Learning Tool In Education Research Articles

Use of e-Portfolios as a Teaching, Learning and Assessment Tool in Higher Education: Differing Opinions among Ghanaian Pre-Service Teachers and Nurses

Lately, there has been an increased use of e-portfolios in tertiary institutions, and this tool has implications for students studying practical courses. However, very few studies have examined pre-service teachers’ and nurses’ perceptions towards the use of e-portfolios as a pedagogical tool. The purpose of this study was to examine pre-service teachers’ and nurses’ perceptions towards the use of e-portfolios in their training. To achieve this aim, 300 pre-service teachers and nurses were selected from a Ghanaian University and surveyed. The findings show that the majority of the respondents believe that the use of e-portfolios has a positive impact on their professional training. The study also revealed significant differences between pre-service teachers’ and nurses’ perceptions about the use of e-portfolios. The study further shows that, although there are challenging factors with the use of e-portfolios, the majority of the respondents prefer the use of e-portfolios as a teaching, learning, and assessment tool.

THE CHALLENGE IN TEACHING MEDICAL PRESCRIPTION SKILLS, PROPOSAL OF ACTIVE LEARNING MODELS

Introduction: The adoption of active methodologies in undergraduate courses requires that teachers adopt a creative approach and seek out diverse tools that enhance meaningful learning. Teaching medical prescription is a challenge and undergraduates consider it a deficient practical area, requiring better applied learning. A medication display was developed as an active methodology tool to aid learning and overcome the theoretical-practical dissociation. Objective: To report the experience of students in using the medication display as a facilitator in the development of medical prescription skills in stages V and VI of the course. Experience report: In the pediatric skills clinic, students perform a complete anamnesis and physical examination, proposing a diagnostic hypothesis and conduct that will be discussed with the preceptor. Given the students' difficulty in choosing the medication, performing calculations and structuring the prescription, the medications were fixed on a 60/60 cm MDF board, so that students could view the bottles during their prescription practice. The display is assembled with empty medication bottles provided by the Popular Pharmacy Program or with other formulations obtained through free samples, related to the pathologies studied in the stage according to the pedagogical project of the course. There is no conflict of interest on the part of the institution, professor or student. Through problematization, the students practiced therapeutic choices, learned about the various presentations of the same active ingredient, performed calculations and structured prescriptions for internal and external use. Discussion: The students reported security, a feeling of scientific empowerment, increased professional responsibility and social maturity in the application of comprehensive patient care. The proximity of theory to the practice of prescription reinforced the perception that an effective prescription depends on assertive clinical reasoning. This evidences the stimulus to scientific study and responsibility in reducing prescription errors. Conclusion: It is considered that the early initiation of medical prescription guidelines in medical school, through the application of the medication display as a teaching-learning tool, was positive in the process of fixing concepts.

Mini-CEX as a formative assessment tool for undergraduate medical students in ophthalmology

Mini-clinical evaluation exercise is a compound tool that allows assessment and feedback from a knowledgeable assessor. When it is conducted during clinical rotations, it gives the margin of improvement in skills via constructive feedback. The current study was planned to assess if mini-clinical evaluation exercise is an effective assessment tool. Starting from January 15, 2022, 80 medical students of the 4th year were enrolled, with 40(50%) of them having had conventional rotation of one month, and the other 40(50%) having had to exposure to mini-clinical evaluation exercise mini-CEX during their rotations. At the end of rotation on February 15, 2022, clinical skills of the 2 groups were assessed. The score of the intervention group having had mini-clinical evaluation exercise exposure was better than the control group. Hence, mini-clinical evaluation exercise was found to be a formative assessment tool for 4th year undergraduate medical students. Key Words: Mini-clinical evaluation exercise, Teaching learning tool, Undergraduate medical students, Ophthalmology.

Development of a VR360 Ecological System for Learning Indigenous Cultures and Environmental Conservation

The cultures and religious beliefs of Taiwanese indigenous peoples are deeply rooted in ecological protection and environmental ethics. Indigenous peoples emphasize reverence for nature, ecological diversity, sustainable living, resource sharing, and sanctity of nature. Integrating environmental education with indigenous culture can promote biodiversity and ecological conservation while preserving indigenous traditions and fostering sustainable development. This study combined Virtual Reality 360-degree (VR360) technology with indigenous culture to develop a virtual ecological system as a learning tool for environmental education in indigenous elementary schools. The VR360 system simulates the ecological environments of Chichiawan Creek and the Atayal Nanshan Tribe in the mountainous regions of northern Taiwan to provide students with immersive experiences that enhance their learning interest and motivation. Through interactive operations, they can observe the appearance, characteristics, and habitual behaviors of Formosan Landlocked Salmon and other conservation animals to understand the relationship between maintaining biodiversity and ecological balance. The VR360 ecological system enhances learning effectiveness and motivation using low-cost cardboard glasses, making it suitable for promoting indigenous culture and environmental education while reducing the digital divide in remote tribal areas.

Social Media as a Learning Tool in Moroccan Higher Education from Students’ Perspectives

This study is important because it addresses the global shift toward digital education and emphasizes the need to examine the role of social networks in education. By shedding light on this issue, this study aims to address the challenges facing the Moroccan educational system and provide recommendations for improving educational standards and pedagogical approaches considering the country’s technological advancements. The research also seeks to answer two key questions: How do Moroccan undergraduate and graduate students view the integration of social media into education? What insights do Moroccan students offer to guide the development of innovative teaching and learning methods using social media platforms?

Immersive Virtual Reality: A Novel Approach to Second Language Vocabulary Acquisition in K-12 Education.

Today, immersive virtual reality (IVR) is increasing in popularity in a broad range of fields, including science, pedagogy, engineering and so forth. Therefore, this study discusses the Unified Theory of Acceptance and Use of Technology (UTAUT), which can be used to examine the factors that influence the adoption of immersive VR in the classroom, particularly in second language (L2) vocabulary acquisition. The sample for this study included 32 intermediate students and their teacher. For the purpose of evaluation, the researcher used partial least squares structural equation modelling (PLS-SEM) techniques to analyze the results. The findings of the students' survey showed that performance expectancy, effort expectancy and social influence were seen to have had a positive impact on the intention to use immersive VR. Likewise, the findings indicated that facilitating conditions were seen to have had a positive impact on the use behavior of actually using immersive VR, whereas behavioral intentions did not. In addition, the teacher's survey demonstrated a favorable view regarding the potential of immersive VR technology to support teaching L2 vocabulary acquisition. This particular study encouraged educators and educational technologists to utilize immersive VR games as a teaching-learning tool to reduce the challenge of L2 vocabulary acquisition.

The Influence of Artificial Intelligence Tools on Student Performance in e-Learning Environments: Case Study

This study investigated the impact of AI-powered personalized learning tools on the academic performance and perceptions of pre-service student teachers enrolled in the Educational Technology course, a compulsory component of the Professional Postgraduate Diploma in Teaching program at Ajman University. A quasi-experimental design was employed with 55 students in the experimental group and 55 in the control group. The experimental group utilized AI-powered tools within the Moodle platform, while the control group received traditional instruction. Pre- and post-tests, along with a rubric-based assessment and a questionnaire, were administered to assess performance, knowledge retention, critical thinking, motivation, and engagement. Statistical analysis revealed significant differences between the groups, favoring the experimental group in terms of academic performance and knowledge retention. Additionally, students in the experimental group demonstrated higher levels of critical thinking, motivation, and engagement. These findings underscore the transformative potential of AI-powered personalized learning tools in teacher education. By integrating AI into educational practices, institutions can revolutionize e-learning by providing personalized instruction, intelligent tutoring, automated grading, and adaptive learning experiences. This can enhance student engagement, improve learning outcomes, and reduce the workload of educators. Ultimately, AI empowers institutions to create more effective and inclusive learning environments that cater to the diverse needs of students and prepare them for the future.

“Cinemeducation” as a teaching–learning tool in Community Medicine for Phase II MBBS students

ABSTRACT Background: Many public health topics in the subject of Community Medicine have a psycho sociocultural aspect to them, and these are taught by traditional methods like didactic lectures with little or no interaction of faculty and students. This limits the comprehensive understanding of the students regarding sensitive issues. There is a felt need to improve the knowledge and understanding of many of these competencies among students through available cinema movies addressing these concepts. Objectives: 1. To assess effectiveness of “Cinemeducation” as a tool to teach identified competencies in Community Medicine subject. 2. To assess perception of students for “Cinemeducation” to enhance learning and communication skills. Methodology: Study Design: Nonrandomized intervention study. Setting: Department of Community Medicine, Government Medical College, Pali, Rajasthan. Participants: Year 2 from 2020 Batch. Sample Size: 159 students. Sampling: Complete enumeration. Intervention: All 159 students were divided into two groups and alternately shown movies, Toilet–Ek Prem Katha, Padman, Outbreak, and Steel Magnolias, or exposed to didactic lecture and were assessed using pre- and post-tests and student satisfaction and self-confidence in learning scale. Results: The post-test scores of cinemeducation showed an improvement by a mean of 1.88 ± 0.7 points. The self-confidence and learning scale showed that 86% of students agreed that cinemeducation was better than didactic lectures. The mean satisfaction index of cinemeducation as a teaching–learning method was 97.6. Three out of the four movies addressed the competency well, and the difference between the pre- and post-test scores was statistically significant following cinemeducation as compared to lectures. Conclusions: As the student correlates real-life situations in movies like Toilet–Ek Prem Katha, Outbreak, and Padman, they definitely understood the topic better with cognitive scores showing an increase.

A quasi-experimental study of trigger films for teaching the doctor-patient relationship

Background: It is challenging to teach the complexity of the doctor-patient relationship through attitude, ethics, and communication (AETCOM) modules, particularly without being formally trained and especially to first-year medical students who do not interact directly with patients. The present study was undertaken to assess the effectiveness of trigger films (TFs) or short movie clips as a teaching-learning tool to train undergraduate medical students on various aspects of doctor-patient relationships. Methods: Two modules on various aspects of the doctor-patient relationship were developed using TFs and written case studies and implemented on Phase Ⅰ medical students. Quantitative and qualitative feedback were collected from learners. Perception, understanding, and knowledge were assessed using pre- and post-questionnaires. The results of the feedback and questionnaires collected after using TFs were compared with those collected after using written case studies. Results: There was a gain in knowledge and understanding after TF sessions, and TF sessions were rated much higher by the students than traditional methods. Most students found TFs to be an innovative and interesting tool. The satisfaction index calculated for TFs from the feedback of both students and teachers was above 96%. Conclusions: TFs engaged the students’ affective domain, promoted reflective attitudes, and linked their learning to experiences. It was reported not only to be interesting and engaging but also effective as a teaching tool.

Effectiveness of video making to enhance infection control skills by undergraduate MBBS students

Background: Competency-based medical education (CBME) Microbiology second MBBS curriculum, infection control practices are core competencies for certification of the second MBBS student. E-learning through video making can help students to achieve these infection control skills upto certifiable level. Educational videos which are of short duration, created in a step wise manner have shown to improve skill acquisition and augment observational learning. The aim and objectives were to study the effectiveness of video making as a teaching learning tool, to enhance infection control skills in undergraduate second MBBS students through video making and to evaluate the students’ infection control skills by giving them a prior checklist. Methods: Second MBBS students after taking informed consent were enrolled for the study. Ten infection control and prevention topics were included in the study for video making. All the 100 second MBBS students in 5 groups of 20 students had made all the 10 videos of duration 2 minutes. A self-administered, validated pre-test and post-test, multiple choice question (MCQ) test and objective structured practical examination (OSPE) checklist were used. Results: Mean post-test marks improved by a mean of 5.91 with significant p value (<0.001, using statistical package for the social sciences (SPSS) software version 29). Mean MCQ and OSPE scores also improved. In almost all the questions on feedback of student’s perception and assessment feedback, percentage of students who agreed and strongly agreed were far more than those who disagreed. Conclusions: Second phase MBBS students learning and performance of infection control skills greatly improved when they created their own videos.

Telerehabilitation as a Teaching–Learning Tool in Physical Medicine and Rehabilitation Residency Training in the Philippines

Background:Prepandemic, Physical Medicine and Rehabilitation (PM&R) residency training curricula in the Philippines did not include telerehabilitation. The impact of virtual care on residents’ competencies during the pandemic has not been evaluated locally.Objective:The objective of the study is to determine residents’ ability to achieve PM&R competencies through telerehabilitation.Methods:This mixed-methods study included an original survey among residents and a focus group discussion with training/administrative staff.Findings:Residents reported professionalism, interpersonal/communication skills, and medical ethics/public health as the top three competencies facilitated by telerehabilitation, while procedural skills were the least facilitated. Training/administrative staff perceived telerehabilitation could be incorporated into PM&R training curricula.Conclusions:Telerehabilitation contributed to residents’ achievement of training competencies and learning of PM&R topics/skills.

Utilising Microsoft Excel and VBA to Develop Learning Tool for Statistics Education

Utilising Microsoft Excel and VBA to Develop Learning Tool for Statistics Education

Data Mining Virtual Contaminated Sites to Develop an Educational Learning Tool supported by a k-NN Machine Learning Predictive Algorithm for use in Environmental Engineering Education

Recent work by Mumford et al. used high-resolution numerical simulations of contaminated sites to evaluate the state of practice for contaminated site investigation1. These simulations were originally developed in collaboration with academic and industry partners, including the U.S. Department of Defense's Environmental Security Technology Certification Program (ESTCP), as a training tool for environmental monitoring and performance optimization. This project focuses on the development of an algorithm to determine available borehole information in those simulations based on user-input, to help leverage this work to create an educational tool. The algorithm begins by validating user-specified coordinates to ensure they fall within an acceptable range. Leveraging principles from linear algebra and a grid-based mapping system, it identifies the nearest existing borehole on a predefined coordinate grid. To optimize efficiency, the algorithm utilizes a 2-D array to store and retrieve coordinate data. It calculates distances from the input coordinates to all available borehole locations on the grid, to identify the shortest distance and select the closest borehole, enabling students to map contamination within virtual sites. In addition to boreholes, the application incorporates data for Membrane Interface Probes (MIPs), monitoring wells, groundwater samples, and soil samples that are used to investigate contaminated sites, providing a comprehensive tool for training environmental professionals. The k-nearest neighbors (k-NN) algorithm predicts Membrane Interface Probe (MIP) Photoionization Detector (ECD) readings at future locations, which indicate chlorinated contaminant levels. Two models were evaluated: one using spatial data and ECD values, and another incorporating electrical conductivity (EC) and hydraulic conductivity (K), which are also measured by MIP. By making use of additional parameters, variations in soil properties were better represented, leading to more accurate predictions. Through iterative testing and refinement, the tool’s accuracy and user-interface have been enhanced, ensuring robust reliability for classroom applications. These tools are slated for integration into 4th-year subsurface contamination courses at Queen's University, Carleton, and the University of Iowa. By automating borehole selection, instructors can interact more with students and dedicate less time to data processing tasks. The k-NN application will enable the use of machine learning for site assessment to optimize MIP instrument placement to reduce bias. Assistance from Cole Van De Ven (Carleton University) and Jessica Meyer (University of Iowa) in collecting virtual contaminated site data is gratefully acknowledged.

A Study of Estonian High School Students' views on Learning Mathematics and the Integration of Digital Tools in Distance Learning

The COVID-19 pandemic has transformed the education landscape, with distance learning and digital tools becoming increasingly essential. This shift has presented both opportunities and challenges for educators and students. We examine the intersection between distance learning and digital tools in modern education, focusing on Estonian high school students' views on learning mathematics during the pandemic compared to the pre-pandemic period, and compare learning in classroom situations to distance learning. In 2021, we conducted online interviews with 30 12th-grade students who had participated in the online course offered by the university to prepare for the state mathematics exam. Given that the Estonian education system provides significant autonomy to teachers in selecting their teaching materials and methods, we explore the benefits and challenges of distance learning and the use of digital tools such as online platforms, video conferencing software, and educational apps to support student learning. The study found that teachers did not increase their use of specific ICT tools for teaching mathematics, but instead, relied on established teaching methodologies. Furthermore, the survey showed that learners expect an online course to be rich in video material and real-time meetings, so that they can get prompt feedback on questions and problems that arise. While digital tools have opened up new possibilities for distance learning, there must be a balance between technological innovation and human connection to create effective and meaningful learning experiences.

The effect of environmental control course on architectural design projects (Case study environmental control course - Canadian International Collage – Egypt)

It is a global strategy to save the environment through sustainable designs; this approach must begin throughout the college phase and progress through their professional career. During their academic journey, undergraduate architecture students take many courses, including a chain of Design courses and an Environmental Control (EC) course. The main aim of this paper is to discuss the importance of EC courses and how they affect design courses' outcomes. The research methodology starts with secondary data through a literature review about environmental studies and their impact on design, what the topics that the EC course has covered, and when it should be taught to be able to design a framework that helped the instructors in developing their courses' plan, then collect the data from the instructors of both courses EC and design to develop the EC course plan by adding new assignment asking students to apply what they learn during EC course in one of their previous design projects which submitted before registered the EC course and gained a knowledge of different environmental techniques. Finally, test the application of the suggested Framework by comparing the results of design projects before and after EC study and validate the results by publishing an online survey targeting the experts in different countries to demonstrate the importance of EC courses as a powerful learning tool in architecture education, as well as to be a comprehensive approach that reflects the relationship between design and environmental studies to improve both architects and building design performance.

Promoting Cultural Awareness through R&B Songs in English in Remote Teaching.

Introduction: Songs in overall play an important role in the process of learning other languages, leading us to discover new ways of thinking and interacting socially. Objective: Investigate how R&B English songs can be a tool to promote interculturality and to develop learners’ cultural awareness on racial issues in remote teaching. Methods: This research is caractherized as qualitative. 20 students were selected to participate in the course “Oral Production: Conversation intermediate-advanced level” held in the ANDIFES Language without Borders Program Network, at the Federal University of Piauí (UFPI). Three song-based activities were developed for the students and divided corresponding to previously settle up goals. The perceptions of the participants were analyzed as the course happened by sharing their final thoughts in five open-response questions. Results: R&B English songs showed to be a helpful resource for English students to enhance their cultural awareness on certain racial issues present in our society by getting in touch with relevant messages approached in this musical genre. Conclusion: The analysis of R&B songs in English can and must be used as a teaching-learning tool to promote cultural awareness, thus expanding perceptions and taking actions in regards racial issues.

Development of Guided Inquiry Learning Model Based on Educational Games to Improve Elementary Students' Science Process Skills

This research aims to develop a Guided Inquiry Learning Model Based on Educational Games, presented in a book format and supported by educational games accessible via Canva and Wordwall platforms. The model is designed to be valid, practical, and effective in enhancing elementary school students' science process skills. This study uses a Research and Development (R&D) approach, adapting the Plomp model's development stages: initial investigation, design, realization, testing, evaluation, revision, and implementation. The subjects are fifth-grade students from UPT SD Negeri 214, UPT SD Negeri 99, and UPT SD Negeri 101 in Pinrang Regency. Research instruments include validation sheets, observation sheets, questionnaires, and evaluation sheets. The study produces an Inquiry-Based Educational Game (IGE) textbook and learning tools, such as lesson plans (RPP), student worksheets (LKPD), and educational games. The findings reveal a strong need among teachers and students for a learning model that enhances science process skills. The developed IGE model comprises syntax, social system, reaction principles, support system, instructional impact, and accompanying impact. The syntax includes Activation, Playing, Exploring, and Wrap-Up phases. The IGE model meets the criteria for validity and practicality, receiving high validation ratings. The model effectively enhances students' science process skills, as shown by significant improvements in student performance. The IGE model and its learning tools are deemed highly practical, based on feedback from students and teachers.

Enhancing senior high school students' visual imagery creativity in geometry through Geoboard

This study examines innovative learning tools to enhance students' understanding of geometry subjects. The research aims to describe the use of Geoboards in fostering the visual imagery creativity of 12th-grade students in geometry learning. The method used is descriptive qualitative, with subjects consisting of six students selected through purposive sampling. The results show that students with high visual imagery creativity possess good abilities in fluency, diversity, originality, and detail aspects. Students with moderate creativity still require guidance, while students with low creativity experience difficulties and need intensive practice. Using Geoboards has proven effective in enhancing visual imagery creativity, making learning more interesting and meaningful, and facilitating understanding of three-dimensional geometric concepts. The implications of this research suggest that Geoboards can be an effective learning tool in mathematics education.

The Development of an Ethnoscience-Based Mangrove Module in Improving Student’s Critical Thinking Abilities and Concern for the Environment at SMA IT Daarul Hikmah Bontang

A module is an educational material or learning tool that includes teaching materials, methods, and assessments that are developed in a systematic and structured manner to achieve expected competency goals. The aim of this study is to develop a valid, practical and effective mangrove module based on ethnoscience on biodiversity. The type of research is R&D which refers to the ADDIE method developed by Mayfield. Data collection techniques consist of expert verification, observations, tests, questionnaires, and interviews. The results of the study show that, this module was developed based on the manual previously used by SMA IT Darul Hikmah Bontang students to learn biology. The module validity result for the module is 99%, which is in the very valid category. The material validity result of the module was in the very reasonable category at 84.69%. The linguistic validity result of the module was 73.6% in the valid category. The results of the student survey regarding the practicality of the module were 88.65%, which fell into the very practical category. The effectiveness module in improving student’s critical thinking ability and environmental awareness have n-gain values ​​are 0.55 and 0.44. It can be concluded that the development of the ethnoscience-based mangrove module in the intermediate category has been effectively used to improve the critical thinking skills of the students of SMA IT Darul Hikmah Bontang.

Enhancing Electrical Power Engineering Education in North Sumatra: Evaluating the Effectiveness and Practicality of Consortium Collaborations Between Academia and Industry

Simulation technology tools are becoming important learning tools in higher education, facilitating the development of practical and cognitive skills in a safe and widely accessible environment. Simulation technology is applied in practicing and developing practical learning skills in a safe environment, without real risks. Computers as media and are used to improve learning outcomes and facilitate students in innovative learning. The importance of using simulation media in learning electricity engineering because inviting students to learn and interact with simulations can improve critical thinking skills, problem solving, and decision making. The simulation media was developed using the ADDIE model to achieve learning effectiveness targets by observing the parameters of alignment between simulation content and learning outcomes, interactivity that allows students to be actively involved in the learning process, the quality of feedback provided by simulations to help students understand in improving learning outcomes in the field of electricity engineering. The results of testing 21 respondents showed an increase in student involvement and motivation in the pretest results of 65.5 and post-test 83.38 in the experimental class, indicating that there was an increase in learning outcomes from media users. Practicality test 80% in the practical category shows the implication of using the media provides convenience.