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We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of the AR and traditional board games on students’ SDG learning achievements.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of AR and traditional board games on students' SDG learning achievements.

Our analysis of the quantitative and qualitative data revealed that the effects of AR and traditional board games on the students' cognitive outcomes differed significantly, indicating the importance of providing a situated learning environment in SDG education. Moreover, the students perceived that the incorporation of the AR game into SDG learning improved their learning effectiveness – including both cognitive and affective dimensions – thus confirming its educational value and potential in SDG learning.

To the best of our knowledge, this is the first study to explore the effectiveness of different learning tools (AR and traditional board games) and to evaluate the importance of providing a situated learning environment through a true-experimental randomized control posttest design.

Road traffic emissions are generally believed to contribute immensely to air pollution, but the effect of road traffic data sets on air quality (AQ) predictions has not been fully investigated. This paper aims to investigate the effects traffic data set have on the performance of machine learning (ML) predictive models in AQ prediction.

To achieve this, the authors have set up an experiment with the control data set having only the AQ data set and meteorological (Met) data set, while the experimental data set is made up of the AQ data set, Met data set and traffic data set. Several ML models (such as extra trees regressor, eXtreme gradient boosting regressor, random forest regressor, K-neighbors regressor and two others) were trained, tested and compared on these individual combinations of data sets to predict the volume of PM_2.5, PM₁₀, NO₂ and O₃ in the atmosphere at various times of the day.

The result obtained showed that various ML algorithms react differently to the traffic data set despite generally contributing to the performance improvement of all the ML algorithms considered in this study by at least 20% and an error reduction of at least 18.97%.

This research is limited in terms of the study area, and the result cannot be generalized outside of the UK as some of the inherent conditions may not be similar elsewhere. Additionally, only the ML algorithms commonly used in literature are considered in this research, therefore, leaving out a few other ML algorithms.

This study reinforces the belief that the traffic data set has a significant effect on improving the performance of air pollution ML prediction models. Hence, there is an indication that ML algorithms behave differently when trained with a form of traffic data set in the development of an AQ prediction model. This implies that developers and researchers in AQ prediction need to identify the ML algorithms that behave in their best interest before implementation.

The result of this study will enable researchers to focus more on algorithms of benefit when using traffic data sets in AQ prediction.

This paper aims to present the novel stacked machine learning approach (SMLA) to estimate low-cycle fatigue (LCF) life of SAC305 solder across structural parts. Using the finite element simulation (FEM) and continuous damage mechanics (CDM) model, a fatigue life database is built. The stacked machine learning (ML) model's iterative optimization during training enables precise fatigue predictions (2.41% root mean square error [RMSE], R² = 0.975) for diverse structural components. Outliers are found in regression analysis, indicating potential overestimation for thickness transition specimens with extended lifetimes and underestimation for open-hole specimens. Correlations between fatigue life, stress factors, nominal stress and temperature are unveiled, enriching comprehension of LCF, thus enhancing solder behavior predictions.

This paper introduces stacked ML as a novel approach for estimating LCF life of SAC305 solder in various structural parts. It builds a fatigue life database using FEM and CDM model. The stacked ML model iteratively optimizes its structure, yielding accurate fatigue predictions (2.41% RMSE, R² = 0.975). Outliers are observed: overestimation for thickness transition specimens and underestimation for open-hole ones. Correlations between fatigue life, stress factors, nominal stress and temperature enhance predictions, deepening understanding of solder behavior.

The findings of this paper highlight the successful application of the SMLA in accurately estimating the LCF life of SAC305 solder across diverse structural components. The stacked ML model, trained iteratively, demonstrates its effectiveness by producing precise fatigue lifetime predictions with a RMSE of 2.41% and an “R²” value of 0.975. The study also identifies distinct outlier behaviors associated with different structural parts: overestimations for thickness transition specimens with extended fatigue lifetimes and underestimations for open-hole specimens. The research further establishes correlations between fatigue life, stress concentration factors, nominal stress and temperature, enriching the understanding of solder behavior prediction.

The authors confirm the originality of this paper.

The purpose of this paper is to systematically map research on the effect of classroom acoustics and noise on high school students’ listening, learning and well-being, as well as identify knowledge gaps to inform future research.

This scoping review followed the PRISMA-ScR protocol. A comprehensive search of four online databases (ERIC, PubMed, Scopus and Web of Science) was conducted. Peer-reviewed papers were included if they conducted a study on the effect of classroom acoustics or noise on students’ listening, learning or well-being; had a clear definition of the noise level measurement; were conducted with high school students; and had the full text in English available.

In total, 14 papers met the criteria to be included in the review. The majority of studies assessed the impact of noise on students’ listening, learning or well-being. Overall, the results showed that higher noise levels have a negative effect on students’ listening, learning and well-being. Effects were even more pronounced for students who were non-native speakers or those with special educational needs such as hearing loss. Therefore, it would be beneficial to limit unnecessary noise in the classroom as much as possible through acoustic insulation, acoustic treatment and classroom management strategies.

This paper is the first review paper to synthesize previous research on the effect of classroom acoustics and noise on high school students’ listening, learning and well-being. It provides an analysis of the limitations of existing literature and proposes future research to help fill in these gaps.

The study aims to identify the key advantages/enablers and disadvantages/barriers of augmented reality (AR) implementation in education through existing reviews. It also examines whether these factors differ across educational domains.

This study conducted a systematic review of reviews to synthesize evidence on the barriers and enablers influencing AR adoption in education. Searches were performed across five databases, with 27 reviews meeting the inclusion criteria. Data extraction and quality assessment were completed. Content analysis was conducted using the AR adoption factor model and consolidated framework for implementation research.

The findings reveal several enablers such as pedagogical benefits, skill development and engagement. Equally, multiple barriers were identified, including high costs, technical issues, curriculum design challenges and negative attitudes. Interestingly, duality emerged, whereby some factors served as both barriers and enablers depending on the educational context.

This review contributes a novel synthesis of the complex individual, organizational and technological factors influencing AR adoption in education across diverse domains. The identification of duality factors provides nuanced understanding of the multifaceted dynamics shaping AR integration over time. The findings can assist educators in tailoring context-sensitive AR implementation strategies to maximize benefits and minimize drawbacks. Further research should explore duality factors and their interrelationships in AR adoption.

This chapter provides an overview on the traditions and values of teaching students with traumatic brain injury (TBI). First, we discuss the prevalence, identification, and characteristics associated with TBI and how those characteristics affect learning, behavior, and daily life functioning. Next, we focus on instructional and behavioral interventions used in maintaining the traditions in classrooms for working with students with TBI. Findings from a review of the literature conclude that there are no specific academic curriculums designed specifically for teaching students with TBI; however, direct instruction and strategy instruction have been shown to be effective educational interventions. Current research on students with TBI is predominately being conducted in medical centers and clinics focusing on area of impairments (e.g., memory, attention, processing speed) rather than academic achievement and classroom interventions. Finally, we conclude with a list of accommodations and a discussion of recommendations for future work in teaching students with TBI.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

This study aims to investigate the impact of supply chain concentration (SCC) on corporate research and development (R&D) investment and determine the moderating roles of industry concentration and financing constraints on the relationship between SCC and R&D investment.

The study collected data from Chinese listed companies, used the fixed effects model to test the research hypotheses and further used the two-stage Heckman test and propensity score matching (PSM) to address potential endogeneity issues.

The result reveals a negative impact of SCC on corporate R&D investment. In addition, industry concentration mitigates the negative impact of SCC on corporate R&D investment, but financing constraints strengthen the negative impact.

This study introduces the concept of SCC and empirically tests its effect on R&D investment, further explaining the lack of corporate innovation. This study inspires companies to strengthen SC management and weigh the level of SCC with environmental factors.

Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies.

The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education.

The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies.

The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.

This study aims to develop a model of learning-by-hiring in which knowledge gains may occur at the time of recruitment but also after recruitment when other incumbent organizational members assimilate a recruit’s knowledge. The author’s model predicts that experienced recruits are more likely to catalyze change to their organization’s core technological capabilities.

The continuous-time parametric hazard rate regressions predict core technological change in a long panel (1970–2017) of US biotechnology industry patent data. The author uses over 140,000 patents to model the evolution of knowledge of over 52,000 scientists and over 4,450 firms. To address endogeneity concerns, the author uses the Heckman selection method and does robustness tests using a difference-in-difference analysis.

The author finds that a hire’s prior research and development (R&D) experience helps overcome inertia arising from her or his new-to-an-organization “distant” knowledge to increase the likelihood of core technological change. In addition, while the author finds that incumbent organizational members resist technological change, experienced hires may effectively induce them to adopt new ways of doing things. This is particularly the case when hires collaborate with incumbents in R&D projects. Understanding the effects of hiring on core technological change, therefore, benefits from an assessment of hire R&D experience and its effects on incumbent inertia in an organization.

First, the author does not recommend managers to hire scientists with considerable distant knowledge only as this may be detrimental to core technological change. Second, the author recommends organizations striving to effectuate technological change to hire people with considerable prior R&D experience as this confers them with the ability to influence other members and socialize incumbent members. Third, the author recommends that managers hire people with both significant levels of prior experience and distant knowledge as they are complements. Finally, the author recommends managers to encourage collaboration between highly experienced hired scientists and long-tenured incumbent organizational members to facilitate incumbent learning, socialization and adoption of new ways of doing things.

This study develops a model of learning-by-hiring, which, to the best of the authors’ knowledge, is the first to propose, test and advance KM literature by showing the effectiveness of experienced hires to stimulate knowledge diffusion and core technological change over time after being hired. This study contributes to innovation, organizational learning and strategy literatures.