Engaging Learning Experiences Research Articles

The Effect of Virtual Laboratories on the Academic Achievement of Undergraduate Chemistry Students: Quasi-Experimental Study.

Experimentation is crucial in chemistry education as it links practical experience with theoretical concepts. However, practical chemistry courses typically rely on real laboratory experiments and often face challenges such as limited resources, equipment shortages, and logistical constraints in university settings. To address these challenges, computer-based laboratories have been introduced as a potential solution, offering electronic simulations that replicate real laboratory experiences. This study examines the effect of virtual laboratories on the academic achievement of undergraduate chemistry students and evaluates their potential as a viable alternative or complement to traditional laboratory-based instruction. A quasi-experimental design was implemented to examine the cause-and-effect relationship between instructional methods and student outcomes. The study involved 60 fourth-year BSc chemistry students from Dilla University, divided into 3 groups: a real laboratory group (n=20), which performed real laboratory experiments; a virtual group (n=20), which used virtual laboratory simulations; and a lecture group (n=20), which received lecture-based instruction. Quantitative data were collected through tests administered before and after the intervention to assess academic performance. The data analysis used descriptive and inferential statistics, such as means and SDs, 1-way ANOVA, the Tukey honestly significant difference test, and independent-sample t tests (2-tailed), with a P value of .05 set for determining statistical significance. Before the intervention, the results indicated no significant differences in academic achievement among the 3 groups (P=.99). However, after the intervention, notable differences were observed in student performance across the methods. The real laboratory group had the highest mean posttest score (mean 62.6, SD 10.7), followed by the virtual laboratory group (mean 55.5, SD 6.8) and the lecture-only group, which had the lowest mean score (mean 43.7, SD 11.5). ANOVA results confirmed significant differences between the groups (F2,57=18.429; P<.001). The Tukey post hoc test further revealed that the real laboratory group significantly outperformed the lecture-only group (mean difference 18.88; P<.001), while the virtual laboratory group also performed significantly better than the lecture-only group (mean difference 11.7; P=.001). However, no statistically significant difference was found between the real laboratory and virtual laboratory groups (mean difference 7.12; P=.07). In addition, gender did not significantly influence performance in the virtual laboratory group (P=.21), with no substantial difference in posttest scores between male and female students. These findings suggest that computer-based laboratories are a viable and effective alternative when real laboratories are unavailable, enhancing learning outcomes when compared with traditional lecture-based methods. Therefore, universities should consider integrating computer-based laboratories into their practical chemistry curricula to provide students with interactive and engaging learning experiences, especially when physical laboratories are inaccessible.

ANALYSIS OF THE USE OF THE WORDWALL APPLICATION IN LEARNING ENGLISH USING CHROMEBOOK FOR VOCABULARY

This study aims to explore the subjective experiences, perceptions, and challenges faced by English teachers and students in implementing the WordWall application in their classroom environment, especially when used together with Chromebooks to learn vocabulary. The research method used is qualitative by collecting data through interviews, questionnaires and observation. The results of interviews with teachers showed that WordWall was assessed positively in increasing student engagement and vocabulary understanding, even though several technical challenges such as slow internet connections were encountered. Student questionnaires also yielded positive responses, with the majority of students feeling more engaged and their vocabulary understanding improved after using WordWall. Observation results indicate that WordWall in combination with Chromebooks is effective in creating an interactive learning environment that facilitates student engagement. In conclusion, using WordWall with Chromebooks can be an effective tool in enhancing English language learning in the classroom, by offering students an engaging and interactive learning experience.

PENGEMBANGAN MICROLEARNING VIDEO 360° PADA FENOMENA KONTRAKSI PANJANG

Currently educators are faced with great challenges, where educators are required to develop human resources by utilizing technology, especially in modern physics learning in the era of Society 5.0. This research aims to design and develop a 360° video microlearning that is feasible to use as a learning media for modern physics courses on the topic of length contraction to support effective learning in class. This research is a type of development research using the ASSURE model. In this study, the sample used consisted of 60 respondents taken from 1 class of physics education students and 1 class of UNJ physics students. This study shows that the use of 360° videos significantly improves students' understanding of complex physics concepts and increases their involvement in the learning process. The impact can be seen from the improvement of learning quality that creates an interactive and engaging learning experience. The final product of this research is a 360° video presented using the YouTube platform and can be accessed easily by students using supporting electronic devices. The 360° video has gone through the feasibility test stage to media experts and material experts. The results of the product feasibility test by media experts with a percentage of 93.75% get the results of "Very Feasible", as well as by material experts with a percentage of 87.5% get the results of "Very Feasible".

From frustration to fulfilment

Transaction analysis, the process of discerning which accounts are impacted (either increased or decreased) by a given transaction, is a fundamental accounting principle. While proficiency in this concept is vital for introductory accounting students, it poses a significant challenge for many. We addressed this hurdle using Excel and Excel VBA to develop a fully automated Journal Entry Learning Object (JELO) spreadsheet designed to aid first-year accounting students in grasping the intricacies of analyzing business transactions. Grounded in cognitive load theory (CLT), our spreadsheet based JELO provides a user-friendly interface that helps students develop their skills without becoming overwhelmed. Cognitive load theory, pioneered by John Sweller, suggests that learning is optimized when instructional materials reduce unnecessary cognitive load, allowing students to allocate their cognitive resources efficiently toward understanding and mastering the task at hand. CLT distinguishes between three types of cognitive load: intrinsic, extraneous, and germane (Sweller, Ayres, &amp; Kalyuga, 2011). Intrinsic cognitive load refers to the inherent difficulty associated with a specific instructional topic (Sweller, J. 2010). In transaction analysis, the intrinsic load is naturally high due to the complexity of understanding the impact of transactions on various accounts. To manage this, JELO has three tiers of transaction questions. Students are allowed to progress to more complex transactions only after demonstrating proficiency with the lower levels. Extraneous cognitive load is generated by inefficient presentation of information to learners (Paas &amp; Sweller, 2014). JELO minimizes extraneous load through its intuitive and interactive design. By providing clear instructions, a logical interface, and eliminating unnecessary information, JELO ensures that students can focus on the essential aspects of transaction analysis without being distracted by irrelevant information. Germane cognitive load refers to the mental effort required to create schemas and integrate new information into existing knowledge structures (Sweller et al., 2011). JELO enhances germane load by offering scaffolded and immediate feedback. This feedback is designed to reinforce correct responses and guide students through their errors with hints and explanations, facilitating deeper cognitive processing and better schema construction. Our goal was to make skill acquisition enjoyable and, more realistically, to reduce the pain of learning transaction analysis. The JELO offers an alternative to traditional “drill and practice” methods by providing an easy-to-use, interactive learning tool that dynamically adjusts the difficulty of its questions to match the student's skill level. This adaptive learning approach ensures that students are continually challenged just enough to promote learning without becoming overwhelmed. Additionally, JELO's feedback mechanism aligns with CLT principles by providing immediate positive reinforcement and corrective guidance. By doing so, it helps students build confidence and competence in transaction analysis, leading to a more effective and engaging learning experience. By incorporating principles of cognitive load theory, JELO ensures that students are neither under-challenged nor overwhelmed. This careful balancing of students’ overall cognitive load facilitates a more effective learning environment, fostering both proficiency and satisfaction in mastering transaction analysis.

Designing-in WebGIS Tools for digital learning terrains in Natural Environments

Authentic learning environments (Herrington et al., 2014) have been widely acknowledged in creating engaging, meaningful and deep learning experiences, including for “novice” first-year undergraduate students (Roach et al., 2018). Natural Environments (ENVS10001) is a first-year undergraduate subject (unit) that aims to deliver foundational understanding of earth systems and processes to support studies in agriculture, natural resource management and civil engineering. One main obstacle to facilitating understanding in this domain is the unfamiliar scales of the landscape processes and phenomena (Resnick et al., 2017). Natural Environments has been using the granitic geology dominated landscape of Glenrowan in northeastern Victoria (Australia) as an authentic case study. In this presentation we explain how and why we re-designed authentic learning aligned tutorial interactions by integrating student-driven navigation of WebGIS tools such as Geoscience Australia and NatureKit portal to: (a) enable students to build understanding of how geology, geomorphology and ecology interact to result in the dynamic landscapes in the environment; (b) equip students with fundamental and valuable knowledge and skills in accessing free and publicly available datasets useful in their academic and future professional work; (c) demonstrate the authenticity of the curricular content to establish higher levels of learner engagement. The current learning design where dynamic control and interaction with spatial data is central, is just one iteration in the series of previous designs that moved from non-digital to static-digital resources in the learning environment. Generally, an anchored instruction aligned approach (The Cognition and Technology Group at Vanderbilt, 1990) was adopted. Prior to the tutorial, students attended two one-hour lectures explaining the structure of the earth, plate tectonics, and global-scale structural (volcanic and tectonic) landforms. We wanted students to develop an understanding of how, over “unfamiliar” geological (time) and spatial scales, geomorphological processes operating across different rock types resulting from geological processes (e.g. granite pluton emplacement amongst sedimentary rocks) result in the landscapes observed presently. During the class, with tutors as guides, students worked in groups and learnt how to use the Geoscience Australia portal to explore the Glenrowan region, centered around the Warby Ranges and the surrounding plains. Professional instructional videos developed in collaboration with the University of Melbourne Learning Environments media team were used to demonstrate how to use the portal to find geological and geomorphological information. Students were guided in the use of Google Earth to visualise terrain in pseudo-3D and using elevation transects. The spatial correlation of landform patterns and elements with different surface and subsurface geologies was key to unlocking students’ abilities to explain the “why” and “how” of landscape evolution, albeit at the basic level. Students had mostly positive experiences and learning outcomes shown in the post-subject survey (n = 30; scores of 4.6 to 6.0 for 12 questions on 7-point Likert scale) and comments. Technical issues encountered due to simultaneous class access to the portal, and gaps in explaining specific functionalities and their potential for further understanding, were highlighted. The authors acknowledge the strong support for this work through the University of Melbourne’s FlexAP programme.

Improving Students' Vocabulary Mastery Through Digital Storytelling Technique at XI MIA2 Class of SMA Negeri 7 Tual

This research aims to improve the mastery of English vocabulary of grade XI MIA2 students at SMA Negeri 7 Tual through digital storytelling techniques. The type of research used is Classroom Action Research (CAR) research which is carried out in two cycles to determine the significant improvement in students' vocabulary mastery after the application of this method. Data collection techniques use tests, questionnaires, observations, documentation. Data analysis was carried out descriptively on all research data. The results of the data analysis showed that the proportion of students who met the minimum completeness criteria increased significantly from the first cycle to the second cycle. The positive response of students to the use of Digital Storytelling in English learning also confirms this finding. Thus, it can be concluded that the Digital Storytelling technique is an effective approach in improving vocabulary mastery and providing a more engaging and interactive learning experience for students

Predicting EFL University Students' Acceptance of Mobile Assisted Language Learning through the UTAUT2 Model

This study used the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model to examine the factors influencing the acceptance of MALL by the Moroccan EFL students of Sidi Mohamed Ben Abdellah University. For this purpose, 150 undergraduate EFL students participated in the research. The survey questionnaire adapted from (UTAUT2) model showed the influence of the following factors on students' behavioral intention to use MALL: performance expectancy, effort expectancy, social impact, facilitating conditions, hedonic motivation, and habit. The findings highlighted the importance of perceived usefulness and ease of use, the need for institutional support, engaging learning experiences, and promoting MALL use as a habit. This study provides valuable insights for educators and policymakers seeking to optimize MALL adoption and improve language learning outcomes.

Implementasi Teknologi Metaverse Dengan Metode Kualitatif Pada Man Insan Cendekia Oki

This research aims to explore the application of metaverse technology at MAN Insan Cendekia OKI through a qualitative approach. In an educational context, the metaverse offers an immersive and interactive learning space, allowing students to interact in a virtual environment. Through in-depth interviews and observations, this research identifies the challenges and opportunities faced in the integration of this technology. The findings show that despite barriers in infrastructure and technological understanding, implementing metaverses can increase student engagement and create more engaging learning experiences. Recommendations are provided to improve technical support and training for educators in implementing the metaverse effectively.

Mixed reality strategies for piano education

Head-mounted mixed reality interfaces, in which a user perceives a seamless blend of real, virtual or remote content, have great potential in a wide range of educational contexts. In this paper, we explore the use of mixed reality (MR) in piano education. We begin with a review of previous examples of virtual and mixed reality for piano teaching and learning, identifying four major categories of functionality: remote teaching, learning to read musical notation, providing alternative notation systems to Western musical notation, and enhancing users’ understanding and experience of music. Following this review, we present an application designed to demonstrate the use of MR for facilitating remote student-teacher piano lessons. Additionally, hand-tracking enables real-time, bi-directional visualization of both the student’s and teacher’s hand movements while playing, which is a crucial communication channel in piano instruction. We also present the Piano Theory Hub, an interactive area for independent learning and practice designed to compliment remote instructions. The Piano Theory Hub uses MR to provide spatial in situ explanations and exercises on notes, intervals, scales, and chords. User studies were conducted to evaluate both remote and solo aspects of the application. The first study with 10 participants revealed a strong sense of immersion and co-presence with the teacher during remote lessons. Trials also revealed that, in addition to virtual hands, visual highlighting of key-presses was found to improve visualisation of the remote users’ play. The second study, with 15 participants found the Piano Theory Hub to be helpful for beginners and some intermediate players, with feedback suggesting improvements in user experience and highlighting the limitations of replacing traditional piano teachers. Our experiments demonstrate that MR can be successfully employed for the following strategies for piano education: hand interaction coaching, flexible virtual hand and piano visibility, augmented feedback including key highlighting, gamified learning elements, and flexible teacher positioning options. Overall, the findings suggest that mixed reality holds promise as an effective tool for remote piano learning and music education, offering immersive and engaging learning experiences.

Analysing the Impact of Gamification Techniques on Enhancing Learner Engagement, Motivation, and Knowledge Retention: A Structural Equation Modelling Approach

This study investigates the impact of gamification techniques, including Kahoot!, Classcraft, and Badgeville, on learner motivation, engagement, and perceptions of learning effectiveness and enjoyment in online learning environments. Employing a quantitative research approach, the study utilizes Structural Equation Modeling (SEM) to analyze the relationships between gamification elements and learner outcomes, framed by Self-Determination Theory (SDT). Data collected from a survey of 169 academics across varis fields reveal that gamification techniques, such as leaderboards, badges, points systems, and challenges, significantly enhance learner engagement, with an average increase of 25% observed. Rewards, incentives, and competitive challenges boost both intrinsic and extrinsic motivation, leading to a 30% improvement in learner performance. Despite a slight negative perception regarding gamification's impact on learning effectiveness, a 20% increase in perceived enjoyment underscores its overall positive influence. Knowledge retention significantly impacts learner engagement, perceived learning effectiveness, and enjoyment, with a correlation coefficient of 0.65 between retention rates and engagement levels. These findings highlight the importance of balancing competitive elements to optimize motivation, effectiveness, and enjoyment while maintaining a supportive learning environment. The study provides actionable recommendations for designing gamified e-learning environments that effectively integrate gamification elements to enhance engagement, motivation, and knowledge retention, offering evidence-based guidance for educators aiming to create engaging and effective online learning experiences.

Pengembangan Aset Wisata Edukasi Kebudayaan Flashcards Berbasis Augmented Reality untuk Pembelajaran Seni dan Budaya TK Laboratorium

The development of cultural educational asset flashcards based on Augmented Reality (AR) for art and culture learning at TK Laboratorium aims to enhance children's interest and understanding of local arts and culture. This program integrates AR technology with educational flashcards to create an interactive and engaging learning experience. Methods include the design and development of AR flashcards, technical training for teachers, and effectiveness evaluation through user feedback. Results show a significant increase in children's engagement and understanding of art and cultural materials. The implementation of this program is expected to support the development of innovative and effective art and culture learning at the early childhood education level.

Upaya Meningkatkan Efektivitas Pembelajaran Melalui Kreativitas Mengajar Guru Pada Mata Pelajaran IPS Terpadu

This study aims to investigate efforts to enhance the effectiveness of integrated social sciences subject learning through teachers' teaching creativity at SMP Negeri 2 Tilamuta, Boalemo Regency. It employs a qualitative approach with descriptive qualitative method. Data collection techniques used in this study are observation, interviews, and documentation. Meanwhile, the data analysis techniques include data reduction, data display, data validity checking, and conclusion. The findings of this study indicate that teachers of integrated social sciences at SMP Negeri 2 Tilamuta face various constraints in creating creative learning. These constraints include time limitations, domination of teaching methods that still rely on the use of teaching media such as textbooks, and suboptimal classroom management. However, teachers of integrated social sciences subject have shown efforts to overcome these constraints, including the use of various types of teaching media such as videos, presentations, and interactive games which have helped create more engaging and varied learning experiences for students. Effective classroom management has also proven to be an imperative factor in creating a conducive learning environment where every student feels heard and valued. Thus, the implementation of teacher creativity in integrated social sciences subject learning at SMP Negeri 2 Tilamuta, Boalemo Regency, denotes that collaboration among teachers, students, and the school environment is the key to the success of learning that can have an impact on enhancing learning effectiveness.

Penerapan Teknologi Multiplayer pada Sistem Pembelajaran Berbasis Virtual Reality

Virtual Reality is a technology that makes users seem to be interacting with their environment even though it is only a computer simulation. This research explores the application of multiplayer virtual reality (VR) technology in a learning system for assembling LAN cables. By combining elements of learning videos and accessible virtual environments together, this research aims to create a collaborative and immersive learning experience. By utilizing multiplayer technology, users can interact in real-time with fellow students, creating a collaborative and engaging learning experience. by paying attention to aspects of conceptual understanding, technical skills, and collaboration between students in a multiplayer virtual environment. This research also focuses on aspects of implementing virtual reality technology to create deeper and more immersive learning simulations. The main goal of this research is to increase interactivity and engagement of students in virtual learning environments.

INFLUENCE OF UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN TEACHING PHYSICS ON STUDENT COMPETENCES IN PUBLIC DAY LOWER SECONDARY SCHOOL IN RWANDA A CASE OF KICUKIRO DISTRICT

The adoptions of ICT tools in education have gained significant attention globally due to their potential to enhance teaching and learning experiences. This study aims to examine the influence of ICT tools in teaching Physics on student competence in public day schools in Kicukiro District, Rwanda. The study has three specific objectives which are to assess the influence of multimedia on students competences in Physics in lower secondary schools of Kicukiro district, to evaluate the influence of computer based simulation on students competences in Physics in public lower secondary schools in Kicukiro district and to determine the influence of virtual experiment on students competence in Physics on lower public secondary school of Kicukiro district. The finding of this study was offered insight to teachers, school administrators, education policies makers and ICT industry for working better in globalized digital age. The study was also provided valuable insights for policymakers and educators to enhance the teaching and learning of Physics in public schools through the effective use of ICT tools. The selection of participants for this study were employed various methods including both simple random and purposive sampling techniques. The study gathered data through questionnaire with Likert scale statements and interview guide. Specifically, thequestionnaire were made for students while interview guides were designed for head teacher and teachers of Physics. The studys population was 11994 people consist of 26 head teachers, 38 teachers of Physics and 11930 Students from all of the Kicukiro Districts lower public secondary school. The study utilized descriptive survey design to analyses data and examines relationship between ICT tool and student competence. A sample size of 387were chosen by using Yamane formula. The selection of participants for this study were employed various methods including both simple random for 387 students and purposive sampling techniques for 24 head teachers and 34 teachers of Physics. The analysis procedure involved the use of descriptive statistics. Each item from questionnaire and interview were systematically categorized.Theresultsshowedthatthereisastatisticallysignificantrelationship(r=.865, p &lt; .01) between use of multimedia and conceptual understanding and retention of knowledge in public lower secondary schoolsofKicukiro District. Furthermore, according to the findings, there is a strong positivecorrelation (r = .802, p &lt; .01) between simulation and engagement in learning experiences. Finally, the results indicate that there is a moderate to strong positive correlation(r = .735, p &lt; .01) use of virtual experiment and improved score in examination. The findings revealed that simulation and multimedia were prevalent with high participation rate among students. Researcher recommend several key included student to utilize simulation and multimedia as new tools especially STEM will enhance engagement and a standardized evaluation framework based on the discoveries that every student felt that ICT tools improved their competence in Physics. This framework would enable a systematic assessment of the impact of utilize ICT tools in teaching. Based on findings that students highly valued their using ICT tools and perceived them as beneficial, organizing a national curriculum can further incentivize schools to invest in high-quality program.

Strategi Profesionalisme Guru PAUD Abad 21 dalam Menstimulasi Kemampuan Membaca Anak Usia Dini

21st-century ECE teachers face challenges in developing effective strategies to stimulate early reading abilities in children. This study aims to explore the strategy of 21st-century early childhood education (ECE) teachers' professionalism in stimulating early reading skills in young children focusing on the effectiveness of these strategies in enhancing children's interest and reading abilities. The study employs a descriptive qualitative research method, with two teachers from groups B1 and B2 of TK Piri Nitikan as the subjects. The findings highlight that the professionalism of 21st-century ECE teachers, particularly in using conventional picture storybooks and digital flipbooks, positively contributes to enhancing early reading skills. Conventional picture storybooks aid in developing fine motor skills and basic language abilities in children, while digital flipbooks offer a more interactive and engaging learning experience. Combining conventional and digital approaches in 21st-century ECE professionalism provides a strong foundation for improving early childhood reading abilities.

The Role of Multi-sensory Learning Activities on Iraqi Preparatory School Pupils' Communication

The research aims to identify how multi-sensory learning activities affect the communication growth of Iraqi preparatory school pupils as well as how those pupils' communication skills evolve in the classroom. Multi-sensory learning activities engage multiple senses (visual, auditory, kinesthetic, tactile) to enhance information processing and retention. By incorporating diverse sensory stimuli, these activities create rich and engaging learning experiences that cater to various learning styles. The research is hypothetical in that, in the posttest for Visual Learning Pupils, posttest for Auditory Learning Pupils, posttest for Kinesthetic Learning Pupils, and posttest for Tactile Learning Pupils communication test, The mean scores of the experimental groups and the control group differ statistically significantly. In the current research, 100 fifth-stage pupils were chosen during the academic year 2023–2024 from Aghalar Preparatory School for Boys. Every group is equal in terms of age and parents' level of education. The researcher statistically analyzed the data collected from the four post-test outcomes using one-way, two-way, three-way, and four-way ANOVA (analysis of variance) to gauge the pupils' post-test communication. Multi-sensory learning activities are more successful than using the traditional approach for communication, The results demonstrate a statistically significant difference in mean scores between the experimental groups and the control group. Concluding remarks, suggestions for more research, and recommendations complete the research.

Grounded synergy: addressing the challenge to co-construct meaningfully collaborative, quality assured, transnational education (TNE) provision

The number of students studying through transnational educational (TNE) arrangements at UK higher education institutions (HEIs) has grown considerably over the last decade. Universities UK (2022), drawing on 2020/21 data, reported that 162 HEIs engaged in TNE arrangements with 228 countries. TNE provision encompasses diverse delivery methods, including dual awards, joint awards, double degrees, and franchised or validated arrangements. HEIs grapple with enormous operational complexities in delivering partnership course arrangements. One fundamental challenge is delivering partnership courses that reflect meaningful collaborative work between host and partnership institutions (producing more engaging, creative, and inclusive learning experiences), while also ensuring parity of high-quality educational provision between the institutions. This session was intended to facilitate discussion around how partnerships can navigate these complexities, build a climate of respectful and open dialogue, and successfully deliver high quality, innovative environments for all learners. In doing so, it centred around three core questions: How can HEIs involve partners in more meaningful, sustainable ways in educational provision? How might TNE work help HEIs understand their own internal partnerships more clearly? Where could or should TNE provision in higher education go from here?

DIGITAL AND NON-DIGITAL GAMES IN YOUNG LEARNER EFL CLASSROOMS AT WARTIME IN UKRAINE

The present study aims to investigate the gaming habits of young learners (YLs) in the process of learning English as a foreign language and examine the role non-digital or conventional and digital games play in teaching English to young learners. It examines both conventional games used in the classroom and digital games played outside of formal instruction. Reasons for playing these two types of games were elicited from the children who were additionally asked about the preferences concerning playing games alone (solitary play) or with peers (collaborative play), in the English classroom or beyond it, i.e. preferred contexts for gameplay (classroom vs. home). The survey was conducted in Ukraine in a particularly challenging period in February and March, 2023, marked by the aftermath of COVID-19 and the subsequent declaration of martial law in the country. An online questionnaire was designed to collect data from our participants aged 10-13. The questionnaire was then administered to the children, and a total of 175 completed questionnaires yielded valuable results that formed the foundation of the study’s analysis. Findings revealed that in the current war-torn Ukraine most frequently preference is demonstrated for conventional games which are played within the structured environment of the English classroom. These games were perceived by YLs as a means offering them to alleviate the burdens of everyday stress while simultaneously facilitating lively and engaging peer interaction in English. Conversely, digital games were preferred for home-based play primarily due to their inherent entertainment value, essentially bringing them pleasure and enjoyment. One of the most crucial implications to be gleaned from this research lies in the urgent need for educators to actively integrate age-appropriate and educationally sound digital games and applications into their existing EFL curricula. By strategically incorporating these digital tools, educators can effectively supplement formal language instruction, fostering a more multifaceted and engaging learning experience for their young learners.

Cyberverse: A Game-Based Learning Application for Cyber Security

Abstract: Games are becoming more frequent in educational settings, and various technologies have been established to meet the needs of designing an education as a game. Aside from education, game-based learning is rising in popularity in various areas, including professional development and networking sites. By incorporating gaming components into the training process, educational platforms that use games will increase student engagement, motivation, and productivity. One of the most defining characteristics of game-based learning environments is their ability to produce innovative and engaging learning experiences (Gee, J. P. 2020; Hamari, J., et al 2021). Games-based learning integrates instruction with authentic gaming experiences. Scientific and popular interest in severe goal games has increased tremendously (Huang, W. H.-Y. et al. 2021; Kapp, K. M. 2020; Zhang, Y. et al. 2023). Cybersecurity refers to the practice of protecting systems, networks, and programs from digital attacks, damage, or unauthorized access. With the increasing reliance on technology and the internet, the significance of cybersecurity has grown tremendously. It encompasses various measures, including: Threat Prevention, Incident Response, Data Protection, Awareness and Training and Compliance (Kshetri, N. 2021; Stallings, W., et al 2022; Kaspersky, E. 2020). Cyber security occupies a major part of society today. Cyber security educational games are a popular form of hands-on exercises that use gamification to train information security skills and enhance cyber security awareness. The objectives of the game application are to (1) create awareness of the necessity of the importance and function of cyber security such as password security, phishing awareness, identity theft, encryption, and network security among others. (2) to distinguish between the various topics of cyber security while playing the game application (3) to determine the evaluation tool to use in the assessment of the cognitive abilities of gamers. A quantitative research design was used to determine the process of the application while the Agile model is commonly used in game development due to its iterative and flexible nature. Technical Aspect which is the ISO 25010 and Game Aspect Method was used for the Evaluation with 60 respondents. The study can identify the genders of the respondents as male and female. The mechanics of the game can make the gamers use and test their knowledge about cyber security. Evaluation results of gamer respondents show the average mean of both males and females are interpreted as "Strongly Agree". This means that they strongly agree that cognitive abilities are used when playing the application. Meanwhile, evaluation results of technical respondents' average mean for both males and females are interpreted as also "Strongly Agree". This means that they strongly agree on all the technical aspects of the application. Overall, evaluation results of all respondents whether gamer or technical are interpreted as "Strongly Agree".

Best practices in creating partnerships for transformative engaged learning experiences at a small, liberal arts, Lasallian institution

AbstractAll undergraduate students at Saint Mary's College of California, a small, private institution, are required to complete an engaged learning (EL) course or experience for graduation. This graduation requirement was established to provide students with the opportunity to learn in and from the community; an important value from the principles of the Liberal Arts and Catholic Lasallian traditions that inform the College's pedagogy. The social justice and community engagement center on campus called the Catholic Institute for Lasallian Social Action (CILSA), establishes EL partnerships with nonprofit organizations, school districts, campus departments, and other higher education institutions throughout California for EL courses, internships, place‐based work, and research projects. We value the expertise of our partners and view them as co‐educators in creating transformative learning experiences for nearly 600 students annually. In this article, we will share our process in sustaining community partnerships, our scaffolding engagement efforts, and best practices for collaborating with partners.