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The motivation for conducting this study is to investigate the potential of Cloud e-learning to address the high-cost and high-complexity challenges of conventional learning methods for the upgraded learning processes in higher education. The overall direction of this research is driven towards how the actual usage of Cloud e-learning module affects students’ perceptions and academic performance. A Cloud e-learning module is designed and developed to promote optimised resource utilisation in the e-learning processes in higher education. A pretest-posttest method was adopted to study the impact of Cloud e-learning usage among students and whether the diffusion of Cloud e-learning has caused a change in students’ perceptions. The pretest-posttest results and students’ academic performance were then analysed to examine the impact from the actual usage of Cloud e-learning module. The findings reveal that the change of students’ perceptions is time variant, indicating students’ mixed perceptions on the usage of Cloud e-learning module. Analysis evidently reveals that the use of Cloud e-learning improved students’ learning performance in theoretical subjects. This research is useful to educators and ICT practitioners in making informed decisions in adopting the right ICT infrastructures to support e-learning in higher education.

This study investigates the effects of different bodybuilding training methodologies—single muscle versus multiple muscle training—on upper body muscle growth. Despite the established benefits of resistance training for muscle hypertrophy, the optimal structuring of workouts remains debated. An experimental design was utilized, dividing 44 participants from the Iraqi Federation for Bodybuilding and Fitness into two groups, with one focusing on training a single muscle per session and the other on training two muscles per session over 12 weeks. Pre- and post-test measurements were taken to assess changes in chest, upper arm, and forearm circumferences, alongside strength gains. Statistical analysis using SPSS revealed significant increases in muscle size for both training approaches, with the single muscle group demonstrating superior hypertrophic outcomes. These findings suggest that training one muscle group per session may provide a more effective stimulus for muscle growth compared to training multiple groups simultaneously. The results contribute valuable insights into bodybuilding training practices, indicating that specific training strategies can optimize hypertrophy and enhance strength in bodybuilders.

Participó el personal de cuatro organizaciones de servicios diurnos y residenciales sin fines de lucro en un estado del medio oeste de EE. Para superar el desafío de la duración y el costo de la capacitación, y para ampliar su difusión, el Sonoran Center desarrolló una versión más corta del NTG-DCCT conservando sus componentes centrales y la implementó en siete ciudades del suroeste de los EE. The translation into Spanish has been coordinated by the Department of Diversity and Educational Inclusion of Catholic University of Maule, Talca, Chile; with the collaboration of Constanza Sepúlveda-Hernández, Beatriz Mendoza-Albornoz, Palmenia Pinochet-Quiroz, Muriel Urra-Pino, Rodrigo Soto-Ibarra, Camila Rojas-Rojas, Aixa Jadue-Araya, Luis Cornejo-Zapata, Estefania Pizarro-Corbalán, Paulina Prado-López, Manuel Monzalve-Macaya, and Juan Lagos-Luciano.

In this article, the authors present the findings of a pretest-posttest measurement of the economic knowledge of students in introductory economics courses in undergraduate study programs in Germany. The responses of 403 students to 14 items selected from the Test of Economic Literacy (Soper and Walstad 1987 ) were analyzed to identify four types of economic learning: positive, retained, negative, and zero learning. In addition, a survey was conducted to gather data on the students' personal characteristics to determine their effect on the learning process. Retained learning prevailed for most items, followed by zero learning and positive learning. To determine which factors influence beginning students' acquisition of economic knowledge and lead to positive learning, regression analyses were conducted, and the findings are discussed critically.

Background:In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education.Material and methods:In this study, students are tested and proceeded questionnaire survey to understand the opinions about digital learning. To effectively achieve the research objectives and test the research hypotheses, quasi-experimental research is applied in this study. Total 116 students in 4 classes are selected as the research subjects for the instructional research.Results:The research results conclude that 1.digital learning presents better positive effects on learning motivation than traditional teaching does, 2.digital learning shows better positive effects on learning outcome than traditional teaching does, 3.learning motivation reveals significantly positive effects on learning effect in learning outcome, and 4.learning motivation appears remarkably positive effects on learning gain in learning outcome.Conclusions:It is expected to combine with current teaching trend and utilize the advantages of digital learning to develop practicable teaching strategies for the teaching effectiveness.

The purpose of this research was to explore how technology can be used to teach technological skills and to determine what benefit flipping the classroom might have for students taking an introductory-level college course on spreadsheets in terms of student achievement and satisfaction with the class. A pretest posttest quasi-experimental mixed methods design was utilized to determine any differences in student achievement that might be associated with the instructional approach being used. In addition, the scalability of each approach was evaluated along with students' perceptions of these approaches to determine the affect each intervention might have on a student's motivation to learn. The simulation-based instruction tested in this study was found to be an extremely scalable solution but less effective than the regular classroom and flipped classroom approaches in terms of student learning. While students did demonstrate learning gains, the process focus of the simulation's instruction and assessments frustrated students and decreased their motivation to learn. Students' attitudes towards the topic, their willingness to refer the course to others, and the likelihood that they would take another course like this were considerably lower than those of students in the flipped or regular classroom situations. The results of this study support the conclusion that a technology enhanced flipped classroom was both effective and scalable; it better facilitated learning than the simulation-based training and students found this approach to be more motivating in that it allowed for greater differentiation of instruction.

The present study aimed to examine the effectiveness of the flipped classroom learning environment on learner's learning achievement and motivation, as well as to investigate the effects of flipped classrooms on learners with different achievement levels in learning mathematics concepts. The learning achievement and motivation were measured by the Mathematics Achievement Test (MAT) and Course Interest Survey (CIS), respectively. A pretest posttest quasi-experimental design was employed for this study. A total of 82 high-school students participated in this study, divided into experimental and control groups. The experimental group (41) was taught trigonometry using the flipped classroom method, while the control group (41) was taught by traditional teaching methods. The researchers employed independent sample t-test, analysis of covariance (ANCOVA), and multivariate analysis of variance (MANOVA) to analyze the data obtained. Findings indicated a significant difference in the learning achievement and motivation between the two groups, with students using the flipped classroom performing better. Further analysis showed a significant difference in the performance of low achievers in the experimental and control groups.

The purpose of this study is multifold: First, to develop an educational program using artificial intelligence (AI) in middle school free semester system of South Korea. Second, to verify the program’s effectiveness, the study clarified the definition of AI and AI education and considered their meaning in technology education. This study used three steps: preparation, development, and improvement. In the preparation step, this study set the theme and purpose of the AI program and selected the free semester activity type “theme selection activity.” After analyzing the technology curriculum and extracting AI-related elements in the development step, this study laid out the program for 16 h of class time. In the improvement step, to augment the program’s validity, the researcher revised and supplemented it as a whole through expert consultation. This research differentiated the developed program from the AI education program of other subjects and specialized it, focusing on the specificity of technology education. The study emphasized the social impact of the latest technology, ethics of AI, physical computing using AI, and technological problem-solving activity using AI. The final developed program was applied to the students, and students participated in a pretest and posttest. The study used the PATT and AI competency test tools. The PATT results showed a significant increase in the mean of both constructs in “interest in technology” and “career aspirations in technology.” In AI competency, the mean of two constructs increased significantly in “social impact of AI” and “AI performance.” In particular, “AI performance” showed the largest increase. There was no statistically significant change in “interaction with AI.” The study results confirmed that the developed AI program was effective in technology education and career exploration, which is the primary purpose of the free semester. In addition, it was possible to confirm the technology educational value of the AI education program centered on technological problem-solving. These research results have implications for bringing AI into technology education.