Effective Learning Environment Research Articles

The Effect of Learning Environment on Language Acquisition:A Survey of Chinese and Pakistani Siblings

The Effect of Learning Environment on Language Acquisition:A Survey of Chinese and Pakistani Siblings

The Evolution of Paperless Education in Medical Universities: Enhancing Efficiency and Health Outcomes

The adoption of paperless education in medical universities has revolutionized various aspects of academic life, offering enhanced efficiency, cost savings, and improved health outcomes. Traditional paper-based systems in medical education have long been associated with inefficiencies and environmental concerns. The advent of digital technologies has provided opportunities to streamline educational processes, reduce waste, and improve accessibility. This mini review examines the transformative impact of paperless education on medical universities, focusing on its benefits in registration, teaching, education, and exams. The shift to online registration systems has simplified the enrollment process for both students and administrators, allowing for seamless registration, payment, and course selection. Online registration also enables real-time tracking of student progress and facilitates communication between students and faculty. In teaching, digital tools such as e-learning platforms and virtual classrooms offer students flexible learning opportunities, promoting active engagement and knowledge retention. Similarly, the adoption of electronic textbooks and digital libraries has significantly reduced the reliance on printed materials in medical education, fostering self-directed learning and research. Furthermore, digital assessment methods such as online quizzes and remote proctoring have streamlined the examination process, offering greater flexibility in scheduling exams and ensuring the integrity of the assessment process. Economically, the transition to paperless education has resulted in cost savings by eliminating the need for printed materials, storage, and distribution. Additionally, digital technologies enable universities to reach a broader audience, potentially increasing enrollment and revenue. Moreover, paperless education offers health benefits by reducing exposure to allergens and pathogens associated with paper-based materials, and promoting social distancing to reduce the risk of transmission of infectious diseases. In conclusion, the adoption of paperless education in medical universities represents a transformative shift, offering numerous benefits including enhanced efficiency, cost savings, and improved health outcomes. As technology continues to evolve, medical universities need to embrace digital innovations to ensure a sustainable and effective learning environment.

Generative Artificial Intelligence on Mobile Devices in the University Preparation of Future Teachers of Mathematics

The integration of artificial intelligence (AI) is revolutionizing the field of education. The possibilities of AI in education range from providing intelligent tutoring to facilitating computational thinking, a key skill in an AI-based society. As education systems around the world adapt to technological advances, the need for teachers to develop AI skills becomes crucial. This paper explores the use of AI on mobile devices to improve the preparation of future mathematics teachers. We acknowledge the need for teachers to be skilled in the use of AI tools to foster collaborative, effective, and ethical learning environments. We also provide a case study of our implementation of the generative AI ChatGPT in the preparation of future mathematics teachers at the Faculty of Mathematics, Physics and Computer Science at Comenius University in Bratislava. After this implementation, we analyzed students’ opinions on the application of AI in selected areas. We present the results of this analysis and the implications for the practical use of AI in the university education of future mathematics teachers. Finally, based on our study results, we highlight the possibilities of the successful use of AI in different aspects of teaching and its temporary limitations, which are likely to be reduced by further technological developments.

Approaches to inclusive foreign language instruction in higher education

Introduction: The rapid development trend in innovative technological solutions significantly impacts societal activities, stimulating global digital transformation processes in the educational environment. Objectives: The article analyses innovative tools within the concept of inclusive technologies for teaching foreign languages in higher education in the digital age. Methods: Several general scientific research methods were used to achieve the research objectives, including abstraction, analysis, synthesis, induction, and deduction. Results: Attention is focused on exploring the potential of audio-lingual and audiovisual methods, didactic game solutions, case methods, reproductive methods, thematic studies, linguistic and sociocultural, and project methodologies. It has been proven that using digital educational platforms in educational programmes allows teaching foreign languages to be carried out at a high professional level, stimulating aspects of motivation and effectiveness. The study identifies that implementing innovative approaches in inclusive strategies for teaching foreign languages enables students to gain practical skills through active interaction with various non-standard methods and forms of work. Such methods include brainstorming, project work, role-playing, group work, and several others. It has been found that specific innovative approaches, such as random and cross-learning, learning through argumentation, or embodied learning, form a solid practical basis for the successful future application of acquired knowledge. Conclusions: The article proves that innovative methods of teaching foreign languages within the framework of inclusive educational technology programmes have the potential to create an effective learning environment, ensuring a significant improvement in the quality of higher education

Teacher Talk Analysis in The Youtube Video "Differentiated Learning on Self-Introduction" From SMAN 1 Pangkalan Susu Through FIAC

This study analyzes teacher talk in the YouTube video "Differentiated Learning on Self-Introduction" from SMAN 1 Pangkalan Susu using the Flanders Interaction Analysis Category (FIAC) system. Teacher talk, which includes both direct and indirect verbal interactions, plays a critical role in fostering an engaging and effective learning environment. The research focuses on identifying patterns of teacher-student interactions that support differentiated learning, a method designed to cater to individual student needs. The results reveal that indirect talk, such as accepting feelings and giving encouragement, accounts for 60.87% of the interactions, while direct talk, like giving instructions and lecturing, constitutes 39.13%. This balance suggests a strong emphasis on student engagement through supportive communication, essential for differentiated learning environments.

Perceptions of Women in Science Students towards Online Instruction at A Tertiary Institution

This study delved into the nuanced perceptions of women in science students regarding online instruction at the tertiary level. The study adopted a qualitative paradigm where interviews and questionnaires were used to collect data from Chinhoyi University of Technology undergraduate women in science students. Data was collected from first year students to third year students aged between 19 and 26 years. Discussion of the findings is premised on the feminist approach to enable downscaling and understanding of the perceptions of women in science education on online learning experiences more holistically. Regardless of the benefits and advantages online learning has as opposed to traditional/physical learning, vulnerability, and resistance of women in science students at Chinhoyi University of Technology in the Institute of Materials Science Processing and Engineering Technology is worsened. The study found out that the great difference in how the women in science students perceive their experiences is hinged upon the student’s background, the age gap, academic level, geographical location and even technology proficiency. A gap in knowledge persists in the exploration of the nuanced challenges faced by women in science when transitioning from traditional classroom instruction to online learning at the tertiary level was identified in the study resulting from the socio-economic challenges that the students are experiencing. Insights from this study contribute to a deeper understanding of how women in science navigate online education, offering valuable considerations for educators, policymakers, and institutions striving to create inclusive and effective learning environments.

Student perspectives on optimising AI tools to enhance personalised learning in higher education

This explanatory qualitative paper discusses students’ recommendations on how AI tools can be optimised to enhance personalised learning in higher education. There are several obstacles to the successful adoption and application of AI technology, two of which are user acceptance and striking a balance between AI-assisted and conventional teaching techniques. The Technology Acceptance Model is used in this research as a theoretical framework to analyse how users accept and use technology. It makes the case that users’ acceptance of technology is mostly influenced by their perceptions of its usefulness and ease of use, which can direct the creation of strategies to enhance the application and efficacy of AI technologies in individualised learning. Open-ended questionnaires were given to 40 University of the Free State students from different faculties as part of a qualitative explanatory case study methodology. The findings reveal that both students and lecturers need to be trained in using AI tools and that there should be a balance between using AI tools and traditional teaching methods to enhance personalised learning in higher education. Considering the findings, the study suggests that institutions and lecturers need to address the challenges posed by AI tools immediately and leverage AI to its full potential in creating an effective and personalised learning environment by establishing clear ethical guidelines and policies for AI usage in higher education and implementing comprehensive AI literacy programs for lecturers and students to ensure they understand the capabilities, limitations, and ethical considerations of AI tools.

Effective Nature-Based Outdoor Play and Learning Environments for below-3 Children: A Literature-Based Summary.

Early childhood (0-8 years) is a time of rapid brain development supported by spontaneous and informal learning from the surrounding environment. Meaningful contact with nature (a dynamic and varied source of informal learning) during the early years of life sets up rich scopes for such spontaneous learning-especially in the first three years, a period in life that determines all future learning, behavior, and health. Besides its learning affordances, nature-based environments provide numerous health and developmental benefits. Considering that more than 13 million children under 5 years of age in the US spend most of their waking hours in care facilities, the potential benefits of having a nature-based outdoor area in their primary care environments are immense. However, guidelines and assessment standards for designing nature-based outdoor environments for below-three children (infants and toddlers) are almost non-existent. This three-phase research holds the promise of addressing this issue. Phase 1 reviews the available limited literature on below-three children's outdoor play and learning environments and summarizes their design implications. Phase 2 extracts effective design guidelines and identifies assessment indicators from the Phase 1 studies. In Phase 3, empirical data (environmental assessment data) are collected to compare the existing and proposed design environment conditions of below-3 outdoor play and learning environments in a selected childcare facility. This phase highlights evidence-based assumptions of new criteria, guidelines, and indicators to assess any below-3 nature-based childcare outdoor environments. This research provides new information and insights for designing nature-based outdoor play and learning environments for below-3 children to increase their meaningful connections with natural elements while attending a care facility.

Professional Competencies of English Language Teachers: A Literature Review

Professional competence is a dynamic process that improves working quality resulting in a teacher's professional development and self-improvement. Teachers' beliefs, best practices, and a supportive work environment are all essential factors in the development of professional competence during the span of a teacher's profession. Likely, teachers' notions of what teaching is and how it should be successfully done have an impact on the way they teach and learn. To be competent in their field, instructors must appreciate the value of reliable and well-maintained facilities, continuous training, workshops, appropriate learning environments, independent use of learning materials, and successful teaching methods. This entails mastering teaching and learning processes, resources, and educational technologies. Professional competence in education also involves the ability to motivate students, as well as high levels of talent and knowledge of the educational environment. This study based on a review of the literature aims to examine the professional competence of instructors and to improve teaching and learning methods in the classroom. The findings paint the picture of teacher professional development in the education environment for effective teaching and learning.

Languaging-as-practice in science education: an alternative to metaphors of language-as-tool

AbstractThis commentary proposes the metaphor of “languaging-as-practice” in science education as an alternative to “language-as-tool” metaphors. Describing language as a tool implicitly positions language as static and unchanging and assumes that named languages are distinct and bounded entities. In contrast, describing languaging as a practice acknowledges the multiple and advanced ways speakers draw on many aspects of their linguistic repertoires while often crossing purported boundaries between named languages. This approach is grounded in translanguaging theory and offers a dynamic understanding of language in educational settings. It envisions students constructing and expressing scientific knowledge by drawing on their complete linguistic repertoires. By advocating for this approach, we aim to promote practices that acknowledge and leverage the diverse linguistic backgrounds of students, fostering inclusive and effective learning environments. While this approach has gained some traction in language-education circles, we believe it needs more consideration in the science education community. We also critique the limitations of viewing language merely as a tool for reproducing predefined scientific concepts and discourses, proposing that a more expansive approach to language can enhance opportunities for scientific sense-making and knowledge construction. We urge science education researchers and practitioners to shift how we think and talk about language in the science classroom to adopt and act upon a metaphor of “languaging-as-practice.”

Investigating the Benefits of Imaginative Teaching Practices in Enhancing Educational Quality

The study examines the benefits of imaginative teaching practices in enhancing educational quality by focusing on innovative pedagogical approaches. It aims to evaluate the influence of these performances on key variables, including Student Engagement (SE), Academic Performance (AP), Educational Satisfaction (ES), Creativity Development (CD), and Critical Thinking Skills (CTS). Using SPSS software, various statistical methods, such as x2 tests, ANOVA (Analysis of Variance), T-tests, and descriptive statistics, were employed to analyze data collected from educators. The findings reveal significant improvements across all measured variables, indicating that imaginative teaching practices effectively enhance student engagement, academic performance, critical thinking skills, creativity, and overall satisfaction with the educational experience. These results suggest that incorporating creative methods in teaching can create a more dynamic, engaging, and effective learning environment, ultimately leading to improved educational outcomes.

Integration of AI helping teachers in traditional teaching roles

Introduction: This essay examines the scenario in which a human student is paired with a human teacher and a virtual tutor is introduced to assist the student's learning outside the traditional classroom setting, such as through a computer at home. Methodology: With the rise of AI virtual tutors, it is becoming increasingly likely to see these AI teachers taking on a more traditional teaching role. Results: Virtual tutors can personalize learning experiences for students by analyzing each student's learning style and pace. Discussions: Additionally, they can provide immediate feedback, helping to improve students' understanding of the material and keep them motivated. Conclusions: The integration of AI into traditional teaching practices has the potential to revolutionize the educational experience for both students and teachers, providing a more personalized and effective learning environment.

Transformative Islamic Education from the Perspective KH Abdullah Munjul (Study of Manuscript Layang Siti Hasanah)

The "Layangan Siti Hasanah" manuscript, a significant Islamic text, provides valuable insights into historical educational practices. This research explores how its teachings can be applied to contemporary Islamic education to foster meaningful change and personal growth. The study involves a detailed analysis of the manuscript’s content, focusing on its educational methodologies and philosophies. It examines how these principles can be integrated into modern educational frameworks to enhance critical thinking, moral development, and holistic learning. Key findings reveal that the manuscript contains educational approaches that align with transformative educational goals. These approaches include methods for developing critical thinking and ethical understanding, which are relevant to current educational practices. The research suggests that incorporating these traditional principles into contemporary Islamic education can create a more dynamic and effective learning environment. By merging historical insights with modern needs, educators can promote both academic and personal development in students. Overall, this study highlights the importance of integrating traditional Islamic teachings with modern educational methods to achieve a transformative educational experience that benefits students in various aspects of their lives.The method used in this research is qualitative, while the approach used is the historical and anthropological approach to Islamic education, then the data collection techniques used are documentation and interviews and data analysis in the researcher's research using philological and symbiotic analysis. The results of research on Transformative Islamic education in the Layang Siti Hasanah manuscript according to KH Abdullah Munjul are divided into 3 domains of Transformation, namely: 1. Syariat teachings, 2. Tarekat teachings. 3. Marifat teaching.

Human Computer Interaction Strategies for Effective Digital Learning Experiences: From Classroom to Screen

The rapid advancement of technology has transformed traditional classroom settings into complex digital learning environments, emphasizing the need for effective Human-Computer Interaction (HCI) strategies to enhance online learning experiences. This research explores the intersection of HCI and digital learning, focusing on how HCI strategies can improve user engagement, comprehension, and learning outcomes. Through a review of existing literature, this study identifies common challenges faced by learners and educators, such as usability issues, technical difficulties, and inadequate localization. It also highlights effective HCI strategies, including user- centered design, interactive multimedia features, and feedback mechanisms, which are crucial for creating engaging and personalized learning experiences. Findings indicate that personalized learning systems and interactive content significantly enhance performance and achievement by addressing individual learning needs and improving content retention. Best practices derived from user feedback suggest adopting a user-centered design approach, integrating interactive elements, focusing on usability, and continuously updating learning tools. This research underscores the importance of aligning HCI principles with educational technology to foster a more effective and inclusive digital learning environment. Keywords - Human-Computer Interaction (HCI), Digital Learning Environments, User Experience (UX),Interactive Design, Personalized Learning, Educational Technology.

Research Trend and Impact on Student Learning using Artificial Intelligence-Based Emotion Recognation: Systematic Bibliometric Analysis

Emotions have a significant function in the learning process. Good emotions such as enjoyment and curiosity can increase attention and comprehension, whereas negative emotions such as fear and boredom might impair academic achievement. Therefore, identifying and managing students' emotions is a critical step in developing an effective learning environment. In recent years, there has been a substantial progress in the application of artificial intelligence to detect emotions through facial expression analysis. Systematic literature reviews based on bibliometric analysis of artificial intelligence-based emotion recognition studies are still difficult to locate. This paper aims to undertake bibliometric and visualization analyses with VOSviewer for artificial intelligence-based emotion recognition. The evaluation includes 230 scholarly publications on emotion detection investigations indexed by Scopus quartiles Q1–Q4 from the Scopus database in the recent decade, namely 2014–2024. This bibliometric analysis has major implications for increasing academic, practical, and policy-related elements of artificial intelligence-based emotion recognition in education. By recognizing trends and major contributions in this subject, researchers, practitioners, and policymakers may work together to develop a more flexible and supportive learning environment, thereby boosting the overall quality of education.

DISEMINASI KAMUS DIGITAL KIRATU SEBAGAI MEDIA PEMBELAJARAN INOVATIF PENDUKUNG PENDIDIKAN INKLUSI DI SLB NEGERI JOMBANG

This community service activity aims to improve the skills of special school teachers in using digital dictionaries as teaching aids. This training focused on the introduction and application of digital dictionary technology specifically designed to support inclusive education, especially for deaf students. In this activity, SLB teachers were given training on how to utilize digital dictionary features such as interactive definitions, images, videos and sign language to enrich learning materials. In addition, the training includes a practical session on making digital dictionaries that suit the needs of the curriculum and students. The benefits of this training include improving teachers' ability to present more appropriate and adaptive teaching materials, as well as supporting students' independence in the learning process. This activity is expected to improve the quality of education and create a more inclusive and effective learning environment for students with special needs.

Evaluation of Science Education for Students with Visual Impairment: Views of Teachers and Administrators

Introduction: Science education for students with visual impairment requires an inclusive education system. Understanding the science learning process of these students and determining their problems and needs in education constitute the basis of inclusive education. Therefore, it is crucial to evaluate the teaching strategies and material choices of science teachers to create an effective and accessible learning environment. School administrators are also decisive in providing support and resources, developing teachers and meeting the needs of this process. Therefore, this study aimed to examine the opinions of science teachers and school administrators working in secondary schools for the visually impaired about the difficulties encountered by students with visual impairment in science education and solution suggestions. Method: The present study was designed with case study, one of the qualitative research designs. The study group consisted of 24 participants, including 14 science teachers and 10 school administrators working in secondary schools for the visually impaired in Türkiye in the 2022-2023 academic year. The data were obtained through a semi-structured interview technique. Content analysis was used to analyse the data. Findings: The findings showed that the content of the curriculum was prepared intensively, the course duration was insufficient and the acquisitions were too many, teaching materials for many senses should be prepared and there were printing errors in the textbooks. It was determined that students had difficulties arising from the reader in the measurement and evaluation process. Discussion: The findings obtained in this study suggest that there are needs in providing science education for students with visual impairment. In the teaching of science course, the problems arising from the visual problems of students affected by visual impairment make it difficult for them to have the same opportunities as their peers with normal development. Thus, there is a need to determine the special needs of the students and make educational arrangements for their disability levels.

School Heads’ Decision – Making Styles And Educational Leadership: Their Influence On School Culture

This study investigated the influence of school heads' decision-making styles and educational leadership on school culture, as perceived by teachers in the Schools Division of Iloilo City, Philippines. Utilizing a descriptive-correlational design and stratified random sampling, 350 teachers assessed their school heads' decision-making styles, educational leadership levels, and the prevailing school culture. Findings revealed a predominance of the Planner decision-making style among school heads, with no significant variations observed across teacher demographics. The level of educational leadership was generally perceived as very satisfactory, although differences emerged based on school level and teacher experience. While the dominant school culture wasn't explicitly identified, significant variations were found based on school level and length of service. Importantly, both decision-making styles and educational leadership were found to significantly influence school culture, highlighting the crucial role of school heads in shaping a positive and effective learning environment. The study underscores the importance of context-specific leadership approaches and collaborative decision-making in fostering a conducive school culture.

School Heads’ Decision – Making Styles And Educational Leadership: Their Influence On School Culture

This study investigated the influence of school heads' decision-making styles and educational leadership on school culture, as perceived by teachers in the Schools Division of Iloilo City, Philippines. Utilizing a descriptive-correlational design and stratified random sampling, 350 teachers assessed their school heads' decision-making styles, educational leadership levels, and the prevailing school culture. Findings revealed a predominance of the Planner decision-making style among school heads, with no significant variations observed across teacher demographics. The level of educational leadership was generally perceived as very satisfactory, although differences emerged based on school level and teacher experience. While the dominant school culture wasn't explicitly identified, significant variations were found based on school level and length of service. Importantly, both decision-making styles and educational leadership were found to significantly influence school culture, highlighting the crucial role of school heads in shaping a positive and effective learning environment. The study underscores the importance of context-specific leadership approaches and collaborative decision-making in fostering a conducive school culture.

Emotional Regulation Challenges in Chilean Teachers: An Analysis of the Measurement Invariance of the DERS-E and the Influence of Gender and Age.

The study investigates the emotional dysregulation in teachers of the Chilean school system, focusing on gender and age similarities and differences. The sample included 1059 teachers from various regions of Chile, of whom 80.3% were female and 19.7% were male. Participants completed the Spanish version of the Difficulties in Emotional Regulation Scale (DERS-E). A confirmatory factor analysis was carried out to evaluate the structure of the theoretical model, along with the convergent, discriminant, and internal consistency of the instrument. Additionally, a measurement invariance analysis was performed to identify possible differences between demographic groups, which is crucial to ensure that comparisons between these groups are valid and unbiased. The results indicated that the theoretical model presents a good fit to the data and confirms the validity and reliability of the DERS-E. Scalar invariance was achieved among the analyzed groups. We found significant differences in emotional dysregulation between men and women, which also varied by teacher age. The importance of understanding the specific needs of teachers in terms of their emotional regulation is discussed and the urgency of implementing training programs that improve their emotional skills, fostering a positive and effective learning environment, is highlighted.