Purpose: The aim of the study was to influence of peer feedback on motor skill learning and self-efficacy among adolescents in Kenya
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: The study on the influence of peer feedback on motor skill learning and self-efficacy among adolescents in Kenya found that peer feedback had a significant positive impact on motor skill learning. Adolescents who received feedback from their peers demonstrated improved motor skill performance compared to those who did not. Additionally, the study revealed that peer feedback also had a positive influence on self-efficacy, with adolescents reporting increased confidence in their motor skill abilities after receiving feedback from their peers
 Unique Contribution to Theory, Practice and Policy: Social cognitive theory, self-determination theory & feedback intervention theory may be used to anchor future studies on influence of peer feedback on motor skill learning and self-efficacy among adolescents in Kenya. Peer mentorship programs can create a structured framework for peer feedback and skill development, facilitating a sense of camaraderie and cooperation among adolescents. Educational policymakers should consider incorporating guidelines for peer feedback into curriculum standards for physical education.

As a new teaching method to enhance students' learning experience and motivation, gamification of learning has attracted the attention of educators. However, it is not completely certain that gamification of learning can improve students' learning outcomes. Therefore, in order to explore the impact of gamification of learning on learning outcomes in science education, this study used a meta-analysis to sort out and quantitatively analyze the results of 34 experimental and quasi experimental studies, and explore the effect of gamification of learning from the overall effect, discipline, intervention time and other aspects. The results show that: (1) Compared with traditional teaching methods, gamification of learning has played a more moderate role in promoting the learning outcomes of science education. (2) Gamification of learning has a high degree of promotion effect on declarative knowledge and procedural knowledge, and there is no significant difference, but it only has a medium degree of promotion effect on the retention of knowledge. (3) The influence of gamification of learning on learning outcomes in science education is affected by class size, experimental intervention time and other regulatory variables. (4) The influence of two kinds of regulatory variables, namely, the way of gamafication and discipline, on scientific learning outcomes cannot be completely determined, and the results should be treated with caution.

Indeed, Learning Outcomes (LO) are vital components of a curriculum design. These themes are not only a reflex of Education academic, administrative standards but, more importantly, a prelude for lecturing’s guidance and learning comprehension. Although Learning Outcomes refer to those learning achievements that learners will be able to demonstrate once completing the learning process, fulfilling this wanted goal still represents an academic challenge for all kinds of teaching and learning disciplines, and language is not exempted from being a subject that requires especial scrutinizes when addressing Learning Outcomes. Herewith, the study aimed to analyze learning outcome aspects and implications in second language acquisition in Tertiary Education classroom practices. It also brings up a based prospect on language insights and curriculum settings. To accomplish this objective, various manuscripts and Internet accredited websites were searched. The outcome revealed that the idea of boosting second language learners’ knowledge and skills cognition meaning, differentiation, and association to treat the acquisition of learning outcomes at Tertiary Education classroom practices might be assumed as an academic functional approach that helps academicians in handling the second language acquisition process, and therefore in producing university graduate’s skills.

This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes. Keywords: Educational Technology, Learning Outcomes, Higher Education, Digital Divide, Accessibility, Equity, Blended Learning, Virtual Reality, Artificial Intelligence, Mobile Learning, Pedagogical Approaches, Professional Development, Strategic Integration.

This research aims to analyze the impact of students' perceptions and learning motivation as the main factors that influence physical education learning outcomes. Affective learning is reported to be one of the key factors in achieving physical education learning outcomes. A correlation design using the associative causal method has been used to collect information from a sample of 63 public elementary school students. Data collection was carried out through questionnaires and focus group discussions. Next, to examine the impact of this study, we utilized IBM SPSS software. The results show that there is a different correlation between physical education learning outcomes and predictors of student perception and learning motivation. The strength of the direct influence identifies that there is a significant positive influence on students' perceptions and learning motivation on physical education learning outcomes. Therefore, the components of student perception and learning motivation are the main factors in physical education learning outcomes.

The development of science and technology is developing rapidly in the 21st century. The development of knowledge and technology is needed to support human resources to produce quality education. At the 2013 curriculum, integrated learning is important to do to improve students' learning outcomes. One of the skills that students need was problem solving skill. However, the real conditions showed that physics learning outcomes are still low, students have low critical thinking skills, learning is still monodisciplinary, and creative thinking is still low. One solution to solve this problem is to integrate STEM education into learning. This research was conducted by analyzing the data from the article to specify the influence of STEM education integration in learning on student learning outcomes. This research is called a meta-analysis. There were 20 articles analyzed in this research, 6 articles were international and 14 articles were national. The results showed that integration of STEM education in learning has a significant effect on the level of class XI than class X of Senior High School. Then, the integration of STEM education has a significant effect on the sound wave material with an average effect size of 2.45. The integration of STEM education has a significant effect on student learning outcomes in the knowledge aspect with an average effect size of 1.83. The last, integration of STEM education provides a meaningful impact on problem-based learning with an average effect size of 2.17

Cognitive rehabilitation, STEM (science, technology, engineering, and math) skill acquisition, and coaching games such as chess often require tutoring decision-making strategies. The advancement of AI-driven tutoring systems for facilitating human learning requires an understanding of the impact of evaluative feedback on human decision-making and skill development. To this end, we conduct human experiments using Amazon Mechanical Turk to study the influence of evaluative feedback on human decision-making in sequential tasks. In these experiments, participants solve the Tower of Hanoi puzzle and receive AI-generated feedback while solving it. We examine how this feedback affects their learning and skill transfer to related tasks. Additionally, treating humans as noisy optimal agents, we employ maximum entropy inverse reinforcement learning to analyze the effect of feedback on the implicit human reward structure that guides their decision making. Lastly, we explore various computational models to understand how people incorporate evaluative feedback into their decision-making processes. Our findings underscore that humans perceive evaluative feedback as indicative of their long-term strategic success, thus aiding in skill acquisition and transfer in sequential decision-making tasks. Moreover, we demonstrate that evaluative feedback fosters a more structured and organized learning experience compared to learning without feedback. Furthermore, our results indicate that providing intermediate goals alone does not significantly enhance human learning outcomes.

Learning outcomes, as a conceptual base, are a recognised phenomenon in higher education. Advances in technology, such as web-based technologies in teaching, have facilitated learning efficiency, while such technologies relation to learning outcomes remains a popular topic of research. In this article, we have employed the feedback of 312 Finnish university and polytechnic students in forest study programmes in order to assess alternative modes of learning using content analysis. In addition, we will evaluate learning outcomes and the level of knowledge sharing using web-based technologies in teaching under different educational experiences based on the interview results from the selected samples. Consequently, we aim to consolidate the concept of learning outcomes through a discussion of a virtual learning environment and the role of a facilitator in an optimal educational experience. We conclude that the concept of learning outcomes is multifaceted and the benefits of using web-based technologies in teaching are potentially great in Finnish forest education.

The present paper provides the results of the feedback influence on students’ autonomous ESP learning. It is aimed to study the impact of feedback on autonomous learning outcomes of first-year students, who are studying a two-year university course of “English for Specific Purposes (ESP)”, the significant part of which is dedicated to self-regulated learning. The aim of the course is to improve the students’ proficiency in professionally oriented English communication to the level of B2 according to the Common European Framework of Reference for Languages (CEFR). The investigation has proved the importance of teachers’ support in students’ autonomous ESP learning. The outcomes of those students who received the feedback regularly signify that even being self-sufficient, students strive for teachers’ or peer observation and feedback in the educational process. In the article, the interdependence between the level of students’ autonomous ESP learning competence and students’ feedback literacy is presented. The results of the study suggest that students’ autonomous ESP learning outcomes are considerably influenced by supportive external written feedback if it is sought, and their feedback literacy level is at least moderate or higher. A higher level of students’ feedback literacy is observed among students with a more advanced level of autonomous ESP learning competence and who demonstrate better academic achievements in professionally oriented English communication. The coherence of the elaborated levels of Ukrainian students’ feedback literacy and the ways of its enhancing can be significant for educators in other countries.

Communicating the topic of conservation to the public and encouraging proenvironmental behaviors can mitigate loss of biodiversity. Thus, the evaluation of educational efforts is important to ascertain the educational effects and provide high-quality conservation education. The learning outcomes of conservation education are diverse (e.g., attitudes, knowledge, and behavior). Considering the specific characteristics of these different outcomes and the factors that influence them is crucial to delivering successful conservation education. We reviewed 29 peer-reviewed articles published in English from January 2011 to April 2020 on empirical studies of learning outcomes of on-site conservation education in zoos and aquaria, institutions that seek to educate the public about conservation. We examined the range of learning outcomes, their definitions, and factors that influenced them. Cognitive outcomes were most frequently investigated (37%) in comparison with other outcomes (e.g., affective outcomes, 31%). The articles did not use explicit definitions for learning outcomes, and implicit or explorative definitions provided were inconsistent. Outcomes were influenced by various factors (e.g., prior experiences, staff interaction, animal behavior). Our results suggest the agenda of conservation education research should be broadened by examining all learning outcomes relevant to behavior change. Educational and behavior change theories should be used as a background for conservation education research to ensure clear and consistent definitions, derive appropriate instruments to measure learning outcomes, and relate learning outcomes to influencing factors. We recommend conservation education researchers and practitioners to treat conservation education holistically and acknowledge its learning outcomes' full complexity.