Experiential Learning Activities Research Articles

Leveraging Physical Activities to Support Learning for Young People via Technologies: An Examination of Educational Practices Across the Field

Many technological interventions have leveraged physical activity (PA, i.e., activities that involve whole-body movements) to provide young people with active and productive learning experiences. However, there is a lack of systematic understanding of how PA can serve as a learning medium—for example, how PA can support learning and how to design technologies to support PA-based learning. This paper conducts a systematic literature review (N = 141) of PA-based, technology-mediated learning experiences for young people with a focus on how PA supports learning, what technologies are involved, and the associated challenges. Through content analysis, we identified four approaches of how PA and learning were combined (i.e., PA embodied learning content, served as a functional input method for learning tasks, guided learners through different learning sites, and generated data for learning activities) and supporting technologies like full-body interaction learning environments and mobile apps. However, many challenges might arise, such as balancing learning and PA, as well as the scalability and reliability of technologies. We conclude with a discussion and reflection on design implications for more PA-based learning experiences and technologies. Overall, this paper provides a systematic overview of the different ways to design physically active learning experiences for young people and can serve as a reference for future designs of physically active learning experiences and technologies.

Enhancing complex bioprocess learning through simulation technology and hybrid teaching: A case study in university education.

The utilization of computer simulators in university education is progressively being embraced to offer students a practical exposure to industrial bioprocesses. Bioreactor computer simulators hold various advantages over conventional laboratory experiments, such as cost-effectiveness and enhanced safety. The research objective is to assess the effectiveness of integrating bioreactor computer simulators into hybrid teaching to promote active and collaborative learning experiences and evaluate their impact on student participation and understanding. A hybrid strategy combining synchronous, face-to-face, and online teaching has been implemented to enhance the teaching-learning processes in the Industrial Bioprocesses course for Biochemistry students. The simulation software BIOSTAT®T Yeast was used. This software models the production of ethanol with Saccharomyces cerevisiae through batch cultivation and the determination of the kLa value of a bioreactor. In the first simulation activity, students analyzed the software response based on parameter values input by the instructor, while in the second simulation activity, students autonomously used the computer simulator under the primary oversight of the instructor. The survey results indicate that the pedagogical innovation was positively received and significantly motivating for the students. Comparing student satisfaction surveys between the two simulation activities suggests that fostering student autonomy and engagement through simulation technology can improve satisfaction and learning outcomes in bioprocess education.

Designing experiential learning activities with generative artificial intelligence tools for authentic assessment

Purpose This article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning. Design/methodology/approach The study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use. Findings The findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes. Originality/value This research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education.

Technology-enhanced learning in Pharmacology through non-linear storytelling

There is a growing body of literature highlighting the potential of game-based learning (GBL) in creating immersive, highly engaging, active learning experiences. Furthermore, advances in digital technology along with the demand for online learning during the COVID-19 pandemic has brought digital GBL to the forefront of innovative teaching practice. Here, I share some of the digital GBL strategies we have developed to support our pharmacology teaching. In collab¬oration with our students, we have co-created a series of “choose your own adventure” style games using Twine; an open-source storytelling game engine. Importantly, we have shown that adoption of these GBL approaches is highly effective in promoting student engagement, subject understanding, and learning community. Furthermore, I also dis¬cuss how AI tools can allow educators with little knowledge or experience of game development to create unique and engaging learning experiences for their students.

Pilot study of interprofessional learning and engagement in culturally responsive nutrition simulations

BackgroundThis single-group pre-/post-test quantitative pilot study with prelicensure nursing students (n = 6) used multi-disciplinary and multi-ethnic faculty to develop culturally responsive learning scenarios on nutritional care for diverse patients experiencing type 2 diabetes, anemia, and irritable bowel syndrome. MethodsInterprofessionaly designed nutrition simulations used standardized patients, a pre-event nutrition concepts worksheet, pre-briefing, anonymized pre-/post-test, data collection, instructor-supervised feedback by trained patient actors to students, and PEARLs debriefing. SIM interaction diverse learning practices were measured by the NLN's EPQ-C tool. ResultsInterprofessional team-developed culturally responsive nutrition simulations enhanced factual and cultural quality of scenarios with perspectives from nursing, dietetics, social work, simulation science, and multicultural backgrounds. Trained actors as patients added realism and depth to student simulation. ConclusionOffering multiple authentic, active learning experiences on nutritional nursing care is possible in a single half-day format.

Clinical trial on nurse training through virtual reality simulation of an operating room: assessing satisfaction and outcomes

IntroductionVirtual reality (VR) provides a firsthand active learning experience through varying degrees of immersion. The aim of this study is to evaluate the use of VR as a potential tool for training operating room nurses to perform thoracic surgery procedures. MethodsThis is an open parallel-group randomized clinical trial. One group received basic formation followed by an assessment module. The experimental group received the same basic formation, followed by thoracic surgery training and an assessment module. ResultsFifty-six nurses participated in the study (51 females), with a mean age of 41.6 years. Participants achieved a median evaluation mode score of 480 points (IQR = 32 points). The experimental group (520 points) achieved an overall higher score than the control group (440 points; P = .04). Regarding age, women in the second quartile of age among the participants (35-41 years) achieved significantly better results than the rest (P = .04). When we evaluated the results based on the moment of practice, exercises performed in the last 10 minutes obtained better results than those performed in the first 10 minutes (1064 points versus 554 points; P < .001). Regarding adverse effects blurred vision was the most frequent. The overall satisfaction rating with the experience was 8.5 out of 10. ConclusionVirtual reality is a useful tool for training operating room nurses. Clinical trial with ISRCTN16864726 registered number.

Teaching Physician Assistant Students to Care for People With Intellectual and Developmental Disabilities.

The purposes of this educational activity were to instill in students a greater empathy for patients with intellectual developmental disabilities, give students a better understanding of how to obtain a medical history for patients with communication limitations, teach students practical tips for obtaining a medical history and physical examination to increase competence in their future practice, and to build a relationship with a local organization that serves people with intellectual disabilities. An experiential learning activity was added to the curriculum of two courses for first-year PA students to accomplish these goals. The course instructors engaged in several planning meetings with a local residential facility for people with intellectual disabilities, including choosing patients that the students would assess. The students made 3 visits to the facility. The visits included interactive lectures by a physical therapist, occupational therapist, nurse practitioner, medical doctor, and dentist. Two of the facility involved patient visits at designated homes on campus. The students then wrote comprehensive visit notes with patient identifying information removed and submitted them for grading. Students expressed feeling better prepared to assess people with intellectual disabilities and having an increased appreciation for obtaining quality medical histories. The partner facility also reported they received positive feedback from staff participants and indicated they would like to continue this partnership.

Pembelajaran Pendidikan Agama Islam Berbasis Proyek

The project method is a way of teaching that provides students with the opportunity to use daily life units as learning material and aims to make students interested in learning. The project learning method is a teaching and learning activity whose process is based on inquiry. In this learning, the focus is on complex questions and problems. Then answer questions or solve problems through an investigative process carried out collaboratively over time. Most projects are carried out by investigating authentic issues and topics found outside of school. During the inquiry process, students learn the content, information and facts needed to draw conclusions from each question. During the process students also learn valuable skills and thinking habits. The project-based learning method is a learning method that uses problems as the first step in collecting and integrating new knowledge based on experience in real activities. Then the problem is solved in groups. In this learning, students are able to find their own solutions to the products/tasks given. Project-based learning methods can increase students' learning motivation in Islamic religious education, project-based learning methods can facilitate more active learning experiences.

“Without the video I wouldn't have known”: An experienced EFL teacher learning to provide oral corrective feedback

AbstractOral corrective feedback, a key aspect of second language teaching, has received extensive research attention. However, little is known about whether and how professional development (PD) activities influence teachers' beliefs and classroom practices regarding oral corrective feedback. This case study investigates the effects of a targeted PD program on one experienced teacher's feedback beliefs and practices. The program comprised a workshop facilitating the teacher to discuss recent research findings regarding corrective feedback in language classrooms and experiential learning and reflective activities for 8 weeks. The data included semistructured interviews, three sources of written reflections, and classroom observations conducted over 17 weeks. The findings showed that although the teacher had already been positive about the importance of corrective feedback in teaching and learning, she underwent several considerable changes in her beliefs regarding the types and timing of feedback. The findings also showed some considerable changes in her actual feedback practices. Implications for teacher PD programs are discussed.

PENERAPAN PERMAINAN NAHWU MATCHING DALAM PEMBELAJARAN ISIM ISYĀRAH

&lt;p style="text-align: justify;"&gt;&lt;em&gt;This research was conducted to increase teachers' insight in applying the nahwu game model so that they can teach Arabic easily.&lt;/em&gt;&lt;em&gt; &lt;/em&gt;&lt;em&gt;This research aims to explore the implementation of Nahwu Matching game as a fun and engaging approach to teach the basic structure of isim isyarah (demonstrative pronouns) in a classroom setting. The study specifically focuses on its application in a small class of third-grade students at MI Nurul Amal. The research adopts a qualitative descriptive approach with field research method, utilizing observation, interviews, and documentation as data collection techniques. The main findings reveal that the implementation of Nahwu Matching game in the small class setting is effective and well-received by the third-grade students. The game provides an engaging learning experience, and the students' positive responses demonstrate its success. The study highlights the advantages of using this game in a small classroom, as it facilitates an interactive and enjoyable learning environment. No significant limitations were found in terms of its instructional aspects. The implications of this research suggest that teachers of Arabic language can consider incorporating game-based approaches into their instruction to enhance active and innovative learning experiences. Overall, this study provides valuable insights for educators in utilizing game-based models for teaching Arabic language in an engaging and effective manner.&lt;/em&gt;&lt;em&gt;&lt;/em&gt;&lt;/p&gt;

Improving self-efficacy in behavioral health through interprofessional education.

Interprofessional education (IPE) is important in preparing health profession students to practice in a workforce dependent on teamwork and collaboration. Many health profession students graduate without ever having active shared learning experiences in the academic setting. Opportunities for students to participate in activities that promote self-efficacy in competencies related to interprofessional collaborative practice are essential. The purpose of the project was to assess health profession students' perception of self-efficacy related to the core competencies of IPE. The project used a pre/post quantitative survey research design comprising a sample of students enrolled in clinical practicums in behavioral health care settings. Using standardized patients, students participated in timed simulated encounters. Participants ( n = 36) completed the 16-item Interprofessional Education Collaborative Competency Self-Assessment Tool on conclusion of the learning activity. Survey responses were scored on a 5-point Likert-type scale, with high scores indicating a stronger level of agreement of perceived self-efficacy. On the postsurvey, most items were rated as "agree" or "strongly agree." Item means ranged from 4.64 to 4.81. A positive association was found between students' self-efficacy and the utilization of standardized patients within an interprofessional experiential learning activity. The intervention contributed to improving self-efficacy in interprofessional competencies related to collaborative interaction and values.

AC-Duino Kit: Enhancing the Teaching and Learning Experience of Root-Mean-Square Current in Alternating Current through Arduino Microcontroller Application

Root-mean-square current in alternating current is an abstract concept that appears challenging to students in the absence of any hands-on experimental tool. Therefore, the AC-Duino Kit, utilising an Arduino Uno microcontroller and ACS712 current sensor, is developed and used in an experiential learning activity involving real-life household electrical appliances to enhance this topic's teaching and learning experience. Two-cycle action research was conducted on forty-six students undertaking a one-year matriculation program with data collected from document analysis, interview, and observation. The result shows that the students could relate root-mean-square current to power consumption, differentiate between heat and motor appliances, and relate peak current to electrical safety. The study confirmed that this activity could bridge the theoretical concept to real-life applications.

One Health Education Nexus: enhancing synergy among science-, school-, and teacher education beyond academic silos.

The fact that the daily lives of billions of people were affected by the medical, social, and political aspects of the SARS-CoV-2 pandemic shows the need to anchor the understanding of One Health in society. Hence, promoting awareness and deepening the understanding of the interrelation between human health, animal health, and ecosystems must be accomplished through quality education, as advocated by UN Sustainable Development Goal 4. The often-questioned and discussed measures taken by governments to control the global pandemic between 2020 and 2023 can be seen as an opportunity to meet the educational needs of civil society solutions in multi-stakeholder settings between public, universities, and schools. This paper focuses on the integration of One Health principles in educational frameworks, particularly within the context of the higher education teaching framework "Teaching Clinic." This master-level course in the domain of pre-service teacher education serves as a potent vehicle for facilitating One Health Education, bridging the gap between research, higher education, and schools. Through the presentation of two case studies, this article demonstrates how the Teaching Clinic approach fosters interdisciplinary perspectives and provides a dynamic learning environment for pre-service teachers, as well as for pupils involved in the educational process. In both cases, the integration of educational One Health school teaching-learning settings effectively enhanced pupils' understanding of complex topics and engaged them in active learning experiences. Pre-service teachers played a crucial role in developing, implementing, and evaluating these interventions. In Case I, pupils demonstrated proficiency in analyzing data and evaluating mathematical models, while in Case II, the chosen instructional approach facilitated One Health knowledge acquisition and enjoyment among pupils. These results underscore the potential of the One Health Teaching Clinic as a valuable educational framework for enhancing teaching and learning outcomes for pre-service teachers and fostering pupil engagement in socio-scientific One Health-related topics. The discussion delves into the significance of breaking down disciplinary silos and the crucial role of teacher education in promoting a holistic approach to education, emphasizing the intersectionality of One Health Education and Education for Sustainable Development. This article underpins the significance of collaborative efforts across multiple (scientific) disciplines and across secondary and tertiary education levels to reach a nexus. Moreover, it emphasizes the alignment of this approach with the 2030 Agenda, Education for Sustainable Development, and Sustainable Development Goals, highlighting the potential for collective action toward a more sustainable future.

Enhancing Learning Outcomes in Social Sciences through the Integration of Research-Based Teaching Strategies

In the dynamic landscape of social sciences education, the integration of research-based teaching strategies stands as a transformative approach to enriching learning outcomes and cultivating critical thinking skills among students. This abstract elucidates the profound impact of infusing research-based methodologies into social sciences pedagogy, highlighting the multifaceted benefits and implications for educators and learners alike. Research-based teaching strategies epitomize a pedagogical paradigm rooted in empirical evidence and scholarly inquiry, aimed at facilitating deeper understanding and engagement with course content. Within the realm of social sciences, where complex societal phenomena and interdisciplinary perspectives abound, the integration of such strategies offers a strategic pathway to navigate the intricacies of the discipline and foster intellectual curiosity among students. Central to the efficacy of research-based teaching strategies is their ability to stimulate active learning and student-centred exploration of subject matter. By incorporating experiential learning activities, inquiry-based projects, and collaborative research endeavors, educators empower students to construct knowledge collaboratively and apply theoretical frameworks to real-world contexts. Through hands-on engagement with primary sources, data analysis, and critical reflection, students develop the analytical acumen and problem-solving skills essential for navigating the complexities of contemporary social issues. Furthermore, research-based teaching strategies serve as catalysts for cultivating a culture of inquiry and intellectual rigor within the classroom environment. By encouraging students to critically evaluate evidence, interrogate assumptions, and engage in disciplined inquiry, educators foster a spirit of intellectual curiosity and scholarly inquiry among learners. Through exposure to diverse methodological approaches and research methodologies, students gain insight into the nuances of social scientific inquiry and develop the capacity to formulate evidence-based arguments and perspectives. Moreover, empirical research underscores the positive impact of integrating research-based teaching strategies on learning outcomes and student engagement in social sciences education. By aligning instructional practices with evidence-based principles of effective teaching and learning, educators can optimize student retention, mastery of content, and academic achievement.

The Use of QR Codes to Engage Nursing Students With Next Generation NCLEX.

The introduction of the Next Generation NCLEX (NGN) necessitates the need to prepare students to demonstrate appropriate clinical judgment and reasoning. Innovative teaching strategies, such as the use of QR codes, may help to engage learners and promote the transition to the new NCLEX testing format. A three-phase pediatric-based case study was used to introduce NGN style questions. The QR codes provided resources, answers, and rationales for the case study questions. The students reported an increase in perceived confidence with a case study-based NGN testing item. Student feedback was positive for this active and collaborative learning experience. Nurse educators are challenged with finding methods to engage learners and prepare students for practice. Using QR codes in the classroom is an innovative approach to expose students to NGN questions and may help increase students confidence as they prepare for the new NGN. [J Nurs Educ. 2024;63(3):186-187.].

Exploring The Intention of Using Mobile Learning in Flipped Classroom Approach for Arts and Design Students

The flipped classroom is a pedagogical approach that encourages active learning experience activities in the classroom. The students will receive information and materials before class learning using mobile technology both inside and outside of the classroom to allow for more dynamic, interactive, and advanced learning activities that involve the application of knowledge with higher-order thinking. Studies have shown, students who use the Mobile learning or M-learning platform in a flipped learning method can provide an interactive, engaging, and cost-effective way for graduates to broaden their employability skills. Although research on mobile learning in the flipped classroom approach has been extensive, research on M-learning has been limited. The study's objective is to examine the effectiveness of mobile learning adoption in relation to students' perceptions and responses under the UTAUT2 (unified theory of acceptance and use of technology) model in the undergraduate arts and design students and to review the pilot study model in development for larger-scale future research. Through a quantitative research approach, the pilot study used questionnaires to gather data from 50 undergraduate arts and design in multimedia design programme students of first-year from a local higher education institution. The findings showed that every composite reliability value in this study exceeded the 0.70 threshold value, indicating strong indicator reliability of the factors. Moreover, flipped classrooms increase student involvement, learning motivation, achievements and both at the same time improving educators' knowledge of how to use the flipped learning model in ways that are most advantageous for their own students.

Evaluation of the efficacy of shadowing house officer experience in surgical training

BackgroundThe shadowing house officer is an experiential learning activity that usually takes place within the final year clinical rotations of medical undergraduates. An exposure to a surgical intern is especially useful as the work extends to more practical aspects of ward work.ObjectiveWe assessed the impact of the shadowing house officer exprience during medical student clinical rotation on the surgical internship and to evaluate the challenges of the shadowing period.MethodsA descriptive cross-sectional survey was carried out among 108 surgical intern doctors in Sri Lanka via electronic media in 2023.ResultsOur study population consisted of 108 interns, with a response rate of 43.2%. This study demonstrates that on average a final year medical student undergoes a 4- day shadowing period in surgery which was considered by a majority to help in smooth transition to internship. 56% had a clear understanding about learning outcomes and less than half has had an induction session prior to commencement of shadowing. Official documentation, routine ward work, team work and communication skills were meaningfully experienced during shadowing. The main criticisms were inadequate breaks leading to exhaustion and missing out on important teaching activities. Another major concern was shadowing close to the final examination.ConclusionsSurgical shadowing house officer is an authentic work experience that intern doctors consider as important component in orientating the role of an intern. Introduction of shadowing at an earlier stage would be more beneficial and provide a broader view about the clinical set up to undergraduates.

Cross-cultural adaptation of educational design patterns at scale

PurposeEducational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design patterns for connected learning at scale at an Australian university may be adapted to a Vietnamese higher education context.Design/methodology/approach12 educational design patterns that address the challenges of active learning and large teaching team management are discussed. The authors then critically reflect on their cross-cultural adaptation for the higher education context, from an Australian to a Vietnamese university.FindingsTransitioning from passive to active learning strategies and effectively leading large teaching teams present similar challenges across our contexts. Educational design patterns, when dynamically adapted, may assist educators to teach skills that are critical for work and the future. Higher education institutions globally could enhance their practices by incorporating international best practice approaches to educational design.Practical implicationsThe Connected Learning at Scale (CLaS) educational design patterns explored in this article offer solution-oriented strategies that promote a more active learning experience. This paper identifies adaptations for educators, especially those in Vietnamese higher education that respect traditional structures, cultural nuances and resource limitations in implementation.Originality/valueWhilst educational design patterns are well-researched in the Western contexts, few studies analyse design patterns in an Asian, and in particular the Vietnamese context. More research is needed in the cross-cultural adaptation of educational design patterns that joins practice and theory.

(Re-)shaping learning experiences in supply chain management and logistics education under disruptive uncertain situations

IntroductionDisruptive uncertain events often necessitate universities to abruptly shift from face-to-face to remote online learning, posing challenges to instructional quality and learning outcomes. Remote online instruction may lack social interaction, educational resources, and practical activities, hindering effective learning.MethodsThis study presents an experiential learning framework designed to foster active learning experiences amidst disruptive uncertain events. The framework incorporates such events as study situations to enhance student motivation and engagement. A methodology for designing learning experiences is proposed, with a focus on incorporating real-world disruptions into educational settings.ResultsA case study is presented, detailing the implementation of the framework in supply chain management and logistics education at a private university in Bolivia, amidst the COVID-19 pandemic. Results indicate that the novel learning experience positively impacted student motivation and engagement, facilitating the achievement of learning outcomes.DiscussionThe initial implementation suggests that the novel learning experience positively impacted student motivation and engagement while achieving their intended learning outcomes. However, further instances of utilizing the proposed framework are necessary to ascertain its generalizability and effectiveness across diverse contexts and situations. Identifying similarities or invariances will help validate the applicability of this approach in different educational settings affected by disruptive uncertain events.

THE IMPLEMENTATION OF THE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODEL IN TEACHING ANALYZING THE STRUCTURE AND LANGUAGE OF DESCRIPTIVE TEXTS

This study aims to determine if the Cooperative Integrated Reading and Composition (CIRC) model is effective in teaching class VII students at SMP NU Kaplongan Indramayu about the structure and language of descriptive texts. The researchers chose the CIRC model because it is relevant and helpful in teaching students about descriptive texts. The study was conducted at NU Kaplongan Middle School, with a total of 204 students from 6 classes. The sample for the study included 34 students from class VII E and 34 students from class VII F. The data collected included initial and final tests from both the experimental and control classes. The results of the study are as follows. The t-value value for both research groups is 5.892, while the t-table value is 1.996. Therefore, the t-value is greater than the t-table value, indicating that the alternative hypothesis stating the significant influence of the CIRC learning model on the ability to study descriptive texts is accepted. Additionally, the CIRC learning model brings about significant changes in teaching methods and student learning. It promotes active, creative, effective, and enjoyable learning experiences. It also helps students develop problem-solving skills and encourages teamwork and mutual respect.