Enhanced Learning Experience Research Articles

THE EFFECTIVENESS OF AN INTEGRATED APPROACH TO TEACHING WRITING SKILLS IN FOREIGN LANGUAGES: A COMPREHENSIVE LITERATURE REVIEW

This study examined the efficacy of an integrated method for teaching writing skills in foreign languages. The hypothesis suggests that an integrated method is superior to traditional methods in fostering language acquisition and development. A comprehensive literature review was performed utilizing scientific literature analysis and analytical-synthetic methods to assess the existing research on the effectiveness of integrated writing instruction. According to the findings, providing integrated writing instruction demonstrates substantial progress in writing proficiency, grammar, vocabulary acquisition, and comprehensive language development, particularly in the context of teaching Arabic as a foreign language (AFL) at the tertiary level. Moreover, integrated writing instruction encourages a more holistic and communicative approach to language learning by engaging students in authentic writing tasks and developing their skills in meaningful contexts. The potential benefits of incorporating technology and multimedia resources into integrated writing instruction are also discussed, as these tools can enhance learning experience and facilitate language development. However, the effectiveness of integrated writing instruction may vary depending on the specific context and needs of the learners, and some studies suggest that it may not be as effective for all learners or situations. Further research is needed to understand these variations and to develop more targeted instructional approaches. The findings of this review article provide strong evidence of the effectiveness of an integrated approach to teaching writing skills in foreign languages, highlighting its importance in meeting the evolving demands of language education in a globalized world. However, it is important to note that the effectiveness of integrated writing instruction may vary depending on the specific context and needs of learners. Some studies have found that integrated writing instruction may not be as effective for all learners or in all situations, and further research is needed to understand these variations and develop more targeted instructional approaches.

The Effectiveness of Wizer.me in Developing Electronic Learning Materials: A Study with English Teacher

The primary objective of this research is to investigate out teachers' responses to the ease of use and flexibility of Wizer.me in compiling LKPD. Then analyze the perceptions of students' learning outcomes in using Interactive Student Worksheets (LKPD) with the wizer.me application on English learning materials. In this research, a qualitative approach was employed, utilizing a case study method. The research was conducted at SMP Negeri 30 Makassar, involving one teacher and five students 8th grade as informants. Data were collected through interviews recorded using Voice Note on WhatsApp, a voice recorder, and picture documentation. The researchers gave six questions for both students and teachers to gather in-depth insights. The results of this study show that Wizer.me is a highly beneficial tool for both teachers and students in the context of English language education. The research findings highlight several key advantages: Easy to use, versatility, Resources accessibility, multimedia integration, and efficiency. Therefore Wizer.me proves to be an effective tool to make interactive worcksheet (LKPD) in English language education, offering ease of use, flexibility, and enhanced learning experiences. The study suggests that Wizer.me's benefits extend beyond English, making it suitable for subjects like Mathematics, Science, and Social Sciences. Future researchers should consider exploring its application in these areas to further validate its effectiveness and versatility in education.

Exploring Learning Experiences for UiTM Perlis Accounting Students through Accounting Global Week

Global learning experience creates opportunities for students to engage and attain international and professional competencies. To enhance learning experience in global learning session, a high impact Accounting Global Week (AGW) program was conducted on 128 accounting students at UiTM Perlis. The program involves collaborative events with the institution members within Malaysia and abroad, in which experts, academia can join and participate in sharing of experiences, skills and knowledge on the current issues and challenges in the field of accounting. Inadequate learning experience related to accounting subject has resulted from poor engagement exposure and weak thinking skills which are needed for success. This study aims to explore learning experiences for UiTM Perlis accounting students through AGW. Exploratory research design was employed in this study through observations and review of feedback form. The result of the learning experience included online global learning sessions conducted via video conference, active student engagement and positive responses from participants. The global learning session has proven to be helpful for students in enhancing their knowledge and engaging with international educators. It is recommended to extend this study to different courses and for a longer period.

The impact of Anatomage table on writing of medical students' case reports: A comparative study.

Academic performance is essential in medical education, yet comprehensive training programs addressing this need are lacking. Simulation-based learning has emerged as a valuable tool for developing clinical skills, with the Anatomage table offering a virtual platform to enhance learning experiences. This study aimed to assess the impact of utilizing the Anatomage table on the academic performance and similarity of case reports among seventh-semester medical students. A total of 68 students participated, with 25 using paper-based medical history and 43 using the Anatomage table. Descriptive statistics and Turnitin were employed for data analysis. Students using the Anatomage table exhibited higher academic performance and lower similarity percentages compared to those using paper-based medical history. These findings highlight the benefits of integrating advanced technology into medical education to enhance learning outcomes and prepare students for clinical practice. Further investigation is required to improve the effectiveness of simulation-based learning in enhancing academic performance of medical students.

AI for learning unleashed: Pioneering generative AI in education at the University of Miami

The University of Miami (UM) is at the forefront of integrating generative AI into education, spearheaded by Ann M. Olazábal, Interim Dean of the Miami Herbert Business School. This case study explores the dynamic landscape of AI adoption at UM, highlighting both the innovative potential and ethical challenges. The university has embraced AI tools like Adobe Firefly and Copilot, aiming to enhance learning experiences and internal processes. However, the misuse of AI for academic dishonesty poses significant dilemmas. The case contrasts two MBA students' approaches to AI: Alex, who uses AI to shortcut his studies, and Jordan, who leverages AI to deepen her understanding and enhance her learning. The narrative underscores the need for ethical AI use and the importance of fostering critical thinking and creativity. Ann’s strategic vision includes forming an AI task force to explore AI’s organizational impacts and potential use cases, such as a smart assistant for student curriculum planning and an AI-powered entrepreneurship lab. The case concludes with a discussion on balancing innovation with academic integrity and the challenges of centralized IT governance. The case serves as a foundation for classroom discussion including a comprehensive examination of the opportunities and risks associated with generative AI in higher education.

Reshaping Mathematics Instruction Via Impact of AI Chatbots on Secondary Education Pre-service Teachers

This study assessed the level of impact of AI Chatbots (ChatGPT, Gemini, and Perplexity) in Mathematics Education. The study employed a descriptive research design where structured survey questionnaires were used and administered to ninety (90) Secondary Education Pre-service Teachers at Bukidnon State University, Philippines. Results showed that the level of impact of the AI Chatbots (ChatGPT, Gemini, and Perplexity) in Mathematics Education on the nine (9) factors is Very High, namely; (1) Effectiveness ; (2) Engagement ; (3) Accessibility ; (4) Personalization ; (5) Feedback Quality ; (6) Confidence Building ; (7) Time Efficiency ; (8) Adaptability ; and (9) Student Satisfaction . The findings demonstrate a positive student assessment on AI chatbots (ChatGPT, Gemini, and Perplexity) in mathematics education, consistently rated highly across various factors, indicating their significant impact on reshaping instruction, providing valuable support, enhancing learning experiences, and boosting confidence and proficiency in math, underscoring the transformative potential of AI technology and its essential integration into educational practices to address students' evolving needs in the digital age.

Exploring Radiology Postgraduate Students' Engagement with Large Language Models for Educational Purposes: A Study of Knowledge, Attitudes, and Practices

Abstract Background: The integration of large language models (LLMs) into medical education has received increasing attention as a potential tool to enhance learning experiences. However, there remains a need to explore radiology postgraduate students' engagement with LLMs and their perceptions of their utility in medical education. Hence, we conducted this study to investigate radiology postgraduate students' knowledge, attitudes, and practices regarding LLMs in medical education. Methods: A cross-sectional quantitative survey was conducted online on Google Forms. Participants from all over India were recruited via social media platforms and snowball sampling techniques. A previously validated questionnaire was used to assess knowledge, attitude, and practices regarding LLMs. Descriptive statistical analysis was employed to summarize participants' responses. Results: A total of 252 (139 [55.16%] males and 113 [44.84%] females) radiology postgraduate students with a mean age of 28.33 ± 3.32 years participated in the study. The majority of the participants (47.62%) were familiar with LLMs with their potential incorporation with traditional teaching–learning tools (71.82%). They are open to including LLMs as a learning tool (71.03%) and think that it would provide comprehensive medical information (62.7%). Residents take the help of LLMs when they do not get the desired information from books (46.43%) or Internet search engines (59.13%). The overall score of knowledge (3.52 ± 0.58), attitude (3.75 ± 0.51), and practice (3.15 ± 0.57) were statistically significantly different (analysis of variance [ANOVA], p < 0.0001), with the highest score in attitude and lowest in practice. However, no significant differences were found in the scores for knowledge (p = 0.64), attitude (p = 0.99), and practice (p = 0.25) depending on the year of training. Conclusion: Radiology postgraduate students are familiar with LLM and recognize the potential benefits of LLMs in postgraduate radiology education. Although they have a positive attitude toward the use of LLMs, they are concerned about its limitations and use it only in limited situations for educational purposes.

Exploring challenges, innovations, and technological integration in medical education after COVID-19 pandemic: An In-depth analysis

Background: The sudden shift to remote learning, prompted by global health restrictions, compelled educators to devise innovative pedagogical strategies that transcend traditional boundaries. This transition underscored the pivotal role of technology in bridging gaps and enhancing learning experiences. As a result, technology ceased to be a mere supplement and instead became an essential conduit for effective medical education delivery. Methods: A systematic review was performed by searching relevant studies until June 2023 using the PubMed, MEDLINE, and EMBASE databases. The sudden shift to remote learning, prompted by global health restrictions, compelled educators to devise innovative pedagogical strategies that transcend traditional boundaries. This transition underscored the pivotal role of technology in bridging gaps and enhancing learning experiences. As a result, technology ceased to be a mere supplement and instead became an essential conduit for effective medical education delivery. Results: The systematic review of the literature found 47 studies that satisfied the inclusion criteria, addressing different facets of technology’s influence on medical education during the post-COVID-19 pandemic period. The analysis reveals a dynamic landscape where challenges catalyzed advancements. Educational institutions swiftly adapted to the new normal by embracing technology-driven solutions. Virtual patient interactions, augmented reality modules, and AI-driven personalized learning emerged as effective tools. These innovations not only addressed immediate challenges but also laid the groundwork for a more flexible and inclusive medical education ecosystem. Conclusions: The challenges experienced throughout the COVID-19 pandemic have significantly influenced the transformation of medical education in the post-pandemic era. By analyzing challenges and proposing innovative solutions, the crucial significance of technology is underscored, emphasizing the necessity for a comprehensive and adaptable approach to shape the trajectory of future medical education. J MEDICINE 2024; 25: 166-172

Professional Development of Teacher Educators: Unlocking Opportunities through Massive Open Online Courses

Development of any nation depends mainly on the standards of its educational institutions and the quality of education. Amidst this dynamic environment, Massive Open Online Courses have emerged as a potent tool for facilitating continuous learning and skill enhancement among professionals across diverse domains. Professional development of teacher educators stands as a cornerstone for fostering effective teaching practices and nurturing the next generation of educators. This research seeks to explore the myriad ways in which MOOCs can be leveraged to enhance the professional development of teacher educators. This democratization of education fosters inclusivity and equity in teacher training initiatives. This paper aims to contribute to a deeper understanding of how digital technologies can be harnessed to empower educators, enhance teaching and learning outcomes, and ultimately, transform the landscape of teacher education. This paper concludes that MOOCs have emerged as an asset in the professional development toolkit for teacher educators. MOOCs provide accessible platforms where educators can engage in self-directed learning, access a wealth of resources, and collaborate with peers worldwide, transcending the limitations of traditional professional development methods. Pedagogical strategies in MOOCs are essential for professional development as they enhance learning experiences and outcomes. The flexibility and accessibility of MOOCs, combined with well-designed pedagogical approaches, empower individuals to advance their careers, and maintain lifelong learning, ultimately contributing to professional growth and competence.

The Contribution of Technological Innovations to Enhance Education for Sustainable Development

Technological innovations have revolutionized numerous sectors, including education, by providing new tools and methodologies that enhance learning experiences and outcomes. Governments worldwide made teaching and learning educational technology compulsory during the COVID-19 pandemic in all educational fields. Despite the numerous advantages, integrating technological innovations into the educational process is challenging. There remains a significant gap between the potential of these technologies and their actual implementation in classrooms and educational fields. Issues such as inadequate infrastructure, lack of teacher training, and resistance to change hinder the effective use of technology in education. Moreover, the rapid movement of technological advancements often exceeds the ability of educational institutions to adapt, leading to underutilization of available resources and missed opportunities for enhancing the educational process. While there is a growing body of literature on the subject, much of the existing research is fragmented and lacks a comprehensive framework that connects theory with practice. This study employs qualitative analysis to obtain information about the experiences, benefits, and discusses the challenges that may arise using educational advancements and techniques in language learning. It aims to provide teachers and educators with a better understanding of the impacts of using technology in the educational process and the development of language learning. In the paper, the researcher defines technology, in addition to Information Communication Technology (ICT), and reviews previous studies on the effective use of technological tools across educational settings. Furthermore, the study sheds light on the role of using modern technological innovations that can be effectively utilized and integrated into education, not only for learners but also for their instructors who need to achieve professional development, by increasing the engagement of using technology in educational settings, motivation, as well as improving accessibility and convenience.

Luth Badila's Learning Time

Learning media play a crucial role in enhancing the student learning process, with various types of media being employed to engage students and facilitate better understanding. Posters are one such medium that can significantly enhance students' attention and interest during learning sessions. However, traditional posters often lack elements that make them interactive and engaging enough to substantially impact speaking skills and teamwork. This study aims to introduce and evaluate the effectiveness of a novel learning medium, known as Luth-Badila’s Learning Time, which utilizes uniquely designed 3D posters incorporating subject materials, quizzes, and a rotating clock embedded in a robot's head to attract students' attention and improve their speaking skills and teamwork. The implementation of Luth-Badila’s Learning Time in classrooms has shown promising results, with a noticeable increase in student engagement, improved speaking skills, and enhanced teamwork. The novelty of this learning medium lies in its interactive 3D design and the integration of multiple educational elements into a single poster, which is a significant departure from traditional 2D posters. The findings suggest that incorporating such innovative and interactive learning media in educational settings can lead to better student outcomes, particularly in terms of speaking skills and collaborative abilities. This study contributes to the existing body of knowledge by providing evidence of the benefits of using advanced, interactive posters in educational contexts, thereby encouraging educators to adopt similar approaches to enhance learning experiences. Highlights: Innovative Design: Luth-Badila’s Learning Time uses 3D posters with quizzes and a rotating clock to captivate students. Improved Skills: This medium significantly boosts speaking skills and teamwork among students. Educational Impact: Interactive posters lead to higher student engagement and better learning outcomes. Keywords: 3D Poster, Learning Media, Speaking Skills, Student Engagement

Assessing the Utilization Level of Metaverse

The integration of metaverse technology within the educational domain is progressing swiftly, owing to its advanced technological features. This technology has the ability to captivate learners and empower teachers by offering unique learning opportunities and capabilities. Hence, the present study sought to identify the extent of Metaverse technology utilization in primary-level mathematics instruction, as perceived by both supervisors and teachers of Gifted Students. The study employed a descriptive survey method and utilized a questionnaire as the primary research tool. The study's results indicated that teachers of gifted students acknowledged and utilized Metaverse technology to a significant extent in the context of teaching mathematics at the primary level Perspectives of Supervisors and Teachers themselves. This suggests that Metaverse technology has been effectively integrated into their instructional practices, enabling them to provide enhanced learning experiences for their students.

Data Privacy and Security Concerns in AI-Integrated Educational Platforms

As educational institutions increasingly embrace AI technologies to enhance learning experiences, a paramount concern arises regarding the privacy and security of sensitive student data. This research paper delves into the challenges and implications associated with the integration of AI in educational platforms, focusing specifically on data privacy and security issues. The study aims to identify potential risks, assess current safeguards, and propose strategies to mitigate threats, ensuring a responsible and secure implementation of AI in education. By examining the intersection of technological advancement and privacy concerns, this research contributes to the ongoing dialogue on ethical considerations in the realm of AI-driven education transformation. Furthermore, this research endeavors to propose robust frameworks and strategies to safeguard the integrity and confidentiality of data in AI driven educational environments. By addressing these concerns head-on, we strive to contribute valuable insights to the ongoing discourse on balancing the transformative benefits of AI in education with the imperative to protect the privacy and security of all stakeholders involved.

The Application of Information Technology in Teaching at University and College Levels in the Context of the Fourth Industrial Revolution

In the era of the Fourth Industrial Revolution (4IR), characterized by rapid advancements in Information Technology (IT), the integration of these technologies into higher education has become imperative. This paper explores the transformative impact of IT on teaching methodologies at the university and college levels. Through a comprehensive review of literature, case studies, and qualitative analysis, the study examines how institutions are leveraging IT tools such as artificial intelligence, big data analytics, and immersive technologies to enhance learning experiences. Key findings highlight the benefits of IT adoption, including improved student engagement, personalized learning paths, and the cultivation of future-ready skills essential in a digital economy. However, challenges such as infrastructure readiness and faculty training remain significant barriers. By addressing these challenges and embracing innovative teaching strategies, higher education can effectively navigate the complexities of the 4IR, ensuring graduates are equipped to thrive in an increasingly digital and interconnected world.

A Review on Applications of Computer Programme in Different Fields of Education and Their Co-Relation with E Learning and Academic Implementation

Abstract: Computer programs have revolutionized various fields in education, enhancing learning experiences and academic implementations across different domains. Here's a breakdown of some key applications and their correlation with e-learning like Computer programs facilitate the development of interactive learning platforms that engage students through multimedia content, simulations, and gamification. These platforms enable personalized learning experiences, catering to individual learning styles and paces. E-learning platforms often incorporate features such as progress tracking, automated assessments, and instant feedback, enhancing academic implementation by providing educators with valuable insights into student performance. Computer programs power online course management systems (CMS) that streamline course delivery, communication, and assessment processes. CMS platforms like Moodle, Blackboard, and Canvas offer tools for content creation, discussion forums, assignment submission, and grading. Computer programs facilitate the development of virtual laboratories and simulations, especially in science and engineering fields. These tools allow students to conduct experiments and explore concepts in a safe and cost-effective virtual environment. Computer programs enable the collection, processing, and analysis of large volumes of data generated from e-learning activities. Overall, computer programs play a crucial role in transforming education across various fields by facilitating interactive learning experiences, supporting online course management, enabling virtual laboratories and simulations, promoting adaptive learning, and leveraging data analytics for informed decision-making. When integrated with e-learning methodologies, these applications enhance academic implementations by fostering student engagement, personalizing learning experiences, and improving learning outcomes.

Exploring Interactive Learning Environments Based on Augmented Reality Technology

With the rapid advancement of digital technology, the application of augmented reality (AR) in the field of education has emerged as a focal point of research aimed at enhancing learning efficiency and experience through innovative interactive learning environments. This study focuses on the application of AR technology in education. The goal is to address key technical issues present in existing AR interactive learning environments to promote their widespread adoption in educational settings. An analysis of the current application of AR technology in education is conducted, focusing on its potential to enhance learners’ motivation and comprehension capabilities. However, a common shortfall in existing research methodologies has been identified, namely inadequate control over node consistency and deficient design of collaborative visualization components. These limitations restrict interaction and collaborative efficiency within AR learning environments. In response, a novel predictive algorithm for node consistency control is proposed, significantly enhancing real-time interaction and coherence among multiple learners through optimized information synchronization mechanisms. Furthermore, a set of collaborative visualization components is designed to be personalized according to learners’ behavioral and cognitive characteristics, thereby supporting more effective team-based learning. The outcomes of this study not only provide new theoretical and technical support for the design and implementation of AR interactive learning environments but also offer a fresh perspective on the future direction of educational technology.

Development of Android-based Comic Learning Media for Grade VII Science Subject in Junior High School

This developmental study aims to create an Android-based comic learning media for Grade VII students, focusing on Earth and Solar System material in science subjects. The objective is to enhance learning experiences and assess the media's feasibility. Existing learning resources often fail to meet students' needs and improve learning outcomes. Following the ADDIE model, the research includes analysis, design, development, implementation, and evaluation stages. Thirty Grade VII students from SMPN 1 Harau District participated in the study for the academic year 2023/2024. Research instruments included validation sheets, teacher and student questionnaires, and test items. The Android-based comic media was validated by experts in media, material, and language, scoring very valid in all aspects. Teacher and student feedback rated the media as very practical. In the effectiveness test, students achieved an average posttest score of 82.08, with an achievement percentage of 83.33%. The average gain test result was 0.63, indicating moderate improvement. This study demonstrates the validity, practicality, and effectiveness of Android-based comic learning media in teaching Earth and Solar System material to Grade VII students.

Enhancing Learning Experience: A Study of Students' Needs for Pocket Books in the Digital Era

Background: the religious values play a crucial role in shaping the character and morals of students, and understanding the views of lecturers regarding this matter can provide profound insights to enhance higher education. Aim: Analyzing lecturers' perceptions regarding Islamic values entails focusing on their awareness levels, integration of religious values into the curriculum, the role of lecturers in shaping character, institutional support, and the influence of understanding Islamic values on students' morality. Method: This research employed a survey method involving 60 lecturers as respondents. The survey comprised structured questions covering the importance level of Islamic values, their integration into the curriculum, the role of lecturers, institutional support, and perspectives regarding the influence of understanding Islamic values on students. Results and Dıscussion: The survey results indicate that a majority of the lecturers are aware of the significance of Islamic values (91.6%), and most of them (80%) feel that these values are sufficiently integrated into the curriculum. There is substantial support for the role of lecturers in shaping Islamic character (88.4%), and a significant portion of the lecturers (78.3%) feel they receive adequate institutional support. Overall, the results reflect a positive outlook from the lecturers regarding Islamic values. Conclusion This research highlights the importance of supporting lecturers in strengthening their role as character-forming agents and emphasizes the necessity of integrating religious values into higher education curricula. The implications of these findings can assist in designing policies and more holistic educational strategies, fostering an educational environment focused on the development of student character and morality.

Impacts of Computer-Managed Instruction in Basic Technology Education in Junior Secondary Schools in Anambra State

This study utilised a cross-sectional survey design in order to evaluate the impact of computer-managed instruction (CMI) on teaching basic technology in junior secondary schools in Anambra State. Covering the Onitsha Education Zone, the study employed a multi-stage sampling to select 20 schools and 840 students and teachers. Data was collected through a structured questionnaire assessing CMI availability and impact, validated by experts and tested for reliability. The questionnaires were administered over a month, with data analysed using the SPSS software and statistical techniques. The results indicated a positive correlation between CMI integration and enhanced learning experiences, with students reporting increased motivation, interest, and engagement in Basic Technology lessons. Additionally, CMI is found to enhance problem-solving abilities, confidence in learning, and performance outcomes. Both teachers and students recognize the transformative possibilities of CMI, despite differences in their perceptions. These findings underscored the importance of embracing technological advancements in education to cultivate dynamic learning environments. The study offers practical implications for educational stakeholders, advocating for the continued integration of CMI to meet the evolving needs of students and prepare them for success in a digital age.

The efficacy of animation and visualization in teaching data structures: a case study

The main goal of this study was to evaluate the impact of an animation and visualization of data structures (AVDS) tool on both perceptions and objective test performance. The study involved a rigorous experiment that assessed the usability, acceptability, and effectiveness of the AVDS tool in solving exercises. A total of 78 participants responded to questionnaires and were exposed to the AVDS tool, after which they completed a performance test, half (39) with the AVDS tool (the experimental group) and half (39) without the tool (the control group). Findings showed that the usability of AVDS was good; the experimental group even perceived AVDS usability as excellent. The results show that perceived usefulness, perceived ease of use, and attitudes toward usage jointly led to positive intention to use the AVDS tool. Furthermore, perceived ease of use was a key factor influencing participants’ intention to use AVDS. In addition, the AVDS system improved test results and provided flexibility in use, enhancing learning experience and performance.