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Investigating Content Language and Integrated Learning Among Taiwanese Students: Basis for a Gamified Learning Material

Clyde Peligro
Psychology and Education: A Multidisciplinary Journal · 2025-12-03 · DOI 10.70838/pemj.490802
Token #6792
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Token#6792 of SciMatic Articles (ERC-1155), fixed supply 1,000,000
Contract0x0E596B4bb924937aA35D9b342A90347ed6F05eF8
Mint transaction0x20937b815c653cbae9985fa0065952c777177201ce3d4f461fdd919c14cf6df6 · block 12108878
Minted2026-10-02 09:55 UTC
Hash on chain0xe9b8ccea65d56fcebece380bda3f9ce29d04e568a08ebbff9ad6d82c512d414c
SHA-256 of the record0xe9b8ccea65d56fcebece380bda3f9ce29d04e568a08ebbff9ad6d82c512d414c
Article today Matches the anchored record.

Allocation at minting

HolderWalletMintedHolds now
SciMatic (10%) 0xc35709AB…277732 100,000 100,000
Clyde Peligro 0x54368320…21cf37 900,000 900,000

The anchored record

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{"abstract":"This study examined the effectiveness of Content and Language Integrated Learning (CLIL), a teaching approach that promotes the simultaneous acquisition of content and language proficiency. Fifty-four students participated in a one-group pretest-posttest design. Data collection involved a researcher-made questionnaire to assess content knowledge and an adapted survey using the modified Vocabulary Knowledge Scale (VKS) by Dale Brown to measure receptive vocabulary knowledge. Findings indicated that CLIL effectively enhanced the two target objectives: recognizing vocabulary related to recycling and identifying phrases emphasizing the importance of recycling for the environment. Significant improvements in both content understanding and receptive vocabulary were observed after the intervention. Based on these results, the study recommends developing CLIL-based lesson exemplars enriched with gamified activities to support teachers in effectively implementing the CLIL approach. This highlights the potential of CLIL to achieve integrated learning outcomes, enhancing both content and language proficiency in educational settings. Speaking Proficiency, Content, and Language Integrated Learning, Content Knowledge, Receptive Vocabulary, and Paired Sample T-test.","abstract_source":"original","authors":["Clyde Peligro"],"date":"2025-12-03","doi":"10.70838/pemj.490802","id":6792,"issue":8,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"9e642eeff663f706c14591bdba83e1a742d40c8aa98c78bf9615dc0f99310f45","schema":"scimatic-article/1","title":"Investigating Content Language and Integrated Learning Among Taiwanese Students: Basis for a Gamified Learning Material","volume":49}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/6792.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(6792)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001a88"},"latest"]}'

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