Learning Content Research Articles

Educational-creative workshops: integrating creative expression into geological learning content

How can we nurture a childlike curiosity even in adulthood, how can we constantly question ourselves about nature and the environment we live in, and last but not least, how to raise public awareness of geology in an understandable and interesting way? All these questions led to the idea and design of a workshop that includes different views of looking at nature from a scientific, practical and artistic perspective. The article presents a workshop on painting with natural pigments through which participants learn about various geological contents. In the first part of the workshop, participants learn about the entire process of making natural pigments, which includes determining a suitable mineral/rock for pigment, the pigment preparation process (crushing, grinding, and sieving), and mixing pigments with a binder into a final colour that can be used and stored. This part of the workshop introduces approaches that are comparable to scientific one. In a very practical way, participants will learn about some of the properties of rocks and minerals (colour, color of the mineral's streak, hardness, etc.) and sample preparation methods. The second part of the workshop is more creative, where participants use colouring books with geological motifs or paint freely. They explore the characteristics of pigments made from various materials, and connect new knowledge on an experiential level. One of the main aims of the workshop is to interweave and combine educational and creative content, focussing on active and experimental learning methods. The paper also shows the adaptations of the workshop to the age of the participants and the type of event (e.g. public events).

Teachers’ enactment of Freirean democratic pedagogies in primary school physical education

ABSTRACT Background Despite its ubiquity in education discourses, social justice is a highly contested concept that can be framed in different ways [Dowling, F., H. Fitzgerald, and A. Flintoff. 2012. Equity and Difference in Physical Education, Youth Sport and Health: A Narrative Approach. Routledge]. The ‘social’ element of social justice is always framed by broader cultural and socio-political contexts. Therefore teaching for social justice cannot be conceptualised as a single pedagogy that can be enacted without regard for the learning content and the learning context. Purpose The rationale for this research is to bridge the gap between advocacy for pedagogies for social justice and practices done in the name. The specific aim of this paper was to explore how specialist primary school physical education teachers in Spain enact democratic practices that promote social justice by engaging students in decision making in ways that ensure their voices are heard and considered. Method The research was informed by Critical Incident Technique (CIT) methodology. Data were generated through six classroom observations and stimulated recall interviews with three Spanish primary PE teachers. Data analysis was informed by Paulo Freire’s [1970. Pedagogy of the Oppressed. Seabury Press] democratic pedagogy and associated concepts of dialogue, problem posing and critical consciousness. Findings The findings demonstrate how the teachers’ PE teachers’ practices have strong roots in democratic principles that are consistent with the scholarship of Freire. The two themes; (1) ‘Student-led dialogical encounters’ and (2) ‘Pedagogy of questioning and exploration’ provide insight into how the Spanish primary school PE specialists in this study teach for and about social justice in contextually relevant ways. Discussion These findings remind us that PE provides a fertile educational context for implementing democratic pedagogies due to its interactive activity-based context and curricular focus on holistic development. The findings provide insight into both how democratic pedagogies in PE are possible even with very young students. Conclusion We argue that democratic pedagogies are essential to social justice outcomes in school PE. They can enhance student participation, foster relationships, and empower individuals to become active agents of change. Democratic pedagogies in primary schools provide a sound foundation for scaffolding a critical consciousness in secondary school PE contexts.

EDUSYNC – Smart Classroom Management System

A Smart Classroom Management System (SCMS) named EDUSYNC was developed to enhance learning and simplify classroom operations. This system incorporates elements of Learning Management Systems (LMS) and Content Management Systems (CMS) by utilizing modern technologies which include React.js, Node.js, MongoDB, and Large Language Models. It promotes active learning by giving students interactive tests in programming languages like Python, C++, and Java. By enabling teachers to oversee grades, authorize duty requests, and monitor student absences, the platform promotes mentor-mentee engagement. Students can use a built-in resume generator to produce professional resumes and use bar and pie charts to visualize their academic achievement. Parents can also keep track of their children's attendance and leave records and keep an eye on their academic progress. Chatbots are incorporated into EDUSYNC to help students with their educational queries improving

How Do the Romanian Students Learn? Metacognition and Experiential Learning in the Romanian School Curricula

Fundamental for the development of the lifelong learning skills, the metacognitive processes are connected to the experiential model of learning. In an age where information is a click away, the development of higher-order thinking skills becomes essential for a relevant content for learning. The first step should be the development of the metacognitive processes and the critical thinking skills, not only as prerequisites for the school success, in an era where the documentation involves selections and hierarchies, but also as a foundation for social insertion. The school syllabuses should target the development of metacognitive strategies, in the spirit of student-centred teaching-learning activity. Our paper traces the way they deal with metacognition, observing the precariousness of the specific skills that could develop it, in order to assess the knowledge level of the learning strategies and their use in the disciplines from the “Language and communication” and “Man and society” curricular areas, as the students and even the teachers that are trained using these syllabuses are experiencing difficulties when these skills are necessary. In addition, after graduation, the obstacles in the development of metacognitive processes in students can be more difficult to overcome, the purpose of the present research being precisely to reveal them.

PERSONALIZED ASSESSMENT GENERATOR FOR STUDENT

As Effective literacy in seminaries requires further trouble to ameliorate the quality of education. Colourful exploration styles are applied to increase provocation and independent literacy in seminaries through an interactive literacy terrain This customization is achieved by assessing each scholar’s comprehension level and preferred learning modes. This paper explores the prerequisites and obstacles associated with developing a Individual assessment generator for student. It focuses on elucidating four key research inquiries: identifying critical factors in personalized assessment, reviewing the current state of research in the field, harnessing the advantages of AI in Individual assessment, and charting the course for future research endeavors. A Individual e-learning system is effective in imparting enhanced learning to its users. As compared to a conventional e-learning system, which provides similar contents to each scholar’s, a personalized learning system provides specific learning contents and assessments to the learners. Individual is based on Artificial Intelligence (AI) based techniques in which appropriate contents for each learner are determined using the level of comprehension of the learner and the preferred modes of learning. Key Words: Individual Assessment Enhanced Learning Experiences, Conventional Assessment Systems, Artificial, Intelligence (AI) Techniques, Individual Learners, Individual.

Application of Centralized Artificial Intelligence-eLearning Based System in Delivering Competency-Based and Equal Access to Quality Education in Tanzanian Secondary Schools

The delivery of competency-based and equal access to quality education is the main goal of developing countries to end poverty by 2030. The entire plan has been impacted by an emergency outbreak of diseases such as COVID-19 which caused schools to use unusual teaching methods to cover the learning curriculum due to school lockdown. The study examined the problem and used a purposive sampling technique to collect data from teachers in the Arusha region. Structured interviews and questionnaires data collection methods were used to collect primary data from head teachers, academic teachers, and computer subject teachers to examine the learning system and impact of COVID-19 in delivering competency-based and equal access to quality education. After data analysis, findings revealed that COVID-19 and traditional classroom teaching systems impacted the delivery of competency-based and equal access to quality education during school lockdown. This situation alters the good plans of the government for ending employment dependencies to society by promoting innovations, creativity, and self-employment opportunities by offering quality education. To address these challenges, the study recommends that the government implement a centralized Artificial Intelligence eLearning-based system in secondary schools to transform the traditional classroom learning system into a virtual classroom to avoid the interruption of the education calendar and personalize the students' learning outcomes based on his/her interests. To successfully enhance the delivery of competency-based and equal access to quality education for self-employment, the education system of Tanzanian secondary schools should focus on students’ learning content and not the curriculum coverage. This system will address the shortage of science and mathematics teachers facing secondary schools. Due to the significance of education in fighting against poverty, this article calls for amendments to the national ICT policy in education to address the challenges of an emergency outbreak of disease that has been affecting the sector of education.

AI and Student Engagement: A Comparative Analysis

This study will investigate in detail about the impact of AI on student engagement by using a comparative analysis of different AI-powered educational technologies. The study focuses on various tools include Knewton, GenAI, Smart Sparrow, DreamBox Learning, Carnegie and other technologies. Secondly, the research examines in detail about the influence of these technologies on student motivation, personalized learning, participation, and overall educational outcomes. For conducting required results, the study employs a quantitative methodology by using surveys for obtaining data on satisfaction, student engagement, and adaptive feedback effectiveness in traditional and AI driven learning environments. Moreover, the results shows that the AI technologies are significantly enhancing engagement level of students particularly with those platforms that are providing personalized learning, real-time feedback, and interactive content. This study also identifies various challenges related to ethical concerns, user interface, accessibility, and concerns like data privacy. The findings are suggesting that AI has the potential to transform education. However, addressing these challenges is also important for ensuring equitable learning experience for the students and teachers. Received: 11 September 2024 / Accepted: 10 November 2024 / Published: 3 December 2024

Integrating virtual reality to enhance remote teaching of anatomy during unprecedented times.

The COVID-19 pandemic necessitated a global paradigm shift in the teaching of human anatomy. Most institutions successfully transitioned from traditional in-person teaching methods, to various distance-learning strategies. Since virtual reality (VR) offers immersive three-dimensional (3D) experiences, this study investigated students' experiences regarding the capacity of VR to support distance-learning of anatomy. Using the VR application, 3D Organon Virtual Reality Anatomy, anatomy instructors pre-recorded learning content as 360-degree videos with live voice-over and integrated it into the teaching material of the MBBS first-year abdomen, pelvis, and perineum-structure and function course. A 19-item 5-point Likert scale questionnaire, comprising of two major categories, "VR experience in anatomy lessons" and "VR in anatomy lessons vs. traditional cadaveric dissection" was disseminated. Post-evaluation analysis revealed a response rate of 63.5%. Almost 70% of students agreed that VR was instrumental in solidifying their theoretical understanding and improved spatial awareness with better retention of anatomical relationships. Approximately 50% wanted to continue using VR even if instruction becomes onsite. Though 72% of participants agree that VR addressed the session learning objectives only 24% agree that it is similar or better than cadaveric dissection, thus preferring cadaveric dissection to VR. Only 12.1% agree that VR is more beneficial to cadaveric dissection. Our exploration into the integration of VR technology in anatomy teaching has revealed promising opportunities. While VR can augment traditional teaching methods in unprecedented times such as war, floods or global pandemic, it should not replace hands-on cadaveric learning entirely, but rather complement existing approaches.

Japanese language learners’ motivational types and trajectory: Accounts from university students in Australia

Self-determination theory (SDT) was developed to analyse the motivation behind human behaviours, but it has been adopted and utilised in language learning contexts in recent years. Past second language (L2) motivation studies utilising SDT have mostly focused on English as Foreign Language learning and significantly fewer studies have applied SDT to learners of other languages, including Japanese as a foreign language (JFL). Therefore, this study examined the motivation types of JFL learners and the major factors influencing their motivation, and how it changed during a university semester and a semester break. The study found that the students’ motivational trajectory during the semester was relatively stable and that they were mostly driven by intrinsic motivation and identified regulation (goal-driven). The most prominent factors that influenced the students’ motivation were learning content, teaching methods, and perceptions of competence and relatedness. As expected, all the participants were not motivated to study Japanese using formal content during the semester break although some of them maintained their motivation by engaging with informal or semi-formal Japanese learning content. The study carries implications regarding the pedagogical directions for improving tertiary students’ motivation during the semester as well as the semester break.

Personalized learning model based on machine learning algorithms

<p>Machine learning algorithms have been widely applied in the field of personalized learning within educational information technology. By leveraging big data analysis and data mining techniques, machine learning can help identify patterns and trends in students' learning behaviors, preferences, and performance. This information can then be used to tailor educational resources and experiences to meet the individual needs and unique characteristics of each learner. Machine learning has made great progress and achievements in the teaching process of universities, but there are also some shortcomings. Such as data dependence, over-fitting and under-fitting, explanatory problems, need a lot of computing resources, data bias, sensitive to outliers, cannot solve all problems, and the challenge of data privacy, through the analysis of machine learning algorithm model, efforts to find ways to expand the dimension of personalized learning classroom, meet the students in learning objectives, learning content, learning methods of the special characteristics and unique needs, to guide students to actively explore and research, obtain innovation and appropriate learning results.</p>

Curriculum Development Process, Design Practice, and Delivery Evaluation in Chinese Universities

This study aimed to comprehensively investigate curriculum development practices in Chinese universities, focusing on the interconnected phases of development, design, and evaluation. A descriptive survey was employed to collect data from 425 administrators, teachers, and students across ten universities in Henan province. The findings revealed a moderate level of awareness among respondents regarding the significance of each stage in the curriculum development process. The study underscored the cyclical nature of curriculum development, emphasizing the interdependence of development, design, and evaluation. Curriculum development, rooted in a thorough analysis of social needs and learning contexts, serves as the foundation for establishing clear learning objectives and content selection. Design practice, the subsequent phase, translates these objectives into practical instructional strategies and innovative teaching methods. Delivery evaluation, the final component, assesses the effectiveness of curriculum implementation through student learning outcomes and teaching efficacy. The research highlights the importance of understanding these interconnected stages to optimize curriculum effectiveness and relevance. By fostering a holistic approach to curriculum development, universities can enhance student learning experiences, improve teaching practices, and ultimately contribute to the overall quality of higher education.

The Impact of a New Specialized Learning Platform on Enhancing Students’ Skills in Designing and Producing Online Educational Talking Books

The use of digital audio-based learning applications in classrooms is increasing. Thus, instructional technology professionals need to become more skilled in designing and developing these apps. To succeed in the future learning process, students studying instructional technology need to have mastered these skills. This study aims to examine the impact of a specialized platform proposed to cultivate students’ skills in easily designing and producing online educational talking books (online ETBs). To improve the target abilities, we developed a new specialized platform as a web-based system for this investigation that includes several innovative tools and special learning content. The research design used was quasi-experimental. Thirty-two undergraduate students majoring in instructional technology who were in the third grade examined the proposed platform. With the pre-and post-test design, all participants were placed into one group. Three online instruments were used to gather the data: a performance observation card; a product evaluation card; and a usability questionnaire. According to the results, the suggested platform considerably increased the practical skills required to design and create an online ETB. Additionally, the proposed platform positively impacted the production of online ETB products with an acceptable proficiency level across various educational subjects. The customized platform has also proven to be a comfortable learning environment for the participating instructional technology students. This platform may be utilized as an ICT teaching tool to enhance instructional technology departments as it is appropriate for constructing online ETBs in various educational areas without coding barriers.

Mathematics Teachers’ and Students’ Learning Evaluation for National Learning Camp: Basis for Supplementary YouTube Video Lessons

The National Learning Camp (NLC) in the Philippines aims to bridge the learning gaps created by the COVID-19 epidemic. Therefore, this study evaluated the NLC based on the perspectives of the mathematics teachers and students who participated in the camp. An explanatory sequential design was employed to gather rich data. An evaluation form and interview guide questions were used to collect data subjected to content validation and pilot testing. The findings reveal that mathematics teachers and students evaluated the NLC effectively in learning activities, materials, support, and outcomes. However, mathematics teachers experienced challenges like errors in the printed materials, hard-to-contextualize lessons, broad topics, time-consuming preparation of instructional materials, and inappropriate learning content. Similarly, students experienced challenges such as unclear printed materials, too many lessons that needed to be covered, too much content, and challenging lessons. As an output, teacher-made supplementary YouTube video lessons are created based on the students’ suggestions to help those who participate in NLC for grade 7

Feeling better when working with creative tools? Exploring the effects of a sketchnote intervention on students’ achievement emotions

AbstractSketchnoting is a visual note taking strategy that combines written notations with drawings. The potential is seen, in particular, in providing space for enjoyable learning. Since empirical evidence on how sketchnoting effects emotions is currently limited, the present study examined how students’ achievement emotions change after a sketchnoting intervention and how students visualize text information in sketchnotes. In a mixed methods intervention study with fifth grade students (N = 99 students, Mage = 10.04 years, SD = 0.39, 55.91% female) the sketchnote group used sketchnoting in five German grammar lessons, whereas the control group learned the grammar content through writing. Repeated ANOVA measures revealed that after the intervention, negative emotions significantly decreased within the sketchnote group, but not within the control group. In addition, a qualitative content analysis of the sketchnotes showed that students created visual analogies and examples, that connect abstract terms with daily life experiences. The results support the idea that sketchnoting can decrease students’ negative achievement emotions and provides space for linking new learning content to real-world experiences.

Game-based Learning of Fundamentals of Islam

Back in the old days, our method of learning Islamic Education was always the traditional way which included pen and paper and two-way communication between a teacher and the student. In this digital era, a new method of learning has been implemented which uses electronic devices. Learning Islamic Education often creates boredom among young students, and this will affect their concentration and understanding. To cater to this problem, a game-based learning method needs to be implemented in classrooms. The scope of the project is for young learners of Islamic Education in primary school. This study aims to research the effectiveness of game-based learning methods by using video games. The development of the game is based on the Game Development Life Cycle (GDLC) methodology. GBL Model is the model that was used to ensure it fits for education purposes. Results show that most players understand the learning content and suggest there is room for improvement.

Assemblr Edu Learning Media Based on Augmented Reality to Improve Learning Outcomes of Grade V Elementary School Students

Based on the results of observations made by researchers in class V elementary school which proves that there are problems in the learning process, the lack of types and kinds of learning media used, one of which is on the learning content of Natural and Social Sciences (IPAS) on the content of the structure of the earth's layers. The reason researchers conducted this study was to develop learning media with creative and innovative to foster higher student interest in learning. This research not only aims to develop learning media but also to determine the feasibility of the media and the effectiveness of Augmented Reality-based Assemblr Edu learning media. Research that used by researchers using the Research and Development (R&D) method, and the method used uses the ADDIE method. Then, for data collection conducted by researchers through observation, interviews, and student learning outcomes. The subjects in this study were students, teachers, and a team of experts (media experts and material experts). The use of qualitative descriptive techniques, quantitative descriptive, and also iferential statistics are techniques in analyzing data on the development of this learning media. The results obtained in this study from the media expert test 87.5%, material expert test 70.8%, teacher test 91.25%, learner test 95%, as well as the results of the pretest and postest to test the effectiveness of the media developed which has very decent results from small and large groups. The N-gain results which state that the Augmented Reality-based Assemblr Edu learning media has a decent category in the use of the learning process. So, it can be concluded that the Augmented Reality-based Assemblr Edu learning media on the material of the structure of the earth's layers is well used, effective, and feasible to use in the learning process.

Multimedia Features towards Skills Development in Open Learning: A Case of the Girls Inspire Project in Tanzania

This study investigates the use of multimedia content for skills development in open learning, using the Girls Inspire Project in Tanzania as a case study. Conducted in the Chala and Msanzi Wards of the Rukwa Region, the study examined the multimedia features utilized in the project and their suitability within the context of open learning initiatives targeting marginalized communities in Tanzania. A qualitative approach was employed, incorporating documentary reviews and interviews with participants, including facilitators, multimedia production experts and project beneficiaries. The findings reveal that the multimedia contents used in the project were highly interactive and engaging, promoting active learner participation and effective skills development. Key multimedia features identified include high visibility, structured arrangement, varied content lengths tailored to lesson requirements and a balanced combination of media formats. These features were found to be highly suitable for the open learning context, as they enhanced accessibility and supported interactive learning for skills development, making them particularly effective for marginalized learners in remote areas. Despite the evidenced suitability of the multimedia learning contents, the study highlights the need for inclusion of more interactive elements and feedback mechanisms. The study further suggests that multimedia contents for future interventions should be tailored to meet specific needs of the target audience, considering local contexts, literacy levels and technological limitations. The study recommends future research to explore the long-term impact of multimedia learning on skills development and identify best practices for integrating multimedia features in similar development initiatives.

LEARNING CONTENT TYPOLOGIES AS A SUPPORT FOR TEACHING BIOCLIMATISM IN UNDERGRADUATE COURSES IN ARCHITECTURE AND URBAN PLANNING

This article addresses the impact of the learning content typologies proposed by Zabala (2007) on teaching planning. The study aims to analyze the impact of this theory on the learning of second-semester students of the Architecture and Urbanism course at the University of Brasília. The theoretical foundation is based on the didactic-pedagogical principles of education, especially teaching in Zabala (2007), Dantas (2007), Libâneo (2017), Pimenta, Anastasiou and Cavallet (2002), Masetto (2012) and, in learning, in Pozo (2009), among others. The methodology is qualitative, characterized as a case study. The experiment took place during the course of the discipline "Environmental Studies: Bioclimatism", organized considering the contents of a conceptual, procedural and attitudinal nature in the proposition of objectives, in the systematization of activities and in the evaluation of students. The research instrument consisted of document analysis (Discipline Plans and Pedagogical Project of the Course) and a questionnaire applied to the students. In the final stage of the discipline, the students answered the questionnaire, in order to evaluate the perception of the adequacy of each activity according to the intended objective. The results and conclusions indicated that the activities were evaluated as “very effective” or “effective”, indicating that the teaching planning based on the typologies of learning content had a positive impact on the teaching-learning process, and this planning approach can be used, without prejudice, in other disciplines in the context of Architecture and Urbanism, considering that all teachers must know and appropriate the didactic-pedagogical foundations to develop the teaching work successfully.

A model of language and methodological pre-service teachers’ training based on artificial intelligence technologies

Importance. Existing empirical research in the field of integration of artificial intelligence technology in foreign language teaching is devoted to the use of specific technology in teaching types of speech activity, mainly writing. The authors note the wide methodological potential of artificial intelligence technologies in foreign language teaching and use chatbots, voice assistants, intelligent learning systems, corpus technologies to form the foreign language communicative competence of students. However, the analysis of a number of studies has allowed us to conclude that so far the authors have not attempted to design a unified model of language and methodological preservice teachers’ training based on artificial intelligence technologies. The purpose of this work is to design a model of language and methodological pre-service teachers’ training based on artificial intelligence technologies.Research Methods. The present study is related to the study of the context of the integration of artificial intelligence technologies into language education. To achieve the set research goal, theoretical methods were used: the study and analysis of scientific and methodological works on thedesign of methodological models of teaching a foreign language using modern technologies; empirical methods: survey, observation and description of research results; modeling methods.Definition of Concepts. The main concepts in this work are “the model of language and methodological pre-service teachers’ training” and “the competence of a pre-service foreign language teacher in the field of using artificial intelligence technologies”.Results and Discussion. Structurally, the model of language and methodological pre-service teachers’ training based on artificial intelligence technologies is represented by the following components: prerequisites (determining the relevance of designing a learning model), a goalsetting block (setting goals and objectives for developing teaching methods), a theoretical block (determining the theoretical and methodological basis of research), a technological block (determining strategies and teaching methods, selection of the learning content, identification of organizational and pedagogical learning conditions, the choice of optimal organizational forms of learning, the definition of pedagogical tools), the evaluation and performance block (the development of a criterion-based assessment apparatus and the forecast of expected learning outcomes).Conclusion. At this stage, the proposed model reflects the essence of the development of AI technologies and their applicability in a foreign language teaching. The separation of artificial intelligence from a means of learning into a separate subject of the educational process indicates that there is a paradigm shift in the use of new technologies in learning. AI technologies are able to provide high-quality feedback, create additional conditions for language practice, take on daily routine tasks and automate them, thereby shaping the ability of students to engage in their education and self-education throughout their lives. The obtained research results are recommended to be used in the methodology of teaching a foreign language, as well as in the development of private methods of teaching a foreign language using AI technologies.

Transforming science narratives? The impact of explanatory labels of 3D data visualization on public understanding of space science

ABSTRACT This survey experiment evaluates the effectiveness of explanatory labels in enhancing learning outcomes and attitudes in a space science documentary featuring cinematic-style data visualizations. We investigate four hypotheses: (1) labels improve understanding of specific scientific topics, (2) no difference in comprehension of topics not addressed by labels between experimental and control groups, (3) labels increase accuracy in interpreting color-coded data visualizations, and (4) labels foster more positive attitudes towards space science due to improved intelligibility. Our findings support the first two hypotheses: explanatory labels enhanced understanding of specific topics but did not affect comprehension of unlabeled topics. Contrary to expectations, labels did not significantly impact accuracy in decoding color-coded data or attitudes towards space science. A notable minority misinterpreted visual data in both conditions, highlighting the need for better scaffolding in scientific visualizations for public audiences. These results suggest that designing effective 3D data visualizations for public understanding is more complex than merely adding labels and that entertainment should be balanced with narrative structure and content for learning.