ABSTRACT
Due to the latest war, that unfortunately has a worldwide impact not only on humanitarian emergency, on the attacked country, but as well as at the economic level with greater international influence. Almost all countries, with very few exceptions, have interdependent economies and rely mainly on raw materials, goods, financial services, finite products, technology, know-how that are supplied by other states. We live in a Global World, where friendship, stewardship, understanding, mutual respect and the protection of humans' life must prevail both for very few "blessed", but also for all the inhabitants of the Earth. The recovery after the CoVid-19 pandemic is not complete, as the actual pandemic was not totally wiped out;many countries still need time to restore their Gross National Income, as a result, different economic sectors were likewise affected by medical emergency and restrictions. Innumerable multinational companies decided, owing to the latest war against Ukraine, to cease, suspend and even withdraw their activities, production and even brands from the aggressive country. In this article, we want to discover if appealing to this kind of measures has increased their brand image among actual and potential customers. The findings are quite intriguing.
ABSTRACT
The Metaverse allows the integration of physical and digital versions of users, processes, and environments where entities communicate, transact, and socialize. With the shift towards Extended Reality (XR) technologies, the Metaverse is envisioned to support a wide range of applicative verticals. It will support a seamless mix of physical and virtual worlds (realities) and, thus, will be a game changer for the Future Internet, built on the Semantic Web framework. The Metaverse will be ably assisted by the convergence of emerging wireless communication networks (such as Fifth-Generation and Beyond networks) or Sixth-Generation (6G) networks, Blockchain (BC), Web 3.0, Artificial Intelligence (AI), and Non-Fungible Tokens (NFTs). It has the potential for convergence in diverse industrial applications such as digital twins, telehealth care, connected vehicles, virtual education, social networks, and financial applications. Recent studies on the Metaverse have focused on explaining its key components, but a systematic study of the Metaverse in terms of industrial applications has not yet been performed. Owing to this gap, this survey presents the salient features and assistive Metaverse technologies. We discuss a high-level and generic Metaverse framework for modern industrial cyberspace and discuss the potential challenges and future directions of the Metaverse's realization. A case study on Metaverse-assisted Real Estate Management (REM) is presented, where the Metaverse governs a Buyer–Broker–Seller (BBS) architecture for land registrations. We discuss the performance evaluation of the current land registration ecosystem in terms of cost evaluation, trust probability, and mining cost on the BC network. The obtained results show the viability of the Metaverse in REM setups.
ABSTRACT
This research on web 3.0 tools and autonomous work analyzes new and interactive possibilities for the generation of educational content in web environments. The research aims to determine the use of web 3.0 tools and the autonomous work of higher education students in times of pandemic. The research methodology was of an experimental type through a quantitative approach, with a documentary bibliographic modality for the understanding of the variables and field where direct contact was maintained with the study population. For the collection of information, the survey technique was used based on a questionnaire on a Likert scale. The study population was 68 students of the Tourism major, a population to which the experimentation was applied based on the ADDIE methodology for the development of digital tools and the application of the TAM model survey. The statistic used to test the hypothesis is Kolmogorov-Smirnov with a value less than 0.05. The results of this research were that the students favorably accepted the technology, that is, the web 3.0 tools in autonomous work since they contribute to generating self-learning skills, motivation, and commitment to the construction of knowledge in a playful way. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
As the shift to distance learning was abrupt due to the COVID-19 pandemic, neither university students nor instructors were fully prepared. There was a real demand, therefore, for adopting principles that belong to Education 3.0 in higher education institutions as this pandemic might not be the last. This study aimed at evaluating to what extent the principles of Education 3.0 based on the heutagogical approach could be applied at universities. To achieve this target, a mixed approach was followed by utilizing two instruments;a questionnaire and semi-structured interviews. A total of (200) students and (10) instructors from Birzeit University (BZU) were the participants. Data that emerged from the questionnaire were statistically analyzed, whereas the interviewees' responses were qualitatively content-analyzed and grouped into main themes. The findings revealed that some principles of Education 3.0 have not been fully applied yet at BZU, such as supporting the learners' self-determination;the individualization of teaching methods and strategies;blending synchronous online teaching mode with the face-to-face;empowering and coaching students to build personal learning environments with using multiple tools of authentic and real-life evaluations. Accordingly, it was recommended that universities worldwide as well as other higher education institutions should adopt the principles of Education 3.0 to make the shift to distance learning smooth for both students and instructors, especially by using flexible curricula and open learning resources;empowering students to determine their needs, objectives and personal learning environments;individualizing the teaching methods;and avoiding "One-size fits all” strategies. © 2023 Conscientia Beam. All Rights Reserved.
ABSTRACT
The market for crypto assets has grown rapidly in the last couple of years. Buzzwords like cryptocurrency, Non-fungible tokens (hereinafter "NFTs") and metaverse have gone viral. Celebrities, artists, pop singers, e-commerce platforms, financial institutes, airlines, and many others are selling NFTs featuring their icons. The prices for NFTs are soaring. "The Merge", created by digital artist Pak, was sold at US$91.8 million, purportedly one of the most expensive NFTs to date. Staggering numbers like this are piquing the public's curiosity in NFTs. As the market for crypto assets expands, disputes are rife. Suitable mechanisms for the resolution of crypto asset disputes are therefore indispensable. This paper will address potential disputes associated with crypto assets, especially NFTs and cryptocurrencies. It will discuss what types of disputes are likely to arise from them, whether and how the disputes may differ from the currently known disputes and the dispute resolution mechanisms that are applicable. This paper aims to explore whether arbitration is a suitable resolution mechanism for such disputes, how the new developments in international arbitration can help resolve them efficiently, and the potential for arbitration proceedings to adapt to them.
ABSTRACT
With the online-everything transformation accelerated by a global Covid-19 pandemic, we may finally find ourselves on the verge of the next potentially paradigm-shifting step after the mobile Internet: The Metaverse. Among others, the Metaverse will utilize head-mounted devices (HMDs) and extended reality (XR), including but not limited to virtual and augmented reality (VR/AR), as the medium to connect avatars and users in the real world. In addition, the Metaverse is supposed to provide gamified experiences around emerging Web 3.0 technologies and is anticipated to be the precursor of the so-called Multiverse, which will serve as an architecture of advanced XR experience realms. In this paper, we focus on the anticipated 6G post-smartphone era, where smart wearables such as VR/AR HMDs are increasingly replacing the functionalities of smartphones. Our contributions are threefold: (i) we first extend Metaverse's primary focus on VR/AR to Multiverse's advanced XR realms of experience. Next, we gamify and implement all eight Multiverse realms of experience using Oculus Quest 2 and Microsoft HoloLens 2 as state-of-the-art VR/AR HMDs, experimentally investigating and comparing the performance of a (ii) single-player origami game and (iii) multi-player maze game across our proposed integrated VR/AR HMD and Amazon Mechanical Turk crowd-of-Oz (CoZ) platform.
ABSTRACT
The limited use of collaborative tools in the teaching of Mathematics with students of Middle Basic General Education has allowed us to think about the three essential axes that this work entails: collaborative tools, Didactics of Mathematics, and learning and knowledge technologies (LKT). This research aimed to analyze the use of web 3.0 collaborative tools in the teaching of Mathematics. The methodology applied with a mixed experimental-exploratory approach, through a structured questionnaire of 24 questions on a Likert scale which was validated by Cronbach's alpha statistic with a result of 0.846, the TAM model was applied to measure the acceptance of digital resources developed through collaborative web3.0 tools in virtual learning during the global pandemic covid-19, the ADDIE methodology was applied in the execution and application of collaborative tools for students in the eighth year of General Basic education. The contrast of the hypothesis was carried out using the Kolmogorov-Smirnov statistical test for a sample where a value less than 0.000 was obtained, stating that the development of web 3.0 resources by the teacher improves collaborative work focused on learning mathematics and, in this way, a paradigm shift is manifested in its conceptualization and modifications in its didactic development. The results show that the role of technology and the Internet in the learning of mathematics can generate some motivation, they represent for students and teachers a significant factor of high impact in the learning of mathematics in the long term, not because of their use or access to them, but for the competence to apply them in their learning. © 2022 IEEE.
ABSTRACT
The COVID-19 pandemic has brought drastic changes in the teaching and learning of EFL, not least through the increased use of ICT and web 3.0 technologies. As part of this phenomenon, blogs have become a widely used technique for assisting foreign language acquisition. The aim of this study was to test the hypothesis that the use of blogs has a significant impact on the development of reading skills in English learners. The study was based on 106 participants (57 male and 49 female) from a private secondary school in the central highland region of Ecuador, with an age-range from 12 to 19 years. A nonparametric-experimental design was applied to the whole sample, who were pre-tested, given reading development instruction, and then post-tested. The pre-test and post-test were adapted from the Cambridge Preliminary English Test (PET) and consisted of 5 multiple choice comprehension questions, 5 scanning questions and 6 fill in the gap questions. In the instructional phase, the participants engaged in 6 sessions of asynchronous and 6 sessions of synchronous study, in which a variety of digital resources such as Kahoot, Nearpod, Educaplay, Liveworksheets, Padlet, Quizzis, British Council, Quizzlet and others, were employed to contribute to students' communicative competence. Data tendencies and normality were measured through the Kolmogorov-Smirnov test, which was 0.000;while Wilcoxon was used to corroborate the hypothesis. The results showed a significant improvement of 66.9% in the students' reading skills through the use of web 3.0 blogs. Findings of the research show that the integration of web 3.0 technologies, specifically blogs foster learners' oral and written interaction, being reading the keystone of the whole process. © 2022 IEEE.
ABSTRACT
This research focuses on the use of gamification in collaborative learning, which means, implementing game-based activities in the virtual education of students from Educación General Básica. Gamification is a strategy that seeks to increase the motivation and creativity of students in academic environments, to obtain better results in their learning. Therefore, the objective of this research was to develop author resources based on gamification tools in the collaborative learning of students at Educación General Básica. Therefore, the type of research is experimental - analytical, since it allows to analyze the experiment applied in the study population through a pretest and posttest, the ADDIE model was used for the development of resources, which consists of creating experiences in the educational process to enhance skills in students. To determine the reliability of the instrument, Cronbach's alpha statistic was used with a value of 0.842. Furthermore, the tools used were Powtoon and Kahoot which are important resources for students to improve their knowledge in an innovative and creative way. The results of this research were optimal, the students give a positive response for the development of gamification tools within the classroom since those help them to learn an interactive and dynamic way. © 2022 IEEE.
ABSTRACT
Quality academic training at the different educational levels enhances students' meaningful learning. Due to new requirements of the Covid 19 pandemic, education started to rely more on the use of information and communication technologies. This research article aims to describe and analyze the contribution of the 'flipped classroom' model in the meaningful learning of mathematics through the use and design of web 3.0 digital tools. The methodology implemented was experimental - exploratory research, through a structured questionnaire of 17 questions on the Likert scale, which was validated using Cronbach's alpha statistic with a result of 0.846. The TAM model was applied to measure the acceptance of digital resources in virtual learning and the ADDIE methodology was used in the design and application of the 3.0 technological tools for eighth-grade students of basic general education. The contrast of the hypothesis was made by the statistical test of KolmogorovSmirnov for a sample, where a value less than 0.05 was obtained. Therefore, the results proved that the flipped classroom model contributes to the meaningful learning of mathematics, allowing greater development of 30 students in their daily educational activities. In addition, there was an increase in the frequency of the use of digital documents, multimedia resources, and especially web 3.0 resources developed by the teacher to improve virtual teaching, which enhanced optimal and flexible learning within a social setting. © 2022 IEEE.
ABSTRACT
Semantic Web technology is not new as most of us contemplate;it has evolved over the years. Linked data web terminology is the name set recently to the Semantic Web. Semantic Web is a continuation of Web 2.0, and it is to replace existing technologies. It is built on natural language processing and provides solutions to most of the prevailing issues. Web 3.0 is the version of the Semantic Web that caters to the information needs of half of the population on earth. This paper links two important current concerns, the security of information and enforced online education due to COVID-19 with Semantic Web. The steganography requirement for the Semantic Web is discussed elaborately, even though encryption is applied which is inadequate in providing protection. Web 2.0 issues concerning online education and Semantic Web solutions have been discussed. An extensive literature survey has been conducted related to the architecture of Web 3.0, detailed history of online education, and security architecture. Finally, Semantic Web is here to stay and data hiding along with encryption makes it robust. (PsycInfo Database Record (c) 2022 APA, all rights reserved)