Improvement Of Learning Process Research Articles

Evaluating Recent Advances in Affective Intelligent Tutoring Systems: A Scoping Review of Educational Impacts and Future Prospects

Affective intelligent tutoring systems (ATSs) are gaining recognition for their role in personalized learning through adaptive automated education based on students’ affective states. This scoping review evaluates recent advancements and the educational impact of ATSs, following PRISMA guidelines for article selection and analysis. A structured search of the Web of Science (WoS) and Scopus databases resulted in 30 studies covering 27 distinct ATSs. These studies assess the effectiveness of ATSs in meeting learners’ emotional and cognitive needs. This review examines the technical and pedagogical aspects of ATSs, focusing on how emotional recognition technologies are used to customize educational content and feedback, enhancing learning experiences. The primary characteristics of the selected studies are described, emphasizing key technical features and their implications for educational outcomes. The discussion highlights the importance of emotional intelligence in educational environments and the potential of ATSs to improve learning processes. This review identifies gaps in the current research and suggests future directions, including broader implementation across diverse educational settings and deeper integration of affective data to refine system responsiveness. Future research should investigate the integration of advanced natural dialogue modules and generative AI to create more sophisticated interfaces, underscoring the role of affective adaptation in educational technology.

Eine Frage von Macht: Einstellungen angehender Lehrerkräfte zu den ethischen Grundsätzen des Einsatzes künstlicher Intelligenz in der Bildung

The integration of artificial intelligence (AI) in education holds potential for improving learning processes. However, ethical aspects surrounding AI implementation have to be considered. This study explores prospective teachers’ attitudes (as a sum of beliefs) towards the ethical principles of AI use in education, namely, transparency, justice and fairness, non-maleficence and well-being, responsibility, privacy, autonomy, and power over people. The sample comprises 90 prospective teachers from vocational education and training. The results indicate that our measurement model for assessing teachers’ attitudes towards the ethical principles of AI use is reliable and valid. Latent profile analysis reveals three distinct profiles of prospective teachers with a different attitude structure. The teachers mainly differ in their belief whether AI should be allowed to exert hard power over teachers and students. We cannot find any association between profile membership and context variables, e. g., gender. The results have implications for the process of integrating AI in education and the development of instructional measures tailored to specific attitude profiles.

A healthy lifestyle of students is a resource for preserving the health of the working-age population in the near future

The issues of acceptance and support of a healthy lifestyle by various social and age groups of the population, especially among the younger generation and youth, through the pursuit of physical, mental and social well-being remain relevant. Educational organizations, including universities, are important actors in this direction, since their students will soon become leaders in society, decision makers, as well as parents of tomorrow. According to scientists, a weak attitude towards sports, lack of time for physical education lead to a vicious circle of focusing on intellectual education, high knowledge scores, low physical abilities and physical fitness. It is emphasized that universities should have organizational systems for managing educational materials, teaching staff, as well as technologies to improve learning processes through a technology platform. Universities are strategic places to launch a wellness campaign and «have conversations» about healthy lifestyles and sustainable development.

Application of online to offline teaching mode in the training of non-anesthesiology residents in the department of anesthesiology: a randomized, controlled trial.

To explore the effect of applying the online to offline teaching mode in the training of non-anesthesiology residents in department of anesthesiology. The randomized controlled trial was performed on non-anesthesiology residents from Affiliated Jiangning Hospital of Nanjing Medical University. All selected residents were randomly divided into the traditional teaching group (Group T) and the online to offline teaching group (Group O) by the random number table method. Traditional teaching mode was used in Group T, while the online to offline teaching mode was used in Group O. The training period lasted for two months. At the end of the training, theoretical and clinical skills were assessed for all residents, and students' satisfaction scores on teaching were investigated from the aspects of teaching mode, stimulating learning interest, improving learning process and teaching satisfaction. The teaching efficiency was compared and analyzed in the two groups. In total, 39 cases in Group O and 38 cases in Group T were included in the statistical analysis. Compared with Group T, theory test scores, clinical skills test scores, and overall scores improved significantly in Group O (82.2 ± 8.1 vs. 91.3 ± 7.6; 85.1 ± 4.7 vs. 93.3 ± 5.4 and 83.4 ± 6.4 vs. 92.1 ± 6.7, respectively, p < 0.01). Compared with Group T, scores on teaching mode, stimulating learning interest, improving learning process and teaching satisfaction were higher in Group O (81.1 ± 6.9 vs. 93.7 ± 5.2; 83.6 ± 5.8 vs. 91.6 ± 6.4; 82.4 ± 5.3 vs. 90.9 ± 4.8 and 82.1 ± 5.9 vs. 92.1 ± 5.5, respectively, p < 0.01). The online to offline teaching mode can improve the level of professional theory and clinical skill operation, and teaching satisfaction of the non-anesthesiology residents in department of anesthesiology, thus improving the teaching effectiveness.

Role Of A Teacher In A Blended Learning MHPE Program: A Qualitative Analysis

Background: During the last two years, the pandemic has taken a toll on education. However, E learning tools and other innovative computer software technologies are being widely adopted to deliver educational elements of different courses to students who are placed in far off areas from the university campus. However, Teaching is demanding and complex task and the key limitations in total e-learning format included limited interactions with peer and teachers, communication problems, and insufficient sense of bonding between the teacher and student. To address these issues concept of “blended learning” was adopted. Blended learning escalates the chances of student engagement, enhance critical-thinking development and improve learning processes in the presence of a valued teacher. However, whenever innovative techniques are introduced, it becomes essential to ensure that there is no impact on instructional integrity. Thus, the response of students who are amongst the main stakeholders is absolutely vital to confirm an effective implementation of any teaching and learning approach. Objective: This study provides help to the faculty who newly incorporate BLA (blended learning approach), also it provides guidance for educators and curriculum planners to effectively plan their modules while incorporating a BL approach in medical education. Study Design: Qualitative study (Phenomenology). Settings: Three universities, Riphah International University Islamabad, University of Lahore, Lahore and Khyber Medical University, Peshawar in Pakistan. Duration: Six months from February to August 2017 Methods: Sampling was done by purposive (homogenous) sampling. Study population included MHPE students from three different universities of Pakistan. Population size was 10 MHPE students who completed their course work, and data was collected through one on one semi structured interviews. All interviews were audio recorded, transcribed and analyzed manually as well as by importing in NVivo software version 11. Results: By a thematic analysis a total of six major areas were identified that influences the student learning in blended programs. Out of these the major influencing factor came out to be the role of teachers’ both in online and face to face sessions. This blended course design helped them to become more self-regulated, self-directed, lifelong and active learners, and they were also able to transfer these learning skills to their students as well. Conclusion: Students hold a positive perception of the BLA being offered in this MHPE program. Research findings suggests that a BL course design can be successfully used in postgraduate education as well as undergraduate studies it helped to impart new learning approaches in them. The main factors which were appreciated in these courses were flexible or hybrid course design, role of a teacher as facilitators who reinforced learning strategies towards learners’ professional needs.

EFFORTS TO IMPROVE MATHEMATICS COGNITIVE LEARNING OUTCOMES THROUGH BRUNER'S LEARNING THEORY APPROACH FOR CLASS II STUDENTS OF CITAMIANG LAKBOK CIAMIS MADRASAH IBTIDAIYAH

Mathematics subjects are given since Elementary School/Madrasah Ibtidaiyah at the formal school level. Based on the 2013 Elementary School Content Standards, Mathematics is considered a universal science that will be used as the basis for the development of other sciences. Therefore, for a solid mastery of this knowledge is given early. This research is classroom action research. This research is intended to improve the learning process so that it can improve the cognitive learning outcomes of Mathematics for second graders of MI Citamiang Lakbok. According to Suharsimi Arikunto (2006: 96) classroom action research, namely research conducted by the teacher to the class where he teaches with an emphasis on improving learning processes and practices. Research activities carried out in two cycles. Each cycle is carried out in two meetings. Before carrying out the cycle, the researcher carried out pre-action activities. The process of learning mathematics in class II MI Citamiang Lakbok has increased from only presenting counting techniques to being preceded by concepts. In addition, students are more active in learning activities. The cognitive learning outcomes of MI Citamiang Lakbok class II students also increased. In pre-action only 43% reached KKM. Furthermore, in cycle one it increased to 52% and in cycle two it increased again to 76%. Teachers must better understand how to convey material to students according to the level of student development. BIBLIOGRAPHY Ahmad Susanto. (2014). Teori Belajar dan Pembelajaran di Sekolah Dasar/Madrasah Ibtidaiyah. Jakarta: Kencana BSNP. 2006. Standar Isi SD/MI. Jakarta: BSNP. Purwanto. (2010). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar. Ritta Eka Izaty. 2012. Perkembangan Peserta Didik. Yogyakarta: UNY Press. Sudrajat. 2008. Peranan Matematika dalam Perkembangan IPTEK. Artikel disampaikan dalam seminar The Power of Mathematics in All Application. Suharsimi Arikunto. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta. Sugihartono. 2012. Psikologi Pendidikan. Yogyakarta: UNY Press. Zulkifar Ali Buto. 2010. Implikasi Teori Belajar Jerome Bruner Dalam Nuansa Pendidikan Modern. Jurnal Millah Edisi Khusus Desember 2010 halaman 55-69.

MANAGING STUDENT MOTIVATION AND LEARNING ACHIEVEMENTS: A CASE STUDY IN FINANCIAL MATHEMATICS CLASS SRIWIJAYA STATE POLYTECHNIC

Motivation as a part of the learning process is a crucial aspect and some previous research has been showing evidence. Motivation also becomes a part of Emotional Intelligence (EQ) and that is also proven to be involved to improve learning processes and help students understand advance and improve learning achievements. So, students have more enhanced knowledge and skills in competing and facing real work environments. This paper aims to collect data and discover how motivation affects student learning achievement. The hypothesis of this research is that students who have a good learning achievement are students who have a good motivation and also have a positive effect on student learning achievement. The research sample includes 71 students of Sriwijaya State Polytechnic. Motivation and learning achievements were measured by a questionnaire with a lickert scale. Then the data were analyzed through SPSS software. The results show that Motivation has an effect on student learning outcomes.

Developing a Conceptual Model for University 4.0 in the Digital Era

University 4.0 is a modern higher education model in association with the Fourth Industrial Revolution - Industry 4.0. The model aims to implement, not only two first missions of teaching and research, but mainly the third one of contributing to the local socio-economic development. This paper focusses on clarifying the core components and implementation conditions of University 4.0 model. Specifically, in the context of digital transformation, the main missions of University 4.0 consist in transferring knowledge, supporting and enhancing the innovation versus the professional world. So, the University 4.0 model should be focus on four core components, including: (i) competencies in education, R&amp;D and innovation, (ii) new learning methods suitable to the digital era, (iii) information and communication technologies associated with the Industry 4.0, and (iv) innovative infrastructure to improve learning processes

Data Power in Military Education: Awareness and Understanding of Learning Analytics

Abstract The rapid development, use and availability of technology is creating new opportunities in all areas of human life. The amount of data generated is enormous, followed by advances in the collection, processing and analysis of big data for a variety of purposes, such as various industries, science, healthcare and even education. Data science in education aims to better understand and improve learning processes through data–driven insights. Learning analytics studies how to use data mining, machine learning, natural language processing, visualisation and human– computer interaction approaches to help learners, educators and institutional leaders improve learning processes and teaching practices.

Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial.

The integration of artificial intelligence (AI) into health sciences students' education holds significant importance. The rapid advancement of AI has opened new horizons in scientific writing and has the potential to reshape human-technology interactions. AI in education may impact critical thinking, leading to unintended consequences that need to be addressed. Understanding the implications of AI adoption in education is essential for ensuring its responsible and effective use, empowering health sciences students to navigate AI-driven technologies' evolving field with essential knowledge and skills. This study aims to provide details on the study protocol and the methods used to investigate the usability and efficacy of ChatGPT, a large language model. The primary focus is on assessing its role as a supplementary learning tool for improving learning processes and outcomes among undergraduate health sciences students, with a specific emphasis on chronic diseases. This single-blinded, crossover, randomized, controlled trial is part of a broader mixed methods study, and the primary emphasis of this paper is on the quantitative component of the overall research. A total of 50 students will be recruited for this study. The alternative hypothesis posits that there will be a significant difference in learning outcomes and technology usability between students using ChatGPT (group A) and those using standard web-based tools (group B) to access resources and complete assignments. Participants will be allocated to sequence AB or BA in a 1:1 ratio using computer-generated randomization. Both arms include students' participation in a writing assignment intervention, with a washout period of 21 days between interventions. The primary outcome is the measure of the technology usability and effectiveness of ChatGPT, whereas the secondary outcome is the measure of students' perceptions and experiences with ChatGPT as a learning tool. Outcome data will be collected up to 24 hours after the interventions. This study aims to understand the potential benefits and challenges of incorporating AI as an educational tool, particularly in the context of student learning. The findings are expected to identify critical areas that need attention and help educators develop a deeper understanding of AI's impact on the educational field. By exploring the differences in the usability and efficacy between ChatGPT and conventional web-based tools, this study seeks to inform educators and students on the responsible integration of AI into academic settings, with a specific focus on health sciences education. By exploring the usability and efficacy of ChatGPT compared with conventional web-based tools, this study seeks to inform educators and students about the responsible integration of AI into academic settings. ClinicalTrails.gov NCT05963802; https://clinicaltrials.gov/study/NCT05963802. PRR1-10.2196/51873.

Can 16 Minutes of HIIT Improve Attentional Resources in Young Students?

Attentional resources are a cornerstone of both cognitive and academic performance. The purpose of this study was to analyse the effect of high-intensity interval training (HIIT) sessions on selective attention and visuoperceptual ability in young students. A total of 134 students (12.83 ± 1.23 years) joined this study. They were randomly assigned to a control group (CG) (n = 67), which watched a documentary, or an experimental group (EG) (n = 67), which performed 16 min of HIIT. Attention and visuoperceptual ability were assessed through the Perception of Similarities and Differences test (Caras-R test). A repeated-measures two-way ANOVA analysis was conducted. The CG showed an increased number of errors compared to the EG (p < 0.001) and showed a lower Impulsivity Control Index (p < 0.001) after the investigation. The EG, meanwhile, showed an increased number of hits (p < 0.001), Impulsivity Control Index (p < 0.001), and attentional efficacy (p < 0.001). In addition, the EG showed a decreased number of errors (p < 0.001) and omissions (p < 0.01). In conclusion, 16 min of HIIT was time-effective in improving selective attention and visuoperceptual ability in young students. These results show the importance of physical exercise and the promotion of physical activity breaks during the academic day to improve learning processes.

Peningkatan Keterampilan Menyusun Teks Laporan Hasil Observasi Dengan Model Discovery Learning Dan Metode Jelajah Alam Sekitar (JAS) Pada Siswa Kelas VII-10 SMP Negeri 11 Medan

This research is motivated by the lack of students' ability to compose observation report texts. Based on interviews conducted with previous Indonesian subject teachers, it is known that the cause of the low ability to compose observation report texts is because students find it difficult to express ideas, provide understanding and object details, choose the right diction, spelling and punctuation. Likewise interviews with several students, they stated that the text material of the observation report was quite difficult plus the learning that had been carried out was not interesting. Therefore, to improve the skills of compiling observation report texts, the Discovery learning model and the Exploration of the Surrounding Nature (JAS) method are used. Using Classroom Action Research (CAR), which is often used to improve learning processes and outcomes. The research subjects were class VII-10 students of SMPN 11 Medan. Based on the results of the description and analysis of the discussion of cycle 1 and cycle II data, students' abilities in the Observation Reports (LHO) material increased by 35%. It can be concluded that students' abilities have increased through the discovery model and the JAS method in compiling the text of the Observation Report (LHO).

Training and Development of Productive Teachers in Improving Work Skills for Vocational High School (SMK) Level Students in Sigli

Teacher guidance and development is urgently needed to improve the professional abilities of teachers in improving learning processes and outcomes through the provision of professional service-style assistance to teachers. Productive teachers will provide learning material that begins with making a Learning Implementation Plan which then evaluates the process and improves the learning system in the classroom by prioritizing material that can support students to be active, think creatively and be innovative. The purpose of this study was to find out an overview of the coaching and development of productive teachers in improving work skills for students at vocational high schools (SMK) in Sigli. This study used a qualitative approach with a descriptive research type. Data collection techniques using observation, interviews, and documentation. The data analysis technique used is descriptive qualitative analysis with data reduction techniques, data presentation, and drawing conclusions. Based on the research findings, it was found that: (1) Coaching in improving productive teacher performance skills at Sigli Vocational High School includes: coaching through MGMP, IHT (in the house training), teacher coaching through supervision, and pedagogical and professional competency development; (2) Productive teacher development strategies in improving work skills, namely by: continuing education, participating in training/workshops, promotions, development through promotions, assigning teachers to apprentices in industry to improve abilities/upskilling and update skills/reskilling; and (3) teacher participation in productive teacher training and development programs carried out by school principals has been very good. Teachers participate in every activity, are able to adopt ideas or programs to support the teaching and learning process, teachers also attend training to improve teacher competence.

ANALISIS KEMAMPUAN GURU DALAM MENYUSUN KARYA TULIS ILMIAH DI PUJUNGAN KABUPATEN MALINAU KALIMANTAN UTARA

&lt;span class="ShortAbstract"&gt;&lt;em&gt;&lt;span lang="EN-US"&gt;Professional teachers are required to continue to develop themselves in accordance with the times, science and technology, as well as the needs of society, including the need for quality human resources and have the capability to be able to compete in regional, national or international forums. One of the abilities that a teacher in the academic field must have is compiling scientific papers. The preparation of by teachers is closely related to their efforts to improve learning processes and outcomes as well as supporting factors in the promotion process. Therefore, this research article aims to improve the ability to write scientific papers for teachers in Pujungan, Malinau District, North Kalimantan Province. In this study the analysis of the teacher's ability to compose scientific papers was processed through an assessment of the research report documents that had been prepared. Furthermore, the data were analyzed in a quantitative descriptive manner. The research results show that 6 of the 8 aspects of ability analyzed were included in the less category with the lowest score in the aspect of "Analyzing research data comprehensively", namely with a value of 30. The other 2 aspects were included in the sufficient category, namely the aspect of "Using the Writing Format Correctly" with a value of 65 and "Good use of language" with a value of 60.&lt;/span&gt;&lt;/em&gt;&lt;/span&gt;

Application of Meaningful Learning by Teachers to Improve Learning Outcomes of Citizenship Education

This research was conducted based on the findings of problems found in SMP N 105, Central Maluku Regency. It is known that the learning outcomes of Citizenship Education for class VII students of SMP Negeri 105 Maluku Tengah are still low for Civics subjects. This is caused because the teacher applies the lesson method which watches without change during the learning process so that there are still many who have not reached the minimum completeness criteria (KKM) that have been determined by the teacher or the school, namely ≥70. The purpose of this study was to find out the application of Meaningful learning by teachers to improve Civics learning outcomes in class VII at SMP N 7 Tehoru, Tehoru District, Central Maluku Regency. The method used in this research is a class action research (CAR). Classroom action research is research conducted by educators in collaboration with researchers, or by educators who act as researchers in the classroom or at the school where they teach, with an emphasis on perfecting or improving learning processes and practices. Data collection techniques in this study are observation, tests and documentation. The results of this study indicate that there is an increase in Civics learning outcomes by using Meaningful Learning in Class VII at SMP N 105 Central Maluku.

PENILAIAN PRODUK “PROGRAM KO-KURIKULUM BERKREDIT” MENGGUNAKAN MODEL PENILAIAN KONTEKS, INPUT, PROSES DAN PRODUK

The policy and philosophy of the Co-curriculum and Student Development Center (CSDC) aim to produce students who are balanced from the intellectual, spiritual, emotional, and physical aspects, develop the physical, mental, and spiritual endurance of students, generate creative, innovative, productive and proactive thinking and instill enthusiasm and confidence to face challenges. The Product Evaluation of the ‘Co-Curriculum Program with Credit’ at Universiti Malaysia Sabah aims to improve and provide accurate information for making policy decisions. Qualitative research uses structured interviews conducted with nine informants who are students who take co-curriculum courses with credit. The findings of the study show that the learning outcomes of the co-curriculum program courses with credit are achieved with many students getting excellent grades based on document review. The soft skills acquired are leadership skills and communication skills. The impact of the co-curriculum program on the informants can be seen from the expected and unexpected product aspects such as courage to communicate, improved learning process, improved time management, learning to manage projects, acquiring new knowledge, daring to lead, responsible and tolerance. In summary, Universiti Malaysia Sabah's offering co-curriculum program courses with credit should be maintained and continued.

Model Pembelajaran Paired Storytelling Untuk Meningkatkan Keterampilan Menyimak Cerita Di Sekolah Dasar

Listening activities are used more often than other language skills. However, students often have difficulty listening to learning. The pair storytelling model has been proven to improve learning processes and outcomes, one of which is students' listening skills. The purpose of this research is to find out how the pairing storytelling learning model can improve story listening skills in elementary schools. This research is expected to provide recommendations for teachers and educators in selecting and implementing effective learning models to develop students' listening skills. In addition, it can provide a better understanding of the importance of interactive and collaborative learning in improving students' listening skills. This research is a qualitativ research with a type of research approach in the form of literature studies or literature studies. The stages of the literature study method include; Identification of research objectives, Search for literature sources, Selection of Literary Sources, Analysis of Literary Sources, Synthesis and Interpretation. The results showed that Paired storytelling is an effective approach to improving listening skills and can overcome students listening difficulties and help improve their understanding of learning material.

New Approach to Design and Assess Metaverse Environments for Improving Learning Processes in Higher Education: The Case of Architectural Construction and Rehabilitation

This research paper has defined and applied a new approach to develop and optimize augmented reality-based metaverse environments for learning construction and rehabilitation in architectural studies. This research paper is part of a broader project that aims to improve the learning process of architectural students by approaching construction and rehabilitation realities to the classroom in a feasible and pedagogical way. The approach has been applied successfully to develop a new environment with augmented reality that allows teachers to carry out activities using computers, tablets, cellphones and smartphone headsets in classrooms. Students’ satisfaction regarding the new environment is high, though there is room for improvement. The assessment of this new environment has involved both questionnaires and a multicriteria decision-making method which have holistically evaluated the new proposal by achieving complementary results. The main advantages of this new environment are in terms of application and inclusion, while its weaknesses will be solved in future steps that will introduce both mixed reality, to enlarge students’ perception and comprehension, as well as neuroeducation, to diminish students’ potential annoyances and dissatisfaction.

Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment.

The goal of the present study was to investigate the effects of automatically generated, adaptive feedback on daily self-regulated learning (SRL) in an experimental field study. University students reported their application of SRL strategies in the morning and in the evening over the course of 36 days using electronic learning diaries. Students were randomly assigned to the experimental group with feedback (LDF, n = 98) or the control group without feedback (LD, n = 96). Based on their self-reports, students in group LDF received daily written feedback regarding their satisfaction with the study day, adherence to time schedule, procrastination, and effort. This feedback either reinforced students in their study approach (confirmative feedback), encompassed information on learning outcomes or processes (informative feedback), or included feed forward on how to improve learning processes (transformative feedback). Multilevel analysis of daily process data revealed better average goal setting, planning and adherence to time schedule, as well as higher self-efficacy, and satisfaction with the study day in group LDF compared to group LD. Motivation, procrastination and effort were not affected by feedback. In contrast to the process measures, pre-post comparisons of students' self-reported general use of SRL strategies (trait measures) did not reveal any effects of feedback on SRL. Further explorative analyses investigated the effects of confirmative, informative, and transformative feedback on next day's learning behavior, showing that confirmative and transformative feedback had stronger effects on students' satisfaction and procrastination than informative feedback. Transformative feedback, which included specific strategies for moving forward, was effective in improving time management. Results provide theoretical insight into the interplay of feedback and SRL and offer practical implications regarding the design of feedback in a learning context.

Organizational improvisation and corporate green innovation: A dynamic capability perspective

AbstractThe march toward fusing business with sustainability is articulated with the hope of offering solutions to global environmental degradation. Green innovation is often regarded as an effective strategy to induce double externality with positive innovation and environmental spillovers. Despite numerous research works on determinants of green innovation, the key question, however, whether and how organizational improvisation exerts its influence on innovatively being green is still unsolved. On this basis, the current study seeks to demonstrate a connection between organizational improvisation and corporate green innovation. According to the presented theoretical framework, organizational improvisation, which serves as a catalyst for improving learning processes, promotes green innovation. Furthermore, dynamic capabilities mediate this relationship, and top management risk aversion could weaken the successful transformation of substantive innovation and being green. Empirical evidence is found based on a sample of Chinese manufacturing firms with a moderated mediation analysis. These results extend the understanding of the role of improvisation in green achievements towards the fusion of unplanned change and order.