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AN EXPLORATION OF POSTGRADUATE STUDENTS' PREFERENCES FOR GAME MECHANICS IN A GAMIFIED CLASSROOM

Author(s): Siti Nazleen Abdul Rabu,Noor Hanim ISMAIL / Language(s): English Issue: 01/2022

Although a thorough review of the literature shows that game mechanics can be a powerful tool for enhancing and promoting engagement, motivation, enjoyment, and learning achievement at the higher education institution level, few studies have examined whether gamification is appropriate for postgraduate students, as well as their attitudes toward a gamified classroom. The study aimed to look into postgraduate students' attitudes toward game mechanics and how certain game mechanics affect their learning outcomes. A qualitative case study was conducted with 16 postgraduate students from the Master of Instructional Multimedia programme enrolled in the Instructional Design and Delivery course as the study's sample, using semi-structured focus group interviews and a survey questionnaire. The study found that challenges and teams, as well as badges and leaderboards, were the most popular game mechanics in the gamified classroom. Challenges were preferred by students because they are enjoyable, intriguing, and appealing due to the various levels of difficulty. In addition, the challenges allow students to demonstrate their comprehension by incorporating their higher-order thinking abilities (HOTS) into their studies. On the other hand, teamwork becomes their preferred option because they enjoy collaborating with other students and sharing information and responsibilities. Leaderboards and badges were the least popular because they detracted from their purpose. The findings imply that integrating certain game features can help postgraduate students have more interesting and meaningful experiences. These findings suggest that three-game mechanics greatly influenced postgraduate students' attitudes in a gamified classroom, with challenges, teams, and leaderboards ranking first, second, and third, respectively

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THE POTENTIAL OF MOBILE APPLICATION FOR SUPPORTING GAMELAN LEARNING: AN EXPLORATION OF STUDENTS’ LEARNING EXPERIENCE

Author(s): Yun Yi Tan,Regania Pasca Rassy / Language(s): English Issue: 01/2022

In this study, an exploration was carried out on the use of gamelan mobile applications on gamelan students to see the influence of these applications on the students’ learning processes and the factors of gamelan mobile applications that can support and inhibit their learning process. This research is a qualitative approach that uses an exploratory case study. The population is selected using purposive sampling, which is a gamelan class, and the sample is saron barung gamelan players chosen based on homogeneous sampling. Due to the limitation of complete Malay gamelan instruments on the mobile application, this study is used a Javanese mobile gamelan application. The gamelan mobile application used is the E-Gamelan mobile application because the application provides complete gamelan instruments and has several suitable criteria for this study. Four instruments were used to apply the triangulation method during the data collection to ensure that the data obtained were well-proven. After the data has been collected, they were processed using thematic analysis. The results of this study are expected to be an evaluation of gamelan class that can further extend or increase the duration of students practice in getting maximum results, then provide ideas and views for gamelan trainers or instructors to use mobile gamelan applications as an additional tool to support the training and learning process to be more flexible. Lastly, provide insights for gamelan developers to build complete Gamelan applications in the future.

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STUDENTS’ CHALLENGES DURING THE PANDEMIC

Author(s): Speranţa Farca,Oana Gheorghe / Language(s): English Issue: 01/2022

This article looks into the challenges that students have to face in the context of global pandemic which required essential changes in the way society and universities work. The purpose of the research is to find ways to offer university support appropriate to the students’ needs so that they can continue studying without significant loses but with some gains. The data of the article is based on a larger study, “Students’ accommodation with the university field” (2018-2021) which was carried out in our department. This research was implemented to stress the difficulties in accommodation which some of the students face when they enter university, but because of the situation generated by the pandemic, in 2020 and 2021, it focused on the new university reality. During these years, the research was based on personalized discussions with students and on their spontaneous communications. The research started for a need to immediately accommodate us the professors both to the online school and to the student’s needs who were confronted with a social crisis for the first time in their lives. The result of the research made us make some changes which were meant to improve the educational relationship no matter the social conditions.

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A SYSTEMATIC REVIEW OF ELEARNING STRATEGIES FOR TRAINING TEACHERS IN AN INCLUSIVE PERSPECTIVE THROUGH COMMUNITIES OF PRACTICE

Author(s): Ecaterina Vrasmas,Daniela Ionescu / Language(s): English Issue: 01/2022

This paper is a systematic review within the framework of Communities of Practice, in secondary schools that have been carried out in the inclusive education from 1990 to 2021, published in English. The inclusive education of children with special educational needs can represent for school and education in general an opportunity to benefit from multitude of resources and potentials that the actors of the instructive-educational process have. Implementation of inclusive education (IE) has been a major challenge around the globe during the last 20 years. In the last 10 years, there has been evidence the idea of making education more inclusive. Meanwhile, the problem of strategies and methods of teacher training in this field has been considered the path to access to the goals of IE, being known that openness cannot increase in the absence of a strong relationship between the teacher and the student. Therefore, positive attitudes toward the inclusion of children with special educational needs (SEN) have been essential for the successful implementation of it. This requires collaboration and practice between different professionals as teachers, schools’ managers, and support specialist from specialised centres not only teacher student. The result of this systematic review exposed that training and learning from each other have contributed to find the best solution for articulate implementation of inclusive education through Communities of Practice (CoP).

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FROM COMPUTER-ASSISTED LANGUAGE LEARNING TO EMERGENCY REMOTE LANGUAGE TEACHING: A CHANGE IN THE TEACHING PARADIGM

Author(s): Lorena Clara Mihăeș,Anda Dimitriu / Language(s): English Issue: 01/2022

The shift to online instruction in March 2020 was sudden and posed a number of problems to the ESP course instructors in terms of technology, pedagogy and assessment of students’ performance. Although computer assistance has long been used in teaching English for Specific Purposes at the University of Bucharest, the computer was not the medium of instruction, nor was the course content digitalised. As for the exams, they were either pen-and-paper based or oral examinations, therefore the computer was hardly ever used. This article is an investigation into the solutions that have been adopted during the pandemic, which may lay the foundations for successful standards for a modern blended ESP course, where computer-mediated activities are given pride of place.

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FROM COMPUTER-ASSISTED LANGUAGE LEARNING TO EMERGENCY REMOTE LANGUAGE LEARNING: THE STUDENTS’ PERCEPTION

Author(s): Lorena Clara Mihăeș,Anda Dimitriu / Language(s): English Issue: 01/2022

The shift in the teaching paradigm has taken instructors by surprise, but it has also affected the way in which students approach the learning of foreign languages, as well as the practical methods they employ during and after the English language course. Based on a survey of 123 students from the University of Bucharest, this article mirrors the same elements discussed from the instructors’ perspective in a previous article, shifting the focus to the perceptions of students with regards to the best and weakest points of three online platforms which have been extensively used during the two-year period of the Covid-19 pandemic.

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CHALLENGES ENCOUNTERED IN ONLINE AND TRADITIONAL LEARNING PROCESS WITH NON-SPECIALIZED INSTRUCTORS IN PSYCHO-PEDAGOGICAL FIELD FOR BASIC AND CONTINUOUS TRAINING

Author(s): Neculai Tataru,Daniel Oaie / Language(s): English Issue: 01/2022

The diversity of training requirements in a narrow field of majors of a reduced number of trainees leads to the situation in which there are not enough dedicated personnel for the teaching process. So, the institution faces the necessity of asking for associated instructors-specialized personnel in the required fields but without proper training in psycho-pedagogical domain. Due to their full agendas, the time left for them to participate at this training is limited and so, the institution has to concentrate its effort in preparing the pedagogic material that is to be presented by the institution itself in prior meetings while applying the fundamental teaching principles. The experience gained in the years of pandemic combined with the deficit of didactic personnel in ”Viceamiral Constantin Bălescu” Romanian Navy Joint Training School can be exploited in order to identify the best solutions and ways of action in similar future circumstances. We will not focus on the challenges that arise from the process of becoming from a civilian, in such a short time, a military. This transition period is demanding for either the trainees but also the instructors. We will focus our attention on the instructors and the process of training. The pandemic challenges and also the current ones regarding zone security require the didactic resilience growth, which must become more flexible, to use a variety of means and technologies and be well-equipped in order to cope with possible crises.

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DOXED – THE FUTURE LEARNING ECOSYSTEM

Author(s): Ştefănel Roşcan,Codrin-Leonard Herţanu / Language(s): English Issue: 01/2023

Ideas are important. They capitalise on the experience of human civilisation and are the essential impetus for the development of humanity. However, we believe the materialisation of ideas in practice is much more relevant. The field of education is one of the most dynamic sectors of activity, in which the world of ideas is of key importance, and their materialisation as the subject of in-depth research is decisive. Starting from the ecosystems existing in the natural environment, concepts of learning ecosystems have been developed. The present approach aims at the practical realisation of a learning ecosystem, DOXED, adapted to the future educational requirements. DOXED is one of the most evolved learning ecosystem and, from our understanding, the sole materialised in practice. It consists of the following subsystems: people, strategy, institutional culture, online experiences and offline experiences.

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STUDYING STUDENT ENGAGEMENT IN MICRO-LEARNING ORIENTED E-LEARNING ENVIRONMENTS – A STUDY CASE ON PROGRAMMING ENGINEERING

Author(s): Corina CÎMPANU / Language(s): English Issue: 01/2023

The concept of student engagement has gained popularity in the last years through the progressive understanding of the importance of considering emotional, intellectual, and behavioral factors in the learning process. In addition, various studies pointed out the connection between cognitive learning factors and non-cognitive factors like motivation, curiosity, interest, responsibility, determination, attitude, perseverance, or work habits while achieving improved academic performance, information recall, and exam scores. Therefore, student engagement is an essential process in a student's learning experience since the learning process becomes effective in the presence of collaboration and involvement. It particularly gains shape when educators bring to the discussion and add priorities to their educational strategies or teaching methods that address the behavioral, emotional, and cognitive sides that influence positively or negatively the learning process. However, since most studies mainly evaluate student engagement in onsite, classical learning environments, there needs to be more known about the impact of student engagement in online learning or about effectively measuring it via nontraditional methods. Therefore, the methods proposed in this paper follow the triangle relations between student engagement, their end performance, and their overall self-motivation by identifying the main impact factors in student engagement, studying the impact of engagement on performance, and exploring the role of self-motivation on both engagement and performance. This study collected data from a group of undergraduate students in the Computer Science and Information Technology domain in 2022-2023 during four Programming Engineering onsite and online laboratory work activities in a hybrid elearning environment via online questionnaires. The laboratory work schedule was available at the start of each week in the academic accounts calendar, and the corresponding virtual whiteboard was attached to each meeting, being open to the students whenever they needed it. Each laboratory session was decomposed according to the micro-learning paradigm into signaled and scored independent units that build up to the final goal. For each learning session of two hours, a milestone of achieving 5/10 score points was imposed to be granted the opportunity to solve the whole task and tackle supplementary bonus points applications until the end of the week. The purpose of this laboratory work planning targeted to increase student engagement, create connections, and create meaningful work while giving the students autonomy to test their self-efficacy and competency. Learning hooks used as markers for each unit were pointed out via word clouds in Mentimeter interactions after each learning session. In addition, Electroencephalogram signals automatically allow the assessment of cognitive load levels based on memory recall, specific tasks, or memory processing tasks via machine learning techniques.

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HYBRID LEARNING DELIVERY – TOOLS FOR DEVELOPING COLLABORATIVE SKILLS AND CRITICAL THINKING

Author(s): Ancuta Florentina Gheorghe,Antoniu Ștefan,Triinu Jesmin,Jaanus Terasmaa,Manuel Caeiro-Rodríguez,Hariklia Tsalapatas,Carlos Vaz De Carvalho,Gabriela Măntescu / Language(s): English Issue: 01/2023

The shift from traditional teaching methods to technology-enhanced learning environments has opened new opportunities to improve student skills, especially their critical thinking, decisionmaking and collaborative abilities. Consolidation of student skills occurs in environments that enable project-based learning and problem-based learning approaches, brainstorming, collaborative work, debates, co-creation, and other methods to explore active learning. It has become necessary to give students more freedom to learn by supporting them to document and explore various perspectives, to learn to question assumptions, assess ideas, identify strengths and weaknesses, analyse alternatives, and reach conclusions. These processes enable students to participate actively in work-like processes, and to gain experience on how to participate in discussions, how to contribute with ideas that reflect their own creativity, how to learn from feedback, and how to reach consensus and experience complex decision-making environments. In this context, the authors present the rational of the “Virtual presence in higher education hybrid-learning delivery” Project, the functionalities of the VIE platform and discuss the main lessons learnt from the piloting of the VIE digital platform that was designed to foster collaborative work and nurture decision-making capabilities. The platform enabled students to participate in joint online activities, share ideas, brainstorm and build solutions based on the feedback received from their colleagues. The piloting activities were carried out in Estonia, Greece, Spain, Portugal, and Romania. A questionnaire has been distributed to collect feedback on the VIE activities. The majority of participants, regardless of the country they belonged to, selected the following skills as the most important: digital skills, collaboration, critical thinking and flexibility.

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360° VR SPACES IN TEACHING: CREATION AND APPLICATION

Author(s): Heinrich Söbke,Florian Wehking,Mario Wolf,Eckhard Kraft / Language(s): English Issue: 01/2023

In recent years, 360° technology has provided a means of conducting highly authentic virtual field trips. With the help of 360° cameras, panoramic images that allow viewing in all directions are captured, then assembled into spaces using software, and finally didactically enhanced by text, graphic, video and auditory annotations. The resulting educational 360° VR spaces have proven to be very effective in teaching due to their clarity and authenticity. Accordingly, in this article we report our experiences how such spaces could be developed with limited resources by individual instructors and could also be used in teaching with low effort but considerable learning outcomes.

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THE ROLE OF DIGITAL MATERIALS IN PRESCHOOL EDUCATION

Author(s): Helena Maria Sabo / Language(s): English Issue: 02/2022

The use of digital materials for instruction in preschool education is a phenomenon that has been increasingly encountered in the last year due to the pandemic context. The transformations of society force the kindergarten to react if it wants to prepare the little ones in accordance with the requirements of a modern society that focuses on technology, to take into account the rapid evolution in the field of new teaching-learning methods. According to specialized studies, the child's first years of life play an important role in his cognitive, social, and emotional development. The present research took place at the Kindergarten of the Cluj-Napoca University, in the middle group, called "Buburuze", between September 2021 and January 2022, taking into account the rapid evolution in the field of new teaching-learning methods. The use of digital materials in the instructional-educational process leads to the child's cognitive development and the formation of digital skills. The use of digital materials made it possible to continue the instructive-educational activities even during the period when the face-to-face activities were suspended, representing an alternative variant of teaching-learning assessment

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ONLINE COUNSELING AND THERAPY SKILLS FOR THE POST-COVID ERA. APPLICATIONS FOR SCHOOL AND CAREER COUNSELORS

Author(s): Andreea Szilagyi / Language(s): English Issue: 02/2022

The issue of online delivery of counseling and therapy services is definitely not a new one, however the recent historical events have rushed enormously the development in this area. The paper will address the increasing need for online delivery of counseling, coaching, and therapy interventions, in a world that is recovering from a pandemic and in the larger context of the fourth industrial revolution. Professionals like school and career counselors, mental health experts, therapists, and coaches have been facing a reality they had to adjust to quickly, sometimes in the absence of proper training or professional support. COVID Stress Syndrome is also presented, and potential implications for caregivers’ work are discussed, with an emphasis on the online type of service delivery. Practical elements of organizing an online session, process steps, environmental details are presented and analyzed. In addition, issues like empathy in cyberspace, online delivery of individual and group interventions, particularities of online approaches for various types of counseling are explored. The profile of a helping professional, able to effectively use online tools to ignite and maintain an optimal therapeutic alliance, is also analyzed, with special attention to cultural and ethical elements. Special consideration is given to the professional practices used within the counseling community in Romania.

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THE MEDIATING ROLE OF MOTIVATION IN THE RELATIONSHIP BETWEEN BURNOUT AND STUDENTS’ ENGAGEMENT IN ONLINE LEARNING DURING COVID-19 PANDEMICS

Author(s): Alina Chiracu,Viorel Agheana / Language(s): English Issue: 01/2023

The COVID-19 pandemic has brought many changes in education. One of the measures imposed globally to stop the spread of the virus was the closure of schools and universities starting in March 2020. Both teachers and students had to switch from traditional teaching to online teaching, a phenomenon that occurred suddenly and unexpectedly. This fact caused increased stress, anxiety, and mental health concerns among students worldwide (UNESCO 2020). By its very nature, online learning calls not only for the mastery of good digital skills but also for specific learning approaches. This change in approach to learning has put additional pressure on students already stressed by the global health context. It is well known that the performance and well-being of students can be dependent on their ability to make meaning of learning and through assuming agency in learning, to communicate in different ways, and be actively involved in the teaching-learning process (Hartnett, 2016), but also on the emotional context in which learning takes place, which the COVID 19 pandemic has greatly diminished. The concerns, worries and radical changes caused by the COVID-19 pandemic in the educational environment have led to a decrease in the well-being of students and an increase in burnout, against the background of social distancing, the sudden change in teaching-learning methods and the abrupt infusion of technology (Salmela-Aro et al., 2021; Zheng et al., 2021). Knowing that negative emotions inhibit learning, it is possible that students' motivation and their ability to engage in concrete learning activities be affected (Pekrun et al., 2017). Therefore, the present study aims to investigate the relationships between burnout, academic motivation, and engagement in online learning in the context of the COVID-19 pandemic. Study data were collected from April 2021 to June 2021, when students were already in their second year of online learning.

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POST-PANDEMIC RESILIENCE AND THE ONLINE EDUCATION ENVIRONMENT

Author(s): Speranţa Farca,Oana Gheorghe / Language(s): English Issue: 01/2023

Our work shows that in addition to its role in developing adaptability skills, education should also focus on building resilience. The shift in attitudes towards online learning by both teachers and students during the pandemic has highlighted this need. Prior to the pandemic, online learning was often ridiculed and not considered a serious option. However, during the pandemic, online education was successfully implemented at the university level. Post-pandemic, university education has developed a resilient attitude towards online learning, recognizing that it cannot return to its previous state and is now including it in the offering for students. This article highlights the resilience shown in university education through the integration of online learning. It demonstrates how this environment serves as a healthy bridge between two periods (the pandemic era and the current era) and two generations (the professors' and the students'). Additionally, it shows how online learning complements traditional learning environments by providing access to informative materials, evaluations, and administrative tasks. The data presented here is part of a larger study, ”Post-pandemic Resilience of Students and Teachers in the University Environment” conducted by the Teachers Training Department from National University of Arts, Bucharest (Farca, Speranța (coord.), 2021-2023). The idea for this research originated from the difficulties we faced after returning to the classroom, as well as the need to maintain the best practices established during the 2020 pandemic.

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USING INTERACTIVE E-TEXTBOOK TOOLS

Author(s): Zlatica Jursová Zacharová / Language(s): English Issue: 01/2023

Young people often prefer short video presentations and practical demonstrations instead of reading long texts. On the other hand, university textbooks contain long and demanding text similar to scientific monographs, which can discourage many students from studying in depth. This paper presents an analysis of the use of an electronic interactive textbook in developmental psychology over a year and a half of its use. It quantifies the extent to which readers of this textbook in the online space take advantage of the various learning opportunities offered by the textbook. The textbook contains 66 links (for the print version of QR codes) leading to linked videos and supplementary literature, colorful excerpts of content (theoretical, applied, case examples, reflection questions, research findings as well as test questions). In the empirical part, we observe the use of the options provided by the textbook, the frequency of links to additional text or video content, the rate of use of online knowledge tests. 129 first-year undergraduate students evaluated the use of an online interactive textbook and its ability to provide enhanced learning opportunities. The paper analyses the needs and expectations of young people from the online textbook. The paper analyses young peoples needs and expectations of the online textbook is part of the research grant KEGA 035UK-4/2022 Psychological education for non-psychologist professions: methodological and content support.

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IMPLICATIONS OF ONLINE LEARNING ON STUDENT’S MOTIVATION

Author(s): Ana Maria Neagu Trocmaer,Bujor Pavaloiu,Liviu Mihai MATEESCU / Language(s): English Issue: 01/2023

The 2020 Covid-19 Pandemic impacted the world in many ways, and higher education institutions were forced to move from the traditional onsite learning to online environments. The challenge affected both actors: professors and students as well. The pandemics slowed down, but the experience and results of such forced educational paradigm left some unanswered questions. This forced attempt produced stress, anxiety, social isolation for professors and students as well. Besides those challenges we take into consideration other psychological and educational performance factors like cognitive ability, productivity, motivation and engagement. The abrupt transition to online learning required universities to maintain student engagement and even now some HEI’s are testing the hybrid educational system. The present paper addresses challenging ideas like investigating students’ encouragement, motivations, ambitions, new learning habits and self-discipline. The methodology proposed consists of a Motivated Strategies for Learning Questionnaire (MSLQ), a tool used for assessing students’ motivational orientations and use of different learning strategies for their courses. The methodology used will provide important insights into challenges of the eLearning environments, problems, and solutions, and a good overview of what needs to be corrected. Motivation is very important since it is the driver of any educational process, economic decision, career planning and individual development. Data reliability will be computed, and results obtained provide a good insight on students’ motivation in the online environment. The subject of the present paper provides valuable insights to major psychological and social faced by students and acknowledged by teachers during the exclusively online education period. Also the research proposed addresses a somehow classical education system, the Romanian system, faced with the challenge of new technologies and new pedagogical approaches.

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Primjena Tinkercad web simulatora u nastavi tehničke kulture

Author(s): Jozo Pivac / Language(s): Croatian Issue: 2/2024

Empowering teachers to use digital technologies in the classroom is now considered one of the most important strategies and challenges of the modern education system. Recognising its importance and application in technology education leads to a modern approach to teaching that abandons the exclusive use of traditional teaching methods and tools. This article addresses the importance and application of simulation tools in the classroom, focussing on the use of the Tinkercad simulator in the teaching of technical culture. Tinkercad is a free web application that supports, among other things, the creation and programming of various automatic electronic circuits and can be successfully integrated into the classroom as a tool for carrying out practical work in the field of electronics and automation. The introductory part of the article gives an overview of digital technologies that can be used in the classroom. It also describes the main features of digital simulation tools for teaching and their advantages over traditional tools. Finally, a brief overview of the web simulator Tinkercad is given, focussing on its application in teaching technical culture.

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ADDRESSING SOCIO-ETHICAL ISSUES IN THE USE OF THE E-LEARNING SYSTEM

Author(s): Bogdan MARINESCU,Mirela Cristiana Nilă Stratone / Language(s): English Issue: 01/2023

In this paper we will explain what answer was found to the challenge of the last years, when the changes in the educational system required the adoption of new curriculum documents and the proposal of new, innovative teaching-learning-evaluation methodologies. Education has been and continues to be influenced by the effects of the coronavirus pandemic. These have put education in a position to adapt to an unprecedented and extremely difficult challenge: a forced transfer to the virtual environment, thus pursuing the continuity of learning at the level of each educational cycle. Contemporary civilization is undergoing a vast and complex process of expansion. The increase in the degree of complexity in parallel with the social need for involvement and the responsibility of individuals, have determined the appearance of new concerns. Underlying them are deep and general changes. They trigger efforts to find solutions to the multitude of social, cultural, ethical, economic and political problems. The classic stages (planning, decision, organization, coordination, control, regulation) have been transferred and taken over by a series of applications, such as: the G Suite for Education platform, Google Classroom and other E-learning platforms, which are based on information technologies of communication (ICT) in education, but also the social networks Zoom, WhatsApp, Facebook, etc.

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DIGITAL COMPETENCIES OF TEACHERS AND STUDENTS IN THE FIELD OF SECURITY AND DEFENCE

Author(s): Marina Marchisio,Fabio Roman,Matteo SACCHET,Enrico Spinello,Linko Nikolov,Paulina Owczarek,Cristian-Emil Moldoveanu / Language(s): English Issue: 02/2023

Digital technology has become an integral part of teaching and learning. Teachers and students need to possess digital competencies to be effective in their activity. The aim of this paper is to investigate how to design training activities that can help teachers and students develop digital competencies. It is crucial to assess the current level of digital competencies of the people involved. The training objectives should be aligned with the actual frameworks on digital competencies. The activities themselves should be interactive, engaging, and practical, without forgetting theoretical components. It is essential to use a variety of training methods, such as workshops, online training, and coaching, to cater to the different learning styles of the teachers. This paper discusses the systematic approach adopted in the context of the European project DIGICODE. The aim of the DIGICODE project is to improve the security and defence education quality by using digital tools in the didactic activities and by developing digital competences of teachers. Project partners are European Universities and Military Institutions that deal with the training of officers. Results will focus on the data collected in a school “Systems for Command and Control in Security and Defence Field”, which involved teachers and engaged students on the topics of the project. Findings connect various dimensions: the (P) Pedagogical, the (H) Human, the (T) Technological and the (I) Institutional one. The discussion also highlights the importance of a careful design through collaborative working and sharing of ideas across different disciplines.

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