Educational Experience Research Articles

Gamification in supply chain education: A comparative study of supply chain card games and board games in Malaysian tertiary institutions

Gamification has gained popularity in educational settings as a tool to enhance learning experiences. This research compares two well-known gamification tools, supply chain master card games and supply chain board games, in their capacity to teach supply chain management (SCM) concepts. Random sample interviews were conducted with students and employees to gather their perspectives on the games and SCM topics. The study evaluates the content delivery, level of understanding, and the advantages and disadvantages of using it for teaching and learning in a criteria table. It is aligned with the Sustainability Development Goal (SDG) 4 which is Quality Education in empowering sustainability through quality education. The findings demonstrate that gamification, including the use of these games, positively impacts the teaching and learning of supply chain management in Malaysian tertiary education. The results indicate that both the Supply Chain Card Game and the supply chain board game have significant advantages in enhancing student engagement, experiential learning, and the understanding of key SCM concepts which involve three (3) main measurements which are characteristics, content delivery, and level of understanding. It improves student engagement, facilitates active learning, and fosters essential skill development. The recognition of gamification's potential has led to policy initiatives supporting its integration into the curriculum, aligning with the goals of learner-centered and experiential education. However, challenges remain in implementing gamified learning approaches effectively. The Malaysian government should acknowledge gamification's potential and provide support for teachers to incorporate gamification tools, including training programs, workshops, and educational resources. By addressing implementation challenges, the sustained integration of gamified learning approaches can be ensured in the Malaysian education system. This research emphasizes the significance of gamification in enhancing teaching techniques and its positive impact on student learning outcomes in the field of supply chain management.

‘나다움’을 찾아가는 과정에서 겪는 의복행동의 교육적 경험에 관한 연구

Objectives The purpose of this study is to explore the experience process of learners who complete ‘myself’ and to reveal that the aesthetic experience sensed by learners in the process is an educational experience that helps the individual’s qualitative growth. Methods First, we explore clothing behavior as a process of finding ‘myself’ through theoretical consideration of John Dewey’s experiential philosophy of ‘an experience’ and educational experience. Second, by describing, analyzing, and interpreting clothing behavior based on ‘one experience,’ it helps understand the aesthetic experience for true clothing behavior that reveals ‘myself.’ Third, by revealing that the aesthetic experience of clothing behavior is what Dewey calls ‘an experience,’ we explore how the learner’s experiential process of completing his or her self through clothing behavior, which is interpreted as ‘an experience,’ is reborn as an educational experience. Results Educational experience as a clothing behavior is ‘an experience’ that promotes the overall and continuous growth and development of humans by not only promoting the process of understanding one’s identity but also immersing oneself in the process of discovering ‘myself.’ Conclusions By revealing that clothing behavior interpreted in light of Dewey's ‘an experience’ is an educational experience for discovering ‘myeself’, it differs from the conventional view that interprets clothing behavior as pursuing external beauty by focusing only on physical appearance. Provides an alternative logic for approach. It is meaningful in attempting to establish a basis for an educational approach to clothing behavior as self-discovery in pursuit of a happy experience of change.

Enhancing Educational Experiences in Museums through Ethnic Cultural Exhibitions

Museums are essential for improving cultural understanding and instruction. Exhibitions showcasing ethnic cultures provide insightful perspectives on many cultures and civilizations. These educational opportunities can be made as effective as possible by assessing their influence on visitor satisfaction.Investigation into the impact of ethnic culture exhibitions on audience pleasure, participation, and comprehension is lacking, despite their significance. By investigating how these displays affect visitors' knowledge acquisition and participation, the study seeks to close this disparity.Utilizing a combined methods technique that integrated quantitative surveys with qualitative comments, the study polled 62 museum visitors who had attended ethnic cultural exhibitions. The questionnaire evaluated knowledge of culture, instructional impact, involvement, and tourist pleasure. Data analysis using the SPSS software was utilized to analyze how different factors affect results and find significant indicators by doing logistic and multinomial logistic regression. This study discovered a substantial correlation between improved knowledge of culture and exhibition participation, as well as a significant improvement in visitor satisfaction and educational results when interactive components and cultural content are included. Through the use of interactive material, ethnic culture exhibitions improve the educational experience and increase visitor happiness. Museums ought to take demographic factors into account while planning different exhibitions for the future.

Do resilience and socio-demographic characteristics predict university lecturers' well-being? A cross-sectional study.

A substantial proportion of lecturers in higher education experience low levels of well-being. The aim of this work was to examine the predictive role of resilience and demographic variables such as gender, working hours, nationality, teaching experience and faculty in relation to the well-being of university lecturers. An online survey was sent to a sample of 684 lecturers at a Dutch university. A multiple linear regression showed that nationality, working hours and resilience were significant predictors of well-being. The results of this study highlight the importance of assessing predictors of university lecturers’ well-being and the need for resilience-enhancing initiatives.

Deep mapping in geography education: learning about a distant place and people in a summer school as a ‘committed outlier’

ABSTRACT This article discusses Deep Mapping in Geography teaching and learning by drawing on a case study of a summer school organised during the COVID-19 pandemic. Deep Mapping was used to foster deep learning among the students and teach them about a distant place and people. The exercise tasked the students to work on the creation of layered maps representing the fieldwork site, the city of Vancouver, Canada. Critical student reflections about the Deep Mapping process are used to address some of the benefits and challenges. The Deep Mapping exercise stimulated the students to critically engage with the diverse summer school materials, move beyond a superficial view of the city, maps and mapping, and reflect on their positionality. The method is promising in light of making deep engagement with other places more accessible to those who might not have or be inclined to access such international educational experience and also offers another opportunity for blended learning. In conclusion, we argue that Deep Mapping offers a timely and highly engaging approach to learn about a place and people from another part of the world – be it on location or at a distance.

Beyond the Horizon: Understanding Rural Secondary School Dropout through Case Studies

Despite numerous initiatives targeted to improve education outcomes, secondary school dropout rates in rural India remain a tenacious challenge. This paper sheds light on the underlying causes of dropout rates in rural areas through a qualitative case study approach. Drawing on in-depth interviews with rural students and their parents, this study examines the interplay of poverty, gender disparities, lack of access to quality education, and social expectations that contribute to students' decisions to leave school. The findings disclose the nuanced and complex ways various dynamics intersect and influence a student's educational trajectory. By exploring the personal, familial, and community factors that shape educational experiences, this study intends to contribute to a more comprehensive understanding of the dropout phenomenon in rural India. The findings have implications for policymakers, educators, and community leaders seeking operative strategies to address this prominent issue.

Methodological strategies to extend the attention of the students of the sixth year EGB of the Educational Center "5 de mayo" in the teaching-learning process of the English language

This investigation delves into the efficacy of various methodological strategies in sustaining student attention within a sixth-grade English classroom in Chone City. With a class size of 62, maintaining student engagement presents a significant challenge. To address this, the study employed a bibliometric analysis to inform the research framework. A convenience sample of five English teachers with varying levels of experience was selected for in-depth interviews. Additionally, classroom observations were conducted to gather comprehensive data. The research findings illuminate the correlation between specific methodological approaches and their impact on student attention levels. By examining the perspectives of experienced educators and observing classroom dynamics, this study offers valuable insights into effective strategies for optimizing student engagement in large-scale classroom settings. The study also explores the role of interactive and participatory teaching methods, such as group discussions, multimedia presentations, and hands-on activities, in fostering a more engaging learning environment. By integrating these approaches, teachers can create a more dynamic and stimulating classroom atmosphere that caters to diverse learning styles and keeps students actively involved. Furthermore, the research highlights the importance of continuous professional development for teachers, enabling them to stay updated with the latest educational trends and techniques. This ongoing learning process empowers educators to implement innovative strategies that can effectively capture and maintain student interest. Ultimately, the findings of this study aim to provide a comprehensive understanding of the factors that contribute to student engagement and offer practical recommendations for educators seeking to enhance the learning experience in large classroom settings.

Discussing Controversial Topics While Keeping the Class Civil: Critical Pedagogy and Dialogue for Those Who Dare

ABSTRACT This narrative self-study explores how a teacher educator managed to maintain civility while addressing controversial issues in a multicultural education course in Texas, amidst student resistance to a radical democratic curriculum. The educator describes their experience with Gabriel, a student whose resistance bumped against critical pedagogy approaches. Despite the educator’s careful planning and dialogue-centered teaching, an unforeseen moment of discomfort exposed the limitations of the teaching strategies. methods and underscored the need for emotional awareness in the act of teaching. The study’s findings explore critical pedagogical practices through explication of reflection-before-action, reflection-in-action, and reflection-after-action. Reflection-before-action, while valuable, cannot fully prepare educators for unexpected challenges, such as student resistance, that arise during teaching. Continued reflection in and on action is often necessary. Reflection-in-action revealed that a dialogue protocol used to maintain civility was inadequate, as it could not effectively handle dissent. Reflection-after-action, through personal journaling and discussions with critical friends and students, provided insights into managing the educator’s emotions, challenging assumptions, and enhancing listening and reflective skills. The study highlights the importance of embracing uncertainty and emotional complexity in teaching. It argues that effective critical pedagogy requires ongoing reflection and adaptability. Authors advocate for an ethical teaching approach that aligns with Freire’s call for empathy, humility, and daring dialogue, with students to bridge diverse, even contested, perspectives and foster democratic problem-solving experiences in education.

Educational Programs to Promote Social Entrepreneurship: Development of Human and Community Skills in Real Environments

This quantitative study investigates the impact of educational programs designed to foster social entrepreneurship on the development of human and community skills. Data were collected from 150 university students in Latin America, who participated in social entrepreneurship programs during the 2022-2023 academic cycle. Through structured surveys, key competencies such as leadership, empathy, problem-solving and teamwork were assessed. The results show that educational programs that integrate social entrepreneurship have a significant impact on the development of skills that not only benefit students individually, but also their communities. This study highlights the importance of practical experiences in education for social entrepreneurship.

Learning Experiences and the Development of Critical Thinking in Students of Early Childhood Education at Public Universities – 2023

Introduction: This study explores how learning experiences at public universities impact the development of critical thinking in early education students in 2023. Objective: To determine the influence of learning experiences on the critical thinking of early education students, identifying effective didactic strategies for its promotion. Methodology: Utilizing a quantitative approach, data were collected from 247 early education students across various public universities in Peru through structured surveys. These surveys were designed to measure students' perceptions of their learning experiences and their impact on critical thinking, including items related to communicative, reflective, and problem-solving competencies. The instruments' validation was ensured through reliability and validity analysis, and data were statistically analyzed using SPSS V.25 software to examine the relationships between variables. Results: The findings indicated a positive and significant correlation between carefully designed learning experiences and the enhancement of students' critical thinking. This link underscores the critical value of adopting didactic strategies focused on fostering critical thinking, showing that when students are immersed in learning environments that challenge their abilities and promote reflection, their capacity to analyze, synthesize, and evaluate information significantly improves. Conclusions: The findings highlight the necessity for universities to continuously implement and adapt their pedagogical methods to foster meaningful and critical learning. This research contributes to understanding how educational experiences can be designed to enhance critical thinking, providing a foundation for future curricular and pedagogical developments in higher education.

Investigating the Benefits of Imaginative Teaching Practices in Enhancing Educational Quality

The study examines the benefits of imaginative teaching practices in enhancing educational quality by focusing on innovative pedagogical approaches. It aims to evaluate the influence of these performances on key variables, including Student Engagement (SE), Academic Performance (AP), Educational Satisfaction (ES), Creativity Development (CD), and Critical Thinking Skills (CTS). Using SPSS software, various statistical methods, such as x2 tests, ANOVA (Analysis of Variance), T-tests, and descriptive statistics, were employed to analyze data collected from educators. The findings reveal significant improvements across all measured variables, indicating that imaginative teaching practices effectively enhance student engagement, academic performance, critical thinking skills, creativity, and overall satisfaction with the educational experience. These results suggest that incorporating creative methods in teaching can create a more dynamic, engaging, and effective learning environment, ultimately leading to improved educational outcomes.

The history of entrepreneurship education in the United Kingdom: 1860-2020

ABSTRACT This paper examines the history of entrepreneurship education (EE) in the United Kingdom (UK), exploring different forms and types as they have emerged over time. The study uses a wide range of sources, including both secondary (e.g. published papers, historical records of specific programmes, and enterprise policy documents) and primary accounts that document the lived experience of educators. It constructs these sources into a chronology, identifies different types of practice and constructs these into four primary forms. From this work, the paper presents an enhanced understanding of entrepreneurship education. It synthesizes influential types, illustrating how and why practice has evolved, and concludes by arguing for a more sustainable pathway via a new approach of ‘Harmonious Entrepreneurship Education.’

The Educational Digital Ecosystem: A MICMAC Decomposition of the Reciprocal Influences Between Technological Platforms and Evaluation Methods

This study focuses on analyzing the interactions between technological platforms and evaluation methods in the educational digital ecosystem. The main objective is to identify the key variables that influence this environment and offer recommendations to improve the online educational experience. This is an exploratory study with a mixed approach, using the MICMAC technique to analyze the influence and dependence of the identified variables. The results reveal the importance of aspects such as the quality of content and technological infrastructure, as well as the need to improve usability and interactivity in online educational platforms. The conclusions highlight the complexity and interdependence of variables in the educational digital ecosystem, underlining the importance of addressing a variety of technical, operational, and pedagogical aspects to promote effective learning in the digital era.

Dementia mindset of caregivers providing residential care for older persons: study protocol for a replication study on the validation of the Dementia Mindset Scale

IntroductionProfessional caregivers’ perspectives on dementia and on people living with dementia (PlwD) can influence their feelings, judgements and behaviours in work situations, for example, how they think about symptoms, disease...

The Impact of Innovative Learning Methods on Self-Efficacy: The Lived Experiences of High School Students and Educators

The Impact of Innovative Learning Methods on Self-Efficacy: The Lived Experiences of High School Students and Educators

Experiences of Disabled and Neurodivergent Faculty in Higher Education: A Systematic Literature Review

Abstract Internationally, disabled and neurodivergent faculty members’ experiences in higher education often differ from the experiences of neurotypical and nondisabled faculty. This literature review discusses key themes including the experiences of disabled faculty with inequity and stigma, and the various ways in which disabled and neurodivergent faculty respond to these barriers, including hiding, fighting, advocating, self-accommodating, and challenging norms. Further research is needed to bridge the gap between disabled and neurodivergent faculty members’ experiences and the changes that higher education institutions could make in order to improve inclusion of neurodivergent and disabled faculty.

A - 75 Clarifying the Complex: International Adoptees as Exemplars of Culturally-Informed Neuropsychological Assessment

Abstract Objective School-age international adoptees are underrepresented in the literature despite their unique cultural, linguistic, and academic experiences. The lack of representative norms paired with reduced cultural exposure in the United States requires special consideration from the neuropsychologist. This case report of an internationally adopted child with cerebral palsy illuminates the varying responsiveness of measures to changing levels of acculturation, language acquisition, and educational intervention. Method Patient was adopted at age 10 from China. He experienced lifelong institutionalization and limited formal education; he was illiterate at time of adoption. Brain MRI was consistent with his diagnosis of diplegic cerebral palsy (GMFCS Level I). Beginning approximately one year after adoption, he underwent three neuropsychological evaluations over five years. Testing accommodations to support language, behavior, and executive functioning were provided across evaluations. Results Patient’s initial neuropsychological evaluation demonstrated below age expectation performance across nearly all domains of cognitive functioning. Subsequent evaluations evidenced notable improvements across language, memory, mood, behavior, and adaptive functioning, with many areas revealing age appropriate abilities. Improvements across domains commonly affected by cerebral palsy were more limited, and academics were a longstanding, refractory area of difficulty. Conclusions Traditional administration and interpretation of neuropsychological measures can have difficulty characterizing the cognitive skills of medically involved, international adoptees. Thoughtful measure selection, administration, and interpretation are needed to differentiate underlying ability from performance. Interpreting assessment data can be challenging due to dynamic levels of language acquisition, academic proficiency, and acculturation. Rate of skill acquisition/development across multiple evaluations may be a better indicator of underlying ability than normative comparisons.

Integration of AI helping teachers in traditional teaching roles

Introduction: This essay examines the scenario in which a human student is paired with a human teacher and a virtual tutor is introduced to assist the student's learning outside the traditional classroom setting, such as through a computer at home. Methodology: With the rise of AI virtual tutors, it is becoming increasingly likely to see these AI teachers taking on a more traditional teaching role. Results: Virtual tutors can personalize learning experiences for students by analyzing each student's learning style and pace. Discussions: Additionally, they can provide immediate feedback, helping to improve students' understanding of the material and keep them motivated. Conclusions: The integration of AI into traditional teaching practices has the potential to revolutionize the educational experience for both students and teachers, providing a more personalized and effective learning environment.

In an Imperfect World: Barriers and Facilitators to Educators' Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings.

Educators' use of evidence-based practices (EBP) provides positive outcomes for autistic students in multiple areas of learning (e.g., peer interactions and academic skills) and may promote access and participation in general educational settings. However, many teachers report limited use of EBPs for their autistic students, with inconsistent fidelity. This study sought to understand barriers and facilitators educators identify to implementing EBPs with autistic students in general education classrooms. To understand educators' perspectives and experiences, we conducted a qualitative study with 81 educators who serve elementary-aged autistic students in one state. In response to interview questions based on the Consolidated Framework for Implementation Research framework, educators reported on multiple factors, including the general education environment, access to resources, training in EBPs, and professional collaboration. Implications for practice, training, and research are discussed. Specifically, we address educators' need for increased training and the availability of educator resources.

Exploring comprehensive sexuality education experiences and barriers among students, teachers and principals in Nepal: a qualitative study

BackgroundComprehensive sexuality education (CSE) is essential in empowering adolescents with the knowledge and confidence to manage their sexual and reproductive health. Despite its recognized benefits, access to quality CSE remains limited, especially in low-income countries, where societal norms and structural barriers hinder effective delivery. The aim of this study is to investigate the experiences and perceptions among students, teachers, and principals in Nepal about comprehensive sexuality education.MethodsQualitative methods were used. 13 Semi-structured interviews and 1 focus group discussion were carried out with 15 teachers and principals working at higher secondary schools and two focus group discussions were conducted with a total of 13 adolescents. Thematic analysis was used to analyze the data.ResultsFour themes were developed: Resistance to Teaching and Learning, Preparation and Engagement Strategies, Taboos and Silencing and Structural Barriers. Students, teachers, principals and students reported discomfort and embarrassment when discussing sensitive topics, with gender dynamics playing a significant role. Strategies like warm-up sessions and continuous interaction with students and parents were used to create a supportive learning environment. However, socio-cultural barriers and family attitudes continued to hinder open discussions about sexuality. Structural barriers, including the lack of formal training for teachers and inadequate instructional materials, further impeded effective CSE delivery.ConclusionThe experiences of CSE in Nepal among students, teachers and principals highlight significant barriers including cultural taboos, gender dynamics and insufficient resources. Addressing these barriers through comprehensive teacher training, curriculum reform, and societal engagement is critical to ensure access to CSE.