Perceptual Learning Research Articles

Grade 13 commerce students' perceptions on English language learning at a government school in Nintavur Educational Division

This study aims to comprehensively understand Grade 13 Commerce students' perceptions of English language learning at a government school in the Nintavur Educational Division. The research identifies challenges students face, evaluates the effectiveness of learning resources and teaching aids, and assesses overall learning experiences and teachers' attitudes. Employing a mixed-methods approach, the study integrated quantitative and qualitative data collection, involving 74 students, two English teachers, and educational stakeholders, including the Principal and In-Service Advisor (ISA). Data were gathered through structured questionnaires, semi-structured interviews, focus group discussions, and classroom observations. Quantitative analysis revealed students' fear of making mistakes, lack of confidence, and concerns about pronunciation as significant barriers to learning English. The effectiveness of learning resources was met with mixed opinions, indicating uncertainty about their impact. The study also highlighted dissatisfaction with current teaching methods, with a noted disconnect between teaching practices and students' needs. Chi-Square analysis showed no significant gender differences in perceptions of learning experiences or teachers' attitudes. Qualitative insights from interviews and observations suggested gaps in textbooks and a need for more interactive and practical teaching approaches. The study concludes that addressing emotional barriers, improving teaching resources, and enhancing teacher training are critical for advancing English language education. A multifaceted approach, incorporating better pedagogical strategies, relevant resources, and supportive learning environments, is essential for overcoming the identified challenges and improving students' English language proficiency.

Effect of business games on learning perception and satisfaction of students on technical courses in business administration integrated into high school

The research aims to investigate the effect of business games on learning perception and the satisfaction of students in technical courses in Business Administration integrated with high school from the analytical perspective of Experiential learning. To achieve this objective, a study was conducted using three different types of business games (online computerised, board, and gamebook), with students completing the technical course integrated into high school at the Federal Institute of Espírito Santo (Ifes) in Brazil. Data were collected using a self-administered online questionnaire and analysed using partial least squares structural equation modelling. Two competing models were evaluated. In both cases, the experience of the game has an effect on learning perception and satisfaction. However, one considers that learning perception has an effect on satisfaction and another in which it is the satisfaction that has an effect on learning perception (i.e., the halo effect). The study's results demonstrated that experience in the business game has a positive effect on students' perception of learning and satisfaction and that the hypothesis of the existence of the halo effect was rejected. This suggests that business games can be adjusted to fit different levels of education, depending on how they are applied.

Exploring tertiary EFL learners’ and teachers’ perceptions of the effectiveness of EFL writing course syllabi: Pedagogical implications

Given the importance of effective and standard syllabi in developing tertiary students’ EFL writing skills, this study aimed to analyze the perceptions of Bangladeshi tertiary EFL learners and teachers towards the effectiveness of English writing course syllabi in developing writing proficiency. The study involved 392 students and 14 EFL teachers from seven Bangladeshi universities in a five-point Likert-scale questionnaire survey using a purposive sampling procedure. The results show that both students and teachers had a negative perception of the effectiveness of most of the components of the syllabus, namely, objectives of the syllabus, content and skill coverage, instructional time, suitability, and effectivity of the instructional materials covered in the syllabus. However, students had a positive perception of the effectiveness of the writing content, while teachers had a low perception of this aspect of the writing syllabus. Recommendations call for policymakers and syllabus designers to ensure that EFL writing course syllabi include essential subject components and skills, adhere to global standards, and provide ample classroom practice time for students. The study also highlights the need for devising better syllabi to meet the needs of tertiary EFL learners' academic and professional needs and guide EFL teachers to meet the expectations of Bangladeshi tertiary EFL education.

Student Pharmacists’ Perceptions of Artificial Intelligence and Machine Learning in Pharmacy Practice and Pharmacy Education

This study explored student pharmacists' perceptions and attitudes regarding artificial intelligence (AI) and Machine Learning (ML) in pharmacy practice. Due to AI/ML's promising prospects, understanding students' current awareness, comprehension, and hopes for their use in this field is essential. In May 2024, a Zoom focus group discussion was conducted with six student pharmacists using a self-developed interview guide. The guide included questions about the benefits, challenges, and ethical considerations of implementing AI/ML in pharmacy practice and education. The participants' demographic information was collected through a questionnaire. The research team conducted a thematic analysis of the discussion transcript. The results generated by a team member using NVivo were compared with those generated by ChatGPT, and all discrepancies were addressed. Student pharmacists displayed a generally positive attitude towards the implementation of AI/ML in pharmacy practice but lacked knowledge about AI/ML applications. Participants recognized several advantages of AI/ML implementation in pharmacy practice, including improved accuracy and time-saving for pharmacists. Some identified challenges were alert fatigue, AI/ML-generated errors, and the potential obstacle to person-centered care. The study participants expressed their interest in learning about AI/ML and their desire to integrate these technologies into pharmacy education. The demand for integrating AI/ML into pharmacy practice is increasing. Both student and professional pharmacists need additional AI/ML training to equip them with knowledge and practical skills. Collaboration between pharmacists, institutions, and AI/ML companies is essential to address barriers and advance AI/ML implementation in the pharmacy field.

Nursing students' experiences of digital learning in Chinese higher education institutions: A descriptive qualitative study

BackgroundAs digital learning is rapidly developing and being applied to almost all subjects in higher education nursing. Although digital learning has been shown to have a wide range of benefits, little is known about research into Chinese students' perceptions of digital learning, and there is a need to explore students' digital learning experiences. AimThis study aimed to explore the digital learning experiences of undergraduate nursing students in Chinese higher education institutions, with the aim of informing future improvements in digital teaching and learning. DesignA descriptive qualitative study. SettingsThis study was conducted at six universities in three cities in China. ParticipantsTwenty-six nursing students with at least one year's experience of digital learning. MethodSemi-structured online interviews were used to collect the data, and conventional content analysis was used to analyze the data. FindingsNursing students' digital learning experiences were categorized into three themes: positive digital learning experience, negative digital learning experience, and barriers to digital learning perception of students. ConclusionsWith the help of advanced digital technology, students can access rich and diversified learning resources anytime and anywhere according to their personal learning pace and interests, which greatly enhances their autonomy and interest in learning. Open online courses have effectively compensated for regional differences in teachers' qualifications, enabling students in remote areas to enjoy high-quality teaching from top educational institutions and giving a solid impetus for improving nursing education in China. However, with the popularity of digital teaching, its design and innovation shortcomings have gradually emerged: students feel lonely and alienated when learning online, and long for more of the interaction and care found in traditional teaching. At the same time, the lack of regulation and assessment standards has created inequities in learning and affected student motivation.

High variability phonetic training facilitates perception-to-production transfer in Mandarin-speaking children with cochlear implants: An acoustic investigation.

This study primarily aimed to evaluate the effectiveness of high variability phonetic training (HVPT) for children with cochlear implants (CIs) via the cross-modal transfer of perceptual learning to lexical tone production, a scope that has been largely neglected by previous training research. Sixteen CI participants received a five-session HVPT within a period of three weeks, whereas another 16 CI children were recruited without receiving any formal training. Lexical tone production was assessed with a picture naming task before the provision (pretest) and immediately after (posttest) and ten weeks after (follow-up test) the completion of the training protocol. The production samples were coded and analyzed acoustically. Despite considerable distinctions from the typical baselines of normal-hearing peers, the trained CI children exhibited significant improvements in Mandarin tone production from pretest to posttest in pitch height of T1, pitch slope of T2, and pitch curvature of T3. Moreover, the training-induced acoustic changes in the concave characteristic of the T3 contour was retained ten weeks after training termination. This study represents an initial acoustic investigation on HVPT-induced benefits in lexical tone production for the pediatric CI population, which provides valuable insights into applying this perceptual training technique as a viable tool in clinical practices.

The Short- and Long-Term Perceptual Learning of Clinical Dynamic Visual Acuity Test.

The purpose of this study was to investigate the short- and long-term learning effect of dynamic visual acuity (DVA) tests. Participants between 18 and 30years with corrected to normal visual acuity were enrolled in this study. Three repeated sessions were performed, with 15 minutes and 15 days' intervals between sessions. Each session included 9 DVA tests of horizontal, vertical, and diagonal motions of E optotypes at 20, 40, and 80degrees per second (dps). The short- and long-term learning effects were analyzed from repeated DVA tests. Of the 58 enrolled participants, the mean age was 23.1 ± 2.1years. DVA significantly varied among motion types and velocities (P < 0.05, respectively). There was a significant short-term learning effect for 20 (P = 0.004), 40 (P < 0.001), and 80 (P = 0.014) dps DVA test of horizontal motion, 40dps DVA test of vertical (P = 0.003), and diagonal motion (P = 0.036). The long-term learning effect was detected in the 40dps diagonal motion DVA test (P = 0.015). The short- and long-term learning effects were positively associated with initial DVA in most combinations of motion type and velocity tests (P < 0.05, respectively). The short- (P = 0.031) and long-term (P = 0.024) learning effect of 80dps horizontal motion DVA test was greater in male than female participants. There is a significant short-term learning effect in the DVA test of various motion types, but the long-term learning effect was rarely observed, and it is greater in participants with worse initial DVA.

Visual Perceptual Learning of Form-Motion Integration: Exploring the Involved Mechanisms with Transfer Effects and the Equivalent Noise Approach.

Background: Visual perceptual learning plays a crucial role in shaping our understanding of how the human brain integrates visual cues to construct coherent perceptual experiences. The visual system is continually challenged to integrate a multitude of visual cues, including form and motion, to create a unified representation of the surrounding visual scene. This process involves both the processing of local signals and their integration into a coherent global percept. Over the past several decades, researchers have explored the mechanisms underlying this integration, focusing on concepts such as internal noise and sampling efficiency, which pertain to local and global processing, respectively. Objectives and Methods: In this study, we investigated the influence of visual perceptual learning on non-directional motion processing using dynamic Glass patterns (GPs) and modified Random-Dot Kinematograms (mRDKs). We also explored the mechanisms of learning transfer to different stimuli and tasks. Specifically, we aimed to assess whether visual perceptual learning based on illusory directional motion, triggered by form and motion cues (dynamic GPs), transfers to stimuli that elicit comparable illusory motion, such as mRDKs. Additionally, we examined whether training on form and motion coherence thresholds improves internal noise filtering and sampling efficiency. Results: Our results revealed significant learning effects on the trained task, enhancing the perception of dynamic GPs. Furthermore, there was a substantial learning transfer to the non-trained stimulus (mRDKs) and partial transfer to a different task. The data also showed differences in coherence thresholds between dynamic GPs and mRDKs, with GPs showing lower coherence thresholds than mRDKs. Finally, an interaction between visual stimulus type and session for sampling efficiency revealed that the effect of training session on participants' performance varied depending on the type of visual stimulus, with dynamic GPs being influenced differently than mRDKs. Conclusion: These findings highlight the complexity of perceptual learning and suggest that the transfer of learning effects may be influenced by the specific characteristics of both the training stimuli and tasks, providing valuable insights for future research in visual processing.

Risk perceptions of healthcare workers and occupational health experts on psychological distress: a qualitative mental model study

Abstract Background The objectives of this study are to explore healthcare workers’ (HCW) mental models regarding psychological distress and to compare these with that of experts. Methods Semi-structured interviews was conducted (n = 28 HCWs, n = 13 experts). Topic list encompassed risk perception, early stress symptoms, causes, consequences and preventive measures of psychological distress. Interviews were transcribed verbatim and thematically analyzed using MAXQDA. Results Similarities were found in risk perception, symptoms, causes, and consequences. Differences arose in HCWs' reliance on personal experiences and values, versus experts' scientific perspective. Preventive measures also showed discrepancies. Variation within HCWs was found on all aspects of their mental model. Conclusion For effective preventive interventions regarding psychological distress, experts should consider HCWs' personal values and experiences, acknowledging the variation in their mental models. This approach may enhance HCWs' engagement in preventive behaviors.

EFL Distance Learners’ Perceptions of Attitudes, Ease of use, and Interaction as Determinants of Satisfaction

The aim of this study is to explore English foreign language (EFL) students’ perceptions of distance learning in the aftermath of Corona pandemic lockdown. Specifically, it investigates students’ attitudes, perceived ease of use, online course flexibility and interaction as determinants of learning satisfaction based on their own distance learning experiences within the Moroccan educational context. An online questionnaire was administered to 147 undergraduate EFL learners from three different higher education institutions: the Faculty of Arts and Humanities, and Higher School of Education and Training in Béni mellal, and the École Normale Supérieure (ENS) in Rabat. The research findings indicate that the main factors influencing students’ online learning satisfaction are their attitudes towards online learning, online course flexibility, and student-teacher interaction. The results have implications for promoting distance learning among students.

The impact of take-home laboratories on student perceptions of conceptual and professional learning in electronic engineering across four European universities

ABSTRACT Research exploring the advantages and limitations of different laboratory modes on student learning is critical so that engineering instructors can design hybrid/blended laboratories to maximise student learning. However, limited research explores the impact of take-home laboratories on student learning. This article documents the impact that the "HELP" take-home laboratory had on student perceptions of conceptual and professional learning across four European universities within the discipline of electronic engineering. Impact was evaluated through a student questionnaire that included Likert-scale and open-ended questions and was completed by 74 participants. The research extends what is known by revealing how take-home laboratories supported student understanding. Participants report that having flexible access and more time to build and test real circuits enhanced their understanding. Participants also reported that take-home laboratories supported the development of specific professional skills. Based on the student perspective, an implication of this research is that take-home laboratories can legitimately complement other laboratory modalities.

The ecological nature of the classroom environment for the perceptual learning of Additional Language speech

The ecological nature of the classroom environment for the perceptual learning of Additional Language speech

Juegos serios para la enseñanza-aprendizaje en educación ambiental

The need to shift to a responsible consumption model, encourage citizen participation, recycling habits, and water conservation, makes it vital to seek innovative ways for environmental education. Therefore, in this study, the serious games Save the Earth Planet ECO Inc. and Eco Ego were implemented in the teaching-learning process of high school students at Unidad Educativa Mariano Benítez, with the aim of promoting sustainable attitudes and behaviors, and raising awareness about environmental management and care. A quantitative, descriptive, and explanatory methodology with a quasi-experimental approach was followed. Before and after the use of these video games, a survey was conducted to measure participants’ opinions and perceptions of learning in environmental education. As a result, the application of serious games succeeded in promoting more sustainable attitudes and behaviors towards the environment among the participants, leading to reflective learning, meaningful experiences of reconnection with nature, and the strengthening of their commitment and participation in ecosystem protection.

Factors affecting perceptions of learning among Jordanian university students during emergency distance learning

Factors affecting perceptions of learning among Jordanian university students during emergency distance learning

Perceiving depth beyond sight: Evaluating intrinsic and learned cues via a proof of concept sensory substitution method in the visually impaired and sighted.

This study explores spatial perception of depth by employing a novel proof of concept sensory substitution algorithm. The algorithm taps into existing cognitive scaffolds such as language and cross modal correspondences by naming objects in the scene while representing their elevation and depth by manipulation of the auditory properties for each axis. While the representation of verticality utilized a previously tested correspondence with pitch, the representation of depth employed an ecologically inspired manipulation, based on the loss of gain and filtration of higher frequency sounds over distance. The study, involving 40 participants, seven of which were blind (5) or visually impaired (2), investigates the intrinsicness of an ecologically inspired mapping of auditory cues for depth by comparing it to an interchanged condition where the mappings of the two axes are swapped. All participants successfully learned to use the algorithm following a very brief period of training, with the blind and visually impaired participants showing similar levels of success for learning to use the algorithm as did their sighted counterparts. A significant difference was found at baseline between the two conditions, indicating the intuitiveness of the original ecologically inspired mapping. Despite this, participants were able to achieve similar success rates following the training in both conditions. The findings indicate that both intrinsic and learned cues come into play with respect to depth perception. Moreover, they suggest that by employing perceptual learning, novel sensory mappings can be trained in adulthood. Regarding the blind and visually impaired, the results also support the convergence view, which claims that with training, their spatial abilities can converge with those of the sighted. Finally, we discuss how the algorithm can open new avenues for accessibility technologies, virtual reality, and other practical applications.

Fostering student competencies and perceptions through artificial intelligence of things educational platform

The growing demand for artificial intelligence (AI) skills across various sectors has enhanced AI-focused careers and shaped academic exploration in educational institutions. These institutions have been actively developing teaching methods that enhance practical AI applications, particularly through integrating AI with the Internet of Things (IoT), leading to the emergence of the Artificial Intelligence of Things (AIoT). This convergence promises significant advancements in AI education, addressing gaps in structured learning methods for AIoT. This study explored AIoT's application in Smart Farming (SF) and its potential to enrich AI education and sectoral advancements. The AIoT platform was designed for SF simulations, integrating environmental sensing, AI processing, and user-friendly outputs. This platform was implemented with 40 first-year computer science university students in Thailand using a one-group pre-posttest design. This approach transformed theoretical AI concepts into experiential learning through interactive activities, demonstrating AIoT's capability to increase AI conceptual understanding, trigger AI competencies, and promote positive learning perceptions. Therefore, this study presented the results as indicative of the AIoT platform's potential benefits, emphasizing the need for further robust experimental research. This study contributes to educational technology discussions by suggesting improvements in AIoT platform effectiveness and highlighting areas for future investigation.

Development of Android Application for Insect Animal Recognition Based on Augmented Reality as Interactive Learning Media

This study aims to develop Augmented reality applications as an interesting and interactive learning media and able to provide convenience in introducing insect animals into 3-dimensional form. The method used to design this system is the Prototype method and application testing is used Usability testing. Based on the results of development and testing, the majority of respondents indicated that the Insect World application functions well and is easy to use. Positive responses are also seen in the perception of learning about insect animals provided by the Insect World application. The appearance of the application and the real insect models displayed are also favored by the majority of respondents, and most like the learning experience using the Insect World Augmented reality application.

Integrating Hybrid Learning into the Higher Education System: Challenges and Opportunities

Hybrid learning technologies are increasingly being integrated into modern educational practices, eliciting both public concerns about the quality of education and positive feedback regarding the potential of digital learning environments in hybrid classrooms. This learning format acts as a catalyst for enhancing the quality of education and broadening access to educational programs. However, challenges such as student motivation in online settings and teachers’ readiness to use modern learning technologies persist. This research aims to analyze the advantages and disadvantages of hybrid learning. The study employs both theoretical and empirical methods. The theoretical component includes a comprehensive literature review on the topic. The empirical component involves (1) surveying higher education teachers and students about their perceptions of hybrid learning, (2) conducting classes in a hybrid format, and (3) comparing this format with traditional in-person and fully remote learning. The findings reveal that hybrid learning offers distinct advantages, particularly in organizing panel discussions, engaging students who cannot attend in person, and facilitating online programs, minor programs, and employee training. However, these benefits are more pronounced for administrative purposes than for teaching staff, many of whom express skepticism about the long-term effectiveness of hybrid technologies. Identified drawbacks include increased resistance from faculty during the adoption of new technologies, limited access to hybrid learning methodologies and resources, and the need for continuous technical support. Additionally, the study highlights specific challenges in using hybrid classrooms for foreign language instruction, which could be mitigated by increased investment in resolving technical issues.

Information sampling differences supporting superior face identity processing ability.

Face recognition in humans is often cited as a model example of perceptual expertise that is characterized by an increased tendency to process faces as holistic percepts. However emerging evidence across different domains of expertise points to a critical role of feature-based processing strategies during the initial encoding of information. Here, we examined the eye-movement patterns of super-recognisers-individuals with extremely high faceidentification ability compared with the average person-using gaze-contingent "spotlight" apertures that restrict visual face information in real time around their point of fixation. As an additional contrast, we also compared their performance with that of facial examiners-highly trained individuals whose superiority has been shown to rely heavily on featural processing. Super-recognisers and facial examiners showed equivalent facematching accuracy in both spotlight aperture and natural viewing conditions, suggesting that they were equally adept at using featural information for faceidentity processing. Further, both groups sampled more information across the face than controls. Together, these results show that the active exploration of facial features is an important determinant of facerecognition ability that generalizes across different types of experts.

‘Learning German is like … ’: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study

ABSTRACT In England, motivation for language learning is low, especially for learning German at high school, with potentially negative educational and societal implications. Previous research has tended to overlook the relevance for low motivation of social factors such as negative messages in public discourse (Krüsemann, H. 2018. Language learning motivation and the discursive representations of German, the Germans, and Germany in UK school settings and the press. PhD diss., University of Reading.). This study therefore aimed to provide deeper insights through an investigation of 391 adolescent learners. They completed a questionnaire exploring not only their representations of German and the Germans (German*), their motivational beliefs about learning German, and whether they intended to continue studying it, but also how they perceived public views about German*. Whether all these factors, together with gender and socio-economic status (SES), predicted future German study intentions was also investigated. Findings showed that the negative public views highlighted by previous research were only partly mirrored in learner representations. Learners were more likely to continue German study if they believed others viewed German positively, if they had higher expectations for success, saw German as personally meaningful, and were female and of higher SES. The study thus presents new insights into motivation for learning German, providing empirical evidence for previously unsubstantiated claims of links between public discourse messages and learner motivation for German study.