Learning from the past; thinking for the future: reflections on STEM and its integration in formal and informal settings by Justin Dillon, Victoria Wong

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Young people’s affective-sexual education: the gap between the ‘affective’ and the ‘sexual’ dimensions in formal and non-formal/informal educational settings by Maddalena Fedele, Juan-José Boté-Vericad, Carolina Martín-Piñol, Concha Fuentes Moreno

“…Findings indicate that formal education often inadequately addresses the emotional dimensions of sexuality, with non-formal and informal settings, especially peer groups and media, playing crucial roles in sexual and gender learning. …”
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Instructional Design Models for Pervasive Learning Environment: Bridging Formal and Informal Learning in Collaborative Social Learning by I Kadek Suartama, I Nyoman Yasa, Eges Triwahyuni

“…The results showed that the developed PLE model design has utilized the power of technology, social interaction, and everyday environment, both formally and informally. The developed learning model design was suitable for implementation in educational settings. …”
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From Isolation to Belonging: How Community Music Influences Loneliness Among Older Adults in Formal Care Settings by Carolina Aguilar Gomes, Irene Cortesão, Sofia Castanheira Pais

“…This study explores the potential impact of community music on relieving feelings of loneliness among older adults in formal care settings. The project engaged 216 participants in singing classes held twice a week over six months. …”
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Formal Verification of Spatio-Temporal Rules Guided Safe Reinforcement Learning for CPS by YIN Chan, ZHU Yi, WANG Jinyong, CHEN Xiaoying, HAO Guosheng

“…Secondly, the structure of the reward state machine is formalized by abstracting the system environment model to propose the spatio-temporal rule reward machine (STR-RM) which can guide the setting of reward functions in reinforcement learning. …”
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From STEM learning ecosystems to STEM learning markets: critically conceptualising relationships between formal and informal STEM learning provision by Louise Archer, Esme Freedman, Meghna Nag Chowdhuri, Jennifer DeWitt, Francisco Garcia Gonzalez, Qian Liu

“…Abstract Background Formal and informal STEM learning settings are often assumed to interconnect, as conveyed by the widely used metaphor of the STEM learning ‘ecosystem’. …”
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A Synergy Between Machine Learning and Formal Concept Analysis for Crowd Detection by Anas M. Al-Oraiqat, Oleksandr Drieiev, Sattam Almatarneh, Mohammadnoor Injadat, Karim A. Al-Oraiqat, Hanna Drieieva, Yassin M. Y. Hasan

“…To enhance public safety, crowd detection and prevention systems have essentially become a natural means to manage diverse crowded areas, such as urban settings, transportation hubs, and event venues. Recent systems take advantage of the synergy between machine learning, data mining, and image processing to extract/analyze features from crowded zones and recognize patterns and anomalies from the crowd behavior. …”
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The Gaming Revolution in History Education: The Practice and Challenges of Integrating Game-Based Learning into Formal Education by Chien-Hung Lai, Po-Yi Hu

“…This study conducts a comprehensive literature review to explore the potential and challenges of integrating game-based learning (GBL) into formal history education. Given the increasing interest in the educational value of games, this review systematically examines academic research published over the past fifteen years. …”
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FORMAL REPRESENTATION OF THE PIXEL-BY-PIXEL CLASSIFICATION PROCESS USING A MODIFIED WANG-MENDEL NEURAL NETWORK by Oleksii Kolomiitsev, Volodymyr Pustovarov

“…The following methods and models are used: methods and models of fuzzy set theory (fuzzy Wang-Mendel neural network, interval fuzzy sets of the second type), methods and models of deep learning methodology (convolutional neural network for image segmentation (auto coder) U-net). …”
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Learning in Non-School Settings: Assessing the Roles of Zoos in Science Education by Eddia Copeland Solas

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Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners by Aylar Fallah Vazirabad, Farahman Farrokhi

“…The results revealed that digital game play for 6 weeks within formal classroom setting outperformed informal learning where students had to apply their extended degree of autonomous play and the relevant skills. …”
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A Framework for Learning Through Citizen Science: The Case Study of the Big Seaweed Search Mexico by Arely Paredes-Chi, Erika Vázquez-Delfín, Ana Benavides-Lahnstein, Carmen Galindo-De Santiago, Ameyalli Rios-Vázquez, Juliet Brodie

“…The results suggest that to encourage learning through citizen science, it is necessary to i) undertake continuous formal and informal training, ii) connect specific topics with real socio-environmental problems in a local context, iii) undertake practical scientific activities, iv) reinforce scientific skills through monitoring activities, v) incorporate game-based teaching strategies, and vi) not fully depend on technology to participate. …”
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HPRS: hierarchical potential-based reward shaping from task specifications by Luigi Berducci, Edgar A. Aguilar, Dejan Ničković, Radu Grosu

“…The automatic synthesis of policies for robotics systems through reinforcement learning relies upon, and is intimately guided by, a reward signal. …”
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Gender Impact on Performance in Adaptive Learning Settings: Insights from a Four-Year University Study by Neslihan Ademi, Suzana Loshkovska

“…Using quantitative analysis of performance and engagement data from learners, this study aims to shed light on how gender affects success and engagement in adaptive learning settings at the university level in formal education environments. …”
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Self-efficacy’s role within learning a new language during formal education: Systematic review, critical evaluation of past research and paths forward for research and practice by Luke K. Fryer, Chunqi Li, Zhixing Guo, Lishi Liang, Yuchun Zhong

“…Self-efficacy is essential for persistence in learning across formal education. There are few subjects in formal education that demand more persistence than learning a new language. …”
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Model of e-learning with electronic educational resources of new generation by A. V. Loban, D. A. Lovtsov

“…Theoretical provisions of variation e-learning, including its base tasks (teaching, learning, management), and also order, formallogical and program means of development and most important requirements for an effective electronic educational resource are grounded; it is shown that the formalization of educational resources is possible on the basis of the structural-mathematical approach using the set-theoretical representations, that allow defining the features of the educational process and the role of participants in the language of sets and mapping between them, and also to receive “pedagogical diagnostics” of the course and learning outcomes, using the intellectual potential of each trainee both personally and in the classroom. …”
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APPROACHES DEVELOPMENT TO FORMALIZED DESCRIPTION OF THE DISCIPLINARY COMPETENCE OF TESTABLE COMPONENT STRUCTURE by Efim L. Kon, Vladimir I. Freyman, Aleksandr A. Yuzhakov

“…The approach to designing of a testable component structure of disciplinary competence is proposed; it allows setting some properties of control object, which can increase procedure effective and decoding precision of diagnosis of learning outcomes specified in the competency format. …”
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The Evaluation Process in Non-Formal Education: A Path for Its Construction by Manuel Chacón-Ortiz

“…In conclusion, there is a growing importance of evaluating and reporting on the results of non-formal learning processes. </span></p></div></div></div>…”
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Types of Control, Ethical Work Climates, and Organizational Citizenship Behavior in the Work-from-Home Setting: Lesson Learned from the Covid-19 Pandemic by Lufi Yuwana Mursita, Nurul Mustafida, Rizki Rachmadia

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Exploring the Effects of Professional Learning Experiences on In-Service Teachers’ Growth: A Systematic Review of Literature by Zhadyra Makhmetova, Laura Karabassova, Assel Zhakim, Abylay Karinov

“…Combining both PL methods provides the most comprehensive benefits, blending structured learning with the flexibility of informal settings. …”
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