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Self-concepts applied as a strategy to measure the level of acceptance of a Serious Game.

This paper explores the application of Self-Concepts, a Semantic-Differential Scale-based methodology, to evaluate a Serious Game designed for cognitive impairment assessment using the MoCA test and augmented reality (AR) for mobility analysis. A case study involved seven elderly participants. Despite some challenges in navigating the AR environment and cognitive tests, self-concept evaluations consistently demonstrated high user expectations and positive experiences with the digital artifact. This study validates the process and highlights the potential of Self-Concepts in assessing product acceptance within user groups.

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Energy Citizenship in New Energy Concepts

It is assumed by the projects demonstrating Positive Energy District (PED) concepts in cities across Europe that citizens should want and need to be involved in the development of new energy concepts, such as PEDs for these concepts to be deployed successfully. Six different PED research and innovation projects are investigating the types and expectations of citizen engagement. They evaluate the impact of energy citizenship on the success of PED deployment across Europe.

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Energy Citizenship in New Energy Concepts

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Logistics concepts

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Final report - Oslo Operational Pilot

The Vulkan real estate site in Oslo is owned by Aspelin Ramm, and includes one of the largest parking garages used for EV charging in Europe. EV charging (both AC and DC) is managed for now predominately for costs reasons but also with relevance at further EV penetration level in this car parking location (mixed EV and ICE vehicles). This neighbourhood scale SEEV4-City operational pilot (OP) has 50  22 kW flexible AC chargers with two sockets each and two DC chargers of 50 kW with both ChaDeMo and CCS outlets. All EV chargers now have a smart control (SC) and Vehicle-to-Grid (V2G) functionality (though the latter may not be in place fully for DC chargers, as they may not be fully connected to the remote back-office system of the EV charging systems operator). A Lithium-ion Battery Energy Stationary Storage System (BESS) with a capacity of 50 kWh is pre-programmed to reduce the energy power peaks of the electric vehicle (EV) charging infrastructure and charges at other times from the central grid (which has a generation mix of 98% from hydro-electric power, and in the region covering Oslo also 1% from wind). The inverter used in the BESS is rated at 50 kW, and is also controlled to perform phase balancing of the 3-phase supply system.

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Interaction fields: intuitive sketch-based steering behaviors for crowd simulation.

The real-time simulation of human crowds has many applications. In a typical crowd simulation, each person ('agent') in the crowd moves towards a goal while adhering to local constraints. Many algorithms exist for specific local ‘steering’ tasks such as collision avoidance or group behavior. However, these do not easily extend to completely new types of behavior, such as circling around another agent or hiding behind an obstacle. They also tend to focus purely on an agent's velocity without explicitly controlling its orientation. This paper presents a novel sketch-based method for modelling and simulating many steering behaviors for agents in a crowd. Central to this is the concept of an interaction field (IF): a vector field that describes the velocities or orientations that agents should use around a given ‘source’ agent or obstacle. An IF can also change dynamically according to parameters, such as the walking speed of the source agent. IFs can be easily combined with other aspects of crowd simulation, such as collision avoidance. Using an implementation of IFs in a real-time crowd simulation framework, we demonstrate the capabilities of IFs in various scenarios. This includes game-like scenarios where the crowd responds to a user-controlled avatar. We also present an interactive tool that computes an IF based on input sketches. This IF editor lets users intuitively and quickly design new types of behavior, without the need for programming extra behavioral rules. We thoroughly evaluate the efficacy of the IF editor through a user study, which demonstrates that our method enables non-expert users to easily enrich any agent-based crowd simulation with new agent interactions.

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Explicit teaching and scaffolding to enhance concept learning by design challenges

This paper presents a mixed methods study in which 21 first-year student teachers took part that investigated learning outcomes of a modified learning by design task. The study is part of a series of studies that aims to improve student learning, teaching skills and teacher training. Design-based science challenges are reasonably successful project-based approaches for breaking down the boundaries between traditional school subjects. Previous learning outcomes of the extensively studied Learning by Design (LBD) approach demonstrated a strong positive effect on students’ skills. However, compared to traditional classroom settings, LBD provided little or no profit on (scientific) concept learning. For this, according to two preliminary studies, a lack of explicit teaching and scaffolding strategies, both strongly teacher-dependent, bears a share of responsibility. The results of this third study indicate that more emphasis on these strategies indeed strengthens concept learning without reducing positive effects on skill performance.

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Explicit teaching and scaffolding to enhance concept learning by design challenges

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Concept learning by direct current design challenges in secondary education

This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research (NWO), that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.

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Concept learning by direct current design challenges in secondary education

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When students tackle grammatical problems

When teaching grammar, one of the biggest challenges teachers face is how to make their students achieve conceptual understanding. Some scholars have argued that metaconcepts from theoretical linguistics should be used to pedagogically and conceptually enrich traditional L1 grammar teaching, generating more opportunities for conceptual understanding. However, no empirical evidence exists to support this theoretical position. The current study is the first to explore the role of linguistic metaconcepts in the grammatical reasoning of university students of Dutch Language and Literature. Its goal was to gain a better understanding of the characteristics of students’ grammatical conceptual knowledge and reasoning and to investigate whether students’ reasoning benefits from an intervention that related linguistic metaconcepts to concepts from traditional grammar. Results indicate, among other things, that using explicit linguistic metaconcepts and explicit concepts from traditional grammar is a powerful contributor to the quality of students’ grammatical reasoning. Moreover, the intervention significantly improved students’ use of linguistic metaconcepts.

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When students tackle grammatical problems

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Cross-Sector Partnerships for Sustainability: How Mission-Driven Conveners Drive Change in National Coffee Platforms

Nonprofit organizations (NPOs) have deployed various strategies in motivating businesses to source sustainably, such as the co-development and promotion of sustainability certification and direct collaboration in cross-sector partnerships (CSPs). This is an important current-day priority, given the ambitions set out in the Sustainable Development Goals (SDGs). Increasingly, NPOs have taken up a role as conveners of such CSPs. Research on CSPs has, to date, often considered conveners as a ‘resource’ to the CSP, contributing to its effectiveness. In this study, we shift the focus towards the convener by considering a case of a ‘mission-driven convener’, an NPO that initiates CSPs as a strategy to realize its own sustainability objectives. Our explorative case study—comparing the NPO’s efforts across six countries in setting up national coffee platforms—reviews the concept of a mission-driven convener vis-à-vis established notions on convening and identifies which strategies it applies to realize a CSP. These strategies comprise productively combining certification-driven efforts with CSPs, combining process and outcomes of CSPs, and drawing on cross-level dynamics derived from outsourcing of convening work to local actors. With our study, we contribute to research on CSP conveners by offering an alternative interpretation to the relation between the CSP and the convener, attributing more agency to the convener as a mission-driven organization. Strengthening our understanding of CSPs and conveners is an important means to advance the Sustainable Development Goals (SDGs).

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Self-concepts applied as a strategy to measure the level of acceptance of a Serious Game.

Energy Citizenship in New Energy Concepts

Logistics concepts

Final report - Oslo Operational Pilot

Interaction fields: intuitive sketch-based steering behaviors for crowd simulation.

Explicit teaching and scaffolding to enhance concept learning by design challenges

Concept learning by direct current design challenges in secondary education

When students tackle grammatical problems

Cross-Sector Partnerships for Sustainability: How Mission-Driven Conveners Drive Change in National Coffee Platforms

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Self-concepts applied as a strategy to measure the level of acceptance of a Serious Game.

Energy Citizenship in New Energy Concepts

Logistics concepts

Final report - Oslo Operational Pilot

Interaction fields: intuitive sketch-based steering behaviors for crowd simulation.

Explicit teaching and scaffolding to enhance concept learning by design challenges

Concept learning by direct current design challenges in secondary education

When students tackle grammatical problems

Cross-Sector Partnerships for Sustainability: How Mission-Driven Conveners Drive Change in National Coffee Platforms