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This study developed, validated, and utilized the Technology Integrated Classroom Inventory (TICI) to examine technology-integrated science learning environments as perceived by secondary school students and teachers. Using technology-oriented classroom climate instruments and considering the science classroom's characteristics, TICI was developed. More than 1,100 seventh through ninth grade science students validated the instrument, revealing eight scales: technological enrichment, inquiry learning, equity and friendliness, student cohesiveness, understanding and encouragement, competition and efficacy, audiovisual environment, and order, with alpha reliabilities ranging between 0.69 and 0.91 (0.93 for the entire questionnaire). In measuring actual and preferred learning environments, TICI results indicated that both students and teachers ranked equity and friendliness highest. The largest actual-preferred discrepancy was order (students) and inquiry learning (teachers). TICI offers additional utilities for technologyenriched science leaning environments.

This study aims to investigate the effect of organizational climate on performance. Specifically, objective the current study to explain the mediating roles of cohesiveness and organizational commitment within the effect organizational climate toward performance. Using PLS analysis, the hypothesis was tested base 197 academics at private higher education institutions in the Indonesian context. The result reveals that the organizational climate has a positive effect on cohesiveness, organizational commitment, and performance. In addition, the result also describes that cohesiveness and organizational commitment mediate the effect of organizational climate on performance.

The coronavirus disease 2019 (COVID-19) causes tremendous damages to the world, including threats to human’s health and daily activities. Most industries have been affected by this pandemic, particularly the tourism industry. The online travel agencies (OTAs) have suffered from the global tourism market crisis by air travel lockdown in many countries. How online travel agencies can survive at stake and prepare for the post-COVID-19 future has emerged as an urgent issue. This study aims to examine the critical factors of customers’ satisfaction to OTAs during the COVID-19 pandemic. A text mining method for feature selection, namely LASSO, was used to deal with online customer reviews and to extract factors that shape customers’ satisfaction to OTAs. Results showed that refunds, promptness, easiness and assurance were ranked as the most competitive factors of customers’ satisfaction, followed by bad reviews & cheap and excellent service & comparison. New factors to customers’ satisfaction were revealed during the global tourism recession. Findings provide OTAs guidelines to reset services priorities during the pandemic crisis.

In the regions of Chinese as the first language, children with backward Chinese characters ability are more likely to give up reading the subject content of long texts, which affects their learning in the long term. This study applies augmented reality (AR) to develop a remedial teaching model for Chinese radical recognition and assesses its effectiveness on underachieved students at an elementary school. Based on several Chinese characters that were easy for children to confuse radicals, an AR app for Android was developed and installed in tablet computers. The remedial teaching model involves students to use AR app to scan radical cards and trigger animations introducing the evolution of radicals. Students can practice Chinese character writing on the tablet computer's screen. With the multiple stimulus of AR, the teacher lead students collaboratively complete the worksheets. To assess students' learning outcomes, a quasi-experimental approach was administrated to 8 second grade students who had backward Chinese literacy, in which qualitative and quantitative data were collected. Results showed this remedial teaching model improved the disadvantaged students’ recognition accuracy on Chinese characters and flips their motivation toward Chinese characters learning. During the remedial teaching program, use of AR was effective to get students more attentions and impressions on Chinese radicals. Finally, Implications for Chinese characters teaching practices are discussed