International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
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Development of Scientific Writing and Communication Skills in the Context of Forestry Research
Get PDFThis article is devoted to the investigation and experimental validation of a model for developing scientific writing and communication skills among students majoring in “Forestry”. The study included a scientometric analysis of scientific publications using CiteSpace software, which revealed key areas of research such as argumentation, inquiry-based writing, scientific communication, and metacognitive components. In parallel with the analytical work, a pedagogical experiment was carried out, involving students from both experimental and control groups. The skills were assessed across eight aspects: formulation of the scientific problem, text structuring, source citation, clarity and logical coherence, use of scientific vocabulary, data interpretation, visualization of results, and justification of conclusions. The results demonstrated a significant improvement (on average, 35%) in all components among students in the experimental group, while the control group showed minimal changes. This confirms the effectiveness of the practice-oriented model, integrated into the educational process through research-based tasks. The findings can be applied in the development of educational programs and methods for training forestry specialists
Global Research Trends of Cyberbullying and the Metaverse in the Virtual World: Bibliometric Analysis Using the Scopus Database
Get PDFCyberbullying has evolved from a traditional form of bullying to a more complex digital form. One of the latest aspects of this development is the emergence of the metaverse as a new arena for cyberbullying behavior. This topic has received attention in research, signaling the need for in-depth studies to understand the impact and new mechanisms of existing challenges. The research aims to identify key trends and topics in the literature on cyberbullying and the metaverse, as well as to describe the productivity of countries, institutions, authors, and publication sources. Using bibliometric analysis, the study investigates the development of research in this field over the past few years. The PRISMA method was used in the document selection process, and nine documents were found published from 2022 to 2024, including journal articles, books, and conference papers. The results of the study show that there is a significant trend and interest in cyberbullying, the metaverse, and virtual reality as the main topics. However, research linking cyberbullying to the metaverse is still limited and separate, suggesting an urgent need for research that integrates these two fields
The Correlation Between Academic Media Multitasking and Achievement-a Meta-Analysis
Get PDFAcademic media multitasking specifically refers to the phenomenon where students or academics divide their attention between learning-related activities, such as studying or reading scholarly material, and non-learning activities like texting friends, checking social media, or browsing unrelated websites. Studies confirm a negative correlation between media multitasking and academic achievement, with some reporting small to moderate effects or no correlation at all. This topic is particularly important today due to the pervasive use of media among younger generations and its impact on attention, focus, academic performance, and cognitive load. This meta-analysis aimed to quantitatively integrate individual correlational studies and draw general conclusions about the relationship between academic media multitasking and academic achievement. The sample comprised studies published in English scientific journals from 2010 to the present, with methodological characteristics matching the context of this analysis. A total of 11 studies were included in the final analysis. Correlation coefficients were used as a measure of effect size, with both fixed and random effects models applied to calculate the overall measure of effect size. The quality of the included studies was assessed, and potential publication bias was examined using a symmetry graph and Trim and Fill analysis. The results confirmed a low-intensity negative correlation between digital multitasking and academic achievement with a weighted average correlation coefficient of r=−0.252 (fixed effects model) and r=−0.246 (random effects model) and high heterogeneity (I² = 93.98%) among the studies, suggesting variability in the findings. The present meta-analysis also revealed high heterogeneity among the studies, suggesting variability in the findings. This heterogeneity opens avenues for exploring potential mediating relationships or covariates that impact why students engage in digital multitasking
Cross-modal Priming of a Music Education Event in a Digital Environment
Get PDFThis study aims to explore the potential of the digital environment for implementing a multimodal approach in music education. The effectiveness of information received through a combination of sensory stimuli demonstrates a higher coefficient of educational efficiency and is examined as cross-modal priming. Digital technologies: including specialized and educational software, virtual instruments, and artificial intelligence (AI), transform the music education experience into an accessible resource for individuals with limited musical abilities or non-professional knowledge in the field of art. This justifies their consideration as tools for general music education. The study presents a model for applying specialized music software in the perception of a musical piece by students (aged 12–13), as well as a methodological framewoamong university students, future kindergarten and primary school teachers. The findings indicate improved musical-cognitive outcomes and a high evaluation of specialized software as a didactic tool among university students. Additionally, the study discusses the role of AI in music education
Impact of Peer Feedback in a Web Programming Course on Students’ Achievement
Get PDFIn addition to learning technical aspects of website creation, students must connect different knowledge, think critically, seek more information, and approach their work from various perspectives. These requirements, or specified competencies, can be developed through providing and receiving peer feedback, which is confirmed as an efficient learning strategy in various empirical studies on different subjects. The aim of this research is to investigate the impact of peer feedback on students’ achievements in the Web Programming Course. We conducted a quantitative study with two groups of students. Students from the experimental group participated in online giving and receiving peer feedback regarding students’ assignments, while students from the control group did not have this opportunity. For evaluating students’ work, we used rubrics. The results indicate that students, through analyzing their peers’ work, providing qualitative assessments, reflecting on their work in line with received comments, and making necessary corrections, create content that surpasses the quality of websites created by their peers who did not have the opportunity to participate in peer feedback activities. Since students extensively analyzed their work after receiving comments and suggestions, made specific corrections, and consequently improved their projects, organizing peer feedback activities in programming courses, especially web programming, should be given more attention
Evoked Brain Activity in Food Preference Decisions: Links to Eating Behavior and General Nutritional Knowledge
Get PDFThe article explores the characteristics of evoked brain activity during food preference decisions, emphasizing the role of psychological and neurophysiological mechanisms. The relevance of studying eating behavior as a multifaceted phenomenon is highlighted, with attention to the cognitive, emotional, and physiological factors that influence food preferences. The study involved 40 participants (70% female). Psychological testing included the Dutch Eating Behavior Questionnaire (Russian version by I.G. Malkina-Pykh, 2007), the Thought and Behavior Questionnaire (adapted by A.V. Anikina and T.A. Rebeko, 2009), the Three-Factor Eating Questionnaire (Russian version, 2018), and the General Nutrition Knowledge Questionnaire (translated version of Kliemann, 2016). Neurophysiological data were collected using EEG tasks based on a Go/NoGo paradigm. Mathematical and statistical methods included the Shapiro-Wilk test, Mann-Whitney U test, Student’s t-test, and k-means cluster analysis. The study revealed significant differences in brain activity between groups with varying psychological characteristics and levels of nutritional knowledge. These findings align with previous research, confirming the link between cognitive control, impulsivity, and food preferences. Enhanced activation in the temporo-occipital regions was observed in participants with higher nutritional awareness. The role of psychological traits was found to outweigh knowledge levels in shaping dysfunctional eating patterns, highlighting the need for individualized approaches in prevention and treatment. The limitations, including the sample size and absence of participants with clinical eating disorders, are discussed alongside recommendations for future research
Spectral Power of Background EEG, Complex Visual-Motor Response, Galvanic Skin Response and Electrocardiogram Parameters in Adolescents With Autism Spectrum Disorders and Mental Retardation
Get PDFThe paper presents the results of a study of the parameters of the galvanic skin response, electrocardiogram, complex visual-motor response parameters and spectral power of the background EEG on a sample of 34 schoolchildren aged 12 to 17 years with autism spectrum disorders and mental retardation. Electroencephalogram and polygraphic channels (electromyogram, galvanic skin response, electrocardiogram) were recorded. Intelligence was diagnosed using the WISC test by D. Wechsler. The functional state was assessed by complex visual-motor response parameters using the Psychophysiologist device. The study found that a higher spectral power of the background EEG in the alpha range in the parietal region corresponds to a higher level of general intelligence in adolescents with autism spectrum disorders and mental retardation. Evaluation of the complex visual-motor reaction showed that a higher spectral power of the background EEG in the beta-1 range of the right and central occipital region corresponds to the average class of sensorimotor reactions. A higher spectral power of the background EEG in the beta-2 range of the right frontal region is noted in adolescents with a higher class of sensorimotor reactions. The obtained results are used in the development of individual correctional programs for adolescents with autism spectrum disorders and mental retardation
The EU AI Act and Its Contractual and Educational Implications: AI, Education, and the Law of Obligations
Get PDFThe European Union’s Artificial Intelligence Act (EU AI Act), adopted in 2024, and introduced the first comprehensive legal framework for regulating artificial intelligence across sectors, including education. This paper explores the dual implications of the Act—contractual and pedagogical—within the context of digital education, with a particular emphasis on IT curricula. It examines the risks of diminishing foundational knowledge in algorithmic thinking, programming, and system architecture as AI tools become more prevalent in academic settings. The paper analyzes legal obligations arising from the use of AI in education, such as transparency, informed consent, and liability, situating them within the law of obligations and contract law. It argues that AI integration in education, particularly in high-risk domains, requires more than technical compliance: it demands sustainable, ethical, and pedagogically informed implementation. Drawing on EU policies, UNESCO frameworks, and recent academic literature, the paper proposes strategic recommendations to ensure that digital education not only complies with legal standards but also upholds the core mission of higher education—critical thinking, ethical responsibility, and the cultivation of foundational knowledge
STEM-Focused Science Identity Questionnaire Based on the PISA 2025 Framework: Rasch Model Validation
Get PDFThis study developed and validated a Science Identity Questionnaire for secondary school students based on the PISA 2025 framework using a Rasch model analysis. The questionnaire aimed to measure key aspects of science identity, including science capital, attitude toward science, and environmental awareness. A total of 496 students (200 males and 269 females) from various Indonesian provinces participated. The data were analyzed using the Rasch model to examine item validity, reliability, and demographic bias. The results indicated that the questionnaire fit the Rasch model excellently, confirming its validity, with Outfit and Infit Mean Square values within acceptable ranges. Reliability analysis yielded person and item reliabilities of 0.72 and 0.99, respectively. No significant bias was detected between male and female students or between urban and rural respondents. These findings support using this tool to assess science identity and its role in promoting long-term STEM engagement. This instrument can inform interventions that aim to foster inclusive science education
The Influence of The Family on the Development of a Criminal Personality
Get PDFThe family is the fundamental unit of structure and function in every society, as well as for each individual as a part of that society. As a primary social group, the family plays a key role in shaping an individual’s personality and in the adoption of socially acceptable behavioral norms, while deviations in an individual’s behavior toward criminal tendencies have always been a subject of interest to society as a whole. This paper analyzes the influence of the family environment on the development of a criminal personality, focusing on dysfunctional family relationships, neglect, domestic violence, lack of supervision, and negative behavioral patterns transmitted across generations. Drawing on theoretical foundations from contemporary criminology and developmental psychology, as well as analyzing numerous empirical studies conducted in various social and cultural contexts, this work aims to provide a comprehensive insight into how adverse family conditions - such as emotional neglect, violence, divorce, dysfunctional relationships, and lack of parental supervision - may contribute to the development of deviant behavior in children and adolescents, as well as the formation of antisocial personality traits. Although criminal behavior is a complex social phenomenon that cannot be attributed solely to family influence, the findings of this research confirm that the family environment plays a crucial role in the socialization process and in shaping an individual’s moral compass. In other words, the family is recognized as one of the most influential factors in the formation of personal and social values that can significantly impact the development of criminal tendencies. The aim of this paper is to highlight the importance of prevention through the strengthening of family function and support for at-risk families as part of a strategy to combat criminal behavior