Initial Learning Research Articles

Study of the positive impact of play on teaching children Fine Arts

In connection with educational reforms and continuous development of educational technologies, the traditional form of education faces new challenges and requirements. Modern education puts students in the centre of attention, emphasizes the independence of the learning process and versatile development. Especially in fine arts, the traditional form of teaching often causes children to feel bored. Traditional teaching models are mainly teacher-centred, emphasize one-way transfer of knowledge and ignore students’ motivation and initiative in learning. The purpose of this study is to investigate the importance of games in developing children’s motivation in fine arts. Through observation and analysis of games and review of relevant literature, it is found that games play a positive role in developing children’s motivation in fine arts. Gamification can also increase children’s interest and participation in art education. By introducing game elements into art education, children are found to be more engaged in the learning process. In addition, games can stimulate children’s creativity and imagination, improve their sense of aesthetics, and enhance their understanding and appreciation of fine arts. Thus, play methodology can be one of the effective means of primary art education.

高影响力教学在大学英语课堂中的应用

With the acceleration of globalization and the increasing demand for cross-cultural communication, the teaching methods of college English classes need to be constantly innovative. High-impact teaching is a studentcentered teaching method, which aims to stimulate students’ learning enthusiasm and initiative through diversified teaching activities and teaching resources, and cultivate students’ comprehensive quality and ability. This paper aims to explore the application of high-impact teaching in college English classes and puts forward some specific application strategies and suggestions through analyzing the theoretical basis and characteristics of high-impact teaching and combining with the actual situation of college English classrooms. This paper holds that high-impact teaching can effectively improve students’ learning motivation and interest, promote students’ active learning and cooperative learning, improve students’ comprehensive English application ability and cross-cultural communication ability, and also improve teaching quality and effect. This paper also looks forward to the future research direction, hoping to provide more in-depth theoretical and practical support for the application of highimpact teaching in college English classes.

أثر التحول الرقمي في تطوير أداء العاملين بالتطبيق على هيئة تقويم التعليم والتدريب في المملكة العربية السعودية

The study aims to demonstrate the impact of digital transformation in developing the performance of individuals working in the Education and Training Evaluation Commission in the Kingdom of Saudi Arabia, in a way that ensures the proper application of this modern digital technology, which helps improve operational efficiency within all departments and departments of the Education and Training Evaluation Commission, and from the results using the descriptive approach, the management used The questionnaire for a sample of 100 workers that the study found is that there is a positive impact on some dimensions of digital transformation: 1- There is a deficiency in the digital transformation process in the Education and Training Evaluation Authority and a weakness in the institutional structure necessary for the digital transformation process in the Education and Training Evaluation Authority. 2- There is a desire among the working cadres The company has to carry out digital transformation to facilitate business and help speed up the completion of tasks. Among the most important recommendations and proposals that the study concluded are the following: 1- The most important recommendation is to give employees with digital talent freedom of action as well as the ability to implement the necessary changes. The company should remain open in accepting failures as digital talents are created and experimented with. Digital talent prefers to work in an environment with a culture that allows and encourages creative thinking and flexibility. 2- Management should be developed within the company in which employees take the initiative in learning and developing their digital capabilities and are rewarded accordingly. This will motivate employees to develop their digital skills. A system of monetary and non-monetary incentives must be created for employees who proactively acquire the digital capabilities needed by the authority.

A Preliminary Study on the Application of Step-By-Step Case Teaching in Gastroenterology Ward Rounds

Purpose: To analyze the practical effect of applying step-by-step case teaching in gastroenterology ward rounds. Methods: 72 clinical medical students interned in the Gastroenterology Department of our hospital from February to October 2023 were divided into the control group and the observation group according to the mean score method, with each group having 36 students. The control group adopted the traditional clinical teaching mode and the observation group implemented the step-by-step case teaching mode. The teaching effect and teaching method were evaluated through the theoretical knowledge test, the clinical skills examination, and the teaching method recognition survey after the end of the teaching. Results: Students in the observation group scored higher than those in the control group in the examination of theoretical knowledge and clinical skills in gastroenterology (P < 0.05); students in the observation group recognized the step-by-step case teaching method more than those in the control group in terms of improving motivation and initiative in learning, consolidating theoretical knowledge, improving clinical skills, and fostering team spirit and clinical thinking (P < 0.05). Conclusion: The application of step-by-step case teaching in gastroenterology ward rounds can significantly enhance students’ learning motivation, enable students to have a deeper understanding of the basic theories of gastroenterology, and better master the practical skills of history taking, physical examination, diagnosis, and the development and implementation of treatment plans in gastroenterology, which is worth to be widely used in clinical education.

Discussion on the Construction and Application of Virtual Reality-Based Curriculum Resources for Kindergarten Education

The construction of early childhood curriculum resources serves as a vital vehicle and precondition for the implementation of collective teaching activities in kindergartens. However, traditional curriculum resources based on graphic language or the linguistic descriptions of early childhood educators often fail to provide children with an immersive experience during collective teaching activities, leading to a lack of initiative and interest in learning. This paper discusses the methods for building a kindergarten curriculum resource library and, based on this foundation, employs virtual reality technology for three-dimensional modeling of the library to enrich the curriculum resources in kindergartens. Furthermore, this paper proposes to train early childhood educators in virtual reality technology to enhance their abilities to operate and utilize virtual reality equipment, which can emphasize the children’s central role in the learning process, better achieve educational goals, and improve teaching outcomes.

Research and Discussion on Flipped Classroom Combined with Case-Based Learning in Pharmacoeconomics Teaching

Objective: To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching. Methods: The students majoring in clinical pharmacy in 2019 were selected as the study subjects, and the cost-effectiveness analysis of different dosage forms of Yinzhihuang in the treatment of neonatal jaundice was selected as the teaching case. The flipped classroom combined with case-based learning teaching method was used to carry out theoretical teaching to the students. After the course, questionnaires were distributed through the Sojump platform to evaluate the teaching effect. Results: The results of the questionnaire showed that 85.71% of the students believed that the flipped classroom combined with case-based learning teaching method was helpful in mobilizing the learning enthusiasm and initiative, and improving the comprehensive application ability of the knowledge of pharmacoeconomics. 92.86% of the students think that it is conducive to the understanding and memorization of learning content, as well as the cultivation of teamwork, communication, etc. Conclusion: Flipped classroom combined with case-based learning teaching method can improve students’ knowledge mastery, thinking skills, and practical application skills, as well as optimize and improve teachers’ teaching levels.

Research of Design and Development of Educational Game

The current social background shows the development trend of a "learning society", and lifelong learning is regarded as an effective way for social individuals to meet the challenges of the rapid growth of knowledge, shortening of information update cycle and accelerating iteration frequency. In this context, educational games, as an innovative form of education, are gradually receiving social attention. Educational games have the characteristics of combining entertainment and education, which can provide a more attractive and interesting learning experience, so as to stimulate learners' learning interest and initiative. This paper mainly studies how educational games are designed and the current situation and prospects of educational games. The purpose of this paper is to explore how to make better educational games nowadays, when educational games are becoming more and more common but the quality is uneven. This paper is mainly through literature analysis and review research. This paper finds that the production of educational games needs to create a learning environment, stimulate learning interest and keep players learning.

Dimensions of scale: Connected Learning Initiative (CLIx)—a case study of educational technology initiative in India

Dimensions of scale: Connected Learning Initiative (CLIx)—a case study of educational technology initiative in India

Utilization Of The Millealab Application As A Virtual Reality Media To Support Self-Directed Learning

Self-directed learning is a process of organizing, finding, and even evaluating information or learning messages without help from others. MilleaLab is a VR-based application that can provide an immersive learning experience to support learners when doing independent learning. The purpose of writing this article is to conduct a literature study related to the utilization of MilleaLab application to support independent learning. The research method used is qualitative literature study. Data collection techniques through literature study of 25 relevant research articles within the last five years. Findings: (1) MilleaLab can be used anytime and anywhere according to one's own learning initiative. (2) MilleaLab can improve the understanding of abstract concepts, learning motivation, and learning outcomes of students, (3) MilleaLab is used as an immersive and interesting VR-based alternative learning media. The results of this study not only describe the MilleaLab application, but also the utilization of VR technology through the MilleaLab application to support immersive and interesting independent learning of students.

Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development

This article is a self-narrative of our 18-year research into the Technological Pedagogical Content Knowledge (TPACK)-guided professional development of teachers in ICT-enhanced mathematics learning. Using autoethnography as the methodology to elucidate our transformative personal evolution in implementing the TPACK model, we describe how we conceptualized and enacted the TPACK framework across three distinct phases of our research trajectory. In the first phase, our efforts focused on offering afternoon seminars and workshops on using educational software. Mathematics teachers attended the seminars and workshops voluntarily. In the second phase, we concentrated on designing programs guided by the principles of adult education, which emphasize the importance of learner autonomy and relevance, and socio-constructivist views of teacher professional growth, which stress the role of collaboration and reflection in learning. In the final phase, we adopted a systemic, school-based approach to investigating and expanding TPACK for mathematics and other STEM/STEAM teachers. At the end of each phase’s description, we delve into the profound lessons learned and how these led to a paradigm shift, expanding our perspective on TPACK as practitioners and researchers. Finally, we present a set of recommendations for future research and practice aimed at facilitating the sustainability of STEM/STEAM teacher professional learning initiatives.

Human Resource Management Practices and Firm Innovation: A Study of Technology Startups in Kenya

Purpose: The aim of the study was to investigate the human resource management practices and firm innovation: a study of technology startups in Kenya. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: In technology startups in Kenya, recruitment strategies drive product innovatio44n by attracting diverse talent, while training initiatives enhance process innovation by improving technical skills. Performance appraisals promote organizational innovation by recognizing innovative contributions, fostering a culture of continuous improvement. Unique Contribution to Theory, Practice and Policy: Resource-based view (RBV) theory, social exchange theory & diffusion of innovation theory may be used to anchor future studies on the human resource management practices and firm innovation: a study of technology startups in Kenya. Technology startups should prioritize employee development and learning initiatives to nurture a culture of innovation and continuous improvement. Policymakers should create a supportive regulatory environment that encourages innovation and entrepreneurship in Kenya's technology startup ecosystem.

A DEEP DIVE INTO GRADUATE STUDENTS’ SELF-EFFICACY AND ACADEMIC INTERACTION IN ONLINE LEARNING

Research into self-efficacy has received widespread recognition in the literature. However, little study has been done on students’ self-efficacy in asynchronous online academic interactions. This study examined graduate students’ self-efficacy in regulating their online interaction strategies. Grounded in the Asynchronous Online Self-Regulated Learning Inventory (AOSRLI), the study employed a virtual case study using an online self-assessment survey and focus group interview. Seventy-eight English education master students from two universities were approached and agreed to participate in the study. As a result, the study highlighted several critical findings: 1) lack of confidence in online interaction with the professors, 2) closed-mindedness to criticism, 3) self-fanaticism, and 4) the need for self-dialoguing and self-navigation. The students were commonly inactive, indifferent, and demotivated in their asynchronous online interactions, thus creating ineffective learning communication among them. Self-regulated learning cannot grow alone and rely on the students’ in-person learning initiatives, whereas they need pedagogical imperatives to scaffold their questioning, responding, and critiquing skills. The study suggests improving teachers’ scaffolding strategies and building students’ online community of practice to promote their activeness, engagement, and participation. The implication of this study calls for the inclusion of asynchronous virtual interaction skills into online learning pedagogy and CALL teacher education.

Professional learning for praxis development: reflections

ABSTRACT Praxis development remains invisible in many discussions of professional learning because professional educators take praxis development for granted as an indissoluble part of education and educational work. This special issue provides new insights into professional learning for praxis development, and about the conditions that enable and constrain the development of educational and social practices through professional learning initiatives. In the lead article in this special issue, Salo, Francisco and Olin Almqvist outline key features of professional learning for praxis development, which are extended in the later article by Francisco, Forssten Seiser and Olin Almqvist. Together, these important features are: power and solidarity, trust, recognition, agency, reflection, collaboration, and time. These are key ideas to be kept in mind in research and practice in professional learning, and in the organisation and administration of professional learning initiatives.

An individual adaptive ubiquitous learning paradigm: Focusing on the collection and utilization of academic emotions

At present, ubiquitous learning has been becoming an important learning style for college students. However, the current studies on ubiquitous learning mostly focus on aspects such as communication and data interaction methods, while ignoring students' academic emotions. In this paper, we propose an individual adaptive ubiquitous learning paradigm that focuses on college students' academic emotions. The paradigm collects and analyses students' academic emotions to grasp student's individual characteristics. Then, the adaptive planning and adjusting learning contents is beneficial for improving students' academic emotions and enhancing the ubiquitous learning effects, initiative and concentration. In this study, the 2-year-long comparative experiments and tracking analyses were conducted from four aspects: academic grades, average study hours in after-school spare time, academic emotions status and classroom participation. The experimental results show that the individual adaptive ubiquitous learning paradigm proposed in this paper has significant positive effects and impacts on college students' learning outcomes, initiative, engagement and academic emotions.

Assessing the Efficacy of the Integrated School Program in Taplejung, Koshi Province, Nepal: A Comprehensive Analysis of Educational Impact and Community Engagement

This study aims to assess the changes throughout school education activities in the Taplejung, district of Koshi province in Nepal. The semi-structured interview like Focus Group Discussion, Key Informant Interviews, sample surveys, and direct Observation methods was designed and used to capture the field information during 2022. The data divulged 92.80 percent respondents are feeling happy after infrastructure development, WASH and digital set up in the schools. The drop-out rate significantly down by 35 percent compared to the previous years. The school activities, now a days accelerating toward a progressive direction. The schools have high Graduation rate enrollment from 88 up to 120 percent from the past 2018 to 2020 of class 12. The dropout rate stable and down by 3 to 4 percent, and the distance learning initiatives in 2020 highly prioritized focus on the achievement, and results of 12 students. The community livelihood mode strengthened, as a result of 667 households have been adopted and earning from the coffee farming. The study concluded as the education program support is innovative and useful benefited by the communities and students; However, the long-term sustainability is challenging in coming days.

Qualitative evaluation of an edutainment intervention to prevent age-disparate transactional sex in Tanzania: Changes in educational aspirations and gender equitable attitudes towards work.

Age-disparate transactional sex is a major contributor to the disproportionate rates of HIV experienced by adolescent girls in sub-Saharan Africa, and a key driver of unintended adolescent pregnancy. This paper comprises one element of the impact evaluation of the Learning Initiative on Norms, Exploitation and Abuse (LINEA) radio drama intervention to prevent age-disparate transactional sex. It provides new insights into the radio drama's influence on distal drivers of age-disparate transactional sex identified in formative research: girls' own educational aspirations, and gendered attitudes towards work. The intervention, which targeted adolescent girls and their caregivers in the Shinyanga Region of Tanzania, uses an edutainment approach to prevent transactional sex between girls aged 12-16 years and men at least 5-10 years older. We distributed the 39-episode radio drama on USB flash drives to 331 households and conducted longitudinal in-depth interviews with 59 participants. We conducted a thematic analysis of endline (December 2021) transcripts from 23 girls, 18 women caregivers, and 18 men caregivers of girls (n = 59), and midline (November 2021) transcripts from a sub-sample of these participants: 16 girls, 16 women and 13 men (n = 45). Findings suggest the radio drama created an enabling environment for preventing age-disparate transactional sex by increasing girls' motivation to focus on their studies and remain in school. There was also strong evidence of increased gender-equitable attitudes about work among girls and women and men caregivers. These supported women joining the workforce in positions traditionally reserved for men and challenging the male provider role. Our findings suggest that the LINEA radio drama can supplement interventions that address structural drivers of age-disparate transactional sex. The radio drama may also have impacts beyond preventing age-disparate transactional sex, such as reducing girls' HIV morbidity and mortality, and challenging attitudes that promote sexual and gender-based violence to foster more gender-equitable communities across Tanzania.

Bridging Literacy Theory with Practice: Differentiated Academic Service Learning Projects with Children's Literature

AbstractThis academic service learning initiative enabled teacher education candidates to create research‐based family literacy activities around a diverse selection of children’s books. Each project included a detailed parent or caregiver letter, which provides an overview of the family literacy activity; materials and props; step‐by‐step procedures; prompting questions; ideas for differentiation to meet the needs of varied learning styles; and real‐world extensions. As pre‐service teachers selected from a menu of literacy strategies that fit their individual letter and project design, the concept of differentiation was being actively implemented. Pre‐service teachers reflected on the experience of creating the family literacy project and their future plans for involving families in their students’ literacy learning.

Design and Practice of Blended Teaching Mode Based on BOPPPS: Taking the Course "Management Information Systems" as an Example

The BOPPPS model is a new teaching mode proposed in recent years, advocating that the classroom should be student-centered and encouraging students to actively participate in classroom teaching. This paper addresses the issues in teaching the course "Management Information Systems" by combining the BOPPPS model with online and offline blended teaching modes for teaching design and practice. Firstly, the course design ideas are determined based on the BOPPPS teaching model. Secondly, the content "Planning of Management Information Systems and Its Planning Methods" is used as an example to describe the specific implementation process of the BOPPPS model in classroom teaching practice. Finally, the teaching effect and evaluation after the application of the BOPPPS teaching model are investigated and analyzed. The practice shows that the application of the BOPPPS model helps to stimulate students' interest and initiative in learning, strengthen the interaction between teaching and learning, standardize the classroom teaching process, and improve the quality of classroom teaching.

528 Midwest Translational Science (MTS): Building a regional CTSA community

OBJECTIVES/GOALS: Our vision is to build community amongst the Midwest CTSAs, harnessing our collective expertise to collaborate on translational science challenges and meet the needs of our region. We aim to create opportunities to network, share ideas, brainstorm solutions, address translational science topics, and achieve a range of deliverables. METHODS/STUDY POPULATION: Three individuals from the Chicago CTSAs (NUCATs, CCTS, and ITM) had been networking for a year and desired to increase opportunities to collaborate amongst other CTSAs. We developed an initial vision for a new group that would extend across the region, and we invited the TIN POCs from 16 Midwest CTSAs to join. In September, 2022, the group was launched with 20 members from 12 CTSAs. We hosted 12 monthly meetings via Zoom to discuss various topics (i.e., staffing, career training, e-consent, research design, and recruitment tools) via round tables or presentations. We developed a Google Sites website with resources, a discussion forum, and a group calendar. We solicited feedback via survey and follow-up discussion (i.e., most valuable about the group and what can be improved). RESULTS/ANTICIPATED RESULTS: During the past year, our membership grew to more than 30 participants, representing 16 CTSAs in nine Midwest states (IL, IA, IN, MI, MN, MO, KT, OH, WI). We engaged a total of 45 individuals at our meetings, with an average of 11 participants per meeting. Our discussions were lively and stimulated additional conversations, requests for guidance, sharing resources, etc., beyond the meetings. Feedback from the group was overwhelmingly positive. Members found many aspects of the group to be valuable (i.e., learning initiatives, processes, and best practices at other CTSAs) and provided practical suggestions for improvement (i.e., themes across a quarter or year). Members expressed interest in additional collaborations such as subcommittees, papers, and other initiatives. DISCUSSION/SIGNIFICANCE: We created a regional CTSA community that is very enthusiastic to convene, share innovations developed at their CTSA hubs, and assist one other. Future directions include an in-person retreat in the spring. Our approach can serve as a potential roadmap for developing regional CTSA collaborative groups across the nation.

Assessment of food availability in New Zealand primary schools

Childhood obesity and overweight rates in New Zealand are considerably higher than that globally with one in three children aged between 2-14 years being overweight or obese(1). Children’s dietary knowledge and food preferences are influenced by various factors including the food environment. Schools are an excellent setting to influence children’s dietary behaviours since they have the potential to reach almost all children during the first two decades of their lives. However, previous analyses indicate many school canteens and food providers do not supply foods that promote healthy eating and nutrition behaviours (2,3). The Ministry of Health (MoH) recently implemented a ‘Food and Drink Guidance for Schools’ which utilises a traffic-light framework dividing foods into three categories: ‘green’, ‘amber’, and ‘red’(4). The aim of this study was to assess primary school canteen food menus against the newly implemented MoH Guidance. A convenience sample of 133 primary school canteen menus were collected in 2020 as part of the baseline evaluation of the Healthy Active Learning initiative across New Zealand. Four researchers (three nutritionists and one dietitian) developed a menu analysis toolkit to undertake the analysis of all menus collected. The toolkit provided a breakdown of commonly packaged foods and meals/menu items available to purchase within schools based on Health Star Ratings, ingredients, and/or standard recipes. Assumptions were created for menu items requiring additional detail to be categorised according to the guidance through consensus by all four researchers. Primary school menus were coded by two researchers, and intercoder reliability was ensured by independent coding and cross-checking of 10% of menus. Descriptive and inferential analyses were conducted using IBM SPSS and P<0.05 denoted significance. Analyses of canteen menus revealed that most menu items belonged to the less healthy amber (41.0%) and red (40%) food categories. Low decile schools had a lower percentage of green food items (8.6%) and a higher percentage of red food items (48.3%) compared to high decile schools (p = 0.028). Similarly, schools in low deprivation areas had a significantly higher percentage of green food items (14.2%) compared to high deprivation areas (8.6%) (p = 0.031). Sandwiches, filled rolls, and wraps were the most commonly available items (86%) followed by baked foods and foods with pastry (71%). Sugar-sweetened beverages were just as prevalent as water on school food menus (54% each). Over half of in-house catered canteen menu items were classified as 'red’ foods (55.3%). This study highlights that most school canteens were not meeting the guidelines for healthy food and drink provision outlined by the MoH. Improving school food availability for children in socioeconomically deprived areas needs to be prioritised to reduce inequities. Findings suggest the need for more robust national policies and mandated school guidance to improve the food environments in New Zealand schools.