Search Results (1,138)

This study addresses several challenges in traditional triaxial test teaching including high costs, poor environmental sustainability, and the lag of soil constitutive model education behind theoretical advancements. A digital platform for triaxial test teaching was established within the MATLAB environment. This platform integrates the Anisotropic Structured Clay Model (ASCM) and the Anisotropic Creep Model (ANICREEP), supporting four key testing conditions. It accommodates various teaching scenarios and experimental designs, clearly illustrating the stress–strain relationships of soil and the evolution of key state variables under different testing conditions. The platform helps students gain a deeper understanding of soil mechanical behavior while alleviating the burden of complex mathematical derivations, thereby establishing a new technology suitable for engineering education. The platform is highly aligned with the teaching needs of triaxial tests in the undergraduate course “Soil Mechanics” and can effectively support the in-depth exploration of constitutive model theory in the graduate course “Numerical Computation in Geotechnical Engineering”, providing robust support for cultivating students’ theoretical understanding and practical analytical skills. This technology not only promotes the deep integration of educational digitalization and modernization within geotechnical engineering teaching but also establishes an economical, sustainable, and innovative teaching paradigm. Furthermore, through its openness and extensibility, the platform injects new momentum into the implementation of educational digitalization strategies and serves as a model for building an open and shared curriculum resource system. Full article

This review explores the accumulated research and technological potential of Saccharomyces eubayanus, a cold-tolerant wild yeast first isolated in 1997 from the Andean-Patagonian forests of Argentina but formally described in 2011. S. eubayanus has garnered attention since it was identified as the missing parent of the lager-beer yeast S. pastorianus and because it demonstrated valuable fermentative skills and an unexpected large intraspecific genetic diversity. The article recapitulates the characterization of the fermentative capacity of the type strain, as well as its ability to produce distinctive aromatic profiles compared to conventional lager yeasts. We discuss how these features have driven the development of improved strains through experimental evolution and the generation of interspecific hybrids with S. cerevisiae exhibiting appropriate fermentation performance and a broad aromatic diversity. We also aim to address the applications of S. eubayanus in commercial brewing, especially in the craft beer industry, and highlight its potential to add value and/or regional identity to beer through novel flavor profiles. Finally, the review outlines the main challenges limiting large-scale implementation, emphasizing the importance of continued research into strain development and brewing strategies to fully harness the potential of this wild yeast species. Full article

This study investigates the effectiveness of designing a gamified Virtual Reality (VR) intervention, grounded in Kolb’s Experiential Learning Theory, in enhancing social reciprocity, affective expression, and daily living skills among Thai children with Autism Spectrum Disorder (ASD). Utilizing the Meta Quest 2 headset, the intervention simulated five real-world contexts—home routines, classroom behavior, street crossing, supermarket shopping, and fast-food interactions. A quasi-experimental pretest-posttest control group design was employed with 33 children aged 6–12, complemented by thematic analysis of caregiver and therapist interviews. Results from the Social Responsiveness Scale, Second Edition (SRS-2), indicated significant improvements in social communication (p = 0.001) and social motivation (p = 0.045), while changes in social awareness (p = 0.233) and repetitive behaviors (p = 0.169) were not statistically significant. However, an ANCOVA analysis controlling for pre-test scores found that the difference in post-test outcomes between the intervention and control groups did not reach statistical significance (p = 0.073), suggesting that observed improvements may be influenced by baseline variability. Qualitative feedback highlighted the program’s engagement value, cultural relevance, and usability, alongside suggestions for increased adaptivity and contextual nuance. These results underscore the potential of VR-based learning while highlighting the need for further research with larger samples and more adaptive systems. These findings offer practical insights for educators, researchers, teachers, and program developers by demonstrating how culturally grounded, gamified VR interventions when guided by experiential learning principles can effectively enhance engagement and support targeted social skill development in children with ASD. Full article

This study explores the integration of educational robotics into the development of digital competencies essential for Industry 4.0 and 5.0. These industrial paradigms are defined by automation, interconnected cyber-physical systems, value chain integration, and digitalisation. In this environment, digital skills become strategically vital. Didactic robotic platforms, such as the Wlkata Mirobot, offer students hands-on opportunities to develop these abilities in a practical and interdisciplinary context. When combined with technologies like digital twins, the Internet of Things, and simulation tools, educational robotics fosters both technical proficiency and adaptability to evolving industrial demands. The presented case study demonstrates the design, construction, and experimental setup of a functional laboratory mini-line using the Wlkata Mirobot. The focus is placed on layout design, robot programming, and simulation-based process optimization to reflect real industrial processes. This study also presents student feedback and performance indicators from repeated trials to illustrate the educational and operational potential of the solution. Full article

Emotion-regulation ability and strategy (i.e., the specific behaviors used to manage feelings) are crucial for preschoolers’ socioemotional development. This study investigated whether a structured picture-book intervention could enhance these components and, critically, reshape the relationship between them. A quasi-experimental, pretest–posttest design was employed with 60 preschoolers (aged 4–5) assigned to an intervention or a passive-exposure control group. The intervention group engaged in bi-weekly, structured emotion-themed picture-book activities for eight weeks. Results from repeated-measures analyses indicated that the intervention group showed significantly greater gains in emotion-regulation abilities (i.e., recognition, expression, regulation) and more frequent use of positive strategies (e.g., cognitive reconstruction, seeking support) compared to the control group. Crucially, the intervention altered the relationship between ability and strategy. In the intervention group, the correlation between overall emotion-regulation ability and the use of negative strategies shifted from non-significant at pretest to significantly negative at posttest. Conversely, this relationship shifted to significantly positive in the control group. These findings suggest that structured interventions not only improve discrete emotion skills but also foster a more adaptive integration of ability and strategy use, preventing the maladaptive pattern where higher ability paradoxically links to greater reliance on negative strategies. Full article

Objectives: This study examined how differential basic resistive skills training influences basketball players’ physical performance. Methods: Seventeen young male athletes completed two weekly sessions of bodyweight strength exercises based on movement variability for 6 weeks. Countermovement jump (CMJ), sprinting, and change of direction (COD) tests were used to evaluate performance before and after the intervention and after a retention phase. Based on previous research, the experimental group followed a differential strength training protocol incorporating movement fluctuations to promote adaptability alongside basketball training. The control group only engaged in standard basketball training. Results: Bayesian analysis showed moderate improvements in sprint performance (0–20 m and 10–20 m sprinting times) for the experimental group, though these gains were not sustained during the retention phase. Slight, non-significant increases in CMJ left leg height were observed, and no significant differences were found in COD performance. Conclusions: The findings suggest that differential strength training may enhance sprint performance and adaptability in young athletes. However, the findings suggest that modifications to the training protocol, such as increasing training volume (e.g., from one set to three sets of 10 repetitions) or incorporating external resistance (e.g., medicine balls, kettlebells, and barbells), may further optimize performance outcomes. This study highlights the potential of differential training methods to address the multidirectional and dynamic demands of youth basketball. Future research should explore refined protocols and their long-term impact on athletic performance and retention. Full article

This paper describes the ScratchJr Bots project aimed at helping young children develop maker literacies, which is the ability to design, program, and build technology-rich projects with developmentally appropriate tools to express themselves. Maker literacies can involve hands-on learning, collaborative experimentation, critical thinking, and problem-solving, as well as the development of socio-emotional skills. By engaging with the design process, children become active creators rather than passive consumers—brainstorming ideas, prototyping, testing, and making improvements toward sharing a final project. Maker literacies engage children in Positive Technological Development in the form of six behaviors—content creation, creativity, choices of conduct, communication, collaboration, and community building. Additionally, children develop character strengths, or virtues, such as patience, generosity, and forgiveness while making. This paper will first introduce the concept of maker literacies as it applies to early childhood and the theoretical background supporting this work. Then, it will introduce the ScratchJr Bots project developed by the DevTech Research Group, a new technology and curriculum that affords the development of maker literacies. Finally, by using design-based research as the methodological approach, two pilot projects are described, including children’s learning experiences, to illustrate the positive behaviors and character strengths that children can exhibit while engaging with ScratchJr Bots. Full article

This research aims to examine the effect of artificial intelligence (AI)-supported sustainable geography education on the preparation process for the International Geography Olympiad (IGEO). Research was designed according to the simultaneous triangulation design, which is one of the mixed-methods designs. The research is a quasi-experimental model in terms of revealing the effects of independent variables (IGEO) on dependent variables (artificial). In this study, a quasi-experimental design with a pre-test–post-test control group was used. In this mixed-method study, quantitative data were obtained from questionnaires and achievement tests, while qualitative data were obtained from semi-structured interviews with students and teachers. The quantitative data collection tools used in the study were a mapping literacy achievement test and a problem-solving skills perception scale. The data were obtained from students across various class sections of the same school. Qualitative data were collected through semi-structured individual interview forms, observation forms, participant diaries, and focus group interview forms. Hierarchical regression analysis and ANOVA were used to analyze the statistical data, and the inductive analysis technique was used to analyze the qualitative data. The findings show that AI-supported sustainable geography education improves spatial thinking skills, individualized learning, and learning motivation. In the IGEO exam, students answered the field questions. Full article

Industry 4.0 has intensified the skills gap in industrial automation education, with graduates requiring extended on boarding periods and supplementary training investments averaging USD 11,500 per engineer. This paper introduces VisFactory, a multimedia learning system that extends the cognitive theory of multimedia learning by incorporating haptic feedback as a third processing channel alongside visual and auditory modalities. The system integrates a digital twin architecture with ultra-low latency synchronization (12.3 ms) across all sensory channels, a dynamic feedback orchestration algorithm that distributes information optimally across modalities, and a tripartite student model that continuously calibrates instruction parameters. We evaluated the system through a controlled experiment with 127 engineering students randomly assigned to experimental and control groups, with assessments conducted immediately and at three-month and six-month intervals. VisFactory significantly enhanced learning outcomes across multiple dimensions: 37% reduction in time to mastery (t(125) = 11.83, p < 0.001, d = 2.11), skill acquisition increased from 28% to 85% (${\eta }_p^2=0.54$), and 28% higher knowledge retention after six months. The multimodal approach demonstrated differential effectiveness across learning tasks, with haptic feedback providing the most significant benefit for procedural skills (52% error reduction) and visual–auditory integration proving most effective for conceptual understanding (49% improvement). The adaptive modality orchestration reduced cognitive load by 43% compared to unimodal interfaces. This research advances multimedia learning theory by validating tri-modal integration effectiveness and establishing quantitative benchmarks for sensory channel synchronization. The findings provide a theoretical framework and implementation guidelines for optimizing multimedia learning environments for complex skill development in technical domains. Full article

Across the world, people are exploring fields where AI (Artificial Intelligence) and VR (Virtual Reality) can be harnessed to unlock new possibilities and drive innovation. The aim of this article was to review the potential and assess the feasibility of using virtual reality technology in soft skills training (including people management, stress management, communication, conflict resolution, and sales). A project was developed featuring an application that utilizes virtual reality and artificial intelligence to facilitate communication with a virtual coach. The application operates on Meta Quest 3 virtual reality goggles (Meta Platforms, Inc., Menlo Park, CA, USA). Tests of the presented solution confirm market trends, highlighting the potential for achieving positive training outcomes through immersive technologies. The conclusions outline opportunities for improvement and further development of such solutions. This study applied a quasi-experimental model with pretest, posttest, and four-week follow-up measurements. The effectiveness of VR training was evaluated using a knowledge test (0–100%), a self-assessment scale of soft skills (Likert 1–5), expert behavior observation (0–10 scale), and posttraining surveys. The VR group demonstrated significantly higher gains in knowledge, soft skills, and behavioral performance with knowledge retention reaching 89% after four weeks. These results confirm the effectiveness of immersive VR training and its alignment with current market trends in innovative professional development. Full article

Background/Objectives: This study examines the effectiveness of equine-assisted intervention (EAI) in improving adaptive behaviour and motor skills in children with autism spectrum disorder (ASD). Methods: To that effect, a self-controlled experimental analytical study has been designed, which is longitudinal and prospective in nature, with pre- and post-intervention measures, using the Vineland Adaptive Behavior Scale II (VABS-II) as the assessment instrument. The sample consists of 19 children who participated in weekly therapeutic sessions involving horses for eight months; these sessions included horseback riding, groundwork, hygiene, and preparation of the horse. Results: The results show significant improvements both in the overall score of the VABS-II test ($\overline{\mathrm{x}}$pre: 65.84 ± 10.38–$\overline{\mathrm{x}}$post: 72.47 ± 16.21, p = 0.003) and in the areas of communication ($\overline{\mathrm{x}}$pre: 64.84 ± 15.50 ~ $\overline{\mathrm{x}}$post: 72.26 ± 21.93, p = 0.010), social skills ($\overline{\mathrm{x}}$pre: 61.26 ± 8.99 ~ $\overline{\mathrm{x}}$post: 66.53 ± 13.79, p = 0.008) and daily living skills (DLS) ($\overline{\mathrm{x}}$pre: 66.21 ± 11.15 ~ $\overline{\mathrm{x}}$post: 69.95 ± 12.32, p = 0.0004), as well as a non-significant slight improvement in motor skills ($\overline{\mathrm{x}}$pre: 72.50 ± 8.83 ~ $\overline{\mathrm{x}}$post: 75.17 ± 7.88, p = 0.363). In addition, these gains were greater in those children attending standard classroom settings and receiving early stimulation. Conclusions: This study suggests equine-assisted intervention (EAI) may contribute to improvements in adaptive behaviour, including communication, social skills, and daily living skills, in children with autism spectrum disorder (ASD). Benefits were notably enhanced in children receiving early stimulation within standard classroom settings. Full article

Background/Objectives: Individuals with posttraumatic stress disorder (PTSD) tend to show patterns of elevated cardiovascular disease (CVD) risk earlier in life than the general population. The need for effective interventions for CVD risk-reduction in PTSD is increasingly evident. In this paper we present preliminary results from a longitudinal study of a health behavior intervention, as an adjunct to standard trauma therapy in PTSD. The health behavior intervention addresses CVD-related heath behaviors (physical activity, nutrition, sleep, and stress) in a 12-week program delivered individually in 90-min sessions. Behavior change recommendations included: increased aerobic activity; establishing a balanced diet, enhancing consumption of fruits and vegetables and reducing sugars and fat/saturated fat; incorporating strategies to enhance sleep and lower PTSD-related disruptions (e.g., nightmares); and relaxation and cognitive coping skills to reduce general stress. Methods: Participants were randomized to the health behavior intervention plus standard trauma therapy experimental condition or a standard trauma therapy control group. Outcomes were measured at baseline and after the 12-week intervention phase. Sleep efficiency was measured from actigraphy watches. Physical activity was assessed by self-report and blood pressure was measured using an automated device. The preliminary outcomes are for 29 participants to date who have pre-post data. Results: Sleep efficiency was improved in the intervention group compared to controls (p < 0.05). The intervention group also evidenced significant pre-post increases in moderate physical activity compared to the control group (p < 0.05). Changes in vigorous physical activity did not reach statistical significance in this preliminary sample but the pattern of results are similar to those for moderate activity. Trends toward significance were also observed for pre-post changes in systolic (p = 0.06) and diastolic blood pressure (p = 0.07), with small reductions for the intervention group and increases for the control group. Conclusions: These findings provide preliminary information about the effectiveness of the health behavior intervention on multiple parameters for adults with PTSD. The findings suggest that focusing on health behavior change in multidisciplinary treatments for PTSD may enhance outcomes such as sleep and physical activity and potentially result in greater quality of life. However, the small preliminary sample size reported here should be considered when interpreting the outcomes. Further research may also determine how improvements in health parameters impact other indices of long-term cardiovascular health. Full article

We developed and validated an animation-based assessment (ABA) method for evaluating high school students’ inquiry competencies in Taiwan’s 12-Year Curriculum. Contextualized in atmospheric chemistry involving methane and hydroxyl radicals, ABA integrated dynamic simulations, tiered multiple-choice and open-ended tasks, and process tracking on the CloudClassRoom platform, the assessment focused on measuring two inquiry skills: causal reasoning and critical thinking. The results of 26,823 students revealed that the ABA effectively differentiated student performance across ability levels and academic disciplines, with open-ended items sensitive to higher-order reasoning. Gender difference was not observed, indicating the gender-free design of the developed ABA. While the ABA supports diagnostic insights, limitations need to be addressed, including the underassessment of modeling and creative experimentation skills. Therefore, it is necessary to include open modeling tasks and AI-powered semantic scoring. The developed ABA contributes a scalable, competency-aligned framework for inquiry-based science assessments. Full article

Wound management is a fundamental skill for veterinarians, requiring a systematic approach to wound care and a deep understanding of the biological principles underlying healing. Sucralfate, widely known as a mucoprotective agent for gastroduodenal ulcers, has recently shown promising topical effects in human skin lesions by binding and protecting growth factors from proteolytic degradation, thereby enhancing their local availability. This action promotes angiogenesis, chemotaxis and cell proliferation, while reducing oxidative stress and exerting bacteriostatic and bactericidal effects against common pathogens. However, the veterinary-specific literature on topical sucralfate is extremely limited, with most available data derived from experimental studies in rodent and porcine models, rather than clinical studies in common veterinary species. Nonetheless, these preliminary studies suggest a potential role for sucralfate in accelerating the healing process through improved collagen synthesis, neovascularization and fibroblast activity. Given the species-specific challenges in veterinary wound healing—especially in horses and cats, prone to delayed healing and exuberant granulation tissue—sucralfate represents a promising, cost-effective and safe candidate for clinical use. This narrative review synthetizes current evidence on sucralfate’s mechanisms and therapeutic benefits across human and veterinary contexts, highlighting the need for controlled, multidisciplinary veterinary studies. Validating sucralfate’s efficacy in clinical settings could enable the growing owner demand for advanced care to be satisfied, shorten recovery times, reduce complications and improve animal welfare. Full article

This study investigated the impact of preparing lesson plans and conducting microteaching activities—aligned with the learning outcomes of the mathematics curriculum—on the development of sustainability beliefs among teacher candidates. The rationale behind this research stems from the growing global emphasis on sustainability and the urgent need to embed sustainability literacy into teacher education programs, particularly in disciplines such as mathematics, which are often perceived as abstract and value-neutral. There is a recognized gap in equipping pre-service teachers with the pedagogical skills and conceptual awareness needed to integrate sustainability meaningfully into mathematics instruction. Employing a mixed-methods design, the Sustainability Belief Scale was administered to 45 teacher candidates (22 in the experimental group and 23 in the control group) as both a pre-test and post-test. During the intervention, participants in the experimental group collaboratively designed lesson plans and delivered them through microteaching sessions. Throughout the process, they maintained individual reflective journals. The lesson plans and microteaching performances were evaluated using instructor-developed rubrics. Data were analyzed using both quantitative statistical techniques and qualitative content analysis. The findings indicate that integrating sustainability themes into mathematics education significantly enhances teacher candidates’ sustainability beliefs and informs their pedagogical orientations. This study underscores the importance of structured, practice-based learning experiences—such as sustainability-focused microteaching—as a means to develop the competencies needed for education for sustainable development in mathematics classrooms. Full article