Effective Learning Outcomes Research Articles

The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation

The use of Artificial Intelligence (AI) tools has become increasingly prevalent within higher education and numerous studies have indicated the efficacy of AI applications within the English as a foreign language (EFL) context. Enhancing student engagement, foreign language enjoyment (FLE), and motivation in the field of AI education are significant in promoting effective learning outcomes. The rise of AI in educational settings has led to a paucity of research exploring its impact on various educational constructs. This quasi-experimental research examined the role of utilizing an AI tool, specifically Duolingo, on the engagement of FLE, and motivation of Chinese EFL learners. The present study involved 383 out of 412 Chinese university EFL students, who were assigned to either the experimental or control group. Both groups participated in pre- and post-intervention assessments prior to and following a 12-session intervention. Running a One-way Analysis of Covariance (ANCOVA) revealed statistically significant improvements in FLE, engagement, and motivation within the experimental group. On the contrary, the control group demonstrated a minor alteration in the aforementioned variables. AI tools possess the capability to captivate the attention of students and consequently enhance their motivation to actively participate in the educational experience. The results of the study designate that there are significant implications for both teachers and teacher educators concerning the incorporation of AI tools in the EFL classroom environment.

The pedagogical insights of mathematics teachers integrating artificial intelligence in rural upper primary schools of Namibia

This paper presents a qualitative intervention study that explores the pedagogical experiences of mathematics teachers integrating Artificial Intelligence (AI) technologies into teaching mathematics in rural upper primary schools in Namibia. The Technological Pedagogical Content Knowledge (TPACK) framework, which intersects teachers’ understanding of technology integration with pedagogical techniques and subject matter knowledge, was adopted for the study. The research involved 13 mathematics teachers selected through purposive sampling. Data collection included two sharing circle discussions, lesson observations, and semi-structured interviews. A thematic analysis approach was employed to interpret the collected data. The findings reveal a diverse range of AI tools used by the selected teachers, such as Geogebra, Khan Academy, Virtual Tutors, and various problem-solving mobile applications, including Photomath, Mathway, and Microsoft Math Solver. These AI resources were noted for enhancing the visualisation of mathematical concepts, providing adaptive learning experiences, and promoting independent, paced learning that supports learners' learning styles. Teachers reported a marked improvement in learners’ comprehension and problem-solving abilities attributable to AI integration. Despite the benefits of AI in education, challenges remain, particularly in rural areas. Key issues include inadequate infrastructure, limited access to devices, and the need for ongoing teacher training in technological pedagogical content knowledge. Additionally, the lack of culturally relevant AI technologies hinders effective AI-supported learning in diverse contexts. Greater investment in localised AI educational tools is needed to achieve equitable and effective learning outcomes.

Application of video tutorials as a media for learning front punch of pencak silat to improve students' motivation and skills learning outcomes

To determine effective learning outcomes in learning activities, motivation and learning outcomes are 2 very important components. The utilization of video instructional exercise learning media is one component of the apparatus to form fruitful instructing and learning exercises. Knowing the impact and how much impact it has on its usage. The aim of this investigation is to supply video instructional exercise learning materials to progress fundamental Pencak Silat front assault development abilities. This inquire about applies a one-group pretest and posttest design. Utilizing information appraisal models, abilities appraisal, and learning inspiration surveys. The tests utilized in this inquire about were 32 tests, and this number was decided based on the number of understudies within the course. The results of the study showed that the media used can affect motivation (t = 2.509, p = 0.018), knowledge (Z= 5.660, p = 0.000), and skills (Sitting cross-legged Z= 4.967, p = 0.000; Stand up straight Z= 5.035, p=0.000; Sawhorse Z= 4.998, p= 0.000; and move Z= 5.009, p= 0.000). We recommend that teachers can develop teaching materials by utilizing technology so that learning is more motivating and makes it easier for students to learn teaching materials.

Midwifery students' experiences of learning to be ‘with woman’: a scoping review

Background/Aims Being ‘with woman’ is a fundamental concept of midwifery and profoundly impacts maternal and infant wellbeing and outcomes. Understanding student midwives' experiences is vital in shaping learning strategies for positive and effective student-centred learning outcomes. This scoping review's aims were to gain meaningful insight into existing literature on students' experiences of learning to be ‘with woman’. Methods The scoping review searched the CINAHL, PubMed, AusHealth, Medline and PsycInfo databases in July 2023, October 2023 and April 2024. The search included qualitative and quantitative research studies published in English between 2018 and 2024. Articles were screened for eligibility by title, abstract and full-text review by three reviewers. Results A total of 1172 articles were screened, with nine articles included in the review from various countries. Key themes identified were ‘continuity of care’, ‘partnership with woman’, ‘preceptor and practitioner impact’ and ‘context and contrast’. Conclusions Limited literature exists to explore and provide an understanding of the learning experiences and outcomes of midwifery students providing woman-centred care and developing a midwifery philosophy to be ‘with woman’.

Ta'zîzu Dâfi'iyyati Thullâbi Riyâdh al-Athfâl li Tathwîri Mahârât al-Lughah al-'Arabiyyah al-Syafawiyyah min Khilâli Barâmiji al-Ta'lîm al-Mukatstsaf

This research study was motivated by several key factors. Firstly, the Arabic language holds great religious and cultural significance in Indonesia, as it is a core component of Islamic identity and practice, particularly in the context of Quranic education for children. However, many students at Quranic preschools struggle with developing proficiency in spoken Arabic. Additionally, educational literature emphasizes the critical role of student motivation in facilitating effective language learning outcomes. Therefore, it was important to investigate the factors influencing students' motivation to learn Arabic in this specific educational setting. Moreover, most prior research in this field has been conducted in non-Indonesian contexts, necessitating localized studies to explore the nuances of the Indonesian educational dynamics. Ultimately, this research aimed to help address the gaps in the existing body of knowledge around Arabic language instruction in Indonesian Quranic preschools. The researcher employed a quantitative approach and simple linear regression to analyze data collected from interviews, observations and questionnaires. Statistical tests of validity, reliability, normality, linearity and correlation were performed on the questionnaire data using SPSS. The iresults ishowed ithat iintensive Arabic classes had a significant effect on students' motivation to learn speaking skills, as idemonstrated iby ia ip-value iof iless ithan i0.05. Regression analysis further reported that these classes influenced motivation by 33.1%, as indicated by the R-squared value. Therefore, the intensive language exposure appeared to positively impact the kindergarteners' drive to develop their Arabic communication abilities.

Potential of active learning in dentistry: A comparative study of Jigsaw versus inquired-based learning.

To compare the efficacy of Jigsaw and Inquiry-Based Learning (IBL) methods in promoting effective learning outcomes within diverse dental educational settings. A total of 188 dental undergraduate students were recruited for the study and divided into Batch A (n=96) and Batch B (n=92). Each batch underwent two teaching sessions, one using the Jigsaw method and the other using IBL. A structured questionnaire using five-point Likert scales assessed students' preferences between the two methods. Pre- and post-intervention tests were conducted to measure knowledge acquisition. Statistical analysis was performed using Student's t-test with STATA version 17, with a p-value of<0.05 considered significant. Both Jigsaw and IBL methods significantly improved students' knowledge, with mean scores showing a significant difference before and after interventions (p<0.001). IBL was more effective in comprehensive topic coverage (99.46%) and enhancing subject understanding. Both methods yielded comparable outcomes in terms of improving communication skills. The Jigsaw method was simpler and more enjoyable, encouraging active participation and enhancing communication skills. IBL promoted critical thinking, research skills, and deeper comprehension of concepts. Jigsaw and IBL methods are both effective in enhancing dental education. The choice between these methods depends on the specific learning objectives, the complexity of the topic, and the preferences of the dental educator and students.

Perkembangan Kurikulum di Indonesia: Adaptasi terhadap Perubahan Zaman dan Kebutuhan Masyarakat

The curriculum serves as a guideline for the teaching and learning process in schools. In Indonesia, the curriculum continues to evolve in line with changes in time and societal needs. These changes aim to adapt to advancements in science and technology, address challenges within the education system, and achieve more effective learning outcomes. This research adopts a qualitative approach with a literature study method, drawing data from journal articles, books, research reports, and other documents. The findings illustrate the evolution of the national primary education curriculum from 1945 to the Merdeka Curriculum of 2022, depicting a lengthy journey of curriculum adaptation to Indonesia's educational dynamics. The implications of this research emphasize the importance of developing a curriculum that is responsive to both global and local developments, as well as the necessity for an adaptive education system to meet the needs of modern society.

Industry Class Clustering of Software Expertise Competency at SMKN 2 Kraksaan Using Constrained K-Means Clustering Algorithm

Addressing the gap between school education and industry needs is a recurring concern, as many graduates struggle to enter the workforce due to lacking practical skills. Industry Classes aim to bridge this gap by preparing students with relevant skills and knowledge aligned with real-world industry demands. This study focuses on the application of Constrained K-Means Clustering to categorize students in the software engineering competency classes at SMKN 2 Kraksaan. This algorithm modifies traditional K-Means by utilizing Linear Programming Algorithm (LPA), ensuring each cluster meets predefined subject requirements. The research involves analyzing academic proficiency test data (TKDA) from 96 X-grade students, evaluating their abilities in analogy, series, figural, mathematical, and recall skills. Using a 3-cluster approach, each with 32 to 60 student capacity constraints, the study aims to optimize student distribution for effective learning outcomes. Evaluation through silhouette method yielded a score of 0.3199, indicating satisfactory separation between clusters with overlap to address. Cluster analysis revealed Cluster 2 as the most proficient, showcasing strengths in recall and series attributes critical for software engineering. These findings suggest that Constrained K-Means Clustering is effective in classifying students, highlighting Cluster 2 as optimal for software engineering competencies at SMKN 2 Kraksaan. Future research should focus on enhancing data quality, expanding sample size, and refining algorithms for improved clustering accuracy and effectiveness.

Analisis Keterampilan Dasar Mengajar Guru untuk Meningkatkan Hasil Belajar Siswa di UPTD SD Negeri Pailelang

This research aims to examine the influence of teachers' teaching skills on student learning outcomes in elementary schools. This research will specifically examine teaching skills and learning readiness as factors that can influence student learning outcomes. Teachers' teaching skills are very important in the learning process because it is one way teachers can do it so that the learning process in the classroom fosters effective student learning activities and learning outcomes can be as appropriate as possible. what to expect. Learning activities are not enough to just listen and take notes, but must be more complex than that. This shows that the teacher's teaching skills must be able to enable students to stimulate various learning activities. In writing this article, we used a qualitative approach with a literature study based on several scientific journals, electronic books and other sources whose accuracy has been confirmed. The results of this study describe that there is an influence of teacher teaching skills on student learning outcomes in elementary schools. By mastering basic teaching skills, teachers can distribute all learning materials so as to achieve the learning objectives themselves

The Effectiveness of Using SmartBoard Interactive Toward Learning Innovation in Schools

SmartBoard Interactive is a tool that combines touch and projection technology, allowing teachers and students to interact directly with learning content through touch screens. SmartBoard Interactive is an implementation of Smartclass. Smartclass is the application of the Internet of Things (IoT) in education. The IoT is a network of physical objects connected to the Internet. This research aims to examine the effectiveness of using SmartBoard Interactive in improving learning innovation in schools. The research method is a survey that uses questionnaires. The respondents in this study were teachers and students at elementary, junior high, and high school levels who used SmartBoard Interactive in the daily learning process. The application of SmartBoard Interactive in Learning includes the use of an interactive whiteboard, multimedia, animation, video, and gamification. The results show that the use of SmartBoard Interactive has a positive impact on learning innovation. Teachers stated that it increased student engagement, improved learning motivation, and facilitated better concept understanding. A total of 96.9% of the students showed a positive response to the use of this technology, felt more motivated, and showed a significant improvement in learning outcomes. This research will encourage the wider application of this technology in educational contexts, with the aim of achieving more effective learning outcomes and enhancing students' learning experiences.

Does Art Education Matter in Inclusiveness for Learners with Disabilities? A Systematic Review

The pursuit of fostering inclusive educational environments, particularly in alignment with the United Nations’ Sustainable Development 2030 Agenda, prioritizes the advancement of quality education. In this endeavor, there is a central emphasis on fostering equitable, inclusive, and high-quality education accessible to all individuals, including those with disabilities. Art education plays a relevant role within this agenda due to its multifaceted benefits and potential to contribute to inclusive educational environments, which are crucial for individuals with disabilities. This study contributes to this goal by investigating the intricate link between art education and inclusivity for disabled learners. In using the PRISMA (preferred reporting items for systematic reviews and meta-analyses) approach, we conducted a comprehensive analysis of literature sourced from reputable databases such as Google Scholar, Semantic Scholar, Web of Science, and Scopus. The timeframe for the literature review spanned from 2014 to 2023. Initially identifying 126 relevant publications, 28 research articles were deemed pertinent to the study objectives. The findings of this investigation unveil the significant impact of art education on various aspects crucial to the educational journey of learners with disabilities. Specifically, art education is shown to positively influence motivation levels, foster increased engagement in learning activities, and facilitate more effective learning outcomes. Building upon these insights, the study proposes a conceptual framework designed to cultivate inclusive classrooms. By synthesizing the empirical evidence gleaned from the analyzed literature, this research aims to inform educational practitioners, policymakers, and stakeholders about the transformative potential of art education in creating genuinely inclusive learning environments for all learners, including those with disabilities.

The Use of ChatGPT in Language Education

This study explores the multifaceted role of ChatGPT, an AI language model, in language teaching and learning contexts. Drawing upon a comprehensive review of literature and empirical studies, the benefits and disadvantages of integrating ChatGPT into language education are examined. Findings reveal that ChatGPT offers personalized feedback, facilitates customized lesson planning, and enhances language proficiency through individualized learning experiences. However, concerns regarding misinformation, lack of human connection, and ethical implications necessitate careful consideration. Implications for language teaching underscore the importance of strategic integration and educator training, while recommendations for further research highlight the need for addressing ChatGPT's limitations and exploring its potential in-depth. By addressing these considerations, educators can harness ChatGPT's capabilities to enhance language instruction and foster more effective learning outcomes.

Maximizing Learning Outcomes while Minimizing Costs: A Cost-Effective Approach to M-Learning

In the realm of education, the pursuit of effective learning outcomes often faces the challenge of limited resources. This paper explores the intersection of maximizing learning outcomes and minimizing costs through a cost-effective approach to mobile learning (m-learning). Recognizing the ubiquitous presence of mobile devices and their potential to revolutionize learning, this study explores strategies that leverage the capabilities of mobile technology while being mindful of budgetary constraints. By leveraging the flexibility and accessibility offered by m-learning platforms, educators can design engaging and interactive learning experiences that cater to diverse learners needs. The paper investigates various cost-effective methodologies, including utilizing open-source software, repurposing existing resources, and adopting collaborative learning environments. Furthermore, it examines the role of scalable technologies and adaptive learning algorithms in optimizing resource allocation and personalizing learning experiences. Through case studies and empirical analysis, this research illustrates how institutions and educators can achieve significant cost savings without compromising the quality of educational delivery. Ultimately, the findings highlight the transformative potential of a cost-effective approach to m-learning in enhancing learning outcomes and widening access to education.

UNRAVELLING THE FACTORS THAT IMPEDE STUDENTS’ ENGLISH LANGUAGE LEARNING: FROM TEACHERS’ VIEWPOINT

Students’ effective learning and course learning outcomes (CLOs) are of constant concern for teachers, students, parents, and institutions, regardless of academic levels and contexts. To this end, teachers employ varied techniques and methods in soliciting the expected learning outcomes and students’ academic skill developments, but very often some factors are found to be liable and barriers to the success of this mission. Behind such a teaching and learning perspective, this paper attempts to explore the factors that impede students’ English language learning (ELL) and CLOs at Jazan University, Saudi Arabia, with the intent of finding new vantage points that augment students’ effective learning outcomes. To this end, the present study devised a survey questionnaire for teachers (Appendix 1) to collect data and observations to determine the ground reality of the issue undertaken for this study. The population participants were 25 EFL teachers. The collected data were analyzed qualitatively. Finally, the analytical result of this paper unveils that teachers should drive “needs analysis” to diagnose the learners’ lack of motivation, TBLT practice in the classroom, and their training for techno-pedagogical professional skill development. It also reveals some other implications and effective recommendations for making a learnercentric EFL teaching and learning curriculum. The findings of this paper contribute to the fields of ELT, TEFL, learning outcomes, curriculum design, pragmatics, and ELL paradigms.

Educational Innovation: Teacher- and Student-Made Videos to Enhance English Proficiency at University Level

In the context of English as a foreign language (EFL) education, the efficacy of various instructional approaches has been a subject of ongoing concern. Traditional teacher-led methods have been challenged by the emergence of video-based instruction, raising questions about which approach yields the more effective learning outcomes. This study investigated the impact of student- and teacher-made video implementation versus traditional teacher-led methods on EFL class outcomes. Standardized tests were used to assess the English proficiency levels of 214 students who registered for EFL classes in a higher education institution in Cuenca, Ecuador. A quantitative methodology with quasi-experimental type and Solomon four-group design was applied to examine the effects of these different instructional approaches, comparing groups both with and without pre-tests. The students were organized into groups at random. The results were arranged into two sections, one comparing post-test scores and the other focusing on mean differences among those who experienced both pre-test and post-test assessments. Notably, statistically significant differences were observed in post-test evaluations within the groups that received pre-tests, indicating that it influenced post-test outcomes. However, the most important finding was that the intervention group had a better mean difference in English level than the control group. The findings highlight the importance of considering pre-tests when designing effective instructional strategies and suggest further investigation into the dynamics of video-based versus teacher-led instruction in EFL education.

Interdisciplinary Perspectives on Education and Society: Bridging Theory and Practice

This paper delves into the crucial nexus between education and sociology, underscoring the imperative need for embedding sociological insights within educational methodologies to foster more equitable and effective learning outcomes. Through an exhaustive analysis, it showcases the profound influence of societal dynamics on the fabric of education, emphasizing how factors such as social context, social capital, and the overarching framework of education as a social system play pivotal roles in shaping educational equity and the quality of learning experiences. By meticulously examining these dimensions, the paper unravels the intricate interplay between the societal constructs and educational processes, highlighting the consequential impact of external social factors on the internal mechanisms of educational institutions. Further, it proposes actionable strategies for the harmonious integration of educational and sociological perspectives, focusing on innovative curriculum development, pedagogical strategies aimed at inclusivity, and the far-reaching implications of these practices on educational policy. By advocating for a systemic infusion of sociological principles into the educational discourse, the paper suggests comprehensive teacher training programs designed to equip educators with the necessary tools to understand and leverage the socio-cultural backgrounds of their students. Such initiatives, it argues, are essential for creating learning environments that not only acknowledge but celebrate diversity, thereby paving the way for a more inclusive and socially just educational landscape. Through its exploration and recommendations, the paper makes a compelling case for the transformation of educational practices by integrating sociological insights, thereby enhancing the efficacy and equity of learning experiences across diverse societal settings.

Deep reinforcement learning aided secure UAV communications in the presence of moving eavesdroppers

Integrating unmanned aerial vehicles (UAVs) with wireless systems is widely anticipated to bring enormous benefits to network users, and is considered as a key enabling technology for next generation wireless networks. However deployment of UAVs raises security concerns, as they are prone to eavesdropping attacks. In this paper we investigate secure data transmissions in a UAV-aided communication system from the physical layer security (PLS) perspective. The UAV is employed as a flying base station and transmit confidential information to a ground user. Specifically, an eavesdropper is moving in the vicinity of the ground user, attempting to intercept legitimate data transmission. We aim to optimize UAV trajectory to maximize secrecy throughput and due to the fast changing environment with unpredictable movements of the eave, this nonconvex problem is difficult to solve. Instead, we propose a deep reinforcement learning framework by reformulating this problem as a Markov Decision Process (MDP). By carefully designing state spaces, state-dependent action sets and time-dependant reward signals, we aim to help the agent learn an optimized trajectory and complete the flight task within time limit. We adapt the deep Q network (DQN) algorithm and extend it with prioritized experience replay (PER) and importance sampling method to ensure a stable and effective learning outcome. Simulation results validate the effectiveness of the learning algorithm and confirm that the agent is able to learn an effective policy with desirable and robust learning outcomes. Compared with benchmark schemes, our proposed scheme is shown to achieve considerable performance gain in secrecy throughput.

Alignment of Coursebook and Curriculum: Effective Business English Learning Outcomes

Confronted with the challenges of an interconnected work environment, students often have difficulties in connecting theoretical knowledge with practical communication skills. This article examines the potential of business English coursebooks to be reimagined as transforming tools that equip students to traverse the business environment effortlessly. Previously seen as purely theoretical resources, these coursebooks may now be recognized as valuable assets for students. We contend that meticulously crafted coursebooks, when used proficiently, may serve as gateways to developing essential communication aptitudes, cultural consciousness, and pragmatic negotiation proficiencies. Through interesting case studies, interactive activities, and simulations, students obtain genuine experience in composing emails, making presentations, and participating in negotiations, increasing confidence and enhancing their employability potential. In conclusion, we emphasize the many advantages of using coursebooks not just as reservoirs of information but also as dynamic tools for molding self-assured and accomplished corporate communicators. This article only concentrates on the compliance of the coursebook to the aims of the course of the English major students at Ho Chi Minh City University of Industry and Trade.

NEW CHALLENGES OF DISTANCE TEACHING AT THE INTERNATIONAL MEDICAL FACULTY DURING THE WAR AND CORONAVIRUS PANDEMIC IN UKRAINE

The aim of this work is to address specific challenges related to the organization and future prospects of distance teaching in medical higher education institutions, especially pertinent amidst the current military situation in Ukraine. Materials and methods. In our analysis, we reviewed relevant experiences and documentation, considering the participation of medical students in higher education. The data analysis on student’s performance and engagement in online courses to assess the effectiveness of current distance teaching methods was performed. Results and discussion. The education of medical professionals at international faculties holds significant national importance, contributing to addressing various societal challenges and enhancing Ukraine's educational reputation. However, recent events such as the COVID-19 pandemic and martial law have posed new challenges for distance teaching practices in pedagogy. Ii is crucial for educators who work with international medical students to possess high levels of professionalism and moral integrity. Across the globe, simulation technologies are increasingly employed in medical training, offering innovative methods for preparing highly skilled medical personnel. One such technology is the "virtual patient," which allows learners to engage in realistic clinical scenarios, make diagnostic and treatment decisions, and understand the consequences of their actions without compromising patient safety. The development of communication and language skills among future medical professionals remains a pressing concern within higher education institutions. Utilizing technological storytelling methods to illustrate the journeys of successful specialists can provide valuable insights and inspiration for students. In the context of distance learning, maintaining prompt feedback channels between students and departmental teachers is essential for effective learning outcomes. Conclusion. Practical application of innovative methodological approaches provide with opportunity for teachers of medical higher education institutions to implement and improve the novel methods of work, to increase the effectiveness of the educational process and the level of knowledge of students of the international faculty. Innovative distance learning technologies stimulate the teacher's work, increase his/her professional level, since the organization of the educational process requires preparation for each class, constant pedagogical research, development and use of additional new materials, study of innovative technologies.

Experiential learning in higher education: Assessing the role of business simulations in shaping student attitudes towards sustainability

Education for sustainable development requires innovative pedagogies that entice students' engagement, ensure effective learning outcomes, and develop students' attitudes towards sustainability. The study aimed to investigate the factors that shape students' learning outcomes of a business simulation that incorporates sustainability-related decisions and to examine the effect of business simulation learning outcomes on their satisfaction, intention to continue using business simulations as a learning tool, and attitudes towards sustainability. A survey was distributed at the end of a business simulation course for undergraduates in a private university in the New Administrative Capital in Cairo, Egypt. A total of 262 students participated in the study. The results supported all research hypotheses except for the relationship between learning outcomes and student satisfaction. The study extends our understanding of the use of experiential learning in shaping student attitudes towards sustainability. The future of implementing more business simulations in curriculums depends on students' willingness to continue using such experiential learning tools in the future along with the power of positive word of mouth associated with their experience. The study offers several important implications for higher education institutions leaders and educators.