Engaging Learning Environment Research Articles

Students’ display of willingness to participate in an extensive reading book club

This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings held over six weeks at a Korean university demonstrates that several practices, particularly responding to questions and expanding on storytelling, reflect WTP. The study particularly highlights the importance of non-verbal cues in signaling and managing the WTP. The study suggests that student initiative can lead to more interactive and engaging learning environments, which may be especially significant in L2 settings where promoting student talk is a primary objective. The findings have implications for educators regarding the dynamics of student participation and agency, and contribute to our understanding of the nuanced relationships between learner initiative and WTP in fluency-oriented language learning contexts.

Advancing outbreak simulation training: a collaborative pilot study for dual-specialty medical trainees and infection prevention and control professionals

In response to identified gaps in infection prevention and control (IPC) training within Scotland, a Short Life Working Group initiated an innovative outbreak simulation training programme. To enhance the knowledge and confidence of medical microbiology and infectious diseases trainees and IPC professionals in managing healthcare-associated infection (HAI) outbreaks, employing the National Infection Prevention and Control Manual guidelines. Participants completed prerequisite online training in epidemiology and surveillance before engaging in a meticulously crafted vancomycin-resistant enterococci outbreak simulation, which mirrored a real-life incident and adhered to the standards set by the Association for Simulated Practice in Healthcare. The programme incorporated Kolb's experiential learning cycle, fostering an authentic and engaging learning environment. A total of 41 individuals participated in the synchronous online training phase, with eight individuals involved in the pilot outbreak simulation. Evaluation of the training's efficacy followed Kirkpatrick's model, combining quantitative (five-point Likert scales) and qualitative (open-ended questions and participant reflections) data collection methods. Results demonstrated significant improvements in participants' knowledge, skills, and confidence in outbreak management. Feedback highlighted the realism and educational value of the simulation, with 100% agreement on its efficacy in enhancing outbreak management capabilities. The success of this pilot study underscores the potential of simulation training in IPC and paves the way for broader implementation. It emphasizes the effectiveness of structured, experiential learning in equipping healthcare professionals with practical skills and confidence for managing complex HAI outbreaks, contributing to a more competent and prepared workforce.

Beyond rewards and punishments: enhancing children's intrinsic motivation through self-determination theory

In the domain of educational psychology, the cultivation of intrinsic motivation within children presents a pivotal challenge, especially when considering the limitations inherent in conventional reward and punishment systems. This research delves into the efficacy of Self-Determination Theory (SDT) as a transformative approach to foster intrinsic motivation, transcending traditional methods by emphasizing autonomy, competence, and relatedness. The study systematically reviews existing literature and employs theoretical analysis to construct a comprehensive methodological framework aimed at enhancing intrinsic motivation through educational practices rooted in SDT. The core of SDT posits that satisfying the psychological needs for autonomy (self-governance and freedom in learning), competence (mastery and effectiveness in tasks), and relatedness (meaningful social connections) can significantly bolster the intrinsic motivation of learners. By aligning educational strategies with these fundamental psychological needs, this research hypothesizes that learners will not only exhibit a heightened state of internal motivation but also demonstrate improved learning attitudes and behaviors. The findings from this study provide empirical support for the superior efficacy of SDT-based strategies over traditional reward and punishment approaches. Specifically, the application of SDT in educational settings has shown to markedly enhance children's intrinsic motivation, thereby fostering a more engaging and effective learning environment. This shift not only promotes a deeper, more self-driven engagement with learning material but also cultivates a positive outlook towards education, setting the stage for lifelong learning. In conclusion, the research underscores the significant potential of SDT to redefine motivational strategies within educational paradigms, offering a robust alternative to traditional methods by effectively nurturing the internal drive to learn among children.

Metamorphosing traditional pedagogy: examining the transcendent influence of Alexa in catalyzing educational paradigm shifts within rural Indian communities

PurposeAlexa’s integration in rural primary schools has improved the pedagogy and has created an engaging and objective learning environment. This study investigates the integration, with a specific focus on exploring its various aspects. The impact of Alexa’s on students' English vocabulary, comprehension and public speaking are examined. This study aims to provide insights the teachers and highlight the potential of artificial intelligence (AI) in rural education.Design/methodology/approachThis content analysis study explores the use of Alexa in primary education in rural areas of India. The study focuses on the types of the questions asked by the students and examines the pedagogical implications of these interactions. By analyzing the use of Alexa in rural educational settings, this study aims to contribute to our understanding of how voice assistants are utilized as educational tools in underprivileged areas.FindingsAlexa significantly improved students' English vocabulary, comprehension and public speaking confidence. Alexa increased school enrollment and retention. Virtual voice assistants like Alexa may improve pedagogy and help India’s rural education. This study shows AI improves rural education.Research limitations/implicationsThe study only covers rural India. Self-reported data and observations may bias the study. The small sample size may underrepresent rural educational institutions in India.Originality/valueAlexa is used to study rural India’s primary education. Voice assistants in rural education are understudied. The study examines Alexa’s classroom use, student questions, and policy and teacher education implications. AI’s education transformation potential addresses UNESCO’s teacher shortage. This novel study examines how AI can improve rural education outcomes and access.

Training Language Teachers in a Vuca World

Amidst today's rapidly changing and unpredictable world, the field of language teaching faces unique challenges. In a VUCA (volatile, uncertain, complex, and ambiguous) environment, language teachers need to possess a diverse skill set to effectively navigate the ever-evolving landscape of language education. This study delved into the significance of training language teachers in a VUCA world and highlighted key strategies training institutions need to equip teachers with the necessary tools for successful language education. A qualitative methodology underpinned the study, carried out through a case study investigation. Participants were purposefully selected and consisted of language lecturers and student teachers specialising in language education at the case study institution. Data were collected with open-ended questionnaires and analysed by establishing emerging themes. The study established that language teachers need to be trained with diverse skills to effectively teach learners during VUCA times. This can be achieved by equipping teachers with the necessary skills, knowledge, and adaptability to help learners improve their language proficiency and intercultural competence. To achieve this goal, teachers should be empowered and equipped with the latest teaching methodologies and technological advancements. Teachers should also create an engaging and inclusive language learning environments that prepare learners for the challenges and opportunities of the intercultural world.

Integrating emerging technologies into classrooms: a multimedia perspective

This research aimed to understand how emerging technologies are transforming pedagogical practices in education. The main objective was to analyze the adoption of technologies such as augmented reality, artificial intelligence, and mobile learning in classrooms, assessing their impact on student engagement and motivation. The methodology was based on a literature review, following Gil's guidelines (2002), allowing for a comprehensive analysis of recent studies on the subject. The results showed a significant impact of emerging technologies on education, offering opportunities for more engaging and adaptive learning environments, as discussed by authors like Freitas (2017) and Alves and Nogueira (2019). However, challenges such as resistance to change, resource limitations, and the need for continuous teacher training were identified. The final considerations highlighted the importance of emerging technologies as transformative elements in education, despite the existing challenges. This study emphasizes the need to overcome these obstacles to maximize the benefits of technological innovations in education.

Digital competence and students’ engagement: a comprehensive analysis of smartphone utilization, perceived autonomy and formal digital learning as mediators

PurposeThe integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.Design/methodology/approachThe research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).FindingsThe findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.Originality/valueThis study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

From Traditionalism to Algorithms: Embracing Artificial Intelligence for Effective University Teaching and Learning

The current study examines the impact of integrating artificial intelligence (AI) in higher education in Saudi Arabia, specifically focusing on the roles of university teachers and students’ learning outcomes. It investigates the transformation of teaching practices, and the challenges faced by university teachers during AI integration, and identifies opportunities for collaboration and innovation. A quantitative research method using a survey questionnaire was employed to gather data and inform practical recommendations. The findings indicate that university teachers recognize the potential benefits of AI in education, but also highlight the need to address challenges for effective implementation. Participants perceive AI as a tool that enables more creative and engaging teaching methods, automates tasks, and brings about changes in teaching approaches. Difficulties in utilizing AI effectively and adapting to new teaching methods were identified. AI also offers opportunities for innovation, collaboration, and creating engaging learning environments. There were slight variations in perspectives based on gender and current role, with female university teachers and teaching assistants/professors perceiving higher impact and opportunities for collaboration and innovation. Participants with higher AI expertise perceived a greater impact of AI and fewer challenges. Those who aligned with the educational purposes of AI saw greater impact and opportunities for collaboration while acknowledging usage difficulties.

A Survey on Implementing Augmented Reality in Learning Data Structures

Data structures are fundamental building blocks of computer science, but their abstract nature can pose challenges for students. This research explores the potential of Augmented Reality (AR) to enhance the learning of data structures. The paper describes the development and analysis of an AR-based learning system for specific data structures. The system utilizes data visualization and interactive manipulation through 3D models and animations to explain how AR features aid in learning. The results were compelling, demonstrating significant improvement in both understanding and performance among students utilizing the AR tool. In general, this study indicates that AR can function as a valuable tool for studying data structures. This study not only highlights the effectiveness of AR in demonstrating data structures but also paves the way for future advancements in computer science education, ultimately leading to a more easily accessible and engaging learning environment for all.

Practical aspects of the use of new teaching methods at the university for the development of professional competency of future mathematics teachers

Relevance. The study's relevance is based on significant changes in the higher education system. The Ministry of Education now requires clear outcomes and organisation of the educational process. Transitioning to innovative methods reflects the goals of educational reform, making the selection of teaching methods for future mathematics teachers crucial. Purpose. The paper aims to substantiate the practical aspects of using modern forms and methods of teaching students due to introducing new educational standards based on a competency-based approach. Methodology. The leading methods of studying this problem include analysis and synthesis, classification, deduction, generalisation, and comparison of approaches. These methods help identify and highlight the main innovative teaching technologies and their use in universities. Results. The study analyses and clarifies interactive and innovative teaching methods, highlighting their advantages over conventional methods. It develops a teaching technique to enhance critical thinking and professional competency and presents findings on teachers' perspectives and student-teacher attitudes towards new methods. Conclusions. The study concludes that interactive and innovative teaching methods significantly improve the quality and efficiency of education for future mathematics teachers. These methods foster critical thinking, enhance professional competencies, and create a more engaging learning environment. The transition to these methods is beneficial and necessary for meeting modern educational standards and demands. Keywords: mathematics teacher; higher education; innovative methods; competency-based approach

Effectiveness of Using Digital Technology-Based Learning Media in Increasing Student Motivation at State Elementary School 012 Ujung Batu III Rokan Hulu

This research aims to explore the effectiveness of using technology-based digital learning media, particularly video media, in enhancing students' motivation in religious education in the fourth grade of SDN 012 Ujung Batu III. The research method used was direct observation with a qualitative approach. The results of the research indicate that the use of video media in religious education is effective in increasing interest, active participation, and an engaging learning environment. In the context of religious education in the fourth grade of SDN 012 Ujung Batu III, the use of technology-based digital learning media has a significant positive impact on students' motivation and learning achievement. The recommendations of this research emphasize the importance of teachers using video media and interactive learning methods to maintain student motivation and create an interesting and inspiring learning environment.

Unleashing the Power of Quizizz Paper Mode to Refine Senior High School Students' Islamic Vocabulary Mastery

The present study is purposed to refine the mastery of Islamic vocabulary of 40 students in the English Conversation Club at MAN Kota Blitar through the implementation of Quizizz paper mode. Utilizing a classroom action research design, the study followed structured procedures, encompassing planning, acting, observing, evaluating, and reflecting. The finding revealed a substantial improvement in students' Islamic vocabulary proficiency, with average scores increasing from 60.65 to 85.00 after one cycle of action. The positive outcome underscores the efficacy of Quizizz paper mode as a valuable tool in language learning. As a recommendation, English teachers are encouraged to incorporate interactive platforms like Quizizz paper mode to enrich vocabulary learning outcomes and foster an engaging and effective learning environment that caters to the diverse needs of students. This study contributes insights into the practical implementation of technology-enhanced language instruction, emphasizing its potential to facilitate English language skills or sub-skills.

ChatGPT, a partnering tool to improve ESL learners’ speaking skills: Case study in a Public University, Malaysia

The emergence of ChatGPT, an OpenAI chatbot, has revolutionised our education system to a new phase. It is an innovative approach to future learning, including in the English as a Second Language (ESL) classroom. Since its inception, ChatGPT has been remarkably used by most educators and learners. Nevertheless, its application in the flipped classroom, especially in enhancing ESL learners’ speaking skills, is notably an innovative and novel phenomenon. Besides, educators’ challenges in giving instant feedback to learners and creating an engaging learning environment in the flipped classroom emerged as a crucial consideration. Therefore, this study aims to investigate the effectiveness of ChatGPT as a partnering tool in developing ESL learners’ speaking skills in the flipped classroom setting in a Malaysian public university. This study also scrutinises ESL learners’ challenges in using ChatGPT to develop speaking skills. The researchers employ a mixed-method design incorporating a five-point Likert scale questionnaire and focus group interviews. The quantitative data was analysed using descriptive statistics, while the qualitative data was analysed through thematic analysis. The findings of this study offer significant implications for various stakeholders in the educational industry. Policymakers, course designers, educators, learners, and even the Ministry of Education will obtain valuable insights, especially in decision-making, innovative teaching approaches, and learners’ speaking abilities in the ESL flipped classroom.

Module Development on Human Breathing System Materials Based on Moocs for Class VIII Students

Technology has been used to innovate learning in the contemporary educational system. With the use of technology, teachers hope to create a more engaging learning environment and give pupils stimulus so they can comprehend what they are studying. One form of using technology in learning is the use of MOOCs as a learning medium. Therefore, this research aims to develop a MOOCs-based digital module on respiratory system material for grade VIII junior high school students. This research is a Research and Development (RnD) study with the 4D model which is limited to the third D stage which includes the Define, Design, Development stages. The data collection techniques used were observation, interview, and questionnaire. The instruments used in this study were observation sheets, teacher interview guide sheets, expert validation sheets, and student response test sheets. Data analysis techniques were carried out qualitatively and quantitatively. The results showed that the MOOCs-based digital module was very feasible and could be used based on the results of expert validation. The results of the learner response test to the digital module developed showed a very good category. The conclusion from the results of this study shows that the digital module developed was declared feasible by a team of experts and received a positive response from students to be continued in a wide-scale trial to see the effectiveness of the product.

Student Feedback Mining System Using Sentiment Analysis

In education, the importance of gathering and understanding student feedback cannot be over stated. Traditional methods of gathering feedback through surveys and assessments often suffer from limitations such as low response rates and subjectivity. This paper proposes a new approach to improve the feedback collection process by implementing a Student Feedback Mining System using sentiment analysis. The goal of this system is to automatically analyze and extract sentiment from student feedback and provide educators and institutions with valuable insights into students' overall satisfaction and feelings toward various aspects of their academic experience. The system uses natural language processing (NLP) techniques to process unstructured text data, identify sentiments, and categorize feedback into positive, negative, or neutral feelings. Collecting student feedback through various channels such as online surveys, discussion forums and other feedback mechanisms. Cleaning and preprocessing the collected text data to remove noise, irrelevant information and standardize the format for analysis. Using state of the art NLP algorithms and sentiment analysis techniques to determine the emotional tone of feedback. This includes classifying sentiment as positive, negative, or neutral. Grouping feedback based on specific criteria such as course content, teaching methods, facilities and overall learning experience to provide a comprehensive understanding of the various aspects affecting student satisfaction. Presenting analyzed data through intuitive visualizations and reports, making it easy for educators and administrators to interpret and respond to feedback. Creating feedback that enables continuous improvement by providing actionable insights for educators to improve their teaching methods, curriculum and overall learning environment. The proposed system aims to overcome the limitations of traditional feedback collection methods by automating the analysis process, providing real-time insights and supporting a data-driven approach to improving education. Using sentiment analysis, educators and institutions can proactively solve problems, improve the quality of education, and create a more positive and engaging learning environment.

Classroom Activities and English Grammar Learning among students

The objective of this study is to examine the effectiveness of integrating games into grammar instruction for young learners, as perceived by English as a Foreign Language (EFL) teachers in primary schools. A questionnaire was distributed to collect opinions from a sample of English language teachers (n=15). The results of the research showed that EFL teachers have varied perspectives on the use of games in grammar teaching, consistent with existing literature. The study suggests that while EFL teachers recognize the effectiveness of incorporating games for grammar instruction, they do not incorporate games into their classrooms as frequently as expected. Additionally, the study delved into the factors influencing teachers' decisions regarding game integration. Analysis indicated that time constraints, curriculum demands, and perceived challenges in managing classroom dynamics were significant considerations. Despite recognizing the potential benefits of gamified grammar instruction, teachers faced practical obstacles in implementation. The study recommends targeted professional development to address these challenges, emphasizing practical strategies for seamlessly incorporating games into the curriculum. By bridging the gap between theoretical acknowledgment and practical application, educators can enhance the integration of games, fostering a more engaging and effective grammar learning environment for young EFL learners in primary schools. Further research could explore specific training interventions and their impact on teachers' game integration practices.

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

Background Pedagogical best practices play a pivotal role in ensuring the academic success of students within the higher education landscape. This study aims to systematically synthesize innovative pedagogical best practices within the university context. Methods We conducted a thorough systematic review using the rigorous PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Our review involved comprehensive searches of scientific databases, including Eric, Scopus, and Proquest, covering both Spanish and English publications. We strategically employed Boolean operators like AND and OR to create a robust search equation. Our primary research question guiding this investigation was: “What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?” This central question led us to delve deeply into the strategies utilized, pedagogical approaches adopted, and the noticeable impact achieved after their implementation. Additionally, we carefully established stringent inclusion and exclusion criteria in accordance with PRISMA guidelines to ensure methodological rigor. Results A total of 25 scholarly articles that met the pre-established criteria were meticulously identified and included in this systematic review. The results were thoughtfully categorized into three distinct teaching strategies: the first emphasizing student-centered approaches, the second showcasing the integration of educational technology, and the third highlighting evaluation and feedback methodologies. Conclusions This systematic exploration of pedagogical best practices underscores their paramount importance in driving continuous improvement in teacher training and fostering innovation within the educational arena. Such practices not only create an engaging and effective learning environment but also set the stage for ongoing advancements in the teaching and learning processes.

Developing Speaking Test through Project Based Learning in Procedure Text Material

This study focuses on the development of speaking tests through project-based learning in procedure text material. The study aims to assess students' speaking abilities by integrating project-based learning into the teaching and learning process. The research follows a research and development (R&D) method, adapting the research cycle proposed by Borg & Gall (1981) and simplifying it into eight stages: (1) Research and Information Gathering (2) Development of the Initial Product (3) Expert Validation (4) Revision (5) Product Trial (6) Revision (7) Field Trial (8) Final Product. The data were collected through a questionnaire. Based on preliminary research and information collection results, the students have difficulty speaking, mainly due to a lack of enthusiasm and the use of learning strategies. Based on the expert’s comments, the developed speaking strategy was generally good and eligible to be used as a strategy for developing the speaking skills of students. So, the use of project-based learning through procedure text that emphasizes practical application and real-life contexts is well suited to optimize language learning outcomes. Overall, the developed strategy proves effective in enhancing students' speaking abilities and creating a conducive learning environment. The study justifies the importance of developing speaking tests through project-based learning due to the significance of speaking skills in language acquisition and the potential of project-based learning to create an engaging and effective learning environment.

Exploring Classroom Discipline Strategies and Cultural Dynamics: Lessons from the Japanese Education System

This academic study examines classroom discipline strategies and cultural dynamics within the Japanese education system. It focuses on their effects on classroom management and cross-cultural education. The study aims to provide valuable lessons from the Japanese approach to classroom discipline, student engagement, and the influence of national factors on student-teacher relationships and communication. The main objective of the study is to highlight the fundamental rules of Japanese classrooms, emphasizing respect, hierarchy, and authority. It examines how these values shape the overall discipline and approach adopted by Japanese teachers. This will help in providing a framework for understanding unique classroom management practices in Japan. This study provides valuable insights into classroom management strategies in Japan and their relevance to cross-disciplinary education. By understanding Japanese classroom cultural dynamics and discipline strategies, educators and policymakers can gain a broader perspective. They can also adapt effective practices to create inclusive and engaging learning environments. The study also suggests avenues for future research, encouraging further exploration of cultural dynamics and their implications for education systems worldwide.

Effect of Hands-On Instructional Approach on Pupils’ Achievement and Retention in Cultural and Creative Arts

Purpose: The purpose of this study was to examine the effects of a hands-on educational approach on pupils' achievement and retention in the Cultural and Creative Arts.
 
 Theoretical Framework: The theoretical framework for this study is based on cognitive learning and experiential learning.
 
 Methodology: Study participants were primary five pupils in Oshimili South Local Government Area, Delta State. As part of this study, ten hands-on activities were used to engage primary five pupils in the learning process. Hands-on activities included magazine family puppets, musical glasses, painting to music, PVC sculptures, roll an activity, sound boxes, sound cans, sun shadow pictures, and swinging to music. Using a quasi-experimental design, two research questions and two hypotheses were developed and tested at a 0.05 level of significance. The study involved 100 primary five pupils from ten primary schools. Participants were divided into experimental and control groups (n=50). Culture and creative arts were taught through hands-on activities in the experimental group, but not to their counterparts in the control group. Despite this, after four weeks of experimentation, pretest and posttest data were collected from both groups. Data were collected using the Cultural and Creative Arts Achievement Test (CCAT) and the Cultural and Creative Arts Retention Test (CCRT). Participants were given the instruments directly by their respective group leaders. Based on the mean and standard deviation of the test scores, ANOVA was used to test the hypotheses.
 
 Findings: A significant effect of hands-on instruction on pupils' achievement and retention in cultural and creative arts was found. Based on the findings, the researchers recommended that pupils should be exposed to sophisticated hands-on materials to improve their achievement and retention in cultural and creative arts, and that teachers also be trained on how to use hands-on instructions in the classroom.
 
 Research, Practical & Social Implications: The study promotes active engagement and participation, which allows pupils to actively participate in the learning process. They gain a better understanding of the subject matter and retain more information. The hands-on approach promotes creativity and problem-solving skills. Pupils are encouraged to think critically, solve problems, and come up with innovative solutions through hands-on activities. As a result, their creative thinking skills are enhanced, and they are prepared for future challenges in the creative arts industry.
 
 Originality/Value: In the cultural and creative arts domain, hands-on instructional methods offer originality and uniqueness. Pupils gain a deeper understanding of subjects through interactive and hands-on classroom experiences. Hands-on activities can assist teachers in creating a more engaging and effective learning environment, resulting in improved pupil performance and retention.