Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners.

This study aimed to comprehensively analyze Language Learning through Music on the academic achievement (AA), creative thinking (CT), and self-esteem (SE) of English as a Foreign Language (EFL) Learners. With the rapid progress of technology, there has been a growing interest in exploring innovative teaching methods that not only enhance learning outcomes but also actively engage students in the language learning process. However, the specific impact of technology-enhanced language learning through music (TELLTM) on these language learning outcomes has received limited attention in previous research. In 2023, a sample of 360 male elementary-level language learners was selected using a multiple-stage cluster sampling (MSCS) technique. The participants' homogeneity was assessed through the Oxford Quick Placement Test (OQPT), administered following a random sampling procedure. Data collection involved the administration of three questionnaires: The academic achievement questionnaire, the self-esteem questionnaire, and the creative thinking questionnaire. The findings of the study analyzed through descriptive and inferential statistics, revealed a significant positive impact of TELLTM on the AA, CT, and SE of EFL learners. These results have important implications for educators, curriculum developers, and policymakers, providing valuable insights into the incorporation of TELLTM into English language instruction. The use of these three questionnaires provided valuable insights into the effectiveness of TELLTM in enhancing various aspects of language learning. These findings underscore the importance of incorporating music into language instruction and offer practical guidance for educators seeking to improve their teaching practices.

Investigating the neural substrate variations between easy and challenging creative association tasks during product design within an fMRI scanner.

In practice, individuals strive to develop highly original and valuable creative products within specific limitations. However, previous functional Magnetic Resonance Imaging (fMRI) studies focused on divergent-thinking tasks without considering the "valuableness" of an idea. Additionally, different types of creative tasks (e.g., the easier association vs. the harder association task) may engage distinct cognitive processes. This study aimed to investigate the underlying neural mechanisms associated with different types of creative thinking, specifically focusing on the generation of the most original and valuable creative product within an fMRI scanner. Twenty-one college students participated in a block design study. During each trial, participants were instructed to draw the most original and valuable product inspired by a given figure. The findings revealed that, in comparison to the harder association task, the easier association task led to broader activation across multiple brain regions. However, this broader activation resulted in inefficient thinking and poorer creative performance. Notably, the orbitofrontal cortex exhibited activation across various creativity tasks and displayed connectivity with several seed brain regions, highlighting the importance of decision-making when only one original and valuable product design is allowed. Furthermore, the complex functional connectivity observed between different brain networks reflects the intricate nature of creative thinking. To conclude, widespread activation of brain regions does not necessarily indicate superior creativity. Instead, optimal creative performance within constraints is achieved through an efficient utilization of association for generating innovative ideas, inhibition for suppressing unoriginal ideas, and decision-making to select the most creative idea.

Enhancing creative cognition through project-based learning: An in-depth scholarly exploration.

This study rigorously examines Project-Based Learning's (PBL) efficacy in augmenting creative thinking within educational frameworks. It investigates PBL's alignment with psychological tenets and cognitive processes to bolster creative capacities. Employing an extensive literature review, the research scrutinizes PBL's psychological and educational merits, project design, student engagement, cognitive growth, and the amalgamation of intellectual and affective elements. Findings reveal PBL's adaptability to cognitive rhythms, its role in amplifying information intake and motivation, and its enhancement of cognitive engagement and dynamic thought application. PBL's versatility aids in customizing education and fostering innovation. The study also addresses educator-led guidance in navigating cognitive obstacles and underscores the significance of merging intellectual and emotional aspects in PBL. It identifies challenges in PBL implementation and suggests avenues for future inquiry. Conclusively, PBL is posited as a potent tool in nurturing student creativity, adaptable to varied learning preferences and styles.

From mindreading to originality: Exploring the relationship between Theory of Mind and Creativity across the lifespan.

In the previous psychoeducational literature, many theorists have argued that creativity and originality require the ability to make predictions and assumptions regarding other individuals' ideas. Thus, it has been widely hypothesized that social cognition and theory of mind (ToM) might be a fundamental component or even a prerequisite of creativity. Despite their common grounds, the empirical evidence examining the potential link between ToM and creative thinking throughout their development seems to be indirect, limited, and fragmented. In this respect, this scoping review aimed to collect and synthesize the existing knowledge about the relationship between ToM and creativity at different ages to identify significant literature gaps and generate updated research questions that might guide future research. The search process led to the inclusion, analysis, and collation of 6 relevant studies only, indicating that this research topic has been poorly investigated. Results demonstrated that ToM and creativity are strongly correlated even after partialling out significant mediators, such as age and intelligence. Such a strong association should be further investigated and explained.

Analyzing the students' mathematical creative thinking ability in terms of self-regulated learning: How do we find what we are looking for?

This study aims to analyze the mathematical creative thinking ability of grade VIII students at a State Junior High School in Riau, Indonesia, in terms of self-regulated learning. A qualitative design was employed, utilizing descriptive methods through a case study approach, and the participants included 28 students of grade VIII-C. To ensure data accuracy, a data triangulation technique was employed, which included a test for mathematical creative thinking skills, self-regulated learning questionnaires, introductory questionnaires, and interview guidelines. The validity of the data was measured using the Miles and Huberman technique, which involved data reduction, data presentation, and drawing conclusions. The results showed that the mathematical creative thinking skills of students were relatively low. Furthermore, it was discovered that self-regulated learning was significantly correlated with creative thinking ability. Specifically, students who exhibited high levels of self-regulated learning demonstrated higher creative thinking abilities than their peers with moderate or low levels. Similarly, participants with moderate self-regulated learning displayed sufficient abilities, while those with low self-regulated learning exhibited poor creative thinking abilities.

Assessing learning gains of pharmacy students in communications, ways of thinking, and intercultural skills through self-assessment.

BACKGROUND AND PURPOSE: Intercultural and Global Health Issues was developed to address learning outcomes in communication, ways of thinking, intercultural personal skills, and intercultural knowledge. The aim of this study was to assess learning gains of pharmacy students through self-assessment. EDUCATIONAL ACTIVITY AND SETTING: Course design, learning outcomes, objectives, and activities were created to meet the expected educational outcomes. A revised rubric was created from the American Association of Colleges and Universities (AACU) Valid Assessment of Learning in Undergraduate Education rubrics on Intercultural knowledge, Information literacy, and Creative thinking. Students completed self-assessments at the beginning and end of the course. Ward hierarchical clustering, paired sample t-tests, and independent t-tests analyzed multidimensional data in two clusters. FINDINGS: Cluster 1 (C1) students reported pre-course capstone performances for cultural self-awareness, problem solving, and access and use of information ethically and legally. Post-course scores for C1 students statistically increased for all AACU domains reaching capstone performances for intercultural competence, creative thinking, and information literacy. Cluster 2 (C2) students reported capstone performance levels for all AACU domains from the beginning to the end of the course. All students reported achievement of self-efficacy, creative thinking, and cultural competency at the end of the course. There was no statistically significant difference in course learning outcome scores for C1 and C2 students. SUMMARY: Students achieved embedded learning outcomes of ways of thinking, communication, interpersonal skills, and intercultural knowledge as demonstrated from self-assessments. Course activities aided students' demonstration of self-efficacy, creative thinking, and intercultural knowledge.

Transforming aggression into creativity: Creative thinking training as a new strategy for aggression intervention.

Although reducing students' aggressive behaviors and improving their creativity are both important commitments of educators, they are usually treated independently as unrelated tasks. However, cumulative evidence suggests potential links between aggression and creativity, not only from the perspectives of personality traits and psychological development, but also from their shared cognitive mechanisms. This implies that there may be an approach to achieving these two goals through a single intervention. Moreover, this new approach may overcome the limitation of the usually adopted aggression intervention, which is limited in its regulatory effectiveness and might bring about some disadvantageous impacts on creativity that are closely associated with aggression. To test this possibility, the present study implemented a four-session, 2-week creative thinking training (CTT) intervention for students with high aggression scores to examine whether it could simultaneously downregulate aggression and increase creativity. Our results demonstrate that, compared to the control group, the intervention group experienced significant improvements in creativity and a reduction in aggression following the CTT intervention. Furthermore, our findings suggest that this regulatory effect can persist for up to 6 months. The CTT-induced creativity change (increase) could significantly correlate with and predict the CTT-induced aggression decrease, thus suggesting that the CTT could transform aggression into creativity.

Loosely controlled experimental EEG datasets for higher-order cognitions in design and creativity tasks.

Understanding neural mechanisms in design and creativity processes remains a challenging endeavor. To address this gap, we present two electroencephalography (EEG) datasets recorded in design and creativity experiments. We have discussed the details, similarities, differences, and corresponding cognitive tasks of the two datasets in the following sections. The design dataset (Dataset A) comprises EEG recordings of 27 participants during loosely controlled design creation experiments. Each experiment included six design problems. In each design problem, participants performed five cognitive tasks, including problem understanding, idea generation, rating idea generation, idea evaluation, and rating idea evaluation. The NASA Task Load Index was used in rating tasks. The creativity dataset (Dataset B) includes EEG signals recorded from 28 participants in creativity experiments which were based on a modified variant of the Torrance Test of Creative Thinking (TTCT-F). Participants were presented with three incomplete sketches and were asked to perform three creativity tasks for each sketch: idea generation, idea evolution, and idea evaluation. In both datasets, we structured the experiments into predefined steps, primarily to ensure participants' comfort and task clarity. This was the only control applied to the experiments. All the tasks were loosely controlled: open-ended (up to 3 min) and self-paced. 64-channel EEG signals were recorded at 500 Hz based on the international 10-10 system by the Brain Vision EEG recording system while the participants were performing their assigned tasks. EEG channels were pre-processed and finally referenced to the Cz channel to remove artifacts. EEGs were pre-processed using popular pipelines widely used in previous studies. Preprocessed EEG signals were finally segmented according to the tasks to facilitate future analyses. The EEG signals are stored in the .mat format. While the present paper mainly addresses pre-processed datasets, it also cites raw EEG recordings in the following sections. We aim to promote research and facilitate the development of experimental protocols and methodologies in design and creativity cognition by sharing these resources. There exist important points regarding the datasets which are worth mentioning. These datasets represent a novel contribution to the field, offering insights into design and creativity neurocognition. To our knowledge, publicly accessible datasets of this nature are scarce, and, to the best of our knowledge, our datasets are the first publicly available ones in design and creativity. Researchers can utilize these datasets directly or draw upon the considerations and technical insights provided to inform their studies. Furthermore, we introduce the concept of loosely controlled cognitive experiments in design and creativity cognition. These experiments strike a balance between flexibility and control, allowing participants to incubate creative ideas over extended response times while maintaining structured experimental sections. Such an approach fosters more natural data recording procedures and holds the potential to enhance the accuracy and reliability of future studies. The loosely controlled approach can be employed in future cognitive studies. This paper also conducts a comparative analysis of the two datasets, offering a holistic view of design and creativity tasks. By exploring various aspects of these cognitive processes, we provide an understanding for future researchers.

UBUIngenio: extracurricular enrichment programme for the improvement of high ability students' creative thinking

Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing cre ativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention (N = 38) involved a 12-week PBL unit focused on designing a video game using block-based program ming through Scratch. The second intervention (N = 51), also lasting 12 weeks, comprised three separate projects involving vectorial design and programming of an Arduino-based ro bot. Both interventions used strategies for creative-thinking development. The sample includ ed high-ability students from 8 to 12 years of age. Results: Both interventions significantly increased creativity, with no statistical differences between them. This suggests that both types of PBL interventions effectively improved participants' creativity. Conclusions: This study suggests that PBL-based curricular enrichment programmes are effective in fostering creativity among high-ability students.

Antecedentes: Los estudiantes con alta capacidad requieren estrategias educativas efectivas. Este estudio presenta y evalúa un programa de enriquecimiento curricular diseñado para mejorar la creatividad. El programa se basa en un marco de competencias y se implemen tó utilizando variaciones de estrategias de aprendizaje basado en proyectos (ABP). Método: Un diseño cuasi-experimental comparó dos intervenciones utilizando grupos pretest y postest. La primera intervención consistió en una unidad de ABP de 12 semanas centrada en el diseño de un videojuego utilizando programación basada en bloques mediante Scratch. La segunda intervención, también de 12 semanas de duración, consistió en tres proyectos independientes de diseño vectorial y programación de un robot basado en Arduino. En ambas intervencio nes se utilizaron estrategias para el desarrollo del pensamiento creativo. La muestra incluía estudiantes con altas capacidades de entre 8 y 12 años. Resultados: Ambas intervenciones aumentaron significativamente la creatividad, sin diferencias estadísticas entre ellas. Esto sugiere que ambos tipos de intervenciones de ABP mejoraron efectivamente la creatividad de los participantes. Conclusiones: Este estudio sugiere que los programas de enriquecimiento curricular basados en ABP son efectivos para fomentar la creatividad entre los estudiantes con altas capacidades.

Corrigendum: Does creative thinking contribute to the academic integrity of education students?

[This corrects the article DOI: 10.3389/fpsyg.2022.925195.].

Does Shadow Education Discourage or Encourage Creative Thinking? Evidence from South Korea (La educación en la sombra, ¿fomenta o desincentiva el pensamiento creativo? Evidencia de Corea del Sur).

Using longitudinal data for a nationally representative sample of fifth graders from the Korean Educational Longitudinal Study of 2013, this study examined the effect of shadow education-referred to as academically-oriented extracurricular activities mainly aimed to prepare for examinations-on students' creative thinking. To estimate the effect of shadow education, we used propensity score matching approaches. We found no significant shadow education effect on gains (or losses) in students' creative thinking between the fifth and sixth grades. This finding does not support the arguments that students' participation in shadow education discourages or encourages their creative thinking. Implications, limitations, and future research directions are discussed.

Utilizando los datos longitudinales de una muestra nacional representativa de estudiantes de Grado 5, recabados ´por el Estudio Longitudinal sobre la Educación en Corea en 2013, el objetivo de este estudio es analizar el efecto de las actividades académicas extracurriculares complementarias (educación en la sombra), dirigidas principalmente a la preparación de exámenes, en el pensamiento creativo. Para estimar el efecto de la educación en la sombra, adoptamos el método de emparejamiento de correspondencia de propensiones (Propensity Score Matching). No se hallaron efectos significativos (ni positivos ni negativos) de este tipo de educación en el pensamiento creativo de los estudiantes de Grado 5 y Grado 6. Este resultado no corrobora la argumentación que sugiere que la educación en la sombra ejerce un efecto de fomento (o detrimento) en el pensamiento creativo de los estudiantes. Al final del artículo se discuten las implicaciones y limitaciones del estudio y las posibles direcciones futuras para la investigación en este campo.

Diverse functional interaction driven by control-default network hubs supports creative thinking.

Complex cognitive processes, like creative thinking, rely on interactions among multiple neurocognitive processes to generate effective and innovative behaviors on demand, for which the brain's connector hubs play a crucial role. However, the unique contribution of specific hub sets to creative thinking is unknown. Employing three functional magnetic resonance imaging datasets (total N = 1,911), we demonstrate that connector hub sets are organized in a hierarchical manner based on diversity, with "control-default hubs"-which combine regions from the frontoparietal control and default mode networks-positioned at the apex. Specifically, control-default hubs exhibit the most diverse resting-state connectivity profiles and play the most substantial role in facilitating interactions between regions with dissimilar neurocognitive functions, a phenomenon we refer to as "diverse functional interaction". Critically, we found that the involvement of control-default hubs in facilitating diverse functional interaction robustly relates to creativity, explaining both task-induced functional connectivity changes and individual creative performance. Our findings suggest that control-default hubs drive diverse functional interaction in the brain, enabling complex cognition, including creative thinking. We thus uncover a biologically plausible explanation that further elucidates the widely reported contributions of certain frontoparietal control and default mode network regions in creativity studies.

The unity and diversity of verbal and visuospatial creativity: Dynamic changes in hemispheric lateralisation.

The investigation of similarities and differences in the mechanisms of verbal and visuospatial creative thinking has long been a controversial topic. Prior studies found that visuospatial creativity was primarily supported by the right hemisphere, whereas verbal creativity relied on the interaction between both hemispheres. However, creative thinking also involves abundant dynamic features that may have been ignored in the previous static view. Recently, a new method has been developed that measures hemispheric laterality from a dynamic perspective, providing new insight into the exploration of creative thinking. In the present study, dynamic lateralisation index was calculated with resting-state fMRI data. We combined the dynamic lateralisation index with sparse canonical correlation analysis to examine similarities and differences in the mechanisms of verbal and visuospatial creativity. Our results showed that the laterality reversal of the default mode network, fronto-parietal network, cingulo-opercular network and visual network contributed significantly to both verbal and visuospatial creativity and consequently could be considered the common neural mechanisms shared by these creative modes. In addition, we found that verbal creativity relied more on the language network, while visuospatial creativity relied more on the somatomotor network, which can be considered a difference in their mechanism. Collectively, these findings indicated that verbal and visuospatial creativity may have similar mechanisms to support the basic creative thinking process and different mechanisms to adapt to the specific task conditions. These findings may have significant implications for our understanding of the neural mechanisms of different types of creative thinking.

Correlation between critical thinking dispositions and self-esteem in nursing students.

BACKGROUND: Critical thinking has been acknowledged as a key component of clinical decision-making and professional competency. Therefore, it is of great importance to reflect on how critical thinking is acquired and investigate its determinants, including self-esteem, in nursing education. The present study was thus to assess the correlation between critical thinking and self-esteem in nursing students. MATERIALS AND METHODS: This descriptive correlational study was fulfilled in 2019 on 276 nursing students selected via the random sampling method. For this purpose, Ricketts' Critical Thinking Disposition Questionnaire and Eysenck's Self-Esteem Scale were employed to collect the data, which were then analyzed using the SPSS Statistics (ver. 22) software along with independent-samples t-test, Pearson correlation coefficient, and one-way analysis of variance, considering the significance level of P < 0.05. RESULTS: The study findings showed a significant correlation between critical thinking and self-esteem (r = 0.529, P < 0.001) as well as self-esteem and critical thinking dispositions, that is, commitment, perfectionism, and creativity (r = 0.40, P < 0.001). Moreover, these dispositions had a significantly increasing trend during various academic years, but the difference was not significant with regard to perfectionism (P < 0.001). CONCLUSION: Given the positive correlation between self-esteem and critical thinking, commitment, perfectionism, and creativity in nursing students, it is essential to develop self-esteem skills in such students, using appropriate approaches to boost self-esteem as one of the important missions of higher education systems. As well, a lack of perfectionism during academic years confirms that it is possible that determinants other than educational environments, for example, families, are involved. Therefore, managers are suggested to hold meetings with parents and nursing students.

The Role of the Art of Chinese Calligraphy and Music in Developing Creative Thinking Skills in Preschoolers Using Flipped Technology.

The article aims to study the influence of music and music-calligraphy practice on the development of creative thinking among preschool children. The study used the general screening model of the Torrance Thinking Creatively in Action and Movement test (TCAMt) to assess the level of motor creativity in children. The study participants were 120 4-5 year-old children. The results of the calculations demonstrate an increase in the values of the four factors after the interventions. Fluency increased on average: for group A, which practiced musical intervention, by 28%; for group B, which practiced musical-calligraphic intervention, by 29%. The imagination factor increased for group A by 23.5% and for group B by 45.5%. This study has shown that the use of musical-calligraphic practice provides higher creative thinking skills in the categories of "imagination" and "originality", while "fluency" and "flexibility" are not different from the use of a single musical practice. This study has practical and scientific value, as it proves the influence of music and music-calligraphy practices on creativity development in children. The study results can be applied in preschool educational institutions, which are interested in increasing students' creativity.

Alpha ERS-ERD Pattern during Divergent and Convergent Thinking Depends on Individual Differences on Metacontrol.

The role of metacontrol in creativity is theoretically assumed, but experimental evidence is still lacking. In this study, we investigated how metacontrol affects creativity from the perspective of individual differences. Sixty participants completed the metacontrol task, which was used to divide participants into a high-metacontrol group (HMC) versus a low (LMC) group. Then, these participants performed the alternate uses task (AUT; divergent thinking) and the remote associates test (RAT; convergent thinking), while their EEG results were recorded continuously. Regarding their behavior, the HMC group showed superior creative performance in the AUT and RAT, compared with the LMC group. For the electrophysiology, the HMC group showed larger stimulus-locked P1 and P3 amplitudes than the LMC group. Furthermore, the HMC group exhibited smaller alpha desynchronization (ERD) than the LMC group at the initial stages of the AUT task, followed by a flexible switching between alpha synchronization and desynchronization (ERS-ERD) during the process of selective retention in the AUT. In addition, the HMC group evoked smaller alpha ERD during the initial retrieval and the backtracking process in the RAT, associated with cognitive control adaptability. The aforementioned results indicate that metacontrol reliably contributes to the idea generation process, and HMC individuals could flexibly adjust their cognitive control strategies according to the demand for creative idea generation.

Navigating the Spectrum of Conventionality: Toward a New Model of Creative Thinking.

Current conceptualizations of creative thinking focus primarily on the measurement of creative thinking for the purpose of identifying creative thinking proficiency. We propose a conceptualization that includes a framework and assessments that focus on the measurement and learning of creative thinking and innovation skills. Our conceptualization involves an understanding that innovation is a critical application of creative thinking and that the process of creative thinking that leads to innovation can be performed intentionally and explicitly. In this paper, we put forth a process model for creative thinking and innovation that focuses on an expanded set of cognitive and social skills and processes that facilitate the navigation of the spectrum of conventionality. The process model includes the conventional thinking skill, which serves as not only a foundational skill for understanding and navigating the spectrum of conventionality, but also facilitates the reliable measurement of creative thinking and innovation by supporting the generation of a response pool that represents the full spectrum of conventionality for use in scoring. We explore the advantages of this model and how it addresses some of the challenges presented by current creative thinking conceptualizations and assessments. Finally, we explore the implications of implementing this process model for education.

The art of film: Perspective on neural clues to repeated attraction to movie watching.

This article about possible neural underpinning of repeated attraction to watching movies is dedicated to the memory of Prof. Eran Zaidel, who made outstanding contributions to neuroscience (and loved watching movies). The film is an art form crafted by multiple artists from diverse fields, contributing specialized skills, talents, and creativity to the final product. Attention-attraction to all artworks has deep biological roots. Movies have been attracting audiences repeatedly ever since they were introduced over 100 years ago. Although countless studies analyzed the nature of the art, the neural underpinning of repeated attraction to viewing movies has been understudied. Here, clues gleaned from non-film findings are proposed. The perspective suggests that functions of the mesolimbic "reward pathway" associated with pleasure and joy, the brain regions responding to facial beauty, to pictorial art aesthetics, and to music listening with increased dopamine levels are all recruited in the repeated attraction.

Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach.

This article details how and why we have developed a flexible and responsive process-based rubric exemplar for teaching, learning, and assessing critical and creative thinking. We hope to contribute to global discussions of and efforts toward instrumentalising the challenge of assessing, but not standardising, creativity in compulsory education. Here, we respond to the key ideas of the four interrelated elements in the critical and creative thinking general capability in the Australian Curriculum learning continuum: inquiring; generating ideas, possibilities, actions; reflecting on thinking processes; and analysing, synthesising and evaluating reasoning and procedures. The rubrics, radical because they privilege process over outcome, have been designed to be used alongside the current NAPLAN tests in Years 5, 7 and 9 to build an Australian-based national creativity measure. We do so to argue the need for local and global measures of creativity in education as the first round of testing and results of the PISA Assessment of Creative Thinking approach and to contribute to the recognition of creative thinking (and doing) as a core twenty-first century literacy alongside literacy and numeracy.

Development of creativity in physical education teachers using interactive technologies: involvement and collaboration.

The popularisation of an active lifestyle and sports is a hot topic today. The countries activate the interest of the population in physical culture introducing creative training activities in sports. The research highlights that it is important to develop creative thinking in physical education teachers. Thus, the main research goal is to analyse the influence of interactive technologies used to develop creativity among physical education teachers. The researchers use tablet computers with a video communication function for the experiment. All training sessions were conducted on the Zoom conferencing platform. The training took 6 months. The proposed training included power training, yoga, dance and gymnastics. At every third lesson, three respondents developed and presented their training programme for the rest of the group. Torrens creative thinking test was used to assess the results. The comparison of the training dynamics in men and women (P-value = 0.019 and 0.003, respectively (p ≤ 0.05)) proves the effectiveness of the proposed training techniques. It means that this technique is effective for sports activities and can be introduced in educational institutions. The scholars recommend using it in schools, universities and other educational institutions.