Open Access
Issue |
E3S Web Conf.
Volume 426, 2023
The 5th International Conference of Biospheric Harmony Advanced Research (ICOBAR 2023)
|
|
---|---|---|
Article Number | 02115 | |
Number of page(s) | 9 | |
Section | Innovative Management and Sustainable Society | |
DOI | https://doi.org/10.1051/e3sconf/202342602115 | |
Published online | 15 September 2023 |
- A. Arief and F. Isnan, “Children songs as a learning media used in increasing motivation and learning student in elementary school,” International Journal of Visual and Performing Arts, vol. 2, no. 1, p. 1–7, 2020. [CrossRef] [Google Scholar]
- N. Konjalić, B. Jefić and A. Fodolović, “Efficiency of mobile learning in processes of formal and informal education,” International Journal of Management Cases, vol. 20, no. 2, p. 69–84, 2018. [Google Scholar]
- A. Gregoriadis and V. Grammatikopoulos, “Teacher-child relationship quality in early childhood education: the importance of relationship patterns,” Early Child Development and Care, vol. 184, no. 3, pp. 386-402, 2013. [Google Scholar]
- D. Bailey, “Are critical periods critical for early childhood education? The role of timing in early childhood pedagogy,” Early Childhood Research Quarterly, vol. 17, no. 3, pp. 281-294, 2002. [CrossRef] [Google Scholar]
- S. J. Daniel, “Education and the covid-19 pandemic,” Prospects, vol. 49, p. 91–96, 2020. [CrossRef] [PubMed] [Google Scholar]
- S. Park and S. Kim, “Is Sustainable Online Learning Possible with Gamification?—The Effect of Gamified Online Learning on Student Learning,” Sustainability, vol. 13, no. 8, p. 1–12, 2021. [Google Scholar]
- D. Hiraoka and A. Tomoda, “The Relationship Between Parenting Stress and School Closures due to the COVID-19 Pandemic,” Psychiatry and Clinical Neurosciences, vol. 74, no. 9, p. 497–498, 2020. [CrossRef] [PubMed] [Google Scholar]
- C. Gerard, P. Lanier and P. Y. J. Wong, “Mediating Effects of Parental Stress on Harsh Parenting and Parent-Child Relationship during Coronavirus (COVID-19) Pandemic in Singapore,” Journal of Family Violence, vol. 37, p. 801–812, 2022. [CrossRef] [PubMed] [Google Scholar]
- C. Calvano, L. Engelke, J. D. Bella, J. Kindermann, B. Renneberg and S. M. Winter, “Families in the COVID-19 pandemic: parental stress, parent mental health and the occurrence of adverse childhood experiences—results of a representative survey in Germany,” European Child & Adolescent Psychiatry, vol. 31, 2021. [Google Scholar]
- P. Engzell, A. Frey and M. Verhagen, “Learning loss due to school closures during the covid-19 pandemic,” Proceedings of the National Academy of Sciences, vol. 118, no. 17, 2021. [CrossRef] [Google Scholar]
- A. Sumandiyar, M. N. Husain, M. Sumule and I. Nanda, “The effectiveness of hybrid learning as instructional media amid the COVID-19 pandemic,” Jurnal Studi Komunikasi, vol. 5, no. 3, pp. 651-664, 2021. [Google Scholar]
- K. Boyarsky, “The benefits of hybrid learning in a post-COVID world,” Owl Labs, 7 October 2021. [Online]. Available: https://resources.owllabs.com/blog/hybrid-learning-benefits. [Google Scholar]
- R. V. Kail, Children and Their Development, New Jersey: Pearson, 2010. [Google Scholar]
- B. Kolb and R. Gibb, “Brain plasticity and behaviour in the developing brain,” Journal of the Canadian Academy of Child and Adolescent Psychiatry, vol. 20, no. 4, pp. 265-276, 2011. [Google Scholar]
- K. Lifter, S. Foster-Sanda, C. Arzamarski, J. Briesch and E. McClure, “Overview of play, its uses and importance in early intervention/early childhood special education,” Infants & Young Children, vol. 24, no. 3, pp. 425-442, 2011. [Google Scholar]
- L. Thomas, E. Warren and E. DeVries, “Play-based learning and intentional teaching in early childhood contexts,” Australian Journal of Early Childhood, vol. 36, no. 4, pp. 69-75, 2011. [CrossRef] [Google Scholar]
- V. Singh and A. Thurman, “How many ways can we define online learning? A systematic literature review of defintions of online learning,” American Journal of Distance Education, vol. 33, no. 4, pp. 289-306, 2019. [CrossRef] [Google Scholar]
- A. Raes, “Exploring student and teacher experiences in hybrid learning environment: does presence matter?,” Postdigital Science and Education, vol. 4, pp. 138-159, 2021. [Google Scholar]
- “UX design principles for a great user experience,” Just in Mind, 26 May 2021. [Online]. Available: https://www.justinmind.com/ux- design/principles. [Google Scholar]
- N. Babich, “The beginner’s guide to information architecture in ux,” Adobe XD, 24 November 2020. [Online]. Available: https://xd.adobe.com/ideas/process/information-architecture/information-ux-architect/ [Google Scholar]
- R. E. Roth, “User interface and user experience (UI/UX) design,” The Geographic Information Science & Technology Body of Knwoledge, no. 2nd Quarter 2017 Edition, 2017. [Google Scholar]
- N. Babich, “The 4 golden rules of UI design,” Adobe XD Ideas, 7 October 2019. [Online]. Available: https://xd.adobe.com/ideas/process/ui-design/4-golden-rules-ui-design/. [Google Scholar]
- K. Hirsh-Pasek, J. M. Zosh, R. M. Golinkoff, J. H. Gray, M. B. Robb and J. Kaufman, “Putting education in “educational” apps: Lessons from the science of learning,” Psychological Science in the Public Interest, vol. 16, no. 1, pp. 3-34, 2015. [Google Scholar]
Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.
Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.
Initial download of the metrics may take a while.