The research findings reinforce the need for local social support and offline interactions to reinforce the effectiveness of online learning materials.

The burgeoning and diversified implementation of modern technology has influenced the development of refined techniques for teaching the Chinese national instrument, the guzheng. A primary focus of this study was to evaluate the effectiveness of MOOC implementation (Massive Open Online Courses) for the purpose of supporting a case for restructuring guzheng education within Chinese schools. A specially developed MOOC, coupled with an online survey, formed the foundation of this investigation. Employing Fisher's exact test, the collected data was verified. The research project engaged 88 seventh-grade students and 10 teachers from the three schools in China, including those in the regions of Taiyuan and Jinzhong. The 2020-2021 academic year's study period extended from February to the conclusion of June. The results of the conducted guzheng experiment show that traditional instruction, coupled with a lack of online learning, yielded the lowest grades (711, 729, and 730, averaging 723, across each institution). Remarkably higher results were observed among respondents who participated in the dedicated MOOC, specifically achieving scores of 788, 781, and 792, which averaged 787, representing a substantial 81% improvement over the control group. The data confirm that students benefit from using modern technology in their guzheng learning experiences. Student feedback gathered from the survey concerning the proposed learning course and its value demonstrated that an impressive 98% of those surveyed expressed satisfaction with their participation in the MOOC. The statements affirming MOOCs' beneficial effect on teachers' intercultural proficiency in guzheng instruction and their instructional approach generally, were strongly supported by the student body. The contribution of this study, both practically and scientifically, is its demonstration of how modern technology, especially distance learning platforms, enhances guzheng instruction. The paper's findings unequivocally indicate that superior outcomes can be achieved by the addition of multimedia elements.

A systematic review focusing on research relating to the use of immersive technologies within distance education is presented in this study. Using 132 research articles obtained from searches of the Web of Science, Eric, Taylor & Francis, and Education Full Text (EBSCO) databases, this investigation was conducted. Content analysis was used for the examination of the studies. The analyses led to the conclusion that the foremost study on this topic was conducted in 2002, and the number of related studies exhibited a consistent upward trajectory throughout the years. botanical medicine The studies, in addition, were largely conducted using quantitative methods, mainly appearing in academic journals, and were principally from China and the USA. Additionally, the specimen groups within these studies were predominantly composed of undergraduates. Hence, variables concerning academic performance and motivation were central to their approach. Epigenetic change These investigations, moreover, were largely situated within the academic realms of science and medical education. A review of the journals where the studies were published revealed a concentration in the fields of Education Science and Computer and Education. Their inclusion in the proceedings of various conferences was also noted. The studies' application platforms were scrutinized, with UNITY and ARTUTOR emerging as the most frequently selected choices. The advantages of such technologies, according to the findings of these studies, were prominently the increase in student motivation and academic achievement. Instead, the problems created by the application of these technologies and the internet were most often cited as the main hurdles within the studies. Ultimately, the review delineated potential areas for future research studies.

Identifying and mapping the major research concentrations and emerging patterns in nursing simulation instruction in domestic and foreign settings, and offering a framework for future nursing talent development.
In the pursuit of relevant information, the CNKI and Web of Science databases were examined. In the period between the database's establishment and April 2022, relevant academic works concerning nursing scenario simulation teaching, originating from both domestic and foreign sources, were extracted, subsequently subjected to visual analysis utilizing the CiteSpace software.
A core area of research concerning China's nursing education involved the practical use and impact of simulated clinical scenarios. A significant focus of international research is on evaluating the quality, reliability, and influence of practical nursing scenarios within simulations.
Nursing scenario simulation teaching's research and development is increasingly exhibiting a systematic approach.
The systematic nature of nursing scenario simulation teaching research and development is growing.

Using Escape Rooms as an active methodology for teaching mathematics is the objective of this study. The research team utilized a quantitative approach, employing an experimental design for their study. Two distinct groups were formed for this investigation, the first being the control group, whose instruction followed conventional approaches, and the second, the experimental group, receiving instruction that integrated elements of an escape room. Among the participants were 80 students, each currently attending a secondary school situated within the Kingdom of Saudi Arabia. The findings indicated that the Escape Room activity engendered a substantial enhancement in the students' motivation, achievement, and autonomy. One can deduce that employing Escape Rooms within mathematics instruction has the potential to improve learning achievement, alleviate anxiety, boost motivation, and promote student autonomy, while recognizing the significant influence of negative student attitudes towards mathematics, specifically in regards to autonomy and motivation. Therefore, Escape Rooms are likely more effective at enhancing mathematical proficiency than conventional teaching methods.

The growing demand for research studies is focused on online teacher professional development (OTPD) opportunities accessible to teachers. Teacher participation in OTPD is increasingly judged based on the criteria of frequency and quality. In spite of this, the relationship between the frequency of teacher participation and the merit of their participation is still unclear. The examination of teacher involvement in OTPD is essential to reveal their participation trends, furthering online professional development and improving OTPD's overall organizational and managerial efficiency. This study, employing 5064 log records of 415 teachers' participation in OTPD, used lag sequential analysis, t-tests, and chi-square tests to explore the relationship between participation frequency and quality. Analysis of the data showed teachers leaned towards superficial involvement, involving the dissemination of resources and experiences, while deep participation, including the creation of knowledge-based discussions and the establishment of teaching and research routines, was a rare occurrence. Teachers exhibiting a higher rate of participation often displayed a lower standard of participation quality in OTPD, frequently reverting to superficial participation patterns. In summary, the research provided actionable suggestions for increasing teacher participation in online professional development, such as improving the interaction between information-sharing activities, knowledge-building activities, and real-world implementation in teaching and research practice.

As a synthesis of numerous information technologies, the metaverse stands as the internet of tomorrow. The metaverse, a medium for immersive learning, could act as a catalyst for future educational trends and substantial educational reform. Although the metaverse promises to enhance the effectiveness of online learning, the practical utilization of the metaverse in educational contexts is still in its infancy. Moreover, the reasons why higher education students adopt the educational metaverse are not definitively established. Subsequently, the intent of this research is to explore the pivotal elements that affect higher education students' planned adoption of metaverse technology within their educational contexts. To reach this objective, the study has constructed a more comprehensive Technology Acceptance Model (TAM). SW-100 concentration What distinguishes this study is its conceptual model, which integrates technological, personal, and inhibiting/enabling elements. Using online questionnaires, empirical data were collected from 574 students attending both public and private universities in Jordan. Students' intentions to adopt the metaverse, as determined by PLS-SEM analysis, are strongly associated with perceived usefulness, personal IT innovativeness, and perceived enjoyment. Students' projected metaverse adoption is, in fact, primarily impeded by the perceived dangers of cyber risks. A surprising finding is that the perceived ease of use has no notable impact on metaverse adoption intentions. Besides this, self-efficacy, personal innovativeness, and perceived cyber risk are prominent in defining perceived usefulness and perceived ease of use. While enriching the TAM model, the practical significance of this study's findings resides in their capacity to furnish educational bodies with insights into the role of each factor, thus allowing for more effective strategic planning.

The integration of online course learning is crucial within the framework of modern higher education curricula. Nevertheless, the factors contributing to how college students engage with online courses are not well-understood. The research project undertaken here focuses on the elements influencing how college students act while learning online. An online course learning acceptance model was constructed in this study, leveraging the Information System Success Model, the Technology Acceptance Model, and Self-efficacy Theory.