Exploratory Learning Research Articles

Continuous improvement strategies towards energy transition: The importance of individual employees' entrepreneurial orientation and learning processes

AbstractAt one hand, while research on entrepreneurial orientation (EO) continues to proliferate, only recently has attention been drawn to the individual entrepreneurial orientation (IEO) level. On the other hand, although organizational learning (OL) explains how organizations explore and exploit knowledge to enhance their innovation and performance, limited research has investigated the relationship between EO and OL. In this study, we develop and empirically test in an established Canadian energy provider a framework on the IEO‐OL‐performance relationship. We find that employees' innovative orientation and risk‐taking propensity are more positively related to exploratory learning, while proactive employees are more geared towards exploitative learning. We further unveil that exploitative learning is more positively related to continuous improvement than explorative learning. Our findings add to scant literature on the IEO‐OL‐performance relationship and provide managerial insights for energy sector firms on how IEO can assist with their transformational business strategies towards green and clean energy supply.

Following the honey trail: how creative labs fill unintended cracks within the system of computer science education for transformative impact

Abstract Creative labs play a crucial role in transforming computer science education by fostering interdisciplinary, project-based learning that bridges theory and real-world applications. Focusing on the base.camp within Hamburg’s ahoi.digital Network of Labs, this study highlights how such labs address the limitations of traditional curricula. Students are encouraged to explore innovative solutions with the freedom to fail, viewing setbacks as valuable learning steps. By integrating diverse academic and societal perspectives, creative labs prepare future computer scientists to handle complex, multidisciplinary challenges. The article emphasizes educational strategies and practices that support open-ended, exploratory learning, making creative labs pivotal in the progression of computer science education.

A cross-cultural comparison of intrinsic and extrinsic motivational drives for learning.

Intrinsic motivational drives, like the autonomous feeling of control, and extrinsic motivational drives, like monetary reward, can benefit learning. Extensive research has focused on neurobiological and psychological factors that affect these drives, but our understanding of the sociocultural factors is limited. Here, we compared the effects of autonomy and rewards on episodic recognition memory between students from Dutch and Chinese universities. In an exploratory learning task, participants viewed partially obscured objects that they needed to subsequently remember. We independently manipulated autonomy, as volitional control over an exploration trajectory, as well as the chance to receive monetary rewards. The learning task was followed by memory tests for objects and locations. For both cultural groups, we found that participants learned better in autonomous than non-autonomous conditions. However, the beneficial effect of reward on memory performance was stronger for Chinese than for Dutch participants. By incorporating the sociocultural brain perspective, we discuss how differences in norms and values between Eastern and Western cultures can be integrated with the neurocognitive framework about dorsal lateral and ventral medial prefrontal cortex and dopaminergic reward modulations on learning and memory. These findings have important implications for understanding the neurocognitive mechanisms in which both autonomy and extrinsic rewards are commonly used to motivate students in the realm of education and urge more attention to investigate cultural differences in learning.

The influence of organisational learning ambidexterity on process innovation performance: the role of KM capability

ABSTRACT This study examined the relationship between organisational learning ambidexterity and process innovation in micro and small sized companies and the moderating role of Knowledge Management capability. Exploratory and exploitative learning were conceptualised as multi-dimensional constructs occurring at team and organisational level and as inter-organisational and intra-organisational processes. Regarding the organisational learning ambidexterity, the combined approach was used, which assumes that exploratory and exploitative learning are mutually supportive. Knowledge Management capability was based on three knowledge processes: knowledge acquisition, sharing, and application. Due to the relative lack of validated understanding of the organisational learning ambidexterity effects on process innovation, it contributes to the development of theory explaining this interaction and its effects. The results provide additional insights whether exploitative and exploratory learning are complementary. Finally, Knowledge Management capability plays an important role in the relationship between organisational learning ambidexterity and process innovation.

Riemannian geometry metric-based visual feedback for BCI user training: towards exploratory learning of motor imagery

Riemannian geometry metric-based visual feedback for BCI user training: towards exploratory learning of motor imagery

Unboxing the black box: How Principal's regulatory focus shapes teacher innovative pedagogies

This study investigates the impact of principals' regulatory focus on teachers’ innovative teaching pedagogies. A survey of 294 teachers from 17 primary schools in China revealed through multivariate analysis that principals' promotion focus significantly enhanced teachers' innovation through exploratory learning and knowledge sharing, while a prevention focus supported innovation through exploitative learning. The findings suggest that educational leaders can foster innovative teaching by aligning professional development programs with principals' regulatory focus, offering practical implications for designing effective teaching practices.

The role of lean, agility and learning ambidexterity in Industry 4.0 implementations

There is an increasing interest in understanding the interdependencies between conventional lean and agile implementations and Industry 4.0 technology adoptions. Our knowledge of how they interact and enable Industry 4.0 implementations in learning organisations is still immature. Informed by the Strategic Momentum Theory and the contextual ambidexterity framework, this paper empirically investigates the effects of lean and agile implementations on Industry 4.0 technology adoptions with exploratory and exploitative learning as mediators. Using the data collected from an online survey of 166 Australian firms and analysed using the PLS-SEM method, we found that only lean practices have significant and positive direct effects on Industry 4.0 implementations, and exploitative learning partially mediates the relationship. We also found that agility does not have direct effects on Industry 4.0 implementations, and exploitative learning fully mediates their relationship. However, the mediating role of exploratory learning is not empirically confirmed. This study confirms several recent exploratory research studies that found evidence for the significant role lean implementations play in Industry 4.0 technology adoption. Agile practices need to first translate into exploitative learning. The findings inform practitioners that firms with investments in lean, agility and exploitative learning capability development will have advantages in technology implementations.

Machine Learning and Applications a Review Study

The proliferation of information and the construction of many databases have made the extraction of data from usable information a pressing issue that has to be addressed. Machine learning is the central focus of research in artificial intelligence. This paper provides an introduction to the definition of machine learning and its fundamental structure. Machine learning techniques including rote learning, inductive learning, explanatory learning, learning using neural networks, and knowledge discovery are also covered. In addition to outlining the present course of machine learning's progress, this article provides an introduction to its aims.

Thematic Eksplorative Democratic Learning: Suatu Eksplorasi Konsep Energi di Pulau Para Kabupaten Kepulauan Sangihe

This research aims to describe the results of exploratory learning about objects in the form of energy concepts on Para Island. The main research activities are exploring objects (Sun, ocean currents, sea waves, and wind), as well as scientific concepts and processes using the Thematic Exploration Learning in Democratic Interaction (HOTL-DI) type A model. Research at Tatoereng State Middle School Classes VII-VIII from June to July 2021. Exploration activities were carried out in three stages. The first stage is material exploration (objects, concepts, and scientific processes), carried out by the research team facilitated by the Pamong Teacher. The second stage is learning activities regarding energy concepts by class VII-VIII students. The results of the phase II assessment are used as a reference for going directly to the field to conduct exploration. Phase III exploration activities for target groups facilitated by mentors and researchers. The research results showed that at the beginning of the activity, all students experienced difficulties, but later, they developed the initiative to carry out their exploration. The exploration results show the development of the concept in the exploration step. Most students experienced improvement in identifying concepts and constructing a comprehensive network of energy concepts.

Developing a Framework for the Integration of Artificial Intelligence in Technology Education

This study aimed to create a foundation for the integration of AI in technology education. The framework of this study was based on the important problem-solving learning process in technology education. The developed framework structures the problem-solving steps of such types of problems into problem solving, design, development, and evaluation. Each technological problem and problem-solving step area can be implemented using Intelligent Tutoring System (ITS), Dialogue-Based Tutoring System (DBTS), and Exploratory Learning Environment (ELE) of AI convergence education. Technology education supports learners develop Technological knowledge and develop critical and creative thinking when attempting to resolve real-life technological glitches. Since the process of solving technological problems is complex in itself, it was necessary to categorize technological problems in real life and organize the procedure for resolving technical issues into a series for formal education in schools. In this process of technological problem solving learning, explicit knowledge may be necessary, and interpretive or procedural knowledge may be necessary. Methods of utilizing AI convergence education vary depending on the target knowledge. Therefore, structuring and presenting a plan to apply various AI convergence educations to the process of solving highly complex technological problems is meaningful in that it suggests the basis for educational direction. Based on the framework developed in this study, expected that AI convergence education methods appropriate for each problem-solving process of various technological problems will be systematically researched and implemented in the future.

Cultural Influences on Students' Information Technology Skills Development

This qualitative study examines the cultural influences on developing information technology (IT) skills among secondary school students in Vietnam. The research uncovers how cultural values, educational practices, and socio-economic conditions influence IT education by conducting in-depth interviews, focus groups, and classroom observations across urban and rural settings. Key findings reveal significant disparities in the perception of IT's importance between urban and rural areas, with cultural norms and economic realities influencing these attitudes. Traditional Confucian values inhibit active and exploratory learning methods in IT education. Additionally, English language barriers limit the effective use of global IT resources, while gender norms and socioeconomic status create uneven student opportunities. The study suggests policy interventions aimed at enhancing IT infrastructure, promoting gender inclusivity, and adjusting curricula to accommodate language and cultural nuances. Recommendations include the development of more inclusive, culturally sensitive educational practices to ensure equitable IT skill development. This research contributes to understanding the multifaceted impact of cultural factors on IT education and proposes strategies for crafting more effective and inclusive IT educational policies.

Unpacking the impact of entrepreneurial learning on business model innovation in internet startups: Mediating roles of digital capabilities

While researchers recognize the central role of business model innovation (BMI) in the success of digital startups, empirical research systematically exploring the pathways of BMI in the digital era for such startups remains scarce. This study employs the dynamic capability theory to construct a theoretical framework termed the “learning capability model” to examine the influence of entrepreneurial learning on BMI. We collected questionnaires from 386 Internet startups and utilized hierarchical regression analysis to explore the impact of digital capabilities on these startups. We first identified two different types of entrepreneurial learning: exploratory learning and exploitative learning. Subsequently, we tested for their effects on BMI. The empirical results indicate that both exploratory and exploitative learning significantly impact BMI. However, exploitative learning exerts a greater influence than exploratory learning. These tests revealed that digital sensing capabilities, digital operational capabilities, and digital resource collaboration capabilities have a partial mediating effect on the relationship between entrepreneurial learning and BMI. Among these, digital operational capabilities exert the most significant mediating effect, while digital sensing capabilities exhibit weaker mediating effects. This study contributes to our understanding of digital capabilities and provides practical insights for Internet startups.

Applying the constraints-led approach to facilitate exploratory learning of the volleyball serve

ABSTRACT Exploration is an important feature for successfully learning motor skills. However, game rules such as one attempt to serve in volleyball could discourage exploration due to an individual’s fear of making a mistake and forfeiting a point. The constraints-led approach is a coaching methodology that encourages exploration by selectively manipulating task constraints such as rules. Therefore, the aim of this study was to examine whether the addition of the task constraint of a second serve would encourage volleyball players to use their first serve to explore their action capabilities. Forty male high school students competed in two volleyball games; a regulation (single serve) game and a modified (2-serve) game. Participants reported that having a second chance at serving allowed them to feel more confident and relaxed which facilitated the exploration of their serving capability. In the 2-serve game, participants attempted a more powerful (M = 60.3 km/hr), and complex (M = 44.5% jump topspin serves) first serve, compared to the regulation game (M = 55.6 km/hr; M = 25.2% jump topspin serves). Findings suggest that to facilitate learning of motor skills, it is important to manipulate the practice environment using task constraints to address the factors that restrict exploration.

Explainable Learning Analytics: Assessing the stability of student success prediction models by means of explainable AI

Beyond managing student dropout, higher education stakeholders need decision support to consistently influence the student learning process to keep students motivated, engaged, and successful. At the course level, the combination of predictive analytics and self-regulation theory can help instructors determine the best study advice and allow learners to better self-regulate and determine how they want to learn. The best performing techniques are often black-box models that favor performance over interpretability and are heavily influenced by course contexts. In this study, we argue that explainable AI has the potential not only to uncover the reasons behind model decisions, but also to reveal their stability across contexts, effectively bridging the gap between predictive and explanatory learning analytics (LA). In contributing to decision support systems research, this study (1) leverages traditional techniques, such as concept drift and performance drift, to investigate the stability of student success prediction models over time; (2) uses Shapley Additive explanations in a novel way to explore the stability of extracted feature importance rankings generated for these models; (3) generates new insights that emerge from stable features across cohorts, enabling teachers to determine study advice. We believe this study makes a strong contribution to education research at large and expands the field of LA by augmenting the interpretability and explainability of prediction algorithms and ensuring their applicability in changing contexts.

Harmonious passion and academic achievement in higher education: The mediating influence of exploratory and exploitative learning strategies

Harmonious passion refers to engaging in an activity out of personal volition and sense of meaning, which motivates individuals to devote substantial time and energy while internalizing the activity as part of their identity, and it underpins the promotion of sustainable behaviors and mindsets. The present study aimed to investigate the relationship between harmonious passion and academic achievement among university students in higher education, as well as the mediating role of exploratory and exploitative learning behaviors in this association. Exploratory learning involves seeking new knowledge and skills, whereas exploitative learning involves refining and applying existing knowledge and skills. Data were collected from 528 university students across multiple institutions in China. Using structural equation modeling and multiple regression analysis, results revealed that harmonious passion had a significant positive effect on academic achievement. Furthermore, exploratory and exploitative learning played a chain-mediated role in the relationship. These findings provide insights into how harmonious passion could promote students' academic success in the context of innovation-driven and socially sustainable development, via the facilitation of sustainable learning strategies. Therefore, this study has broader implications for personal and societal sustainability, by emphasizing the role of harmonious passion and sustainable learning strategies in enhancing academic achievement and, ultimately, contributing to a more sustainable society.

Enhancing entrepreneurial orientation in high-tech firms: the role of ambidextrous learning and business model innovation

ABSTRACT Entrepreneurial orientation has been recognised as a key driver for bolstering a firm's core competitiveness and fostering the creation of novel advantages. However, the efficacy of entrepreneurial orientation in enhancing the high-tech firm performance has been a controversial issue. We propose an ‘orientation-learning-innovation-performance’ model, which employs the concepts of ambidextrous learning and business model innovation to explore the effects of entrepreneurial orientation on high-tech firm performance within a dynamic environment. PLS-SEM was used to test data gathered from 291 high-tech firms. The results reveal that entrepreneurial orientation does not exert a direct influence on high-tech firm performance, while the mediation role of exploitative learning is not significant. Entrepreneurial orientation mainly influences high-tech firm performance through exploratory learning, ambidextrous learning and business model innovation. This influence is further amplified in contexts characterised by environmental dynamism. Our findings contribute to the literature on entrepreneurial orientation and organisational learning theory, providing insights that firms can use to enhance efficiency and maintain a competitive advantage.

Older Adults' Collaborative Learning Dynamics When Exploring Feature-Rich Software

Collaborative learning has been suggested as a promising approach to help older adults learn new technology, however, its effectiveness has been understudied in the context of feature-rich applications. We conducted an observational study with the aim of identifying aspects of collaborative learning, including characteristics of collaborative partners, that impact older adults' exploratory learning behaviour in feature-rich software. We recruited 22 participants (6 younger adults and 16 older adults) who formed 5 same-age and 6 mixed-age dyads. These dyads worked together remotely to explore a feature-rich application, which was new to them. We classified dyadic interactions into four different collaboration dynamics characterized by distinct attributes. We discovered that effective communication and the ability to navigate the software independently enabled a successful collaboration dynamic that empowered learners. We showed that trust between partners enabled effective communication and we observed that the existing relationship between partners strongly impacted their communication patterns. The more complicated study tasks required participants to validate the correctness of their work and this validation was particularly difficult for some novice older adults who did not benefit from transfer learning and struggled with navigation issues.

A systematic review of educational online peer-review and assessment systems: charting the landscape

Over the past two decades, there has been an explosion of innovation in software tools that encapsulate and expand the capabilities of the widely used student peer assessment. While the affordances and pedagogical impacts of traditional in-person, “paper-and-pencil” peer assessment have been studied extensively and are relatively well understood, computerized (online) peer assessment introduced not only shifts in scalability and efficiency, but also entirely new capabilities and forms of social learning interactions, instructor leverage, and distributed cognition, that still need to be researched and systematized. Despite the ample research on traditional peer assessment and evidence of its efficacy, common vocabulary and shared understanding of online peer-assessment system design, including the variety of methods, techniques, and implementations, is still missing. We present key findings of a comprehensive survey based on a systematic research framework for examining and generalizing affordances and constraints of online peer-assessment systems. This framework (a) provides a foundation of a design-science metatheory of online peer assessment, (b) helps structure the discussion of user needs and design options, and (c) informs educators and system design practitioners. We identified two major themes in existing and potential research—orientation towards scaffolded learning vs. exploratory learning and system maturity. We also outlined an agenda for future studies.

Several Teaching Methods Combined with the Support of AI Chatbot to Develop Self-Learning Competency for Students

Developing competency and especially self-study competency for students is one of the requirements in the 2018 General Education Program. Developing self-study competency for students is an inevitable trend of all times. , because the educational process is essentially the process of transforming the object of education (student) from an object of education into a subject of self-education. Based on the identification of three concepts: Teaching method, AI Chatbot and self-learning competency, we summarize the teaching method to develop competency and AI Chatbot. Next, illustrate the development of self-study competency for students using three teaching methods: differentiated teaching, Exploratory learning and using experiments in teaching combined with the support of AI Chatbot and from there affirms that students truly develop self-study competency.

Virtual Worlds for Learning in Metaverse: A Narrative Review

As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills.