Teaching Platform Research Articles

Construction of an ontology for the subject area “Educational video blogging”

Introduction. The consequences of the pandemic have increased public attention to digital online learning technologies. The latter in the formats of podcasts, forums, streams, wikis, websites and video blogs are actively distributed and saturate the content of managed education and self-education, are used instrumentally on educational platforms, and become an independent educational resource. Thanks to the digitalization of modern education, educational video blogging is developing. Purpose of the study. This purpose is the author’s interpretation of the ontology of the subject area “Educational video blogging”, which does not claim to be completely exhaustive of this topic. Materials and methods. Materials for building a system of concepts were Russian-language and Englishlanguage scientific publications selected in accordance with search queries in Science Direct, ResearchGate, Google Scholar and e-library. Results. The results of the study were an ontology that included four levels of analysis. The first is associated with web 2.0, transforming into web 3.0 and then into web 4.0. Web 2.0 provides digital online technologies to the educational process, and also creates the basis for the development of video hosting and social networks. The second level of digital online technologies includes text, visual and mixed formats for presenting information. Guided education and self-education (the third level of analysis) constitute the educational process in the online space. In both cases, digital online technologies are involved, which in managed education are integrated into educational platforms (LMS, SMC, MOOC). The fourth level of analysis focuses on educational video blogging, which dominates self-education. Educational video blogs vary in terms of authorship, recipients, and content. Related categories to E-video blogs are video podcasts and websites of online schools and teachers. Conclusion. As a result of the study, the basic concepts of the videoblogosphere in general and the educational video blog in particular were identified, and a system of their interrelations was built. In the future, the ontology can be expanded by studying different formats for presenting digital material, as well as concepts related to the digital identity of teachers.

Data Privacy and Security Concerns in AI-Integrated Educational Platforms

As educational institutions increasingly embrace AI technologies to enhance learning experiences, a paramount concern arises regarding the privacy and security of sensitive student data. This research paper delves into the challenges and implications associated with the integration of AI in educational platforms, focusing specifically on data privacy and security issues. The study aims to identify potential risks, assess current safeguards, and propose strategies to mitigate threats, ensuring a responsible and secure implementation of AI in education. By examining the intersection of technological advancement and privacy concerns, this research contributes to the ongoing dialogue on ethical considerations in the realm of AI-driven education transformation. Furthermore, this research endeavors to propose robust frameworks and strategies to safeguard the integrity and confidentiality of data in AI driven educational environments. By addressing these concerns head-on, we strive to contribute valuable insights to the ongoing discourse on balancing the transformative benefits of AI in education with the imperative to protect the privacy and security of all stakeholders involved.

Could Freely Available Artificial Intelligence Chatbots Simulate a Multidisciplinary Workshop to More Efficiently Cogenerate Ideas?

OBJECTIVE: We aimed to simulate a multidisciplinary workshop using artificial intelligence (AI) chatbots, to broaden and accelerate the cogeneration of ideas for a complex clinical research question.DESIGN: Proof-of-concept observational study.METHODS: Three freely available chatbots (ChatGPT 3.5 August 3 Version, Bing Creative Mode, and Google Bard v2023.07.13) were prompted on September 18, 2023, with an identical series of prompts to simulate a multidisciplinary workshop. Different knowledge users across clinical, research, policy, organizational, and leadership domains were suggested by the chatbots and then included. An appreciative inquiry approach integrated clinician and researcher expertise to provide solutions.RESULTS: All 3 chatbots suggested an online platform or curriculum for pain science education in schools. Each chatbot offered unique responses that were beneficial to reflect upon during idea generation. Key limitations of this approach, such as output bias and generalizability, and future research directions for using AI chatbots to simulate workshops were explored.CONCLUSION: Using AI chatbots to simulate a multidisciplinary workshop may be a useful way to efficiently incorporate a wide range of voices during idea generation. JOSPT Open 2024;2(3):225-232. Epub 17 April 2024. doi:10.2519/josptopen.2024.1133

Research on the Architectural Design and Performance Optimization of Large Scale Real-Time Chat Systems

With the rapid development of internet technology, large-scale real-time chat systems have become an essential tool for connecting users worldwide. These systems not only support the core functions of social communication but also serve as key platforms for business, education, and remote collaboration. However, the surge in user numbers and the explosive growth in message volume pose unprecedented technical challenges to real-time chat systems, including high concurrency processing, low latency communication, data consistency assurance, and system scalability. This study aims to explore and implement an efficient, stable, and scalable architecture for large-scale real-time chat systems and propose corresponding performance optimization strategies. The research employs literature review, system analysis, prototype design, and performance evaluation methods. It first analyzes the design limitations and performance bottlenecks of existing real-time chat systems. Based on this analysis, a microservices-based system design scheme is proposed, which enhances system performance and reliability through componentized services, message queues, load balancing, and caching mechanisms. In terms of performance optimization, this paper focuses on key technologies such as load balancing algorithms, asynchronous processing mechanisms of message queues, caching strategies, and data storage optimization. Experimental evaluations have confirmed the significant effects of the proposed scheme in handling high-concurrency requests, reducing system latency, and improving data throughput.

Preface

We are glad to introduce you that the 2024 International Conference on Smart Grids and Power Systems (ICSGPS) was successfully held on January 12–14, 2024 in Zhangjiajie, China. The vision of the ICSGPS 2024 is to provide a premier interdisciplinary platform for researchers, practitioners, and educators to come together and discuss the latest innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of Smart Grids and Power Systems. At ICSGPS 2024, participants have the opportunity to present their research findings and engage in meaningful discussions with experts and scholars from universities and research institutions worldwide. During the conference, the conference model was divided into three sessions, including oral presentations, keynote speeches and Q&A discussion. There were 3 keynote speeches, 4 invited talks both from local and international presenters. The time spent delivering the talks by each keynote speaker was 45 minutes, the oral presentation speaker was 15 minutes following by a Question Answer (Q & A) Session 5 minutes for each. Thanks for wonderful speeches from our keynote speakers Professor Loi Lei Lai, Professor Fushuan Wen and Professor Zhaoyang Dong. ICSGPS 2024 has attracted participants from over 40 universities, their support is greatly appreciated. We would also like to thank all the members of the Technical Program Committee and the Organizing Committee for providing competent, efficient, and friendly help that made this conference success. We also appreciate for all the reviewers for their hard work in providing constructive critical comments, improvements and corrections to the authors. A particularly thank for Professor Wenxuan Yao from Hunan University and Professor Chengxi Liu from Wuhan University for their valuable advice as guest editors to ensure the quality of the submissions. Moreover, thanks for the excellent publishing service from Journal of physics: Conference Series. Finally, many thanks for all the participants and we wish you enjoyed and were inspired by the conference. We are convinced that this gathering of minds will foster collaboration and knowledge sharing, enabling participants to gain valuable insights into practical challenges encountered. The Committee of ICSGPS 2024 List of Committee Member and Workshops are available in this pdf.

QSARtuna: An Automated QSAR Modeling Platform for Molecular Property Prediction in Drug Design.

Machine-learning (ML) and deep-learning (DL) approaches to predict the molecular properties of small molecules are increasingly deployed within the design-make-test-analyze (DMTA) drug design cycle to predict molecular properties of interest. Despite this uptake, there are only a few automated packages to aid their development and deployment that also support uncertainty estimation, model explainability, and other key aspects of model usage. This represents a key unmet need within the field, and the large number of molecular representations and algorithms (and associated parameters) means it is nontrivial to robustly optimize, evaluate, reproduce, and deploy models. Here, we present QSARtuna, a molecule property prediction modeling pipeline, written in Python and utilizing the Optuna, Scikit-learn, RDKit, and ChemProp packages, which enables the efficient and automated comparison between molecular representations and machine learning models. The platform was developed by considering the increasingly important aspect of model uncertainty quantification and explainability by design. We provide details for our framework and provide illustrative examples to demonstrate the capability of the software when applied to simple molecular property, reaction/reactivity prediction, and DNA encoded library enrichment classification. We hope that the release of QSARtuna will further spur innovation in automatic ML modeling and provide a platform for education of best practices in molecular property modeling. The code for the QSARtuna framework is made freely available via GitHub.

XR4ED: An Extended Reality Platform for Education.

Recent developments in extended reality (XR) are already demonstrating the benefits of this technology in the educational sector. Unfortunately, educators may not be familiar with XR technology and may find it difficult to adopt this technology in their classrooms. This article presents the overall architecture and objectives of an EU-funded project dedicated to XR for education, called Extended Reality for Education (XR4ED). The goal of the project is to provide a platform, where educators will be able to build XR teaching experiences without the need to have programming or 3-D modeling expertise. The platform will provide the users with a marketplace to obtain, for example, 3-D models, avatars, and scenarios; graphical user interfaces to author new teaching environments; and communication channels to allow for collaborative virtual reality (VR). This article describes the platform and focuses on a key aspect of collaborative and social XR, which is the use of avatars. We show initial results on a) a marketplace which is used for populating educational content into XR environments, b) an intelligent augmented reality assistant that communicates between nonplayer characters and learners, and c) self-avatars providing nonverbal communication in collaborative VR.

Decision Support System for Selecting Online Teaching Methods Using the Fuzzy MCDM Algorithm

The global pandemic that has hit the world recently has forced educational institutions to adopt online teaching methods. However, choosing an effective online teaching method is a major challenge. This research develops a Decision Support System (DSS) that uses the Fuzzy Multi-Criteria Decision Making (FMCDM) Algorithm to select the best online teaching method. This system is designed to assist decision making in educational institutions by considering various criteria such as learning effectiveness, technology affordability, ease of use, and user satisfaction. This research uses data collection methods that involve surveys from lecturers and students to obtain their preferences and experiences with various online teaching platforms. The data collected is then processed using the FMCDM model to evaluate and rank teaching methods based on predetermined criteria. Fuzzy systems are used to overcome uncertainty and subjectivity in criteria assessment. The results of this research show that the system developed is able to effectively assess and rank various online teaching methods. From the analysis carried out, interactive teaching methods using videos and real-time quizzes received the highest ranking based on predetermined criteria. This suggests that the combination of engaging visual content and high interactivity is highly valued in online teaching contexts

Influence of ICT Resources Utilization on Social Information Sharing among Undergraduates in Federal University Oye Ekiti, Nigeria

The study examined the influence of ICT resource utilization on social information sharing among undergraduates at Federal University Oye Ekiti, Nigeria. It employed the descriptive survey design. The population comprises all undergraduates in the faculty of education at Federal University Oye Ekiti. A total of 200 students volunteered to participate in this study using a simple random sampling technique. The main instrument for data collection was a semi-structured question which was validated with a Cronbach’s alpha score of 0.7 and above. Data collected from respondents was analyzed using descriptive statistics, frequency, table, mean, and standard deviation. The formulated hypothesis was analyzed with Spearman rank regression analysis. Results indicated a generally high extent of social information-sharing practices among undergraduates in the selected university with an average mean score of 3.4 on a scale of 4 points. Findings further indicated that computers (mean=3.0, RII=0.9) and Google Meet (mean=3.0, RII=0.9) were the most commonly used among the ICT resources used by undergraduates. Others include smartphones (mean = 2.9, RII = 0.9), Google (mean = 2.6, RII = 0.8), software programs (mean = 2.6, RII= 0.8), emails (mean = 2.6, RII= 0.8), projectors (mean = 2.2, RII= 0.7), interactive online teaching platforms (mean = 2.2, RII= 0.7) and Slack (mean = 2.1, RII= 0.7). the study revealed a statistically significant influence of ICT resource utilization and social information-sharing practices among undergraduates in the selected university (F=48.817, p<0.05). The study concluded that the use of ICT resources should be encouraged by the university authority to move the institution to the next level through massive investment in digital educational transformation which has the potential to boost the ranking of the university among its contemporaries across the globe.

Pandangan Guru Sekolah Dasar terhadap Menu Pelatihan Mandiri pada Platform Merdeka Mengajar (PMM)

The existence of the independent teaching platform (PMM) is a means that helps teachers obtain inspiration, references and additional information in implementing the independent curriculum in each educational unit. This is the background to the research, namely regarding teachers' perceptions of the independent training features provided by the independent teaching platform (PMM). The objectives of this research are (1) to describe the understanding of the independent training features provided by the independent teaching platform (PMM) and (2) teacher assessments of the independent training features provided by the independent teaching platform (PMM). This research method is descriptive with a qualitative approach. Data collection uses several data collection techniques and instruments. The data analysis technique goes through the flow of data collection, data reduction, data presentation, and drawing conclusions. The results obtained in the form of an understanding of independent training for teachers and an assessment of the features provided by the research sample obtained good results. The conclusion of this research is that the independent training feature on the independent teaching platform (PMM) can be an alternative means of independent learning for teachers to develop themselves.

Assessment of Transoral Robotic Surgery (TORS) Content on YouTube.

Online video hosting websites such as YouTube have been increasingly used by medical institutions to spread information about new and exciting topics. However, due to the large number of videos uploaded dailyand the lack of peer review, few attempts have been made to assess the quantity and quality of information that is uploaded on YouTube.For this study, our team assessed the available content on the transoral robotic surgery (TORS) procedure. A qualitative case study model was employed. Videos related to TORS were collected using a unified search protocol. Each video was then analyzed, and metrics of the following data points were collected: views, likes, comments, upload date, length of video, author type, author, and region of origin. Each dataset was analyzed by two distinct authors, and interrater reliability was calculated. Quantitative and qualitative statistics were curated. A total of 124 videos were analyzed for this review. The breakdown of videos was as follows: 15.32% (19) in the educational for patients category, 16.94% (21) in the educational for traineescategory, 30.65% (38) in the procedural overview category, 8.87% (11) in the patient experience (PE) category, 10.48% (13) in the promotional category, 12.10% (15) in the othercategory, and 5.65% (7) in the irrelevant (IR) category. The total number of views across all videos analyzed was 2,589,561. The total number of likes was 14,827, and the total number of comments was 2,606. The average video length was 8.63 minutes. The most viewed category was the PEcategory at 1,014,738 and the most liked at 1,714. The least viewed category was IRat 21,082. The PE category had the most engagement based on combined comments and likes. The most watched video, with 774,916 views, was in the PE category under the "TORS for Thyroidectomy" search term and was titled "Thyroid Surgery (Thyroidectomy)." As the prevalence of online videos regarding medical devices, procedures, and treatments increases, patients and trainees alike will look towardresources such as YouTube to augment their understanding. Patients, providers, and medical education platforms should take heed of the promise and pitfalls of medical content on YouTube.

Mock Wards: Incorporating a Theoretical Framework to Create a Blended Virtual and In-Person Clinical Reasoning Education Platform.

Introduction The coronavirus 2019 pandemic highlighted virtual learning (VL) as a promising tool for medical education, yet its effectiveness in teaching clinical reasoning (CR) remains underexplored. Past studies have suggested VL can effectively prepare students for clinical settings. Informed by the Milestones of Observable Behaviours for CR (MOBCR) and whole-case theoretical frameworks, the Mock Wards (MW) program was created using a novel blended in-person learning (IPL) and VL platform. MW consisted of case-based small-group formats for medical students interested in learning approaches and differentials to commonly encountered presenting symptoms and diagnoses in internal medicine. This study sought to use MW's blended design to qualitatively analyze CR development and compare its utility between VL and IPL. Methods Qualitative analysis was conducted using in-depth semi-structured interviews with first-year pre-clerkship medical students (n = 8) who completed the MW program and participated in the study. The interview guide was informed by the MOBCR framework. Interview transcripts were analyzed using a directed qualitative content analysis approach. Translational coding and HyperRESEARCHTM (Researchware, Inc., Randolph, MA) software-generated mind maps guided the theme development. Results Three overarching themes were constructed: (1) tailoring pedagogical frameworks to learning modalities, (2) learning through interactivity, and (3) balancing accessibility with learner engagement. Participants emphasized that teaching CR skills is modality-specific and not fully interchangeable, with IPL being superior in facilitating social cohesion, non-verbal communication, and feedback. In contrast, VL required structured approaches and relied more on verbal communication and pre-made digital materials. IPL also enhanced interactivity, peer relationships, and spontaneous communication, whereas VL faced challenges such as social awkwardness and technological constraints hindering effective collaboration. VL provided superior accessibility to facilitate distributed learning and management of concurrent academic obligations. Conclusion The MW-blended platform highlights the importance of focusing on modality-tailored pedagogies, emphasizing group interactability, and balancing VL accessibility against decreased engagement within the IPL environment when teaching CR skills. Blended education models may benefit from a scaffolding approach, using IPL as a prerequisite to VL to improve CR development and alignment within a learner's zone of proximal development.

E-learning within the European cystic fibrosis society - A multidisciplinary cross-sectional survey

BackgroundContinuing professional development (CPD) is a component of practice that spans all disciplines within cystic fibrosis (CF). E-learning resources theoretically represent flexible, low cost and time efficient methods of CPD. We aimed to explore European Cystic Fibrosis Society (ECFS) members' and CF health professional communities’ current views, experiences and perceptions of e-learning and the ECFS education platform (ECFS-EP). MethodsAn online cross-sectional survey was developed by the ECFS Education Committee and circulated via the ECFS conference, emails and within the society subgroups between June and September 2023. Results547 responses were received from 58 countries; 57 % of responders were ECFS members. A wide range of specialities were represented from the multidisciplinary team including 36 % clinicians. The majority of respondents (63 %) spent 6 or more hours a week on their professional education. Online platforms were used either weekly (34 %) or monthly (37 %); 54 % of respondents had used the ECFS-EP and this was rated favourably overall, specifically for content quality. Preferred formats for education were articles and medium length (15–30 min) webinars. ConclusionsThis multidisciplinary cohort survey illustrates contemporary practice and opinion relating to e-learning and the ECFS-EP. Strengths include the high number of responses and the wide range of countries and specialities represented. Results suggest the ECFS-EP is valued and highlights priority topics, preferred formats and opportunities to optimise awareness. Results support continued provision and oversight of high quality education via an online platform. Continued success will rely on learning from user experience and feedback to inform future practice.

DIGITAL TRANSFORMATION AND NEW EDUCATIONAL PARADIGM

Digital transformation has encompassed all segments of life, including education. In this paper, we examine the necessity of changing the educational paradigm due to the rapid development of communication technologies that have shaped the upbring-ing of young generations over the past decade, their impact on cognitive development, perception, and attention, the swift ad-vancement and efficiency of educational platforms, the increasing use of artificial intelligence, and, finally, the experiences from the COVID crisis period which significantly influenced the habits, expectations, and lifestyles of young generations. Based on the constructivist theoretical approach to the educational process, we propose the concept of a “learning landscape” designed on the principle of “active learning,” which places the learner at the center of the educational process. The effectiveness of learning outcomes depends on the functional combination of the traditional “face-to-face” approach and the application of automated digital tools such as digital educational platforms, modules, and artificial intelligence tools (a blended or hybrid approach). We also discuss the new role of educators in this process.

Factors for Developing Digital Skills among Faculty Members at the College of Education at Umm Al-Qura University

The study aimed to assess the digital skills of faculty members at the College of Education, Umm Al-Qura University, and identify factors influencing these skills. It also investigated whether there were statistically significant differences in digital skills based on gender, years of experience, and the number of digital skills courses. The results showed that overall digital skills were at a moderate level. Some skills, like word processing and presentation software, were high, while others, such as using certain educational platforms and programming, were lower. Faculty members believed that factors like IT support, the university's approach to technology, and training influenced their digital skills. Female faculty members had higher digital skills, and those with more experience or courses had better digital skills. The study recommended increasing the focus on enhancing faculty digital skills through technology integration and training.

A LETTER FROM SPECIAL EDITION EDITOR IN CHIEF - DR. DEEPASHREE CHOUDHURY

Dear Readers and Contributors, It is with great pleasure that I welcome you to the special edition of the International Conference on Multidisciplinary Aspects of Built Environment (ICoMABE) 2024. This special issue, curated to coincide with the conference held from June 20-22, 2024, brings together pioneering research and innovative practices in the fields of architecture, urban planning, material technology, and pedagogical advancements in spatial design. The tracks covered in this edition—ranging from sustainable urban development and smart city designs to cutting-edge building materials, disaster-resistant structures, and pedagogical innovations—reflect the breadth of the built environment’s challenges and opportunities. As we navigate the evolving landscape of our cities, these topics are not only timely but critical for shaping a resilient, inclusive, and sustainable future. The built environment is facing an era of unprecedented change, driven by rapid urbanization, climate challenges, technological advancements, and evolving societal needs. ICoMABE 2024 serves as a timely platform to address these critical issues through a multidisciplinary lens, bridging the gaps between architecture, urban planning, construction technologies, and design education. As we confront the challenges of sustainable development, carbon-neutral construction, and the demand for smarter, more inclusive cities, this conference has become a significant gathering point for professionals, academics, and innovators committed to shaping the future of our built spaces. The need for such a conference is underscored by the increasing complexity of today’s urban environments. The convergence of design, technology, and sustainability is no longer optional but essential in creating resilient and equitable spaces that meet the demands of diverse populations. ICoMABE 2024 emphasizes not only the exploration of innovative solutions but also the importance of integrating sustainability into all aspects of planning and development. By bringing together thought leaders from across disciplines, this conference fosters the exchange of knowledge and ideas necessary to address the multifaceted challenges facing the built environment today. The discussions and research presented here aim to shape policies, inspire groundbreaking designs, and influence future practices in creating livable, sustainable, and future-ready environments. ICoMABE 2024 has provided a platform for researchers, practitioners, and educators to share their expertise, and I am excited to present the key findings, insights, and discussions that emerged from this event. The articles selected for this special issue highlight the multidisciplinary nature of the built environment and emphasize the importance of collaboration between academia and industry to foster meaningful change. This edition includes thought-provoking explorations into sustainable urban design, innovations in material science, and the integration of technology in design education. As editor, I have been privileged to work closely with the authors, whose contributions have demonstrated outstanding originality and relevance to the global context of our built environment. I would like to extend my heartfelt gratitude to all the contributors, reviewers, and the organizing committee of ICoMABE 2024 for their unwavering support and dedication. I hope that this special issue will not only inspire future research and innovation but also serve as a valuable resource for scholars, practitioners, and students in our field.

ENGLISH TEACHERS’ READINESS IN DESIGNING LESSON PLAN BASED ON CURRICULUM MERDEKA AT VOCATIONAL SCHOOL NUMBER 1 JAMBI

This research, conducted by Kharisma Nur Azizah, explores the readiness of English teachers at SMKN 1 Kota Jambi in designing lesson plans based on the "Curriculum Merdeka." The study aims to identify the preparations and challenges faced by teachers in supporting their readiness for the 10th-grade lesson plans under this new curriculum framework. Utilizing a qualitative case study approach, the research collected data through interviews. The findings reveal several key aspects of readiness and challenges for English teachers. Readiness includes cognitive aspects such as the importance of lesson plan design, understanding the independent curriculum, using media resources to support lesson plan creation, and the ability to compile and evaluate lesson plans effectively. Physical readiness (energy and health), psychological readiness (interest and motivation), and the availability of supporting facilities and infrastructure are also critical components. The study found that the curriculum is both flexible and complex. Teachers utilize various media sources like ESP, TOEIC, the Merdeka teaching platform, and YouTube to prepare lesson plans based on major department profiles and determine competency (CP), topic (TP), and lesson activity plans (ATP). Physical readiness in designing lesson plans requires an intensive two-week period, while psychological readiness helps increase knowledge and update teaching experiences to meet student needs effectively.Challenges include time management and aligning lesson plans with diagnostic assessments of student characteristics to ensure they meet the standards of the Curriculum Merdeka.

The Application and Impact of Smart Teaching Platform in TESOL: Perspectives From Junior High School Teachers

The Application and Impact of Smart Teaching Platform in TESOL: Perspectives From Junior High School Teachers

Exploring the Relationship among Multimedia Input, Working Memory and L2 Vocabulary Learning

With the advancement in online educational platforms in the present world, multimedia technologies have become a more easily accessed resource in language learning pedagogy than before. Different areas of language pedagogy are benefitting from the use of these multimedia technologies. The present research aims to explore the pertinent effect of multimedia language teaching input on L2 vocabulary building of learners by examining the way they enhance the learners’ working memory efficacy. The study employs an experimental research design by giving two types of WM strategic input (i.e., traditional verbal input and multimedia input) separately to two homogenous groups of 50 graduate ESL learners and observing their effectiveness in their vocabulary development. The study has used two research tools to collect data from the participants. The first is Wesche and Paribakht’s (1996) The Vocabulary Knowledge test which rates the vocabulary knowledge of the participants, and the second is a self-designed Working Memory cloze test to check the efficacy of the participants’ working memory through their vocabulary achievement. The participants are judged twice on the two scales, first before the treatment (pre-test 1 & 2), and second, after the treatment (posttest1 & 2). The results are obtained by comparing the participants’ mean scores of the vocabulary knowledge and working memory in pre and posttests of both variables. T-tests have also been run to see the improvement in learners’ VK and WM, and regression analysis has been carried out to see the relationship among the variables. The findings reveal that both WM strategies, i.e., verbal input and multimedia input are helpful in the development of learners’ vocabulary and working memory efficacy, and that verbal input and multimedia input are both positively related with VK and WM. However, the former (multimedia input) is more effective in enhancing the learners’ vocabulary knowledge and working memory efficacy as compared to the latter (verbal input). The findings are significant for the L2 learners, teachers, administrators, and the policy makers alike because they suggest that multimedia technologies should be incorporated to the maximum level of use in L2 classes for the learners’ vocabulary building.

Study on Users’ Acceptance of and Preference for Metaverse Education Platforms : Focusing on University Students

Study on Users’ Acceptance of and Preference for Metaverse Education Platforms : Focusing on University Students