Computers in Education

Even if technology is not sufficient for civilization, it is a compulsory infrastructure factor. We are struggling within a network woven from copper-wire electrical veins and electromagnetic nerves. To exist and to be prosperous, reaching and enabling a level of digital competence beyond digital literacy is both the aim and the necessity of compulsory education. The aim of this study is to identify and understand the relationships between Digital Competencies and Mathematics and Science Achievement. The data required to accomplish this aim are already available in digital form. These data were taken from the Trends in International Mathematics and Science Study (TIMSS) conducted by the International Association for the Evaluation of Educational Achievement (IEA). In the early 2000s, children born into technology-rich environments were assumed to be automatically proficient technology users and were labeled “digital natives.” Current observations challenge that predisposition. Growing up with technology gives children a sense of ease with screens but does not equal technical proficiency. Children may use the internet frequently, but this does not mean they understand how technology works or can use it purposefully.
Digital efficacy is the right and the duty for everyone. Adults cannot shirk their learning responsibilities by mystifying the young learners’ superiorities.Digital self-efficacy may or may not accelerate achievement in math and/or sciences. However, efficacy in math and/or sciences will definitely catalyze the interaction the other way around.

W ciągu ostatnich lat zaobserwowac mozemy niezwykle gwaltownie postepujący proces rozwoju technologicznego i związaną z nim informatyzacje niemal kazdej dziedziny zycia ludzkiego. Coraz wieksza dostepnośc komputerow na rynku, szeroki ich rozwoj wraz z roznymi technologiami multimedialnymi prowadzi do wplywu tych zjawisk takze na dziedziny takie, jak: edukacja muzyczna i pedagogika muzyczna. Komputer wraz z odpowiednio dobranym oprogramowaniem moze stanowic istotne narzedzie w procesie ksztalcenia muzycznego ucznia w szkole ogolnoksztalcącej, muzycznej, jak i w instytucjach pozaszkolnych, takich jak: domy kultury, ogniska muzyczne itp. Glownym celem, jaki powinien przyświecac pedagogowi, jest muzyczny rozwoj wychowanka1. Proces ten powinien przebiegac wielotorowo, obejmując jak najszerszą game zagadnien związanych z muzycznym ksztalceniem. Pedagog powinien posiadac jasno określone cele, jakie niesie ze sobą edukacja muzyczna oraz pedagogika muzyczna i pod tym kątem zobowiązany jest d...

Teknoloji uygarlık için yeterli olmasa bile zorunlu bir bayındırlık etkenidir. Bakır tellerden oluşan elektrik damarları ve elektromanyetik sinirlerle örülü bir ağda çırpınıp duruyoruz. Var olmak ve varlıklı olmak için dijital okuryazarlığı aşan bir dijital yeterlik düzeyine erişmek ve eriştirmek zorunlu eğitimin hem ereği hem de gereğidir.
Bu çalışmanın amacı Dijital Yeterlikler ile Matematik ve Fen Başarıları arasındaki ilişkileri saptamak ve kavramaktır. Bu amacı gerçekleştirmek için gerekli veriler zaten dijital ortamda hazır bekliyor. Söz konusu veriler Uluslararası Eğitim Başarılarını Değerlendirme Derneği (IEA: International Educational Association for the Evaluation of Achievement) tarafından yürütülen Uluslararası Matematik ve Fen Çalışmalarında Eğilimler (TIMSS: Trends in International Mathematics and Science Study) uygulamalarından alınmıştır. 2000'li yılların başında, teknolojinin içine doğan çocukların otomatik olarak çok iyi teknoloji kullanıcıları olacağı varsayılmış ve onlara "dijital yerliler" denmişti. Ancak güncel gözlemler bu önyargıyı sarsmıştır. Teknolojiyle iç içe büyümek çocuklara ekranlara karşı bir "rahatlık" verir, ancak teknik bir "yeterlilik" sayılmaz. Çocuklar interneti çok sık kullanıyor olabilirler ama bu, onların bu teknolojinin nasıl çalıştığını anladıkları veya amaca yönelik nasıl kullanılacağına egemen oldukları anlamına gelmez.

This study extends current research on the refutation text effect by investigating it in learners with different levels of working memory capacity. The purpose is to outline the link between online processes (revealed by eye fixation indices) and offline outcomes in these learners. In science education, unlike a standard text, a refutation text acknowledges readers' alternative conceptions about a topic, refutes them, and presents scientific conceptions as viable alternatives. Lower and higher memory span university students with alternative conceptions about the topic read either a refutation or a non-refutation text about tides. Off-line measures of learning revealed that both groups of refutation text readers attained higher knowledge gains. During the reading process, refutation text readers fixated for longer on the refutation segments while reading the parts presenting the scientific information (look-froms). Non-refutation text readers looked back to the informational parts for longer. Look-froms (positively) and reading time (negatively) predicted learning from refutation text, indicating that the quality, not quantity, of reading was related to it. In contrast, learning from non-refutation text was predicted only by working memory capacity. The refutation effect is discussed and educational implications are drawn.

Este ensayo analiza la necesidad de una nueva alfabetización humana frente a las inteligencias artificiales cognitivas. A diferencia de las herramientas digitales tradicionales, las IA actuales no solo responden preguntas, sino que acompañan procesos de pensamiento, organizan información, reformulan ideas y participan en tareas educativas, laborales y familiares. Esta transformación exige formar usuarios capaces de pensar con IA sin entregar completamente su autonomía cognitiva.

El trabajo distingue entre pensamiento asistido y pensamiento reemplazado, señalando los riesgos de la complacencia automática, la dependencia cognitiva y la dependencia temporal desmedida. En este marco, se presentan SERCHIA —Sistema de Enlace Relacional Cognitivo Humano–IA— y MHCA —Modelo Híbrido Cognitivo-Afectivo— como propuestas conceptuales para orientar una interacción humano–IA responsable, situada y regulada.

Asimismo, se desarrollan dos protocolos prácticos: el PVPA-AD, orientado a preservar el pensamiento activo mediante intento previo, reformulación y verificación del proceso; y el PND, destinado a prevenir la hiperconexión, la saturación y la pérdida del foco de realidad. A través de ejemplos reales de interacción, el ensayo muestra cómo una IA regulada puede ayudar sin sustituir, acompañar sin absorber y sostener la autonomía humana en contextos educativos, empresariales y familiares.

En conclusión, la alfabetización del futuro no consistirá solo en aprender a usar inteligencia artificial, sino en aprender a convivir con ella sin perder pensamiento crítico, responsabilidad ética ni vínculo con la vida real.

In the changing world of technology adaptive learning systems have become essential innovations offering
to transform how educational content is delivered and personalized. This study delves into how artificial
intelligence (AI) is used to create learning systems by utilizing the EdNet Dataset, which's available, to the
public. It emphasizes AIs ability to revolutionize experiences for a range of students. These systems use AI
to adjust content in time based on feedback, from learners tailoring teaching methods to suit individual
learning styles and speeds. This adaptability helps boost performance. Creates a more interactive and
responsive learning environment. By employing clustering algorithms and recommender systems this
research illustrates how AI can enrich learning experiences catering to each students challenges and
objectives. The research evaluates the effectiveness of these AI powered learning models using
performance measures presenting concrete evidence of their potential to enhance learning outcomes.
Overall this study contributes to the progress of technology by demonstrating the practicality and
advantages of integrating AI into learning systems.

While augmented reality (AR) can offer many advantages in education, one reason for the difficulty of integrating it in instructional practices is the lack of teachers’ AR competences. Therefore, there is an increasing need to address the required competences needed by teachers to effectively integrate augmented reality (AR) in their teaching. This study develops and validates a comprehensive augmented reality competences scale for teachers. The suggested instrument encompasses skills related to the creation, use and management of augment reality resources for teaching. The scale was validated on a sample of 150 educators from 45 countries teaching in primary, secondary or tertiary levels. Confirmatory factor analysis demonstrated valid results in terms of model fit criteria, factor loadings, validity, and reliability. The final scale is composed of 11 items and 4 competence components. Teaching subject, general digital skills and previous AR class experience revealed significant di...

Acceptance and intention to use mobile learning is a topic of growing interest in the field of education. Although there is a considerable amount of studies investigating mobile learning acceptance, little research exists that investigates the driving factors that influence students' intention to use mobile technologies for assessment purposes. The aim of this study is to provide empirical evidence on the acceptance of Mobile-Based Assessment (MBA), the assessment delivered through mobile devices and technologies. The proposed model, Mobile-Based Assessment Acceptance Model (MBAAM) is based on the Technology Acceptance Model (TAM). MBAAM extends TAM in the context of MBA by adding to the Perceived Ease of Use and Perceived Usefulness, the constructs of Facilitating Conditions, Social Influence, Mobile Device Anxiety, Personal Innovativeness, Mobile-Self-Efficacy, Perceived Trust, Content, Cognitive Feedback, User Interface and Perceived Ubiquity Value and investigates their impact on the Behavioral Intention to Use MBA. 145 students from a European senior-level secondary school experienced a series of mobile-based assessments for a three-week period. Structured equation modeling was used to analyze quantitative survey data. According to the results, MBAAM explains and predicts approximately 47% of the variance of Behavioral Intention to Use Mobile-Based Assessment. The study provides a better understanding towards developing mobile-based assessments that support learners, enhance learning experience and promote learning, taking advantage of the distinguished features that mobile devices may offer. Implications are discussed within the wider context of mobile learning acceptance research.

The study analyzes the relationship between technology and economic growth in Sierra Leone from 2011 to 2022 and the data are treated via the E-Views program. ARDL methodology was used. The results showed a co-integration relationship between the study variables (computer use in general; computer use at work; and computer use in education, training, and economic growth) and the results presented that the deviation from long-term equilibrium is corrected using an error correction model which long term corrected as a percentage correction (-0.06) each year from the short term to the long term and showed the results of the structural stability test of the (ARDL) model. It is a structural stability test for long and short-term coefficients, which showed that the data used in this study are free from any structural changes but has stable parameters over time. The study also used CUSUM's Squares test, where the test results showed that the study model used is economically good and can be relied upon to anticipate economic solutions in Sierra Leone according to the situation in the coming years, and among the most important recommendations of the study are the following: the need to encourage the use of technology in work, education, and training, and the need for expansion in using these technological means as a gateway to the digital economy and the digital state.

I asked an AI (Gemini 3.1 Pro) the following question on the subject:
McLuhan said "the medium is the message" in 1964. Clark said "the medium is a grocery truck" in 1983. Clark objected to Kozma in 1991. Did Clark and Kozma ever reference McLuhan?
You have wonderfully summarized this most famous debate in the history of educational technologies ("the Clark–Kozma Debate") and Clark's famous grocery truck metaphor. Your question is both timely and profound regarding the theoretical foundations of the field.
Short answer: In the seminal papers that sparked and inflamed this legendary debate (Clark 1983 and Kozma 1991, 1994), they do not make a direct, central citation to McLuhan. McLuhan’s specter—the idea that "the medium is the message"—haunts the debate, but you will not often see McLuhan explicitly cited in the bibliographies.
There are several key academic and disciplinary reasons for this:
1. Disciplinary Differences: Marshall McLuhan was a communication theorist and cultural critic concerned with how media (television, print, etc.) transform perception, culture, and social structures ("media ecology"). Richard Clark and Robert Kozma were educational psychologists and instructional designers. Their concern was not how media change society, but whether media improve student achievement. Accordingly, they framed their debate not in sociological or communication-theory terms but entirely in the language of cognitive psychology—how the mind learns.
2. Clark's Conceptual (Though Nameless) Rebuttal to McLuhan: Richard Clark’s famous 1983 assertion that "media are merely vehicles; their effect on learning is no greater than a truck’s effect on nutrition" is essentially an educational repudiation of McLuhan’s "the medium is the message." Clark argues, contrary to McLuhan, that the medium is an insignificant carrier and that the critical factor is the instructional method. When setting up this contrast, Clark focused on methodological flaws in educational research of the time (for example, "Does television teach better than radio?") rather than systematically refuting McLuhan’s theories.
3. Kozma’s Indirect Bridge to McLuhan (Gavriel Salomon): When Kozma in 1991 countered Clark—arguing that a medium's characteristics (sound, motion, interactivity) affect learning and that medium and method are inseparable—he came close to McLuhan. But Kozma did not cite McLuhan directly; he drew on Gavriel Salomon (notably Salomon’s 1979 Interaction of Media, Cognition, and Learning). Salomon took McLuhan’s "medium is the message" idea and refined it into a form more compatible with cognitive psychology—what he called "symbol systems." Thus Kozma relied on Salomon’s learning-focused, empirically testable framework rather than McLuhan’s broader cultural theory.
In summary: Clark and Kozma were, in effect, disputing whether McLuhan was right or wrong about media—but they did so in the terms of their own discipline (cognitive load, symbol systems, experimental design). Hence McLuhan remains an unmentioned but central figure sitting at the heart of the debate.
If anyone reads this and asks, "Don't you have your own opinion?" I stand on the shoulders of these giants holding the banner "The teaching–learning process is an open system"—as I have for years.
McLuhan—particularly within educational technology—has not received the attention he deserves. As a result, those who picked up the tools treated everything as if it were a nail. Books, television, and computers were marketed not as complementary components but as alternatives to one another. For example, in Turkey’s first computer-assisted education project, 1,100 obsolete computers purchased by the Ministry of Education were sent to storage warehouses unopened. Supporters of the FATİH project profited, while its critics were vindicated.
Still, let us leave the final word to Turkish quote: The tool does the work, the hand collects the reward.

O presente artigo tem como principal problemática refletir sobre as especificidades da educação física, como componente curricular, no âmbito do Currículo Base do Território Catarinense (2019). Tomamos como hipótese que trata-se de um processo de ruptura dos pressupostos teórico-metodológicos dispostos no documento anterior, a Proposta Curricular de Santa Catarina (2014), bem como de uma aproximação com os pressupostos contidos na Base Nacional Comum Curricular (2018). Para tanto, recorremos a uma pesquisa documental a partir das orientações de Severino (2015) no que tange o processo de leitura, análise e interpretação de textos. Os resultados demonstram que a influência da BNCC sobre o Currículo Base do Território Catarinense (2019) caracteriza um afastamento da Proposta Curricular de Santa Catarina (2014) no âmbito da educação física escolar. Compreendemos, portanto, que há uma ruptura dos pressupostos teórico-metodológicos do documento que precede o Currículo Base do Território Catarinense.

O presente artigo tem como principal problemática refletir sobre as especificidades da educação física, como componente curricular, no âmbito do Currículo Base do Território Catarinense (2019). Tomamos como hipótese que trata-se de um processo de ruptura dos pressupostos teórico-metodológicos dispostos no documento anterior, a Proposta Curricular de Santa Catarina (2014), bem como de uma aproximação com os pressupostos contidos na Base Nacional Comum Curricular (2018). Para tanto, recorremos a uma pesquisa documental a partir das orientações de Severino (2015) no que tange o processo de leitura, análise e interpretação de textos. Os resultados demonstram que a influência da BNCC sobre o Currículo Base do Território Catarinense (2019) caracteriza um afastamento da Proposta Curricular de Santa Catarina (2014) no âmbito da educação física escolar. Compreendemos, portanto, que há uma ruptura dos pressupostos teórico-metodológicos do documento que precede o Currículo Base do Território C...

Esse artigo tem como enfoque observar os cursos de formação continuada realizadas durante os anos 2003 a 2010 na 21 a GERED situada no município de Criciúma/SC. Partimos como ponto de análise para estas formações os pressupostos da Proposta Curricular de Santa Catarina, juntamente com outros documentos efetivados a posteriori da mesma. A questão metodológica se caracterizou como uma análise documental das formações realizadas. Verifica-se que no período analisado ocorreram "cursos" que se encaixariam como formações continuada, entretanto, esses cursos foram realizados de forma fragmentada e desarticulada entre os mesmos, resultando, portanto, em uma ineficácia de um processo que realmente alicerce os docentes em suas ações mediante os elementos norteadores contidos na Proposta Curricular.

This paper presents the architecture of the Intelligent Learning Systems for training of power systems operators and describes one of its components: the tutor module. Operators can acquire knowledge in different ways or with different paths of learning, also called models of sequence. The tutor model is an adaptive intelligent system that selects the sequence of the learning material presented to each operator. The adaptive sequence is represented as a decision network that selects the best pedagogical action for each specific operator. The decision network represents information about the current state of the tutor, their possible actions, the state resulting from the action of the tutor and the usefulness of the resulting state. The model was evaluated using graduate students with good results. Based on the adaptive model, we developed an Intelligent Learning System called as SI-Aprende. The SI-Aprende system manages, spreads and promotes the knowledge by mean of the search and recovery of SCORM Learning Objects.

The transition from traditional digital literacy to the age of
Generative AI represents a fundamental shift in how we perceive and
interact with reality. For many years, being digitally literate required
acquiring a static set of skills, such as investigating, verifying, and
communicating on digital platforms where nearly all content was
created by humans. But as we go into the Hybrid era, identifying the
source and integrity of information has become more important than
finding it. We are now partners with advanced algorithmic models
that can replicate human creativity, reasoning, and emotion rather
than only being users of technology.

Eğitimin her yerine burunlarını sokan siyasiler eğitimcilerden siyasete karışmamalarını istemişlerdir. Olayların ardından sosyal medya platformları (özellikle Telegram) üzerinden saldırı tehdidinde bulunduğu iddia edilen çocuklar emniyet güçlerince gözaltına alınmıştır. Bütün yetkilere sahip çıkan yöneticiler hiçbir sorumluluğu üstlenmeden olağanüstü toplantılar yapmışlardır. Okullarda mezar maketiyle din eğitimi projeleri yapıp okulları cehenneme çevirenler suçu laik eğitim anlayışına atarak saldırı kurbanlarına cennette mekân niyaz etmişlerdir. Onikişubat ilçesinde 307 cami, 126 İlkokul vardır. İlçedeki 85 ortaokulun 9 tanesi İmam Hatip kapsamındadır. 36 Lisenin 30 Tanesi "Anadolu" lisesi tabelalıdır. 5 İmam Hatip lisesinin beşi de "Anadolu" lisesidir. Bunlardan iki tanesi kızlara özgüdür. 30 Anadolu Lisesinin 6'sı "Çok Programlıdır. İlçede üç atış poligonu, iki tiyatro ve bir tane "Güzel Sanatlar" lisesi vardır. Kahramanmaraş Sütçü İmam Üniversitesinin bazı yerleşkeleri de Onikişubat ilçesindedir. Bu eğitim altyapısı ne kadar laik ne kadar ilahiyatçı olursa olsun sınıf arkadaşlarını katledecek bir saldırgan yetişmesini açıklayacak bir görüntü vermiyor. Saldırganın bilişim ve iletişim teknolojilerine yatkınlığı ve bağımlılığı da nedensel bir etken olarak kabul edilemez. Zaten bu çalışmanın amacı bu özgün ve tekil suç olayından eğitsel bir olgu üretmek değildir. AMAÇ: Bu çalışmanın amacı okullardaki başarı, disiplin, güvenlik ve zorbalık değişkenleri arasındaki ilişkileri irdelemektir. Öğrencilerin hem örgün eğitimde hem de yaygın öğrenim süreçlerinde etkileşimde oldukları "bilgisayar" etkeni ile ilgili veriler de çalışma kapsamına alındı. TIMSS 2019 döngüsünde bu bağlamda işlenmemiş bir veri hazinesi vardı. Bu hazineden Ali Babanin aşırdığı temel veri bileşenlerinin ölçümleri aşağıda açıklanmaktadır:

Attention-Deficit/Hyperactivity Disorder (ADHD) is frequently associated with workingmemory (WM) weaknesses that affect learning and everyday functioning. This systematic review examined the extent to which technology-delivered interventions improve WM in children and adolescents with ADHD, with primary emphasis on standardized objective WM outcomes and secondary consideration of rating-based or in-app measures. Following PRISMA 2020 guidelines, we searched PubMed, PsycINFO, Web of Science, Scopus, ERIC, and IEEE Xplore and identified 22 eligible studies spanning PC-based training, mobile interventions, AI-adaptive programs, wearables, and neurofeedback. Across modalities, the clearest near-transfer signal emerged from process-specific PC-based interventions and some AI-adaptive programs evaluated with standardized objective WM tests. Mobile and neurofeedback approaches appeared promising in some studies, but the evidence was more heterogeneous and was more often supported by ratings, in-app composites, or less rigorous designs. Overall, current evidence suggests that technology-assisted WM interventions are most promising when they are process-specific, adaptive, and delivered at a sufficient dose, although conclusions remain constrained by heterogeneity in study design, outcome type, and methodological rigor.

This paper demonstrates how to use MONTO-machine-readable ontology for teaching word problems in mathematics. MONTO is a combination of various ontologies. After presenting a review of the literature of problem solving and math education, this paper presents a framework that is used for evaluation of the systems available in the literature for teaching problem solving in mathematics. This paper analyzes the existing systems and evaluates them against the framework to state the gaps. It also describes MONTO and demonstrates its use. This paper also discusses how the use of MONTO bridges the gaps found in the literature of tutoring systems used for teaching problem solving. A description of the system implemented using MONTO is included along with the key functionalities of the system derived from the ontology. A discussion of how these functionalities are useful for teaching word problems is included too. This paper also presents the results of a small-scale study conducted to evaluate the functionalities that are derived from the ontology.

Manajemen strategis merupakan implementasi perencanaan, pemantauan, analisis, dan evaluasi yang dilakukan secara berkelanjutan dari semua kebutuhan yang diperlukan oleh organisasi dalam upaya mencapai tujuannya. Perubahan yang terjadi secara cepat dan spontan di lingkungan organisasi akan membutuhkan organisasi yang mampu untuk terus melakukan evaluasi strategi. Implementasi manajemen strategis membantu organisasi mengetahui kondisi organisasi saat ini, kemudian menyusun strategi, menyebarkannya dan menganalisis keefektifan strategi manajemen yang diterapkan. Penelitian ini bertujuan untuk mengetahui implementasi manajemen strategi dalam lembaga pendidikan. Penelitian ini menggunakan studi kepustakaan (library research). Dalam memperoleh data penelitian, peneliti mengumpulkan, menganalisis, mengorganisasi, sumber dari artikel, buku, penelitian terdahulu tentang implementasi manajemen strategi dalam bidang pendidikan. Hasil penelitian menemukan bahwa dalam implementasi manajemen stra...

This article explores the multifaceted role played by interaction, cognitive, and environmental factors on various online learning outcomes in the context of Albania, a European transition country. More specifically, it scrutinises the differentiated impact of interaction (with content, peers and instructor), ease of use, attitudes, technical, and time constraints on three online learning outcomes, namely satisfaction, perceived learning, and quality of courses delivered online, aiming to achieve a nuanced understanding that can inform practitioners' decision-making. Drawing from a sample of 1698 graduate and undergraduate University students, hierarchical regression was employed to test the proposed models. Our findings for the pooled sample corroborate previous research results on the pivotal role of interaction in determining learning outcomes, albeit with some differences. While student-instructor and studentcontent interaction positively affect satisfaction, perceived learning and quality across models, the hypothesised effect of student-student interaction on satisfaction is not supported. Further, one of the cognitive factors analysed-ease of use-has no significant impact on learning outcomes. In contrast, attitude toward online learning is a major determinant affecting all outcomes. Environmental factors, such as technical constraints, negatively affect all three outcomes, while time constraints lower students' satisfaction. Finally, our results show differences among bachelor and master students. Interaction with the instructor is a critical determinant for all learning outcomes in the case of bachelor students, while interaction with peers is key to perceived learning for master students. This study contributes to the research stream focused on the differentiated impact on learning outcomes by introducing two environmental factors in the existing models. The implications for higher education

Mobile Knowledge Tool-kit to Create a Paradigm Shift in Higher Education Nader Nada, Mohamed Kholief, Shehab Tawfik and Noha Metwally AAST, College of Computing and IT, Alexandria, Egypt Dr. Nader@ aast. edu Kholief@ aast. edu Shehab_eldin@ yahoo. com ...

Gross motor skill acquisition during early childhood (ages 5–6 years) is a fundamental basis for physical abilities and readiness to face more complex movement tasks in the future. At this stage, children experience rapid improvement in locomotor abilities and object control, which requires appropriate stimulation through an active and engaging learning environment. However, many early childhood education environments in Indonesia still predominantly use conventional learning methods, which often limit children's opportunities to explore movement actively. Although alternative approaches such as Fun Game-Based Learning and Outdoor Physical Activities are increasingly recommended, empirical studies directly comparing these learning models within a single experimental framework remain limited. This research aimed to compare the effectiveness of Fun Games-Based Learning, Outdoor Physical Activities, and traditional instructional methods in improving children's gross motor skills aged 5–6 years. A quasi-experimental design with a pretest–posttest approach was used with a sample of 45 kindergarten students from the Padang State University Development School. Participants were allocated to three equal-sized groups (n = 15) using pretest score matching to ensure equivalence in baseline motor abilities. The intervention program was implemented over six weeks, consisting of 16 instructional sessions held three times per week, each lasting 60 minutes. Gross motor skill development was assessed using the Test of Gross Motor Development–Second Edition (TGMD-2). Data analysis involved descriptive statistics, one-way ANOVA, Bonferroni post hoc tests, and normalised gain (N-Gain) analysis. The findings demonstrated significant differences in gross motor skill improvement among the three instructional groups (p < 0.05). Children who participated in Fun Game-Based Learning and Outdoor Physical Activities exhibited markedly greater gains in gross motor skills than those exposed to conventional learning methods. The Outdoor Physical Activities group achieved the highest improvement (N-Gain = 9.25%), followed by the Fun Games group (8.92%), while the Conventional group showed minimal improvement (0.66%). These findings indicate that play-based, outdoor-oriented learning models are more effective than conventional approaches for enhancing gross motor development in early childhood education.

There is a saying that "No nation advances with technology but technology harnessed grows the nation". The landscape of education is undergoing a waved transformation fueled by rapid advancements in educational technology (EdTech) and the accelerating pace of this technology's advancement is reshaping educational landscapes worldwide, offering new opportunities to address global security, economic transformation, and sustainable development. The 21st century has witnessed a pattern change in education by technological innovations. From online learning platforms to artificial intelligence, educational technology is redefining how knowledge is delivered, accessed, and assessed. This paper explores the strategic integration of educational technology (EdTech) as a compound for global progress. It examines how digital learning tools, artificial intelligence, and virtual collaboration platforms are fostering comprehensive, adaptive, and resilient education systems with emphasize on the critical role of EdTech in equipping learners with skills relevant to the Lifelong Learning Supporting upskilling and reskilling across ages, promoting digital literacy. Additionally, the paper highlights case studies where technology-driven education initiatives have stimulated economic growth, reduced inequality, and enhanced human capital development. By aligning educational innovations with global policy frameworks such as the United Nations Sustainable Development Goals, the research advocates for cross-sectoral partnerships and policy reforms that prioritize equitable access to EdTech. Ultimately, the paper argues that a global commitment to educational technology is essential for building secure, prosperous, and sustainable societies in the 21st century. This transformation in educational technology presents unprecedented opportunities by leveraging global best practices and adapting to local needs, educational systems can harness the full potential of EdTech.

First and foremost, I want to thank my parents, Arthur and Kathleen Hayes, for giving me an amazing, Griswold-esque childhood. They were always supportive of anything I didespecially music and scienceand attended every single event in which I was involved or performed. My dad's stellar career, tenacity, and perseverance have always inspired me to pursue a field involving higher education. My mother has always been nurturing, selfless, and giving while providing wise advice. My sister, Kristin, who also has a doctorate, continues to inspire me with her accomplishments and her lifestyle, and she is my best friend in the world. I want to thank my son, Paul, for keeping me sane when times were tough, providing unconditional love and serving as the greatest motivation for me to work hard and make him proud, someday. He is the love of my life. Paul's father, Adam, is a wonderful father and, in the early years of my Ph.D. work, was supportive in ways that I cannot even describe. I will always love him. I also want to thank his mom, Deborah, and her husband, Ross, for making the best wine ever and being such a wonderful second family to meas well as close friendsall of these years. I have many wonderful friends -Jess, Mandy, Holly, Jamie, Noelle, and Aimee -who I've known for many years and who have also inspired me to be successful because they, themselves, are all well-educated, career-oriented, successful individuals that I highly admire and look up to. I want to thank Michael Francisco for being here for me when it really countedthe end. I love him dearly and always will. Nobody will understand or know me as well as him with the exception, perhaps, of my parents and sister. Finally, I want to thank Susan Embretson for being an amazing advisor and teacher. I came to this school, seeing her as a celebrity, and I still do. I am eternally honored to call her my mentor and advisor. All of the psychology professors at Georgia Tech are excellent, so I want to thank them all. But, to be specific: Larry James for being the most fun to work with, research-wise, and for the extensive knowledge I gained from him regarding personality theory; Jack Feldman for being generally supportive and enthusiastic about my work, while providing direction as well; Charles Parsons for being on my committee, being genuinely nice and approachable, and letting me teach statistics in the College of Management; Davood Tofighi for being on my committee and providing advice with respect to Bayesian analysis; and finally, Jim Roberts for helping me throughout my years here, making me feel like I had a home when I had none, being perhaps the best professor I've ever had, and aiding me during the first half of my dissertation work. ACKNOWLEDGEMENTS……………………………………………………………………iii LIST OF TABLES…………………………………………………………………………….viii LIST OF FIGURES………………………………………………………………………….....ix SUMMARY…………………………………………………………………………………….xii CHAPTER 1: INTRODUCTION………………………………………………………………..1 CHAPTER 2: CONTEXT EFFECTS IN LATENT TRAIT MEASUREMENT………………..5 CHAPTER 3: TECHNIQUES FOR MODELING CONTEXT EFFECTS: CLASSICAL VERSUS MODERN TEST THEORY……………………………………9 3.1 Classical Test Theory (CTT)…………………………………………………………9 3.2. Modern Test Theory (IRT)…………………………………………………………..9 3.3 Use of CTT to Study the Order Effect………………………………………………10 3.4 Use of IRT to Study the Order Effect……………………………………………….12 CHAPTER 4: CURRENT MODEL AND APPLICATION……………………………………13 4.1 The Generalized Partial Credit Model………………………………………………13 4.2 The FACETS models………………………………………………………………..16 4.3 The Generalized Partial Credit FACETS Model……………………………………17 CHAPTER 5: METHOD, ANALYSIS, AND RESULTS……………………………………...20 Despite its convenience, the process of self-report in personality testing can be impacted by a variety of cognitive and perceptual biases. One bias that violates local independence, a core criterion of modern test theory, is the order effect. In this bias, characteristics of an item response are impacted not only by the content of the current item but also the accumulated exposure to previous, similar-content items. This bias is manifested as increasingly stable item responses for items that appear later in a test. Previous investigations of this effect have been rooted in classical test theory (CTT) and have consistently found that item reliabilities, or corrected itemtotal score correlations, increase with the item's serial position in the test. The purpose of the current study was to more rigorously examine order effects via item response theory (IRT). To this end, the FACETS modeling approach (Linacre, 1989) was combined with the Generalized Partial Credit model (GPCM; to produce a new model, the Generalized Partial Credit FACETS model (GPCFM). Serial position of an item serves as a facet that contributes to the item response, not only via its impact on an item's location on the latent trait continuum, but also its discrimination. Thus, the GPCFM differs from previous generalizations of the FACETS model in that the item discrimination parameter is modified to include a serial position effect. This parameter is important because it reflects the extent to which the purported underlying trait is represented in an item score. Two sets of analyses were conducted. First, a simulation study demonstrated effective parameter recovery, though measurements of error were impacted by sample size for all parameters, test length for trait level estimates, and the size of the order effect for trait level estimates, and an interaction between sample size and test length for item discrimination. Secondly, with respect to real self-report personality data, the GPCFM demonstrated good fit as well as superior fit relative to competing, nested models while also identifying order effects in some traits, particularly Neuroticism, Openness, and Agreeableness.

Despite acknowledging the complementary role of chemical equilibrium-based pedagogical treatments on students' academic performance, the related science education literature has not examined their practical effectiveness and significance via a meta-analysis method. Therefore, this study intends to meta-analytically explore their effectiveness in improving students' academic performance. It included 55 studies (k) from 51 unique sources. The results of the meta-analysis showed that the overall effect-size (Hedges' g = 1.028) fell into the large effect. This means that the treatments are more effective in enhancing students' academic performance of chemical equilibrium than the controlled ones. Nevertheless, the variability in the effect-sizes revealed the importance of the treatment types and educational contexts. Also, the results indicated that the moderator variables were statistically non-significant (p > 0.05) but categorically played a crucial role at predicting the students' academic performance through the treatments. Given the descriptive findings, the current meta-analysis offers the following individual moderator levels to better teach and measure the topic "chemical equilibrium": university (for educational level), inquiry-based learning (for type of treatment), open-ended question (for question type) and teacher (for practitioner). Of course, chemistry teachers and science educators should take into consideration the role of educational contexts in learning chemical equilibrium, while deciding the type of treatment to teach it.

This article aims to examine the factors and indicators of information and communication technology (ICT) competencies of teachers in the digital era, to develop a structural model of ICT competencies, including factors and indicators, for teachers in the southern border provinces of Thailand, and to assess the congruence of the developed structural model with empirical data. The study employed a mixed-methods approach and was conducted in two phases. The first phase involved identifying the factors and indicators of teachers’ ICT competencies through the analysis and synthesis of documents, concepts, theories, and related research on enhancing educational achievement through teachers’ ICT competencies in the digital era. The second phase focused on testing the research hypotheses. Data were collected from a sample of 342 school administrators and analyzed using statistical methods and AMOS software. The research instrument was a five-point rating scale questionnaire. The content validity index (CVI) was 0.95, and the overall reliability, determined using Cronbach’s alpha coefficient, was 0.97. The findings revealed that: (1) teachers’ ICT competencies in the digital era consisted of five main factors, 16 sub-factors, and 57 indicators. These were categorized as follows: (a) use of ICT in teaching and learning, comprising 3 sub-factors and 9 indicators; (b) basic ICT knowledge, comprising 4 sub-factors and 17 indicators; (c) use of ICT in accordance with laws, ethics, professional codes of conduct, and safety, comprising 3 sub-factors and 9 indicators; (d) data and information management, comprising 3 sub-factors and 12 indicators; and (e) use of ICT for self-development and professional growth, comprising 3 sub-factors and 10 indicators. (2) The developed structural model of teachers’ ICT competencies demonstrated a good fit with the empirical data, with a chi-square value of 99.635 that was not statistically significant (p =.058), degrees of freedom (df) of 79, and a chi-square/df ratio of 1.261, which is below the recommended threshold of 2. Furthermore, the model fit indices indicated satisfactory levels, including GFI =.963, AGFI =.937, CFI =.991, NFI =.957, RMSEA =.028, and RMR =.006.

This qualitative study explored the impact of peer- assisted reading on enhancing English reading skills among Grade 12 students in a public school in Irosin, Sorsogon. Utilizing reflexive thematic analysis, narratives from six participants, three proficient readers (tutors) and three developing readers (tutees)—were examined. The findings revealed that the reading partner strategy fostered accountability, improved comprehension, boosted confidence and motivation, and offered emotional and social support. Effective techniques included modeling, think-aloud, flashcards, and interactive questioning. To support these strategies, the study introduced assessment tools such as the Reading Peer Session Log, Fluency Rubric, Vocabulary Journal, and Comprehension Worksheet, alongside a workbook titled Magic in Two Voices. The study recommends integrating peer reading approaches into English curricula and providing training for peer tutors to ensure consistent application of these methods.

The integration of digital learning technologies into medical education has expanded significantly with the rise of blended learning environments that combine face-to-face instruction with online platforms. Rain Classroom is one such educational tool that supports real-time interaction, content sharing, and learning analytics, making it valuable for enhancing teaching and learning processes. However, medical students' adoption of the platform remains inconsistent, indicating the influence of multiple underlying factors. This study examines the key factors influencing medical students' adoption of Rain Classroom in blended learning environments. It is guided by the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), focusing on variables such as perceived usefulness, perceived ease of use, social influence, facilitating conditions, and technological accessibility. A quantitative research design will be employed using a structured questionnaire administered to medical students engaged in blended learning. Data will be analyzed using descriptive statistics and regression analysis to determine the relationship between these factors and students' intention to use Rain Classroom. Findings are expected to show that perceived usefulness and ease of use are the strongest predictors of adoption, while social influence and institutional support also play important roles. The study provides insights into improving the integration of digital tools in medical education and supports strategies for enhancing student engagement and learning effectiveness.

We examined the use and effectiveness of an incentive system-one of the five elements of a theory-based motivational architecture in educational games that we proposed-in a computerbased physics game on students' learning and performance. The incentive system's purpose was to motivate students to access learning supports designed to facilitate content knowledge acquisition (i.e., content-related supports) and minimize the use of solution videos (i.e., gamerelated supports). Students (n = 199) could earn game money by accessing content-related supports but had to pay to watch solution videos. Results indicated that the incentive system effectively increased how often students viewed content-related supports and decreased their reliance on solution videos. Furthermore, students who viewed more content-related supports showed higher posttest scores and solved more game levels compared to those who watched fewer supports, controlling for pretest scores. Solution videos, however, appeared to have no effect on either posttest scores or number of levels solved. Finally, our analysis of students' behavioral data, extracted from log files, confirmed that students did not abuse solution videos. We conclude by proposing areas of interest for future research.

Educators today are increasingly interested in using game-based assessment to assess and support students' learning. In the present study, we investigated how changing a game design element, linearity in gameplay sequences, influenced the effectiveness of game-based assessment in terms of validity, reliability, fairness, learning, and enjoyment. Two versions of a computer game, Physics Playground (formerly Newton's Playground), with different degrees of linearity in gameplay sequences were compared. Investigation of the assessment qualities-validity, reliability, and fairness-suggested that changing one game element (e.g., linearity) could significantly influence how players interacted with the game, thus changing the evidentiary structure of in-game measures. Although there was no significant group difference in terms of learning between the two conditions, participants who played the nonlinear version of the game showed significant improvement on qualitative physics understanding measured by the pre-and posttests while the participants in the linear condition did not. There was also no significant group difference in terms of enjoyment. Implications of the findings for future researchers and game-based assessment designers are discussed.

Educators today are increasingly interested in using game-based assessment to assess and support students' learning. In the present study, we investigated how changing a game design element, linearity in gameplay sequences, influenced the effectiveness of game-based assessment in terms of validity, reliability, fairness, learning, and enjoyment. Two versions of a computer game, Physics Playground (formerly Newton's Playground), with different degrees of linearity in gameplay sequences were compared. Investigation of the assessment qualities-validity, reliability, and fairness-suggested that changing one game element (e.g., linearity) could significantly influence how players interacted with the game, thus changing the evidentiary structure of in-game measures. Although there was no significant group difference in terms of learning between the two conditions, participants who played the nonlinear version of the game showed significant improvement on qualitative physics understanding measured by the pre-and posttests while the participants in the linear condition did not. There was also no significant group difference in terms of enjoyment. Implications of the findings for future researchers and game-based assessment designers are discussed.

This study reviewed the literature on mobile technology-supported collaborative learning from 2007 to 2016. Several issues, such as the distributions and research methods, learning devices and learning environments, participants, research issues, application domains, grouping methods and collaborative learning strategies, are addressed. In addition, the relationship between the learning strategies and measurement issues are investigated. The review found that the amount of research on mobile collaborative learning increased and the connection between new mobile technology and collaborative learning activities became tighter. College students received the greatest emphasis, but more focus should be put on junior and elementary school students. Few studies were conducted on teachers and adults. In the most recent five years, the research was focused on improving learners' performance in science, especially social science, and in natural scenarios outside of the classroom, but less emphasis was put on developing learners' skills and higher order skills. There was little research focusing on different selection methods of group members and the teaching effects of grouping design. Most research adopted conceptualized collaborative learning strategies. Furthermore, some studies proposed that the collaborative learning activities conducted in mobile learning environments should be designed carefully to guide students to experience more effective collaborative constructivist learning. Based on the findings, in-depth discussion and suggestions for future studies are given.

This chapter overviews an exploratory investigation designed to both examine and ideally challenge pre-service ESOL teachers’ perspectives concerning a course unit on Spanish linguistics. The chapter begins with an overview of the three theoretical frameworks that undergirded the study and then summarizes the contextual information about the research along with a synopsis of the course readings and activities that constituted the course unit. Finally, the chapter outlines the preliminary findings of the investigation and provides a final reflection on the lessons learned from conducting the study.

This paper addresses the problem of designing computer environments to support collaborative scientific experimental learning from the authoring perspective. We aim at a range of learning tasks involving speculative and practical activities in the real world, so we need rich problem workspaces, as well as articulation mechanisms between the problem space and the communication space to refer to the actions and the outcome in the lab. Our approach incorporates insights both from cognitive analysis and activity theory, and ...

en México se adoptó el modelo de sustitución de importaciones, modelo dirigido a promover la producción local de bienes que, como el nombre lo indica, eran importados; se trataba de productos dirigidos a los mercados locales, con lo que se buscaba promover el empleo, reducir la dependencia del exterior para obtener bienes y crear la base de un producción industrial con mayor participación del capital nacional, lo que debería eventualmente ser pilar del crecimiento de la economía del país. Para ello el gobierno mexicano construyó infraestructura y creó, en materia laboral, el Instituto Mexicano del Seguro Social (1942), y para apoyar el financiamiento del desarrollo revivió a Nacional Financiera, que si bien, se había constituido en los años treinta, realmente empezó a operar a principios de los cuarenta. En las siguientes décadas se continuaron las acciones y programas de gobierno para favorecer la industrialización. Como podría esperarse se trato de una producción orientada al mercado interno, por lo que también se le conoce como

Potensi alam Desa Purwodadi (Kecamatan Tembarak, Temanggung) berupa lahan yang subur belum dimanfaatkan secara optimal. Hal tersebut merupakan modal penting dalam pemberdayaan sosial  dan ekonomi masyarakat. Tim pelaksana mendorong masyarakat untuk mengelola tanaman obat berbasis pemanfaatan tanah pekarangan rumah. Tujuan Kegiatan ini adalah memberdayakan masyarakat menuju kemandirian dalam penyediaan bahan swamedikasi berbasis tanaman obat tradisional. Program pemberdayaan masyarakat melalui pengelolaan tanaman obat merupakan upaya penerapan ilmu pengetahuan dan teknologi (iptek) kepada masyarakat. Masyarakat memperoleh dampak langsung berupa ketersediaan alternatif bahan swamedikasi ringan untuk anggota keluarga. Pada sisi iptek, masyarakat memiliki keterampilan dalam mengelola dan memanfaatkan toga untuk swamedikasi sesuai evidence based medicine. Program ini merupakan pilot Project untuk masyarakat menuju pengelolaan kampung biofarmaka. Metode yang digunakan dalam kegiatan penga...

Purpose: This study explored the perceptions of senior high school STEM teachers in the district of Tanza regarding the effectiveness of Artificial Intelligence (AI) tools in enhancing their students' creativity and collaboration skills, as well as their schools' readiness to support such technological innovations. Design/Methodology/Approach: Employing a qualitative phenomenological research design, the study used Colaizzi's method to analyze the lived experiences and perceptions of STEM teachers. Purposive sampling was utilized to select participants, focusing on senior high school STEM teachers with experience using AI tools and implementing creative collaboration strategies. Data were gathered through semi-structured interviews and focus group discussions conducted face-toface or online, depending on participant availability. Data saturation was achieved after engaging 8 teachers. The study identified that teachers perceive AI tools as highly effective in fostering creativity and collaboration among students. Tools such as Canva, AutoDraw, and Google Workspace were frequently utilized and valued for their ability to enhance interactive and collaborative learning. However, several challenges were highlighted, including insufficient technical resources, lack of training on AI tool usage, and limited integration into existing school curricula. Teachers also expressed concerns about their schools' technological readiness, citing inadequate infrastructure and support systems for adopting AI innovations. The study is geographically limited to public senior high schools in Tanza, Cavite, and findings are based on the experiences of a specific group of teachers. The results may not fully generalize to private schools or other regions. Additionally, the rapidly evolving nature of AI technologies could render some findings less applicable over time. Future studies could expand to include private schools and investigate longitudinal trends in AI adoption. Originality/Value: This research provides empirical insights into the effectiveness of AI tools in STEM education and highlights the importance of addressing technological readiness and teacher training. The findings offer practical recommendations for educational stakeholders to enhance the integration of AI tools in fostering 21st-century skills such as creativity and collaboration in public senior high schools to produce future-ready individuals.

The global expansion of arti􀂿cial intelligence (AI) and its increasing availability in educational
settings present both unprecedented opportunities and major pedagogical challenges. The performance and learning
outcomes enabled by AI raise fundamental questions about its meaningful, ethically responsible, and pedagogically
justi􀂿ed integration into student learning processes. This article explores the possibilities and limitations of e􀵵ectively
incorporating AI into the educational environment from didactic, psychological, and ethical perspectives. It
emphasizes how the use of AI tools can transform the dynamics of teaching and learning, rede􀂿ning the roles
of teacher and student in an increasingly technologized classroom.
The theoretical foundations are rooted in personalized and adaptive learning theories, constructivist approaches
to knowledge acquisition, and cognitive psychology focused on information processing and metacognition. The
article also draws from current research on human-machine interaction and self-regulated learning, examining how
AI-driven platforms can support di􀵵erentiated instruction and formative assessment. Furthermore, it discusses
potential risks such as overreliance on algorithms, loss of critical thinking, and ethical dilemmas arising from data
privacy, authorship, and transparency of automated decisions.
From a practical standpoint, the analysis reveals that while AI has the potential to strengthen inclusivity, enhance
learner motivation, and optimize instructional efÏciency, its educational e􀵵ectiveness depends on the teacher’s
pedagogical autonomy and digital competence. The authors propose a balanced approach that integrates AI as
a supportive – not substitutive – partner in education, preserving the humanistic dimension of learning and the socialemotional
interaction between teacher and student.
The article concludes with theoretically and empirically informed recommendations for school practice,
addressing the conditions necessary for responsible AI implementation. These include teacher training, curriculum
adaptation, ethical policies for AI use, and strategies for maintaining equal access to technology. The paper is aimed
at the professional community of educators, psychologists, and policymakers seeking evidence-based guidelines for
making arti􀂿cial intelligence a truly pedagogically meaningful element of contemporary education.

The transition to digital learning environments has significantly reshaped how individuals interact with texts, placing greater emphasis on self-regulated learning skills. Among these, monitoring and evaluation strategies play a crucial role in ensuring effective comprehension and knowledge retention. At the same time, individual psychological differences-particularly locus of controlhave emerged as important determinants of how learners approach and manage reading tasks. This study investigates the impact of locus of control on learners' use of monitoring and evaluation strategies during digital reading. Drawing on both theoretical insights and empirical observations, the paper highlights how learners with an internal locus of control exhibit stronger self-monitoring behaviors and more reflective evaluation practices, while those with an external orientation tend to demonstrate less strategic engagement. The findings suggest that fostering metacognitive awareness and promoting a sense of personal agency can significantly enhance digital reading outcomes.

The shift toward digital learning environments has significantly transformed reading practices, requiring learners to develop advanced skills to navigate, interpret, and critically evaluate online texts. Unlike traditional reading contexts, online reading involves non-linear navigation, multimodal content, and increased demands for self-regulation. In this regard, metacognitive strategy training has gained attention as an effective approach for improving learners' reading performance. At the same time, individual differences such as locus of control play a crucial role in determining how learners engage with and benefit from such training. This study investigates the impact of metacognitive strategy training on online reading skills, with a particular focus on the moderating role of internal and external locus of control. Using a quasiexperimental design, participants were exposed to structured metacognitive instruction aimed at enhancing planning, monitoring, and evaluation during reading tasks. Data were collected through pre-and post-tests, questionnaires, and reflective accounts. The findings reveal that metacognitive strategy training significantly improves online reading comprehension, navigation efficiency, and critical engagement. Moreover, learners with an internal locus of control benefit more from the training, demonstrating greater independence, persistence, and adaptability. In contrast, learners with an external locus of control show improvement but tend to rely more on guided support and external feedback. The study highlights the importance of integrating both cognitive and motivational factors in online reading instruction. By combining metacognitive training with efforts to foster internal control beliefs, educators can create more effective learning environments that support diverse learners in achieving higher levels of digital literacy.

As digital learning environments continue to redefine the landscape of education, understanding how learners interact with online texts has become increasingly important. Central to this interaction is the concept of digital reading engagement, which encompasses cognitive, behavioral, and emotional involvement in reading tasks. Equally significant is the role of metacognitive strategy use, which enables learners to plan, monitor, and evaluate their comprehension processes. This article examines how these two dimensions-digital reading engagement and metacognitive strategy use-vary across different locus of control profiles. Using a comprehensive research design that integrates both quantitative and qualitative data, the study explores how learners with internal and external locus of control differ in their engagement patterns and strategic behaviors. Findings reveal that learners with an internal locus of control exhibit deeper engagement and more sophisticated metacognitive strategy use, while those with an external orientation tend to demonstrate fragmented engagement and limited strategic awareness. The study further highlights the dynamic interplay between belief systems and learning behaviors, suggesting that fostering a sense of personal agency can significantly enhance digital reading outcomes.

As digital learning environments continue to redefine the landscape of education, understanding how learners interact with online texts has become increasingly important. Central to this interaction is the concept of digital reading engagement, which encompasses cognitive, behavioral, and emotional involvement in reading tasks. Equally significant is the role of metacognitive strategy use, which enables learners to plan, monitor, and evaluate their comprehension processes. This article examines how these two dimensions-digital reading engagement and metacognitive strategy use-vary across different locus of control profiles. Using a comprehensive research design that integrates both quantitative and qualitative data, the study explores how learners with internal and external locus of control differ in their engagement patterns and strategic behaviors. Findings reveal that learners with an internal locus of control exhibit deeper engagement and more sophisticated metacognitive strategy use, while those with an external orientation tend to demonstrate fragmented engagement and limited strategic awareness. The study further highlights the dynamic interplay between belief systems and learning behaviors, suggesting that fostering a sense of personal agency can significantly enhance digital reading outcomes.

Adaptation to New Habits during the Pandemic The Corona Virus Pandemic (Covid-19) is a major challenge in the world of education today, where the education sector is the main milestone for a country in creating a great nation. Precautions to prevent Corona Virus (Covid 19) in the world of education for all stakeholders always implement Clean and Healthy Living Behavior. The University environment is required to be able to prevent the spread of the virus and always implement Clean and Healthy Living Behavior. Therefore, Langlangbuana University implements several health protocol measures in the university environment, including the process of spraying disinfectants, the process of implementing Health protocols including Standard Operating Procedures and also coordination in responding to the Adaptation to New Habits. The implementation of these protocol measures is expected to suppress the spread of the Covid-19 virus in the campus area.

The high proportions of Canadian students who report bullying or being bullied confirm that this represents an important social problem. This paper describes the development of a new network (PREVNet-Promoting Relationships and Eliminating Violence) to address bullying in Canada, through the Networks of Centres of Excellence-New Initiatives funding. PREVNet's mandate is to identify university, government, and community partners, develop relationships, and create a viable and effective working network for social innovation. The PREVNet strategy is aimed at providing understanding, assessment tools, intervention and prevention strategies, and policy and advocacy about bullying problems and healthy relationships to all adults who interact with children and youth where they live, work, and play.