Enhancing Oral Fluency with the Describing Picture Strategy in Chilean Higher Education

Recent research on motivation has taken a leading role in the study of learning and instruction. Theory-based studies carried out in real-life, dynamic, and interactive learning environments have attempted to bridge the gap between basic and applied psychological and educational research. Constructs and methodologies have been stretched to include new, innovative features, with motivation commonly conceptualized as a dual psychological and social phenomenon and researched using multiple methodological approaches in combination. This paper discusses the major challenges faced by researchers who are grappling with those issues.

Este artigo aborda a integração de Recursos Educacionais Digitais (RED) nos Anos Iniciais, uma área de grande relevância em função da transição dos quintos anos - Anos Iniciais do Ensino Municipal para o sexto ano - Anos Finais do Ensino Estadual. Com base nisso, o objetivo é analisar o relato de experiência sobre a integração da Plataforma Matific no ensino de matemática, a partir da curadoria de RED na formação continuada de professores. A pesquisa foi conduzida pela abordagem qualitativa, os dados foram coletados por meio de Relato de Experiência de duas professoras. Os resultados indicam que, apesar dos desafios técnicos e estruturais iniciais, a integração da plataforma Matific promoveu um ambiente de aprendizagem mais dinâmico e interativo, aumentando a motivação e o engajamento dos alunos, além de ampliar as habilidades matemáticas e competências digitais. Além disso, o estudo mostrou que a integração da Plataforma Matific como RED revelou-se uma importante ferramenta para o ensino de matemática nos Anos Iniciais do Ensino Fundamental, e essa ferramenta, quando bem implementada, pode transformar significativamente o ensino e a aprendizagem, superando as dificuldades de aprendizagem e incentivando uma atitude positiva em relação à matemática e à educação em geral. Diante disso, a experiência demonstra que, ao promover um ambiente de aprendizagem mais interativo e motivador, com a preparação adequada e o apoio contínuo, é possível superar as barreiras e aproveitar plenamente os benefícios das tecnologias educacionais, preparando os alunos para os desafios.Palavras-chave: Recursos Educacionais Digitais. Matemática. Abstract This article addresses the integration of Digital Educational Resources (DER) in the Early Years, an area of great relevance due to the transition from the fifth grade - Early Years of Municipal Education to the sixth grade - Final Years of State Education. Based on this, the objective is to analyze the experience report on the integration of the Matific Platform in mathematics teaching, through DER curation in the continuous teachers training. The research was conducted using a qualitative approach, with data collected through the Experience Report of two teachers. The results indicate that, despite the initial technical and structural challenges, the integration of the Matific platform promoted a more dynamic and interactive learning environment, increasing students' motivation and engagement, as well as enhancing mathematical skills and digital competencies. Furthermore, the study showed that the integration of the Matific Platform as DER proved to be an important tool for teaching mathematics in the Early Years of Elementary Education, which, when well-implemented, can significantly transform teaching and learning, overcoming learning difficulties and encouraging a positive attitude towards mathematics and education in general. In light of this, the experience demonstrates that, by promoting a more interactive and motivating learning environment, with adequate preparation and continuous support, it is possible to overcome barriers and fully leverage the benefits of educational technologies, preparing students for future challenges. Keywords: Digital Educational Resources. Mathematics.

Interactive educational environments are one of the prime applications for the use of Augmented Reality (AR). A large variety of such systems has been proposed in the past for various areas of education. However, in most cases the number of users these AR systems can support is limited. Only few systems have been developed that support a large number of co-located users to jointly collaborate in a dynamic and interactive learning environment. Multi-user AR collaboration presents a unique setting with distinct challenges and requirements for user interaction and information sharing. In this paper, we present VesARlius, a novel AR system for collaborative and interactive anatomy learning in a large group of co-located users. Our system employs a set of multi-user collaboration paradigms allowing users to engage in an interactive AR learning environment. We evaluated the collaborative features of our system in a user study with 16 medical students. Results demonstrate the potential of the VesARlius system to be used effectively for large-group AR anatomy learning. From our lessons learned, we provide a set of design guidelines for developing similar AR systems to enable large-group collaboration in other application domains.

Aim/Purpose: This study aimed to synthesize findings from 14 qualitative and mixed-methods studies to provide a comprehensive understanding of gamification’s impact on physical education (PE). By identifying key themes, benefits, and challenges, this research offers insights into optimizing gamification strategies for effective PE instruction. Introduction/Background: Gamified instruction has emerged as a transformative educational tool, leveraging game mechanics like rewards, challenges, leaderboards, and feedback loops to enhance engagement and motivation. In PE, gamification offers unique opportunities to address traditional challenges by creating dynamic and interactive learning environments. The integration of gamification in PE is aligned with contemporary pedagogical approaches emphasizing student-centered learning and active participation. Research has shown that gamified strategies can significantly enhance students' enthusiasm, encourage teamwork, and improve physical performance. Despite these advantages, challenges such as increased teacher workload and the need for well-planned implementation strategies remain. This study has synthesized existing research to provide a holistic understanding of gamification's effects in PE, helping educators and policymakers to navigate its complexities while maximizing its benefits. Methodology: This study employed a meta-synthesis approach to integrate findings from 14 prior qualitative and mixed-methods studies on gamification in physical education (PE). A PRISMA diagram was used to systematically summarize the selection process, ensuring transparency and rigor in the inclusion of studies. To assess the quality and reliability of the selected studies, the Critical Appraisal Skills Programme (CASP) was applied. Content analysis was then conducted to identify recurring themes, allowing for a structured synthesis of the data. Through this method, the study provides a comprehensive overview of gamification's impact on PE, highlighting both its benefits and challenges. Using Publish or Perish software, Google Scholar, Semantic Scholar, and Crossref, some academic publications connected to gamification in teaching and learning physical education were found in an electronic database for scholarly research. All research published from 2020 to 2024 that was pertinent to using gamification in teaching and learning physical education was downloaded and examined. Further, the descriptors or keywords entered into the software were qualitative, basic education, gamification, and physical education. Findings: The five primary themes that emerged from the content analysis were that gamification: Increases Student Enthusiasm and Engagement. Gamification significantly boosted student motivation by incorporating elements such as competition, rewards, and game-like scenarios, making PE classes more engaging and dynamic. Encourages Teamwork and Meaningful Learning. Studies highlighted that gamified PE promoted collaborative learning, enhanced peer interaction, and helped students develop essential social and teamwork skills. Improves Physical Performance. Gamification positively influenced students’ physical activity levels, leading to measurable improvements in endurance, coordination, and overall fitness. Adds to Instructors' Workload and Preparation. Implementing gamified strategies requires resource management, extensive planning, and continuous monitoring, increasing demands on teachers. Implementing Challenges. Educators faced difficulties in balancing intrinsic and extrinsic motivation, ensuring inclusivity, and maintaining engagement without overemphasizing competition. Transforms Teaching and Learning Physical Education through Gamification While Navigating Its Complexities emerged as a meta-theme. Gamification significantly boosted student motivation and participation by incorporating rewards, challenges, and teamwork, aligning with modern pedagogical approaches. However, challenges such as increased teacher preparation and resource demands highlighted the need for strategic planning. Contribution/Impact on Society: This study contributes to the existing body of knowledge on gamification by synthesizing qualitative and mixed-methods research findings to offer a broader perspective on its application in PE. The results emphasized that gamification is not merely a novel instructional approach, but a transformative strategy that can enhance student engagement and learning outcomes. Additionally, by fostering increased participation in physical activities, gamification contributes to broader public health goals by promoting lifelong physical activity habits among students. These insights are valuable for educators, curriculum designers, and policymakers aiming to optimize PE instruction through innovative and research-based strategies. Recommendations: These include aligning gamified strategies with curricular goals, training teachers, and balancing extrinsic and intrinsic motivators. In this manner, gamification can create dynamic and inclusive PE environments, fostering meaningful learning and lifelong physical activity. Future research should explore its long-term impacts and how to optimize implementation to maximize benefits. Research Limitation: Despite its comprehensive approach, this study had certain limitations. First, it relied on previously conducted qualitative and mixed-methods studies, which may have methodological variations affecting the synthesis. Additionally, the scope of the study was constrained by the number of available high-quality research articles on gamification in PE. The findings predominantly focused on short-term impacts, leaving the long-term effects of gamification in PE largely unexplored. Finally, factors such as variations in educational settings, teacher expertise, and student demographics may influence the generalizability of the results. Future Research: Future research should focus on exploring the long-term impacts of gamification in physical education, particularly its effects on students' sustained engagement and physical activity habits beyond the classroom. Comparative studies that evaluate gamified instruction against traditional methods could provide stronger evidence of its effectiveness. Additionally, research on the role of emerging technologies, such as virtual reality and mobile applications, in enhancing gamified experiences would be valuable. Investigating the challenges teachers face in implementing gamification, including resource availability and professional development needs, can help refine best practices. Finally, studies should explore how gamification can be adapted for diverse student populations to ensure inclusivity and equitable learning opportunities.

This study delves into the utilization of multimedia in English-speaking classrooms among lower secondary students in Malaysia, specifically focusing on form one students, exploring its efficacy and potential constraints. Amidst a global context where English proficiency is increasingly indispensable, traditional teaching methodologies have shown limitations, particularly in non-native English-speaking regions like Malaysia. The investigation adopts a qualitative approach, incorporating semi-structured interviews and classroom observations to offer a comprehensive insight into the interactions between students, teachers, and multimedia tools in learning English speaking skills. The findings reveal that multimedia platforms such as podcasts, speech recognition software, and Prezi significantly enhance student engagement and speaking proficiency. These tools, when used as both teaching and learning aids in speaking lessons, facilitate active group discussions, spontaneous speaking, and independent responses, thereby fostering a more dynamic and interactive learning environment. Students reported increased confidence and fluency in English, attributing these improvements to the diverse and immersive experiences afforded by multimedia learning. However, the study also highlights several challenges associated with integrating multimedia in educational settings, including access, technical limitations, and the digital divide. These obstacles underscore the need for targeted strategies to ensure equitable access to multimedia resources and enhance digital literacy among educators and learners. Conclusively, multimedia represents a potent tool for enhancing English-speaking skills among Malaysian lower secondary students, offering pathways to more engaging and effective language learning experiences. Nevertheless, realizing its full potential necessitates a concerted effort to overcome existing barriers, calling for policy interventions, infrastructure development, and pedagogical innovation to support multimedia integration in language education. This study contributes to the broader discourse on educational technology, advocating for a nuanced approach that leverages the benefits of multimedia while addressing the challenges of digital integration in learning environments.

This article seeks to provide a comprehensive review of panel discussions, focusing on the procedures for conducting them and the advantages of incorporating them as a teaching tool in the ESL classroom. Despite the limited existing literature on the use of panel discussions in educational settings, this review aims to shed light on the potential benefits of this approach. Panel discussions offer numerous advantages when employed as a teaching strategy in ESL classrooms, particularly in enhancing students' speaking skills and promoting active engagement. The benefits of utilizing panel discussions in ESL instruction are manifold and warrant further exploration. This teaching method can be particularly beneficial for ESL students as it encourages collaborative learning, fosters critical thinking, and improves communication skills. By engaging in panel discussions, students have the opportunity to express their thoughts, listen to diverse perspectives, and develop their speaking abilities in a supportive environment. Moreover, the Zone of Proximal Development theory proposed by Lev Vygotsky provides a theoretical framework for understanding the effectiveness of panel discussions in the ESL classroom. This theory emphasizes the importance of scaffolding and peer interaction in facilitating learning and cognitive development. By leveraging the Zone of Proximal Development, educators can optimize the use of panel discussions to create a dynamic and interactive learning environment that enhances students' language proficiency and overall academic growth.

This study delves into the utilization of multimedia in English-speaking classrooms among lower secondary students in Malaysia, specifically focusing on form one students, exploring its efficacy and potential constraints. Amidst a global context where English proficiency is increasingly indispensable, traditional teaching methodologies have shown limitations, particularly in non-native English-speaking regions like Malaysia. The investigation adopts a qualitative approach, incorporating semi-structured interviews and classroom observations to offer a comprehensive insight into the interactions between students, teachers, and multimedia tools in learning English speaking skills. The findings reveal that multimedia platforms such as podcasts, speech recognition software, and Prezi significantly enhance student engagement and speaking proficiency. These tools, when used as both teaching and learning aids in speaking lessons, facilitate active group discussions, spontaneous speaking, and independent responses, thereby fostering a more dynamic and interactive learning environment. Students reported increased confidence and fluency in English, attributing these improvements to the diverse and immersive experiences afforded by multimedia learning. However, the study also highlights several challenges associated with integrating multimedia in educational settings, including access, technical limitations, and the digital divide. These obstacles underscore the need for targeted strategies to ensure equitable access to multimedia resources and enhance digital literacy among educators and learners. Conclusively, multimedia represents a potent tool for enhancing English-speaking skills among Malaysian lower secondary students, offering pathways to more engaging and effective language learning experiences. Nevertheless, realizing its full potential necessitates a concerted effort to overcome existing barriers, calling for policy interventions, infrastructure development, and pedagogical innovation to support multimedia integration in language education. This study contributes to the broader discourse on educational technology, advocating for a nuanced approach that leverages the benefits of multimedia while addressing the challenges of digital integration in learning environments.

Artificial Intelligence (AI) integration in education has evolved significantly, with today's AI systems surpassing conventional computer-assisted teaching methods by providing more dynamic and interactive learning environments. This study aims to design and implement an Ethical AI-based teaching assistant tailored for IoT security education, marking a new milestone in the advancement of AI in educational settings. The system focused on ethical considerations such as data privacy, transparency, and accountability, fostering a learning environment where students can think critically, explore diverse perspectives, and engage meaningfully with AI technology. Central to the project's success was a robust design phase that included carefully selecting AI algorithms, a modular and scalable architecture, an intuitive user interface, and efficient data flow mechanisms. Thorough testing and continuous improvements ensured seamless integration with existing educational technologies, enhancing learning and teaching experiences. As a result, students demonstrated a 35% increase in their ability to identify and mitigate IoT security threats, a 30% improvement in engagement, and educators saw a 45% reduction in grading time due to the AI's automated assessment capabilities. Additionally, the project increased student satisfaction, greater utilization of learning resources, and the publication of research papers on IoT security. This study highlights the transformative potential of AI in education and underscores the importance of ethical considerations in its application. With its comprehensive approach to design, scalability, and security, this project serves as a model for the future of Ethical AI-driven education, offering valuable insights into how AI can enhance learning outcomes and teaching effectiveness while maintaining academic integrity and data security.

With the emergence of artificial intelligence (AI), machine-learning (ML), and chatbot technologies, the field of education has been transformed drastically. The latest advancements in AI chatbots (such as ChatGPT) have proven to offer several benefits for students and educators. However, these benefits also come with inherent challenges, that can impede students’ learning and create hurdles for educators. The study aims to explore the benefits and challenges of AI chatbots in educational settings, with the goal of identifying how they can address existing barriers to learning. The paper begins by outlining the historical evolution of chatbots along with key elements that encompass the architecture of an AI chatbot. The paper then delves into the challenges and limitations associated with the integration of AI chatbots into education. The research findings from this narrative review reveal several benefits of using AI chatbots in education. AI chatbots like ChatGPT can function as virtual tutoring assistants, fostering an adaptive learning environment by aiding students with various learning activities, such as learning programming languages and foreign languages, understanding complex concepts, assisting with research activities, and providing real-time feedback. Educators can leverage such chatbots to create course content, generate assessments, evaluate student performance, and utilize them for data analysis and research. However, this technology presents significant challenges concerning data security and privacy. Additionally, ethical concerns regarding academic integrity and reliance on technology are some of the key challenges. Ultimately, AI chatbots offer endless opportunities by fostering a dynamic and interactive learning environment. However, to help students and teachers maximize the potential of this robust technology, it is essential to understand the risks, benefits, and ethical use of AI chatbots in education.

The incorporation of technology into physical education (PE), with a particular emphasis on the use of virtual reality (VR) apps and wearable devices. As technological advancements continue, educators are looking at novel approaches to improve learning outcomes and increase student engagement in physical education (PE) settings. Students and instructors can receive useful feedback on their levels of physical activity and performance through the use of wearable devices like as fitness trackers and heart rate monitors. These devices offer chances for real-time data collecting and analysis. Through the use of virtual reality apps, students are able to completely submerge themselves in simulated settings, which enables them to engage in learning experiences that are both interactive and immersive. By introducing virtual reality (VR) technology and wearable devices into physical education (PE) curriculum and training, teachers are able to create dynamic and interactive learning environments that adapt to the varied needs and interests of their students. This article discusses the advantages, disadvantages, and best practices related with the use of virtual reality (VR) and wearable devices in physical education (PE), as well as offers suggestions for properly integrating these technologies in order to improve student engagement and learning results.

Science education plays a crucial role in developing students' critical thinking and problem-solving skills. However, traditional teaching methods often fail to engage students in meaningful learning experiences. To address this issue, Problem-Based Learning (PBL) has been introduced as an innovative instructional approach that encourages active learning and critical inquiry. This study aims to examine the effectiveness of the PBL method in science education by analyzing its impact on students' learning outcomes and engagement. This research employs a quasi-experimental design with two groups: an experimental group using the PBL method and a control group using conventional methods. Data were collected through pre-test and post-test assessments, student questionnaires, and classroom observations. The study involved secondary school students in a science subject. The findings reveal that students in the PBL group demonstrated higher academic achievement and improved problem-solving abilities compared to those in the control group. Additionally, PBL fosters greater student engagement, motivation, and collaboration during the learning process. In conclusion, the Problem-Based Learning method proves to be an effective strategy in science education, enhancing students' understanding and critical thinking skills. Educators are encouraged to implement PBL in science classrooms to create a more dynamic and interactive learning environment.

The software “Cool Edit Pro 2.1” has long been considered and used as a music editor, and very few people know its application in English learning and teaching research. In this paper, in order to measure the second language learners' oral fluency, the reseracher tries this software in an empirical study and proves that “Cool Edit Pro 2.1” can measure the second language learners' oral fluency very accurately and efficiently. The research has up to now provided the readers with the most accurate and time-saving way of measuring temporal indices in L2 oral fluency, and this study reveals the tendency of the development of L2 oral fluency for Chinese non-English majors in the classroom setting and the evidence proves that the use of lexical chunks facilitates L2 oral fluency significantly. With the help of the software“Cool Edit Pro2.1”, the study explores linguistic features of oral fluency and provides the momentum to reach English fluency.

In modern education, enhancing student motivation remains a significant challenge. Traditional learning approaches often fail to engage students, leading to disengagement. Gamification, incorporating game elements like points, badges, and leaderboards, has emerged as an innovative solution to boost motivation and engagement. Gamification not only makes learning enjoyable but also taps into the brain’s reward system, reinforcing positive behaviors. Studies have shown that platforms such as Kahoot and Quizizz have a profound impact on student motivation by offering interactive and competitive learning environments. These tools encourage participation, foster collaboration, and allow for real-time feedback, thus improving learning outcomes. Despite the clear advantages, challenges remain, including resource availability, curriculum integration, and the complexity of evaluating learning outcomes. Research, including surveys, highlights that 92.4% of participants believe gamification enhances learning, with 95.4% finding Kahoot and Quizizz engaging. However, its success depends on effective implementation and alignment with educational goals. This paper explores the potential of gamification in education and suggests that its strategic use can lead to more dynamic and effective learning environments.

Background and Aim: Modern educational institution management strategies are critical for adapting to students' and educators' rapidly changing needs, ensuring school effectiveness and sustainability. These strategies allow institutions to create responsive and flexible learning environments, which improves educational outcomes and operational efficiency. This paper aims to analyze Modern Educational Institution Management Strategies. Materials and Methods: To identify and evaluate effective management practices, a comprehensive review of existing literature and case studies was performed. The review combined findings from various sources to provide a comprehensive view of strategies for improving educational institution effectiveness and sustainability. Results: The study discovered that implementing modern educational institution management strategies is critical for providing a flexible, efficient, and responsive environment for today's students and educators. Institutions can improve their effectiveness and sustainability by focusing on data-driven decision-making, technology integration, collaborative leadership, and inclusive practices. Continuous stakeholder engagement, professional development, and a focus on student wellness are essential for fostering a dynamic and supportive learning environment. Conclusion: The study discovered that implementing modern management strategies is critical for fostering a flexible and responsive learning environment. Institutions can improve their effectiveness and sustainability by focusing on data-driven decision-making, technology, collaborative leadership, and inclusivity, as well as creating a supportive and dynamic learning environment through ongoing stakeholder engagement, professional development, and student wellness.

This study investigates the influence of gamification on students' motivation, engagement, and academic achievement in a managerial communication course at a large Australian university. Amidst growing concerns about student disengagement in traditional educational settings, gamification has emerged as a promising instructional approach. Utilising game elements like points, and leaderboards, this quasi-experimental study sought to create a more engaging and motivating learning environment. The intervention was conducted in weeks 5-8 of the semester, with students participating in gamified online activities and in-class challenges that contributed to a team-based leaderboard. The research design included pre- and post-gamification surveys using the Higher Education Student Engagement Scale (HESES), the Gameful Experience Questionnaire (GAMEFULQUEST), and the Questionnaire on Motivation for Cooperative Learning Strategies (CMELAC). Independent samples t-tests were conducted to analyse the data, focusing on five engagement variables: academic engagement, cognitive engagement, social engagement with teachers, social engagement with peers, and affective engagement. The results, based on responses from 665 students (410 pre-intervention and 255 post-intervention), indicated significant increases in cognitive engagement and social engagement with teachers post-gamification. Cognitive engagement scores showed a notable improvement, with students reporting higher satisfaction, enjoyment of intellectual challenges, and motivation to study. Similarly, social engagement with teachers improved, with students feeling more understood and supported by their instructors. However, there was no significant change in academic engagement and social engagement with peers. This suggests that while gamification can enhance specific aspects of the learning experience, its effects on overall academic performance may vary. The study concludes that gamification has the potential to positively impact certain dimensions of student engagement, particularly cognitive and social aspects, but its influence on academic outcomes remains complex. These findings underscore the need for further research into the nuances of gamification and its role in educational contexts. Educators are encouraged to consider the implementation of gamified elements to foster a more dynamic and interactive learning environment.