Source:
Journal of Computer Assisted Learning
(2024)
Background: Virtual reality (VR) offers significant potential for hands-on learning environments by providing immersive and visually stimulating experiences. Interacting with such environments can bring numerous benefits to learning , including enhanced engagement, knowledge construction, and higher-order thinking. However, many current VR studies in hands-on learning tend to utilise one-way learning materials, limiting participants' ability to interact with and reflect on their actions and learning experiences. Moreover, these studies often neglect to assess learners' capacity to transfer their skills from VR learning to real-world scenarios. Therefore, this study aims to investigate participants' engagement, learning outcomes, higher-order thinking, and their ability to apply acquired skills in real-world contexts. Method and Objective: Participants were immersed in a hands-on learning environment in VR, where they received feedback and engaged in reflection during the learning process. This study recruited 68 university students to participate in the experiment, employing a quasi-experimental design. Participants experienced learning units both with and without reflection on the feedback. The theme of these learning units was related to embedded systems, encompassing topics such as the assembly of embedded components and Python programming. The investigation aimed to assess whether reflection in VR could enhance cognitive levels, engagement, real-world hands-on tasks abilities, and higher-order thinking. Results: The research results indicate that in the VR hands-on learning environment, participants engage in reflection through the provided feedback, effectively enhancing their engagement, cognitive levels, and hands-on task abilities. Simultaneously, it also successfully assists participants in developing problem-solving skills and critical thinking in higher-order thinking. Conclusions: Participants actively engaged in reflection on their own learning tasks and actions within the hands-on learning environment, enabling them to develop a deeper understanding of the learning material and enhance their real-world hands-on tasks abilities, we encourage the integration of reflection strategies in VR learning environments for hands-on learning , as they can yield positive benefits for learners. © 2024 John Wiley & Sons Ltd.
Background: Virtual reality (VR) offers significant potential for hands-on learning environments by providing immersive and visually stimulating experiences. Interacting with such environments can bring numerous benefits to learnin
…
Keywords:
Virtual reality
Feedback
Reflection
Engagement
hands-on learning
higher-order thinking
29 Citations
10.1111/jcal.12959
Source:
Nurse Education Today
(2024)
Background: In the field of nursing education, the expertise and knowledge required to perform Leopold's Maneuvers are critical, forming an integral part of Entrustable Professional Activities for nursing students. As a result, mastering Leopold's Maneuvers has become a core component of nursing education. Despite this, the prevailing didactic methods in many nursing courses tend to limit interactive and contextual learning experiences, which can hinder students' ability to engage deeply with the subject matter. This lack of engagement may subsequently affect both the effectiveness of students' learning and students' clinical judgment capacity, essential elements in the competencies of Entrustable Professional Activities. Methods: A quasi-experimental design was employed in this study, involving a total of 55 nursing university students, with 28 participants in the experimental group and 27 in the control group. The research incorporated game-based learning integrated with the self-regulated learning strategy, and employed a pretest, posttest, and questionnaires to assess students' learning performance, self-efficacy, and learning motivation. The experimental group participated in game-based learning with the self-regulated learning strategy, whereas the control group experienced game-based learning without the integration of self-regulated learning . learning performance was analyzed using an independent samples t-test, while Analysis of Covariance was employed to compare the self-efficacy and learning motivation of the two groups. Results: The findings showed that the integration of game-based learning with the self-regulated learning strategy can significantly improve students' learning performance, self-efficacy, and learning motivation. Conclusion: As an integral part of Entrustable Professional Activities, Leopold's Maneuvers were integrated into an interactive game-based learning environment, coupled with the self-regulated learning strategy in nursing education. This approach aimed at cultivating core competencies among nursing students. This study has demonstrated its efficacy in engaging students effectively, serving as a dynamic resource for immersive learning in Leopold's Maneuvers, aligning well with the design considerations for promoting Entrustable Professional Activities in nursing education. © 2024 Elsevier Ltd
Background: In the field of nursing education, the expertise and knowledge required to perform Leopold's Maneuvers are critical, forming an integral part of Entrustable Professional Activities for nursing students. As a result, mastering Leopold's Maneuvers has become a core component of nursing edu
…
Keywords:
learning adult
clinical competence
female
human
male
nursing student
procedures
psychology
questionnaire
Humans
Students, Nursing
Surveys and Questionnaires
Decision making
Article
learning environmentyoung adult
student
self concept
motivation
Self Efficacy
education
controlled study
nursing education
human experiment
Problem based learning
knowledge
Educational Measurement
Problem-Based learning
Self-regulated learning
Nursing education
Education, Nursing, Baccalaureate
Game-based learning
experimental design
university student
learning performanceGame-based learning
entrustable professional activities
quasi experimental study
Nursing skills
nursing competence
analysis of covariance
12 Citations
10.1016/j.nedt.2024.106213
Source:
AIP Conference Proceedings
(2024)
Creative thinking is one of the important competencies that every student must possess in order to adapt and innovate in this increasingly advanced life. This research aims to explore the effectiveness of implementing project-based learning with regional potential-based tasks on students' creative thinking. Creative thinking, referring to the framework developed by Elis Paul Torrance, includes fluency, flexibility, originality, and elaboration. The research adopts a posttest-only design with nonequivalent groups. The findings reveal that students' creative thinking is significantly enhanced when they are assigned project tasks that aim to develop the potential of their local regions or hometowns. Students are motivated to exercise their imagination in generating new ideas and alternative solutions with limited resources to improve their local communities. This is attributed to the students' deep concern for the progress and development of their regions or hometowns. © 2024 Author(s).
Creative thinking is one of the important competencies that every student must possess in order to adapt and innovate in this increasingly advanced life. This research aims to explore the effectiveness of implementing project-based learning with regional potenti
…
1 Citations
10.1063/5.0218735
Source:
Entrepreneurship Education
(2024)
This study investigates the integration of social entrepreneurship and education for sustainable development courses through a human-centric approach at public universities in Bangkok, Thailand and Tokyo, Japan. It aims to develop design principles for an innovation-driven social entrepreneurship course. Through interviews, questionnaires, and analysis of student projects, the research explores how participation in entrepreneurial activities shapes students’ perceptions and social environmental identities. The findings are presented through case studies. At the core of the study is the 4Ps framework—Problems, Projects, Peers, and Purposes. The 4Ps framework highlights how incorporating Problems, Projects, Peers, and Purposes into the learning environment cultivates social environmental identities. Engaging students in project-based, real-world challenges not only deepens their understanding of social and environmental issues but also unites them with a common goal to address these challenges. © The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2024.
This study investigates the integration of social entrepreneurship and education for sustainable development courses through a human-centric approach at public universities in Bangkok, Thailand and Tokyo, Japan. It aims to develop design principles for an innovation-driven social entrepreneurship co
…
Keywords:
Higher education
design thinking
education for sustainable development
Environmental identity
Social entrepreneurship
2 Citations
10.1007/s41959-024-00128-3
Source:
Education Sciences
(2024)
Metaphors can help student teachers to express what is essential in teachers’ work and the process of learning to teach. This study reports on two types of metaphors generated and narrated by student teachers as part of their professional identity development during their internships. One type was about teaching their students (inside-classroom metaphor) and the other was about the student teachers’ (broader) work context (out-of-classroom metaphor). In small groups, supervised by five teacher educators in total, they discussed each other’s metaphors and accompanying narratives in order to gain (deeper) insight into their own and others’ underlying beliefs and experiences. Metaphors and accompanying narratives of different cohorts of student teachers (n = 67 in total) were analyzed. The teacher educators were interviewed about their experiences with discussing the metaphors in small student teacher groups. The findings suggest that the student teachers confidently formulated metaphors and wrote accompanying narratives. They formulated quite a few standard metaphors that seemed very similar at first glance, but their underlying experiences and beliefs, conversely, showed many differences in nuance. Interviews with the teacher educators revealed that the discussions about the metaphors certainly led to new insights among the student teachers, such as thinking about their role as teachers, but the depth of the discussions was often limited. It can be concluded that engaging student teachers in using metaphors is certainly one way to become aware of, reflect on, and talk about one’s (developing) professional identity, but it is important that adequate conditions are met, such as specific competencies teacher educators need for guiding this kind of identity work. © 2024 by the authors.
Metaphors can help student teachers to express what is essential in teachers’ work and the process of learning to teach. This study reports on two types of metaphors generated and narrated by student teachers as part of their professional identity development du
…
Keywords:
Teacher Education
metaphor use
professional identity work
writing narratives
1 Citations
10.3390/educsci14091022
Source:
International Journal of Learning, Teaching and Educational Research
(2024)
As global economies advance, the cultivation of critical thinking and creativity in higher education is increasingly important for societal and economic progress. Adopting traditional educational methods to larger class sizes where personalized attention is scarce is crucial. This research delves into the fusion of blended and authentic project-based learning by integrating online and face-to-face instruction to immerse students in practical scenarios. The study examines how these integrated methods can improve student engagement, critical thinking, creativity, and proposes an effective assessment system for large-class design education. Drawing from Herrington’s principles of authentic learning and utilizing a mixed-method approach, which includes a Likert scale survey of Design Management students, the research indicates a notable impact of blended and authentic learning on assessment outcomes. The study, presented within the ANABLE (Assessment strategy iN Authentic Blended learning Environment) framework, emphasizes the enhancements in assessment practices. These improvements enable educators to track learning progress, identify areas needing enhancement, and gauge proficiency levels. The results imply that these pedagogical methods boost learning outcomes by involving students in complex, relevant problems, encouraging deep cognitive engagement, and offering personalized feedback. The findings suggest that these integrated strategies provide practical solutions for large classes, effectively equipping students for contemporary workforce requirements. Enhancing assessment techniques and promoting active learning enhance comprehension and memory retention, develop pertinent skills, foster deeper learning , facilitate fruitful collaboration, and enhance both assessment results and overall student contentment. © Authors.
As global economies advance, the cultivation of critical thinking and creativity in higher education is increasingly important for societal and economic progress. Adopting traditional educational methods to larger class sizes where personalized attention is scarce is crucial. This research delves in
…
Keywords:
Critical thinking
Authentic assessment
Authentic learning
Project based learning
Large classes
7 Citations
10.26803/ijlter.23.9.22
Source:
Journal of Work-Applied Management
(2024)
Purpose: This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting learning at scale for HE institutions. Design/methodology/approach: Employing SDGs and their indicators as the coding framework, our two-phase study evaluates the curriculum and teaching materials of seven PBL programs at a leading higher education institution (HEI). The first phase involved a content analysis to assess the degree of sustainability integration in 156 relevant courses. The second phase applied a semi-automated mapping protocol to analyze learning and teaching materials in 120 relevant courses. Findings: The school aligns with 17 SDGs (100%), covering 94 indicators (55.62%). On average, each program within the school addresses over ten of these goals and incorporates more than 24 associated indicators. However, the study reveals an imbalance in the incorporation of SDGs, with some goals not yet deeply and comprehensively embedded in the curriculum. While there is a substantial focus on sustainability theories, the practical implications of SDGs in emerging countries, particularly through case studies and assessments, require significant enhancement. Practical implications: Mapping SDGs allows HEIs to identify strengths and gaps in SDG integration, thereby improving the PBL approach to enhance student work readiness in sustainability-focused careers. Originality/value: Through the lens of transformative learning theory, this study provides evidence of SDG integration into PBL curricula. It highlights a mapping methodology that enables HEIs to evaluate their sustainability readiness in curriculum, teaching materials and relevant assessments. © 2024, Long Thang Van Nguyen, Donna Cleveland, Chi Tran Mai Nguyen and Corinna Joyce.
Purpose: This study explores how problem-based
learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting
learning
Keywords:
Problem-based learning
education for sustainable development
Sustainable development goals
Curriculum mapping
Work-applied education
26 Citations
10.1108/JWAM-12-2023-0142
Source:
Education and Information Technologies
(2024)
Many scientific concepts and theorems are often abstract and challenging to relate to real-life problems, making it difficult for students to grasp them. Therefore, some researchers have attempted to enhance students’ understanding by employing a contextual learning approach, which allows students to apply scientific knowledge to real situations in their daily lives. The aim is to improve students’ learning experiences by moving away from rote memorization. However, if a contextual gaming approach is offered without encouraging deep reflection, students may focus solely on the game itself and overlook the importance of fully understanding the knowledge and contemplating the meaningful relationships between scientific concepts. To address this issue, for this study we developed a Concept Mapping-based Digital Game-Based learning for Complex Chemistry Problems (short for CM-DGBL-CCP) learning system to assist students in understanding complex chemistry problems. To verify the effects of the proposed approach, the experiment was conducted in a secondary school with two groups. The experimental group with 49 students adopted the CM-DGBL-CCP learning model, while the control group with 56 students utilized the traditional digital game-based learning for complex chemistry problems (T-DGBL-CCP) learning model. The experimental results revealed that there were no significant differences between the two groups of students in terms of learning achievement and cognitive load. However, the experimental group students outperformed the control group in areas such as problem-solving tendency, scientific self-efficacy, scientific learning strategies, and the ability to use deep -level strategies to solve problems. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
Many scientific concepts and theorems are often abstract and challenging to relate to real-life problems, making it difficult for students to grasp them. Therefore, some researchers have attempted to enhance students’ understanding by employing a contextual
learning
Keywords:
Problem solving
Contextual learning
Game-based learning
Chemistry courses
Concept map
5 Citations
10.1007/s10639-024-12615-0
Source:
Nurse Education in Practice
(2024)
Aim: To comprehend the perspectives of undergraduate nursing students on conducting specialized nursing education during the internship phase, providing a basis for colleges to formulate plans for specialized nursing education. Background: Nursing specialty in China was included in the national controlled specialty in 2024, which means signifying an effort to decrease the enrollment of junior college degree nurses, thereby increasing the number of high-quality undergraduate nurses. While the higher the education level of nursing students, the higher their expectations for themselves. However, after entering clinical practice, their social status and job nature are significantly different from those of doctors, which creates a psychological imbalance. In addition, employers lack a reasonable employment mechanism and undergraduate nursing students are used equally with vocational and technical nursing students, making them feel that their self-worth is difficult to realize. Therefore, their professional attitude becomes more negative (Meng Wei, 2018). In the process of forming professional identity among undergraduate nursing students, the professional role models and clinical experience of specialized nurses can serve as important promoting factors. By increasing interaction with specialized nurses and learning specialized nursing, undergraduate nursing students can better understand the professional role and values of nurses and form positive professional ethics and attitudes (Huang et al., 2023). To better adapt to the national health needs and assist undergraduates in transitioning to clinical practice, deepening the understanding of the profession and career, the integration of professional education during the internship phase can enable students to recognize their strengths, cultivate an awareness of suitable professions and facilitate a targeted adaptation from academic studies to clinical practice. Design: The researcher initially drafted the interview outline through a literature review and intra-group discussions. To ensure the research content's richness, a semi-structured interview method was adopted. The Colaizzi seven-step analysis method was applied in the analysis. Methods: Employing phenomenological study and purposive sampling, with data saturation as the guiding principle, 24 undergraduate nursing students undergoing internship at a tertiary hospital in China were selected for focus group interviews. Results: Four main themes were extracted from the perspectives of undergraduate nursing students. These themes encompass awareness of specialized nursing and specialized nurses, recognition of specialized nursing education during the internship phase, demands for specialized nursing education during the internship phase and career expectations. Conclusion: Nursing administrators in hospitals and educational managers in colleges should prioritize align education with clinical needs, address the requirements of nursing students, strengthen collaboration between institutions，and advance the further development of specialized nursing. © 2024
Aim: To comprehend the perspectives of undergraduate nursing students on conducting specialized nursing education during the internship phase, providing a basis for colleges to formulate plans for specialized nursing education. Background: Nursing specialty in China was included in the national cont
…
Keywords:
Employment
learning adult
China
female
human
male
medical education
nursing student
psychology
questionnaire
Humans
Internship and Residency
Students, Nursing
Surveys and Questionnaires
Article
awareness
interview
young adult
Vocational education
qualitative research
education
vocation
physician
nursing education
career
clinical practice
normal human
professional standard
tertiary care center
health personnel attitude
Attitude of Health Personnel
attitude
semi structured interview
Nursing education
Education, Nursing, Baccalaureate
Nursing
nurse
Educational Reform
social status
phenomenology
Specialized nursing
professional ethics
6 Citations
10.1016/j.nepr.2024.104103
Source:
Journal of Technical Education and Training
(2024)
Despite numerous solution funded by the All-Party Parliamentary Group on the Sustainable Development Goals (APPGM-SDG) in the Eastern regions of Malaysia, there is a lack of comprehensive understanding regarding the impact of different domains of Returns on Value (ROV) on beneficiaries, particularly within the context of TVET. The initiated solution projects often align with the objectives and principles of TVET, since they involve skills training, work-based learning , curriculum development, promotion of lifelong learning , community engagement, and alignment with SDG. The objective of this paper is to analyse the impact of the two predominant domains on beneficiaries and identifies the critical contributing factors. Using a mixed-method approach, this study categorizes sixteen solution projects from six different Parliamentary constituencies into two groups. The findings demonstrate that the domains of skill enhancement (“Clear”) and deep fulfilment (“deep ”) remain dominant in both groups, whether through self-reporting by solution providers, or through validation processes. Numerous pivotal elements have contributed to these dynamics, encompassing the local socio-economic backdrop, the locality, and the inherent characteristics of the APPGM-SDG initiatives. These findings also highlight the critical importance of integrating comprehensive skill development and fostering personal profound connection to achieve sustainable development, suggesting that future APPGM-SDG initiatives should continue to prioritize these elements to maximize their impact particularly in Malaysia’s Eastern zone. © 2024, Penerbit UTHM. All rights reserved.
Despite numerous solution funded by the All-Party Parliamentary Group on the Sustainable Development Goals (APPGM-SDG) in the Eastern regions of Malaysia, there is a lack of comprehensive understanding regarding the impact of different domains of Returns on Value (ROV) on beneficiaries, particularly
…
Keywords:
Sustainability
TVET
Sustainable development goals (SDGs)
Impact evaluation
monitoring and evaluation
0 Citations
10.30880/JTET.2024.16.02.023
