Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students.

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

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: The current study was conducted to investigate the students’ perceived satisfaction with the use of a semantic-based online laboratory, which provides students with a search mechanism for laboratory resources, such as instruments and devices. Background: The increasing popularity of using online teaching labs, as an important element of experiential learning in STEM education, is because they represent a collection of integrated tools that allow students and teachers to interact and work collaboratively, whereas they provide an enriched learning content delivery mechanism. Moreover, several research studies have proposed various approaches for online teaching laboratories. However, there are hardly any studies that examine the student satisfaction provided by online laboratories based on students’ experiential learning. Methodology: To measure the effectiveness of the laboratory, we performed a case study in a Computer Fundamentals online course in which undergraduate students were able to manage devices and instruments remotely. Participants were a sample of 50 third semester students of Bachelor’s degree in Information Technology Administration who were divided in experimental and control groups (online laboratory vs. traditional manner). Given a laboratory assignment, students were able to carry out the management of devices and instruments through a LabView virtual environment and web services. The data of the experiment were collected through two questionnaires from both groups. The first is a system usability score (SUS) questionnaire concerning lab usability and the second one students’ cognitive load. Contribution: The results of the study showed a high correlation between usability and cognitive load-satisfaction of students who used the online teaching laboratory compared to the students who did not use it. Findings: On the one hand, the online laboratory provided students with an easy way to share and deploy instruments and devices, thus enhancing system usability. On the other hand, it offered important facilities which enabled students to customize the search for instruments and devices, which certainly had a positive impact on the relationship between cognitive load and satisfaction. Recommendations for Practitioners: In this work we propose an intuitive laboratory interface as well as easiness to use but challenging and capable of providing similar experiences to the traditional laboratory. Recommendation for Researchers: This study is one of the first to analyze the cognitive load-satisfaction relationship and compare it with usability scores. Impact on Society: Our analyses make an important contribution to the literature by suggesting a correlation analysis comparing the results of experimental and control groups that participated in this research work, in terms of usability and cognitive load-satisfaction. Future Research: Future work will also investigate other methodological aspects of instructional design with the aim to improve personalized learning and reinforce collaborative experiences, as well as to deal with problems related to laboratory access, such as authentication, scheduling, and interoperability.

Aim/Purpose: Multi-threaded software design is considered to be difficult, especially to novice programmers. In this study, we explored how students cope with a task that its solution requires a multi-threaded architecture to achieve optimal runtime. Background: An efficient exploit of multicore processors architecture requires computer programs that use parallel programming techniques. However, parallel programming is difficult to understand and apply by novice programmers. Methodology: The students had to address a two-stage problem: (1) design an optimal runtime solution to a given problem with no additional instructions; and (2) provide an optimal runtime multi-threaded design to the same problem. Interviews were conducted with a representative group of students to understand the underlying causes of their provided designs. We used qualitative research methods to gain refined insights regarding the students’ decision making during the design process. To analyze the gained data, we used content analysis tools. Contribution: The case study presented in this paper will help the teacher to stress the merits and limitations of various parallel architectures and confront students with the consequences of their solutions via performances’ benchmark. Findings: Analysis of the student’s solutions to the first stage revealed that the majority of them did not provide a multi-threaded solution ignoring the optimal runtime requirement. At the second stage, seven various architectures were provided differing in the number of involved threads, the data structures used, and the synchronization mechanism employed. The majority of the solutions were sub-optimal and only a few students provided an optimal one. Recommendations for Practitioners: We recommend conducting class discussions that will follow a task similar to the one used in this study. Recommendation for Researchers: To be able to generalize the received results this research should be repeated with larger study participant groups from various academic institutions. Impact on Society: Understanding the difficulties of novice programmers may lead to quality software systems. Future Research: To be able to generalize the received results this research should be repeated with larger study participant groups from various academic institutions.

Aim/Purpose: The aim of this study is to understand student’s opinions and perceptions about e-assessment when the assessment process was changed from the traditional computer assisted method to a multiple-choice Moodle based method. Background: In order to implement continuous assessment to a large number of students, several shifts are necessary, which implies as many different tests as the number of shifts required. Consequently, it is difficult to ensure homogeneity through the different tests and a huge amount of grading time is needed. These problems related to the traditional assessment based on computer assisted tests, lead to a re-design of the assessment resulting in the use of multiple-choice Moodle tests. Methodology: A longitudinal, concurrent, mixed method study was implemented over a five-year period. A survey was developed and carried out by 815 undergraduate students who experienced the electronic multiple-choice questions (eMCQ) assessment in the courses of the IS department. Qualitative analyses included open-ended survey responses and interviews with repeating students in the first year. Contribution: This study provides a reflection tool on how to incorporate frequent moments of assessment in courses with a high number of students without overloading teachers with a huge workload. The research analysed the efficiency of assessing non-theoretical topics using eMCQ, while ensuring the homogeneity of assessment tests, which needs to be complemented with other assessment methods in order to assure that students develop and acquire the expected skills and competencies. Findings: The students involved in the study appreciate the online multiple-choice quiz assessment method and perceive it as fair but have a contradictory opinion regarding the preference of the assessment method, throughout the years. These changes in perception may be related to the improvement of the question bank and categorisation of questions according to difficulty level, which lead to the nullification of the ‘luck factor’. Other major findings are that although the online multiple-choice quizzes are used with success in the assessment of theoretical topics, the same is not in evidence regarding practical topics. Therefore, this assessment needs to be complemented with other methods in order to achieve the expected learning outcomes. Recommendations for Practitioners: In order to be able to evaluate the same expected learning outcomes in practical topics, particularly in technology and information systems subjects, the evaluator should complement the online multiple-choice quiz assessment with other approaches, such as a PBL method, homework assignments, and/or other tasks performed during the semester. Recommendation for Researchers: This study explores e-assessment with online multiple-choice quizzes in higher education. It provides a survey that can be applied in other institutions that are also using online multiple-choice quizzes to assess non-theorical topics. In order to better understand the students’ opinions on the development of skills and competencies with online multiple-choice quizzes and on the other hand with classical computer assisted assessment, it would be necessary to add questions concerning these aspects. It would then be interesting to compare the findings of this study with the results from other institutions. Impact on Society: The increasing number of students in higher education has led to a raised use of e-assessment activities, since it can provide a fast and efficient manner to assess a high number of students. Therefore, this research provides meaningful insight of the stakeholders’ perceptions of online multiple-choice quizzes about practical topics. Future Research: An interesting study, in the future, would be to obtain the opinions of a particular set of students on two tests, one of the tests using online multiple-choice quizzes and the other through a classical computer assisted assessment method. A natural extension of the present study is a comparative analysis regarding the grades obtained by students who performed one or another type of assessment (online multiple-choice quizzes vs. classical computer assisted assessment).

Aim/Purpose: This paper investigates the influence of university student multitasking on their learning success, defined as students’ learning satisfaction and performance. Background: Most research on student multitasking finds student multitasking problematic. However, this research is generally from 2010. Yet, today’s students are known to be digital natives and they have a different, more positive, relationship with mobile technologies. Based on the old findings, most instructors ban mobile technology use during instruction, and design their online courses without regard for the mobile technology use that happens regardless of their ban. This study investigates whether today’s instructors and learning management system interface designers should take into account multitasking with mobile technologies. Methodology: A quasi-experimental design was used in this study. Data were collected from 117 students across two sections of an introductory Management Information Systems class taught by the first author. We took multiple approaches and steps to control for confounding factors and to increase the internal validity of the study. We used a control group as a comparison group, we used a pre-test, we controlled for selection bias, and we tested for demographic differences between groups. Contribution: With this paper, we explicated the relationship between multitasking and learning success. We defined learning success as learning performance and learning satisfaction. Contrary to the literature, we found that multitasking involving IT texting does not decrease students’ learning performance. An explanation of this change is the change in the student population, and the digital nativeness between 2010s and 2020 and beyond. Findings: Our study showed that multitasking involving IT texting does not decrease students’ performance in class compared to not multitasking. Secondly, our study showed that, overall, multitasking reduced the students’ learning satisfaction despite the literature suggesting otherwise. We found that attitude towards multitasking moderated the relationship between multitasking and learning satisfaction as follows. Individuals who had a positive attitude towards multitasking had high learning satisfaction with multitasking. However, individuals who had positive attitude toward multitasking did not necessarily have higher learning performance. Recommendations for Practitioners: We would recommend both instructors and the designers of learning management systems to take mobile multitasking into consideration while designing courses and course interfaces, rather than banning multitasking, and assuming that the students do not do it. Furthermore, we recommend including multitasking into relevant courses such as Management Information Systems courses to make students aware of their own multitasking behavior and their results. Recommendation for Researchers: We recommend that future studies investigate multitasking with different instruction methods, especially studies that make students aware of their multitasking behavior and its outcomes will be useful for next generations. Impact on Society: This paper investigates the role of mobile multitasking on learning performance. Since mobile technologies are ubiquitous and their use in multitasking is common, their use in multitasking affects societal performance. Future Research: Studies that replicate our research with larger and more diverse samples are needed. Future research could explore research-based experiential teaching methods, similar to this study.

Aim/Purpose: This paper is part of a multi-case study that aims to test whether generative AI makes an effective coding assistant. Particularly, this work evaluates the ability of two AI chatbots (ChatGPT and Bing Chat) to generate concise computer code, considers ethical issues related to generative AI, and offers suggestions for how to improve the technology. Background: Since the release of ChatGPT in 2022, generative artificial intelligence has steadily gained wide use in software development. However, there is conflicting information on the extent to which AI helps developers be more productive in the long term. Also, whether using generated code violates copyright restrictions is a matter of debate. Methodology: ChatGPT and Bing Chat were asked the same question, their responses were recorded, and the percentage of each chatbot’s code that was extraneous was calculated. Also examined were qualitative factors, such as how often the generated code required modifications before it would run. Contribution: This paper adds to the limited body of research on how effective generative AI is at aiding software developers and how to practically address its shortcomings. Findings: Results of AI testing observed that 0.7% of lines and 1.4% of characters in ChatGPT’s responses were extraneous, while 0.7% of lines and 1.1% of characters in Bing Chat’s responses were extraneous. This was well below the 2% threshold, meaning both chatbots can generate concise code. However, code from both chatbots frequently had to be modified before it would work; ChatGPT’s code needed major modifications 30% of the time and minor ones 50% of the time, while Bing Chat’s code needed major modifications 10% of the time and minor ones 70% of the time. Recommendations for Practitioners: Companies building generative AI solutions are encouraged to use this study’s findings to improve their models, specifically by decreasing error rates, adding more training data for programming languages with less public documentation, and implementing a mechanism that checks code for syntactical errors. Developers can use the findings to increase their productivity, learning how to reap generative AI’s full potential while being aware of its limitations. Recommendation for Researchers: Researchers are encouraged to continue where this paper left off, exploring more programming languages and prompting styles than the scope of this study allowed. Impact on Society: As artificial intelligence touches more areas of society than ever, it is crucial to make AI models as accurate and dependable as possible. If practitioners and researchers use the findings of this paper to improve coders’ experience with generative AI, it will make millions of developers more productive, saving their companies money and time. Future Research: The results of this study can be strengthened (or refuted) by a future study with a large, diverse dataset that more fully represents the programming languages and prompting styles developers tend to use. Moreover, further research can examine the reasons generative AI fails to deliver working code, which will yield valuable insights into improving these models.

Smart home devices are vulnerable to various attacks, including distributed-denial-of-service (DDoS) attacks. Current detection techniques face challenges due to nonlinear thought, unusual system traffic, and the fluctuating data flow caused by human activities and device interactions. Identifying the baseline for 'normal' traffic and suspicious activities like DDoS attacks from encrypted data is also challenging due to the encrypted protective layer. This work introduces a concept called synoptic crow search with recurrent transformer network-based DDoS attack detection, which uses the synoptic weighted crow search algorithm to capture varying traffic patterns and prioritise critical information handling. An adaptive recurrent transformer neural network is introduced to effectively regulate DDoS attacks within encrypted data, counting the historical context of the data flow. The proposed model shows effective performance in terms of low false alarm rate, higher detection rate, and accuracy.

Monetary policy is essential for sustainable growth where effective monetary policies can improve investment, employment, and consumption by fostering a balanced and resilient economy. However, sustainable development is vital for harmonising economic growth, social equity, and environmental preservation. A number of factors have been discussed in the literature that impact sustainable development. However, this study explicitly tries to investigate the nexus among the monetary policy (MP) toward sustainable development (SD) with the mediation of e-banking services (e-BS) and moderation of financial risk management (FRM) from China drawing on stakeholder theory. It discovered a significant connection between monetary policy and sustainable development along with sub-dimensions of SD. Likewise, this study confirmed a positive mediating influence of e-BS between monetary policy and sustainable development. Finally, the study additionally ensured a positive moderation of financial risk between monetary policy and sustainable development, respectively. These outcomes bestow several interesting insights into monetary policy, e-banking services, financial risk management, and sustainable development.

This study explores the connection between mentorship and sustainable development (SD) within three major perspectives of sustainable development, such as social, environmental, and economic perspectives from China. Second, the study revealed the relationship between entrepreneurship and SD. Third, a moderation influence of innovation management (IM) was observed among the proposed nexuses of mentorship, entrepreneurship, and SD. To this end, a total of 535 questionnaires were eventually utilised with the support of SmartPLS and the structure equation modelling (SEM) approach. A positive connection was confirmed between mentorship and SD. The outcome uncovered a positive correlation between entrepreneurship and SD. In addition, a moderation of IM was found between mentorship, entrepreneurship, and SD. The study enlists several interesting lines about mentorship, entrepreneurship, and IM that might help to improve SD in terms of social, environmental, and economic perspectives. Besides, the study provides various implications for management and states the weaknesses along with the future directions for worldly researchers.

To better explore the application of unsupervised learning neural networks in psychological interventions for college students, this study investigates the relationships among latent psychological variables from the perspective of neural networks. Firstly, college students' psychological crisis and intervention systems are analysed, identifying several shortcomings in traditional psychological interventions, such as a lack of knowledge dissemination and imperfect management systems. Secondly, employing the Human-Computer Interaction (HCI) approach, a structural equation model is constructed for unsupervised learning neural networks. Finally, this study further confirms the effectiveness of unsupervised learning neural networks in psychological interventions for college students. The results indicate that in psychological intervention for college students. Additionally, the weightings of the indicators at the criterion level are calculated to be 0.35, 0.27, 0.19, 0.11 and 0.1. Based on the results of HCI, an emergency response system for college students' psychological crises is established, and several intervention measures are proposed.

Copying and duplicating papers for educational purposes is a violation form of copyright in Indonesia. The principle of fair use in education is a form of structured violation. Copying and duplicating the papers of the authors for educational purposes has provided commercial (business) benefits for libraries and universities. The research method is conducted using the observation method in libraries and universities that duplicate papers. The method also uses the normative juridical method that connects duplication of the papers in libraries and universities with the fair use principle. The results explain the authors' loss from copying and duplicating of papers in libraries and universities. Therefore, copying and duplicating the papers can only be done by implementing the responsibility system. Copying and duplicating the papers of the authors' in libraries and universities can be allowed if they fulfil the elements of copyright protection in the new concept.

The EU 'General Data Protection Regulation' (GDPR) marked the most important step towards reforming data privacy regulation in recent years, as it has brought about significant changes in data process in various sectors, ranging from healthcare to banking and beyond. Various concerns have been raised, and as a consequence of these, certain parts of the text of the GDPR itself have already started to become questionable due to rapid technological progress, including, for example, the use of information technology, automatisation processes and advanced algorithms in individual decision-making activities. The road to GDPR compliance by all European Union members may prove to be a long one and it is clear that only time will tell how GDPR matters will evolve and unfold. In this paper, we aim to offer a review of the practical, ethical and constitutional aspects of the new regulation and examine all the controversies that the new technology has given rise to in the course of the regulation's application.

The Digital Assets Repository (DAR) is an Institutional Repository developed at the Bibliotheca Alexandrina to manage the full lifecycle of a digital asset: its creation and ingestion, its metadata management, storage and archival in addition to the necessary mechanisms for publishing and dissemination. DAR was designed with a focus on integrating DAR with different sources of digital objects and metadata in addition to integration with applications built on top of the repository. As a modern repository, the system architecture demonstrates a modular design relying on components that are best of the breed, a flexible content model for digital objects based on current standards and heavily relying on RDF triples to define relations. In this paper we will demonstrate the building blocks of DAR as an example of a modern repository, discussing how the system addresses the challenges that face an institution in consolidating its assets and a focus on solving scalability issues.

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.

The number of online resources available for teaching and learning in higher education has been growing enormously during the last decade. A recent development is the emergence of Massive Open Online Courses (MOOCs) and of Open Educational Resources (OER). The result is a huge number of videos that are available on line. Can these videos enrich learning? As a pilot study we added sixteen videos to an existing introductory course in Human-Computer Interaction. This course is mandatory in the Bachelor programs Computer Science and Information Science (second year). Watching the videos was optional for the students. The videos originated for the most part from the MOOC Human-Computer Interaction, produced by Stanford University. We offered this course to a pilot group of eight students. The educational context was problem-based learning in distance education. The videos were welcomed by all of the students and were found to be useful in their learning process. The students watched the videos intensively and appreciated them very well. A main reason for the students to be positive about the videos was that they liked to alternate reading texts and watching videos.

Project work forms a large part in work undertaken by graduates when they enter the workforce, so projects are used in higher education to prepare students for their working lives and to enable students to apply creativity in their studies as they present a solution to a problem, using technical skills they have learned in different units of study. Projects, both at work and in higher education, may be completed in teams, thus providing experience and the opportunity to develop team working skills. The team projects presented in this paper have been provided by external organisations, so that students work in a team on a real life problem, but with the support of their tutors, in the university setting. In this way the projects more closely resemble the sorts of problems they might encounter in the workplace, giving an experience that cannot be gained by working on tutor devised problems, because the teams have to communicate with an external client to analyse and solve an authentic problem. Over the three years that the Live Projects have been running, feedback indicates that the students gain employability skills from the projects, and the organisations involved develop links with the university and benefit from output from the projects. A number of suggestions for improving the administration of the Live Projects were suggested, such as providing clients with information on timescales and providing students with more guidance on managing the projects.

Aim/Purpose : Share research finding about ransomware, depict the ransomware work in a format that commonly used by researchers and practitioners and illustrate personal case experience in dealing with ransomware. Background: Author was hit with Ransomware, suffered a lot from it, and did a lot of research about this topic. Author wants to share findings in his research and his experience in dealing with the aftermath of being hit with ransomware. Methodology: Case study. Applying the literature review for a personal case study. Contribution: More knowledge and awareness about ransomware, how it attacks peoples’ computers, and how well informed users can be hit with this malware. Findings: Even advanced computer users can be hit and suffer from Ransomware attacks. Awareness is very helpful. In addition, this study drew in chart format what is termed “The Ransomware Process”, depicting in chart format the steps that ransomware hits users and collects ransom. Recommendations for Practitioners : Study reiterates other recommendations made for dealing with ransomware attacks but puts them in personal context for more effective awareness about this malware. Recommendation for Researchers: This study lays the foundation for additional research to find solutions to the ransomware problem. IT researchers are aware of chart representations to depict cycles (like SDLC). This paper puts the problem in similar representation to show the work of ransomware. Impact on Society: Society will be better informed about ransomware. Through combining research, illustrating personal experience, and graphically representing the work of ransomware, society at large will be better informed about the risk of this malware. Future Research: Research into solutions for this problem and how to apply them to personal cases.

Aim/Purpose: In the midst of COVID-19, classes are transitioned online. Instructors and students scramble for ways to adapt to this change. This paper shares an experience of one instructor in how he has gone through the adaptation. Background: This section provides a contextual background of online teaching. The instructor made use of M-learning to support his online teaching and adopted the UTAUT model to guide his interpretation of the phenomenon. Methodology: The methodology used in this study is action research through participant-observation. The instructor was able to look at his own practice in teaching and reflect on it through the lens of the UTAUT conceptual frame-work. Contribution: The results helped the instructor improve his practice and better under-stand his educational situations. From the narrative, others can adapt and use various apps and platforms as well as follow the processes to teach online. Findings: This study shares an experience of how one instructor had figured out ways to use M-learning tools to make the online teaching and learning more feasible and engaging. It points out ways that the instructor could connect meaningfully with his students through the various apps and plat-forms. Recommendations for Practitioners: The social aspects of learning are indispensable whether it takes place in person or online. Students need opportunities to connect socially; there-fore, instructors should try to optimize technology use to create such opportunities for conducive learning. Recommendations for Researchers: Quantitative studies using surveys or quasi-experiment methods should be the next step. Validated inventories with measures can be adopted and used in these studies. Statistical analysis can be applied to derive more objective findings. Impact on Society: Online teaching emerges as a solution for the delivery of education in the midst of COVID-19, but more studies are needed to overcome obstacles and barriers to both instructors and students. Future Research: Future studies should look at the obstacles that instructors encounter and the barriers with technology access and inequalities that students face in online classes.

Aim/Purpose. In this study, we examined, from the perspective of the participants, aspects of information and communications technology (ICT) and resilience, comparing first-generation students in higher education with students whose parents had higher education. Methodology. We examined self-image, motivation, happiness, and the use of ICT. This was a quantitative study. Respondents answered a questionnaire that contained open and closed questions. The sample included 307 students from academic institutions in Israel between the ages of 18 and 64. Findings. The findings were grouped into four clusters: (a) second-generation students under the age of 25 years, members of Generation Z; (b) second-generation students over the age of 25; (c) first-generation students over the age of 25 years (the largest group in the sample), mostly members of the Generation Y; and (d) first-generation students under the age of 25. We found consistent differences on all scales between the group of first-generation students over the age of 25 years and those in the other groups. The research findings indicate that the group with the highest resilience was students who were the first generation acquiring higher education and were over 25, mostly members of the Y generation. Impact on Society. This research allows an instructive look at Generation Y and Generation Z and the academic abilities of this generation. Future Research. Future studies should examine the correlation between a sense of resilience (which was examined in this study) and academic achievement (which was not).