Learning In Education Research Articles

Trends in the Use of Infographic Media in Learning Islamic Religious Education

This study aims to examine the trend of using infographic media in learning Islamic religious education. The use of technology-based media, especially infographics, was rarely applied in Islamic education learning. Teachers used infographic learning media but the frequency was low. The infographics used were generally only found in the Learner Worksheets or learning package books with teaching methods that still dominantly use books, blackboards and discussions. The research method used a qualitative approach with a case study research type. The subjects were PAI teachers, students, and school principals. The data collection techniques used included observation, interviews, and documentation. Data analysis was conducted using qualitative data analysis techniques that follow Yin's concept, which includes pattern matching, building clarity, time series analysis, logic models, and cross-cases. The results showed that PAI teachers actively integrate infographic media in the learning process to current learning media trends. The use of infographic media proved to improve students' understanding of Islamic concepts, enrich the learning experience, and facilitate the delivery of complex information more interestingly and understandably. infographics also increase students' engagement in learning and motivate them. Evaluation of the use of infographics showed significant improvements in students' understanding of memory and interest. This study concludes that the use of infographic media was effective in improving, motivating and increasing students' involvement.

A Curricular Review of Radiology Education in a Master of Physician Assistant Studies Program.

Physician assistants/associates (PAs) are expected to be competent in ordering and interpreting diagnostic imaging. However, there are no further details outlining the educational expectations of PAs as it relates to radiology upon graduation. This can result in significant variability in the radiology curricula that PA students are taught and, consequently, hinder PAs' ability to work within their full scope of practice. Therefore, the purpose of this study was to map the radiology curriculum in a Master of Physician Assistant Studies (MPAS) program to elucidate radiological educational training before graduation. Quantitative curricular mapping was used to assess the 2021 to 2022 MPAS program for radiological involvement. Relevant course and session objectives related to radiology education were identified. In addition, educational learning material was reviewed for diagnostic imaging content. Formal radiological training was observed in 8 of 27 courses in the preclinical curriculum, with 4.35% of the total session objectives directed to radiological education. This formal exposure comprises 18.9 hours (1.71%) of curricular time. Informal diagnostic imaging exposure increased radiology education to approximately 29.5 hours (2.67%) of curricular time. One course (Diagnostic Imaging) focuses exclusively on radiology teaching and accounts for approximately 50% of the total radiologic teaching. X-ray ordering and interpretation received the greatest emphasis throughout the curriculum, while ultrasound received the least attention. Further integration of formal radiological education into PA programs should be considered with specific attention directed toward point-of-care ultrasound exposure and ordering/interpretation skills.

Speech recognition technology for assessing team debriefing communication and interaction patterns: An algorithmic toolkit for healthcare simulation educators

BackgroundDebriefings are central to effective learning in simulation-based medical education. However, educators often face challenges when conducting debriefings, which are further compounded by the lack of empirically derived knowledge on optimal debriefing processes. The goal of this study was to explore the technical feasibility of audio-based speaker diarization for automatically, objectively, and reliably measuring debriefing interaction patterns among debriefers and participants. Additionally, it aimed to investigate the ability to automatically create statistical analyses and visualizations, such as sociograms, solely from the audio recordings of debriefings among debriefers and participants.MethodsWe used a microphone to record the audio of debriefings conducted during simulation-based team training with third-year medical students. The debriefings were led by two healthcare simulation instructors. We processed the recorded audio file using speaker diarization machine learning algorithms and validated the results manually to showcase its accuracy. We selected two debriefings to compare the speaker diarization results between different sessions, aiming to demonstrate similarities and differences in interaction patterns.ResultsTen debriefings were analyzed, each lasting about 30 min. After data processing, the recorded data enabled speaker diarization, which in turn facilitated the automatic creation of visualized interaction patterns, such as sociograms. The findings and data visualizations demonstrated the technical feasibility of implementing audio-based visualizations of interaction patterns, with an average accuracy of 97.78%.We further analyzed two different debriefing cases to uncover similarities and differences between the sessions. By quantifying the response rate from participants, we were able to determine and quantify the level of interaction patterns triggered by instructors in each debriefing session. In one session, the debriefers triggered 28% of the feedback from students, while in the other session, this percentage increased to 36%.ConclusionOur results indicate that speaker diarization technology can be applied accurately and automatically to provide visualizations of debriefing interactions. This application can be beneficial for the development of simulation educator faculty. These visualizations can support instructors in facilitating and assessing debriefing sessions, ultimately enhancing learning outcomes in simulation-based healthcare education.

Exploring the Implementation of Artificial Intelligence (AI) Writing Tools in Teaching and Learning: Faculty and Students’ Perspectives in Higher Education

Artificial Intelligence (AI) has emerged as a transformative tool in the field of education, with its potential to revolutionize teaching and learning in higher education institutions. People are exploring ways to connect its power and reform traditional educational practices. This paper explores the implementation of five different AI writing tools in teaching and learning in Higher Education, focusing on the perspectives of faculty and students. By examining their perspectives and identifying the challenges that can be encountered, the study seeks to gain a better understanding of the benefits and limitations of integrating AI writing tools in higher education. There are limited studies that seek to determine the perspectives of faculty and students in higher education regarding AI writing tools. The method used for the study is literature review, particularly hand-searching journal, and books approach. The study's findings have revealed that AI writing tools perform a multitude of functions, yet they also possess certain limitations

A Bibliometric Studies: Digital Learning and Teacher Teaching Quality

This paper presents a comprehensive bibliometric analysis aimed at exploring the intersection between digital learning and teacher teaching quality. In recent years, the landscape of education has been significantly influenced by advancements in digital technology, leading to the widespread adoption of digital learning platforms. An overview of the importance of digital learning and high-quality teacher instruction in modern education is given in the introduction section. The problem statement outlines the main obstacles and gaps in the research on digital learning and the calibre of teaching methods. By elucidating these issues, the study aims to address pertinent questions concerning effective pedagogical strategies in the digital era and ways to enhance teachers’ effectiveness. Methodologically, this study employs bibliometric analysis techniques and VOSviewer version 1.16.20 to examine a corpus of scholarly publications retrieved from reputable databases. The focus is on identifying relevant literature, analysing citation patterns, and mapping out thematic trends and research trajectories. Through systematic data extraction and analysis, this approach enables the synthesis of existing knowledge and the identification of prominent themes and research clusters. The results of the bibliometric analysis reveal significant insights into the scholarly landscape of digital learning and teacher teaching quality. Findings include the identification of seminal works, influential authors, key research themes, and emerging trends. In conclusion, this study offers valuable insights into the current state of research on digital learning and teacher teaching quality. By synthesizing existing knowledge and identifying research gaps, it provides a foundation for future research endeavours aimed at advancing our understanding of effective educational practices in the digital age.

Driving Digitalization: Action Research to Innovate Pronunciation Pedagogies by Building a Virtual Voice Laboratory

This paper explores the potential of digitalization in supporting English as a Second Language (ESL) students' development of pronunciation skills through a parallel action research. The author created a Virtual Voice Laboratory (VVL) platform to innovate pronunciation pedagogies in higher education; and simultaneously conducted an ongoing action research study to examine three research questions. The questions examined the efficacy of the VVL in facilitating blended learning, self-directed practice, and self-evaluation within a pronunciation course, and its impact on student engagement, participation, and pronunciation skill development. This VVL as a tailormade digital platform was implemented with undergraduate ESL students in Hong Kong's higher education context. It enabled blended learning, wherein students engaged with the mechanics and articulatory movements essential for improving English pronunciation through self-directed practice using the VVL. Adopting an action research methodology, the study investigated the process of implementing digitalization and blended learning strategies. This was achieved through the analysis of student recordings, sound chart comparisons, and qualitative-quantitative feedback collected during a pilot study. The findings reveal nuances of student experiences, their learning trajectories, and the results from the pilot study, illuminating the impacts and outcomes facilitated by the e-learning approach. The research holds valuable implications for integrating digitalization and blended learning in language education, contributing to the ongoing scholarly dialogue on the transformative potential of technology-mediated approaches in fostering dynamic and impactful learning experiences for diverse student populations.

Dispositional learning analytics and formative assessment: an inseparable twinship

Educational innovations, particularly those in online education and technology-enhanced learning, some accelerated by the recent pandemic, take centre stage in this journal. Examples include the resurgence of the flipped classroom methodology, supported by instructional technology, the utilization of formative assessment with technological assistance to provide effective learning feedback, and the integration of learning analytics within technology-enhanced learning. Despite empirical studies addressing these advancements individually, they tend to focus predominantly on the initial phase of learning feedback: where the learner currently stands. This paper contends that isolated depictions of formative assessment overlook the broader progress in technology-enhanced learning. Our contribution highlights the significance of dispositional learning analytics, which combines learning and learner data to offer insights into learners' current status, future trajectory, and methods to facilitate their advancement. We advocate for strengthening the integration of formative assessment data within learning analytics to fully harness their combined potential. An empirical study is presented to illustrate the predictive value of formative practice behaviour on module performance and explore the link between students' learning dispositions and their engagement with e-tutorials. By delineating student profiles based on practice behaviour and examining variations in learning dispositions, our aim is to enhance our comprehension of effectively supporting learners in technology-enhanced educational environments.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik dan Budi Pekerti pada Tema Sifat Gereja Model Melalui Model Problem Based Learning Berbantuan Lembar Kerja Peserta Didik Di Kelas XI SMA Negeri 1 Sungailiat

This Classroom Action Research was created with the aim of solving problems that occur in Catholic Religious Education learning which in some materials has difficulty in helping students master the desired competencies. The cause is the essence of the material which is abstract. One of the difficult materials is the material on the Nature of the Church. For this reason, a Problem Based Learning learning model assisted by Student Worksheets was attempted which after 2 cycles of research produced the desired results. In the attitude aspect which refers to one of the dimensions in the character of the Pancasila Student Profile, all students can experience improvement to be able to enter the category of at least Developing According to Expectations. And in the cognitive aspect, at the end of the cycle students can enter the proficient category

Peningkatan Hasil Belajar Fase E Kelas X Materi Bersikap Kritis dan Bertanggung Jawab terhadap Media Massa dengan Bantuan Platform Digital Menggunakan Model Pembelajaran Berbasis Masalah di SMA Negeri 1 Alasa, Kecamatan Alasa, Kabupaten Nias Utara

This study aims to improve student learning outcomes on the material "Being critical and responsible towards mass media" in Catholic Religious Education and Character Education learning in class X Phase E of SMA Negeri 1 Alasa using the Problem Based Learning method. The subjects of the study were six students who had difficulty with the material. This study was conducted in two cycles with four stages, namely: planning, action, observation, and reflection. The results showed an increase in student learning outcomes with an average score increasing from cycle I to cycle II. The implementation of the PBL method has a positive impact on student understanding of the material and active participation in learning. This study suggests the application of the PBL method to improve the quality of learning outcomes in other subjects.

Interculturality in the Development of Technology-Mediated Courses for Massive Health Education: A Systematic Review.

Virtual Learning Environments have become innovative tools in health professionals education. Through Massive Open Online Courses, they enable different ways of connecting with knowledge, facilitating study autonomy, interaction, and closer alignment with professional practices and the context of course participants. MOOCs comprise an educational strategy for many fields, including health. As they educate health professionals about a variety of practices, MOOCs play a crucial role in interculturality by enabling professionals to approach cultural diversity in work settings. This study provides a review of the literature investigating the element of interculturality in the production of healthcare-related MOOCs intended for a variety of audiences, including practicing healthcare professionals, healthcare professional trainees, and the general public. Based on a systematic review protocol, we searched for peer-reviewed studies published between 2016 and 2023 in Science Direct, PubMed, ERIC, and Scopus. Fifteen studies were selected for final analysis, which highlighted MOOC development, its underlying processes, and its importance in promoting health and social well-being. MOOCs have (1) provided new approaches to technology-mediated learning in distance health education, (2) aided training, (3) disseminated knowledge, and (4) promoted interculturality. Continuous collaboration and innovation in MOOC development are essential to ensure their effectiveness and relevance in the contemporary educational scenario.

Empowering Medical Students by Facilitating Cardiopulmonary Resuscitation Training for Their Peer

Cardiopulmonary Resuscitation (CPR) training is an essential component of medical education, equipping students with life-saving skills to respond effectively in emergencies. Following a CPR training program, this study investigates the impact of medical students’ knowledge and confidence levels as they facilitate hands-on CPR sessions for their peers. Through a review of literature and empirical analysis, this research elucidates the benefits of peer-assisted learning in CPR education. Results indicate a significant improvement in both knowledge and confidence levels among facilitators following the CPR training program. Overall, the findings highlight the invaluable role of medical student facilitators in enhancing CPR training outcomes and fostering a culture of peer support and empowerment within the medical community. This study underscores the significance of integrating peer-assisted learning strategies into CPR education programs, providing medical students with opportunities for both personal and professional growth. By leveraging the expertise and enthusiasm of medical student facilitators, educators can enhance the effectiveness and sustainability of CPR training initiatives, ultimately contributing to improved patient outcomes and community resilience in emergencies.

InquiryGPT: Augmenting ChatGPT for Enhancing Inquiry-Based Learning in STEM Education

The core purpose of integrating inquiry-based learning strategies into STEM activities is to create a challenging learning environment that stimulates students’ active learning, thereby effectively enhancing their interest in learning, thinking skills, and practical application abilities. To achieve these goals, developing more technology-assisted tools and platforms to improve teaching efficiency and enrich the learning experience becomes crucial. Therefore, this research developed InquiryGPT, which guides students through the POEE inquiry process by imposing limitations, facilitating dialogue, and providing feedback, while avoiding over-reliance on ChatGPT. This promotes the cultivation of higher-order thinking skills through interactions with InquiryGPT, thereby enhancing students’ knowledge construction and understanding. This study, based on the Technology Acceptance Model (TAM), examined the effectiveness of InquiryGPT. The results showed no significant difference between InquiryGPT and ChatGPT in terms of perceived usefulness and perceived ease of use. Additionally, through analysis of covariance (ANCOVA), the study further analyzed the impact of InquiryGPT on students’ higher-order thinking skills and learning scores, proving that it significantly enhances students’ creativity, problem-solving abilities, critical thinking, and knowledge construction.

Application of artificial intelligence for feature engineering in education sector and learning science

This study investigates the utilization of artificial intelligence (AI) for feature engineering in the education sector, highlighting its potential to enhance individualized learning and improve academic outcomes. The correlation analysis, performed using a correlation matrix of the feature set, indicated that specific pairings of characteristics exhibit a strong association, resulting in the ineffectiveness of conventional models. In order to tackle this issue, we utilized three sophisticated machine learning methodologies: Adaptive Lasso (ALasso), Artificial Neural Networks (ANN), and Support Vector Regression (SVR). The ALasso model discovered several influential characteristics, namely Gender (X5), Education (X1), Hours of Work (X4), and Marital Status (X6), that significantly affect salaries. Subsequently, a comparative evaluation of these methods was conducted using Root Mean Squared Error (RMSE) and Mean Absolute Error (MAE). The results demonstrated that SVR outperformed the other techniques, with the most optimal RMSE of 0.595 and MAE of 0.423. These findings emphasize the significance of using data-driven strategies in policymaking and propose further investigation into the use of AI methods in various educational contexts to improve the identification of features and the performance of models.

Pengaruh Model Pembelajaran Interaktif Menggunakan Lumi Education untuk Meningkatkan Hasil Belajar Siswa Mata Pelajaran Informatika

The use of technology in the world of education, especially learning applications, is increasingly important in supporting an effective and efficient learning process. Media Lumi Education was chosen because of its interactive features that are expected to improve learning outcomes. This study aims to analyze the influence of the introduction of Lumi Education learning media on the learning outcomes of grade VII students in informatics subjects at SMP Negeri 1 Pancalang. The research method used is pre-experiment with pre-test and post-test design for one class. Data collection was carried out through pre-test and post-test scores in the form of 10 questions. Data analysis was carried out using a t-test. The findings of the study show that student learning outcomes increased after the implementation of Lumi Education learning media at SMP Negeri 1 Pancalang. There was a significant difference in student learning outcomes before and after using Lumi Education learning media Based on the results of descriptive analysis, the average student pretest scores were 55.20 and 75.20 points. And the results of the paired sample t-test showed that the significant value was 0.000 which was smaller than 0.05. Thus, it can be concluded that Ho was rejected and H1 was accepted. And it shows that there is an influence on student learning outcomes using Lumi Education media

Development of android-based self-assessment application for basic pencak silat techniques

In Physical Education learning (PE), the absence of effective self-assessment to measure basic pencak silat techniques can hinder student learning and skill development. This research aimed to develop an Android-based self-assessment application for basic pencak silat techniques in PE classes. The study follows the Research and Development (R&D) method, incorporating the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Through expert validation and field trials at State High School 1 Bengkalis, the application's feasibility and effectiveness were assessed. Results showed a high level of feasibility and effectiveness, with significant improvement in students' understanding and skills in basic pencak silat techniques. The application offers benefits such as ease of use for teachers, increased student interest, and clear learning objectives. However, challenges include dependence on internet connectivity and device limitations. Despite limitations, this study contributes to innovative and efficient learning aids, enhancing skill assessment in PE. The implications extend to curriculum integration and improved assessment methods for teachers, empowering students to monitor their progress and enhance their skills independently. Future research could explore broader applications in sports learning and address specific needs in pencak silat education.

Meningkatkan Hasil Belajar PAK dengan Metode PBL Berbantuan Video Pembelajaran Pada Materi Bersyukur Atas Keunikan Diri di Fase B Kelas IV SD Fransiskus Kota Baturaja

The teaching method applied by teachers in the 4th grade of SD Fransiskus Baturaja still uses the lecture method, which results in students being less accustomed to reflecting on the importance of honesty and courage in speaking the truth, leading to unmet learning targets. This study aims to enhance the character dimension of faith, devotion to God Almighty, and noble morals through the application of the PBL (problem-based learning) method with the aid of instructional videos. This classroom action research was conducted in 2 cycles with the material "Gratitude for Uniqueness," sub-material "Uniqueness as God's Gift," and "I Have Strengths and Weaknesses." Each cycle consists of four stages: planning, action, observation, and reflection. The research subjects were 24 4th grade students in Phase B at SD Fransiskus Baturaja. The research results showed an increase in the Pancasila Student Profile (P3) character dimension of Faith, Devotion to God Almighty, and Noble Morals from 67% to 78% during the PBL learning process. There was also an improvement in students' learning outcomes, with proficient results increasing from 13% to 37%, competent from 46% to 63%, and a decrease in the categories of adequate and developing from 25% and 17% to 0%. Conclusion: Focusing on one dimension of the Pancasila Student Profile (P3) in learning with the PBL model supported by video media has proven effective in improving aspects of faith, devotion to God Almighty, and noble morals, as well as academic performance, as evidenced by the achievement of Catholic Religious Education learning targets in the 4th grade at SD Fransiskus Baturaja. Recommendation: Teachers can focus on one dimension of character development through a problem-solving-oriented teaching method.

Game-based Learning for Science Education in Institutional Care Settings in Northwestern Mexico

Play has been key to knowledge acquisition, creativity, and innovation. In education, game-based learning (GBL) is a physical and digital environment that enhances learning outcomes in students. This paper presents the results of observational research on game-based learning in science education as a motivation for young students from two institutional care settings in Northwestern Mexico, in the State of Sonora. The observational research touched on 1) game-based learning in science, technology, engineering, and mathematics (STEM) education, and 2) learning motivation in vulnerable student groups. This paper focuses on the authors' experiences, most of them early researchers focused on science education, their purpose of promoting game-based learning in STEM education, and interviews with representatives from both institutions. We found that game-based learning was seen as a novelty, innovative, and motivational way of engaging young students from institutional care settings to learn and become curious about the STEM field. We also designed and created games focused on STEM subjects in both institutions. Students living in institutional care settings face even greater obstacles regarding education. In some instances, the lack of mentorship or follow-up tutoring activities can determine their academic outcome or lack thereof. With the ever-changing world of technology, industries demand highly qualified people in STEM fields. Nonetheless, international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-operation and Development (OECD) have reported that school systems around the world are not equipped with the proper teaching methodologies for students to acquire basic skills such as mathematics nor critical thinking. In Mexico, public school systems and institutional care settings often lack teacher training or mentorship approaches to promote STEM education. This paper concludes with a reflection on the benefits of GBL in STEM education in such settings and suggestions for student-led collaborations with children and youth in such settings.

Advanced Gamification and Mega-games to Enhance Lifelong Learning in Higher Education

This study investigates the effects of advanced gamification and Mega-games on student engagement and motivation within a rigorous semester-long course demanding 48 hours of weekly commitment. Conducted from February to June 2022, the research targeted sixth-semester students in Video Game Studies at Tec de Monterrey, with virtual classes for groups in Guadalajara and Querétaro. Using a mixed-method approach, the study employed participatory observation on the OASIS Discord server, incorporating gamification elements. Data collection also involved documentary research, online questionnaires, semi-structured group interviews, and faculty documentation reviews. Findings indicate that the integration of gamification elements effectively heightened student involvement and motivation, with positive feedback on instructor support and course content. However, challenges such as burnout, economic disparities, and varying engagement levels were identified. The study underscores the potential of gamification to enhance educational experiences while highlighting the need for careful management of challenges to prevent negative impacts on student well-being. Future research should focus on the psychological effects of continuous gamification and Mega-games, seeking to balance engagement with mental health considerations. Understanding these dynamics will be crucial for optimizing educational strategies and ensuring their sustainable application in diverse academic settings.

Exploring Play as the Nexus of Games and Playfulness

In this paper we provide an original theoretical framework for conceptualising the relationship between play, games, and playfulness. This framework is intended to support in understanding the different potential benefits and drawbacks of the use of games and playful approaches in universities. To evidence its significance across the sector, we apply the framework to seven different forms of play pedagogy used in Higher Education. First, we define and differentiate between games as problem-solving systems and playfulness as an engagement philosophy. We highlight the advantages of games as experiential learning environments and as intrinsically engaging tools, and the benefits of playfulness for promoting lusory attitudes within ludic communities. We argue that play – encompassing both an activity form and state of mind – can be conceived as the nexus of games and playfulness, bringing the affordances of both as well as additional synergistic benefits relating to the normalisation of failure. Second, we present a taxonomy of seven forms of playful learning in higher education that emerged from a large-scale literature review of the use of play in higher education over the past fifty years. These are: roleplay, simulations, traditional play, play worlds, ludification, playmaking, and alternate realities. This taxonomy is then tested against the literature base to provide a suite of examples of different ways in which playful learning encompass games and playfulness. We conclude by discussing the limitations and potential uses of this approach when applied to the practice of play as a pedagogy.

Upaya Meningkatkan Hasil Belajar Pendidikan Agama Katolik dan Budi Pekerti dengan Metode Pembelajaran Problem Based Learning Berbantuan Media Video pada Kelas X Tari di SMK Negeri 1 Kasihan

This study aims to improve the learning of Catholic Religious Education in class X Tari at SMK Negeri 1 Kasihan, which was initially dominated by the less interactive lecture method, affecting the motivation and learning outcomes of students. To overcome this, the Problem Based Learning (PBL) method assisted by video media is applied, which involves active students in solving problems relevant to everyday life. The research was conducted in two cycles, with PBL steps such as problem orientation, individual and group investigation, and presentation and evaluation of results. The results showed significant improvements in the cognitive, skill and affective aspects of learners. The cognitive average score of the group task increased by 11.2%, from 79.7 in cycle I to 90.8 in cycle II, while the individual task increased by 12%, from 76.8 to 89. In terms of skills, the average score increased by 13%, from 76 to 88. The affective aspect also experienced a significant increase of 23.2%, from 63.4 to 88. The application of PBL assisted by video media proved effective in improving students' learning outcomes, both in terms of critical thinking, responsibility, and understanding and application of Catholic teachings. This study recommends the use of PBL method and video media as an effective learning strategy to improve the quality of learning Catholic Religious Education and Cultivation.