Students' perception on immersive learning through 2D and 3D metaverse platforms.

The main purpose of this paper is to add empirical data to the nascent field of metaverse learning and teaching by examining factors affecting student participation and their perceived experiences of different metaverse platforms. For data collection, 57 Korean undergraduates participated in a self-administered questionnaire and a short reflective essay regarding their experiences on three metaverse platforms (ifland, Gather Town, & Frame VR). For data analysis, exploratory factor analysis was first executed to derive the underlying factors that can explain student participation in metaverse platforms.

Inhibiting Cracks in Latte Droplets.

Latte is a mixture of coffee and milk and a model of complex fluids containing biomolecules, usually leaving complex deposit patterns after droplet evaporation. Despite the universality and applicability of biofluids, their evaporation and deposition dynamics are not fully understood and controllable because of the complexity of their components. Here we investigate latte droplet evaporation and deposition dynamics, primarily the crack development and inhibition in droplet deposit patterns.

"Should I change myself or not?": Examining (Re)constructed language teacher identity during the COVID-19 pandemic through text-mining.

On the basis of interviews with 20 Chinese EFL teachers and text-mining analysis, this study investigates the reconstruction of language teacher identity during the COVID-19 pandemic in terms of context, agency, and practice. The word co-occurrence analysis and collocation statistics with modal verbs coded by KH Coder 3.0 demonstrate that English teachers face two types of identity reconstruction processes: (a) situational context related to various changes, and, (b) interactional context that causes communication difficulties with students.

Promoting engineering students' social responsibility and willingness to act on socioscientific issues.

Background: Despite increasing awareness of the importance of promoting the social responsibility of science, technology, engineering, and mathematics (STEM) professionals, few intervention programs have been developed to enhance the social responsibility of college students or adults in the STEM fields. In this paper, we introduced a new instructional program, called ENACT (engage, navigate, anticipate, conduct, and take action) and examined whether the program increased the social responsibility among safety engineering students ( = 46) recruited from a university located in a southern metropolitan area of South Korea.

Results: In the ENACT program, the college students selected and explored socioscientific issues (SSIs) of their own interest then autonomously engaged in scientific and engineering group projects spanning a semester where they developed solutions to the SSIs and shared them with their communities.