1. Integrating AI-driven wearable metaverse technologies into ubiquitous blended learning : a framework based on embodied interaction and multi-agent collaborationJiaqi Xu, Xuesong Zhai, Nian-Shing Chen, Usman Ghani, Andreja Istenič, Junyi Xin, 2025, izvirni znanstveni članek Opis: Ubiquitous blended learning, leveraging mobile devices, has democratized education by enabling autonomous and readily accessible knowledge acquisition. However, its reliance on traditional interfaces often limits learner immersion and meaningful interaction. The emergence of the wearable metaverse offers a compelling solution, promising enhanced multisensory experiences and adaptable learning environments that transcend the constraints of conventional ubiquitous learning. This research proposes a novel framework for ubiquitous blended learning in the wearable metaverse, aiming to address critical challenges, such as multi-source data fusion, effective human–computer collaboration, and efficient rendering on resource-constrained wearable devices, through the integration of embodied interaction and multi-agent collaboration. This framework leverages a real-time multi-modal data analysis architecture, powered by the MobileNetV4 and xLSTM neural networks, to facilitate the dynamic understanding of the learner’s context and environment. Furthermore, we introduced a multi-agent interaction model, utilizing CrewAI and spatio-temporal graph neural networks, to orchestrate collaborative learning experiences and provide personalized guidance. Finally, we incorporated lightweight SLAM algorithms, augmented using visual perception techniques, to enable accurate spatial awareness and seamless navigation within the metaverse environment. This innovative framework aims to create immersive, scalable, and cost-effective learning spaces within the wearable metaverse.
Ključne besede: metaverse, embodied interaction, wearable, multi-agent, artificial intelligence, ubiquitous blended learning
Objavljeno v RUP: 17.07.2025; Ogledov: 44; Prenosov: 2
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4. Identifying and supporting twice-exceptional students with emotional and behavioral disorders : perspectives of primary school teachersDiana Oman, Mojca Kukanja-Gabrijelčič, Vanja Riccarda Kiswarday, 2025, izvirni znanstveni članek Opis: This study investigates how primary school teachers recognize and support twiceexceptional students—those who exhibit both high cognitive potential and emotional or behavioral disorders. The objective is to explore the extent to which these students are identified in school settings and to examine professional awareness, attitudes, and practices regarding their needs. Due to the complex and often contradictory nature of their profiles, the giftedness of twice-exceptional students is frequently overlooked, especially when behavioral and emotional difficulties obscure their academic potential. Relying primarily on quantitative descriptive methods, the research surveyed education professionals on their knowledge and recognition of twice-exceptionality. The findings reveal a persistent reliance on traditional markers of giftedness, such as measurable academic performance, with insufficient attention paid to behavioral and emotional indicators. The study emphasizes the need for a multidimensional and holistic approach to giftedness identification, combining academic, psychological, and behavioral assessments. It further calls for systematic professional development and institutional adjustments to ensure these students receive adequate support, preventing their marginalization and enabling the full realization of their potential.
Ključne besede: giftedness, twice-exceptionality, emotional and behavioral difficulties, professional recognition, identification, complex needs, diagnostic approach
Objavljeno v RUP: 11.07.2025; Ogledov: 105; Prenosov: 4
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5. An empirical study on basic and conceptual knowledge, procedural knowledge and problem solving among primary school studentsAmalija Žakelj, Tina Štemberger, Andreja Klančar, 2025, izvirni znanstveni članek Opis: In this paper, we present the results of an empirical study examining the achievements of Slovenian elementary school students in arithmetic, with a particular focus on decimal numbers at the levels of basic and conceptual, procedural and problem-solving knowledge. The study aimed to determine whether there are differences or correlations between students' achievements in decimal numbers at these levels of knowledge and whether performance at one level can predict performance at another. Based on an empirical non-experimental study involving 100 Slovenian elementary school students, the findings revealed significant correlations and statistically significant differences between students' achievements at the levels of basic, conceptual, procedural and problem-solving knowledge of decimal numbers. Furthermore, performance at the levels of basic and conceptual, and procedural knowledge were found to predict performance in problem-solving tasks, and vice versa. The study's results indicate that gaps in basic and conceptual or procedural knowledge are reflected in difficulties when solving complex problems, where success often depends on the accuracy of intermediate steps within the solution process.
Ključne besede: decimal numbers, basic and conceptual knowledge, procedural knowledge, problem-solving knowledge, arithmetic, mathematics
Objavljeno v RUP: 11.07.2025; Ogledov: 101; Prenosov: 3
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6. Inquiry‑based learning in Grade 9 mathematics : assessing outcomes across Gagné’s taxonomyDaniel Doz, Amalija Žakelj, Mara Cotič, 2025, izvirni znanstveni članek Opis: Inquiry-based learning (IBL) in mathematics is a student-centered approach that encourages exploration, problem-solving, and critical thinking, allowing students to actively engage with mathematical concepts and discover relationships through hands-on activities and collaborative learning. Despite the growing interest in IBL within mathematics education, which has demonstrated the efectiveness of this method on students’ achievements, less is known about its impact on Gagné’s taxonomy of knowledge (conceptual, procedural, and problem-solving knowledge). This study, based on Bruner’s instructional model, compares the efectiveness of IBL against traditional teaching methods in promoting mathematical learning across Gagné’s three taxonomies of knowledge in Grade 9 algebra content, using a sample of 258 Slovenian students (132 in the experimental group). Results show that the experimental group outperformed the control group in most areas, with no signifcant diference observed in procedural knowledge. The study suggests that IBL enhances students’ conceptual understanding and problem-solving abilities by fostering deeper engagement and critical thinking but may not have the same impact on procedural fuency, which requires repetitive practice.
Ključne besede: algebra, equations, inquiry-based learning, mathematics, problem-solving
Objavljeno v RUP: 04.07.2025; Ogledov: 151; Prenosov: 3
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7. Scheduling truck arrivals for efficient container flow management in port logisticsDaniil Baldouski, Miklós Ferenz Krész, Balázs Dávid, 2025, izvirni znanstveni članek Opis: The management of truck arrivals at container terminals is crucial for efficient port operations. Congestions developing both outside and inside the gates can cause logistical problems, while also having a significant impact on the environment and the surroundings of the port. Therefore, optimizing truck queues outside the gates of the port, as well as routing of trucks inside the terminals can lead to an improve- ment in the overall efficiency of the port processes. This paper presents a mixed- integer linear programming formulation to determine these optimal truck routes and schedules. The model considers a port with an external parking lot, multiple gates, internal roadways, and docks. A rolling horizon heuristic is also developed for the solution of instances where the model is otherwise intractable. The developed meth- ods are evaluated on instances simulated based on real-world data.
Ključne besede: scheduling, port logistics, container flow optimization, simulation, mixed-integer linear programming
Objavljeno v RUP: 04.07.2025; Ogledov: 164; Prenosov: 2
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8. Izzivi visokošolskih učiteljev pri spodbujanju kritičnega mišljenja – sistematični pregled literatureNataša Makovec, Jurka Lepičnik-Vodopivec, 2025, izvirni znanstveni članek Opis: Razvoj kritičnega mišljenja je ključni cilj visokošolskega izobraževanja, ob tem da je ta koncept premalo raziskan in pomanjkljivo opredeljen, predvsem z vidika načinov poučevanja in merjenja učinkov. Pregled in analiza 18 znanstvenih člankov, objavljenih v zadnjih petih letih, sta pokazala, da je mogoče izzive visokošolskih učiteljev pri spodbujanju kritičnega mišljenja v grobem razdeliti v štiri skupine, in sicer na tiste, ki so povezani z (i) usposobljenostjo učiteljev, (ii) političnimi in družbenimi razmerami, (iii) študenti in (iv) pomanjkljivo definicijo kritičnega mišljenja ter s tem povezanim metodološkim okvirom. Aktivne metode dela, kot so sodelovalno, akcijsko, problemsko in dialoško učenje ter druge metode, kjer so študenti aktivni, dokazano spodbujajo razvoj kritičnega mišljenja. Digitalizacija pri tem pomeni za učitelje izziv in hkrati priložnost za izvajanje različnih aktivnosti in metod dela s študenti, s katerimi lahko spodbujajo kritično mišljenje. Možnosti za nadaljnje raziskovanje so v preučevanju načinov spodbujanja kritičnega mišljenja pri študentih in učiteljih ter definiranju metodologije, ki bi postavila merila in kriterije za preverjanje učinkov.
Ključne besede: kritično mišljenje, visokošolski učitelji, izzivi pri poučevanju, metode dela
Objavljeno v RUP: 02.07.2025; Ogledov: 154; Prenosov: 4
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9. Making sense of the algorithm : perceptions of algorithmic management in location-based platform workBarbara Švagan, Suzana Laporšek, Ajda Fošner, Suzana Sedmak, Elizabeta Zirnstein, Ana Grdović Gnip, Klemen Širok, Igor Stubelj, 2025, objavljeni povzetek znanstvenega prispevka na konferenci Opis: This study explores how on-location platform workers perceive and interpret algorithmic management within digitally mediated labor environments. While platforms often present their algorithmic systems as neutral, objective, and designed for efficiency, workers frequently encounter them as opaque, inconsistent, and lacking in transparency. In the absence of clear communication about how decisions, such as task allocation, performance ratings, and disciplinary measures, are made, workers engage in a process of sensemaking and develop informal theories to explain how the system functions. These interpretations play a key role in shaping workers’ daily strategies and behaviors. Perceptions about what actions are rewarded or punished, such as logging in at certain times, consistently accepting tasks, or demonstrating specific behavioral patterns, influence how workers organize their availability, pace their work, and try to align with platform expectations. Even when these assumptions are speculative, they nonetheless produce real behavioral effects. In this way, algorithmic ambiguity becomes a powerful mechanism of indirect control. Workers begin to self-discipline based on presumed algorithmic preferences, even in the absence of formal rules or explicit feedback. This dynamic reinforces power asymmetries, as the platform retains control over decision making while minimizing accountability and managerial visibility. Drawing on existing empirical literature, this study argues that the power of algorithmic management lies not only in its ability to automate coordination and oversight, but also in the psychological and behavioral effects it produces through uncertainty. By centering the interpretations and practices of workers, the paper offers insight into the lived experience of platform work and the subtle, often invisible mechanisms through which control is exercised. This perspective contributes to a more nuanced understanding of algorithmic governance in the platform economy, emphasizing that platform power operates as much through worker perception as it does through code. Our study also highlights the need for further research into how such systems shape worker agency, motivation, and well-being.
Ključne besede: platform work, algorithmic management, job quality
Objavljeno v RUP: 01.07.2025; Ogledov: 166; Prenosov: 9
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10. A ▫$C^s$▫-smooth mixed degree and regularity isogeometric spline space over planar multi-patch domainsMario Kapl, Aljaž Kosmač, Vito Vitrih, 2026, izvirni znanstveni članek Opis: We construct over a given bilinear multi-patch domain a novel $C^s$-smooth mixed degree and regularity isogeometric spline space, which possesses the degree $p=2s+1$ and regularity $r=s$ in a small neighborhood around the edges and vertices, and the degree~$\widetilde{p} \leq p$ with regularity $\widetilde{r} = \widetilde{p}-1 \geq r$ in all other parts of the domain. Our proposed approach relies on the technique Kapl and Vitrih (2021), which requires for the $C^s$-smooth isogeometric spline space a degree at least $p=2s+1$ on the entire multi-patch domain. Similar to Kapl and Vitrih (2021), the $C^s$-smooth mixed degree and regularity spline space is generated as the span of basis functions that correspond to the individual patches, edges and vertices of the domain. The reduction of degrees of freedom for the functions in the interior of the patches is achieved by introducing an appropriate mixed degree and regularity underlying spline space over $[0,1]^2$ to define the functions on the single patches. We further extend our construction with a few examples to the class of bilinear-like $G^8$ multi-patch parameterizations (Kapl and Vitrih (2018); Kapl and Vitrih (2021)), which enables the design of multi-patch domains having curved boundaries and interfaces. Finally, the great potential of the $C^8$-smooth mixed degree and regularity isogeometric spline space for performing isogeometric analysis is demonstrated by several numerical examples of solving two particular high order partial differential equations, namely the biharmonic and triharmonic equation, via the isogeometric Galerkin method.
Ključne besede: isogeometric analysis, Galerkin method, C^s-smoothness, mixed degree and regularity spline space, multi-patch domain
Objavljeno v RUP: 01.07.2025; Ogledov: 123; Prenosov: 3
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