivation and learning outcomes, as reflected in the increase in average scores from cycle I to cycle II, as well as improvements in student character indicators. These findings confirm that the PBL method has the potential to improve the effectiveness of Catholic Religious Education learning, and it is recommended for teachers to use this method to create a more interactive and enjoyable learning environment.

Rust Disease Changes the Abundance and Composition of Bacterial Community in Iris lactea Rhizosphere

The microbial community plays a vital role in root–environment interactions, which affect plant performance under biotic stress. Rust disease significantly affects plant growth, which may also affect rhizosphere microbial community. However, there is a scarcity of studies investigating the microbial community of rhizosphere under rust disease stress. Iris lactea is a widely utilized plant in gardening and landscaping due to its versatility and ornamental value, but it is often susceptible to rust disease in landscape settings. In this study, we compared the bacterial communities between bulk soil (non-cultivated control), rhizosphere soil of healthy Iris lactea plants, and rhizosphere soil of Iris lactea plants infected with rust disease (rhizosphere-R). Results revealed significant alterations in the abundance and composition of bacterial communities associated with rust disease infection. Specifically, the rhizosphere-R samples exhibited a decreased Shannon index at 1.9% compared to bulk soil and the relative abundance of Proteobacteria was increased at 31.65%. Moreover, distinct changes in β-diversity were shown between bulk soil and rhizosphere samples. Notably, potentially pathogenic bacteria increased in abundance under rust disease stress, while beneficial bacterial taxa decreased. Overall, our results show that rust disease affects the rhizosphere microbial community, which emphasizes the ecological implications of plant–microbe interactions under biotic stress and implications for developing targeted rhizobacterial-based biocontrol strategies.

Genome-wide Association Studies of Photosynthetic and Agronomic Traits in Cowpea Collection.

Exploring genomic regions linked with drought tolerance and photosynthesis in cowpea could accelerate breeding of climate-resilient cowpea varieties A Genome-wide association study (GWAS) was conducted to identify marker-trait associations for agronomic and photosynthetic traits measured under well-watered and water-stressed conditions. One hundred and twelve cowpea accessions from IITA were phenotyped for agronomic and photosynthetic traits across three locations in two years: Ibadan, Ikenne (2020 and 2021) and Kano (2021 and 2022). The accessions were genotyped using 19,000 DArT-Seq SNP markers from which 9,210 markers were utilized for GWAS analysis using BLINK and mixed linear model (MLM) in GAPIT. Results revealed significant accession × environment interactions for measured traits while ΦPSII, ΦNO and ΦNPQ had significant and consistent correlations with grain yield across conditions. GWAS identified five SNP markers having consistent associations with grain yield under well-watered and water-stressed conditions and three markers associated with ΦNPQ and ΦNO. Gene annotations revealed Vigun04g169000 and Vigun08g168900 genes linked with grain yield and highly expressed under water-stressed conditions have functional roles in regulating plant development and adaptive response to environmental stress. Vigun07g133400, Vigun07g132700 and Vigun07g258000 genes linked with ΦNPQ and ΦNO are involved in activities controlling photoprotection and stress-induced damage in plants. This study identified natural genetic variation in cowpea and correlations between photosynthetic traits and grain yield under real-field drought conditions. The identified SNP markers upon validation would be valuable in marker-assisted selection and useful for cowpea breeders to harness the role of photosynthesis in genetic enhancement of cowpea tolerance to drought.

Interactions of the CSF3R polymorphism and early stress on future orientation: evidence for the differential model of stress-related growth.

This study aims to explore the concept of future orientation, which encompasses individuals' thoughts about the future, goal-setting, planning, response to challenges and behavioural adjustments in evolving situations. Often viewed as a psychological resource, future orientation is believed to be developed from psychological resilience. The study investigates the curvilinear relationship between childhood maltreatment and future orientation while examining the moderating effects of genotype. A total of 14,675 Chinese adults self-reported their experiences of childhood maltreatment and their future orientation. The influence of genetic polymorphism was evaluated through genome-wide interaction studies (GWIS; genome-wide association study [GWAS] using gene × environment interaction) and a candidate genes approach. Both GWAS and candidate genes analyses consistently indicated that rs4498771 and its linked single-nucleotide polymorphisms, located in the intergenic area surrounding CSF3R, significantly interacted with early trauma to influence future orientation. Nonlinear regression analyses identified a quadratic or cubic association between future orientation and childhood maltreatment across some genotypes. Specifically, as levels of childhood maltreatment increased, future orientation declined for all genotypes. However, upon reaching a certain threshold, future orientation exhibited a rebound in individuals with specific genotypes. The findings suggest that individuals with certain genotypes exhibit greater resilience to childhood maltreatment. Based on these results, we propose a new threshold model of stress-related growth.

The impact of augmented reality on education: a bibliometric exploration

Education is one of the many sectors in which augmented reality has been successfully implemented. To determine how Augmented Reality (AR) supports education, this bibliometric study analyzes 1734 articles extracted from the Scopus database between 2010 and mid-2023. The study aimed to determine patterns in productivity, authorship and collaboration patterns, publications, citation structures, general research tendencies, and bibliographic coupling. Biblioshiny and VOSviewer were employed in this investigation. The outcomes of the study indicate an ongoing trend of increasing publication counts or more contributions since 2016, and still a trending topic studies on interactive learning environments and AR in education and knowledge constitute niche areas, while epidemiology, science education, and mobile augmented reality are important research topics that were underdeveloped and indicate a relationship that is both emerging and declining, based on a thematic analysis of the papers. Furthermore, the outcomes demonstrate that the USA, Spain, and the United Kingdom have the strongest global cooperation despite the USA writing more articles. To offer an ideal road map for scholars who would like to carry out research in this area, this paper also looks at the trendsetting in augmented reality in education.