The impact of digital games on chemistry education has received less attention compared to other scientific fields. This research gap resulted in a limited understanding of how to effectively design mobile chemistry games (MCG) distinct from non-science mobile learning games (MLG). This study aims to explore students' attitudes toward MCG and gather their opinions on the game components using a mixed-methods research design. A total of 698 students from urban universities, categorized into technology, chemistry, and education cohorts based on their academic majors, participated to provide diverse perspectives. The results revealed significant disparities in gameplay experience, particularly in competence and relatedness, between MLG and MCG. Students' educational background significantly influenced their confidence and leisure levels. Concerningly, students exhibited a negative attitude towards MCG. The study provides game developers with a guideline for developing MCG and offers chemistry teachers a framework for selecting appropriate MLG in the context of chemistry education.

Wind power is a challenge in power generation. The tortuous process stages in generating voltage become a significant problem to be solved properly. One indicator of the process is the determination of the right wind speed because it always changes at any time and under circumstances. For this reason, accurate predictions are needed so as to maintain the smooth integration of wind power into the overall system. Machine learning is used as a promising approach to dealing with wind intermittent power because wind speed prediction methods have been developed in recent years. This study explores climate patterns in the Philippines using data collected from PAGASA. The data is trained and tested with a machine learning model to predict wind speed. This research resulted in the Gaussian Process Regression (GPR) model outperforming other models and is very suitable for datasets in achieving accurate and reliable predictions.

Relative humidity is an important environmental parameter and is widely used in various fields. Prediction of humidity levels is crucial for climate modeling, heat stress, air quality forecasting, and public health. Machine learning techniques have shown potential for predicting humidity due to their nonlinear nature. However, there is a research gap in humidity prediction in the Philippines, specifically the lack of studies utilizing the available parameters provided by PAGASA, presenting an opportunity for further investigation and development of models for predicting humidity levels in the country. In this study, the researchers used a publicly available dataset from PAGASA containing weather measurements from 2000 to 2022 in the Philippines. Various machine learning models were trained and tested, with hyperparameter tuning performed using Bayesian optimization. The Gaussian Process Regression model with optimized hyperparameters achieved the best performance in predicting relative humidity, with the lowest RMSE and highest R-squared values. This study provides a reliable way to predict humidity levels in the Philippines based on weather parameters.

The education sector is constantly progressing its competency paradigm by establishing a nexus between practical, theoretical, and technical dimensions of teaching and learning. In the modern age of education, hackathons are becoming increasingly prominent in providing an optimal academic environment that connects classroom learnings to real‐life scenarios. This study explored the motivational orientation behind student participation in hackathons through the framework provided by self‐determination theory. Specifically, it investigated the role of intrinsic and extrinsic motivations in encouraging initial and continuous hackathon participation. The partial least squares‐structural equation modeling method was used to analyze data collected from 437 students in 12 countries. According to the findings, although intrinsic motivation influences participation intention, extrinsic motivation drives continuance participation. When intrinsic and extrinsic motivational constructs were analyzed individually, it was found that continuance participation demands both motivational orientations. Comparisons of demographic characteristics indicate that older students with more extensive educational experience may have higher intentions to participate and continue participating in these events. This study offers insights into how the education sector can increase hackathon participation by tapping on students’ motivational orientation. From a methodological point of view, it is apparent to recommend the promotion of hackathons as a core extracurricular activity at a school level, and more indispensably, as pedagogy at a classroom level. In a world where students are encouraged to fail early, fast, and often, participating in hackathons is a tactical preparation for eventual success.

Automated chess is an emerging challenge from the field of robotics to human interaction. Customarily, chess playing robots use video camera for detecting the state of the board and robotic arm to manipulate the pieces, which makes it either expensive or too fragile to move. In this study, an automated chess board called “Chessbot” was built by combining a multitude of technologies and techniques such as voice command recognition, x and y plotting and recognition of chess pieces in a Cartesian plane, artificial intelligence algorithm, and Android mobile application. To properly execute chess moves either from a human player or computer via voice commands or a mobile game interface, the microcontroller provides motors the current and landing squares of chess pieces on the board. For the evaluation, several matches were simulated to perform various testing procedures such as voice command recognition, move log accuracy, display and user input acceptance accuracy, self-arrangement, and chess move reliability. Upon testing, Chessbot performs all the necessary tasks efficiently and accurately, which indicates the possibility of using this automated device for chess games at a hobbylevel or professional matches.

Higher education institutions worldwide were compelled to deliver their courses online due to mobility restrictions and lockdowns during the COVID-19 pandemic. This sudden shift has disrupted the educational system leaving millions unprepared for the new mode of instruction. One critical area that received little attention during this transition is student assessment. Many assessment methods designed for face-to-face classes have been adapted for online learning without much consideration. The conversion to emergency remote education has likewise exacerbated existing and uncovered new socioeconomic issues that demand immediate action. A scoping review has been carried out to map the concepts and develop a socioeconomic inclusive assessment framework for online learning in higher education. This framework will serve as a guide in designing assessment tasks that are more socioeconomically inclusive, making online learning more equitable. This chapter offers practical implications for developing a more inclusive assessment design that is beneficial to a broader group of students.

The unwelcomed arrival of the COVID-19 pandemic has exacerbated inequities and inequalities in accessing educational opportunities among different social groups. Abruptly, the idea of inclusivity in education has become more of an abstract phenomenon that widens the digital divide and creates social injustice. The resulting intensification of digital disparities demands an immediate coordinated response from all education and government stakeholders to guarantee that no one is left behind as we navigate the so-called new normal. Without an appropriate intervention and sound policy guidance, negative repercussions may be so widespread that they will remain a problem in the education sector far into the future. Socioeconomic Inclusion During an Era of Online Education aims to answer emerging questions on inclusive online education by exploring and collating the experiences and lessons learned during the implementation of emergency remote education. With the earlier-than-expected arrival of the online education era, best practices and innovative approaches from various educational institutions are concrete paradigms for safeguarding the promise of an undivided future of learning through equal access to quality education from a distance. Covering topics from learning space to education governance, this reference work is ideal for policymakers, administrators, practitioners, researchers, scholars, instructors, and students seeking to adjust and adapt to technology-enabled education during and after the COVID-19 era.

Socioeconomic Inclusion During an Era of Online Education aims to answer emerging questions on inclusive online education by exploring and collating the experiences and lessons learned during the implementation of emergency remote education. With the earlier than expected arrival of the online education era, best practices and innovative approaches from various educational institutions are concrete paradigms for safeguarding the promise of an undivided future of learning through equal access to quality education from a distance. Covering topics from learning space to education governance, this reference work is ideal for policymakers, administrators, practitioners, researchers, scholars, instructors, and students seeking to adjust and adapt to teaching and learning online not only during a pandemic (i.e., emergency remote education) but also during “normal times”. As much as this book raises socioeconomic issues involving online education as the primary mode of teaching and learning, a theme as diverse and expansive as inclusivity and technology-based instruction restricts the opportunity of addressing the multiplicity of viewpoints across various spectrums. Therefore, the anthology of these chapters is consequently and intentionally diverse and echoes the mission of inclusive education by compiling a variety of perspectives, experiences, traditions, and frameworks.

The sudden transition to emergency remote education (ERE) caused by the pandemic has been a highly complex undertaking for teachers and students alike. For developing countries, such a disruption only aggravates the pre-existing global education crisis and influences the sector in unprecedented ways. Thus, we explored how teachers and students from higher education in a developing country adapt to ERE during the pandemic. Specifically, we attempted to identify the common challenges faced by teachers and students and their coping strategies to handle pandemic-induced stress. To this end, we conducted a comparative cross-sectional study from October to November 2021 with 78 teachers and 94 students from a higher education institution in Manila, Philippines. Our results show that while self-regulation is the greatest challenge among students, it is the conduciveness of the home environment for teachers. Interestingly, although teachers and students have varying concerns, both groups rely on acceptance, humor, and positive reframing as their coping strategies. By painting a holistic picture of the challenges and coping strategies of both teachers and students, education policymakers and administrators can make an informed decision on how to best continue ERE and prepare in advance for the resumption of school in the new normal.

Social relationships are a fundamental aspect of human existence. Unsurprisingly, policymakers are incessantly devising strategies that accentuate the benefits of social relationships and diminish the risks of social isolation. The natural manifestation of player-to-player interaction in a video game context poses a unique opportunity to study the effects of co-playing on social relationship formation. However, most studies recruited players with existing relationships (e.g., family and friendship), utilized random commercial video games, or experimented in an online environment. These research gaps warrant further investigation on the utility of video games for promoting social relationships among unacquainted players while in the same physical space. Thus, this study presents the development and evaluation of a couch cooperative video game grounded on sequential team-building mechanics. The findings of this study offer empirical evidence that would have significant practical implications for any organization seeking to increase teamwork and cooperation among its members.