The Use of Gamification as an Innovative Practice Pedagogy to Enhance Student Engagement during COVID-19 Pandemic

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

Cyberpsychology, Behavior, and Social NetworkingVol. 23, No. 7 EditorialConnecting Through Technology During the Coronavirus Disease 2019 Pandemic: Avoiding “Zoom Fatigue”Brenda K. WiederholdBrenda K. WiederholdBrenda K. Wiederhold, Editor-in-Chief Search for more papers by this authorPublished Online:10 Jul 2020https://doi.org/10.1089/cyber.2020.29188.bkwAboutSectionsView articleView Full TextPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookXLinked InRedditEmail View article"Connecting Through Technology During the Coronavirus Disease 2019 Pandemic: Avoiding “Zoom Fatigue”." Cyberpsychology, Behavior, and Social Networking, 23(7), pp. 437–438FiguresReferencesRelatedDetailsCited byQuantitative analysis of communication changes in online medication counseling using the Roter Interaction SystemResearch in Social and Administrative Pharmacy, Vol. 20, No. 1“Who Said That?” Applying the Situation Awareness Global Assessment Technique to Social Telepresence13 December 2023 | ACM Transactions on Human-Robot Interaction, Vol. 12, No. 4The good and bad of an online asynchronous general education course: Students’ perceptions18 December 2023 | Psychology Teaching Review, Vol. 29, No. 2Face-to-face more important than digital communication for mental health during the pandemic17 May 2023 | Scientific Reports, Vol. 13, No. 1Videoconference fatigue from a neurophysiological perspective: experimental evidence based on electroencephalography (EEG) and electrocardiography (ECG)26 October 2023 | Scientific Reports, Vol. 13, No. 1The ‘Zoomification’ of Collaboration: How 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Elbogen, Megan Lanier, Sarah C. Griffin, Shannon M. Blakey, Jeffrey A. Gluff, H. Ryan Wagner, and Jack Tsai11 July 2022 | Cyberpsychology, Behavior, and Social Networking, Vol. 25, No. 7The Influence of E-Scaffolding Sources in a Mobile Learning Environment on Students’ Design Skills and the Technology Fatigue Associated with a 3D Virtual Environment11 July 2022 | Electronics, Vol. 11, No. 14INVESTIGATION OF PARENTS’ VIEWS ON THE DISTANCE EDUCATION PROCESS DURING THE PANDEMIC22 June 2022 | Journal of Advanced Education Studies, Vol. 4, No. 1DATA COLLECTION BY ONLINE IN-DEPTH INTERVIEW IN QUALITATIVE RESEARCH: A POSTGRADUATE THESIS EXAMPLE14 June 2022 | Pamukkale University Journal of Social Sciences InstituteTwelve tips to enhance student engagement in synchronous online teaching and learning20 April 2021 | Medical Teacher, Vol. 44, No. 6Current and future influences of COVID-19 on the knowledge management function of conventions and exhibitions15 March 2022 | Service Business, Vol. 16, No. 2Robust Institutional Support and Collaboration Between Summer Training Programs in Cancer and Biomedicine Drive the Pivot to a Virtual Format in Response to the COVID Pandemic31 January 2022 | Journal of Cancer Education, Vol. 37, No. 3Incorporation of a Social Virtual Reality Platform into the Residency Recruitment Vol. 29, No. Work Meetings During the COVID-19 Pandemic: The and May 2021 | Group Research, Vol. No. of in in the for New in for Use by May 2022 | Journal of Cognitive and Vol. 16, No. Online during COVID-19 Is Scientific February 2022 | Vol. 13, No. the Is and to It and K. June 2022 | Cyberpsychology, Behavior, and Social Networking, Vol. 25, No. learning Review of Education, Vol. May 2022 | Vol. 12, No. in the experiences and to and reflections the year of January 2022 | The Clinical Vol. 36, No. Psychological and Academic M. and May 2022 | Cyberpsychology, Behavior, and Social Networking, Vol. 25, No. of via videoconference on fatigue and Implications for the March 2022 | Healthcare Management Vol. No. Policy of Technology April 2022 | Education Sciences, Vol. 12, No. under A July 2021 | Journal of Family Vol. 44, No. Strategies During the COVID-19 Pandemic: Virtual Learning for Public Health and Cancer Health April 2022 | Frontiers in Public Health, Vol. during How a to online interaction and social April 2022 | Journal of Research on Vol. 16, No. a Roadmap for Technology in Social Training the of Social February 2022 | in Social Vol. No. Psychological for with Learning during the Pandemic: The Experiences of in the March 2022 | Journal of Mental Health Research in Vol. 15, No. to education and communication the and intensive community during the COVID-19 Vol. No. to education and communication the and intensive community during the COVID-19 Vol. No. and implementation of a virtual pain management programme to COVID-19: a September 2021 | British Journal of Vol. 16, No. Video Conference Fatigue of in the on Video Conference Social and April 2022 | International Journal of Environmental Research and Public Health, Vol. 19, No. of in during the COVID‐19 pandemic: the and of and challenges and the of mental health and in December 2021 | Journal of Research in Educational Vol. 22, No. New with COVID-19 and A Qualitative Study on Zoom Fatigue30 March 2022 | Vol. 19, No. distance une No. Social in Remote Social A for of When the Social of Interactions via Videoconferencing March 2022 | Frontiers in Psychology, Vol. the stress of and of Zoom December 2021 | Electronic Vol. 32, No. social as of A study under in Human Behavior, Vol. the of to an online in to February 2022 | Sciences Education, Vol. 15, No. changes in social during COVID pandemic in the United December 2021 | Vol. 29, No. in Journal of and Vol. 13, No. or How online February 2022 | PLOS Vol. No. in Zoom Fatigue B. and February 2022 | Cyberpsychology, Behavior, and Social Networking, Vol. 25, No. of on mental August 2021 | Vol. 19, No. 1Videoconference Fatigue: A February 2022 | International Journal of Environmental Research and Public Health, Vol. 19, No. 4The Use of Videoconferencing in Higher January and digital communication in Australian December 2021 | Journal of the International for Business, Vol. No. and in Industry August Zoom Learning February and in During Coronavirus January of Leadership on June Online Social a from a of February An Approach to Social During Online June Virtual Reality August in a Mediated July – und February Teaching as an for Vol. 22, No. Video During the COVID-19 Pandemic and Effects on May 2021 | and Vol. No. During Remote Teaching in through a pandemic: impact of on and of Clinical Medicine, Vol. 18, No. during the pandemic A Systematic Review using April 2022 | Information Science, Vol. 6, No. Hybrid Learning Challenges and February de de de December 2022 | Vol. 4, No. of COVID‐19 with and variables in An analysis of September 2021 | The International Journal of Health and Management, Vol. 37, No. Design With Research for the Development of a Digital Platform for and August 2022 | Journal of Research Vol. No. to Equity, and in Science and December 2021 | Frontiers in Science, Vol. December 2021 | Vol. 25, No. reality during the COVID-19 pandemic: A and and Vol. for study for a randomized controlled September 2021 | Pilot and Studies, Vol. 7, No. and A Design December in social of and mothers during the COVID-19 Vol. “Zoom A November 2021 | Applied Psychology, Vol. The from to of Human - and Psychology of the Pandemic November Through the October 2021 | Education, Vol. No. Practice During COVID-19 to and of November 2021 | Vol. 36, No. as the of Exploring and Perspectives of of Telehealth by a Australian Service during COVID-19 October 2021 | International Journal of Environmental Research and Public Health, Vol. 18, No. with The of technology and consumer July 2021 | International Journal of Consumer Studies, Vol. 45, No. of June 2021 | Annals of Surgery, Vol. No. and of Virtual in Video and Effects on of the ACM on Human-Computer Interaction, Vol. 5, No. How a Virtual Network during the COVID-19 of the ACM on Human-Computer Interaction, Vol. 5, No. May 2021 | American Journal of Clinical Vol. No. to and Education in the of December 2021 | Journal of Education, Vol. No. between social communication and during the early of September 2021 | Journal of Social and Vol. No. September 2021 | Vol. 11, No. Bir September 2021 | Vol. 5, No. of During the COVID-19 Pandemic by the of Medical of A Survey September 2021 | Frontiers in Medicine, Vol. student under remote learning using digital A June 2021 | Education and Information Vol. No. of the COVID-19 Pandemic on Higher Education: the

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

Building responsive and resilient supply chains: Lessons from the <scp>COVID</scp>‐19 disruption

While prior studies have examined various determinants of student engagement in online learning during the COVID-19 pandemic, the findings are inconsistent. Thus, there is a need for a systematic review of the factors influencing student engagement in virtual learning during the pandemic that will provide state-of-the-art knowledge of existing literature in the domain and offer future research directions. This study systematically reviews factors driving college student engagement in online learning during the COVID-19 pandemic. This review was performed in accordance with the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses. A systematic search of four databases identified 32 eligible studies. The most prevalent factors influencing student engagement during the COVID-19 pandemic were student-related factors (e.g., student self-efficacy, emotion, motivation, personality, student-student interaction, and self-care practices). This was followed by instructor-related factors (e.g., self-efficacy, technical readiness, instructor-student interaction, teaching presence, and organization), course material and design-related factors (e.g., pedagogical approach, learning format, and learning activities), learning technology and system-related factors (e.g., learning technology and tools and perceived usefulness), and demographics (e.g., gender, college year, and ethnicity). These results provide a guide for future educational initiatives aimed at maximizing student engagement in an increasingly digital learning landscape, especially during exceptional times such as the pandemic. In particular, university resources should be directed at ensuring a smooth transition from face-to-face classroom experiences to emergency remote learning. This should include insights from students on which online practices foster the greatest engagement, motivation, and learning.

The study examined the role of COVID-19 pandemic as a catalyst for fostering reformed pedagogy in science education within the South African context. The prevalence of COVID-19 pandemic compelled teachers as key agents of educational change to fundamentally rethink their pedagogical practices with a view to bring about reformed pedagogy. The study adopted a phenomenological design located within the critical paradigm. The empirical investigation involved 21 purposively selected in-service science teachers enrolled for postgraduate studies in science education at a South African university. Critical theory was adopted as a theoretical lens to provide insightful elucidation into how science teachers negotiated and transformed their pedagogical practices in response to the formidable challenges posed by COVID-19 pandemic. The COVID-19 pandemic critically exposed socio-economic disparities in science teaching and learning within the broader South African context. Under-resourced schools represented inappropriate educational entities which rendered encouragement of critical thinking and promotion of innovative pedagogical practices extremely difficult to realize. Science teachers at under-resourced schools were largely left to their own devices when navigating formidable challenges posed by the prevalence of COVID-19 pandemic. This dilemma represents a structural problem that ought to be addressed as a matter of priority in order to ensure social justice in terms of the creation of conducive teaching and learning environments at under-resourced schools in particular. Meaningful transformation of pedagogy remains an arduous task in the face of fundamental challenges afflicting teacher professional growth and its ramifications.

The purpose of this paper is to develop a framework for enhancing student engagement through active learning and design thinking workshops online. The COVID-19 pandemic has increased the need for digital engagement exponentially, yet the important experiences of collaborative and active learning (AL) have become more challenging to facilitate and support in circumstances of remote access during classes. As such, design thinking (DT) online presented a unique opportunity to explore this collaborative approach to engaging in user-centred design and design innovation. To explore a specific curriculum design dilemma and validate the methodology adopted, online DT workshops were conducted with two different cohorts of students toward co-creating more student-centred forms of learning in two digital marketing (DM) courses. The approach was guided by the POLARIS active learning framework to embed the framework’s seven perspectives (Purpose, Objectives, Learning landscape, Activities and assessment, Resources, Inter-relation with stakeholders, and Student engagement) which were considered to better enhance student engagement in an online learning environment. Using the framework proposed, which additionally integrates Quadruple Helix Model (QHM) actors, would facilitate further DT innovation towards co-creating new value in digital marketing pedagogy, curriculum design, and beyond.

The objectives of this research were to identify the EFL teachers’ pedagogical practices in teaching English to the students and to find out the problems faced by EFL teachers in applying pedagogical practices to the students. This research was conducted through a qualitative approach. The data for this research were taken from 7 EFL Teachers in the Tinombo District. In collecting the data, the researcher used interview and document analysis instruments. Then, after analyzing the data obtained, it was concluded that the EFL teachers’ pedagogical practices in Tinombo district during pandemic covid 19 as a whole were using teaching methods and strategies that were tailored to the needs and abilities of students, giving various kinds of tests and assignments to students, understanding students' conditions, using media supporting the teaching process, assisting students in developing their potential and creativity, making good communication with students, conducting assessments and evaluations of learning materials, utilizing information on student learning outcomes, and using applications that support appropriate teaching strategies during a covid-19 pandemic. In addition, the main problems of teachers in applying Pedagogical Practices during the covid-19 Pandemic were the unstable internet network connection in that area and the concentration of students in learning decreases.

The Impact of the Covid-19 Pandemic on Current Anatomy Education and Future Careers: A Student's Perspective.

The pedagogical approach known as the flipped classroom has gained significant popularity in both higher education and high school settings in recent years. This article aims to provide a comprehensive explanation regarding the comparison of flipped classroom academic results in physics education before and during the Covid-19 pandemic. The method used here was bibliometric-based literacy analysis using Publish or Perish (PoP) software and the VOSviewer application, which is focused on the keyword "Flipped classroom in physics" during the last three years before the Covid-19 pandemic (2017 - 2019) and the last three years during the Covid-19 pandemic (2020 – 2022). According to the findings of bibliometric analysis and systematic reviews of articles, the following flipped classroom academic outcomes in physics education were most frequently studied before the Covid-19 pandemic: 1) academic achievement, 2) motivation, 3) students' engagement, 4) students' performance, 5) knowledge acquisition, 6) interest in learning, 7) problem-solving skills, 8) self-efficacy, 9) conceptual understanding, and 10) attitude. Meanwhile, there are eight categories of outcomes in 2020-2021: 1) motivation, 2) academic achievement, 3) student experience, 4) student engagement, 5) conceptual understanding, 6) self-efficacy, 7) process skills, and 8) critical thinking. This study concludes that the academic outcome of flipped classroom research in physics education before the pandemic was more than during the Covid-19 pandemic, and in 6 past years, most research has focused on the effect of flipped classrooms on academic achievement, motivation, conceptual understanding, and self-efficacy compared to other academic outcomes such as scientific reasoning or creative thinking.

&lt;p&gt;Although great strides have been made to tackle hospital-acquired pressure ulcers (HAPUs), there is a need for greater recognition of device-related pressure ulcers (DRPUs), including their causes, management and prevention. This consensus statement, an updated second edition, aims to continue raising awareness of these largely preventable injuries and, crucially, to stimulate action. DRPUs are relatively common and account for a growing proportion of HAPUs. Updated information on the incidence of DRPUs is described in chapter 1. Although it is recognised that DRPUs increase the financial burden of healthcare, there is little formal analysis of their economic impact. This needs to be addressed; robust evidence on the burden of DRPUs and the value that can be released by adopting prevention strategies is needed to help drive action. Our understanding of the pathophysiology of DRPUs has improved significantly over the past few years; this is described in chapter 2. One crucial difference between PUs and DRPUs is that body-weight forces are less significant in DRPUs, with the force being exerted from a device that is typically strapped or taped onto the body. Devices and their securement may generate high stress concentrations in tissues, leading to cell and tissue-damage pathways associated with sustained deformation. As more evidence is published on DRPUs, recurring themes are emerging, as outlined in chapter 3: The most vulnerable patients are bearing the brunt of DRPUs; paediatric and neonatal patients, and all those needing critical care are particularly susceptible. During the COVID-19 pandemic, a new high-risk population (people with severe COVID-19 infection) emerged. They are at increased risk of DRPUs because of their need for prolonged ventilatory support, especially when 'proning' Devices associated with DRPUs are often used to perform essential, life-saving functions. They include continuous positive airway pressure (CPAP) masks or endotracheal tubes. Minimising their use is clearly not an option, so practice innovation is needed Although the most common locations for DRPUs are the face, ears, lower legs and heels, any location where a device comes into close contact with the skin can be at risk. In the same vein, any device, whether needed for a medical purpose or not, has the capacity to cause injury if its use is not properly managed. Vigilance is needed for all patients. What can be done? The importance of routine risk assessment is covered in chapter 4. Although use of a validated risk assessment tool is the vital first step, this will not be enough on its own. Several steps can be taken to ensure the safe use of devices. These are described in chapter 5 and include device repositioning, cushioning with prophylactic dressings and moisture control (only where possible and clinically appropriate). Of key importance is the development of an institutional protocol and champions to ensure all necessary steps are adopted. For any of these changes to be put into practice, awareness of DRPUs needs to increase. A number of proposals are outlined in chapter 6. A change of focus among health professionals and policy makers, along with more investment in education and training, are needed. All patients being managed with a medical device must be considered as at high risk. The pandemic introduced the world to the problem of DRPUs in health professionals caused by the extended wear of personal protective equipment. Health professionals also have a right to expect institutional protocols and provision of devices that protect them from DRPUs. Cutting-edge ideas and technologies that may be available in the future are described in chapter 7. When designing new products, manufacturers of medical devices have a duty of care to investigate the risks of DRPUs associated with their products and mitigate them, wherever possible. Our developing understanding of how the design, structure and materials used in medical devices contribute to DRPUs will help us develop new solutions for tomorrow. The first step is for everyone involved to ask themselves, 'what can I do to help?' There is work to be done-your journey to reduce DRPUs starts here!.&lt;/p&gt;

Aim/Purpose: This study aims to examine the challenges faculty members face with online teaching practices in public universities in Karachi, Pakistan during the COVID-19 pandemic. Faculty members’ pedagogical experiences were examined by following the approach of the technology acceptance model (TAM) framework presented by Davis in 1986 and 1989. Background: The COVID-19 pandemic has significantly affected educational activities and disrupted the traditional norms of education at colleges and universities in the world, and, as a result, teaching and learning have shifted to online. Accordingly, the outcome of the COVID-19 pandemic has unexpectedly forced educators and educational leaders to analyze pedagogical measures to offer quality education to students and make changes to their curriculum and instruction. Methodology: This study used a mixed-method research design with closed-ended surveys and interviews. The researchers distributed online questionnaires and conducted phone call interviews, followed by simple random sampling approach to strengthen data collection and analysis. The research data were analyzed through descriptive statistical tests, including mean, standard deviation, and Pearson correlation, and thematic analysis. Contribution: By examining the challenges faculty members face with online teaching practices, this study contributes to the literature knowledge to advance the Practical-Knowledge gap (the lack of empirical studies in the context of practice and theoretical perspective) by knowing faculty members’ experiences and attitudes regarding online teaching in public universities in Karachi, Pakistan. The adopted framework of the technology acceptance model provides confirmation of reliability in the context of higher education institutions, which can help explore pedagogical challenges and practices of teachers who teach online in other provinces in Pakistan, cultures, and countries. This study provides suggestions to online teachers in Pakistan to sort out their challenges. Findings: The findings highlight a favorable attitude of faculty members’ usage of virtual platforms for teaching. Likewise, faculty members encountered several challenges that caused restrictions in accomplishing competent teaching and learning. Furthermore, faculty members lacked sound experience in conducting online classes and were not given adequate technical assistance or ICT infrastructure to cope with the technical challenges. Recommendations for Practitioners: It is recommended by this study that teachers should be given adequate professional development opportunities to develop technical and ICT infrastructure competencies to facilitate them to successfully teach online. Recommendation for Researchers: Another study should be conducted at the national level to reinforce the understanding and generalization of this study’s results. Furthermore, this study assessed public universities faculty members’ experiences through self-reported surveys and interviews. However, future researchers should employ other means and methods of examination such as private universities, public universities, primary schools, middle schools, secondary schools, and observations or focus group discussions to broaden the understanding of online teaching practices and challenges in Pakistan. Impact on Society: By examining faculty members’ experiences and challenges of teaching online, this study will help educators and educational leaders to raise the quality of online teaching in Pakistan by knowing the appropriate solutions and recommendations. Future Research: This study examined the adoption of three ICT indicators through pedagogical practices such as perceived usefulness, perceived ease of use, and attitude to use. For future studies, researchers and practitioners should evaluate other indicators such as students’ learning outcomes.

Supporting Adolescents and Young Adults Exposed to or Experiencing Violence During the COVID-19 Pandemic

This study addresses the challenges of reduced student engagement in online learning, exacerbated by the COVID-19 pandemic. It explores the potential of a peer-to-peer learning application using virtual reality (VR) components to enhance student engagement in a Python programming course. The application was developed and tested with university students, focusing on usability, social presence, and learning performance. Usability testing revealed positive perceptions of the virtual classroom's realism, with a mean score of 36.47 out of 45 for realism. Participants also positively viewed the possibility to act and examine the virtual environment. There were concerns about the interface quality, with a mean score of 9.13 out of 15. Self-evaluation of performance was high, with a mean score of 10.33 out of 15. Sound quality was generally perceived positively, with a mean score of 16.07 out of 20. Learning performance showed significant improvement in both traditional (pre-test mean = 8.53, post-test mean = 12.07) and proposed VR learning groups (pre-test mean = 10.03, post-test mean = 15.50). The proposed VR learning method demonstrated a greater increase in knowledge (mean improvement = 5.47) compared to the traditional method (mean improvement = 3.53). Results indicated significant knowledge improvement and positive user feedback, suggesting that VR-based peer-to-peer learning can be a promising approach to improve student engagement in online settings.

Student online engagement has become a challenge for higher education in Mongolia during the COVID-19 pandemic. This study explores student engagement in online learning of Mongolian higher education during the lockdown period. The study assessed differences in student engagement across gender, the tools students used to study, their level of study, and their field of study. It also determined the associations between variables. The data were collected online using the questionnaire developed by Dixson (2015), the scale to measure student online engagement (OST) with four variables: skills, emotion, participation, and performance. The tests of Kruskal-Wallis, Shapiro-Wilk, Cramer’s V, Point biserial as well as Spearman rho were used for the analyses. The most significant variables to measure student engagement were participation and performance. One of the important results was that the internet access was highly correlated with the performance variable (p=.00). The study did not find any significant differences or correlation for “emotion” expressing the devotion and commitment to the online study.