Analysis of Wordwall-Based Gamification Design in Science Learning on Force and Motion Material

In this study, 1700 articles related to children and science and technology education published on CNKI) were taken as the research objects, and the visualization software CiteSpace was used to draw the keyword knowledge map, so as to explore the hot research issues of children and science and technology education in China. The results show that the research of children and science and technology education in China basically focuses on the core issues of child education, and the main topics include the relationship between child education and science education, science museum and science and technology, early childhood education and child education. This study will focus on the following aspects, The relationship between science and technology and children's education policies: to explore the government's policy measures in promoting the integration of science and technology and children's education, and the impact of these policies on educational practice. Development and application of science and technology education products: analyze the design concept and functional characteristics of science and technology education products, as well as their application effect in educational practice. Development and innovation of science and technology education enterprises: to study the business model, market competition strategy of science and technology education enterprises, and their exploration in technology innovation and education practice. The knowledge graph analysis of this study will provide a visual tool for understanding the relationship between technology and child education, and will help to provide a useful reference for educational researchers, policy makers and practitioners.

Guest Editorial: Science education in the developing world: Issues and considerations

Executive function pertains to higher cognitive processes historically linked to frontal lobes. Several measures are available to screen for executive function; however, no gold standard exists. The difficulty in assessing executive function is the existence of its many subsets. To evaluate the psychometric properties of executive function measures and determine the most effective measure(s) through a systematic review of the literature. The search strategy utilised a comprehensive literature review of articles written in the English language published from January 2003 to September 2009. The following electronic databases were searched: SCOPUS, PUBMED, Medline Ovid, PsychArticles and CINAHL Plus. Initial key words used were 'executive function', 'measures', 'reliability' and 'validity' followed by the addition of 'traumatic brain injury'. The initial search elicited 226 articles, of which 28 were retrieved. After further exclusion 19 were included in the review. Eight measures underwent factor analysis and 18 underwent various forms of reliability and/or validity testing. Factor analysis showed different aspects of executive functions. According to preset evaluation criteria, only the Test of Practical Judgment performed all of the recommended reliability and validity testing. REVIEWER'S CONCLUSION: Of the recently developed measures, several show promise for future use yet further validity and reliability testing is warranted. Future tool development should measure all subsets of executive function rather than only a few and include the recommended components of reliability and validity testing.

Abstract: Considering how students learn with educational technologies is a necessity in improving learning outcomes in personalized and adaptive learning systems. This research looks into the implementation of a twin predictive model to categorize and predict students’ learning styles within the context of a serious educational game. In particular, the study exploits the Gregory Learning Style Model consisting of Concrete Sequential, Abstract Sequential, Abstract Random, and Concrete Random learners to identify cognitive preference. This study used interaction data from Jo Wilder and the Capitol Case educational game alongside a hybrid machine learning model which employed K-Means Clustering for unsupervised classification and behaved as a Decision Tree Classifier for supervised classification. Behavioural features that included session activity, game progress, and time spent enabled the model to accurately categorize learners into correct Gregory learning style groups. Assessment of the model’s performance showed high precision, with the decision tree classifier attaining 92.4% accuracy and over 90% F1-score in the majority of learning style classes. The analysis showed also that the total time spent in the game 49.60% and session level 26.77% were the strongest predictors of students’ learning styles. This study helps advance educational data mining, adaptive learning, and serious game design by showing an accurate model for learning style prediction. These findings are critical for personalized instructional design, individualized real-time support, and the integration of behaviour analytics into instructional systems. This work also supports the automated learner model design and the adaptive content delivery within digital learning environments.

The purpose of this study was to develop the Hospital-Stakeholder Collaboration (HSC) Tool and Hospital Performance Factor (HPF) Tool to explore stakeholder perception and value for hospital service improvement. This exploratory mixed-method study involved three steps: initial tool development (Step 1), validity testing (Step 2), and module development (Step 3). In Step 1, qualitative data collection through literature reviews, focus group discussions, and interviews with hospital management experts led to the creation of the preliminary tools. Step 2 involved qualitative analysis by α 5-member expert panel, followed by quantitative analysis with 36 respondents for validity (Pearson correlation, α = 0.05) and reliability (Cronbach's Alpha, α = 0.6) tests. Step 3 encompassed the final module development. The HSC tool contains 6 domains and the HPF tool contains 4 perspectives. The 6 HSC domains were: 1) stakeholder identification, 2) interactive dialogue, 3) commitment, 4) planning, 5) implementation, 6) change in action and behavior. The 4 HPF perspectives were: 1) stakeholder perspective, 2) financial perspective, 3) internal business process, and 4) staff and organizational capacity. The values of the HSC tool validity and reliability tests were around 0,0046 and around 0,995, respectively. Additionally, the values of the HPF tool validity and reliability tests were around 0,0062 and around 0,995, respectively. This study offers a practical tool for needs assessment for the improvement of service by analyzing direct feedback from hospital stakeholders and measuring hospital performance factors.

The research instrument is used to collect data or measure the object of a study. The purpose of this study was to determine which instruments were declared valid and reliable and to find out the variables with the highest validity and reliability values. Validity testing is carried out to determine the effectiveness of an instrument, while reliability testing is carried out to show the level of reliability of the indicators used. Testing the validity and reliability using software SmartPLS version 3.3.2 with a measurement scale that is Likert scale. Validity testing is done by looking at the average variance extracted (AVE) value and the comparison of the latent variable correlations values, while reliability testing is done by looking at the composite reliability value. The population in this study were active students at the State Islamic University (UIN) Raden Fatah Palembang, totaling 19,260 students with the determination of the sample using the Slovin formula with a level of significance = 5%. Data collection in this study was carried out by distributing online questionnaires. The questionnaire was made based on indicators on the model used, where the models used were UTAUT 2 and EUCS. The UTAUT 2 model can be used to measure the level of user acceptance of the system consisting of the variables of performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, perceived value, habit, and behavioral intention. Furthermore, the EUCS model is used to measure the level of user satisfaction which consists of content, accuracy, format, ease of use, timeliness, and user satisfaction variables. The results of the validity and reliability testing state that all indicators are valid and reliable with an AVE value > 0.50 in the validity test and the composite reliability value > 0.70 in the reliability test. The validity test with the highest value is found in the ease of use variable with an AVE value of 0.826 and reliability testing with the highest value is found in the performance expectancy variable with a composite reliability value of 0.924. With this research, it is expected to obtain variables in the model to evaluate user acceptance and satisfaction with academic information systems

Science communication and education play a vital role in making scientific knowledge accessible and trustworthy in society. However, declining trust in scientific authority, the proliferation of disinformation, and epistemic crises underscore the heightened responsibility of scientists and educators. This study investigates the moderated mediation role of epistemic responsibility in the correlation between science communication and epistemic trust through science education. Adopting an exploratory sequential mixed-methods design, the research first employed qualitative focus group interviews with purposively sampled expert science. Thematic analysis identified key patterns, informing the subsequent quantitative phase, where a validated scale was developed through rigorous reliability and validity testing. Results confirmed that epistemic responsibility functions as a moderated mediation between science communication and epistemic trust within science education. The findings emphasize the need for educational policies to foster students’ epistemic sensitivity via ethics-based and inquiry-driven learning environments. By integrating qualitative insights with quantitative validation, this study contributes to addressing epistemic challenges in science communication and education, offering practical implications for enhancing trust and accountability in scientific discourse. Keywords: epistemic responsibility, epistemic trust, science communication, science education, science teacher

This paper describes an approach to working with secondary preservice mathematics and science (M&S) teachers to develop their ability to design for active learning. It presents the design of a studio-style intervention that augments existing teacher education. It describes the way that these studios can be organised, with specific suggestions that a specialised learning designer, a subject matter expert, and administrative support be included to aid in the design for learning—on the justification that this can both improve the learning design as well as advance teacher learning. It describes a study in which 10 secondary M&S preservice teachers experienced this style of studio, through iterations of learning design sessions and teaching practice. The studio differs from existing models (such as the ‘clinical model’) through its focus on learning design, the structure of the learning network, and the way that it augments (rather than replaces) existing teacher education. The paper presents results from the study in terms of teacher self-efficacy and self-reported perceptions. It discusses a set of design principles that emerged through the process of developing and testing this model and proposes considerations for researchers or teacher educators looking to use a similar approach in future by focusing on the roles, tasks, and activities for members within the network.

Although technology education has a long history in practice (i.e. apprenticeship model, guilds), the theorisation of learning technology and design is relatively recent when compared with other disciplines, such as science education. Consequently, this chapter examines how scholars of technology education in contemporary times have theorised their work in their quest for better understanding how teachers teach and young people learn in technology education. To achieve this goal, this chapter conceptualises the outcomes of this focused theoretical review by examining the essence of what constitutes constructivism, social-constructivism, sociocultural theory and cultural-historical theory. In drawing upon primary sources, the questions posed for critique are: How does each inform design and technology education? What is unique to each? What is the same? What might be the gaps? A critique of the grey zone between social constructivism and cultural-historical theory will be made in the context of theories placed on a continuum, which moves from ‘in the head’ and ‘in the hand’, to a dialectical relation between cultural and societal contexts and the cultural development of the person through technology education. It is argued that through examining the alignment, contradictions and movement of thought practice, a theoretically informed discussion of learning the practice and knowledge of technology and design is possible. The chapter concludes by returning to the theoretical review to present a discussion on the place of theory for informing a dialectical understanding of how young people learn and teachers teach in technology and design education.

References

In recent years, and especially in times of distance learning, Serious Games have become a viable alternative to conventional teaching methods. The positive effect of Serious Games on learning motivation and learning success has already been confirmed in many studies. At the same time, educational institutions and companies are becoming more open to the use of digital Serious Games. However, the development of these games is a great challenge, because aspects of Game Design as well as aspects of Learning Design have to be included in the development. Therefore, it is important to identify deficits or optimization potentials regarding both aspects in the early stages of development already. This study uses an example to show possibilities for identifying optimization needs in early development stages and proposes improvement measures in the field of Game and Learning Design using a prototype as an example. The prototype was tested by five lecturers of the same subject domain and assessed in terms of content and didactic suitability for teaching. In addition, an AttrakDiff evaluation was performed. The results are indicative of early stakeholder involvement contributing to an effective identification process of optimization needs even in early development stages of Serious Games.

Actions to enhance interactive learning in surgery

This paper explored a trend analysis related to interactive and digital learning from 1977 until July 2023. This research aimed to determine (1) the publication trends of interactive and digital learning; (2) the most prolific authors, themes, and topics; (3) the most institutions, countries, and highly cited documents of interactive and digital learning; (4) the essential keywords and themes involved in interactive and digital learning and (5) the pattern of co-authorship and topics from co-occurrence analyses of author keywords. The data were obtained through the Scopus database with the keywords “interactive learning” OR “digital learning.” The search resulted in 1161 documents. The data were exported and analyzed using tools such as BiblioMagica, BiblioMagika@Split, Microsoft Excel, VOSviewer, and Biblioshiny. The results showed that most publications were in 2021 and 2022. The most significant contributors with the most research documents were Lee, J. S. (14 publications), The Education University of Hong Kong by Institution (8.93%), English by Language (97.07%), United States by Country (21.19%), e-learning by trend topics with 217 frequencies. This study found the article “Seriously considering play: designing interactive learning environments based on the blending of microworlds, simulations and games” written by Rieber L. P. as the most cited publication. Moreover, five themes emerged based on the results of network visualization mapping, interactive and digital learning: (1) digital learning and technology, (2) technology in education, (3) adult learning and education, (4) learning technology and tools and (5) adapting education in the digital era. This study recommended a systematic literature review on popular topics such as e-learning and learning systems for further studies.

<p>Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors’ perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students’ academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors’ pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors’ instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces.</p> <p>Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the ‘SCALE-UP model’ participated in this study. Major data sources included classroom observations, interviews and questionnaires. An enumerative approach and the constant comparative method were utilized to analyze the data. According to the results obtained, all the participating college professors of this study employed a variety of instructional technologies and learning space features to actively engage their students in classroom activities. Participants were largely influenced by the instructional technology and the learning space features at lesson planning and execution stages whereas this influence was less notable at the student assessment stage. Overall, college professors perceive technology-infused interactive learning environments to be advantageous in terms of enabling flexibility and creativity along with easy facilitation of classroom activities. However, they felt challenged when designing effective classroom activities and preferred continuous professional development support. Overall, college professors’ pedagogical decision making process, their perceived benefits and challenges seemed to be interrelated and centered on the learners and the learning process.</p> <p>Primary implication of this study is to implement effective professional development programs for college professors which enable them to familiarize themselves with student-centered pedagogy and effective classroom activity design along with the novel trends in learning space design and instructional technologies. Furthermore, higher education institutions need to devise incentives and recognition measures to appreciate college professors’ contributions to advance scholarship of teaching and learning.</p>

BackgroundVisualization technology is enhancing interactive learning by merging digital content with real-world environments, offering immersive experiences through augmented reality (AR) in fields like medical education. AR is being increasingly used in medicine and dental education to improve student learning, particularly in understanding complex concepts such as bone remodeling. Active learning strategies, supported by AR, boost student autonomy, reduce cognitive load, and improve learning outcomes across various disciplines. AR is gaining popularity in higher education as it enhances active learning, reduces cognitive load, and improves cognitive, meta-cognitive, and affective outcomes, particularly in medical and nursing education. The effectiveness of immersive AR in enhancing understanding of complex physiological processes is still unclear, with a lack of rigorous studies on its impact and how to effectively convert academic content into AR.ObjectiveWe assess the capacity of AR-enhanced content for learning medical knowledge with a state-of-the-art AR game published along with a modern cell atlas of the oral cavity. To assess AR-enhanced content for learning, we formulated hypotheses on the general impact on learning (H1), specific improvements in learning (H2), and long-term retention (H3).MethodsAn AR serious game was developed to represent current knowledge on osteoclasts for classroom use. The game was evaluated in an unblinded face-to-face vignette experiment (39 participants). Learning outcomes on “Osteoclasts” were compared between the AR game (17 participants) and a textbook-only option (20 participants) conveying the same content. Participants were randomly assigned and learning success was measured at three time-points, immediately after the experiment session, 1 week later, and 1 month later, via web-based surveys.ResultsThe AR serious game elicited strong interest in the topic (perceived relevance in Attention, Relevance, Confidence, and Satisfaction [ARCS], W=10,417; P<.001) and motivated students by increasing self-efficacy (confidence in ARCS, W=11,882.5; P=.02) and satisfaction (in ARCS, W=4561; P<.001). The learning outcomes were comparable to text-based self-learning (t=2.0103; PBonferroni=.095). Furthermore, curious students benefited more from interactive learning methods compared with text-only methods and had higher learning success (t=−2.518; P=.02).ConclusionsIntroducing new technology such as AR into teaching requires technological investment, updated curricula, and careful application of learning paradigms. We found support for improved motivation (H1) and some evidence of AR’s baseline effectiveness (H2a). While we could not confirm AR’s impact on visual tasks overall (H2b), we noted an interesting interaction between curiosity and visual task outcomes (H2c), as well as how game design influences student perception of the material (H2d). Due to attrition, long-term learning outcomes (H3) could not be assessed. AR-based learning may particularly benefit curious students, who often struggle with text-heavy methods. As students are increasingly accustomed to brief, engaging content, teaching approaches must adapt.