Effective Learning Experiences Research Articles

Enhancing English as a Foreign Language (EFL) learning in Saudi Arabia: the academic contribution of YouTube in EFL learning and cultural awareness

The incorporation of technology in English as a Foreign Language (EFL) classroom has drastically transformed conventional learning models by offering innovative ways to boost students’ engagement and improve learning outcomes. This study investigates the impact of using YouTube as an educational tool to enhance EFL instruction in Saudi Arabia. A total of 200 EFL students were divided into two groups: An experimental group which used You Tube as a source of learning and another group which used normal curriculum. A mixed-methods approach was employed, combining quantitative data from a paired-sample t-test with qualitative feedback from students. The results for paired-sample t-test computations revealed a statistically significant difference (p = 0. 003) across the proficiency level indicating improvement in students’ speaking and listening skills at higher proficiency levels. Of the qualitative answers, motivational and participation enhancement were overemphasized. The research points that the integration of YouTube in EFL classrooms can lead to a remarkable increase in language learning especially in the learning area of listening and speaking abilities among the students. These results offer practical implications for educators seeking to integrate multimedia tools into their teaching strategies to promote more interactive and effective learning experiences.

The Development of Interactive Learning Media for Islamic Religious Education in Elementary Schools in Indonesia

In today’s digital era, conventional teaching methods often fail to captivate students, making interactive media a promising solution. Interactive media combines visual, audio, and participatory elements, providing a more engaging and effective learning experience. The development process includes analyzing student needs and curriculum, selecting appropriate technology, creating interactive content, conducting trials, and evaluating effectiveness. This study uses a qualitative approach. Primary data sources in qualitative research are the words of the interview results obtained from primary data including respondents from teachers and students in SDMT Ponorogo. Data collection is carried out by means of snowball sampling. The data collection technique in this study is through observation, in-depth interviews and documentation. The data obtained during the study, both primary and secondary data are then processed and analyzed using Miles and Huberman model. The validity test of data in qualitative research includes tests, credibility, transferability, dependability, and confirmability. The article highlights the benefits of interactive media, including increased student motivation, improved understanding of abstract religious concepts, and the development of critical thinking skills. This approach not only modernizes religious education but also ensures that students remain interested and actively involved in learning. Through proper testing and implementation, interactive media can significantly enhance the quality of Islamic Religious Education at SDMT Ponorogo. The developed media, which consists of animated videos, interactive quizzes, and educational games, is able to make the learning process more engaging and increase student engagement.

The effect of experiential learning on academic achievement of children aged 4–14: A rapid evidence assessment

The effect of experiential learning on academic achievement of children aged 4–14: A rapid evidence assessment

The Innovation of Arabic Teaching Material Development in the Digital Era at Al-Fityan School Gowa IT High School

In facing the ever-evolving digital era, the development of Arabic teaching materials at Al-Fityan School Gowa IT High School requires innovations that are able to meet the needs of modern and effective learning. This article discusses various innovations applied in the development of Arabic teaching materials, ranging from the integration of multimedia technology to the utilization of interactive e-learning platforms. The main purpose of these innovations is to improve learning effectiveness, expand accessibility, and support students' various learning styles. Using qualitative research method through case study design, this article analyzes the implementation of digital technology in Arabic teaching materials at Al-Fityan School Gowa IT High School. Data were obtained through semi-structured in-depth interviews and analyzed with three stages of Miles and Huberman's qualitative data analysis technique: data reduction, data presentation and conclusion drawing. The results showed that the use of mobile applications, learning videos and other digital aids significantly increased students' interest and understanding of Arabic. The article also identifies challenges faced, including limited infrastructure and teacher readiness. Recommendations are given for the continued development of adaptive and inclusive digital teaching materials, in order to create a more dynamic and effective Arabic learning experience in this digital era.

Education, research and globalization

The objective of this study is to explore and analyze the emerging challenges in the field of education in the modern era. With the rapid advancements in technology, shifting societal dynamics, and evolving pedagogical approaches, this research aims to identify the key obstacles faced by educators and institutions in delivering effective learning experiences. Understanding these challenges is crucial to devising innovative solutions that can enhance the quality of education and prepare students for the complexities of the 21st century. This study employs a comprehensive literature review, qualitative surveys, and in-depth interviews with educators, administrators, and policymakers across diverse educational settings. By gathering data from various sources, including academic journals, educational reports, and expert opinions, a thorough analysis of the current educational landscape is conducted to identify the multifaceted challenges faced by stakeholders. The findings of this research reveal a myriad of challenges in contemporary education, such as adapting to digital learning environments, addressing the learning disparities exacerbated by socioeconomic factors, and fostering inclusive educational practices. Additionally, the study highlights the significance of mental health support for both educators and students, as well as the importance of nurturing critical thinking, creativity, and adaptability in the curriculum. This study contributes to the existing body of knowledge by providing a nuanced understanding of the new challenges in education and proposing innovative strategies to address them. The research emphasizes the need for collaborative efforts among educators, policymakers, and technology developers to create a responsive and inclusive educational system. By exploring novel approaches and solutions, this study paves the way for a more resilient and equitable education system, ensuring learners are well-equipped to thrive in the rapidly changing global landscape.

Literature Supported Model for Implementing Effective Use of Simulation and Debriefing in Paramedic Education

The purpose of this paper is to provide a literature supported pathway to incorporating effective simulated learning experiences (SLE) into paramedic precertification courses. The literature is sparse on simulation incorporation into paramedic programs; however, it demonstrates extensive benefit in medicine and nursing. Paramedic educators have access to simulation equipment, yet seldom use it for more than skills development. Studies show that effective simulation can lead to improved patient care, outcomes, and safety, but requires ongoing faculty development, especially in the area debriefing. Learning the structure and purpose of debriefing and committing to practicing the skill is crucial to unpacking meaning from a SLE. This paper describes the reasons for implementing SLEs into paramedic precertification courses, suggests a comprehensive model for faculty development, describes a debriefing method for immersive SLEs, and provides guidance for ongoing simulation professional development.

Game-based Pedagogy in Teacher Training: Results of a Pilot Course

Game-based learning (GBL) and gamification can improve the learning experience of students by making learning more fun, interesting, and motivating. However, integrating games in practice is challenging for many teachers as it requires competences that not necessarily are part of their teaching repertoire. Game-based pedagogy (GBP) refers to the teaching methods and learning processes involved in learning with games. Research stresses the need for adequate professional development and teacher education on GBP. However, there is a lack of empirical knowledge on effective methods to prepare pre-service and in-service teachers for using game-based learning. The aim of our research is to gain insight into the design of effective GBP learning experiences for teachers. The guiding research question was: What design elements of a course on GBL impacted in-service teachers' GBP competences and teaching practice? We investigated this question in the context of a teacher education program in the Fall 2023. We conducted an empirical study in which a course on GBL was designed, implemented, and evaluated in practice. The participants were 16 in-service secondary teachers from different disciplines in secondary education, from which 13 agreed to participate in this study, and three course leaders. We investigated participants’ and course leaders’ experiences, participants’ competences in GBP, the impact on participants’ teaching practice and the way design elements contributed to it. The data consisted of participant reflections, transcripts from participants and course leaders’ interviews and answers to a questionnaire. The data was collected and analysed using quantitative and qualitative methods between January and April 2024. Results reveal that in-service teachers’ improved their competences on GBP and increased their use of GBL in practice. Qualitative data analysis provides insight into the course's design elements and on participants’ learning process. This study contributes to GBP-education by offering a possible design solution and framework for developing effective teacher education.

Peningkatan Hasil Belajar Siswa dalam PAK Melalui Model Problem Based Learning (PBL) Kelas VI Fase C SD Negeri 040533 Merek

This study aims to enhance student learning outcomes through the implementation of the Problem Based Learning (PBL) method in the sixth grade of SD Negeri 040533 Merek. The PBL method was chosen for its ability to actively engage students in the learning process by confronting them with real-life problems relevant to their daily lives. The research was conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through observations, learning outcome tests, and questionnaires to evaluate student engagement. The results showed a significant improvement in student learning outcomes from Cycle I to Cycle II, with the percentage of mastery learning increasing from 83% to 87%. Additionally, students demonstrated enhanced collaborative skills and critical thinking abilities. These findings indicate that the application of the PBL method not only improves academic learning outcomes but also fosters character development and social skills among students. Therefore, it is recommended that the PBL method be more widely integrated into the curriculum to facilitate more effective and enjoyable learning experiences.

A Quasi-Experimental Study on Code-Switching in Enhancing The Reading Comprehension Skills of ABEL Students

This quasi-experimental study investigated the effectiveness of code-switching in enhancing the reading comprehension skills of ABEL (Alternative Basic Education for Literacy) students at Agusan del Sur State College of Agriculture and Technology. A two-group design was implemented, with one group receiving instruction incorporating code-switching and the other using traditional English-only methods. Standardized tests assessed reading comprehension, and data analysis included frequency, percentage, mean scores, t-tests, and ANCOVA. Results showed that students in the code-switching group achieved a significantly higher average score (7.48, "Very Satisfactory") compared to the control group (6.22, "Satisfactory"). This significant difference (p-value = .002) demonstrates that code-switching led to markedly improved reading comprehension skills. The study concludes that code-switching is a highly effective strategy for enhancing reading comprehension in ABEL students, offering a more impactful approach than traditional English-only instruction. The research recommends integrating code-switching into teaching practices to facilitate understanding of complex topics and language structures, ultimately contributing to a more accessible and effective learning experience for students. Future research is encouraged to explore the broader applicability of code-switching across diverse educational contexts to further inform pedagogical best practices.

An Innovative STEAM-Based Method for Teaching Cycloidal Curves in Engineering Higher Education

Robotics offers innovative possibilities at all levels of education, which should be considered when planning the teaching process for certain engineering mathematics topics in higher education. This paper introduces a new teaching–learning technique that utilizes STEAM-based methods to explore cycloidal curves for Computer Science Engineering BSc students. Traditional frontal teaching has been enhanced with methods addressing the generational needs of students, including problem-based learning, STEAM integration, and project-based learning. We developed a methodological model that merges traditional teaching advantages with practical modern approaches suitable for Generation Z. The four-stage model for learning cycloidal curves employs various didactical approaches, utilizing different learning techniques at each stage to create an engaging and effective learning experience. A vital component of this model is the use of Desmos dynamic geometry software to create animations alongside educational robotics to aid visualization. We conducted quantitative studies with 98 first-year Computer Science Engineering students using a quasi-experimental research design to evaluate the new teaching technique’s effectiveness. Results from the Mann–Whitney U test indicated that the experimental group significantly outperformed the control group. Additionally, the Kruskal–Wallis test confirmed that the four-stage model for learning cycloidal curves enhances learning achievement for all students, regardless of their prior knowledge.

Enhancing Lessons on the Internet of Things in Science, Technology, Engineering, and Medical Education with a Remote Lab

Integrating remote Internet of Things (IoT) laboratories into project-based learning (PBL) in higher education institutions (HEIs) while exploiting the approach of technology-enhanced learning (TEL) is a challenging yet pivotal endeavor. Our proposed approach enables students to interact with an IoT-equipped lab locally and remotely, thereby bridging theoretical knowledge with practical application, creating a more immersive, adaptable, and effective learning experience. This study underscores the significance of combining hardware, software, and coding skills in PBL, emphasizing how IoTRemoteLab (the remote lab we developed) supports a customized educational experience that promotes innovation and safety. Moreover, we explore the potential of IoTRemoteLab as a TEL, facilitating and supporting the understanding and definition of the requirements of remote learning. Furthermore, we demonstrate how we incorporate generative artificial intelligence into IoTRemoteLab’s settings, enabling personalized recommendations for students leveraging the lab locally or remotely. Our approach serves as a model for educators and researchers aiming to equip students with essential skills for the digital age while addressing broader issues related to access, engagement, and sustainability in HEIs. The practical findings following an in-class experiment reinforce the value of IoTRemoteLab and its features in preparing students for future technological demands and fostering a more inclusive, safe, and effective educational environment.

A Quasi-Experimental Study on Code-Switching in Enhancing The Reading Comprehension Skills of ABEL Students

This quasi-experimental study investigated the effectiveness of code-switching in enhancing the reading comprehension skills of ABEL (Alternative Basic Education for Literacy) students at Agusan del Sur State College of Agriculture and Technology. A two-group design was implemented, with one group receiving instruction incorporating code-switching and the other using traditional English-only methods. Standardized tests assessed reading comprehension, and data analysis included frequency, percentage, mean scores, t-tests, and ANCOVA. Results showed that students in the code-switching group achieved a significantly higher average score (7.48, "Very Satisfactory") compared to the control group (6.22, "Satisfactory"). This significant difference (p-value = .002) demonstrates that code-switching led to markedly improved reading comprehension skills. The study concludes that code-switching is a highly effective strategy for enhancing reading comprehension in ABEL students, offering a more impactful approach than traditional English-only instruction. The research recommends integrating code-switching into teaching practices to facilitate understanding of complex topics and language structures, ultimately contributing to a more accessible and effective learning experience for students. Future research is encouraged to explore the broader applicability of code-switching across diverse educational contexts to further inform pedagogical best practices.

BALANCING TRADITION AND TECHNOLOGY: A COMPARATIVE STUDY ON VOCABULARY ACQUISITION IN INTERMEDIATE ENGLISH LEARNERS

This study explores the effectiveness of traditional and technological methods in vocabulary acquisition among intermediate-level English learners. A mixed-methods approach was used, combining quantitative data from pre-tests, weekly exams, and post-tests with qualitative insights gathered from surveys and interviews. Over a six-week period, 30 students participated in lessons utilizing both traditional teacher-led instruction and technological tools such as mobile apps and digital flashcards. The results revealed that while the traditional group showed steady but moderate improvement, the technological group experienced more rapid and significant gains in vocabulary retention. Interviews with participants highlighted the strengths and challenges of both methods, emphasizing the need for a blended learning approach. This study suggests that combining traditional and technological methods can offer a more comprehensive and effective learning experience, catering to diverse learner preferences and enhancing overall vocabulary retention.

Nursing Education in the Era of Generative Artificial Intelligence: Are We Ready?

Generative artificial intelligence (GAI) has taken the world by storm, causing notable tension within the field of education. Nursing education is no exception, facing imminent challenges and opportunities. GAI, a unique and immensely powerful technology championed by ChatGPT (Chat generative pre-trained transformer), represents a new frontier in artificial intelligence. ChatGPT, a product of deep learning - a subset of machine learning that mirrors the human brain's approach to learning and responding to data, information, and prompts - exemplifies this technological leap (Sahoo et al., 2022). GAI stands out for its ability not only to provide responses but also to generate the content of those responses, surpassing the human-like interactions typically seen in conversational AI (Lim et al., 2023; Su & Yang, 2023). Currently, ChatGPT has demonstrated significant application potential in nursing education in various aspects. For example, ChatGPT provides personalized learning (Tam et al., 2023); is easy to use (Vaughn et al., 2024); provides rapid information (Goktas et al., 2024; Liu et al., 2023), rapid responses, and assistance in writing (Sun & Hoelscher, 2023); improves students' problem-solving and critical thinking skills (Goktas et al., 2024; Sun & Hoelscher, 2023); supports educators in developing curricula and preparing course materials and may be used in translation processes (Tam et al., 2023); and helps healthcare professionals better understand complex medical concepts and procedures by providing easily comprehensible and up-to-date information (Krüger et al., 2023). Therefore, integrating ChatGPT into nursing education not only provides students with a more effective and interactive learning experience but also offers educators supportive tools that are directly applicable in teaching. These technologies can enhance / improve teaching by providing personalized learning solutions through, for example, generating teaching cases and simulating clinical scenarios to enhance the learning experience of students (Liu et al., 2023; Vaughn et al., 2024). Despite the significant benefits realized, nursing education in the era of GAI also faces challenges and limitations. Over-reliance on ChatGPT may limit students' critical thinking, problem-solving, and innovation capabilities, leading to a lack of independent thought. Educators should integrate GAI-supported tools into the learning process, but encourage and guide students to use ChatGPT as a supplementary learning tool rather than a substitute (Tam et al., 2023). This approach will help ensure students develop the skills and knowledge necessary to use the technology responsibly and ethically and allow educators to better address key related challenges, enhance education quality, and lay a foundation for cultivating high-quality nursing professionals. GAI is inevitable, and banning it may lead to increased attention and psychological reactance, making students more eager to access this technology. Therefore, educational institutions should embrace rather than shun its use (Lim et al., 2023). It is hoped that readers, after reading this special column, will be inspired to learn more about GAI applications and their significance and thus come to view GAI as a driving force for educational transformation, ensuring the continuous development of education and safeguarding the future of education and, by extension, the society of tomorrow.

Examining The Integration Of ICT Tools In English Language Teaching: Comparative Analysis Of High School Teachers' Practices In India And Vietnam

This study explores the integration of Information and Communication Technology (ICT) tools in English language teaching practices of high school teachers in India and Vietnam. A survey with chart-based responses was distributed to 60 teachers(30 from each country) from nearby districts. The research investigates howteachers utilize ICT tools, their assessment practices, and perceived effects on student engagement and learning. The findings reveal that both countries employ ICT tools, with a focus on social media platforms, language learning applications, and online dictionaries. Vietnamese teachers demonstrated a slightly higher adoption rate, particularly for virtual reality (VR) and augmented reality (AR) technologies. While paper-based assessments remain prevalent, online tools like Google Forms and online assessment platforms are gaining traction. Teachers reported positive perceptions of ICT tools, believing they enhance student engagement and learning outcomes. However, challenges were identified, including limited access to technology resources and a lack of training on effective ICT integration. This study highlights the need for further research to directly measure the impact of ICT tools on student achievement. Additionally, it emphasizes the importance of addressing teacher training needs to unlock the full potential of ICT tools and create more engaging and effective English language learning experiences for students.

DEVELOPMENT OF RESPIRATORY SYSTEM RPG GAME USING UNITY WITH A* (A STAR) ALGORITHM

This research addresses the need for more engaging and interactive methods to improve elementary students' understanding of complex scientific concepts, particularly the respiratory system. To overcome the limitations of traditional teaching methods, an educational Role-Playing Game (RPG) incorporating the A* (A-Star) algorithm was developed for optimal game navigation. The study followed the ADDIE development model, which involves Analysis, Design, Development, Implementation, and Evaluation. During the analysis phase, learning needs were determined through interviews and classroom observations. The design phase involved creating game scenarios and integrating educational content with interactive elements. The A* algorithm was applied during development to ensure efficient navigation. The game was implemented in a 5th-grade classroom in Kuningan, and its effectiveness was evaluated using pre-tests, post-tests, and student questionnaires. Results demonstrated a significant increase in students' understanding, with average post-test scores rising from 58 to 85. Feedback from both students and teachers was very positive, with the game receiving a 94.2% acceptance rate. The study suggests that RPG-based educational games with intelligent algorithms like A* can greatly enhance science education by offering a more engaging and effective learning experience, contributing to advancements in technology-based learning and setting a standard for future educational game development.

The Management of Teacher Creativity Development in Optimizing the Merdeka Curriculum

The Merdeka Curriculum is one of the government’s effort in enhancing the quality of education in Indonesia. In its implementation, the Merdeka Curriculum initiating differentiated learning based on student’s needs. Therefore, teacher creativity is crucial in creating effective learning experiences. This study aims to explore the management of teacher creativity development done in SMP Negeri 3 Balikpapan in optimizing the implementation of the Merdeka Curriculum. This research was carried by using a qualitative method with a case study approach. To obtain the data needed, this research did interviews with the principal and teachers, observations, and school document analysis. Data analysis was conducted using Biklen & Bogdan's qualitative data analysis method. The research found that the management of teacher creativity development at SMP Negeri 3 Balikpapan is carried out through the stages of planning, organizing, implementation, and controlling. Planning involves setting objectives, conducting joint discussions, planning programs, and evaluating programs. The school implements several programs for teacher creativity development, including learning communities (kombel), PMM, and teacher training. Organizing stage involves task allocation, collaboration, and forming implementation teams. During the implementation stage, the principal motivates, provides guidance, and builds effective communication. Meanwhile, the controlling stage includes evaluation meetings, monitoring, and supervision. In implementing the teacher creativity management program, the school encounters several obstacles, such as administrative burdens, time constraints, and limited use of technology.

Teacher-students interactions and Students’ attitude at international science faculty classes: in the context of biology and chemistry departments

In the context of globalization of education, where students often come from diverse cultural and academic backgrounds, interactions between teachers and students play a key role in effective learning experiences. This research emerged from awareness of the need to understand how interactions between teachers and students occur in international classrooms, particularly in biology and chemistry departments. This research aims to analyze differences in student interactions in international classes based on science faculties. This research is comparative research obtained through random sampling. The sample for this research was 88 students who were enrolled in the international class program at the science faculty. Data was collected using an in-class interaction instrument with 29 items. The analysis technique uses descriptive and independent sample t-tests. These findings indicate that there are significant differences in the level of interaction between students majoring in biology and chemistry in international classes. Apart from that, classroom interaction also provides opportunities for collaboration between students so that they can increase their self-confidence in their learning abilities. Building strong relationships among students also contributes to increasing positive attitudes towards learning through motivation and engagement.

Learning from watching dialog and monolog videos in online STEM courses

BackgroundInstructional videos have been increasingly critical to afford effective learning experiences in online courses, but most videos follow a lecturing monolog delivery format. This format tends to lead students to observe the videos passively. Previous laboratory studies have indicated that observing dialog videos of an instructor tutoring a tutee enhances student learning more than watching monolog videos of the same instructor lecturing. This paper describes two empirical studies that replicated the laboratory findings in large-scale college-level online STEM courses.ResultsThe results show that observing dialog videos of tutoring led to superior learning outcomes compared to monolog videos of lecturing, regardless of whether students observe the videos individually or collaboratively, as long as they engaged generatively with the materials. This finding was confirmed across two tested STEM domains.ConclusionsThe findings of these classroom studies suggest that observing dialog tutoring videos is a novel and robust online instructional format that can be generalized across STEM domains. The benefit of overhearing tutorial dialogs requires students to engage in Constructive and Interactive behaviors, as defined by the ICAP framework, rather than exposing students to long didactic lectures.

The Fourth Educational Revolution and the Impact of AI on Pedagogy

This study explores the capacity of Artificial Intelligence (AI) to revolutionize educational pedagogy, aiming to foster a more personalized and effective learning experience. Methodology: Through a bibliometric analysis of publications in Scopus and Web of Science, the research examines AI's impact on adaptive learning, personalized instruction, and effective teaching methods. It also evaluates AI's role in assessment, creation of simulated learning environments, and widening access to education, while addressing the integration challenges. Conclusions: The investigation demonstrates that AI has considerable potential to improve teaching and learning. AI-driven tools like intelligent tutoring systems, machine learning algorithms, and virtual simulations can facilitate a learner-centric approach. Nonetheless, it also highlights the necessity to confront issues such as technological overdependence, privacy concerns, and the potential displacement of teachers. A thoughtful adoption of AI in education could lead to a more equitable and engaging learning system. The advent of this educational revolution demands a focus on augmenting human capabilities with AI and transforming pedagogical strategies to enhance student outcomes. The research advocates for further development of ethical standards and informed policies to guide AI integration in the educational sector.