bluuebunny/crossref_metadata_2025 huggingface dataset:
Aplicação de KCL por cordocentese em feto com anencefalia no contexto do aborto legal
Authors: Araujo Amanda Santana , Leite Morales Fernando Martins
Published: October 2024

Relato de caso de paciente primigesta com diagnóstico gestacional de feto  com sequência acrania-anencefalia visto por ultrassonografia de 18 semanas e 4 dias e confirmada por subsequente ultrassonografia de 20 semanas e 4 dias. O prognóstico de feto anencéfalo faz similaridade ao conceito de “morte” definido na convenção de 1968, ocorrida na Harvard Medical School, onde foi estabelecido que o fim da vida seria no momento em que se diagnosticasse a morte cerebral, com o fim das atividades cerebrais, ressaltando a excepcionalidade do caso do feto com anencefalia. Conforme estabelecido pelo artigo 128 decisão do Código penal de 1940, associado a decisão do STF, após julgamento da ADPF 54 de 2012, julgando procedente a ação para garantir que gestantes de fetos anencéfalos tenham o direito de interromper a gravidez, esclareceu todas as dúvidas dos genitores sobre o prognóstico fetal. Com a assinatura de TCLE, enfim, tornou legal a interrupção da gestação nos casos de anencefalia, em qualquer idade gestacional. Nas gestações em idade gestacional mais avançada, foi estabelecido que a indução do parto deveria ser precedida pelo óbito fetal, provocado por assistolia fetal, para o sucesso do procedimento, com o objetivo de oferecer conforto materno diante do diagnóstico incompatível com a vida. Após uma ampla pesquisa em bancos de dados, não foi encontrado nenhum caso similar na literatura, o que torna relevante esse relato para conhecimento dos profissionais da saúde. Portanto, o objetivo deste relato é disseminar o caso para possíveis situações semelhantes e, assim, ampliar o conhecimento sobre o manejo adequado.
أثر المساعدات والمنح الخارجية في مؤشرات الاقتصاد الكلي الفلسطيني: دراسة قياسية للفترة (1994-2013)
Authors: أبوعيدة عمر محمود
Published: October 2024

يهدف هذا البحث إلى تحليل أثر المساعدات والمنح الخارجية في مؤشرات الاقتصاد الكلي الفلسطيني خلال الفترة (١٩٩٤-٢٠١٣). ولتحقيق هذا الهدف تم تطبيق نموذج قياسي مكون من شقين: الأول يحدد مدى تبعية مؤشرات الاقتصاد الكلي للمساعدات والمنح الخارجية، والثاني يختبر أثر المساعدات على النمو الاقتصادي الفلسطيني. حيث أظهرت النتائج أن أثر المساعدات والمنح الخارجية في الناتج المحلي الإجمالي الحقيقي ٠.٣٤٪، وعلى مستوى المعيشة الفلسطيني ٠.١١٪، وعلى الاستهلاك النهائي لقطاع العائلات الفلسطيني ٠.٣٢٪، وعلى الاستهلاك النهائي للمجتمع الفلسطيني (الأفراد والحكومة) ٠.٣٦٪، وعلى الإنفاق الحكومي للسلطة الوطنية الفلسطينية ٠.٢٦٪، وعلى التكوين الرأسمالي الإجمالي ٠.٠٨٪، وعلى عدد العاملين في الاقتصاد الفلسطيني ٠.٤٥٪، وعلى حجم الصادرات من السلع والخدمات إلى الخارج ٠.٤٧٪، وعلى المديونية العامة للسلطة الوطنية الفلسطينية ٠.٩٣٪. كذلك أثبتت نتائج التحليل القياسي وجود أثر إيجابي للمساعدات والمنح الخارجية على النمو الاقتصادي الفلسطيني بمعدل ١.٧١٪، ومن أهم التوصيات التي اقترحت ضرورة توجيه المساعدات والمنح الخارجية نحو المشاريع التنموية والتطويرية ما أمكن، واستخدام المساعدات والمنح الخارجية لتحفيز معدلات التوظيف والتقليل من حدة البطالة السائدة في الأراضي الفلسطينية، وكذلك ضرورة توجيه المساعدات والمنح وإدارتها بالشكل الذي يمكن من خلاله تحقيق مستويات حقيقية من النمو الاقتصادي بشكل أكبر.
Game-based Learning for Science Education in Institutional Care Settings in Northwestern Mexico
Authors: OLIVAS CASTELLANOS ELSA CATALINA , López Oliver Ana Lourdes , Valle Sepúlveda Brenda , Rodríguez Álvarez Eduardo
Published: October 2024

Play has been key to knowledge acquisition, creativity, and innovation. In education, game-based learning (GBL) is a physical and digital environment that enhances learning outcomes in students. This paper presents the results of observational research on game-based learning in science education as a motivation for young students from two institutional care settings in Northwestern Mexico, in the State of Sonora. The observational research touched on 1) game-based learning in science, technology, engineering, and mathematics (STEM) education, and 2) learning motivation in vulnerable student groups. This paper focuses on the authors' experiences, most of them early researchers focused on science education, their purpose of promoting game-based learning in STEM education, and interviews with representatives from both institutions. We found that game-based learning was seen as a novelty, innovative, and motivational way of engaging young students from institutional care settings to learn and become curious about the STEM field. We also designed and created games focused on STEM subjects in both institutions. Students living in institutional care settings face even greater obstacles regarding education. In some instances, the lack of mentorship or follow-up tutoring activities can determine their academic outcome or lack thereof. With the ever-changing world of technology, industries demand highly qualified people in STEM fields. Nonetheless, international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-operation and Development (OECD) have reported that school systems around the world are not equipped with the proper teaching methodologies for students to acquire basic skills such as mathematics nor critical thinking. In Mexico, public school systems and institutional care settings often lack teacher training or mentorship approaches to promote STEM education. This paper concludes with a reflection on the benefits of GBL in STEM education in such settings and suggestions for student-led collaborations with children and youth in such settings.
Digitising a Card Game for Teaching Pragmatic Markers
Authors: Marquez Jonathan
Published: October 2024

Most language learning applications focus on pronunciation, vocabulary, and grammar of a language. However, learning the pragmatics enables learners to interpret contextual meanings of specific words uttered by native speakers during conversations. An educational card game called Mind You! was developed for non-native English-speaking international students in Australia to help them learn English pragmatic markers. The card game was designed to encourage social constructivism and situated learning, where learners construct their own sentences based on their combined interpretations of pragmatic markers, images and scenarios displayed on cards to answer hypothetical questions. A mobile application of the card game is being developed as a supplementary resource when face-to-face or in-person learning is neither possible nor practical. Learners can listen to audios of pragmatic markers in sentences and type or record their own sentences based on their interpretations of the cards and share them online with other learners. This provides a platform for distance collaborative learning between other language learners where they share sentences based on different interpretations of different card combinations. The objective of the mobile application is to train learners in using pragmatic markers for English conversations outside the game. This work-in-progress manuscript outlines how the card game can be digitised into a mobile application.
Gamification Powered by a Large Language Model to Enhance Flipped Classroom Learning in Undergraduate Computer Science
Authors: Kelly Kathleen , Wu Bo , Liebe Christine
Published: October 2024

The flipped classroom in computer science has become a popular pedagogy where students complete preparatory reading and videos before class, leaving class time for hands-on practice. In theory, students come to class predisposed with knowledge to complete programming tasks, quizzes, and homework assignments. However, if students do not complete or do not fully understand the preparatory material, those students will not be equipped for class and may also be embarrassed to ask questions during class. In this study, we created a gamified quiz that is powered by a Large Language Model (LLM) that loads in questions from the flipped content transcripts. The game offers students a fun assessment after completing the flipped content that will both motivate them and prepare them for class. The game also provides an anonymous way for students to ask questions as they progress through the game content. Those questions can then be analysed by the instructor and reviewed in class. The study compares in-class quiz scores of a control group versus a group that had access to the gamified quiz in an undergraduate software engineering course over three consecutive course modules. The results obtained from both quantitative and qualitative data are promising, showing an increase in student in-class quiz scores along with positive student engagement with the gamified quiz.  Students also reported that the game made them more comfortable with asking questions.  Future work would extend this research to more students and over a longer period.  The LLM and gamification also have much potential, where games can be created dynamically and be customized and personalized for each student's needs. This work shows an exciting gap in research that could lead to gamified experiences for students in the flipped model that are both relevant and personalized with the use of a LLM, offering the students the greatest chance for success.
Cultural Game Jam Model: A Quadruple Helix Intervention
Authors: Luz Filipe , Almeida Wilson , Fernandes Pedro , Fonseca Micaela
Published: October 2024

The EPIC-WE Cultural Game Jam: Óbidos UNESCO City of Literature (CGJ) was a purposeful game jam, and part of the EPIC-WE Horizon-Europe project. CGJ empowers youth to participate through ideating cultural worlds, by creating and exchanging cultural values and heritage through game-making (game jams experience), within the Quadruple Helix (QH) Cultural Innovation Ecosystem.
The study is focused on the specific presence of jammers at the game jam venue, within the cultural spaces and cultural agents. Describing the development of unique Game Jams applying the QH model, linking a municipality region, a games company, university researchers, and a youth focus group to foster the production of games for culture and games through culture.
With extensive experience in organising game jams since 2014, the researchers confronted the literature review study focused on youth empowerment and cultural game jams (Costa, et al., 2024), ensuring the project research protocols to define a model for 4 game jams to be held from 2024 to 2025. The ongoing research demonstrates the creation of a research protocol for the 1st CGJ model: student recruitment; Pre-Game Jam with the theme reveal and ideation; Game Jam activities and conditions; Reflection Day; Data collection; Post-Mortem analysis; CCIs games evaluation; and future outcomes.
8 games produced on the 1st CGJ demonstrated the effectiveness of the CGJ model for cultural purposes. Besides the cultural theme limitation, participants (N=26) evidenced a high level of satisfaction evidenced in the final survey. Several recommendations for improvement were given (survey reflection 2) and outlined so that future CGJs can produce games that delve more deeply into the topics covered.
Design Framework for VR Games in the Police Domain
Authors: Maathuis Clara
Published: October 2024

The escalation in the number of conflicts poses various implications and consequences to society, demanding a comprehensive understanding from a law enforcement perspective. The surge in conflicts introduces significant challenges related to public safety, necessitating adaptive strategies for both conflict and crime prevention and resolution. Accordingly, effective policing must adapt to the evolving dynamics, employing a nuanced approach that addresses the root causes of conflicts and enhances community resilience to avoid or mitigate them and their broader societal impact. A pivotal role is this direction is played by the ongoing technological advancements that facilitate actions like enhancement of situational awareness, analyzing patterns and anticipating potential hotspots and activities, facts that sustain both proactive and reactive measures. In particular, technological advancements in Virtual Reality (VR) present a valuable avenue for addressing policing challenges, especially in relation to conflict resolution, mitigation, and prevention. Building VR simulations for training purposes offers a controlled yet realistic environment for officers to practice e.g., de-escalation strategies and decision-making under stress. These gaming simulations provide a platform to expose officers to diverse scenarios, fostering adaptability, encouraging communication and collaboration, and enhancing their ability to properly handle conflicts with precision and self-control. At the same time, VR systems can be developed for societal awareness and educational purposes, fostering better understanding and communication between law enforcement and the public. While a broad range of governmental, practitioner, and academic efforts exist aiming at building and incorporating VR solutions for various purposes in the police domain, specific areas that involve other societal forces and bystanders need more attention. It is then the aim of this article to capture existing design and evaluation principles as well as lessons learned from existing VR solutions in the police domain. This is done by proposing a design framework for responsible VR gaming solutions in the police domain following the Design Science Research methodology in a transdisciplinary approach.
Bridging Theory and Practice in Military Education Through Advanced Technologies
Authors: Pekař Ondřej , Novák Jiří , Varecha Jaroslav , Šotnar Jiří , Drábek Jan
Published: October 2024

This study presents a comprehensive examination of the developmental trajectory and operational advancement of a pioneering military simulation apparatus explicitly engineered to facilitate the seamless integration of joint fire support principles within the ambit of military education, with a specific focus on artillery students. The Virtual Reality (VR) and Augmented Reality (AR) technology provided by industry leaders such as Microsoft and Meta present solutions for interdisciplinary pursuits situated at the confluence of emergent technologies and contemporary military instructional methodologies. Central to the efficacy of this endeavour is the incorporation of meticulously crafted virtual and augmented reality models of authentic military equipment to imbue the simulation experience with unparalleled realism and fidelity to the principles of artillery fires. Collaborative ventures with private enterprises have facilitated the production of a simulator characterized by its gamification elements and unparalleled verisimilitude, enhancing its efficacy as an educational tool. Augmented by spatial intelligence gleaned from Unmanned Aerial Vehicle (UAV) sensors, the simulation framework can be further enriched by integrating true-to-life topographic representations meticulously synthesized by amalgamating laser scanning methodologies. Positioned as an indispensable cornerstone within the academic purview of the esteemed Department of Fire Support at the University of Defence, this initiative aspires to impart foundational knowledge and cultivate a proactive ethos of inquiry and engagement amongst the students. Furthermore, the simulator is a pivotal instrument for military training, offering a risk-free environment devoid of the hazards associated with live artillery fire exercises. By mitigating financial burdens and other logistical constraints inherent in conventional training methodologies, this innovative simulation apparatus represents a paradigm shift in contemporary military education and training practices.
Sustainable Sip: Learning Concepts Of Business Sustainability Through A Hybrid Game
Authors: Richards Russell , Moss Shakira
Published: October 2024

We present Sustainable Sip, a hybrid multiplayer round-based game designed to provide an experiential learning environment for university-level students at the University of Queensland, Australia. It aims to facilitate literacy around the fundamental concepts of business sustainability, specifically the tensions and interplay between economics and sustainability, and systems thinking. This paper represents stage 1 of this project (design, development, testing). Impact assessment will be covered by stage 2 (application), which is outside the scope of this paper. Each player manages a coffee shop in a competitive market, seeking to maximise their customer base, whilst minimising the production of waste (unsold coffee tokens). Each round, players must decide how much coffee (inventory) to buy from the wholesaler, and the price to sell coffee to customers. Players aim to balance the dimensions of economic performance, environmental sustainability, and customer loyalty; the player that best achieves this wins the ‘Sustainable Sipper’ award. ‘Customer loyalty’ is a central concept, calculated in the app for each player and is influenced by the shop’s coffee price, quantity of waste the shop produces, and a player’s ability to meet customer demand. The game design explicitly draws from system thinking, user-centred and hybrid design, and from self-determination theory (motivation). Sustainable Sip has undergone early testing with preliminary feedback highlighting that the gameplay is simple, intuitive and interactive, aspects that are attributable in part to the game design and the hybrid approach.
Game Lab Innovations in Education: Insights from a Board Game Design Project
Authors: Munkvold Robin Isfold , Sigurdardottir Helga Dis Isfold
Published: October 2024

From the perspective of educators, game development has great potential as a teaching method, as it promotes group collaboration, project-based learning and the development of content tailored to a given target group. This paper is based on a study that was carried out through an international project, implementing an educational game development concept called Game Lab into an educational context. The study explored professional development topics such as game-based learning, game development, and game testing, along with the Game Lab method focusing on group dynamics, progression, and creativity. It employed an abductive analysis of written responses from twelve teachers who participated in the Let’s Play project, which involved a Game Lab component. The teachers, ranging in age from their thirties to their sixties, represented all levels of education from preschool to upper secondary school. They responded to a survey with open-ended questions and reflection notes, providing insights into their experiences with game development methods as pedagogical tools. Their responses were analyzed to identify key themes and patterns. Findings suggest that this approach has broadened participants' perspectives on utilizing diverse games and game development techniques in education, aligning with prior research on production pedagogy. It underscores the importance of integrating in-game content with real-world contexts as a modern teaching method. Participants also highlighted that effective game-based learning supports a constructivist approach to teaching over behaviorism. The participants emphasized their increased insight and understanding of game development and game systems and how the combined effect of educational game design and the Game Lab method (working in teams) resulted in a more valuable learning outcome than they would have experienced alone. They also reported an improved understanding on how working with the development of a board game made them dig much deeper into the topic at hand. In addition, they found that this increased their motivation for learning, knowing that this was going to be a product that was to be tested and played by others (pupils and teachers). Furthermore, the participants highlighted the role of group dynamics in fostering teamwork and consensus during the collaborative game development process.
Empowering Neurodiverse Voices in Research Ethics through a Playful Card-Based Approach
Authors: Casimiro Cátia , Léste João , Fernandes Pedro , Sousa Carla , Luz Filipe
Published: October 2024

Whenever carrying out research, all participants must know their rights, especially when those participants are perceived as being part of a vulnerable group; however, discussing ethics in investigation can be difficult. To solve this challenge, a playful approach was taken, as playfulness can make dull tasks – especially those that can cause discomfort and difficulties – more entertaining and help people approach them with an open mind. This study reports on four empirical approaches that used a playful process to raise awareness about ethical concerns when doing research with neurodiverse people. For this activity, 39 cards describing and illustrating several relevant and evidence-based ethical principles were created. Then, three case studies were developed, each based on a different focus group composed of ten neurodivergent self-advocates and one with professors and students from Brazil. Each neurodivergent group was also accompanied by three support workers from the partner associations (two of the groups were accompanied by the same individuals). In total, 56 participants engaged in a playful activity that consisted of a game of ‘broken telephone’ where the title of a card (representing an ethical principle) is read to one of the players who then has to whisper it to the next person in line, repeating this process until reaching the last person. The last person then says what they heard out loud, with the original message being revealed for contrast. The title of the cards was discussed by the groups to understand if it was clear and understandable or difficult and confusing. Although not all the cards were validated through the activity, 14 were flagged by neurodivergent people as "needing changes". The feedback was recorded and is presented here. This study set out to validate a set of cards in easy-to-read language that could introduce ethical concepts to participants in research projects through a playful activity. Future study will see the cards iterated upon through the feedback gathered along with the creation of a small guide on how they may be used in playful activities.
A virtual 3D Chemistry Escape Room for Exam Preparations
Authors: KRÖPPL Michaela , Yvon Georg
Published: October 2024

Chemistry can be incredibly captivating. However, learning the theory can often be challenging and less appealing for students. Providing them with hands-on methods in their learning process is beneficial and also helps to lower the barrier for understanding theory. In a gamified approach, the "ChemScape" virtual 3D chemistry escape room, designed as a realistic laboratory with various equipment and hidden chemical tasks, can help solidify chemical knowledge and prepare students for chemistry exams. In 2023, as part of an e-learning project, the foundation of such a chemistry escape room was established, and several chemical questions were incorporated as escape room tasks. The objective is to discover hidden questions within the laboratory, utilize different instruments (such as scales), conduct virtual chemistry experiments, and solve various chemistry questions using theoretical knowledge (such as nomenclature and understanding of pH) in a game-based setting (utilizing multiple-choice, drag and drop, connecting cables, solving color codes, etc.). Typically, a code (comprising numbers, letters, signs, etc.) needs to be obtained for progression. To solve the chemistry tasks, approximately 10 different door-openers have been developed. Initial user tests have been conducted, and adjustments were made based on the feedback received, which was satisfactory and positive. In 2024, the "ChemScape" escape room will evolve from a game with a fixed set of tasks to a dynamic escape room game with a dynamic database that allows for the creation of new questions at the same stations, significantly expanding learning opportunities. A virtual chemistry laboratory rat provides hints if a participant gets stuck and requires assistance. Furthermore, "ChemScape" will be trialed in chemistry lectures and potentially utilized as an additional attraction at events held at the University of Applied Sciences.
The Influence of Social Competition and Maths Anxiety on Game Performance
Authors: Almo André , Amaral Maíra , Rocha Mariana , Brennan Attracta , Dondio Pierpaolo
Published: October 2024

Digital Game-Based Learning (DGBL) uses serious games to deliver educational content. DGBL has the potential to aid children’s development of maths skills, providing educators with alternatives to traditional mathematics teaching. However, the efficacy of serious games can be affected by their attributes, including whether they are single or multi-player. While competition in a multi-player environment may enhance players’ interest and motivation, potential social pressure may lead to anxiety and affect performance. In maths education, there are additional challenges. Mathematics Anxiety (MA), the negative emotional response to mathematics, may interact with game features and impact players’ experience. This study assesses players' performance in a digital maths game called ’Seven Spells’ across two different game modes (vs. Human and vs. CPU), and it also investigates whether MA levels impacted players’ performance. 43 children from two classes in an Irish primary school participated in thisstudy. Each class played a different game mode of the ‘Seven Spells’ game, one group playing against computer-controlled characters (vs. CPU) and the other playing against their classmates (vs. Human). The game mechanics were identical between the two competition game modes. The children completed the modified Abbreviated Mathematics Anxiety Scale (mAMAS) and a mathematics questionnaire before participating in the intervention, which included 4 sessions. They also participated in a focus group session at the end of the intervention. Data on their gameplay were collected throughout the first three sessions and analysed through multiple linear regression models to investigate possible connections between MA, maths knowledge, game modes and game performance. The results of the multiple linear regressions indicate that game performance was positively influenced by the duration of gameplay and the complexity of moves — measured by the number of moves and cards used — while being negatively affected by MA. However, a significant interaction between MA and the competition game mode was observed, suggesting that MA had a more pronounced negative impact on players in the vs. Human game mode compared to the vs. CPU game mode.
Renewing Systems Analysis: The Impact of Game-Based Learning on Repeating Students
Authors: Smit Imelda
Published: October 2024

Systems Analysis and Design, a second-year subject offered over two semesters, is experienced as challenging. The subject is offered at a South African university and form part of several baccalaureus courses, of which the BSc. Information Technology course is the most prominent. Several reasons contribute to the situation where a substantial percentage of students struggle to pass the first of two modules; the extensive theoretical concepts covered, the necessity to understand their implementation, and the ability to apply the theory in real-life scenarios simulated in a learning context. To address this issue, the class was split, to afford repeating students inverted learning with a gaming focus. The selection of games was aiming to suit the type of learning that were expected to take place. In support, students competed in their project groups. Students new to the module were taught as per the status quo. The mixed method enquiry of this changed setting focused on the group of repeating students. Quantitative data extracted focused on the success of students as repeaters, and their evaluation of the module compared to newcomer students. Qualitative data was gathered using interviews with purposively selected participants who passed the first semester as a repeating student and improved much based on the difference in participation marks, before and after the intervention. Qualitative data analysis focused on identifying codes to allow the categorization of responses into categories to elucidate the value of this endeavour. The participants on which reporting of this paper focuses, formed part of a larger study with a wider perspective. In this paper the focus is on the impressions of the individual regarding this experience. The intervention reported on occurred over a four-year period and was concluded six years ago. This allowed participants to complete their studies and start a career. Results show that the intervention did have a substantial impact on the progress of these students’ studies and helped them to overcome study and work-related obstacles. The approach to this game-based may guide future lecturers experiencing similar challenges.
Impact of Digital Game-based Learning Experiences on Reasoning Skills and Science Engagement
Authors: Debchaudhury Spreeha
Published: October 2024

This research seeks to use games to promote scientific reasoning and inquiry skills among middle-school children. Particularly, it focuses on the Control of Variables Strategy (CVS), a fundamental component of scientific thinking which enables individuals to test hypotheses and make valid causal inferences based on evidence. The present study draws on and combines existing streams of research in the fields of science education, embodied cognition, and game-based learning to investigate the efficacy of an intervention using the Preparation for Future Learning paradigm in which students play an online text-based adventure simulation game about solving escape rooms in order to prime them for later formal instruction in CVS via a randomized-controlled trial, as well as whether structured or unstructured access to the game has a differential impact on immediate learning vs. retention after a delay. Students were given tests of scientific reasoning at baseline, immediately following the training phase, and a week thereafter. The impact of playing this game on motivation and engagement with science is also analyzed in this trial through the use of survey data. The study found significant effects of study condition on all measures, with students assigned to the game groups outperforming control students, and the unstructured play group showing the strongest performance in the post-study test while the structured play group performed the most poorly in the retention test. The unstructured play group also showed the highest level of intrinsic motivation, as well as higher self-determination and self-efficacy than the structured playing group in the science engagement survey.
The Game of Dominoes as Teaching-learning Method of Basic Concepts of Differential Calculus
Authors: Méndez Díaz Luis Miguel
Published: October 2024

This paper will present teaching-learning mathematics strategies, specifically differential calculus in a variable, through a fun and competitive space in which action is manifested by the student and not only the repetition of information by the teacher. This action refers to motivate, problematise, summarise, and coordinate a dominoes game whose thematic cards are designed around the basic and main contents of differential calculus. The strategies for teaching this area are diverse and precisely the game of dominoes is one of the most used strategies in the practice of mathematics because it stimulates logical reasoning and mental skills. The objective is to identify the way in which the game of dominoes affects the learning and understanding of fundamental concepts of differential calculus in a variable by means of experimentation carried out on students of the first semester of the School of Engineering and Sciences of Technological of Monterrey. Finally, the results of this study will be presented and the use of this strategy in other topics around mathematics will be recommended to facilitate logical and meaningful learning in students.
Educational Gaming and Situational Interest for Higher Education Students
Authors: Berk Marissa , Stalenhoef Marcel , Wijnker Winnifred , VanTurnhout Koen , Derwort Bowie
Published: October 2024

InPraktijk is an educational game developed for first year physical therapy students. The game aims to use playful learning to optimize students' interest in interacting with course content. This project is a first step in achieving a versatile educational game platform optimized for engaging, playful learning that can be applied across multiple educational programmes. The project seeks to improve students’ motivation to engage with course materials outside of class time and explore the relationship between playful learning and situational interest. Our research is focused on a deeper understanding of the relationship between situational interest and playful learning. The InPraktijk game, developed in collaboration with Game Tailors, will be used as a tool to test this relationship. Through the game, we will collect quantitative data on time played, drop out location and situational interest using the situational interest scale. This work in progress paper covers the design for study 1 of the InPraktijk project. The study indicates whether the gamified interaction with course content can generate more situational interest compared to traditional content delivery methods. The results will provide insights into the effectiveness of the InPraktijk app in stimulating situational interest. Our findings will guide the direction of follow-up studies on further game optimization and the integration of playful games in educational structures.
What Educational Escape Rooms can Learn from the World's Best Rooms
Authors: Neubig Céline
Published: October 2024

In the context of playful learning, escape games have the potential to enrich learning experiences through interactive problem-solving and narrative engagement. However, educational escape games differ significantly from the commercial offerings they reference in name and game mechanics. They often draw on the concepts of escape rooms that were popular a decade ago, relying primarily on traditional puzzle types such as code deciphering and number locks. Meanwhile, commercial escape rooms have evolved significantly over the past ten years, now offering highly immersive experiences based on captivating stories, convincing scenographic presentations, and well-thought-out tension arcs. Each year, enthusiasts vote for the top 100 escape rooms in the world. To investigate which best practices from these rooms can be applied to educational games, my master's thesis, which forms the basis of this paper (Neubig 2024) analyzed 38 of these award-winning games in detail. This analysis covered the gameplay, puzzle typology, room design and player guidance, as well as interactions with the game masters. Significant patterns were identified in all these areas that can be utilized in the design of educational games. Simultaneously, it reveals the types of challenges that the world's best games almost entirely avoid, despite their popularity in educational games. The study provides detailed insights into the diversity of puzzle types used, their variations throughout the game, and identifies particularly effective puzzle combinations. Escape games as a method of knowledge transfer have been adopted worldwide in schools, universities, museums, and libraries. They are used in various ways, such as recruitment tools, as orientation aids for institutional services, or to promote specific or generic knowledge and skills (Veldekamp et al. 2020). This work emphasizes the necessity to adapt educational games to the latest developments in the escape game industry if they are to be classified within this genre. In doing so, they can fully leverage the potential of escape games to create an engaging and motivating gaming experience.
LITIGÂNCIA DE MÁ-FÉ DO INSS NO PROCESSO JUDICIAL PREVIDENCIÁRIO
Authors: Chuves Fabiane de Cassia
Published: October 2024

O presente trabalho cinge em torno de uma condenação por litigância de má-fé do INSS, no processo previdenciário, analisando um caso concreto em que a referida autarquia federal foi condenada em sede judicial por litigância de má-fé, ao utilizar uma contestação genérica para defender-se. Isto posto, objetiva-se verificar de que modo tal imputação ocorreu e quais os efeitos desta no processo previdenciário, na proteção do devido processo legal e na repressão da ocorrência de peças genéricas em lides futuras. Para isso, realizou-se uma análise formal objetiva e outra substancial no tocante ao objetivo do instituto, que resultou na conclusão de que o instituto da litigância de má-fé foi devidamente aplicado ao caso, preservando o contraditório, a ampla defesa e a seguridade social, coibindo a postulação genérica.
Methods for revealing removed and illegible identification markings on metal substrates on the example of vehicle VIN number fields
Authors:   Forensic Laboratory of the Voivodeship Police Headquarters in Kielce, Siudy Rafał
Published: October 2024

The following article represents a summary of knowledge on: the legal basis of vehicle marking, the structure of the VIN (Vehicle Identification Number), how VINs are applied and how they are displayed on metal surfaces. The knowledge and subject matter summarised are derived from practical aspects and the most commonly used methods.
Применение обонятельных тренировок при поствирусной аносмии: клиническое наблюдение
Authors: Владимирова Т.Ю. , Куренков А.В.
Published: October 2024

По данным литературы, распространенность нарушения обоняния различной этиологии составляет около 20%. Особенно актуален этот вопрос у пациентов после коронавирусной инфекции, распространенность нарушения обоняния у которых составляет 18–22%. В 4,7% случаев наблюдается стойкая не корректируемая медикаментозно поствирусная обонятельная дисфункция длительностью более 1 года, которая существенно влияет на качество повседневной жизни. В статье описывается клиническое наблюдение стойкой (более года) потери обоняния после перенесенной инфекции SARS-CoV-2. По данным идентификационных тестов у 20-летней пациентки диагностирована поствирусная аносмия со значительным снижением качества жизни согласно показателю опросника QOD-NS. МРТ головного мозга выявила двустороннюю атрофию обонятельных луковиц. Учитывая неэффективность медикаментозного лечения, пациентке проведен 6-месячный курс обонятельных тренировок с применением технологии виртуальной реальности. Контрольная оценка обоняния после курса тренировок с применением субъективных и объективных методов исследования показывает восстановление обоняния до нормосмии, увеличение размера обонятельных луко

According to the literature, the prevalence of olfactory disorders of various etiologies is about 20%. This issue is especially relevant in patients after coronavirus infection, whose prevalence of olfactory impairment is 18–22%. In 4.7% of cases, persistent, drug- induced, post-viral olfactory dysfunction lasting more than 1 year is observed, which significantly affects the quality of daily life. The article describes the clinical observation of persistent (over a year) loss of sense of smell after undergoing SARS-CoV-2. According to identification tests, a 20-year-old patient was diagnosed with post-viral anosmia with a significant decrease in quality of life according to the QOD-NS questionnaire. An MRI scan of the brain revealed bilateral atrophy of the olfactory bulbs. Given the ineffectiveness of drug treatment, the patient underwent a 6-month course of olfactory training using virtual reality technology. A control assessment of the sense of smell after a course of training using subjective and objective research methods shows the restoration of the sense of smell to normosmia, an increase in the size of olfactory bulbs and confirms a clinically significant decrease in the negative impact of olfactory dysfunction on the patient’s quality of life.
EFFECT OF AUTOMATED AUDITING ON PUBLIC ORGANIZATIONAL PERFORMANCE IN TANZANIA: THE CASE OF AUDITOR GENERAL OFFICE
Authors: Salum Ahmad , Matoka Dr Chacha
Published: October 2024

The study examined the effect of automated auditing on public organizational performance in Tanzania: the case of auditor general office. The positivist research philosophy was used in this investigation. Moreover, this study employed a quantitative research technique. The research design used in this study is explanatory. Simple random was used to extract 246 sample size from a population of 680 auditors working at Controller and Auditor General office. Statured questionnaires were used to collect data. Descriptive statistics and multiple regression analysis were used to analyze data. The study found that Automated Audit was positive and significantly related to the dependent Controller and auditing office organizational performance. Therefore, the study recommends that continuous professional development programs should be implemented to improve auditors' skills in handling automated auditing systems, focusing on both technical expertise and data interpretation. Also, there should be development of a comprehensive integration strategy that ensures the automated auditing system interacts smoothly with other internal systems, improving data flow and accessibility.
ENVIRONMENTAL IMPACT OF URBANIZATION ON LAND USE COMPATIBILITY AND ENVIRONMENTAL QUALITY IN PORT HARCOURT, RIVERS STATE
Authors: Amaefuna Regina Oluchi , Gobo Akuro Ephraim , Ayotamuno Augusta , Iyama Williams
Published: October 2024

This study examined the environmental impact of urbanization on land use compatibility and environmental quality in Port Harcourt Metropolis. The study adopted the multi-method research, integrating both qualitative and quantitative approaches through the convergent mixed method technique, where 399 household heads were selected from 189,317 household heads using the Taro Yamane formula. Questionnaires and checklists were administered to the household heads and ten (10) key informants respectively. Descriptive statistics, critical informant content analysis, and Geographical Information System (GIS) techniques were employed for data presentation and analysis for the study. Multiple Regression Analysis (MRA) was employed to test stated hypothesis for the study. The findings revealed numerous environmental changes resulting from land use/land cover change activities in the area to include deforestation, which accounted for 20.5%, degradation, which represented 19.7%, forest degradation corresponding to 19.7%, generation of waste causing pollution, accounting for 20% and decrease in environmental quality corresponding to 20.1% of the total sampled population of the study. Additionally, the impact of urbanization on environmental quality were revealed as flooding, which accounted for 11% of the sampled respondents as well as air pollution, representing 10.8%. Others ecological disaster (8.7%), waste disposal damping (8.9%), land use incompatibility (7.4%), slum developments and urban heat island (9.6%), land use conflict (8.1%), reduced wetland (8.4%), environmental degradation (7.4%), land use conversion (6.8%), overcrowding of buildings (7.1%) and habitat contamination (7.9%). The study concludes that rapid urbanization has significantly impacted land use compatibility and environmental sustainability in Port Harcourt metropolis. It is therefore recommended amongst others that the government should implement stringent urban development control measures to regulate land use and ensure sustainable urban growth as well as establish policies that limit haphazard expansion and promote planned development.
CORRELATION COEFFICIENT AND REGRESSION ANALYSIS OF SOME ECONOMIC TRAITS IN GARDEN PEAS AFFECTED BY CHEMICAL AND PHYSICAL MUTAGENS
Authors: I. Kamal Mervat
Published: October 2024

Garden pea (Pisum sativum L.) is one of the most vegetable legume crops grown in Egypt through the winter season. In order to develop high-yieldinggenotypes in this legume crop available genetic wealth is very essential. Therefore, genetic variability induced by mutagenic agents in plant growth traits and their contribution towards seed yield may be used as a criterion for yield improvement in garden peas. The overall objective of this study was to estimate the extent of association between plant growth traits with the doses of mutagenic agents through correlation and regression analysis. One germplasm of garden pea, as well as seven doses of mutagenic agents in addition to the control, were used in this study. The experiment was carried out in a randomized complete block design with three replications in the Agri-Farm of Genetic Department inside the campus of Mansoura University. Analysis of the correlation coefficient revealed that the amount of correlation coefficients appeared very close between plant fresh weight, chlorophyll b with the mutagenic doses. Meanwhile, plant dry weight, leaf area developed per plant andtotal chlorophyll concentration exhibited a positive correlation with mutagenic doses that induced new genotypes in garden peas. Therefore, these traits may be considered the most reliable traits that respond to mutagenic agents which can be used as indicators for new genotypes induced which related to effective improvement in the growth and yield of garden peas through mutation breeding.
ECONOMIC GROWTH’S DECOMPOSITION OF AGRICULTURAL HOUSEHOLDS IN KALIMANTAN SELATAN
Authors: Yuliana Lina , Aziz Yusuf , Yanti Nuri Dewi
Published: October 2024

The economic growth rate of South Kalimantan over the last decade (2012-2022) is approximately 4.7 percent per year. Although the agricultural sector accounts for only about 11.4% of the total economy of South Kalimantan, the agricultural workforce absorbed is as much as 31.87%. Then there is one important question related to that economic growth, namely 'who' benefits from that economic growth. Thus, this research aims to review the impact of the distribution of economic growth in South Kalimantan during the period of 2012-2022 using the Fields decomposition method based on the dual economic model of Lewis. Additionally, this study also employs multiple linear regression analysis to examine the relationship between various variables, particularly education, farmer demographics, and patterns with the magnitude of economic growth enjoyed by agricultural households assumed to be in the 'low-income' group. This research indicates that in South Kalimantan, agricultural households enjoy approximately 38.5% of economic growth during the period of 2012-2022, through the 'expansion' effect of non-agricultural households (3.28%) and the 'enrichment' effect of agricultural households (35.22%). The study also finds that years of schooling expectation, along with the economic role of the industrial sector and the age of farmers, are statistically significantly related to the magnitude of economic growth enjoyed by agricultural households.
ANALISIS PENERAPAN ACTIVITY BASED COSTING SYSTEM DALAM PENETAPAN HARGA POKOK PRODUKSI (STUDI KASUS PADA TOKO ROTI KAHANG JAYA LILIBA KUPANG)
Authors: Dewi Chelssy Angeleana , Oematan Herly , Dethan Minarni A.
Published: October 2024

Penelitian berjudul Analisis Penerapan Activity Based Costing System Dalam Penetepan Harga Pokok Produksi (Studi Kasus Pada Toko Roti Kahang Jaya Liliba Kupang) ini bermaksud untuk memahami dan menelaah kalkulasi harga pokok produksi memanfaatkan sistem Activity Based Costing. Teknik pencatatan data yang diaplikasikan dalam kajian ini adalah dokumentasi, wawancara, serta observasi pada Toko Roti Kahang Jaya Liliba Kota Kupang. Fokus penelitian ini adalah biaya-biaya saat proses pembuatan roti yaitu biaya tenaga kerja langsung, biaya overhead pabrik, serta  biaya bahan baku pada Toko Roti Kahang Jaya Liliba Kota Kupang Tahun 2023. Hasil penelitian menunjukkan untuk Roti Babi Manis dan Roti Babi Pedas menghadapi undercosting (pembebanan biaya lebih rendah) pada Metode Konvensional dikomparasi pada sistem Activity Based Costing. Untuk Roti Balok Manis dan Roti Tawar menghadapi overcosting (pembebanan biaya lebih besar) pada Metode Konvesional dikomparasi pada sistem Activity Based Costing.