Engineering Tools Research Articles

Caring for our planet: a world apart or same difference? A global music collaboration

PurposeThe impact and collective threat of climate change is of key concern to all. Music and arts education can play a role by responding to the ongoing climate crisis through the creation of artworks as activism. This paper discusses a collaborative online international music project and its potential contribution to sustainable development education.Design/methodology/approach 10,427 miles and 11 hours apart, music education students undertook the project, working in groups with a mix of students from Aberdeen, Scotland and Melbourne, Australia in each group. Each student collected video footage that captured their experience of climate concerns related to their environment. Students combined and edited the footage then collaboratively composed music to accompany the footage. This research was conceived as a collaborative self-study project undertaken by the authors as music teacher educators.FindingsThe results show a range of musical and extra musical outcomes and challenges. Evidence suggests that a collaborative online international music learning experience may contribute to sustainable development education and regenerative practice more broadly. Students began to develop their practice as educators for school and community contexts embedding learning for sustainability and climate consciousness, thus enabling them to develop as active global citizens.Originality/valueThis paper argues for greater attention to the affordances of digital collaborative music technology tools to facilitate creative projects as well as the need to reimagine musical experience, drawing together strands of music, sustainability education, technology and global citizenship. This paper also argues for the importance of embedding the UN Sustainable Development Goals in teaching and learning in Higher Education.

From Blackboards to Gadgets: Unveiling Academic Dynamics and Digital Landscapes in Far Eastern University-Manila through the Integration of Technology in Classrooms

The researchers ought to shed light on the importance of educational technology in the student’s academic performance by looking into how students perceive the integration of educational technology in Far Eastern University–Manila, aiming to collect insights from 60 students and discuss how these students’ perception of the integration of technology affects their familiarity and confidence in utilizing innovative educational technologies. Using quantitative research method, the data were gathered through an online survey questionnaire to collect key insights on how students view technology integrated into their classes. The responses from the survey were analyzed by comparing and correlating their responses and finding their common grounds. Through the data analysis, the findings reveal that many of the students perceive integration of technology as something that is academically advantageous, utilizing diverse educational technologies to make their academic journey easier, more motivating, and more engaging. In the same responses, it is reported that few students still regard educational technology as a limitation that challenges their academic performance, limiting their performance in a way that distracts them from achieving their maximum focus and academic retention. These findings suggest that how students perceive the incorporation of different technological tools and platforms impacts how they perform in their classes by either developing or provoking regression in their capabilities and behavior.

Investigation of the Effects of Mutating Iron-Coordinating Residues in Rieske Dioxygenases

Rieske dioxygenases are multi-component enzyme systems, naturally found in many soil bacteria, that have been widely applied in the production of fine chemicals, owing to the unique and valuable oxidative dearomatization reactions they catalyze. The range of practical applications for these enzymes in this context has historically been limited, however, due to their limited substrate scope and strict selectivity. In an attempt to overcome these limitations, our research group has employed the tools of enzyme engineering to expand the substrate scope or improve the reactivity of these enzyme systems in specific contexts. Traditionally, enzyme engineering campaigns targeting metalloenzymes have avoided mutations to metal-coordinating residues, based on the assumption that these residues are essential for enzyme activity. Inspired by the success of other recent enzyme engineering reports, our research group investigated the potential to alter or improve the reactivity of Rieske dioxygenases by altering or eliminating iron coordination in the active site of these enzymes. Herein, we report the modification of all three iron-coordinating residues in the active site of toluene dioxygenase both to alternate residues capable of coordinating iron, and to a residue that would eliminate iron coordination. The enzyme variants produced in this way were tested for their activity in the cis-dihydroxylation of a small library of potential aromatic substrates. The results of these studies demonstrated that all three iron-coordinating residues, in their natural state, are essential for enzyme activity in toluene dioxygenase, as the introduction of any mutations at these sites resulted in a complete loss of cis-dihydroxylation activity.

Technology-Based Forensic Auditing and Financial Crime Detection: An Empirical Analysis of Deposit Money Banks in Nigeria

The advent and rapid rate of technological development have prompted various fields of study to receive a new touch. One of those fields of study that has been revamped by the technological revolution is accounting. This study examined technology-based forensic auditing and financial crime detection: an empirical analysis of deposit money banks in Nigeria. The research design adopted in the study is the survey design. The survey design was adopted because the data for the study was extracted through the primary method of distributing questionnaires to the respective respondents. The population of the study is made up of the accounting staff of some selected deposit money banks in Abuja, Nigeria. The total population is made up of 58 persons. The method that was used in collecting data for the study was the questionnaire instrument. The questionnaire was distributed to the respondents to extract specific information in line with the objectives of the study. The method of data analysis that was used in this study is multiple linear regression with the application of the Ordinary Least Squares (OLS) technique. The findings of the study reveal that technology-based forensic auditing contributes significantly to financial crime detection in selected deposit money banks in Nigeria. The implication of this finding is that deposit money banks have already embraced and started applying technologically based forensic auditing in their financial crime explorations. It is therefore the recommendation of the study that auditors should stay abreast of the updates of other technological forensic auditing tools and step up their financial intelligence skills by embedding textual analysis in audit engagement to sharpen their skepticism for proper audit evidence and also favorably influence the technological forensic audit quality.

Preservice teachers learning to teach online: Developing teacher leaders.

Technology is woven throughout our daily lives now more than ever. Therefore, teacher education programs need to meet this digital demand and begin to prepare teacher candidates for their future in teaching with technology. Even before COVID-19, K-12 education included virtual schools, therefore, the necessity of preparing teacher candidates for the successful implementation of online instruction are of utmost importance. To meet the needs of their future students, candidates must be prepared to integrate technology into their teaching as well as be prepared to teach online. To prepare 21st century learners, teacher candidates must create learning opportunities for their students to learn with and through technology. The Technological Pedagogical Content Knowledge (TPACK) structure was designed for teachers to understand the relationships between and among technology, pedagogy, and content. The purpose of this research was to revise traditional instruction where the professor models and implements technology tools to allow candidates the opportunity to develop their TPACK in their two years in a teacher education program. To develop the TPACK of teacher candidates, education preparation professionals worked together to design and implement the School of Education, Technology Integration Project. Through this innovative approach developed by a team of professors, the School of Education has changed its’ coursework in all programs to include more online teaching, the inclusion of technology for teaching content, and the use of assistive technology. As a result, student teachers and graduates are reporting that they are now being recognized as teacher technology leaders and are showcasing technology lessons at their schools.

Using threshold concepts about online teaching to support novice online teachers

As online learning expands across the higher education sector, individual university lecturers are required to take on roles that incorporate responsibilities for designing and teaching online courses. Their growing capacities to fulfil these roles are sometimes supported by professional development (PD) programs within their institutions while some staff engage in staff development activities outside their home institutions. These programs and activities may take place within Communities of Practice (CoPs) while others are conducted on an individual basis. While much research has been undertaken into the field of online teaching and learning, including investigations into the most useful technological tools to incorporate into the design of online courses, the design of PD curricula to support the needs of novice teachers of online courses has not been as extensively explored. This paper reports on the outcomes of an Office for Learning and Teaching (OLT) funded project which purposely set out to identify the threshold concepts about online teaching that university lecturers develop as they engage in both the individual and communal aspects of designing and teaching online courses. The paper explains how the identification of threshold concepts about online teaching informed the development of a set of curriculum guidelines for the PD of novice online teachers. Recommendations for the design of PD for individual teachers (at the “me” level) are provided along with recommendations for the institution (at the “us” level).

The impact of a chatbot working as an assistant in a course for supporting student learning and engagement

AbstractNowadays, many digital learning tools can be integrated into a course to enhance the teaching–learning process. It is a fact that technology is changing how students learn and how professors teach. The growing utilization of AI chatbots in education to support students' learning underscores the importance of identifying critical aspects related to students' acceptance of this technology. Teachers require a deeper understanding of how students perceive and respond to chatbot assistance, as well as methods to measure levels of satisfaction, engagement, and knowledge acquired while using these technological tools. The aim of this study was, on the one hand, to illustrate the integration of a chatbot into a course to assist students in solving specific learning activities. On the other hand, it aimed to analyze the correlation between the factors influencing university students' intention to use chatbots and their perceived usefulness. It is noteworthy that the learning activity integrated two technologies: an Integrated Development Environment and a chatbot, offering additional educational value to students. The Technology Acceptance Model was used to measure the students' perceived usefulness and attitude toward this digital learning tool. The findings of this study provided insights to faculty on how to integrate and use chatbots to enhance students' engagement and motivation. The results revealed that the perceived usefulness of chatbots does, in fact, influence students' intention to use them. Most of the students expressed satisfaction with having a chatbot to assist them in solving exercises. Students highlighted that one of the most significant benefits was the 24/7 chatbot's support availability and its user‐friendly interface.

Identifying strategies to support implementation of interprofessional primary care teams in Nova Scotia: Results of a survey and knowledge sharing event

BackgroundInterprofessional primary care teams (IPCTs) work together to enhance care. Despite evidence on the benefits of IPCTs, implementation remains challenging. This research aims to 1) identify and prioritize barriers and enablers, and 2) co-develop team-level strategies to support IPCT implementation in Nova Scotia, Canada.MethodsHealthcare providers and staff of IPCTs were invited to complete an online survey to identify barriers and enablers, and the degree to which each item impacted the functioning of their team. Top ranked items were identified using the sum of frequency x impact for each response. A virtual knowledge sharing event was held to identify strategies to address local barriers and enablers that impact team functioning.ResultsIPCT members (n = 117), with a mix of clinic roles and experience, completed the survey. The top three enablers identified were access to technological tools to support their role, standardized processes for using the technological tools, and having a team manager to coordinate collaboration. The top three barriers were limited opportunity for daily team communication, lack of conflict resolution strategies, and lack of capacity building opportunities. IPCT members, administrators, and patients attended the knowledge sharing event (n = 33). Five strategies were identified including: 1) balancing patient needs and provider scope of practice, 2) holding regular and accessible meetings, 3) supporting team development opportunities, 4) supporting professional development, and 5) supporting involvement in non-clinical activities.InterpretationThis research contextualized evidence to further understand local perspectives and experiences of barriers and enablers to the implementation of IPCTs. The knowledge exchange event identified actionable strategies that IPCTs and healthcare administrators can tailor to support teams and care for patients.

Comparative genome analysis of three classical E. coli cloning strains designed for blue/white selection: JM83, JM109 and XL1-Blue.

The development of the Escherichia coli K-12 laboratory strains JM83, JM109 and XL1-Blue was instrumental in early gene technology. We report the comprehensive genome sequence analysis of JM83 and XL1-Blue using Illumina and Oxford Nanopore technologies and a comparison with both the wild-type sequence (MG1655) and the genome of JM109 deposited at GenBank. Our investigation provides insight into the way how the genomic background that allows blue/white colony selection-by complementing a functionally inactive ω-fragment of β-galactosidase (LacZ) with its α-peptide encoded on the cloning vector-has been implemented independently in these three strains using classical bacterial genetics. In fact, their comparative analysis reveals recurrent motifs: (i) inactivation of the native enzyme via large deletions of chromosomal regions encompassing the lac locus, or a chemically induced frameshift deletion at the beginning of the lacZ cistron, and (ii) utilization of a defective prophage (ϕ80), or an F'-plasmid, to provide the lacZ∆M15 allele encoding its ω-fragment. While the genetic manipulations of the E. coli strains involved repeated use of mobile genetic elements as well as harsh chemical or physical mutagenesis, the individual modified traits appear remarkably stable as they can be found even in distantly related laboratory strains, beyond those investigated here. Our detailed characterization at the genome sequence level not only offers clues about the mechanisms of classical gene transduction and transposition but should also guide the future fine-tuning of E. coli strains for gene cloning and protein expression, including phage display techniques, utilizing advanced tools for site-specific genome engineering.

CRISPR-Cas9 delivery strategies and applications: Review and update.

Nowadays, a significant part of the investigations carried out in the medical field belong to cancer treatment. Generally, conventional cancer treatments, including chemotherapy, radiotherapy, and surgery, which have been used for a long time, are not sufficient, especially in malignant cancers. Because genetic mutations cause cancers, researchers are trying to treat these diseases using genetic engineering tools. One of them is clustered regularly interspaced short palindromic repeats (CRISPR), a powerful tool in genetic engineering in the last decade. CRISPR, which forms the CRISPR-Cas structure with its endonuclease protein, Cas, is known as a part of the immune system (adaptive immunity) in bacteria and archaea. Among the types of Cas proteins, Cas9 endonuclease has been used in many scientific studies due to its high accuracy and efficiency. This review reviews the CRISPR system, focusing on the history, classification, delivery methods, applications, new generations, and challenges of CRISPR-Cas9 technology.

Understanding digital transformation challenges for online learning and teaching in higher education institutions: a review and research framework

PurposeThe widespread uptake of digital technology tools for online teaching and learning reached its peak during the nationwide lockdown triggered by the COVID-19 pandemic. It transformed the higher education institutions (HEIs) marketplace both in developed and developing countries. However, in this process of digital transformation, several HEIs, specifically from developing countries, faced major challenges. That threatened to affect their sustainability and performance. In this vein, this study conducts a bibliometric review to map the challenges during the COVID-19 pandemic and suggest strategies for HEIs to cope with post-pandemic situations in the future.Design/methodology/approachThis comprehensive review encompasses 343 papers published between 2020 and 2023, employing a systematic approach that combines bibliometrics and content analysis to thoroughly evaluate the articles.FindingsThe investigation revealed a lack of published work addressing the specific challenges faced by the faculty members affecting their well-being. The study underscores the importance of e-learning technology adoption for higher education sustainability by compelling both students and teachers to rely heavily on social media platforms to maintain social presence and facilitate remote learning. The reduced interpersonal interaction during the pandemic has had negative consequences for academic engagement and professional advancement for both educators and students.Practical implicationsThis has implications for policymakers and the management of HEIs, as it may prove useful in reenvisioning and redesigning future curricula. The paper concludes by developing a sustainable learning framework using a blended approach. Additionally, we also provide directions for future research to scholars.Originality/valueThis study has implications for policymakers and HEI management to rethink the delivery of future courses with a focus on education and institute sustainability. Finally, the research also proposes a hybrid learning framework for sustainability and forms a robust foundation for scholars in future research.

Examining students' acceptance of the large‐scale HyFlex course: An empirical study

AbstractThe HyFlex course has been widely adopted in higher education settings. However, there is a paucity of empirical studies examining students' acceptance of large‐scale HyFlex courses, as well as factors influencing their acceptance. To fill this research gap, the present study investigated students' acceptance of a large‐scale HyFlex course and the variations in their acceptance according to different participation modes (ie, on‐site, synchronously online and mixed attendance), based on a total of 160 valid samples from a large‐scale HyFlex course at a normal university in central China during the fall semester of 2022. The results indicated that students' overall HyFlex course acceptance was generally high, and the students who alternately engaged in on‐site and synchronously online learning had the highest level of acceptance. Furthermore, this study employed structural equation modelling to validate a model integrating the unified theory of acceptance and use of technology with connected classroom climate (CCC). The findings showed that performance expectancy (PE), effort expectancy, facilitating conditions and CCC directly influenced students' acceptance, with performance expectancy having the strongest direct effect. However, social influence only had an indirect effect on students' acceptance, while CCC had both direct and indirect effects. This study carries substantial theoretical and practical implications, enhancing our understanding of students' acceptance of the HyFlex learning approach.Practitioner notesWhat is already known about this topic The adoption of the HyFlex course, especially in the context of large‐scale courses, is prevalent in higher education settings. Existing studies have predominately focused on assessing the impact of HyFlex course on student engagement and learning outcomes, the development and implementation of HyFlex course structures, and educators' perspectives and experiences with HyFlex courses. Although some research has delved into students' satisfaction with HyFlex courses, particularly in small class settings, our understanding of students' acceptance of large‐scale HyFlex course remains limited. There has been a noticeable gap in investigations exploring distinctions among students who opt for varying HyFlex course delivery modes, such as on‐site, synchronously online and mixed attendance formats. What this paper adds This study reveals that students generally displayed a high level of acceptance towards the large‐scale HyFlex course. Notably, students who participated in alternating on‐site and synchronously online learning exhibited a significantly higher level of acceptance towards the HyFlex course compared to their counterparts. A novel approach was employed in this study by integrating the UTAUT model with the concept of connected classroom climate (CCC) to comprehensively explore the key influencing factors and their interrelationships regarding students' acceptance of a large‐scale HyFlex course. The study found that performance expectancy (PE), effort expectancy (EE), facilitating conditions (FC) and CCC were all significant factors that positively influenced students' acceptance of the HyFlex course. Particularly, PE emerged as the factor with the strongest direct impact on HyFlex course acceptance (ACP). Interestingly, social influence (SI) did not exhibit a significant direct effect on students' ACP. However, it had a significant and positive indirect effect on students' ACP through the mediation of PE. Furthermore, CCC was shown to have both direct and indirect effects on students' acceptance of the HyFlex course, with the indirect effect of CCC on ACP accounted for nearly half of the total effect. Implications for practice and/or policy Instructors should prioritize emphasizing the advantages and benefits of HyFlex courses to enhance students' motivation and willingness to participate actively in these courses. This may involve showcasing how HyFlex course offer flexibility, convenience and varied learning opportunities. When implementing HyFlex courses, instructors should work to mitigate students' perceived EE. This could be achieved through streamlining course navigation, ensuring user‐friendly technology tools and providing clear guidelines for participation. Simultaneously, efforts should be made to enhance perceived learning support to facilitate students' engagement and acceptance of HyFlex courses. Instructors in HyFlex course settings should place a strong emphasis on creating a supportive and collaborative learning environment. This involves fostering interactions among students, encouraging peer‐to‐peer support and providing resources and guidance to help students navigate the challenges and opportunities presented by HyFlex course formats. Building a sense of community and connectedness among students can significantly impact their acceptance and success in such courses.

Reprogramming tendon healing: a guide to novel molecular tools

Tendons are a frequent site of injury, which greatly impairs the movement and locomotion of patients. Regrettably, injuries at the tendon frequently require surgical intervention, which leads to a long path to recovery. Moreover, the healing of tendons often involves the formation of scar tissue at the site of injury with poor mechanical properties and prone to re-injury. Tissue engineering carries the promise of better and more effective solutions to the improper healing of tendons. Lately, the field of regenerative medicine has seen a significant increase in the focus on the potential use of non-coding RNAs (e.g., siRNAs, miRNAs, and lncRNAs) as molecular tools for tendon tissue engineering. This class of molecules is being investigated due to their ability to act as epigenetic regulators of gene expression and protein production. Thus, providing a molecular instrument to fine-tune, reprogram, and modulate the processes of tendon differentiation, healing, and regeneration. This review focuses particularly on the latest advances involving the use of siRNAs, miRNAs, and lncRNAs in tendon tissue engineering applications.

Bio2Py: An API for integrating Python with BioWin for enhanced data acquisition in wastewater treatment simulations

Commercial simulators for modeling wastewater treatment processes (WWTPs), such as BioWin, play a crucial role for optimizing the design, operation, and control of treatment facilities. These simulators offer fast and user-friendly interfaces and can be employed to enhance the efficiency of wastewater treatment plants. However, a notable limitation of BioWin and similar platforms is the lack of direct integration with Python®, a programming language renowned for its versatility and extensive data analysis and machine learning libraries. Bridging this gap constitutes an opportunity to significantly improve the simulation process by leveraging Python's capabilities. The Python package Bio2Py (BioWin to Python) is presented as a compelling solution, reconciling BioWin's specialized functionality and Python's automation and data processing strengths. By utilizing Python's PyAutoGUI package, Bio2Py automates various aspects of the simulation process, such as loading influent data, running simulations, and saving simulation results without manual intervention. The integration of BioWin with Python not only speeds up the workflow by automating repetitive tasks but also opens new possibilities, such as parameter calibration for specific wastewaters and using BioWin as a data generator for machine learning applications. This brief communication presents the Bio2Py API, illustrating its use and applicability through a simple implementation example. Bio2Py's ability to automate and optimize various aspects of wastewater treatment process simulation, including data acquisition, and its potential use for process variable optimization and parameter tuning, positions it as a valuable tool for engineers and researchers who work in this field.

Technological Tools in Education: Actionbound Experience of Prospective Biology Teachers

This study aims to analyse the experiences and perspectives of prospective biology teachers regarding their excursions using Actionbound to learn about plant species. The participants in the study consist of 30 undergraduate prospective biology teachers. The focus is on the prospective teachers’ enjoyment of the Actionbound experience, the duration to complete the excursion, their willingness to engage in another task-based game, and their views on implementing mobile device-supported biology teaching, specifically related to the design of a biology lesson using Actionbound. The prospective biology teachers predominantly found their experience with Actionbound enjoyable. Their perspectives centred on the App’s usability in education and its technical usability. Results show that biology lesson designed with mobile devices positively impacts knowledge retention, motivation, interest, and enjoyment. The results underscore the importance of designing learning environments for effective biology education and teacher training.

Utilizing stem cell-secreted molecules as a versatile toolbox for skin regenerative medicine

Stem cells are recognized as an important target and tool in regenerative engineering. In this study, we explored the feasibility of engineering amniotic fluid-derived mesenchymal stem cell-secreted molecules (afMSC-SMs) as a versatile bioactive material for skin regenerative medicine applications in a time- and cost-efficient and straightforward manner. afMSC-SMs, obtained in powder form through ethanol precipitation, effectively contributed to preserving the self-renewal capacity and differentiation potential of primary human keratinocytes (pKCs) in a xeno-free environment, offering a potential alternative to traditional culture methods for their long-term in vitro expansion, and allowed them to reconstitute a fully stratified epithelium sheet on human dermal fibroblasts. Furthermore, we demonstrated the flexibility of afMSC-SMs in wound healing and hair regrowth through injectable hydrogel and nanogel-mediated transdermal delivery systems, respectively, expanding the pool of regenerative applications. This cell-free approach may offer several potential advantages, including streamlined manufacturing processes, scalability, controlled formulation, longer shelf lives, and mitigation of risks associated with living cell transplantation. Accordingly, afMSC-SMs could serve as a promising therapeutic toolbox for advancing cell-free regenerative medicine, simplifying their broad applicability in various clinical settings.

Transformative Impact of Technology in Landscape Architecture on Landscape Research: Trends, Concepts and Roles

The role of technology in landscape architecture (TLA) has significantly evolved since the 19th century, increasingly integrating with digital tools and technologies in the 21st century. Despite its growing importance, there is a notable deficiency in the scholarly literature regarding the progression of TLA trends and their interplay with the core domains and research themes within landscape research. The influence of TLA on landscape research remains ambiguous, especially concerning its ability to generate new knowledge and impact design and sustainability practices. Furthermore, there is a critical need to delineate how TLA differs from allied general digital technology tools and to identify specific specializations that are emerging within the TLA field. To explore the above gaps, this study utilized a mixed methods approach involving secondary data from peer-reviewed publications, primary data from the archival research of winning projects, and expert interviews based on the two major research types of “Research through Design (RTD)” and “Research for Design (RFD)” to explore the TLA’s contribution. This research is significant as it: (1) identified the trend of TLA; (2) conceptualized the TLA, and (3) identified its role in relation to the core domains and research themes of landscape research.

The Relationship between Teachers’ Motivation, Professional Development, and Mobile Technology Integration in Language Learning

This study investigates the significance of professional development and teacher motivation in the effective utilization of mobile technology in language instruction. It explores how these variables have a significant impact on the adoption and utilization of technological tools in language teaching. The study investigates the relationship between teachers’ motivation and the importance of comprehensive professional development programs that encompass pedagogical approaches and proficiency in mobile technology. The study followed a mixed-method research design with a sample of (n = 200) teachers and students. The results underscore the importance of a synergistic connection between professional development, technological integration, and teacher motivation to enhance language learning in digital learning environments. The study recommends that through targeted professional development and motivational tactics, curriculum designers and educators can optimize language instruction.

Feedback Through Digital Application Affordances and Teacher Practice

AbstractAssessment feedback is an essential way to promote student learning. Students and teachers may benefit from educational technologies during the feedback process. The purpose of this study was to identify the feedback dimensions that were fulfilled by iPad applications (apps) and to compare teacher practice to the affordances of apps. Typological data analysis was used to perform this qualitative case study. We analyzed seven apps (QR Code Reader, Schoology, Kahoot!, Nearpod,Socrative, ZipGrade, and The Physics Classroom) that a high school physics teacher used to provide feedback in a technology-enhanced classroom. Data sources included classroom video recordings and the websites of these apps. To facilitate the analysis of the data, we enhanced the feedback dimensions identified by Hatzipanagos and Warburton (2009). Our analysis highlighted the diverse capabilities of these apps with regard to supporting the following dimensions of effective feedback: dialogue, visibility, appropriateness, community, power, learning, timeliness, clearness, complexity, reflection, and action. We found that through additional discussion and interactions with students, the teacher could support dimensions that an app did not support. This study not only underscores the critical interplay between technological tools and teacher practices with regard to crafting effective feedback mechanisms but also offers practical recommendations for educators seeking to optimize technology-enhanced feedback in classroom settings. Future research is encouraged to explore the technology implementation experiences of less experienced teachers. Examining teachers working at various school levels and from various countries can offer valuable insights.

Frequency and amplitude of flashing-induced instability in an open natural circulation loop

Several nuclear reactor designs rely on passive containment cooling systems. The so-called containment wall condenser relies on natural circulation loops to extract heat from high-temperature steam in the containment to a water tank at ambient pressure. In such passive systems, phase changes can happen and cause flow instabilities in the cooling loop. The flashing-induced instability occurs when the heated fluid in the riser suddenly vaporizes due to a hydrostatic pressure decrease. This instability causes periodic flow peaks, which are of major concern but whose characteristics have not been studied quantitatively.This paper presents two analytical models that predict the flashing frequency and a maximum flow amplitude from geometry and basic operating parameters such as power level and reservoir temperature. The expressions are derived from a physical analysis and do not involve any calibration constants. The flashing frequency appears to be driven by the power level, the inlet temperature and the riser pipe geometry. For the amplitude, the maximum flow rate can be expressed in a Froude number that depends only on the total pressure losses. These models are validated against PASI experiments and system-scale simulations with the CATHARE 3 code, both performed as part of the European Commission funded PASTELS project. Additional data from numerous experimental studies in the literature are used to extend the validity range of the frequency model.Successfully validated against experimental data and additional simulations, these models provide an explicit relationship between oscillations characteristics and design parameters, making them valuable tools for nuclear engineers.