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The purpose of this study is to present a systematic and comprehensive review of personalized, adaptive and semantic e-learning systems.

Preferred reporting items of systematic reviews and meta-analyses guidelines have been used for a thorough insight into associated aspects of e-learning that complement the e-learning pedagogies and processes. The aspects of e-learning systems have been reviewed comprehensively such as personalization and adaptivity, e-learning and semantics, learner profiling and learner categorization, which are handy in intelligent content recommendations for learners.

The adoption of semantic Web based technologies would complement the learner’s performance in terms of learning outcomes.

The evaluation of the proposed framework depends upon the yearly batch of learners and recording is a cumbersome/tedious process.

E-Learning systems may have diverse and positive impact on society including democratized learning and inclusivity regardless of socio-economic or geographic status.

A preliminary framework of an ontology-based e-learning system has been proposed at a modular level of granularity for implementation, along with evaluation metrics followed by a future roadmap.

South Africa lags significantly in mathematics achievement on international benchmarking tests, which has led to several interventions aimed at improving mathematics attainment in the country. Drawing on the theoretical work of Vygotsky, Leontiev and Engeström, this chapter reports on one such initiative that implemented computer technology into disadvantaged schools in the apple growing district of the Western Cape. Contrary to expectations, the object of the lesson became control over students' actions, rather than a mathematical object aimed at developing students' understanding of the subject. The teacher adopted what I call a defensive position in relation to the novel technology, tightening pace and sequencing in these lessons. I draw on Ratnam's work into ‘excessive entitlement’ to illustrate that this teacher's defensive posture regarding technology emanates from a need to exert complete power over the content taught in a lesson and leads her to reject the novel technology in favour of traditional methods. While interviews with the teacher in this study indicated that she felt she promoted student dialogue and more symmetrical power relations in her classes through group work, this is not seen in the data. This is explained in relation to teachers' excessive entitlement to ‘owning’ the knowledge in their classrooms through maintaining control over the rules of the system. I pull on Cultural-Historical Activity Theory (CHAT) to illuminate how the activity of teaching in a classroom affords and constrains what the teacher is able to achieve, often making them feel excessively entitled to push back reform.

The primary objective of this chapter is to synthesize and organize prevailing theoretical perspectives on metacognition into a framework that can enhance understanding of metacognitive phenomena, with the aim of stimulating future research in the field of organizational behavior and human resources management (OBHRM). The author starts with a review of the history of metacognition research, distinguishing it from related theoretical constructs such as cognition, executive function, and self-regulation. Following this, the author outlines five constituent elements of metacognition – metacognitive knowledge, metacognitive experiences, metacognitive monitoring, a dynamic mental model, and metacognitive control – with discussions on their interrelationships and respective functions. Two approaches to metacognition, a process approach and an individual-difference approach, are then presented, summarizing key questions and findings from each. Finally, three broad directions for future research in OBHRM are proposed: examining metacognitive processes, considering mechanisms beyond learning to explain the effects of metacognition, and exploring both domain-specific and general metacognitive knowledge and skills. The implications of these research directions for personnel and human resources management practices are discussed.

The purpose of this study is to explore the knowledge, attitude and practices (KAP) of Industry 4.0 between the academicians and industry players in construction engineering, further suggesting a mechanism to narrow the gap between the distinct parties.

This study was conducted through structured online and face-to-face interviews, using KAP survey, and semi-structured interviews. This constructive research was conducted among Malaysian construction industry players and academicians from the construction engineering department in public universities.

The findings exhibit the similarities and differences of KAP between academics and industry on Industry 4.0 in construction engineering. In general, both categories of respondents have displayed more similarities than differences in all aspects, except for knowledge. The better knowledge profile of Industry 4.0 among the academicians reflects the nature of the academic works that constantly seek new knowledge, thus suggesting the establishment of an industry-academic (I-A) knowledge equilibrium framework to leverage the knowledge profile between both parties.

This exploratory study that showcases the perspective of the academia and industry practitioners on Industry 4.0 acts as a cornerstone for bridging the gap between the two distinct sectors within the same field.

The gap between the academic and industry was highlighted, further establishing the I-A knowledge equilibrium framework that could also be applied to other fields of study.

The originality of this paper was the profiling of the KAP of Industry 4.0 for the academicians and industry players in construction engineering, further distinguishing the gap between both parties.

Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education.

The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review.

Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools.

This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured.

The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed.

The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems.

During the 1990s, Italian healthcare organisations (HOs) underwent a process of corporatisation, and the most innovative HOs introduced the balanced scorecard (BSC) to address the need for broader accountability. Currently, there is a limited understanding of the dynamics and outcomes of such a process. Therefore, this study aims to explore whether the BSC is still considered an effective performance management tool and analyse the factors driving and hindering its evolution and endurance in public and non-profit HOs.

We conducted a retrospective longitudinal analysis of two pioneering cases in the adoption of the BSC: one in a public hospital and the other in a non-profit hospital. Data collection relied on accessing institutional documents and reports from the early 2000s to the present, as well as conducting semi-structured interviews with the internal sponsors of the BSC.

We found evidence of three main categories of factors that trigger or hinder the adoption and development of the BSC: (1) the role of the internal sponsor and professionals’ commitment; (2) information technology and the controller’s technological skills; and (3) the relationship between the management and professionalism logics during the implementation process. At the same time, there is no evidence to suggest that specific technical features of the BSC influence its endurance.

The paper contributes to the debate on the key factors for implementing and sustaining multidimensional control systems in professional organisations. It emphasises the importance of knowledge-based assets and distinctive internal capabilities for the success of the business. The implications of the BSC legacy are discussed, along with future developments of multidimensional control tools aimed at supporting strategy execution.

This study explores the impact of biophilic design in built environments on sustainable behaviors through the innovative use of a serious game. By examining how exposure to biophilic elements influences behaviors in real and virtual settings, the research aims to demonstrate the potential of serious games as tools for promoting sustainability.

The study was conducted in three distinct experimental settings: (1) a real environment pre-game, (2) a non-immersive game environment within the same real setting and (3) an immersive game environment post-game. Data were collected from 162 participants who experienced these different conditions. The serious game “Pop a Coffee Corner” was developed based on biophilic design principles and used to assess behavioral changes.

Results indicated that exposure to biophilic design elements in real settings significantly enhanced sustainable behaviors compared to non-biophilic environments. Additionally, playing the serious game in a biophilic environment led to even greater improvements in sustainable behavior than exposure to biophilic design alone. This demonstrates the effectiveness of serious games in fostering sustainable actions.

The study’s findings are based on a specific university setting, which may limit generalizability. Future research could explore long-term impacts and applications in diverse contexts.

The research provides practical guidelines for incorporating biophilic design in built environments, and developing serious games can be a practical strategy for architects, urban planners and educators to promote sustainable behaviors among individuals. This approach can be applied in educational settings, public spaces and workplaces to foster a deeper connection with nature and encourage environmentally responsible behaviors.

By demonstrating the effectiveness of biophilic design and serious games in promoting sustainable behaviors, this study contributes to broader societal efforts to address environmental challenges. Implementing these strategies can lead to increased environmental awareness and pro-environmental behaviors, ultimately supporting sustainability goals.

This study introduces the serious game approach as a novel method to evaluate and promote sustainable behaviors through biophilic design. It highlights the potential for integrating biophilic elements in both real and virtual environments to encourage environmentally responsible behavior, offering valuable insights to architects, designers and policymakers.

With the advancement of digital transformation, it is important for e-retailers to use artificial intelligence (AI) for customer engagement (CE), as CE enables e-retail brands to succeed. Essentially, AI e-marketing (AIeMktg) is the use of AI technological approaches in e-marketing by blending customer data, and Retail 4.0 is the digitisation of the physical shopping experience. Therefore, in the era of Retail 4.0, this study investigates the factors influencing the use of AIeMktg for transforming CE.

The primary data were collected from 305 e-retailer customers, and the analysis was performed using a quantitative methodology.

The results reveal that AIeMktg has tremendous applications in Retail 4.0 for CE. First, it enables marketers to swiftly and responsibly use data to anticipate and predict customer demands and to provide relevant personalised messages and offers with location-based e-marketing. Second, through a continuous feedback loop, AIeMktg improves offerings by analysing and incorporating insights from a 360-degree view of CE.

The main contribution of this study is to provide theoretical underpinnings of CE, AIeMktg, factors influencing the use of AIeMktg, and customer commitment in the era of Retail 4.0. Subsequently, it builds and validates structural relationships among such theoretical underpinning variables in transforming CE with AIeMktg, which is important for customers to expect a different type of shopping experience across digital channels.

The perception of a situation or reality determines how one responds and awareness is the first step towards understanding, knowing or recognizing it. The majority of the public and the police may be familiar with the phrase ‘cybercrime’, but all of them are fully informed of the nature and scope of these crimes, as well as of the cybercriminals and cyber victims, which has an impact on how they see these issues. This study's main goal was to examine the perception and awareness of cybercrime among undergraduate youth studying in BBA or BCA courses. In this study, we discovered that young people's responses to cybercrime mostly depend on their perceptions of it and their awareness level. To accomplish the study's objective, a thorough examination of existing literature was undertaken. Primary data of 200 students were collected through Google Forms. Percentile analysis, correlation analysis and t-test are done to test the hypotheses. The results of this study may help college administrators better comprehend the mindset of today's youth as they develop laws and policies aimed at reducing cybercrime among students. The results of this study show that the youngsters surveyed have high levels of awareness and a good perception.