Field trips are steadily declining due to limited funding, time constraints, safety concerns, and other logistical issues. Many schools are resorting to a virtual field trip (VFT), especially when education is disrupted due to public health concerns, natural disasters, or other unforeseen significant events. Virtual reality as a common form of VFT is likely not an option for many schools due to cost and other barriers. The purpose of our study was to explore the potential of going in a VFT using 360-degree (360°) videos as an alternative to a physical field trip in primary education. We recruited third-grade pupils (aged 8–9) from two private elementary schools to experience VFTs using 360° videos (360V) and regular videos (REGV). Using a switching-replications experimental design, we compared their content recall (assessment tests) and VFT experience (attitude, perceived usefulness, involvement, inquiry, video engagement, and virtual guide) across four-time points. Our results show that the increase in content recall scores of 360V groups after VFTs was consistently higher compared to REGV groups at all time points, although it was only significant in one quarter. We also found pupils’ video engagement, involvement, and attitude as significant factors in their VFT experience. These results call attention to a possible implementation of VFTs and continue the long-standing tradition that has been acknowledged as a student-centered, interactive instructional method.

Computer programming is a difficult course for many students. Prior works advocated for group learning pedagogies in pursuit of higher-level reasoning and conceptual understanding. However, the methodological gaps in existing implementations warrant further research. This study conducted a three-armed cluster-randomized controlled trial to comparatively evaluate the social and cognitive effects of group learning pedagogies in computer programming. Following an apprenticeship model, each group has a designated master: drivers in pair programming (PP), peer leaders in peer-led team learning (PLTL), and practitioners in practitioner-assisted group learning (PAGL). In all course deliverables, the PP group received the lowest mean scores. Meanwhile, no significant difference was found between the PLTL and PAGL groups. Except for psychological safety, social factors such as task cohesion, interdependence, and group potency were significantly different between the groups. Both PLTL and PAGL groups reported a significant increase in social factors after 14 weeks of intervention. These findings provide a rationale for educational leaders and teachers to formulate curricular plans that integrate PLTL and PAGL in computer programming education. Overall, this study contributes to the literature on group learning, expands the pedagogies in computer programming, and serves as additional empirical evidence on cognitive apprenticeship and sociocultural perspectives of learning.

The field of health and medical sciences has witnessed a surge of published research exploring the applications of ChatGPT. However, there remains a dearth of knowledge regarding its specific potential and limitations within the domain of nutrition. Given the increasing prevalence of nutrition-related diseases, there is a critical need to prioritize the promotion of a comprehensive understanding of nutrition. This paper examines the potential utility of ChatGPT as a tool for improving nutrition knowledge. Specifically, it scrutinizes its characteristics in relation to personalized meal planning, dietary advice and guidance, food intake tracking, educational materials, and other commonly found features in nutrition applications. Additionally, it explores the potential of ChatGPT to support each stage of the Nutrition Care Process. Addressing the prevailing question of whether ChatGPT can replace healthcare professionals, this paper elucidates its substantial limitations within the context of nutrition practice and education. These limitations encompass factors such as incorrect responses, coordinated nutrition services, hands-on demonstration, physical examination, verbal and non-verbal cues, emotional and psychological aspects, real-time monitoring and feedback, wearable device integration, and ethical and privacy concerns have been highlighted. In summary, ChatGPT holds promise as a valuable tool for enhancing nutrition knowledge, but further research and development are needed to optimize its capabilities in this domain.

Despite originating in the tech industry, hackathons have now been adopted in a variety of domains. However, little is known about the status of hackathon literature within educational research. As the number of studies grows, it is essential to develop an understanding of the current state and identify prevalent topics and trends shaping the literature. Toward this goal, this study conducted a bibliometric analysis and scoping review on hackathon research in the field of education. A total of 249 documents written by 1,309 authors and published in 180 unique sources for the period 2014–2022 were identified. Collectively, the dataset amassed 1,312 citations with an average of 6.69 citations per document. The most prevalent subject areas were computer science, social sciences, engineering, medicine, and business. Word frequency analysis showed that “innovation” was the most occurring word, which represents the fundamental objective of hackathon events. The most influential work was the analysis of hackathons as an informal learning platform. Engineering education was the most trending topic while healthcare is an emerging research cluster. Overall, this study provides a better understanding of the hackathon literature and its research landscape in an educational setting.

The transition to a Circular Economy (CE) depends on several factors, such as the implementation of circular business models. Although circular business models were developed, there are socio-cultural distinctions that need to be considered. One such distinction is the sachet culture of the Philippines. The country's consumers use single-use sachets for daily needs, including body care and hygiene. As the local sachet culture lead to significant waste emission to the ocean, designing circular business model for switching to a circular product (e.g., refillable shampoo bottle) is a key measure towards sustainable societies. The design of this business model, however, will need to consider consumer preference. In this sense, modeling consumer preference provides insights on how enterprises can design consumer-centric circular business models. The present study modeled consumer preference between single-use plastic shampoo sachet and refillable shampoo bottles through binary logistic regression, considering responses from 457 consumers of Metro Manila, Philippines. The independent variables used were the socioeconomic and demographic characteristics, product channel, and usage. The dependent variable was consumer preference between using sachet or refillable bottles shampoo. The model indicated a good fit with a McFadden R2 of 0.255. The model identified age, gender, education, environmental awareness, budget, daily use, and retailer as statistically significant independent variables. The variable 'environmental awareness' attained the highest significance for socioeconomic and demographic characteristics. Meanwhile, the variable 'retailer' attained the highest significance for product channel and usage. The two variables had the highest influence on consumer preference. This study recommends enterprises to focus on utilizing malls as the product channel and on ecolabelling of products. Future research works may use the model in integrating consumer preference on circular economy scenarios. Enterprises may also use the model in designing circular business models suitable for the target market.

Over the past decade, several studies have been conducted to discover a better-performing multipath clustering technique. Developing a multipath clustering technique with better accuracy performance is a big challenge considering the varying properties of the multipath propagations that change over time. In this study, several clustering techniques have been investigated and compared to the newly-developed technique for performance analysis. Using the Jaccard score as a metric for the accuracy of grouping correctly the wireless multipaths, the performance of the different clustering techniques has been determined and compared to the newly-developed technique. The proposed clustering algorithm shows improved performance in the indoor channel scenarios but needs further investigation in the semi-urban environment.

Corrosion is the leading reason for reinforced concrete structures reduced service life. Structures such as ports and harbors and bridges and other offshore and near shore are prone to chloride-induced corrosion. This research evaluates the use of self-compacting concrete (SCC) as an alternative concrete for such structures. In theory, SCC reduced water content, and high cement and powder content will help protect the reinforcement from chloride intrusion because of its lower porosity and the alkalinity that the cement provided. Sixteen different mixtures of SCCs were mixed and tested for rheology, compressive strength, rapid chloride ion penetration test (RCPT), and impressed current (IC). Water content is the significant factor that affects both RCPT and IC. The segregation of SCC when too much water-cement ratio is combined with a high amount of superplasticizer resulted in a high level of corrosion in the reinforcement. The formation of cracks accelerates the corrosion due to the increased flow of current in the IC set-up. The impressed current technique is the suggested method for determining the corrosion resistance of concrete since it simulates the similar effect of corrosion to concrete which is cracking. It also stimulates the effect of rust on the flow of current. A rapid chloride penetration test is a good indicator of the durability of concrete but may be insignificant for predicting the corrosion level of reinforcement for SCC. Segregation negatively affects the total charge passed in the impressed current and the corrosion level of the rebar.

Serious game is one of the pedagogical media capable of transferring knowledge to its players. This game genre requires a support system that adaptively selects the appropriate scenario for players to increase their interest and comfort. Therefore, this study proposed an adaptive scenario selection (ASS) system using a finite state machine based on an artificial neural network (ANN). The game scenario is selected by ASS based on five player preferences, including work, hobbies/interests, origin, group members, and repetition. Furthermore, the multi-layer perceptron (MLP) architecture was used in the scenario selection process for the proposed ANN method. The experimental stage was carried out using the theme of travel in several tourism destinations in Batu City, East Java, Indonesia. The experimental results show that ASS succeeded in generating adaptive game scenario choices for players based on their preference data with an accuracy of 67.25%.

When it comes to asynchronous online learning, the literature recommends multimedia content like videos of lectures and demonstrations. However, the lack of emotional connection and the absence of teacher support in these video materials can be detrimental to student success. We proposed incorporating talking heads and annotations to alleviate these weaknesses. In this study, we investigated the cognitive and affective effects of integrating these solutions in asynchronous video lectures. Guided by the theoretical lens of Cognitive Theory of Multimedia Learning and Cognitive-Affective Theory of Learning with Media, we produced a total of 72 videos (average = four videos per subtopic) with a mean duration of 258 seconds (range = 193 to 318 seconds). To comparatively assess our video treatments (i.e., regular videos, videos with face, videos with annotation, or videos with face and annotation), we conducted an educational-based cluster randomized controlled trial within a 14-week academic period with four cohorts of students enrolled in an introductory web design and development course. We recorded a total of 42,425 total page views (212.13 page views per student) for all web browsing activities within the online learning platform. Moreover, 39.92% (16,935 views) of these page views were attributed to the video pages accumulating a total of 47,665 minutes of watch time. Our findings suggest that combining talking heads and annotations in asynchronous video lectures yielded the highest learning performance, longest watch time, and highest satisfaction, engagement, and attitude scores. These discoveries have significant implications for designing video lectures for online education to support students’ activities and engagement. Therefore, we concluded that academic institutions, curriculum developers, instructional designers, and educators should consider these findings before relocating face-to-face courses to online learning systems to maximize the benefits of video-based learning.

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.