Design Of Learning Environments Research Articles

Designing Learning Environment for School Children Having Attention-Deficit/Hyperactivity Disorder

The goal of treating attention-deficit/hyperactivity disorder is to apply knowledge, not to acquire new skills. The prevalence of Attention-Deficit/Hyperactivity Disorder (ADHD) in children is rising daily around the world for a variety of reasons that have a direct impact on their mental health and hyperactive behaviour. The classroom atmosphere in the current ADHD schools is poorly maintained, which makes it difficult for the kids to focus on the specific task being done in class. As a result, the students have a variety of difficulties in their academic lives. This method aids in the pupils' mental stability as well as their academic success. This paper aims to suggest the best design strategies for the classroom environment in a school space for children with Attention-Deficit/Hyperactivity Disorder.

Advancing Preservice Science Teachers’ Skills to Assess Student Thinking On-the-Fly Through Practice-Based Learning

Teachers’ assessment of student thinking is both difficult to attain and essential for responsive teaching in ongoing interaction during science lessons. Principles of practice-based learning provide a basis for the design of learning environments which may equip prospective teachers for this challenging task. In an experimental study ( N = 104), we examined the extent that the use of different media types as representations of practice (video and written cases), the number of rehearsals, and the complexity of student thinking contribute to preservice teachers’ acquisition of assessment skills. Our findings indicated that participants benefited equally well from video and written cases. The number of necessary rehearsals depended on the complexity of student thinking to be assessed. This finding implies that specifics of the content to be assessed need to be taken into consideration when designing learning environments for practicing assessment skills.

The effect of planning time on vocabulary acquisition in a task-based environment: the mediating roles of working memory and field (in)dependence

This research investigated the impact of planning time, working memory (WM), and cognitive styles on language learning outcomes within the framework of Task-Based Language Teaching (TBLT). Drawing on a diverse sample of language learners, the study employed a pretest-posttest control group quasi-experiment to examine the effects of providing pre-task planning time on language performance. Participants engaged in communicative tasks, with a focus on vocabulary acquisition and task complexity, while their cognitive processes were assessed through measures of WM and cognitive styles. The findings revealed significant interactions between planning time and cognitive styles, particularly field dependence, influencing language production and proficiency such that learners with planning time outperformed learners without planning time; high-WM learners outperformed their low-WM peers, and field independent learners outstripped their field-dependent counterparts. Moreover, the study contributes to the broader understanding of the nuanced relationship between planning time, WM, and cognitive styles in the context of TBLT. The implications of these findings for language teachers, materials developers, syllabus designers, curriculum developers, and policymakers are discussed, offering insights into the design of effective language learning environments. Despite certain limitations, the study provides a foundation for further research exploring cross-cultural variations, longitudinal effects, and the integration of technology in language education, with the aim of advancing pedagogical practices tailored to diverse learner profiles.

How to study - supporting university students in their design of digital Personal Learning Environments

How to study - supporting university students in their design of digital Personal Learning Environments

Students’ cross-sectioning in the math-art studio

This study presents a case study on students’ cross-sectioning in an informal and innovative learning environment designed based on Studio Thinking and Artful Thinking Frameworks. Participants were four seventh-grade students. Students’ documents and video recordings were analysed at different structures of the studio (analysing works of art, creating artwork, and critiquing) and the approach to data analysis was interpretive microanalysis. The findings of the study indicated that the studio work designed in the current study made students’ cross-sectioning visible through diverse tasks, requiring an understanding of the relation between 2D and 3D (identification of the slices of 3D geometric figures and construction of 3D figures from the 2D slices) at different structures of the studio. This study suggests new avenues for the design of tasks on cross-sectioning for middle school students and the design of learning environments by presenting detailed information about what is going on in these environments.

Top Tips for Designing and Managing a Public Engagement Laboratory.

Public engagement with science is a core facet of the broader science ecosystem, in particular the science research and science education sectors. In this article we demarcate the benefits of dedicated laboratories along with practitioner advice pertaining to the design and running of a public engagement learning environment. A practicing public engagement laboratory and one that is currently being developed are used as illustrative cases to provide real-world insights to public engagement practitioners.

How do teachers in vocational and higher education nudge their students? A qualitative study

ABSTRACT Nudging is a strategy from behavioural economics that subtly influences behaviour by changing the environment. Despite its recent introduction in education, no overview exists of what behavioural interventions are already practiced in education, and how these fit within nudging frameworks. In this qualitative study, we investigated what nudges are used in vocational and higher education by interviewing 33 teachers and 15 students, and conducting 11 classroom observations. We provide an overview of currently used nudges to promote learning behaviour, and distinguish between intuitive, didactic, and planned nudges. Results also show that teachers use nudging intuitively and based on didactic techniques, but are generally unaware of doing so. This provides opportunity for introducing explicit knowledge of nudging to augment teachers’ toolboxes for designing learning environments. Future research can test nudges teachers already use in practice, and further integrate the behavioural and educational perspectives on nudging interventions in an educational context.

Design and assessment of a virtual reality learning environment for firefighters

The use of virtual reality (VR) in firefighter training is promising because it provides cost-effective, safe environments that arouse similar behavioral responses to real-life scenarios. However, the pedagogical potential of VR and its impact on learning outcomes compared to traditional methods is currently an under-explored area. This research investigates how well VR can support learning compared to traditional methods in the context of training firefighters in combating vegetation fires. A VR learning environment was developed, informed by a “design for learning” framework providing a pedagogical underpinning. A between-subjects experiment was conducted with 40 participants to measure the knowledge transfer of the VR learning environment against the official textbook. In addition, VR's theorized learning benefits of intrinsic motivation, situational interest, and self-efficacy were compared with textbook-based learning. Lastly, the design quality of the learning environment was assessed based on its learning and user experience. We employed a primarily quantitative approach to data collection and analysis, using a combination of knowledge test results and questionnaires, with supporting qualitative data from semi-structured interviews and observation notes to answer our hypotheses. The results found a significant difference between the knowledge transfer of both conditions, with textbook-based learning more effectively transferring factual and conceptual knowledge than VR. No significant difference was found in reported self-efficacy between the two conditions but was found in reported levels of intrinsic motivation and situational interest, which were higher in the VR condition. The design was found to have facilitated a good user and learning experience, assessed via questionnaire responses. During interviews, VR participants reported high levels of satisfaction with the experience, praising the hands-on learning approach and interactivity, while reporting frustration with the lack of knowledge reinforcement and initial difficulties with the controls. A key finding was that presence was found to be negatively associated with knowledge transfer, which we theorize to be caused by the novelty of the realistic VR environment distracting participants from the more familiar lesson content. This research contributes to the body of work related to knowledge transfer within VR in this domain while highlighting key pedagogical and design considerations that can be used to inform future design implementations.

How Design Thinking Could Benefit Future Educational Environments in a Post-Pandemic Era?

This research paper gives an overview of students’ experience in a virtual learning context during the Covid-19 pandemic lockdown. By categorising students’ perceptions based on a geographic-based social context, the research analyses a general tendency of their learning experience at three different levels — family and community-based level (small-sized), region-based level (medium-sized), and international level (grand-sized). The investigation uses a hybrid research method including direct observation, interviews, and design thinking strategies — including empathising, redefining and prototyping. The author has also been referring to two directions that may enhance the future learning environment design for students’ better experience. 1. To leverage the power of existing memory. 2. To research people’s micro habits and the hidden psychological factor behind them.

Navigating and hybridizing interpretive claim-making across discursive communities

ABSTRACT In order to better understand how the full range of students’ semiotic resources may be marshalled for learning, we analyse the role of interpretive claim-making across fandom and disciplinary communities. Using a framework of syncretic literacies with a focus on navigation, we analyse data from a series of writing conferences in a U.S.-based, fandoms-themed English course serving diverse high school students. Our analysis attends to shifts in convergent and divergent intersubjectivity to trace students’ navigation of interpretive practices as they talked with their peers and their instructor. Discursive claims emerged as an important tool functioning differently across these interactions. Specifically, the claim-making practices of one focal student demonstrate an emerging understanding of the distinctly different functions that claims serve as tools for navigating between, and hybridizing, discursive communities. Our findings highlight the importance of using discourse to analyse the presence of multiple or conflicting discursive practices, and designing learning environments in ways that support students’ use of hybrid discursive tools.

VR-Peas: a Virtual Reality PEdAgogical Scenarisation tool

ABSTRACT In this paper, we address the issue of the design and deployment of VR-oriented pedagogical scenarios by teachers as designers. To provide practical and theoretical solutions, we analyse the various existing models and tools for assisting teachers in the design and deployment of virtual reality learning environments (VRLEs). We identify a need for a model that covers the pedagogical needs of teachers, including the modelling of pedagogical structuring and the consideration of the specificities of the VR environment. Our main contributions are a pedagogical scenario model and the development of an editor called VR-PEAS (Virtual Reality PEdAgogical Scenarisation tool), which provides a solution that can support and help teacher-designers to design, adapt and reuse pedagogical scenarios oriented towards VR. We proposed a literature review to identify the main concepts of pedagogical scenario design and developed the computer solution according to an agile approach. To validate the basic concepts of our contribution and the impact of our implementation, we define a case study evaluation based on four different pedagogical situations using a qualitative method based on questionnaires. Our findings indicated that teachers could design VRLEs that were aligned with their pre-defined scenario and operate them successfully.

Conceptualization of Out-of-School Mathematics Education

Out-of-school mathematics education is a relatively new domain. This paper examines learning environments in out-of-school mathematics education, where teachers play a role. These environments fall into three major categories: (a) real-life settings (working places, outdoor environments, daily life settings like home), (b) designed learning environments (e.g., museums, libraries, zoos), and (c) outside classroom settings in schools (e.g., school gymnasiums, art studios). This study highlights interchangeable use of “non-formal” and “informal” education by researchers and raises concerns regarding potential conflicts between informal education programs that employ formal approaches and the inherent nature of informal mathematics education. As a solution, this paper proposes using La Belle’s matrix (1982) to analyze current out—of-school mathematics education programs and identify their educational approaches. This contribution will broaden the conceptualization of out-of-school mathematics education and guide future research by examining critical issues.

Research on the design of panoramic virtual learning environment screen elements.

Panoramic video and virtual reality technologies create learning environments that provide learners with an "immersive" experience. In recent years, panoramic video design to create immersive learning environments, in particular, has become an increasingly popular topic in teacher education and educational research. However, few studies have explored the elements of panoramic virtual learning environment screens regarding the design of learning environments. Therefore, this experimental study uses eye-tracking technology to investigate how learners are guided by panoramic video elements in a panoramic virtual learning environment. Participants (n = 90) were randomly assigned to one of six conditions: (1) no caption + live interpretation, (2) no caption + AI interpretation, (3) 120-degree caption + live interpretation, (4) 120-degree caption + AI interpretation, (5) static follow caption + live interpretation, and (6) static follow caption + AI interpretation. The results of the study show that when learners experience a panoramic virtual learning environment with different narration methods, the live interpretation method is more likely to attract learners' attention and bring better emotion and experience than the AI interpretation method. When experiencing a panoramic virtual learning environment with different caption presentation methods, the caption presentation methods induced learners' attention, learning emotions, and experiences in the order of no caption >120-degree caption > static following caption. Finally, the rules for optimizing the design of panoramic virtual learning environment screens are given based on the findings of the study, which provide new ideas for designing and developing panoramic video teaching resources.

Exploring the connection between deep learning and learning assessments: a cross-disciplinary engineering education perspective

It is widely accepted that student learning is significantly affected by assessment methods, but a concrete relationship has not been established in the context of multidisciplinary engineering education. Students make a physiological investment and internalize learning (deep learning) if they see high value in their learning. They persist despite challenges and take delight in accomplishing their work. As student deep learning is affected by the assessment system, it is important to explore the relationship between assessment systems and factors affecting deep learning. This study identifies the factors associated with deep learning and examines the relationships between different assessment systems those factors. A conceptual model is proposed, and a structured questionnaire was designed and directed to 600 Queensland University of Technology (QUT) multidisciplinary engineering students, with 243 responses received. The gathered data were analyzed using both SPSS and SEM. Exploratory factor analysis revealed that deep learning is strongly associated with learning environment and course design and content. Strong influence of both summative and formative assessment on learning was established in this study. Engineering educators can facilitate deep learning by adopting both assessment types simultaneously to make the learning process more effective. The proposed theoretical model related to the deep learning concept can support the key practices and modern learning methodologies currently adopted to enhance the learning and teaching process.

Retracted: Study on the Design and Optimization of Learning Environment Based on Artificial Intelligence and Virtual Reality Technology.

[This retracts the article DOI: 10.1155/2022/8259909.].

Research on Innovative Design of Interactive Learning Environment for Architectural Education Integrating Artificial Intelligence and Virtual Reality Technology

Abstract To provide new context-creation tools in architectural education to give students a full sense of immersion and presence. This paper discusses the integration of artificial intelligence and virtual reality technology in architectural education, and then the integration of artificial intelligence and virtual reality technology proposed architecture education virtual learning environment human-computer interaction system. Through the experimental study, in the application effect satisfaction analysis, the student satisfaction in the virtual reality learning environment in stimulating students’ learning interest is 80%, and 72% of the students agree to learn architectural expertise in the virtual reality learning environment.

Online Physical Education: Insights from the COVID-19 Pandemic Experiences

The study aimed to explore the online physical education (OLPE) program of a university in Metro Manila during the COVID-19 pandemic. The researcher used a qualitative- case study research design. It focused on providing an in-depth description of the experiences of students and teachers in OLPE courses during the pandemic and analyzing the experiences concerning the achievement of P.E. and physical literacy goals. Interviews with physical education teachers and students were conducted. It also used information from online synchronous P.E. class observations and documents provided by teachers (course packs and syllabi). Results showed that the different components of the learning environment and class design were affected by the sudden shift to online mode and the consequences of the COVID-19 pandemic effects. The OLPE fell short of achieving the NASPE PE Objectives 1 and 4, the development of sport motor skills and the student's sense of responsible personal and social behavior. On the other hand, the OLPE courses achieved NASPE P.E. objectives 2, 3, and 5. These were the student's fitness and health (physical and mental), the value of physical activity for health, and the knowledge of the principles and concepts of fitness and exercise. The results implied that practical online physical education courses must have meaningful two-way communication across all stakeholders, especially between teachers and students; that physical education teachers should collaborate; that teachers and students should meaningfully connect as part of one community, and that fun and enjoyment in P.E. classes should be a priority in designing the class activities within the learning environment.

Comparing AI and student responses on variations of questions through the lens of sensemaking and mechanistic reasoning

Physics education research (PER) shares a rich tradition of designing learning environments that promote valued epistemic practices such as sensemaking and mechanistic reasoning. Recent technological advancements, particularly artificial intelligence has caught significant traction in the PER community due to its human-like, sophisticated responses to physics tasks. In this study, we contribute to the ongoing efforts by comparing AI (ChatGPT) and student responses to a physics task through the cognitive frameworks of sensemaking and mechanistic reasoning. Findings highlight that by virtue of its training data set, ChatGPT’s response provide evidence of mechanistic reasoning and mimics the vocabulary of experts in its responses. On the other hand, half of students’ responses evidenced sensemaking and reflected an effective amalgamation of diagram-based and mathematical reasoning, showcasing a comprehensive problem-solving approach. Thus, while AI responses elegantly reflected how physics is talked about, a part of students’ responses reflected how physics is practiced. In a second part of the study, we presented ChatGPT with variations of the task, including an open-ended version and one with significant scaffolding. We observed significant differences in conclusions and use of representations in solving the problems across both student groups and the task formats.

Students’ perspectives and experiences with equity, diversity, inclusion, and accessibility in online and in-person undergraduate science laboratory courses

Inclusive education strengthens the capacity of academic systems and addresses the needs of all learners. Although colleges and universities are embracing diversity and introducing inclusive principles into higher education policies and practices, there is scarcity in research exploring undergraduate university students’ participation and engagement in science laboratories, especially among underrepresented and equity-deserving groups. Accordingly, this study explores students’ perspectives on undergraduate laboratory courses and investigates best practices for creating equitable and accessible laboratory environments, both in-person and online. This study addresses the following research questions: 1) How accessible are online and in-person undergraduate laboratory courses to students? 2) What equity, diversity, inclusion, and accessibility (EDIA) barriers exist in laboratory courses? and 3) What support structures are recommended to ensure inclusion of all students in laboratory courses? A mixed methods design was employed to gather data using an online questionnaire and semi-structured interviews with 58 students in undergraduate laboratory science courses from diverse cultural, ethnic, racial, and socioeconomic backgrounds at a Canadian university. Findings highlight that students considered online labs to be flexible, convenient, self-paced, relaxed, and inclusive with respect to aspects involving physical disabilities and language barriers. In-person labs were deemed fast-paced, yet valuable for technical skills and inclusive considering elements pertaining to collaboration, academic support, and communication with peers and faculty members. Students highlighted the following as common inclusion barriers in both online and in-person delivery formats: accessibility (physical and language), financial, and stereotypical barriers. Recommendations for improving lab accessibility were also included. This research has significant implications for the design of laboratory courses and other experiential learning environments in higher education, particularly considering recent transitions and modifications in education. This paper will discuss implications related to the following sub-themes in the special issue: instructors’ professional development, digital education, and quality enhancement.

How can place support pedagogy? Application of the concept of cognitive affordances in research and design of outdoor learning environments

This paper adopts an ecological approach to describe the opportunities offered by school landscape for children’s curricular learning. The approach is based on Gibson’s concept of affordances which refers to the opportunities offered by an environment to its users. The research conducted in school grounds in two different contexts – Scotland and Bangladesh drew on this theory to examine the relationship between the school landscape and children’s learning. Case study research included application of observation and behaviour mapping in school grounds, and interviews with participants in both contexts. Opportunities for teaching and learning offered by the school landscape in both cases were later defined as ‘cognitive affordances’ by the authors. ‘The concept of ‘cognitive’ affordances’ had limited attention in the field of landscape research. This paper thus introduces and defines the term to understand and study the potential of outdoor environments for development of children’s learning and cognition.