Competitive Learning Environment Research Articles

Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement

AbstractBackgroundAs the significance of artificial intelligence (AI) continues to increase, there is a need for effective scaffolding and support for novice learners. Educators have encountered challenges in effectively scaffolding novice learners AI concepts, and providing appropriate motivational support. Research evidence has shown the potential of game‐based approaches to fostering secondary school students' AI literacy and motivation to learn AI.ObjectivesThis study developed an online platform TreasureIsland to gamify ebooks and investigated whether and how students playing with it can effectively enhance their AI literacy. This study aims to contribute an empirical and theoretical basis for AI literacy education and promote the use of gamification that would be broadly applied in other schools.MethodsA quasi‐experiment was conducted to evaluate the effects of the proposed gamified approach, which included a control group using an ebook with playful resources. To triangulate the quantitative results obtained from the pre and post‐test, focus group interviews were also conducted.ResultsThe platform was effective in improving students' motivation, self‐efficacy, career interest, and understanding of AI concepts and ethics, but did not enhance their confidence of using AI, and high cognition of applying, evaluating and creating AI. TreasureIsland players demonstrated significant improvement in all affective and cognitive domains, except for the ability to apply, evaluate, and create AI. Interviews revealed that the gamified approach could promote students' AI literacy by adhering to guidelines, including (1) creating a competitive and motivating learning environment through game mechanics, (2) providing scaffolding modules and feedback, and (3) visualising complex AI concepts via simulations. Feedback collected from the study suggested adding pedagogical elements such as flipped classrooms and project‐based learning in future research to improve the instructional design, and enable students to reach a higher level of cognition.ConclusionsThis study concludes that the use of gamification can provide affective and cognitive support and an enjoyable experience for fostering learners' AI literacy. It helps instructional designers and teachers enrich the pedagogical knowledge related to gamified platform and AI literacy.

Gamification in EFL: Exploring the Use of Gamification Strategies to Enhance Student Motivation and Engagement

Many students experience a lack of motivation and engagement in learning due to the monotonous learning system. Therefore, many teachers apply gamification strategies to increase student motivation and engagement in learning. This study investigates the integration of gamification strategies within English as a Foreign Language (EFL) instruction to amplify student motivation and engagement. Gamification, a methodology applying gaming elements in a non-game context, serves as a focal point to enhance learning participation and motivation. In the realm of EFL education, student motivation and engagement often pose significant challenges. Through qualitative methodology involving classroom observations, questionnaires, student interviews, and teacher reflections, this research assesses the impact of implementing game elements like point-based assessments, competitive dynamics, challenges, and rewards on student motivation and engagement in learning English. The findings underscore a notable surge in student motivation attributed to the incorporation of game elements, fostering a more enjoyable and competitive learning environment that encourages active student participation. This research contributes vital insight for educators, highlighting the efficacy of gamification as a tool to heighten motivation and engagement in EFL education. It emphasizes the need for judicious integration of relevant gaming elements in pedagogical design to craft more immersive and meaningful learning experiences for students studying English as a Foreign Language.

Manajemen Efektif Pendidik dan Tenaga Kependidikan untuk Menciptakan Pembelajaran yang Berkualitas

Management of educators and education personnel is a key aspect of personnel management in educational institutions, with strategies for managing teacher and educator staff being the main focus for achieving quality learning. Professional development is also crucial in improving the competence and quality of trainers, while evaluation of their activities is necessary to monitor and improve performance. This study uses the literature method, with data collected through library data, reading, and managing research materials. The findings of this study show that effective human resource management strategies involve careful planning, thorough training and development, and regular performance evaluation. The implementation of education policies that focus on quality learning requires cross-departmental cooperation and active participation from various stakeholders. Environmental and organizational factors, including management, regulation, human resources, infrastructure, relationships, collaboration and changes in the external environment, also influence the effectiveness of HRM in educational institutions. By understanding the importance of educator and education personnel management and implementing effective HRM strategies, educational institutions can create a quality and competitive learning environment. This will positively impact the quality of education provided to students and help achieve broader educational goals.

Investigating popular topics for the integration of the internet of things in physical education: A content analysis in higher education

Background Problems: Advanced technologies, such as the Internet of Things (IoT), have played an increasingly important role in the development of physical education in higher education. Research Objectives: This study aims to conduct a content analysis of the use of IoT technology in physical education in higher education. Methods: Scopus and Web of Science databases were used to collect and analyse data for this study, with a total of 178 articles obtained, consisting of 104 articles (Scopus) and 74 articles (Web of Science). The final data used for this study consisted of 20 articles, as it only targeted the top five topics related to the internet of things (IoT) in physical education after being analysed using ScientoPy. Findings and Results: The analysis identified five main topics related to the application of the internet of things in physical education in higher education, including cloud, artificial intelligence, deep learning, big data, and virtual reality. The implications of these findings for the development of physical education in higher education are discussed in this study, emphasizing the importance of IoT technology integration in creating a more adaptive and responsive learning environment. Conclusion: The contributions of this research include providing deeper insights into how IoT technologies can be applied in physical education in higher education, as well as highlighting the potential to improve the effectiveness of learning and teaching in this area. The conclusions of this study emphasises the importance of continuing to develop innovations in the application of IoT technology in physical education in higher education in order to achieve a more efficient and competitive learning environment.

Infusing Morabaraba game design to develop a cybersecurity awareness game (CyberMoraba)

Numerous studies have confirmed the effectiveness of Cybersecurity Awareness Games (CAGs) in enhancing the security posture of diverse organizations. As these organizations increasingly face the formidable challenge of cyberattacks, implementing serious CAGs to solve this issue has become a paramount concern. This article introduces an innovative approach to cybersecurity education by presenting a serious CAG. The game aims to effectively educate students about critical aspects of cybersecurity awareness engagingly and interactively. The study aimed to redefine cybersecurity awareness training by introducing an indigenous game design that intricately incorporates the traditional South African Morabaraba board game. While the effectiveness of non-indigenous games like "Capture The Flag (CTF)" in cybersecurity training is acknowledged, indigenous designs have been overlooked. This research creatively integrates Morabaraba's gameplay into cybersecurity training, adapting it into a competitive game where players adopt the roles of either defenders or attackers, with corresponding tokens/images symbolizing various cyber defense and attack strategies. Both the defenders and attackers in the game can elevate their awareness scores by strategically positioning defensive or attacking images on the game board. Subsequently, a judging entity assesses the players' moves and assigns scores based on the accuracy of the images placed. The game mirrors real-world scenarios, promoting strategic thinking and leveraging interactive gameplay for practical insights into cybersecurity awareness. Players demonstrate their cybersecurity knowledge through offensive and defensive strategies. A group of 40 students evaluated the game's effectiveness, highlighting its potential to create an engaging and competitive learning environment that imparts cybersecurity principles and practical application. The evaluation of the game mechanics demonstrated a remarkably positive outcome, with students expressing both enjoyment and an enhanced understanding of cybersecurity awareness.

A Critical Discourse Problematization Framework (CDPF) analysis of “Double Reduction” policy in China

This paper examines the “Double Reduction” policy issued by the Chinese government in 2021 by using a Critical Discourse Problematization Framework (CDPF) that combines Critical Discourse Analysis (CDA) and what’s the problem represented to be (WPR) approach. The study points out that the changing discourse of equality and equity in China is crucial for understanding the assumptions and presuppositions that lie behind and shape the “Double Reduction” policy. The analysis of the policy text conveys that the government views the privatization of education in China as being responsible for the lowered quality of public education, the competitive learning environment, and financial and mental pressure on families and parents. However, this study reveals the silent part of the “Double Reduction” policy through the WPR approach, which demonstrates that privatization of education is not the root cause of educational inequality/injustice in China. The work of this critical policy analysis aims to better understand the dilemma of education in China and provide insights to the policymakers, educators, and related stakeholders from the perspective of changing policy discourse.

The Interplay of Sex and Learning Method Selection: A Study on the Reciprocal Influence on Cognitive Abilities

As the society continues to evolve, the demand for top-notch education has grown in tandem. Understanding the interplay of sex, learning method selection, and cognitive abilities in cognitive development is crucial for optimizing educational strategies and outcomes. This study aimed to investigate the relationship among sex, different learning methods, and cognitive abilities across different cognitive domains. A diverse body of literature was systematically examined, which includes studies employing various cognitive tests and learning method assessments in different sex and age cohort. As predicted, results revealed a significant interaction between sex and learning method selections in cognitive abilities. Females have the advantage of the influences of hormones and timing of cognitive maturation in cognitive abilities, leading to better performance in verbal memory tasks, more efficient responding, and better inhibitory control. As males perform best in competitive learning environments and females in cooperative environments, implying the interaction between sex and cognition in learning method selections. The findings of this review highlighted the complex interplay between sex, learning methods, and cognitive abilities, underscoring the need to take individual strengths and sex differences into account when selecting learning methods. Insights from this study have implications for educational practices and policymaking, suggesting the potential for a more personalized learning approach to enhance cognitive abilities and academic performance. Further research direction and limitations are also discussed.

Perceptions of Online Learning Among Instructors: How to Maximize Instructors’ Competencies in Virtual and Blended Learning

Purpose: This study aims to evaluate instructors' perceptions of e-learning at the Public Authority For Applied Education and Training (PAAET) in Kuwait. It sheds light on the effectiveness of Ms-Teams as a learning management tool used by instructors and students. The outcome of the study will help to introduce guidelines for enhancing the role of instructors in virtual and blended learning. . Theoretical framework: Information technology will change education if used properly by skilled teachers. Technology's rapid adoption and investment have changed education, and instructors are crucial to 21st-century learning standards and methods. Because AI, advanced technology, and automation will rule the future, the next generation of workers must be tech-savvy. This study will identify instructors' digital skills and provide recommendations and a road map to support advanced technological tools and new innovative learning strategies in human resource management. Design/Methodology/Approach: The research used both qualitative and quantitative methods. A focus group session was conducted to investigate further, and the results of the session helped shape a survey questionnaire that was distributed to 161 instructors at PAAET. The survey aimed to identify the challenges and opportunities presented by online learning. Findings: Instructors have a positive view of online learning and Ms Teams as a learning management. The study also found some obstacles to online learning platform implementation. These issues include poor helpdesk support, training, management motivation, and electronic educational resources. These obstacles must be overcome for PAAET to adopt a learning system that improves academic performance. No significant gender differences in instructors' perceptions are found. Originality/Value: This study should help education policymakers be more brave when investing in IT and human resources "Instructors" to create a better and more competitive teaching and learning environment. This study proposes an HRM-based framework to improve digital instructors and the educational process.

Instructors’ Digital Competencies for Innovative Learning: Human Resource Management Perspectives

Purpose: This paper reviews related literature, including models and frameworks that focus on the skills of the digital instructor in the innovative learning environment. The study also tries to identify, key areas and missing factors, and thus locate digital skills and future avenues for education and satisfy the needs of digital-age learners. Theoretical framework: Information technology will have a significant impact on education if operated properly by competent and capable instructors. The accelerated application and investment in technology have altered education, and instructors play a crucial role in the transition to 21st-century learning standards and methods. This is especially important because the future will be dominated by artificial intelligence (AI), advanced technology, and automation, which will require the next generation of employees to be tech-savvy. Therefore, this study will locate digital skills for instructors and provide recommendations and a road map that support both the advanced technological tools and the new innovative learning strategies in the context of human resource management. Design/Methodology/Approach: The researchers took a literature review as a method to determine the current situation, success factors of online learning, instructors’ skills in the context of HRM. In addition, a qualitative analysis was conducted in the form of a focus group discussion, to spotlights on issues related to instructors needs to practice their roles in the e-learning environment. Findings: The results of this study have provided evidence that instructors' proficiency in IT “Digital Instructors” will transform teaching and learning to satisfy the 4th industrial revolution which is based on digital skills and contribute to the digital economy. Originality/Value: The results of this study are expected to be useful input for policymakers in education to be more courageous in making decisions when investing in IT resources and human resources “Instructors” in order to create superior and competitive teaching and learning environment. A framework is proposed in this study with consideration of HRM issues that will work effectively to enhance the role of digital education in society and contribute to the development of the educational process.

The structural relations among learning environment, achievement goals and reading achievement in China: Evidence from PISA 2018

ABSTRACT This study explores structural relations among learning environment, achievement goals and reading achievement in China. The sample contains 12,058 Chinese students from the Programme for International Student Assessment (PISA) 2018 study. Multilevel Structural Equation Modeling (Multilevel SEM) is used for data analysis. The results indicate that competitive learning environment positively predicts reading achievement. Student-centred learning environment positively predicts reading achievement both directly and indirectly. Teacher-directed learning environment negatively predicts reading achievement. Performance goals positively predict reading achievement. To improve student reading achievement in China, school leaders are recommended to create opportunities for teachers to learn how to cultivate student-centred learning environment. Reading teachers in China are recommended to adopt student-centred pedagogy rather than teacher-directed pedagogy in their teaching.

Learning a brand-new language through Duolingo: A case study of a gifted student

This article describes a case study of a gifted student who spent about two months learning a new language through the use of a mobile application. The purpose of this study is to investigate how a gifted student perceives the effectiveness of Duolingo, as well as how the participant improved his language skills. The participant was a 14-year-old Turkish male who began using Duolingo knowing nothing about French. Data was gathered through interviews, self-reports, and language tests. According to the findings, Duolingo provided a user-friendly, enjoyable, and competitive learning environment for the participant, but it was not regarded as an all-in-one language-learning tool. The participant appeared to gain various language skills, particularly reading and writing skills, without referring to other sources. When considering the improvement level in this case, Duolingo should be a reciprocal learning tool as an addition to language courses rather than a replacement for regular language courses.

AN INVESTIGATION IN TO EFFECT OF CO-OPERATIVE LEARNING ON INDIVIDUAL AND GROUP CO-OPERATIVE WORK

The present system of education dominantly nurtures a competitive learning environment focusing primarily on the cognitive domain Somewhere Somehow the social nature of learning holds cooperation in high esteem. Helping students develop socially and emotionally is important, if not more important as helping them progress academically keeping this in mind, the effectiveness of cooperative learning was studied in relation to individual and group cooperative work. It revealed that teaching through cooperative learning is able to bring significant changes in the cooperative behaviour of teacher trainees.

Effects of Online Learning on College Students in Eastern China: A Structural Equation Model.

With the spread of COVID-19 worldwide, online education is rapidly catching on, even in some underdeveloped countries and regions. Based on Bandura's ternary learning theory and literature review, this paper takes online learning of college students as the research object and conducts an empirical survey on 6,000 college students in East China. Based on literature review and factor analysis and structural equation model, this paper discusses the relationship among learning cognition, learning behavior, and learning environment in online learning of college students. The learning behavior includes interactive communication, self-discipline mechanism, classroom learning, and study after class. The learning environment includes teaching ability, knowledge system, platform support, process control, and result evaluation; learning cognition includes learning motivation, information perception, and adaptability. It is found that the learning environment has a significant positive impact on learning behavior, and learning cognition has a significant positive impact on learning behavior. It is uncertain whether the learning environment significantly impacts learning cognition. At the learning environment level, the teaching ability (0.59) has the most significant impact on the learning environment, followed by result evaluation (0.42), platform support (0.40), process control (0.33), and knowledge system (0.13). In terms of the influence on learning behavior, classroom learning has the most significant impact (0.79), followed by self-discipline mechanism (0.65), study after class (0.54), and interactive communication (0.44). In terms of learning cognition, information perception (0.62) has the most significant influence, followed by learning motivation (0.50) and adaptability (0.41). This paper suggests strengthening the construction of platforms and digital resources to create a more competitive learning environment. Improve process management and personalized online services, constantly stimulate students' enthusiasm for independent online learning, and cultivate students' online independent learning ability to promote the sustainable and healthy development of online education.

The Role of Competitive Activities on Preschool Children Performance

It is well recognized the importance of preschool children understanding of a product goal or a process goal in a school activity and in which way the kind of the goal could affect children’s performance in this activity. As known, product goals determine the outcome of learning and lead students’ attention to the outcome rather than to the strategy or method that can lead to the result. Instead, the process goal refers to methods and strategies that lead students learn handling a specific task. Herein, 30 preschool children, at a mean age of 5 ½ years, participated in two different games, twice each with different goal each time (product goal/process goal). The results showed that preschool children exhibited better performance in both games when the goal was of product type. Moreover, in the case of a process goal, it was observed that children encouraged their classmate who played the game, while in case of a product goal they did not encourage their classmate, but they only counted his successful efforts. The results show that children understand the difference between process goal and product goal, enhancing their performance in case of product goals aiming to win. Nevertheless, previous studies which contacted in older children, under competitive learning environment where the goal of an activity emphasize to the outcome, showed that children brake their efforts, when they feel that they cannot win. According the obtained results, preschool teachers should avoid the product goals and emphasize to the process goals.

A FLIPPED LEARNING ENVIRONMENT: A DISRUPTIVE APPROACH FOR TRADITIONAL CLASSROOMS?

The primary purpose of this study was to examine whether a flipped learning environment was a disruption to the traditional instructional approach, particularly in consideration of the 21st-century skills that students must acquire before graduation. A flipped classroom is one in which students are introduced to content at home or outside classroom via technology, and practice working through it at school. A qualitative research design was employed to conduct the study through a focus group approach. Nine in-service teachers, who were participants in a flipped classroom pilot program in Malaysia, served on the focus groups. Data were collected through asynchronous virtual focus group discussions. The scissor-and-sort approach was employed in the data analysis process. Findings from the study indicated teachers believed that a flipped learning environment maximized student learning potential, allowed for collaborative learning, created an engaging learning environment and promoted higher order critical thinking and problem solving skills, all suitable for encouraging and practicing 21st century skills in the classroom. Therefore, this study showed that the flipped classroom approach disrupts the traditional learning environment in a positive manner and avails opportunities to equip students with the relevant skills of problem-solving, critical thinking, collaboration, cultural sensitivity, and creativity which are essential for life-long learning and participating in a competitive 21st-century learning environment.

The formation of students’ self-organisation and self-assessment skills in a competitive foreign learning environment: Case study

Introduction . Nowadays, creating a new type of economy requires graduates with a set of specific personal competencies that allow them to manage their own professional growth and objectively assess strengths and weaknesses. Aim. The aim of the research is to analyse the experience of forming self-organisation and self-development competencies in non-linguist students due to new approaches to independent work in a competitive learning environment and the procedures of self-assessment, mutual evaluation and peer assessment of the achieved learning results. Methodology and research methods . The model of students’ independent work in a foreign language learning and authentic assessment is described. Various data collection strategies were used in a longitudinal three-year study involving 76 students of the experimental group and 75 students of the control group, as well as 4 expert teachers. To prove the statistical significance of the obtained data, Student’s t-test and Fisher’s test were applied. Results . Comparative analysis of data confirmed different dynamics of formation of self-organisation and self-evaluation competencies in the experimental and control groups. The number of students in the experimental group, experiencing difficulties in organising their independent work in a foreign language, decreased by 36%; the share of students, able to critically evaluate the results of their own activities, increased by 32%. In the control group, similar indicators improved by 4% for each of the criteria, which is statistically insignificant. Scientific novelty. An alternative model of organising students’ independent work in a competitive learning environment was developed. It proved to be effective for training students’ self-organising skills, critical evaluation skills and personal responsibility to success in life. Practical significance . The implementation of the proposed model in higher education will contribute to the formation of the necessary personal competencies necessary for future professional activities in a rapidly changing world. It is proposed to continue testing new non-standard approaches to the development of these competencies.

Association of Depression with Academic Performance Among Final Year MBBS Students of Rawalpindi Medical University, Pakistan

Depression is a typical mental illness among students, particularly medical students, because of their extremely competitive learning environment. Depression negatively affect the cognitive abilities and consequently the academic performance of students later on their performance as a physician. This study aims to evaluate the association of depression with academic performance among final-year MBBS student of Rawalpindi Medical University. This may make available new opportunity to bring enhancement in academic performance of students. This descriptive cross-sectional study was conducted on final-year MBBS students of Rawalpindi Medical University in November 2019. Data was collected through Center for Epidemiologic Studies Depression Scale Revised-10 (CESD-R-10) and self-structured questionnaire which was designed to get information regarding demographic details and marks in last professional examination. Students suffering from any diagnosed physical and mental illness were excluded. Out of 335 students initially selected for study, 307 returned duly filled questionnaires so final sample size was 307. Data analysis was carried out using SPSS v.25.0. Various statistical tests including Independent sample t-test, chi-square test and Pearson’s correlation, and linear regression were applied to evaluate the study variables. Statistically significant and strong negative association was observed between depression and academic performance of students (p = 0.000 for independent sample t-test). For association’s direction and strength between depression and academic performance, Pearson’s correlation coefficient was -0.713 (p= 0.000). Difference in depression score between male and female students (p=0.015) and between boarders and non-boarders (p=0.000) was significant. Similarly, the difference of marks in last professional examination between boarders and non-boarders (p=0.000) was significant, however it was insignificant between male and female students (p=0.135). The simple linear regression model was valid with p-value of 0.000 for F test. Unstandardized regression Coefficient (B) was -10.74. R² was 0.51 (51%). Our study shows an overall high prevalence of depression among final year MBBS medical students, especially among boarders and female students. Significant and strong negative association between depression and academic performance is found, which means that increase in depression decreases the academic performance of students and vice versa. So, by applying suitable interventions for alleviation of depression we can improve academic performance of students.

SP-0594: Survival in a competitive learning environment: how to communicate better

SP-0594: Survival in a competitive learning environment: how to communicate better

Excessive daytime sleepiness and its predictors among medical and health science students of University of Gondar, Northwest Ethiopia: institution-based cross-sectional study

BackgroundExcessive daytime sleepiness (EDS) is a condition of sleepiness when a person would not be expected to sleep. University students are prone to EDS due to the competitive learning environment and fragmented night sleep. No study was conducted in Ethiopia on EDS. Therefore, this study aimed to determine EDS and its predictors among University of Gondar (UoG) Medical and Health Science students.MethodsInstitution-based cross-sectional study was carried out on 383 Medical and Health Science students of UoG who were recruited using a computer-generated simple random sampling technique. We used a validated Epworth daytime sleepiness tool to collect data. Epi-Info™ 7 and Stata 14 were used for data entry and analysis, respectively. Bivariable and multivariable binary logistic regression analyses were performed to find out predictors. Odds ratio with 95% uncertainty interval were computed. In the final model, a variable with a p < 0.05 was declared as a predictor of EDS.ResultsThree hundred and eighty-three students completed the questionnaire. Males were 69.97% and the mean age of participants was 20.79 (±1.83) years. In the current study, the prevalence of EDS was 31.07% (95% UI: 26.62–35.91). The odds of getting EDS was 1.83 (AOR = 1.83, 95% UI: 1.14–2.96) and 1.84 (AOR = 1.84, 95% UI: 1.13–3.00) higher among students who reported night sleep behaviour disorders and depression, respectively.ConclusionThis study revealed that EDS is high and predicted by depression and night sleep behaviour disorders. These findings suggest the need to set preventive strategies such as counselling of students to reduce depression and night sleep behaviour disorders. Further studies particularly qualitative studies are required to find out more factors affecting EDS.

Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students' English vocabulary learning performance, anxiety and behaviors

Digital game-based language learning promotes motivation and enables learners to immerse themselves in learning. However, some gaming elements (e.g., competition and challenge) or learning content (e.g., difficulty levels) may have different influences on different learners, especially those with low self-efficacy or academic achievement, as competitive games may lead to frustration. It is therefore important to take students' cognitive capacities into consideration when designing a competitive learning environment, and to provide them with learning content of appropriate cognitive complexity. In the current study, a game-based situational vocabulary learning system that integrated a cognitive complexity-based competition strategy was developed to provide learners with appropriate tasks. A quasi-experiment was conducted in a high school English course to evaluate the effectiveness of the proposed approach. It was found that, compared to the conventional situational gaming approach, the situational game with the cognitive complexity-based competition strategy significantly improved the participants’ learning performance (in particular, that of the low-achieving students), but it also increased their anxiety. Furthermore, the behavioral analysis showed that the students who learned with the proposed approach accomplished the tasks more smoothly, because the system could take into account players' learning performance and adjust the cognitive complexity of the following tasks through upgrading or downgrading the learners' gaming levels to ensure that individual students learned with tasks at appropriate levels for them. On the other hand, the participants who learned with the conventional game-based learning approach had a greater tendency to fail the game repeatedly. Based on the findings and relevant studies, we also discuss suggestions for future research.