Enhance Learning Outcomes Research Articles

Application of PBL combined with CBL teaching method in clinical teaching of vascular surgery.

As medical education evolves, Problem-Based Learning (PBL) and Case-Based Learning (CBL) methodologies have emerged as vital pedagogical tools. This study aims to delve into the application and effectiveness of a hybrid PBL-CBL approach in clinical teaching for vascular surgery. By conducting a comparative analysis through concrete teaching practices, this research evaluates the impact on students' clinical knowledge retention, advancement in clinical reasoning skills, and proficiency in resolving real-world clinical challenges. The findings reveal that the integrated PBL-CBL methodology substantially enhances learning outcomes in vascular surgery clinical teaching, ultimately fostering significant development in students' comprehensive clinical abilities.

Research of online courses recommendation based on deep learning

This paper delves into leveraging deep learning techniques, such as graph neural networks (GNNs), Transformer, and techniques in Large Language Models (LLMs), to enhance course recommendation systems in e-learning platforms. Recommendation methods have some short-comes in the case of online course with less information and choic less logic. Our research proposes novel algorithms that use graph collaborative filtering and sequential recommendation to improve recommendation accuracy and personalization. By analyzing user behavior patterns and course attributes, our approach aims to provide smarter and more efficient course recommendation services, ultimately enhancing learning outcomes and experiences in e-learning environments. This research not only contributes to the advancement of e-learning technology but also provides valuable insights for the broader application of deep learning in smart education.

Utilizing Gamification To Enhance English Writing Skills Of Tertiary Level Students – An Experimental Study

The success of students in school and in their future careers depends on their ability to write effectively. Despite this, a sizable portion of students struggle to improve their English writing skills due to a variety of obstacles. Gamification is a cutting-edge teaching approach that incorporates game elements into non-game settings. It has the ability to enhance learning outcomes and motivation in a variety of academic subjects. This study aims to test whether or not incorporating gamification strategies into higher education may help students in the Charotar region of Gujarat enhance their writing. Gujarat is a state in India. A sample of college students with engineering backgrounds was randomly selected to participate in a randomized controlled experiment. A random lottery was used to place participants in either the experimental group or the control group.

ASSESS THE INFLUENCE OF PUPILS’ TALK ON STUDENTS’ ACHIEVEMENT OF MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN MUTOMO SUB COUNTY, KITUI COUNTY

Mathematics has consistently recorded the lowest mean as compared to other subject a problem acknowledged across the world not just in Kenya only. Hence the study endeavored to assess the influence of direct Teacher talk on student’s achievement of mathematics in public secondary schools in Mutomo Sub County, Kitui County. The study used mixed methods and concurrent triangulation. The study targeted 20 schools, Education Officer, 60 mathematics teachers and 5102 students. Primary data came from questionnaires, achievement exams, and class observations. Pursuing objectives, qualitative data was evaluated thematically. Quantitative data was analyzed using percentages, standard deviation, mean, and multiple regressions with aid of SPSS V.23. Data was presented using frequency distribution tables and charts. Findings revealed that Pupil talk, primarily initiated by students, was prevalent (24%) after teacher talk in the study. Teachers emphasized immediate correction during pupil talk for enhanced learning outcomes. Results showed a strong positive correlation (r=0.017, p=0.751) between pupils' talk and achievement, statistically significant at α=0.05.

A systematic review of immersive educational technologies in medical physics and radiation physics.

This systematic review aims to analyze and synthesize the current state of research on the role of immersive technologies, specifically augmented reality (AR), virtual reality (VR), and mixed reality (MR), in medical physics and radiation physics education. The primary focus is to evaluate their impact on learning outcomes, performance, and engagement across various educational contexts. We conduct a comprehensive search of four major databases: Scopus, Web of Science, PubMed, and IEEE Xplore, covering the period from 2012 to 2023. A total of 316 articles are initially identified. After removing duplicates and screening for relevance based on titles and abstracts, 107 articles are selected for full-text review. Finally, 37 articles met the inclusion criteria and are included in the analysis. The review follows the PRISMA guidelines and utilizes the PICOS framework to structure the research question. Data extraction focuses on key variables such as the type of immersive technology used, educational context, study design, participant demographics, and measured outcomes. The studies are analyzed for their reported effects on learning outcomes, performance, and engagement. The review found that immersive technologies significantly enhance learning outcomes and engagement. Specifically, 36.4% of the studies reported increased engagement, while 63.6% of studies focusing on practical skills noted performance improvements. The use of AR, VR, and MR showed broad applicability across different educational levels, from undergraduate courses to professional training programs. Immersive technologies have considerable potential to transform medical and radiation physics. They enhance student engagement, improve learning outcomes, and boost performance in practical skills. Nevertheless, future research should focus on standardizing methodologies, expanding participant demographics, and exploring long-term impacts on skill retention and clinical practice. This review provides a valuable resource for guiding future research and implementing innovative educational strategies in the dynamic fields of medical physics and radiation physics.

Advancing Sustainable Learning Environments: A Literature Review on Data Encoding Techniques for Student Performance Prediction using Deep Learning Models in Education

The utilization of neural model techniques for predicting learner performance has exhibited success across various technical domains, including natural language processing. In recent times, researchers have progressively directed their attention towards employing these methods to contribute to socioeconomic sustainability, particularly in the context of forecasting student academic performance. Additionally, educational data frequently encompass numerous categorical variables, and the efficacy of prediction models becomes intricately tied to sustainable encoding techniques applied to manage and interpret this data. This approach aligns with the broader goal of fostering sustainable development in education, emphasizing responsible and equitable practices in leveraging advanced technologies for enhanced learning outcomes. Building on this insight, this paper presents a literature review that delves into the use of machine learning techniques for predicting learner outcomes in online training courses. The objective is to offer a summary of the most recent models designed for forecasting student performance, categorical coding methodologies, and the datasets employed. The research conducts experiments to assess the suggested models both against each other and in comparison to certain prediction techniques utilizing alternative machine learning algorithms concurrently. The findings suggest that employing the encoding technique for transforming categorical data enhances the effectiveness of deep learning architectures. Notably, when integrated with long short-term memory networks, this strategy yields exceptional results for the examined issue.

The application of OBE fused with PDCA teaching model in teaching business English

Abstract Aiming at the problems existing in traditional business English teaching, this study, based on the OBE teaching concept, creates a business English teaching model consisting of two aspects, namely, the teacher-led PDCA major cycle of enhancing learning outcomes output and the student-led PDCA minor cycle of learning management. On this basis, the College of Foreign Languages of a university is taken as an example for practical application, and the PDCA+OBE business English teaching quality evaluation system is established. For the interval number judgment matrix, the interval number judgment matrix is decomposed. Then, the sorting weight vector of the interval number judgment matrix is calculated using the characteristic root method. The results show that reading (P = 0.005), listening (P = 0.032), speaking (P = 0.037), and translation skills improve significantly after PDCA+OEB business English teaching. In the quality evaluation, the teaching method has the most significant influence on the quality of business English teaching, and its weight reaches 0.323. Followed by teaching attitude, and its weight reaches 0.274. In conclusion, the PDCA+OBE business English teaching classroom can significantly improve the quality and effectiveness of teaching, and the students’ satisfaction is high.

IMPACT OF METACOGNITIVE STRATEGIES ON STUDENT LEARNING

In the quest to enhance learning outcomes, this paper articulates three significant goals: the promotion of metacognitive strategies, provision of support to teachers incorporating metacognition in their teaching practices, and serving as a valuable tool to enhance learning for all. Although the impact of metacognitive strategies on our cognitive processes is expected in social interaction, it may often remain inexplicit. Therefore, this study endeavors to accentuate the importance of metacognition as a driver of efficient learning processes, even in the 19th century. This paper delves deep into the distinctive features and uses of various types of metacognitive approaches that can be employed within educational contexts. The purpose is to analyze concrete proof that instructors, stakeholders and researchers can benefit from. Findings suggest that implementing metacognitive strategies can enhance the overall learning journey for students of every level and background.

The Practice of Information System Analysis and Design Basedon Flipped-Classroom Model

This article discusses the necessity and implementation of the Flipped-Classroom Model for Information System Analysis and Design. It addresses challenges of the traditional classroom model, such as educational differences, slow updates, and expanding higher education. The Flipped-Classroom Model combines extracurricular learning and in-class practice, fostering independent learning and critical thinking skills. Results show that the experimental group outperformed the control group in final exam scores and lab grades. The model enhances learning outcomes and develops comprehensive abilities and innovation consciousness. This research highlights the importance of the Flipped-Classroom Model, providing valuable references for educational reforms and cultivating student abilities.

Informatization Exploration of Wushu Teaching Management Platform in Colleges and Universities under the Concept of Modern Education

Abstract In the evolving landscape of higher education, integrating information technology into Wushu teaching management presents an opportunity to elevate teaching standards. This paper investigates the development of an innovative platform for Wushu instruction, utilizing cutting-edge video analysis techniques to enhance learning outcomes. By analyzing video data from Hikvision DS-2CD2051-1 webcams with advanced preprocessing methods, we demonstrate the effectiveness of the Single Shot MultiBox Detector (SSD) algorithm in improving action recognition over conventional CNN approaches. Our results reveal a notable enhancement in the quality of Wushu movement evaluation, evidenced by a 72.02% accuracy rate and a 0.3865 Mean Squared Error (MSE). The deployment of this technology in a university setting not only fosters a significant uplift in student performance but also boosts their engagement and satisfaction levels. This paper contributes to the discourse on educational technology by offering a successful model for the digital Transformation of Wushu teaching in academic institutions.

Impact of Peer Feedback on the Quality of Academic Sessions in an Emergency Medicine Training Program: A Quality Improvement Project.

Introduction Feedback is at the heart of medical education; different teaching encounters call for different types of feedback. Due to multiple reasons presenters are not able to receive adequate feedback, which provides them with little to no areas to improve upon and hence affects the quality of the academic sessions(1). Feedback serves as a powerful tool in the realm of education, playing a vital role in shaping students' learning experiences and fostering their academic growth. Recognizing the importance of feedback and implementing effective feedback mechanisms can lead to enhanced learning outcomes, improved performance and increased motivation among learners(3). It can be incorporated to enhance teaching and learning techniques since it has an immediate impact on the process of acquiring knowledge and has a direct impact on both teaching and learning(4). Feedback has been shown to help speakers gain confidence, self-awareness, and enthusiasm(5). Methods: We designed a project to improve the quality of our academic day by integrating feedback forms into all our academic activities. In November 2022 we sent out a survey to all residents to evaluate the quality of the sessions in the academic day.Based on the responses received we incorporated feedback forms into each session to allow the audience to evaluate the speakers. All presenters presenting between February to July 2023 were provided with a QR code to be presented at the end of their presentation, to allow instant feedback by peers. At the end of the 6 month cycle we sent out 2 sets of surveys to both the speakers and audience to assess the impact of peer feedback on the quality of sessions presented during academic day. The surveys asked the audience and speakers to rate their experience of feedback forms and how it has impacted their performance. Each question was scored on a likert scale 1 to 5 with 1 being strongly disagree to 5 being strongly agree. Results: 30 out of 33 current residents responded to the surveys. Based on the responses received, there has been a positive outcome on all domains for both audience and speakers Fig 1,2). The audience felt it helped increase their weekly quiz scores(3.3/5), allowed them to better understand the topics(3.7/5) and improved the quality of presentations delivered (3.9/5). The speakers felt it helped them in delivering better lectures (4/5), Improved their ability to present to an audience (4.1/5), made them aware of their weakness and allowed them to work on them (4.3/5). Both the audience (4.3/5) and audience (4.4/5) would like to see the feedback forms to continue. Conclusion: In the era of formative assessment peer feedback will go a long way in improving the quality of educational activities. Our project has similar outcomes to multiple similar studies done elsewhere which have demonstrated an improvement in their educational experience (2). We hope our findings can aspire other programs in the region to incorporate similar feedback forms into their sessions. To evaluate effectiveness of peer feedback as a method of improving the quality of lectures conducted during academic day

"Exploring the Impact of Mindfulness Practices on Stress Management and Teacher Welfare for Enhanced Learning Outcomes: A Case Study of Public Junior Secondary School Teachers in Mombasa, Kilifi, and Kwale Counties."

"Exploring the Impact of Mindfulness Practices on Stress Management and Teacher Welfare for Enhanced Learning Outcomes: A Case Study of Public Junior Secondary School Teachers in Mombasa, Kilifi, and Kwale Counties."

The Role of Environmental and Geographical Factors in the Education Process

Throughout history, humans have learned and acquired knowledge from their surroundings. The importance of a suitable and standardized educational environment for effective learning and teaching is widely acknowledged. The educational environment significantly affects students' learning processes, necessitating a thorough understanding of the environmental and geographical factors that impact it. This Research aims to investigate the role of environmental and geographical factors in the educational process. It seeks to explore how these factors influence learning outcomes and analyze the factors contributing to the creation of optimal educational spaces. The research employs a comprehensive methodology to examine the impact of environmental and geographical factors on the educational process. It focuses on studying children's behavioral patterns in educational environments, with particular attention to elements such as classroom size and lighting. The research findings highlight the significance of environmental and geographical factors in shaping the learning process. Specifically, factors like classroom size and lighting have been identified as crucial elements that enhance learning outcomes. The study emphasizes the importance of creating educational environments that cater to learners' needs. By considering environmental and geographical factors, such as classroom size and lighting, educators can design optimal learning spaces. The findings underscore the necessity of improving the structure of education to foster the physical, mental, emotional, and social development of students.

Audio-Assisted Smartbox Learning Media in IPAS Content of Metamorphosis of Animals for Fourth-Grade Students

One of the prevalent issues faced by students in the IPAS subject is the utilization of monotonous media, resulting in lower learning outcomes. This research aims to develop and evaluate the feasibility and effectiveness of SmartBox media assisted by audio for the IPAS subject, specifically focusing on the topic of animal life cycles. Employing the Borg and Gall method, this study falls under the category of research and development with the research sample consisting of 27 students. The data collection techniques encompassed observation, interviews, tests, questionnaires, and document analysis. The evaluation results from expert validators in both content and media fields revealed scores of 98% and 92%, respectively, indicating a highly suitable categorization. Moreover, the media garnered positive responses from both students and teachers. Additionally, the developed media demonstrated its effectiveness in enhancing learning outcomes, as evidenced by a t-test result with a Sig. value of 0.000, indicating a significant difference between pretest and post-test data. This finding is supported by an n-gain score of 0.44, classified as moderate, signifying an increase in the average results of pretest and post-test using the audio-assisted SmartBox learning media. In conclusion, the SmartBox learning media with audio assistance for the IPAS subject on animal life cycles is deemed highly appropriate, effective, and valid for implementation in the teaching process, as it effectively improves student learning outcomes.

생성형 AI와 메타버스를 활용한 하이터치 하이테크

This research delves into the integration of a high-touch high-tech approach for preservice English teachers who developed a hypothetical qualification-based job preparation Metaverse platform within the framework of the ADDIE model. Various generative AI tools were utilized to streamline content creation process for the Metaverse platform, with simultaneous vetting and curation of the content by preservice teachers to ensure its pedagogical relevance and suitability. This Metaverse job preparation platform offers dynamic interactive content for career exploration through MBTI, SWOT analysis, along with virtual simulations to navigate different career trajectories, create resumes, and improve interview skills in English. To validate the effectiveness of the high-touch high-tech program, a non-parametric Wilcoxon rank-sum test was performed: the average post-evaluate scores increased for most variables, with perceived interest (PE, z = -4.141, p < 0.001) and social influence (SI, z = -2.707, p = 0.006) showing statistically significant results. By focusing on the tasks that generative AI can undertake in collaboration with human teachers, this research highlights a five-stage AI-human teacher role model that combines AI capabilities with human expertise. This research offers a glimpse into a high-touch, high-tech educational paradigm, where the fusion of technology and human insight works to enhance learning outcomes.

Improving Chinese Listening Ability Through Workload-Based Learning With Multimedia in Thai Universities

This qualitative research aims to examine the basics of Chinese listening ability by organizing workload-based learning with multimedia for first-year students learning Chinese as a foreign language at different universities in Thailand. As a result of workload-based learning with multimedia, Chinese listeners are better equipped to develop their listening skills. Using workload-based learning management with multimedia, the development of Chinese listening ability has been evaluated and improved by implementing workload-based learning. As interview participants, we selected 20 first-year Chinese language students randomly from several universities in Thailand. The experimental model was additionally developed and 7 Chinese teachers and experts were invited to evaluate it. According to the results, Chinese listening ability combined with workload-oriented learning management and multimedia for students has a significant effectiveness and the Chinese listening ability model with workload-oriented learning management and multimedia for high-level students has shown greater effectiveness. Chinese listening abilities are also being explored using a variety of workload-oriented learning arrangements accompanied by multimedia. The findings provide valuable insights into how multimedia can be used to enhance learning outcomes and identify ways to better support students in their Chinese language learning. The research also highlights the importance of workload-based learning management for Chinese listening ability and provides a model for how it can be implemented in the classroom.

The efectiveness of augmented reality technology in enhancing learning outcomes among primary school students: a study based on the ARCS model of motivation

This paper examines the effectiveness of using augmented reality (AR) with the ARCS (Attention, Relevance, Confidence, and Satisfaction) framework to improve student performance and motivation in primary schools in Saudi Arabia. A sample of 100 randomly selected primary school pupils from grades 4 to 6 were used in the study, and two motivational and learning use scales were used to collect data. The results of the study indicated that AR implementation using the ARCS framework significantly improved knowledge and motivation among the primary school students. The paper recommends that AR should be adopted in primary schools in Saudi Arabia, specifically for grades 4 to 6, as an effective method of enhancing student learning and motivation.

Maximizing the Potential of Multimedia in Indonesia: Enhancing Engagement, Accessibility, and Learning Outcomes

The COVID-19 pandemic compelled educational institutions to swiftly shift from conventional classroom instruction to remote and hybrid learning models, prompting the widespread adoption of digital tools and mobile apps for online education. As the world emerges from this crisis, there's a growing interest in exploring innovative ways to utilize multimedia tools for improved engagement, accessibility, and learning outcomes. Multimedia encompasses diverse content formats, including videos, interactive simulations, and online collaboration tools, offering various avenues to enhance the process of teaching and learning. This research paper investigates the role of multimedia tools in education, focusing on their utilization, and the challenges and barriers associated with their integration into classroom settings within the Jakarta District of Indonesia's higher education sector. Qualitative research methods were employed, involving interviews, observations, and documentation analysis conducted at a higher education institution in Bekasi District, Indonesia. Interviews were conducted with the educators (providing learning materials). The study discovered that the incorporation of multimedia tools, such as images, videos, animations, and interactive platforms like Kahoot, enhances students' focus, interest, and engagement, consequently improving memory retention and comprehension. The research also identified various challenges in successfully incorporating multimedia tools into the field of education, including resource limitations, digital literacy gaps, connectivity issues, lecturer's unfamiliarity with technology, lack of motivation, inadequate digital tools, subscription costs, quality concerns, and potential distractions. The paper offers practical recommendations for successful multimedia integration in classrooms, emphasizing clear guidelines, brief video content, specific tasks for students, thought-provoking questions, early material distribution, and guidance in using ICT.

Development of Self-Regulated Learning Material (SLM) for Enhancing Students' Basic Science Process Skills

This study examines the impact of self-regulated learning materials on the academic performance of Grade-3 students. Pre-test and posttest were implemented to identify the development of self-regulated learning materials. The materials underwent a validation process by the expert to ensure their content, format, presentation and organization, accuracy, and up-to-datedness were appropriate. Validating self-regulated learning materials is crucial to ensure suitability and efficacy. Furthermore, the materials evaluated based on phase, including forethought, volition, and self-reflection. Self-regulated Materials was evaluated by the school head for validation. A validated material has been carefully reviewed by experts to ensure that it is appropriate and effective. The evaluation rated as very satisfactory. The results indicated that these materials greatly extent students' ability to regulate their learning, enhance motivation, and develop critical think skills. The Pre-test and post-test were conducted before and after the use of supplementary materials to assess the basic science process skills. Inferential statistics were performed using t-test of difference to determine significant difference. The results indicated that there is a significant difference between the pre-test and post-test scores, indicating the use of self-regulated learning materials significantly enhanced the skills and performance of Grade-3 students. Schools are encouraged to promote the use of self-regulated learning material to enhance learning outcomes. The future researcher on the same topic may be conducted for improving science education where students will be benefited. Educator may improve quality of education and support students in achieving their potential and academic success.

Learning Outcomes Management in Vocational School

This research addresses the suboptimal learning outcomes observed in the Politeknik Ilmu Pelayaran Semarang technical drawing course, focusing on the interplay of lecturer performance, student engagement, and curriculum design. The primary objective is to enhance learning outcomes for Level I Cadets during the 2023 academic year. The study encompasses 103 Level I Cadets enrolled in the Engineering Study Program, utilizing a total sampling technique. Data collection involves a questionnaire to assess the Engineering drawing course's effectiveness. The analytical approach employs percentage descriptive techniques and regression methods, including partial and simultaneous tests, subject to meeting prerequisite test requirements such as normality, heteroscedasticity, linearity, and multicollinearity. Results indicate that lecturer and student factors and environmental elements significantly influence learning outcomes in technical drawing. However, curriculum factors do not exhibit a notable impact on learning outcomes. Collectively, lecturer performance, student engagement, curriculum design, and environmental factors jointly contribute to learning outcomes by 39\%, with the remaining 61\% influenced by unexplored variables such as cost, organizational climate, socio-culture, and education management. In conclusion, this study establishes a link between lecturer performance, student engagement, and the environment with learning outcomes in technical drawing courses. Conversely, curriculum factors show no significant influence. Recommendations include optimizing the roles of lecturers and students and enhancing the educational environment to foster a conducive learning atmosphere within the dormitory setting.