Teachers are instrumental in advancing the cognitive and motor skills of children with autism. Despite their importance, the incorporation of both educators and robotic aids in the educational frameworks of specialized schools and centers is infrequent. Extensive research has been conducted to evaluate the impact of robotic assistance on the learning outcomes for children with autism. This study investigates the effects of the Furhat robot on the educational experiences of autistic children in schools, analyzing its utility both with and without the presence of teachers. Interviews with educators were carried out to gauge the effectiveness of implementing Furhat robots in these settings. Data collected from sessions with autistic children were analyzed using ANOVA tests, offering insights into the Furhat Social Robot’s potential as a significant tool for fostering engagement and interaction. The findings highlight the robot’s effectiveness in enhancing social interaction and engagement, thereby contributing to the ongoing discussion on how social robots can improve the developmental progress and well-being of children with autism. Moreover, this paper underlines the innovative aspects of our proposed model and its wider implications. By presenting specific quantitative outcomes, our aim is to extend the reach of our findings to a broader audience. Ultimately, this research delineates significant contributions to the understanding of social robots, such as Furhat, in improving the overall well-being and developmental trajectories of children with autism.

E-learning has become an integral part of higher education, significantly influencing the teaching and learning landscape. This study investigates the impact of student characteristics such as gender, grade, and major on E-learning satisfaction. Utilizing Structural Equation Modeling (SEM) and collecting data through 527 valid questionnaires from Nanjing Normal University students, this research reveals the nuanced relationships between these variables and E-learning satisfaction. The findings indicate that gender, grade, and major significantly and positively impact student satisfaction with E-learning, highlighting the need for tailored E-learning resources to meet diverse student needs. The study underscores the importance of continuous improvement in E-learning resources and platforms to enhance student satisfaction. This research contributes to the understanding of effective E-learning strategies in higher education institutions.

This study explores the determinants of control loss in eating behaviors, employing decision tree regression analysis on a sample of 558 participants. Guided by Self-Determination Theory, the findings highlight amotivation (β = 0.48, p < 0.001) and external regulation (β = 0.36, p < 0.01) as primary predictors of control loss, with introjected regulation also playing a significant role (β = 0.24, p < 0.05). Consistent with Self-Determination Theory, the results emphasize the critical role of autonomous motivation and its deficits in shaping self-regulation. Physical characteristics, such as age and weight, exhibited limited predictive power (β = 0.12, p = 0.08). The decision tree model demonstrated reliability in explaining eating behavior patterns, achieving an R² value of 0.39, with a standard deviation of 0.11. These results underline the importance of addressing motivational deficits in designing interventions aimed at improving self-regulation and promoting healthier eating behaviors.

In this paper, a study developed at the University of Seniors in Aragón is presented. The Sono-libro, used as an innovative resource, is assessed in the proposal with an educational and pedagogical purpose. The aim is to understand the motivational and learning perception variation after the incorporation of the Sono-libro in the sample. In this quantitative longitudinal design study, the listening habits of the participants are comparatively analyzed at two moments: The first data collection took place before the implementation of the proposal, and the second collection occurred after the proposal. The sample consists of 116 subjects, with 64.16% being women and an average age of 66 years of age. Data was obtained through a validated ad hoc questionnaire judged by experts. The results of the data collections showed an increase in both motivation and perception of the learning obtained, indicating the benefits of incorporating digital resources into contexts of adult students.

Education is one of the basic needs that every child should have. Information communication technology has a significant influence on special needs children’s schooling. Instead of considering learning a difficult chore, the adoption of measures such as ICT can simplify it and make inclusive education a reality. Aim: This current systematic literature review aims to determine the extent of ICT adoptions in special education scenarios. Method: This paper examined pertinent literature on ICT in special education in the period 2000 to 2023. The key articles extracted through keyword search were gathered from databases indexed in Web of Science and Scopus. The collected data were then screened using a VOS viewer for the most relevant information. From the web of Science, 31 articles were found to have connections with one another while the same process when applied to the Scopus database, helped obtain 8 articles. Results: A total of 39 articles fulfilled the search inclusion criteria of minimum two keyword occurrences. These articles were all written in English and published between 2000 and 2023. The in-depth analysis of all these articles was performed along three broad themes, viz., availability of SEN based ICTs and their impact on children with disabilities, quality of available ICT integrated curriculum for SEN and the challenges in promoting ICTs for inclusive education. Conclusions: The paper concludes that ICT integration in special education would make learning easier for children with disabilities when compared to learning using traditional methods. Implications: The paper pinpoints significant limitations in ICT use found in existing literature and the lack of it to support inclusive education. The authors make recommendations for improved ICT integrated curriculum to improve inclusivity.

The current study aims to determine the post COVID-19 adoption rates, the variation of the adoption by regions, and the effects of communication technologies on higher education with focus on students’ engagement and faculty satisfaction. The present research uses the convergent parallel design which is a form of mixed-methods research design. First, the study searched for 18 relevant articles using key search terms including “post-COVID-19 education”, “e-learning tools”, “communication technologies” and “higher education”. The qualitative analysis, however, shows that the technological strategies have to be in line with the preparedness of the people, the need to address challenges such as the lack of face-to-face contact and how technologies such as augmented reality and simulation-based learning can be used. Quantitative analysis shows that teleconferencing tools (β = 0.45, p < 0.001) and cloud computing (β = 0.38, p < 0.003) have positive impact on engagement and satisfaction. The one-way ANOVA results show that there is a difference in the adoption rates across the regions while the MCAs score for communication challenges is 60%. From the descriptive statistics it can be seen that there is a very high adoption rate of cloud computing (Mean = 89.7%, Standard Deviation = 3.1%) and teleconferencing tools (Mean = 84.9%, Standard Deviation = 4.5%). The Structural Equation Modeling (SEM) shows the domino effect of teleconferencing on engagement (β = 0.60, p < 0.001), satisfaction (β = 0.75, p < 0.002) and collaboration efficiency (β = 0.55, p < 0.001). Thus, the current study establishes the fact that there is a need to provide equal opportunities and technology which is adaptable to improve the students’ engagement and satisfaction in various learning institutions.