Design Of Learning Environments Research Articles

The impact of ergonomics and biomechanics on optimizing learning environments in higher education management

In higher education, the design of learning environments is serious in prompting student well-being, engagement, and academic performance. Traditional classrooms often lack ergonomic consideration, leading to discomfort, increased physical strain, and reduced concentration. As education evolves, there is a growing need to apply ergonomic and biomechanical principles to create spaces that accommodate students’ diverse physical and cognitive needs. Despite the theoretical support for these interventions, there is limited empirical evidence on their practical impact in educational settings. This study addresses this gap by examining the effects of ergonomic and biomechanical adjustments on student outcomes in higher education. Utilizing a mixed-methods approach, the research was conducted across four universities with a diverse sample of 126 students. The interventions included adjusting furniture, optimized spatial layouts, and environmental adjustments to assess their influence on postural alignment, muscle activity, and engagement. Key findings revealed significant improvements: postural alignment showed an increase in spinal angle from 118° to 133° and a reduction in neck angle from 37° to 29°. Muscle activity, particularly in the neck and lower back, decreased by 40% and 44%, respectively. Additionally, self-reported comfort improved from a mean of 2.8 to 4.3, while physical strain decreased from 3.7 to 2.2. Engagement levels also improved, with scores rising from 3.1 to 4.5. These results underscore the importance of ergonomic design in promoting student well-being and fostering a more conducive learning environment, providing evidence-based recommendations for optimizing learning spaces in higher education.

Students’ Self-Efficacy and Resilience in An Online Environment in a Post-Pandemic

Covid-19 has caused tremendous changes in all spheres of life, including education. Coronavirus has dramatically altered situation all over the globe. The pandemic has forced to switch education towards online teaching mode, where learning content was delivered both, synchronously and asynchronously. After the pandemic, it has become impossible to return to the same patterns of life and studies as before. Hybrid teaching has become a reality in majority of higher institutions in many countries. The aim of this study it to explore the aspects of efficacy in an online learning environment by building higher students’ stress resilience in facing New Normal in a post-pandemic time. Research methodology. For the purpose of this study the authors used a questionnaire to explore stress resilience and self-efficacy in an online learning environment in a post pandemic. New sentence: Additionally, they conducted focus group interviews to examine coping mechanisms for building greater stress resilience among students in higher education. It was concluded that online learning requires paradigm shift in education towards post-industrial model by focusing on learner-centred constructivist approaches in co-creating knowledge in a self-directed learning mode. The intention of the authors was to explore a potential of pedagogical approaches on how to apply complex design of an online learning environment to become more efficient.

CompARe: Design and Development of a Gamified Augmented Reality Learning Environment for Cultural Heritage Sites

Understanding cultural heritage by visiting cultural sites is vital to individuals and communities across the world. It is, therefore, important to create authentic learning situations where students can experience and meaningfully learn about cultural heritage; however, authentic learning in situ can be a challenge. Learning during educational field trips at cultural sites is often not well supported, while students’ interest and motivation to learn are not always activated, which ultimately impacts the learning experience during the visit. Furthermore, students may be distracted with off-task activities and by the novelty effect of the setting during the field trip and may find it difficult to dedicate themselves to the learning activities. Augmented and virtual reality technologies, and approaches such as gamification, have created new contexts for location-based, technology-enhanced learning, which can help address some of the challenges faced during educational field trips. This paper describes the design and validation of CompARe, a gamified augmented reality learning environment (LE) created to support student learning while visiting a cultural heritage site. The CompARe LE is built around an inquiry-based scenario in which students, working in groups, take on the role of art historians and are asked to date an important wall mosaic by visiting four digital hotspots located throughout the site. CompARe was developed and validated using a design-based methodology. We present two case studies of upper elementary students using CompARe and discuss the affordances and challenges of the learning experience. We conclude with lessons learned about the effectiveness of the CompARe learning approach and discuss future steps.

Personalization in educational gamification: Learners with different trait competitiveness benefit differently from rankings on leaderboards

Leaderboards are among the most prevalent game elements and are widely used in educational gamification. However, most research has primarily compared learning scenarios using leaderboards with those not using leaderboards, ignoring the role of specific components of leaderboards such as rankings. Given that learners’ perceptions of leaderboards depend on their rankings, this study investigated how rankings (high vs. low) and learners’ trait competitiveness (high vs. low) influence learning in educational gamification. Sixty-one high-trait-competitiveness and sixty-two low-trait-competitiveness learners were randomly assigned to either high-ranking or low-ranking conditions. The results revealed the moderating role of trait competitiveness in the relationship between leaderboard rankings and learning. Interestingly, higher rankings were more beneficial in enhancing learning motivation of learners with low trait competitiveness, while lower rankings had more positive effects on performance of those with high trait competitiveness. Additionally, negative emotions mediated the relationship between rankings and learning performance, while the mediating effect of learning motivation was only significant for learners with low trait competitiveness. The implications of these findings for the design of effective gamified learning environments based on learners’ characteristics were discussed.

Reinforcement Learning for EV Fleet Smart Charging with On-Site Renewable Energy Sources

In 2020, the transportation sector was the second largest source of carbon emissions in the UK and in Newcastle upon Tyne, responsible for about 33% of total emissions. To support the UK’s target of reaching net zero emissions by 2050, electric vehicles (EVs) are pivotal in advancing carbon-neutral road transportation. Optimal EV charging requires a better understanding of the unpredictable output from on-site renewable energy sources (ORES). This paper proposes an integrated EV fleet charging schedule with a proximal policy optimization method based on a framework for deep reinforcement learning. For the design of the reinforcement learning environment, mathematical models of wind and solar power generation are created. In addition, the multivariate Gaussian distributions derived from historical weather and EV fleet charging data are utilized to simulate weather and charging demand uncertainty in order to create large datasets for training the model. The optimization problem is expressed as a Markov decision process (MDP) with operational constraints. For training artificial neural networks (ANNs) through successive transition simulations, a proximal policy optimization (PPO) approach is devised. The optimization approach is deployed and evaluated on a real-world scenario comprised of council EV fleet charging data from Leicester, UK. The results show that due to the design of the rewards function and system limitations, the charging action is biased towards the time of day when renewable energy output is maximum (midday). The charging decision by reinforcement learning improves the utilization of renewable energy by 2–4% compared to the random charging policy and the priority charging policy. This study contributes to the reduction in battery charging and discharging, electricity sold to the grid to create benefits and the reduction in carbon emissions.

Integrating Youth Perspectives into the Design of AI-Supported Collaborative Learning Environments

This study highlights how middle schoolers discuss the benefits and drawbacks of AI-driven conversational agents in learning. Using thematic analysis of focus groups, we identified five themes in students’ views of AI applications in education. Students recognized the benefits of AI in making learning more engaging and providing personalized, adaptable scaffolding. They emphasized that AI use in education needs to be safe and equitable. Students identified the potential of AI in supporting teachers and noted that AI educational agents fall short when compared to emotionally and intellectually complex humans. Overall, we argue that even without technical expertise, middle schoolers can articulate deep, multifaceted understandings of the possibilities and pitfalls of AI in education. Centering student voices in AI design can also provide learners with much-desired agency over their future learning experiences.

Towards gamification for spatial digital learning environments

Digital learning environments exhibiting spatial dimensions, such as VR experiences or virtual labs, have become increasingly common in recent years. At the same time, it is known that gamification, i.e., the application of game-like mechanisms, might support the motivational design of learning environments. However, so far, there seems to be no systematic overview on whether and how spatial dimensions are incorporated into gamification mechanisms. Accordingly, we conducted a systematic literature review to identify gamification mechanisms that use spatial dimensions. Out of 849 articles we finally included 11 articles found in the three databases ScienceDirect, IEEE, and ACM DL that conducted gamification in the context of spatial digital learning environments. For the most part, the gamification mechanisms used in these 11 articles did not relate to any spatial dimension. Conclusively, we state that there have been few approaches to gamification exploiting the spatial dimension. Given the limited findings in the literature, we propose developing a model to bridge existing gaps and support a structured approach to incorporating spatial dimensions into gamification mechanisms. Accordingly, we contribute to enhancing spatial digital learning environments with further motivational cues through spatial gamification mechanics.

Enhancing AR‐based learning environments for STEM education: A design‐based study on design features, kinematics learning and mathematics self‐efficacy

AbstractThis design‐based research project explored how various design features of AR‐based learning environments (ARLE) influence students' mathematics self‐efficacy and learning of kinematics. Specifically, five ARLEs with different design features were developed and implemented with 136 seventh‐grade students in two rounds. Data were gathered from pre‐ and post‐mathematics self‐efficacy tests, interviews, classroom observation records and reflective journals, to identify which design features promote or hinder students' learning and self‐efficacy. Results revealed that adopting a well‐designed ARLE is a viable way to promote students' learning and mathematics self‐efficacy, and the success of ARLE lies in (1) coherent tasks with proper time for self‐exploration, progressive levels, useful problem contexts and a certain degree of open‐endedness, and (2) sufficient technological affordances with strengthened authenticity, clarity and integrated media presentation, as well as engaging interactions with decent flexibility, embodied actions and feedback. These results validated the applicability of the proposed checklist for ARLE designers and practitioners in their design and implementation of ARLEs, within the domain of mathematics, physics and beyond. Practitioner notesWhat is already known about this topic AR‐based learning environments (ARLEs) have demonstrated substantial advantages in STEM education, but ARLEs can be a drawback if they are not adequately designed. ARLE may facilitate students' mathematics self‐efficacy, and relevant design features are underexplored. Design‐based research sustains interventions combining empirical research and theory‐driven design of innovative learning environments, for example, ARLEs. What this paper adds Demonstrates the potential of ARLEs that can be used in classrooms to support STEM learning. Identifies a collection of effective and ineffective design features of ARLEs that promote or hinder students' STEM learning and mathematics self‐efficacy. Tackles the challenges for the design of ARLEs for classrooms by taking AR technological affordances and the pedagogical perspective together. Implications for practice and/or policy Five ARLEs for STEM topics were developed and implemented in secondary schools. Evidence of positive impacts of ARLEs on students' learning and mathematics self‐efficacy. Our research produces useful guidelines for designers and practitioners in their development and implementation of ARLEs in real classrooms.

Exploring research topics and trends in early childhood education using structural topic modeling

Early childhood education plays a key role in fostering child development and preparing children for school and life. The aim of the present paper is to give an overview of research topics in early childhood education research based on the analysis of 39,926 scientific articles published between 2000 and 2021 and to explore research trends over time. Therefore, a structural topic modelling approach was used. The analyses show a strong increase in publication activity over the last years as well as the diversity of research topics, which provide important insights for achieving the UN Sustainable Development Goals in various areas (cultural diversity, design of inclusive learning environments, educational institutions, professional development issues, educational policy and reforms, etc.). Beside topics like cultural diversity, and inclusive learning environments more specific research topics, for example self-regulation, executive functions, numeracy, language development and physical activity have been increasingly addressed in publications over the years.

Revolutionizing Online Higher Education: A Theoretical Approach

Understanding the theoretical foundations of online learning becomes increasingly important as education shifts online. This article examines the theoretical frameworks of constructivism and connectivism. The integration of these theories in the design and execution of online learning environments is examined, with a focus on student engagement, technological access, and knowledge networks. The importance of online learning in serving the different requirements of learners around the world is underlined, especially in terms of adaptation and accessibility. The COVID-19 pandemic increased the spread of online education, highlighting the significance of digital infrastructure and training. Accredited online programs, founded on solid theoretical foundations, provide high-quality education comparable to traditional degrees The advantages of online learning are underlined, including self-directed learning, digital literacy, and inclusion. The study takes a qualitative approach, combining literature analysis, interviews with educators, and personal observations to present a full examination of the quality and recognition of online degree programs. Educators may build effective online learning experiences that address the changing needs of modern learners by understanding and utilizing these theoretical frameworks.

Employing Digital Tools for Collaborative and Flexible Mathematical Proving

AbstractThere is a clear disconnect between the linear and deductive presentation of written proofs and the non-linear and messy process of constructing one. This disconnect poses challenges for students who do not often have opportunities, or the necessary supports, to navigate the transition between the two, quite often contributing to feelings of exclusion. It is therefore important to design learning environments with increased epistemic transparency, so that students can flexibly work on mathematical problems while learning and failing together. In this article, I present an instructional design for online collaborative proving activities for secondary school students. I discuss how the use of digital post-it notes and digital shared workspaces can create opportunities for multiple ways of participating for youth, support the navigation of different reasoning patterns, and provide space for extended across-group knowledge sharing. I share a classroom example of how this could look like in practice and discuss main implications of some of the affordances and constraints of the tools used for equitable and respectful student participation in mathematical epistemic practices.

Relationship between Learning Environment Design and Musculoskeletal Disorders in Learners

Introduction: Students spend most of their day at school sitting in their classroom furniture which is not quite the right size for students. This can be uncomfortable and even lead to back pain, leg cramps, and other problems. Method: Students’ body size for good posture while sitting, include popliteal to floor height, elbow to seat height, thigh thickness, sitting height, buttock to popliteal length, buttock to knee length, elbow to elbow breadth, the width of bitrochanter, subscapular height, and sitting shoulder height, and one standing is stature. Similarly, dimensions of chair-with-table, like seat height, the upper edge of the backrest, seat width, seat depth, table length, table width, table height, backrest height, and footrest currently used in the classroom were taken. The study compared students' anthropometry data with the furniture dimension data to obtain a match or mismatch between them with the help of standard mismatch equations. Results: The study reported that the mean body measurements of males are larger than females except for the width of bitrochanter. Seat width, seat depth, backrest height, and the upper edge of the backrest showed high mismatch percentages in students when patronising chairs. Table length reported high mismatch percentages among students. Conclusion: Using the users’ body sizes for furniture design will reduce musculoskeletal disorders and improve users’ sitting position. The recommended dimensions in furniture design will ergonomically fit students’ anthropometric measurements.

Spatial Thinking in Astronomy Education Research

Research on how we learn astronomy, as well as in other STEM domains, has found that spatial thinking - the complex ways we reason about the spatial properties of objects - is central to developing expertise. Learning astronomy requires that we apply understanding of spatial relationships and use spatial information to explain observations and solve new problems. In this paper, I explore the importance of considering the challenges in spatial thinking when conducting research on how and why students learn astronomy. I also review trends in research suggesting how we can promote spatial thinking through the design of learning environments and curricula to improve astronomy learning.

Blended learning: Exploring nurse educators' perspectives.

In a rapidly evolving educational landscape, blended learning is becoming an increasingly popular transition from traditional forms of learning and teaching to e-learning. It is therefore important that lecturers adapt their practice and transform their teaching in line with the online platform in use, as this has the potential to benefit students, lecturers and the institution alike. However, little research exists regarding the perspectives of nurse educators on the use of blended learning as a teaching method. The study aimed to explore and describe the perspectives of nurse educators on the use of blended learning as a teaching method at the Faculty of Health Sciences at a university in Namibia. The study was conducted at a public nurse education institution in Namibia. A qualitative exploratory, descriptive design that was contextual was applied to collect data from a convenient sample of 15 lecturers using semi-structured interviews. Four themes emerged in this study, namely, understanding of blended learning, benefits of utilising blended learning, challenges of utilising blended learning, and recommendations to ensure effective use of blended learning. The study findings identified potential areas of both strengths and shortcomings in nurse educators' use of blended learning as a teaching and learning strategy. These findings may be used to develop ongoing strategies and targeted interventions that can strengthen nurse educators' abilities to design learning environments that are conducive to blended learning.

Professional architects’ design trade-offs in reinforcement learning-powered agent-based simulation

While emphasising play-based approaches in early childhood education, there is a deficiency in the practical understanding of play integration into children’s learning environment design. To support methodological limitations, this study developed a play behaviour model using reinforcement learning agents to generate children’s unpredictable behavioural responses during physical and social play, including unforeseen injuries. In comparative laboratory experiments, 14 professional architects engaged in design tasks before and after using the simulation. The design results were assessed through external expert evaluations, with a focus on the optimal trade-offs between facilitating play behaviours while ensuring safety considerations and on the level of effective design decision making and completeness. The statistical analysis demonstrated that the simulation facilitated optimal trade-offs, enhanced decision making and improved the overall completeness of children’s learning environment design. This research addressed the capabilities of simulation to support a child-centric design, with potential implications for improving early childhood education environments.

Enhancing nursing students' cultural awareness through Community of Inquiry-guided online 'Internationalization at Home' strategies-An intervention study.

Internationalization at Home (IaH) strategies play an important role in nursing curricula to enhance nursing students' cultural awareness in the globalized world. The Community of Inquiry (CoI) is a theoretical framework for the optimal design of online learning environments to support critical inquiry and discourse among students and teachers. To optimise nursing students' online cultural awareness learning experiences, it was timely to develop online IaH strategies based on a sound theoretical model. This study aimed to examine the effectiveness of CoI-guided online IaH strategies on enhancing the cultural awareness of nursing undergraduates who enrolled in a community nursing course. This was an interventional pre-test post-test study. One hundred and six nursing undergraduates who enrolled in the course participated in the study. The online IaH strategies were developed focusing on the interactions of teaching presence, cognitive presence and social presence of CoI framework and they were integrated into the course. A previously validated Cultural Awareness Scale was adopted for pre-post evaluation. Higher scores indicate greater cultural awareness. The results showed that there was a significantly higher total score of cultural awareness of participating students at post-online IaH strategies. To be effective, aligning CoI-guided online IaH strategies with course content, pedagogy and assessment was shown to be significant. The inclusion of technological elements in related strategies was also critical to engage student learning. The positive change on the total score of cultural awareness suggested the effectiveness of the deployed strategies. In this ever-changing educational landscape, it may provide insights to educators regarding considering online IaH strategies with theoretical underpinning for curriculum planning and design.

How Integrating Quilt-Making with Computation Supported Black Teens in Reimagining Liberatory Futures with Emerging Technologies

In light of calls for more arts integration in STEM and computing education, an initiative called restorying through design offers Black girls a context for both integrating African American quiltmaking practices with computation and interrogating and reimagining oppressive narratives about emerging technologies. Using grounded theory, Black feminism, and womanism as lenses, I analyzed the design artifacts and reflections of three Black girl participants from a workshop I developed and implemented in 2021 where fourteen nondominant youth used electronic textiles to design interactive quilt patches to restory dominant narratives about computing technology. In the findings, I discuss how participants’ quilt patches reimagined technology futures that valued wellness and inclusion. Lastly, I consider the possibilities for self-definition, empowerment, and belonging among Black girls restorying through design together in community, ending with potential sociopolitical and ethical considerations when designing learning environments that engage Black girls and other nondominant youth in restorying through design. 

Open is not enough: design considerations for a networked data commons

Recently, researchers within the Networked Learning (NL) community have tried to (re)claim NL’s roots in critical pedagogy and (re)assert its commitment to social justice (Networked Learning Editorial Collective, 2021; 2021a). However, despite these avowed intentions, NL has also been criticised from within for “fail[ing] to take account of emancipatory struggles and political imperatives in society more broadly” (Networked Learning Editorial Collective, 2021a, p. 328). The suggestion is made to put NL “to work … to allow the concept of NL itself to become ‘networked’: to make connections, to interrelate, to transform, mutate, and hybridise in response to the pressing issues of our time” (Networked Learning Editorial Collective, 2021a, p. 359). In this paper, we take concepts from NL and put them “to work” in relation to the design of an informal digital learning environment – that is, a digital environment that lies outside of formal education provision, but that is intended to be a place where knowledge can be shared and circulated and where people encounter knowledge in ways that enable them to think, understand or act differently. The work was carried out in the context of a project aiming to develop design principles for an internet-based platform through people would be able to openly access, learn about and share publicly available data, using Scotland’s waste and re-use data as a case study. In this context, we plug NL into a theoretical and methodological design assemblage that connects concepts of openness, data literacy, (de)coloniality, and participatory design into new formations that we hope will allow these concepts to mutate and hybridise into something closer to the social justice ideals that NL claims.

Epistemic practices in conceptions of computer science

ABSTRACT Background and context We address the question of what computer science students take the discipline to be. How students conceive the discipline can influence whether a student pursues computer science, what particular area within computer science they focus on and whether they persist in the discipline. In this paper, we examine the epistemic practices – how knowledge is created and warranted – of students and teacher as a way to understand what computer science is, as practiced by the participants. Objective The goal of this study is to provide an account for how the students and teacher make and legitimize knowledge in the classroom and computer lab. Method In this case study, we use a combination of ethnographic and multimodal methods. The data collected include audio and video recordings and researcher field notes of classroom and lab sessions. The analysis of the data considers speech, marks on the blackboard and embodied actions including gesture and gaze orientation. Findings In both of these learning environments, CS knowledge in the form of general principles and programming practice are discussed by students and the instructor. However, the way in which such knowledge is warranted in these two settings is different. In the classroom, the instructor is the authority that warrants knowledge claims, whereas in the computer lab, the computer plays a key authority role to determine “what works”. Implications This study provides insight into how instructors can design learning environments based on ways they intend knowledge to be created and warranted.

Proposed a Conception of Pedagogical Competencies for Engineering Educators

A faculty member in the College of Engineering possesses a dual role, aiming to prepare learners (engineers) for the job market in general while focusing on equipping them with the necessary competencies, including technical, personal, and pedagogical skills, to qualify them for the world of work and industry. This study aimed to develop a proposed concept of pedagogical competencies for faculty members in the College of Engineering to empower them to have a positive impact on their engineering students' learning and the development of their engineering abilities. To achieve this goal, an analytical and developmental approach was employed. The Delphi technique was adopted to ensure the consensus and stability of the competencies. Experts from two Palestinian universities and from the faculties of Engineering and Education at these universities participated in this process. The study identified a set of essential pedagogical competencies for faculty members in the College of Engineering, totaling 32 competencies. These competencies were categorized into four main areas, including planning and designing teaching processes, implementing learning and teaching processes, designing learning environments, and assessing and evaluating learning processes. Based on these findings, a proposed Conception of Pedagogical Competencies for Engineering Educators was formulated. The researchers recommended the engineering colleges to adopt these competencies to train faculty members and monitor their pedagogical performance alongside their professional performance.