bluuebunny/crossref_metadata_2025 huggingface dataset:
The Open Data Newsroom: A Game Approach for Developing Open Data Competencies in Elementary School
Authors: Celis Vargas Alejandra , Papageorgiou Georgios , Magnussen Rikke , Larsen Birger , Mulder Ingrid
Published: October 2024

Open Data refers to digital data that is made available to anyone with the legal and technical conditions to be freely used, reused, and redistributed. Although it has emerged as a new common with the potential to increase citizen participation and transparency, current literature suggests the lack of skills for managing data and participating in Open Data processes, as one of the main barriers to achieve these benefits. Integrating Open Data in school education has been recognized as key to fostering a larger community able to participate in Open Data ecosystems. This study showcases the design of a role-playing game grounded in authentic learning principles for the development of Open Data competencies in elementary school. The Open Data Newsroom is a game approach that immerses students in solving a mystery with data. In the game, students play Open Data Journalists engaging in a three-phase authentic process to get, understand and deliver data. The learning goal in the game is that students build open data competencies: data literacy and real-world problem solving. A design-based research methodological approach is applied to develop theory based and practically grounded educational designs. Two interventions in Danish schools have been conducted, each one with the participation of seventeen students in 7th to 9th grade and three teachers. Interventions are aimed at iteratively designing and testing the game. The discussion section elaborates on opportunities for redesigning and systematically developing the game as a learning design for Open Data competencies.
When Games get in the way: Gamification Approach for Teaching Maths – A Case Study With Undergraduate Tourism Students
Authors: Pais Sónia , Hall Andreia
Published: October 2024

Planning more dynamic and motivating lessons for students is the goal of any teacher, especially maths teachers, a subject where the lack of interest and motivation to learn is so evident and a major concern. Several studies highlight the positive impact of the adoption of gamification strategies in teaching/learning, both in student motivation and in the development of soft skills (teamwork, creativity, decision-making, leadership, communication, and critical thinking). Game-based learning thus promotes students' interest and involves them in this process. In this sense, one of the authors of this study chose to use several (non-digital) games to support the teaching-learning process in her classes. The games used were developed by the authors and have been thoroughly designed to address specific maths topics. The games took various forms, including card games, board games and other hands-on activities. The participants in the study are first-year undergraduate students from a Portuguese higher education institution and encompassed the course of “Quantitative Methods”. The aim of the study is to investigate students’ perceptions of the use of gamification in the maths teaching-learning process. To gather information about students’ insights on the use of games in math classes a quantitative survey was conducted. Similar studies have shown that higher education students are usually receptive to the use of games, finding it useful to increase their motivation and consider game-based learning can positively impact learning. Our findings are in line with those studies.
谈判: Mega-games as Catalysts for Deep Experiential Learning in Higher Education
Authors: Caudillo Melgoza Mario Alberto , Castillo Moreno Aline
Published: October 2024

The study deepens into the transformative potential of mega-games as an innovative educational tool, offering profound and enriching learning experiences across diverse educational landscapes. Mega-games represent a fusion of various elements, including role-play, social interaction, simulations, rule-based systems, economic dynamics, political scenarios, and decision-making processes, all woven into an immersive narrative fabric. Through experiential learning, these games provide a unique platform for students to engage deeply with complex subject matter. This research centres on the application of mega-games within the context of sixth-semester students pursuing a degree in International Business at the Mexico State Campus of Tecnológico de Monterrey. Specifically, the study focuses on the simulation exercise titled 谈判 Tánpàn, which aims to immerse students in negotiation scenarios regarding the final price of a digital device manufactured in China. Drawing upon foundational principles outlined in Jesse Schell's book on game design, the exercise is meticulously designed to emulate real-world negotiation dynamics. The integration of game design principles, coupled with positive student feedback, underscores the efficacy of mega-games as potent educational instruments. Through rigorous analysis, the study unveils the profound impact of experiential learning on students' comprehension and application of negotiation techniques. By simulating authentic real-world scenarios, students are empowered to develop critical problem-solving acumen, hone their analytical thinking prowess, and refine their decision-making aptitude. Moreover, the immersive nature of mega-games fosters a dynamic learning environment that transcends traditional pedagogical approaches, fostering a holistic understanding of intricate subject matter. The success of the 谈判 Tánpàn simulation exercise serves as a testament to the potential of mega-games to revolutionize educational paradigms. It signals a burgeoning opportunity to expand the horizons of mega-games across various academic disciplines and participant cohorts. This study advocates for the widespread integration of mega-games as educational resources within Higher Education, championing their capacity to engender profound learning experiences and cultivate essential skills, heralding a new era of dynamic, immersive, and effective educational methodologies in diverse educational settings.
Design of a Serious Game to Teach Esports Concepts and Career Pathways
Authors: Alan Williams  , Gavin Baxter  , Thomas Hainey  , Elizabeth Boyle
Published: October 2024

The popularity of esports has gained public interest over the past decade, leading to the industries evolution, providing further avenues for career prospects and educational outreach. Esports, abbreviated from electronic sports, is the nature of playing video games casually or professionally at a competitive capacity, either as an individual, or as a team. Previous research areas in esports have focused on education, psychological factors, health and nutrition, business management, performance review, and commercialisation, factoring in the relevance of esports in sports and supporting terms. The industry has different avenues and perspectives that are advantageous to develop innovative approaches, providing information about the industry, and improving the understanding for the wider general audience. Serious games and games-based learning provides the opportunity to educate and inform about the phenomenon of esports and the potential career industry pathways. This paper presents a conceptual design for an esports serious game to educate players about esports in relation to career pathways and genres. Investigation and adaption of serious game frameworks (e.g. Learning Mechanics-Game Mechanics, Activity Theory Model of Serious Games) will be adhered to through the research. This will lead to the development of a serious game for potential stakeholders to assist in their interests in studying or learning about esports and its multi-faceted career opportunities through simulated scenarios. A mixed methods approach will support the increased frequency of new esports programmes in secondary, further, and higher education, using a serious game to inform prospective students in relation to potential career avenues. The conceptual design idea presented in this paper will support the initial research steps of a serious game to teach about esports.
Understanding Stakeholder Perspectives: Towards the Design of a Serious Game for Positive Energy Districts
Authors: Marinensi Giada , Botte Brunella , Brancifiori Sara , Caballero Nicolas
Published: October 2024

Positive Energy Districts (PEDs) are highly energy-efficient urban areas that manage a surplus production of renewable energy. Recognising the key role they can play in the transition to a less carbon-dependent society, the European Commission launched its PED Programme in 2018, to implement and support the development of PEDs. However, as PEDs are still a relatively new concept, their implementation can be challenging, and local administrators often lack clear guidance and reference points for their design, implementation and evaluation. To address this issue, the Positive RObust PEd Localities (PROPEL) project has among its main objectives the design of a serious game to provide practical insights and user-friendly tools for local administrators interested in implementing and developing PEDs. Indeed, by drawing on the power of digital games to set goals and allow the player to autonomously define a strategy to achieve them within a set of constraints, serious games can be a very powerful tool to support local administrators in their decision-making process, enabling them to explore multiple scenarios and to evaluate the results of their choices. This paper outlines the design principles and the main features of a serious game aimed at supporting local administrators in the implementation of PEDs. These design principles and features are derived from a research process comprising several steps. Firstly, the drivers and barriers to the adoption of a serious game among local administrators were identified. This was done through in-depth interviews with local administrators and PEDs experts from the different countries involved in the PROPEL project, namely Italy, Sweden, and Turkey. Secondly, a comparative analysis of serious games developed for related research purposes was carried out. This provided further suggestions for the features of the serious game. The findings underscore the significance of incorporating real data, adopting a modular structure to emulate the systemic complexity of PEDs, and ensuring accessibility across multiple devices as paramount features that the serious game should have.
Integrating Learning and Serious Game Design: The Development and Application of the Learning and Game Integration (LGI) Framework using the ‘Blackout’ Serious Game
Authors: Stefany Stella , Cong Ling Mei , Helmi Jessica , Roedavan Rickman
Published: October 2024

Serious games are increasingly recognised as effective educational tools capable of simulating complex scenarios that traditional methods cannot replicate. This paper introduces the Learning and Game Integration (LGI) Framework, designed to seamlessly integrate educational content with interactive game design. Utilising the “Blackout” serious game, which simulates real world complex problem, this study demonstrates how the LGI Framework can be utilised as learning intervention to enhance learning by teaching Design Thinking to university students. The framework consists of four stages: Educational Content Integration, Theoretical Underpinning, Case Study Selection, and Game Design. The “Blackout” game enables students to engage with various stakeholder perspectives, deeply analyse problems, and develop innovative solutions under crisis conditions. Preliminary feedback from its implementation in an undergraduate business course (N=753) indicates increased student engagement and confidence in applying Design Thinking concepts. This paper contributes to the field of business education by presenting an innovative approach to teaching innovative problem-solving skills through serious games, emphasising the need for holistic educational frameworks that bridge theoretical learning with real-world application.
Exploring the Affordances of Vernacular Digital Games in Developing 21st-Century Skills
Authors: Dayoub Dima
Published: October 2024

The past decade has witnessed an unprecedented surge in technological advancements and an exponential growth in mobile device ownership world-wide. Such transformations have intensified access to digital content, opening up new avenues for non-formal learning. This was particularly true during subsequent crises such as the COVID-19 Pandemic and natural and man-made disasters which have disrupted formal learning and left many learners immobilised. This paper contends that capitalising on the intersection of formal and non-formal learning experiences is integral to innovative planning and value-added education. To dismiss engagement in non-formal leaning transactions is to exclude a significant part of learners’ cognitive processes, preferences and experiences. In particular, this paper focuses on vernacular digital games as an apt example of pervasive technology and a non-formal learning arena. Described as a popular culture text, vernacular games are originally intended for entertainment, as opposed to pedagogical, purposes. However, embedded in their designs are social and developmental affordances that render them potent tools for serendipitous learning and dynamic spaces for developing competencies. In the light of this, this paper proposes a move from gamification, i.e. adding a gaming layer to non-gaming contexts, to adding an educational layer to non-formal digital gaming contexts. To consolidate this proposal, it investigates the 21st-century competencies reportedly acquired and developed through digital gameplay. It also delves into possible design-related paradoxes. More precisely, the paper reflects on how key game design features such as multimodality, adaptivity, cultural narratives and affinity spaces can be harnessed to better cultivate much in-demand 21st-century skills. Although learning skills (in their metacognitive form of higher-order thinking) are part and parcel of 21st-century skills, literacy skills and life skills are equally important. The further longer-term aim is to map development opportunities and optimise learning in ways that are in harmony with today’s changing scenarios, demands and objectives.
Rekindling Connections to Languages through Socio-Cultural Immersion Using Game-Based Learning and Virtual Reality: Cipher VR Case Study
Authors: Xu Liang , Du Haoyang , Jia Songkai , Ennis Cathy , Uí Dhonnchadha Elaine , Ward Monica
Published: October 2024

Traditional language learning methods often fall short in engaging learners, especially in the context of indigenous languages like Irish. In this study we show how the language learning game Cipher VR combines digital game-based language learning with Virtual Reality (VR) to reconnect learners with indigenous languages, using the Irish language as a case study. Initially designed for English, Cipher has undergone several iterations to adapt to the Irish context, and is now completing its metamorphosis into a VR platform aimed at meeting the needs of less-resourced and endangered languages. This paper explores Cipher VR's development, emphasising the learner-centric design that merges educational aims, engaging gameplay and a culturally grounded approach to create an immersive and motivating learning experience.
Viral Sphere: Fostering Healthy Social Media Practice Through Playful Simulation
Authors: F. Davis Jacob , G. Gaudesen Hannah , Genster Nina , L. Rasmussen Simone , K. Sørensen Johan , Marchetti Emanuela
Published: October 2024

In this paper, we present the development of a learning game, Viral Sphere, aimed at stimulating discussions on the European General Data Protection Regulation (GDPR) among secondary school students and educators. Our game consists of a fictional social media platform, displaying a network diagram to illustrate the spreading of data. Our design aims at promoting informed decision making, through interactive scenario-based learning. Players navigate real-life inspired situations, simulating posting on social media platforms and related consequences, as data spread beyond their immediate network. Data from testing with students, shows that our gameplay can facilitate meaningful conversations about GDPR in a relatable manner.
Integrating Agile Methodologies and Gamification for Student Engagement and Success
Authors: Buciuman Cella , Potra Sabina , Dungan Luisa
Published: October 2024

The article highlights a flexible and adaptable approach for the development of game like activities for higher education students from Politehnica University of Timisoara, Romania. The approach embraces agile methodologies to guide the iterative development process of educational games and consists of several key elements. First, it underlines the importance of defining clear learning objectives and aligning them with the game’s design. Second, it encourages multidisciplinary collaboration between teachers and instructional designers to deliver relevant information to students, but also appropriate to their learning styles and needs. Regarding engineering problems and methods, students frequently encounter several difficulties. For this reason, the article attempts to provide an organized and engaging learning environment that encourages active participation and information retention. In industrial engineering, most of the students’ exposure is to theoretical materials; nevertheless, there are several ways to give them practical experience with the topics they are studying. Using a comprehensive review of the literature, the article explores the pedagogical benefits, challenges, and practices associated with the use of agile methodologies in education. Agile methods are very based on collaboration, teamwork, flexibility, and participation, and help create a more relaxed learning environment to support students' increasing need for control over their learning path. Throughout regular communication and feedback cycles, students can iterate on content and pedagogical approaches, resulting in activities and games that are more engaging and effective for learning. In the end, the paper presents the conclusions of the authors on the current advantages and limitations of using this approach based on agility and game-based learning in higher education.
Community, Socialisation, and Empowerment in Cultural Game Jams with Youth Citizens
Authors: Holflod Kim , Nørgård Rikke Toft , Eriksson Eva
Published: October 2024

This paper examines social and collaborative elements of Cultural Game Jams developed and implemented in the large-scale Europe Horizon research and innovation project, EPIC-WE: Empowered Participation through Ideating Cultural Worlds and Environments (2023-2026). The project explores and develops transdisciplinary collaboration and co-creation across cultural heritage institutions, creative industries, higher education institutions, and youth citizens (ages 16-25) towards Cultural Game Jam interventions across three European sites: Óbidos (Portugal), Hilversum (Netherlands), and Aarhus (Denmark). The Cultural Game Jams are held at cultural heritage sites and are aimed towards value-sensitive game design and youth empowerment. This paper explores Cultural Game Jams as a potential format for enabling and developing youths’ empowered participation, communality, and cultural socialisation by analysing the first Cultural Game Jam (2024). Framed by a Design-Based Research methodology and guided by experimental and short-term ethnography and design experiments, the analyses draw from qualitative empirical material, e.g., interviews, participatory observations, field notes, and the Cultural Game Jam participants' reflective process and design documentation. The analyses illustrate how co-creating games within cultural heritage contexts can develop youth perceptions of community, cultural socialisation processes, and individual/collective empowerment. Furthermore, the paper offers insights into the co-creation of games as new expressions of cultural heritage through epistemic collaboration and cultural participation in game jams while discussing possibilities for enabling new experiences of empowered participation, social learning, and community among youth citizens.
VR Simulation: Advancing Practical Skills in Computer Science Education
Authors: Ebrahimi Reza , Al Humairi Ali
Published: October 2024

This study presents the successful integration of Virtual Reality (VR) tools as an element in the computer science curriculum at the German University of Technology, Oman. The research study investigates the use of MyScore, a VR application developed by RWTH Aachen University - Teaching & Research Field Engineering Hydrology as an environment for computer hardware assembly and troubleshooting exercises. The VR simulation utilized in this study acts as a gamified environment, incorporating elements like scorekeeping and interactive challenges to enhance practical learning in computer science, akin to game-based strategies that engage and motivate students. Over some weeks, the project involved seven students and one tutor in immersive learning sessions to develop applied skills in computer hardware assembly with VR technology over conventional teaching methods.
Structured surveys and direct observations were used for data collection through students' interactions with the VR sessions. We also evaluated the student's learning experiences as well as the usability of technology. The results showed that the user-friendliness of the VR interface and its ability to accurately simulate real-world tasks associated with computer assembly received both positive and negative reactions. While some students praised the technology for being pretty cutting-edge, some criticized it as unrealistic or non-interactive. We also received complaints that ranged from actually moving around in the virtual space to navigating only through teleportation spark points. Specifically, two students got motion sickness, which is a well-known obstacle associated with VR environments, and consequently left the sessions prematurely.
The feedback of the instructor pointed out that setting up the VR equipment is straightforward and described some potential methods. Still, a call for more reliability in simulations and better interfaces began to surface as nevertheless less controversial agenda items. However, the instructor saw how VR has the potential to revolutionize educational practices. Providing interactive views between the VR device and students that can act as new learning methods.
The present study extends the discussion on educational technology by providing empirical evidence of the benefits and challenges experienced in deploying VR for technical education implementation. These findings thus support the continued development and validation of VR technologies in pursuit of improved commitment, cost-effectiveness, immersion, and environment quality that may maximize learning outcomes in future educational applications.
Escaping Online: Teacher Student Engagement in a Digital Escape Game
Authors: Cruaud Caroline
Published: October 2024

Escape games have become popular as a learning activity and are being used in a large variety of subjects (e.g., chemistry (Peleg et al, 2019), music (Babazadeh et al, 2022)). Research has shown that they are generally engaging for students (Veldkamp et al, 2020).  However, the study of engagement is often limited to its observable aspect (e.g., the students are having fun; they are participating in the learning activity) or is not the focus of the analysis. Fewer studies are also investigating the use of escape games in fully online settings, when students are each playing from their own location.
This research study is exploring engagement from the students’ perspective, within a fully online course in a teacher education program at a Norwegian university. Teacher students were invited to play Radioaktiv, a digital escape game for natural sciences on the topic of radioactivity. Six pairs of students also participated in guided interviews after playing. Reflexive thematic analysis of the interview data with the students was conducted to investigate what characterised the students’ experience of engagement while playing the online escape game Radioaktiv. Through this research question, the study is taking a closer look at what it means when the students say they were engaged in the game. Findings show four main aspects of the students’ experience of engagement. First, the time pressure was found to be a double-edged sword. Students found the timer engaging, but some were also too stressed by its presence to the detriment of learning outcomes. Second, students were engaged in completing tasks for their own sake, independently from other game aspects. Third, students appreciated having a read thread, but were not engaged in the specific narrative of the escape game. Finally, students positioned themselves as teachers and it strongly defined their experience of engagement in the game. They saw the game through the potential it held for their own pupils. These findings raise questions about the selection of escape games for learning in online environments and when and how to use them (e.g., discover a new theme, repetition, focus on soft skills).
Limes (the Roman Frontier): Developing a Video Game for History Learning
Authors: Viccari Amedeo , Göllner Richard , Hahn Jens-Uwe , Bardach Lisa
Published: October 2024

The use of gaming technologies in education holds great promise to provide engaging learning experiences. Whereas video games have been successfully used to foster learning in several school subjects, the current understanding of the potential of video games for history learning is still limited. This paper details the development of Limes, a 2D top-down educational game created in Unity and rendered in pixel art. The game targets 5th/6th grade secondary school students and is set in the third century AD in southern Germany, a period characterized by political and social instabilities. Limes digs into the complex relations between the Roman Empire and the Alemanni tribe, one of the most powerful Germanic tribes of this period. The player can experience this pixelated world through the eyes of an Alemanni child, who forms a friendship with a Roman centurion. The unfolding narrative places the young protagonist in the precarious balance of peace and conflict, and the player needs to navigate the diplomatic tensions of the era. The gameplay consists of five levels, including primary missions and optional secondary missions which unlock special features (e.g., puzzles, quizzes). Limes incorporates a variety of game mechanics, ranging from running and interacting with characters to stealth missions, throwing rocks, and horse racing. These dynamics are integrated into the historical narrative of the game, enriching the player's experience. The game development process combined insights and methods from multiple disciplines, including game-based learning, educational, social, and cultural psychology, education sciences and pedagogy, and history education. Moreover, the game capitalizes on Unity’s wide array of development tools, which provide extensive customization possibilities, and employs pixel art, facilitating an engaging environment while maintaining a cost-conscious development process. Initial tests and expert feedback highlight the promise of Limes as a game that leverages historical accuracy and innovative educational tools to foster a deeper understanding of Roman history. Next steps include empirical studies with students to test the game's effectiveness (e.g., in improving interest in and knowledge of Roman history).
INNOVATION ATTRIBUTES AND COMPETITIVE ADVANTAGE OF FEMALE ENTREPRENEURS IN DELTA STATE, NIGERIA.
Authors: Oghenedoro Agbamudia
Published: October 2024

This study examined the impact of innovation attributes on the competitive advantage of female entrepreneurs in Delta State. It specifically determined the effect of innovation conviction, creed and mindset of the female entrepreneurs on their competitive advantage. Descriptive survey research design was employed, and data were collected from 150 female entrepreneurs through structured questionnaires. Frequency and percentages was used to analysis the demography of respondents while regression was used to test the formulated hypothesis. The findings revealed that both innovation conviction (β = 0.335; p = 0.022) and innovation creed (β = 0.624; p = 0.000) have significant positive effects on competitive advantage, while innovation mindset (β = 0.222; p = 0.125) does not have a significant impact. These results validate the RBV by highlighting the importance of internal resources and capabilities in achieving competitive success. They also support the diffusion of innovation theory by emphasizing the necessity of adopting and diffusing innovative practices. The study extends the entrepreneurial orientation theory by identifying specific innovation attributes that contribute to competitive advantage. Practical recommendations include female entrepreneurs invest in continuous learning and development programs focused on innovation; establishing clear and measurable innovation goals can help entrepreneurs stay focused and committed to innovation. These goals should align with the overall business strategy and be regularly reviewed and updated; and Ensuring that adequate resources—such as time, money, and personnel—are dedicated to innovation activities is essential. This can include setting aside a portion of the budget for research and development and investing in new technologies.
Eficacia del simulador PhET en la graficación de funciones en estudiantes de nivel medio superior
Authors: Matú Sansores Mariano de Jesús
Published: October 2024

Mathematics are fundamental in various areas of science, and although teaching it presents challenges, using technology in the classroom offers an opportunity to enhance the learning process, allowing a deeper understanding of concepts and their application in real contexts. In light of this, the current research evaluated the effectiveness of the PhET simulator in teaching the topic of graphing quadratic functions to upper secondary students, aiming to identify the impact of this educational technological tool on their learning. The study was quantitative with a descriptive scope and a pre-experimental design. Prior to the implementation of the treatment, a written questionnaire was applied to students in their fourth semester at Conalep Plantel Tizimín (Yucatan – Mexico), which served to measure their knowledge on the subject under study. After the treatment, the questionnaire was reapplied, along with an opinion survey in which the students expressed their views on the use of the PhET simulator. The results indicated that the use of the PhET simulator significantly improved the understanding of the topic of graphing quadratic functions, with an average increase of 17.33% in student grades (p<0.05). In conclusion, the implementation of the PhET simulator in teaching quadratic functions significantly improves academic performance and, in turn, increases students' interest in using technological tools.
Grit y responsabilidad social en estudiantes con Educación 4.0 y proyectos de Aprendizaje y Servicios
Authors: Labori José
Published: October 2024

In this study, we aimed to evaluate the effectiveness of an enhanced Education 4.0 proposal incorporating Service Learning (SL) among university students. A quantitative research was conducted with a sample of 30 students from Universidad de Aconcagua (Chile) during the period from April to June 2024. Data were collected using questionnaires with sufficient validity and reliability; the first instrument assessed Grit on the 12-item Grit-O scale with scores ranging from 1 to 5, with 5 being the highest level, and the second instrument measured social responsibility from 1 to 6, with 6 as the maximum value. The results indicate that the use of Education 4.0 along with Service Learning showed a significant increase in social responsibility, rising from 4.96 to 5.37 (p<0.05), and a slight increase in Grit, from 4.36 to 4.41, achieving better outcomes than students who only used Education 4.0. The findings suggest that Education 4.0 with Service Learning projects is a more effective methodology than Education 4.0 alone for increasing Grit and social responsibility among university students.
On the problem of controlling a second-order nonlinear system by means of discrete control under disturbance
Authors: Shchelchkov K.A.
Published: October 2024

The problem of bringing a trajectory to a neighborhood of zero under disturbance is considered in terms of a differential pursuit game. The dynamics are described by a nonlinear autonomous system of second-order differential equations. The set of values of the pursuer's controls is finite, and that of the evader (disturbance) is compact. The goal of the control, that is, the goal of the pursuer, is to bring, within a finite time, the trajectory to any predetermined neighborhood of zero, regardless of the actions of the disturbance. To construct the control, the pursuer knows only the phase coordinates and the value of the velocity at some discrete moments of time and the choice of the disturbance control is unknown. Conditions are obtained for the existence of a set of initial positions, from each point of which a capture occurs in the specified sense. Moreover, this set contains a certain neighborhood of zero. The winning control is constructed constructively and has an additional property specified in the theorem. In addition, an estimate of the time required to bring the speed from one given point to the neighborhood of another given point under disturbance conditions was obtained.
Effect of treatment types of recycled concrete aggregates on the properties of concrete
Authors: Trykoz Liudmyla , Zinchenko Oleksii , Borodin Dmytro , Kamchatna Svitlana , Pustovoitova Oksana
Published: October 2024

Reusing waste materials such as construction and demolition waste is an environmentally significant task. This article aims to improve the quality of recycled aggregates after the demolition of concrete structures. Two methods, mechanical cleaning and impregnation, were explored to enhance the quality of coarse aggregates. The findings indicate that mechanical cleaning is more effective than soaking in a sodium silicate solution. The compressive strength of concrete made with mechanically cleaned recycled aggregates was 2.3 times greater than that of concrete made with untreated rubble. Concrete with impregnated rubble had a compressive strength 1.1 times greater than that of concrete with untreated aggregates. Infrared spectroscopy was used to study the microstructure, revealing that the type of treatment does not influence the quantity of portlandite and ettringite in hydrated cement. However, the treatment of recycled aggregates alters the interaction in the gel portion of cement hydration products. Concrete with aggregates treated by sodium silicate has more aluminate components. Additionally, there is a shift of the bands assigned to Si-O stretching to higher wave numbers (from 995 cm–1 to 1088 cm–1), which can be attributed to the formation of calcium-silicate-hydrate gel with a lower calcium/silicon ratio.
Adapting the World Café Method to an Online Format: Insights From Novice Qualitative Researchers
Authors: Kinney Dee , Kinney Wayne
Published: October 2024

The original World Café (WC), by Brown and Isaac, is a widely used data collection method in qualitative research across various settings and is typically conducted in person. However, during the spring 2020 semester, the onset of the COVID-19 pandemic prompted us to adapt our planned WC research project from an in-person to an online format using Zoom. Two online cafés were hosted with branch campus students of a large Midwest university during October, one in the morning (n=11) and one in the evening (n=7). This methods paper offers a concise overview of the WC method as an innovative approach to qualitative data collection in a branch campus college setting. We outline the original research plan, detail the adjustments made for online cafes, and summarize the outcomes of these virtual sessions. As novice qualitative researchers working with branch campus college students, we draw vital lessons from our experience with the WC. These lessons emphasize the importance of selecting a method suitable for the target audience and researchers’ expertise level. Active participation in one or more WCs before conducting a study proves invaluable, and we highlight the facilitative role of a graphic recorder in ensuring optimal engagement and effective member-checking.
Sexual dimorphism of the Pallas spadefoot toad (Pelobates vespertinus: Anura, Pelobatidae) metamorphs is reduced when tadpoles are developed in an overheated water body
Authors: Yermokhin M. V. , Tabachishin V. G.
Published: October 2024

Our survey was carried out in five local populations of Pelobates vespertinus (Pallas, 1771) in the floodplain of the Medveditsa river (Russia, Saratov region, Lysogorsky district) in 2009–2018. We have found that the sexual dimorphism in body length (SDIL) and weight (SDIW) of males and females of the Pallas spadefoot toad is a widespread feature of populations of this anuran amphibian species, characteristic not only among sexually mature individuals, but also among metamorphs. In metamorph populations, sexual dimorphism averages 3% and 9% in body length and live weight, respectively. It is less pronounced in metamorphs than in sexually matured individuals (by 3 and 4.5 times, respectively). The sexual dimorphism development level may undergo a significant transformation by temperature conditions during the tadpole development period in the spawning lake. The threshold value of the average temperature for the period of development up to the stage of metamorphosis (MDT90), at which any differences between males and females in body length are lost in metamorphs, is 18.2ºС. Against the background of climate warming over the past decade (2011–2020), there has been a significant expansion of the range area of this species, which is exposed to abnormally high water temperatures. Nevertheless, size–weight sexual dimorphism, even at the stage of metamorphosis, should hardly be excluded from the list of diagnostic characters of the species.
Long-term dynamics of the heterоtrophic bacterioplankton development in the mouth of the Usinsky bay of the Kuibyshev reservoir
Authors: Krasnova E. S. , Umanskaya M. V.
Published: October 2024

Data of our long-term observations of the bacterioplankton development in the mouth section of the Usinsky bay (the Kuibyshev reservoir) during the summer–autumn periods are presented. The total abundance of heterotrophic bacterioplankton varied within (1.61–7.44)×106 cells/mL, the biomass was 39.01–249.53 µgC/L, which corresponds to III–V water quality classes. Between 2010 and 2017 the total abundance of heterotrophic bacterioplankton was nonmonotonically decreasing, and since 2021 its significant increase is recorded. Among heterotrophic bacteria, single freefloating cells predominated, mainly cocci and coccobacilli, and the proportion of rod-shaped cells increased during cyanobacterial bloom. Picocyanobacteria and picodetritus particles were almost always present in plankton, but their average contribution to the total organic carbon of picoseston was insignificant.
التقنيات التصميمية والسمات الجمالية في تنفيذ الاعمال الفنية لدى طلبة قسم التربية الاسرية والمهن الفنية
Authors: ا.د.حسين محمد علي ساقي
Published: October 2024

يهد ف البحث الحالي الى الكشف عن انواع  التقنيات التصميمية والسمات الجمالية في تنفيذ الاعمال الفنية وتم تحديد اعمال طلبة قسم التربية الاسرية والمهن الفنية للعام الدراسي 2023ـ224 ثم تحديد المصطلحات الواردة في عنوان البحث .وفي الفصل الثاني  مبحثين المبحث الاول عن  التقنيات التصميمية ثم السمات الجمالية . ومؤشرات الاطار النظري . وفي الفصل الثالث منهجية البحث اذ اتبع المنهج الوصف والتحليل وتحديد المجتمع  . حيث اختار الباحث ( 3) عملا فنيا من المجتمع الاصلي قصديا كونها تتلائم مع متطلبات البحث الحالي وبنسبة 5%, وقام الباحث ببناء اداة التحليل وتم التحقق من الصدق والثبات بعرضه على مجموعة من الخبراء وبعد الانتهاء من التحليل اظهرت النتائج  التي توصل اليه الباحث الى ان التقنيات التصميمية تظهر فاعليتها في الاعمال الفنية بصورة متقنة الا ان النتاجات تتحقق من خلال الية التقنيات المعاصرة.و القيمة الجمالية لاتحقق في العمل الفني الا بفعل التقنيات المتنوعة كالرسم والخط والاشكال والرموز .وهذا النظرة نجدها في نجاح خصوصية العمل الفني على المستوى الجمالي, وان الجمال لايتحقق كليا ما لم تحقق هذه العناصر.ثم الاستنتاجات والتوصيات واهم المقترحات القيام بالدراسات التالية :التقنيات الحديثة والية انتاجها التفاعلي في اللوحات الخطية .وتنوع التقنية والخامة في الفنون التشكيلية المعاصرة. ثم اهم المصادر المستخدمة في البحث .و استمارة التحليل
الذكاء الاستنتاجي لدى طلبة كلية التربية الاساسية
Authors: أ.د.محمد عبد الكريم طاهر  , أ.م.د.حيدر شمسي حسن  , أ.د.رحيم علي صالح
Published: October 2024

يعد موضوع الذكاء من المواضيع الحيوية التي اهتم بها العلماء نظرا لارتباطه بميادين الحياة المختلفة الاكاديمية والمهنية والفنية والاجتماعية وغيرها، اذ ان الدماغ الانساني الذي يمثل الجزء الاساسي في الجهاز العصبي المركزي هو في غاية التعقيد من حيث التركيب، ويعمل بغاية الدقة والكفاءة، وما التقدم الذي حققته الانسانية عبر التاريخ بفضل القدرة الذهنية العالية التي يتمتع بها الدماغ، والجانب المهم من وظائف تلك القدرة هو الذكاء. تهدف الدراسة الى تعرف مستوى.الذكاء الاستنتاجي لدى.طلبة كلية التربية الاساسية لقسمي الرياضيات والارشاد النفسي والتربوي، وقام الباحثون ببناء اختبار الذكاء الاستنتاجي والذي تكون بصيغته النهائية من (44)  فقرة وبأربعة بدائل، بعد ان تم أستخراج صدق وتمييز الفقرات ، وتم استخراج صدق وثبات الاختبار بأستخدام الوسائل الاحصائية المناسبة وبمساعدة البرنامج الاحصائي spss،وتم تطبيق الاختبار.على عينة التحليل الاحصائي البالغة (400) طالب وطالبة ، وتم تطبيق الاختبار.على عينة التطبيق. النهائي البالغة (200) طالب.وطالبة وكانت النتائج: ان اختبار الذكاء الاستنتاجي يتمتع بخصائص قياسية جيدة ،ووجود درجة عالية من الذكاء الاستنتاجي لدى عينة البحث الكلية , ووجود فروق دالة احصائيا بين عينة الذكور وعينة الاناث في الذكاء الاستنتاجي ولصالح عينة الذكور, ووجود فروق دالة احصائيا بين عينة التخصصين العلمي والانساني ولصالح عينة التخصص العلمي , وقد أوصت الدراسة امكانية استخدام الاختبار من قبل رؤساء الاقسام في تشخيص الطلبة الذين لديهم ذكاء استنتاجي عالي ،  وخرجت الدراسة بعدد من.الاستنتاجات والمقترحات.
اثر انموذج بارمان في اكتساب المفاهيم والاتجاه نحو مادة علم الجمال لدى طلبة قسم التربية الفنية
Authors: د. عمر علي محمد عبد الله  , د. حيدر الحاج الامين علي  , أ.م حسن صاحب جبر
Published: October 2024

يسعى البحث الحالي الى التعرف على  اثر انموذج بارمان في اكتساب المفاهيم والاتجاه نحو مادة علم الجمال لدى طلبة قسم التربية الفنية. ومن اجل تحقيق اهداف البحث الحالي فقد اتبع الباحث خطوات المنهج شبة التجريبي من خلال مجموعتين تجريبية وضابطة بلغت(86) قسمت بشكل متساوي على كلا المجموعتين, وقد تم اختيار الصف الثالث في قسم التربية الفنية والشعتبين (أ) و(ب) لتكون عينة البحث, وقد قام الباحث ببناء اختبار لقياس المفاهيم في مادة علم الجمال فضلا عن مقياس الاتجاه نحو المادة والتحقق من الخصائص السايكومترية وبعد تطبيق التجربة توصلت الدراسة الى النتائج التالية:

لانموذج بارمان اثر في اكتساب طلبة المجموعة التجريبية للمفاهيم في مادة علم الجمال

ان انموذج بارمان يحقق اتجاهات ايجابية نحو مادة علم الجمال بالنسبة لطلبة المجموعة التجريبية مقارنة بالمجموعة الضابطة
متطلبات البيئة التعليمية الداعمة للتفاعل الصفي لدى اطفال الروضة من وجه نظر المعلمات
Authors: م. م. زهرة حمزة جواد البديري
Published: October 2024

أن مؤسسة تربوية مهمة كرياض الاطفال بحاجة الى بيئة تعليمية مناسبة تحضي باهتمام  التربويين والمسؤولين لكونها كالأرض الخصبة التي تنموا فيها زهور المستقبل  وعلى أن تكون فيها كوادر تربوية كفؤة للعمل  بهذه المؤسسة التربوية المهمة التي بدورها تؤثر على قدرات الطفل ومواهبه ونموهه وصحته النفسية والجسمية والعقلية وما الى ذلك .
الكلمات المفتاحية : البيئة التعليمية ، التفاعل الصفي ، اطفال الروضة.
وقد حددت اهداف البحث بالجواب  على  التساؤل الاتي .

ما اتجاهات معلمات رياض الاطفال نحوه البيئة التعليمية الداعمة للتفاعل الفي .
ما د لالة الفرق في اتجاهات معلمات رياض الاطفال نحوه البيئة التعليمية الداعمة للتفاعل الصفي وفقاً للتحصيلهن الدراسي.

ولتحقيق هدف البحث اختيرت الباحثة (125) معلمة من مجموع (5روضات) في مديرية بغداد الرصافة الثانية بصورة عشوائية، وقامت الباحثة ببناء مقياس خاص بالبيئة التعليمية الداعمة للتفاعل الصفي لدى طفل الروضة ، وتم عرض المقياس لخبراء من ذوي الاختصاص في رياض الاطفال وألبالغ عددهم (ثمان) خبرا لبيان مدى صلاحيه فقرات المقياس ، واستخدمت الباحثة مؤشرين للصدق ألظاهري وصدق ألبناء ، اما ثبات المقياس فقد أستخرجت الباحثة الثبات بطريقة اعادة الاختبار  وقد بلغ معامل الثبات لمقياس البيئة التعليمية الداعمة للتفاعل الصفي  لدى طفل الروضة  من وجهة نظر المعلمات بطريقة اعادة اختبار (0,790 )  وبطريقة الفاكرونباخ (0,770)  وهو معامل ثبات مقبول
وعلى وفق اهداف البحث وبعد تطبيق المقياس على افراد العينة توصل البحث للنتائج الاتية :

ما اتجاهات معلمات رياض الاطفال نحوه البيئة التعليمية الداعمة للتفاعل الصفي .
لا توجد فروق في اتجاهات معلمات رياض الاطفال نحوه البيئة التعليمية الداعمة للتفاعل الصفي .
ما د لالة الفرق في اتجاهات معلمات رياض الاطفال نحوه البيئة التعليمية الداعمة للتفاعل الصفي وفقاً للتحصيلهن الدراسي.
لا توجد فروق ذات دلالة احصائية في دلالة الفرق لمعلمات رياض الاطفال وفقاً لتحصيلهن الدراسي .
Manifestaciones orales de la sífilis secundaria
Authors: Bilhalva Bettina , Dura Noelia , Lapi Corradi María Lucía , Locatelli Lencina María Lys
Published: October 2024

Introducción: actualmente la sífilis es considerada un problema de salud pública por su creciente incidencia. Aunque la misma ha ido disminuyendo desde la introducción de las penicilinas, se está experimentando un resurgir atribuible al incremento de la población inmunodeprimida y al aumento de las conductas sexuales de riesgo.
Metodología: se realizó una revisión de la literatura de artículos publicados en los últimos 10 años en español, inglés y portugués. Se consultaron las bases de datos MedLine/PubMed, BVS de Bireme, y página web del Ministerio de Salud Pública. Se utilizaron los descriptores: Cavidad Oral, Enfermedades de Transmisión Sexual, Infecciones por Treponema y Sífilis.
Discusión: la Organización Mundial de Salud ha desarrollado planes para disminuir las enfermedades de transmisión sexual y las muertes relacionadas a estas. La meta para 2030 es reducir en un 90% la incidencia de sífilis a nivel mundial. Para ello, se requiere definir las poblaciones específicas, y contar con políticas de estado que brinden recursos para mantener las medidas de una manera sostenible. Nuestro país no es ajeno a este aumento de casos registrados, por lo cual es de suma relevancia que el personal de salud se encuentre actualizado acerca de las manifestaciones clínicas de esta enfermedad que muchas veces simulan otras entidades patológicas.
Objetivo: reportar el caso de un paciente con lesiones orales como manifestación de sífilis secundaria. Este artículo destaca la importancia de reconocer las manifestaciones orales en diversas etapas de la enfermedad, subrayando la necesidad de que los odontólogos estén familiarizados con estos signos para permitir un diagnóstico temprano.
Conclusiones: un diagnóstico precoz es crucial para prevenir complicaciones adicionales y la propagación de la enfermedad.
Este artículo fue aprobado por el Comité Editorial.
Recibido para evaluación: mayo 2024.
Aceptado para publicación: junio 2024.
Correspondencia: Base Aérea Cap. Boiso Lanza. Av. Don Pedro de Mendoza 5553. Montevideo, Uruguay. Tel: (598) 22224400 interno 1404.
E-mail de contacto: lulalapi@gmail.com
Identitáskonstrukciók Kaffka Margit Színek és évek és Erdős Renée A nagy sikoly című művében
Authors: Balog Alexandra
Published: October 2024

Az utóbbi évszázad magyar irodalomtörténetében egyre gyakrabban találkozunk női szerzőkkel, egyre nagyobb elismertségnek örvendenek; ismerjük a feminista irányzatok fontosabb mozgalmait, viszont a nőirodalomról alkotott képünket nem tekinthetjük teljesnek. Ferdített válaszokat kapunk, ha csupán a nemiség szempontjából közelítjük meg az irodalomnak ezt a szeletét, de az is problémát okoz, ha ettől teljesen eltekintünk. Kutatásom Kaffka Margit Színek és évek, valamint Erdős Renée A nagy sikoly című művét tárgyalja, körüljárva a kánonból való kiszorulás kérdését, és narratív pszichológiai vizsgálat által térképezi fel a korabeli társadalmi konstrukciók identitásra tett hatását.