EEG-based epileptic seizure prediction with patient-tailored spectral-spatial-temporal feature learning.

ABSTRACT Addressing the tension inherent in educational research between locally based realities and broader trends, this exploratory study draws on semi-structured interviews to identify English-medium education lecturers’ use of languages, resources and tools in the classroom, and their professional development (PD) needs. The dataset comprises ten lecturers from two universities, one each in Austria and Spain. The qualitative content analysis revealed some differences regarding the roles of English and other languages. Reflecting institutional policies, findings underline the site-specific framing of English mainly as a lingua franca in the Austrian setting vs. as a foreign language in the Spanish one. While all lecturers identify translanguaging as key to overcoming communication barriers and ensuring content accessibility, it is specific to the Austrian context that it is also seen as a resource for enhanced knowledge development. Additionally, all lecturers showed awareness of using multimodal resources to facilitate disciplinary content delivery. For the future, lecturers expressed interest in learning about the implementation of artificial intelligence, and in strategies to promote communication skills and the use of English in the classroom. This study calls for further research to identify lecturers’ discipline and context-specific needs, supporting PD initiatives that are relevant and tailored to effectively strengthen teaching practices.

Character formation through history learning can be achieved when students understand the meaning and values embedded in historical events. History education contributes to the development of nationalism, patriotism, civic responsibility, democratic attitudes, humanitarian awareness, and cultural insight rooted in noble historical values. However, these objectives require increased student interest in learning history, which can be fostered through innovative learning programs and the effective use of educational media. This study aims to analyze the optimization of museums as learning media through the Melali Sambilang Melajah program to enhance students’ interest in learning history. The research employed a qualitative approach using literature review, observation, and interviews as data collection methods. The literature review examined books, academic journals, seminar proceedings, and related studies on museums, history learning, instructional media, historical sites, and student learning interest. Observations and interviews were conducted at the Bali Museum and the Balinese People’s Struggle Monument to examine their relevance to high school history learning. The findings indicate: (1) the strong relevance of the collections at the Bali Museum and the Balinese People’s Struggle Monument to history learning materials in senior high school; and (2) the implementation of the Melali Sambilang Melajah program effectively optimizes museums as educational media while increasing students’ interest in learning. Historical artifacts and dioramas provide concrete visual representations of past events, enabling students to contextualize historical narratives and emotionally engage with historical experiences. Consequently, museums and monuments function not only as heritage preservation institutions but also as effective educational media that enhance students’ learning interest.

Learning interest is an important factor influencing the success of students’ learning process, but in learning Sejarah Kebudayaan Islam (SKI) at the elementary school level, students’ learning interest is still relatively low because the learning process tends to be conventional and has not yet utilized innovative learning models and media. This study aims to analyze the effect of implementing the OME-AKE learning model assisted by KAMIDO media on students’ learning interest in the subject of Islamic Cultural History (SKI). This study employed a quantitative approach with a pre-experimental design in the form of a one-group pretest-posttest design. The study involved 30 fourth-grade students of MIS Kajai, West Pasaman Regency, selected using purposive sampling. Data were collected through observation and a learning interest questionnaire administered before and after the treatment, and were then analyzed using inferential statistics through a paired sample t-test with the assistance of SPSS. The results showed that the implementation of the OME-AKE learning model assisted by KAMIDO media significantly increased students’ learning interest, as indicated by an increase in the mean score from 82.27 on the pretest to 101.37 on the posttest, with a significance value of 0.000 (p < 0.05). These findings indicate that the implementation of an active learning model combined with creative learning media is able to increase students’ engagement and learning interest. Thus, this study contributes to the development of innovative learning strategies in elementary education and provides practical implications for teachers in designing learning that is more interactive, engaging, and meaningful for students.

Higher education institutions are expected to cultivate graduates capable of addressing sustainability challenges through innovation, collaboration, and digital competence. However, many business programs struggle to integrate experiential authenticity, intelligent technologies, and collaborative learning into coherent instructional models, limiting students’ intrinsic motivation and sustainability-oriented competence development. This study aims to examine how experiential learning, artificial intelligence-assisted collaborative learning, and team-based learning operate within the Conceive–Design–Implement–Operate instructional framework to influence learning interest and learning satisfaction in a sustainability-oriented business course. Survey data from 217 undergraduate students were analyzed using confirmatory factor analysis, structural equation modeling, and moderated regression analysis. The results indicate that both experiential and AI-supported collaborative learning positively enhance students’ learning interest, which partially mediates their effects on learning satisfaction. Team-based learning strengthens the experiential pathway but does not significantly moderate the AI-assisted pathway. These findings clarify differentiated motivational mechanisms within structured instructional systems and provide theoretical support for designing digitally enhanced sustainability education.

ABSTRACT This paper explores the motivational dynamics of second language (L2) learners transitioning from high school to university. Within the L2 motivational self system, different L2 learning experiences and their roles in shaping self-guide development are addressed. Guided by a retrospective qualitative design, two Chinese first-year English-major students shared their distinct motivational trajectories through visual imagery drawing tasks and narrative interviews. Thematic analysis revealed a conceptual framework of transitional L2 learning motivation. Students’ meaning-making of transitional L2 learning experiences influenced the fluctuations in self-guides. This influence was mediated by students’ L2 learning responsibility, self-efficacy and interest, personal relevance of L2 competence, and perceived social norms. These mediators synergised and intertwined to generate the non-linearity of motivational dynamics. This research advances the conceptualisation of transition-year students’ L2 learning motivation, integrates visual and verbal qualitative data, and calls for appropriate pedagogies, curriculum reform, and training programmes to sustain continuous English learning motivation throughout the school-university academic transition.

In China, English is considered a second language, and its study spans the entire primary and secondary school stages as well as higher education. Especially at the secondary school level, English is one of the three major core subjects and is also one of the assessment criteria for the high school entrance exam and college entrance exam. For Chinese students, junior high school English marks a transition from concrete to abstract learning and from fragmented to systematic learning. Therefore, junior high school English instruction plays a pivotal role in the entire foreign language learning process. The English Curriculum Standards for Compulsory Education 2022 introduces a new focus in English instruction, placing greater emphasis on cultivating four core competencies in students: learning ability, language proficiency, critical thinking skills, and cultural awareness. Against the backdrop of education reform focused on core literacy development, junior high English teachers face the challenge of low student engagement in the classroom. Gamified teaching models are viewed as a potential solution; however, their application in junior high English instruction lacks systematic research and is subject to practical misconceptions. This study uses a case study approach to analyze a semester-long, competency-based classroom practice in seventh grade at the Jingzhou Experimental Middle School (Lingjun Campus). The findings indicate that the gamified teaching model effectively enhances students' interest in learning, engagement in the classroom, and awareness of cross-cultural communication. It facilitates a shift from passive reception to active inquiry, cultivating critical thinking and metacognitive strategies. The study provides a practical framework for implementing gamified teaching models in secondary English education and offers insights for teacher training and instructional design.

Mathematics learning at the elementary school level plays an important role in developing logical thinking skills and numeracy competencies. However, based on the results of observations at MI NU Rowolaku Kajen, the use of learning media remains very limited and has not utilized engaging media, resulting in low student interest in learning and affecting learning outcomes, particularly in the material on the concept of plane figures. This study aims to examine the effect of using the Wordwall application on the learning outcomes of second-grade students in the material on the concept of plane figures. This study employed a quantitative experimental approach with a one-group pretest-posttest design. The research subjects consisted of 26 second-grade students. Data were collected through a 10-item essay test and analyzed using the Shapiro–Wilk normality test and the Wilcoxon hypothesis test. The results showed an increase in the average score from 75 on the pretest to 82 on the posttest, indicating a 9% improvement in learning outcomes. The results of the hypothesis test showed a significance value of 0.000 (< 0.05), which means that the alternative hypothesis was accepted and the null hypothesis was rejected. Thus, the use of Wordwall learning media has a significant effect on students’ mathematics learning outcomes in the material on the concept of plane figures. These findings contribute to enriching the literature on the implementation of educational games in the early grades of madrasah while also providing an alternative learning model that teachers can adopt to improve students’ numeracy competence.

Education in the modern era has undergone a significant transformation along with the advancement of digital technology. Digital technologies that are currently popularly applied in the field of education are ChatGPT and AI (Artificial Intelligence) applications as interactive and responsive learning assistants. This study aims to examine how the use of ChatGPT and AI applications is used wisely as learning assistants. The research employs a qualitative, literature-based approach and is analyzed through content analysis. The data of this research was taken from various literature sources such as scientific articles, books, and other relevant references. The results of this study show that the application of ChatGPT and AI in Islamic Religious Education (PAI) can improve the quality and effectiveness of learning through blended learning models and artificial intelligence applications through features such as visual mentors, voice assistants, and translator presenters. However, during implementation, several challenges remain, including limitations in digital infrastructure, low digital literacy among teachers, and concerns about the accuracy and authenticity of religious content. Wise strategies need to be carried out to improve digital literacy, verify information generated by AI, instill ethics, and conduct supervision. ChatGPT and AI applications have a positive impact, such as increasing students' motivation and interest in learning. But it also has negative impacts such as technology dependence, lowering academic integrity, and plagiarism. Therefore, the use of ChatGPT and AI applications needs to be done carefully and responsibly.

Learning interest is a crucial factor in the educational process because it plays a major role in student engagement in understanding the material. Based on the results of pre-research at MA Al Hikmah Bandar Lampung, it is known that student learning interest in the subject of Akidah Akhlak is still relatively low, especially in the aspects of attention and involvement, which is caused by the dominance of conventional methods and the lack of variety of learning media. This study aims to test the effectiveness of the cooperative learning model of the Think-Pair-Share (TPS) type assisted by flashcards media on increasing student learning interest. The approach used is quantitative with a quasi-experimental method of post-test only control group design. The research sample consisted of two classes, namely class X.A as the experimental group and class X.B as the control group. The data collection instrument used a non-test questionnaire that focused on indicators of attention in learning interest. The results of data analysis using the t-test showed a significance value of 0.001 (p < 0.05), which confirmed a significant difference in learning interest between the two groups. These findings prove that the combination of the TPS model and flashcards is effectively able to overcome the obstacles of low student attention and involvement. The synergy between independent thinking, pair discussions, and idea sharing, supported by visualization of material through flashcards, creates a more active and innovative learning environment. This study concludes that the flashcard-based TPS approach is an effective alternative learning strategy for increasing student motivation and interest in deepening the material on Aqidah and Akhlak.

This study aims to analyze the relationship between students’ learning interest and mathematical critical thinking skills students in Statistics. The urgency of this research is based on the importance of developing critical thinking skills in 21st-century mathematics education, as well as the assumption that learning interest is one of the internal factors contributing to these skills. The study employed a quantitative approach with a correlational method. The sample consisted of 35 Grade X students from a public senior high school in Garut Regency, selected through purposive sampling. The research instruments included a learning interest questionnaire developed based on four main indicators and an essay test measuring mathematical critical thinking skills constructed in accordance with critical thinking indicators. The instruments were validated through expert judgment for content validity, and reliability testing was conducted using Cronbach’s Alpha coefficient for the questionnaire and internal consistency testing for the essay test. Data were analyzed using the Shapiro–Wilk normality test, followed by Spearman’s rho correlation test since one of the variables was not normally distributed. The results showed a correlation coefficient of 0.247 with a significance value of 0.152 (p > 0.05), indicating a weak and statistically non-significant positive relationship between learning interest and mathematical critical thinking skills. The novelty of this study lies in examining the relationship between the two variables specifically in the Statistics topic at the senior high school level. The findings imply that improving mathematical critical thinking skills cannot rely solely on enhancing students’ learning interest, but must also be supported by instructional strategies that promote higher-order thinking activities. Future research is recommended to involve a larger sample size and to consider additional variables such as self-efficacy, instructional models, or students’ prior knowledge.

Indonesia’s low literacy and numeracy performance as reflected in the Programme for International Student Assessment (PISA) results requires strengthening education starting from early childhood education (Pendidikan Anak Usia Dini [PAUD]). This study aimed to analyze the implementation of a PISA-oriented PAUD curriculum in enhancing learning interest among young children. A descriptive qualitative approach was employed with teachers and learners at RA Darussalamah NWDI Praida Kroya Bagik Payung Timur, Suralaga Subdistrict, East Lombok Regency as the subjects. Data were collected through observations, in-depth interviews, and documentation over a three-month period, then analyzed through data reduction, data display, and conclusion drawing. The results indicate that the integration of literacy, numeracy, and contextual learning based on everyday life can increase children’s learning interest, as reflected in their enthusiasm, active participation, and curiosity during learning activities. This study concludes that a PISA-oriented PAUD curriculum has strategic implications for improving the quality of instruction and learning interest in early childhood and can serve as a reference for the development of PAUD curricula that are more adaptive to global demands.

Prior work typically treats personal and contextual influences on interest as isolated variables, offering limited insight into the relational mechanisms that connect them in practice, particularly in English a foreign language (EFL) classroom. This study investigates how connective instruction, as a relational framework emphasizing emotional, social, and instructional connections, shapes Chinese undergraduates' interest in an EFL context. Drawing on semi-structured interviews with 21 students, the analysis explores how internal and contextual linkages influence both situational and individual interests. Findings show that situational interest arises when external teaching practices resonate with students' personal goals and values, while individual interest emerges and develops through sustained connections among internal factors such as effort, perceived competence, and self-efficacy. By integrating interest theory with connective instruction, we specify how EFL interest is generated through substantive (content-meaning), instructional (task-learner fit), and interpersonal (teacher-student rapport) connections in class, and how interest consolidates through internal-internal coordination (effort-progress-competence). Practically, we propose designable linkage targets for instructors and outline testable hypotheses for future longitudinal and mixed-methods research on how external-internal and internal-internal linkages may differentially predict the transition from situational to individual interest.

Background: Pancasila education in elementary schools plays a vital role in instilling foundational national values from an early age. Despite its importance, classroom implementation frequently relies on conventional lecture methods and printed textbooks. Objective: This study aimed to develop Canva-based interactive learning media for teaching Pancasila to fourth-grade students and to evaluate its feasibility and effectiveness in improving students’ engagement and understanding. Method: The study employed a Research and Development (R&D) design using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation phases. Data were collected through classroom observations, teacher interviews, student questionnaires, and a literature review. The participants were fourth-grade students at SD Negeri Kleco 1 Surakarta. The developed media was evaluated through feasibility testing and learning outcome assessment. Result: The feasibility assessment yielded an average score of 85%, categorised as excellent feasibility. The implementation results demonstrated an increase in students’ interest in learning and conceptual understanding after using Canva-based interactive media. These findings indicate that the developed media meet quality standards and effectively support Pancasila learning in elementary education. Conclusion: The Canva-based interactive learning media is both feasible and effective for enhancing students’ engagement and comprehension in Pancasila education. Its integration into classroom practice can support more interactive and meaningful learning experiences. Contribution: This study provides empirical evidence that digital interactive media can strengthen student participation and improve understanding of abstract civic values. It also offers a practical reference for educators seeking to integrate accessible technology into elementary school instruction.

The limited use of varied learning media has an impact on low student interest in learning, so that students are easily bored and less active in the learning process. This study aims to develop a local wisdom-based Student Worksheet on the material My Indonesia is Rich in Culture for 4th grade students in Elementary School. The research method used is Research and Development with a model consisting of five stages, namely Analysis, Design, Development, Implementation, Evaluation. The results of the feasibility validation showed a score of 86% from media experts (very feasible), 80% from material experts (very feasible), and 78% from language experts (feasible). The results of student responses to the attractiveness of the media in limited trials obtained a percentage of 82% (very feasible) and 98% from field trials (very feasible). Based on these results, the local wisdom-based Student Worksheet on the material My Indonesia is Rich in Culture is declared very feasible to be used in the learning process. This Student Worksheet is expected to be implemented more widely to support contextual learning according to the principles of the Independent Curriculum.

Islamic boarding schools like MTS Walisongo, Central Lampung, succeed when students are interested in learning, especially Islamic law. Initial observations indicated that students showed little interest in learning, particularly in paying attention. This phenomenon was evident from the lack of student interaction, limited interest in the topic, and the prominence of conventional learning approaches. This study tests whether the POGIL (Process Oriented Guided Inquiry Learning) learning approach increases student interest in Islamic jurisprudence. This quantitative study was quasi-experimental and used a post-test-only control group design. Class VIII C was the experimental class, and VIII D was the control class in the research sample, obtained by simple random sampling. The POGIL model has five steps: orientation, exploration, concept invention, application, and closure. The non-test questionnaire had 16 statement items that measured student attention. The results of data analysis using the t-test showed a significant value of 0.001 (p < 0.05), indicating a significant difference between the experimental and control classes. Thus, the POGIL learning model has proven effective in increasing student interest in learning, particularly in the aspect of attention. This study concludes that the implementation of POGIL makes a positive contribution to creating an active, collaborative, and enjoyable learning atmosphere and can be used as an innovative learning alternative to improve the quality of education in madrasah environments.

The rapid development of innovative learning technologies in recent years has served as a basis for the transition from traditional teaching methods to interactive, learner-centered approaches. Among such methods, gamification is recognized as a promising pedagogical tool aimed at increasing students’ interest, motivation and engagement in learning. This article proposes a systematic literature review (SLR) of research on the use of gamification in school geography teaching. This review followed the PRISMA protocol and PICOS criteria to ensure transparency and reproducibility. The purpose of the study-Evaluating the effectiveness and directions of gamification in geography lessons and identifying problems arising in the process of its implementation in practice. The research was based on the PRISMA methodology. The search in the international databases Scopus and Google Scholar initially resulted in 22,712 documents. After refining the search, duplicates and irrelevant papers were excluded and 40 scientific articles published between 2019 and 2024 were analyzed in depth. VOSviewer software was used to visualize bibliometric connections and thematic clusters. The results showed that gamification has a positive effect on students’ cognitive development, motivation and spatial reasoning. However, the use of subject-specific digital tools, adapting content to match students’ learning styles, and assessing long-term changes in motivation have not been sufficiently explored. Experience with interactive maps, mobile applications and VR/AR technologies, especially in geography, is rare. Infrastructure, teacher training and challenges of adaptation in rural school settings also require attention. The results show that gamification has a positive effect on students’ motivation and cognitive development, but the limitations are related to the small number of empirical studies and insufficient representation of developing countries. Future research should evaluate the long-term effects of gamification and the possibilities of its wider application in geography teaching.

Advances in data science and technology have transformed lifestyle research by enabling the integration of multimodal information and the generation of large-scale datasets. Despite the growing interest in machine learning (ML) within health behavior research, significant methodological gaps remain. The study aims to systematically review the applications of supervised ML algorithms in the analysis of healthy lifestyle data, with a particular focus on the methodological approaches used. The specific objectives are to explore the types and sources of data used for health outcomes, examine the ML processes used, including explainable artificial intelligence (XAI) methods, and review the software tools used. Additionally, this review aims to provide practical guidelines to enhance the quality and transparency of future ML research in health. Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) recommendations, the search was conducted across PubMed, PsycINFO, and Web of Science, yielding 65 studies that met the inclusion criteria. Most studies (48/65, 74%) integrated multidomain data from physical activity, diet, sleep, and stress. Data sources were split between self-acquired data (33/65, 51%) and health repositories (32/65, 49%). Single-item measurements were common, particularly for physical activity, diet, and sleep. Although 40 of 65 studies used a multimodel approach, random forest was the most frequently applied algorithm. To improve explainability, 22 of 65 (33.84%) studies incorporated specific XAI methods, with 21 using Shapley Additive Explanation values and 1 using local interpretable model-agnostic explanations. R (R Core Team) and Python (Python Software Foundation) were the most widely used software tools, with variation in the libraries used. This review highlights methodological gaps in the application of supervised ML to healthy lifestyle data. The ML workflow should span from data acquisition to explainability, using iterative steps to improve methodological rigor. Although multidomain data collection enhances the understanding of health issues related to lifestyle, representativeness remains limited due to methodological shortcomings in data acquisition. While random forest was the most commonly used algorithm, a multimodel approach is recommended for a comprehensive comparison. Lifestyle components consistently ranked among the top features in studies integrating XAI. Incorporating XAI methods into the ML pipeline can support personalized interventions, provided data collection is accurate. The R metapackage (tidymodels; Max Kuhn and Hadley Wickham) facilitates process evaluation through unified syntax, improving replicability. Methodological and reporting guidelines and a checklist are provided to enhance transparency and replicability in multidisciplinary ML research.

Background: The increasing use of smartphones among elementary school students has raised concerns about their potential impact on learning engagement and academic behaviours, as excessive smartphone use may reduce students’ focus, discipline, and interest in schoolwork. Objective: This study aimed to examine the effect of limiting smartphone use on students’ learning interest at the elementary level. Method: The research employed an ex post facto design conducted at SMAN 1 Batujajar in 2025, involving 31 students as the research sample. Data were collected using a smartphone use restriction scale and a learning interest scale. Statistical analysis was performed using simple linear regression to determine the influence of smartphone use limitation on students’ learning interest. Results: The t-test showed a p-value of 0.000, which is lower than 0.05 (0.000 < 0.05). This indicates that limiting smartphone use has a statistically significant effect on students’ learning interest. Conclusion: Smartphone use restriction contributes positively to improving students’ learning interest. Contribution: This study provides empirical evidence regarding the relationship between smartphone use limitation and learning interest. The findings offer practical implications for teachers and schools in formulating smartphone-use policies and contribute to theoretical discussions of digital behaviour and student engagement in elementary education.

Abstract Litter pollution remains a pressing environmental issue, motivating the search for automated monitoring methods that can scale effectively. The problem is heightened by the difficulty of detecting small and diverse litter objects across wide areas, prompting interest in Unmanned Aerial Vehicles (UAVs) and deep learning as viable solutions. We conducted a systematic literature review by initially using Google Scholar, and then iteratively expanding our search through bibliographic references to identify relevant studies and datasets. In this review, we: synthesize the applicability of nine publicly available litter datasets; compile and analyze computer vision integrations with Litter Management Systems, with a particular emphasis towards UAV-based solutions; and review relevant literature addressing this issue; among others. Our analysis includes four UAV-based datasets (BDW, UAVVaste, HAIDA, SODA) and five non-UAV datasets (TrashNet, TACO, MJU-Waste, PlastOPol, ZeroWaste), examining dataset characteristics, preprocessing techniques, model architectures, and evaluation metrics across studies. Our synthesis of the literature highlights the varied approaches different studies undertake, reflecting the complexity of the task and the absence of standardised protocols. We conclude by discussing priorities for future work, notably the need for more publicly available in-the-wild UAV-acquired datasets and the potential of newer model architectures to address current limitations in automated litter detection.