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Abstract: The theoretical part of the paper presents the project Slovenščina na dlani (lovene in e al o or and) which is intended for the establishment of an interactive learning environment for the Slovene language (as mother tongue) in elementary and secondary schools. In this paper we limit the research to elementary school. In the empirical section, we focus on freely available e-learning materials for the Slovene language from the 6th to the 9th grade of elementary school and present the results of an analysis of 10,118 tasks according to their types. The findings indicate an unbalanced representation of different types of tasks, with short answer types in the majority, the task type that is least popular among students. By introducing the most advanced linguistic technology into learning processes, we try to overcome the limitations of existing e-resources for learning the Slovene language.
Keywords: Slovene language, language study and teaching, native language, elementary education, learning resources, projects, mother tongue, elementary school, elearning resources
Published in DKUM: 10.06.2025; Views: 0; Downloads: 0
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Abstract: Miselna naravnanost zajema prepričanja, ki jih imajo posamezniki o svojih osebnostnih značilnostih in sposobnostih. V raziskavi smo se osredinili na miselno naravnanost o umskih sposobnostih in jo preučili kot dejavnik učne uspešnosti, učne samopodobe, učne samoregulacije in nadarjenosti. V raziskavi je sodelovalo 232 učencev osmega in devetega razreda osnovne šole. Rezultati so pokazali, da imajo učenci z višjo stopnjo miselne naravnanosti k rasti boljši učni uspeh in višjo učno samopodobo v primerjavi z učenci, ki so v večji meri fiksno miselno naravnani. Ugotovili smo, da sta miselna naravnanost k rasti in učna samoregulacija pozitivno povezani. Prav tako smo ugotovili, da miselna naravnanost nima prirastne napovedne vrednosti za učno uspešnost ob učni samopodobi in učni samoregulaciji. Izkazalo se je, da so nadarjeni učenci v večji meri miselno naravnani k rasti v primerjavi z njihovimi normativnimi vrstniki in da miselna naravnanost nima moderatorskega učinka pri napovedovanju učnega uspeha glede na identificirano nadarjenost učencev.The mindset comprises the individual's beliefs about his or her most fundamental characteristics and abilities. Our research was focused on the mindset regarding mental abilities and considered it as a factor of academic achievement, academic self-concept, academic self-regulation and giftedness. The study included 232 primary school pupils from 8th and 9th grade. The results showed that pupils with a higher degree of mindset to growth have better academic achievements and higher academic self-concept compared to pupils who are mainly fixed mindset oriented. The research has shown that the growth mindset and academic self-regulation are positively related. We also found that mindset does not have an incremental predictive value for academic achievement alongside academic self-concept and academic self-regulation. It turned out that gifted pupils mindset is more mentally oriented towards growth compared to their normative peers, and that mindset does not have a moderator effect in predicting academic achievement in relation to identified pupils' giftedness.
Keywords: miselna naravnanost, učna uspešnost, učna samopodoba, učna samoregulacija, nadarjenost
Published in DKUM: 10.06.2025; Views: 0; Downloads: 0
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Abstract: Aims and Objective: The aim of this study was to explore the feasibility, usability and acceptance of integrating Clinical Decision Support Systems with Socially Assistive Robots into hospital grand rounds. Background: Adopting Clinical Decision Support Systems in healthcare faces challenges such as complexity, poor integration with workflows, and concerns about data privacy and quality. Issues such as too many alerts, confusing errors, and difficulty using the technology in front of patients make adoption challenging and prevent it from fitting into daily workflows. Making Clinical Decision Support System simple, intuitive and user-friendly is essential to enable its use in daily practice to improve patient care and decision-making. Methods: This six-month pilot study had two participant groups, with total of 40 participants: a longitudinal intervention group (n =8) and a single-session evaluation group (n=32). Participants were medical doctors at the University Clinical Center Maribor. The intervention involved implementing a Clinical Decision Support System delivered via a Socially Assistive Robot during hospital grand rounds. We developed a system that employed the HL7 FHIR standard for integrating data from hospital monitors, electronic health records, and patient-reported outcomes into a single dashboard. A Pepper-based SAR provided patient specific recommendations through a voice and SAR tablet enabled interface. Key evaluation metrics were assessed using the System Usability Scale (SUS) and the Unified Theory of Acceptance, Use of Technology (UTAUT2) questionnaire, including Effort Expectancy, Performance Expectancy and open ended questions. The longitudinal group used the system for 6 months and completed the assessments twice, after one week and at the end of the study. The single-session group completed the assessment once, immediately after the experiment. Qualitative data were gathered through open-ended questions. Data analysis included descriptive statistics, paired t-tests, and thematic analysis. Results: System usability was rated highly across both groups, with the longitudinal group reporting consistently excellent scores (M =82.08 at final evaluation) compared to the acceptable scores of the single-session group (M =68.96). Extended exposure improved user engagement, reflected in significant increases in Effort Expectancy and Habit over time. Participants found the system enjoyable to use, and while no significant changes were seen in Performance Expectancy, feedback emphasized its efficiency in saving time and improving access to clinical data, supporting its feasibility and acceptability. Conclusions: This research supports the potential of robotic technologies to transform CDSS into more interactive, efficient, and user-friendly tools for healthcare professionals. The paper also suggests further research directions and technical improvements to maximize the impact of innovative technologies in healthcare.
Keywords: clinical decision support systems, clinical decision-making, hospital grand rounds, patient data integration, perceived quality of care, socially assistive robots, usability and familiarity, user experience questionnaire, workload reduction
Published in DKUM: 30.05.2025; Views: 0; Downloads: 2
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Abstract: Despite extensive literature emphasizing the role of education in promoting engagement in environmental movements, international comparative research has yet to fully elucidate the mechanisms underlying this relationship. Using data from 44,100 respondents across 28 countries in the ISSP's fourth environmental module, we demonstrate that individuals' willingness to pay for environmental protection (WTP) partially mediates the relationship between education and environmental public sphere behavior (PSB). Furthermore, drawing on the Quality of Government literature, we show that the link between education and WTP is significantly stronger in countries with low corruption levels, a pattern that extends to the indirect effect of education on PSB. Although the magnitude of this effect is reduced, the direct positive association between education and PSB persists even in high-corruption contexts. These findings underscore the transnational importance of education in shaping environmentally significant attitudes and behaviors, as well as the crucial role of corruption in moderating how education translates into both WTP and PSB.
Keywords: politic sphere behaviour, environmental activism, education, moderated mediation analyses, multilevel model
Published in DKUM: 16.04.2025; Views: 0; Downloads: 2
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Abstract: This study investigates the complex interplay between teacher–student and peer relationships in shaping academic engagementduring early adolescence. Drawing on a sample of 6048 students from public elementary schools in Slovenia, the predictivepower of these relationships beyond academic achievement was examined. Results revealed that both positive aspects ofteacher–student relationships and perceived peer support significantly contributed to academic engagement. Moreover, aninteraction effect indicated that peer support predicted engagement only in the absence of negative teacher–student relation-ships. These findings underscore the pivotal role of teacher–student relationships in fostering academic engagement, suggestingthat peer support cannot fully compensate for adverse teacher–student dynamics.
Keywords: teacher-student relationship, peer support, academic angagement, early adolescence
Published in DKUM: 02.04.2025; Views: 0; Downloads: 8
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