Affective Domain Research Articles

Integrating Artificial Intelligence with NHEQF Descriptors for Pedagogical Excellence

This research investigates the critical need to integrate affective and psychomotor domains alongside cognitive development in educational systems to achieve the comprehensive ‘Exit Outcomes’ of Outcome-Based Education (OBE) and align with the National Higher Education Qualification Framework (NHEQF) descriptors. Traditional educational approaches are inadequate for these goals, prompting the introduction of the AI-Charya framework—a novel, artificial intelligence (AI)-driven pedagogical model. Utilizing a qualitative approach, this study explores the limitations of existing models and the transformative potential of generative AI. The AI-Charya framework provides adaptive, multimodal educational strategies that personalize learning and significantly enhance critical and creative thinking skills. Findings indicate that students engaged with AI-Charya show marked improvements in these areas, positioning them for success in an increasingly automated global workforce. However, the study’s generalizability is limited by its specific educational contexts, and further research is needed to assess long-term outcomes. Despite these limitations, the AI-Charya framework offers a pioneering blueprint for aligning educational practices with OBE and NHEQF standards, equipping students with the holistic competencies required for dynamic, future-oriented careers. This research has significant implications for policymakers, educators and curriculum developers aiming to enhance educational excellence through innovative methodologies.

Recent advances in laboratory education research

Abstract This review synthesizes recent advancements in laboratory education research in university chemistry over the past decade, from 2014 to 2024. It focuses on three key areas: evidence-oriented teaching practices, student learning outcomes and processes, and progressive curriculum development. The paper highlights the growing emphasis on evidence-based approaches to laboratory instruction, the multifaceted nature of student learning in the laboratory, and the importance of designing laboratory curricula that ensure progression and congruence across study programs. The review instantiates how evidence-oriented teaching practices have led to a shift in focus from theory to practical techniques. It explores the diverse learning outcomes associated with laboratory work, including experimental competencies, conceptual understanding, and affective aspects such as identity development and self-efficacy. The paper also introduces a comprehensive framework for assessing student learning in laboratories, integrating cognitive, conative, affective, psychomotor, social, and epistemic domains. Furthermore, the review examines approaches to curriculum development that emphasize scaffolding, progression, and alignment between various curricular elements. It presents models for developing experimental design competence and ensuring congruence in laboratory curriculum development. The paper concludes by acknowledging the persistent gap between research and practice in laboratory education and calling for continued efforts to bridge this divide.

Using a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia

More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn from teacher interviews, classroom activities and student work samples. Teachers’ awareness was demonstrated to different degrees across affective, social, cognitive, power and performance domains. A translanguaging multimodal approach assisted in developing the language awareness identified across the domains.

국내 간호대학생의 임상수행능력 관련 변인에 대한 체계적 문헌고찰 및 메타분석

The purpose of this study is to conduct a systematic review and meta-analysis of variables related to clinical competence of Korean nursing students. A total of 63 studies were selected from domestic studies published from January 2014 to December 2023 and analyzed using the R program. The effect size was analyzed by dividing the effect of clinical competence into cognitive, affective, and psychomotor domains. Clinical competence related variables were derived from 27 variables in 3 domains. The effect sizes of the average clinical competence of all three domain variables showed large effect sizes, with the cognitive domain being the largest at 0.65, followed by the psychomotor domain at 0.62 and the affective domain at 0.52. Among all variables, problem-solving process had the largest effect size at 0.87, and character had the second largest effect size at 0.81. In the control effect analysis, there was statistical significance depending on the measurement tool in the cognitive domain, and there was a statistical difference depending on the number of subjects and the measurement tool in the psychomotor domain. Based on the results of this study, I propose that variables with a large effect size on clinical competence be set as learning outcomes and utilized to improve clinical practical education programs.

Research Trends of Virtual Laboratory in Science Learning to Improve Affective Domain: a Systematic Literature Review

A virtual laboratory is a simulated environment that enables users to conduct various experiments anytime and anywhere without the need for a physical laboratory. Its main goal is to identify trends (such as publication year, education level, publication journal, keywords used, and academic disciplines) and map the platforms and affective domains related to virtual laboratories in science education. This systematic review utilizes 41 articles found in the scopus database from 2013 to 2023 using pre-determined criteria. The method applied is a systematic literature review following PRISMA guidelines. The results show that publication trends have fluctuated over time, with a significant increase in the last four years. Most studies were conducted at the higher education level, with the journal of chemical education being the most dominant publication outlet. Chemistry emerged as the most frequently explored discipline, and "virtual laboratory" appeared as a commonly used keyword. Various virtual laboratory platforms were employed in these studies, and most of the reported affective domains related to positive attitudes towards the learning process

Integrasi Penilaian Tes dan Non-Tes dalam Pendidikan Agama Islam: Menuju Evaluasi Holistik untuk Pembelajaran Berkelanjutan

This study discusses the development and implementation of an assessment model for Islamic Education (PAI) that integrates both test and non-test techniques. The study is conducted through a comprehensive literature review encompassing various academic sources related to PAI assessment. The findings reveal that test techniques, such as multiple-choice questions and essays, are highly effective in assessing students' cognitive understanding of Islamic concepts. However, these techniques have limitations in evaluating the affective and psychomotor domains, which are also crucial in shaping students' character. On the other hand, non-test techniques, including observations, portfolios, and projects, are better suited for assessing affective and psychomotor aspects, providing a more holistic view of students' development. The combination of test and non-test techniques allows for a more comprehensive, fair, and holistic evaluation of all aspects of student learning, encompassing knowledge, attitudes, and skills. The implications of this study emphasize the importance of a holistic assessment approach in Islamic education, as well as the need for teacher training in the application of non-test techniques to ensure objectivity and validity in assessments. Thus, this research makes a significant contribution to improving the quality of Islamic education through assessments that are more adaptive, responsive, and relevant to students' needs in the modern era

Unveiling the Impact of Moderate and Severe Atopic Dermatitis: Insights on Burden, Clinical Characteristics, and Healthcare Resource Utilization in Adult Greek Patients from the APOLO Cross-Sectional Study.

Background: Moderate to severe (M2S) atopic dermatitis (AD) is a chronic condition impacting individuals, society, and healthcare systems. Considering the changing M2S-AD treatment landscape, this study assesses the M2S-AD burden in patients reaching referral centers in Greece. Methods: This was a multicenter, cross-sectional study. Patients aged 12 years or older with clinically diagnosed M2S-AD were enrolled. Data collected included clinical practice assessments and the following validated patient-reported instruments: Dermatology Life Quality Index (DLQI); EuroQol-5 Dimensions-3 Level scale (EQ-5D-3L); Patient Oriented Eczema Measure (POEM); Peak Pruritus Numerical Rating Scale (PP-NRS); and Work Productivity and Activity Impairment: General Health (WPAI:GH). A pain frequency/intensity/cause questionnaire and a sleep disturbance scale were also used. Results: Outcomes of 184 adults (51.1% female) with M2S-AD based on the Eczema Area and Severity Index (EASI) are presented (n = 117 moderate; n = 67 severe). Among the patients, 14.8% were obese, 59.2% had allergic comorbidities, and 88.0% were receiving AD-specific therapy (systemic: 38.6%). The median age, disease duration, body surface area, and total EASI scores were 38.8 years, 11.8 years, 30.0%, and 16.9, respectively. The median DLQI score was 12.0, with 'symptoms/feelings' being the most affected domain. EQ-5D dimensions 'anxiety/depression' and 'pain/discomfort' were also affected (65.2% and 64.1% reporting problems, respectively). The median POEM score was 17.0. Pain, severe pruritus (PP-NRS ≥ 7), and sleep disturbance were reported by 80.4%, 62.0%, and 88.5%, respectively. The median WPAI:GH 'work productivity loss' and 'activity impairment' scores were 23.8% and 30.0%, respectively. Conclusions: Both moderate and severe AD patients reaching Greek specialized centers experience significant symptom burden and impairments in quality of life, sleep, work, and daily activities.

Learning medical sociology through an innovative 'Elective study module' integrating humanities with medicine for undergraduate students of a medical college in Bengaluru, India.

Background The newly introduced 'Elective programme', a voluntary special study module in the final phase of the undergraduate medical curriculum, offers scope for new immersive, self-directed learning opportunities. We describe a programme of study for learning 'medical sociology' through the innovative use of humanities in medicine. Methods Our elective module, called 'Community Health and Rock Music' (CHaRM), was a 2-week programme, merging the curricular subject of community health with 'rock music' as an exposure to the 'counter-culture' outside of the medical world. The half-day sessions consisted of: (i) watching/listening to a rock song-video without reading its lyrics; (ii) listening to the same song again but with lyrics; (iii) undertaking an emotionally stimulating activity (watching a movie, making a site-visit, etc.); and (iv) debriefing, to identify/discuss the underlying social determinants of health and their relevance in the grooming of a socially aware medical student. Formative assessment was intended to gauge levels of expression of the affective domain (attitude/emotions). Results Seven of 143 students volunteered for this programme. Key learnings were a clear appreciation of the societal determinants of health (such as deprivation/discrimination/social structures); multi-level causation of diseases; social issues not addressed in traditional medical curriculum; personal growth; teamwork; and the role of empathy in medical practice. Additional learning was the exposure to the 'counter-culture of arts'. All 7 student assessments 'met expectation', with 4 of them 'exceeding expectation'. Conclusion An 'elective programme' combining humanities with medicine is potentially an innovative, student-centric and replicable model of learning that impacts the affective domain critical for doctors-in-training.

INCREASING STUDENTS’ EMPATHY LEVELS IN SCIENCE EDUCATION: A THEMATIC REVIEW

K-12 education as an enterprise always has two main aims; to teach basic skills and knowledge and to cultivate moral citizenry. There is substantial evidence that empathy can promote morality and character development through education. To shed light on what has been done and to identify the pathways already established, a thematic review of research focused on empathy development in K-12 science education has been conducted. A systematic examination of literature published before January 2024 resulted in 28 publications being analyzed in terms of their general characteristics and the specifics of the designed interventions. Results show that educational interventions can improve empathy skills; these studies use collaborative learning environments, take 3-10 weeks to implement, and the most preferred strategy is recognizing different perspectives of a given situation with reflective exercises. All of the studies reviewed positively affected students' affective and cognitive domains. For future research, more interventions designed to improve empathy skills in parallel with the science curriculum are proposed to supply teachers with new comprehensive resources to implement. Keywords: empathy development, empathy skills, science education, thematic review

I see you: teacher analytics with GPT-4 vision-powered observational assessment

This preliminary study explores how GPT-4 Vision (GPT-4V) technology can be integrated into teacher analytics through observational assessment, aiming to improve reflective teaching practice. Our study develops a Video-based Automatic Assessment System (VidAAS) powered by GPT-4V. This approach uses Generative Artificial Intelligence (GenAI) to provide detailed insights into classroom dynamics. Our study encompasses various methods with multiple steps: a comprehensive literature review, prototype development of the VidAAS, and usability testing with in-service teachers. The study findings reveal that VidAAS demonstrates high accuracy in evaluating skills in the behavioral (psychomotor) domain and offers comprehensive explanations for each assessment. While showing promise in these areas, the system also indicates potential for further enhancement in processing speed and refinement in assessing cognitive and affective domains. We discuss how VidAAS supports teachers’ reflection-in-action and reflection-on-action, emphasizing the need to balance AI-driven insights and human judgment. Our study findings also guide future research avenues for VidAAS design, implementation, and integration in teacher analytics, underscoring GPT-4V’s potential for real-time, scalable feedback and a deeper classroom understanding.

A quasi-experimental study of trigger films for teaching the doctor-patient relationship

Background: It is challenging to teach the complexity of the doctor-patient relationship through attitude, ethics, and communication (AETCOM) modules, particularly without being formally trained and especially to first-year medical students who do not interact directly with patients. The present study was undertaken to assess the effectiveness of trigger films (TFs) or short movie clips as a teaching-learning tool to train undergraduate medical students on various aspects of doctor-patient relationships. Methods: Two modules on various aspects of the doctor-patient relationship were developed using TFs and written case studies and implemented on Phase Ⅰ medical students. Quantitative and qualitative feedback were collected from learners. Perception, understanding, and knowledge were assessed using pre- and post-questionnaires. The results of the feedback and questionnaires collected after using TFs were compared with those collected after using written case studies. Results: There was a gain in knowledge and understanding after TF sessions, and TF sessions were rated much higher by the students than traditional methods. Most students found TFs to be an innovative and interesting tool. The satisfaction index calculated for TFs from the feedback of both students and teachers was above 96%. Conclusions: TFs engaged the students’ affective domain, promoted reflective attitudes, and linked their learning to experiences. It was reported not only to be interesting and engaging but also effective as a teaching tool.

Exploring learners’ attitudes towards meme consumption and their implications for classroom use

ABSTRACT This study tries to ascertain the attitudes of tertiary learners’ internet meme consumption and its potential for pedagogical implications. Internet memes, as multifaceted cultural artefacts, have become pervasive in contemporary digital communication, influencing societal discourse and online interactions. Despite their prevalence, research on learners’ everyday experiences and attitudes towards memes in educational settings is a rarity. This research therefore aims to examine the affective and cognitive attitudes of undergraduate students towards internet meme culture. Utilising a cross-sectional survey design, data was collected from 119 second-year undergraduate students at St. Joseph's College (Autonomous), Tiruchirappalli, India. The questionnaire focused on measuring both affective and cognitive appeal towards meme consumption. The analysis revealed that memes as an educational tool have a positive impact on the affective and cognitive domains in a classroom setting.

Meningkatan Hasil Belajar PAKBP Melalui Pembelajaran PBL pada Materi Aku Pribadi yang Unik Kelas IV SDS Dakwatul Islam

This research is conducted with the aim of improving the learning outcomes of students by using the Problem-Based Learning (PBL) model for the students in grade IV Phase B of SDS DAKWATUL ISLAM in the academic year 2023/2024." The learning outcomes referred to in this research include abilities in the cognitive, affective, and psychomotor domains. The type of research conducted is classroom action research (CAR)." The research design uses the Problem-Based Learning (PBL) model. The subjects of this study are the students in Grade IV Phase B of SDS DAKWATUL ISLAM, which consists of 7 students." The object of the research is the learning outcomes of the students. Data collection techniques utilize both test and non-test methods." The conclusion drawn from this research is that using the Problem-Based Learning (PBL) method can effectively support the learning process, enabling the learning objectives to be achieved successfully."

Exploring Sustainability Instruction Methods in Engineering Thermodynamics Courses: Insights from Scholarship of Teaching and Learning

It is important that engineers are educated to consider sustainability in their work. Thermodynamics is a fundamental course required in several engineering majors that has a natural connection to sustainability topics (e.g., energy and limits on efficiency). This work examined how sustainability was included in university-level engineering thermodynamics courses, based on 18 peer-reviewed papers that described Scholarship of Teaching and Learning studies. This review found that environmental issues were included in 15 courses, social issues in 9 courses, and economic issues in 5. There were 11 papers that included topics related to one or more of the United Nations’ Sustainable Development Goals (SDGs), with 8 of the 17 SDGs represented by one or more papers. The learning outcomes from the courses provided many examples of cognitive outcomes at all six levels of Bloom’s taxonomy. In contrast, affective domain outcomes were generally not explicit. Methods of integrating sustainability topics included mathematical examples, labs, projects, service-learning, application-based learning, simulation tools, and book reviews. These examples should inspire instructors to foster sociotechnical mindsets toward engineering, which are a key to educating engineers who value sustainability and who will advocate for its importance in engineering.

Early region-specific impact of adjuvant radiation therapy on cognition and quality of life in adult patients with primary brain tumors.

While treatments for primary brain tumors increase survival, they have cognitive sequelae. Neurocognition's anatomical distribution makes it susceptible to brain damage. This study aims to evaluate the contribution of radiotherapy on short-term cognitive impairment. Using a prospective database of cognitive rehabilitation in adults operated on for primary brain tumors, a retrospective sub-analysis of the contribution of radiotherapy was performed. Thirty-four subdivisions of 12 neurocognitive regions were delineated in 48 irradiated patients and 30 non-irradiated patients. In the first group, the correlation between radiation dose and deterioration was evaluated. In all patients, the impact of tumor and surgical changes on dysfunction was calculated and compared with dose-dependent response. The correlation between cognitive status and radiation dose is especially strong and significant in the left hemisphere and in specific subdivisions such as the posterior hippocampus or the dorsolateral prefrontal cortex, with the left prevailing over posterior dominance. Memory is the most affected domain 1month after radiotherapy, as attention is three months later. The hippocampus is involved in various cognitive domains in addition to memory. The prefrontal subregions and the genu of the corpus callosum are more affected by the relationship with disease and surgical changes than by radiation exposure. Patients ongoing a course of radiotherapy do not benefit from concurrent cognitive rehabilitation. There is a correlation between the dose of radiation received by several encephalic regions and degree of short-term domain-specific cognition decline, considering other factors of risk and cognitive rehabilitation.

The quality of life of primary caretakers of children with cerebral palsy

ABSTRACT Background: Cerebral palsy (CP) is a heterogeneous group of disorder affecting the development of movement and posture, which is permanent nonprogressive. Previous studies in different regions have shown links between caregivers’ mental health and children’s well-being. However, the lack of such detailed research for the caretakers of children with CP and correlation of quality of life affected the type and severity of the condition; this necessitates the development of a new study to assess caregivers’ quality of life. Aim: Quality of life among caregivers of disabled children is an important concern in healthcare. We aim to evaluate the quality of life among caregivers of children with CP and to assess the factors affecting the caregivers’ quality of life, namely, age, gender, type, and gross motor function in children with CP. Methodology: This was a cross-sectional observational study, conducted over a period of 6 months. It included the caregivers of children with CP at a tertiary care hospital of Mumbai. Data were collected using the WHO BREF questionnaire. The children were divided into two groups (2 to 7 years and 7 to 12 years). The qualities of life of the caretakers of these two groups were compared in four domains, namely, physical, psychological, social, and environmental. Results: The study included 50 participants. Mothers (80%) and fathers (10%) were the primary caregivers. Caretakers of the children with cerebral palsy showed significant affected quality of life as calculated from WHO QOL BREF score in both age groups (2–7 and 7–12 years) and in all domains. Overall, the most affected domain in our study was of psychological health and the least affected domain was of the environmental domain. Conclusion: This study provides a snapshot of the impact of having a child with cerebral palsy on the lives of the caregivers Most of the caregivers in the study were mothers, and quality of life was affected in all domains mainly in psychological and physical domains. The study showed that there is a need for interventions in caregivers which can have an indirect impact on the children with CP.

Effects of skin-to-skin contact on mental health outcomes in the parents of full-term newborns: A systematic review and meta-analysis of randomized clinical trials

BackgroundThe postpartum period can be emotionally challenging for parents, with documented levels of anxiety, stress, and depression. While the benefits of skin-to-skin contact (SSC) are well-known, its impact on the mental health of parents of full-term newborns has been less studied. Objective: We aimed to assess the effects of SSC in mental health outcomes in the parents of full-term newborns. MethodsIn this systematic review, a comprehensive search was conducted to identify randomized clinical trials (RCTs) comparing SSC versus no SSC and assessing mental health outcomes. Meta-analyses were performed whenever possible, and the GRADE approach was used to rate the certainty of evidence. ResultsWe included 9 RCTs with 1201 participants. Regarding the risk of bias, the most affected domains were selective reporting, blinding, and allocation concealment. Regarding parental anxiety, SSC may reduce it at short-term, while it is unsure its effect at mid-term and it may not have any effect at long-term. Regarding Psychological stress, SSC may not have an impact at mid- and long-term. Regarding delivery-related post-traumatic stress symptoms, SSC may not have an impact at short-, mid-, and long-term. Regarding depressive symptoms, the evidence is uncertain at short- and mid-term. LimitationsFor the assessed outcomes, certainty of the evidence was low or very low. ConclusionSSC may reduce parental anxiety at short-term, while it may not have an impact in psychological stress and delivery-related post-traumatic stress symptoms. Moreover, the evidence is uncertain regarding its effect in long-term anxiety and depressive symptoms.

A Novel 360° Framework for Developing a Graduate as a Whole Person by Enhancing the Affective Domain Skills

Abstract: “It takes more than intelligence to act intelligently”. An education that enriches and kindles the thinking ability of a person and ignites not only the knowledge but also the skills and attitude to draw to an innovative conclusion with holistic development is termed Whole Person Education (WPE). A framework for achieving a 360-degree development of a student is devised and used. This framework consists of 14 indicators that are mapped with the Graduate Attributes (GA) defined by NBA. These 14 indicators include research, advanced studies, industry interactions, publications, IPR, sports, and other life skills such as communication, leadership skills, teamwork, and character building. Keywords: Whole Person Education, Affective Domain, Performance Indicators, Attainment of Program Outcomes, Graduate Attributes, Cognitive D o m a i n , P s y c h o m o t o r D o m a i n , R u b r i c s , Accreditation.

Comparing self-other distinction across motor, cognitive and affective domains.

The self-other distinction (SOD) is a process by which humans disentangle self from other-related mental representations. This online study investigated two unresolved questions: (i) whether partially the same processes underpin SOD for motor, cognitive and affective representations, and (ii) whether SOD overlaps with domain-general cognitive control processes. Participants (N = 243) performed three SOD tasks (motor: automatic imitation inhibition (AIT); cognitive: visual perspective-taking (VPT); affective: emotional egocentricity bias (av-EEB) tasks) and two cognitive control tasks (Stroop and stop-signal reaction time (SSRT) tasks). Correlation analyses showed no associations among the motor, cognitive and affective SOD indexes. Similarly, distinct SOD clusters emerged in the hierarchical clustering dendrogram, indicating clear separations among SODs. However, the results of multidimensional scaling suggested a tendency towards two clusters, as evidenced by the proximity of AIT and VPT indexes in relation to EEB indexes. AIT spatial laterality and Stroop domain-general cognitive control confounded AIT and VPT indexes, albeit slightly differently depending on the analysis method used. SSRT showed neither associations with SODs nor with other domain-general indexes. These findings underscore the complexity of SOD processes and have notable implications for basic and applied research, e.g. in the domain of clinical disorders affected by deficiencies in SOD.

동적 토픽 모델링(DTM)을 활용한 국내 수학교육의 정의적 영역에 관한 연구 동향 분석

This study analyzes trends in affective domain research through dynamic topic modeling, examining 380 papers published in seven major Korean mathematics education journals. The number of topics was set at nine based on coherence and perplexity measures, and topics were identified by considering the frequency and relevance of keywords. Topic 1 was disposition, attitude, interest, achievement, and pedagogy, Topic 2 was anxiety, interest, belief, factors, and levels, Topic 3 was attitude, problem solving, and programs, Topic 4 was attitude, belief, abilities, and learning activities, Topic 5 was belief, motivation, anxiety, programs, and activities, Topic 6 was affect(meta-affect), attitude, levels, and achievement, Topic 7 was self-efficacy, attitude, mathematical models, and practices, Topic 8 was value, motivation, instruction, and achievement, and Topic 9 was anxiety, motivation, textbooks, and storytelling. The topics covered various themes such as attitudes, anxiety, beliefs, motivation, and achievement, reflecting a strong connection to cognitive aspects like achievement, ability, and problem-solving. While overall patterns were similar, topics related to anxiety and beliefs (Topics 2 and 5) showed a distinct upward trend. The emergence of new terms such as ‘meta-affect’ and ‘mindset’ indicates the expanding scope of affective domain research. These findings suggest the need for continued exploration of new areas within the affective domain, alongside its links to cognitive factors, to support students' affective achievements.