Search Results for
"deep learning"

The Pythagorean theorem and the ability to abstract are two important elements in mathematics, but they actually become problems. Therefore, this study aims to determine the impact of digital learning materials based on deep learning integrated with Batak culture on students’ abstraction abilities in Pythagorean theorem learning. This study used the ADDIE model development design. The participants in the study were 32 students (16 boys and 16 girls, aged 13-14 years) from one of the junior high schools in Medan, Indonesia. The instruments in the study were digital teaching materials and student abstraction ability tests. Data were analyzed using qualitative data analysis and nonparametric statistics. The research results revealed that the integration of culture within the framework of deep learning proved essential in digital teaching materials. The implementation ran smoothly because the materials were developed based on the needs of the students and incorporated cultural elements, making them familiar to the students. The research findings also revealed that the digital teaching materials were able to optimize students’ abstraction abilities, with male students showing better abstraction skills than female students. The study recommended that future researchers examine the factors that caused male students to be more dominant in abstraction. © 2025 by Author/s and Licensed by Lectito Publications, Netherlands. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

The global landscape and labour market are rapidly evolving in the twenty-first century, requiring individuals to adapt flexibly to new situations. Soft skills, such as problem-solving and communication skills, are becoming increasingly important for preparing students in higher education for future job opportunities. We conducted a bibliometric analysis of 4,358 research studies with the aim of guiding future research and practice. We sought to answer the following research question: What research themes involving soft skills are discussed in the literature, and what further research avenues can inform us about teaching soft skills? Given the interdisciplinary, cross-cutting nature of soft skills, we analysed research from various fields to uncover the relevance of and relationships among different soft skill topics and to identify which soft skill topics are particularly important in higher education settings. To help researchers develop a holistic approach to soft skills education, we provide a summary of existing soft skills research and identify directions for future research. In addition, we outline the evolution of keyword clusters to illuminate the future directions. This approach facilitates a deeper and more nuanced exploration of the relevant concepts. Our research supports practitioners and fosters a better understanding of the meaning of soft skills and how they can be taught in higher education, especially in digital environments. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This paper provides a sociocultural understanding of how airline cabin crew negotiate their learning for emergencies and challenges the conventional approach of relying solely on formal training. Drawing on ethnographic methods, our research offers insights into the learning trajectory of the cabin crew of a regional airline operating in the Tasman Sea Region. While learning occurs as new cabin crew members engage with routine work practices and share experiences with their peers, performing in emergencies–a core cabin crew duty–is not situated within their everyday work. Nevertheless, we argue that learning for emergencies shows characteristics of sociocultural learning in sharing stories and negotiating the meaning of their role. By acknowledging and integrating contextualised narratives in their learning for emergencies, cabin crew can develop a deeper understanding of their role in the interplay of knowledge, values, beliefs, and stories. The study’s findings prompt a reconsideration of current aviation training programmes, and they highlight the need for a more holistic, contextually rich approach to cabin crew learning for emergencies. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula. © The Editor(s) (if applicable) and The Author(s) 2025. This book is an open access publication.

Background: In recent years, the use of digital technology in the education of health care professionals has surged, partly driven by the COVID-19 pandemic. However, there is still a need for focused research to establish evidence of its effectiveness. Objective: This study aimed to define the gaps in the evidence for the efficacy of digital education and to identify priority areas where future research has the potential to contribute to our understanding and use of digital education. Methods: We used a 2-stage approach to identify research priorities. First, an umbrella review of the recent literature (published between 2020 and 2023) was performed to identify and build on existing work. Second, expert consensus on the priority research questions was obtained using a modified Delphi method. Results: A total of 8857 potentially relevant papers were identified. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, we included 217 papers for full review. All papers were either systematic reviews or meta-analyses. A total of 151 research recommendations were extracted from the 217 papers. These were analyzed, recategorized, and consolidated to create a final list of 63 questions. From these, a modified Delphi process with 42 experts was used to produce the top-five rated research priorities: (1) How do we measure the learning transfer from digital education into the clinical setting? (2) How can we optimize the use of artificial intelligence, machine learning, and deep learning to facilitate education and training? (3) What are the methodological requirements for high-quality rigorous studies assessing the outcomes of digital health education? (4) How does the design of digital education interventions (eg, format and modality) in health professionals’ education and training curriculum affect learning outcomes? and (5) How should learning outcomes in the field of health professions’ digital education be defined and standardized? Conclusions: This review provides a prioritized list of research gaps in digital education in health care, which will be of use to researchers, educators, education providers, and funding agencies. Additional proposals are discussed regarding the next steps needed to advance this agenda, aiming to promote meaningful and practical research on the use of digital technologies and drive excellence in health care education. ©Alison Potter, Chris Munsch, Elaine Watson, Emily Hopkins, Sofia Kitromili, Iain Cameron O'Neill, Judy Larbie, Essi Niittymaki, Catriona Ramsay, Joshua Burke, Neil Ralph.

—This research aims to improve students' understanding of Pancasila Student Profile Values by implementing Flipped learning by combining it with digital teaching materials according to the characteristics of students in elementary schools. In addition, this research also aims to create practical digital teaching materials for elementary school students in Padang City on Civic Education learning. This research uses the 4D development model (Define, Design, Develop, and Disseminate). This study involved a sample of elementary school students in Padang City who measured the practicality of the developed teaching materials assessed through a structured evaluation process. The results showed a high practicality score of 96%, which categorized the digital teaching materials as very practical for use in the classroom. In addition, researchers also measured the impact of implementing these teaching materials on student learning outcomes by obtaining significant results; 87% of students achieved scores above the threshold of completeness, with an average score of 88. The findings suggest that the integration of Flipped learning with digital teaching materials not only facilitates a deeper understanding of Pancasila values but also positively affects students' overall performance. The implications of this study highlight the potential for further research to explore the long-term effects of digital teaching materials and Flipped learning on different subjects and levels of education. Future research could also investigate the scalability of these materials in different educational contexts and their effectiveness in fostering critical thinking and civic engagement among students. © 2025, Politeknik Negeri Padang. All rights reserved.

Purpose: This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices. Design/methodology/approach: Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens. Findings: Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts. Originality/value: The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning. © 2024, Niki Chatzipanagiotou, Anita Mirijamdotter and Christina Mörtberg.

Despite massive open online courses (MOOCs’) widespread acceptance, the substantial dropout rate among learners remains a significant challenge in remote education. Although gamification has been identified as a potential strategy to address this issue, preliminary research on this topic is limited in scope and methodology. Therefore, this study aims to explore the application of gamification in MOOCs and its impact on participant engagement and course completion rates. Twenty-two articles were systematically nominated and reviewed under preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. They were extracted from 225 articles indexed in the Scopus database for various criteria, including peer-reviewed articles published within the last five years to ensure we use articles with the latest technological developments. The analysis emphasizes that despite its limitations, gamification in MOOCs positively influenced learner engagement and completion rates through strategies such as badges, leaderboards, and challenges. The findings of this study offer valuable insights into the potential of gamification to enhance learner engagement and improve course completion rates in MOOCs, contributing to more effective remote education strategies. The study concludes by identifying the need for future research on long-term effects across different types of MOOCs and the sustainability of engagement over time. © 2025 by the authors of this article.

This study examines the content complexity of Technical Sciences through the Depth-of-Knowledge (DOK) Level Scheme to provide a nuanced understanding of how cognitive demands influence student learning and instructional strategies. Using a quantitative research design and a systematic content analysis approach, the study evaluates the DOK levels embedded in Technical Sciences curricula, instructional resources, and assessment tools. The research focuses on categorizing Technical Sciences topics across the four DOK levels: recall and reproduction, skills and concepts, strategic thinking, and extended thinking. Data were collected from educational materials across various contexts and analysed to identify patterns in content complexity. The findings reveal a heterogeneous distribution of DOK levels, with some topics requiring higher-order thinking skills while others emphasize foundational knowledge. Significant discrepancies in the application of DOK levels across educational contexts were observed, underscoring the need for a consistent framework in curriculum design. The study highlights the implications for educators and curriculum developers, emphasizing the importance of integrating higher DOK levels into instructional practices to foster learners’ critical thinking, problem-solving abilities, and deeper conceptual understanding. Recommendations include adopting DOK-aligned teaching strategies in Technical Sciences and conducting further research to explore the relationship between content complexity and student achievement. By addressing these gaps, the study contributes to ongoing efforts to enhance educational outcomes and promote a more rigorous and relevant Technical Sciences curriculum. ©Authors.

Health professional education stands to gain substantially from collective efforts toward building video databases of skill performances in both real and simulated settings. An accessible resource of videos that demonstrate an array of performances – both good and bad—provides an opportunity for interdisciplinary research collaborations that can advance our understanding of movement that reflects technical expertise, support educational tool development, and facilitate assessment practices. In this paper we raise important ethical and legal considerations when building and sharing health professions education data. Collective data sharing may produce new knowledge and tools to support healthcare professional education. We demonstrate the utility of a data-sharing culture by providing and leveraging a database of cardio-pulmonary resuscitation (CPR) performances that vary in quality. The CPR skills performance database (collected for the purpose of this research, hosted at UK Data Service’s ReShare Repository) contains videos from 40 participants recorded from 6 different angles, allowing for 3D reconstruction for movement analysis. The video footage is accompanied by quality ratings from 2 experts, participants’ self-reported confidence and frequency of performing CPR, and the demographics of the participants. From this data, we present an Automatic Clinical Assessment tool for Basic Life Support that uses pose estimation to determine the spatial location of the participant’s movements during CPR and a deep learning network that assesses the performance quality. © Crown 2024.