Physiological indicators are an important basis for reflecting the physiological health status of the human body and play an important role in medical practice. Association rules have also been one of the important research hotspots in recent years. This study aims to create a data mining system of association rules and artificial intelligence in biochemical indicators of sports training. This article uses Markov logic for network creation and system training, and tests whether the Markov logic network can be associated with the training system. The results show that the accuracy and recall rate obtained are about 90%, which shows that it is feasible to establish biochemical indicators of sports training based on Markov logic network, and the system has universal, guiding and constructive significance, ensuring that the construction of training system indicators will not go in the wrong direction.

Since its birth, the stock market has received widespread attention from many scholars and investors. However, there are many factors that affect stock prices, including the company's own internal factors and the impact of external policies. The extent and manner of fundamental impacts also vary, making stock price predictions very difficult. Based on this, this article first introduces the research significance of the stock market prediction framework, and then conducts academic research and analysis on two key sentences of stock market prediction and artificial intelligence in stock market prediction. Then this article proposes a constructive algorithm theory, and finally conducts a simulation comparison experiment and summarises and discusses the experiment. Research results show that the neural network prediction method is more effective in stock market prediction; the minimum training rate is generally 0.9; the agency's expected dilution rate and the published stock market dilution rate are both around 6%.

The aim of the study is to examine the determinants of digitalisation in public sector. This research is particularly relevant as digital transformation has become a crucial factor in modernising public sector and enhancing service delivery to citizens. The method of the systematic literature review (SLR) was implemented by searching documents on the Scopus database. The initial research reached the 7902 documents and after specifying the keywords the authors found 207 relevant documents. Finally; after the careful read of their abstracts and the use of inclusion and exclusion criteria; the most cited and relevant 32 papers constituted the final sample. Findings highlighted the focus of the literature on technological factors such as the sense of trust and safety as well as the ease of use in the adoption of digital governance; emphasising the need for effective; trustworthy and user-friendly digital services. The most discussed internal factors were leadership and organisational culture. The study offers a deeper understanding of the factors that shape the successful implementation of digital governance initiatives.

Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.

Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS) courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners : This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful list of exercises that encourage active learning both inside and outside of the IS classroom. Future Research: In relation to future research, this study highlights a number of opportunities for IS faculty in regards to new active learning activities or trends to study further.

Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today’s workplace. Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department’s removal from the COB and left the core course in limbo. Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course. Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given. Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required. Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow. Recommendation for Researchers: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency. Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates’ performance in the workplace.

Aim/Purpose: In this paper, we present our experience in design and delivery of a graduate Information Systems Management (ISM) course in an online MBA program. Also presented are a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Background: This graduate ISM course needs to not only cover a broad range of dynamic technology and business topics, but also strike a balance between the width and depth of the content. Effective course design and delivery are critical to improved teaching and learning, especially when the course is delivered online. Methodology: We provided a comprehensive review of the related literature to develop guidelines for the design and delivery of our ISM course; we collected survey data to evaluate the students’ backgrounds and their perceptions of the course; we used data analysis and content analysis methods to assess the course evaluation results. Contribution: A review of the related literature indicates that IS researchers and educators have not adequately studied online graduate education. Given the importance of the graduate ISM course in most MBA programs, and the lack of attention from the IS community, it is critical to address this gap in the research. We believe we have done so with this paper. Findings: The paper’s major findings are embedded in a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Recommendations for Practitioners: Even though our experience may not be fully applicable to other institutions, we hope our IS colleagues can learn from the design and delivery of this online course, as well as our best practices and lessons learned to improve the teaching and learning effectiveness in IS online graduate education, in general. Furthermore, we provide instructors with an actionable framework onto which they can map their current course offering, and compare their current pedagogical offering to literature driven best practices for ISM courses, in particular. Recommendation for Researchers: It is our hope that the design and delivery of this online course, and our best practices and lessons learned can inspire our IS colleagues to search for innovative ways to improve the teaching and learning effectiveness in IS online graduate education. In addition, we distill a literature driven framework for ISM courses design and delivery that can help researchers frame their pedagogical research questions. Impact on Society: The online course in this study prepares students for more efficiently and effectively delivering IT systems in organizations. Many MBA students work for non-profits and other socially-focused organizations and are able to use the skills learned in the course for the betterment of society. Future Research: We will continue to monitor the impact of the changes on student learning effectiveness and attempt to identify additional innovative ways to improve the design and delivery of this online ISM course.

Aim/Purpose: Students tend to learn best when an array of learning styles is used by instructors. The purpose of this paper is to add, to introduce, and to apply the concepts of kinesthetic learning and learning structures to university and STEM education. Background: The study applies the concept of kinesthetic learning and a learning structure called Think-Pair-Share to an experiential exercise about Moore’s Law in an introductory MIS classroom. The paper details the exercise and each of its components. Methodology: Students in two classes were asked to complete a short survey about their conceptual understanding of the course material before and after the experiential exercise. Contribution: The paper details the benefits of kinesthetic learning and learning structures and discusses how to apply these concepts through an experiential exercise used in an introductory MIS course. Findings: Results indicate that the kinesthetic learning activity had a positive impact on student learning outcomes. Recommendations for Practitioners: University educators can use this example to structure several other learning activities that apply kinesthetic learning principles. Recommendation for Researchers: Researchers can use this paper to study more about how to incorporate kinesthetic learning into education, and about teaching technology concepts to undergraduate students through kinesthetic learning. Impact on Society: The results of this study may be extremely beneficial for the university and STEM community and overall academic business community. Future Research: Researchers should consider longitudinal studies and other ways to incorporate kinesthetic learning activities into education.

Aim/Purpose: This study seeks to understand the various ways information systems (IS) students experience introductory programming to inform IS educators on effective pedagogical approaches to teaching programming. Background: Many students who choose to major in information systems (IS), enter university with little or no experience of learning programming. Few studies have dealt with students’ learning to program in the business faculty, who do not necessarily have the computer science goal of programming. It has been shown that undergraduate IS students struggle with programming. Methodology: The qualitative approach was used in this study to determine students’ notions of learning to program and to determine their cognitive processes while learning to program in higher education. A cohort of 47 students, who were majoring in Information Systems within the Bachelor of Commerce degree programme were part of the study. Reflective journals were used to allow students to record their experiences and to study in-depth their insights and experiences of learning to program during the course. Using phenomenographic methods, categories of description that uniquely characterises the various ways IS students experience learning to program were determined. Contribution: This paper provides educators with empirical evidence on IS students’ experiences of learning to program, which play a crucial role in informing IS educators on how they can lend support and modify their pedagogical approach to teach programming to students who do not necessarily need to have the computer science goal of programming. This study contributes additional evidence that suggests more categories of description for IS students within a business degree. It provides valuable pedagogical insights for IS educators, thus contributing to the body of knowledge Findings: The findings of this study reveal six ways in which IS students’ experience the phenomenon, learning to program. These ways, referred to categories of description, formed an outcome space. Recommendations for Practitioners: Use the experiences of students identified in this study to determine approach to teaching and tasks or assessments assigned Recommendation for Researchers: Using phenomenographic methods researchers in IS or IT may determine pedagogical content knowledge in teaching specific aspects of IT or IS. Impact on Society: More business students would be able to program and improve their logical thinking and coding skills. Future Research: Implement the recommendations for practice and evaluate the students’ performance.

This research introduces a hybrid honeypot architecture to bolster security within software-defined networks (SDNs). By combining low-interaction and high-interaction honeypots, the proposed solution effectively identifies and mitigates cyber threats, including port scanning and man-in-the-middle attacks. The architecture is structured into multiple modules that focus on detecting open ports using Vilhala honeypots and simulating targeted and random attack scenarios. This hybrid approach enables comprehensive monitoring and detailed packet-level analysis, providing enhanced protection against advanced online threats. The study also conducts a comparative analysis of different attack detection methods using tools like KFSensor and networking shell commands. The results highlight the hybrid honeypot system's efficacy in filtering malicious traffic and detecting security breaches, making it a robust solution for safeguarding SDNs.

This study focuses on the importance of monitoring student attendance in education and the challenges faced by educators in doing so. Existing methods for attendance tracking have drawbacks, including high costs, long processing times, and inaccuracies, while security and privacy concerns have often been overlooked. To address these issues, the authors present a novel internet of things (IoT)-based self-lecture attendance system (SLAS) that leverages smartphones and QR codes. This system effectively addresses security and privacy concerns while providing streamlined attendance tracking. It offers several advantages such as compact size, affordability, scalability, and flexible features for teachers and students. Empirical research conducted in a live lecture setting demonstrates the efficacy and precision of the SLAS system. The authors believe that their system will be valuable for educational institutions aiming to streamline attendance tracking while ensuring security and privacy.

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.

A hybrid network system for mitigating errors due to jamming attacks in cognitive radio networks (CRNs) is named LeNet deep stacked autoencoder (LDSAE) and is developed. In this exploration, the sensing stage and decision-making are considered. The sensing unit is composed of four steps. First, the detected signal is forwarded to filtering progression. Here, BPF is utilised to filter the detected signal. The filtered signal is squared in the second phase. Third, signal samples are combined and jamming attacks occur by including false energy levels. Last, the attack is maliciously affecting the FC decision in the fourth step. On the other hand, FC initiated the decision-making and also recognised jamming attacks that affect the link amidst PU and SN in decision-making stage and it is accomplished by employing LDSAE-based trust model where the proposed module differentiates the malicious and selfish users. The analytic measures of LDSAE gained 79.40%, 79.90%, and 78.40%.