An online Moodle Workshop was evaluated for peer assessment effectiveness. A quasi-experiment was designed using a Seminar in Professionalism course taught in face-to-face mode to undergraduate students across two campuses. The first goal was to determine if Moodle Workshop awarded a fair peer grader grade. The second objective was to estimate if students were consistent and reliable in performing their peer assessments. Statistical techniques were used to answer the research hypotheses. Although Workshop Moodle did not have a built-in measure for peer assessment validity, t-tests and reliability estimates were calculated to demonstrate that the grades were consistent with what faculty expected. Implications were asserted to improve teaching and recommendations were provided to enhance Moodle.

Since the advent of the iPhone and rise of mobile technologies, educational apps represent one of the fastest growing markets, and both the mobile technology and educational app markets are predicted to continue experiencing growth into the foreseeable future. The irony, however, is that even with a booming market for educational apps, very little research regarding the quality of them has been conducted. Though some instruments have been developed to evaluate apps geared towards student learning, no such instrument has been created for teacher resource apps, which are designed to assist teachers in completing common tasks (e.g., taking attendance, communicating with parents, monitoring student learning and behavior, etc.). Moreover, when teachers visit the App Store or Google Play to learn about apps, the only ratings provided to them are generic, five-point evaluations, which do not provide qualifiers that explain why an app earned three, two, or five points. To address that gap, previously conducted research related to designing instructional technologies coupled with best practices for supporting teachers were first identified. That information was then used to construct a comprehensive rubric for assessing teacher re-source apps. In this article, a discussion that explains the need for such a rubric is offered before describing the process used to create it. The article then presents the rubric and discusses its different components and potential limitations and concludes with suggestions for future research based on the rubric.

Aim/Purpose: This study aimed to examine whether there is a difference between manual feedback and online feedback with regard to feedback quality, respondents’ percentage, reliability and the amount of verbal comments written by students. Background: The quality of teaching is an important component of academic work. There are various methods for testing the quality of teaching; one of these methods is through students’ feedback. Methodology: This study used a quantitative approach, including the quantification of qualitative verbal data collected through an open question in the questionnaire. A sample of 180 courses was randomly chosen, 90 courses were evaluated manually and 90 were evaluated online. The number of students ranges from 7 to 60 students per course. In total 4678 students participated in the study. Contribution: The findings show that there is almost an identical pattern of feedback of manual and online course teaching evaluation. These findings encourage a continued use of this evaluation method. Findings: No significant differences were found between manual feedback and online feedback in the students’ evaluation of the lecturer/course. The percentage of respondents was significantly higher in the manual feedback than in the online feedback. The number of qualitative comments was significantly greater in the online feedback than in the manual feedback. Impact on Society: The findings of this study refute the claims with regard to the unreliability of an online teaching evaluation. These findings reflect the advantages of using online feedback, such as cost savings, granting more time to students in order to provide feedback, and reducing disturbance during lectures. Future Research: The gender aspect was not taken into account in the study. Therefore, we recommend conducting a follow-up study that will examine gender differences in directions of- difference between male and female lecturers, and differences between male and female students in teaching evaluation.

Aim/Purpose: Although many computer science measures have been proposed, visualizing individual students’ capabilities is difficult, as those measures often rely on specific tools and methods or are not graded. To solve these problems, we propose a rubric for measuring and visualizing the effects of learning computer programming for elementary school students enrolled in computer science education (CSE), which is independent of the programming language being used. Background: In this research, we proposed a rubric based on existing CSE standards and criteria having a programming education-learning goal. We then applied this rubric to actual lessons to visualize the educational effects. Methodology: The proposed new rubric for teaching computer programming, based on existing standards and criteria, was applied to fourth- and sixth-grade students in Japan. We assessed which skills were cultivated through quizzes before and after the teaching. Contribution: This paper contributes on how to make and utilize a rubric for programming education in computer science. We evaluated and visualized the proposed rubric’s learning effects on children and found that our proposed rubrics are independent of any particular method or tool. Findings: The results of this survey are twofold: (1) we proposed a rubric of programming education in computer science, independent of the programming tools used and (2) we succeeded in visualizing students’ learning stages by applying the proposed rubric to programming education conducted in a Japanese elementary school. Recommendations for Practitioners: Evaluating educational effects in CSE is important. In particular, graded assessments of learner abilities can reveal individual characteristics. This research is useful for assessing CSE because it focuses specifically on programming education. Recommendation for Researchers: The rubric’s suggestions and quality improvements in CSE help learners assess their learning progress and will clarify the cultivated computer science skills. Impact on Society: This research evaluates CSE based on a rubric in the programming education field. Future Research: Future work is needed to improve the proposed rubric’s quality and relevance. Also, this rubric should be applied to many classes to increase the number of evaluations and analyses.

Aim/Purpose: The purpose of this study is to develop an efficient methodology that can assist the evaluators in assessing a variable number of individuals that are working in groups and guarantee that the assessment is dependent on the group members’ performance and contribution to the work developed. Background: Collaborative work has been gaining more popularity in academic settings. However, group assessment needs to be performed according to each individual’s performance. The problem rests on the need to distinguish each member of the group in order to provide fair and unbiased assessments. Methodology: Design Science Research methodology supported the design of a framework able to provide the evaluator with the means to distinguish individuals in a workgroup and deliver fair results. Hevner’s DSR guidelines were fulfilled in order to describe WebAVALIA. To evaluate the framework, a quantitative study was performed and the first results are presented. Contribution: This paper provides a methodological solution regarding a fair evaluation of collaborative work through a tool that allows its users to perform their own assessment and peer assessment. These are made accordingly to the user’s perspectives on the performance of each group member throughout the work development. Findings: The first analysis of the results indicates that the developed method provides fairness in the assessment of group members, delivering a distinction amongst individuals. Therefore, each group member obtains a mark that corresponds to their specific contribution to the workgroup. Recommendations for Practitioners: For those who intend to apply this workgroup assessment method, it is relevant to raise student awareness about the methodology that is going to be used. That is, all the functionalities and steps in WebAVALIA have to be thoroughly explained before beginning of the project. Then, the evaluators have to decide about the students’ intermediate voting, namely if the evaluator chooses or not to publish student results throughout the project’s development. If there is the decision to display these intermediate results, the evaluator must try to encourage collaboration among workgroup members, instead of competition. Recommendation for Researchers: This study explores the design and development of an e-assessment tool – WebAVALIA. In order to assess its feasibility, its use in other institutions or contexts is recommended. The gathering of user opinions is suggested as well. It would then be interesting to compare the findings of this study with the results from other experimentations Impact on Society: Sometimes, people develop a rejection of collaborative work because they feel exploited due to the biased evaluation results. However, the group members assessment distinction, according to each one’s performance, may give each individual a sense of fairness and reward, leading to an openness/willingness towards collaborative work. Future Research: As future work, there are plans to implement the method in other group assessment contexts – such as sports and business environments, other higher education institutions, technical training students – in other cultures and countries. From this myriad of contexts, satisfaction results would be compared. Other future plans are to further explore the mathematical formulations and the respective WebAVALIA supporting algorithms.

Aim/Purpose: This paper describes a technologies education model for introducing Simulation Learning and Extended Reality (XR) solution creation skills and knowledge to students at the tertiary education level, which is broadly applicable to higher education-based contexts of teaching and learning. Background: This work is made possible via the model’s focus on advancing knowledge and understanding of a range of digital resources, and the processes and production skills to teach and produce playable educational digital content, including classroom practice and applications. Methodology: Through practice-based learning and technology as an enabler, to inform the development of this model, we proposed a mixed-mode project-based approach of study within a transdisciplinary course for Higher Education students from the first year through to the post-graduate level. Contribution: An argument is also presented for the utility of this model for upskilling Pre-service Teachers’ (PSTs) pedagogical content knowledge in Technologies, which is especially relevant to the Australian curriculum context and will be broadly applicable to various educative and non-Australian settings. Findings: Supported by practice-based research, work samples and digital projects of Simulation Learning and XR developed by the authors are demonstrated to ground the discussion in examples; the discussion that is based around some of the challenges and the technical considerations, and the scope of teaching digital solutions creation is provided. Recommendations for Practitioners: We provide a flexible technologies teaching and learning model for determining content for inclusion in a course designed to provide introductory Simulation Learning and XR solution creation skills and knowledge. Recommendation for Researchers: The goal was to provide key criteria and an outline that can be adapted by academic researchers and learning designers in various higher education-based contexts of teaching and inclusive learning design focused on XR. Impact on Society: We explore how educators work with entities in various settings and contexts with different priorities, and how we recognise expertise beyond the institutional interests, beyond discipline, and explore ‘what is possible’ through digital technologies for social good and inclusivity. Future Research: The next step for this research is to investigate and explore how XR and Simulation Learning could be utilised to accelerate student learning in STEM and HASS disciplines, to promote knowledge retention and a higher level of technology-enhanced learning engagement.

Aim/Purpose: The study seeks to utilize Augmented Reality (AR) in creating virtual laboratories for engineering education, focusing on enhancing teaching methodologies to facilitate student understanding of intricate and theoretical engineering principles while also assessing engineering students’ acceptance of such laboratories. Background: AR, a part of next-generation technology, has enhanced the perception of reality by overlaying virtual elements in the physical environment. The utilization of AR is prevalent across different disciplines, yet its efficacy in facilitating Science, Technology, Engineering, and Mathematics (STEM) education is limited. Engineering studies, a part of STEM learning, involves complex and abstract concepts like machine simulation, structural analysis, and design optimization; these things would be easy to grasp with the help of AR. This restriction can be attributed to their innovative characteristics and disparities. Therefore, providing a comprehensive analysis of the factors influencing the acceptance of these technologies by students - the primary target demographic – and examining the impact of these factors is essential to maximize the advantages of AR while refining the implementation processes. Methodology: The primary objective of this research is to develop and evaluate a tool that enriches the educational experience within engineering laboratories. Utilizing Unity game engine libraries, digital content is meticulously crafted for this tool and subsequently integrated with geo-location functionalities. The tool’s user-friendly interface allows both faculty and non-faculty members of the academic institution to establish effortlessly the virtual laboratory. Subsequently, an assessment of the tool is conducted through the application of the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, involving the administration of surveys to university students to gauge their level of adaptability. Contribution: The utilization of interactive augmented learning in laboratory settings enables educational establishments to realize notable savings in time and resources, thereby achieving sustainable educational outcomes. The study is of great importance due to its utilization of student behavioral intentions as the underlying framework for developing an AR tool and illustrating the impact of learner experience on various objectives and the acceptance of AR in Engineering studies. Furthermore, the research results enable educational institutions to implement AR-based virtual laboratories to improve student experiences strategically, align with learner objectives, and ultimately boost the adaptability of AR technologies. Findings: Drawing on practice-based research, the authors showcase work samples and a digital project of AR-based Virtual labs to illustrate the evaluation of the adaptability of AR technology. Adaptability is calculated by conducting a survey of 300 undergraduate university students from different engineering departments and applying an adaptability method to determine the behavioral intentions of students. Recommendations for Practitioners: Engineering institutions could leverage research findings in the implementation of AR to enhance the effectiveness of AR technology in practical education settings. Recommendation for Researchers: The authors implement a pragmatic research framework aimed at integrating AR technology into virtual AR-based labs for engineering education. This study delves into a unique perspective within the realm of engineering studies, considering students’ perspectives and discerning their behavioral intentions by drawing upon previous research on technology utilization. The research employs various objectives and learner experiences to assess their influence on students’ acceptance of AR technology. Impact on Society: The use of AR in engineering institutions, especially in laboratory practicals, has a significant impact on society, supported by the UTAUT2 model. UTAUT2 model assesses factors like performance, effort expectancy, social influence, and conditions, showing that AR in education is feasible and adaptable. This adaptability helps students and educators incorporate AR tools effectively for better educational results. AR-based labs allow students to interact with complex engineering concepts in immersive settings, enhancing understanding and knowledge retention. This interactive augmented learning for laboratories saves educational institutions significant time and resources, attaining sustainable learning. Future Research: Further research can employ a more comprehensive acceptance model to examine learners’ adaptability to AR technology and try comparing different adaptability models to determine which is more effective for engineering students.

Aim/Purpose: This study explores the subject structure, social networks, research trends, and issues in the domain that have the potential to derive an overview of the development of virtual reality-based learning media in vocational education. Background: Notwithstanding the increasingly growing interest in the application of virtual reality in vocational learning, the existing research literature may still leave out some issues necessary for a comprehensive understanding. This study will point out such areas that need more exploration and a more comprehensive synthesis of the literature by conducting a bibliometric analysis. It will be interesting to keep track of the changing concepts and methodologies applied in the development of VR-based learning media in vocational education research. Methodology: This review was carried out using bibliometric methodology, which can highlight patterns of publication and research activity in this hitherto little studied area. The results of the study have the potential to lead to evidence-based priority in VR development, which will tailor work for vocational contexts and set the compass against the growing worldwide interest in this area. The study provides a descriptive analysis of publications, citations, and keyword data for 100 documents published between the years 2013 and 2022 from the Scopus database, which is conducted to illustrate the trends in the field. Contribution: This study also counts as a contribution to understanding the research hotspots of VR-based learning media in vocational education. Through bibliometric analysis, this study thoroughly summarized the relevant research and literature laying a knowledge foundation for researchers and policy makers. Additionally, this analysis identified knowledge gaps, recent trends, and directions for future research. Findings: The bibliometric analysis revealed the following key findings: 1. A growing publication trajectory, with output increasing from 7 articles in 2013 to 25 articles in 2022. 2. The United States led the contributions, followed by China, and Germany. 3. The most prominent authors are affiliated with American medical institutions. 4. Lecture proceedings include familiar sources that reflect this nascent domain. 5. Citation analysis identified highly influential work and researchers. 6. Keyword analysis exposed technology-oriented topics rather than learning-oriented terms. These findings present an emerging landscape with opportunities to address geographic and pedagogical research gaps. Recommendations for Practitioners: This study will be beneficial for designers and developers of VR-based learning programs because it aligns with the most discussed and influential VR technologies within the literature. Such an alignment of an approach with relevant research trends and focus can indeed be very useful for the effective application and use of VR-based learning media for quality improvements in vocational students' learning. Recommendation for Researchers: In fact, in this bibliometric review of VR integration within vocational classrooms, a future call for focused research is presented, especially on teaching methods, course design, and learning impact. This is a framework that seeks to establish its full potential with effective and integrated use of VR in the various vocational curricula and settings of learners. Impact on Society: From the findings of the bibliometric analysis, it is evident that virtual reality technologies (VR) have significantly led to transformation within educational media. There is no denying that the growing interest and investment in the integration of virtual reality into vocational education has been well manifested in the substantive increase in publications in the last decade. This shows what the innovation driving factor is in the United States. At the same time the rapid contributions from China signal worldwide recognition of the potential of VR to improve technical skills training. This study points the way for more research to bridge critical gaps, specifically how VR tools can be used in vocational high school classrooms. Furthermore, research should be aligned to meet specific needs of vocational learners and even promote international cross-border partnerships, pointing out the potential of virtual reality to be a universally beneficial tool in vocational education. The examination of highly cited articles provides evidence of the potential of VR to be an impactful pedagogical tool in vocational education. The findings suggest that researchers need to move forward looking at the trajectory of VR in vocational education and how promising it is in defining the future for innovative and effective learning methodologies. Future Research: This study is an exceptionally valuable contribution, a true landmark in the field of dynamic development, and one that denotes very meaningful implications for the future course of research in the dynamically developing field of bibliometric analysis of VR-based learning media for vocational education. The increase in the number of publications emanates from growing interests in the application of virtual reality (VR) technologies in vocational education. The high concentration of authorship from the USA, along with the ever increasing contributions from China, spotlights the increasing worldwide recognition of the impact of immersive technologies in the enhancement of training in technical skills. These are emerging trends that call for research to exemplify the diverse views and global teamwork opportunities presented by VR technologies. The study also highlights critical areas that need focused attention in future research endeavors. The fact that the embedding of VR tools into classrooms in vocational high schools has been poorly researched points to the major gap in pedagogical research within authentic educational settings. Therefore, further investigations should evaluate teaching methods in VR, lesson designs, and the impacts of VR in specific vocational trades. This supports the need for learner-centered frameworks that are tailor-made to the needs of vocational learners. This calls for more direct and focused investigations into identified research gaps noting a growing dominance in the field of health-related research with the most cited articles in this field, to integrate virtual reality into additional vocational education contexts. In this way, the gaps present an opportunity for researchers to make significant contributions to the development of interventions responsive to the unique needs of vocational learners; this will contribute to strengthening the evidence base for the worldwide implementation of VR within vocational education systems. This was recommended as the intention of such a bibliometric analysis: supporting the potential of VR as a pedagogical tool in vocational contexts and providing grounding for a strong and focused future research agenda within this burgeoning area of educational technology.

The purpose of this study is to explore the effect of electronic service quality subdimensions upon the behavioural and praising intentions of users engaged in internet banking. Using the survey method, 203 responses were collected from users of online banking in Turkey. A partial least square structural equation model was constructed to test both the reliability and validity of the measurement, as well as the structural model. The results indicated that emotional benefits, ease of use, and control subdimensions, which are influenced through graphical quality and layout clarity, have a significant and positive impact upon the behavioural and praising intentions of users of online banking. The study did not find support for the direct effect of layout clarity upon behavioural and praising intentions.

Quality of work life (QWL) is a generic term that includes an employee's feeling about various aspects of their work including the compensation and rewards, job security, interpersonal relations and the intrinsic meaning of being satisfied in their workplace. This research paper was documented with an intention to understand the influence of the QWL on the productivity of employees working in the banking arena. The study examined the most clout able factors that contributed to the quality of work-life of employees and its correlation on their productivity. A multi-stage sampling method was used to draw a sizeable sample from ten major banks situated in the Karnataka state of India. A total of 756 personnel spread across various branches belonging to rural, semi-urban and urban were covered. The study was validated further by testing various hypotheses drawn based on a review of the literature. The study empirically identified eight major attributes that influence the QWL of bankers. The relationship between QWL and productivity was investigated with notable results using SEM approach.

This research aims to establish a valid and accurate measurement scale and identify consumer-driven characteristics for minimalism. The study has employed a hybrid approach to produce items for minimalism. Expert interviews were conducted to identify the items for minimalism in the first phase followed by consumer survey to obtain their response in second phase. A five-point Likert scale was used to collect the data. Further, data was subjected to reliability and validity check. Structural equation modelling was used to test the model. The findings demonstrated that there are five dimensions by which consumers perceive minimalism: decluttering, mindful consumption, aesthetic choices, financial freedom, and sustainable lifestyle. The outcome also revealed a high correlation between simplicity and well-being. This study is the first to provide a reliable and valid instrument for minimalism. The results will have several theoretical and practical ramifications for society and policymakers. It will support policymakers in gauging and encouraging minimalistic practices, which enhance environmental performance and lower carbon footprint.

The phenomenon of cloud computing and related innovations such as Big Data have given rise to many fundamental changes that are evident in information and data. Managing, measuring and developing business value from the plethora of this new data has significant impact on many corporate agendas, particularly in relation to the successful implementation of business intelligence and analytics (BI&A). However, although the influence of Big Data has fundamentally changed the IT application landscape, the metrics for measuring success and in particular, the quality of information, have not evolved. The measurement of information quality and the antecedent factors that influence information has also been identified as an area that has suffered from a lack of research in recent decades. Given the rapid increase in data volume and the growth and ubiquitous use of BI&A systems in organisations, there is an urgent need for accurate metrics to identify information quality.

Evaluation of research artefacts (such as models, frameworks and methodologies) is essential to determine their quality and demonstrate worth. However, in the information quality (IQ) research domain there is no existing standard set of criteria available for researchers to use to evaluate their IQ artefacts. This paper therefore describes our experience of selecting and synthesising a set of evaluation criteria used in three related research areas of information systems (IS), software products (SP) and conceptual models (CM), and analysing their relevance to different types of IQ research artefact. We selected and used a subset of these criteria in an actual evaluation of an IQ artefact to test whether they provide any benefit over a standard evaluation. The results show that at least a subset of the criteria from the other domains of IS, SP and CM are relevant for IQ artefact evaluations, and the resulting set of criteria, most importantly, enabled a more rigorous and systematic selection of what to evaluate.

More than a half billion people use the internet in China, and the environment in which these users work, study, and play using the internet is a rapidly changing one. User perceptions of the quality of information accessed through the internet and through more traditional sources of information may shift over time as the underlying social, cultural, and political environment changes. This study reports the results of a longitudinal survey study of perceptions of information quality of young adults using the internet in China. Results suggest that perceptions of the information quality of internet-based information have shifted more from 2007 to 2012 than perceptions of traditional text sources of information. Implications of the findings for researchers, educators, and information providers are discussed.

In order to improve the quality of higher education, student satisfaction, and employment rate, a data mining based high-quality management method for higher education is proposed. Firstly, construct a high-quality evaluation system for higher education based on the principles of education quality evaluation. Secondly, the association rule mining method is used to construct a university education quality management model and determine the weight of the impact indicators for high-quality management of university education. Finally, the fuzzy evaluation method is used to determine the high-quality evaluation function of higher education, and the results of high-quality evaluation of higher education are obtained. High-quality management strategies are developed based on the evaluation results to improve the quality of education. The experimental results show that the student satisfaction rate of this method can reach 99.3%, and the student employment rate can reach 99.9%.

In order to improve recommendation coverage, a personalised recommendation method for English online learning resources based on improved collaborative filtering algorithm is studied to enhance the comprehensiveness of personalised recommendation for learning resources. Use matrix decomposition to decompose the user English online learning resource rating matrix. Cluster low dimensional English online learning resources by improving the K-means clustering algorithm. Based on the clustering results, calculate the backfill value of English online learning resources and backfill the information matrix of low dimensional English online learning resources. Using an improved collaborative filtering algorithm to calculate the predicted score of learning resources, personalised recommendation of English online learning resources for users based on the predicted score. Experimental results have shown that this method can effectively backfill English online learning resources, and the resource backfilling effect is excellent, and it has a high recommendation coverage rate.

In order to improve the evaluation effect of current university teaching reform, a new method for evaluating the quality of university course teaching reform is proposed based on data mining algorithms. Firstly, the optimal data clustering criterion was used to select evaluation indicators and a quality evaluation system for university curriculum teaching reform was established. Next, a reform quality evaluation model is constructed using BP neural network, and the training process is improved through genetic algorithm to obtain the model weight and threshold of the optimal solution. Finally, the calculated parameters are substituted into the model to achieve accurate evaluation of the quality of university curriculum teaching reform. Selecting evaluation accuracy and evaluation efficiency as evaluation indicators, the practicality of the proposed method was verified through experiments. The experimental results showed that the proposed method can mine teaching reform data and evaluate the quality of teaching reform. Its evaluation accuracy is higher than 96.3%, and the evaluation time is less than 10ms, which is much better than the comparison method, fully demonstrating the practicality of the method.

Research on the quality evaluation of teaching reforms plays an important role in promoting improvements in teaching quality. Therefore, an evaluation method of teaching reform quality in colleges and universities based on big data analysis is proposed. A multivariate logistic model is used to select the evaluation indicators for the quality evaluation of teaching reforms in universities. And clustering and cleaning of the evaluation indicator data are performed through big data analysis. The evaluation indicator data is used as input vectors, and the results of the teaching reform quality evaluation are used as output vectors. A support vector machine model based on the whale algorithm is built to obtain the relevant evaluation results. Experimental results show that the proposed method achieves a minimum recall rate of 98.7% for evaluation indicator data, the minimum data processing time of 96.3 ms, the accuracy rate consistently above 97.1%.

In order to enhance the accuracy of teaching resource recommendation results and optimise user experience, a personalised recommendation method for English teaching resources on the MOOC platform based on data mining is proposed. First, the learner's evaluation of resources and resource attributes are abstracted into the same space, and resource tags are established using the Knowledge graph. Then, interest preference constraints are introduced to mine sequential patterns of user historical learning behaviour in the MOOC platform. Finally, a graph neural network is used to construct a recommendation model, which adjusts users' short-term and short-term interest parameters to achieve dynamic personalised teaching recommendation resources. The experimental results show that the accuracy and recall of the resource recommendation results of the research method are always higher than 0.9, the normalised sorting gain is always higher than 0.5.

In order to improve the comprehensiveness of evaluation results and reduce errors, a teaching reform quality evaluation method based on fuzzy comprehensive evaluation is proposed. Firstly, on the premise of meeting the principles of indicator selection, factor analysis is used to construct an evaluation indicator system. Then, calculate the weights of various evaluation indicators through fuzzy entropy, establish a fuzzy evaluation matrix, and calculate the weight vector of evaluation indicators. Finally, the fuzzy cognitive mapping method is introduced to improve the fuzzy comprehensive evaluation method, obtaining the final weight of the evaluation indicators. The weight is multiplied by the fuzzy evaluation matrix to obtain the comprehensive evaluation result. The experimental results show that the maximum relative error of the proposed method's evaluation results is about 2.0, the average comprehensive evaluation result is 92.3, and the determination coefficient is closer to 1, verifying the application effect of this method.

In order to overcome the problems of low evaluation accuracy and long evaluation time in traditional teaching quality evaluation methods, a method of English distance information teaching quality evaluation based on decision tree classification algorithm is proposed. Firstly, construct teaching quality evaluation indicators under different roles. Secondly, the information gain theory in decision tree classification algorithm is used to divide the attributes of teaching resources. Finally, the rough set theory is used to calculate the index weight and establish the risk evaluation index factor set. The result of teaching quality evaluation is obtained through fuzzy comprehensive evaluation method. The experimental results show that the accuracy rate of the teaching quality evaluation of this method can reach 99.2%, the recall rate of the English information teaching quality evaluation is 99%, and the time used for the English distance information teaching quality evaluation of this method is only 8.9 seconds.

As academia in general, and research funders in particular, place ever greater importance on data as an output of research, so the value of good research data management practices becomes ever more apparent. In response to this, the Innovative Design and Manufacturing Research Centre (IdMRC) at the University of Bath, UK, with funding from the JISC, ran a project to draw up a data management planning regime. In carrying out this task, the ERIM (Engineering Research Information Management) Project devised a visual method of mapping out the data records produced in the course of research, along with the associations between them. This method, called Research Activity Information Development (RAID) Modelling, is based on the Unified Modelling Language (UML) for portability. It is offered to the wider research community as an intuitive way for researchers both to keep track of their own data and to communicate this understanding to others who may wish to validate the findings or re-use the data.

The study aims to review the literature on mobile wallet payment and align research trends using a systematic literature review with bibliometric and network visualisation analysis over two decades. It uses bibliometric analysis of the literature research retrieved from the Web of Science database. The study period was from 2001 to 2021, with 1,134 research papers. It also provides the indicators like citation trends, cited reference patterns, authorship patterns, subject areas published on the mobile wallet, top contributing authors, and highly cited research articles using the database. Furthermore, network visualisation analysis, like the co-occurrence of author keywords and keywords plus terms, has also been examined using VOSviewer software. The bibliometric analysis shows that the Republic of China dominates mobile wallet payment, and India is a significant contributor. Furthermore, the constructions of the network map using a co-citation analysis and bibliographic coupling shows an interesting pattern of mobile wallet payment.

International universities are changing with their style of operation, mode of teaching and learning operations. This change is noticeable rapidly in India and also in international contexts due to healthy and innovative methods, educational strategies, and nomenclature throughout the world. Technologies are changing rapidly, including ICT. Different subjects are developed in the fields of IT and computing with the interaction or applications to other fields, viz. health informatics, bio informatics, agriculture informatics, and so on. Agricultural informatics is an interdisciplinary subject dedicated to combining information technology and information science utilisation in agricultural sciences. The digital agriculture is powered by agriculture informatics practice. For teaching, research and development of any subject educational methods is considered as important and various educational programs are there in this regard viz. Bachelor of Education, Master of Education, PhD in Education, etc. Degrees are also available to deal with the subjects and agricultural informatics should not be an exception of this. In this context, Doctor of Education (EdD or DEd) is an emerging degree having features of skill sets, courses and research work. This paper proposed on EdD program with agricultural informatics specialisation for improving healthy agriculture system. Here, a proposed model core curriculum is also presented.