Datius Titus Mutangira, P. Tandika, Geraldina Edward
The current study investigated challenges facing parental involvement and culturally relevant strategies for improving parental involvement in the development of mathematics skills among grade two pupils. A phenomenological qualitative design was employed. A semi-structured interview was used to gather data from 12 early-grade teachers and ten heads of schools. Focused group discussion (FGD) was used to collect data from 63 parents. Thematic analysis procedures guided the data analysis procedure, which was aided by pivotal analysis. The study findings revealed that teachers focused on parents’ negative attitude towards the subject while parents reported lack of time and economic hardship as factors affecting their participation in engaging in children’s mathematics learning. However, all participants agreed that parents’ mathematics knowledge is a factor that affects their involvement. Regardless of the participants’ category, the provision of interactive mathematics homework and communication through parents’ meetings (group and individuals) were regarded as the best strategies for involving parents in learners’ development of mathematics skills. The study concludes that the parents agree with the critical role of their involvement despite the challenges facing parental involvement. Therefore, the study recommends that awareness programs and the use of interactive mathematics homework activities are critical to improved parental involvement in their children’s learning.
{"title":"Early grade pupils’ development of Mathematics skills: Perceived challenges and culturally relevant strategies for parental involvement","authors":"Datius Titus Mutangira, P. Tandika, Geraldina Edward","doi":"10.55056/ed.721","DOIUrl":"https://doi.org/10.55056/ed.721","url":null,"abstract":"The current study investigated challenges facing parental involvement and culturally relevant strategies for improving parental involvement in the development of mathematics skills among grade two pupils. A phenomenological qualitative design was employed. A semi-structured interview was used to gather data from 12 early-grade teachers and ten heads of schools. Focused group discussion (FGD) was used to collect data from 63 parents. Thematic analysis procedures guided the data analysis procedure, which was aided by pivotal analysis. The study findings revealed that teachers focused on parents’ negative attitude towards the subject while parents reported lack of time and economic hardship as factors affecting their participation in engaging in children’s mathematics learning. However, all participants agreed that parents’ mathematics knowledge is a factor that affects their involvement. Regardless of the participants’ category, the provision of interactive mathematics homework and communication through parents’ meetings (group and individuals) were regarded as the best strategies for involving parents in learners’ development of mathematics skills. The study concludes that the parents agree with the critical role of their involvement despite the challenges facing parental involvement. Therefore, the study recommends that awareness programs and the use of interactive mathematics homework activities are critical to improved parental involvement in their children’s learning.","PeriodicalId":207074,"journal":{"name":"Educational Dimension","volume":"121 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study utilised bibliometric visualisation of keywords used to represent documents on reading literacy, scientific literacy, and mathematical literacy indexed in the Scopus database to analyse the volume and growth of the literature. The study adopted a bibliometric research design, an approach that is also quantitative. Data was collected from Scopus, and analysis was based on Scopus' built analytical facility while mapping was carried out using VOSViewer. Reading literacy is the youngest of the three literacies, with early references dating back to 1607. However, research on reading literacy began to gain momentum in 2002. Mathematical literacy is the oldest, but significant growth occurred around 2003, while scientific literacy dates back to 1963. The trend in publications shows the highest growth for reading literacy and the lowest for mathematical literacy. Analysing document types revealed that scientific literacy had the largest quantity of documents, while reading literacy had a higher proportion of articles compared to the other two literacies. The study provides valuable insights into the historical development and current trends within these literacy domains, shedding light on their changing dynamics and challenges.
{"title":"Bibliometric visualisation of student knowledge and skills in key literacy domains","authors":"W. Nwagwu","doi":"10.55056/ed.772","DOIUrl":"https://doi.org/10.55056/ed.772","url":null,"abstract":"This study utilised bibliometric visualisation of keywords used to represent documents on reading literacy, scientific literacy, and mathematical literacy indexed in the Scopus database to analyse the volume and growth of the literature. The study adopted a bibliometric research design, an approach that is also quantitative. Data was collected from Scopus, and analysis was based on Scopus' built analytical facility while mapping was carried out using VOSViewer. Reading literacy is the youngest of the three literacies, with early references dating back to 1607. However, research on reading literacy began to gain momentum in 2002. Mathematical literacy is the oldest, but significant growth occurred around 2003, while scientific literacy dates back to 1963. The trend in publications shows the highest growth for reading literacy and the lowest for mathematical literacy. Analysing document types revealed that scientific literacy had the largest quantity of documents, while reading literacy had a higher proportion of articles compared to the other two literacies. The study provides valuable insights into the historical development and current trends within these literacy domains, shedding light on their changing dynamics and challenges.","PeriodicalId":207074,"journal":{"name":"Educational Dimension","volume":"113 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the musical-creative and pedagogical activity of the prominent Ukrainian opera singer Solomiya Krushelnytska (1872-1952) and her contribution to developing Ukrainian music education in the first half of the 20th century. Utilising theoretical approaches to studying personality within the cultural-historical context, we explore Krushelnytska's life path as an example of combining artistic activity and pedagogical practice. The research analyses biographical materials, students' memoirs, and critical reviews of the singer's performances. The results show that Krushelnytska significantly contributed to popularising Ukrainian vocal art internationally and played an essential role in developing vocal pedagogy in Ukraine. Her pedagogical principles, grounded in her personal experience and methods of the Italian vocal school, promoted the formation of new generations of Ukrainian opera performers.
{"title":"The musical-creative and pedagogical activity of Solomiya Krushelnytska: contribution to the development of Ukrainian music education","authors":"Valentyna Bielikova","doi":"10.55056/ed.751","DOIUrl":"https://doi.org/10.55056/ed.751","url":null,"abstract":"This article examines the musical-creative and pedagogical activity of the prominent Ukrainian opera singer Solomiya Krushelnytska (1872-1952) and her contribution to developing Ukrainian music education in the first half of the 20th century. Utilising theoretical approaches to studying personality within the cultural-historical context, we explore Krushelnytska's life path as an example of combining artistic activity and pedagogical practice. The research analyses biographical materials, students' memoirs, and critical reviews of the singer's performances. The results show that Krushelnytska significantly contributed to popularising Ukrainian vocal art internationally and played an essential role in developing vocal pedagogy in Ukraine. Her pedagogical principles, grounded in her personal experience and methods of the Italian vocal school, promoted the formation of new generations of Ukrainian opera performers.","PeriodicalId":207074,"journal":{"name":"Educational Dimension","volume":"70 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141688277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to substantiate the technology of forming a successful personality in primary school pupils through implementing media education, focusing on using praxeological tales. The research methods include theoretical analysis of literary sources, modelling, and empirical techniques such as observation, questionnaires, surveys, and experiments. The results show that praxeological tales, which reflect the basic rules and factors of achieving success, can be an effective, innovative media product in shaping successful pupils. The proposed technology model incorporates praxeological tales and other media education tools and techniques. An experimental study involving control and experimental groups of primary school pupils demonstrated that the percentage of children with a high level of successful personality development increased from 9.6% to 23.1% in the experimental groups. In contrast, the percentage of low levels decreased from 42.3% to 20.2%. The findings suggest that forming successful personalities in primary school through media education using praxeological tales can help increase pupils' media literacy, develop key life competencies, and prepare children for future self-realisation.
{"title":"Praxeological tales as an innovative media product for fostering successful personalities in primary school pupils","authors":"H. Tereshchuk, Iryna I. Kuzma, O. Yankovych","doi":"10.55056/ed.753","DOIUrl":"https://doi.org/10.55056/ed.753","url":null,"abstract":"This study aims to substantiate the technology of forming a successful personality in primary school pupils through implementing media education, focusing on using praxeological tales. The research methods include theoretical analysis of literary sources, modelling, and empirical techniques such as observation, questionnaires, surveys, and experiments. The results show that praxeological tales, which reflect the basic rules and factors of achieving success, can be an effective, innovative media product in shaping successful pupils. The proposed technology model incorporates praxeological tales and other media education tools and techniques. An experimental study involving control and experimental groups of primary school pupils demonstrated that the percentage of children with a high level of successful personality development increased from 9.6% to 23.1% in the experimental groups. In contrast, the percentage of low levels decreased from 42.3% to 20.2%. The findings suggest that forming successful personalities in primary school through media education using praxeological tales can help increase pupils' media literacy, develop key life competencies, and prepare children for future self-realisation.","PeriodicalId":207074,"journal":{"name":"Educational Dimension","volume":"5 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141337097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The editorial board of Educational Dimension, announces the formal retraction of the following article: Lavrentieva, O.O., Rybalko, L.M., Tsys, O.O. and Uchitel, A.D., 2019. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. Educational Dimension, 1, pp.27–59. Available from: https://doi.org/10.31812/educdim.v53i1.3831
{"title":"Retraction of published article due to the author's proposal","authors":"Vita A. Hamaniuk","doi":"10.55056/ed.757","DOIUrl":"https://doi.org/10.55056/ed.757","url":null,"abstract":"The editorial board of Educational Dimension, announces the formal retraction of the following article:\u0000Lavrentieva, O.O., Rybalko, L.M., Tsys, O.O. and Uchitel, A.D., 2019. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. Educational Dimension, 1, pp.27–59. Available from: https://doi.org/10.31812/educdim.v53i1.3831 ","PeriodicalId":207074,"journal":{"name":"Educational Dimension","volume":"54 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141269910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated parents’ practices in helping pre-primary school children with homework in Dodoma City, Tanzania. The study was guided by two specific objectives: to investigate the learning opportunities perceived by parents and the perceived challenges. The study involved 23 respondents from 15 families in Dodoma City, Tanzania. A convenience sampling technique was used to obtain families and parents. A phenomenology design was used, and semi-structured interviews were conducted to obtain data from the respondents. Thematic analysis was employed to analyse the collected data. The study revealed several learning opportunities among children, such as fostering child-parent relationships, knowing and monitoring children’s academic progress, and reinforcing learning and discipline among children. Also, several challenges were revealed from the study findings, including time-consuming, stressful and tedious activities for parents and children. The study concludes that parents’ involvement in children’s homework is vital for improving child-parent relationships and monitoring children’s academic progress. Therefore, the study recommends that teachers provide clear guidance to parents on assisting children with homework. Further, school administrators should encourage parents to participate in their children's education to improve their learning.
{"title":"Parents’ perspectives on homework practices in pre-primary school children in Tanzania: a phenomenological analysis","authors":"Winifrida Kambona","doi":"10.55056/ed.720","DOIUrl":"https://doi.org/10.55056/ed.720","url":null,"abstract":"This study investigated parents’ practices in helping pre-primary school children with homework in Dodoma City, Tanzania. The study was guided by two specific objectives: to investigate the learning opportunities perceived by parents and the perceived challenges. The study involved 23 respondents from 15 families in Dodoma City, Tanzania. A convenience sampling technique was used to obtain families and parents. A phenomenology design was used, and semi-structured interviews were conducted to obtain data from the respondents. Thematic analysis was employed to analyse the collected data. The study revealed several learning opportunities among children, such as fostering child-parent relationships, knowing and monitoring children’s academic progress, and reinforcing learning and discipline among children. Also, several challenges were revealed from the study findings, including time-consuming, stressful and tedious activities for parents and children. The study concludes that parents’ involvement in children’s homework is vital for improving child-parent relationships and monitoring children’s academic progress. Therefore, the study recommends that teachers provide clear guidance to parents on assisting children with homework. Further, school administrators should encourage parents to participate in their children's education to improve their learning.","PeriodicalId":207074,"journal":{"name":"Educational Dimension","volume":"55 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141109282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Valentyna A. Karpiuk, Yuliya M. Kazhan, Kristina Korystova
The article deals with the work with the text of a German fairy tale as a means of improving translation competence, a set of exercises and tasks related to the translation of reality with linguistic and cultural specificity from German into Ukrainian and Russian, the concept of reality and its characteristics are defined, the classifications of realities by structural and thematic component are presented. The study identifies the peculiarities of using translation methods of reality with linguistic and cultural specificity based on folk and literary German fairy tales. The importance and complexity of achieving equivalence and adequacy in the process of translation of realities are substantiated. The difficulties in translating realities are identified because realities belong to the group of culture-specific vocabulary with no direct analogues in the target language and are directly related to the specific cultural phenomena of a particular people. The realities with linguistic and cultural specificity found in German fairy tales have been identified and analysed. A comparative analysis of the ways of translating realities with language and cultural specificity has been carried out, and it has been determined that the most widespread ways of translation are generic matching, calibration, functional analogy, and transcription. The study results are summarised, and the prospects for further research are outlined.
{"title":"Translating the realities of a German fairy tale as a means of improving translation competence","authors":"Valentyna A. Karpiuk, Yuliya M. Kazhan, Kristina Korystova","doi":"10.55056/ed.590","DOIUrl":"https://doi.org/10.55056/ed.590","url":null,"abstract":"The article deals with the work with the text of a German fairy tale as a means of improving translation competence, a set of exercises and tasks related to the translation of reality with linguistic and cultural specificity from German into Ukrainian and Russian, the concept of reality and its characteristics are defined, the classifications of realities by structural and thematic component are presented. The study identifies the peculiarities of using translation methods of reality with linguistic and cultural specificity based on folk and literary German fairy tales. The importance and complexity of achieving equivalence and adequacy in the process of translation of realities are substantiated. The difficulties in translating realities are identified because realities belong to the group of culture-specific vocabulary with no direct analogues in the target language and are directly related to the specific cultural phenomena of a particular people. The realities with linguistic and cultural specificity found in German fairy tales have been identified and analysed. A comparative analysis of the ways of translating realities with language and cultural specificity has been carried out, and it has been determined that the most widespread ways of translation are generic matching, calibration, functional analogy, and transcription. The study results are summarised, and the prospects for further research are outlined.","PeriodicalId":207074,"journal":{"name":"Educational Dimension","volume":" 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The publication is devoted to the issue of the formation of mathematical competence of secondary school students in the study of the syntax of the Ukrainian language. Mathematical competence in education is defined as the ability to apply logical operations to justify an opinion, operate with abstract concepts, model different levels of information using schemes (for example, phrases and sentences), algorithms, diagrams. The position that the formation of mathematical competence of students in the study of the syntax of the Ukrainian language in basic school should also be connected with the use of techniques of transformation of syntactic units in the process of their derivation, the ability to reproduce derivational chains, developing schemes of syntactic derivatives is justified. The publication presents a linguistic didactic resource through the approaches and principles of teaching the syntax of the Ukrainian language in basic school. The integration of competence, activity, functional-stylistic and cognitive approaches to the study of the syntax of the Ukrainian language in basic school contribute to the formation of mathematical competence of students. A system of exercises aimed at developing the mathematical competence of students in the study of syntax has been developed. The didactic material presents material of various stylistics, contains examples of phrases with the subordinating conjunction of correlation, and common and uncommon components. Tasks involve the formation of the concept of adverb, common adverb as a syntactic unit, adverb as a signifier or circumstantial (causative / permissive) subjunctive component of a complex sentence). Tasks are aimed at developing in students the ability to transform a common application into the subjunctive part of a complex sentence in communication; to impress information through a substantive turn, to use the algorithm of constructing a simple complicated and complex sentence with an applied component, which allows to form a systematic view of the nature of the applied component, as well as the ability to develop derivational chains of syntactic units and use them in communication. Completing the tasks involves the application of punctuation rules in the use of the applied component in the sentence, during dialogization.Special consideration was given to artistic material, the work with which is designed to develop a culture of artistic perception and production of literary literature, development of communicative and stylistic features of speech accuracy, appropriateness, logic, imagery. Didactic material, which is an artistic resource, which contains historical, cultural and artistic information, data about personalities, which significantly expands the idea of the historical and cultural development of the Ukrainian nation.
{"title":"A linguistic and didactic resource in the formation of mathematical competence of secondary school students when studying the syntax of the Ukrainian language (on the material of syntactic derivatives)","authors":"Tetyana M. Mishenina, Svitlana E. Trubacheva","doi":"10.55056/ed.715","DOIUrl":"https://doi.org/10.55056/ed.715","url":null,"abstract":"The publication is devoted to the issue of the formation of mathematical competence of secondary school students in the study of the syntax of the Ukrainian language. Mathematical competence in education is defined as the ability to apply logical operations to justify an opinion, operate with abstract concepts, model different levels of information using schemes (for example, phrases and sentences), algorithms, diagrams. The position that the formation of mathematical competence of students in the study of the syntax of the Ukrainian language in basic school should also be connected with the use of techniques of transformation of syntactic units in the process of their derivation, the ability to reproduce derivational chains, developing schemes of syntactic derivatives is justified. The publication presents a linguistic didactic resource through the approaches and principles of teaching the syntax of the Ukrainian language in basic school. The integration of competence, activity, functional-stylistic and cognitive approaches to the study of the syntax of the Ukrainian language in basic school contribute to the formation of mathematical competence of students. A system of exercises aimed at developing the mathematical competence of students in the study of syntax has been developed. The didactic material presents material of various stylistics, contains examples of phrases with the subordinating conjunction of correlation, and common and uncommon components. Tasks involve the formation of the concept of adverb, common adverb as a syntactic unit, adverb as a signifier or circumstantial (causative / permissive) subjunctive component of a complex sentence). Tasks are aimed at developing in students the ability to transform a common application into the subjunctive part of a complex sentence in communication; to impress information through a substantive turn, to use the algorithm of constructing a simple complicated and complex sentence with an applied component, which allows to form a systematic view of the nature of the applied component, as well as the ability to develop derivational chains of syntactic units and use them in communication. Completing the tasks involves the application of punctuation rules in the use of the applied component in the sentence, during dialogization.Special consideration was given to artistic material, the work with which is designed to develop a culture of artistic perception and production of literary literature, development of communicative and stylistic features of speech accuracy, appropriateness, logic, imagery. Didactic material, which is an artistic resource, which contains historical, cultural and artistic information, data about personalities, which significantly expands the idea of the historical and cultural development of the Ukrainian nation.","PeriodicalId":207074,"journal":{"name":"Educational Dimension","volume":"95 S90","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140732007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cyberbullying has become one of the misconducts among the youth due to an increased use of the internet in the educational context. The bibliometric analysis was carried out to determine the global trends in the evolution of cyberbullying among the youth in higher learning institutions (HLIs). The analysis involved 1073 research articles published between 2008 and 2022 retrieved from the Dimensions scientific database. The VOSviewer 1.6.20 software was used to establish visualisation networks. The results indicate a rapid growth of research articles on cyberbullying from 2019 to 2022, where most HLIs migrated to virtual teaching due to the outbreak of COVID-19. The developed countries had high rates of research publications and strong collaboration patterns in cyberbullying. The results also indicate factors such as harsh parenting and moral disengagement to be the causes of cyberbullying. The analysis shows that publications on cyberbullying from developing countries are very low compared with their developed counterparts. Examining the trends in cyberbullying among youth in HLIs offers new insights into the prevalence, forms, and concerns of cyberbullying within this specific population of HLIs. This study enhances our understanding of cyberbullying consequences and broadens our knowledge about how increased autonomy among youth in using technology immorally can fasten the growth of cyberbullying in HLIs. This study informs the development of appropriate intervention strategies within HLIs that promote digital safety and citizenship. HLIs can also utilise the findings to develop rules and regulations that address cyberbullying within their institutions. Conducting a systematic review of the effective prevention and intervention strategies on cyberbullying employed by HLIs in different contexts may provide more insights into shaping youth in promoting digital safety.
{"title":"The growth of cyberbullying among youth in higher learning institutions: a bibliometric analysis","authors":"Placidius M. Ndibalema","doi":"10.55056/ed.700","DOIUrl":"https://doi.org/10.55056/ed.700","url":null,"abstract":"Cyberbullying has become one of the misconducts among the youth due to an increased use of the internet in the educational context. The bibliometric analysis was carried out to determine the global trends in the evolution of cyberbullying among the youth in higher learning institutions (HLIs). The analysis involved 1073 research articles published between 2008 and 2022 retrieved from the Dimensions scientific database. The VOSviewer 1.6.20 software was used to establish visualisation networks. The results indicate a rapid growth of research articles on cyberbullying from 2019 to 2022, where most HLIs migrated to virtual teaching due to the outbreak of COVID-19. The developed countries had high rates of research publications and strong collaboration patterns in cyberbullying. The results also indicate factors such as harsh parenting and moral disengagement to be the causes of cyberbullying. The analysis shows that publications on cyberbullying from developing countries are very low compared with their developed counterparts. Examining the trends in cyberbullying among youth in HLIs offers new insights into the prevalence, forms, and concerns of cyberbullying within this specific population of HLIs. This study enhances our understanding of cyberbullying consequences and broadens our knowledge about how increased autonomy among youth in using technology immorally can fasten the growth of cyberbullying in HLIs. This study informs the development of appropriate intervention strategies within HLIs that promote digital safety and citizenship. HLIs can also utilise the findings to develop rules and regulations that address cyberbullying within their institutions. Conducting a systematic review of the effective prevention and intervention strategies on cyberbullying employed by HLIs in different contexts may provide more insights into shaping youth in promoting digital safety.","PeriodicalId":207074,"journal":{"name":"Educational Dimension","volume":" 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140221182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Semerikov, Mykhailo V. Foki, D. Shepiliev, M. Mintii, I. Mintii, Olena H. Kuzminska
Augmented reality (AR) and machine learning (ML) are rapidly growing technologies with immense potential for transforming education. Web-based augmented reality (WebAR) provides a promising approach to delivering immersive learning experiences on mobile devices. Integrating machine learning models into WebAR applications can enable advanced interactive effects by responding to user actions, thus enhancing the educational content. However, there is a lack of effective methodologies to teach students WebAR development with integrated machine learning. This paper proposes a methodology with three main steps: (1) Integrating standard TensorFlow.js models like handpose into WebAR scenes for gestures and interactions; (2) Developing custom image classification models with Teachable Machine and exporting to TensorFlow.js; (3) Modifying WebAR applications to load and use exported custom models, displaying model outputs as augmented reality content. The proposed methodology is designed to incrementally introduce machine learning integration, build an understanding of model training and usage, and spark ideas for using machine learning to augment educational content. The methodology provides a starting point for further research into pedagogical frameworks, assessments, and empirical studies on teaching WebAR development with embedded intelligence.
{"title":"Teaching WebAR development with integrated machine learning: a methodology for immersive and intelligent educational experiences","authors":"S. Semerikov, Mykhailo V. Foki, D. Shepiliev, M. Mintii, I. Mintii, Olena H. Kuzminska","doi":"10.55056/ed.660","DOIUrl":"https://doi.org/10.55056/ed.660","url":null,"abstract":"Augmented reality (AR) and machine learning (ML) are rapidly growing technologies with immense potential for transforming education. Web-based augmented reality (WebAR) provides a promising approach to delivering immersive learning experiences on mobile devices. Integrating machine learning models into WebAR applications can enable advanced interactive effects by responding to user actions, thus enhancing the educational content. However, there is a lack of effective methodologies to teach students WebAR development with integrated machine learning. This paper proposes a methodology with three main steps: (1) Integrating standard TensorFlow.js models like handpose into WebAR scenes for gestures and interactions; (2) Developing custom image classification models with Teachable Machine and exporting to TensorFlow.js; (3) Modifying WebAR applications to load and use exported custom models, displaying model outputs as augmented reality content. The proposed methodology is designed to incrementally introduce machine learning integration, build an understanding of model training and usage, and spark ideas for using machine learning to augment educational content. The methodology provides a starting point for further research into pedagogical frameworks, assessments, and empirical studies on teaching WebAR development with embedded intelligence.","PeriodicalId":207074,"journal":{"name":"Educational Dimension","volume":"58 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140255079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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