Experiential Learning Experience Research Articles

Strategies Based on Gamification and Neuropedagogy in Teacher Training

Objective: This paper aims to identify notions and perceptions about the incorporation of emerging strategies and methodologies such as gamification and neuropedagogy to enhance learning experiences in the classroom. Theoretical Framework: The main approaches, trends and theories underpinning the research are gamification, neuropedagogy, teacher training and the design of learning experiences, which are vital elements in the epistemological support of the proposal. Method: The methodology adopted for this research comprises a mixed descriptive approach using techniques based on data analysis, triangulating documentary elements with the perception of the target population through the application of a validated instrument. Results and Discussion: Among the most important results of the analysis of the data obtained, based on learning analytics techniques, it is identified that there is a set of elements that contribute to the design of strategies where gamification and neuropedagogy really are striking and motivating trends for teachers for the design and strengthening of students in various learning environments. Research Implications: The design of learning experiences based on gamification favours the strengthening of strategies based on neuropedagogy in the classroom from the different types of thinking such as critical, creative, design and technological thinking encourage the relationship between gamification and neuropedagogy. Originality/Value: This study contributes to the assumption of gamification and neuropedagogy by encouraging a perspective of experiential and active learning experiences, where the social appropriation of technologies in the educational scenario contributes significantly to learning, and the comprehensive training of students at various levels and educational sectors.

Experiential Learning in the “First in the Nation” Primary State: Efficacy and Impact of a Political Science Educational Experience

In January 2016 and 2020, political science faculty and students traveled to New Hampshire for the run-up to the state’s “first in the nation” presidential primaries. For ten days, students met with presidential primary candidates, and discussed the context and content of the election with state officials, campaign operatives, and media professionals. These first-hand experiences, accompanied by faculty lectures and class discussions, helped students gain a better understanding of presidential primary campaigns as part of an experiential learning course on political campaigns and communication. Utilizing Kolb’s experiential learning theory, our work explores how students were impacted by the unique experiential learning experience. Specifically, we hypothesize that this course can lead students to become better citizens who think and act in ways that are normatively desirable in a democracy. Data supports our hypotheses; when compared to students not enrolled in an experiential learning version of the course, our experiential learning subjects were more likely to be politically engaged, to have trust in individual politicians, to be more efficacious about citizens’ ability to impact politics, and to be more politically ambitious.

Enhancing medical education through personal enrichment competency modules: Integrating multifaceted skills for modern healthcare practice

The implementation of Personal Enrichment Competency (PEC) modules in medical education curricula should be recognized as an initiative that is geared towards developing students’ multifaceted skills and assets which would be required in modern medical practice. PEC modules will be implemented using an integrated approach which suggests putting content in different subjects and making the PEC concepts part of both medical and health science courses for students to have experiential learning experiences. Emphasis is put on strategies that motivate active learning, involving, for example, interactive lectures, case-based discussions, role-playing activities, games and project tasks, to generate engagement and comprehension of key competencies. Disciplines from the same healthcare but from various programs have an opportunity to share ideas through the multidisciplinary teams which develops teamwork, communication, and respect for diverse perspectives within institutions. The continuous assessment and improvement make sure that the PEC modules are always up to date, problem-solving as well as answering the ever-changing requirements of the healthcare field. Institutions can achieve this goal through regular feedback mechanisms and assessment of students' knowledge and skills data, which will help them find limitations in the PEC programs and improve their modules to make them work well in the field of modern medical practice. Lastly, incorporating PEC modules into the curriculum helps students gain the advanced skills of teamwork, leadership, communication, ethics and values in healthcare. Overall, they are well equipped to excel in the delivery of patient-centred care in different clinical settings after their training. Such a study gives essential findings to medical education resources who are striving to improve their curricula to be able to upskill future healthcare professionals to embrace the demands of current medical practice.

Mobile Adventure: RIAMOS to Strengthen the Development of Mathematical Logic and Language in Early Education in Rural Contexts

In the development of the substantive function of the link with society of the National University of Education (UNAE), the Mobile Adventure: RIAMOS project arises from the career of Early Childhood Education (EI), with the aim of building experiential learning experiences, from educational contexts that promote the comprehensive training of children in early childhood in rural contexts. Therefore, this research analyses the impact of Aventura Móvil: RIAMOS on the development of the areas of logical-mathematical relations, comprehension and expression of language in early education in rural contexts. We worked with a methodology based on a mixed approach, with a prevalence of a qualitative, descriptive and interpretative approach and a quantitative approach focused on the pre- and post-tests applied to children in rural parishes in Cañar and Azuay. Mobile Adventure: RIAMOS is a space that integrates different actors: students, parents, authorities, teachers, students in training for comprehensive education. Through the pre-test, educational needs were identified, which were strengthened throughout the class sessions through the implementation of innovative planning, relevant to reality. The post-test reflected the advances and progress made by each child with the application of the didactic strategies and activities. In summary, Mobile Adventure: RIAMOS proves to be an effective initiative to enhance the reinforcement and integral learning of children in rural environments.

Enhancing Entrepreneurship Education with Innovatively Designed YouTube Videos: Evaluating Student Learning and Effectiveness of Youtube Videos as Educational Tools

The use of video media, particularly YouTube videos, has emerged as highly popular and powerful educational tools in higher education due to its ability to provide rich and engaging content that enhances learners' understanding and retention of information throughout the learning process. Much of the current research highlights a need for more active learning strategies to maximize the educational potential of these videos because traditional Youtube videos tend to create passive learning experiences. However, when properly integrated with active learning strategies through innovative video design and development, Youtube videos can enhance student engagement, learning outcomes, and satisfaction. Therefore, this research aims to innovatively design and develop YouTube videos as educational tools and evaluate students' perceptions of their learning and the effectiveness of the video design and development in higher education involving 20 graduate students in the entrepreneurship education program. The data were analyzed using mean, standard deviation, and content analysis techniques. The findings showed that the innovatively developed Youtube videos were perceived to be highly appropriate (Mean= 4.52, S.D. = 0.13). Students reported that they learned entrepreneurship more effectively from various scenarios filled with choices and challenges in entrepreneurial paths. They also perceived the effectiveness of Youtube videos as educational tools to be very high (Mean= 4.58, S.D. = 0.72), noting that these videos were effective tools that promotes active and experiential learning experiences. In conclusion, this study indicates that Youtube videos, when innovatively designed and developed as educational tools with active learning strategies, can be implemented as a powerful tool in teaching entrepreneurship.

Factors Affecting Experiential Learning Experiences of University Students with Disabilities

Factors Affecting Experiential Learning Experiences of University Students with Disabilities

Examining an Evolving Biologically Inspired Design Professional Learning Environment through Conjecture Mapping and Design-Based Research.

Biologically inspired design (BID) in engineering is a convergent, systematic approach that uses analogies from biological organisms to develop solutions for human engineering and design problems. Based on outcomes from prior studies of integrating BID in higher education, incorporating BID into pre-college education is a logical evolution. For effective BID instruction of these convergent concepts in pre-college education, teachers need to be well-equipped with biological, engineering, and pedagogical knowledge, both in general and those unique to the convergent, still evolving discipline. In this paper, we investigate the Professional Learning (professional learning) environment designed to foster engineering teachers' understanding of BID integration in engineering and to determine to what extent the evolving professional learning environment fostered engineering teachers' conceptual knowledge of BID across the three-year project. This design study applies conjecture mapping with design-based research (DBR) to examine a professional learning environment that changed over three summers and its impact on teachers' conceptual understanding of BID integration in engineering. The analysis indicates that a combination of experiential and informal learning experiences along with engagement in a formal design challenge promoted teacher enthusiasm and a conceptual understanding of BID across the three years. Professional learning fostered teachers' understanding of BID integration in engineering and enabled them to integrate BID into their engineering teaching practice.

Paradigm Shift to Higher-Quality Education Based on the SDG: A Framework for Reforms in Teacher education Programs

Purpose: This study aims to systematically analyze previous studies on teacher education reforms to facilitate a paradigm shift in Teacher Education, aligning with the mission of Bulacan State University to produce highly competent, ethical, and service-oriented professionals contributing to sustainable socio-economic growth and development. Theoretical reference: Grounded in Transformative Learning Theory, which posits that education should lead to profound changes in perspectives and practices through critical reflection, experiential learning, and transformative experiences. Method: The research utilized a qualitative method, specifically employing a systematic review of literature and content analysis techniques. The systematic literature review involved collating, reviewing, and assessing a body of literature using pre-specified and standardized techniques, while content analysis measured and evaluated the nature, meanings, and relationships of specific terms, themes, and concepts. Results and Conclusion: The results highlighted the necessity for developing an institutional culture within the teacher education program, including establishing norms, practices, and standards across various teacher education subjects, assessing activities, and continuously monitoring and supervising all activities, with corrective action against practices that violate prescribed norms and standards. The study's findings suggest that reforms in teacher education should focus on creating a robust institutional culture that upholds high standards and practices, enhancing the effectiveness of teacher education programs and better preparing educators to contribute to socio-economic development. Implications of research: This research provides a comprehensive framework for reforming teacher education programs by emphasizing the importance of institutional culture and transformative learning, offering valuable insights for Higher Education Institutions (HEIs) aiming to improve the quality of their teacher education programs and align them with broader socio-economic goals. Originality/value: The study offers valuable insights for HEIs aiming to improve the quality of their teacher education programs and align them with broader socio-economic goals, thereby contributing to sustainable socio-economic growth and development.

Breaking barriers: female and Hispanic undergraduate students experience gains in self-confidence and tolerance for obstacles during a sustainability-centered internship program in the USA

AbstractPrevious research has shown that female and Hispanic students who are underrepresented in science, technology, engineering and mathematics (STEM) face more educational barriers than their non-Hispanic, male peers. However, little research has been conducted on the effects of intersectional identities in the STEM space. In an effort to bridge the gap in underrepresented students' experience, the PSEG Institute for Sustainability Studies organizes a paid, interdisciplinary, team-based, experiential learning and internship program called the Green Teams that occurs during 10 weeks of the summer. The Green Teams Program strives to provide undergraduate students from all backgrounds–academically, economically, and demographically–an opportunity to develop their abilities in STEM fields and prepare them to enter the professional world. Based upon a survey given post-internship, self-reported learning gains for all students were analyzed to determine if the program had a significantly greater impact on students who are from groups traditionally underrepresented in STEM in their STEM-related learning gains and their confidence in STEM disciplines. Through t-tests, a Principal Component Analysis (PCA), and a 2-way factorial Analysis of Variance (ANOVA), Hispanic and female participants were found to report significantly higher learning gains than their counterparts in multiple STEM areas from increased tolerance for obstacles to gains in self confidence. The results of the study suggest Hispanic and female students benefit from paid work experiences in STEM with diverse peers and intentional, supportive mentoring. This research on the Green Teams Program provides insight into how this approach positively impacts STEM education of individuals from traditionally underrepresented groups in STEM. The findings may help to further guide the development of the Green Teams Program and the adoption of paid, interdisciplinary, team-based, experiential learning and internship experiences in additional academic STEM settings.

Incorporating Technology Adoption in Medical Education: A Qualitative Study of Medical Students' Perspectives.

The integration of technology into medical education has witnessed significant growth in recent years, with tools such as virtual reality, artificial intelligence, and telemedicine gaining prominence. These tool in medical education, offering immersive, experiential learning experiences. We approached medical students currently enrolled in medical education programs and who are familiar with and actively use AI in medical education. Initially, we invited 21 random students to participate in the study; however, only 13 agreed to interviews. Some students cited their busy exam schedules as the reason for not participating. The participants were informed of the objective of the study before the commencement of the recorded interviews. Semi-structured interviews were used to guide the record interviews. Audio recordings were transcribed and analyzed using Atlas.ti, a qualitative data analysis software. Participants exhibited a diverse range of perceptions and levels of awareness regarding VR, AI, and telemedicine technologies. Learning with virtual reality was considered to be fun, memorable, inclusive, and engaging by participants. The use of virtual reality technology is seen as complementing current teaching and learning approaches, helping to build learners' confidence, as well as providing medical students with a safe environment for problem-solving and trial-and-error learning. The students reported that AI was seen as a potential game-changer in the healthcare sector. Participants hoped that telemedicine would provide healthcare services to remote and underserved populations. The study conducted focus group discussions with medical students and residents in Saudi Arabia to explore their views on integrating VR, AI, and telemedicine in medical education and practice. Their insights highlight the need for informed decision-making and strategic development to optimize the benefits and address challenges like initial investments, technical issues, ethics, and regulations. These considerations are crucial for fully realizing the potential benefits of technology in medical education globally.

Analysis of Students' Critical Thinking Disposition in Science Learning

The study aimed to analyze the specific dispositions that contribute to effective critical thinking among prospective science students. Utilizing a descriptive survey method, the study involved 52 participants from different universities, aiming to gather comprehensive data on their critical thinking dispositions. The research instrument, a structured questionnaire comprising 36 items derived from Ennis's critical thinking indicators, was validated and tested for reliability, ensuring its efficacy in measuring the intended constructs. The findings revealed that the overall critical thinking disposition of the students was predominantly below the critical threshold, with significant variability across different indicators. For instance, indicators such as seeking and offering clear statements and reasons scored relatively high, while others like taking into account the total situation scored lower. This disparity highlights the need for targeted interventions to enhance specific critical thinking dispositions. The study recommends integrating contextual and inquiry-based learning approaches, which have been shown to effectively foster critical thinking by engaging students in real-world problem-solving scenarios. Moreover, incorporating collaborative and experiential learning experiences can further nurture critical thinking skills, promoting deeper understanding and innovation. The research emphasizes the importance of developing specific disposition like open-mindedness to improve the critical thinking capabilities of prospective science teachers, ultimately enhancing their academic performance and preparedness to tackle complex scientific issues.

A Case Study for Experiential Teaching and Learning

This study investigates experiential learning’s role and efficacy at a doctoral-level leadership studies program concentrating on a compulsory externship. Key to this work is the collegiate climate and collaboration of the graduate students and many participating organizations. This study employs hybrid community-based participatory research (incorporating graduate student, organizational stakeholder, and instructor perspectives) to increase knowledge and understanding of doctoral-level experiential learning and integrate that knowledge to benefit pedagogy, leadership development, and organizational-university partnerships. Results indicate that experiential learning builds robust collaboration between institutional and organizational settings. Moreover, the experiential learning experience provides a distinctive approach for graduate students, enabling them to make better work-context decisions and advance science by asking better, more salient research questions. Experiential learning also enriches the course context, encouraging students to marry their technical and academic expertise to make practical, positive changes.

Transforming Halal Training Through Gamification and Immersive Technology to Empower Talents

With a 4-year Compound Annual Growth Rate (CAGR) of 7.5%, the Halal economy is estimated to reach US$2.8 trillion by 2025. To obtain and retain Halal certification, businesses must guarantee that their workers are knowledgeable and skilled. Implementing Halal-toyyiban in businesses can be complex, especially when the manufacturing entities are owned and managed by non-Muslims. Therefore, developing a Halal training programme is crucial. The main challenge is ensuring that trainees can retain and recall what they have learned, ultimately changing their work culture and mindset. To address this challenge, corporate Halal training programmes must include built-in learning retention elements, such as gamification through games. Gamification can enhance employee engagement and safety awareness, reduce training costs, and lower learning curves. Moreover, recent technological advancements in Augmented Reality (AR), Mixed Reality (MR), and gamification enhance user experience and performance in various domains. AR and MR are viable options as they can include aspects of the current environment in real-time and present a combination of the virtual world and reality. This study explores the viability of AR and MR gamified Halal training to empower Halal workers for businesses’ sustainability and expansion. The study reviews and analyses published literature from bibliographic and other acknowledged sources. Consequently, the authors discovered that while AR and gamification have been used extensively, combining both to enhance experiential learning and immersive experience is in its infancy. The findings suggest that leveraging these options can lead to future-oriented Halal training that improves experiential and immersive learning and is accessible anytime and anywhere.

How literary tourism changes the tourists’ “baggage”: a conceptual framework for the educational function of literary tourism

ABSTRACT This conceptual study aims to provide a framework for the educational function of literary tourism, a niche within cultural, heritage and media-related tourism, by focusing on the relationship between tourism and education. The conceptual framework, established through previous research on literary museums, literary festivals, and literary routes, demonstrates that literary tourism offers tourists experiential and transformative learning experiences. Literary tourism offerings not only influence tourists’ literary knowledge and practical skill levels but also provide awareness that can potentially transform their personal lives and alter perspectives. The gains individuals acquire through literary tourism highlight the necessity of emphasizing the educational function of literary tourism. This underscores the significance for literary sites, literary destinations, tour operators, educational institutions, and similar stakeholders to invest in promoting this educational function. The conceptual framework outlined in this study regarding the educational function of literary tourism can serve as a valuable reference point for literary tourism initiatives and research.

Immersive virtual reality in experiential learning for architecture design education: an action research

PurposeChallenges of conducting site visit activities, a vital component of architecture learning during the recent pandemic have proved our unreadiness in facing the digital future. The lack of understanding of learning technology has affected the education experience. Thus, there is a need to investigate immersive learning technology such as immersive virtual reality (IVR) to replace students’ concrete experience in the current learning setting. This study aims to answer: (1) What is the influence of IVR in experiential learning (EL) in enhancing the personal spatial experience? (2) Does IVR in EL influence students' approach to learning during the architecture design process?Design/methodology/approachThe research was conducted as an action research design approach. Action research was employed in the first-year architecture design studio by the lecturer as a practitioner-researcher. The personal spatial experience survey was performed in the earlier phase to identify the students’ prior spatial experience. Architectural Spatial Experience Simulation (ASES) a learning tool was implemented and assessed with Architecture Design Learning Assessment (ADLA) rubric, which was developed to evaluate EL and student’s approach to learning during the architecture design learning process.FindingsThe outcomes revealed that ASES as a learning tool in EL could improve the participants’ spatial experience, particularly those with minimal prior personal spatial experience. ASES was recognized to enhance the participants’ EL experience and encourage changes in student’s approach to learning from surface to deep learning.Originality/valueThis research benefits the architecture design learning process by offering a learning tool and a framework to resolve challenges in performing site visit activities and digital learning. It also contributes by expanding the EL theory and students’ approach to learning knowledge in the architecture education field.

Framework for an interprofessional experience addressing health and disability for health professional students

Background and purposeA Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. Educational activity and setting72 students were assigned to interprofessional teams of 10–11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. FindingsQuantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. SummaryInterprofessional education and experiential learning opportunities are good ways to facilitate “real” patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.

Self-formation across borders: transnational students’ identity reconstruction while transitioning from international schools to higher education

ABSTRACT Almost six million students study at international schools, constituting a rapidly expanding faction within the demographic of globally mobile students. Research has centered around the educational endeavors of these students within the sphere of secondary education. However, there has been a dearth of investigation concerning their pivotal period of transition to higher education institutions (HEIs). To address this research gap, this longitudinal qualitative research utilized a self-formation framework by delving into the interplay of factors characterizing the transition to HEIs and the dynamics of identity and agency among 19 transnational students from 10 different international schools in three countries. Findings unveil that the formative experiences of transnational students preceding their collegiate pursuits profoundly shaped their college transitions in sync with their transnational sense of belonging. Moreover, they viewed HEIs as instrumental in fostering a multifaceted comprehension of diversity, providing experiential learning experiences, and promoting the cultivation of students’ self-formation.

Early career workers granted creative autonomy: agency shifts intern debate towards industry expectations

ABSTRACT This research contributes to debates on intern labour, particularly preparing young workers for careers in the culture industries and exploitative experiences that may hinder their success. The purpose of this study is to enrich our understanding of the skillsets required by young practitioners and how creative autonomy can be a fruitful conceptual tool to shift the internship debate from meaningful or (self-)exploitative, paid and unpaid, professional experiences. Through semi-structured in-depth interviews with current students and recent college graduates, the analysis shows participants earn creative autonomy by understanding the implicit and explicit expectations of the role and responsibilities of culture industry positions. Interviewees who understand these institutional practices and their role within corporate governance structures shed the status of interns and provide value by contributing meaningful work at the internship site. However, young workers who lack awareness of these industry dynamics of working conditions are typically neglected by site supervisors and assigned exploitative tasks. The findings describe how these individuals would benefit from structured internship programmes with site supervisors who help develop their skillset and learn industry norms through shadowing and observation to pursue more ideal career paths or professionally rewarding experiential learning experiences.

A Phenomenological Analysis of Social Studies Students' Lived Experiences Teachers: Building Concepts of Democratic Citizenship and Education

The purpose of the study was to explore how social studies teachers conceptualised democracy, developed ideas about democratic citizenship and implemented their perspectives and experiences into teaching. The study used a phenomenological approach to qualitative research design. Total 528 students and 50 teachers were selected using a purposive sampling method with data analysed by Moustakas’s transcendental approach. The participants conceptualised democracy as a political system, civic participation and influence of government decision-making. They developed ideas about democratic citizenship from multiple sources, such as family members, networking, citizenship projects, professional development training, political engagement, travel, and involvement in community services. Teachers implemented their perspectives by utilising experiential learning, incorporating student’s ideas into teaching methods and employing technology. Other findings that emerged included the educator’s inadequate preparation of instructional strategies and student’s apathetic responses to learning about the democratic process. This study reveals the need for educators, teachers, and policymakers to collaborate to develop instructional practices, incorporate experiential learning experiences and improve social studies curricula to promote student engagement.

ENVIRONMENTAL SCIENCE LAB PLANNING AND CONSTRUCTION AS AN INTERNATIONAL DESIGN-BUILD STUDIO: TEACHING AND LEARNING EXPERIENCE

This working paper explores experiential learning and teaching experiences that aim to create socially responsible architects and buildings who prioritize sustainability and innovation and offer some questions for further research. The ideas presented in this work are the evaluation of a cross-cultural Design-Build studio established in 2022 by design units from universities in Ecuador, Chile, and Germany to reflect on various aspects of architectural design, civil engineering, management, and other aspects of sustainable construction that are often overlooked in traditional teaching programs. The Design-Build methodology, explores such potential linkages: 1-Interactive and dynamic learning environment allow to establish the design of an architectural project through a cooperative process, 2-The application through scientific inquiry and critical thinking of local construction techniques in international projects update the methods to comply with current building codes, and 3-Active involvement of the team planning in the construction of the building, allow to test and establish sustainable constructions methods that are suitable for informal self-build and can be reproduced by the local population. Over one hundred participants contributed to the completion of the building. A questionnaire was conducted to evaluate the academic experience. Most respondents reported an increase in their academic and practical knowledge in construction, as well as in architectural skills, self-confidence and personal skills.