Experiential Learning Theory Research Articles

A Study on The Effectiveness of Multimodal Learning, Gamification, and PBL in Academic Writing Classes

This study explores the integration of multimodal learning, gamification, and project-based learning (PBL) to enhance university students' creativity, engagement, and independence in academic writing. Tools such as ChatGPT and Canva support multimodal learning by helping students generate content and create visually enriched materials, including graphs, infographics, and visuals. Google Slides allows students to hyperlink research sources directly within their writing, ensuring evidence-based arguments. For gamification, platforms like Quizlet and Kahoot provide personalized experiences and real-time feedback. Grounded in theories of multimodal literacy, gamified learning, and experiential learning through PBL, this study addresses these gaps using a mixed-methods approach with 150 students from a private Indonesian university through surveys and interviews. Results showed 78% of students felt AI-enhanced multimodal elements boosted creativity, 82% found them engaging, 85% reported AI-driven gamification increased engagement, and 74% noted it fostered critical reflection. Additionally, 81% of students felt more comfortable managing projects independently, with 79% more motivated by topic choice. Interviews highlighted reduced anxiety and increased ownership. These methods create a synergistic effect, transforming writing into a more engaging, self-directed experience. It is recommended that educators leverage AI tools to foster creativity, critical thinking, and independence, aligning with technological advancements in education.Keywords: Gamification; Multimodal Learning; Project-Based Learning (PBL)

Disrupting and dismantling notions of preschool: exploring pre-service teachers perspectives on a study abroad

ABSTRACT Preservice teachers often carry perceptions and preconceptions shaped by their own educational journeys (Lortie, 1975). In the United States, where educational practices commonly prioritize meeting objectives and employing traditional classroom methods, these pre-existing notions influence their approach to teaching. This qualitative case study focused on six preservice teachers, exploring their perspectives and experiences during a brief study abroad in Finland and Sweden. Kolb’s Experiential Learning Theory and Mezirow’s Transformative Learning Theory framed the study, examining data derived from preservice teachers’ reflections, observations, and coursework. The findings illuminated four primary insights gleaned by the participants: a newfound appreciation for viewing children as valuable members of society, an emphasis on the significance of STEM education and environmental stewardship, a heightened awareness of equity and inclusion, and the daunting challenge of effecting positive change in education. This study highlighted the dissonance experienced by students when comparing US and Scandinavian pedagogical approaches and considering potential applications of overseas practices within the US educational context. Additionally, it identified key barriers to US implementation such as accountability demands, parental expectations, and administrative constraints. The research underscores the importance of contextualized learning experiences for preservice teachers, emphasizing the value of exposure to diverse educational systems in shaping their pedagogical perspectives and practices.

Χαρτοφυλάκιον/Scrinium: An integrating activity for monitoring and assessing the learning of classical languages

Abstract This article presents an adaptation of the recent e-portfolio learning strategy, named Χαρτοφυλάκιον in ancient Greek and Scrinium in Latin, which significantly enhances the learning and assessment of classical languages in a philosophical academic setting. Developed at the University of La Sabana, this approach synergises constructivist and experiential learning theories to actively involve students in their educational journey, encouraging deeper engagement with the acquisition of ancient Greek and Latin. The e-portfolio encompasses a comprehensive spectrum of student work, from translations and grammatical exercises to philosophical reflections and cultural analyses, all while integrating the creative element of ancient artistic inspiration. The assessment of this didactic strategy employs a custom e-rubric, designed to evaluate organisational skills, independent study, engagement with primary sources, artistic integration, and coherent philosophically reflective insights. Feedback garnered from an anonymous student survey indicates that the e-portfolio not only substantiates students’ intellectual growth but also significantly enriches the learning experience, as evidenced by increased student interest and critical inquiry. The results affirm the e-portfolio’s role in fostering a holistic and interactive learning environment that promotes the students’ autonomy and critical thinking. This research contributes to pedagogical discourse by providing a model for applying reflective, project-based learning frameworks to classical studies. This paper is a product of the project Proteus I: Development of Virtual Environments for Experiential Learning in the Humanities.

Development of a Learning Style Diagnostic Assessment Instrument Based on Experiential Learning Theory

Development of a Learning Style Diagnostic Assessment Instrument Based on Experiential Learning Theory

A book review on the experiential educator: principles and practices of experiential learning

Experiential learning has been studied since the 1800s. David A. and Alice Kolb have synthesized all major studies about experiential learning and transformed it into a unique theory accepted worldwide. The Experiential Educator: Principles and Practices of Experiential Learning brings together the theory and practice of experiential learning. The book consists of three main parts and sub-chapters. The book's first part focuses on the philosophy of experiential learning, while the second part is about creating learning spaces for experiential learning. The final part exemplifies practical implementations of experiential learning. This study aims to introduce the first edition of this essential book in experiential learning, published in May 2017 and consisting of 581 pages.

Development of a rehabilitation programme for young adult cancer survivors using co-production

BackgroundYoung adult cancer survivors, defined as individuals aged 18–39 who have completed primary curative treatment, face numerous age-specific biopsychosocial late effects that impact health-related quality of life negatively. Rehabilitation can enhance participation in life roles, work, leisure activities and health-related quality of life. However, there is a lack of age-specific cancer rehabilitation for this population, leaving many young adults with diminished self-efficacy in managing their challenges, resulting in unmet needs. This study aimed to co-produce and develop an age-specific, municipality-based cancer rehabilitation intervention programme to improve young adults’ self-efficacy and health-related quality of life.MethodsThe development process was completed between September 2019 and June 2023 and followed Hawkins et al.’s three-staged framework for co-production: (1) A literature review and stakeholder consultations; (2) four workshops with 2–6 young adult cancer survivors, 3–4 professionals, and two researchers and one workshop with 20 young adult cancer survivors and two researchers to co-produce the name, component content, delivery methods and potential outcomes; and (3) Refinement of the programme and its programme theory. Key findings from each stage informed the subsequent stages.ResultsThe Young Adults Taking ACtion programme was developed. It applies a person-centred approach and is grounded in social cognitive theory and experiential learning theory. It comprises one mandatory component, a needs assessment and goal setting that tailor which of the following seven components the young adults will receive: (1) everyday life, (2) physical activity, (3) psychological issues, (4) education and work, (5) sexuality and relationships, (6) funds and grants, and (7) family and friends. The programme is primarily group-based and will be delivered by an interdisciplinary team over 16 weeks.ConclusionsWe co-produced a comprehensive, goal-oriented, and peer-based rehabilitation programme for young adult cancer survivors. The engagement of young adults and professionals ensured that the programme aligned with the population’s needs and preferences and was context specific. Thus, it is likely that the programme will be more realistic and feasible to implement in clinical practice.

Optimizing Block Model Delivery for Core Engineering Courses: A Faculty Development Journey

This paper presents a case study on the implementation of the Block Model in engineering education, focusing on enhancing student academic experiences and outcomes. It details [Institution's name] School of Engineering's shift from a traditional curriculum to an innovative, project-based Block Model. Highlighting the collaborative efforts between educational developers and faculty, the study reflects on faculty experiences, student feedback, and the impact of this curriculum redesign. Inspired by similar initiatives at other Canadian engineering schools, the paper explores the integration of core components from the Information Use Environment and Experiential Learning Theory into the curriculum redesign, emphasizing a holistic approach to engineering education development. Initial outcomes suggest positive feedback from students and faculty, indicating reduced stress levels and improved engagement. The study concludes with future directions for expanding the Block Model, underscoring its potential in modernizing engineering education to meet contemporary student needs.

Students’ Reflections in an Online Service-Learning (OS-L): An Analysis on Learning Outcomes

One of the functions of education includes a growth in cognitive process that supports the social aspect. The service-learning as a pedagogy is reported to develop students’ personal aspect and social engagement. As a teaching tool, it provides students the opportunity to reflect, and to better understand their experiences by writing reflections in a concluded service-learning activities. However, the unprecedented COVID-19 pandemic, posed a challenge in the accomplishment of course deliverables that required educators to redesign learning delivery and on how service learning pedagogy be facilitated virtually. Following Kolb’s experiential learning theory, the researchers utilized the rubric that assesses the academic service-learning (AS-L) of gathered reflection papers of Grade 12. This study aims to explore how their online experiences can contribute to a positive learning outcome using the following dimensions: awareness of purpose of service, critical thinking, application of the AS-L experience to the academic knowledge base and objectives of the course, responsibility to the community and impact on student’s personal life. These were analyzed using reflexive thematic analysis (RTA) with computer-assisted data analysis software Max Weber Qualitative Data Analysis (MAXQDA). Given that service-learning plays a vital role in the academic milieu, the outcomes of this study may be used as a benchmark in the sphere of Philippine education and how it can contribute in enhancing students’ reflective process.

Experiential Learning in Higher Education

Kolb’s (1984) experiential learning theory explains how to turn a four-stage cycle that relies on concrete experience, reflective observation, abstract conceptualization, and active experimentation into effective learning. This unit, intended for university students, is designed to teach this theory through implementation. The learners progress through the four stages in Kolb’s theory while learning to fold an origami paper crane. Each stage requires the learner to reflect and share their discoveries in an online video discussion forum. The lesson concludes with a reflection on the process of learning to fold a paper crane and on learner’s understanding of experiential learning in practice.

From anatomy to surgery: Effectiveness of virtual simulation adjuvant to traditional methods in the preclinical training of apicoectomy.

Anatomy forms the foundation for the training and execution of routine surgical procedures. However, a gap persists in effectively bridging anatomical knowledge with the confident performance of procedures. Virtual simulation (VS) techniques, based on experiential and situated learning theory, hold promise in addressing this challenge. Apicoectomy, a procedure involving root apex resection to preserve a tooth, requires a blend of regional and dental anatomy knowledge, making it an ideal model for assessing the effectiveness of VS. This prospective cohort study evaluated primarily the enhancement of incorporating VS training in the preclinical skill training of apicoectomy for undergraduate dental students, compared to relying solely on traditional methods. VS training includes the simulated dissection process, patient examination, and apicoectomy based on graphically synthesized virtual models. Secondly, the study investigated the influence of exposure to VS training on students' confidence and satisfaction. The training was divided into three progressive levels aligned with students' cognitive processes, employing Miller's competence learning framework. Participants were categorized into the control group (CG) (n = 214) and VS training group (VSTG) (n = 220) based on their classes. The results demonstrated that VSTG showed significantly greater training enhancement (VSTG: 7.14 ± 1.74; CG: 6.57 ± 2.02, p = 0.002) and higher confidence levels (VSTG: 2.94 ± 0.13; CG: 2.69 ± 0.13, p < 0.001), along with greater satisfaction with the training compared to the CG (VSTG: 3.70 ± 0.18; CG: 3.20 ± 0.17, p < 0.001). In conclusion, VS proves to be a valuable adjunct for enhancing procedural skill training in surgical procedures.

Role of ELT and Life Skills in Developing Employability Skills through Integrating Self Determination and Experiential Learning

The main purpose of this article is the combination of self-determination theory and experiential learning methodologies that explores the relationship of developing ELT, employability skill, life skills. The goal of this article is to develop a theoretical framework for life and work skills as both of these non-technical skills can be acquired by satisfying our psychological requirements for autonomy, competence, and relatedness in a classroom setting that fosters active learning. A convenient sampling technique has been used through a questionnaire-based survey of 2185 students from technical universities across India. The SPSS 29 version has been used to code and analyze the data set. Further various tests have been employed to determine Role of ELT and Life Skills in Developing Employability Skills through Integrating Self Determination and Experiential Learning. The creation of this framework is to point out how to improve one's own competence, self-assurance, intrinsic motivation, and other beneficial outcomes seen in a variety of spheres of life, including childhood, sports, and career. Consider initially how young children might acquire life skills that will promote later development of an employability skill and provide additional advantages for both the individual and the workplace. The article proposes insightful suggestions to educators and policy makers to put into practice efficient methods for incorporating experiential learning and self-determination theory into ELT and life skills curriculum.

Influence of Institutional Factors on the Integration of Practical Skills in Teaching and Learning Agriculture in Secondary Schools in Matayos Sub-County, Busia County, Kenya

Agriculture plays an important role in the economy of any nation as it is the background on which most of the activities emanate from. Throughout history, agriculture has had a significant impact on civilization, serving as one of its primary drivers. The purpose of the study was to investigate selected factors influencing the integration of practical skills in the teaching and learning of agriculture in secondary Schools in Matayos Sub-County, Busia County, Kenya. The study was guided by one main objective namely; to determine the influence of institutional-related factors on integration of practical skills in teaching and learning of agriculture in secondary schools. The study was guided by the experiential learning theory as postulated by John Dewey. The study used the descriptive survey design. Data was collected using questionnaire, interview schedules and observation. The target population for the study consisted of 23 principals, 23 agriculture instructors, 1,591 form three and four agriculture students, and one quality assurance officer in secondary schools in Matayos Sub-County, Busia County, Kenya. The study sampled a total of 367 respondents which comprised of 23 principals sampled using saturated sampling, 23 agriculture teachers sampled purposively and 320 students sampled through random and 1 quality assurance and standard officer. Quantitative data was cleaned and analyzed using SPSS version 26 and data presented using tables and charts. Qualitative data was coded and themes identified then presented alongside quantitative data. The study revealed that institutional related factors like availability of resources, administration support and collaboration with other stakeholders influenced integration of practical skills. The study concluded that schools faced various challenges which hampered integration of practical skills in teaching and learning of agriculture in secondary school in Busia Sub-County, Kenya. The study recommends that teachers be provided with regular professional development courses to enhance their teaching methodology. Additionally, adequate resources should be allocated for practical purposes in teaching and learning of agriculture.

Expanding Experiential Learning in Contemporary Adult Education: Embracing Technology, Interdisciplinarity, and Cultural Responsiveness

ABSTRACTThis article explores the evolution and expansion of experiential learning theory (ELT) within the context of contemporary adult education, emphasizing the integration of technology, interdisciplinarity, and cultural responsiveness. Although Kolb's foundational model has been instrumental in linking theoretical knowledge with practical application, its limitations—particularly in addressing the complexities of modern learning environments—are critically examined. The authors advocate for an expanded ELT framework incorporating interdisciplinary approaches to enrich adult learning experiences. By integrating digital tools, considering socio‐political contexts, and fostering collaboration, the article proposes a more inclusive and adaptable model that better aligns with the diverse needs of today's adult learners. This reconceptualization aims to enhance the relevance and efficacy of ELT, ensuring it remains a vital tool for personal, professional, and societal development in a rapidly changing world.

Prebriefing in simulation from the nursing student perspective: A qualitative descriptive study

BackgroundPrebriefing is the phase of simulation before the scenario to assist learners to meet learning objectives. The purpose of this study is to explore nursing students’ experiences with prebriefing and their descriptions of factors in prebriefing they feel facilitate or hinder learning. MethodsA qualitative descriptive study design using focus groups was guided by Experiential Learning Theory. Participants were purposively sampled from a Midwestern university in the US. Content analysis was used to analyze data. ResultsTwenty-five participants across three focus groups identified four main categories: preparation should give a clear picture of the simulation, get in the right mindset in briefing, there's a disconnect between preparation and briefing, and outcomes of prebriefing. Subcategories further delineated these findings. ConclusionsFindings underscore the necessity for integrated preparation and briefing phases in prebriefing, emphasizing clarity, relevance, and timing of information delivery. These insights inform the development of tailored prebriefing strategies to enhance educational outcomes in healthcare simulations.

Impact of group discussion on student’s performance in biology (A case study of Heyik secondary school in Kaduna south local government area of Kaduna Nigeria)

This study assessed the impact of group discussions on students' academic performance in biology at Heyik Secondary School, Kaduna. The main objective was to explore how group discussions influenced students' understanding of biology, identify factors affecting their effectiveness, and address challenges like time management. Grounded in Behaviourism, Constructivism, Connectivism, and Experiential Learning Theories, the study used a survey design with 150 randomly selected senior secondary students. Data were collected via questionnaires and analyzed using SPSS, with descriptive statistics and correlation analysis to examine the relationships between group discussions, communication, and student performance. The findings showed a positive and significant correlation between communication within group discussions and improved biology performance. Both learning and development were also positively correlated with better academic outcomes, suggesting that group discussions enhance comprehension and retention. However, time management emerged as a key challenge, with scheduling conflicts and inefficient use of time limiting the benefits. The study recommends that educators focus on enhancing communication strategies, incorporating modern tools, and promoting continuous learning through curriculum and extracurricular activities. Continuous monitoring and evaluation, with regular assessments, will help refine communication and time management strategies based on student feedback and performances.

Preparing for Clinical Placements and Transition to Practice With Objective Structured Clinical Examinations: A Qualitative Study of Family Nurse Practitioner Students

AimThis study aimed to explore recent Family Nurse Practitioners (FNP) graduates’ perceptions of Objective Structured Clinical Examinations (OSCE) simulation on competency development. BackgroundOSCEs are a method to educate and assess competency-based behaviors but lack FNP-specific research. Understanding learner perceptions of behavior change can influence OSCE utilization in FNP education. MethodsThis qualitative phenomenological study explored the lived experiences of nine recent FNP graduates from U.S. programs participating in formative OSCEs. A constructed theoretical framework inclusive of Kolb's Experiential Learning Theory and Miller's Pyramid of Professional Competence Framework was used with modified Braun and Clarke's thematic analysis method to analyze the interview data. ResultsFour themes emerged: Becoming competent and “making it stick,” Design impacts reactions and learning, “dress rehearsal” for clinical experiences, and Establishing routines for practice. ConclusionThrough OSCEs, learners developed competencies and confidence to support clinical experiences that continued into their early FNP practice. Learner insight demonstrated the importance of evidence-informed simulation pedagogy to prepare them for scope-specific practice.

Faith in Frames: Constructing a Digital Game‐Based Learning Framework for Religious Education

ABSTRACTThis paper discusses the potential of DGBL to facilitate transformation in the context of religious education, arguing for the fact that it is immersive, interactive, and experiential. The paper outlines how this could substantially provide a more engaging learning environment for students, develop critical thinking, and ensure effective learning outcomes. This study explores the advantages and challenges involved in integrating DGBL into curricula for religious education in regard to the alignment between digital game design and pedagogical objectives. These are the important discussions of the application of methodologies in education, constructivist and experiential learning theories, and incorporation of cognitive load optimization strategies to ensure that DGBL does not just enchant students with games but fosters deep understanding of religiously related concepts. Of importance is sharing information to ensure that the content of digital games correctly exemplifies the various traditions of religion and student identity to foster belongingness and respect towards cultural diversity. This paper also takes on board some of the pragmatic issues, among which are professional development by teachers, game design challenges, and possible resistance from other stakeholders who are concerned by the perceived risks associated with gaming. This paper argues that the strategic use of DGBL as a methodology will permit educators to design personalized, engaging, and culturally sensitive learning contexts that enhance students' understanding of and engagement with religious teachings, thus working towards a framework of more inclusive religious education.

Pedagogical approaches to foster caring behaviors among nursing students: A scoping review.

Developing caring behaviors in nursing students is crucial for improving patient care quality. Despite the variety of pedagogical approaches employed to cultivate these behaviors, their comparative effectiveness remains underexplored. This review systematically examined various pedagogical approaches used to foster caring behaviors among nursing students and evaluated their outcomes. This study employed a scoping review design. A comprehensive search across five databases-PubMed, CINAHL, Scopus, Web of Science, and ERIC-was conducted for studies published from January 2000 to the present. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines were followed in reporting the findings. A total of 22 studies were included in the review. The review identified four primary pedagogical approaches: (1) simulated interactive learning, (2) caring-centered educational programs/courses, and (3) immersion/service learning. All approaches demonstrated positive outcomes in enhancing students' caring behaviors. Employing a diverse range of pedagogical approaches, aligned with experiential, cognitive, and behavioral learning theories, significantly enhances the development of caring behaviors in nursing students. However, the review highlighted the need for more rigorous study designs to further validate these findings. Nurse faculty should incorporate a variety of pedagogical approaches into nursing education to address different learning needs and enhance the development of caring behaviors. Future research should focus on evaluating the effectiveness of these approaches and their long-term impact on nursing practice.

The Development of the Kolb Learning Style Inventory (KLSI): Evolution, Validity, Flexibility and Its Application in Education

The Kolb Learning Style Inventory (KLSI) has progressed through various revisions to refine its validity, reliability, and adaptability as a tool for identifying individual learning styles based on Kolb's Experiential Learning Theory. This study reviews the development of KLSI from its initial version to the latest KLSI 4.0, examining major modifications and their impact on educational applications. Each version addressed previous critiques by enhancing psychometric properties and incorporating features such as adaptive learning flexibility and expanded normative data, making KLSI more relevant across diverse educational contexts. Key findings indicate that while these advancements support more personalised and flexible instructional strategies, certain limitations remain, particularly in capturing learning preferences' dynamic and culturally influenced nature. This study contributes to a comprehensive understanding of KLSI's evolution and its implications for promoting learner-centred education. It highlights future directions for improving its applicability in globalised and diverse learning environments.

From failing forward to thriving: how entrepreneurial learning shapes ecosystems

Based on entrepreneurial cognition and experiential learning theories, this article explores the complexities of entrepreneurial learning from business failure and its reflections on the entrepreneurial ecosystem. Qualitative research was conducted through individual in-depth interviews and focus groups, and the data was subjected to content analysis using NVivo software. The data analysed relates the nature of the failure to their reflections on entrepreneurial learning and the most relevant content used in the entrepreneur's resurgence. It analysed how the entrepreneurial ecosystem absorbs and recycles learning from failure, impacting the creation of new businesses. This study explored themes from emerging economies based on the triangulation of data from startups from different sectors and levels of maturity from the perspective of founding partners, directors, employees and managers of incubators and accelerators. The results show that learning from a critical event profoundly impacts the performance of entrepreneurial ecosystems and influences their vocation and the adhesion of new ventures to the sectors analysed. In practical terms, the findings can support policymakers in identifying factors that can be leveraged to bring about change at a macro level, identifying appropriate incentives for social networks and sharing experiential knowledge. The study provides evidence that microlearning strategies adopted and developed after critical events impact the performance of the entrepreneurial ecosystem related to the creation and diffusion of new ventures.