Diverse Learning Situations Research Articles

Exploring the Usability and Engagement of Students in an Educational Board Game on Personal Financial Planning

Traditional teaching approaches lack engagement, personalization, flexibility, and effective evaluation, thereby limiting learning outcomes. Consequently, these systems face challenges in engaging students, meeting their individual needs, adapting to diverse learning situations, and accurately assessing their competency. Educational board games (EBGs) offer a dynamic and engaging learning experience through play and personalized learning, promising optimal outcomes to overcome these obstacles. The objective of this study is to investigate how usability influences student engagement using the MEEGA+ evaluation approach during EBG play in a Personal Financial Planning course at Universiti Teknologi MARA (UiTM) Cawangan Melaka, Kampus Bandaraya Melaka. This quantitative study involved a self-administered questionnaire and a purposive sample of 200 bachelor’s degree students in the course. PLS-SEM was utilized to assess the model and hypothesized relationships. The operability and accessibility of educational games significantly enhanced student engagement, underscoring the utility of board games for learning through play. Usability, experience, and engagement should be integral considerations in instructional game design. The MEEGA+ assessment model can be applied to evaluate game-based learning across various EBGs. Board games have the potential to enhance educational outcomes, underscoring the necessity for further research in game-based learning. The study also suggests that the MEEGA assessment model can assist designers and educators in developing effective game-based learning experiences.

An Analysis of the Content-based Syllabus in Higher Education

The syllabus is considered not only a crucial component of the curriculum in an effort to introduce the course but also a potent instrument to support instructional activities [18]. Additionally, it also takes into account learners’ requirements and diverse learning situations [8], which deserves profound investigation for both pre-service and in-service English teachers [12]. Therefore, this study aims to elaborate on the way in which the content-based syllabus (CBS) can best suit the anticipated teaching context for law faculty students in a university in mainland China. This paper comprises five main parts, starting with a brief literature review pertaining to various syllabus types, which can be broadly categorized as synthetic or analytic, and product-oriented or process-oriented. After that, the chosen English teaching approach, English as a Medium of Instruction (EMI) will be explained. The author then discusses the adaptability between the chosen syllabus and students’ requirements under specific learning and teaching context, and this will be followed by several effective strategies to facilitate the implementation of the CBS. The final section will reiterate authors’ stance prior to summarizing the main argument on the significant effects of CBS on higher education. Also, the relevant limitations and implications regarding this analysis that might be useful in future research will be depicted..

Greening of Daycare Yards with Biodiverse Materials Affords Well-Being, Play and Environmental Relationships.

Nature contacts are recognized as positively contributing to humans’ health and well-being. Although there have been projects to green daycare or schoolyards, yard greening and microbial biodiversity have never been studied simultaneously. We asked whether simultaneously increasing biodiversity exposure and greening urban daycare yards affects 3–5 years-old children’s physical activity and play, their environmental relationships, and their perceived well-being. For transforming six daycare yards in Finland, we used a forest floor with high biodiversity, sod, peat blocks, and planters for vegetable and flower growing. We used qualitative interview and survey-based data collected from the daycare personnel and parents to analyze how green yards encourage children’s engagement with their everyday life-worlds. We identified the functional possibilities provided by the yards and the dynamic aspects related to the greening. Green, biodiverse yards were considered safe, and inspired children’s play, diversified their activities, and increased physical activity. The greenery offered embodied experiences of nature and provided the children with multi-sensory exploration and diverse learning situations. The dynamic and emotional ways of engaging with the natural environment increased their well-being. The activities related to caring for the yards and exploring them promoted the development of environmental relationships. The results can be used for designing health-enhancing yards

التفاعل بین مستویی المناقشات الالکترونیة (موجز/تفصیلی)وتوقیتهما (قبل المشاهدة/وبعدها) عبر منصات الفیدیو الرقمی بالفصول المقلوبة وأثره على تنمیة التفکیر فوق المعرفی والاتجاه نحو هذه المنصات لدى طلاب تقنیات التعلیم Interaction between the two levels of electronic discussions (summary/detailed) and their timing (before an

استهدف البحث الحالي قياس أثر التفاعل بين مستويي المناقشات الالکترونية (موجز/تفصيلي) وتوقيتهما (قبل المشاهدة/وبعدها) عبر منصات الفيديو الرقمي بالفصول المقلوبة على تنمية التفکير فوق المعرفي والاتجاه نحو هذه المنصات لدى طلاب تقنيات التعليم. تم استخدام المنهج شبه التجريبي بالاعتماد على التصميم العاملي (2×2). تکونت عينة البحث من (85) طلاب برنامج بکالوريوس تقنيات التعليم بکلية التربية بجامعة جدة تم توزيعهم عشوائيا على مجموعات البحث الأربعة. تم تطوير مقياس لمهارات التفکير فوق المعرفي، کما تم تطوير مقياس للاتجاه. أظهرت النتائج المرتبطة بالتفکير فوق المعرفي أفضلية لمستوى المناقشة الموجز، وأفضلية لتنفيذ المناقشة بعد مشاهدة الفيديو، وأفضلية للمعالجة الخاصة بالتفاعل بين مستوى المناقشة التفصيلي وتنفيذها بعد المشاهدة بالمقارنة مع باقي المعالجات التجريبية لأخرى، کما أظهرت النتائج المرتبطة باتجاه الطلاب نحو استخدام المنصات أفضلية لمستوى المناقشة الموجز، وأفضلية لإجراء المناقشة بعد المشاهدة، وأفضلية للمعالجة الخاصة بالتفاعل بين مستوى المناقشة التفصيلي وتنفيذها بعد المشاهدة بالمقارنة مع باقي المعالجات التجريبية لأخرى، وقد أوصى البحث بأهمية الاعتماد على المنصات الرقمية القائمة على الفيديو وتعميم استخدامها في مواقف التعلم المتنوعة، وتعظيم الاستفادة من أدواتها التفاعلية والتحکمية في دعم خيارات التعلم بالفصول المقلوبة The current research aimed to measure the effect of the interaction between the levels of electronic discussions (summary / detailed) and their timing (before / after viewing) via digital video platforms, flipped classrooms, on developing metacognition thinking and the trend towards these platforms among students of educational technology. The quasi-experimental approach was used using the global design (2 x 2). The sample of the research consisted of (85) students of the Bachelor of Education Technology Program at the Faculty of Education at the University of Jeddah, who were randomly distributed to the four research groups. A scale of metacognition thinking was developed, and a trend scale was also developed. The results associated with metacognition thinking showed an advantage for the summary discussion level, a priority for the implementation of the discussion after watching the video, and a priority for the treatment of the interaction between the detailed discussion level and its implementation after viewing in comparison with the rest of the experimental treatments for the other. And preference for conducting the discussion after viewing, and preference for treatment for the interaction between the level of detailed discussion and its implementation after viewing in comparison with the rest of the experimental treatments for another, and the research recommended the importance of accreditation. Li-based digital video platforms and mainstream use in diverse learning situations, and maximizing the use of interactive tools in Centralist support options learning classroom Inverted

1.2.1 Computer Based Training: A Structured Solution Accommodating Diverse Learning Situations

AbstractComputer Based Training (CBT) courses have solved several of the inherent problems associated with the previously preferred Instructor Led Training (ILT) delivery in industry. The problems associated with Instructor Led classes as a one‐size fits all solution to education and training are identified. A CBT solution, a self‐paced learning solution, is explored as an additional choice to accommodate diverse learning situations and knowledge levels. This Case Study continues with an overview of curriculum development, processes used to develop the CBT courses and learner acceptance.

Mathematics 095, ‘Review of pre‐college mathematics’: a modular, multi‐media course

Colleges and universities face a formidable problem in teaching remedial mathematics. The diversity in background and preparedness of the students is enormous. After six years of teaching such a disparate group of students at California State University, Northridge, we believe we have developed a multimedia maths course that effectively meets the wide range of student needs. In this paper we will describe our course, Mathematics 095, ‘Review of pre‐college mathematics’. This course is organized into ten modules, each consisting of a workbook‐text with an accompanying audio‐tutorial cassette. Video and computer assisted instruction modules are currently being integrated into the programme. The paper will explain the design and pedagogical principles of the course, describe its components, explore its adaptability to diverse learning situations, and discuss its effectiveness.

Memory facilitation by posttrial hypothalamic stimulation and other reinforcers: A central theory of reinforcement

A central theory of reinforcement is presented, which is based on the assumption that reinforcers act directly on dynamic memory processes. One prediction from the model is that learning of various tasks should be improved as a result of reinforcement presented during the period of short-term memory. To test this hypothesis the reinforcers food, water or electrical stimulation of the lateral hypothalamus were presented posttrial in diverse learning situations. Posttrial food reinforcement facilitated passive avoidance learning in mice. In rats 30 sec of posttrial reinforcing brain stimulation facilitated learning of a shuttle-box avoidance, step-down avoidance, and small box avoidance. Appetitive T-maze learning was improved with posttrial reinforcing brain stimulation contingent on errors. Learning of a conditioned taste aversion was not influenced by reinforcing brain stimulation presented during the CS - UCS interval.

LIAISON BETWEEN PHYSICIANS AND PSYCHIATRISTS IN A TEACHING HOSPITAL

The increasing need for advice about psychiatric problems in a teaching hospital led to regular meetings between medical and psychiatric teams. This experience provided diverse learning situations and resulted in greater awareness of psychological difficulties and how these could best be managed. Understanding and acquisition of the techniques of the psychiatrist are essential for the modern physician.