Multimedia pedagogy embodies the use of text materials, photography and other still images, audio files, video presentations and forms of animation, which are all excellent vehicles for Literature teaching.  

Prior to COVID-19, most lecturers in the selected universities had used multimedia to watch literature films but not to conduct entire lectures. After that pandemic, when schools reopened, the ODEL (Online Distance Education Learning) department's pleas to lecturers to continue with some online courses fell on deaf ears. This study undertook ethnographic research to establish the reasons for the apparent reluctance by both lecturers and students to interface using multimedia during creative writing classes. The observations and interview findings revealed that subject specifications and psychological factors influenced the lecturer and student more than the economic factors against the use of multimedia during lectures. 

The study recommended retooling teacher trainers in multimedia pedagogy because a person cannot effectively conduct online lectures unless taught how to. 

The study concluded that human beings are social beings drawn to learning using methods that involve close interaction between the teacher and the taught, and the elaborateness of literature with its genres consists of the teaching of intangible interactions between words and listener, demand for physical interface between teacher and teacher trainee to chisel and polish the genre specifications.

In a combinatorial auction, there has a server, some agents, and some jobs which can be used to reach efficient resource and job allocations among the agents. In our paper, we have shown how any server can achieve maximum throughput as well as maximum profit based on some server constraints where each agent has one or more skills to perform those jobs on a priority basis which can be executed in a whole or partial. This algorithm can effectively distribute the appropriate job allocation among skilled agents with proper acknowledgment to the server after a certain period.

In this study, four phases of competency-based learning model, namely, i) unconscious incompetence, ii) conscious incompetence, iii) conscious competence and iv) unconscious competence is deployed in classroom teaching methodology. Competency-based learning model helps to understand a student's competence level on a particular topic that is already delivered in the classroom. The current work introduces a web-based competency-based learning model which is focused towards meeting learning objectives. Using the model, post lecture classroom online quiz will help to categorize the weaker student and also will also help to know the emotional state of the learners. 

Smartphones have been owned and used ubiquitously in all facets of society utilized for a wide number of tasks such as calling and messaging, social media, surfing as well as for entertainment. Spending a large amount of time on smartphone might lead to a dependence on it for a variety of purposes. This study uses objective measures of real time smartphone usage features to assess smartphone addiction. A purpose built android application to collect real time smartphone usage has been developed and linear classification models namely Support Vector Machine and Logistic Regression are used to predict smartphone addiction among university students. Furthermore, correlation and information gain measures are used to identify most vital features of smartphone usage which contribute maximum in assessment of smartphone addiction. It has been observed that both the linear models give worthy performance with more than 80% of accuracy. Also, the most important technical features impacting smartphone addiction are longest session spent for entertainment, total time used for communication, longest session spent for communication, longest session spent for work, total time used for entertainment, longest session for news and surfing, and data usage in other activities.

The current state of society requires students at educational institutions of any level and direction not only to master knowledge and skills that will be useful in their future professions but also have the ability to conduct an active dialogue with colleagues and management, the ability to clearly and persuasively express their point of view, and the ability to be mobile, active, and creative. This study aims to discuss the effective pedagogical approach on creativity of the students. The taken results of this observation contribute to the manifestation of the future specialist's self-development, self-realization, and the embodiment of his or her own ideas, which are aimed at originality. The student's creative abilities develop in all types of activities that are important for every student. The activation of student creativity is designed not only to awaken and maintain interest in various disciplines and modules, but also, most importantly, to help students realize the need to actualize their own creative abilities in educational and professional activities, ultimately leading to the formation of a graduate specialist competitive on the global education system.