Analysis of interface usability evaluation using digital measurement tools

Розглянуто особливості використання цифрових інструментів відповідно до потреб забезпечення сталого розвитку в суспільстві. Вивчено специфіку застосування цифрових інструментів у різних сферах життєдіяльності суспільства. Проаналізовано еволюцію розвитку цифрових інструментів у світі протягом останніх двадцяти років. Представлено напрями активізації застосування цифрових інструментів забезпечення сталого розвитку на сучасному етапі трансформаційних змін в Україні.

Digital tools have a potential to change significantly the form of mathematical learning taking place in classrooms, with research pointing to various affordances in comparison with physical tools such as paper-and-pencil environments. Nevertheless, there is a scarcity of research that has examined in-depth the interrelated roles these two types of tools fulfil in mathematics learning. This issue of inter-related roles is important because, when digital tools are incorporated into classrooms, students usually also have notebooks and worksheets within which they carry out actions complementary to their use of digital tools. In this article, we focus on the use of dynamic geometry environments (DGEs) in conjecturing and proving, and, in particular, we examine the interplay between students’ paper-and-pencil activity and their use of a DGE during the producing and proving of a generalisation of a statement. We analyse a series of lessons involving secondary school students (aged 14–15, Grade 9) and show that, while DGE use supported the students in generalising a statement, they were initially unable to prove the generalisation while using the DGE, but subsequently succeeded through their paper-and-pencil activity. Our research illustrates the affordance of paper-and-pencil environments to support students in working on different representations, and thus highlights how the interplay between paper-and-pencil activity and DGE use can be important for the progress of conjecturing and proving. We also show the roles taken by the teacher in supporting the students’ work, and point to the need for further research into the back-and-forth use of digital and physical tools.

Purpose. The purpose of this article is to consider the role of the main digital tools, their advantages, and challenges of use in the marketing management system of enterprises. Design/methodology/approach. The research used the following general scientific methods of scientific knowledge: comparative analysis and synthesis, systematization, and theoretical and logical generalization. Scientific works and articles on the Internet of domestic and foreign scientists who study issues related to the field of digital marketing became the informational, theoretical, and methodological basis of the research. A systematic review of literary sources and scientific publications made it possible to get acquainted with existing theories, concepts, and research in the field of digital marketing. This method is used for conducting comparative analysis and synthesis to generalize information. The method of theoretical and logical generalization of the advantages and challenges of using digital tools made it possible to draw reasonable conclusions about their use in the marketing management of enterprises. Findings. The article examines the key roles of digital tools in the modern marketing management of domestic enterprises: attracting and retaining an audience, increasing brand awareness, personalizing communication, increasing the effectiveness of advertising, measuring results, interacting with the audience, and global access. Popular digital marketing management tools are highlighted, which include a wide range of technologies, online platforms, and web services that help businesses interact with audiences, promote their products or services, and measure the effectiveness of their marketing efforts, including websites, contentmarketing, search engine optimization website, search advertising, social media, e-mail, web analytics, virtual and augmented reality technologies, chatbots, QR coding. Advantages are considered and attention is paid to the challenges associated with the use of digital tools in the marketing management system of enterprises. Practical implications. The results of the study demonstrate the importance of adaptation of domestic enterprises to the digital environment in modern business. Digital tools have become a necessary part of marketing strategy, and understanding and using them play a critical role in achieving success. Businesses that have a proper understanding of digital marketing can help improve the effectiveness of their marketing campaigns, creating a competitive advantage in the market. It also helps to increase sales, increase profitability, and improve interaction with customers. However, using digital tools also brings challenges, including the need to keep up with rapid changes in technology and the competitive environment. Businesses must be ready to adapt and learn to remain competitive. In practical terms, the study provides enterprises with useful information and recommendations on the effective use of digital tools in marketing management. This will help enterprises to grow, develop, and successfully compete in the conditions of digitalization. Originality/value. The article reflects a modern approach to considering digital tools in the marketing management of enterprises and takes into account the latest technological trends and changes in the Internet environment. Consideration of digital tools of marketing management of enterprises is carried out from a comprehensive approach, taking into account their role, advantages, and challenges of use in one context. This makes the article a valuable source of information for entrepreneurs and marketers looking to improve their digital marketing strategies and practices.

The paper explores the possible strategies to increase the use of digital tools in modern banking. The conceptual study proposes four strategies banks should focus on to be competitive and satisfy diverse customer needs. The primary focus is enhancing the customer experience through digital tools, such as online payments, credit requests, and bill payments while acknowledging the security and technical limitations with which users may have issues—the strategies banks can utilize have a customer-centric approach that includes user-friendly design and personalization. The technology focus would encompass technological advancements with security features like encryption and biometric verification and integration with broader services. Financial product innovation and effective marketing strategies are also essential for increasing the use of digital banking tools. Blockchain and AI, integrated marketing, and customer relationship management should be significant points of emphasis for the banks to serve the business and consumer markets effectively.

English vocabulary mastery has undergone significant changes with the emergence of digital technology. This study aims to examine the use of digital tools in English vocabulary learning by students in the English Language Education Study Program at the University of Mataram, focusing on the utilization of various digital tools. This study used a descriptive qualitative design. Data were collected through online questionnaires completed by 52 participants and in-depth interviews with 10 purposively selected participants. Data were analyzed using thematic analysis based on the Braun and Clarke (2006) model. The results show that students use various digital tools in an integrated manner, combining social media, learning applications, digital dictionaries, and artificial intelligence (AI) in the vocabulary learning process. This process occurs continuously through the stages of discovering new words, understanding their meanings, and using them in sentences or conversations. Furthermore, the effectiveness of digital materials is evident in the multimodal support provided, such as visual and auditory aids to support understanding of meaning and pronunciation. The study also identified barriers to the use of digital tools, including distractions from non-educational content and technical issues related to internet connection. These findings indicate that the functional effectiveness of digital learning tools is directly related to students' strategies and their independent learning abilities. Theoretical and practical implications for the development of technology-based vocabulary learning are also discussed.

This paper analyzes the impact of the COVID-19 pandemic and the consequent migration to digital learning environments on the habits of use of digital teaching tools among university professors in Peru. The existence of gender gaps in this impact has also been studied. For this purpose, quantitative analysis of the answers of 116 professors from different Peruvian universities to a questionnaire designed for this purpose was carried out. As a result, it has been obtained that the pandemic has led to an increase in the use of digital tools in all areas of teaching activity studied, mainly in the evaluation and sharing of teaching materials. In addition, although female professors reported a lower use of digital tools before the pandemic, the increase in their use has been greater than in males in all teaching areas.

The integration of digital learning tools in school science classes has garnered significant attention, prompting an investigation into their effects on student engagement and achievement. This study examines the impact of students' access to technology, teachers' digital competency, and the frequent use of digital tools on the engagement and academic performance of middle school students in science subjects. Utilizing a cross-sectional survey design, data were collected from 309 middle school science teachers across 45 public schools in Punjab, Pakistan, through validated, self-administered questionnaires. Six hypotheses were formulated and tested using SPSS and SmartPLS. The findings indicate that access to technology, teachers' digital competency, and the frequent use of digital tools positively influence student engagement and achievement in science. Digital tools significantly enhance engagement by providing interactive and personalized learning experiences, leading to increased motivation and interest among students. Furthermore, improved academic outcomes are evident in higher test scores and performance in science assessments. Teachers also noted a positive shift in classroom dynamics, characterized by increased collaboration and inquiry among students. These results highlight the critical need for ongoing investment in educational technology and professional development for educators to fully leverage the benefits of digital learning tools.

As COVID-19 strained health systems around the world, many countries developed or adapted digital health tools to detect and respond to the novel coronavirus. We identified transferable lessons from an assessment of implementation factors that led to the rapid launch and scale-up of eight digital tools in low- and middle-income countries during the COVID-19 pandemic. These lessons should inform the development of digital health tools to support public health objectives such as the Sustainable Development Goals. Using the mHealth Assessment and Planning for Scale Toolkit, we assessed the implementation of eight digital tools through desk research and stakeholder interviews. Three core lessons emerged from our findings: (1) user-centered design is key to the widespread adoption of digital tools; (2) strong, country-led partnerships are essential for scaling up and sustaining digital tools; and (3) using adaptable digital tools enables implementers to focus on the content of the solution rather than the technology. Lessons learned from implementing and adapting digital tools quickly during the COVID-19 pandemic can inform the use of digital tools for additional health applications, such as bolstering primary health care, reaching vulnerable and marginalized populations, and empowering health workers with the real-time information necessary to optimize their work and improve the health of their target populations. Future efforts should focus on robust monitoring and evaluation of digital tools and sustainable financing models.

Cultural and technological evolution have profoundly transformed architectural simulation and visualisation, revolutionising how architects communicate and execute projects. The integration of digital tools, in particular, has advanced building behaviour prediction and decision-making capabilities during the design process, playing a pivotal role in promoting benefits for sustainable building design. However, inherent uncertainties within daylight simulation and visualisation can significantly impact the precision and credibility of the obtained results. The objective of this literature review is to examine challenges related to accuracy and validation complexities when employing digital tools in daylighting studies.However, in assessing the quality and accuracy of models, it’s crucial to consider their suitability for the intended purpose at various stages of design or research. This necessitates an initial overview of how digital tools are currently applied in daylighting studies, which helps to understand the goals of these models and ensure they are aligned with their intended applications. To address this, a systematic search conducted on the Web of Science (WoS) database yielded 1,441 studies, of which 1,102 were found relevant and employed digital tools for daylight analysis up to March 2023. This thorough analysis identified five primary thematic areas in the use of digital tools for daylighting research: Optimisation (49%), Calculation methods (17%), Assessment (13%), Accuracy (10%), and Decision-making (8%), collectively compromising 97% of the analysed articles.We subsequently concentrated on two pivotal areas, ’Calculation Methods’ and ’Accuracy’, to undertake a qualitative analysis of the discussed challenges related to accuracy linked to three main aspects: Input data, Computational process, and Output. The discussion further delves into the significance of the feedback step within this process, highlighting the complexities of validation and reviewing pertinent examples from the analysed studies.In conclusion, for those involved in education, research, and practice within the realm of (day)lighting analysis, grasping the nuances of these challenges is crucial to making more informed design decisions, particularly in Assessment and Optimisation areas, which represent a significant 62% of daylighting studies. As the field of architecture progresses, tackling these challenges becomes essential to maintaining the precision and trustworthiness of digital tools in daylighting studies, thereby contributing to the advancement of sustainable building design.

Currently, global socio-economic trends have intensified the process of informatization of society in Ukraine. The modern concept of the work of modern higher education institutions is based on the active use of innovative digital tools and information and communication technologies. At the same time, during the training of technical specialists, the role of teachers and higher education applicants has undergone significant changes. The arsenal of digital tools and information educational technologies used in the process of implementing educational and professional programs and work programs of academic disciplines has also changed. To implement educational and management processes of training applicants for technical specialties according to educational programs, an integrated approach to the use of digital tools is used, which involves the simultaneous use of a complex of various methods for their application. The quality of learning materials offered for study by students in the process of distance and blended learning through personal offices of the single client-server system «JetIQ», developed at Vinnytsia National Technical University of the integrated information ecosystem «Electronic University», can be tracked and analyzed using documents recording success by the relevant dean's offices. Analysis of the results obtained showed that the results of success during training in different forms of training do not have significant differences. Therefore, the proposed approach can be used for both distance and blended learning. Analysis of the teachers' own experience proves that the best results in the formation of professional competencies in higher education applicants are achieved when digital tools are combined with their own teaching methods in blended learning.

This virtual issue reports on the use of digital technologies in On-Farm Experimentation (OFE) in varied farming systems across the world. The authors investigated diverse questions across contrasted environments and scientific domains, with methodologies that included review, empirical studies, interviews, and reflexive accounts. The contributions thus showcase the multiplicity of research directions that are relevant to OFE. This includes addressing the two intertwined types of research objects in OFE: the farmers’ questions (how to improve management) and the methodologies required to address these (how to improve research through OFE)—with the notable support of digital tools. The issue includes a systematic review exploring OFE practices and farmer-researcher relationships as reported in the scientific literature; a meta-analysis comparing experimental scales in the USA; reflexive analyzes on a feed assessment tool and a tree crop decision support system rooted in OFE that are connecting farmers and researchers in Africa; a retrospective on a large CGIAR program combining citizen sciences and OFE; the use of video recordings and work analysis to characterize farmers’ knowledge in French vineyards; and in the same sector in Australia, two accounts of the use of digital tools in spatially explicit OFE: one an investigation into farmers’ and consultants’ perceptions, the other a retrospective on the roles of precision agriculture. Findings from these examples validate the use of varied digital tools to scale the design, implementation, and learning stages of OFE processes. These include how to better harness and bridge the knowledge of farmers, researchers and other parties, examples of data management and analytics, the improved interpretation of results, and capitalizing on experiences. The international conference this issue was part of also led to acknowledgement of a lack of policy linkages, required to scale OFE endeavors by incentivizing institutional change toward more farmer-centric research practices and responsible digital deployment.

Pathology practices have begun integrating digital pathology tools into their routine workflow. During 2020, the coronavirus disease 2019 (COVID-19), caused by the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), emerged as a pandemic, causing a global health crisis that significantly affected the world population in several areas, including medical practice, and pathology was no exception. To summarize our experience in implementing digital pathology for remote primary diagnosis, education, and research during this pandemic. We surveyed our pathologists (all subspecialized) and trainees to gather information about their use of digital pathology tools before and during the pandemic. Quality assurance and slide distribution data were also examined. During the pandemic, the widespread use of digital tools in our institution allowed a smooth transition of most clinical and academic activities into remote with no major disruptions. The number of pathologists using whole slide imaging (WSI) for primary diagnosis increased from 20 (62.5%) to 29 (90.6%) of a total of 32 pathologists, excluding renal pathology and hematopathology, during the pandemic. Furthermore, the number of pathologists exclusively using whole slide imaging for primary diagnosis also increased from 2 (6.3%) to 5 (15.6%) during the pandemic. In 35 (100%) survey responses from attending pathologists, 21 (60%) reported using whole slide imaging for remote primary diagnosis following the Centers for Medicare and Medicaid Services waiver. Of these 21 pathologists, 18 (86%) responded that if allowed, they will continue using whole slide imaging for remote primary diagnosis after the pandemic. The pandemic served as a catalyst to pathologists adopting a digital workflow into their daily practice and realizing the logistic and technical advantages of such tools.

The integration of digital tools in academic writing has significantly enhanced students' writing proficiency across various educational levels. Tools such as grammar checkers, citation managers, plagiarism detectors, and collaborative platforms help students produce more structured, academically compliant writing. These tools support technical skill development while also increasing educational accessibility, providing students from diverse backgrounds with greater opportunities to improve their writing abilities. AI-based writing assistants, in particular, help reduce grammatical errors and expand vocabulary, while multimodal technologies encourage creativity by enabling students to integrate visual and audio elements into their work. This literature review, using PRISMA and bibliometric analysis, synthesizes studies from 2019 to 2024, examining how digital tools impact writing clarity, adherence to academic standards, and structured argumentation. The review reveals that while digital tools significantly enhance writing skills, their overuse can result in a dependency that impairs the development of critical thinking and creativity—key components of strong writing. The implications of these findings stress the importance of digital literacy training within curricula, ensuring that students use digital tools responsibly and complement their writing skills with analytical and creative thinking. Additionally, professional development for educators is essential, enabling them to guide students in effectively integrating these tools. Ultimately, a balanced approach to digital tool use can enhance academic writing while contributing to the broader goal of fostering well-rounded, digitally literate learners.

У статті розглянуто організаційно-методичні основи застосування цифрових інструментів на уроках української мови в початковій школі. Акцентовано увагу на тому, що цифрові інструменти можуть бути ефективним засобом навчання, якщо вони використовуються доцільно і доречно. Подано характеристику основних понять наукової розвідки. Висвітлено теоретичні аспекти проблеми застосування цифрових технологій у практиці навчання української мови в початковій школі. Акцентовано увагу на важливості розроблення і впровадження системи підтримки вчителів початкової школи з питань застосування цифрових технологій на уроках української мови. Конкретизовано цифрові інструменти, які доцільно застосовувати з метою навчання мови і мовлення. Визначено важливі напрями роботи вчителя на уроках української мови під час застосування цифрових інструментів в початковій школі. Зазначено педагогічні умови ефективного застосування цифрових технологій в освітньому процесі початкової школи. Подано комплекс інтерактивних методів, прийоми, форм навчання української мови, які доцільно застосовувати на уроках використання цифрових технологій. Рекомендовано мовні вправи і завдання із застосуванням цифрових інструментів. Подано методичні рекомендації для вчителів початкової школи із питань організації застосування новітніх цифрових технологій на уроках української мови і формування в учнів відповідних умінь і навичок роботи із цифровими інструментами під час виконання мовних вправ і завдань. Висловлено поради щодо використання цифрових інструментів із метою навчання рефлексії учнів початкової школи на уроці української мови. Доведено, що уроки української мови, проведені із застосуванням цифрових технологій, мають значні переваги.

The purpose of this three-article dissertation was to expand knowledge and theory regarding digital tool use in biology laboratory courses, such as microbiology, which requires specific laboratory skill development through the perception of instructors and students. Article 1 establishes the broad digital literacy and fluency problem in education by providing definitions and the context behind digital literacy fluency and its impact on acquisition of knowledge in digital learning environments. The study provided a picture of the lack of knowledge about the use of digital tools in education and practical problems around appropriate implementation, infrastructure, and preparedness. Article 2 presents results of a literature research study about the foundational, pandemic-induced, and current digital tool use in biology and microbiology lab courses. Recommendations for improvement in digital tool implementation, pedagogical approach, and appropriate selection to meet learning outcomes were provided. Article 3 describes a 3-layered study to build a new instrument to understand minority-student perceptions of identity and digital literacy and technology barriers on student success in STEM courses. The study identified challenges and benefits of digital tool use in virtual microbiology lab courses, unique challenges of underrepresented populations, and the need to develop an instrument to capture the context of this unique population.