Input: Task: contrast the claim using the given text. Claim: All animals are equally affected by climate change. [SEP] Text: These include bigeye habitat hotspots developed north of the during El Niño events [47]; above (below) average bigeye recruitments coincided with strong El Niño (La Niña) events in the EPO [65], an area where the Hawaii longline fleet was likely to operate in the third quarter of the year [40]; and higher yellowfin hook rates observed during La Niña events by tuna longliners in the same area where Hawaii longline fleet operated due to a northward expansion of yellowfin’s preferred habitat [21]. These past findings were consistent with the correlations of Hawaii longline CPUE during ENSO events (higher bigeye CPUE during El Niño events and higher yellowfin CPUE during La Niña events). The observations of Hawaii longline fleet fishing closer to the Honolulu port during ENSO events (Figs 7 and 8) suggest that the Hawaii longline fleet was able to achieve higher CPUE with shorter travel distance during ENSO events. It is important to note that although the model result predicts an increase in trip distance with rising ocean temperatures, the future effect is expected to be small, as it takes a long time for ocean temperature to increase by one degree. Projections showed that SST in the WCPO will increase by 2. 5°C to 3. 5°C by 2100 under the “business-as-usual” greenhouse gas emissions RCP8. 5 scenario [66]. Therefore, higher SST can be considered a long-term impact on the fishery. On the other hand, ENSO events could happen in any year and will probably be more frequent [67] and more extreme in the future [68], leading to greater influence on trip distance. The model results show non-climate factors such as fisheries management policies, biomass, and diesel price also affected trip distance. Particularly, area closures that affected access, and bigeye biomass that influenced the ease of finding fish, had larger effects on trip distance when compared to climate factors. This is similar to the findings in Haynie & Pfeiffer [23] that trends in climate had a relatively low impact on the spatial distribution of fishing effort. Some studies included the lagged effects of climate impacts on fishing location [22, 23, 25, 26], but they are omitted in this study. [SEP] Justify:

Output: The text contrasts the claim by indicating that non-climate factors, such as fisheries management policies and biomass, had larger effects on trip distance for fishing efforts compared to climate factors. It suggests that the impact of climate change on species like bigeye and yellowfin is variable and influenced by many other factors, which implies that not all animals are equally affected by climate change. The statement that 'trends in climate had a relatively low impact on the spatial distribution of fishing effort' further supports the idea that different species may respond differently to climate influences.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: SNS 로그인과 기관 인증을 함께 이용하고 싶으신 경우에는 기관 내부에서 이용 부탁드립니다. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses the use of SNS login and organization certification without addressing language as a marker of identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Virtual reality technology is being used in classrooms to enhance learning experiences. [SEP] Text: (2017) discovered that students reported a higher presence in a VR learning environment; however, results indicated they learned less than students using a computer simulation and had a significantly higher cognitive workload. Smith and Salmon (2017) explored how different levels of immersive instruction translated to assembling a complex mechanism. Although there was no difference in time nor accuracy between the participant groups when tested on assembly in the real world, over 85% of the participants indicated that VR training with a 3D walkthrough and instructions were preferred, particularly when the assembly procedure was very involved or complex. There are many benefits to using immersive simulation technology, such as VR, in dynamic learning environments. Using active learning for complex and dynamic concepts may positively impact learning and understanding (Lindgren et al. 2016). Learning can be expanded outside of the classroom, or in the case of aviation the cockpit, to further training using VR. Repeating tasks in a VR environment can positively impact cognition and memory, visual-spatial skills, psychomotor skills, and emotional responses (Jensen and Konradsen 2018). However, attaining these affordances necessitates designing a safe, effective, and usable VR learning environment wherein the user may attain goals in a motivating and cost-efficient environment (Eastgate et al. 2015). Frustration may occur if the student is unfamiliar with the technology, negatively impacting performance while using VR (Maraj et al. 2015). As VR is incorporated into the classroom, educators and trainers must ensure learning outcomes are met while providing cognitive experiences for students associated with using VR for training. 2. 2 Immersive simulation technologies in aviation trainingAviation training occurs in dynamic learning environments. Because the context of this study focused on flight training at as a representation of a dynamic learning environment, it is important to understand the use of immersive simulation training devices for flight training. Researchers and educators have long advocated the use of flight simulation training devices, or simulators, as high-fidelity, low-cost options with numerous learning benefits for training in aviation. Simulators have different levels of fidelity and immersion yet provide realistic training scenarios to enhance procedural memory and performance while decreasing costs associated with flight training (Macchiarella et al. 2008). Research on the use of different levels of simulators in terms of fidelity and realism has regularly shown that flight training in a simulated environment is both efficient and effective. [SEP] Justify:

Output: The text corroborates the claim by discussing the benefits of using immersive simulation technology, such as VR, in dynamic learning environments. It highlights that VR can positively impact cognition and memory, which are essential for enhancing learning experiences. Additionally, the text mentions that over 85% of participants preferred VR training, therefore supporting the use of VR in educational contexts to improve learning.


Input: Task: contrast the claim using the given text. Claim: All animals are equally affected by climate change. [SEP] Text: The annual average seafood consumption in Hawaii is 37 lb per person (including non-commercial catch from 2000 to 2009) [70], which is consistently higher than the national average (<20 lb) [42]. The findings in this study provide information to fisheries managers when considering the management actions related to the potential effect of climate change on fresh seafood supply to the island economy. Climate change will continue to impact the ecosystem structure of the ocean. Increasing ocean temperature is expected to persist into the future and affect fish biomass and spatial distribution. The maximum catch potential around the Hawaii EEZ was projected to decrease by 15%–30% by 2100 under the RCP8. 5 scenario [3]. Tuna biomass and distribution are expected to adjust as tunas are highly mobile species that follow productive areas. Tuna distribution models projected bigeye tuna to shift poleward by the end of the century [17]. Bigeye biomass in the WCPO is projected to decline by the end of the century due to unfavorable spawning and feeding habitat including higher SST, less food, and decreased dissolved oxygen concentration in sub-surface waters [7]. On the other hand, bigeye biomass in the EPO is projected to increase as SST in the EPO will become optimal for bigeye spawning by 2100. Additionally, the habitat for adult bigeye will improve due to higher dissolved oxygen concentration allowing adult bigeye to travel to a deeper forage layer [6, 7]. However, not the entire EPO is expected to be a better environment for bigeye, as the oxygen minimum zone in the tropical EPO is projected to expand, limiting their habitat in this area [40]. ENSO events are projected to occur more frequently under some global climate change scenarios [67, 68] and their intensity may increase as well [71]. As a result, it is expected that commercial fishing fleets will continue to change their fishing locations. New records of ocean temperatures and more frequent and severe ENSO events could happen in the future. It is unknown whether the future climate scenarios will severely affect the survival rates of tuna larvae and change their spawning grounds dramatically. Nevertheless, this reduced form of estimation of climate change and climate variability on trip distance provides baseline information to include fisher behavior in light of climate change and variability. Better understanding fisher behavior can support future ecosystem modeling of the climate change impacts on fisheries and fisheries management related to climate-driven changes of marine ecosystems. 1. Pathways to sustaining tuna-dependent economies during climate change. [SEP] Justify:

Output: The text contrasts the claim by highlighting that climate change affects different species in varying ways. It specifically discusses how tuna biomass and distribution are projected to change under climate scenarios, indicating that not all marine species will react equally to climate change. While some areas may improve for bigeye tuna, others will deteriorate, thus disproving the claim that all animals are equally affected.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 이전 소속 기관 학교 인증 대표 계정 인증 대표 계정 아이디 대표 계정 비밀번호 인증 구독 계약시 기관 담당자에게 부여되는 계정입니다 자주묻는 질문 - 대표 계정 인증 대표 계정 부여 기준이 궁금해요 기관인증된 상태에서 화면 상단의 [로그인]을 클릭하여 DBpia에 로그인 하실 경우해당 계정에 기관인증 상태가 90일간 유지되게 됩니다. [SEP] Justify:

Output: The text is irrelevant to the claim as it does not discuss any aspects of language marking identity or cultural heritage. Instead, it appears to be about account verification processes and FAQs related to specific institutional accounts.


Input: Task: corroborate the claim using the given text. Claim: Virtual reality technology is being used in classrooms to enhance learning experiences. [SEP] Text: Lawrynczyk (2018) found that flight training in a simulator or VR resulted in similar performance results or better in the VR group, indicating that VR for flight training may be a viable alternative. A study comparing the academic performance of student pilots who learned maneuvers in VR or using computer-based 2D simulation indicated that training in the immersive VR environment did not hinder mastery; additionally, both groups indicated that simulation was the preferred medium for learning flight training maneuvers as opposed to reading materials, videos, and face-to-face instruction (Hight and Fussell 2021). A review of the literature reveals that research surrounding student’s attitude toward and intent to use technology for flight training has received little attention using objective measures. Lawrynczyk (2018) found that user experience and performance measures were comparable between simulator and VR flight training groups, but those who trained in VR experienced higher cognitive load. Researchers often collect subjective data regarding how students perceive a given technology will benefit flight training (Bürki-Cohen & Go 2005; Bürki-Cohen et al. 2007; Fussell et al. 2019; Fussell and Hight 2021). However, the studied simulation technologies were generally simulators as opposed to VR. 2. 3 Foundation theories2. 3. 1 Technology acceptance modelThe perception of technologies by individuals may impact how they use them in different environments. Davis et al. (1989) developed the TAM “to explain the potential user’s behavioral intention to use a technological innovation” (King and He 2006, p. 740). King and He (2006) noted that the TAM is a widely used model in part due to its “understandability and simplicity” (p. 740). The applicability of the model has led to its use in a variety of domains for a variety of technologies. Davis’ (1989) original variables, perceived ease of use (PEU) and perceived usefulness (PU), have been demonstrated to strongly correlate with user’s attitude toward using (ATU) a technology and behavioral intention (BI) to use a given technology. These four factors have formed the foundation of many studies investigating new technology. In his 1989 work, Davis described that PEU is supported by Bandura’s research of self-efficacy (SE), or personal belief (confidence) in one’s ability to accomplish a given behavior (Bandura 1991). [SEP] Justify:

Output: The text corroborates the claim by discussing how virtual reality (VR) technology is being utilized in flight training, indicating that VR can enhance learning experiences as evidenced by studies showing that students preferred simulation over traditional materials. It highlights the effectiveness of VR in facilitating academic performance and indicates that immersive VR environments support learning, reinforcing the claim about the educational benefits of VR technology.


Input: Task: contrast the claim using the given text. Claim: Climate change impacts on wildlife will cease if emissions are reduced tomorrow. [SEP] Text: 5 ft Underpass with waterflow Wildlife and drainage Large mammals, High-mobility mediumsized mammals, Low mobility mediumsized mammals, Semi-arboreal mammals (adapted), Semi-aquatic mammals, Small mammals and amphibians, Semi-arboreal mammals and reptiles (adapted) W**: 6. 5 ft path Ht: 10 ft W**:>10 ft path Ht:>13 ft Small to medium-sized mammal underpass Wildlife and seasonal drainage High-mobility medium-sized mammals (adapted), Low mobility mediumsized mammals, Semi-aquatic mammals (adapted), Small mammals, Amphibians (adapted), Reptiles W: 1. 5 ft Clearance: 3 ft W:>3 ft Clearance:>4 ft Amphibian and reptile tunnel Wildlife only Amphibians; Low mobility medium-sized mammals (adapted); Semi-aquatic (adapted), Small mammals and reptiles (adapted) + + *The dimension is Larger than the largest wildlife underpass structures; ** The width depends on the width of hydrologic channel in crossing; + Dimensions vary depending on target species or taxa or local conditions. Tunnels range from 1-3 feet in diameter Table 2: Minimum and recommended dimensions of wildlife overpass/underpass designs [5]. It is noticeable that bird species as an important member wildlife family have been neglected from the crossing structure. The inclusion of birds in the list ensures transportation project design and construction to respect and leave intact the natural environment, particularly vegetation, water systems and wetland, along the roads to be built. Most of the structures are for wildlife only; however there are indeed some can also serve for seasonal drainage and human activities. Each of them has different dimensional specifications. is a common and robust mitigation measure to reduce WVCs with large mammals [18,19], to keep selected species away from roadways and sometimes guide wildlife to safe crossing structures [5]. The fences are typically implemented at the ‘hotspots’ of WVCs and need to extend further than the hotspot to prevent ‘fence end run’ [20]. Both the home range for the target species and the length of the ‘hotspot’ are considered in fence’s design [21,22]. [SEP] Justify:

Output: The text contrasts the claim by discussing various infrastructure measures, such as wildlife overpasses and underpasses, designed to minimize wildlife-vehicle collisions (WVCs). It highlights that while reducing emissions might mitigate some aspects of climate change, the ongoing threats to wildlife from habitat disruption and roadways will not cease immediately, nor are they solely dependent on emissions reduction. Therefore, it suggests a more complex relationship between climate impacts and wildlife management that won't be resolved simply by reducing emissions.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 따라서 기관 외부 어디서든 DBpia 개인계정 로그인 하시면일정 기간 동안 해당 기관의 구독 자료를 바로 이용 가능합니다. 단, 기관에 따라 내부에서만 이용가능할 수 있습니다. SNS 로그인을 사용할 수 있는 방법은 없나요? 도서관 사이트에서 기관인증하여 DBpia 사이트로 이동하신 경우에는NAVER(네이버) · Google(구글) · Kakao(카카오)의 정책으로 인하여 SNS로그인이 불가합니다. 이에 DBpia 회원가입 후 이용하셔야합니다. [SEP] Justify:

Output: The text discusses the use of DBpia accounts and access to subscription materials, which is unrelated to the claim regarding language as a marker of identity and cultural heritage. Therefore, this text is irrelevant to the claim.


Input: Task: pass the claim using the given text. Claim: Virtual reality technology is being used in classrooms to enhance learning experiences. [SEP] Text: No data was missing from the dataset after the data was cleaned. Mahalanobis D-square values were examined in the CFA output to determine if outliers were present, with those values greater than 100 representing extreme outliers. Five observations were identified; these were iteratively removed during the model respecification process for a final sample size of 484. (MLE) was utilized to assess the model fit (Hair et al. 2010). The original model had a slightly low model fit; thus, the decision was made to iteratively run post hoc analyses to respecify the model. This process entailed systematically reviewing the MIs in the CFA output and making adjustments to the model, reviewing outliers and removing them, and assessing the reliability and validity of the model. Hair et al. (2010) note the goodness of fit measures may become more sensitive to a very large sample size. Particularly, the Goodness of (GFI) and the of (AGFI) may be affected and should be considered secondary indicators, greater than or equal to 0. 90. Covariance between error terms was reviewed as were regression weights between items and factors which may suggest cross-loading. The first specified CFA model had mixed results in terms of model fit, factor loadings, covariances, cross-loadings, AVE and convergent validity, discriminant validity, and construct reliability and Cronbach’s alpha values. The model was evaluated, and it was determined that the PHR factor and the item SE3 may need to be removed to improve the model. The literature was reviewed to confirm the process (Hair et al. 2010). The iterative process included first removing PHR items and repeating the respecification process to evaluate model fit, reliability, and validity. By the end of the process, the PHR factor, the three PHR indicator items, and SE3 were removed. A review of the CFA output of normality revealed no change in kurtosis (e. g. , all remained under 2. 0). Table 2 details the model fit indices of the final CFA model, shown in Fig. 2. The Chi-square value of the final specified model was 804. 63 (df = 369, p = 0. 000). The model fit was deemed acceptable. Table 2 Model fit indices of the final CFA modelFull size tableFig. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses data cleaning and model fit evaluation in statistical analysis without mentioning virtual reality or its application in educational settings. Therefore, it does not provide any information that corroborates, contrasts, or relates to the claim about virtual reality technology in classrooms.


Input: Task: contrast the claim using the given text. Claim: Climate change impacts on wildlife will cease if emissions are reduced tomorrow. [SEP] Text: However, carcass data collection is loosely enforced and there are very limited resources for data management. adopted three steps to identify high priority areas for WVC problems: 1) crash and carcass data collection through System database, 2) mapping of crash data using ArcGIS, and 3) agency collaboration and cooperation. SDDOT also proposes the process and framework for agencies to identify mitigation measures with decision support tools. 5 summarized the impacts of transportation on endangered and threatened animals in Texas. There is no statewide process to report WVC carcass data at TxDOT and TxDOT environmental staffs in headquarters are unaware of the magnitude of WVC in state [15]. There are 25 semi-autonomous districts in TxDOT, which makes difficult to track actions, raise awareness and support for wildlife mitigation actions. Besides, planning for wildlife in transportation is locally driven and also driven by the U. S. Fish and Wildlife Service. in for of Transportation Black-footed Ferret* Once inhabited extensive areas of the ranging from the foothills of the east to Nebraska and from southern Canada south to Texas. The Black-footed Ferret, including conversion of rangeland to cropland, elimination of prairie dog towns, urban development, and introduced diseases such as sylvatic plague. Some ferrets are killed crossing roads, particularly during the fall dispersal period. Jaguarundi* Little is known about the habitat of Jaguarundis in Texas. The extensive shrub lands of the have been converted to agriculture and urban development over the past 60 years. Roads, narrow water bodies, and rights-of-way are not considered barriers to movement. Ocelot* In Texas, Ocelots occur in the dense thorny shrub lands of the Plains. The extensive sive shrub lands of the have been converted to agriculture and urban development over the past 60 years. habitat in becomes fragmented by bigger highways with faster traffic, about half of the Ocelot mortality in the past 20 years from roads. Bear+ Once a common inhabitant of forested regions of eastern Texas, Louisiana and Mississippi. Depletion of populations through over harvest by humans, and to loss and fragmentation of suitable forested habitats. Remoteness is an important spatial feature of black bear habitat. In the southeast, remoteness is relative to forest tract size and the presence of roads. Black bears involve in road kill as well. [SEP] Justify:

Output: The text contrasts the claim by detailing the ongoing impacts of transportation and habitat changes on wildlife, specifically referencing issues like roadkill and habitat fragmentation that continue to affect species like the Black-footed Ferret, Jaguarundi, Ocelot, and Black Bear. It suggests that even if emissions are reduced, there are still significant other human-induced factors (e.g., urban development, road construction) that contribute to the decline of wildlife populations, indicating that merely reducing emissions will not immediately stop the impacts on wildlife.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: SNS 로그인과 기관 인증을 함께 이용하고 싶으신 경우에는 기관 내부에서 이용 부탁드립니다. 이전 추천논문 함께 읽어보면 좋을 논문 이 논문과 함께 이용한 논문이 없습니다. 더보기 강남대학교 에서 많이 보고 있는 논문 이 논문과 함께 이용한 논문이 없습니다. 더보기 이 논문과 함께 이용한 논문 이 논문과 함께 이용한 논문이 없습니다. 더보기 강남대학교 에서 많이 보는 논문은 다. [SEP] Justify:

Output: The text appears to be a series of unrelated statements regarding institutional login procedures and recommendations for related papers. It does not address or provide any information related to the claim about language as a marker of identity and cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Virtual reality technology is being used in classrooms to enhance learning experiences. [SEP] Text: 2The final specified CFA modelFull size imageThe reliability and validity of the first specified model had mixed values across the constructs and model fit indices. In general, the reliability and validity values of the model remained the same or increased with the removal of the PHR factor and items. The final values were all greater than the minimum values except RU. The factor had low construct reliability of 0. 63 and a low (but acceptable) Cronbach’s alpha of 0. 71. However, removing RU items did not increase model fit; thus, the factor was retained. Table 3 describes the construct reliability of the final CFA model, while Table 4 highlights the convergent validity assessment using HTMT. The reliability and validity of the model were acceptable. Table 3 Construct validity of the final specified CFA modelFull size tableTable 4 HTMT Assessment of final specified CFA modelFull size table5. 3 Measurement modelThe final CFA model, represented in Fig. 2, was transformed into an SEM model. The removal of construct PHR meant it was unnecessary to test hypothesis 8. MIs were reviewed for regression weights between factors that indicate a potential, new relationship. Only one possible new relationship was identified for review and potential inclusion in the model: PENJ impacts BI (MI = 13. 43). The relationship has support in the literature (Lee et al. 2018b; Manis & Choi 2018) and was included and tested in the final SEM. Results indicated sufficient evidence to conclude that PENJ has a positive influence on BI. Adding the PENJ-BI relationship resulted in a modified SEM, shown in Fig. 3, and improved model fit values, detailed in Table 5. The relationship is H15: “Perceived enjoyment positively influences behavioral intention. ” Hypothesis testing results are described in Table 6. Fig. 3SEM with standardized regression weightsFull size imageTable 5 Model fit indices of the original and final SEMsFull size tableTable 6 Hypothesis testing of the final structural modelFull size table6 DiscussionThis study assessed factors that influence students’ attitude toward and intention to use virtual reality (VR) for training. The context of this study was flight students considering VR for flight training in a theoretical capacity. [SEP] Justify:

Output: The text corroborates the claim by discussing a study that assessed factors influencing students' attitudes toward and intentions to use virtual reality (VR) specifically in the context of flight training. This indicates that VR is being considered as a tool for enhancing learning experiences within educational settings.


Input: Task: contrast the claim using the given text. Claim: Climate change impacts on wildlife will cease if emissions are reduced tomorrow. [SEP] Text: Golden-cheeked Warbler* Typical nesting habitat is found in tall, dense, mature stands of Ashe juniper mixed with trees such as Texas oak, Lacey oak, shin oak, live oak, post oak, Texas ash, etc. The most serious problems facing the Golden-cheeked Warbler today, as in the recent past, are habitat loss and fragmentation. Habitat fragmentation, losses in nesting habitat Attwater's Prairie Chicken* Only in the coastal prairie of Texas. Habitat loss and alteration are the primary reasons for the population decline of Attwater’s Prairie Chicken. Naturally occurring short grass flats or artificially maintained areas such as roads, runways, oil well pads and drainage ditches. Highway construction causes habitat loss. Houston Toad* Toad is a terrestrial amphibian associated with deep sandy soils within the Savannah vegetation area of east central Texas. Habitat loss and alteration are the most serious threats facing the Houston Toad. High traffic roads are a barrier and poses higher risk of road kill. Other linear features such as pipelines and transmission lines can create barriers between foraging, hibernating, and breeding sites, especially if native vegetation has been removed. *Endangered status, + 5: Endangered and threatened animals in Texas [33]. Agreement of the 2013 Memorandum of understanding between TxDOT and (TPWD) defined Practices (BMPs). In that agreement, a list of Rare, Threatened, and Endangered species of Texas and some standard recommendations were provided to avoid killing or harming any wildlife species during the implementation of TxDOT projects. These recommendations include a) Vegetation BMPs; b) Water quality BMPs; c) Aquatic mitigation; d) Invasive species BMPs; e) Reptile BMPs; f) Rookeries; g) and h) Wildlife crossings. Examples of efforts by TxDOT are presented in the cases of bobcats and bat colonies. In Texas, use of culverts by bobcats was positively related to the openness ratio of the culvert and the amount of vegetation adjacent to the culvert. Fences erected to funnel wildlife toward culverts did not increase overall use of culverts, but may have increased use of the high-quality culverts [28]. Modified culverts were tried on US-98 in Texas for ocelots and bobcats [29]. [SEP] Justify:

Output: The text contrasts the claim by highlighting that habitat loss and alteration are primary threats to wildlife, such as the Golden-cheeked Warbler and Attwater's Prairie Chicken. It suggests that simply reducing emissions may not address these critical habitat issues, which are ongoing concerns regardless of emission levels. Therefore, the assertion that climate change impacts on wildlife will cease immediately upon reduced emissions does not take into account the complexity of habitat loss contributing to wildlife decline.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 최근 강남대학교에서 인기 논문이 711회 이용되었습니다. 로그인 후, 강남대학교 인기 논문 TOP20을 확인해 보세요. 로그인하기 최근 많이 이용되는 논문 모바일 수집형 RPG의 사용자 분석 : “쿠키런: 킹덤”을 중심으로 모바일 수집형 RPG의 사용자 분석 : “쿠키런: 킹덤”을 중심으로 모바일 수집형 RPG의 사용자 분석 : “쿠키런: 킹덤”을 중심으로 오늘 하루 그만 보기 장바구니 담기 장바구니에 논문이 담겼습니다. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses statistics regarding popular academic papers at a university, particularly focusing on mobile gaming analysis, without addressing any aspects of language as a marker of identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Virtual reality technology is being used in classrooms to enhance learning experiences. [SEP] Text: The relationship between PHR and ATU (hypothesis 8) was removed during the CFA process due to low reliability and validity values associated with the factor and its items, as the factor and its items negatively impacted model fit. It was hypothesized that perceptions of health risks associated with using VR for training may negatively impact acceptance and ATU. Students who learn in dynamic learning environments may be comfortable using some types of advanced, immersive simulation technology for their training. Students may not have concerns about health risks associated with VR if they have little firsthand knowledge of them (e. g. , simulation sickness). Students in other dynamic learning environments may have a similar experience with VR and may not know the potential health risks associated with using VR in a dynamic learning environment. The final research question was “To what extent do these factors influence students’ intentions to use VR technology for training? ” The model fit of the final, modified SEM was good with all indices indicating acceptable value or greater. Table 5 details these indices, which were used as the main confirmation of how well the model described the factors that influence students’ intentions to use VR technology in a dynamic learning environment. One hypothesis (H8) was removed due to the deletion of PHR. A new relationship between PENJ and BI (H15) was discovered and supported. The removal of H8 and the addition of H15 resulted in support of nine out of 14 hypotheses (64%). The addition of the new relationship indicates that although the original model was fit and adequately answered the research question, it was slightly lacking in depicting all pertinent relationships. 7 Conclusions and future researchThe purpose of this study was to determine factors that influence students’ attitude toward and intention to use VR for training, through the context of VR for flight training. The extended TAM investigated VR technology in a dynamic learning environment and encompassed new factors that are relevant to the technology and educational environment. The results of the research have several theoretical implications. First, the study contributes to the body of knowledge surrounding using VR in dynamic learning environments. The model validated that established factors of the TAM and TPB may be extended and applied to VR technology as well as dynamic learning environments. The validated model may be further adapted to assess user perception of other types of immersive simulation technology as well as other dynamic education and training environments. Second, the model further validated factors that may be relevant to understanding student intention toward using VR for training. [SEP] Justify:

Output: The text corroborates the claim by discussing VR technology's application in dynamic learning environments, specifically highlighting its use in training contexts. It mentions that the study aimed to determine factors influencing students' intention to use VR for training and validated that the technology can be effectively integrated into such educational settings. The implications of the research suggest that VR enhances learning experiences, which supports the claim made.


Input: Task: contrast the claim using the given text. Claim: Climate change impacts on wildlife will cease if emissions are reduced tomorrow. [SEP] Text: Existing culverts were modified with a 0. 46 m wide × 0. 30 m high (18 inch × 12 inch) elevated concrete walkway to allow animals to move through even when water was present. However, ocelots were not shown to use the culverts. This was largely attributed to the low population in the area. More recently, Tewes et al. [30] studied the ocelots along transportation corridors in southern Texas by looking at road kill and habitat features to help determine locations for future crossings and develop management strategies. Another example is the bat colonies. Bats frequent some bridges and even box culverts on TxDOT right-of-way. Some TxDOT districts have built box culverts that contain recessed roofs with textured surfaces to provide roosts for bats. If bat colonies are found on existing structures, contact the to determine what steps should be taken that may affect the bats. Incorporate these wherever possible. TxDOT has posted information regarding bats and structures on its DOT website. International is a non-profit organization that has published a primer on bats and highway structures and alternative design details for accommodating bat roosts. Texas is one of states that are managing bridges for bats with greater success [31]. Costs-Benefits of The costs associated with mitigating wildlife/vehicle conflicts can be substantial and these costs increase through time. It was estimated the average costs for each deer, elk, and moose collision are US$8,015, US$17,475 and US$28,600 respectively [32], which include costs associated with vehicle repair, human injuries, human fatalities, towing, accident attendance and investigation, hunting and recreational value of the animal concerned and carcass removal and disposal. Other costs fobr maintenance, financing and impact of construction on traffic are excluded. Furthermore, costs and benefits can vary widely for different sites and situations (e. g. geographic locations, effectiveness, frequency of WVCs, surrounding terrain). Table 6 summarizes the costs of various mitigation measures and their effectiveness in reducing WVCs, specifically deer-vehicle collisions (DVCs). [SEP] Justify:

Output: The text contrasts the claim by explaining that despite efforts like modifying culverts for wildlife movement and building structures for bat colonies, there are ongoing challenges such as low wildlife populations and the significant costs of mitigating wildlife-vehicle collisions (WVCs). These factors suggest that even if emissions are reduced tomorrow, the impacts of climate change on wildlife will persist, as the text highlights the complicated dynamics between wildlife management, habitat suitability, and the costs associated with vehicle collisions, indicating that eradication of climate impacts is not immediate or guaranteed.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 장바구니 보기 논문 계속보기 논문 키워드 분석을 통한 인공지능의 주요 이슈에 관한 고찰 : 사회과학 분야의 KCI 등재학술지를 중심으로 닫기 페이지로 구성된 논문입니다. 구매 후 전체 페이지를 이용하세요. 구독하기 논문보기 원 무료 구매하기 논문보기+다운받기 원 DBpia 모바일에서는 로그인하면 1일 2회 논문 열람이 무료 구매하기 닫기 소속되어 있는 기관에서 DBpia를 구독 중이라면 무료로 이용 가능합니다. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses aspects related to accessing academic papers and subscription services, without addressing the role of language in identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Virtual reality technology is being used in classrooms to enhance learning experiences. [SEP] Text: PEXP and PENJ were validated as important factors to assess attitude toward and intention to used VR technology in a dynamic learning environment. Although the factors of PEXP and PENJ have been validated for the context of the present study, these factors warrant further investigation as they had unsupported hypotheses. The positive yet insignificant relationship between PEXP and ATU may have been impacted by the users’ lack of experience with VR in general; participants had to consider using VR in a dynamic learning environment from a theoretical standpoint. The relationship may be stronger when users have more experience with VR and can compare using the technology to other simulators and training devices. The negative relationship between PBC and PEU is a discovery that is not supported by the theorized relationship; because users indicated low experience with VR, they may have little knowledge on which to base their ability to use the technology for training purposes. It is possible that students may not adopt VR in a dynamic learning environment if they do not understand how it works nor how it will benefit their training. Instructors and developers may need to first demonstrate the benefits of using VR in a dynamic learning environment. Additionally, the study demonstrates that the model is a useful tool to understand how students perceive using VR in a dynamic learning environment. This model may be adapted for use by researchers for use in other dynamic educational or training environments where VR is being considered as a training instrument. The survey instrument and methodology may provide insight into students’ attitudes toward and intention to use VR in other dynamic learning environments. The verbiage of the survey instrument could be adapted for other immersive simulation technologies, such as augmented reality, mixed reality, or simulators used in part-task training, and for other user groups. With proper revision, the survey instrument and model may be validated or extended for use in a variety of research contexts, populations, and technologies. For example, it could be adapted for use in medical training on virtual patients and procedures, augmenting the learning and practice of an assembly process of a complex mechanism, or simulating a space operations flight with simulated. This would allow for more understanding of how these factors explain user behavior with similar technologies. Specifically, the factors of and PBC require more investigation in the realm of VR and other immersive simulation technologies. Practically, the results provide insight into the student perspective. VR can benefit training, but how the technology is introduced and incorporated into the curriculum may impact student attitude, acceptance, and intent to use it. [SEP] Justify:

Output: The text corroborates the claim by discussing the use of virtual reality (VR) in dynamic learning environments. It highlights that VR technology can benefit training and emphasizes the importance of how this technology is introduced into the curriculum to enhance student attitudes, acceptance, and intent to use it. The text also suggests that there is a potential for VR to be utilized effectively in classrooms and training contexts, thereby supporting the claim that VR technology is being harnessed to enhance learning experiences.


Input: Task: contrast the claim using the given text. Claim: Climate change impacts on wildlife will cease if emissions are reduced tomorrow. [SEP] Text: It will no doubt have a knock-on effect on at least three other cases pending before lower courts in the UK, and potentially affect cases both within and outside the European Union. Read together with recent case law in Norway and the United States, this decision underscores the shifting legal landscape towards the convergence of energy and climate law. The climate impacts of the fossil fuel industry occur at every stage of development, from exploration and production to the final use of resources. However, the accounting of these emissions in the licensing of oil, gas, and mining development has traditionally been limited. In the context of fossil fuel production, greenhouse gas emissions can be generally divided into upstream and downstream emissions. Upstream emissions occur during exploration and production. Most of the emissions, however, arise from the combustion of produced fossil fuels, so called ‘downstream’ or ‘Scope 3’ emissions. For instance, in the case of oil, downstream emissions account for 67 to 95% of total emissions, depending on the processes used. Estimating these emissions is possible but can be complicated due to the global nature of the energy market, where resources are often consumed thousands of miles away from their production site. There is increasing recognition of the need to curtail fossil fuel production to meet the goals. Integrating the full spectrum of climate impacts, including downstream emissions, into the decision-making process for fossil fuels projects is imperative to comply with climate law obligations. Assessment for Oil and The main environmental regulatory tool in the process of approving oil and gas licenses is the Assessment (EIA). This procedural requirement mandates energy companies to submit an in-depth report to the regulator, which is then made public and scrutinised before a final decision is made. The procedural nature of EIA means that if a significant risk of harm is found, the legislation does not require the regulator to reject the application. There have been some challenges of EIA on procedural grounds, used as a vehicle to bring the courts’ attention to substantive environmental issues, but this has not proven to be a successful litigation strategy. In the UK, EIA regulations set out detailed process requirements regarding the content of the assessment including climate impacts. However, developers and regulators have interpreted these regulations to consider only upstream emissions, excluding downstream or Scope 3 emissions. [SEP] Justify:

Output: The text contrasts the claim by explaining that the impacts of greenhouse gas emissions, particularly from the fossil fuel industry, are complex and far-reaching. It discusses how emissions continue to accumulate from fossil fuel use and highlights the importance of accounting for both upstream and downstream emissions. This suggests that merely reducing emissions immediately will not stop the ongoing climate impacts or reverse the damage already done, indicating that their effects on wildlife will not necessarily cease as a direct result of immediate emission cuts.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 구독기관 조회하기구독 기관 조회 시, 선택 논문이 해제되니, 장바구니 담기 후 구독 기관을 조회하시길 바랍니다. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses a subscription process without addressing the role of language in identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Virtual reality technology is being used in classrooms to enhance learning experiences. [SEP] Text: ResultsToday’s K-12 students are very different from even their recently graduated peers. These students are digital natives, a term attributed to futurist Prensky (2001) to distinguish those who have grown up with technology and those who have adapted to it. Students today live in a world where digital technology is part of the texture of their daily lives. They have never known a world without technology. It is their native language and they expect to use it in school. Even at a very early age, students are exposed to technology in the classroom. Therefore, the purpose of this study was to research how two elementary school classrooms used iPads to enhance student learning and increased student achievement. This is a challenging time to be a teacher where change occurs rapidly. New policies and changing demographics are making schools more diverse than ever. Attitudes towards the technological advances can vary greatly. In this study, both teachers had a positive attitude towards the use of iPads in the classroom and it carried over to the attitudes of students in both grades. 4. 1. Student EngagementReference[8] discussed how traditional computer-supported learning has demonstrated an example of how to promote student engagement in the classroom. With new advances in technology, new opportunities arose for a wider range of student engagement. As technology became readily available, the primary focus of study by Price was to discover how different types of student engagement interactions engendered reflection in learners, and what kinds of patterns of communication might emerge in the process of the different interactions. In Olivia’s first grade classroom and Katie’s second grade classroom, both teachers noticed through her observation log that students were engaged more often during the use of iPad lessons than when they were not being used. In fact, based on both observation logs along with the researcher’s observation logs, it was determined that both grades were engaged more often in iPad lessons than in non-iPad lessons (see Figure 1). The average number of minutes of engagement during reading and mathematics increased when students used the iPads compared when they were not using iPads. Figure 1. Student engagement (in minutes)Figure 2. 1st grade Reading Fluency4. 2. Reading & Language ArtsIn first grade, during the 3-month study, the average reading fluency increased significantly at a rate considered normal for that same period of time. Reading fluency has two components: accuracy and speed. It was also divided into three levels: independent, instructional, and frustration. [SEP] Justify:

Output: The text corroborates the claim by discussing how iPads, a form of digital technology, are utilized in elementary classrooms to enhance student learning and increase achievement. The mention that students were more engaged during iPad lessons indicates that the integration of technology in education positively affects learning experiences, supporting the idea of enhancing learning through technological tools.


Input: Task: contrast the claim using the given text. Claim: Climate change impacts on wildlife will cease if emissions are reduced tomorrow. [SEP] Text: The regulations are based on the which defines impacts broadly to include “indirect, secondary, cumulative, transboundary, short-term, medium-term and long-term, permanent and temporary, positive and negative effects of the project”. There have been many attempts to incorporate downstream emissions into the UK regulators’ decision-making process. First, to reconcile the objectives of ‘maximising economic recovery’ and pursuing net zero, the Government developed a Checkpoint for the new oil and gas licenses, in time for the latest licensing round early last year. While the original conception of the Checkpoint was quite ambitious, the final draft turned into a watered-down non-statutory version, doing away with several criteria, including the assessment of Scope 3 emissions. Second, there have been a number of cases brought by environmental NGOs challenging onshore and offshore oil and gas licenses on the grounds that Scope 3 emissions were not taken into account. So far, courts in the UK have sided with the Government in all these cases, including the lower courts’ decisions in Finch and v General. Arguments in lower courts’ reasoning revolved largely around the meaning and scope of the ‘project’ under assessment, with the argument that consumption of any produced product is not included within the scope. of Appeal in Finch held that the refinement process is a “separate and substantial” industrial activity carried out by separate companies. The effects of these activities were seen as not only “far removed from the proposed development itself” but also not “causally linked to it”. The dissent of Moylan LJ in the Appeal Court’s decision adopted a wider definition of “project” from law, which requires mandatory EIA for oil development “for commercial purposes”. He concluded that a “purposive approach to the interpretation of the provisions applicable in this case points strongly towards their application not being so limited”. Court, despite ruling in the Government’s favour, left the door open regarding downstream emissions. It disagreed with the conclusion that downstream emissions impact is “legally incapable” of being assessed. Rather, the Court concluded, it was for the regulator to decide whether Scope 3 emissions should be considered, granting a wide margin of appreciation to the approving authority in the interpretation of the vague legislation. A big question was to what extent the would rely on EU law in its interpretation. [SEP] Justify:

Output: The text contrasts the claim by detailing the complex legal framework around emissions and their assessment in the UK, emphasizing that simply reducing emissions is not straightforward and does not guarantee an immediate cessation of impact on wildlife. The mention of ‘downstream emissions’ and court decisions suggests that there are layers of regulatory and legal challenges that need to be considered, indicating that even if emissions are reduced, the impacts may persist due to these complexities.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 선택된 논문() 구매 가능 논문 총 건 구독하기 논문보기 무료 구매하기 논문보기+다운받기 장바구니 담기 구독하기 논문보기 무료 구매하기 논문보기+다운받기 저자정보 Hyun-(University) In-sop Kim (University) 공유하기 URL 복사 인용하기 공지사항바로가기 Close 내보내기 Citeasy 사용 중 인문/사회분야 연구자/학생을 위한한글 사용가능 서지관리프로그램 인용양식 244개 무제한 사용 한글/워드 자동 인용 프로그램 Citeasy 내년에도 계속해서 서지를 추가하고 싶다면? [SEP] Justify:

Output: The text does not provide any information that relates to the claim about language serving as a marker of identity and cultural heritage. Instead, it appears to be an administrative or formatting text regarding document access and citation management, which is irrelevant to the concept of language as an identity marker.


Input: Task: corroborate the claim using the given text. Claim: Virtual reality technology is being used in classrooms to enhance learning experiences. [SEP] Text: ” She went on to say that she was amazed that her students improved as much as they did. Evidence showed that students in both grades increased in both reading fluency and math concepts over the course of the study. It was evident that students were more actively engaged during the iPad lessons than the non-iPad lessons. Albeit the some students did not increase as much as other students, the overall average was still significantly better with the iPad lessons and assessments. During the lesson observations, there were times when the iPad was a distraction to the lesson. This may attribute to the grade level and age of the students in this study. However, the preplanning by Olivia and Katie was effective in limiting the distractions that could potentially cause disruption in either class. Katie was quoted as saying “It took me a long time to figure out that I needed to really plan for the use of the iPad in my lessons. I guess that comes with being a first-year teacher. ” Prior planning was evident in the discussions with both teachers and both agreed that it made a difference in the lesson outcome. Student learningThrough classroom observations and interviews, evidence showed the positive role that the iPad could play in the classroom. In early lessons that did not necessarily require the use of an iPad, both teachers allowed students to use the iPad voluntarily in order to explore some aspects of the concepts of reading or math in order to help understand. However, as both teachers became more involved with the use of iPads, then students were required to use them more consistently. The fact that the class was using the iPad also facilitated students assisting each other in the learning process. Throughout the class activities the students were fully engaged and did not stray to other iPad applications. In Olivia’s first grade class and Katie’s second grade class, the quantitative tests did not produce much indication of statistically significant change, yet there were interesting indications of possible trends. For example, student learning in first grade produced a large number of variables that impacted their engagement in the classroom, which in turn could account for the increase in student learning. As stated, at times, the iPad created some distractions but the increase in comprehension and application of the concepts in and Mathematics outweighed those distractions. and Katie stated that one of the most challenging aspects of using iPads in the classroom and making part of everyday lessons was finding the time to locate appropriate apps for their respective grade levels. [SEP] Justify:

Output: The text corroborates the claim by describing how iPads are utilized in the classroom to enhance student learning experiences. It mentions that students were more engaged during lessons involving the iPads compared to those that did not utilize them, indicating a positive impact on learning. Additionally, the teachers planned effectively to enhance student engagement and limit distractions, supporting the notion that technology can benefit educational practices.


Input: Task: contrast the claim using the given text. Claim: Studies suggest social media can increase feelings of loneliness and anxiety. [SEP] Text: [25] that users who were using the app for more than 24 days and had at least 12 active days during that time had 3. 463 (95% CI 1. 142–11. 93) and 2. 644 (95% CI 1. 024–7. 127) times higher chances to reduce their DASS-21 subdomain scores of depression and anxiety, respectively. Another study by Linardon, et al. [22] found that interventions that were more interactive and personalized were more effective in promoting user engagement and adherence. Some studies also explored the effectiveness of mindfulness-based mobile apps in addressing other mental health conditions beyond anxiety and depression. For example, a study by Wahbeh et al. [10] found that a mindfulness-based mobile app intervention was effective in reducing symptoms of posttraumatic stress disorder (PTSD) in a sample of veterans. Similarly, a study by Biegel et al. [26] found that a mindfulness-based mobile app intervention was effective in reducing symptoms of ADHD in a sample of adolescents. The use of technology for mental health supportThe utilization of technology for the provision of mental health support has gained increasing prominence within the context of university students, prompting a burgeoning interest in comprehending their encounters and viewpoints. Related inquiries have been undertaken in diverse geographical regions, including the United States, Canada, Australia, and the United Kingdom. Predominantly, these investigations have centered on the advantages and obstacles inherent in employing technology for mental health support. Generally, these inquiries have ascertained that technology is perceived as a convenient and readily accessible modality for accessing mental health support services among university students [27,28,29,30]. For instance, Birnbaum et al. [27] conducted a study revealing that college students in the exhibited a willingness to engage with mental health applications to manage their stress and anxiety. Nevertheless, certain studies have also discerned impediments associated with the adoption of technology for mental health support, encompassing apprehensions regarding privacy and confidentiality [27,28,29,30], concerns about the quality and dependability of information [29], and challenges related to navigating and effectively utilizing mental health applications [30]. Additionally, two investigations have focused their attention on delineating the determinants influencing the utilization of technology for mental health support among university students. These studies have identified an array of factors exerting an influence over students' engagement with technology for mental health support, encompassing individual attributes (e. g. [SEP] Justify:

Output: The text contrasts the claim by discussing various studies that highlight the positive effects of technology, specifically mindfulness-based mobile apps, on reducing symptoms of depression and anxiety among users. It mentions that users of such apps had higher chances of reducing their DASS-21 subdomain scores of anxiety and depression, implying that technology and mobile apps may provide support rather than contribute to feelings of loneliness and anxiety as suggested in the claim.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 우리 기관에 요청하기 공지사항바로가기 추가했던 서지는 체험 종료 이후에도 쭉 이용가능 Citeasy DBpia에서 국내 연구자를 위한 서지관리 프로그램 싸이티지(Citeasy)를 오픈했어요. 워드는 물론, 한글까지 인용 정보를 관리할 수 있어요. 내가 인용한 논문을 저장해놨다가 참고문헌으로 쓴다고요? [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses a citation management program and does not mention anything about language as a marker of identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: Virtual reality technology is being used in classrooms to enhance learning experiences. [SEP] Text: Skip to main content Skip to main navigation menu Skip to site footer the Archives Vol. 5 No. 3 (2024): and Education and 10. 70091/atras/AI. 11 Keywords: virtual reality, augmented reality, Berkeley University, Harvard, learning motivation, MIT, students' creativity reality and augmented reality are transforming education by transporting students to immersive experiences that spark creativity and ignite a passion for learning. These technologies unlock new avenues for interactive learning, fostering deeper understanding and a thirst for knowledge. Benefits extend to both students and educators, potentially improving academic performance, boosting motivation to learn and teach, and fostering problem-solving and collaboration skills. While challenges like high costs and limited accessibility remain, VR and AR technologies are expected to become increasingly prevalent in education. This reflects the trend at leading universities pioneering their use, such as the University of California, Berkeley, Harvard University, and the of Technology. These technologies represent a vast potential for advancing education across universities and educational institutions at all levels. This study will explore models that can be adapted, simulated, and potentially implemented within Algerian universities and educational institutions throughout the educational spectrum. Downloads pdf Published 2024202420242024-0909-3030 Issue Vol. 5 No. 3 (2024): and Education and Section 4. 0 International License. name DORA is an abbreviation for Declaration on which was introduced by a group of editors and publishers during a meeting in on December 16 th 2012. has recently signed the DORA Declaration (Declaration on Research Assessment), showing its interest in useful ways to assess and evaluate research. Link to the signature: signing this declaration, Atras will follow DORA’s recommendations and guidelines to improve the quality of publication. The journal also insists on including primary sources and original published works in the submitted manuscripts to ensure improvement in the quality of research. statement sheds light on the ethical behavior of all parties involved in the publication of a research paper, including the author, the editor, the executive editors, the editorial board, the international advisory board, the reviewers, and the publisher. All the involved parties should understand this ethical policy. It frowns at and will not tolerate any form of copyright abuse or publishing malpractice. This statement is based on COPE’s Core Practices. is committed to following a high standard of ethical considerations and pays attention to the principles and best practices in publishing published by the Committee on (COPE). [SEP] Justify:

Output: The text corroborates the claim by discussing how virtual reality (VR) and augmented reality (AR) technologies are transforming education and enhancing learning experiences by providing immersive experiences that spark creativity and ignite a passion for learning. It highlights their potential to improve academic performance, motivation, and collaboration skills among students and educators, thus supporting the idea that VR technology is being utilized in classrooms.


Input: Task: contrast the claim using the given text. Claim: Studies suggest social media can increase feelings of loneliness and anxiety. [SEP] Text: 13, NS), or headache (F (2, 354) = 1. 02, p =. 36, NS). Observation study 2021. While current research has shown that the pandemic has yielded an epidemic of social isolation and loneliness amongst the U. S. adult population, findings from this study did not see a significant difference between 2020 and 2021. A lack of baseline data prevents the potential evaluation of this loneliness epidemic to either support or oppose the current analysis; however, this study does reveal that both years that have been impacted by SARS-CoV-2 did not differentiate in terms of loneliness. Expressions of anxiety were impacted in that 2020 showed higher levels of expressions of anxiety than 2021. These findings did mirror Jia, et al. [4] study that revealed that expressions of anxiety increased by 13% in the last part of 2020 (August to December) and then decreased in the first part of 2021 (January 2021 to June 2021) in the United States. Results of this study show that expressions of loneliness and anxiety were not correlated to one another, which does not comport with previous research [15,22,24,25]. These findings were inconsistent to previous research that have shown that anxiety and loneliness have been associated to one another, and together, as they have overlapping qualities and a reciprocal relationship. Recent studies have shown mixed results between the use of social media and loneliness [14-18]. In one study, an increase use of Twitter showed a decrease in self-reported loneliness [18]. In another study, however, social media usage negatively affects well-being, as social anxiety and loneliness increase as social media usage also increases [17]. As research has shown that loneliness is associated to early mortality [14], poor mental health and depression [15], and increased health and social care costs [16], more work must be conducted to understand expressions of loneliness, especially as social media platforms are becoming more prevalent. Furthermore, findings revealed that expressions of anxiety were correlated to skin lesions, body aches, flu-like, seasonal cold, trouble breathing, nausea or diarrhea, fever, chills, and cough while expressions of loneliness were only correlated to trouble breathing. However, expressions of anxiety were not correlated to fatigue, diarrhea, loss of appetite, changes in smell or taste, abdominal pain, and headache. Several multiple multivariate linear regression models were constructed to examine the model that can sufficiently describe the best fit. [SEP] Justify:

Output: The text contrasts the claim by discussing findings that show mixed results about the relationship between social media usage and loneliness or anxiety. It mentions that while some studies indicate social media use may correlate with increased anxiety and loneliness, others find that increased use of platforms like Twitter can lead to a decrease in self-reported loneliness. This directly counters the claim that social media increases feelings of loneliness and anxiety by presenting evidence of contradictory findings.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: DBpia 서지관리 프로그램 싸이티지(Citeasy)에선 '참고문헌 목록 생성' 클릭 한번이면 끝 한국 논문에 빠질 수 없는 『…』까지표기할 수 있게 지원하고 있어요 이 학회, 인용 정보 어떻게 기입하지? DBpia가 인기학회 200개의 서지정보를 구축해두었어요. 등은 기본이죠 Citeasy 이용하기 Citeasy 출시 기념 한시적 무료! Citeasy로 내보내기 서지가 내보내기 되었어요Citeasy에서 목록을 확인해보세요 Endnote Excel 복사인용 APA 7th 양식 변경 12 ### 논문을 읽고 계시네요! [SEP] Justify:

Output: The text does not address the claim regarding language as a marker of identity and cultural heritage. Instead, it focuses on functionalities of a citation management program and provides instructions, which are unrelated to the claim.


Input: Task: corroborate the claim using the given text. Claim: Virtual reality technology is being used in classrooms to enhance learning experiences. [SEP] Text: For instance, previous studies in the literature found mixed results about the optimal velocity of affective touch to promote embodiment in VR, with no clear benefit of CT-optimal touch (Bourdin et al. 2013; de Jong et al. 2017; Carey et al. 2021). Further studies are needed to delve into the optimal characteristics of interpersonal touch in VR, exploring various touch gestures, social contexts, and individual differences to unveil the full potential and perhaps limitations of virtual affective touch. This will gain greater prominence in the coming years, especially with the growing prevalence of VR devices in domestic settings and the increasing accessibility of online social VR platforms that enable individuals to interact with others within diverse contexts and across various cultural backgrounds. Enhancing social touch experiences in VR offers practical implications across various domains, including healthcare, mental health, education, and edutainment. In healthcare, VR can aid remote rehabilitation by providing tactile feedback and guidance when assisting patients with motor impairments. Similarly, within mental health practices, immersive VR environments with realistic social interactions and touch can provide interventions for conditions benefiting from social skills development and interventions to body-related representations. In education and edutainment, VR-based simulations can enrich learning experiences by incorporating social touch in collaborative activities and team-based tasks, fostering engagement and skill acquisition. Moreover, VR offers opportunities for immersive training scenarios focusing on interpersonal communication and coordination through realistic social touch interactions in team cooperation and joint activities. By prioritising the refinement of social touch interactions in VR, various fields can harness the technology’s potential to enhance human connection and interaction across diverse practical contexts. 6 ConclusionsThe significance of social touch is indisputable, and with the increasing extension of social interactions into the realm of cyberspace, including immersive VR and metaverses, the role of mediated social touch will become a key element in fostering meaningful affective relationships and social interactions among people. Our study has demonstrated the necessity of a complete multisensory experience as a means to achieve this goal. These observations are particularly relevant to sectors such as the gaming industry and business - two areas in which building and maintaining cohesive teams is crucial for success. Extensive and fully embodied immersive interactions within 3D spaces can be particularly significant for the youngest generation. Given their upbringing in a digital age where XR technologies are becoming increasingly integrated into their daily lives, such immersive interactions hold the promise of addressing pressing contemporary challenges such as mental health issues and teenage isolation. [SEP] Justify:

Output: The text corroborates the claim by discussing how VR-based simulations can enrich learning experiences in education and edutainment through collaborative activities and team-based tasks. It states that enhancing social touch experiences in VR has practical implications for education, suggesting that immersive VR environments can be used to foster engagement and skill acquisition in a learning context, which directly supports the assertion that VR technology is enhancing classroom experiences.


Input: Task: contrast the claim using the given text. Claim: Studies suggest social media can increase feelings of loneliness and anxiety. [SEP] Text: Multiple multivariate linear regressions revealed a significant regression equation was found in predicting trouble breathing symptoms on expressions of loneliness and anxiety, however the proportion of variance was 8% of the observed variation in the model. Observation study 2021. . 2021; 70: 947–952. PubMed:. How adolescents use social media to cope with feelings of loneliness and anxiety during COVID-19 lockdown. Soc Netw. 2021; 24: 250–257. PubMed: Tracking mental health and symptom mentions on twitter during COVID-19. J Med. 2020; 35: 2798–2800. PubMed: -Eily L, et al. National and state trends in anxiety and depression severity scores amongst adults during the COVID-19 Pandemic—United States, 2020–2021. . 2020; 70: 1427–1432. PubMed: McKnight- Racial and ethnic disparities in the prevalence of stress and worry, mental health conditions, and increased substance use among adults during the COVID-19 pandemic—United States, April and May 2020. . 2021; 70: 162–166. PubMed: The loneliness pandemic: Loneliness and other concomitants of depression, anxiety and their comorbidity during the COVID-19 outbreak. J Affect Disord. 2020; 275: 109-111. PubMed:. Symptoms of anxiety or depressive disorder and use of mental health care among adults during the COVID-19 Pandemic - United States, August 2020–February 2021. . 2021; 70: 490–494. PubMed:. Alcohol consumption in response to the COVID-19 pandemic in the United States. J Addict Med. 2021; 15: 341–344. PubMed: ôbo The effects of COVID-19 quarantine on eating and sleeping behaviors. Nutrire. 2020; 45: 25. PubMed: PubMed: Serotonergic influence on depressive symptoms and trait anxiety is mediated by negative life events and frontal activation in children and adolescents. Adolesc Psychiatry. 2020; 29: 691–706. PubMed: Løhre. School wellbeing among children in grades -10. BMC Public Health. 2010; 10: 1–7. . Correlation studies between Personality traits, age and loneliness. Mental Health. 2018; 5: 32. Holt-. [SEP] Justify:

Output: The text contrasts the claim as it discusses various studies related to symptoms of anxiety and loneliness without specifically addressing the impact of social media. It highlights issues such as 'trouble breathing symptoms on expressions of loneliness and anxiety' and other mental health conditions during the COVID-19 pandemic. Additionally, while referencing studies on adolescents coping with loneliness and anxiety during the lockdown, it does not provide concrete support for the assertion that social media use increases these feelings.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 이 저널의 양식으로 변경하시겠어요? 인용언어설정 일부 서지항목은 국/영문 정보가 없을 수 있으므로 확인 후 사용하세요. [SEP] Justify:

Output: The text does not address the claim regarding language as a marker of identity and cultural heritage. It seems to pertain to formatting and citation language settings for a journal, making it irrelevant to the topic.


Input: Task: pass the claim using the given text. Claim: Some studies suggest that VR can improve student engagement and retention of information. [SEP] Text: While practical experience is required throughout the program, the final term for fourth-year students consists of three 5-week practice experiences: community practice, hospital practice, and a specialty practice experience (eg, HIV/AIDS, academic detailing, international pharmacy practice [eg, Ghana], and psychiatry. )in Pharmacy course described in this manuscript is a mandatory, full academic year (2 terms, September to April) course offered in the third year of the BSP program. All students (approximately 90) attend two 80-minute lectures weekly. There are also 2 different tutorial times (half the class in each) during which more difficult concepts, such as financial and managerial accounting, are further discussed. There are 2 PhD instructors for the course, with each being responsible for the lecture material in 1 of the 2 terms. The course is labor intensive for 2 instructors primarily because of how the content is delivered and the way in which students are assessed. Course FocusThe redesign of this course took an almost exclusively andragogical14 learner-focused approach that was also focused on the self-directed learner. 15 This objective was based on the premise that the students will soon be practicing pharmacists who will need to be self-directed in the required continuing education inherent in being a practicing member of the profession. To foster an environment with an andragogical, self-directed-learner focus, the content of the course required students to take ownership of their learning and move away from the pedagogy, wherein instructor needs tend to take precedence over those of students. While it is easier on the instructor to conduct classroom lectures and use examinations as the sole assessment method, this approach does not truly foster learning. The course previously had a primarily lecture-based, pedagogical focus. Lectures tended to be primarily 1-way exchanges of information, wherein learning was not necessarily occurring. Examinations involved memorization and information dumps by students with little retention. This is a common occurrence when students are told what they have to learn to be successful in the course. There were a few small-group assignments but nothing too engaging, as the course was previously taught by only 1 instructor. As would be expected, more engaging exercises also require greater preparation and assessment/grading time. With the redesign of the course, instructors experienced some discomfort as they had to relinquish some control in the classroom if the course was to truly become self-directed and learner-focused. [SEP] Justify:

Output: The text does not address virtual reality (VR) or its impact on student engagement or retention of information. Instead, it discusses the redesign of a pharmacy course that focuses on a self-directed, learner-centered approach. While the mention of student engagement is present in the context of the course redesign, it does not specifically corroborate or contrast the claim regarding VR.


Input: Task: contrast the claim using the given text. Claim: Studies suggest social media can increase feelings of loneliness and anxiety. [SEP] Text: [34] found that participants who had access to the smartphone app on an as-needed basis over the 4-week trial showed significant improvements in emotional well-being indicators. More broadly, this suggests that simple accessible solutions may generate meaningful well-being outcomes. Another study by Karyotaki et al. [35] reported that web-based intervention was effective for reducing the symptoms of depression and anxiety in college students. This was a multi-phase research design. In the first phase, a correlational research method was used for exploring the correlation among the research variables. In the second phase, we used a pretest-posttest randomized controlled trial to assess the effectiveness of a mindfulness-based mobile app intervention on symptoms of anxiety, loneliness, and well-being. Moreover, in the third phase, a qualitative research method was used for exploring the participants’ perceptions of mindfulness-based intervention. for this study were selected from graduate students at in China. Three separate groups were recruited for the study. The first group consisted of 300 participants who were recruited for a correlational study related to question 1. The eligibility criteria for this group were as follows: participants must be graduate students at and willing to participate in the study. The sample size was determined based on power analysis and the expected effect size. The second group consisted of 100 participants who were recruited for question 2. The eligibility criteria for this group were the same as for the first group. Participants were randomly assigned to either an intervention group or a control group. The third group consisted of 20 participants who were recruited for question 3. The eligibility criteria for this group were the same as for the first two groups. Participants were selected using purposive sampling based on their responses to the questionnaire in question 2. All participants provided informed consent prior to participating in the study. The study was approved by the Board at. Participants were assured of confidentiality and the right to withdraw from the study at any time without penalty. following instruments were used to collect data for this study: Scale for Adolescents (SAS-A). It is a 22-item self-report questionnaire that measures social anxiety in adolescents [36]. SAS-A assesses various aspects of social anxiety, including fear of negative evaluation, social avoidance and distress, and physiological symptoms such as sweating and blushing. Each item is measured on a 5-point Likert scale, ranging from 1 (not at all) to 5 (extremely). [SEP] Justify:

Output: The text contrasts the claim by indicating that certain interventions, such as mindfulness-based mobile apps, can help reduce symptoms of anxiety and loneliness. Specifically, it references a study where participants showed improvements in emotional well-being, suggesting that not all technological engagement, such as through apps, leads to increased feelings of loneliness and anxiety.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 참고문헌 내주 각주/미주 인용정보가 복사되었어요인용할 위치에서 붙여넣기 하세요 한 문장에 2개 이상의 연구 인용 도움말 (Tian, Zhao, and Olivares 2022 Sion, Miok 2018) (Tian, Zhao, and Olivares 2022 Sion, Miok 2018) (Tian, Zhao, and Olivares 2022 Sion, Miok 2018) (Tian, Zhao, and Olivares 2022 Sion, Miok 2018) 한 문장에 1개의 연구 인용 도움말 (Tian, Zhao, and Olivares 2022)(Sion, Miok 2018)(Sion, Miok 2018)(Sion, Miok 2018)(Sion, Miok 2018)(Sion, Miok 2018)(Sion, Miok 2018)(Sion, Miok 2018)(Sion, Miok 2018)(Sion, Miok 2018)(Sion, Miok 2018) 사용 가능한 기관 소속입니다. [SEP] Justify:

Output: The text is irrelevant to the claim as it primarily consists of guidance on citation practices and does not address the relationship between language, identity, or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: VR can allow students to experience environments they may not otherwise access. [SEP] Text: 1 Introductiondefines autism as a “lifelong disability… People on the autism spectrum experience persistent difficulties with social communication and social interaction, and might display restricted and repetitive patterns of behaviours, activities or interests. ” Disorders (ASDs) are a group of pervasive developmental disorders characterised by core deficits in three domains, i. e. “social interaction, communication and repetitive or stereotypical behaviour” [1], occurring more often in boys then in girls (4:1). While the level of impairment of suffering from autism may differ among different cases of individuals, the bearing on the individuals themselves and the people around them can be considered as being “life-changing” [2]. Parents, for example, describe how children on the autism spectrum may sometimes be left out of social events in schools simply because the environment is not adapted to their needs. This lack of adaptation is the result of a combination of numerous factors. One of these challenges is the lack of knowledge of how to deal and how to react when interacting with individuals suffering from ASDs. Teachers face enormous challenges when attempting to integrate children on the autism spectrum in the daily classroom experience. The biggest of these challenges lies in the fact that it is very difficult for teachers to fully comprehend the situations, the triggers and the stress levels that an autistic child may be subject to when interacting in class. Most studies of ASDs in relation to technology focus on the way different mediums can help the student learn and communicate. They create technology-driven media to aid the student directly by changing the way learning is presented. However little work has been done to explore how such media can use narrative to support empathy. Following on our previous study ‘Autism VR’ [17], we propose the use of (VR) coupled with Haptic feedback technology as a new approach that could recreate and repurpose a narrative to immerse adult teachers into the world of a child on the autism spectrum to a degree higher than what was already achieved. VR may be a simulation of the real world or the creation of a completely new world based on computer graphics to provide an experience that allows the user to understand concepts [3]. The realism of the virtual environment allows the user to acquire important skills, increasing the probability to transfer them into real life behaviour [4,5,6]. Building on ‘Autism VR’, this study explores various avenues in creating increased immersion in the virtual environment by exploring innovative communication mediums. [SEP] Justify:

Output: The text corroborates the claim by discussing the use of VR to recreate and immerse teachers into the world of a child on the autism spectrum, thus allowing them to experience environments and scenarios that they may not otherwise access in typical learning settings. The statement that 'VR may be a simulation of the real world or the creation of a completely new world' supports the idea that VR can enhance learning by providing experiences beyond physical limitations.


Input: Task: contrast the claim using the given text. Claim: Studies suggest social media can increase feelings of loneliness and anxiety. [SEP] Text: For instance, one of the students stated, “I used to feel ashamed about seeking mental health support, but using mental health apps has helped me realize that it's okay to take care of my mental health. " (Student 9). Similarly, another student argued, “Online support groups have helped me realize that I'm not alone in my struggles with mental health. It's nice to know there are others out there who understand. " Despite the above-mentioned benefits, the participants mentioned some challenges. The first extracted challenge was thematically coded "Quality and Accuracy of Information". Participants expressed concerns about the quality and accuracy of mental health information available online, and the potential for misinformation to be spread. For instance, student 11 stated, "There's so much information online, it's hard to know what's trustworthy and what's not. " Another student stated, "I worry that some of the mental health information I see online is not based on evidence and could actually be harmful. "(student 6) The second extracted challenge was thematically coded as "Lack of Human Connection". Participants reported missing the human connection they would get from traditional face-to-face therapy and felt that technology-based mental health support services lacked the same level of personal connection. The following quotations from student 12 exemplify the theme: "just need someone to talk to face-to-face. It's not the same as talking to a computer screen…. I miss the empathetic listening I would get from a therapist in person. It's hard to replicate that online. " The third extracted challenge was thematically coded as "Technical Difficulties". Participants reported experiencing technical difficulties with technology-based mental health support services, which could be frustrating and hinder their ability to access support. For instance, student 8 stated, “Sometimes the mental health app I use glitches or crashes, which can be really frustrating when I'm trying to use it for support…. I don't have the best internet connection, so sometimes it's hard to access online support groups. " The fourth extracted challenge was thematically coded "Privacy and Security Concerns". Participants expressed concerns about the privacy and security of their personal information when using technology-based mental health support services, and whether their information was being shared without their consent. As an example, student 13 stated, "I worry that my personal information could be shared without my consent, which would be a huge breach of trust. [SEP] Justify:

Output: The text contrasts the claim by highlighting participants' concerns regarding the lack of human connection and feelings of isolation when using technology-based mental health support services. For example, one student commented, 'just need someone to talk to face-to-face. It's not the same as talking to a computer screen…. I miss the empathetic listening I would get from a therapist in person.' This indicates that while technology can provide support, it may also contribute to feelings of loneliness when compared to traditional face-to-face interactions.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: 인용양식 244개 무제한 사용 한글/워드 자동 인용 프로그램 지금 신청 시 기관 이용 종료 시까지 무제한 무료 사용 가능 네 이용할래요 DBpia 정기구독 이용자는 싸이티지를 사용할 수 있습니다 인용양식 244개 무제한 사용 한글/워드 자동 인용 프로그램 출시기념 2025년까지 무료 이용 가능 네 이용할래요 소속기관이 없거나, 정기구독권이 없는 회원이시네요 인용양식 244개 무제한 사용 한글/워드 자동 인용 프로그램 소속기관/학교인증 바로� [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses a citation program and subscription details without mentioning language as a marker of identity or cultural heritage.


Input: Task: corroborate the claim using the given text. Claim: VR can allow students to experience environments they may not otherwise access. [SEP] Text: While virtual reality implementations mostly focus on the visual and audio sensory elicited emotions, the addition of the sense of touch as a continuation of our previous study, should give an increased level of immersion and a provide a more realistic performance to anyone using the system. The project’s scope is that of building upon the use of as a tool with which to understand better the case of autism in children. More specifically, the research aims at bringing together VR and Haptic Feedback. As the project unfolds and carers experience this VR immersion into autism, we want to ask questions such as Will the VR have a visible impact on the carers’ empathy towards children with autism? Also, we want to note how the combination of these two technologies improves one’s ability to empathise with children when compared to the results achieved when the standard approach to implementing VR was adopted in earlier research. The next section provides an overview of the research that has already been carried out in the area, highlighting work that has already been done in ‘Autism VR’. 2 Literature Review2. 1 Autism and Virtual Reality(1995) describes autism as “an impenetrable world, one which makes it difficult to unveil. The reason for this difficulty lies in the need to truly understand and explain what the relationship is with an autistic child, who, to a certain extent is a strange being who lives on a different plane of existence. In most cases an autistic child is a person whom we cannot connect with” [7]. While it is only recently that technology applications have delved in autism therapy [13], the use of other technology as a means of helping individuals on the ASD scale has for long been an area of interest for many researchers. Interventions outside the area of have quantified social skills and cognition over time using a variety of techniques and measures leading to mixed success rates [9]. The use of computers and computer technology for children with autism has been shown by research to have positive and beneficial effects [10]. Due to the increase in diagnosed cases of ASD, software and hardware dedicated to persons with autism have been developed for several decades. These solutions reinforce ASD sufferers’ strong points and work on their weaknesses, helping them to increase their vocabulary and communication [12]. A number of studies have been done about the potential benefits of VR in supporting the learning process, particularly in relation to social situations, in children with autism [8]. [SEP] Justify:

Output: The text corroborates the claim by discussing the use of VR as a tool for better understanding autism, which implies that VR can provide immersive experiences in environments that are critical for learning and empathy. The mention of how 'a number of studies have been done about the potential benefits of VR in supporting the learning process' specifically indicates that VR can create unique learning experiences for students, especially those with autism, thereby allowing access to environments they wouldn't normally engage with.


Input: Task: contrast the claim using the given text. Claim: Studies suggest social media can increase feelings of loneliness and anxiety. [SEP] Text: The post-hoc tests indicated that the intervention group had significantly lower mean scores on symptoms of anxiety and loneliness and significantly higher mean scores on well-being at post-intervention and three-month follow-up compared to the control group. The effect sizes for these significant differences were moderate to large, indicating that the effects of the intervention were meaningful. These findings are consistent with previous research that has examined the effectiveness of interventions aimed at reducing symptoms of anxiety and loneliness and improving well-being. For example, a recent meta-analysis of 39 studies found that cognitive-behavioral therapy (CBT) interventions were effective in reducing symptoms of anxiety and loneliness and improving well-being [41]. Similarly, a systematic review of 16 studies found that mindfulness-based interventions were effective in reducing symptoms of anxiety and loneliness and improving well-being [42]. The third objective of the study was to deeply delve into the participants’ perceptions of the benefits of mindfulness-based mobile apps. The participant identified six benefits of using technology for mental health support, including convenience and accessibility, anonymity and privacy, customizable and tailored support, cost-effectiveness, increased awareness and education, and reduced stigma. These findings are consistent with previous research in this area. For example, Sucala et al. [43] conducted a systematic review of anxiety apps and found that these apps can provide accessible and effective support for individuals with anxiety. Mohr and Siddique [44]and Andersson and Cuijpers [45] conducted meta-analyses of online psychotherapy interventions and found that they can be as effective as traditional face-to-face therapy for treating loneliness. Proudfoot et al. [46] provided guidelines for executing and reporting internet intervention research, highlighting the potential of technology-based interventions to provide effective and affordable mental health support. In addition to the effectiveness of technology-based interventions, Wang et al. [47] demonstrated the potential of technology to increase access to mental health services during the COVID-19 outbreak in China. Online mental health services were able to provide support to individuals who were unable to access traditional mental health services due to lockdowns and social distancing measures. Finally, participants mentioned three challenges associated with mindfulness-based mobile apps. The quality and accuracy of mental health information available online is a concern expressed by participants in this study. There is a risk of misinformation being spread online, which can be harmful to individuals seeking mental health support. [SEP] Justify:

Output: The text contrasts the claim by presenting findings that suggest interventions, specifically those using technology-based approaches such as cognitive-behavioral therapy and mindfulness-based apps, can significantly reduce symptoms of anxiety and loneliness. It emphasizes the effectiveness of these interventions in improving well-being, which contradicts the assertion that social media contributes to increased loneliness and anxiety. The mention of lower anxiety and loneliness scores in the intervention group implies that not all technological engagement (e.g., mindfulness apps) has a negative impact, challenging the claim.


Input: Task: pass the claim using the given text. Claim: Language can serve as a marker of identity and cultural heritage. [SEP] Text: ��기 싸이티지 미구독기관 회원이시네요. [SEP] Justify:

Output: The text is irrelevant to the claim as it does not provide any information relating to language as a marker of identity or cultural heritage. The content appears to be coded or nonsensical, lacking context or clarity.


Input: Task: corroborate the claim using the given text. Claim: VR can allow students to experience environments they may not otherwise access. [SEP] Text: Among the studies that have been carried out to teach children how to behave in social situation and how to understand social conventions are “Virtual Café” [14] and “Virtual Supermarket” [15]. These studies reported that the user improved in social skills and their performance also increased as the child was able to transfer the learn skills from the VE to real life situations. There have been discussions that these virtual environments can aid the educators, especially with children with special needs. This is because the VE has content which can be controlled. For example by allowing wheelchair users “. . to see how the world looks like from a standing perspective. . [and] to take part in activities or visit places that are inaccessible to real life” [16]. It is on these lines that “Autism VR” [17] drew its inspiration. The experiments carried out in “Autism VR”, which brought VR into a classroom environment, prove that can in fact be used as an effective teaching tool for carers of individuals on the ASD spectrum. Among the participants taking part in the study 50% of the participants reported that they were now able to better empathise with the children. 2. 2 Participative NarrativeWhat differs form conventional media outlets is the fact that users in a 3D virtual environment play a very important role in the building of the story and their own overall experience since this depends on where they move and look, and their reactions within the world itself [18]. This form of narration is therefore a participative one. Audience participation within virtual reality is an idea recently referred to as ‘presence’ [19]. Presence has been defined “as the experience of one’s physical environment; it refers not to one’s surroundings as they exist in the physical world, but to the perception of those surroundings as mediated by both automatic and controlled mental processes [20]”. Perception is often discussed in relation to another crucial aspect in the context of effective VR systems [21]. Immersion in the context of virtual reality refers to the amount of sensory input that the virtual reality system creates. [SEP] Justify:

Output: The text corroborates the claim by providing examples of virtual environments, such as the Virtual Café and Virtual Supermarket, which illustrate how VR allows children, including those with special needs, to experience social situations and engagements they might not otherwise access in real life. It highlights that VR can give wheelchair users the opportunity to perceive the world from a standing perspective and participate in activities that are otherwise inaccessible, reinforcing the claim that VR can provide experiences beyond the limitations of reality.


Input: Task: contrast the claim using the given text. Claim: Studies suggest social media can increase feelings of loneliness and anxiety. [SEP] Text: ” While the “good” cluster is associated with positive feelings people often experience on their own, the “love” cluster is associated mainly with positive feelings that people experience together. Typical tweets in this cluster include, for example, “be around people that see u, that always make u feel like having u in their life is a blessing n your love isnt a burden” or “The crazy thing about meeting people who’ve grown up with a lot of love at home, is that you feel it. ”Next, on the top-right there is a cluster surrounding the word “need. ” It includes the words “someone,” “anyone,” as well as the word “please” and verbs such as “help,” “share,” “post,” and “want. ” While the “love” cluster refers to the result of good social ties, the “need” cluster reflects the call or wish of users to achieve it. In a way this cluster closes the emotional cycle as people tweeting about their or others’ needs are usually not entirely content and look for users’ support. A typical tweet from this type, for instance, is: “I know this is weird or just I’m weird but I wanted to tell you friends I need a break again. I’m not feeling well. ”Finally, the cluster on the top-left evolves around the word “life” connected with the words “whole,” “world,” and “change. ” This cluster of tweets often deals with more general reflections on feelings over time and their broad social or psychological implications. Typical tweets in this cluster, for example, are: “The more you think of missing things in life, the more you feel emptiness,” or “It’s true that when you feel so happy, you’ll be sad later & otherwise. Life is just balance to make you understand & be grateful about. ”The last quote summarizes well the overall insights from the semantic network of tweets on feelings. While sharing negative feelings, which is at the center of the discussion, is perceived by Twitter users as the challenge or problem, the surrounding clusters offer different kinds of positive and optimistic solutions. [SEP] Justify:

Output: The text contrasts the claim by discussing various emotional clusters in tweets that reflect positive feelings associated with social interactions and the support users seek. While it acknowledges the presence of negative feelings, it highlights optimistic solutions and the importance of positive social ties, suggesting that social media can foster connection rather than solely contribute to loneliness and anxiety.