Intellectual Engagement Research Articles

Analysing the impact of gamification training on reinforcing the relationship of ISA employee engagement and employee task performance – empirical study

Purpose This paper aims to examine the effect of gamification training on employee task performance within the context of intellectual, social and affective (ISA) employee engagement in India. The use of gamification in training as a possible precursor to increased employee engagement is a fascinating research topic, especially as employee engagement is becoming an increasingly important factor in workplace success. Design/methodology/approach To achieve the aim of this study, 300 responses were obtained from employees in an Indian company using online surveys to quantitatively assess levels of employee engagement and task performance. Statistical tests like SPSS 20.0 and Smart PLS 3.0 were run on the collected data to see if gamification training led to significantly higher levels of employee engagement and if this engagement had an effect on task performance. Findings Result tells that social and affective engagement mediates the relationship between gamification training and employee task performance in gamification-using organisations, relative to intellectual engagement. As social and affective engagement has considerable positive effects on employee job performance and gamification training, gamification training is a critical approach for organisations to implement to increase employee engagement and, consequently, performance. Originality/value Using an innovative variable of employee engagement – specifically, ISA employee engagement – the authors have sought to establish a mediating link between gamification and employee task performance. Therefore, the study’s designs have practical value for organisations because they incorporate the ISA engagement scale into a game-based learning environment.

A home without secrets or lies on family & writing poems of childhood sexual assault

ABSTRACT In this short memoir, the author uses personal narrative, research, and popular literature to analyze her first book of poetry on childhood sexual assault and the social consequences of choosing to write a trauma narrative. As the author shows, writing her first book was an intuitive experiment of poetic therapy as well as an intellectual engagement with an artistic medium that becomes, through its production and publication, an example of the psychological benefits of writing these narratives while also inspiring negative familial responses. Drawing from the voices of other writers, this memoir argues that survivors of assault should write their experiences despite negative social responses, contending that the emotional and psychological benefits of doing so well outweigh social invalidation. Shame is examined as an inevitable consequence of assault that can be confronted through the act of writing, and memory as an unreliable resource the writer must choose to trust.

The Role of Experiential Learning in Transforming Music Appreciation Education and Pedagogical Practices

This study examines the role of experiential learning in transforming high school music appreciation education. Grounded in the experiential learning theories of John Dewey, Kurt Lewin, and Jean Piaget, the research explores how active and immersive approaches can enhance students' emotional and intellectual engagement with music. Utilizing a mixed-methods approach, the study incorporates teacher interviews, student surveys, and a case study centered on a specific music lesson (Homesickness Melody). Results indicate that experiential learning fosters creativity, deeper emotional connections, and critical thinking skills, while addressing some of the limitations of traditional music teaching methods. However, challenges such as teacher readiness, resource availability, and student participation were identified as key barriers to implementation. The case study demonstrated the effectiveness of kinesthetic and sensory activities in enhancing students' appreciation of music. Overall, the findings suggest that experiential learning offers a promising pedagogical strategy for music education, promoting both aesthetic literacy and emotional engagement.

The Impact of Perceived Inclusion Climate for Leader Diversity (PICLD) on Organizational Justice and Its Effects on Employee Engagement, Emotional Wage, and Happiness at Work

In today's globalized world, workplace happiness is an increasingly important concern for many organizations, as it has a direct impact on employee productivity and well-being. An inclusive and equitable work environment plays a significant role in creating conditions that support employees' emotional and intellectual engagement, as well as providing emotional rewards that can increase their happiness. This research aims to analyze the impact of Perceived Inclusion Climate for Leader Diversity (PICLD), Organizational Justice, Employee Engagement, and Emotional Rewards on Workplace Happiness. Using a quantitative approach and survey method, data was collected from 248 employees working in various companies in Indonesia. The results showed that PICLD has a positive and significant influence on perceptions of workplace justice, which in turn increases employee engagement and emotional rewards. Employees who perceive fair treatment are more engaged and receive emotional rewards that improve their well-being. Employee engagement and emotional rewards are shown to have a positive impact on workplace happiness, so employees who feel emotionally rewarded tend to be more satisfied and happy. The implications of this research emphasize the importance of creating an inclusive, fair and supportive work environment to increase employee engagement, emotional well-being and happiness at work.

Proclaiming the Qur'an and its Translation in Mosques: Phenomenological and Ethnomethodological Approaches

The recitation of the Qur'an has become a ubiquitous practice in mosques and Islamic boarding schools, fostering a profound acculturation between Arab culture and local culture. This phenomenon is particularly evident in institutions such as the Ponpes Ulul Albab Mosque, where the ritualistic recitation of the Qur'an serves as a cornerstone of religious and cultural identity. This research employs a phenomenological and ethnomethodological approach to evaluate the effectiveness and societal responses to this activity. By examining the lived experiences and social interactions surrounding Qur'anic recitation, this study aims to elucidate the complex dynamics involved in the cultural transmission of Islamic practices. The findings of this research indicate a positive acceptance from the community, with significant affective, cognitive, and conative impacts. The affective dimension reveals a profound emotional resonance among participants, as the recitation of the Qur'an evokes feelings of spiritual connection and communal solidarity. The cognitive dimension highlights the intellectual engagement and understanding that arises from the meticulous study and recitation of the sacred text. Furthermore, the conative dimension underscores the motivational and behavioral changes observed among participants, as they strive to perfect their recitation skills and integrate these practices into their daily lives. This study contributes significantly to the understanding of modern religious practices and cultural interactions in the context of Qur'anic recitation in mosques.

Performatives Theoretisieren: Geschriebene Vernetzungsdynamiken zwischen Theorie und Praxis in Roland Barthes’ Essay Die Lust am Text

Abstract Roland Barthes’ seminal work, The Pleasure of the Text, represents a critical juncture in poststructuralist discourse, offering an incisive examination of the complex interplay between text theory and the praxis of writing. This investigation seeks to encapsulate Barthes’ multifaceted exploration, which deliberately eschews a singular, definitive conceptualization of text. Instead, Barthes ventures into a nuanced investigation of how theoretical frameworks are intricately woven with the act of writing, thereby presenting textuality as an inherently performative act. This performative aspect challenges entrenched interpretations and mandates a reevaluation of textual paradigms. Barthes’ intellectual engagement with the notion of text unfolds through a continuous dialogue articulated across a multitude of theoretical fragments. Collectively, these fragments foster a diverse and richly textured discourse. However, they resist consolidation into a monolithic theory of text, highlighting instead a »mechanism of endless reflexivity«. This metaphor underscores the profound interconnectedness between theoretical contemplation and the praxis of writing, a cornerstone for understanding the depth and breadth of Barthes’ scholarly contributions. At the heart of Barthes’ inquiry is his distinctive writing style, serving as a prism through which the performativity of textuality is examined. Barthes initiates a paradigm shift from the conventional literary work to the broader construct of the text, irrevocably intertwining textuality with the performative dynamics of writing. This shift introduces the concept of an »infinite text«, predicated on a dynamic reimagining of the text that advocates for an open-ended, fluid conceptualization over static, fixed definitions. In his ambitious endeavor to dissolve the binary between meta-language and object language, Barthes posits that engagement with texts inexorably leads to a realm where theory is not merely reflected upon but is performatively enacted. This reconceptualization of theory as a performative act posits the integration of theory and practice as foundational to theoretical exploration, challenging traditional academic demarcations and proposing a more cohesive, dynamic approach to the study of textuality. The Pleasure of the Text stands as the epitome of Barthes’ exploration of text theory, showcasing a writing style that exemplifies the seamless integration of theory and practice. Within this context, Barthes enacts a praxis of writing that transcends mere theoretical reflection, engaging in a performative exploration of textuality. Consequently, the text becomes a vibrant nexus where theory and practice merge, fostering a reconceptualization of textuality that extends beyond conventional scholarly parameters. Barthes’ methodology in The Pleasure of the Text underscores the performative realization of theoretical concepts through the act of writing itself, advocating for a dynamic, pluralistic vision of text theory. This work emerges as an intricate interplay of theory fragments that blur the traditional distinctions between literature and theory, advocating for a novel understanding of theory formation as an act of textual labor. This labor encompasses not merely the production of texts but entails a profound act of theoretical engagement and articulation, thereby elevating the discourse on textuality to new heights. Furthermore, Barthes’ text engages deeply with the reader’s role and the cultural implications of textuality, emphasizing the performative nature of both writing and reading. This aspect of performativity serves as a mirror to the performative facets of writing explored by Barthes, creating a symbiotic relationship between the text and its reception. Through this lens, Barthes invites readers to navigate the dualities of pleasure and bliss, the familiar and the disruptive, underscoring the active, performative engagement required in the reading process. In summary, this study delineates Barthes’ radical interrogation of text and theory through The Pleasure of the Text. His pioneering writing style inaugurates new experimental spaces that redefine the nexus between theory and practice, thus recalibrating the role of textuality within the realm of poststructuralist thought. Barthes not only interrogates the concept of text but also deliberates on its implications for readers and the broader cultural discourse, highlighting the performative dimensions of writing and reading. In doing so, Barthes’ work compels a reevaluation of textuality, advocating for an acknowledgment of its performative dimensions in the ongoing exploration of textual meaning and interpretation. Through The Pleasure of the Text, Barthes offers a meditative reflection on the potentialities and limitations of writing as a form of theoretical praxis, inviting scholars and readers alike to reconsider the essence of textuality in the contemporary intellectual landscape.

How Students Learn during the Pre-Briefing and Observation of Facilitation in a High-Fidelity Patient Simulation: A Narrative Analysis.

The rapid development of technology has led to the emergence of innovative teaching approaches, such as high-fidelity patient simulation (HFPS). HFPSs have been shown to significantly enhance students' decision-making and intellectual skills. This study aimed to investigate how students learn from the pre-briefing to observation period of the facilitation of the HFPS based on the original quasi-experimental studies. This study analyzed the narratives from 92 students in the intervention group about their learning during the pre-briefing and observation of facilitation. The results indicated that the students learned more independently, received better support and resources for learning, were provided with more appropriate and safe care for the simulated case, and developed higher-level intellectual skills, such as self-directed learning, critical thinking, and clinical reasoning. Importantly, the structured guidelines provided roles and responsibilities and guiding questions or aspects for observation that directed the students to learn more actively and effectively while performing their roles in the HFPS. The structured guidelines serve as a roadmap to instruct students on learning during pre-briefing and applying what they have learned during the facilitation of the HFPS. This roadmap includes the learning journey from novice to competence in knowledge and skills and also from knowing to application. Therefore, this study's results have contributed important knowledge about well-structured HFPS guidelines for all stages of the HFPS, addressing the need for adequate guidance and learning support during the pre-briefing and observation of facilitation. The elements identified during the pre-briefing and observation of facilitation are crucial for directing students to learn and significantly enhance their understanding and application of knowledge and skills, ultimately promoting the development of higher-level intellectual skills, professionalism, and engagement. Nurse educators can incorporate these elements into HFPS training in curricula to enhance students' involvement and optimize the HFPS as an effective teaching tool with structured guidelines providing guidance and support throughout various stages of HFPS training.

Fostering resilience and post-traumatic growth in overseas Chinese left-behind children: The role of autonomy, competence, and relatedness.

This study examines the impact of parental migration on the psychological well-being and development of left-behind children (LBCs) in Zhejiang, China, within the broader context of the country's rural transformations and urban migration. It investigates how intellectual and relational engagement (RE), autonomy (AUT), competence (COM), and relatedness (RES) contribute to resilience (REL) and post-traumatic growth (PTG) in these children, reflecting on the shift from viewing parental separation merely as a source of trauma to recognizing its potential to foster significant personal growth. Utilizing a cross-sectional design, the research was conducted in April and May 2023 with 1348 LBCs from a total sample of 4049 students inZhejiang. A two-step random, stratified, cluster-based sampling strategy was employed, and structural equation modeling was used to examine the hypothesized relationships among the constructs. The statistical analysis demonstrated significant positive effects of intellectual engagement (IE), AUT, COM, and RE on both REL and PTG (p<.05 for all). IE strongly correlated with AUT (r=.68, p<.001) and COM (r=.71, p<.001), enhancing REL and facilitating PTG. Additionally, the presence of secure and consistent relationships was identified as crucial for maintaining psychological well-being, with high correlation coefficients (r>.60) underscoring their importance. Notably, REL was found to moderate the relationships among RES, COM, and PTG, highlighting its critical role in the psychological adaptation of left-behind children. The study underscores the importance of nurturing intellectual and REs, AUT, and COM to enhance psychological REL and well-being among LBAs. These elements are crucial for supporting the mental health and developmental needs of children facing the challenges of parental migration. The findings advocate for targeted interventions that can address the unique needs of this vulnerable population, emphasizing the potential for growth and adaptation despite adversities.

Exploring the Impact of Cultural Destinations on Residents' Well‐Being: Case of Katara Cultural Village

ABSTRACTThis research employs a Grounded Theory approach to investigate the impact of cultural destinations on residents' well‐being, focusing on the case of Katara Cultural Village in Qatar. Through 23 in‐depth interviews with foreign residents, our research reveals significant positive influences on well‐being, including cultural and intellectual engagement, social interactions, mental and emotional fulfillment, and physical health. The findings of our research provide a foundation for further exploration and contribute valuable insights for academic discourse on cultural destinations. Furthermore, our research offer practical implications for destination managers and policymakers seeking to enhance residents' quality of life through strategic cultural investments.

"Establishing healthy habits and lifestyles early is very important": parental views of brain health literacy on dementia prevention in preschool and primary school children.

Parents have the potential to drive healthy lifestyle behaviors through educational initiatives. This study aims to understand the prevalent thoughts and perceptions parents have toward brain health educational programs for preschool and primary school settings, whilst also contributing to a comprehensive understanding of the role parents can play in the broader context of dementia reduction strategies and the cultivation of brain health awareness among children. Parents with children aged between 2 and 11 years old were interviewed about their current knowledge of dementia, prior beliefs, current lifestyle factors and opinions on educating their children from a young age on the topic of dementia literacy. Thematic deductive analysis was employed to systematically categorize and interpret the qualitative data obtained from these interviews. Thirty parents (M age = 38.6, SD = 4.9, Range = 32-48) identified three core themes on nurturing bodies and minds (e.g., conceptualizing the link between intellectual engagement, continuous learning, and the prevention of cognitive decline), brain health literacy (e.g., current knowledge and awareness of brain health, dementia and associated stigma, and provision of age-appropriate health literacy) and parental concerns (i.e., barriers to initiating conversations about dementia with children and strategies to address and alleviate parental concerns). Parents possessing prior knowledge of dementia and its modifiable risk factors exhibited greater propensity to educate their children on the associated risk factors. Our study highlights the vital influence of parents' experiences, health literacy, and education on the acceptance of brain health education for children. Future interventions should target stigma reduction, enhance awareness, and offer accessible information on modifiable dementia risk factors, enabling a conducive environment for active parental involvement in educating children about brain health and contributing to future well-being.

O anatomii radości – w archiwum

Joy as a destabilizing, unpredictable, and ephemeral emotion, laden with ethical dimensions, can also manifest itself as a consequence of intellectual engagement (Misrahi, Lénoir). Pleasure, joy, happiness are recurrent themes in the literature of scholars delving into the intricate realm of “recalcitrant” manuscripts. Drawing upon examples from Agamben, Corti, Farge, Grésillon, and Zweig, this article delineates a phenomenology of joy within archival contexts. From the anticipation of receiving the “living material”of a manuscript to the “slow and unprofitable” process of transcribing the “intimate signs” of writing, and through the act of reading where “passion and reason” intertwine, the experience of joy can astonish those who immerse themselves in the traces of others’ words, within the perpetually unfolding vistas of archival papers, like a universe in miniature.

The messy art of conversation in practical theology: explorations and reflections

ABSTRACT Using autoethnography, the authors (a Muslim woman and a Christian man) reflect on their co-creation of a podcast series, ‘Conversations in Practical Theology’, which they commenced in 2017. Locating the precipitating factors in their experiences of the British and Irish Association for Practical Theology (BIAPT) conference that year, and their respective faith contexts of Islam and Christianity, they test Stephen Pattison’s 2020 proposal that practical theology is fundamentally a practice of conversation. They argue that through encountering one another (and themselves) in podcasting, it is the eclecticism and haphazardness of their intellectual engagement, crucially as representatives of no-one but themselves, that Pattison’s contention of the messiness of good practical theological conversation is upheld.

The art of the seminar and the power of small things

ABSTRACT Jeffrey Goldfarb’s intellectual engagement in the public sphere is rooted in his commitment to the seminar as a unique form of pedagogy, social interaction, and democratic deliberation. His skill around a table is, however, not only a craft that has been honed in the classroom; Goldfarb’s art of the seminar has also travelled geographically and virtually onto various platforms. His commitment to dialogue continues to serve as a way in which individuals can engage with one another across differences. From his early fascination with conversations around kitchen tables in communist Poland to the Democracy and Diversity Summer Schools that he organised with colleagues while teaching at the New School, from the virtual forums of Deliberately Considered, Public Seminar and The Democracy Seminar to his current professorship at the American University of Afghanistan, Goldfarb invites faculty and students to engage with one another to think critically about the pressing problems of our increasingly fractured world.

The Catholic university’s integral purpose: A multi-dimensional perspective

This study examines how contemporary frameworks of corporate purpose can inform the purpose of Catholic universities. It defines corporate purpose as a central objective that provides meaning to members and contributes to societal value, delineating inside-out and outside-in perspectives, and head, heart, and hands dimensions. Applying these frameworks to Catholic institutions, the paper discusses the importance of aligning purpose with Catholic beliefs, fostering intellectual inquiry, moral formation, and engagement with societal challenges. Then, it delves into how Catholic universities integrate organizational purpose with individual purposes both in Catholic and non-Catholic members. It examines the concepts of purpose fluidity and synergy, which enhance alignment between personal and organizational purposes. Strategies for promoting these concepts, such as clear communication and consistent management, are discussed. Ultimately, integrating these frameworks enhances our understanding of the multifaceted role of Catholic universities’ purpose in contemporary society.

The Museum Journey: Phenomenological Exploration of User Experience in the Bahrain National Museum

The design of museums has significantly evolved over the years, from simple exhibitions of artifacts to immersive andinteractive experiences. This paper explores the pivotal role of architectural phenomenology in shaping visitor’sexperience in museum design. We aim to achieve this goal by adopting a qualitative research approach of the BahrainNational Museum. The museum is an excellent example of how architectural phenomenology can cater to creating aspace that has meaning beyond its physical dimensions. By analyzing the museum's design elements, we identify keycontributors to the emotional and intellectual engagement of visitors with the museum environment. The findingsreveal that incorporating phenomenology principles has significantly elevated the overall design quality of the museumand provides visitors with a unique and immersive experience that highlights Bahrain's rich history and culturalheritage. Ultimately, this knowledge can inform future museum designers and professionals, leading to more effectiveand rewarding experiences for museum visitors.

Religious feelings in early and late adulthood

ABSTRACT The aim of the study was to compare different phases of adulthood in terms of religious feelings. To achieve this objective, semantic subgroups derived from expressions of religious feelings encompassed positive and negative qualities, situational context, and regulatory strategies. This process was rooted in Walesa’s cognitive-developmental theory of integral religious development. Under positive qualities, the subcategories included reflexivity, multiple feelings, trust, joy, and love. Negative qualities yielded subcategories of anger, reflexivity, lack of negative feelings, transformation, grief, and multiple feelings. The situational context subcategory was defined by intellectual evaluation, religious practices, and engagement in religious situations. Regulatory strategies encompassed subcategories related to secular and religious life issues, as well as orientation towards eternity. The study included 160 Catholics, with 80 in early adulthood and 80 in late adulthood. Analyses revealed significant differences between these groups across all categories. Early adulthood featured diverse, multifaceted religious feelings, while late adulthood exhibited more uniform, coherent religious feelings, including trust, religious engagement, and orientation towards eternity. Moreover, multilayer perceptron analysis effectively predicted developmental stages based on specific subcategories, shedding light on the dynamic nature of religious feelings across the lifespan and contributing valuable insights to the field of psychology of religion.

EFL LEARNERS’ PERSPECTIVES ON THEIR ENGANGEMENT THROUGH HYBRID LEARNING

The present research explores the perspectives of EFL students at IAIN Bone on their engagement in hybrid learning, concentrating on their perceptions and experiences. This research uses qualitative techniques, such as interviews, and observations, to collect information from EFL students engaged in hybrid courses. The results provide light on the attitudes of the learners regarding hybrid learning. The results of this research, the researchers found that there were four learners engagement after doing the observation, they were: personal, academic, intellectual and social engagement. (1) Learners’ personal engagement included things like their needs in learning style, experiences, readiness, hopes, attention, and motivation in learning. (2) Learners’ academic engagement includes organizing, managing time efficiently and their critical thinking. (3) Learners’ intellectual engagement included the frequently of the first quality that lecturer mention when discussing the lessons they have learned from. (4) Learners’ social engagement included learner's capacity to foster relationships and create communities. On the other hand, the result of interviews, it showed that the learners’ perspectives on their engagement toward hybrid learning such as: hybrid learning is flexible and effective, hybrid learning is interactive learning, it can access digital resources and adjust learners’ need, it integrated synchronous and asynchronous learning techniques.

Open Spaces in a Institutional Campus Leads to Active Environment

Institutional campuses serve as dynamic hubs for learning, collaboration, and community engagement. This paper explores the pivotal role of open spaces within these environments in cultivating activity and vitality. By examining various design elements and their impact on human behaviour, this study elucidates how the strategic integration of open spaces can enhance campus life and promote physical, social, and intellectual engagement. Through case studies and analysis of existing literature, the paper highlights the multifaceted benefits of open spaces, including improved mental well-being, enhanced creativity, and strengthened social connections. Additionally, considerations for inclusive design and sustainable practices are discussed to ensure that open spaces contribute to an equitable and resilient campus environment. Ultimately, this research underscores the significance of thoughtful planning and design interventions in creating vibrant and active institutional campuses that foster holistic development and enrich the overall student experience. Keywords :- Campus ; Open Spaces ; Environment ; Green Space

Combating Student Alienation Through Assignment Design

In recent years, increased attention has been paid to mental health struggles among students, and a range of interventions have been proposed to improve student retention and learning through “trauma-engaged pedagogy” and “cultures of caring.” Drawing on the insights of affect theory, we argue that such a focus, although possibly helpful, ignores the role of alienation as a factor in student struggles. We further argue that assignment design is an overlooked and crucial site of student alienation, arguing that culturally relevant or politically inspiring readings and curricula will do little to ensure student engagement if assignments are arbitrary, artificial, and appear as simulacra of academic writing rather than as real sites of intellectual engagement. Drawing on our many years of experience as composition teachers at a community college as well as the work of colleagues and scholars and traditions of progressive pedagogy, we then suggest some criteria for assignments that foster engagement, offer lists of examples of such assignments, and outline a few of them in detail.

Intellectual Deepening Influences the Development and Expression of Introversion

This scholarly investigation delves into the neurological interplay between enhanced intellectual engagement and social interaction preferences, focusing on the critical role of specific brain regions and neurotransmitter modulation. Activation patterns in the hippocampus and the prefrontal cortex, particularly influenced by neurotransmitters such as dopamine and serotonin, are explored in relation to their impact on memory enhancement and social motivation. Elevated activity in these brain areas can enhance retention of intellectually stimulating stimuli, potentially fostering social isolation. This research elucidates the neurochemical variations that influence social engagement capacities and clarifies the underlying biological mechanisms predisposing highly intellectual individuals to favor isolation over less stimulating social interactions. This study aims to deepen the understanding of how neuroanatomical and neurochemical dynamics shape introverted behaviors and preference for solitary activities, thereby influencing social integration processes.