Latest preprints

The meteoric ascent of the Korean music ensemble BTS has captured the attention of audiences worldwide with their distinctive fusion of pop, hip-hop, and R&B. Their ability to weave religious elements into their music has propelled their success far beyond mere musical band, breaking through cultural and linguistic confines. Their impact reshapes the music industry and presents an intriguing case of cultural exchange within the global entertainment scene. This data-mining study explores BTS’s remarkable ability to cultivate a vast fanbase in Iran. However, the findings indicate a waning influence in the region, as evidenced by a decrease in tweets about BTS from 39,237 to 23,697, and finally to 9,215 over three consecutive years leading up to 2024. Despite this decline, the core group of BTS enthusiasts in Iran, predominantly loyal teenage girls, continues to actively support the group.

Adolescents’ mathematics performance and its explanatory factors have been a crucial issue. However, literature focusing on adolescents in Malaysia is missing. Thus, this study investigates what individual and school factors have been associated with adolescents’ mathematics achievement over the last two decades. We examined six-wave data of Malaysia from the Trends in International Mathematics and Science Study (TIMSS). Multilevel modeling technique was employed for data composed of 5557, 5314, 4466, 5733, 9726, and 7065 eighth-grade students participating in 1999, 2003, 2007, 2011, 2015, and 2019, respectively. The results showed that 65.17%, 57.44%, 65.89%, 73.00%, 43.16%, and 61.69% of the total variance in mathematics achievement was due to school differences in these years. The findings also indicated that students with higher mathematics motivational beliefs scored higher. Students who more frequently spoke the language of the test at home achieved lower scores in the four waves of TIMSS; however, this trend changed in 2015 and 2019. Student educational aspiration emerged as a positive predictor of mathematics achievement in the last two assessments of TIMSS. Home educational resources and book ownership also significantly correlated with mathematics achievement. At the school level, teacher gender was negatively associated with achievement in all TIMSS waves except 2019. Students whom female teachers taught outperformed those whom male teachers taught. This longitudinal monitoring study of Malaysian students’ mathematics performance provides empirical evidence for local practices and advances literature based internationally.

The increasing prevalence of violence recorded and shared through smartphones in today’s digital age has raised concerns about the underlying reasons driving such behavior. However, the lack of experimental studies and scientific evidence exploring the relationship between smartphone use and acts of violence has hindered our understanding of this phenomenon. To bridge this gap, the present study aimed to investigate the potential link between smartphone usage and the perpetration of violence, specifically focusing on incidents where violent acts were recorded and shared publicly. Given the challenges associated with directly observing such occurrences and the limitations of self-reporting due to social desirability bias, the study adopted a novel approach by analyzing major news outlets. Cross-referencing the most recent cases involving 80 episodes of violence, spanning from 2017 to 2023, accompanied by smartphone-recorded videos, the research aimed to gain insights into the role and outcomes of content dissemination. The findings revealed a concerning trend, indicating a rise in violence perpetrated with the aid of smartphones, where subsequent sharing on social networks and instant messaging platforms contributed to the viral spread of such content. This study provides valuable insights into the connection between smartphone usage, violence, and the sharing of violent content. The implications of these findings highlight the need for further research and the development of tools to detect and address violence-related issues in the digital space. Moreover, it emphasizes the importance of responsible social media usage and collective efforts to curb the spread of violent content and foster a safer online environment.

Massive Open Online Courses (MOOCs) are a primary mode of scaled-up online learning. They have enjoyed great popularity, which grew significantly during the Covid-19 pandemic. Despite the growing demand for MOOCs and the desire of institutions to develop high-quality courses, research indicates that the educational impact of MOOCs is limited. Low instructional design quality has been cited as a culprit for the failure of MOOCs to support learning and skill development, prompting calls for a more thorough design of MOOCs. The aims of our work are to describe the systematic development of guiding principles that informed instructional design decisions for our MOOC on health behaviors and to showcase how these principles were implemented in practice. Through triangulation of various sources of evidence on anticipated learners and the MOOC learning environment, we identified four key aspects we needed to address with our instructional design to facilitate learning. We formulated guiding principles that both addressed these aspects and served as a reference point during instructional design. Our approach to making instructional design decisions can serve as a practical blueprint for other MOOC developers.

There are many examples of activities that can be performed in a digital environment, and several variables may affect browsing patterns in the digital environment. This environment may be experienced as a separate environment to the physical one.Currently, the majority of people study in physical classrooms. Recently, however, it had also became possible to teach and study in “the digital classroom” (i.e., online learning environments) using computers and the Internet. This study examines the question of whether or not there are differences in the way these two types of classrooms are experienced.This study examined the relationships between attitudes toward classroom learning and attitudes toward digital classroom learning using self-report questionnaires that examined the attitudes of study participants.This study found that students prefer remote learning. In addition, the study found a negative relationship between attitudes toward classroom learning and attitudes toward digital classroom learning. This finding indicates that the two types of classrooms are not experienced as one environment, but rather, as two separate environments.