Search Results (713)

Automatic speech recognition (ASR) has advanced rapidly, evolving from early template-matching systems to modern deep learning frameworks. This review systematically traces ASR’s technological evolution across four phases: the template-based era, statistical modeling approaches, the deep learning revolution, and the emergence of large-scale models under diverse learning paradigms. We analyze core technologies such as hidden Markov models (HMMs), Gaussian mixture models (GMMs), recurrent neural networks (RNNs), and recent architectures including Transformer-based models and Wav2Vec 2.0. Beyond algorithmic development, we examine how ASR integrates into intelligent information systems, analyzing real-world applications in healthcare, education, smart homes, enterprise systems, and automotive domains with attention to deployment considerations and system design. We also address persistent challenges—noise robustness, low-resource adaptation, and deployment efficiency—while exploring emerging solutions such as multimodal fusion, privacy-preserving modeling, and lightweight architectures. Finally, we outline future research directions to guide the development of robust, scalable, and intelligent ASR systems for complex, evolving environments. Full article

Research has well documented the far-reaching benefits of providing educational opportunities for individuals who are incarcerated, applicable to the students themselves and society. Given the many benefits, it is encouraging that access to U.S. Pell Grants for incarcerated students was restored in July 2023—the first time in nearly 30 years that need-based federal postsecondary financial aid was available to individuals in U.S. prisons. Although Pell Restoration enables an increasing number of colleges and universities to provide higher-education-in-prison (HEP) programs, this funding guarantees nothing about the quality and rigor of programming. In fact, relatively little is known about the nature, scope, and quality of HEP programs within the United States, and it is both timely and important to deeply examine these topics. The present study is a critical qualitative case study of three college-in-prison programs in the southern United States. To interrogate the nature and quality of the programs, this study explores the experiences and practices of program faculty and directors, drawing from research and scholarship in education and the behavioral sciences to examine two key areas: faculty training and the educational experiences made available to students. Multiple forms of data were collected, and two main findings emerged: (a) faculty training is piecemeal and limited, and (b) the educational experiences made available in the three programs are simultaneously empowering and disempowering. Using Ladson-Billings’s concept of the education debt (including its historical, moral, and economic underpinnings), this study highlights that the three college-in-prison programs—like many HEP programs across the United States—both contribute to and challenge the education debt. Full article

Introduction/Background: Maternal depression is a significant risk factor for infant emotion regulation (ER), often linked to detrimental mother–infant interactions. Individual effects of maternal depression and maternal sensitivity are known, but their combined influence on infant ER across different emotional contexts remains underexplored. This study investigates concurrent relations among maternal depression, maternal sensitivity, and infant ER in low- and high-arousal contexts in a matched sample of primarily White educated mothers. Methods: We examined 5-month-old infants of clinically depressed and nondepressed mothers. Maternal sensitivity was coded from home observations; infant ER behaviors (e.g., gaze aversion, object-attend, self-soothing) were assessed through observation during modified Still-Face Paradigm (SFP) and fear-eliciting tasks. Results: Clinically depressed mothers exhibited lower maternal sensitivity than nondepressed mothers. Infants of depressed mothers used adaptive ER strategies less—specifically, lower monitoring and gaze aversion in the SFP, and lower gaze aversion and object-attend in the Fear task. Maternal sensitivity moderated the association between maternal depression and infant gaze aversion during the SFP and both gaze avert and object-attend during the Fear task. There was a context-specific regulatory difference for self-soothing; only infants of depressed mothers used self-soothing significantly more during the high-arousal Fear task. Conclusions: These findings underscore the interplay between maternal clinical depression and sensitivity in affecting infant ER. Maternal sensitivity acts as a crucial buffer against the adverse effects of maternal depression on infant ER. The results also indicate that infant emotion regulation varies in different contexts of low and high arousal. Interventions that target maternal sensitivity could significantly improve emotion regulation in infants of depressed mothers. Full article

Promoting children’s rights in early childhood education is internationally recognised as a priority, yet its practical implementation remains challenging. This qualitative study explored the perceptions of three early childhood educators in northern Portugal regarding children’s rights and how these are reflected in their practices. Guided by an interpretive paradigm, the study sought to understand participants’ beliefs through semi-structured interviews, conducted with full ethical compliance, including informed consent, withdrawal rights, and anonymity. Data were analysed using MAXQDA, through an inductively generated coding system. Findings indicate that educators acknowledge their vital role in upholding children’s rights and in fostering respectful learning environments. However, significant gaps were found in the realisation of the right to participation, with tensions between educators’ stated values and their described practices—particularly regarding children’s involvement in decision-making. A prevailing emphasis on protection often limited children’s autonomy and agency. The study highlights the complexities of translating policy frameworks, such as Portuguese legislation and the UNCRC, into consistent pedagogical action. Despite its small sample size, the study offers valuable insights into the barriers to implementing a rights-based pedagogy and underscores the need for enhanced educator training, active listening practices, and the recognition of play as a fundamental right. Full article

The calculation of internal forces is a critical aspect in the design of statically indeterminate structures. Local trapezoidal loads, as a common loading configuration in practical engineering (e.g., earth pressure, uneven surcharge), make it essential to investigate how to compute the internal forces of statically indeterminate structures under such loads by using the displacement method. The key to displacement-based analysis lies in deriving the fixed-end moment formulas for local trapezoidal loads. Traditional methods, such as the force method, virtual beam method, or integral method, often involve complex computations. Therefore, this study aims to derive a general formula for fixed-end moments in statically indeterminate beams subjected to local trapezoidal loads by using the integral method, providing a more efficient and clear theoretical tool for engineering practice while addressing the limitations of existing educational and applied methodologies. The integral method is employed to derive fixed-end moment expressions for three types of statically indeterminate beams: (1) a beam fixed at both ends, (2) an an-end-fixed another-end-simple-support beam, and (3) a beam fixed at one end and sliding at the other. This approach eliminates the redundant equations of the traditional force method or the indirect transformations of the virtual beam method, directly linking boundary conditions through integral operations on load distributions, thereby significantly simplifying the solving process. Three representative numerical examples validate the correctness and universality of the derived formulas. The results demonstrate that the solutions obtained via the integral method align with software-calculated results, yet the proposed method yields analytical expressions for structural internal forces. Comparative analysis shows that the integral method surpasses traditional approaches (e.g., force method, virtual beam method) in terms of conceptual clarity and computational efficiency, making it particularly suitable for instructional demonstrations and rapid engineering calculations. The proposed integral method provides a systematic analytical framework for the internal force analysis of statically indeterminate structures under local trapezoidal loads, combining mathematical rigor with engineering practicality. The derived formulas can be directly applied to real-world designs, substantially reducing computational complexity. Moreover, this method offers a more intuitive theoretical case for structural mechanics education, enhancing students’ understanding of the mathematical–mechanical relationship between loads and internal forces. The research outcomes hold both theoretical significance and practical engineering value, establishing a solving paradigm for the displacement-based analysis of statically indeterminate structures under complex local trapezoidal loading conditions. Full article

Continuous technological, ecological, and digital transformations reshape urban mobility systems. While sustainable mobility has become a dominant keyword, there are many different approaches and policies to help achieve lasting and properly functioning change. This study applies a comprehensive qualitative policy analysis to influential and leading sustainable mobility approaches (i.a. Mobility Justice, Avoid–Shift–Improve, spatial models like the 15-Minute City and Superblocks, governance frameworks such as SUMPs, and tools ranging from economic incentives to service architectures like MaaS and others). Each was assessed across structural barriers, psychological resistance, governance constraints, and affective dimensions. The results show that, although these approaches provide clear normative direction, measurable impacts, and scalable applicability, their implementation is often undermined by fragmentation, Policy Layering, limited intermodality, weak Future-Readiness, and insufficient participatory engagement. Particularly, the lack of sequencing and pacing mechanisms leads to policy silos and societal resistance. The analysis highlights that the main challenge is not the absence of solutions but the absence of a unifying paradigm. To address this gap, the paper introduces CalmMobility, a conceptual framework that integrates existing strengths while emphasizing comprehensiveness, pacing–sequencing–inclusion, and Future-Readiness. CalmMobility offers adaptive and co-created pathways for mobility transitions, grounded in education, open innovation, and a calm, deliberate approach. Rather than being driven by hasty or disruptive change, it seeks to align technological and spatial innovations with societal expectations, building trust, legitimacy, and long-term resilience of sustainable mobility. Full article

Extended Reality (XR) technologies—including Virtual Reality, Augmented Reality, and Mixed Reality—are increasingly applied in the food industry to simulate sensory environments, support education, and influence consumer behavior, while robotics addresses labor shortages, hygiene, and efficiency in production. This review uniquely synthesizes their convergence through digital twin frameworks, combining XR’s immersive simulations with robotics’ precision and scalability. A systematic literature review and keyword co-occurrence analysis of over 800 titles revealed research clusters around consumer behavior, nutrition education, sensory experience, and system design. In parallel, robotics has expanded beyond traditional pick-and-place tasks into areas such as precision cleaning, chaotic mixing, and digital gastronomy. The integration of XR and robotics offers synergies including risk-free training, predictive task validation, and enhanced human–robot interaction but faces hurdles such as high hardware costs, motion sickness, and usability constraints. Future research should prioritize interoperability, ergonomic design, and cross-disciplinary collaboration to ensure that XR–robotics systems evolve not merely as tools, but as a paradigm shift in redefining the human–food–environment relationship. Full article

Worldwide educators have been devoting resources to quality education and achieving Sustainable Development Goals. Taiwan strategically implemented the Higher Education Sustained Progress and Rise of Universities in Taiwan (SPROUT) Project with an equity-oriented resource allocation. This study aims to investigate the effectiveness of SPROUT’s implementation by analyzing 2018 to 2023 data. In this study, we construct a Fiscal Sustainability Index and other Institutional Performance Index to assess institutions. The two-way fixed effects regression model is applied to investigate the causal relationship among FSI, institutional performance, and the implemented effect of the SPROUT Project. The results of this study showed that the SPROUT Project has not fully achieved all four core objectives, and regional disparities still persisted. In other words, the elite universities in northern Taiwan still receive the most SPROUT Project funding and outperform other universities in other regions. FSI is positively associated with publicness, social responsibility, and overall institutional performance. The results of this study show how higher education institutions can achieve partial sustainable development goals of Goal 2030 via fiscal sustainability and equitable resource allocation. Taiwan’s pivot toward an equity-funding paradigm and supplement with performance-based grants has attenuated the historical concentration of resources among elite universities. Quality education should be inclusive, equitable, and accessible in education and sustainable resources. Full article

This Scoping Review (ScR) synthesizes advances in architectural eye-tracking (ET) research published between 2010 and 2024. Drawing on 75 peer-reviewed studies that met clear inclusion criteria, it monitors the field’s rapid expansion, from only 20 experiments before 2018, to more than 45 new investigations in the three years thereafter, situating these developments within the longer historical evolution of ET hardware and analytical paradigms. The review maps 13 recurrent areas of application, focusing on design evaluation, wayfinding and spatial navigation, end-user experience, and architectural education. Across these domains, ET reliably reveals where occupants focus, for how long, and in what sequence, providing objective evidence that complements designer intuition and conventional post-occupancy surveys. Experts and novices might display distinct gaze signatures; for example, architects spend longer fixating on contextual and structural cues, whereas lay users dwell on decorative details, highlighting possible pedagogical opportunities. Despite these benefits, persistent challenges include data loss in dynamic or outdoor settings, calibration drift, single-user hardware constraints, and the need to triangulate gaze metrics with cognitive or affective measures. Future research directions emphasize integrating ET with virtual or augmented reality (VR) (AR) to validate design interactively, improving mobile tracking accuracy, and establishing shared datasets to enable replication and meta-analysis. Overall, the study demonstrates that ET is maturing into an indispensable, evidence-based lens for creating more intuitive, legible, and human-centered architecture. Full article

Digital wellbeing has been the subject of extensive research in educational contexts. Yet, there remains a paucity of studies conducted within the paradigm of generative AI, a field with the potential to significantly influence students’ sentiments and dispositions in this domain. This study analyses 474 student recommendations (information science and library science) for digital wellbeing in generative artificial intelligence. The research is based on the context of pragmatism, which rejects the differentiation between thinking and acting and ties both phenomena into one interpretive whole. The research method is thematic analysis; students proposed rules for digital wellbeing in the context of generative AI, which was followed by the established theory. The study has identified four specific areas that need to be the focus of research attention: societal expectations of the positive benefits of using generative AI, particular ways of interacting with generative AI, its risks, and students’ adaptive strategies. Research has shown that risks in this context must be considered part of the elements that make up the environment in which students seek to achieve balance through adaptive strategies. The key adaptive elements included the ability to think critically and creatively, autonomy, care for others, take responsibility, and the reflected ontological difference between humans and machines. Full article

The persistence of a binary biomedical framework in healthcare has become increasingly inadequate to address the realities of human diversity. Recent literature highlights how this dichotomous model reinforces inequities for transgender and intersex populations, sustaining barriers to access, stigmatisation, and poorer health outcomes. In this Perspective, I critically reflect on the limitations of the binary paradigm and draw on developments in science, clinical practice, education, and policy to propose a future-oriented approach to health equity. Emerging evidence underscores the complexity of sexual development as a spectrum and the urgent need to move from pathological frameworks toward affirming care based on rights. Key advances include the adoption of affirmative care models, reforms in medical curriculum, and the rise of inclusive research methodologies that capture gender diversity beyond binaries. However, structural barriers—such as rigid clinical protocols, outdated educational content, and insufficient policy alignment—continue to hinder meaningful change. This article advocates for systemic transformation in healthcare education, practice, and research. I outline strategic priorities for the field are the implementation of gender diversity in medical training, the implementation of rights-based clinical guidelines, and the design of inclusive methodologies that remove structural discrimination. These actions are essential to build a more precise, ethical and universally inclusive health system. Ultimately, ensuring sustainable and equitable outcomes requires bridging scientific innovation with human rights principles and focussing on the lived experiences of transgender and intersex individuals. Full article

Two critical research problems emerge in creative education quality management: the framework misalignment problem, where business-oriented performance metrics inadequately assess design creativity and innovation, and the sustainability integration gap, reflecting limited incorporation of environmental and social sustainability dimensions into excellence models. This review article addresses these problems by developing an initial framework that adapts the Baldrige framework for urban design, architecture, art, and design education with integrated sustainability principles. Drawing on literature review and theoretical synthesis, the article proposes a framework that introduces three key epistemological shifts: prioritizing process over product, supporting non-linear and reflective learning pathways, and recognizing tacit, embodied, and experiential knowledge as central to creative education. The framework incorporates the United Nations Sustainable Development Goals (SDGs) as core design challenges and introduces innovative evaluation tools, including portfolios with iterative review processes, community feedback loops, and SDG mapping rubrics. This research contributes to the educational quality management literature by offering a systematic framework that bridges business excellence models with creative education paradigms while positioning sustainability as a core educational objective rather than a peripheral concern. Full article

This study models how designable cues in digital heritage promotion shape advocacy through affect and memory. Relying on the stimulus–organism–response paradigm, we argue that three stimuli, Visual Sensory Appeal (VSA), Narrative Immersion (NI), and Perceived Authenticity (PA), trigger Emotional Engagement (EE) and become Destination Memory (DM), leading to Intention to Recommend (IR). A cross-sectional quantitative design with an online self-report survey was employed. Using Structural Equation Modeling (SEM) we modeled 653 usable responses to test hypothesized stimulus–organism–response processes and Multi-Group Analysis (MGA) tested heterogeneity across gender, age, education, recent contact, cultural-travel frequency, preservation interest, prior heritage experience, and technology use. Direct associations revealed VSA was a strong predictor of IR, and EE and DM predicted IR positively. NI and PA were not incrementally directly affecting IR. Mediation tests revealed partial mediation for VSA (through EE and DM) and complete mediation for NI and PA; across all stimuli, DM far surpassed EE, suggesting memory consolidation as the overall mechanism. MGA revealed systematic segmentation: women preferred visual and authenticity approaches; men used affective conversion, narrative, and authenticity-to-memory more; young adults preferred story/memory levers; higher education made authenticity pathways legitimate; exposure, experience, sustainability interest, and technology use further conditioned strength of paths. Results sharpen S–O–R accounts by ranking visual design as a proximal driver and placing EE on DM as the central channel through which narrative and authenticity have their influence. In practice, the research supports visually consistent, memory-backed, segment-specific strategies for sustainable, inclusive heritage communication. Full article

Twice-exceptional (2e) students, those who are both gifted and experience learning difficulties, are often overlooked in mainstream educational settings. This paper reports on a qualitative case study conducted in a secondary school in Western Australia, exploring the collaborative experiences of one 2e student, their educators, and their mother. Guided by the neurodiversity paradigm and a strengths-based approach, this study engaged the student, their mother, and educators in co-designing practices that addressed the student’s challenges while leveraging their interests and capabilities. Data were collected through semi-structured interviews, questionnaires, written correspondence, work samples, and analysis of school and specialist reports. While the study found that collaboratively developed, personalised practices can enhance student engagement and wellbeing, it also revealed practical challenges, including time constraints, systemic rigidity, and limited staff understanding of 2e students. This study demonstrated the value and potential of teacher-led inquiry in promoting bespoke, strengths-based educational planning for 2e students, while highlighting the challenges of implementing such approaches within traditional school structures. Full article

This empirical paper explores South African preservice accounting teachers’ perceptions of ICT integration in secondary schools’ accounting curriculum practices. Since 2020, curriculum practices have been characterised by disruptions to traditional teaching and learning methods, including those brought on by the COVID-19 pandemic. Curriculum practices in accounting were not unnoticed. These sparked discussions about pedagogical changes, academic continuity, and the future of accounting curriculum practices. The theoretical framework used to guide the research process is connectivism. The theory is about forming connections between people and technology and teaching and learning in a connectivist learning environment. Connectivism promotes a lifelong learning perspective by training teachers and students to adapt to a fast-changing environment. An interpretive paradigm underpins this qualitative research paper. The data were collected from semi-structured interviews with five preservice accounting teachers about how they navigated pedagogy while switching to digital curriculum practices. Thematic analysis was used. The findings revealed that preservice accounting teachers faced challenges in ICT integration during school-based training, including limited resources, inadequate infrastructure, and insufficient hands-on training. While ICT tools enhanced learner engagement, barriers such as low digital skills and a lack of technical support hindered effective use. Participants highlighted a disconnect between theoretical training and classroom practice, prompting self-directed learning to bridge skill gaps. The study underscores the need for teacher education programs to provide practical, immersive ICT training to equip future educators for technology-driven classrooms. Full article