Context Of Experiential Learning Research Articles

A serial mediation model for destination choice intention of hospitality and tourism students in an experiential learning context

A serial mediation model for destination choice intention of hospitality and tourism students in an experiential learning context

Constructivist Approach to Language Learning: Linking Piaget's Theory to Modern Educational Practice

This study aims to explore the application of the constructivism approach in language learning by connecting Jean Piaget's theory of cognitive development with modern educational practices. Constructivism theory emphasizes that learning is an active process in which students build knowledge through experience and interaction with the environment. In the context of language learning, this approach is considered relevant to increase student engagement and support more meaningful learning. This study uses a qualitative approach with a case study design, involving in-depth interviews, classroom observations, and document analysis. Participants consisted of 10 teachers and 20 students who were selected by purposive sampling based on their experience in applying constructivist learning methods. The results show that the constructivism approach can increase students' active participation, improve critical thinking skills, and provide a more contextual and relevant language learning experience. Teachers who apply Piaget's principles, such as experiential learning, reflection, and collaboration, report increased student learning motivation. However, challenges in implementing this method include time constraints, a rigorous curriculum, and a lack of support resources for project-based learning. The study concludes that although constructivist approaches have great potential in language learning, further support is needed in terms of curriculum flexibility and resources. Recommendations for educators include increased use of technology and project-based teaching strategies to support more interactive and participatory language learning.

Augmented Reality in The Classroom: Revolutionizing Vocabulary Teaching for High School Language Learners

This literature review examines the integration of Augmented Reality (AR) in high school language education for vocabulary teaching. It analyzes current research to explore AR's benefits, challenges, and implications for vocabulary mastery. Key findings include: (1) AR's interactive features enhance student engagement and vocabulary retention; (2) AR provides contextualized learning experiences, improving practical application of vocabulary; (3) Effective AR implementation requires carefully designed content and user-friendly interfaces; (4) Challenges include content development, teacher training, and technical limitations. The study proposes solutions to these issues and offers insights for leveraging AR to enhance vocabulary development in high school language education.

Digital Pedagogy Philosophy: Building Critical Awareness of The Role of Technology in Education

Technology integration in education raises the need for a philosophical foundation that guides the use of technology in learning contexts. The philosophy of digital pedagogy is an approach that provides an ethical basis and values that guide the application of technology in the educational process. This paper aims to explore the relationship between digital pedagogical philosophy, critical consciousness, and the role of technology in shaping contextual and adaptive learning experiences. This research uses a hermeneutic approach to describe the reality of Digital Pedagogical Philosophy in building critical awareness of the role of technology in education. This method involves elements of interpretation and description in analyzing and understanding the implications and significance of technology integration in the learning context. The philosophy of digital pedagogy provides a foundation for integrating technology into learning to support the formation of critical, creative, and responsible individuals. Critical awareness of the role of technology in education creates a deeper understanding of the challenges and opportunities faced in the digital environment. This approach can increase student interaction with course material, increase understanding of concepts, and promote critical thinking.

Co-learning approaches to talking and thinking about “peecycling”: Perspectives on communication, education, and practice

Narratives of linearity and control have driven conventional wastewater management and modern agriculture, resulting in widespread contamination and ecological damage. In response, a growing movement to reclaim the nutrient cycle emphasizes circularity and the entanglements between our bodies, the “shadow places” where our “waste” travels, and the ecosystems that sustain us. Parallel linear narratives of diffusionist knowledge dissemination have resulted in distrust between communities and scientists, but some researchers and practitioners are rebuilding trust through connections that emphasize accessibility, accountability, active learning and co-creation spanning rural and urban, campus, and civic contexts. From study sites in Vermont and Michigan, we explore urine recycling (or peecycling as some call it) as an example of both technological and pedagogical connections re-made, arguing that active learning methods can undergird engaged research. Urine recycling has the potential to foster curiosity about ecological interconnections and imaginative thinking about alternate infrastructural futures. Our evidence comes from interviews and focus groups, as well as participant observation at site-based interventions and in experiential learning contexts. We show that the advent of more circular economies, implemented with co-learning, advances both theory and practices of postmodern, and post–postmodern infrastructures. That is, rather than reinforcing a one-way flow of information that mirrors the linearity of conventional wastewater management, co-learning approaches—where scientists and practitioners are partners in generating knowledge and solutions—address the environmental, equity, and ethical aspects of reclaiming circular nutrient flows, transforming relationships between our bodies, waterways, and foodsheds.

Effects of experiential learning on intention to become a CPA

ABSTRACT The declining number of individuals taking and passing the Certified Public Accountant (CPA) exam worldwide, necessitates investigating the intention to become a CPA. Becoming a CPA is a career choice that student make as an undergraduate accounting major but not all students who make this choice pursue the certification. Prior research investigates experiential learning’s effects on career awareness and choice, yet no research to date has explored its role in student choices to become a CPA. Using a survey of 188 graduate and undergraduate students at two public universities, this research incorporates experiential learning in the Social Cognitive Career Theory (SCCT) model. Results show that as accounting students engage in more experiential learning activities, they build self-efficacy to become CPAs. This effect is greater for those with a lower grade point average (GPA). In addition, increased self-efficacy increases positive outcome expectations of becoming a CPA and decreases negative outcome expectations. Theoretical implications include expanding SCCT in an accounting context and finding positive effects of experiential learning on the intention to become a CPA and moderating effects of GPA. Practically, the results highlight institutional support for students engaging in multiple types of experiential learning including student organizations, internships, and community-based projects.

Identifikasi Sumber Belajar Lokal untuk Mendukung Inovasi Pembelajaran Biologi

This research aims to identify local learning resources as an effort to support innovation in high school biology teaching in Mataram City and West Lombok Regency. This study involves exploration using observation and interviews with teachers and students to collect data on the potential of local learning resources and their application in biology education. The results indicate that there are various potential local learning resources, such as school gardens, city parks, urban forests, coastal areas, and local agro-tourism sites. The identification and utilization of these local learning resources have proven to enhance students' interest and motivation, as well as provide a more contextual and relevant learning experience. Data analysis shows that while there is significant potential in utilizing local learning resources, there are still challenges in its implementation.

APPLICATION OF ETHNOPEDAGOGICAL MODULE IN NATURAL SCIENCES BASED ON LOCAL WISDOM TOWARDS LEARNING INDEPENDENCE IN THEMATIC LEARNING

This research aims to determine students' responses to the implementation of ethnopedagogical modules in science-based on local wisdom in thematic learning towards learning independence. The research was conducted at SD Negeri 1 Muara Satu, Lhokseumawe City. Field problems found that during the learning process in both elementary schools, thematic learning had not been linked with ethnopedagogy based on local wisdom. Consequently, students lacked learning independence at school. The research type used was a pre-experimental design, labeled as such because it was not a full-fledged experimental study. The research design used was the One-Group Posttest Design, an experiment conducted with only one group without a comparison group. The sample in this study was a fifth-grade class with 114 students, selected using purposive sampling technique. This instrument aimed to assess students' learning independence after using the teaching module. The research results indicate that the implementation of the Ethnopedagogical Module, which smoothly integrates local wisdom and cultural contexts into science education, results in enthusiastic student engagement and contextualized learning experiences. This is evidenced by the results of the student learning independence test indicators, with the highest scores found in the research results for the learning independence variable in the indicator of having a competitive drive to advance. The overall sample obtained an average score of 83.2 in the category of excellent.

The influence of crisis on policy formulation: the case of alcohol regulation in South Africa during COVID-19 (2020-21).

This study contributes to a neglected aspect of health policy analysis: policy formulation processes. Context is central to the policy cycle, yet the influence of crises on policy formulation is underrepresented in the health policy literature in low- and middle-income countries (LMICs). This paper analyses a detailed case study of how the COVID-19 crisis influenced policy formulation processes for the regulation of alcohol in South Africa, as part of COVID-19 control measures, in 2020 and 2021. It provides a picture of the policy context, specifically considering the extent to which the crisis influenced the position and power of actors, and policy content. Qualitative data were collected from nine key informant interviews and 127 documents. Data were analysed using thematic content analysis. A policy formulation conceptual framework was applied as a lens to describe complex policy formulation processes. The study revealed that the perceived urgency of the pandemic prompted a heightened sense of awareness of alcohol-related trauma as a known, preventable threat to public health system capacity. This enabled a high degree of innovation among decision-makers in the generation of alternative alcohol policy content. Within the context of uncertainty, epistemic and experiential policy learning drove rapid, adaptive cycles of policy formulation, demonstrating the importance of historical and emerging public health evidence in crisis-driven decision-making. Within the context of centralization and limited opportunities for stakeholder participation, non-state actors mobilized to influence policy through the public arena. The paper concludes that crisis-driven policy formulation processes are shaped by abrupt redistributions of power among policy actors and the dynamic interplay of evolving economic, political and public health priorities. Understanding the complexity of the local policy context may allow actors to navigate opportunities for public health-oriented alcohol policy reforms in South Africa and other LMICs.

Strategi Pendidikan Inovatif Untuk Keterampilan Global Dalam Konteks Generasi Emas 2045

This research aims to explore innovative educational strategies necessary to strengthen global skills in the 2045 Golden Generation. Through an in-depth analysis of the dynamics of social, technological, and global economic complexities, the article identifies substantial challenges in preparing the next generation for a rapidly changing world. Within this context, the study highlights the urgency for a profound transformation in the education system to integrate essential and relevant skills aligned with an increasingly interconnected and diverse world. The research suggests that project-based learning, leveraging advanced technology, and enhancing cross-sectoral collaboration are key to addressing these challenges. Through appropriate technology integration, new opportunities arise to facilitate more adaptive and responsive learning tailored to individual student needs. Furthermore, close collaboration among formal education, industry, and community institutions can provide more contextual and relevant learning experiences. By offering concrete solutions, this research not only provides deep insights into the complexity of challenges facing education but also depicts the transformative potential of innovative education in shaping an inclusive, dynamic, and highly competitive education future. Therefore, this research is relevant to education academics and practitioners and policymakers, industry stakeholders, and the broader community concerned with sustainable and inclusive future development.

Effects of game-based learning integrated with the self-regulated learning strategy on nursing students' entrustable professional activities: A quasi-experimental study

BackgroundIn the field of nursing education, the expertise and knowledge required to perform Leopold's Maneuvers are critical, forming an integral part of Entrustable Professional Activities for nursing students. As a result, mastering Leopold's Maneuvers has become a core component of nursing education. Despite this, the prevailing didactic methods in many nursing courses tend to limit interactive and contextual learning experiences, which can hinder students' ability to engage deeply with the subject matter. This lack of engagement may subsequently affect both the effectiveness of students' learning and students' clinical judgment capacity, essential elements in the competencies of Entrustable Professional Activities. MethodsA quasi-experimental design was employed in this study, involving a total of 55 nursing university students, with 28 participants in the experimental group and 27 in the control group. The research incorporated game-based learning integrated with the self-regulated learning strategy, and employed a pretest, posttest, and questionnaires to assess students' learning performance, self-efficacy, and learning motivation. The experimental group participated in game-based learning with the self-regulated learning strategy, whereas the control group experienced game-based learning without the integration of self-regulated learning. Learning performance was analyzed using an independent samples t-test, while Analysis of Covariance was employed to compare the self-efficacy and learning motivation of the two groups. ResultsThe findings showed that the integration of game-based learning with the self-regulated learning strategy can significantly improve students' learning performance, self-efficacy, and learning motivation. ConclusionAs an integral part of Entrustable Professional Activities, Leopold's Maneuvers were integrated into an interactive game-based learning environment, coupled with the self-regulated learning strategy in nursing education. This approach aimed at cultivating core competencies among nursing students. This study has demonstrated its efficacy in engaging students effectively, serving as a dynamic resource for immersive learning in Leopold's Maneuvers, aligning well with the design considerations for promoting Entrustable Professional Activities in nursing education.

Computer Game Development for Balancing Chemical Equations Skill in Chemistry Education

This computer game was designed and developed to enhance the skills of high school students in balancing chemical equations. The game simulates a trip to the beach and consists of three missions, ranging from easy to difficult levels, enabling players to engage in a contextual learning experience. The objectives of this computer game development were to compare learning achievement before and after using the game and to evaluate the level of satisfaction in learning through the game. The study sample consisted of 27 high school students in Mathayom Suksa four, selected from a medium-sized school in Pathumthani Province, Thailand, using purposive sampling. The research employed two primary assessment tools: 1) a pretest-posttest to assess the understanding of balancing chemical equations and 2) a satisfaction evaluation form to evaluate the computer game. Data analysis was performed using the mean, standard deviation (S.D.), t-test, and normalized gain (<g>). The findings revealed that the mean learning achievement after using the computer game (13.52) was significantly higher than the mean before using the computer game (11.52) at a significance level of 0.01. The overall normalized gain for the class was at a moderate level. Furthermore, the majority of the participants expressed high satisfaction with a mean score of 4.56, indicating that the computer game was user-friendly and conducive to learning. The content, which presented chemical reactions in daily life within the computer game, was also easily comprehensible. Therefore, it could be effectively utilized to enhance classroom learning and applied to other areas of knowledge.

Facilitating cognitive development and addressing stereotypes with a cross‐cultural learning activity supported by interactive 360‐degree video technology

AbstractThis study investigates a virtual reality (VR) cross‐cultural interactive learning environment that combines a 360‐degree video camera for content creation, a viewing tool, and a video conference platform for real‐time interaction. This environment aims to address the limitations of traditional 360‐degree VR tools, particularly in enabling simultaneous, interactive engagement among multiple users. The study recruited 31 university students from China and Indonesia utilizing convenience sampling to test the efficacy of the environment in fostering cognitive development and challenging cross‐cultural stereotypes. The methodology included analysing student‐created content, questionnaire responses, and insights from semistructured interviews. The analysis, grounded in a cognitive development taxonomy and an assessment of stereotype changes, revealed that the students reached the “remember” and “understand” cognitive levels. Additionally, prevalent stereotypes held by the students were addressed. The immersive nature of the VR environment and the interactions with foreign peers were highly appreciated, significantly contributing to cognitive growth and stereotype mitigation. These findings offer valuable insights for educators and researchers in technology‐assisted cross‐cultural education, emphasizing the importance of designing interactive VR‐based activities that effectively facilitate cognitive development and address cross‐cultural stereotypes.Practitioner notesWhat is already known about this topic Telecollaborative projects have been widely implemented to facilitate intercultural learning. Scholars have employed 360‐degree video technology to develop virtual reality (VR) learning environments. 360‐degree videos offer a panoramic view of different cultures, enabling learners to explore and interact with their surroundings, thus fostering contextualized learning experiences. Such videos can enhance student engagement, motivation, and learning effectiveness. What this paper contributes The existing 360‐degree video technology offers only a restricted range of learning scenarios, especially in terms of the capability to enable multiple students to watch virtual reality (VR) content using head‐mounted displays (HMDs) and engage in real‐time interactions simultaneously. To overcome this limitation, we developed a virtual reality (VR) cross‐cultural interactive learning environment. Our solution includes a 360‐degree video viewing tool with which students can watch the created content, along with an online video conference platform that facilitates the observation of each other's viewed content through their HMDs, and enables real‐time communication among students to discuss the content they are experiencing. Implications for practice or policy The integration of our VR interactive learning environment into cross‐cultural learning creates authentic and immersive learning environments that provide students with a realistic sense of presence. This enhances cross‐cultural learning by making objects, people, and situations appear lifelike. Our technological approach fosters interaction among students from diverse geographical and cultural backgrounds within virtual reality learning environments. Students can not only receive information about the target culture but also exchange culture‐related information and communicate in real time. Since our approach is convenient and autonomous, it holds immense potential for resolving the common challenges faced by teachers and students in cross‐cultural teaching and learning.

Effectiveness of the Task-Based Language Teaching Method in Improving Foreign Language Writing Skills

Background. Foreign language teaching has experienced a shift towards a more task-oriented approach to improving language skills. However, not much research has explored the effectiveness of the Task-Based Language Teaching method in the world of physical education, foreign language education, and elementary school teacher education. For this reason, the Task-Based Language Teaching method is used as a solution to improve the skills of students in physical education, foreign language education and elementary school teacher education. Purpose. This research aims to evaluate the effectiveness of the Task-Based Language Teaching method in improving students' language skills in three different fields of study. Method. This research uses a quantitative approach with a pre-post test experimental design. Results. The results of this study indicate that there was an increase in language skills in the experimental group who received training using the Task-Based Language Teaching method compared to the control group. Physical education students showed improvements in speaking and writing skills, while foreign language education and elementary school teacher education students showed improvements in listening and speaking abilities. Conclusion. The conclusion of this research shows that the Task-Based Language Teaching method is effective in improving students' language skills in various fields of study, including physical education, foreign language education, and elementary school teacher education. Implementation of the Task-Based Language Teaching method can be an effective alternative in enriching language teaching, improving communication skills, and providing a more contextual and relevant learning experience for students.

Enhancing Critical Thinking through Ethnoscience-Integrated Problem-Based Learning: A Comparative Study in Secondary Education

This study investigates the impact of integrating ethnoscience with problem-based learning (PBL) on the enhancement of critical thinking skills among secondary school students. Employing a nonequivalent control group design with purposive sampling, the research involved 66 students from a Nigerian secondary school, divided into experimental (n=31) and control (n=35) groups. The experimental group engaged in a PBL curriculum enriched with ethnoscience, while the control group received traditional expository teaching. The study aimed to bridge the gap in current educational practices by incorporating cultural relevance into science education, thus making learning more meaningful and directly applicable to students' lives. Results indicated a significant improvement in the critical thinking abilities of the experimental group, as evidenced by their pretest and posttest scores, compared to the control group. The findings underscore the effectiveness of the ethnoscience-integrated PBL approach in fostering higher-order thinking skills, suggesting a notable advancement over conventional teaching methods. This research contributes to the educational literature by demonstrating the benefits of combining ethnoscience and PBL, advocating for a shift towards more dynamic, student-centered, and culturally relevant teaching strategies. The study highlights the importance of contextual learning experiences and suggests further exploration across various disciplines and educational levels to validate the approach's effectiveness and applicability.

Increasing Students' Digital Literacy Through the Use of Google Cardboard Media on the Theme of My Dreams In Class IV of Elementary School

Purpose of the study: This research aims to determine and improve students' digital literacy using Google Cardboard media for class IV students at Elementary School and assessing the extent to which students' participation and involvement in learning activities using Google Cardboard can motivate them to actively learn.
 Methodology: This research is classroom action research. The subjects of this research were 25 grade IV students at Elementary School. The object of the research is to increase students' digital literacy through Google Cardboard media. Data techniques use tests and observations. The research instrument uses observation sheets and test questions or evaluation of learning outcomes.
 Main Findings: The results of the study showed that before the implementation of Google Cardboard media on the theme of my dreams, 5 students (20%) had completed it and 20 students (80%) had not completed it and the class average score was 60%. However, after learning using Google Cardboard media in learning the theme of my dreams in cycles 1 and II, data was obtained that student learning outcomes increased. With the increase that occurred in students who had reached 88%.
 Novelty/Originality of this study: The novelty of this research is that through the use of Google Cardboard with a focus on the theme "My Dreams", class IV students elementary school can develop their digital literacy skills while gaining a deeper understanding of technology and information, thereby increasing students' digital literacy. through more contextual learning experiences.

Penguatan Profil Pelajar Pancasila bagi guru SD Sindanglaya melalui pendampingan implementasi Multicultural Fairtale

The implementation of the Pancasila Student Profile in Indonesian education is an initiative aimed at producing competent learners with strong character and behavior in line with Pancasila values. This profile is designed to prepare democratic, productive learners capable of facing global challenges in the 21st century. The goal of this mentoring program is to integrate Pancasila values into basic education through the implementation of Multicultural Fairytales at SD Sindanglaya, Garut, West Java. The program is structured to strengthen the Pancasila Student Profile, encompassing six character dimensions vital for lifelong competent and characterful learners. Utilizing a project-based learning approach, the program facilitates a holistic and contextual learning experience for teachers and students. During the implementation, from July 31 to August 3, 2023, 20 elementary school teachers participated in a series of planned activities, including field observation, training, and evaluation. The evaluation showed a substantial increase in the understanding of the Multicultural Fairytale concept, from 15% in the initial evaluation to 85% in the process evaluation, and finally to 90% in the final evaluation. This indicates the program's effectiveness in enhancing literacy and pedagogical competencies among teachers. The program also successfully sparked high motivation and enthusiasm among teachers, reflected in full attendance and a strong commitment to quality, engaging learning for students. These results affirm the importance of reinforcing a Pancasila-oriented student profile, focusing not only on cognitive achievement but also on character and attitude development. This mentoring program has made a significant contribution to the professional development of teachers and the improvement of learning quality, in line with Indonesia's educational needs in facing global challenges in the era of Industry 4.0.

Development Of STEM-Based PjBL E-Student Worksheet to Foster Character Building

This research aims to determine whether E-Student Worksheet for Project-Based Learning (PjBL) based on STEM (Science, Technology, Engineering, and Mathematics) can cultivate valid and practical Character Building for microbiology learning. This type of research falls under Research and Development (R&D). The study employs the 4D research model (Four D models), adapted from Thiagarajan (as cited in Kurniawan et al., 2017). The 4D development consists of four stages: Define, Design, Development, and Disseminate. Instruments used include media expert validation sheets, content expert validation sheets, and practicality sheets for students. The data obtained are analyzed descriptively, both quantitatively and qualitatively. The feasibility of the STEM-based PjBL e-Worksheet for Character Building development is validated with a media validity of 91.67% and content validity of 88.89%, meeting the criteria for being highly valid. Therefore, it can be tested on students of Biology Education at the Faculty of Teacher Training and Education, University of Jambi. Practicality, as assessed by student responses using STEM-based PjBL learning media, is 90.83%, meeting the criteria for being highly practical. In conclusion, the development of STEM-based PjBL e-Worksheet demonstrates tremendous potential in shaping students' character while enhancing their academic abilities. The integration of technology and project-based learning approaches creates interactive and contextual learning experiences, preparing students for the technological challenges of the workforce.

Using mathematical modelling to provide students with a contextual learning experience of differential equations

Gaining useful insight into real-world problems through mathematical modelling is a valued activity across several disciplines including mathematics, biology, computer science and engineering. Differential equations are a valuable tool used in modelling. Modelling provides a way for students to engage with differential equations within a contextual environment. Teaching mathematics in context has the potential of giving students something to anchor the mathematics to and hence act as cognitive roots With this in mind, in what ways can lecturers use mathematical modelling to provide students with contextual learning experiences of differential equations? A New Zealand study was carried out involving three case studies. Each case study comprised of a mathematical modelling course, lecturer participant and student participants. Modelling examples and activities that involved differential equations were part of all course content. In this paper, I will present information on each course, the main modelling activities each course used, and examples of students' use of differential equations for these activities. Insights discovered into the common practices of the three lecturers regarding using mathematical modelling to teach differential equations will also be presented.

Incorporation of peer‐feedback into the pedagogical use of spherical video‐based virtual reality in writing education

Writing is a fundamental skill linked closely with academic achievement, day‐to‐day communication, formal negotiations, and more. However, due to their lack of contextual experience, learning to write has been a demanding and complex cognitive process for most learners. As a result, learners struggle to exhibit positive learning behaviours and cognitive engagement in writing, let alone embrace deep and autonomous learning. To solve these problems, in the present study, a spherical video‐based virtual reality (SVVR) learning environment is developed to provide students with a contextual learning experience. Moreover, a peer feedback strategy is used to guide students in deep learning in writing. A quasi‐experimental study was conducted to verify the effectiveness of the proposed approach. A total of 79 students from one primary school in southeast China were recruited. The students were assigned to either the experimental group (EG) exposed to the peer‐feedback‐based SVVR (PF‐SVVR) approach or the control group (CG) exposed to the conventional SVVR (C‐SVVR) approach. The results show that PF‐SVVR had more positive effects than C‐SVVR in terms of students' writing performance, cognitive engagement and autonomous learning tendency. In addition, the PF‐SVVR approach was found to be more beneficial for triggering deep learning in writing than the C‐SVVR approach. This study further found that students in the PF‐SVVR group tended to exhibit less disorderly behaviours than those in the C‐SVVR group. Our study contributes to the prior literature by exploring the educational potential of the PF approach in the context of SVVR‐enabled writing learning. Practitioner notesWhat is already known about this topic Peer feedback approach provides opportunities for writing learners to regulate their longer‐term cognitive and behavioural competencies. Spherical video‐based virtual reality (SVVR) not only provides an authentic experiential learning context for learners, but it also significantly reduces the cost and the need for the high‐tech capabilities of traditional VR. What this paper adds A peer feedback‐based SVVR approach is proposed to promote students in learning to write. It was found that students' quality of learning to write can be improved by applying the PF‐SVVR approach in writing courses. Implications for practice and/or policy It is worth promoting the application of the peer feedback strategy and SVVR in school settings. The PF‐SVVR approach is useful for promoting young writing learners' cognitive engagement, autonomous learning tendency and deep learning. Further investigations on the effects of employing the PF‐SVVR approach in writing, with anonymous strategies in the process of giving or receiving peer feedback, are expected.