In the digital technology era, mobile devices have an important rule to deploy a copy of data and information through the network. An electronic reader (eReader) allows readers to read written materials in an electronic manner that is available in many models. The objective of this study is to evaluate the usage of eReader by higher education students. We firstly identified the most frequently used eReader by surveying higher education students. The survey results showed that Apple iPad, Amazon Kindle, and Samsung Tablet are the most popular eReader devices used by higher education students. We presented these results, and then we analyzed the surveyed results in detail in order to develop an evaluation metric of the eReader in a mobile platform that clearly allows the selection of the most suitable eReader for higher education students. The main contribution of this paper is the development of a set of criteria that can be used by students in the selection of an eReader that matches their specific needs and requirements.

This paper presents the success story of the intuitive vision of an Information and Communication Technology (ICT) high school educator in South Africa. The growth and evolution of a Community of Practice towards a full-fledged living lab is investigated. A grounded theory study analyses the living lab concept and highlights some of the current challenges secondary high school ICT education face within the South African educational landscape. Some of the concepts, ideas, best practices, and lessons learned in the establishment and running of two web based technologies to support secondary school ICT subjects is discussed. The researchers present a motivation for the use of living labs to address some of the issues identified and highlights how the existing platforms fits into bigger design.

This paper will shed light on the lack of the development of appropriate monitoring systems in the field of education. Test banks can be easily purchased. Smart phones can take and share pictures of exams. A video of an exam given through Blackboard can easily be made. A survey to determine the extent of cheating using technology was given to several university students. Evidence is provided that shows security is lacking as evidenced by the number of students who have made use of technological advances to cheat on exams. The findings and conclusion may serve as evidence for administrators and policy makers to re-assess efforts being made to increase security in online testing.

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.

Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education Background There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+ Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable Impact on Society: Understand the affordances and constraints of visualization tools in education Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability

Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

Aim/Purpose: Student dropout in higher education institutions is a universal problem. This study identifies the characteristics of dropout. In addition, it develops a mathematical model to predict students who may dropout. Methodology: The paper develops a mathematical model to predict students who may dropout. The sample includes 555 freshmen in a non-profit private university. The study uses both descriptive statistics, such as cross tabulation, and a binary regression model to predict student dropout. Contribution: There are two major contributions for the paper. First, it identifies the dropout rates of each group, a finding that may be used to better allocate resources at higher education institutions. Second, it develops a predictive model that may be used in order to predict the probability of a student dropping out and take preventive actions. Findings: This study compared dropout rates of one and a half year of enrollment among Traditional Undergraduate Students. Two major findings are the following: (1) Some of the resources designed to assist student are misallocated, and (2) Predictive models can be used to calculate the probability of a student dropping out. Recommendations for Practitioners: The study recommends that institutions must create initiatives to assist freshmen students and have annual assessment to measure the success of the initiatives. Recommendation for Researchers: Two, mathematical models may be used to predict dropout rates, the paper includes a model that predicted with 66.6% accuracy students who will dropout.

Aim/Purpose: The objective of this research is to investigate the effectiveness of educational games on learning computer programming. In particular, we are examining whether allowing students to manipulate the underlying code of the educational games will increase their intrinsic motivation. Background: Young students are fond of playing digital games. Moreover, they are also interested in creating game applications. We try to make use of both of these facts. Methodology: A prototype was created to teach the fundamentals of conditional structures. A number of errors were intentionally included in the game at different stages. Whenever an error is encountered, students have to stop the game and fix the bug before proceeding. A pilot study was conducted to evaluate this approach. Contribution: This research investigates a novel approach to teach programming using educational games. This study is at the initial stage. Findings: Allowing the programming students to manipulate the underlying code of the educational game they play will increase their intrinsic motivation. Recommendations for Practitioners: Creating educational games to teach programming, and systematically allowing the players to manipulate the gaming logic, will be beneficial to the students. Recommendation for Researchers: This research can be extended to investigate how various artificial intelligence techniques can be used to model the gamers, for example, skill level. Impact on Society: The future generations of students should be able to use digital technologies proficiently. In addition, they should also be able to understand and modify the underlying code in the digital things (like Internet of Things).This research attempts to alleviate the disenchantment associated with learning coding. Future Research: A full scale evaluation – including objective evaluation using game scores – will be conducted. One-way MANOVA will be used to analyze the efficacy of the proposed intervention on the students’ performance, and their intrinsic motivation and flow experience.

Aim/Purpose: The study describes empirical research into agile Requirements Engineering (RE) practices based on an analysis of data collected in a large higher education organization. Background: Requirements Engineering (RE) in agile development contexts is considerably different than in traditional software development. The field of agile RE is still nascent where there is a need to evaluate its impact in real-world settings. Methodology: Using a case study methodology, the study involved interviewing nine experienced software practitioners who reflected on the use and implementation of various agile RE practices in two software development projects of a student management system. Contribution: The primary contribution of the paper is the evaluation of agile RE practices in a large tertiary educational organization. Based on the analysis of the data, it provides valuable insights into the practice of agile RE in a specific context (i.e., education), but just as importantly, the ones that were omitted or replaced with others and why. Findings: While the evolutionary and iterative approach to defining requirements was followed in general, not all agile practices could be fully adhered to in the case organization. Although face-to-face communication with the customers has been recognized as one the most important agile RE practices, it was one of the most difficult practices to achieve with a large and diverse customer base. Addressing people issues (e.g., resistance to change, thinking, and mindset) was found to be a key driver to following the iterative RE process effectively. Contrary to the value-based approach advocated in the literature, the value-based approach was not strictly adhered to in requirements prioritization. Continuous integration was perceived to be a more beneficial practice than prototyping, as it allows frequent integration of code and facilitates delivering working software when necessary. Recommendations for Practitioners: Our study has important implications for practitioners. Based on our empirical analysis, we provide specific recommendations for effective implementation of agile RE practices. For example, our findings suggest that practitioners could address the challenges associated with limited face-to-face communication challenges by producing flexible, accessible, and electronic documentation to enable communication. Recommendations for Researchers: Researchers can use the identified agile RE practices and their variants to per-form in-depth investigations into agile requirements engineering in other educational contexts. Impact on Society: There are a number of new technologies that offer exciting new opportunities that can be explored to maximize the benefits of agile and other requirements techniques. Future Research: Future research could conduct case studies in different contexts and thus con-tribute to developing bundles or collections of practices to improve software development processes in specific contexts.

Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematics education. However, it also brings challenges to teachers to integrate drone technology in their teaching. It is therefore important to obtain a better understanding of various aspects of integrating drone technology in education. Methodology: A group of pre-service teachers was engaged in a case study conducted using a designed-based approach. The participants were randomly assigned into three groups. They were required to develop lesson plans with the application of drone technology in teaching. The lesson plans were subsequently analyzed using the TPCK framework to identify teachers’ readiness and training needs. Findings: The participants, to a large extent, have sufficient competence to master the skills and knowledge of drone technology and to integrate it into their teaching. However, they were required to strengthen the pedagogical knowledge, subject content knowledge, and technological content knowledge in order to maximize the potential benefits of drone technology in education. Contribution: This paper reports the level of readiness and training needs of teachers regarding the use of drone technology in their teaching. Recommendations for Practitioners: To conduct teacher training regarding the use of drone technology in education, a particular focus should be put on enhancing teachers’ pedagogical knowledge, subject content knowledge, and technological content knowledge. Recommendations for Researchers: Researcher may further explore the strategies to integrate drone technology in teaching. Impact on Society: This paper suggests the area of teacher training regarding the use of drone technology in education. The teaching and learning effectiveness could be improved. Future Research: Future research may study the safety issue and ethical issue of using a drone in education.

Aim/Purpose: The COVID-19 pandemic demanded an immediate and massive adaptation of higher education to distance learning. Teachers had to transform from face-to-face to distance teaching, with insufficient pedagogical and technological knowledge and resources. This study aims to capture higher education faculty experiences in the very early stages of the crisis-prompted transition into synchronous distance education in order to obtain a broader view on the faculty’s perspectives (benefits, challenges and insights) on distance teaching through synchronous online environments. Background: Although online teaching and learning have been part of higher education teaching for more than two decades, many instructors found themselves teaching remotely for the first time and facing new and unpredicted challenges. Methodology: This study explored and analyzed an e-mail thread discourse between teachers in a higher education institute, two months after “going online” due to the COVID-19 pandemic. A singular case study was conducted, and a retrospective and snapshot case study approach was used. Data analysis was an iterative exploratory process of going back and forth the empirical material, resulting in the construction of categories, then themes, and finally a conceptual framework was developed. Contribution: The findings contribute the knowledge domain of implementation of immediate and massive online teaching and learning from the faculty perspective. Findings: Two main focal points, students and teachers, were encountered. Three main recurring themes were identified associated with both students and teachers: Convenience, Ethical Issues, and Insights for the future. Two themes were identified associated with faculty: Pedagogy and Tools, and Resources. In addition, two themes were identified for students: Attendance and Responses. Each of the themes was decomposed into several aspects. Recommendations for Practitioners: Higher education institutions and stakeholders should build a campus wide e-learning agenda including appropriate infrastructure and professional development for the future. Recommendations for Researchers: The study presented a conceptual model based on qualitative case study methodology. The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. Impact on Society: Understanding the benefits and challenges of distance learning from the faculty perspectives in order to implement better distance learning strategies. Future Research: The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies.

Aim/Purpose: The aim of this study is to explore the role of service-learning in Information Systems (IS) education. Background: While the use of modern technologies presents many operational benefits, such as the lowering of the costs, it may also aggravate social-economic is-sues. IS professionals should account for these issues as well as exhibit the skills demanded by modern-day employers. Hence, why there is a need for IS educators to adopt a new pedagogy that supports the development of more holistic and socially responsible IS graduates. Methodology: In this qualitative exploratory case study, two IS service-learning courses at a South African university were studied. Interviews, course evaluations, and reflection essays were analyzed to gain insight into the implications that service-learning may have for students. Contribution: This study contributes to IS education research by advancing discussions on the role of service-learning in providing learning outcomes such as the development of important skills in IS, civic-mindedness, and active participation in society. Findings: The findings showed that the courses had different implications for students developing skills that are important in IS and becoming civic-minded due to the variation in their design and implementation. Recommendations for Practitioners: It is recommended that IS educators present their courses in the form of service-learning with a careful selection of readings, projects, and reflection activities. Recommendations for Researchers: IS education researchers are advised to conduct longitudinal studies to gain more insight into the long-term implications that service-learning may have for IS students. Impact on Society: This paper provides insight into how IS students may gain social agency and a better understanding of their role in society. Future Research: It is recommended that future research focus on mediating factors and the implications that service-learning may have for IS students in the long-term.

Aim/Purpose: Digital literacy is critical to participation in a contemporary knowledge-based society and is requisite to both academic success and career development. Institutions of higher education have been slow to define, assess, and amplify digital literacy in parallel with advances in the enhancement of reading, writing, and arithmetic literacy. Perhaps as a consequence of the pandemic, awareness appears to be growing of the need to infuse digital literacy at both institutional and individual levels. The purpose of this paper is to investigate the promotion and amplification of digital literacy within top universities around the globe. Background: For years, the role of higher education in the amplification of digital literacy among college students has been debated, but efforts have been limited primarily to ad hoc, unsystematic attempts to rectify disparities between students’ exposure and understanding. The impacts of COVID-19 exposed the reality that many institutions, professors, and college students were under-prepared for the surge in reliance on digital technologies. Methodology: This paper explores the prevalence of digital literacy in the top public and private universities around the globe by conducting a qualitative examination on compulsory requirements, digital literacy offerings, university identified digital literacy initiatives, and university strategic plans. Contribution: This paper contributes to the body of knowledge by providing evidence for the need to expand the constructs of what it means to be digitally literate to address the ever-expanding range of emerging technologies and the impact of those technologies on society. Findings: The review of digital literacy amplification at top universities showed that none of the universities' admissions requirements required students to demonstrate digital competence and compulsory digital literacy was uncommon. However, a majority of universities undertook some form of initiative to promote digital literacy. These initiates included a focus on developing digitally literate society and workforce or developing innovative approaches to digital literacy education. Recommendations for Practitioners: The pandemic has generated a greater sense of urgency for institutions of higher education to ensure access to and understanding of digital technologies by students, faculty, and staff. Educational institutions will have to adapt their methodologies to promote explicit and intentionally reasoned digital literacy strategies that combine the competencies possessed by users of technology with the generation of new competencies required to successfully participate in the digital transformation of education, business, and society. Recommendations for Researchers: This paper examined the top 50 universities around the globe. Additional re-search is needed to examine national, regional and local efforts in the quest to address the need for a digitally literate citizenry. Impact on Society: COVID-19 has thrust us into a new normal wherein digital competence is foundational to success in an ever digitally reliant world. Institutions of higher education are best positioned to carry out the initiatives, programs and re-search needed to enhance the digital literacy of all citizens, not just students and employees. Future Research: Societal impacts of the COVID-19 pandemic continue to emerge and will resonate for decades to come. Continued investigation, exploration and dis-semination of information related to effort to enhance and amplify digital literacy is necessary to ensure momentum to reimagine digital literacy education is maintained.

Aim/Purpose. This study seeks to determine the impact of a card game intervention in improving the English verbal communication of nursing students from culturally and linguistically diverse backgrounds. Background. Many international students studying in Australia experience setbacks in their university studies due to English language difficulties. This paper outlines how an educational card game designed can be played by nursing students from culturally and linguistically diverse (CALD) backgrounds as an intervention for their English verbal communication development. Methodology. The study used a descriptive qualitative approach to analyse the learning experiences of forty-five (N=45) nursing students from CALD backgrounds undertaking their second semester at a metropolitan university in Victoria, Australia after being introduced to an educational card game developed by the first author. The card game was designed to explore the use of English pragmatic markers, which are words, phrases, or verbal cues that signal or emphasise the intentions of the speaker. Following the intervention, participants were queried in a survey about their experiences with English language speaking and how the game improved their verbal communication skills. Contribution. This paper provides knowledge about how a game can be designed to enhance the English verbal communication skills of nursing students from CALD backgrounds which could help them in their clinical placements and their adjustment into Australian society. Findings. Three intertwining themes that emerged from the data analysis were education content, skills development, and fun and creativity. These themes signify the importance of providing opportunities for learners to creatively practise the educational content in simulative contextualised situations within a safe, comfortable, and inclusive learning environment. Recommendations for Practitioners. Educators still need to consider the importance of inclusivity of students from culturally and linguistically diverse (CALD) backgrounds as part of successful integration into the culture of their host countries. Recommendations for Researchers. The findings emphasise the need for educators and researchers to understand the challenges facing these students in relation to marginalisation and discrimination and how they can design an intervention that is engaging and inclusive. Impact on Society. The findings also put forward the awareness of pragmatics as part of both English language learning and integration into the society of a host country as students learn how to express intention appropriately in various interactions. Furthermore, the themes presented in this paper suggest that not only should an educational game or an intervention contain relevant educational content and practical activities for skills development, but they must also be enjoyable by encouraging creativity and social interaction. Future Research. The results of this study also open possible future studies that involves the adaptation of a digital version of the card game or possible implementation of the game in other health professional programs in universities and other educational institutes.

Aim/Purpose. Higher education institutions face difficulties and challenges when it comes to distance learning. The purpose of this paper is to examine self-efficacy indicators and student satisfaction during online English classes. Background. E-learning has been very relevant since the Covid-19 era and is still relevant today. It is possible for students to study regardless of their location or time. By measuring students’ self-efficacy, instructors can gain valuable insights into their students’ ability to create social interaction, cope with technology, and acquire knowledge and tools to manage the learning process. Methodology. This study uses mixed methods along with two measurements. Before and after the course, quantitative and qualitative data were collected. Higher education students in Israel participated. A total of 964 students enrolled in English as a foreign language courses at the pre-basic, basic, and advanced levels. Contribution. Analyzing self-efficacy from several angles provides insight into students. What influences students’ confidence and belief in their ability to succeed in online courses. Moreover, how students perceive their own learning and how they cope with challenges. Findings. Compared to the measurement before the course, self-efficacy decreased on average. Most significant decreases occurred in ‘creating social interactions’ and ‘acquirement of knowledge and tools’ to manage the learning process. A slight decrease was observed in the ability to cope with technology. Additionally, self-efficacy and satisfaction with the course were positively correlated. Recommendations for Practitioners. An overview is provided of the most effective tools and techniques for teaching languages in digital format in this paper. This will allow instructors to design and deliver courses in a more effective way. Thus, they will be able to make better informed decisions, resulting in better outcomes for students. Recommendations for Researchers. Distance Learning courses should resemble the common digital environments in everyday life, rather than imitating face-to-face courses mainly in the field of social interaction. Impact on Society. Digital tools should be encouraged that facilitate effective learning processes instead of sticking to traditional methods that characterize face-to-face courses. Using common interfaces in daily use among the general population will enable the implementation of these recommendations. Future Research. Future studies could be helpful if they compared the English courses developed in the CEFR model with those taught face-to-face as well as those taught online. In addition, motivation and self-monitoring should be examined in both synchronous and asynchronous courses as well.

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).

Aim/Purpose. Capture the Flag (CTF) challenges are a popular form of cybersecurity education where students solve hands-on tasks in a game-like setting. These exercises provide learning experiences with various specific technologies and subjects, as well as a broader understanding of cybersecurity topics. Competitions reinforce and teach problem-solving skills that are applicable in various technical and non-technical environments outside of the competitions. Background. The Information Search Process (ISP) is a framework developed to under-stand the process by which an individual goes about studying a topic, identifying emotional ties connected to each step an individual takes. As the individual goes through the problem-solving process, there is a clear flow from uncertainty to clarity; the individual’s feelings, thoughts, and actions are all interconnected. This study aims to investigate the learning of cybersecurity concepts within the framework of the ISP, specifically in the context of CTF competitions. Methodology. A comprehensive research methodology designed to incorporate quantitative and qualitative analyses to draw the parallels between the participants’ emotional experiences and the affective dimensions of learning will be implemented to measure the three primary goals. Contribution. This study contributes significantly to the broader landscape of cybersecurity education and cognitive-emotional experiences in problem-solving. Findings. The study has three primary goals. First, we seek to enhance our under-standing of the emotional and intellectual aspects involved in problem-solving, as demonstrated by the ISP approach. Second, we aim to gain in-sights into how the presentation of CTF challenges influences the learning experience of participants. Lastly, we strive to contribute to the improvement of cybersecurity education by identifying actionable steps for more effective teaching of technical skills and approaches. Recommendations for Practitioners. Competitions reinforce and teach problem-solving skills applicable in various technical and non-technical environments outside of the competitions. Recommendations for Researchers. The Information Search Process (ISP) framework may enhance our understanding of the emotional and intellectual aspects involved in problem-solving as we study the emotional ties connected to each step an individual takes as the individual goes through the problem-solving process. Impact on Society. Our pursuit of advancing our understanding of cybersecurity education will better equip future generations with the skills and knowledge needed to ad-dress the evolving challenges of the digital landscape. This will better pre-pare them for real-world challenges. Future Research. Future studies would include the development of a cybersecurity curriculum on vulnerability exploitation and defense. It would include practice exploiting practical web and binary vulnerabilities, reverse engineering, system hardening, security operations, and understanding how they can be chained together.

This work investigated the suitability of a new tool for decision support in training programs of high performance athletes. The aim of this study was to find a reliable and robust measure of the fitness of an athlete for use as a tool for adjusting training schedules. We examined the use of heart rate recovery percentage (HRr%) for this purpose, using a two-phased approach. Phase 1 consisted of testing the suitability of HRr% as a measure of aerobic fitness, using a modified running test specifically designed for high-performance team running sports such as football. Phase 2 was conducted over a 12-week training program with two different training loads. HRr% measured aerobic fitness and a running time-trial measured performance. Consecutive measures of HRr% during phase 1 indicated a Pearson’s r of 0.92, suggesting a robust measure of aerobic fitness. During phase 2, HRr% reflected the training load and significantly increased when the training load was reduced between weeks 4 to 5. This work shows that HRr% is a robust indicator of aerobic fitness and provides an on-the-spot index that is useful for training load adjustment of elite-performance athletes.

Aim/Purpose: The aim of this study is to examine empirically the effects of certain key Critical Success Factors (CSFs) for the implementation of Enterprise Resource Planning (ERP) Systems on the comprehensive achievement of the crucial roles of Computer-Based Information Systems (CBISs) Background: The effects of the CSFSs were examined in the higher education sector in the Kingdom of Saudi Arabia (KSA) using a case study of the ERP adoption in Prince Sattam Bin Abdulaziz University. Methodology: A theoretical model was proposed based on the literature written on the CSFs and the roles of CBISs in business. The model encompasses six key CSFs and their associations with the realization of the crucial roles of CBISs. To test the proposed model, a questionnaire was developed by considering the most frequently used measurements items in the ERP’s literature. The data were collect-ed from 219 key stakeholders. Contribution: This study acts as one of the few empirical studies in assessing the effects of the important CSFs for ERP implementation upon its successful implementation. Its outcomes provide more insights and clarifications about the effects of six key CSFs on the comprehensive achievement of the crucial CBIS’s roles. Particularly, the uniqueness of this study lies in addressing the effects of these CSFs on the achievement of the vital CBIS’s roles collectively rather than the achievement of each role individually. Moreover, the study examined these effects in the higher education environment, which is characterized by its own special business processes and services. Findings: The results reveal that the six key CSFs have a positive relationship with the comprehensive achievement of the crucial roles of CBISs. These findings are consistent with many previous studies on the effects of the CSFs on the realization of the expected benefits of the enterprise systems. Recommendations for Practitioners: The managers and other key stakeholders should carefully manage the vital aspects of the CSFs in order to realize the promised ERP’s benefits, including the CBIS’s roles. Future Research: Additional empirical examinations are needed to investigate the effects of the rest of the CSFs on realizing the roles of information systems.

Aim/Purpose: This paper examines the behavior of financial firm employees with regard to information security procedures instituted within their organization. Furthermore, the effect of information security awareness and its importance within a firm is explored. Background: The study focuses on employees’ attitude toward compliance with information security policies (ISP), combined with various norms and personal abilities. Methodology: A self-reported questionnaire was distributed among 202 employees of a large financial Corporation Contribution: As far as we know, this is the first paper to thoroughly explore employees’ awareness of information system procedures, among financial organizations in Israel, and also the first to develop operative recommendations for these organizations aimed at increasing ISP compliance behavior. The main contribution of this study is that it investigates compliance with information security practices among employees of a defined financial corporation operating under rigid regulatory governance, confidentiality and privacy of data, and stringent requirements for compliance with information security procedures. Findings: Our results indicate that employees’ attitudes, normative beliefs and personal capabilities to comply with firm’s ISP, have positive effects on the firm’s ISP compliance. Also, employees’ general awareness of IS, as well as awareness to ISP within the firm, positively affect employees’ ISP compliance. Recommendations for Practitioners: This study can help information security managers identify the motivating factors for employee behavior to maintain information security procedures, properly channel information security resources, and manage appropriate information security behavior. Recommendation for Researchers: Researchers can see that corporate rewards and sanctions have significant effects on employee security behavior, but other motivational factors also reinforce the ISP’s compliance behavior. Distinguishing between types of corporations and organizations is essential to understanding employee compliance with information security procedures. Impact on Society: This study offers another level of understanding of employee behavior with regard to information security in organizations and comprises a significant contribution to the growing knowledge in this area. The research results form an important basis for IS policymakers, culture designers, managers, and those directly responsible for IS in the organization. Future Research: Future work should sample employees from another type of corporation from other fields and should apply qualitative analysis to explore other aspects of behavioral patterns related to the subject matter.

Aim/Purpose: ************************************************************************ After its investigation, the Research Ethics, Integrity, and Governance team at RMIT University found that the primary author of this paper breached the Australian Code and/or RMIT Policy and requested that the article be retracted. ************************************************************************** This paper aimed to examine the influence of ethical and transformational leadership on employee creativity in Malaysia’s private higher education institutions (PHEIs) and the mediating role of organizational citizenship behavior. Background: To ensure their survival and success in today’s market, organizations need people who are creative and driven. Previous studies have demonstrated the importance of ethical leadership in fostering employee innovation and good corporate responsibility. Research on ethical leadership and transformational leadership, in particular, has played a significant role in elucidating the role of leadership in relation to organizational citizenship behavior (OCB). In this study, we have focused on ethical and transformational leadership as an antecedent for enhancing employee creativity. Despite an increase in leadership research, little is known about the underlying mechanisms that link ethical leadership and transformational leadership to OCB. Because it sheds light on factors other than ethical leadership and transformational leadership that influence employees’ extra-role activity, this research is relevant theoretically. OCB may have a mediating function between ethical leadership and transformational leadership style and employee creativity because it is associated with the greatest outcomes, but empirical research has yet to prove this. So, one of the study’s goals is to add to the hypotheses about how ethical leadership style and transformational leadership affect employee creativity by using an important mediating variable – OCB. Methodology: This study adopted a quantitative approach based on a cross-sectional survey and descriptive design to gather the data in a specific period. A convenient sampling approach was used to gauge 275 employees from Malaysia’s PHEIs. To test the hypotheses and obtain a conclusion, the acquired data was analyzed using the partial least square technique (PLS-SEM). Contribution: The study contributes to leadership literature by advancing OCB as a mediating factor that accounts for the link between ethical and transformational leadership and employee creativity in the higher education sector. Findings: According to the research, OCB has a substantial influence on the creativity of employees. Furthermore, ethical leadership boosted OCB and boosted employee creativity, according to the research. OCB and employee creativity have both been demonstrated to benefit greatly from transformational leadership. Further research revealed that OCB is a mediating factor in the link between leadership styles and creative thinking among employees. Recommendations for Practitioners: Higher education institutions should focus on developing leaders who value transparency and self-awareness in their interactions with followers and who demonstrate an inner moral perspective in addition to balanced information processing to ensure positive outcomes at the individual and organizational levels. Higher education institutions should place a priority on hiring leaders that exhibit ethical and transformational traits to raise awareness of these leadership styles among employees. Recommendation for Researchers: The new study also adds significantly to the body of knowledge by examining the relationship between ethical and transformational leadership and the creativity of the workforce. It aimed to identify the relationship between transformational leadership style and individual creativity in higher education by examining the mediating influence of OCB. Impact on Society: Higher education institutions should devise strategies for developing ethical and transformative leaders who will assist boost OCB and creativity within their workforce. Students and faculty in higher education can benefit from these leadership methods by learning to think in more diverse ways and by developing thought processes that lead to a larger pool of innovative ideas and solutions. As a consequence, employees who show creative behavior may be effectively managed by leaders who utilize ethical and transformational leadership styles and motivate them to show OCB that allow them to solve creative problems creatively. Future Research: A mixed-methods approach should be used in future research, and this should be done in public institutions in developing and developed nations to put the findings to use and generalize them even further. Future research will be able to examine other mediators to learn more about how and why ethical and transformational leadership styles affect PHEI employees’ creativity.

Aim/Purpose: This paper aims to investigate and understand the intentions of management undergraduate students in Hangzhou, China, regarding the adoption of Artificial Intelligence (AI) technologies in their education. It addresses the need to explore the factors influencing AI adoption in the educational context and contribute to the ongoing discourse on technology integration in higher education. Background: The paper addresses the problem by conducting a comprehensive investigation into the perceptions of management undergraduate students in Hangzhou, China, regarding the adoption of AI in education. The study explores various factors, including Perceived Relative Advantage and Trialability, to shed light on the nuanced dynamics influencing AI technology adoption in the context of higher education. Methodology: The study employs a quantitative research approach, utilizing the Confirmatory Tetrad Analysis (CTA) and Partial Least Squares Structural Equation Modeling (PLS-SEM) methodologies. The research sample consists of management undergraduate students in Hangzhou, China, and the methods include data screening, principal component analysis, confirmatory tetrad analysis, and evaluation of the measurement and structural models. We used a random sampling method to distribute 420 online, self-administered questionnaires among management students aged 18 to 21 at universities in Hangzhou. Contribution: This paper explores how management students in Hangzhou, China, perceive the adoption of AI in education. It identifies factors that influence AI adoption intention. Furthermore, the study emphasizes the complex nature of technology adoption in the changing educational technology landscape. It offers a thorough comprehension of this process while challenging and expanding the existing literature by revealing the insignificant impacts of certain factors. This highlights the need for an approach to AI integration in education that is context-specific and culturally sensitive. Findings: The study highlights students’ positive attitudes toward integrating AI in educational settings. Perceived relative advantage and trialability were found to impact AI adoption intention significantly. AI adoption is influenced by social and cultural contexts rather than factors like compatibility, complexity, and observability. Peer influence, instructor guidance, and the university environment were identified as pivotal in shaping students’ attitudes toward AI technologies. Recommendations for Practitioners: To promote the use of AI among management students in Hangzhou, practitioners should highlight the benefits and the ease of testing these technologies. It is essential to create communication strategies tailored to the student’s needs, consider cultural differences, and utilize the influence of peers and instructors. Establishing a supportive environment within the university that encourages innovation through policies and regulations is vital. Additionally, it is recommended that students’ attitudes towards AI be monitored constantly, and strategies adjusted accordingly to keep up with the changing technological landscape. Recommendation for Researchers: Researchers should conduct cross-disciplinary and cross-cultural studies with qualitative and longitudinal research designs to understand factors affecting AI adoption in education. It is essential to investigate compatibility, complexity, observability, individual attitudes, prior experience, and the evolving role of peers and instructors. Impact on Society: The study’s insights into the positive attitudes of management students in Hangzhou, China, toward AI adoption in education have broader societal implications. It reflects a readiness for transformative educational experiences in a region known for technological advancements. However, the study also underscores the importance of cautious integration, considering associated risks like data privacy and biases to ensure equitable benefits and uphold educational values. Future Research: Future research should delve into AI adoption in various academic disciplines and regions, employing longitudinal designs and qualitative methods to understand cultural influences and the roles of peers and instructors. Investigating moderating factors influencing specific factors’ relationship with AI adoption intention is essential for a comprehensive understanding.

This conceptual research aims to connect aspects of learning activities of continuing education for professionals (CPE). The objective is to provide conclusions about modes of professional learning within diversity, equity, inclusion, and belonging (DEIB) training. This interpretation is placed in context relating to the process of professional learning objectives. A CPE DEIB training plan is presented as an example of how to provide continuing professional education to adult learners within a DEIB curriculum (El-Amin, 2020). The purpose of incorporating the foundations of CPE into DEIB training permits organisations to strengthening organisational development and productivity. By connecting the foundations of curriculum design, alignment, assessment and mapping, and research-informed innovation, CPE aims to enhance the effectiveness of organisational DEIB initiatives. A CPE DEIB training plan emphasises the importance of accountability, employee involvement, and effective training to drive DEIB initiatives.

Prediction of route based on historical trip observation of users is widely employed in location-based services. This work concentrates on building a route prediction system using Lempel-Ziv technique applied to a historical corpus of user travel data. Huge continuous logs of historical GPS traces representing the user's location in past are decomposed into smaller logical units known as trips. User trips are converted into sequences of road network edges using a process known as map matching. Lempel-Ziv is applied on road network edges to build the prediction model that captures the user's travel pattern in the past. A two-phased model is proposed using a map reduce framework without losing accuracy and efficiency. Model is then used to predict the user's end-to-end route given a partial route travelled by the user at any point in time. The objective of the proposed work is to build a Route Prediction system in which model building and prediction both are horizontally scalable.