Learning Intervention Research Articles

Kejenuhan dan Motivasi Belajar dengan Prestasi Akademik

This research aims to determine the relationship between learning boredom and learning motivation and academic achievement. The subjects of this research were 122 students from the class of 2020, Faculty of Psychology, UIN Raden Fatah Palembang. The number of subjects (112 women and 10 men) aged 20-23 years. Determining research subjects used the purposive sampling method. This research uses quantitative research methods with multiple regression techniques, as well as data collection using a learning boredom scale and a learning motivation scale. The results of the analysis show: 1) There is a relationship between learning boredom and learning motivation with academic achievement with a significance level of 0.047 (p<0.05). 2) There is no relationship between boredom and academic achievement with a significance level of 0.187 (p>0.05). 3) there is a relationship between learning motivation and academic achievement with a significance value of 0.032 (p<0.05). This research shows that learning boredom and learning motivation together have a relationship with academic achievement. Of the two independent variables, the learning boredom variable has no relationship with academic achievement. Meanwhile, the learning motivation variable is related to academic achievement. The implementation of this research is to produce innovative learning interventions and strategies that focus on increasing learning motivation and reducing learning boredom in students.

Conceptualising degree apprentice identity to enhance work-integrated learning

PurposeThe study explores Degree Apprenticeship Identity (DAI) conceptualisation to enrich understanding to enhance work-integrated learning (WIL). Lived experiences of degree apprentices (DAs) are examined, and a model of DAI developed to support teaching and learning interventions on this relatively new and significant programme.Design/methodology/approachIt draws pragmatically upon qualitative data from semi-structured interviews with Chartered Manager Degree Apprenticeship from diverse backgrounds in a higher education institutes (HEI). Data were explored abductively, using thematic analysis to investigate common patterns that influence identity; investigating personal experiences, socio-economic and cultural background, educational context and social interactions.FindingsInfluential themes surfaced, including pride in work, supporting others, sharing experiences and belonging, facilitating DAI model formation. The model illustrates that DAI is composed of existing personal, necessary professional and power of learning transformation through social identity by interventions that encourage peer engagement, group reflection and group-actualisation.Research limitations/implicationsAs this is a small-scale exploratory study, it is not intended to be representative of wider populations, which results in generalisability of findings. Data were collected from a well-established closed cohort programme led by the researcher, previously programme director. Interviews generated a broad range of anecdotal evidence, surfacing valuable insights relating to DAI formation.Practical implicationsTo enhance WIL, tutors can foster social interventions that encourage peer dialogue, heighten DAs sense of self as capable learners and increase confidence growth.Originality/valueThe research provides a DAI Model, a fresh approach to understanding ways to enhance WIL for DAs through a stronger focus on group identity through social interventions. This preliminary model presents an opportunity for further research; other apprenticeships, larger and/or open cohorts.

Assessing the effects of online simulation-based learning on skills in managing change for corporate sustainability

This study assessed the effects of simulation-based learning on students' application of change management skills. A module organized around the Leading Change for Sustainability – Business simulation challenged learners to change the sustainability practices of stakeholders in a company. The study employed a quasi-experimental, time-series design. Friedman and Wilcoxon Signed-Ranked tests were used to assess the module's effects on the learning of 87 Master's degree students. The results affirmed significant, meaningful improvement in student execution of theory-informed change strategies. Improvements in student performance on the simulation aligned with practice and multi-faceted reflection activities that took place during the three-week intervention. The module developed a deeper understanding of the complexities of integrating new values and practices into a company. Three novel features of the study stand out. First, the study adds new evidence on the effects of simulation-based learning on the higher-order thinking of learners. Second, the research design extracted student engagement and learning performance data directly from the simulation rather than from a knowledge test. Third, the execution of the simulation-based learning intervention in a fully online learning mode heightened the timeliness of the study.

Implementing targeted social and emotional learning interventions in schools—Are more specific models needed?

AbstractSchools are increasingly encouraged to adopt evidence‐based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted interventions provide additional support for those pupils who may require small group or individual support over and above that provided at the universal level. To date there has been limited consideration of factors which are important for the implementation of targeted SEL interventions. Data from an exploratory case study with two schools implementing Lego therapy are used to illustrate the implementation factors relevant to this targeted intervention. Findings indicate similarities in universal and targeted intervention core components and factors but also a number of distinct elements that are important to consider when implementing Lego therapy and potentially other targeted SEL interventions. Key considerations include the interaction with the wider school system, the pivotal role of the intervention champion, and the importance of external support for problem solving and sustainability. The resulting model may inform further development of implementation frameworks for Lego therapy and other targeted SEL interventions.

Addressing learning and development issues in airport companies: implications for organizational development specialists

Purpose This study examines the issues affecting learning and development (L&D) interventions to enhance operational efficiency in airport companies. Design/methodology/approach This study adopted a case study design following a qualitative approach for data collection and analysis procedure. A purposive sample of fifteen executives, including 6 Chief Executive Officers, along with 9 operational managers from the aviation industry in Namibia were suitable participants to gather information about issues affecting L&D for specific interventions to improve operational efficiency in airport companies. The data was collected using face-to-face interviews. The transcripts generated from the recordings were organized using thematic analysis via NVivo version 12. Findings The results showcased a lack of training needs assessment and process, inadequate specialized training and poor levels of commitment. Hence, specialized L&D interventions will impact commitment and work outcomes, which are essential for operational efficiency in airport companies. Originality/value There is a paucity of literature on how to address L&D issues for operational efficiency in the aviation sector.

GAME-BASED LEARNING ENHANCING LEAST LEARNED COMPETENCIES IN APPLIED SOCIAL SCIENCES

In the rapidly evolving landscape of education, incorporating innovative and engaging teaching methods is crucial for fostering effective learning outcomes. Teacher needs to ensure that learners can cope up with classroom challenges especially in a class composed of learners with heterogeneous level of understanding for a particular subject is strenuous to handle since they have different expectations and abilities. By leveraging the power of gamification, the study aims to investigate the effectiveness of game-based learning in facilitating the acquisition and retention of critical competencies that have historically proven to be more challenging for learners. The game-based learning intervention will consist of interactive and immersive educational games specifically designed to address the identified least learned competencies. The games will be implemented as supplementary learning tools, integrated into the existing applied social sciences curriculum. Through an extensive review of existing literature and empirical evidence, the study aims to provide insights into the impact of game-based learning on enhancing skill development, critical thinking, problem-solving, teamwork, and other competencies specific to the applied social sciences domain. Hence, the findings of this study will contribute to the existing body of knowledge on game-based learning and its effectiveness in enhancing least learned competencies in applied social sciences. In addition, it will inform educators, policymakers, and curriculum developers on the potential benefits and implications of integrating game-based learning approaches within the applied social sciences domain. Ultimately, this study aims to promote more engaging and effective pedagogical strategies that foster comprehensive skill development in students, preparing them to excel in the dynamic and complex world of applied social sciences.

Enterprise Implementation of Educational Technology: Exploring Employee Learning Behavior in E-Learning Environments

In the rapidly evolving landscape of information technology and with the ubiquitousness of the internet, corporations are increasingly focused on harnessing educational technology to boost their competitive prowess. A pivotal question emerges: Can they implement this technology effectively and sustainably to enhance the learning capabilities of their workforce and facilitate their accumulation of knowledge and skills? This concern remains a central focus in the corporate sphere. From educational psychology, goal orientation theory offers an explanatory framework for understanding learner (employee) behavior variations following learning interventions. This research is grounded in the e-learning environment fostered by educational technology within corporations. It explores and hypothesizes the impact of employee achievement motivations—including learning, proving, and avoiding goal orientations—on self-regulated learning (encompassing cognitive, motivational, and behavioral adjustments). Additionally, this study examines how employees’ self-regulated learning and learning satisfaction with the learning process influence learning effectiveness (learning outcomes) assessments. Our empirical survey targeted 380 employees from 26 companies participating in corporate educational technology learning (e-learning), with our research hypotheses tested through PLS structural equation modeling. The analysis indicates that employees’ learning and proving goal orientations indirectly positively affect their learning outcomes by mediating self-regulated learning and learning satisfaction. Conversely, employees’ avoidance goal orientation indirectly negatively impacts their learning outcomes by mediating their self-regulated learning and learning satisfaction. Finally, the researchers offer recommendations for management and future research directions.

The impact of using reinforcement learning to personalize communication on medication adherence: findings from the REINFORCE trial

Text messaging can promote healthy behaviors, like adherence to medication, yet its effectiveness remains modest, in part because message content is rarely personalized. Reinforcement learning has been used in consumer technology to personalize content but with limited application in healthcare. We tested a reinforcement learning program that identifies individual responsiveness (“adherence”) to text message content and personalizes messaging accordingly. We randomized 60 individuals with diabetes and glycated hemoglobin A1c [HbA1c] ≥ 7.5% to reinforcement learning intervention or control (no messages). Both arms received electronic pill bottles to measure adherence. The intervention improved absolute adjusted adherence by 13.6% (95%CI: 1.7%–27.1%) versus control and was more effective in patients with HbA1c 7.5- < 9.0% (36.6%, 95%CI: 25.1%–48.2%, interaction p < 0.001). We also explored whether individual patient characteristics were associated with differential response to tested behavioral factors and unique clusters of responsiveness. Reinforcement learning may be a promising approach to improve adherence and personalize communication at scale.

Externalities still underrated in energy education

Energy literacy is a key factor for understanding, acceptance, and public support of the ongoing transformations in the energy sector. This study aimed to assess the cognitive dimension of energy literacy among teenage students from the Czech Republic. We have tested their knowledge of energy-related issues in a broader technical, environmental, and socio-economic context of energy production. Altogether, N = 244 eighth-grade students from seven elementary schools participated in the open-question assessment, followed by data analysis and quantification of the results. The main finding is that students perform unsatisfactorily on several key points necessary to understand energy generation, transformation, and collateral impacts. Energy externalities were identified as the most substantial topic in energy education that is underrepresented in the active knowledge of young students. A literature survey suggests that this problem might be quite widespread. Recommendations are provided for learning interventions that should equip future citizens for an evidence-based public debate on the transition to sustainable energy sources.

Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program

AbstractThis study investigated the feasibility and effectiveness of using a flipped classroom (FC) approach to combine self-regulated learning (SRL) instruction and out-of-class eLearning activities in a two-year reading intervention program to facilitate students’ learning of classical Chinese reading. A total of 352 junior secondary students from three Hong Kong secondary schools participated in the study voluntarily. Using a quasi-experimental design, students from each school were assigned to one of the following conditions: SRL instruction plus out-of-class eLearning (EG-I+E), SRL instruction only (EG-I), and control (CG). Both quantitative methods, including reading tests and student questionnaires, and qualitative methods, including teacher and student interviews, were adopted to collect data for the program evaluation. Findings indicate that after implementing the intervention program, EG students perceived significant changes in their classical Chinese lessons to be more SRL-oriented. While all treatment groups significantly improved their performance in the reading post-tests, only EG students significantly improved their strategy use, self-efficacy, and intrinsic motivation. Although both EG groups had similar improvements in all outcome measures, teachers and students of EG-I+E opined that the eLearning component of FC facilitated teachers’ implementation of the intervention and students’ strategy learning and motivation. Findings are discussed to shed light on applying SRL instruction and FC in a school subject long dominated by teacher-centered instruction.

Validity of PBEST Learning Model: An Innovative Learning to Improve Creative Thinking Skill and Entrepreneurial Science Thinking

Based on the results of previous studies, evidence was acquired indicating that the creative thinking abilities of pupils in various locations of Indonesia still require improvement. Creative and innovative thinking in science learning integrated with entrepreneurship produces entrepreneurial science thinking. Learning interventions are needed to develop competitive graduates who can face challenges and rapid changes in the 21st century. This research aims to validate the Project Based Entrepreneurial Science Thinking (PBEST) learning model. The educational development research design used is the validation studies design, which tests two criteria, namely testing content validity (which is also called relevance) and construct validity (which is also called consistency). This validation involves three experts in science education, and the validation instrument uses a validation sheet. The research and data analysis indicate that the PBEST learning model consistently produces highly relevant results that meet rigorous validity and reliability standards (with a percentage of agreement ≥ 75%). The PBEST learning model consists of four stages, namely: (1) Observe and thinking project, (2) Design project, (3) Monitoring and evaluation project, (4) Economic value. The validation of the implementation supporting learning tools confirms the validity and reliability of the semester learning plans, lecture program units, student worksheets, student books, creative thinking skill tests, and entrepreneurial science thinking tests. The PBEST learning paradigm is applicable for enhancing both creative thinking skills and entrepreneurial science thinking.

Review of machine learning in traffic accident detection

With the development and wide application of New Energy Vehicles (NEVs) in the past decade, the chip and power supply method for Machine Learning (ML) intervention provides a good hardware premise, while the 5G technology under the auspices of large-scale rapid data processing is also a prerequisite for the development of Auto Driving, moreover the current traffic accident prediction algorithms have a more critical role in the development of the field of Auto Driving. In this paper, I will consider these aspects as shown below. On the one hand, Anticipation of Traffic Accidents (ATAs) can be well used in todays Autonomous Driving has not yet been popularized, the existing warning information into the corresponding automated driving intervention signals to achieve the possibility of improving the safety of automated driving to increase the possibility of future use of automated driving. On the other hand, the use of ML in the ATAs can be better in the complex traffic environment in a timely manner for the accident warning to achieve a certain degree of reduction in the rate of traffic accidents, in order to optimize the traffic and reduce the economic loss of people. At the same time, in this review, we will propose the combination of data from in-vehicle cameras and road surveillance cameras to analyze the current development of autonomous driving.

Improved subjective sleep quality after three months of balance learning in older adults

Improved subjective sleep quality after three months of balance learning in older adults

Does social and emotional learning intervention influence physiological and biological indicators? A systematic literature review of universal and targeted programs in Pre-K to grade 12

The effectiveness of Social and Emotional Learning (SEL) programs on child outcomes has been firmly established through student self-reporting, teacher and caregiver questionnaires, and direct assessment via performance tasks. Exploring the extent to which SEL programs can influence physiological and biological indicators may enable evaluators to shift beyond measuring what is subjectively observed or experienced, to understanding what is happening within the body, offering a valuable and objective measure of program efficacy. This systematic literature review of controlled studies examined how biological and physiological indicators have been incorporated into SEL research from Pre-K to Grade 12, the association between SEL intervention and physiological and biological indicators, and the challenges and opportunities when collecting and using these data. Fourteen studies met inclusion criteria, capturing a range of neurological, hormonal, and autonomic outcomes. Our review found preliminary evidence that SEL programs may influence students’ cortisol, cardiovascular reactivity, and brain functioning, potentially linked to an underlying reduction in stress. It offers an initial step towards deepening understanding of the connections between social-emotional health, physical health, and well-being.Impact statementOur understanding of how social and emotional learning programs benefit students is largely based on performance tasks and student, teacher and caregiver perspectives captured through questionnaires. Moving beyond what is subjectively observed or experienced to understanding what is happening within the body may uncover new insights into program impact. This systematic literature review captures 14 studies that explore the relationships between social and emotional learning programs and physiological and biological indicators in children from pre-K to Grade 12. It offers an initial step towards improving knowledge of the connections between social-emotional competence, physical health, and wellbeing.

Estimating climate change numbers: mental computation strategies that can support science learning

ABSTRACT Presenting novel numbers about climate change to people after they estimate those numbers can shift their attitudes and scientific conceptions. Prior research suggests that such science learning can be supported by encouraging learners to make use of given benchmark information, however there are several other numerical estimation skills that may also be relevant in this context. This design-based research project aimed to identify specific mathematical skills that might support postsecondary students’ learning from novel scientific data. Concurrently, we also developed an open-source online science learning app. In three design iterations, we conducted 22 think-aloud interviews with undergraduate and graduate students at a Hispanic Serving Institution as they estimated climate change data, before being shown the scientifically accepted value. Productive estimation strategies included: tolerance for error, mental computation skills (rounding and arithmetically manipulating given benchmark values), and integration of prior educational and personal experiences. Two cases are presented, the first illustrates a student who used estimation strategies productively and was tolerant of their inaccuracies, and the second illustrates a student who reacted negatively to feedback on their inaccuracies. Results implicate principles for integrating mathematics and science learning and showcase a learning intervention that embodies those principles.

Emergency department nurses' learning and evolving perspectives in interacting with patients who self-harm. An explorative interview study of the use of a mobile application.

SAFE is a mobile application co-created for and by people who have experienced self-harm, either themselves or as next of kin. This study intended to integrate SAFE into an Emergency Department (ED) to help patients share experiences of self-harm and to support professionals in conducting treatment as usual (TAU). Objective: This study was a part of a Co-operative Inquiry in which a learning intervention was implemented, followed by an interview study exploring ED nurses' reflections and learnings while integrating SAFE into their practice. Methods: Thirteen semi-structured interviews were analysed using reflexive thematic analysis. Results: The nurses imagined that SAFE could be a positive game changer. However, they were hesitant due to uncertainty about the ED context, the value of the app and their skills. Conclusions: Supplying TAU with technology is challenging and future digital solutions must be created in partnership to ensure the solutions are customised to the target group.

Technology-based learning interventions on mathematical problem-solving: a meta-analysis of research in Indonesia

&lt;span lang="EN-US"&gt;Mathematical problem-solving is important for learning mathematics and is needed in the 21st century. In the 21st century, education technology has been complementing every learning activity. Research on learners’ mathematical problem-solving improvement increased rapidly over the last few decades. This study examined the effectiveness of technology-based mathematics learning interventions on learners’ mathematical problem-solving at all levels of education in Indonesia. The researchers only took meta-analysis research from 2015 to 2023 from indexing databases, such as Scopus, Web of Science, Google Scholar, and Science and Technology Index (SINTA) indexers. The collected research articles were from only national journals in Indonesia. The screened data became the research results, containing the mean, standard deviation, number of samples (N), and the scale used in the research. This research had 19 independent studies in this meta-analysis. The data analysis applied meta-analysis, specifically the mean effect size value. The results of data analysis using Jeffrey’s Amazing Statistics Program (JASP) software showed the effective implementation of innovative and fun technology-based mathematics learning interventions. These findings highlighted the importance of incorporating technology into mathematics education and its potential for improving learners’ problem-solving skills.&lt;/span&gt;

The Power of a Human Bridge: Motivating Older Adults to Long-Term Engagement with Touchscreen Devices in a SDT-Based Learning Session

The rapid development of digital technology and its pervasiveness in everyday life requires everybody to develop the skills necessary to engage with such technology for one’s mundane tasks and communication needs. The first steps towards developing these skills can be particularly challenging for older adults, who might need to fundamentally adapt their learned and long-practiced routines. Maintaining motivation in these initial steps is crucial for sustained engagement. The present study examines factors that can contribute to promote motivation in a facilitated learning session based on Self-Determination-Theory. We conducted a longitudinal qualitative study in which we examined people’s motivation to engage with digital technology, based on observational data as well as interviews with 33 older adults before and immediately after participating in a facilitated learning session. To investigate sustained effects on motivation, further interviews were conducted 3 months after participation. We found that satisfying the need for relatedness by learning together with peers and receiving support from facilitators was a prerequisite for this target group to develop a sense of competence and autonomy, which can lead to sustained motivation. Long-term motivational effects could not only be explained by the immediate effects of the learning intervention, but were identified to be dependent also on individual needs and predispositions. These findings were aggregated in a typology that identifies relevant influence factors and explains the potential motivational effects for different parts of the target group. It supports learning and technology designers to adapt to the addressed user group.

Getting Ahead of the Game: Experiential Learning for Groundwater Governance in Ethiopia

Groundwater management is highly complex, with many users sharing the same resource often with limited understanding of their interconnectedness. Behavioral experiments (games) that simulate real-life common-pool resource use have shown promise as an experiential learning tool for improving resource governance. This study pilots an experiential learning intervention in Ethiopia using a groundwater game to help raise awareness of groundwater over-extraction and improve understanding of the importance of collective action in governance. In the Meki River catchment in Ethiopia, small-scale irrigation is expanding, but overextraction and competition over groundwater have not yet reached alarming levels. The groundwater game, adapted from India and including the addition of a rule-making round, was played in 15 villages with 30 groups. The game was accompanied by subsequent community-wide debriefing in each village to reflect on the experience and lessons learned, which stimulated discussions about groundwater governance. We surveyed participants to capture individual mental models regarding groundwater use and management, as well as any immediate learning effects. Focus group discussions in each village prior to the intervention and again six months after the intervention assessed possible lasting effects. The findings indicate cognitive, normative and relational learning, including increased understanding of groundwater dynamics (such as the joint effect of diverse water uses and users), the importance of collective action in resource management, and the benefits of communication. We find gendered differences in decision-making about resource extraction in the game and development of group-level resource management, confirming the need for gender-responsive approach to sustainable groundwater management interventions. We discuss community-wide learning and institution-building, and considerations for future intervention designs. We recommend embedding experiential learning, facilitated by local extension officers and other practitioners, in intervention packages that include both technical assistance on water-conserving technologies and groundwater management approaches and support in building communities’ institutional capacity.

Gamification and Gaming in Cryptocurrency Education: A Survey with Cryptocurrency Investors and Potential Investors

Introduction In recent years, cryptocurrency has increasingly sparked interest among investors. Many people have invested in this field without adequate knowledge. Existing research has shown that using game design elements can be an effective method of education. Such learning interventions can potentially be a good match for educating market investors, as they provide risk-free simulations for novice investors to gain practical experience without having to be concerned about real financial losses. However, it is unclear how market investors perceive gamified and game-based learning interventions and whether they would adopt them for cryptocurrency education. Research Objectives Our study investigated market investors’ perceptions, needs and expectations regarding the integration of gamification and game-based learning interventions in cryptocurrency education. Methodology We conducted an online survey with n=413 participants, including experienced market investors and people who are interested in cryptocurrency. Within the survey, we presented the mock-ups of two cryptocurrency learning interventions: a gamified cryptocurrency learning application, and a cryptocurrency learning video game. Results From market investors’ perspectives, our study revealed the benefits and drawbacks of incorporating gamification and game design principles to facilitate learning cryptocurrency. We identified the need to develop dynamic, accessible, reliable, and community-building gamified and game-based cryptocurrency learning interventions. Conclusion From our findings, we propose guidance for the integration of gamification and games in cryptocurrency education, and we provide design recommendations for investor-specific cryptocurrency learning interventions.