bluuebunny/crossref_metadata_2025 huggingface dataset:
Production and Purification of LTB-RBD: A Potential Antigen for Mucosal Vaccine Development against SARS-CoV-2
Authors: Solis-Andrade Karla I. , Gonzalez-Ortega Omar , Govea-Alonso Dania O. , Comas-Garcia Mauricio , Rosales-Mendoza Sergio
Published: October 2022

Most of the current SARS-CoV-2 vaccines are based on parenteral immunization targeting the S protein. Although protective, such vaccines could be optimized by inducing effective immune responses (neutralizing IgA responses) at the mucosal surfaces, allowing them to block the virus at the earliest stage of the infectious cycle. Herein a recombinant chimeric antigen called LTB-RBD is described, which comprises the B subunit of the heat-labile enterotoxin from E. coli and a segment of the RBD from SARS-CoV-2 (aa 439-504, carrying B and T cell epitopes) from the Wuhan sequence and the variant of concern (VOC)—delta. Since LTB is a mucosal adjuvant, targeting the GM1 receptor at the surface and facilitating antigen translocation to the submucosa, this candidate will help in designing mucosal vaccines (i.e., oral or intranasal formulations). LTB-RBD was produced in E. coli and purified to homogeneity by IMAC and IMAC-anionic exchange chromatography. The yields in terms of pure LTB-RBD were 1.2 mg per liter of culture for the Wuhan sequence and 3.5 mg per liter for the delta variant. The E. coli-made LTB-RBD induced seric IgG responses and IgA responses in the mouth and feces of mice when subcutaneously administered and intestinal and mouth IgA responses when administered nasally. The expression and purification protocols developed for LTB-RBD constitute a robust system to produce vaccine candidates against SARS-CoV-2 and its variants, offering a low-cost production system with no tags and with ease of adaptation to new variants. The E. coli-made LTB-RBD will be the basis for developing mucosal vaccine candidates capable of inducing sterilizing immunity against SARS-CoV-2.
A Novel Dry-Stabilized Whole Blood Microsampling and Protein Extraction Method for Testing of SARS-CoV-2 Antibody Titers
Authors: McCarthy Patrick , Pathakamuri Joseph A. , Kuebler Daniel , Neves Jocelyn , Krohn Madison , Rohall Michael , Archibeque Isaac , Giese Heidi , Werner Martina , Daviso Eugenio , Thomann Ulrich
Published: October 2022

The COVID-19 pandemic has revealed a crucial need for rapid, straightforward collection and testing of biological samples. Serological antibody assays can analyze patient blood samples to confirm immune response following mRNA vaccine administration or to verify past exposure to the SARS-CoV-2 virus. While blood tests provide vital information for clinical analysis and epidemiology, sample collection is not trivial; this process requires a visit to the doctor’s office, a professionally trained phlebotomist to draw several milliliters of blood, processing to yield plasma or serum, and necessitates appropriate cold chain storage to preserve the specimen. A novel whole blood collection kit (truCOLLECT) allows for a lancet-based, decentralized capillary blood collection of metered low volumes and eliminates the need for refrigerated transport and storage through the process of active desiccation. Anti-SARS-CoV-2 spike (total and neutralizing) and nucleocapsid protein antibody titers in plasma samples obtained via venipuncture were compared to antibodies extracted from desiccated whole blood using Adaptive Focused Acoustics (AFA). Paired plasma versus desiccated blood extracts yields Pearson correlation coefficients of 0.98; 95% CI [0.96, 0.99] for anti-SARS-CoV-2 spike protein antibodies, 0.97; 95% CI [0.95, 0.99] for neutralizing antibodies, and 0.97; 95% CI [0.94, 0.99] for anti-SARS-CoV-2 nucleocapsid protein antibodies. These data suggest that serology testing using desiccated and stabilized whole blood samples can be a convenient and cost-effective alternative to phlebotomy.
Effector-Memory B-Lymphocytes and Follicular Helper T-Lymphocytes as Central Players in the Immune Response in Vaccinated and Nonvaccinated Populations against SARS-CoV-2
Authors: Islas-Vazquez Lorenzo , Cruz-Aguilar Marisa , Velazquez-Soto Henry , Jiménez-Corona Aida , Pérez-Tapia Sonia Mayra , Jimenez-Martinez Maria C.
Published: October 2022

Vaccines have been recognized as having a central role in controlling the COVID-19 pandemic; however, most vaccine development research is focused on IgG-induced antibodies. Here, we analyzed the generation of IgGs related to SARS-CoV-2 and the changes in B- and T-lymphocyte proportions following vaccination against COVID-19. We included samples from 69 volunteers inoculated with the Pfizer-BioNTech (BNT162b2), Astra Zeneca (AZD1222 Covishield), or Sputnik V (Gam-COVID-Vac) vaccines. IgGs related to SARS-CoV-2 increased after the first vaccine dose compared with the nonvaccinated group (Pfizer, p = 0.0001; Astra Zeneca, p < 0.0001; Sputnik V, p = 0.0089). The results of the flow cytometry analysis of B- and T-lymphocytes showed a higher proportion of effector-memory B-lymphocytes in both first and second doses when compared with the nonvaccinated subjects. FcRL4+ cells were increased in second-dose-vaccinated COVID-19(−) and recovered COVID-19(+) participants when compared with the nonvaccinated participants. COVID-19(−) participants showed a lower proportion of follicular helper T-lymphocytes (TFH) in the second dose when compared with the first-vaccine-dose and nonvaccinated subjects. In conclusion, after the first vaccine dose, immunization against SARS-CoV-2 induces IgG production, and this could be mediated by TFH and effector-memory B-lymphocytes. Our data can be used in the design of vaccine schedules to evaluate immuno-bridging from a cellular point of view.
Factors of COVID-19 Vaccination among Hong Kong Chinese Men Who Have Sex with Men during Months 5–8 since the Vaccine Rollout—General Factors and Factors Specific to This Population
Authors: Yu Yanqiu , Ling Rachel Hau Yin , Ip Tsun Kwan Mary , Luo Sitong , Lau Joseph T. F.
Published: October 2022

This study investigated an under-researched topic regarding the prevalence of COVID-19 vaccination behavior among Chinese men who have sex with men (MSM) and the associations of this with general and MSM-specific perceptions grounded in the health belief model (HBM) and the theory of planned behaviors (TPB). A total of 400 Chinese MSM were recruited from multiple sources (site recruitment, online recruitment, and peer referral) in Hong Kong from July to October 2021, who then participated in a structured telephone interview. Of all the participants, the prevalence of COVID-19 vaccination (i.e., taking at least one dose of COVID-19 vaccination) was 78.3%. Multivariable logistic regression analyses showed that, after adjusting for background factors, (1) the general and MSM-specific HBM variables of perceived benefits and self-efficacy were positively associated with COVID-19 vaccination behavior; (2) the items or scale of general/MSM-specific perceived barriers and social norms were negatively associated with COVID-19 vaccination behavior; (3) the general perceived severity and MSM-specific perceived susceptibility, perceived severity, and cue to action were not significantly associated with COVID-19 vaccination behavior. The findings suggest that the HBM and social norm construct of the TPB only partially explained the participant’s COVID-19 vaccination behavior. Health promotion may need to focus more on modifying perceptions related to COVID-19 vaccination rather than COVID-19.
Spatio–Temporal Variability Characteristics of Coastal Soil Salinization and Its Driving Factors Detection
Authors: Song Ying , Gao Mingxiu , Wang Zhuoran , Gong Tengfei , Chen Weifeng
Published: October 2022

The utilization efficiency of land resources in the coastal area of the Yellow River Delta has been deeply affected by salinization hazards. Key to improvement of the utilization efficiency of resources in this area is to grasp the spatio–temporal variability law of soil salinity and identify the driving factors of salinization. Wudi County in the coastal area of the Yellow River Delta is taken as the study area. Based on the data obtained from field measurements and laboratory analysis, the characteristics of soil salinity in spring and summer were analyzed by classical statistical methods; the spatial differentiation characteristics of salinization were analyzed from two–dimensional and three–dimensional perspectives using the geographic information system (GIS) and groundwater modeling system (GMS); the time variation characteristics of salinization were quantitatively analyzed by introducing the salinization severity index (Si) and the dominant index of salinization degree change (Ci). The results show that: (1) In the study area, the soil salinity of the surface layer (0–15 cm) in summer is lower than that in spring, but the sub–surface layer (15–30 cm), the middle layer (30–45 cm) and the bottom layer (45–60 cm) are all larger than the corresponding layers in spring, and the correlation between the soil salinity of each layer in summer is generally lower than that in spring. (2) In two–dimensional space, the areas with a surface soil salinity greater than 0.4% in both seasons are mainly located in the northern part of the study area; in three–dimensional space, the soil is mainly moderately salinized in both seasons, and the complexity of the distribution of the salt profile is higher in summer than in spring; (3) Mashanzi Town was the area most seriously affected by salinization in both seasons (Si values were greater than three); In the process of seasonal alternation, the dominant change type of salinized soil is from mild aggravation to moderate, with Ci value of 38.43%, followed by severe alleviation to moderate, with Ci value of 35.49%; (4) The driving factors of soil salinization in spring are mainly the soil salinity of the subsurface and middle layer, and soil water content; and in summer, mainly the soil salinity of subsurface layer, vegetation coverage and vegetation cover type. The interaction between any two factors has greater influence on the spatial variation of salinization than the corresponding single factor.
Chronic Effects of Formalin on Erythrocyte Counts and Plasma Glucose of Nile Tilapia, Oreochromis niloticus
Authors: OMOREGIE EDOSA
Published: October 2022

The effects of sublethal concentrations of formalin on the erythrocyte counts and plasma glucose of Nile tilapia, Oreochromis niloticus, were investigated using static bioassays and continuous aeration during a 12-week exposure at concentrations of 25.0, 6.25, 3.125, 1.56 and 0.00 (control) mg·l·1• The toxicant led to anemic and hyperglycemic responses in the test fish. The severity of these conditions was directly proportional to the toxicant concentration. However, at 1.56 mg·l-1 concentration no significant effects (P>0.05) were observed in the test fish. Precautions in the successful use of formalin to control ectoparasites on fish is discussed.
Water Stability of Shrimp Pellet: A Review
Authors: LIM CHHORN , CUZON GERARD
Published: October 2022

The quality of shrimp diets is determined not only by their nutritional make-up but also by their physical properties, especially water stability. Shrimp pellets should be physically stable to minimize disintegration and loss of water-soluble nutrients upon exposure to water, and during the ingestion process. Water stability can be improved through the use of binders. A wide variety of natural, modified or synthetic products have been tested as binders with varying degrees of success. The water stability of pellets can also be greatly improved by proper selection of feed ingredients, processing techniques and the use of proper processing equipment. However, the degree 4nd duration of water stability required can be lower if diets possess suitable texture, size or shape and contain chemotactica11y-attractive substances (attractants) which enhance feed consumption. Proper feed distribution and daily feeding schedule, and more frequent feeding decrease the time in which feeds must remain in the water, and thereby reduce the duration of pellet water stability required.
Experimental Culture and Particle Filtration by Asian Moon Scallops, Amusium pleuronectes
Authors: RICE MICHAELA.
Published: October 2022

Growth rates were determined for scallops (35-75 mm valve height) held in pocket nets and lantern nets at varying densities. The Ford-Walford linear transformation of the von Bertalanffy growth equation was used to allow quantification or food-limited stunting. Pocket nets allowed for greater growth of scallops than did the lantern nets at all stocking densities. The growth rates of scallops in pocket nets, nevertheless, were well below the growth of scallops in the wild. Clearance rates of Caribbean strains of Isochrysis galbana (C-lso) and Chaetocerous gracilus (C-Cg) were determined for moon scallops, Amusium pleuronectes, in static chambers at 28 °C. The scal­lops have a great capacity to filter both species of phytoplankton. Clearance rates ranged from 2.84 to 12.13 l·(g·h)·1 dry weight (4.7 x 106 to 9.8 x 106 cells·min•1 or 1.3 x 108 to 2.8 x 108 cells·[g·hI·1) in pre-conditioned 70-mm animals. The threshold cell concentration for the beginning of pseudofeces production is <20,000 C-Cg cells·m1·1• The high rates of particle clearance and con­comitant water transport by A. pleuronectes are adaptations to their native warm oligotrophic waters. These high clearance rates, coupled with their habit of active swimming (>9 m per swim), may limit this species to low density bottom pen culture methods.
An Improved Technique for Chromosome Karyotyping from Embryonic and Soft Tissues of Tilapia and Salmonids
Authors: HUSSAIN M.G. , McANDREW B.J.
Published: October 2022

In the present technique, we modified partly or completely, many conventional steps of chromosome methodologies for teleost fishes which have been reported (Kligennan and Bloom 1977; Chourrout and Itskovich 1983; Chourrout and Happe 1986; Don and Avtalion 1986). The modified technique resulted in superior and high quaJity chromosome spreads on the periphery of cell rings obtained from samples of embryonic and sort tissues of Nile tilapia, Oreochromis niloticus, and two salmonids, Salmo salar and S. trutta. This improved karyological technique Is readily and widely available for tilapia and salmonids, as well as for other finfish species suitable for aquaculture.
Use of Human Chorionic Gonadotrophin (hCG) for Induced Spawning in Tilapia Under Laboratory Conditions
Authors: GARCIA-ABIADO M.A.R.
Published: October 2022

A study was conducted to determine the optimum dosage of Chorulon®, a commercial preparation of human chorionic gonadotrophin (hCG), for increasing spawning rates in the Nile tilapia, Oreochromis niloticus, under laboratory conditions. Dosages of 500-3,500 IU·kg·1 body weight hCG were injected intramuscularly into sexually-mature females reared in fiberglass aquaria. Spermiating males were provided at 1 :1 sex ratio. The number of ovulated and mouthbrooding females were determined 24 h after injection. The eggs from ovulated females were stripped and fertilized artificially while those from mouthbrooding females were removed from the oral cavity of the fish. All eggs were transferred to individual zuger jars for determination of pigmentation rates as an indicator of fertilization rates. Results showed that dosages of 2,000-3,500 tu·kg·1 hCG were effective in significantly increasing the percentage of females either ovulating or mouthbrooding 24 h after injection (25-75%), with pigmentation rates ranging from 36 to 83%. The optimum dosage of the hormone was 3,500 IU·kg
Conceição Evaristo e Eliane Potiguara: uma análise comparatista
Authors: Marques Davina
Published: October 2022

Nos últimos anos, e principalmente a partir da legislação que responsabiliza profissionais da educação a se envolverem e divulgarem em seus programas de ensino a história e a cultura dos povos africanos e dos povos indígenas (as leis 10.639/03 e 11.645/08), temos tido a oportunidade de acompanhar a publicação de uma quantidade enorme de materiais e de estudos. Este trabalho, entendendo a literatura afro-brasileira e indígena como produções singulares no nosso país, faz um recorte da obra de duas autoras, a saber Conceição Evaristo e Eliane Potiguara, explorando seus escritos a partir de um olhar e de uma perspectiva feminista, mais radicalmente ainda, a partir de uma teoria feminista de viés negro, que será levada à questão indígena. Assim, exploraremos dois textos dessas autoras a partir de uma incursão iniciada por bell hooks em “Mulheres negras: moldando a teoria feminista” (HOOKS, 2000; 2015). Assim, a partir do conto “Olhos D´água”, de Conceição Evaristo, e de trechos de “Metade cara, metade máscara”, de Eliane Potiguara, faremos uma discussão sobre as potências libertadoras dessa produção.
The Role of Mobile Technologies in the Development of Key Competencies – a Review Study
Authors: Tran Daniel , Kostolányová Kateřina
Published: October 2022

Modern education is based on the development of key competencies. By developing key competencies, we should prepare pupils and students for real life, i.e. for their beneficial integration into society and their professional life. At the same time, digital devices are penetrating education, of which mobile technologies have a strong position in education. Much research has looked at the impact of mobile technology on the learning process, motivation and learning fixation, but does this technology have an impact on the development of key competencies? These thoughts led the authors to produce a review study that maps the role of mobile technology in the development of key competencies. The paper aims to analyse the available literature and determine the current state of the art on the issue described above. In the theoretical part of the paper, the authors describe the theoretical background that formed the basis for the development of the review study. The theoretical part of the thesis deals with the area of mobile technologies in education, where the authors define the term mobile technologies and briefly outline their position in education. Another area discussed is key competencies, where the authors define the term, describe their role in the context of European education, and focus in detail on key competencies for learning, problem solving, communicative competencies, and digital competencies. The last theoretical area described is the the research methodology, in which the authors focus exclusively on defining the concept of a review study. The research part contains the methodology of the conducted research, where the specific procedure of the review study is described. 50 publications were selected and analysed in detail, and the information found was recorded in a table. The results of the research do not only contain conclusions about which key competencies are developed by mobile technologies but also look at, among other things, what level of education uses this technology or how different countries perceive this issue. The results of the research can serve as a basis for further research that can look at the relationship between mobile technology and specific key competencies.
Improving Online Learning Design for Employed Adult Learners
Authors: Nguyen Ngoc Buu Cat
Published: October 2022

With the growing need for developing competence at workplaces, the number of employed adult learners is increasing in higher education institutions to follow continuing education. Often they are educated and treated as traditional students. To satisfy the learning demands of employed learners, work-integrated education has emerged to spotlight the importance of the integration of work and education in contemporary education. Many studies show that employed adult learners have different and more complex ways of learning compared to traditional students. Furthermore, employed adult learners have lacked the attention of researchers and educators to enhance their learning in general and online learning in particular. Meanwhile, online learning is a preferred way for learners who work and study in tandem. This study aims to make the online learning design for employed adult learners more effective and adaptable to their circumstances by asking the research question “How can online learning design for employed adult learners be improved?”. The case study of a course for employed adult learners was examined with a mixed method approach including interview and learning analytics. The interview data laid the groundwork for developing assumptions and hypotheses for the examination of employed adult learners’ learning patterns. Learning analytics consist of data visualization, which revealed employed adult learners’ learning patterns, and statistical tests, which inspected the validity and reliability of the patterns revealed by the log data. The log data were extracted from the learning management system, which recorded the educational activities of the learners during the course. This study exposed the pitfalls of the learning design including average to low engagement not only in learning but also in the course. As a result, the indicators to improve the online learning design for employed adult learners comprise investing in learning materials and increasing online interaction to fortify learner engagement in the course, thereby enhancing course completion. The indicators are viewed as the first step in the process of developing a proper and effective online learning design for employed adult learners. Finally, the reflection on online interaction for employed adult learners is also discussed.
A new e-Learning Resource to Support Music Education in Romanian Schools
Authors: Moldovan Maria , Nedelcut Nelida
Published: October 2022

The pandemic has demonstrated the need for e-learning tools to support Romanian music education. The lack of digital resources in the national language adapted to the Romanian music curriculum made it difficult for students to learn using foreign applications with a different music notation system from Romania’s during the online teaching period. In response to this, we created a software tool that supports musical instruction in line with the outcomes expected by the country's school music curricula. This study investigated the effect of the new software on improving learning outcomes and student motivation. The participants were three experimental groups from eight schools. Group A (n = 60 pupils) were required to use the software for six weeks, at least 15 minutes per day, five days a week. This was carried out under teacher supervision in classrooms and under teacher guidance at home. Group B (n = 61 pupils) were asked to use the software once a week for six weeks in their music lessons. Group C (n=10 teachers) lead the application's testing process. Each child was allocated a unique code (to ensure each pupil's anonymity), which enabled the researcher to observe their activity. The average total use per child in Group A was 48 sessions, and for Group B, it was 12 sessions. The results for Group A showed pupils had notably enhanced their learning outcomes. Of the (n=60) pupils, 96% reported feeling 'highly motivated' by the software. The tool's facility for personalised, needs-focused exercises with immediate feedback was identified as particularly helpful. Group B, who used the software occasionally, made slower progress, but 93% reported that the addition of the software was preferable to traditional classroom music education conducted without such individual-focused technology. Out of (n=121) pupils, 94% reported the software was easy to learn and use. Each of the ten teachers who led the testing process reported increased accuracy of the elements practised with the software after six weeks of usage and decided to continue using it. More exercise resources are currently being developed for the software. Now also in English, it is easily translatable into other languages.
Investigating Teachers' Transition From Traditional to Online: A Case Study on Accounting Teacher Perspectives
Authors: Pathiranage Anne , Karunaratne Thashmee
Published: October 2022

The COVID-19 pandemic has significantly impacted online education, increasingly converting traditional classrooms to fully online platforms.  Consequently, a progressing country in the global south, Sri Lanka, has undergone a challenging period during this transition due to various social, economic, and cultural influences. Focusing on the rapid change within Higher Education in Sri Lanka, this paper aims to empirically investigate teachers’ perceptions of online education provisions and challenges during the pandemic that can be utilised for effective and efficient technology-enhanced learning. The study was based on a thematic analysis of interview data from eight teachers in the subject area of accounting. Their experience regarding the transition from the traditional classroom to online education is captured under four main themes, students’ behaviour in the online setting, teachers' approach to handling the online environment, institutional support, and teachers’ perceived effectiveness of online education. The identified experiences are utilised to benefit future online teaching and learning of accounting in an effective and efficient, technologically enhanced environment.
Artificial Intelligence to improve learning outcomes through online collaborative activities
Authors: Nalli Giacomo , Amendola Daniela , Smith Serengul
Published: October 2022

A key strategic objective of the University courses is the promotion and development of new and innovative teaching activities, also through the e-learning environment, with the aim of providing students with direct involvement in the learning process. Collaborative activities represent important and effective teaching methodologies that allow the improvements of learning outcomes through active learning. Furthermore, they can allow the development of soft skills because they enable learners to work together and practice critical reflection and conflict negotiation. Recently, online learning environments are being used to design and deliver assignments based on student work groups. Indeed, the development of digital technologies allows the organization of these online activities in a flexible way for both students and teachers. The goal of this work is to develop successful collaborative activities for undergraduate students to ensure the improvement of knowledge and soft skills on a specific topic. One of the fundamental factors that influence the success of collaborative learning is the students’ group formation, which consists in the realization of heterogeneous groups in terms of cognitive resources, characteristics, and behaviors, composed by four or five students. However, the correct implementation of groups requires careful profiling of each student’s behavior which can be difficult for the teacher to detect. In this work an intelligent software, developed using Artificial Intelligence algorithms, was used to assist the teacher in the realization of heterogeneous groups of students. It is composed of a Machine Learning model, consisting in clustering techniques applied to Moodle learning analytics performed to return clusters that identifies different students’ profiles, and a specific algorithm that automatically organizes the groups, ensuring the heterogeneity including at least one student from each cluster. At the end of the execution the software returns the list of the heterogeneous groups to the teacher. The software was applied to assignments that required working group within a specific online course for university students, using a Moodle e-learning platform. The quantitative analysis demonstrated the effectiveness of the numerical method for group composition proposed in this work to ensure successful collaborative activities, confirmed also by the perceptions of the students on the course.
Analysing reflections of academics through the framework of well-being
Authors: Patnaik Sweta
Published: October 2022

Although South Africa is a developing economy, the majority of its people live in poverty, exacerbated by load shedding, which leads to issues relating to connectivity and access to technology. This affects the teaching and learning modes of academics in the higher education sector. Academics have previously, and during the pandemic, shown efficiency and effectiveness in moving to various modalities as and when expected. The same was displayed when they were asked to prepare for online or remote teaching platforms that some of them had previously used. Consequently, in academia, this shift resulted in an escalation of the adoption of novel pedagogies accompanied by increased stress and anxiety-related illnesses. In this paper, the researcher reported on the findings of a survey conducted via focus group interviews with departments at a university of technology in South Africa to analyse its impact on their work and/or work-life balance. Ryff’s (1995) theory of well-being was used to analyse the qualitative data. The findings conclude that the lockdown and subsequent move to online teaching has had a negative impact on the well-being of academics. Significant outcomes of online teaching, along with positive outlooks, caring relationships, and support between management and colleagues, have been reported.
Investigating Learning Experience When Lecturer and Learners’ Roles are Reversed
Authors: Adinda Dina , Denami Maria , Jeunesse Christophe
Published: October 2022

The "reversed classroom" involves the reversals of the learning instruction and the lecturer and student roles in class. The study investigates the learners' views of a reversed classroom on their first online learning experience, the development of the competencies targeted by the course, and how the reversed classroom promotes self-direction. On three occasions (at the beginning, middle, and end of the course), learners were required to complete a self-positioning survey and declare their perceptions of their competencies. They were also invited to point out their learning experience using a questionnaire. Data collected were analysed using the descriptive analysis method. Learners also shared their views on how the adopted reversed classroom ensured their self-directed learning in the interview. This data was analysed using thematic analysis. The findings revealed that although this was the learners' first experience of a reversed classroom, they appreciated it and developed various competencies. They further confirmed that the learning setting, the mentoring roles, and the pedagogical styles adopted successfully ensured their self-direction in learning.
Empowering students to engage in the design of COVID-19 related gamified applications
Authors: Nicolaidou Iolie
Published: October 2022

COVID-19 related games have recently been developed to combat misinformation and raise awareness of COVID-19 protocols. COVID-19 related games or gamified apps were designed using top-down approaches (from company to players). The COVID-19 pandemic highlighted challenges in their uptake and usage. Strategies such as co-design may be leveraged to address these challenges, particularly for developing new technologies. This in-progress, exploratory mixed-methods study aimed to engage university students in designing gamified applications to address their needs amidst and post-pandemic. Its first step was to empower students to think of design ideas. The study's research questions were: What are students’ goals for designing pandemic-related gamified apps? To what extent do students make use of gamification techniques in their design? A convenience sample of 20 third/fourth-year undergraduates expressed their ideas individually, in an online class, at a time of university closures (May 2021). A second sample of 37 first-year undergraduates engaged in the same activity in a face-to-face class (December 2021). The data were analyzed using a qualitative data analysis software. Thematic analysis was used, data were coded, and themes and sub-themes emerged. Qualitative analysis of all 57 students’ responses revealed two main themes expressed by students as a goal for their app: a) increasing pandemic awareness and following hygiene protocols (24/57, 42.1%) and b) building resilience through different ways to cope with the pandemic, including physical exercise, social interaction, entertainment and education (31/57, 54.4%). Students maintained similar design goals for proposed apps despite increasingly less strict public-health measures from May to December 2021. The majority of students (52.6%, 30/57) used one to three gamification techniques, while 38.6% of them (22/57) did not use any. Third/fourth-year students used significantly more (t55=4.65, p=0.000) gamification techniques (M=2.35, SD=1.31) compared to first-year students (M=0.81, SD=1.13). The first stage of this study showed value in involving students in the design of interventions that targeted themselves and revealed the need for training students who lack a design background in identifying relevant gamification techniques. Future research will aim to materialize students’ suggested design ideas into design prototypes by involving them in the process through interdisciplinary collaborations.
What Previous Research Says About Virtual and Augmented Reality in Higher Education
Authors: Sümer Murat , Vaněček David
Published: October 2022

Virtual reality is a computer-generated environment with scenes and objects that appear to be real, making the user feel they are immersed in their surroundings. It is not a recent technology, nor is its application to education. Despite its popularity, it is not widely used in education because of its limitations including required technologies, the cost and etc. In order to gain a better understanding of how it is used in higher education so far and what the trends regarding courses and teaching methods in which virtual and augmented realities are integrated are, it is thought that it may be helpful to conduct a systematic review of the use of virtual reality in higher education.

This paper aims at contributing to an understanding of using virtual reality in higher education in the context of technology enhanced learning. So, it is designed as a systematic literature review with five steps. Those steps are description of research questions, searching for relevant published research, screening of those research, coding of them, and lastly analysing and mapping the data. Based on the data, it can be said that virtual and augmented realities in higher education have been mostly implemented in the medicine courses and simulations have been mostly implemented in virtual and augmented realities in higher education as teaching strategies.
Universal Design and Language Teaching: Disrupting the Pedagogies of Realistic Mixed-ability Teaching
Authors: Kasch Henrik
Published: October 2022

Although computer-assisted language learning and computer-assisted learning can be seen to be the precursors of if not simply the very backbone of E-learning, it is still rare to connect E-learning with special education needs (SEN) pedagogy. The full potential of cross-breeding computer-assisted language learning and Universal Design for Learning has been experimentally investigated by this author, but apparently not by others. Findings in the above-mentioned studies point to augmented learning opportunities for the whole classroom by aiming to offer comprehensive scaffolds design reaching out to SEN learners. The comprehensive SEN-compatible design, though, can be used, as the author has documented (Kasch 2019, 2020) by non-struggling average and above-average learners as well so as to virtually disrupt the classical language pedagogical ideas of having to face the limits of "realistic mixed-ability teaching". Rather, as a few studies also point to - e.g. , E-Learning pedagogy can be enlightened by Universal Design for Learning (UDL) and thus offer learners what they need, being offered scaffolds and support they did not think belonged in language learning materials. This presentation will look at struggling and non-struggling learners' experiences of using assistive universally designed E-learning materials in interview responses (n = 32) in English language learning and come up with a proposal for how UDL can inspire language learning in E-learning designs and pedagogy in general so as to disrupt pedagogical thinking underlying contemporary E-learning designs in language teaching.
Preferences of Grade R-12 learners in South Africa for Digital Game-based Learning
Authors: Mamotheti Makhasane , Daramola Olawande
Published: October 2022

Evidence from the literature suggests that Game-based Learning (GBL) can help students learn better. A gamified environment can provide a blend of serious learning and fun for students. Some researchers have observed that GBL could stimulate valuable educational outcomes and positively impact a child's life. However, evidence shows that students in poor communities in South Africa are performing poorly academically due to poor student engagement and lack of motivation. Although GBL platforms are being used widely in some developed countries, they have not been widely adopted in South African schools. This paper provides insight on the preferences of learners in South African schools with respect to GBL. We conducted a survey involving participants from four South African Schools (2 Primary schools and 2 Secondary schools) to determine the type and mode of GBL that Grade R-12 learners prefer. A total of 193 learners participated in the survey. The study found the learners' preferential order of type of games are puzzles, video games, simulation games, word games, and card games. The aspects of visual aesthetics, musical scores, and incentive appeal to most learners. At the same time, there is also a preference for games that involves a challenge, enable competition with peers, and promotes curiosity. Based on our findings, we argue that multiplayer game platforms that have rich social interaction features would suit learners in South African schools, while single-player game platforms that can stimulate logical thinking and reasoning will also be helpful to aid learners in identified difficult subjects like Mathematics, Mathematical Literacy, Pure Science, accounting, and Geography. The study provides a solid foundation for understanding the requirements for developing GBL solutions to support education in South Africa. Furthermore, the study's findings could guide government policy on the adoption of GBL and software developers in making design choices during the development of GBL platforms.
Strategi Adaptasi UMKM di Gampong Karang Anyar Kecamatan Langsa Baro Aceh Merespon Dampak Covid-19
Authors: Tarlis Andi , Setyasari Untung Eko , Pospos Ade Fadillah FW
Published: October 2022

Pelaku usaha di Indonesia mayoritas didominasi oleh pelaku usaha mikro, kecil, dan menengah (UMKM). UMKM merupakan pilar perekonomian di Provinsi Aceh khususnya di Gampong Karang Anyar Kota Langsa, yang selama ini mampu bertahan di berbagai krisis ekonomi, dan memiliki tingkat pertumbuhan yang stabil. Kegiatan berjudul Strategi Adaptasi UMKM di Gampong Karang Anyar Kecamatan Langsa Baro Aceh merespon dampak Covid-19. Kesimpulan dalam kegiatan yaitu Hasil yang diharapkan dari kegiatan seminar kewirausahaan memberikan metode pengetahuan terhadap pemasaran produk seperti strategi marketing, e-commerce, branding produk, dan laporan keuangan.
Formación integral: educar para la convivencia y la paz
Authors: Aznar Díaz Inmaculada , Cáceres Reche María Pilar , Hinojo Lucena Francisco Javier
Published: October 2022

Según los especialistas en convivencia escolar, “ni las medidas ocasionales, ni los modelos punitivos, ni el tratamiento puramente reglamentista” sirven para tratar el problema de la violencia en las aulas. El problema exige proyectos educativos que establezcan normas de convivencia elaboradas por todos los sectores de la comunidad y que deberán ser respetadas por todos sus miembros, como el diseño de los Planes de Convivencia.

Un aspecto esencial en el replanteamiento de la Institución Educativa y de su cultura escolar, basada en el desarrollo de unos valores democráticos y de convivencia armónica, es considerar la necesidad no sólo de fijar marcos teóricos y conceptuales para “enseñar” a convivir (contenido), sino que será preciso prestar gran atención a la forma en la que se desarrolle esa convivencia escolar, esto es, que exista una correspondencia entre los planteamientos teóricos (“lo que se dice”) y las pautas y hábitos comportamentales cotidianos (“lo que se hace”). La coherencia interna en la propia institución será la piedra angular para garantizar, muchas veces, el éxito de las metas educativas previstas.
Historia de un maestro que teniendo en obra gris su subjetividad… vino la Pedagogía y sopló y sopló…
Authors: Robayo Aydeé Luisa
Published: October 2022

La autora interpela la fractura producida en su descentramiento de la experiencia reflexiva en el proceso de la Maestría que está desarrollando, en la narrativa propone un sujeto no objeto de enunciación sino una subjetividad que se enuncia desde lugares particulares de teorización.
Referentes permisivos y conductas tiránicas en los hijos
Authors: Sánchez Asín Antonio
Published: October 2022

Muchos padres educan a sus hijos con ausencia de referentes o permisividad excesiva. Lo anterior obliga a los educadores a iniciarles para que aprendan a poner límites, cuidar su formación e insistir en la paternidad responsable. Este planteamiento permitirá ganar terreno en un campo donde la desorientación por el cambio sociofamiliar requiere ganar nuevos esquemas dentro de un modelo educativo, el cual se ve desbordado por una conflictividad que tiene sus raíces en el seno familiar.

Desde la comunidad escolar no debe dejarse al azar y a la intuición una parcela tan decisiva en la confor­ma­ción de la personalidad autónoma de nuestros hijos y alumnos.

La función altamente orientadora de las Ciencias de la Educación nos obliga a no descuidar una parcela donde se requiere cuidar con esmero la formación de los padres y educadores infantiles, para enseñarles a conocer a sus hijos y alumnos, comunicarse con ellos, entender sus respuestas y ejercer con seguridad sus decisiones, especialmente en el período de los primeros años.

Saber entender la imposición de límites y aprender a utilizarlos, representa romper una barrera, por la difi­cul­tad que ello supone para muchos padres que nunca han tenido la oportunidad de ser formados para afrontar estas situaciones que les desbordan, les hacen sufrir y les angustian.
Construcciones pasivas en español argentino como lengua materna: un estudio de comprensión en niños de 3 años
Authors: Álvarez Adriana , Casares M. Fernanda , Zinkgräf Magdalena
Published: October 2022

El lenguaje adulto del español argentino demuestra que la estructura pasiva no es habitual. Sin embargo, el manejo de esta estructura se ha constituido como un hito en los estudios de adquisición de diversas lenguas. Debido a que escasas investigaciones se han realizado en cuanto al español argentino, este trabajo se ocupa de la comprensión de estructuras pasivas truncadas y completas en niños de temprana edad. Mientras que algunos de los estudios en la literatura intentan demostrar que las dificultades que se les presentan a los niños en relación a esta forma se basan en problemas de maduración del sistema computacional, es decir, la sintaxis del niño, en este trabajo se presentan los resultados de un experimento diseñado para evaluar la comprensión de estas formas en niños de 3;6: 4;0 que indican que dichas complicaciones escaparían a la maduración del sistema computacional. En su lugar, se propone que los niños se enfrentan a problemas en el procesamiento de la información y cuestiones cognitivas que involucran el foco de atención.
El estrés académico en estudiantes latinoamericanos de la carrera de Medicina
Authors: Román Collazo Carlos Alberto , Ortiz Rodríguez Felino , Hernández Rodríguez Yenima
Published: October 2022

La presencia del estrés en estudiantes de todos los niveles y edades es una realidad que acontece en las instituciones académicas siendo los perfiles de ciencias médicas los de mayor impacto y niveles de estrés. El objetivo de este trabajo es describir los niveles de estrés autopercibido, sus manifestaciones fisiológicas, psicológicas y posibles causas asociadas a la docencia en una muestra de estudiantes latinoamericanos de primer año de la carrera de medicina. A partir de un diseño no experimental, descriptivo-explicativo, transversal, se realizó un muestreo probabilístico de 205 estudiantes en la Escuela Latinoamericana de Medicina. Se aplicó el cuestionario Inventario de Estrés Autopercibido a la décima semana del primer semestre de la carrera de medicina. Los resultados evidenciaron elevados niveles de estrés autopercibido, con un predominio de manifestaciones cognitivo afectivas, asociados fundamentalmente a los resultados académico, al sexo y a la edad del estudiante. Los principales estresores son eventos asociados al proceso de gestión de la docencia, correspondiendo a la organización y proceso tecnológico como unidades estratégicas.
Las creencias sobre los factores que generan un ambiente exitoso de aprendizaje en profesores de Educación Superior
Authors: Ponce Meza Rosa Miriam
Published: October 2022

Este estudio examina las percepciones de los maestros de asignaturas de administración, mercadotecnia y formación en valores sobre el ambiente de aprendizaje exitoso. Los participantes son miembros activos de una universidad estatal que se capacitaron en las ideas y aplicación del constructivismo para el diseño de planes de clase. Se utilizó el instrumento diseñado por Varrella y Burry-Stock (1997) sobre las creencias de los profesores para generar ambientes de aprendizaje (CGAA). El instrumento fue usado para determinar las creencias constructivistas en su identificación y comparación. Dos fueron las preguntas exploradas: a) ¿cuáles son las creencias de los profesores sobre el ambiente de aprendizaje de sus asignaturas?, y b) ¿cómo estas creencias pueden compararse? El análisis de las respuestas al instrumento CGAA indica que aunque las creencias varían los maestros poseen creencias recurrentes sobre el constructivismo. La autora sugiere que la identificación de las creencias de los maestros es crucial para determinar las necesidades de capacitación, en específico, en el manejo de diferentes estrategias de enseñanza, en el uso de diversos materiales y recursos, así como el diseño de actividades que involucren la actividad de los estudiantes.
Habilidades de pensamiento y aprendizaje profundo
Authors: Valenzuela Jorge
Published: October 2022

El presente artículo tiene como objetivo exponer el rol de las habilidades de pensamiento en el aprendizaje profundo, y mostrar algunas pistas sobre cuáles habilidades de pensamiento sería importante enseñar en un contexto escolar, y cómo. Para ello, abordamos el concepto de aprendizaje profundo, la necesidad de adquirir un pensamiento de calidad es decir, crítico, creativo y metacognitivo, la necesidad de enseñar a pensar (habilidades de pensamiento) y finalmente la cuestión de qué habilidades enseñar en el contexto escolar y algunas pistas en torno a cómo enseñarlas.
El derecho de los más pequeños a una pedagogía de las oportunidades en el siglo XXI
Authors: Peralta Espinosa María Victoria
Published: October 2022

El trabajo parte de una visión panorámica de los problemas que se están presentando en la pedagogía con los niños durante el primer ciclo de vida, y hace una revisión de los principios pedagógicos que en el mismo vienen postulándose desde hace más de cien años, resaltándose su riqueza. A partir de allí, y considerando junto con su propio desarrollo los aportes actuales al tema hechos desde las diferentes disciplinas y ciencias que nutren a la pedagogía, y a la luz de las ventajas adquiridas por la acumulación de conocimiento y experiencia así como de las conquistas alcanzadas con los Derechos del Niño, se plantea la necesidad de aportar una nueva mirada para reconstruir estos principios específicos, de manera que se constituyan en la base primordial de todo currículo educacional que se quiera desarrollar para este ciclo.