Educational Intervention Research Articles

Implementation and Effectiveness of National Learning Camp (NLC): Their Influence on Learners’ Performance

This descriptive-correlational study explored the implementation and effectiveness of the National Learning Camp (NLC) and their influence on learners' performance in the Schools Division of Iloilo, Philippines, for the academic year 2023–2024. The study involved 347 randomly selected secondary teachers specializing in English, Mathematics, and Science who volunteered in the NLC. Respondents were classified by educational attainment, position, specialization, school size, and congressional district. The independent variables were the implementation and effectiveness of the NLC, while the dependent variable was learners' performance, measured through achievement test scores in the identified subjects. The research utilized a survey instrument adapted from the Department of Education's Monitoring and Evaluation Tool specified in DepEd Order No. 14, series 2023. Statistical analyses included frequency, mean, t-test, analysis of variance, and multiple regression, with a significance level set at 0.05. Findings revealed that the NLC was largely implemented and had a high level of effectiveness. Significant differences were noted in the implementation and effectiveness of the NLC based on teacher specialization and school size. However, no significant differences in learners' performance were found when classified by the same variables. The extent of implementation and level of effectiveness of the NLC were found to significantly influence learners' performance. The results underscore the importance of structured implementation and resource optimization in educational interventions to enhance student outcomes. The findings provide valuable insights for policymakers, educators, and stakeholders in refining and sustaining effective learning recovery programs.

Moving beyond native-speakerism through identity-based teacher education: The roles of positioning and agency

In the field of English language teaching, the deeply entrenched dichotomy between ‘native English-speaking teachers’ (NESTs) and ‘non-native English-speaking teachers’ (NNESTs) has forcibly positioned NNESTs as linguistically and pedagogically inferior to their native counterparts. The prevalence of native-speaker ideologies marginalizes NNESTs in professional settings and impedes their agency enactment in claiming identities as competent educators. Therefore, it is crucial to facilitate English teachers (especially NNESTs) to practice agency to (re)negotiate identities to move beyond native-speaker ideologies. Framed by positioning theory, this study investigates how 12 in-service English teachers worldwide exercised agency to (re)negotiate positions throughout an innovative identity-based intervention. The intervention, implemented in three online sessions across six weeks, instigated participants’ identity reflections based on three themes: theories, pedagogy and power. Each session comprised one online seminar and one self-reflective written task. Drawing on data from the intervention and pre- and post-intervention interviews, our findings yielded three distinct identity negotiation patterns, namely active, tentative and reluctant repositioning. Participants of each pattern presented unique combinations of repositioning acts, including resisting inferior positions, selectively engaging with empowering positions, shifting back to initial positions and maintaining existing positions. Agency and positioning were found to be reciprocally informed. While agency was practised to facilitate repositioning, the agentic positions teachers undertook influenced agency enactment as well. Participants’ choices of different repositioning acts were jointly mediated by their evaluation of native-speaker ideologies’ impact on their existing positions and their power to challenge native-speakerism in their own professional settings. At a theoretical level, this article provides a conceptual framework that illustrates the interconnectedness between the intervention, teacher identity and teacher agency. At a practical level, it demonstrates the effectiveness of implementing identity-based intervention in teacher education to foster NNESTs’ repositioning and agency enactment against the backdrop of native-speakerism.

Diabetes mellitus risk in post-myocardial infarction patients: FINDRISC versus self-assessment—a cross sectional study

BackgroundThe aim of this study was to investigate the difference between perceived and calculated diabetes risks among post-myocardial infarction (AMI) patients using the Finnish Diabetes Risk Score (FINDRISC).MethodsThe study population includes individuals from the Myocardial Infarction Registry in Augsburg, Germany, who had not been previously diagnosed with diabetes and who received a postal follow-up questionnaire after hospital discharge. A total of 466 participants completed the questionnaire, which collected information on age, sex, body mass index (BMI), waist circumference, physical activity, eating habits, use of antihypertensive medication, previous hyperglycemia, and family history of diabetes. These factors are components of the FINDRISC score, which estimates the likelihood of developing diabetes within the next 10 years. Furthermore, the participants were asked, how they would rate their personal risk to develop diabetes. The analysis focused on determining how many post-AMI patients correctly estimated their diabetes risk compared to the risk calculated by the FINDRISC score. Furthermore, multivariable logistic regression was used to analyze determinants associated with risk underestimation.ResultsResults showed that a significant proportion of the AMI population (58%) underestimated their diabetes risk. This underestimation was significantly associated with older age, higher BMI, greater waist circumference, elevated blood glucose levels, use of antihypertensive medication and a family history of diabetes. Higher education contributed to more accurate risk perception.ConclusionThis study contributes to the understanding of diabetes risk perception in AMI patients and highlights the need for improving diabetes risk awareness through targeted education and healthcare communication interventions. These efforts can help patients understand their health risks, which improves health outcomes and preventive care.

Implementation of Alcohol Use Disorder Training Curriculum Improves Perceived Confidence in Treating Alcohol-Related Liver Disorder Amongst Gastroenterology Fellows.

Alcohol use disorder and alcohol-associated liver disease is increasing in the US, with subsequent and expected increases in morbidity and mortality due to these conditions. To determine the impact of an educational intervention regarding alcohol use disorder on gastroenterology fellows. A before-after survey study was carried out. Subjects were gastroenterology fellows at an urban tertiary care facility, who completed a pre-questionnaire and then attended a one-hour educational lecture on alcohol use disorder, alcohol-related liver disease, and treatment/resources available for patients. Immediately after the 1-h lecture, fellows were asked to complete a post-questionnaire and then a delayed questionnaire three months later. Pre- and post-answers were averaged out of a scale of 5 and analyzed using t-tests. The study included eight fellows. Post-intervention, 12% of fellows felt more confident in having adequate training to provide alcohol use disorder counseling to their patients, 25% felt more confident in who they should refer their patients to for alcohol use disorder, and 16% felt more comfortable in being able to speak with their patients regarding alcohol use disorder and help effectively reduce their patients' consumption of alcohol (p value < 0.05). A 1-h presentation discussing the complexities associated with diagnosing and treating alcohol use disorder, and the methods of helping destigmatize the disease in the medical community, can increase trainees' confidence and knowledge base to help treat patients with alcohol use disorder in the clinic setting and reducing liver morbidity.

The Effectiveness of a Health Provider Led Education Intervention on Improving Patient Rights Awareness among Pregnant Women attending Antenatal Care Clinics in Kenya

The Effectiveness of a Health Provider Led Education Intervention on Improving Patient Rights Awareness among Pregnant Women attending Antenatal Care Clinics in Kenya

Developing and Assessing a Scalable Digital Health Tool for Pretest Genetic Education in Patients With Early-Onset Colorectal Cancer: Mixed Methods Design.

National guidelines recommend germline genetic testing (GT) for all patients with early-onset colorectal cancer. With recent advances in targeted therapies and GT, these guidelines are expected to expand to include broader groups of patients with colorectal cancer. However, there is a shortage of genetic professionals to provide the necessary education and support for informed consent. As such, there is a pressing need to identify alternative approaches to facilitate and expedite access to GT. This study describes the development of a pretest education intervention, Nest-CRC, to facilitate the uptake of germline GT among patients with early-onset colorectal cancer. Patients with early-onset colorectal cancer and health care providers reviewed Nest-CRC, and their reactions and recommendations were captured using a nested mixed methods approach. Using the learner verification approach, we conducted 2 sequential phases of surveys and interviews with English- and Spanish-speaking patients with early-onset colorectal cancer and health care providers. The surveys assessed participants' experiences with genetic services and provided immediate feedback on the Nest-CRC genetic education modules. Semistructured interviews evaluated participants' perceptions of self-efficacy, attraction, comprehension, cultural acceptability, and usability of Nest-CRC. Survey data were analyzed using descriptive statistics (mean, median, and proportions), while interview data were analyzed through line-by-line coding of the transcribed interviews. After each phase, Nest-CRC was refined based on participants' recommendations. A total of 52 participants, including 39 patients with early-onset colorectal cancer and 13 providers, participated in the study. Of these, 19 patients and 6 providers participated in phase 1 (N=25), and 20 patients and 7 providers participated in phase 2 (N=27). Most participants (phase 1: 23/25, 92%, to 25/25, 100%; phase 2: 24/27, 89%, to 27/27, 100%) agreed that each of the 5 education modules was easy to understand and helpful; 13 patients reported no history of GT, with 11 (85%) expressing interest in GT and 2 (15%) remaining unsure after completing Nest-CRC. Participants reported that Nest-CRC provided sufficient information to help them decide about GT. The tool was deemed acceptable by individuals from diverse backgrounds, and participants found it visually attractive, easy to comprehend, and user-friendly. The findings revealed that Nest-CRC is a promising strategy for facilitating pretest education and promoting GT. Nest-CRC has been refined based on participant recommendations and will be re-evaluated.

Instruments for Evaluating Undergraduate Medical Education in Complementary and Integrative Medicine: A Systematic Review.

Objectives: The provision of courses in complementary and integrative medicine (CIM) varies widely between medical schools. To effectively improve CIM education, it is essential to use robust evaluation instruments that measure the impact of different educational interventions. This review aimed to identify and critically appraise qualitative and quantitative instruments used to evaluate CIM courses in undergraduate medical education. Methods: A systematic review was conducted in PubMed/MEDLINE, LIVIVO, CINAHL/EBSCO, Scopus, Web of Science, and Ovid/Embase in January 2023. Eligible studies included complete evaluation instruments for medical students and reported learning outcomes. Data extraction included information on the study design, the educational intervention, the evaluation instrument, and the outcome measure (e.g., Kirkpatrick levels: 1 reaction, 2a attitudes, 2b knowledge/skills, 3 behavioral change, 4 results). Instruments were categorized as validated, nonvalidated, or qualitative and analyzed using descriptive statistics. Validated instruments were assessed for quality using standardized criteria. Results: Of the 1909 records identified, 263 were subjected to a full-text review and 100 studies met the inclusion criteria. Twenty-seven studies reported on 14 validated instruments, 7 studies reported on qualitative, and 66 reported on nonvalidated instruments. Most were conducted in the United States (31) and Europe (28), 51 were cross-sectional studies, and 42 were intervention studies. Most of the instruments were self-administered (50), addressed general aspects of CIM (53), and assessed student attitudes (74). None of the validated instruments covered Kirkpatrick level 1, one covered level 3. Measurement of levels 2b and 3 was usually based on subjective self-assessment. Qualitative instruments covered the widest range of outcomes overall. Validated instruments often had good content validity and internal consistency, but lacked reliability and responsiveness. Revalidation of translated or modified instruments was mostly inadequate. Discussion: This structured and comprehensive set of existing instruments provides a starting point for the further development of CIM course evaluation in undergraduate medical education. Future studies should prioritize the measurement of higher-level learning outcomes, such as behavioral change and impact on patient care. Comparative intervention studies between medical schools or with pre-post designs and follow-up evaluations are needed to assess the effectiveness of different teaching approaches. Regular revalidation of both existing and newly developed instruments is essential to ensure their applicability to different audiences and settings. Their structured and standardized use would promote evidence-based CIM training and understanding of its impact on student competencies and patient outcomes.

Rabies knowledge and prevention practices in Gombe state, Nigeria: a community-based comparative cross-sectional study of rabies hotspot and non-hotspot areas

BackgroundRabies remains a significant public health concern in Nigeria, particularly in rural areas with limited awareness and resources. Gombe State is recognized as a rabies hotspot, facing challenges in controlling the spread of the disease. This study aimed to assess and compare the knowledge and prevention practices related to rabies among community members in hotspot and non-hotspot areas of Gombe State.MethodsA community-based comparative cross-sectional study was conducted in Gombe State. Multistage sampling technique was used to select 816 eligible respondents from selected households with pet dogs or cats (408 each from hotspot and non-hotspot areas). A semi-structured, pre-tested digital interviewer-administered questionnaire was used to collect data on socio-demographics, rabies knowledge, and prevention practices. Data were analyzed using SPSS version 26. The univariate and bivariate analysis compared rabies knowledge and prevention practices at p value < 0.05. Logistic regression identified predictors of good practice.ResultsRespondents from hotspot areas demonstrated better overall knowledge of rabies compared to those from non-hotspot areas. However, a higher proportion of respondents from non-hotspot areas exhibited better rabies prevention practices, particularly in terms of vaccinating their dogs within the previous year. Factors such as older age (AOR: 0.47, 95% CI: 0.27– 0.84), farming occupation (AOR: 0.48, 95% CI: 0.27 – 0.84), and good overall rabies knowledge (AOR: 3.04, 95% CI: 1.37 – 6.73) were significant predictors of rabies prevention practices in the hotspot area.ConclusionTargeted educational interventions and tailored prevention strategies are needed to improve rabies awareness and practices, especially among specific demographic groups like older individuals and farmers. Enhancing overall knowledge of rabies and promoting consistent vaccination practices for pets are crucial steps towards reducing the incidence of rabies in both hotspot and non-hotspot areas.

The Meaning of Ageing and the Educational Intervention “Good Life in Old Age”: An Ethnographic Study Reflecting the Perspective of Older Adults with Mild Intellectual Disability

The Meaning of Ageing and the Educational Intervention “Good Life in Old Age”: An Ethnographic Study Reflecting the Perspective of Older Adults with Mild Intellectual Disability

Toxoplasmosis Knowledge and Preventive Behaviours Among Pregnant Women in Jeddah, Saudi Arabia: A Cross-Sectional Study

Background: Toxoplasmosis is an infection caused by the parasite Toxoplasma gondii and is considered asymptomatic in most cases. In pregnant women, however, the disease can be transmitted to the foetus, causing severe congenital consequences. Congenital toxoplasmosis can be avoided by practising simple preventive lifestyle measures during pregnancy. Method: This cross-sectional study assessed the toxoplasmosis knowledge and preventive behaviours among 135 pregnant Saudi women in Jeddah, Saudi Arabia. Data were collected by face-to-face interviews using a validated questionnaire covering sociodemographic characteristics, knowledge of toxoplasmosis, and preventive behaviours towards toxoplasmosis between January and April 2023 using convenience snowball sampling. SPSS Statistics was used for data analysis and the qualitative parameters were described as frequencies and percentages. Result: Approximately 45.2% of the participants displayed a poor knowledge of toxoplasmosis. Moreover, participants aged 31–40 years exhibited significantly higher knowledge compared to those aged less than 30 years. Most participants practised effective preventive behaviours, as demonstrated by 90.4% and 86.7% of them reporting that they habitually washed their hands after handling raw meat and did not eat rare meat, respectively. Conclusion: Overall, the poor knowledge of toxoplasmosis among pregnant women in Jeddah highlights the importance of implementing targeted antenatal health education campaigns and interventions to protect pregnant women and minimise the risk of congenital toxoplasmosis.

Evaluating rural adolescents’ climate change knowledge, attitudes and practices subsequent to a simple educational intervention in Bangalore, India

Evaluating rural adolescents’ climate change knowledge, attitudes and practices subsequent to a simple educational intervention in Bangalore, India

Hate speech in higher education: Exploring student perspectives and its impact on democratic values

Hate speech in higher education institutions is a pressing issue that threatens democratic values and social cohesion. This research explores student perspectives on hate speech within the university setting, examining its forms, causes, and impacts on democratic principles such as freedom of expression and inclusivity. This research is extended to determine the debates and theories elaborated from different perspectives qualitative and quantitative analysis of data collected from 108 participants at Higher Education in Kosovo. From the communication standpoint, analyzing hate speech in the media and social media is key to understanding the type of message used, its emitter, how the message rallies supporters, and how they interpret message. The findings highlight the need for proactive policies and educational interventions to mitigate Research on hate speech in higher education in Kosovo is crucial for fostering social cohesion and inclusivity in its diverse society. Hate speech undermines the academic environment, negatively affecting students’ mental health, learning outcomes, and overall well-being, necessitating efforts to create safer educational spaces. The study aligns with Kosovo’s aspirations for European integration, emphasizing adherence to human rights and anti-discrimination principles. Despite the issue’s significance, there is a lack of empirical data on hate speech in Kosovo’s higher education, making this research vital for evidence-based policymaking. With a youth-centric focus, the study aims to educate and empower young people as future leaders to embrace respect and inclusivity. By addressing hate speech’s local challenges and global relevance, the research supports institutional reforms and offers valuable insights for post-conflict and multicultural societies. Hate speech while fostering a culture of mutual respect and democratic engagement.

Scientific Literacy to Address Sustainability: A Study on Deep-Sea Mining Education with Adolescents from a Social Care Institution

Pursuing sustainable development is increasingly urgent due to resource depletion and environmental degradation, compounded by the need for a green energy transition requiring significant mineral resources. Traditional mining practices result in several environmental impacts, prompting the exploration of alternatives, like mining the ocean floor. This method offers a potentially less invasive way to obtain critical minerals. Notwithstanding, our understanding of the ocean ecosystem, which is crucial to Earth’s life support system, is still too limited. This study aimed to assess an educational intervention on sea mining for polymetallic nodules while improving scientific literacy and system thinking and supporting Sustainable Development Goals (SDG) 4, 13, and 14. A pre-/post-intervention design was implemented with 17 adolescents (aged 12–16 years) from an underprivileged non-formal context. The mixed-methods approach involved role-playing and modelling activities focused on the question: “Do you agree with mining polymetallic nodules in deep-sea waters”? The Wilcoxon test revealed that the intervention changed participants’ opinions about the theme, showing a statistically significant difference in student responses before and after the intervention (Z = −2.165; p = 0.030). A content analysis showed enhanced argumentation, understanding of Earth’s subsystems, and decision-making abilities. These findings suggest that the educational resource positively impacted students’ scientific literacy on the topic. This approach can be extended to other contexts and inform future investigations.

The outcome of diabetic retinopathy health education program in patients with type 2 diabetes mellitus: a quasi-experimental study.

Diabetic retinopathy (DR) may develop into sight-threatening DR and vision loss if early intervention is not carried out. This study was aimed to assess the effectiveness of DR health education program for patients with type 2 diabetes mellitus (T2DM). The quasi-experimental research design was applied. The intervention group underwent a web-based DR health education program while the control group was followed up the usual way at an ophthalmology clinic for 1 year. Data were analysed using descriptive statistics, repeated measures ANOVA and general linear model to evaluate the mean difference between groups. A total of 180 patients with T2DM were enrolled in the study, with equal number in the control and intervention groups, respectively, with 28% of dropout rate. There was a significant mean difference in knowledge score [F (1178) = 116.57, P = 0.001], diabetes self-care [F (1178) = 116.57, P = 0.001] and visual-related quality of life [F (1178) = 12.70), P = 0.001] between the control and the intervention groups. The intervention group scored the highest in all three categories. Educational interventions positively affected adherence to self-care and visual-related quality of life in type 2 diabetic patients as shown in this study. DRHEP should be considered an added benefit in T2DM management, starting with comprehensive care enrollment.

Does stereoscopic immersive virtual reality have a significant impact on anatomy education? A literature review

PurposeStereoscopic immersive virtual reality (SIVR) is a technology that fully immerses the user in a digital environment and permits the perception of two different three-dimensional images of a digital object with each of the two eyes. We conducted a literature review to explore to what extent SIVR can significantly contribute to anatomy education.MethodsWe searched PubMed, Scopus, ERIC, and the Cochrane Library for papers investigating the outcomes (effectiveness, perceptions about effectiveness, and side effects) of implementing SIVR in anatomy education.ResultsEight articles were included. Six examined the effectiveness of the educational intervention, while two papers explored only participants’ perceptions. Those perceptions were positive, but there was a considerably higher frequency of side effects compared with other methods. SSIVR was not significantly more effective than non-stereoscopic delivery, mainly when the users interacted with the virtual environment.ConclusionUsing SIVR in anatomy education has led to positive participants’ perceptions and notable side effects, while its effectiveness has not been proven higher than non-stereoscopic images, mainly when the users interacted with the digital objects. Future research will further clarify to what extent this technology should be implemented in anatomy education to minimize side effects and maximize its educational potential.

Doctors taking bribes from pharmaceutical companies is common and not substantially reduced by an educational intervention: a pragmatic randomised controlled trial in Pakistan

IntroductionIncentive-linked prescribing, which is when healthcare providers accept incentives from pharmaceutical companies for prescribing promoted medicines, is a form of bribery that harms patients and health systems globally. We developed...

Kinetics and Kinematics of Shape Tracing in Children with Probable Developmental Coordination Disorder (pDCD)

Background: Children with developmental coordination disorder (DCD) exhibit visual–motor deficits affecting handwriting. Shape tracing, a key prerequisite for handwriting, supports motor and cognitive development but remains underexplored in research, particularly in objectively studying its role in children with DCD. Objectives: To compare the kinetics (pressure applied to the writing surface) and kinematics (spatial and temporal aspects) of shape tracing in children with pDCD to those of typically developing (TD) peers utilizing a digitized tablet. Methods: A total of 27 children with pDCD aged 7 to 12 years and 27 TD children matched by age and gender traced five unique shapes resembling print letters onto a digitized tablet. Participants’ performance measurements included precision, time, smoothness, velocity, and pressure. Results: The findings revealed lower precision, longer duration, more smoothness but less consistency, lower velocity, and less pressure application in the pDCD group. Conclusions: This research underlies the mechanisms of shape-tracing difficulties in children with DCD. Insights into early shape-tracing processes beyond product outcomes are essential for therapeutic and educational interventions, with digitized tablets offering a novel tool for assessing graphomotor skills in children with DCD.

Public knowledge, attitudes, and perceptions toward genetically modified foods in Lebanon

ABSTRACT Genetically modified foods (GMFs) have garnered significant attention due to their implications for health, agriculture, and food security. Understanding knowledge and perceptions of GMFs is essential, as these factors influence acceptance and attitudes. This study, the first of its kind in Lebanon, aimed to assess the knowledge, attitudes, and perceptions regarding GMFs and to explore their association with socio-demographic characteristics. A cross-sectional study was conducted with 1,001 participants who completed a 50-item questionnaire, followed by a 15-minute educational session on GMFs. Statistical analysis was performed using SPSS. Prior to the educational session, participants had an average knowledge score of 60.3 ± 17.4%, which significantly increased to 83.0 ± 15.8% afterward. Attitude and perception scores improved from an average of 30.3 ± 25.1% pre-intervention to 38.9 ± 12.4% post-intervention. Females demonstrated significantly higher knowledge scores, and educational attainment was positively correlated with knowledge levels both pre- and post-intervention. Younger participants and those in health-related fields scored higher before the intervention, while unemployed individuals scored lower. Additionally, higher educational levels and health-related educational backgrounds were linked to better attitudes and perceptions pre-intervention, while unemployment correlated with lower scores. Interestingly, multivariate regression analysis indicated that being under 35 years of age, having a health-related educational background, and holding a university degree were predictors of higher GMF knowledge. Consequently, individuals with initially lower knowledge level benefited the most from the educational intervention, exhibiting the greatest knowledge increases post-education. Our findings underscore the importance of targeted educational initiatives to bridge knowledge gaps and address misconceptions regarding GMFs.

Use of virtual reality to remotely train healthcare professionals in paediatric emergency tracheostomy skills: protocol for a multi-centre, non-inferiority educational interventional study with historical controls

BackgroundThe insertion of a tracheostomy is an established technique used to wean patients off ventilatory support, manage secretions in complex conditions, and as a potentially life-saving procedure to bypass upper airway obstruction. Life-threatening complications during aftercare are not uncommon and may be influenced by a lack of education of carers or healthcare providers of children and young people living with a tracheostomy. Education programmes designed and supported by the National Tracheostomy Safety Project are effective, but resources are not available to educate the workforce at scale. With the overarching aim of widening access to paediatric tracheostomy skills training, we present the protocol for the development and evaluation of a novel virtual reality (VR) training tool designed to simulate the emergency management of paediatric tracheostomy complications.Methods and discussionA multi-centre, non-inferiority educational interventional study with historical controls will be used to evaluate the novel VR training package. A group of 69 healthcare staff and students will have one week to use the educational intervention as often as necessary to learn paediatric emergency tracheostomy skills. The primary outcome measure is skill performance in simulation in a pre- and post-intervention structure within subjects. Participant performance will also be assessed using non-inferiority metrics against historical traditional educational control data. Secondary outcomes include knowledge gain, knowledge retention, usability, side effects, and participant satisfaction. To minimise the risk of cybersickness, teleportation was the preferred locomotion method for the user navigation within the VR environment.Trial registrationFull registration of this study was completed at ClinicalTrials.gov. The registration number is NCT06350708 and was accepted on the 4th April 2024.

Motivating Left-Behind Vocational Students in English Learning through Game-Based Listening Activities: The Interaction between Self-Esteem and Listening Comprehension Skills

To enhance the motivation of left-behind vocational students to learn English, exploring innovative ways of learning English suitable for such students. This study investigates the effectiveness of game-based listening activities in improving English language learning among left-behind vocational students in China. Employing a quasi-experimental design, the research examined the impact of the intervention on learning motivation and listening comprehension skills, while considering the moderating effects of self-esteem and various environmental factors. A sample of 198 left-behind vocational students participated in the study, with 99 in the experimental group and 99 in the control group. Results revealed significant improvements in overall motivation (d = 0.79) and listening comprehension skills (d = 0.92) for the experimental group. Notably, intrinsic motivation showed a larger increase (d = 0.85) compared to extrinsic motivation (d = 0.31). Self-esteem was found to moderate the intervention's effectiveness, with higher self-esteem associated with greater improvements. Environmental factors, particularly access to technology and school support, significantly influenced learning outcomes. The study provides evidence for the efficacy of game-based approaches in addressing the unique challenges faced by left-behind vocational students and highlights the importance of considering individual psychological factors and environmental contexts in educational interventions. Future research should focus on the long-term efficacy, scalability, and methods to cater to students with varying levels of self-esteem and environmental support.