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Learner–Content Interaction in Practical Learning Tasks on TVL–Housekeeping Skills Performance

Girerose Sacis
Psychology and Education: A Multidisciplinary Journal · 2026-03-05 · DOI 10.70838/pemj.520904
Token #7282
✓ Verified on SciChain. The record below hashes to exactly the content hash stored on chain for token #7282.
Token#7282 of SciMatic Articles (ERC-1155), fixed supply 1,000,000
Contract0x0E596B4bb924937aA35D9b342A90347ed6F05eF8
Mint transaction0xa6426e376a0987bfeef58189bca01b17a4f72a8aff17b59d659f54f378b75a1b · block 12109838
Minted2026-10-02 11:15 UTC
Hash on chain0xc43d24414c41bb7108d043f43a469e4a6b70c9002a0fa60c2667faa2982db350
SHA-256 of the record0xc43d24414c41bb7108d043f43a469e4a6b70c9002a0fa60c2667faa2982db350
Article today Matches the anchored record.

Allocation at minting

HolderWalletMintedHolds now
SciMatic (10%) 0xc35709AB…277732 100,000 100,000
Girerose Sacis 0xbC7788c9…2ab747 900,000 900,000

The anchored record

Canonical JSON (keys sorted, no spaces, UTF-8). Its SHA-256 is the hash on chain.

{"abstract":"This study examined the effectiveness of learner–content interaction in practical learning tasks as an instructional method in improving the TVL–Housekeeping skills performance of Senior High School students at Tuyom Senior High School during the School Year 2023–2024. A quasi-experimental pretest–posttest design was employed, involving intact groups assigned to experimental and control conditions, with pretests administered to both groups and instructional treatment provided to the experimental group. The pretest results showed that both the control and experimental groups demonstrated fairly satisfactory performance across the three competencies before the learner–content interaction intervention. After the intervention, the experimental group achieved a very satisfactory level of performance using learner–content interaction strategies such as peer discussion, interactive multimedia, and practice exercises. No significant difference was found between the groups before the intervention; however, a significant performance improvement was observed after the intervention, as confirmed by the paired-sample t-test. The findings indicate that well-designed learner–content interaction enhances student engagement and performance by making learning more interactive, practical, and relevant.","abstract_source":"original","authors":["Girerose Sacis"],"date":"2026-03-05","doi":"10.70838/pemj.520904","id":7282,"issue":9,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"9e8a023c2b2896528ad142c14b3c854953339e24d4b1f0e56f4275ab9e8f3d88","schema":"scimatic-article/1","title":"Learner–Content Interaction in Practical Learning Tasks on TVL–Housekeeping Skills Performance","volume":52}

Check it yourself

1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/7282.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(7282)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001c72"},"latest"]}'

The two must be equal (the second with a 0x in front).