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         800x600         Nhiều nghiên cứu về tác động của việc đánh giá trực tuyến theo bạn cùng lớp trong những lớp học viết tiếng Anh đã được thực hiện ở nhiều bối cảnh giáo dục khác nhau. Bài viết này trình bày kết quả một nghiên cứu thực nghiệm được thực hiện tại Đại học Cần Thơ. Nghiên cứu nhằm kiểm chứng (1) tác động của việc đánh giá trực tuyến theo bạn cùng lớp đến việc phát triển động cơ học môn Viết và khả năng viết tiếng Anh của sinh viên, và (2) sự tương quan giữa động cơ học môn Viết và khả năng viết của sinh viên. Kết quả nghiên cứu cho thấy có sự khác biệt đáng kể về động cơ học môn Viết và khả năng viết của sinh viên giữa hai nhóm, sinh viên ở nhóm thực nghiệm có chỉ số trung bình về động cơ học viết và khả năng viết cao hơn so với những sinh viên thuộc nhóm kiểm chứng.         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This work load, generally considered tedious and burdensome, is inadequately automated given the richness of conceptual design and behavior models generated in earlier stages of the development process. A few frameworks have been proposed for generating GUI code based on formal specification or code annotation, requiring extra work to be done in addition to conceptually designing the software system in question. We propose a mechanism that generates GUI code from UML class diagrams expressed in XMI. 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In light of the increasing prevalence of digital games and concerns about screen time and game addiction, the research examines these educational tools' perceived benefits and drawbacks. Using the Technology Acceptance Model (TAM), the study explores perceived ease of use, perceived usefulness, attitudes, and behavioral intentions toward digital math games. Semi-structured interviews were conducted with 32 parents, who were introduced to\" Đậu Lém Phiêu lưu ký,\" a digital math game selected based on educational criteria. The recorded and transcribed interviews revealed a positive shift in parental attitudes, recognizing the games' educational value and expressing willingness to allow their use if they meet quality and affordability standards. However, concerns about screen time, content control, and health impacts were noted, highlighting the need for features like time-setting and screen-lock functionalities in educational games. The study concludes that balancing educational content with engaging gameplay and addressing parental concerns can increase the acceptance and effectiveness of digital math games in primary education. Future research should expand on these findings with larger, quantitative studies to further validate the insights, providing a basis for designing better educational games that align with parents' and students' needs.",{"VOID":463},"971-971",{"VI":465},"EXPLORING PARENTAL ACCEPTANCE OF DIGITAL MATH GAMES ON MOBILE DEVICES FOR PRIMARY SCHOOL CHILDREN",{"VOID":467},"2905689985941372959",{"VOID":469},"6","https:\u002F\u002Fjournal.hcmue.edu.vn\u002Findex.php\u002Fhcmuejos\u002Farticle\u002Fview\u002F4311",[472,479,486,493,500],{"id":473,"sortIndex":32,"researcher":24,"roles":474,"affiliations":475,"properties":476,"displayName":478,"givenName":24,"familyName":24},"7b5722af-1b4f-4d96-b116-53dc396522cc",[136],[],{"title":477},{"VI":478},"NN Đan",{"id":480,"sortIndex":38,"researcher":24,"roles":481,"affiliations":482,"properties":483,"displayName":485,"givenName":24,"familyName":24},"7e17713e-ec46-4df4-b79d-a9cbf9197b59",[136],[],{"title":484},{"VI":485},"NTM Thư",{"id":487,"sortIndex":67,"researcher":24,"roles":488,"affiliations":489,"properties":490,"displayName":492,"givenName":24,"familyName":24},"e99cfc0e-55e1-4b97-a078-1dc90af5efcf",[136],[],{"title":491},{"VI":492},"HP Vy",{"id":494,"sortIndex":69,"researcher":24,"roles":495,"affiliations":496,"properties":497,"displayName":499,"givenName":24,"familyName":24},"e03f52a6-1815-4497-84a3-c191f0daa07b",[136],[],{"title":498},{"VI":499},"LT Phát",{"id":501,"sortIndex":68,"researcher":24,"roles":502,"affiliations":503,"properties":504,"displayName":506,"givenName":24,"familyName":24},"c35a7fed-dce5-4d16-8c3e-72cb56ce3982",[136],[],{"title":505},{"VI":506},"NHB Châu",{"url":24,"publisher":508,"properties":24},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":509,"slug":10,"properties":510,"entityType":21,"verifyStatus":22,"verifyTime":23,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":25,"subjectFields":515,"manageAffiliations":516,"indexDatabases":517,"url":29,"thumbnailPath":30,"statistic":518,"gsStatistic":523,"type":107,"analyzePriority":24},[],{"country":511,"issn":512,"title":513,"gsId":514},{"VOID":13},{"VOID":15},{"EN":17,"VI":18},{"VOID":20},[],[],[],{"impactFactor":32,"impactFactorByYear":519,"i10Index":37,"i10IndexLast5Year":38,"totalPublication":39,"totalPublicationByYear":520,"totalCitation":48,"totalCitationByYear":521,"totalCitationPerPublication":55,"totalCitationPerPublicationByYear":522,"hindexLast5Year":61,"hindex":61},{"2020":34,"2021":35,"2022":36,"2023":35,"2024":34},{"2019":41,"2020":42,"2021":43,"2022":44,"2023":45,"2024":46,"2025":47},{"2019":50,"2020":51,"2021":52,"2022":53,"2023":54},{"2019":57,"2020":58,"2021":59,"2022":60,"2023":35},{"impactFactor":24,"impactFactorByYear":24,"i10Index":63,"i10IndexLast5Year":64,"totalPublication":65,"totalPublicationByYear":524,"totalCitation":76,"totalCitationByYear":525,"totalCitationPerPublication":92,"totalCitationPerPublicationByYear":526,"hindexLast5Year":105,"hindex":106},{"0":54,"2002":38,"2003":67,"2004":38,"2009":38,"2011":68,"2012":69,"2013":70,"2014":54,"2015":67,"2016":38,"2017":38,"2018":68,"2019":71,"2020":72,"2021":63,"2022":63,"2023":73,"2024":74,"2025":75,"2026":61},{"2013":78,"2014":79,"2015":80,"2016":81,"2017":82,"2018":83,"2019":84,"2020":85,"2021":86,"2022":87,"2023":88,"2024":89,"2025":90,"2026":91},{"2013":94,"2014":95,"2015":70,"2016":81,"2017":82,"2018":96,"2019":97,"2020":98,"2021":99,"2022":100,"2023":101,"2024":102,"2025":103,"2026":104},{"total":38,"publishYear":229,"statisticByYear":24},"2026-07-26T23:07:58.177+00:00",[],{"id":531,"createTime":532,"updateTime":533,"relativeEntities":534,"slug":535,"properties":536,"entityType":129,"verifyStatus":22,"verifyTime":545,"verifyNote":250,"languages":24,"translateLanguages":24,"viewCount":32,"primaryUrl":546,"fullTextUrl":547,"authors":548,"publicationType":141,"publisherRelationship":563,"citationCount":32,"citationInfo":592,"publishDate":317,"publishYear":163,"citationAnalyzeStatus":130,"lastCitationAnalyze":594,"indexDatabases":595,"openAccess":24,"references":24,"isForceReanalyzing":165},"3fe51223-18a5-4d14-9fb6-f9c440457cef","2023-07-31T19:59:31.012+00:00","2026-08-19T23:48:00.900+00:00",[],"%C4%90%C3%A1nh-gi%C3%A1-k%E1%BA%BFt-qu%E1%BA%A3-h%E1%BB%8Dc-t%E1%BA%ADp-c%E1%BB%A7a-h%E1%BB%8Dc-sinh-khi%E1%BA%BFm-th%C3%ADnh-t%E1%BA%A1i-m%E1%BB%99t-s%E1%BB%91-tr%C6%B0%E1%BB%9Dng-ti%E1%BB%83u-h%E1%BB%8Dc-h%C3%B2a-nh%E1%BA%ADp-t%E1%BA%A1i-TP-H%E1%BB%93-Ch%C3%AD-Minh",{"abstract":537,"title":539,"gsPaper":541,"doi":543},{"VI":538},"      Normal   0       false   false   false                 MicrosoftInternetExplorer4        Bài báo trình bày kết quả nghiên cứu thực trạng về nhận thức của giáo viên, cán bộ quản lý, phụ huynh về giáo dục hòa nhập, về trẻ khiếm thính và đặc biệt là mục đích đánh giá kết quả học tập hai môn Tiếng Việt và Toán của học sinh khiếm thính tại một số trường tiểu học hòa nhập tại TP. 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