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Visualization of 3D Ultrasound Uterine Data in Virtual Reality
No full textVirtual reality (VR) has emerged as a powerful medium for medical imaging visualization and training, offering immersive and interactive experiences that complement conventional two-dimensional (2D) imaging workflows. In gynecology, ultrasound (US) is the primary imaging modality for assessing uterine morphology, yet its interpretation requires significant spatial reasoning and is challenging for trainees with limited clinical exposure. This paper presents a standalone VR system for interactive visualization of uterine US volumes, designed for deployment on Meta Quest 2. The system integrates three core components: (i) textured surface meshes mapped directly from US intensity values, (ii) per-vertex deviation heatmaps comparing individual anatomy to a population-average uterus, and (iii) orthogonal slice browsing with adjustable transfer functions and lookup tables. The system is developed in Unity for immersive rendering. Preliminary demonstrations indicate that providing outside- and inside-based views improves spatial understanding and provides educational value by contextualizing individual variability. Performance profiling confirms real-time rendering on standalone hardware, ensuring fluid interaction without tethered computing resources. By unifying segmentation-driven shape analysis with immersive visualization, this work highlights the potential of lightweight VR applications to enhance gynecological training and provide accessible platforms for medical education and research
Web Implementation of 3-way Chess
No full textThis paper presents the design and implementation of a web-based platform for three-player chess, a non-standard variant developed by Dario Varga that until now has only existed in physical form. The work addresses several human–computer interaction challenges: intuitive visualization of a hexagonal chessboard, synchronization of three players in real time, and support for learning unfamiliar rules. The platform was developed using Node.js, React, Mantine, Socket.IO, and MongoDB, providing user account management, both single-device and online multiplayer modes, and access to game history. A key contribution lies in creating a user-friendly and responsive interface that lowers the entry barrier for new players while ensuring robust performance in real-time gameplay. Evaluation confirmed that the application meets functional requirements and offers minimal latency for online play, with results highlighting the impact of server proximity on player experience. The project demonstrates how thoughtful interaction design and modern web technologies can support the digital transformation of analog games, broadening accessibility and engagement with alternative chess variants. The system is available at: https://chess3.musiclab.si/
Shifting tin imports into the broader Eastern Mediterranean region during the Bronze and Early Iron Ages (ca. 2000-900 BC)
No full textLacking substantial local tin deposits after 2000 BC, the Eastern Mediterranean depended on the importation of large quantities of tin from extraneous sources. Situated roughly equidistant (ca. 3000 km) between the large tin deposits of Western Europe and Central Asia, both localities have been proposed as potential sources of tin metal used in Eastern Mediterranean bronze production. However, such speculation must be substantiated. Herein, we assert that the application of a central-tendency-based approach to the comparison of tin isotope analyses of artifact assemblages with those of tin ores is an effective approach to differentiating between Central Asian and European tin sources in both pure tin metal and tin alloys. We apply the TIA approach to the reinterpretation of existing tin isotope analyses of tin ingots and introduce a large body of new evidence drawn from tin isotopes analysis of ancient (2000-900 BC) bronze artifacts from the Black Sea coast of Bulgaria, Tell Atchana in the Amuq Valley of Turkey, the eastern part of the northern Adriatic/Istria and Kvarner (Croatia), Egypt and Peloponnese, Greece. A general chronological trend from high δSn in artifacts dating to 2000-1600 BC to moderate values in the Early Iron Age (1100-900 BC) indicate a gradual shift from tin dominated by Central Asian imports to tin derived from European deposits. These changes in the movement of tin are mirrored in other traceable commodities such as Baltic amber and glass
Analysis of the reading habits of preschool teachers and parents of children in the first age group
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Predictors of sustainable development outcomes in learning spaces of early childhood
No full textThis research examined factors associated with sustainable development outcomes (O-SD) in early childhood learning settings, as perceived by preschool teachers, considering environmental, social, and economic aspects along with contextual elements (child age, eco-program affiliation, teacher experience). Data were gathered through an online survey targeting 114 Slovenian preschool teachers in 2024. The reliability of the instrument was high (α = .942), and principal component analysis confirmed its validity. Correlation and stepwise regression analyses identified the key predictors of O-SD. Education focused on economic sustainability and child age emerged as the primary predictors, accounting for approximately 55% of the variance. While social sustainability was frequently observed in practice, it did not prove to be a significant predictor. The findings highlight the importance of developmentally appropriate and age-sensitive strategies, alongside the intentional inclusion of economic considerations. Limitations include a convenience sample and reliance on self-reported data. Future research should aim to replicate these results in diverse settings and consider mixed-method approaches that incorporate children’s perspectives
A Study on the Use of Digital Tools in Primary School Mathematics Education
No full textSodobna tehnologija vse bolj prodira na področje vzgoje in izobraževanja najmlajših učencev. Ponuja številna orodja, ki učiteljem omogočajo oblikovanje bolj individualiziranega in interaktivnejšega pouka, kar spodbuja aktivno učenje ter globlje razumevanje matematičnih pojmov in konceptov. Obenem prispeva k razvoju digitalnih kompetenc, ki so ključne za delovanje v sodobni družbi. V raziskavi smo s pomočjo vprašalnika ugotavljali, kako pogosto učitelji razrednega pouka v Sloveniji uporabljajo posamezna digitalna orodja za poučevanje različnih matematičnih področij ter kje prepoznavajo prednosti in slabosti uporabe le-teh. Prav tako smo analizirali, v kolikšni meri šole sodelujejo v projektih, povezanih z digitalizacijo. Ugotovili smo, da učitelji pri uporabi digitalnih orodij zaznavajo več prednosti kot slabosti, vendar te kljub temu le redko ali le občasno vključujejo v pouk matematike. Med najpogosteje uporabljene sodijo e-učbeniška gradiva in predstavitvena orodja. Ugotovili smo tudi, da se šole vključujejo v projekte, povezane z digitalizacijo, a ti še niso splošno razširjeni. Rezultati raziskave prispevajo k boljšemu razumevanje trenutne prakse ter omogočajo prepoznavanje ključnih izzivov in priložnosti za izboljšave.Modern technology is increasingly entering the field of early childhood education, offering numerous digital tools that enable teachers to create more individualized and interactive lessons. These tools promote active learning and foster a deeper understanding of mathematical concepts, while supporting the development of digital competencies, which are essential for functioning in modern society. This research, conducted through a questionnaire, examined how frequently primary school teachers in Slovenia use various digital tools to teach different areas of mathematics, as well as their perceptions of the advantages and disadvantages of such tools. The research also examined the extent of school participation in digitalization projects. The findings indicate that teachers perceive more advantages than disadvantages in using digital tools. However, they rarely or only occasionally incorporate them into mathematics lessons. The most commonly used tools include digital textbooks and presentation tools. We also found that schools do participate in digitalization projects, although these are not yet widespread. The results of this study contribute to a better understanding of current practices and help identify key challenges and opportunities for improvement
Escape into a Room of Challenges and Puzzles/Riddles
No full textUčilnica pogosto ni prostor, kamor učenci vstopajo z navdušenjem in s pričakovanjem edinstvene učne izkušnje. Vendar pa lahko, z uporabo inovativnih didaktičnih metod, postane okolje, ki spodbuja radovednost, sodelovanje in globoko razumevanje učne snovi. Eden od pristopov, ki združuje aktivno učenje, razvoj trajnostnih kompetenc ter spodbujanje vrednot, je soba pobega oz. v našem primeru škatla pobega (angl. escape box). Ta metoda temelji na konceptu izkustvenega in problemskega učenja, pri katerem učenci v igri združujejo svoje znanje in sodelovanje pri reševanju izzivov. Naša škatla pobega, zasnovana na tematskem sklopu Mlinščica, ponuja interdisciplinarno učno izkušnjo, kjer učenci skozi igro razvijajo znanje s področij slovenščine, geografije, fizike in naravoslovja. Ob tem raziskujejo naravne in kulturne značilnosti reke ter hkrati krepijo trajnostne vrednote, kot sta ekološka ozaveščenost in odgovoren odnos do okolja. Osrednji koncept igre je sodobna pripoved o Povodnem možu in Urški, ki kupita vikend pod Kamniškimi Alpami ob Mlinščici in se želita udeležiti gala plesa. Na poti do cilja se soočata z različnimi ovirami, pri katerih jima učenci pomagajo z logičnim razmišljanjem, raziskovalnim pristopom ter inovativnimi rešitvami. Naloge v igri zahtevajo uporabo večplastnega mišljenja in ustvarjalnosti, kar prispeva k razvoju analitičnih, komunikacijskih in socialnih spretnosti učencev. Škatla pobega ni zgolj interaktivna učna metoda, ampak celostno pedagoško orodje, ki krepi kritično mišljenje, sodelovalne veščine in ustvarjalnost. Namesto tradicionalnega pouka omogoča dinamično, praktično ter izkustveno učenje, ki učence spodbuja k aktivnemu vključevanju v učni proces ter jim omogoča, da znanje prenesejo v realne situacije.A classroom is often not a place that students enter with enthusiasm and the expectation of a unique learning experience. However, by employing innovative didactic methods, it can be transformed into an environment that fosters curiosity, collaboration, and deep understanding of the subject matter. One such approach that integrates active learning, the development of sustainable competencies, and the promotion of values is the escape room—or in our case, the escape box. This method is based on the principles of experiential and problem-based learning, where students engage in game-based activities that require them to combine their knowledge and collaborate to solve challenges. Our escape box, designed around the thematic unit of Mlinščica (a local stream), offers an interdisciplinary learning experience in which students develop knowledge across the Slovenian language, geography, physics, and natural sciences. At the same time, they explore the natural and cultural characteristics of the river while strengthening sustainable values such as ecological awareness and a responsible attitude toward the environment. The central concept of the game is a modern retelling of the story of Povodni mož and Urška, who purchase a weekend cottage under the Kamnik Alps near the Mlinščica and wish to attend a gala dance. On their way to the event, they face various obstacles, and students assist them by applying logical thinking, investigative approaches, and innovative solutions. The tasks in the game demand multilayered thinking and creativity, contributing to the development of students’ analytical, communication, and social skills. The escape box is not merely an interactive teaching method but a comprehensive pedagogical tool that enhances critical thinking, collaboration, and creativity. Instead of traditional instruction, it provides a dynamic, hands-on, and experiential form of learning that encourages students to actively engage in the educational process and to apply their knowledge in real-life situations
Music Therapy in Paediatric Health Care - A Systematic Review
No full textGlasbena terapija je stroka, ki si po svetu utira pot tudi v pediatričnem okolju, in dosedanje raziskave dokazujejo mnoge pozitivne učinke ter potenciale tega nefarmakološkega pristopa. Glasbena terapija je vključena v obravnavo bolnih otrok in tudi njihovih staršev na različnih oddelkih pediatrične klinike. Učinki glasbene terapije za določene klientske skupine so ciljno drugače usmerjeni, zato je vsako področje treba raziskati ločeno. V poglavju bomo predstavili pregled literature in relevantnih raziskav s področja glasbene terapije z namenom prikazati že obstoječe kvalitetne prakse. Sistematičen pregled je izveden v skladu s priporočili PRISMA. Pregled literature in raziskav zajema glavna področja v pediatričnem okolju, kjer se glasbena terapija izvaja: neonatologijo, onkologijo, nevrologijo, psihiatrijo in paliativo. Raziskave potrjujejo pozitivne učinke na fiziološke parametre, čustveno podporo otrokom in staršem ter vpliv na dolžino in kakovost hospitalizacije. Pomanjkljivost pri raziskavah se kaže predvsem v številčno neenakomerno opravljenih raziskavah na specifičnih področjih glasbene terapije v pediatričnem okolju.Music therapy is a field that is making its way around the world, including in paediatric settings, and existing research proves many positive effects and potentials of this non-pharmacological approach. Music therapy is incorporated into the treatment of sick children and their parents in various departments of the paediatric clinic. The effects of music therapy for specific client groups are targeted differently, which is why it is necessary to explore each area separately. In this chapter, we will present a review of the literature and relevant research in the field of music therapy in order to showcase existing quality practices. A systematic review is conducted in accordance with PRISMA guidelines. The literature and research review covers the main areas in the paediatric environment where music therapy is implemented: neonatology, oncology, neurology, psychiatry, and palliative care. Research confirms positive effects on physiological parameters, emotional support for children and parents, and the impact on the length and quality of hospitalization. The deficiency in research is primarily reflected in the numerically unevenly conducted studies in specific areas of music therapy in paediatric settings