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The principal aim of this article is to review and reformulate the work published by Alfaro-Casas, Bridi and Fialho [1], in 1997, about the use of virtual reality immersion techniques for enhancing workers performance’. The challenge to be solved is related to the discussion about eventual advances occurring since the publication of the original work published. The strength of the achievements relies on the open dialogue established with different human cognition theories. We consider not only Humberto Maturana and Francisco Varela autopoiesis (human biological foundations theories) but also some other approaches derived from Education Sciences and Knowledge Management. The focus is on Artificial Intelligence and the use of Immersive technologies. The state of the art is established and its contributions towards the construction of knowledge are investigated, as a means for the development of formation and capacitation activities of the workforce. The methodology used is the bibliographical revision on several databases and the search of theses in the main universities. The greatest weakness of the research relies on the fact that we limited the search to documents using the English, Spanish, or Portuguese language. Some of the open immersion problems of virtual immersion are also treated.

Healthcare research increasingly focuses on interprofessional collaboration and on shared decision making, but knowledge gaps remain about effective strategies for implementing interprofessional collaboration and shared decision-making together in clinical practice. We used Kuhn's theory of scientific revolutions to reflect on how an integrated interprofessional shared decision-making approach was developed and implemented over time. In 2007, an interdisciplinary team initiated a new research program to promote the implementation of an interprofessional shared decision-making approach in clinical settings. For this reflective case study, two new team members analyzed the team's four projects, six research publications, one unpublished and two published protocols and organized them into recognizable phases according to Kuhn's theory. The merging of two young disciplines led to challenges characteristic of emerging paradigms. Implementation of interprofessional shared-decision making was hindered by a lack of conceptual clarity, a dearth of theories and models, little methodological guidance, and insufficient evaluation instruments. The team developed a new model, identified new tools, and engaged knowledge users in a theory-based approach to implementation. However, several unresolved challenges remain. This reflective case study sheds light on the evolution of interdisciplinary team science. It offers new approaches to implementing emerging knowledge in the clinical context.

The efficient knowledge transfer among project group members can help those individuals do their jobs more successfully. However, there are challenges with effective and efficient knowledge transfer within the construction industry. Past research has assumed that all information can be articulated and codified, thus focusing on the transfer that generates the supply of knowledge. There seems not to be a comprehensive strategy for dealing with reverse, intra-firm information transfer that considers several elements and the interconnections between them. The current study developed a conceptual framework that comprehensively overviews knowledge transmission variables. A total of 128 papers from Scopus and Web of Science and publisher databases like Taylor and Francis, Elsevier, Emerald Insight, and Google Scholar were evaluated between 1990 and 2021. The data were evaluated using ATLAS.ti 9 software tool. The study contributed significantly to the impression of knowledge transfer by the construction industry. It also suggests that organisations should inspire and increase the involvement and evaluation of knowledge dissemination. In addition, a set of factors for efficient information transfer was identified and described in detail. Effective communication strategies should include establishing regular and efficient communication, creating a community of practice with common goals, creating a sense of urgency and connection to the challenge, and continuously transferring information amongst organisation members.

This paper explores a pedagogy for language revitalization in the specific endangered language context of the Miyakoan language in Okinawa Prefecture, Japan. The topic discussed on language revitalization in this paper is a matter of language teaching and learning methodology. The transmission of Miyakoan to the younger generation will be sought in the school domain. There are three guiding research questions: (1) what pedagogy might suit language revitalization, (2) how the school can accommodate this educational goal, and (3) will this educational plan raise pupils’ awareness to learn about the Miyakoan language. First, this paper will review the current direction of Indigenous languages in Japan at the macro socio-historical level. Second, the micro-educational practice will be reported and analyzed. From this micro-educational practice, the role of the school in the community is indicated to become a domain for language revitalization to raise the pupils’ awareness of the local endangered language. The findings also suggest an approach forging the ‘mainstream’ education and pedagogy for language revitalization. Since language transmission is only partially conducted at home in Miyakojima in the 21st century, heritage language education in schools will be essential for revitalizing the language and cosmology of Miyakojima.

In the evolving landscape of higher education, challenges such as the COVID-19 pandemic have underscored the necessity for innovative teaching methodologies. These challenges have catalyzed the integration of technology into education, particularly in blended learning environments, to bolster self-regulated learning (SRL) and higher-order thinking skills (HOTS). However, increased autonomy in blended learning can lead to learning disruptions if issues are not promptly addressed. In this context, OpenAI's ChatGPT, known for its extensive knowledge base and immediate feedback capability, emerges as a significant educational resource. Nonetheless, there are concerns that students might become excessively dependent on such tools, potentially hindering their development of HOTS. To address these concerns, this study introduces the Guidance-based ChatGPT-assisted Learning Aid (GCLA). This approach modifies the use of ChatGPT in educational settings by encouraging students to attempt problem-solving independently before seeking ChatGPT assistance. When engaged, the GCLA provides guidance through hints rather than direct answers, fostering an environment conducive to the development of SRL and HOTS. A randomized controlled trial (RCT) was employed to examine the impact of the GCLA compared to traditional ChatGPT use in a foundational chemistry course within a blended learning setting. This study involved 61 undergraduate students from a university in Taiwan. The findings reveal that the GCLA enhances SRL, HOTS, and knowledge construction compared to traditional ChatGPT use. These results directly align with the research objective to improve learning outcomes through providing guidance rather than answers by ChatGPT. In conclusion, the introduction of the GCLA has not only facilitated more effective learning experiences in blended learning environments but also ensured that students engage more actively in their educational journey. The implications of this study highlight the potential of ChatGPT-based tools in enhancing the quality of higher education, particularly in fostering essential skills such as self-regulation and HOTS. Furthermore, this research offers insights regarding the more effective use of ChatGPT in education.

For the purpose of establishing vertical knowledge graph and auxiliary applications in the agricultural field, a set of agricultural knowledge graph construction methods, calculation frameworks and practical application systems are proposed. Firstly, the existing storage form and knowledge representation of knowledge in the agricultural field are integrated and regularized. On the basis of this data processing, the intelligent construction method of automatic and manual dual mode of knowledge graph in the agricultural field is proposed, and the key technology of entity relationship joint model to extract entity relationship and intelligent retrieval of irregular data. Then, similarity calculation will be used to perform entity knowledge fusion on knowledge graph in the agricultural field, making the graph more standardized, accurate and complete. A good graph is visualized and applied to the mainstream functions of intelligent question answering, which makes the whole system sort out the messy agricultural knowledge and apply it better to better assist learning and research.

The significance of Aso-Oke, a cultural textile from the south-western region of Nigeria, in the context of memory and materiality has, arguably, been largely unexplored. The rationale for associating significance with Aso-Oke and how memory about the textile is (re)constructed to a point of custom and worship seems unknown. This study interrogates the role of memory in associating relevance, significance and value to this textile in contemporary times. Qualitative research methods were employed, and in-depth interviews were conducted using purposive and snowballing sampling techniques. The analysis was guided using the theoretical tenets of identity theory. The study highlights the link between memory, textile and identity affirmation. The analysis reveals how this ‘celebration textile’ embodies individual and collective experiences. Exploring participants’ shared experiences revealed deeper levels of meaning for Aso-Oke as a cultural object that (re)affirms so-called ethnic identity affiliation amongst the Yoruba.

Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a 'knowledge-transfer' model of evidence-based practice in which research is conducted by researchers, and is then 'transferred' to practitioners to enable them to implement evidence-based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC-funded 'SHAPE' project, which adopted a different model of evidence-based practice, focusing on knowledge co-construction. Pupils (N = 8), teachers (N = 10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children's social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co-construction with school practitioners, parents and pupils. Such co-construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence-based practice as an alternative to the currently dominant and narrow model of knowledge transfer.