Affective Learning Outcomes Research Articles

Influencing factors and learning outcomes in virtual simulation learning experiences: A structural equation modeling.

Influencing factors and learning outcomes in virtual simulation learning experiences: A structural equation modeling.

Look at me! Can a pedagogical agent facilitate orientation and support learning in VR?

Abstract Virtual reality (VR) is very promising for educational purposes but also presents learners with difficulties regarding orientation. Accordingly, VR environments should be designed to facilitate orientation, for example, by cueing. In a pre-registered laboratory experiment (between-subject design, 91 participants), we investigated the effects of a pedagogical agent cue compared to a light cue and a control condition without cues on search time, learning, mental representation, and perceived presence in a VR learning environment. Participants were tasked with locating tools in a virtual workshop environment, accompanied by a narration providing information about each tool. In the condition with the pedagogical agent cue, the agent was positioned close to the search objects and performed occasional gaze shifts to the object, whereas objects in the light cue condition were illuminated by a slightly reddish light. Both cueing methods significantly decreased search time but did neither affect learning outcomes nor the acquisition of the mental spatial representation of the learning environment. Additionally, the pedagogical agent cue reduced physical presence compared to the control condition and self-presence compared to both other conditions. In summary, these results imply that even with successful attention guidance, both types of cueing did not facilitate learning outcomes. It is an open question whether these effects generalize to larger VR environments and if different design choices regarding the pedagogical agent might influence presence positively, which might, in turn, lead to better learning outcomes.

THE INFLUENCE OF SELF-REGULATED LEARNING AND PEER ENVIRONMENT ON ACADEMIC PROCRASTINATION STUDENTS

This study was motivated by the importance of understanding and addressing students' tendency to deliberately and continuously procrastinate in completing academic assignments, which affects learning outcomes and can lead to the development of maladaptive habits over time. The objective of this study is to analyze the influence of self-directed learning and peer social environment on academic procrastination among Economics Education students at the Faculty of Economics and Business, University of Padang. This study employs a quantitative methodology with a causal design. Data were collected using a structured questionnaire. The population in this study consists of Economics Education students at the Faculty of Economics and Business, University of Padang. The sample consisted of 209 participants selected through proportional random sampling. The coefficient of determination obtained in this study was 12.3%, indicating that self-directed learning and peer social environment contribute to academic procrastination, while the remaining percentage is explained by factors outside the scope of this study. This research contributes to the development of educational psychology by highlighting the importance of self-regulation skills and social environments in addressing academic procrastination among university students.

비교과 영어 클리닉 프로그램 변화가 학생 만족도와 학습 경험에 미치는 영향: A 대학 사례를 중심으로

This study employed a mixed-methods approach to analyze how design changes in an extracurricular English clinic program at University A affected student satisfaction and learning experiences in the first semester of 2024. The program, originally focused on writing, was expanded to include speaking, listening, and grammar activities, offering both face-to-face and online participation with unlimited sessions. Quantitative analysis showed statistically significant improvements (p < .01) across all key indicators, including overall satisfaction, instructor feedback, learning outcomes, willingness to participate, and recommendation intentions. Instructor friendliness and individualized guidance emerged as critical factors directly enhancing students' confidence and learning motivation. However, the mode of participation, face-to-face, online, or hybrid, did not significantly affect student satisfaction, indicating that operational quality and the qualitative aspects of instructor feedback were more influential. These results demonstrate that emotional support and positive instructor attitudes in extracurricular English programs effectively enhance students' affective engagement and learning outcomes.

ASSESSMENT OF PSYCHO-EMOTIONAL STATE AS A TOOL FOR OCCUPATIONAL SAFETY IN EDUCATIONAL INSTITUTIONS OF THE FRONTLINE REGION

The article examines key issues related to the protection of the population – namely, the preservation of life and health under emergency situations of a military nature. It analyzes the problems of psychological adaptation and the preservation of mental health among staff, academic personnel, and higher education students under the influence of potential external threats in frontline Zaporizhzhia. Purpose. The aim of the study was to determine the degree to which the psychological state of participants in the educational process influences the effectiveness of learning core academic disciplines. The possibility of implementing a psychological testing program was examined in order to account for the emotional state of students and university staff, and to improve the forms and methods of education under the constant pressure of external threats. Design/Methodology/Approach. To achieve the research objectives, relevant publications and practical approaches to assessing the emotional, cognitive, and behavioral state of individuals were analyzed, as well as the potential of implementing diagnostic testing programs. The Yale-Brown Obsessive-Compulsive Scale (Y-BOCS) was used to assess the likelihood of obsessive-compulsive disorder; the GAD-7 scale – to measure anxiety levels; and the PHQ-9 questionnaire – to identify symptoms of depression. In November 2024 and April 2025, 120 students, academic staff, and employees – equally male and female, aged 18 to 50+, took part in the study. Findings. The test results showed that the majority (approximately 60%) of students and staff were able to psychologically adapt to external threats. Over 10% of respondents exhibited high or very high levels of anxiety, a tendency toward depression, and worsening mental health over the past six months of the war. The psychophysiological condition of individuals significantly affects learning outcomes, levels of self-esteem, motivational characteristics, and confidence in the future. Practical implications. The obtained results can be used to improve the forms and methods of the educational process. The findings indicate that personalized learning, the creation of individual tasks and approaches, one-on-one consultations, and active communication between teachers and students are essential for the prevention of psycho-emotional stress and possible signs of depression during wartime in Ukraine.

A Model for Optimizing Blended Learning Success: The Roles of Learning Object, Learning Strategies, and Perception of Acceptance

Learning objects, albeit small, play a significant role in conveying the learning objectives that align with learning strategies. Integrating these elements fosters positive perceptions of blended learning, which is expected to impact learning outcomes. However, there is a gap in the research on the relationship between learning objects, learning strategies, perceptions, and learning outcomes. This study aimed to develop and validate models and factors that influence the implementation of blended learning in higher education. A quantitative survey was conducted with 449 participants. The instruments used had undergone validity and reliability testing, and the data were analyzed using SEM. The results indicate that there is a model of factors influencing learning outcomes in the context of blended learning. This model includes nine dimensions of learning objects, six dimensions of learning strategies, and five dimensions of perception of acceptance, all of which significantly affect learning outcomes. The findings highlight the importance of considering the following factors in blended learning: a) learning objects, including presentation design, interaction usability, accessibility, reusability, feedback, and adaptation; b) learning strategies, such as rehearsal, elaboration, organization, critical thinking, learning time and environment, and peer learning; and c) perception of acceptance, including levels of use, attitudes, and technology adoption.

PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE BERBANTUAN MEDIA LEAFLET DILENGKAPI LKS TEKA-TEKI SILANG UNTUK MENINGKATKAN HASIL BELAJAR SISWA DI SMP NEGERI 3 WAINGAPU

The purpose of this study was to describe the cognitive and affective learning outcomes of students and the improvement of learning outcomes at SMP Negeri 3 Waingapu after implementing the Think Pair Share model assisted by Leaflet media equipped with LKS Crossword puzzles. The research data were obtained from the results of questionnaires, interviews, and assessments of student learning outcomes. The research method used was Classroom Action Research (CAR) involving 30 students. The results of the study showed a significant increase with the percentage of student learning outcomes completion in the pre-cycle of 27%, increasing by 50% in cycle I, then increasing to 83% in cycle II. Thus, it can be concluded that the use of the Think Pair Share model combined with Leaflet media and equipped with LKS Crossword puzzles can improve learning outcomes and students' cognitive and affective abilities in science lessons.

Enhancing Pancasila Education Outcomes: The Role of Blended Learning Models and Internet Self-Efficacy in Elementary Schools

This study examines the influence of blended learning models and internet self-efficacy on student learning outcomes in Pancasila Education, motivated by persistently low achievement linked to the limited use of innovative instructional approaches. A quasi-experimental design was employed, involving 288 fourth-grade students from public and private elementary schools in Bangkalan, East Java. Participants were exposed to either blended learning or direct instruction. Data were analyzed using descriptive statistics and two-way ANOVA to assess the effects of the instructional model and internet self-efficacy on learning outcomes. The findings indicate that both instructional models significantly affected learning outcomes (F = 4.949, p = 0.027). Students with higher internet self-efficacy demonstrated significantly better performance (F = 8.815, p = 0.003). However, there was no significant interaction between the type of learning model and internet self-efficacy (F = 0.079, p = 0.779), suggesting that self-efficacy independently contributes to academic success regardless of instructional method. These results highlight the importance of internet self-efficacy in enhancing student learning outcomes. Although blended learning proved effective, its benefits did not vary based on self-efficacy levels. Blended learning can improve engagement and achievement in Pancasila Education. Educators are encouraged to adopt blended approaches and tailor instruction to student self-efficacy levels. Future research should explore these variables across other subjects and contexts.

The Implementation of the Blended Learning Model: An Effort to Enhace Analytical Skills (C4) on the Topic of Exemplary Indonesian Islamic Scholars

The low scores of students in the Islamic Religious Education (IRE) subject, which have not yet met the Minimum Completeness Criteria (KKM), indicate challenges in the learning process. This study aims to examine the effectiveness of a blended learning model based on the Quizizz application on student learning outcomes at SMA Negeri 1 Katibung using a quasi-experimental method with a post-test only control group design and simple random sampling technique. The sample consisted of 63 eleventh-grade students divided into an experimental class using the blended learning model and a control class using a traditional learning model. The instrument used was a valid and reliable multiple-choice test administered after the treatment. Data analysis included normality test, homogeneity test, independent sample t-test, and Mann-Whitney U test. The results showed that the Sig. (2-tailed) value in Levene’s Test for Equality of Variances was 0.228 (>0.05), thus the null hypothesis Ho was accepted and the alternative hypothesis Ha was rejected, meaning that the Quizizz-based blended learning model was not effective in improving student learning outcomes. Therefore, teachers are advised to evaluate this learning model and consider alternative methods. The school is also recommended to provide training on learning technology for teachers. Researchers are encouraged to investigate other factors affecting learning outcomes and expand the scope of research. Furthermore, relevant parties are expected to support the use of technology through appropriate policies and adequate facilities.

Peningkatan Hasil Belajar IPAS Siswa pada Materi Manusia dan Lingkungan melalui Penerapan Metode Picture and Picture Berbantu Media Canva di Kelas V SD Negeri 064966 Medan

Science and Social Studies (IPAS) instruction in elementary schools often tends to be monotonous and lacks the use of visual technology, which hampers active student engagement and negatively affects learning outcomes. This study aims to improve the learning outcomes of fifth-grade students at SD Negeri 064966 Medan on the topic of Humans and Environment through the application of the Picture and Picture method combined with Canva media. The main issues identified were low student engagement and motivation, as well as limited use of engaging and creative instructional media. The research employed Classroom Action Research (CAR) conducted over two cycles, each comprising planning, implementation, observation, and reflection phases, with 27 students as subjects. Data were collected through observations of teacher and student activities and learning outcome tests. The results demonstrated improved instructional quality, with teacher activity scores increasing from an average of 77.17 (good category) in cycle I to 82.50 (good category) in cycle II, while student activity scores rose from 52.5 (fair category) to 85 (very good category). Learning outcomes also showed significant improvement, with mastery rising from 26% in the pre-action phase to 52% in cycle I and reaching 89% in cycle II. In conclusion, the application of the Picture and Picture method assisted by Canva media is effective in enhancing both student engagement and learning outcomes on the topic of Humans and Environment.

How the timing of using digital games in courses influences students' learning: a study on digital citizenship education

ABSTRACT Many studies have explored the incorporation of DGBL into school education with respect to learning motivation, engagement, and achievement, but little attention has been paid to how the timing of digital games affects learning outcomes. In this study, a 4-week quasi-experiment was designed to promote digital health literacy by using the same digital game in two phases of a course. A group of 120 sixth graders from three classes completed similar learning activities with the same teachers. Students in experimental group 1 (n = 40) and group 2 (n = 39) experienced DGBL in the first lesson and the last lesson, respectively; students in the control group (n = 41) received traditional instruction. Post-test results revealed no significant variation in three groups' digital health literacy. However, students in group 1 were significantly inferior to the other two groups in learning motivation. Students in group 2 did not significantly differ from the control group in learning motivation or engagement. These findings suggest that the timing of digital games greatly influences students' learning motivation and engagement but has little impact on digital health literacy. Applying a digital game early in a course may weaken students' learning motivation and reduce their learning engagement.

“Students Play, Teachers Pray—It’s Gamification in Action!” Exploring Perceptions of Gamification in Marketing Education

Gamification is becoming increasingly important as marketing education incorporates new technologies. This study investigates the perceptions of marketing teachers and students at a private university in Pakistan concerning the integration of gamification into their curriculum. Through interviews with 12 marketing faculty members and 12 students, this research aims to shed light on their experiences and insights related to gamification. We find that the teachers had a high self-efficacy as they felt confident in their abilities to integrate gamification and gain its potential advantages, despite a lack of training and guidance. However, a recurring concern arose regarding the relevance and applicability of instructional content within marketing courses. Our study highlights a positive view of game characteristics, resulting in favorable assessments of user judgments, user behavior, and feedback. Furthermore, the research underscores the potential for gamification as an effective tool for achieving positive cognitive and affective learning outcomes. Despite these insights, the study also points out certain limitations in the use of gamification in marketing courses and suggests directions for future exploration in this dynamic field.

Effectiveness of a BOPPPS teaching in blood purification nursing within the context of resident teaching

ObjectiveThis study aimed to evaluate the effectiveness of the Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS) teaching model in improving educational outcomes within a blood purification nursing residency training program.BackgroundBOPPPS model is a structured, and learner-centered instructional framework that fosters active participation and self-directed learning. Despite its growing application in general education, its utility in specialized clinical nursing education remains insufficiently studied.MethodsA quasi-experimental design was used to facilitate sampling. A total of 118 undergraduate nursing students were included: 55 in the control group (2018–2019, traditional lecture-based teaching) and 63 in the intervention group (2020–2021, BOPPPS model). Data were collected using validated instruments, including the Academic Self-Efficacy Scale, the College Student Learning Engagement Scale, and the Learning Burnout Scale. In addition, final exam scores (scale of 0–100) and course satisfaction (17-item scale covering cognitive, skill-based, and emotional domains) were assessed. Statistical data analysis was conducted using SPSS 26.0, applying descriptive statistics, independent samples t-tests, and paired samples t-tests.ResultsCompared to the control group, students in the BOPPPS group reported significantly higher levels of academic self-efficacy and learning engagement, lower levels of learning burnout, improved examination performance, and greater course satisfaction (p < 0.05 or p < 0.01).ConclusionBOPPPS teaching model can significantly enhance cognitive, behavioral, and affective learning outcomes in the context of specialized clinical nursing education. This presents a promising pedagogical approach for residency training programs to optimize learner development while reduce academic burnout.

The Effect of Modified Ball-Based Physical Education on Basketball Passing Skills Among Junior High Students

Academic writing plays a pivotal role in disseminating knowledge, with strategic language use influencing how readers perceive and process information. In physical education, especially in teaching motor skills such as basketball passing, the clarity and accessibility of instructional language significantly affect learning outcomes. This study aims to examine the effectiveness of using modified balls standard basketballs, rubber balls, and volleyballs as instructional tools in enhancing passing skills among junior high school students. A quasi-experimental approach using one-way analysis of covariance (ANCOVA) was employed. The sample consisted of 111 students from SMP Negeri 1 Salam Babaris, Indonesia divided into treatment groups using different ball types. The research instrument included wall-passing tests and structured observational checklists. Results indicate that the use of modified balls significantly improves basketball passing performance, with rubber and volleyballs yielding superior outcomes compared to standard balls. The findings suggest that adaptive instructional tools aligned with students’ physical profiles foster more effective skill acquisition. This research introduces the novelty of context-based equipment modification as a pedagogical intervention in physical education. The implications underscore the importance of innovative, student-centered learning strategies to enhance engagement and performance. This study contributes to pedagogical development by shifting instructional design from conventional tools to adaptive, value-driven educational practices.

Virtual Reality or Videoconferencing for Online Learning? Evidence from Comparative Meta-Analyses

This study compares the effectiveness of virtual reality (VR) and videoconferencing (VC) platforms for online learning. Comparative meta-analyses of 29 articles from 2003 to 2023 (15 for VR, 14 for VC) revealed that both technologies positively affect learning outcomes, with VR demonstrating a larger effect size (ES = 0.913) compared with VC (ES = 0.284). VR proved more beneficial in regular-sized classes, especially for natural science subjects, and excelled in experiential or collaborative learning environments. VC showed a greater impact in smaller classes, with significant variations depending on the program brand and camera options; it also favored natural science. These findings provide valuable guidance for educators and learners in choosing the most suitable technology for different online learning scenarios and shed light on future research in this field.

Peningkatan Hasil Belajar Siswa Kelas II-A SDN 060913 Medan Tembung melalui Media PANGAN (Papan Perbandingan)

This study is motivated by the low student interest in Mathematics, particularly in the topic of “Comparing Numbers,” which directly affects learning outcomes. The aim of the study is to improve student learning outcomes through the use of concrete learning media called PANGAN (Papan Perbandingan or Comparison Board). This research uses the Classroom Action Research (CAR) method, conducted in two cycles with 17 students as subjects. Data collection techniques included interviews, observation, tests, and documentation. The results show a significant improvement in learning outcomes following the implementation of PANGAN media. In Cycle I, 58.82% of students achieved the Minimum Mastery Criteria (KKM), which increased to 82.35% in Cycle II, surpassing the predetermined success indicator. This improvement indicates that the comparison board is effective in helping students understand the concept of numerical comparison in a concrete and meaningful way. These findings support constructivist theory, which emphasizes the importance of active student engagement in constructing knowledge through direct experience. In conclusion, the use of concrete learning media such as PANGAN plays a vital role in enhancing student learning outcomes. The implications include contributions to the literature on concrete instructional media and practical recommendations for teachers in selecting strategies that foster student interest and comprehension. This study also opens opportunities for further exploration of other concrete media in the context of elementary mathematics education.

The Effect of Mind Mapping Learning Method on the Reading Ability of Grade 3 Elementary School Students

The purpose of this study is to ascertain how reading learning results affect learning outcomes for primary school pupils using mind mapping techniques. One of the linguistic skills that pupils need to develop is reading. In contrast, the mind mapping technique is a method for learning how to use ideas or thoughts in a creative way. By looking at past events, quantitative research employing an ex-post facto methodology is the kind of study that is being conducted. Twenty-five third-graders from SD 101780 Percut Sei Tuan made up the study's sample. Purposive sampling was the method of sampling employed in this investigation. Test methods employing instruments in the form of questions are used to gather data on reading ability learning outcomes. Descriptive analysis is the data analysis method employed to test hypotheses with the aid of the Microsoft Excel application. The following are the findings from this study: 1) Mind mapping approaches for third-grade elementary school pupils have an impact on their reading learning results (sig = 0,017). 2) The experimental class that used mind mapping techniques outperformed the control class in terms of average learning results. Therefore, the findings of this study demonstrate that the mind mapping technique can impact students' learning results in reading.

INFLUENCE OF HOME-SCHOOL FACTORS ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KANO STATE

This study was conducted on Influence of Home-School Factors on Students’ Academic Performance in Public Secondary Schools in Kano State. The study has two objectives among which are; examine the influence of teachers’ qualifications on students’ academic performance in public secondary schools in Kano State, Nigeria and assess the influence of parents’ socio-economic status on students’ academic performance in public secondary schools in Kano State, Nigeria. In line with these objectives, two research questions, two null hypotheses were formulated. Related literatures were reviewed. Descriptive research design was adopted for the study, a total of 378 respondents were sampled from the total population of 23340, through the use of research advisor (2006). A structured questionnaire was used to collect data from the respondents. The data collected were presented in table and were analyzed using weighted mean to analyze the responses of the respondents to the research questions. The two hypotheses were tested using One Way Analysis of Variance (ANOVA) for the null hypotheses at 0.05 alpha levels of significance. Descriptive statistic was used to analyze the bio- data of the respondents. Major findings of the study were; the quality of teachers engaged in teaching significantly determine the quality of learning and learning outcome of students in public secondary schools in Kano state and Parents socioeconomic status to a large extent reflex the type of school a student enroll in, types of educational resource provided and the learning outcome in public secondary schools in Kano State.The following recommendations were made: despite the challenges faced by parents from rural background they should give more priority to their children education and make provision for their learning materials and support them psychologically and , teachers with requisite qualification should be engaged and continue to update them through regular workshops and conferences. The study concluded that Home factors such parents socioeconomic status affect many aspects of family life. Feeding, provision of learning materials, school fees are obvious challenges that affect the child’s readiness to learn which direct affect their performance. In addition, school factor such teachers qualification strongly influence effective instructional delivery which directly affect learning outcome.

Pengaruh Sarana Prasarana Bengkel Las dan Motivasi Belajar Praktik terhadap Hasil Belajar Siswa pada Mata Pelajaran Shielded Metal Arc Welding (SMAW) Kelas XI Teknik Pengelasan SMK Negeri 1 Sumatera Barat

This study is motivated by the crucial role of practical facilities and student learning motivation in supporting learning outcomes, particularly in SMAW welding practice instruction at vocational high schools. The objective of this research is to determine the influence of welding workshop facilities and practical learning motivation on the learning outcomes of Grade XI Welding Engineering students at SMK Negeri 1 West Sumatra. The study uses a quantitative method with a correlational approach, involving 25 students as the sample. Data were collected through questionnaires, documentation, and observation, and analyzed using simple and multiple linear regression. The results show that: (1) welding workshop facilities significantly affect student learning outcomes, with a t value of 2.762 and the regression equation Y = 57.235 + 0.328X₁; (2) practical learning motivation also significantly affects learning outcomes, with a t value of 3.095 and the regression equation Y = 55.981 + 0.338X₂; (3) simultaneously, both variables have a positive and significant effect on student learning outcomes, with a coefficient of determination R² = 0.315 and the regression equation Y = 52.831 + 0.812X₁ + 1.451X₂. These findings confirm that the availability of adequate practice facilities and high practical learning motivation together can improve student learning outcomes in SMAW welding subjects. The implication is that schools need to ensure the provision of appropriate practice facilities and foster student motivation through contextual and participatory learning strategies.

Inovasi Pembelajaran Sains Berbasis Bahasa Lokal: Pendekatan THK untuk Meningkatkan Kualitas Pendidikan di Bima

This study aims to explore the effectiveness of the use of local languages in science learning based on the Technology, Health, and Culture (THK) approach in Bima. Using qualitative descriptive methods, this study involved grade VII students and teachers in several schools to understand how local languages and THK approaches can improve students' understanding and critical and creative thinking skills. The results showed that using local languages significantly increased students' understanding of scientific concepts, with an increase in comprehension by up to 33%. In addition, integrating the THK approach enriched the learning experience, improving critical thinking skills by 38% and creative thinking by 45%. THK-based learning models have also proven to be effective in improving students' cognitive, affective, and psychomotor learning outcomes. However, there are challenges in terms of technology limitations and teacher training. Therefore, this study recommends increased access to technology and further training for teachers to support the widespread implementation of this model. Overall, this study shows that local language-based approaches and THK can effectively improve science learning quality in culturally rich areas such as Bima