Search results

The purpose of this paper is to explore the integration of serious games (SGs) in the area of special educational needs in the last ten years (2007-2017).

SGs indicate positive effects on students with special educational needs and promote a multi-sensory style of learning.

Research showed that SGs are able to keep K-12 education students with attention, memory and developmental disabilities engaged in classroom facilities scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem.

Time constraints, cost and availability of appropriate games as well as the small sample of the individuals being investigated are some of the research limitations the paper refers to.

Learning through SGs has educational values that are based on learning concepts intrinsically motivating.

Students with attention, memory and developmental disabilities demonstrate characteristics of engagement, creativity, control and communication.

SGs-based learning has proven its value added to students with attention, memory and executive control difficulties as well as mental or developmental disabilities engaging students better than when using traditional methods.

This study examined the generalizability of a previously validated model concerning how student perceptions of school culture affect student achievement.

Third International Mathematics and Science Study (TIMSS) data were collected from 1,026 eighth‐grade students in secondary schools on the island of Cyprus. The a priori proposed model concerning school culture and student achievement was tested using structural equation modeling techniques.

The proposed model was determined to fit the data reasonably well. These results indicate that achievement scores can be explained by students' perceptions of the school's cultural environment.

The theoretical and practical implications of the model concerning school culture and student achievement within the framework of educational management are discussed.

In the present era of Industry 4.0, the manufacturing automation is moving toward mass production and mass customization through human–robot collaboration. The purpose of this paper is to describe various human–robot collaborative (HRC) techniques and their applicability for various manufacturing methods along with key challenges.

Numerous recent relevant research literature has been analyzed, and various human–robot interaction methods have been identified, and detailed discussions are made on one- and two-way human–robot collaboration.

The challenges in implementing human–robot collaboration for various manufacturing process and the challenges in one- and two-way collaboration between human and robot are found and discussed.

The authors have attempted to classify the HRC techniques and demonstrated the challenges in different modes.

The number of early career teachers leaving the profession continues to be an ongoing issue across the globe. This pressing concern has resulted in increased attention to the instructional and psychological conditions necessary to retain early career educators. However, less formal attention has been paid to the social infrastructure in which early career teachers find themselves. The purpose of this paper is to foreground the role of social capital and its effect on job attitudes and educators’ intention to leave the profession.

Data were collected from 736 teachers within ten secondary schools in Flanders (Belgium). Using social network and multilevel moderated mediation analysis techniques, the relationships between teachers’ social connectedness, job attitudes, and the intention to leave the profession for both novice and experienced teachers were analyzed.

Findings indicate that being socially connected to other educators within the school is associated with a reduction in teachers’ intention to leave the profession, mediated by their job attitudes, for both early career and experienced teachers. However, social connectedness was significantly more important for early career teachers. No significant effects are found for being socially connected to the mentor.

This study provides evidence for the importance of social capital for teachers, particularly early career educators. Moreover, by introducing teachers’ social connectedness as related to intention to leave, this study makes a significant and unique contribution to the literature.

The purpose of this paper is to obtain a constitutive model of cement-based material in the rheological stage, which owns the different water-cement ratio (w/c) and temperature and have a significant impact on the workability of concrete materials.

It is introduced a modified Arrhenius equation into the Herschel–Bulkley model, which is widely applied in rheological analysis and constructed an ordinary differential equation (ODE) of w/c from the Navier–Stokes equation. By solving the ODE, an approximate constitutive relation of cement-based materials included w/c and temperature is derived. Compared with the experimental results, the present model is validated.

The shear stress and shear rate curves with different w/c and temperature are simulated by the present method, and the present model can be applied to analyze the changes of apparent viscosity in cement-based material slurry as the w/c and temperature varying.

This work gives a mathematical model, which can effectively approximate the shear stress–shear rate relation with different w/c and temperature in the rheological stage of cement-based material.

The purpose of this study is to propose and test a model of school culture and examine data from schools in Southern California to identify educationally important aspects of teacher‐perceived cultural variables and how these perceptions differentially impact school performance in K‐8 and middle school structures.

Data were collected using a sample of 628 teachers from 59 schools (17 K‐8 schools and 42 middle schools) in five different schools districts in Southern California. The proposed model was tested using structural equation modeling techniques.

The proposed model was determined to fit the data well. The theoretical and practical implications of the model concerning culture and school performance within the framework of educational management and school configuration are discussed.

This paper identifies educationally important aspects of teacher‐perceived cultural variables and how they impact school performance, and also it discusses the theoretical and practical implications of the proposed model.

In pursuit of achieving Education‐For‐All goals of universal primary education and improving quality of education, the Indian Government has been providing substantial resources to Indian states. The responsibility of providing access and quality remains the states' responsibility. Assessment of educational development will therefore become a focal point of the Center for Education Policy & Guidelines Formulation. While educational development indices help in ranking states, they do not help in capturing best practices and assessing the efficient utilization of resources. Assessment of the Educational Development Efficiency can augment educational development indices in vogue. The purpose of this paper is to develop an Educational Development Efficiency (EDE) model to benchmark the Indian states.

This paper uses an input‐process‐output conceptual framework to identify the dimensions of educational development. This paper employs Data Envelopment Analysis (DEA) to compare relative efficiency of 28 states and seven Union territories in India and benchmark them. In order to strengthen the discriminatory power of DEA, cross‐efficiency model was used. Factor analysis was performed to determine the inter‐relationships between variables. The efficiency impacting variables were identified using multiple regression analysis.

This paper benchmarked Indian states on educational development based on their performance. Gross enrolment ratio, students' academic performance and infrastructural investments were identified as the three key variables impacting states' EDE. This paper has shown that the educational administrators can use the EDE model to identify the best practices from efficient states. Insights into utilization of input resources to enhance educational development and consequent improvement of state efficiencies are presented. Four components have been identified to analyze the states' educational development progress – namely, financial adequacy, school resource strength, educational quality and educational access.

Contributions of this paper pertain to evolving a decision support model for national education policy planners, besides providing analytic support to the administrators of the states to benchmark and emulate the efficient educational programs.

This paper is one of the few published studies concerning the evaluation of educational development programs launched in the Indian schools and providing a cross‐comparison of the Indian states for the purposes of performance benchmarking as well as exploring the influencing factors.

Whether by direct or indirect action (or by inaction), multinational enterprises (MNEs) can have both a positive and a negative effect on within-country social and economic inequality. This paper aims to comment on this multifaceted relationship between MNEs and within-country inequality.

Given the absence of either robust theory or evidence in the neglected realm of MNEs and within-countries inequalities, this paper offers some general observations, highlights some of the key issues and illustrates possible avenues for future research studies.

The capacity of MNEs to upgrade economic activity in the host country is a key policy objective. MNEs have arguably contributed to reducing income inequalities between countries. However, the limited evidence available suggests that the gains of FDI are rarely evenly distributed within recipient countries, and many of the underlying dynamics need further investigation.

The authors broaden the engagement with inequality beyond income levels, as this is just one aspect of inequality that shapes or impedes human development. They believe it is necessary – for both MNEs and policymakers – to have a more nuanced understanding of how, and under what circumstances, the presence of MNEs affects inequality in host economies.

This paper relates the large literature on inequality (going beyond the mainstream focus on income inequality) to the mainstream understanding of MNE-assisted development.