E-Learning has proven to be the only resort as a replacement of traditional face-to-face learning methods in the current global lockdown due to COVID-19 pandemic. Academic institutions across the globe have invested heavily into E-Learning and the majority of the courses offered in traditional classroom mode have been converted into E-Learning mode. The success of E-Learning initiatives needs to be ensured to make it a sustainable mode of learning. The objective of the current study is to propose a holistic E-Learning service framework to ensure effective delivery and use of E-Learning Services that contributes to sustainable learning and academic performance. Based on an extensive literature review, a proposed theoretical model has been developed and tested empirically. The model identifies a broad range of success determinants and relates them to different success measures, including learning and academic performance. The proposed model was validated with the response from 397 respondents involved with an E-Learning system in the top five public universities in the southern region of Saudi Arabia through the Partial Least Squares regression technique using SmartPLS software. Five main factors (Learner’s Quality, Instructor’s Quality, Information’s Quality, System’s Quality and Institutional Quality) were identified as a determinant of E-Learning service performance which together explains 48.7% of the variance of perceived usefulness of ELS, 71.2% of the variance of use of the E-Learning system. Perceived usefulness of ELS and use of ELS together explain 70.6% of learning and academic performance of students. Hence the framework will help achieve the sustainable and successful adoption of E-Learning services.

The electrocardiogram (ECG) is one of the most widely used diagnostic instruments in medicine and healthcare. Deep learning methods have shown promise in healthcare prediction challenges involving ECG data. This paper aims to apply deep learning techniques on the publicly available dataset to classify arrhythmia. We have used two kinds of the dataset in our research paper. One dataset is the MIT‐BIH arrhythmia database, with a sampling frequency of 125 Hz with 1,09,446 ECG beats. The classes included in this first dataset are N, S, V, F, and Q. The second database is PTB Diagnostic ECG Database. The second database has two classes. The techniques used in these two datasets are the CNN model, CNN + LSTM, and CNN + LSTM + Attention Model. 80% of the data is used for the training, and the remaining 20% is used for testing. The result achieved by using these three techniques shows the accuracy of 99.12% for the CNN model, 99.3% for CNN + LSTM, and 99.29% for CNN + LSTM + Attention Model.

Objectives: To determine whether age, body mass index (BMI), hand length and forearm circumference were predictive of hand grip strength in healthy Saudi Arabian adult males. Methods: This cross-sectional descriptive study recruited healthy adult male volunteers. Their anthropometric characteristics including age, BMI, hand length and forearm circumference were measured using routine techniques. Hand grip strength was assessed using a Jamar® Hydraulic Hand Dynamometer. The data were analysed using Pearson correlation coefficient ( r) as well as by a stepwise multiple linear regression analysis. Results: The study included 116 healthy males who satisfied the inclusion criteria. A Pearson correlation coefficient matrix demonstrated that all the four measures, age, BMI, hand length and forearm circumference, were significantly correlated with hand grip strength. Age had an inverse correlation with hand grip strength. The anthropometric measures of hand length, age and forearm circumference accounted for 44.2% (R² 0.442) of the variation of the hand grip strength. Conclusion: Hand length, age and forearm circumference significantly impacted on hand grip strength in Saudi Arabian healthy adult males.

Advanced mobile devices and global internet services have enhanced the usage of smartphones in the education sector and their potential for fulfilling teaching and learning objectives. The current study is an attempt to assess the factors affecting mobile learning acceptance by Saudi university students. A theoretical model of mobile learning acceptance was developed based on the technology acceptance model (TAM) and the unified theory of acceptance and use of technology (UTAUT) model. Theoretically, five independent constructs were identified as most contributory towards the use of mobile learning and tested empirically. Data were collected through an online survey and analyzed using SmartPLS. The results of the study indicate that four constructs were significantly associated with mobile learning acceptance: perceived usefulness (β = 0.085, t = 2.201, and p = 0.028), perceived ease of use (β = 0.031, t = 1.688, and p = 0.013), attitude (β = 0.100, t = 3.771, and p = 0.037), and facilitating conditions (β = 0.765, t = 4.319, and p = 0.001). On the other hand, social influence was insignificant (β = −0.061, t = 0.136, and p = 0.256) for mobile learning acceptance. The contribution of social influence towards the use of mobile learning was negative and insignificant; hence, it was neglected. Thus, finally, four constructs (perceived usefulness, perceived ease of use, attitude, and facilitating conditions) were considered as important determinants of mobile learning acceptance by university students.