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★ smartbot v11.2 r1 – Multithreaded and Performance Boost. AI card fixes/tweaks; Improved human behaviors (attack arrows); Window’s size saved when closing the.
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★ New AI update: Nov 12, 2019: A multi-threaded update to Smartbot’s internal AI algorithm, implementing many of the changes seen in the latest Battle.
IMPORTANT – The development version of smartbot v11.2 has been released. If you wish to use the new features, as well as other fixes and improvements you can grab the .
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★ smartbot v11.2 r1 – Multithreaded and Performance Boost. AI card fixes/tweaks; Improved human behaviors (attack arrows); Window’s size saved when closing the.
★ New AI update: Nov 12, 2019: A multi-threaded update to Smartbot’s internal AI algorithm, implementing many of the changes seen in the latest Battle.
★ New AI update: Nov 12, 2019: A multi-threaded update to Smartbot’s internal AI algorithm, implementing many of the changes seen in the latest Battle.
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★ smartbot v11.2 r1 – Multithreaded and Performance Boost. AI card fixes/tweaks; Improved human behaviors (attack arrows); Window’s size saved when closing the.
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Category:Video games developed in the United States or SIA registrar. It may be beneficial for digital highways and regions to develop “linking” lists of MNPs to register the “commonalities” of the MNP.
This study reflects the range of services available to improve digital transitions across contexts and geographies. Notably, most of the tools identified in this study are tailored for students with special needs. Many of the MNP tools are offered at no cost (for example, Smartphone for Students or SMART!), while others rely on private companies providing training and technical support. Further research should be done to identify the cost-effectiveness and cost-benefit of each of the MNP tools identified in this study.
The inclusion of language and communication provisions are often overlooked in the digital education literature. Programs may fail to explicitly include these important supports in their digital programs or fail to identify alternate language and communications strategies or methods to facilitate access to and use of digital learning materials by the linguistic and culturally diverse populations that they serve. It is critical that digital programs identify and consider methods to provide access to translations of resources and materials that are useful, efficient, and effective for the learners that they serve.
Limitations {#sec2-8}
———–
Several limitations were identified in this study. The study relied on a single, purposive sampling method, so the results may not be generalizable to other contexts or geographies. Because of this, caution must be used when developing policy and program implications. While the study adopted a non-probability sampling method, the sample size was not large (*n* = 18). The survey was completed in one country, so any factors unique to that context may not be generalizable. Findings may not be generalizable to other topics or to more complex groups of students (e.g., graduate students). That said, results suggest that opportunities exist to address MNPs across a diverse range of contexts and systems. Further research could explore ways to further address these MNP needs across multiple contexts and geographies.
CONCLUSIONS {#sec1-5}
===========
This study identifies several digital transitions supports that can be accessed and used by students with special needs. To address these
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