This research study uses the Multinomial Nave Bayes (MNB) algorithm to categorize and analyze the user experience (UX) of users of mobile commerce applications. The goal of the study is to give business owners insightful information on how well their mobile applications are performing. The study's goals are to establish evaluation standards for categorizing user experiences, use MNB to classify user experience reviews to their appropriate UX elements, analyze the results of the classification, and suggest areas for improvement to enhance the usability of m-commerce. The research plan consists of a number of sprints, including data extraction, data cleaning, classification system creation using the Multinomial Naive Bayes algorithm, and model accuracy rate evaluation. The proposed system integrates the algorithm and uses data from m-commerce applications. The results of the analysis provide insights into the different UX elements such as Value, Adoptability, Desirability, and Usability. The analysis's findings shed light on many UX components like Value, Adoptability, Desirability, and Usability. The classification model was evaluated for accuracy, achieving a result of 89.243%. This means that the model correctly classified 89.243% of the user experience reviews in the evaluation dataset, indicating a satisfactory level of accuracy. However, there were some misclassifications in the remaining 10.757% of the reviews. Therefore, the research successfully developed a system that analyzed and classifies user experiences from customer reviews using MNB. The classification model demonstrated a satisfactory level of accuracy. The findings provide valuable insights and recommendations for improving the mobile application browsing experience based on user feedback and experiences.

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.

The food service industry has increasingly adopted e-commerce as a means of improving service and accessibility for customers. The popularity of e-commerce mobile applications has also surged due to their convenience on mobile devices, which have become an integral part of people's daily lives. These applications enable businesses to enhance their market presence and attract a larger customer base. Additionally, food businesses are utilizing Financial Management Systems (FMS) to effectively track cash inflows and outflows. FMS is typically integrated with various features such as sales and inventory tracking. The primary objective of this study was to develop an e-commerce coupled with a financial management system and its mobile application counterpart. The employed methodology for this study was descriptive research. A survey was conducted to evaluate the acceptability of the system based on functionality, usability, reliability, performance, and supportability (FURPS) criteria. The developed system received a favorable rating, with a weighted mean of 4.05. This indicates that the system successfully executed required tasks, offered user-friendly features, effectively monitored orders, consistently performed, and was accessible from any device.

Learning programming languages like Python can be difficult, especially for those who have no background in the subject. This study intends to design a mobile application and online Python learning lesson to solve the challenges experienced by senior high school S.T.E.M. students. S.T.E.M. students in senior high school who participated in a survey found that academic pressure, a lack of engagement, and a lack of practice chances were the main issues affecting their learning experience. For beginner to advanced levels, the PySkuwela provides a user-friendly interface with video tutorials, hands-on activities, and assessments. The PySkuwela forum promotes student cooperation and knowledge exchange. Students may study Python conveniently and without added academic pressure thanks to the self-paced learning strategy. The FURPS evaluation gave the system an overall acceptability rating of 4.21, which is a high level of agreement. According to the study’s findings, the created system is advantageous and appropriate for senior high school S.T.E.M. pupils, offering a thorough platform for learning Python.

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.

The emergence of the metaverse has expanded the vital role of virtual worlds in education. It extends the traditional configuration of virtual spaces by offering a more immersive, interactive, and social experience. Unfortunately, there is insufficient literature on how to develop a metaverse application aligned with academic standards and best practices. In this study, we adopted a co-design approach in remodeling our mobile educational metaverse to draw a blueprint for existing and future metaverse technology adopters. We sent a follow-up survey to stakeholders inviting free-text comments. This survey focused on the challenges, issues, and expected features from the perspectives of developers, teachers, and students, respectively. Our results revealed several challenges that developers face when building a metaverse, such as technical infrastructure, student engagement, avatar customization, and performance optimization. Meanwhile, teachers emphasized potential issues that may arise from the use of metaverse technology in educational settings, such as learning outcomes, health and safety, digital citizenship, and ethics and morality. Finally, students expected several key features of an educational metaverse application, such as socialization and collaboration, virtual world interactions, metaverse optimization, realistic graphics, and minigames and activities. The implications of these findings are significant and can help other educational institutions seeking to integrate metaverse technology into their academic services. Overall, our study presents an initial foundation for further exploration and advancement within the rapidly evolving field of metaverse technology.

The use of Technology-Enabled Learning (TEL) has become increasingly popular in higher education as a teaching and learning methodology. TEL has been acknowledged for its various benefits, including increased flexibility and convenience for both educators and students. However, integrating TEL into the classroom setting also presents unique challenges. Despite the importance of understanding these challenges, limited research has been conducted from the perspectives of various stakeholders. Using a mixed-methods approach, this study addresses the need for a more comprehensive understanding of the challenges associated with the use of TEL in higher education. The findings show that these challenges include self-regulatory, technological literacy and competency, student isolation, technological sufficiency, technological complexity, learning resource, and learning environment. The results of this study provide a foundation for developing a technology management framework that considers the needs and perspectives of students. The challenges and potential solutions presented in this research can be used as a practical guide for managing the use of technology in the classroom effectively. By considering the challenges of TEL and incorporating practical solutions, educators can optimize the use of technology in their teaching practices and improve student learning outcomes. Overall, this research contributes to the literature by providing a comprehensive understanding of the challenges associated with TEL in higher education and practical solutions for managing the use of technology in the classroom. The findings can be used by educators and institutions to enhance their understanding of TEL and to develop effective strategies for implementing and managing technology in the classroom.

Immersive technologies have generated significant interest across various academic disciplines. The necessity for more authentic, interactive, and immersive artificial environments led to the growing popularity of the metaverse. Unfortunately, not all metaverse types have been broadly covered in educational research. This inadequacy highlights a gap in understanding the potential benefits and drawbacks of metaverse technologies for education. To address this research gap, we created a metaverse called “MILES Virtual World” that embodies the concepts of lifelogging and mirror worlds. Following the principles of the Embodied Social Presence Theory, the application allows students to socialize through customizable avatars and engage in a variety of activities that closely resemble those in the physical world. We adopted a mixed-method approach using a convergent parallel design to evaluate the application. Our quantitative analysis reveals that students feel highly present and engaged in the virtual environment, with a sense of agency and immersion. It also underscores the importance of enhancing embodiment and copresence to create more effective virtual world experiences and opportunities for social interactions. Meanwhile, our qualitative analysis uncovers several underlying subthemes, including avatar customization, identity exploration, virtual items, communication, entertainment, autonomy, freedom of expression, realism, challenges, shared experiences, and a sense of belonging within the metaverse. Overall, our study provides valuable insights into the potential of metaverse technology in the educational context, and how it can be harnessed to create more effective and engaging academic experiences for students.

Electricity, since its introduction, has been vital to inventions and development to the improvement of the quality of life of people. However, mishandled and/or unattended electrical connections and devices may cause hazardous events. The study is for the development of a smart IoT device to monitor the power and management system. The accompanying mobile application can be used to read and monitor the parameters in the smart outlet in real-time and be used to turn on or off the device remotely as long as internet connectivity is available in the smart outlet and the mobile device with the mobile application. This study aims to incorporate the advancement of automation and real-time monitoring of electrical outlets, providing additional safety measures for appliances and other machines.