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Research Article
Contemporary Technologies in Sports Education
– Monitoring and Enhancing Performance in 3X3 Basketball Players
Mocrousov Elena*
,
Tugui Olga
Issue:
Volume 11, Issue 3, June 2026
Pages:
43-48
Received:
25 March 2026
Accepted:
27 April 2026
Published:
15 May 2026
DOI:
10.11648/j.her.20261103.11
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Abstract: This study aimed to analyze the characteristics of physical load and physiological responses of a female basketball player during competitive 3×3 basketball using modern monitoring technologies. The research was conducted on a 21-year-old athlete from the State University of Moldova who participated in the National University Championship. Heart rate data were continuously recorded using a Polar H10 chest strap and analyzed via the Polar Flow platform during a full competition day (2 h 10 min). The results revealed a variable load structure characterized by alternating high-intensity efforts and recovery periods. A significant proportion of time was spent in low-intensity zones (32%), reflecting recovery phases, while 34% of the total time was spent in high and maximal intensity zones, indicating substantial anaerobic contribution. Segmental analysis demonstrated consistently elevated heart rate values (181-188 bpm average; 193-197 bpm peak), confirming high cardiovascular strain across matches. Energy system analysis showed a predominance of carbohydrate metabolism (84-90%), supporting the high-intensity nature of 3×3 basketball. A temporary reduction in intensity observed in the second match, followed by an increase in the third, suggests fatigue development and subsequent mobilization of physiological reserves. Low standard deviation values indicate stable cardiovascular responses during competition. The findings highlight the effectiveness of wearable monitoring technologies in assessing real-time physiological load and support their application in optimizing training processes. The study contributes to understanding the demands of 3×3 basketball under real competitive conditions, particularly in female athletes, where empirical data remain limited.
Abstract: This study aimed to analyze the characteristics of physical load and physiological responses of a female basketball player during competitive 3×3 basketball using modern monitoring technologies. The research was conducted on a 21-year-old athlete from the State University of Moldova who participated in the National University Championship. Heart ra...
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Review Article
Barriers and Enablers of AI Integration into Social Studies Education: A Systematic Review of University Lecturers and Students Experiences
Issue:
Volume 11, Issue 3, June 2026
Pages:
49-61
Received:
15 April 2026
Accepted:
24 April 2026
Published:
16 May 2026
DOI:
10.11648/j.her.20261103.12
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Abstract: This research explored facilitators and barriers to the integration of AI in Social Studies education in the context of higher educational institutions (HEIs). Anchored on the Technology Acceptance Model (TAM) and directed by three research questions, the study assessed lecturers and students AI perceptions and AI competencies, and various facilitators and challenges to AI integration in Social Studies education in order to inform policy and best practices. Employing a systematic review approach, the study reviewed 10 research papers published in peer-reviewed journals. The results show that the integration of AI in Social Studies education has potential, but the level of preparedness is uneven. Although lecturers and students appreciate the transformative potential of AI for personalized instruction, increased engagement, and innovative teaching, the potential benefits are offset by the challenges of maintaining academic integrity, ethical concerns, biases, over-dependence on AI, and the loss of problem solving and critical thinking skills. Digital literacy deficits, poor university governance, inadequate training, and a lack of AI policies were identified as main barriers to the effective use of AI in universities. The evidence also points to a lack of educational equity, particularly in the Global South. The study suggests developing AI policy frameworks according to each discipline, strengthening AI literacy through continuous professional development programmes, establishing institutional policies on AI utilization, investing in digital infrastructure, integrating the teaching and learning with AI into curriculum and assessment, and incorporating ethical use of AI into curriculum and assessment practices in universities.
Abstract: This research explored facilitators and barriers to the integration of AI in Social Studies education in the context of higher educational institutions (HEIs). Anchored on the Technology Acceptance Model (TAM) and directed by three research questions, the study assessed lecturers and students AI perceptions and AI competencies, and various facilita...
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Research Article
UWEL Intervention Raises Programme Completion Rates in Higher Education Online Learning
Susan Frances Stevenson*,
Kay Fielden
Issue:
Volume 11, Issue 3, June 2026
Pages:
62-78
Received:
16 April 2026
Accepted:
27 April 2026
Published:
16 May 2026
DOI:
10.11648/j.her.20261103.13
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Abstract: Over the past twenty years, global research on online learning in higher education has consistently reported significantly lower programme completion rates for online students compared with face?to?face learners. Economic, technological, pedagogical, and equity aspirations have driven the shift to online learning, yet low completion rates continue to affect students, staff, institutional ratings, employers, and funders. Researchers attempting to improve completion rates through curriculum design and teaching innovations, have achieved only marginal gains. Recently, evidence has suggested a possible causal relationship between student wellbeing and programme completion. This emerging direction includes trialling targeted wellbeing interventions. This study reports on the investigation of a Universal Wellbeing Evaluation and Literacy Intervention (UWEL) programme. Underpinned by the evidence-based Universal Wellbeing Model (UWM) and incorporating a new Universal Wellbeing Evaluation Tool (UWET), the study hypothesised that the UWEL Intervention could increase completion rates by 8–30%. Results show a 94% completion rate for the experimental group compared with 51% for the control group—a 43% difference. These findings demonstrate the potential for standardised wellbeing intervention programmes to substantially increase global higher education online learning completion rates.
Abstract: Over the past twenty years, global research on online learning in higher education has consistently reported significantly lower programme completion rates for online students compared with face?to?face learners. Economic, technological, pedagogical, and equity aspirations have driven the shift to online learning, yet low completion rates continue ...
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