Aim/Purpose: ICT integration into classroom pedagogical practices is considered an essential aspect of learning processes in developed countries but there are issues in developing countries regarding funding, infrastructure, access, and teacher skills and professional learning. This article presents some aspects of the findings of a study in one remote region within a developing country after the implementation of a widescale ICT initiative. This study investigates issues for implementing ICT in schools in relation to teacher and school leader attitudes, access and ICT use, and improvements needed in Papua which is one of the most remote regions of Indonesia. The paper frames these issues within the context of successful online learning initiatives in developing countries and foreign aid implementation literature, with these aspects being under-researched, especially in significantly remote developing country locations. Background: Developing countries like Indonesia have progressively introduced online learning into school management and classrooms within government planning frameworks and with initial support from foreign aid providers. While there is research available regarding ICT implementation in more urbanized contexts within developing countries, there is a gap in terms of large-scale research which is focused on more remote regions and is supported by foreign aid. Methodology: Mixed methods including surveys and interviews were used to investigate research questions concerning teachers’ and principals’ attitudes, ICT access and use, and perceptions about improvements needed. SPSS software was used for surveys and descriptive analysis, and interviews were analysed through manual coding processes. Contribution: ICT access and e-learning in schools are increasingly becoming relevant in developing country contexts, and this research paper is a preliminary large-scale study that makes a contribution through highlighting issues experienced in more remote locations. This includes specific internet and power issues and transport inaccessibility problems, which highlight the need for locally-based and ongoing coaching of teachers within schools and regions. The paper also draws on the literature about online learning in developing countries and foreign aid towards some possible success directions in isolated contexts, an under-researched area. The importance of education systems establishing ICT skills levels for students integrated across subjects, for well-coordinated planning involving partnerships with hardware and internet providers, as well as the need for school leaders being trained in establishing teacher peer support groups for ongoing coaching, are learnings for Papua and other remote locations from the comparative developing countries literature Findings: The findings highlight teachers’ and school leaders’ positive attitudes to ICT in education, although the results indicate that ICT was frequently applied for administrative purposes rather than for teaching and learning. Principals and teachers highlighted some improvements that were needed including systematic training in computer skills and professional learning about the integration of ICT with teaching and learning, especially in relation to pedagogical practices, as well as the need for improved infrastructure and equipment. Recommendations for Practitioners: The study highlights issues and potential success factors as evident in remote regions of developing countries that have achieved recognition for widescale ICT implementation in schools. This includes issues in relation to policy makers and education authorities working with foreign aid funders. Of significant importance is the need for coordinated and collaborative strategic planning including in relation to sustained professional learning towards student-oriented ICT pedagogies and skilling principals to establish a positive culture and teacher peer coaching. Particularly relevant to developing countries in remote locations is the importance of additionally addressing specific infrastructure and maintenance issues. Recommendation for Researchers: Regarding ICT and its use for student learning, more research is needed in developing countries and, in particular, in more remote locations where specific issues, differing from those encountered in capital cities, may be evident for teachers and principals. Impact on Society: Teachers and principals in remote locations of Indonesia such as Papua have generally positive attitudes about the benefits of online learning but need greater ICT access for students in the classroom and also professional development regarding pedagogical practices to support students in learning effectively through online processes. Future Research: Updated and more detailed comparative research with other developing countries, especially those with remote locations, would be beneficial to more comprehensively identify Papua’s current stage of development and to design appropriate future interventions.

This research aims to examine the use of image processing and texture analysis to find a more reliable and efficient solution for identifying and classifying types of meat, based on their texture. The method used involves the use of feature extraction, Haar wavelet, and gray-level co-occurrence matrix (GLCM) (with angles of 0°, 45°, 90°, and 135°), supported by contrast, correlation, energy, homogeneity, and entropy matrices. The test results showed that the k-NN algorithm excelled at identifying the texture of fresh (99%), frozen (99%), and rotten (96%) meat, with high accuracy. The GLCM provided good results, especially on texture images of fresh (183.21) and rotten meat (115.79). The Haar wavelet results were lower than those of the k-NN algorithm and GLCM, but this method was still useful for identifying texture images of fresh meat (89.96). This research development is expected to significantly increase accuracy and efficiency in identifying and classifying types of meat based on texture in the future, reducing human error and aiding in prompt evaluation.

Gamification can make learning more fun and engaging for students. Software engineering can utilize gamification to help students learn and improve their skills from the complexity of software engineering. This study used quantitative research to examines perceived ease of use, student satisfaction, and perceived usefulness to measure gamification quality, which can have an impact on software engineering intention, namely intention, loyalty, and participation in following and understanding software engineering materials. The data was collected based on an online questionnaire survey, 90 data were collected and then measured and analyzed using SmartPLS 3. The results showed that perceived ease of use, student satisfaction, and perceived usefulness have a significant influence on gamification quality, which also leads to a positive impact on software engineering intention. This research guides teachers and educational institutions that gamification is very successful as a learning medium to simplify complex information to be more interactive.

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Objectives: Eighty percent of in vitro fertilization (IVF) patients have high anxiety levels, which influence the success of IVF and drive IVF patients to quickly report any abnormal symptoms. Rapid responses from fertility subspecialist doctors may reduce patients’ anxiety levels, but fertility subspecialist doctors’ high workload and their patients’ worsening health conditions make them unable to handle IVF patients’ complaints quickly. Research suggests that smart systems using case-based reasoning (CBR) can help doctors handle patients quickly. However, a prior study reported enhanced accuracy by modifying the CBR similarity formula based on Lin’s similarity theory to generate the Chris case-based reasoning (CCBR) similarity formula. Methods: The data were validated through interviews with two fertility subspecialist doctors, interviews with two IVF patients, a questionnaire administered to 17 community members, the relevant literature, and 256 records with data on IVF patients’ complaints and how they were handled. An experiment compared the performance of the CBR similarity formula algorithm with the CCBR similarity formula algorithm. Results: A confusion matrix showed that the CCBR similarity formula had an accuracy value of 52.58% and a precision value of 100%. Fertility subspecialist doctors stated that 89.69% of the CCBR similarity formula recommendations were accurate. Conclusions: We recommend applying a combination of the CCBR similarity formula and a minimum reference value of 80% with a CBR smart system for handling IVF patients’ complaints. This recommendation for an accurate system produced by the CBR similarity formula may help fertility subspecialist doctors handle IVF patients’ complaints.