Mobile advertising has grown rapidly over recent years, yet volume is not necessarily a good measure of consumer acceptance. Earlier studies have explored acceptance in terms of content; here we focus on the communication medium, the mobile device. Building upon Vincent's (2006) premise that emotional attachment to mobile phones is a likely key influence on future adoption of new services, we explore whether this holds true for mobile users' receptiveness to mobile advertising. Our research reveals that users are emotionally attached to their mobile devices and that attachment is to a large degree attributable to a sense that the device is an essential part of life with a value that goes beyond simple communication. Those with a strong sense of attachment are more receptive to mobile adverts, however overall users generally find them irritating. It appears that advertisers have hitherto been insufficiently user-centric; responses are as important as the message yet there is a tendency to concentrate on what is being sent rather than how it is received. We conclude that consumer receptiveness might improve by targeting users who are strongly attached their mobile devices.

Educational robotics is a transformative tool for learning, computational thinking, coding, and engineering, all of which are increasingly seen as essential components of STEM curriculum in schools. Although robots in education for school-age children has been around since the late 1900s and is becoming more popular among young pupils, it is not fully incorporated as a technology learning aid in traditional classroom settings. Numerous studies have recommended numerous hands-on robotics activities based on constructivist ideas, promoting the formation of knowledge based on reality for scientific and non-scientific stakeholders. Robotics may become an important focal point within technology provision, which is an important underlying attribute for the seminal development of computational thinking (CT). Despite the potential value of CT in strengthening a person's problem-solving skills, ways for improving this capacity through hands-on robotics activities are little unexplored. The purpose of this paper is to emphasize the relevance of incorporating educational robotics as a technological learning tool into regular curriculum for students and to show how it helps students prepare for the future.

Research activities are one of the most successful strategies to apply STEM education in complete secondary education. It is carried out by the completion of specific tasks. The professional activity of teachers of science and mathematical disciplines in STEM education is targeted at the formation and development of students' mental, cognitive, and personal qualities. Their level impacts students' ability to advance in a successful specialty STEM industry. It also entails developing the skill and willingness to tackle complicated problems, which is attainable with the proper amount of critical thinking, creativity, cognitive flexibility, teamwork, and the ability to carry out research activities. The nature of the interaction between disciplines and the degree of integration are determined in this article. The place of project activity on robotics in school training is explored, and it defines the skills that are produced as a result of such project activities. The prospect of teaching robotics to future teachers within the context of existing curricula is also examined. STEM education can be defined in a variety of ways, ranging from a straightforward list of "exact" or "engineering" subjects to creative activity. This field has become synonymous with scientific and research work: research and experiments. In this regard, robotics is an effective technique of developing STEM education. The findings revealed that prospective instructors were mostly able to include robots into STEM-based science teaching. Furthermore, prospective teachers proposed that robots be introduced into all classes, particularly science, in order to improve students' problem-solving and algorithmic thinking skills. However, this is a novel instrument, and schools have shown little interest in researching it. As a result, our paper focuses on identifying chances to incorporate the fundamentals of robotics in education. The article developed course standards based on the educational needs of future science, mathematics, and engineering teachers. The study provides an example of project implementation in robotics, describes the stages of execution together with the educational outcomes.

Executive function (EF) skills are neurocognitive skills that support the reflective, top-down coordination and control of other brain functions, and there is neural and behavioral evidence for a continuum from more "cool" EF skills activated in emotionally neutral contexts to more "hot" EF skills required for motivationally significant tendency reversal. EF problems are transdiagnostic markers of abnormal development. A neurodevelopmental model follows the path from bad childhood events and stress to disturbance of the development of brain systems supporting reflection and EF skills and an increased risk for general psychopathology traits. Educational robotics is generally concerned with researching the effects of building and programming robots on children's learning and academic accomplishment. We recently discovered that engaging in progressively more difficult robot planning and monitoring (ER-Lab) promotes visual-spatial working memory and response inhibition in early childhood during typical development, and that an ER-Lab can be a viable rehabilitative tool for children with Special Needs. Children with Special Needs (SN) had considerably enhanced inhibition skills, and children with attentional impairment had greater gains in inhibition of motor response tasks than children with a language deficiency. The study's findings and future prospects for how ER-Lab programs could become a strong tool in classrooms with special needs children are highlighted. The key also conclusion was that there was a considerable improvement in visuo-spatial attention as well as a significant effect on robot programming skills. According to research, EF abilities can be developed through scaffolded training and are a promising therapeutic and preventive intervention target. Intervention efficacy can be increased by reducing disruptive bottom-up effects like stress, teaching both hot and cool EF skills, and incorporating a reflective, metacognitive component to facilitate far transfer of trained skills.