Engagement In Learning Activities Research Articles

A change of mind: Error motivation is shaped by error perceptions in different learning environments

Background The medical profession has traditionally had a culture of “blame and shame,” despite the importance errors have for learning, motivation, and improvement of clinical skills. This study aimed to explore how medical students and newly graduated doctors perceive errors across different learning contexts and levels of expertise, and how error perceptions influence motivation and engagement in learning activities. Methods Semi-structured interviews were conducted, and thematic analysis was used to identify themes. Survey questions were developed based on the themes. The final survey included 27 questions divided into three sections. The survey was distributed via RedCap to medical students in year 1, year 4, and year 6 together with newly graduated doctors in Denmark. Results Of the 541 respondents, a majority anticipated making errors in both non-clinical (77.4%) and clinical (61.5%) learning situations, finding them motivating for participation (91.9% and 96.2%, respectively). A psychologically safe learning environment was seen to enhance the perception of errors as learning opportunities (96.9%) and increase risk willingness (96.3% non-clinical, 97.7% clinical). Respondents focused on the specific errors they made (86.0%), and their supervisors were perceived to focus more on correct handling of errors (70.7%). Respondents expected to conduct fewer errors in non-clinical learning situations in PGY-1 compared to medical students in year 1 (F(3529) = 3.0, adjusted p = 0.03). They showed an increase in risk willingness in clinical learning situations from year 6 to PGY-1 (F(3520) = 2.7, adjusted p-value 0.006) as long as the learning situations were considered psychologically safe. Conclusion The study suggests that a psychologically safe learning environment mitigates the “shame and blame culture” associated with errors. Respondents generally embraced errors as valuable learning experiences but noted a lack of specific error-related feedback. These findings underscore the nuanced relationship between errors, explicit learning activities, and supervisor support in medical education.

TOWARDS THE EFFECTIVE PROFESSIONAL UPSKILLING OF LOW-SKILLED EMPLOYEES: KEY INFLUENCING FACTORS

The increasing demand for skilled employees in contemporary economies underscores the importance of effective upskilling of the low-skilled. This study addresses the significant challenge of enhancing the professional development of low-skilled workers, focusing on the factors that either facilitate or hinder their engagement in learning activities. The primary aim was to identify the key characteristics that contribute to the effective professional development of low-skilled employees and the practical application of the skills they acquire. A systematic review was conducted, examining empirical studies published between 2004 and 2024. The search encompassed six databases, resulting in 352 identified articles. After rigorous screening and quality assessment, 22 high and good-quality studies (published in 2011-2023) were included in the final selection. The studies spanned various countries and methodologies, including qualitative, quantitative, and mixed-method designs. Key findings highlight that both personal and contextual factors influence the effectiveness of professional upskilling for low-skilled employees. Personal factors include motivation, self-direction, and reflexivity, while contextual factors encompass the quality of the work environment, learning opportunities, and institutional support. The review emphasises the importance of tailored training programmes, practical and interactive learning methods, continuous support and mentorship, and robust evaluation mechanisms. Effective transfer of training is facilitated by the relevance and applicability of training content, learner engagement and organisational support. The results highlight the need for holistic approaches that address both personal and contextual factors to enhance the professional development and skill utilisation of low-skilled workers; ultimately contributing to their career trajectories and job satisfaction. Keywords: adult education, low-skilled employees, upskilling, systematic review, training transfer

Incorporating AI into English Language Learning: An Experimental Study Focusing on Autonomous Learning

This study investigates the impact of integrating AI-powered tool, Plang, on English language learning among Korean EFL learners. Specifically, the study aims to examine the overall experiences of using the AI app in language learning and the impact of using the AI app on learners’ autonomous learning. The two-month study employed a qualitative data approach derived from a mixed-method study involving pre- and post-survey, reflective journals, and in-depth individual interviews. Overall, the findings have shown that the integration of the AI-powered tool into the English language learning helped learners: (i) to enhance language skills, particularly speaking proficiency; (ii) to foster learner autonomy through a personalized feedback system; and (iii) to establish a new goal that facilitates active learner engagement. The analysis also points out some challenges learners faced in the learning process. Some important implications of this study are discussed for teachers who consider integrating AI-powered tools into English language teaching. Considering that there has been little research on incorporating AI tools into classrooms, it is recommended that further research should highlight more dynamic classroom cases by developing a flipped classroom model utilizing AI tools in English language teaching contexts.

Australian University Students' Experience of Animal-Assisted Education: An Exploratory Study.

University students experience poorer mental health outcomes when compared to the general population. Poor mental health has been associated with reduced wellbeing and low academic performance, resulting in higher rates of withdrawal. Animal-assisted education is an intervention found to result in a reduction in anxiety and an increased learning engagement among primary and secondary students. However, minimal research has been conducted regarding the inclusion of therapy dogs in the learning environments of students in tertiary education. This study explored the influence of animal-assisted education on the experience of university students. A total of 56 university students engaged with animal-assisted education over a 13-week period and completed an online survey comprised of open- and closed-response questions. The findings showed that all perceived benefits of the therapy dog, including improved mood and reduction of anxiety, increased motivation and engagement in learning activities, as well as an improved social engagement with peers and the educator. Preliminary findings demonstrated that the inclusion of animal-assisted education into the teaching of university students may assist in supporting their mental health and overall learning experience. Research is needed to explore the most effective ways to incorporate animal-assisted education into university settings for both students and therapy dogs.

Design and Implementation of a Virtual Experimental Teaching System for Deep Energy Exploitation Based on Digital Twin Technology

The exploration and development of deep oil and gas resources are becoming the primary focus in the fossil energy sector, thereby increasing the demand for highly skilled engineers. Colleges and universities play a crucial role in cultivating talent in petroleum engineering. However, the current traditional teaching systems, particularly in experimental practices, face significant challenges, such as low efficiency, limited environments, and a disconnect between theoretical knowledge and practical application. To address these issues and enhance learners’ practical abilities and comprehension, we introduced digital twin technology into the experimental teaching of deep energy exploitation. This paper analyzes innovative pedagogical approaches, with a special emphasis on the real-time visualization of hydraulic fracturing. Supported by the National Key Laboratory of Chengdu University of Technology, our research team developed multiple digital twin platforms for both indoor and onsite hydraulic fracturing. These platforms utilize advanced algorithms and models, enabling real-time data acquisition and visualization analysis. Pilot teaching results demonstrate that the virtual experimental system based on digital twin technology encourages active learner engagement, improves their understanding of digitalization in engineering, and enhances their professional skills in deep oil and gas exploration. The digital twin-based visualization system is a valuable tool for experimental teaching in deep energy exploitation, and its application could serve as a model for other engineering disciplines.

Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

This study examined the opportunities and difficulties of online learning in Zambia’s higher education system, emphasizing the effects of self-regulation as a mediator between teacher-scaffolded online interactions and student learning engagement. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Hence, there was a need to explore how these can be mitigated through enhanced self-regulation and contribute to better educational outcomes and the broader context of pedagogical innovation. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation on student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Furthermore, this study emphasizes the importance of interactive online learning activities to improve students’ learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions and calls on educators and administrators to develop innovative ways to make participating in online learning smoother.

Impact of psychological entitlement on engagement in learning activities and psychological anxiety: the mediating role of envy

Psychological entitlement has appeared as a significant topic for research in the field of management and Psychology. From the perspective of social comparison theory, the present study aimed to investigate the impact of psychological entitlement on engagement in learning activities and psychological anxiety in the hotel industry. Furthermore, benign and malign envy were examined as an explanatory mechanism between psychological entitlement and its outcomes. Based on a three-wave time-lagged design, data were obtained from 242 employees working in the different hotels in Pakistan. We found that psychological entitlement’s has no direct influence on hotel employees engagement in learning activities, and psychological anxiety. In addition, the indirect effect of psychological entitlement on both outcomes (engagement in learning activities and psychological anxiety) was found significant through the mediating effect of benign and malign envy. The implications for research theory and practice are discussed.

Perceived fairness in the peer assessment process: a focus on Iranian architecture students in design studio education

PurposeThis qualitative case study explores the challenges that architecture students encounter in grasping the concept of fair PA. The study also delves into the students' viewpoints on this matter and the strategies they utilize to navigate it.Design/methodology/approachAround 29 architecture students took part in the PA process. Data was gathered by observing PA sessions and conducting interviews with students. The data was then analyzed using the thematic method.FindingsThe study uncovers fairness challenges from the perspective of architecture students, such as concerns regarding collusion, power dynamics within friend groups, limitations of participatory culture, and overwhelming responsibility. The study suggests that a multistage PA process can be an effective approach to addressing fairness challenges. Furthermore, it sheds light on the obstacles that architecture students face in comprehending fairness and their viewpoints and tactics regarding fairness during PA.Practical implicationsThe findings indicate that increasing students' engagement in learning activities during the critique and assessment process in the DS can enhance their understanding of fairness in PA and boost their satisfaction with final course grades.Originality/valueThis study investigates the relationship between architecture students' engagement and assessment fairness, by focusing on the role of perceived fair PA within design studio settings.

Learning facilitation is service indeed: examining how servant leadership leads to employee engagement in learning

Purpose The purpose of this study is to ascertain the role of servant leadership in promoting employees’ engagement in learning activities. Additionally, the study is intended to explicate the mediating role of employees’ promotion focus relating servant leadership to employees’ engagement in learning activities. Design/methodology/approach Data was collected from 401 manager–subordinate dyads employed in the Pakistani software industry located in Karachi in two phases which were conducted two months apart. The data analysis was done through hierarchical regression. Findings The study found that servant leadership was related to promotion focus and employees’ learning engagement. The study also found promotion focus was related to employees’ learning engagement. Finally, the results revealed promotion focus mediates the relationship between servant leadership and employees’ learning engagement. Originality/value The study unearthed the previously unexplored role of servant leadership in affecting employees’ engagement in learning activities. Additionally, the study explicated how servant leadership affects employees’ promotion focus to motivate employees’ learning engagement.

Does Art Education Matter in Inclusiveness for Learners with Disabilities? A Systematic Review

The pursuit of fostering inclusive educational environments, particularly in alignment with the United Nations’ Sustainable Development 2030 Agenda, prioritizes the advancement of quality education. In this endeavor, there is a central emphasis on fostering equitable, inclusive, and high-quality education accessible to all individuals, including those with disabilities. Art education plays a relevant role within this agenda due to its multifaceted benefits and potential to contribute to inclusive educational environments, which are crucial for individuals with disabilities. This study contributes to this goal by investigating the intricate link between art education and inclusivity for disabled learners. In using the PRISMA (preferred reporting items for systematic reviews and meta-analyses) approach, we conducted a comprehensive analysis of literature sourced from reputable databases such as Google Scholar, Semantic Scholar, Web of Science, and Scopus. The timeframe for the literature review spanned from 2014 to 2023. Initially identifying 126 relevant publications, 28 research articles were deemed pertinent to the study objectives. The findings of this investigation unveil the significant impact of art education on various aspects crucial to the educational journey of learners with disabilities. Specifically, art education is shown to positively influence motivation levels, foster increased engagement in learning activities, and facilitate more effective learning outcomes. Building upon these insights, the study proposes a conceptual framework designed to cultivate inclusive classrooms. By synthesizing the empirical evidence gleaned from the analyzed literature, this research aims to inform educational practitioners, policymakers, and stakeholders about the transformative potential of art education in creating genuinely inclusive learning environments for all learners, including those with disabilities.

Considering critical moments, co-authoring and active engagement in learning

ABSTRACT Background Within classroom research, there has long been agreement on the importance of dialogue and discussion for student learning. However, how the concept of knowledge influences classroom conversation needs further investigation, as this has key implications for students’ active participation. Purpose Our research sought to conceptualise the assumption of knowledge in standards-based curricula and explore some implications of teaching based on this kind of curriculum. To do this, we drew on a larger research project undertaken in Sweden, which involved a comparative classroom study. Methods Four natural science lessons were examined in terms of student’s opportunities to engage in the teaching content. The analytical framework was based on curriculum theory, the concepts of a lesson as a curriculum event, and students as co-authors of teaching content. We analysed two concepts of knowledge – social realism and transactional realism – in relation to an openness towards ‘critical moments’ during lessons, either noticed or unnoticed, and related them to the logics of curriculum and knowledge. Findings When framed by classroom teaching designed from knowledge criteria, students’ opportunities for acting as co-authors can become restricted, with critical moments overlooked because of a teaching focus necessarily limited by curriculum. Thus, opportunities for creating spaces to pay attention to students’ questions and reactions can be constrained. Conclusions Standards-based curricula, a concept of knowledge with a strong focus on subject-specific facts and ways of reasoning, together with high-stakes assessment, may lead to fewer openings for genuine discussion and student reflection. This highlights the need to leave larger spaces for teachers and students alike to influence content that engages students.

LEARNER-ORIENTED INSTRUCTION AND DATA INTERPRETATION SKILLS OF STUDENTS IN MANAY SOUTH DISTRICT, DAVAO ORIENTAL

The study aimed to investigate the influence of learner-oriented instruction of teachers on the data interpretation skills of students. In this study, the researcher selected the 212 elementary school teachers in Manay South District in Davao Oriental as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation and Linear Regression Analysis. Findings revealed that learner-oriented instruction of teachers and data interpretation skills of students in Manay South District in Davao Oriental were described as moderately extensive. Further, correlation analysis demonstrated that there is a significant relationship between learner-oriented instruction of teachers and data interpretation skills of students in Manay South District in Davao Oriental. Evidently, regression analysis proved that learner-oriented instruction of teachers in terms of learner empowerment; self-directed learning; and active learning engagement significantly influenced the data interpretation skills of students in Manay South District in Davao Oriental. The study, therefore, conducted for further utilization of findings through publication in reputable research journal. KEYWORDS: Educational management, learner-oriented instruction of teachers, data interpretation skills of students, regression analysis, quantitative study

PQRS (Preview, Questions, Read, and Summarize) Strategy for Teaching Reading Skill: An Action Research at Indonesian Senior High School Students

It is evidence that the literacy and reading proficiency for Indonesian students need to be enhanced. Therefore, the objective of this study is to enhance the reading proficiency and learning engagement of eleventh-grade students at SMA Persada Bandar Lampung in the academic year 2023/2024 through the implementation of the Preview, Question, Read, Summarize (PQRS) strategy. The research involved twenty-two students and followed the Classroom Action Research (CAR) approach, consisting of planning, acting, observing, and reflecting phases within each research cycle. Notably, the progress in students' learning engagement is evident in the mean scores, with the first cycle averaging 35.32 and the second cycle averaging 38.50, indicating an improvement of 3.18 points. Additionally, there was a noteworthy enhancement in students' reading proficiency, illustrated by the mean scores for their learning activities: 58.52 in the first cycle and 70.45 in the second cycle, reflecting an improvement of 11.93 points. These findings affirm that the PQRS Strategy effectively enhances both students' reading ability and their engagement in learning activities. Therefore, it is important to recommend PQRS teaching strategy to be used in English class. Keywords: CAR, Reading Comprehension, PQRS (Preview, Question, Read, and Summarize) Strategy

Penerapan Teknik Reinforcement dan Punishment dalam Bingkai Konseling terhadap Anak-anak Panti Yauma Surabaya

An analysis of the behavior of children in a twofa orphanage related to engagement in learning activities and talent expression. Through observation and interview methods, internal and external factors such as reinforcement and punishment influence children's level of engagement. Positive stimuli such as appreciation encourage active participation, while negative stimuli such as prohibition from playing games provide motivation for behavior change. The results showed the effectiveness of applying reinforcement and punishment in changing children's behavior to become more active and expressive. In conclusion, this approach has an important role in shaping the character of children in orphanages, encouraging engagement in learning, and talent development.

Ten Quick and Easy Ways to Enhance Early Literacy Instruction: Tips from a School Occupational Therapist

Occupational therapists (OTs) can be valuable team members because of their expertise in activity and environmental analysis and, in particular, their skills in facilitating access to curricular and extracurricular activities for students with unique learning needs (AOTA, 2017). School OTs can assist with creating multi-sensory activities and providing suggestions for environmental modifications to increase children’s engagement in learning activities to support literacy learning. Research shows that when children use multiple senses to learn new skills, they are not only able to remember the new skills more quickly, but they are also able to attend to activities longer (Golden & McCraken, 2016). The more parts of the brain involved in tasks, the greater the likelihood of learning; thus, multisensory learning through participation in meaningful, fun literacy activities can increase learning!

Insider Views and Practices of Translanguaging Classrooms in Early Childhood Education

This study, situated within the domain of language education, delves into the intricate dynamics of translanguaging practices and their profound influence on learning and teaching procedures in a linguistically and culturally enriched early childhood education environment. Focused on the context of Greece, the research aims to uncover the nuanced ways in which translanguaging shapes the language communication and interaction of four-year-old children, considering both native Greek speakers and their peers from migrant or refugee backgrounds. The study cohort consists of 50 children aged four, comprising both native Greek and migrant-background children attending early childhood education. Employing a comprehensive research approach, the study includes in-depth, semi-structured interview sessions with young children and specific observational protocols designed to capture authentic interactions and communications. These methods are employed to trace the development of intercultural awareness and sensitivity within an environment conducive to translanguaging. The findings highlight that the incorporation of translanguaging practices in early education settings not only refines communication and intercultural skills among young children but also significantly influences cultural awareness. Moreover, translanguaging fosters active engagement in learning activities and provides educators with valuable insights and support in implementing innovative language teaching techniques. This research contributes to the advancement of language education practices, particularly within linguistically and culturally diverse early childhood education contexts, emphasizing the transformative impact of translanguaging on crucial aspects of language learning and teaching.

Explores Javanese Culture-Based Character Education Kraton Kasunanan Surakarta

The Indonesian people greatly emphasize Javanese culture and its role in preserving the environment. To support student growth, this study recommends prioritizing culture-based educational practices that align with national values, particularly at the elementary level. At SDN Kasatriyan Surakarta, the application of Javanese culture is integrated into teaching, intracurricular and extracurricular activities, and overall school culture. This approach enables students to develop character education values like simplicity (gumregah), hard work, cooperation (gotong royong), independence (ning rat ning set rules), and environmental concern (sahatmaka). Qualitative research drawing on interviews and observations underscores the value of Javanese culture-based education at the elementary level. The research shows that implementing such a program at Kraton Kasunanan Surakarta positively impacts student character development. The active involvement of educators is key to successful program implementation, as demonstrated by students' high level of engagement in learning activities and their success in various competitions.

Flipbook as a Learning Medium: A Study on Indonesian ESP Students

Technological advancements are significantly transforming the landscape of Indonesian education, shifting from traditional methods to digital learning media. This study examines the adoption of Flipbook, a digital tool, in English for Specific Purposes (ESP) courses, aiming to enhance the learning experience for students enrolled in English language study programs. Utilizing Flipbook as an instructional medium, lecturers anticipate offering a novel approach to integrating technology in education. Data were gathered through questionnaires administered to seventy-six students focusing on ESP materials. The questionnaire, comprising thirty-one items with both positive and negative statements, evaluated four key aspects: the completeness of the learning content delivered through Flipbook, student engagement in learning activities, the effectiveness of lecturers in managing the digital learning environment, and the adequacy of facilities and infrastructure supporting the use of Flipbook. The findings demonstrated varying levels of effectiveness: The lecturer's ability to manage Learning was notably effective, with a high mean score of 44.97, indicating that Flipbook facilitates dynamic classroom management. Learning Activities also showed positive outcomes, with a mean score of 36.43, suggesting satisfactory engagement and interactivity. However, Learning Completeness and Facilities and Infrastructure highlighted areas needing improvement, with mean scores of 31.57 and 27.24, respectively. These lower scores reveal significant gaps in content delivery completeness and the supporting infrastructure, which are critical for effectively using digital learning tools.

The influence of personality traits on engagement in lifelong learning

ABSTRACT Today, adult individuals must be able to continuously learn and adapt to the rapid changes occurring in society. However, little is known about the individual characteristics, particularly personality traits, that make adults more likely to engage in learning activities. Moreover, few studies have longitudinally and objectively investigated the influence of personality on engagement in lifelong learning throughout working age. This study therefore used longitudinal data (15 years) to examine which personality traits predicted level and long-term changes in learning activities among 1329 Swedish adults aged 30–60. The results from growth curve modelling showed that over the follow-up period, novelty seeking and self-transcendence were both positively related to overall level of engagement in learning activities, although not to rate of change. Regarding specific activities, novelty seeking was related to higher levels of engagement in attending courses, taking on new education, and making occupational changes, while harm avoidance was negatively related to the likelihood of changing occupation. The results of this study underscore the importance of considering personality in relation to engagement in lifelong learning activities. Insights from this study can potentially increase the likelihood of finding methods to promote lifelong learning, which can be beneficial for educators, policymakers, and companies.

IMPROVING ENGLISH VOCABULARY PROFICIENCY THROUGH THE 'SAVE THE HANGMAN' GAME METHOD: A STUDY ON CLASS VIII B STUDENTS AT SMPN 11 PONTIANAK IN THE ACADEMIC YEAR 2022-2023

Improving English Vocabulary Proficiency by Using Save the Hangman Game Method to Students of Class VIII B in SMPN 11 Pontianak in Academic Year 2022-2023. This study aimed to enhance English vocabulary proficiency among eighth-grade students in Class VIII B at SMPN 11 Pontianak during the 2022-2023 academic year using the Hangman game method. It employed a Class Action Research approach, focusing on implementing the Save the Hangman game at SMPN 11 Pontianak. The research consisted of two cycles involving planning, action, observation, and reflection. Data collection instruments included observation sheets for student and teacher activities, vocabulary tests, and a questionnaire. The findings indicated a 7% increase in vocabulary skills from the first cycle (62%) to the second cycle (70%), reaching the passing criteria of a score above 61. The quality of teacher activity improved by 10%, from 64.52% in the first cycle to 74% in the second cycle. Additionally, student engagement in active learning increased by 14% for very active criteria (from 41% to 55%) and by 16% for active criteria (from 29% to 45%). However, the percentage of students considered active enough decreased by 5% (from 14% to 9%), and no students fell into the less active criteria in the second cycle.