Adults In Higher Education Research Articles

Widening Educational Disparities in Health and Longevity

Educational attainment level has long been a strong predictor of adult health and longevity in the United States. Interestingly, the association between education and these outcomes has strengthened in recent decades. Since the 1980s, higher-educated adults have experienced favorable trends in health and longevity, while lower-educated adults have experienced stagnation or unfavorable trends. Studies have provided important clues about why the association between education and health and longevity has strengthened over time. However, explanations remain incomplete and contested. This article discusses key findings and debates about why the association has become stronger and offers recommendations to advance robust explanations. Two key recommendations call for a fundamental shift in how researchers conceptualize and study the increasingly strong association. These include (a) reconsidering which education groups should be viewed as normative in analyses of the trends and (b) elevating attention on contexts, institutions, and actors that have had an outsized influence on the trends.

Associations between vicarious discrimination and mental health among young adult college students: Findings from the 2020–2021 Healthy Minds Study

BackgroundPoor mental health among young adults in higher education is a growing concern. In recent years, the visibility of racism has sharply risen. Vicarious discrimination is defined as the secondhand witnessing of racism, and given society's increased accessibility to social media and the Internet, addressing indirect violence is urgently needed to inform anti-racism and mental health efforts. The current study examined associations between vicarious discrimination and mental health across a large sample of young college students in the United States. MethodsWe analyzed data from the Healthy Minds Study (HMS; 2020–2021; N=130,566) and used multivariable logistic regression to examine whether past-year vicarious discrimination was associated with various mental health outcomes, adjusting for age, gender, race/ethnicity, and direct discrimination. ResultsThe sample was predominantly white (n=31,438, 63.66%) and female-identifying (n=34,313, 69.49%) with an average age of 21.1 years. Approximately 35.9% of the sample endorsed experiencing vicarious discrimination. Vicarious discrimination was associated with greater depression (OR:1.97; 95% CI: [1.86,2.09], p< 0.001), anxiety (OR:1.82; 95% CI: [1.72,1.92], p<0.001), languishing (OR:1.75; 95% CI: [1.65,1.87], p<0.001), perceived need for treatment (OR:2.24; 95% CI: [2.10,2.40], p<0.001), suicidal ideation (OR:1.86; 95% CI: [1.73,2.01], p<0.001), suicide plan (OR:1.91; 95% CI: [1.71,2.14], p<0.001), suicide attempt (OR:1.89; 95% CI: [1.51,2.36], p<0.001), self-injurious behavior (OR:2.0; 95% CI: [1.88,2.12], p<0.001), and loneliness (OR:1.67; 95% CI: [1.58,1.77], p<0.001). DiscussionConsistent with growing literature, vicarious discrimination was associated with poorer mental health among young college students. Additional research should investigate moderators, mediators, and interventions to support those who may be impacted indirectly by discrimination.

The synergy between loneliness and cannabis use on suicidal thoughts and behaviors among young adults in higher education

ABSTRACT Background Loneliness continues to be a public health crisis, and cannabis use has increased among some young adults following its legalization in certain states. Loneliness and cannabis use each contributes to suicide risk, but no studies have explored their potential synergy. This study aimed to explore the interaction between loneliness and cannabis use among students in higher education. Methods We analyzed data from the Healthy Minds Study (2020–2021; N = 101,744) and used multivariable logistic regression models to show the synergy between loneliness and cannabis use on suicidal thoughts and behaviors adjusting for sociodemographic variables and mental health. We calculated the interaction contrast ratio to show the synergy of combined exposures. Results While loneliness and cannabis use both increased odds of suicidal thoughts, those who were lonely and used cannabis had the greatest odds, exceeding the sum of these individual effects. The synergy between loneliness and cannabis use on suicide attempt was not statistically significant at a conventional level. Conclusion Synergy exists between loneliness and cannabis use in relation to suicidal thoughts among young adults in higher education. Future research can explore the utility of screening and addressing loneliness and cannabis in tandem for suicide prevention.

Ethno-racial disparities in psychosis-like experiences among students in higher education: Findings from the Healthy Minds Study 2020–2021

BackgroundEthno-racial variations of psychosis-like experiences exist in the general population; however, it is unknown whether this variation exists among emerging adults in higher education, and whether there are differences across ethnic groups within racial categories. MethodsUsing the Health Minds Study data from 2020 to 2021, we used multivariable logistic regression models to examine race/ethnicity and psychosis-like experiences, adjusting for socio-demographic characteristics (age, gender, international student status). We then adjusted for food insecurity, parental education, and social belonging. ResultsBlack, Hispanic/Latinx, multiracial, and American Indian/Alaska Native students had greater odds of 12-month psychosis-like experiences when compared with White students. These associations attenuated and were no longer statistically significant for Black and Hispanic/Latinx students after adjusting for food insecurity and parental education. Multiracial and American Indian/Alaska Native students still had greater odds of psychosis-like experiences after further adjusting for sense of belonging. When looking at ethnic subgroups, Filipinx and multi-ethnic Asian students had significantly greater odds than East Asian students, and multi-ethnic Black students had greater odds than African Americans. ConclusionOdds of psychosis-like experiences vary across and within ethno-racial categories among emerging adults in higher education. Future research may explore psychosis as a disparity impacting Native American/Alaska Native and multiracial/multi-ethnic populations.

Ethno-racial differences in anxiety and depression impairment among emerging adults in higher education

BackgroundDespite having higher exposure to stressors, many ethno-racial groups report similar or lower prevalence of clinical depression and anxiety compared to their White counterparts, despite experiencing greater psychosocial risk factors for poor mental health outcomes, thus presenting an epidemiological paradox. Ethno-racial differences in impairment, a diagnostic criterion, may in part explain this paradox. MethodsWe analyzed data from the Healthy Minds Study (2020–2021) and using survey-weighted linear mixed effects models, we tested whether there were ethno-racial differences in impairment across multiple ethno-racial groups at various levels of severity for anxiety and depression. ResultsBlack students reported lower mean impairment scores relative to White students at moderate and severe anxiety. Hispanic/Latine students only reported lower impairment relative to White students at severe anxiety. Asian students reported relatively lower mean impairment than White students at mild anxiety, and this difference continued to grow as anxiety severity increased. Similar trends were observed for depression. Black and Hispanic/Latino students reported lower mean impairment scores at moderate to severe depression. Asian students reported lower mean impairment scores beginning at mild depression to severe depression. ConclusionSelf-reported anxiety and depression related impairment varies by ethno-racial group, with Black, Hispanic/Latinx, and Asian students reporting lower impairment compared to White students at higher levels of symptom severity. These findings open the possibility that racial differences in the impairment criterion of clinical diagnoses may explain some of the racial paradox.

Consumption of Health-Related Videos and Human Papillomavirus Awareness: Cross-Sectional Analyses of a US National Survey and YouTube From the Urban-Rural Context.

Nearly 70% of Americans use the internet as their first source of information for health-related questions. Contemporary data on the consumption of web-based videos containing health information among American adults by urbanity or rurality is currently unavailable, and its link with health topic awareness, particularly for human papillomavirus (HPV), is not known. We aim to describe trends and patterns in the consumption of health-related videos on social media from an urban-rural context, examine the association between exposure to health-related videos on social media and awareness of health topics (ie, HPV and HPV vaccine), and understand public interest in HPV-related video content through search terms and engagement analytics. We conducted a cross-sectional analysis of the US Health Information National Trends Survey 6, a nationally representative survey that collects data from civilian, noninstitutionalized adults aged 18 years or older residing in the United States. Bivariable analyses were used to estimate the prevalence of consumption of health-related videos on social media among US adults overall and by urbanity or rurality. Multivariable logistic regression models were used to examine the association between the consumption of health-related videos and HPV awareness among urban and rural adults. To provide additional context on the public's interest in HPV-specific video content, we examined search volumes (quantitative) and related query searches (qualitative) for the terms "HPV" and "HPV vaccine" on YouTube. In 2022, 59.6% of US adults (152.3 million) consumed health-related videos on social media, an increase of nearly 100% from 2017 to 2022. Prevalence increased among adults living in both urban (from 31.4% in 2017 to 59.8% in 2022; P<.001) and rural (from 22.4% in 2017 to 58% in 2022; P<.001) regions. Within the urban and rural groups, consumption of health-related videos on social media was most prevalent among adults aged between 18 and 40 years and college graduates or higher-educated adults. Among both urban and rural groups, adults who consumed health-related videos had a significantly higher probability of being aware of HPV and the HPV vaccine compared with those who did not watch health videos on the internet. The term "HPV" was more frequently searched on YouTube compared with "HPV vaccine." Individuals were most commonly searching for videos that covered content about the HPV vaccine, HPV in males, and side effects of the HPV vaccine. The consumption of health-related videos on social media in the United States increased dramatically between 2017 and 2022. The rise was prominent among both urban and rural adults. Watching a health-related video on social media was associated with a greater probability of being aware of HPV and the HPV vaccine. Additional research on designing and developing social media strategies is needed to increase public awareness of health topics.

COVID-19 prevention behaviors and dietary habits among undergraduate students: A health belief model approach.

Physical and social disruptions resulted from the COVID-19 pandemic, affecting young adults in higher education. The purpose of this survey research is to unveil COVID-19 related beliefs using the Health Belief Model, and COVID-19 prevention behaviors, including self-reported fruit and vegetable consumption among university students. A cross-sectional survey was administered to 304 male and female undergraduate students from diverse ethnic backgrounds and majors at a New Jersey state university using convenience sampling. Variables measured included frequency of COVID-19 prevention behaviors (e.g.: wearing indoor mask, handwashing), and consumption of fruit and vegetables (dark green and orange vegetables) over the previous week. Health Belief Model constructs were assessed namely perceived susceptibility to COVID-19, severity, benefits, barriers, and self-efficacy. Statistical distributions were computed for the entire sample and t-tests were investigated for subgroups of age and sex. The sample mean age was 21.7 (SD = 4.7) years with 222 females (73%) and 82 males (27%), and 46% identified as White, non-Hispanics. Participants consumed a mean of 0.95 cups of fruit, 0.81 cups of green vegetables, and 0.46 cups of orange vegetables. Female students practiced more COVID-19 prevention behaviors with a mean difference of 0.26 (p<0.001), perceived greater severity from the virus (Δ = 0.37, p = 0.002) and had stronger perceptions of benefits (Δ = 0.18, p = 0.041), barriers (Δ = 0.21, p = 0.046), and self-efficacy (Δ = 0.20, p = 0.020) than their male counterparts. Older students (aged 23 and above) adopted more COVID-19 prevention behaviors (Δ = -0.35, p = 0.001) and perceived less barriers (Δ = 0.24, p = 0.047) than their younger peers. Nutrition educators and health professionals need to emphasize the importance of adopting preventive health behaviors among university students as strategies to mitigate the severity of COVID-19. Addressing barriers younger male and female students may elevate their motivation and self-efficacy to enact health behaviors.

Computational thinking in university students: The role of fluid intelligence and visuospatial ability.

Computational thinking (CT) is a set of problem-solving skills with high relevance in education and work contexts. The present paper explores the role of key cognitive factors underlying CT performance in non-programming university students. We collected data from 97 non-programming adults in higher education in a supervised setting. Fluid intelligence, crystallized intelligence, and visuospatial ability were assessed using computerized adaptive tests; CT was measured using the Computational Thinking test. The direct and indirect effects of gender and visuospatial ability through fluid intelligence on CT were tested in a serial multiple mediator model. Fluid intelligence predicted CT when controlling for the effects of gender, age, and visuospatial ability, while crystallized intelligence did not predict CT. Men had a small advantage in CT performance when holding the effects of cognitive abilities constant. Despite its large correlation with gender and CT, visuospatial ability did not directly influence CT performance. Overall, we found that programming-naive computational thinkers draw on their reasoning ability that does not rely on previously acquired knowledge to solve CT problems. Visuospatial ability and CT were spuriously associated. Drawing on the process overlap theory we propose that tests of fluid intelligence and CT sample an overlapping set of underlying visuospatial processes.

Loneliness Across the COVID-19 Pandemic: Risk Factors in Norwegian Young People.

There is evidence of increasing levels of loneliness in Norwegian young people before the COVID-19 pandemic. It is not clear how the COVID-19 pandemic, and the associated necessary restrictions, impacted on these trends. To examine how loneliness in young people changed across the pandemic, how loneliness relates to demographic characteristics and how different pandemic restrictions impacted loneliness. We analyzed data from three waves of a Norwegian national higher education student survey (the SHoT-study). Data was examined from 2018 from a total of 49,836 students, 2021 from 62,212 students, and from 2022 from 53,362 (response rates 31-35%). Loneliness was measured by "The Three-Item Loneliness Scale" (T-ILS). There was a sharp increase in loneliness from 2018 to 2021, and a reduction in levels of loneliness in 2022, although at increased levels compared to prior to the pandemic. Females consistently report higher levels of loneliness than males, with a larger difference during the peak of the pandemic. There were higher rates of loneliness in geographical regions with higher COVID rates and greater pandemic-related restrictions during 2021. Loneliness was lower among students reporting more days on campus in 2021 and for those with lectures on campus in 2022, both with dose-response associations. Loneliness is a major public health problem among young adults in higher education. Loneliness increased during the pandemic and has decreased but is still not back to pre-pandemic levels. The results suggest the importance of open campuses and in-person lectures, for increased social connectedness among young people.

Methodological approaches for the assessment of bisphenol A exposure

Bisphenol A (BPA) is an endocrine disruptor used in food contact materials, by the application of polycarbonate plastics and epoxy resins. The main objective of this study is to compare the estimate of daily BPA exposure at 13 years of age and in the adult Portuguese population, using different methodological approaches, and assess the associations between this exposure and sociodemographic characteristics. MethodologyCross-sectional data of 13-years follow-up from a population-based birth cohort Generation XXI (GXXI) (n = 2804) and from the National Food, Nutrition and Physical Activity Survey (IAN-AF 2015–2016) (n = 3845, ≥18 years old) was used. Dietary information was collected through three food diaries for adolescents and two non-consecutive 24-hour-recalls for adults.To estimate the daily exposure to BPA, three methodological approaches were used. “Food groups attribution” merged the food consumption data with the concentration of BPA in food groups. “Regression tree model” and “random forest” combined food consumption information with urinary BPA, measured in a subsample of 24-hour urine (in adolescents n = 216, and in adults n = 82), both used to predict BPA exposure in the remaining sample. The fit-index of the methodologies was assessed through the root mean square error (RMSE), mean absolute error (MAE) and Spearman correlation coefficient (ρ). Associations between BPA exposure and sociodemographic variables were tested by linear regression models, adjusted for sex, age groups (in adults) and educational level. Tolerable Daily Intake (TDI) of 0.2 ng/kg body weight (bw), recently proposed by the European Food Safety Authority (EFSA), was used for the risk characterization of BPA exposure. ResultsThe “random forest” was found as the best methodology to estimate the daily BPA exposure (adolescents: RMSE = 0.989, MAE = 0.727, ρ = 0.168; adults: RMSE = 0.193, MAE = 0.147, ρ = 0.250). The median dietary BPA exposure, calculated by “food groups attribution”, was 79.1 and 46.1 ng/kg bw/day for adolescents and adults, respectively, while “random forest” estimated a BPA exposure of 26.7 and 38.0 ng/kg bw/day. 99.9% of the Portuguese population presented a daily exposure above TDI. Male adolescents, females and higher educated adults, were those more exposed to BPA. ConclusionsThe estimated daily BPA exposure strongly depends on the methodological approach. Food groups attribution may overestimate the exposure while the random forest appears to be a better methodological approach to estimate BPA exposure. Nevertheless, for all methods, the Portuguese population presented an unsafe BPA exposure by largely exceeding the safe levels proposed by EFSA.

MOVING FROM ENDORSEMENT TO ACTION: ALIGNING AFU EFFORTS WITH UNIVERSITY STRATEGIC PLANS AND GOALS

Abstract The Age-Friendly University global initiative has the opportunity to unite nations around the world towards making higher education spaces inclusive of older adults. Once a university joins the AFU Global Network and endorses the 10 guiding principles, the real work of living up to the principles begins. Each institution has unique geographical, political, social, and financial characteristics that require tailored approaches to this work. At our regional comprehensive university, we completed three separate analyses (external, internal, future directions) as part of our Environmental Scan. The goal of the Environmental Scan was to understand the initial strengths, weaknesses, and opportunities to age-friendliness and inclusiveness for older learners within our campus community. We utilized a multi-pronged data collection approach, including individual stakeholder interviews, online surveys of older leaners, policy analysis, and internal and external audits. Many aspects of data collection for the environmental scan occurred concurrently with data analysis. Data from each of the eight data collection methods were used to generate key findings and recommendations and will be presented. Furthermore, we found that aligning our recommendations with the University’s marketing and enrollment efforts as well as the University’s goals relating to diversity, equity and inclusion allowed for greater administrative support for strategies to increase age-friendliness on campus. with implications for similar work at other institutions. The Age-Friendly University global initiative has the opportunity to better support the inclusion of older adults in higher education. Our Environmental Scan of age-friendliness, from inception to completion will apply to institutions across the globe.

Care Experienced Adults in Education: Barriers and Facilitators

This study explored the life experiences of care experienced adults in higher education to understand the factors that impeded or enhanced their journeys. Care experienced refers to someone who has been in the care of the state at some point in their life. Six students with a history in the care system took part in semi-structured interviews. Thematic analysis identified global themes of self-reliance, resilience, intrinsic motivation and optimism which derived from underlying experiences of support, attachment, trust, expectations and placement experiences. Findings suggest that more could be done to enable looked after children to proceed into higher education.

Educational gradients in older adults' personal network size, diversity and social support: a widening gap between haves and have nots across birth cohorts?

AbstractSocietal change related to individualisation has likely made individual resources more important for the maintenance of social ties. This raises the question whether lower-educated adults are more disadvantaged in later-born cohorts in personal network structure and function. Observations are from 4,886 individuals aged 55 and over from the Longitudinal Aging Study Amsterdam (LASA), who are followed over a timespan of a maximum of 24 years between 1992 and 2016. Multi-level regression models are estimated to determine cohort differences. Network size is larger in later-born cohorts, and more so for the higher-educated than for the lower-educated adults. Network diversity increases across birth cohorts irrespective of educational level. Lower- and higher-educated women, and lower-educated men give more instrumental support in later-born cohorts, whereas higher-educated men do not show such a steep increase. More emotional and instrumental support is also received in later-born cohorts irrespective of educational level, but higher-educated adults receive more emotional support in all birth cohorts. Thus, lower-educated older adults are not necessarily worse off socially in later-born cohorts. Instead, they are even more likely to be active givers of support. Also, most of the gains in personal networks of older adults in later-born cohorts are independent of educational level, suggesting that the social landscape for older adults today is much richer.

Beliren Yetişkinlerin Korona Virus Kaygısı ve Öznel İyi Oluşunun Bazı Değişkenler Açısından İncelenmesi

Due to the COVID-19 pandemic crisis, higher education unexpectedly turned-on an online distance learning. It is expected that this situation would have an influence on the subjective well-being of emerging adults’ university students. Based on this assumption, in this study, we investigated the coronavirus anxiety and subjective well-being of the native Turkish-speaking, emerging adults’ university students according to some of sociodemographic variables in order to detect a situation and make an intervention plan in the COVID-19 pandemic crisis. The study was conducted with N = 220 (113 women and 97 men) the native Turkish-speaking emerging adults from different parts of Turkey and Northern Cyprus (The island of Cyprus is located in the Eastern Mediterranean, south of Turkey) universities. Data was collected via an online survey package of The Socio-demographical Information Form, The Subjective Well-Being Scale, and The Coronavirus Anxiety Scale. As the subjective well-being level of emerging adults who are participating in this study increases, coronavirus anxiety decreased during the COVID-19 pandemic process. This study offers suggestions for the intervention plans that can be made to increase the subjective well-being of emerging adults in higher education during the COVID-19 crisis and in the new normal. Thus, the practitioners who are working with emerging adults at higher educations are recommended to consider these study results (e.g., the importance of social support during the pandemic process, the duration of quarantine, psychiatric diagnoses) in their subjective well-being studies for this group.

Artificial intelligence literacy in higher and adult education: A scoping literature review

Since artificial intelligence (AI) is finding its way into more and more areas of everyday life, improving the AI skills of non-experts is important and will become even more relevant in the future. While it is necessary that children learn about the possibilities of AI at an early age, adults in higher education and beyond should also have at least a basic understanding of AI (i.e., AI literacy) to be able to interact effectively with the technology. To evaluate the current state of the literature on AI literacy in higher and adult education, a scoping literature review was conducted with the objective of identifying thematic foci and recent research trends. Ten research databases were searched and out of 902 initial records, 30 studies were identified using predefined eligibility criteria, whereof the content was evaluated in the review. The results indicated that research in this area is still in its infancy and needs refinement in terms of how to define AI literacy in adult education as well as what content should be taught to non-experts. Lastly, several recommendations for research and practice are derived from the results.

Faculty Perceptions of Engaging Older Adults in Higher Education: The Need for Intergenerational Pedagogy

Institutions of higher education need to become more age friendly. Creating an on-campus lifelong learning program can offer older adults opportunities to audit classes and engage in multigenerational classrooms, but can also promote intergenerational learning when instructors consciously use pedagogy that fosters engagement between learners from various generations. Promoting intergenerational learning to facilitate reciprocal sharing of expertise between generations is also the fourth principle of the Age Friendly University framework. This qualitative interview study examines the perspectives of 27 faculty members who have opened their face to face classrooms to older adult auditors to 1) Explore perceived benefits and challenges associated with having older adults in the college classroom and to 2) Determine what levels of intergenerational learning may be taking place. Compared to lecture-based courses, faculty whose pedagogy promotes discussion, sharing, and small group work reported detailed examples of older adult learners and traditionally-aged college students engaging in course-related discussion. The unique, historical and diverse perspectives of older adults improved the quality of education for students, and fostered in-depth learning. Challenges related to older adult auditors included poor/limited attendance, sharing of strong opinions/dominating class discussion, sensory/mobility and technology accessibility. Recommendations include training to promote intergenerational engagement in college classrooms.

Advocate and Survivor Perspectives on the Role of Technology in Help Seeking and Services with Emerging Adults in Higher Education.

Emerging adults, aged 18–25, have come of age in a technology oriented world. The internet has been critical in mediating their personal relationships and their understanding of daily life. Emerging adults are also at unique risk of experiencing intimate partner and sexual violence (IPV & SV) Given the increasing infusion of information communication technology (ICT) into anti-violence advocacy, and the broad use of ICT among college-attending emerging adults, this study aimed to explore how both survivors and advocates are leveraging technology for support. Using a QUAL + qual methodology (Morse and Niehaus, 2009), data were collected as part of an evaluation of campus-based advocacy as implemented in five programs. Interviews took place with 23 campus and community-based advocates, and 25 survivors of interpersonal violence who had accessed campus-based advocacy services. Additionally, 63 survivors who engaged in campus-based advocacy services responded to an online survey. Key domains identified were: 1) technology as a means of informing potential clients about services; 2) the role of technology in help-seeking, including its role in tailoring and extending the reach of services; and 3) the importance of recognizing technology facilitated abuse in the advocacy and education process with emerging adults. As advocacy programs are rapidly shifting to technology facilitated services in the wake of COVID-19, this study provides data on advocate and survivor experiences with technology, which can inform these changes across the spectrum of IPV & SV services.

Faculty perceptions of engaging older adults in higher education: The need for intergenerational pedagogy

ABSTRACT Institutions of higher education need to become more age friendly. Creating an on-campus lifelong learning program can offer older adults opportunities to audit classes and engage in multigenerational classrooms, but can also promote intergenerational learning when instructors consciously use pedagogy that fosters engagement between learners from various generations. Promoting intergenerational learning to facilitate reciprocal sharing of expertise between generations is also the fourth principle of the Age Friendly University framework. This qualitative interview study examines the perspectives of 27 faculty members who have opened their face to face classrooms to older adult auditors to 1) Explore perceived benefits and challenges associated with having older adults in the college classroom and to 2) Determine what levels of intergenerational learning may be taking place. Compared to lecture-based courses, faculty whose pedagogy promotes discussion, sharing, and small group work reported detailed examples of older adult learners and traditionally-aged college students engaging in course-related discussion. The unique, historical and diverse perspectives of older adults improved the quality of education for students, and fostered in-depth learning. Challenges related to older adult auditors included poor/limited attendance, sharing of strong opinions/dominating class discussion, sensory/mobility and technology accessibility. Recommendations include training to promote intergenerational engagement in college classrooms.

Effects of Gamification on Behavioral Change in Education: A Meta-Analysis.

Background: Gamified reward systems, such as providing digital badges earned for specific accomplishments, are related to student engagement in educational settings. The purpose of this study was to conduct a meta-analytic review to quantify the effects of gamified interventions on student behavioral change. Methods: A meta-analysis was performed using the following databases: The Academic Search Complete, Communication & Mass Media Complete, Education Source, ERIC, Library Information Science & Technology s, and PsycINFO. Inclusion in the review required: (a) peer-reviewed conducted between 2010 and 2019, (b) experimental controlled design, (c) gamification elements, and (d) educational setting. Results: Using a random-effects model, a statistically significant (Cohen’s d (ES) = 0.48, 95% CI = 0.33, 0.62) gamification effect was evidenced by moderate and positive grand effects sizes (ES). Gamification effects were higher with adults in higher education (ES = 0.95) than K-12 students (ES = 0.92). Brief interventions delivered in days or less than 1 week were significantly more effective (ES = 1.57) than interventions lasting up to 20 weeks (ES = 0.30). Interventions incorporating gamification elements across years (ES = −0.20) was adversely associated with behavioral change. Conclusions: Findings suggest that short-term over longer-term gamified interventions might be a promising way to initiate changes in learner’s behaviors and improve learning outcome.

Perception of young adults in higher education: a case study of Caribbean students in the online learning environment

ABSTRACT As the demand for tertiary education increases, Caribbean universities are choosing online education as a means of increasing access to education. The transition from the traditional classroom to the online classroom has proved challenging for some. The purpose of this study was to analyse why Caribbean adult learners do not perceive online education as providing the same learning experience as the traditional classroom. Little research has explored the perception of online learners in the Caribbean. The focus was the immediate needs that must be met before higher order learning needs can be achieved. Research questions explored the perceptions and experiences of Caribbean adult learners in the online class as opposed to the traditional classroom. Young Caribbean adult learners between the ages of 18 and 25 provided their experiences with online classes and in the traditional classroom. Qualitative case study research was used to explore the reasons and motivations of the participants in the research study. The population for this study was 14 students who completed online and on-ground classes. Purposive sampling was used to identify the participants for the study. Data were collected through questionnaires and semi-structured interviews, and template analysis was used to document students’ experiences.