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Search Results (1,860)

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13 pages, 288 KB  
Article
Effect of a “Team Based Learning” Methodology Intervention on the Psychological and Learning Variables of Sport Sciences University Students
by Mario Albaladejo-Saura, Adrián Mateo-Orcajada, Francisco Esparza-Ros and Raquel Vaquero-Cristóbal
Educ. Sci. 2025, 15(10), 1405; https://doi.org/10.3390/educsci15101405 - 19 Oct 2025
Abstract
Traditional teaching methods are often far from aligning with professional practice demands. Team-Based Learning (TBL), a variant of Problem-Based Learning, may foster motivation, autonomy, and deeper knowledge acquisition, especially in those educative contexts linked to practical knowledge. The objective of the present research [...] Read more.
Traditional teaching methods are often far from aligning with professional practice demands. Team-Based Learning (TBL), a variant of Problem-Based Learning, may foster motivation, autonomy, and deeper knowledge acquisition, especially in those educative contexts linked to practical knowledge. The objective of the present research was to explore the impact of a TBL program with digital support on Sport Sciences students’ psychological and learning outcomes. A quasi-experimental design with pre- and post-tests was applied to 68 fourth-year students (mean age = 21.45 ± 1.57 years). The intervention spanned 12 weeks, where the students had to solve specific case studies linked to the theoretical content of the subject and its applicability. Variables measured included motivational climate, satisfaction of basic psychological needs, intrinsic motivation, transversal competences, and academic performance. Significant improvements were observed in task- and ego-oriented climate, autonomy, competence, relatedness, knowledge scores, and competence in scientific searches and academic dissemination (p < 0.05). No significant changes were found in intrinsic motivation or audiovisual material competence. Sex influenced several outcomes, while project marks and prior transversal skills did not. TBL combined with digital tools enhanced learning outcomes and key psychological needs, though intrinsic motivation remained unchanged. Findings highlight the value of active methodologies in higher education, while underscoring the need for long-term, broader studies. Full article
26 pages, 875 KB  
Review
Digital Serious Games for Cancer Education and Behavioural Change: A Scoping Review of Evidence Across Patients, Professionals, and the Public
by Guangyan Si, Gillian Prue, Stephanie Craig, Tara Anderson and Gary Mitchell
Cancers 2025, 17(20), 3368; https://doi.org/10.3390/cancers17203368 - 18 Oct 2025
Viewed by 68
Abstract
Background/Objectives: Gamification and game-based learning (GBL) have recently emerged as fresh and appealing ways of health education, and they have been shown to perform better in knowledge acquisition than traditional teaching approaches. Digital serious games are developing as innovative tools for cancer education [...] Read more.
Background/Objectives: Gamification and game-based learning (GBL) have recently emerged as fresh and appealing ways of health education, and they have been shown to perform better in knowledge acquisition than traditional teaching approaches. Digital serious games are developing as innovative tools for cancer education and behaviour change, yet no review has systematically synthesized their use across key populations. This scoping review aimed to map evidence on serious games for cancer prevention, care, and survivorship among the public, patients, and healthcare professionals, framed through the Capability, Opportunity, Motivation-Behaviour (COM-B) model. Methods: Following Joanna Briggs Institute methodology, we searched Web of Science, MEDLINE, CINAHL, and PsycINFO. Eligible studies evaluated a serious game with a cancer focus and reported outcomes on knowledge, awareness, engagement, education, or behaviour. Data extraction and synthesis followed the PRISMA-ScR checklist. Results: Thirty-five studies met the inclusion criteria, covering diverse cancers, populations, and platforms. Most reported improvements in knowledge, engagement, self-efficacy, and communication. However, heterogeneity in study design and limited assessment of long-term behaviour change constrained comparability. Conclusions: Digital serious games show promise for enhancing cancer literacy and supporting behavioural outcomes across patients, professionals, and the public. By integrating multiple perspectives, this review highlights opportunities for theory-driven design, robust evaluation, and implementation strategies to maximize their impact in cancer education and awareness. Full article
(This article belongs to the Special Issue Nursing and Supportive Care for Cancer Survivors)
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21 pages, 1362 KB  
Article
Teaching Equity and Perceived Learning Effect in Dual-Teacher Classroom Under Education for Sustainable Development: A Comparative Study of Student Engagement Mechanisms Through the Opportunity-to-Learn Framework
by Guangwei Hu, Yonghai Zhu, Di Liu and Ziling Liu
Sustainability 2025, 17(20), 9216; https://doi.org/10.3390/su17209216 - 17 Oct 2025
Viewed by 158
Abstract
Ensuring equitable access to quality education is essential for Education for Sustainable Development. However, the efficacy of innovative Education for Sustainable Development models like the Dual-Teacher Classroom in promoting teaching equity has not been sufficiently studied. Grounded in the Opportunity to Learn (OTL) [...] Read more.
Ensuring equitable access to quality education is essential for Education for Sustainable Development. However, the efficacy of innovative Education for Sustainable Development models like the Dual-Teacher Classroom in promoting teaching equity has not been sufficiently studied. Grounded in the Opportunity to Learn (OTL) theory—a theoretical framework that provides observational constructs for Education for Sustainable Development (ESD), which are operationalized as empirical measures in this study—this study investigates the mechanisms through which teaching equity influences perceived learning effect, with learning engagement as a mediator, among elementary students in Beijing, China. Data were collected from 278 participants using a validated questionnaire. The results reveal significant disparities between urban and rural students, with urban students demonstrating higher levels of teaching equity, learning engagement, and perceived learning effect. Mediation analysis indicated that learning engagement acts as a partial mediator for urban students, whereas it serves as a full mediator for rural students. These findings highlight the importance of context-sensitive instructional strategies to enhance equity and engagement in the Dual-Teacher Classroom. The study contributes to the discourse on educational sustainability by emphasizing the role of equitable teaching practices in fostering inclusive and effective learning environments. Practical implications for teacher collaboration and real-time feedback mechanisms are discussed. Full article
(This article belongs to the Section Sustainable Education and Approaches)
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31 pages, 1687 KB  
Article
Manifestations, Detection and Approach to Bullying and Cyberbullying from the Teachers’ Perspective: A Mixed Study in Spanish School Contexts
by Elena Blanca Martinez Piedra and Cristina Sánchez Romero
Educ. Sci. 2025, 15(10), 1384; https://doi.org/10.3390/educsci15101384 - 16 Oct 2025
Viewed by 93
Abstract
Bullying and cyberbullying were the focus of analysis in this study. The purpose of the study was to explore teachers’ perceptions, experiences and strategies in relation to these issues, as well as their training needs. A convergent mixed-methods design was used, consisting of [...] Read more.
Bullying and cyberbullying were the focus of analysis in this study. The purpose of the study was to explore teachers’ perceptions, experiences and strategies in relation to these issues, as well as their training needs. A convergent mixed-methods design was used, consisting of a quantitative questionnaire applied to 224 teachers, 12 semi-structured interviews and a field diary. Quantitative results indicated a high level of awareness of the seriousness of bullying, but a lower perception of self-efficacy in its detection and intervention, especially in digital contexts. The internal reliability of the measured dimensions was high (α > 0.85) and differences were identified according to gender and professional experience. At the qualitative level, diverse meanings of bullying, intuitive teaching practices, institutional barriers and specific demands for applied training were evident. Triangulation confirmed the coherence between sources and revealed the need for a strong institutional architecture to support teaching. It was concluded that teachers require resources, support and ongoing training to take a proactive role in bullying prevention and intervention. Full article
(This article belongs to the Special Issue Media Literacy in Lifelong Learning)
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17 pages, 1416 KB  
Article
Visual Multiplication Through Stick Intersections: Enhancing South African Elementary Learners’ Mathematical Understanding
by Terungwa James Age and Masilo France Machaba
Educ. Sci. 2025, 15(10), 1383; https://doi.org/10.3390/educsci15101383 - 16 Oct 2025
Viewed by 164
Abstract
This paper presents a novel visual approach to teaching multiplication to elementary school pupils using stick intersections. Within the South African context, where students consistently demonstrate low mathematics achievement, particularly in foundational arithmetic operations, this research explores an alternative pedagogical strategy that transforms [...] Read more.
This paper presents a novel visual approach to teaching multiplication to elementary school pupils using stick intersections. Within the South African context, where students consistently demonstrate low mathematics achievement, particularly in foundational arithmetic operations, this research explores an alternative pedagogical strategy that transforms abstract multiplication concepts into visual, concrete, countable representations. Building on theories of embodied cognition and visual mathematics, this study implemented and evaluated the stick intersection method with 45 Grade 4 students in Polokwane, Limpopo Province. Using a mixed-methods approach combining quantitative assessments with qualitative observations, the results revealed statistically significant improvements in multiplication performance across all complexity levels, with particularly substantial gains among previously low-performing students (61.3% improvement, d = 1.87). Qualitative findings demonstrated enhanced student engagement, deeper conceptual understanding of place value, and overwhelmingly positive learner perceptions of the method. The visual approach proved especially valuable in the multilingual South African classroom context, where it transcended language barriers by providing direct visual access to mathematical concepts. High retention rates (94.9%) one-month post-intervention suggest the method facilitated lasting conceptual understanding rather than temporary procedural knowledge. This research contributes to mathematics education by demonstrating how visually oriented, culturally responsive pedagogical approaches can address persistent challenges in developing mathematics proficiency, particularly in resource-constrained educational environments. Full article
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24 pages, 585 KB  
Article
Supporting Children’s Working Memory Through Instructional Support in Primary School: A Microtrial Study
by Simona Sankalaite, Sophie Pollé, Mariëtte Huizinga, Saskia Van der Oord, Lauryna Rakickiene and Dieter Baeyens
Educ. Sci. 2025, 15(10), 1379; https://doi.org/10.3390/educsci15101379 - 15 Oct 2025
Viewed by 301
Abstract
Working memory (WM) is crucial for learning and academic success, emphasizing the need for effective theory- and practice-informed interventions supporting children with poor WM. Given limited transferable effects, recent research stresses the importance of context, focusing on malleable environmental factors like teacher–student interaction. [...] Read more.
Working memory (WM) is crucial for learning and academic success, emphasizing the need for effective theory- and practice-informed interventions supporting children with poor WM. Given limited transferable effects, recent research stresses the importance of context, focusing on malleable environmental factors like teacher–student interaction. This study uses a microtrial approach to explore the effects of teacher-provided instructional support on children’s observable WM-related problematic behavior. The experimental group (n = 35, 42.9% girls, Mage = 8.37, SDage = 1.66) received targeted instructional support, while the control group (n = 32, 40.6% girls, Mage = 8.67, SDage = 2.03) received teaching as usual. Pre- and post-intervention comparisons examined changes in students’ WM behavior. The four-week intervention included five strategies derived from a systematic review and a qualitative study, building on teachers’ existing practices. Findings revealed a significant time × condition interaction, with reduced WM-related problematic behavior in the experimental group, showing medium to large effect sizes (ηp2 = 0.08–0.20). Improvements were noted in classroom behavior and the home environment, as reported by parents blinded to the condition. This study contributes to the causal evidence base indicating that targeted instructional support can reduce WM-related challenges and highlights the potential of brief, teacher-provided classroom interventions. Full article
(This article belongs to the Section Curriculum and Instruction)
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19 pages, 4233 KB  
Article
Circuit–Temperature Coupled Research and Teaching Platform for the Resistive-Type Superconducting Fault Current Limiters
by Qinghua Zhao, Shirong Gong, Xiaoyuan Chen, Lin Fu, Miangang Tang, Jun Bai and Boyang Shen
Electronics 2025, 14(20), 4059; https://doi.org/10.3390/electronics14204059 - 15 Oct 2025
Viewed by 92
Abstract
In order to break the bottleneck in the teaching and research of superconducting current limiting technology, this paper proposed an integrated platform based on a resistive-type superconducting current limiter (RSFCL). Through a user-programmable software interface, the dynamic working process of the RSFCL was [...] Read more.
In order to break the bottleneck in the teaching and research of superconducting current limiting technology, this paper proposed an integrated platform based on a resistive-type superconducting current limiter (RSFCL). Through a user-programmable software interface, the dynamic working process of the RSFCL was simulated and analyzed, along with the self-triggered quench characteristics, internal current distribution, and instantaneous temperature evolution process under different fault conditions. This platform employed a superconductor–circuit–temperature coupling model to simulate the current limiting characteristics of the RSFCL under various AC/DC and transient conditions. This effectively helps the users understand the electrothermal coupling mechanisms of the RSFCL but also provides the researchers with an efficient simulation tool to analyze superconducting properties, optimize fault current limiter topologies, and validate system-level fault protection strategies. The platform’s simulation results align well with theoretical analyses, offering a reliable auxiliary tool for teaching and research in superconducting power technology. Full article
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17 pages, 227 KB  
Article
Coping Strategies Used by Newly Appointed Nurse Educators During Transition from Clinical Practice to Academia: A Qualitative Study
by Tumelo Dintwe, Gopolang Gause and Leepile Alfred Sehularo
Nurs. Rep. 2025, 15(10), 367; https://doi.org/10.3390/nursrep15100367 - 15 Oct 2025
Viewed by 202
Abstract
Background: Transition from clinical to academia requires newly appointed nurse educators to deploy certain coping strategies to thrive in their newly assumed roles. This is because this period is often coupled with high teaching expectations, research, increased workloads, and a lack of proficiency [...] Read more.
Background: Transition from clinical to academia requires newly appointed nurse educators to deploy certain coping strategies to thrive in their newly assumed roles. This is because this period is often coupled with high teaching expectations, research, increased workloads, and a lack of proficiency with work–life balance, resulting in a lack of coping. Therefore, this study aimed to explore and describe the coping strategies used by newly appointed nurse educators in a South African university. Methods: A qualitative, explorative, and descriptive research design was used. Data were gathered from 12 newly appointed nurse educators using online semi-structured individual interviews. Nurse educators who joined academia from clinical practice within the last six months to five years were included in this study. Data were analysed using Cresswell and Cresswell’s five steps for data analysis. Findings: Four categories emerged from the data: newly appointed nurse educators’ experiences of problem-focused coping, emotion-focused coping, meaning-focused coping, and coping through support from others during the transition from clinical practice to academia. Among the many coping strategies, the participants expressed that they apply clinical experience, self-assertiveness, conflict management, and setting boundaries to cope with the transition to academia. Conclusions: The findings of this study suggest that the transition from clinical practice to academia remains challenging for newly appointed nurse educators. This study further suggests that there is a need to have support measures in place for newly appointed nurse educators during their transition to academia to improve their ability to cope. Full article
16 pages, 312 KB  
Article
Characterizing the Relationship Between Intervention Delivery and Outcomes Within Part C Community Settings
by Katherine Pickard, Scott Gillespie, Aubyn Stahmer, Jennifer Singh and Lawrence Scahill
Behav. Sci. 2025, 15(10), 1394; https://doi.org/10.3390/bs15101394 - 15 Oct 2025
Viewed by 173
Abstract
Routine Early Intervention services are an ideal context to evaluate parent-mediated intervention (PMI) delivery. While effectiveness research suggests that receiving manualized PMIs positively affects caregivers’ learning and use of intervention strategies, the impact of other aspects of delivery, such as PMI adaptation, on [...] Read more.
Routine Early Intervention services are an ideal context to evaluate parent-mediated intervention (PMI) delivery. While effectiveness research suggests that receiving manualized PMIs positively affects caregivers’ learning and use of intervention strategies, the impact of other aspects of delivery, such as PMI adaptation, on caregiver engagement and learning is less clear. The current study aimed to address this gap by closely characterizing the delivery and associated outcomes of an autism PMI, Project ImPACT, within an Early Intervention (EI) Part C system. In total, 21 EI providers and 23 caregivers of children with social communication delays participated. Following training in Project ImPACT, the providers submitted videos of their Project ImPACT sessions as part of routine service delivery. The sessions were behaviorally coded for Project ImPACT coaching fidelity and instances in which Project ImPACT was adapted. After each session, the caregivers rated their participatory engagement and therapeutic alliance. Before and immediately following the intervention, the caregivers also completed measures of their self-efficacy and their child’s social communication skills, and their use of Project ImPACT strategies (i.e., fidelity) was behaviorally coded. The results demonstrated that EI providers’ Project ImPACT coaching fidelity was not related to caregiver ratings of therapeutic alliance or participatory engagement at the session level. Augmenting Project ImPACT sessions was associated with higher caregiver ratings of therapeutic alliance but not with participatory engagement. Although provider coaching fidelity was not associated with changes in caregiver ratings of self-efficacy, it was associated with caregiver use of Project ImPACT strategies focused on teaching their children new skills. There was no association between provider fidelity and caregiver report of child social communication outcomes. The current study highlights the complicated relationship between the delivery of autism PMIs and caregiver-reported outcomes. The findings highlight the value of holistic delivery models that support adaptations in response to child- and family-level factors. Full article
(This article belongs to the Special Issue Early Identification and Intervention of Autism)
20 pages, 1145 KB  
Article
Multivariable Study of Innovative Competence Profile in University Faculty: Analysis of Determining Factors and Their Relationship to Improvement of Educational Quality
by Javier Espitia Barrero, Catalina Guerrero-Romera, Jose-David Cuesta-Sáez-de-Tejada, Jesús-Manuel Martínez-González, Eider Bilbao-Aiastui and Cipriano Martínez-Algora
Educ. Sci. 2025, 15(10), 1369; https://doi.org/10.3390/educsci15101369 - 14 Oct 2025
Viewed by 159
Abstract
Innovation in university education has become a key pillar for improving learning quality and ensuring faculty adaptation to the challenges of the 21st century. This study aims to analyze the innovative competence profile of university faculty, exploring their disposition toward innovation, the use [...] Read more.
Innovation in university education has become a key pillar for improving learning quality and ensuring faculty adaptation to the challenges of the 21st century. This study aims to analyze the innovative competence profile of university faculty, exploring their disposition toward innovation, the use of advanced pedagogical methodologies, and their integration of information and communication technologies (ICT). A quantitative, non-experimental, cross-sectional design was employed, using a validated questionnaire administered to a sample of 136 faculty members at the University of Murcia. Findings indicate that educational innovation in higher education is influenced by both individual and institutional factors. Female faculty members demonstrate greater openness to innovation, particularly in development and training, while those with intermediate teaching experience (11–20 years) report higher implementation of innovative methodologies compared to those with less than 10 years or more than 20 years of experience. Additionally, the Faculty of Education stands out for its integration of innovative strategies, in contrast to other faculties where adoption is more limited. Despite a generally positive attitude toward innovation, shortcomings were identified in the evaluation and dissemination of these methodologies, which hinder their consolidation within the academic community. The results highlight the need for institutional strategies that enhance teacher training, promote effective evaluation, and foster interfaculty collaboration to share experiences and best practices. Full article
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23 pages, 1466 KB  
Systematic Review
Pedagogical Strategies for Teaching Environmental Literacy in Secondary School Education: A Systematic Review
by Ziyin Xiong, Yuye Song and Ruizhi Zhu
Sustainability 2025, 17(20), 9104; https://doi.org/10.3390/su17209104 - 14 Oct 2025
Viewed by 306
Abstract
Environmental literacy is essential for preparing students with the knowledge, skills, and dispositions to address pressing environmental challenges. This systematic literature review examines how pedagogical approaches used in secondary education foster students’ environmental literacy. The review enriches the current literature by shifting attention [...] Read more.
Environmental literacy is essential for preparing students with the knowledge, skills, and dispositions to address pressing environmental challenges. This systematic literature review examines how pedagogical approaches used in secondary education foster students’ environmental literacy. The review enriches the current literature by shifting attention away from the predominant focus on higher education and providing new empirically grounded insights into the effectiveness of classroom practices in enhancing students’ environmental literacy at the secondary education level. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 22 peer-reviewed studies published between 2010 and 2024 were identified through Web of Science, Scopus and ERIC. The analysis is guided by Joyce and Calhoun’s taxonomy of teaching models and the conceptualization of environmental literacy developed by the North American Association for Environmental Education (NAAEE). Findings show that strategies grounded in the social family and information-processing models of teaching were most frequently used, reflecting a pedagogical shift toward collaboration, critical thinking, and active engagement, yet a significant gap remains in cultivating environmentally responsible behavior (ERB). The review highlights the need for pedagogical designs that support the integration of every dimension of environmental literacy. It further emphasizes culturally responsive approaches and systematic investment in teacher professional development as critical conditions for pedagogical success. Full article
(This article belongs to the Special Issue Towards Sustainable Futures: Innovations in Education)
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34 pages, 4597 KB  
Article
Research on the Designer Mismatch Characteristic and Talent Cultivation Strategy in China’s Construction Industry
by Sidong Zhao, Xianteng Liu, Yongxin Liu and Weiwei Li
Buildings 2025, 15(20), 3686; https://doi.org/10.3390/buildings15203686 - 13 Oct 2025
Viewed by 266
Abstract
Architectural design stands as a highly knowledge-intensive field, with designers serving as the linchpin for its premium development. China’s construction industry is now navigating a transitional phase of slower growth, where a misalignment in designer capabilities significantly obstructs the nation’s shift from being [...] Read more.
Architectural design stands as a highly knowledge-intensive field, with designers serving as the linchpin for its premium development. China’s construction industry is now navigating a transitional phase of slower growth, where a misalignment in designer capabilities significantly obstructs the nation’s shift from being a mere “construction giant” to becoming a true “construction powerhouse”. Based on the spatial mismatch model and Geodetector, this study empirically analyzes the mismatch relationship among designers and its influencing factors using panel data from 31 provinces in China from 2013 to 2023, and proposes strategies for cultivating architectural design talents. Findings reveal that China’s architectural designers exhibit spatial supply imbalance, and complex trends in designer allocation-simultaneous growth and decline coexist. China exhibits diverse types of architect mismatch: 22.58% of regions are in a state of Positive Mismatch, and 12.90% experience Negative Mismatch. In over one-third of regions, the architectural design talent market can no longer self-correct architect mismatch through market mechanisms, urgently requiring collaborative intervention policies from governments, design associations, and enterprises to address architect supply–demand governance. For a smooth transition during the transformation and upgrading of the construction and design industries, the architectural design talent market should accommodate frictional designer mismatch. The contribution of designer mismatch varies significantly, with factors such as innovation, industrial structure, and fiscal self-sufficiency exerting more direct influence, while other factors play indirect roles through dual-factor enhancement effects and nonlinear enhancement effects. The insights from the analysis results and conclusions for future designer cultivation include fostering an interdisciplinary teaching model for designers through university–enterprise collaboration, enhancing education in AI and intelligent construction literacy, and establishing an intelligent service platform for designer supply–demand matching to promptly build a new differentiated and precise designer supply system. Full article
(This article belongs to the Section Architectural Design, Urban Science, and Real Estate)
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32 pages, 7537 KB  
Article
A Follow-Up on the Development of Problem-Solving Strategies in a Student with Autism
by Irene Polo-Blanco, María-José González-López and Raúl Fernández-Cobos
Educ. Sci. 2025, 15(10), 1359; https://doi.org/10.3390/educsci15101359 - 13 Oct 2025
Viewed by 204
Abstract
Students with autism spectrum disorder (ASD) often face difficulties in solving arithmetic word problems, particularly in transitioning from informal counting strategies to more efficient methods based on number facts and formal operations. This study examined the development of problem-solving strategies in a single [...] Read more.
Students with autism spectrum disorder (ASD) often face difficulties in solving arithmetic word problems, particularly in transitioning from informal counting strategies to more efficient methods based on number facts and formal operations. This study examined the development of problem-solving strategies in a single student with ASD and intellectual disability across two sequential single-case experiments using multiple baseline designs. Study 1 (age 13 years 9 months; 17 sessions) employed Modified Schema-Based Instruction (MSBI) to teach addition and subtraction change problems, while Study 2 (age 14 years 10 months; 18 sessions) utilized the Conceptual Model-based Problem Solving (COMPS) approach for multiplication and division equal-group problems. Success was defined as both correctness of the response and correctly identifying the required operation. Results indicated that the student’s performance improved in all problem types in both studies, with maintenance observed 8 weeks after Study 1 and 5 weeks after Study 2. Instruction effects generalized to two-step addition and subtraction problems in Study 1, and to two-step addition and multiplication problems in Study 2. The findings indicate that both MSBI and COMPS facilitated the student’s shift from informal strategies to efficient operation-based problem solving. Implications for practice include the need for individualized reinforcements, careful adaptation of instruction, and providing teachers with a variety of problems and knowledge of these teaching methods to support students with ASD in developing advanced problem-solving skills. Full article
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24 pages, 5068 KB  
Article
Multimodal Learning Interactions Using MATLAB Technology in a Multinational Statistical Classroom
by Qiaoyan Cai, Mohd Razip Bajuri, Kwan Eu Leong and Liangliang Chen
Multimodal Technol. Interact. 2025, 9(10), 106; https://doi.org/10.3390/mti9100106 - 13 Oct 2025
Viewed by 218
Abstract
This study explores and models the use of MATLAB technology in multimodal learning interactions to address the challenges of teaching and learning statistics in a multinational postgraduate classroom. The term multimodal refers to the deliberate integration of multiple representational and interaction modes, i.e., [...] Read more.
This study explores and models the use of MATLAB technology in multimodal learning interactions to address the challenges of teaching and learning statistics in a multinational postgraduate classroom. The term multimodal refers to the deliberate integration of multiple representational and interaction modes, i.e., visual, textual, symbolic, and interactive computational modelling, within a coherent instructional design. MATLAB is utilised as it is a comprehensive tool for enhancing students’ understanding of statistical skills, practical applications, and data analysis—areas where traditional methods often fall short. International postgraduate students were chosen for this study because their diverse educational backgrounds present unique learning challenges. A qualitative case study design was employed, and data collection methods included classroom observations, interviews, and student work analysis. The collected data were analysed and modelled by conceptualising key elements and themes using thematic analysis, with findings verified through data triangulation and expert review. Emerging themes were structured into models that illustrate multimodal teaching and learning interactions. The novelty of this research lies in its contribution to multimodal teaching and learning strategies for multinational students in statistics education. The findings highlight significant challenges international students face, including language and technical barriers, limited prior content knowledge, time constraints, technical difficulties, and a lack of independent thinking. To address these challenges, MATLAB promotes collaborative learning, increases student engagement and discussion, boosts motivation, and develops essential skills. This study suggests that educators integrate multimodal interactions in their teaching strategies to better support multinational students in statistical learning environments. Full article
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47 pages, 9806 KB  
Article
Optimal Control for On-Load Tap-Changers and Inverters in Photovoltaic Plants Applying Teaching Learning Based Optimization
by Rolando A. Silva-Quiñonez, Higinio Sánchez-Sainz, Pablo Garcia-Triviño, Raúl Sarrias-Mena, David Carrasco-González and Luis M. Fernández-Ramírez
Electronics 2025, 14(20), 3989; https://doi.org/10.3390/electronics14203989 - 12 Oct 2025
Viewed by 201
Abstract
This research presents an optimized control strategy for the coordinated operation of parallel grid connected photovoltaic (PV) plants and an On Load Tap Changer (OLTC) transformer. The proposed framework integrates inverter-level active and reactive power dispatch with OLTC tap control through an Energy [...] Read more.
This research presents an optimized control strategy for the coordinated operation of parallel grid connected photovoltaic (PV) plants and an On Load Tap Changer (OLTC) transformer. The proposed framework integrates inverter-level active and reactive power dispatch with OLTC tap control through an Energy Management System (EMS) based on an improved Teaching Learning Based Optimization (TLBO) algorithm. The EMS minimizes operational costs while maintaining voltage stability and respecting electrical and mechanical constraints. Comparative analyses with Monte Carlo, fmincon, and conventional TLBO methods demonstrate that the optimized TLBO achieves up to two orders of magnitude faster convergence and higher robustness, enabling more reliable performance under variable irradiance and load conditions. Simulation and Hardware-in-the-Loop (HIL) results confirm that the coordinated OLTC inverter control significantly enhances reactive power capability and voltage regulation. The proposed optimized TLBO based EMS offers an effective and computationally efficient solution for dynamic energy management in medium scale PV systems, supporting grid reliability and maximizing renewable energy utilization. Full article
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