International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
Not a member yet
510 research outputs found
Sort by
Digital Dependency and Sleep Deprivation: The Dual Roles of Addiction and Burnout in Modern Media Consumption
Get PDFExcessive reliance on digital media has raised global concerns about its implications for sleep health, yet limited research has examined how addiction and burnout jointly shape this relationship. Addressing this gap, the current study aims to investigate the dual roles of social media addiction and burnout in the link between digital dependency and sleep deprivation. A quantitative design was employed, drawing on survey data from 557 university students exposed to high levels of social media usage. A moderated mediation model was analyzed to test the direct effect of digital dependency on sleep disorder, the mediating effect of addiction, and the moderating influence of burnout. Results revealed three pivotal findings: first, digital dependency significantly predicts sleep disturbances; second, social media addiction fully mediates the dependency–sleep relationship, indicating that heightened reliance transforms into disordered sleep primarily via addictive patterns; and third, burnout amplifies the impact of dependency on sleep disorder, both directly and through addiction, thus exacerbating negative outcomes for those already experiencing emotional exhaustion. These insights underscore the intricate interplay between psychological states and behavioral tendencies, highlighting that mere dependency does not inevitably trigger poor sleep unless addictive and burnout processes emerge. By clarifying these pathways, this research contributes nuanced evidence to inform policy and practice, emphasizing the need for interventions that curtail compulsive media engagement and manage burnout symptoms. Ultimately, the findings advocate for balanced, self-regulated digital usage to safeguard physical and mental well-being in an increasingly digitized society
A Hybrid SWARA-NWA Framework for Evaluating AI-Based Image Recognition Algorithms in Educational Technology Applications
Get PDFArtificial Intelligence (AI) and computer vision technologies are increasingly integrated into educational environments through intelligent tutoring systems, gesture-based learning, facial expression analysis, and automated evaluation tools. However, selecting the most appropriate image recognition algorithms for educational applications remains a challenge due to varying requirements regarding speed, accuracy, hardware compatibility, and usability in dynamic classroom conditions.This paper proposes a hybrid multi-criteria decision-making (MCDM) model based on the Step-wise Weight Assessment Ratio Analysis (SWARA) and Net Worth Analysis (NWA) methods to evaluate and rank nine widely used AI-based visual recognition algorithms. The evaluation is conducted using five education-relevant criteria: processing speed, recognition accuracy, robustness to classroom noise, compatibility with low-end devices, and energy efficiency. Expert assessments from the field of educational technology were used to derive weight coefficients and evaluate algorithm performance.The results show that Fast R-CNN achieved the highest overall score (1.141), followed by U-Net (1.077) and DeepLab (1.062), indicating their suitability for real-time and resource-constrained EdTech environments. Algorithms such as MobileNet (1.057) and YOLO (1.037) also demonstrated balanced performance, making them viable for mobile or moderately demanding educational scenarios. The proposed model offers a structured and transparent decision-support framework that can assist researchers and practitioners in selecting optimal AI algorithms for diverse educational applications
The Impact of an Informatics-Developmental Teaching Approach in the Subject Nature and Society on Students’ Motivation
Get PDFIn this study, we examined the extent to which implementing an informatics-developmental teaching approach with e-learning in the Nature and Society course influences student motivation. The motivation level of ten-year-old students was assessed before and after implementing this instructional approach, comparing an experimental group (innovative instruction) to a control group (traditional approach). The research was conducted using a parallel-groups experimental design on a sample of 189 fourth-grade primary school students. In the experimental group, the subject was taught following an informatics-developmental model using digital technologies (tablets, multimedia content, gamification elements), while the control group was taught using a traditional approach. Student motivation was measured with an adapted Likert scale before and after the intervention. Data were analyzed with descriptive statistics, independent and paired-samples t-tests. Before the experiment, no significant difference in motivation was found between the two groups. At the final measurement, the experimental group had a statistically significantly higher level of motivation than the control group. The findings confirm that innovative, digitally supported instruction can enhance students’ learning motivation compared to traditional methods. The contemporary approach fostered greater student engagement and interest, which was reflected in a rise in their motivation. It is recommended to more broadly implement digitally enriched instructional strategies in primary schools to stimulate student motivation. It is also necessary to provide continuous professional development for teachers for effective integration of ICT in instruction. Future research should consider the long-term effects of such innovations and their impact on various educational outcomes
Improving the Cognitive Flexibility (CF) of Adolescent Students Through Differentiated Instructions in Indonesia
Get PDFStudents are expected to be adequately prepared to respond to technological advancements and complex global challenges. In this context, cognitive flexibility plays a crucial role in facilitating the development of appropriate alternative strategies. Previous research has identified several relevant learning activities aimed at enhancing cognitive flexibility. In the context of differentiated instruction, cognitive flexibility is further elaborated through consideration of the individual uniqueness of students, the learning situation, and the environment, making this concept particularly relevant to the educational setting in Indonesia. Consequently, this study aimed to enhance the cognitive flexibility of adolescent students through differentiated instruction training. A total of 70 adolescent students participated in a one-group pretest-posttest experimental design using convenience sampling. The participants completed an informed consent form and engaged in training activities for approximately 4 weeks. The findings indicated that 66% of participants showed an increase in cognitive flexibility attitudes following the learning intervention. Furthermore, inferential statistical analysis revealed significant differences between pretest and posttest results. The differentiated instruction training proved effective in improving cognitive flexibility attitudes. This research has implications for the development of effective learning models and provides recommendations for the enhancement of skills among adolescent students, not only within the context of Indonesia but also for potential implementation in different cultures and locations
Academic Writing: Origins and Impact of Eloquence
Get PDFThe article deals with the unsettled question whether academic scientific writing can be eloquent and possess some expressive characteristics and what impact it has on the reader. Historically the evolution of classical science to post-non-classical one was marked with substantial changes in the stylistics of scientific genres. Post-non-classical science is characterized by profoundly new conceptual notions, interpenetration of different forms of discourse, and the use of expressive linguistic means and emotional components in research papers. The current paper shows that notwithstanding the apparent antinomy, the formal and expressive functions of academic writing can effectively “coexist” in modern science. The objective of the present paper is to identify socio-historical grounds for tolerance to emotional representation of academic knowledge, to describe the changes in post-non-classical science, which made emotiveness possible in academic writing, to reveal the ways of communicating emotiveness in academic discourse. The main methods of this research include textual and stylistic analysis of academic articles and their titles, selected from scientific journals indexed in authoritative databases and materials of British National Corpus. It was revealed that the scope of expressive vocabulary in academic writing depends on the genre of scientific prose. The linguistic expressive means used by the representatives of both humanities and natural sciences and technology include: metaphor, metonymy, epithets, intensifying adverbs, quantifiers, the use of precedent texts, assertion of the author’s style and gender identity
Fostering Metacognitive Skills and Learning Motivation Through Hybrid Learning with Innovative Learning Strategies
Get PDFThe integration of technology into instruction is essential to address teachers’ challenges in delivering biology content with greater clarity and depth. This process can be effectively guided by Technology, Pedagogy, and Knowledge Content (TPACK) framework. Grounded in this framework, this study aims to develop valid, practical, and effective hybrid learning resources for biology classes, specifically in the form of lesson plans, assessment tools, and Moodle-based e-learning materials. To achieve this, this study designed and implemented a GITTW strategy that combines Group Investigation (GI) and Think Talk Write (TTW) strategies. This study employed a Research and Development (R&D) methodology using the Four-D model: Define, Design, Develop, and Disseminate. A total of 80 tenth-grade students from Muhammadiyah 3 Senior High School at Surabaya, Indonesia participated in the study. Prior to implementation, the GITTW underwent validation and was deemed valid. Its practicality was supported by data from a student learning independence. This study found that the GITTW lesson plans, assessment forms, and Moodle-based e-learning materials were valid, practical, and effective in enhancing students’ metacognitive skills and learning motivation. These results confirm the feasibility of integrating the GITTW strategy into Moodle for biology education to support the development of students’ metacognitive skills and motivation. Further studies could explore the integration of GITTW with augmented reality (AR) to facilitate a more in-depth exploration of biology content
A Web Application for Learning Support Vector Machine Algorithms in Computer Engineering
Get PDFIn this paper, we present a web application designed for learning and visualizing Support Vector Machine (SVM) algorithms, which are key components in the fields of machine learning and data processing. The application was developed as an interactive tool that allows students and researchers to experiment with SVM models, providing insight into their structure and functionality. By using modern web technologies, the application offers a user environment that is accessible, intuitive, and adaptable for learning and research. In addition to implementing a web tool for learning the SVM algorithm, this study proposes a method for its application in teaching and analyzes the impact of applying the new interactive method on final learning outcomes. To assess the effectiveness of this tool, an experiment was conducted consisting of three phases: pre-testing, training, and post-testing. To evaluate students’ experiences with the applied alternative learning method using the auxiliary tool and their perception of the software system’s effectiveness, the standardized System Usability Scale (SUS) was used
Prediction of Academic Success Based on Teaching Quality Using Fuzzy Logic
Get PDFThis research aims to examine the impact of the quality of teaching on the success of vocational students, focusing on professional-applicative subjects in the field of information technology, as well as on general education subjects. The quality of teaching was analyzed through six factors: comprehensibility of the teaching content, applicability of the material, quality of the teaching material, teacher’s commitment, working atmosphere and objectivity of assessment. The academic success of students is represented by the course grade. An adaptive neuro-fuzzy system, ANFIS, was used to model the relationship between the aforementioned factors and academic achievement, which combines the advantages of fuzzy logic and neural networks. Data were collected through a structured questionnaire with a Likert scale, and the model was trained and evaluated using soft computing techniques. The results show that the quality of the teaching material, the dedication of teachers and the working atmosphere have the greatest influence on the success of students. These factors were singled out as the most significant predictors of success within the ANFIS model. The findings indicate the need for a systematic approach to improving the quality of teaching in professional studies and confirm the usefulness of artificial intelligence in the analysis of educational data
Development of ADDIE Instructional Design Model Based Social Participation Skills in Secondary School Students
Get PDFThe increasing prevalence of contemporary social problems, together with citizens’ indifference toward these issues, indicates a deficiency in individuals’ social participation skills. This concern, which serves as the foundation of the present study, seeks to enhance secondary school students’ social participation skills while providing social studies teachers with a systematic framework to support the development of these competencies. In this context, this study designed the process of developing social participation skills for 5th graders by following the stages of the ADDIE instructional design model within the scope of the social studies course. The study adopted a mixed-methods research design that integrated quantitative and qualitative approaches. The analysis and evaluation phases employed a case study design, while the design, development, and implementation phases were structured around activity-based and problem-centered instructional design models. The sample group of the study consisted of social studies teachers and 5th graders in Gölcük District of Kocaeli Province. The findings indicate that the activities implemented to foster social participation skills enhanced fifth graders’ awareness of social issues, increased their level of social consciousness, and contributed to more positive perceptions of non-governmental organizations. In addition, a statistically significant difference was observed between students’ pretest and posttest scores on the social participation skills assessment
Application of Statistical Models for the Analysis of Data Obtained from Continuous Assessment of Students in Higher Education
Get PDFThis paper presents the findings of a study aimed at exploring students activities during lectures and exercises. The research was conducted through basic population of students at the University “St. Kliment Ohridski” – Bitola, in academic years from 2015 to 2023. The data obtained from the continuous checking of the students’ knowledge, which refer to: attendance and activity in lectures and exercises, preparation of seminar papers, independent (home) work, completed or realized projects / programs, as well as from the colloquium grades, are the basis for the application of linear statistical models that will be realized through descriptive, correlation and regression analysis, factor analysis and statistical inference. In this way, information is obtained from a series of indicators that will serve the professors to take appropriate corrective actions, in order to improve and better create their teaching and educational process. As a result, it is expected to obtain better results that are of interest to students and higher education institutions, in terms of increasing the quality and efficiency of the teaching and learning process in higher education