Learning Content Research Articles

Exploring Stakeholder Perspectives on the Implementation of WHO iSupport for Dementia Program: A Qualitative Study.

To explore the stakeholders' perspectives and develop a conceptual framework for promotion strategies to implement the iSupport-based intervention for family caregivers of people with dementia. A descriptive qualitative design was adopted. Semi-structured interviews were conducted with 49 stakeholders of people with dementia from July to December 2023. The Consolidated Framework for Implementation Research was applied to guide the development of the interview guide, data collection and analysis. Directed content analysis was employed to identify facilitators and barriers, with data analysed based on the framework and the established its codebook. These findings were then summarised into a conceptual framework of critical components. The identified 16 barriers and 28 facilitators were distributed across all Consolidated Framework for Implementation Research domains. All facilitators and barriers were integrated into a conceptual framework guiding the implementation of iSupport. This four-tier, eight-component conceptual framework guides the global promotion of the web-based dementia care model, covering state, society, hospitals, individuals and strategies. The components included comprehensive and balanced national medical guidelines, a friendly social culture, adequate hospital collaboration, cooperative healthcare workers, responsible family caregivers, a comprehensive intervention system, appropriate learning content and digital health support. The 'iSupport for Dementia' program is seen positively for its potential to improve dementia care by providing mental and technical support to family caregivers. Successful implementation requires addressing barriers, enhancing facilitators and adapting to China's conditions and policies. Mobilising local healthcare resources and gaining stakeholder recognition is crucial. This approach may help develop a localised version of iSupport that suits the needs and habits of Chinese family caregivers, with the potential for broader dissemination. The 'iSupport for Dementia' program could greatly improve dementia care in China by addressing barriers and utilising facilitators. This study offers critical insights for future policy development and effective implementation strategies. Adherence to the COREQ guidelines for reporting qualitative research was maintained. No patient or public contribution.

Measure Twice, Cut Once: Unit Profitability, Scalability, and the Exceptional Growth of New Firms

By studying three promising venture pairs with different business models in different nascent markets, we explore how some new firms grow into mature firms and some promising peers do not. The successful firms first use a learning process that begins with (1) focused attention on unit profitability (not growth), then broad (not narrow) learning, and finally active delay (not acceleration) of growth. They then use a capability-building process that (2) shifts to focused attention on unit-profitable growth, then makes long-term investments in profit-oriented capabilities, and finally leverages these capabilities into new products. In contrast, peers with focused attention on growth ironically fail to achieve it. Broadly, we contribute a process theory of exceptional growth that fills the gap between the growth of new firms in the entrepreneurship literature and the growth of mature firms in the strategy and organization theory literatures. Further, we add the importance of learning content—not just learning processes—to the entrepreneurship literature on new firm growth and a rare, novel, and grounded account of the origin of capabilities to the strategy literature on the resource-based view and mature firm growth. Finally, we add to practice the significance of product–market–profit fit and a precise definition of premature scaling. Funding: This work was supported by the Strategy Research Foundation [Grant SRF-2018-DP-9167].

Exploring Integrated Learning with Local Wisdom: Sendang Made Ecosystem E-book to Train Critical Thinking Skills for Class X High School Students

This research focuses on developing an integrated e-book that incorporates Sendang Made local wisdom into ecosystem material to enhance high school students' critical thinking skills. The study addresses the challenge of limited teaching materials due to the shortage of teachers capable of preparing suitable content for 21st-century learning, which emphasizes critical thinking and technology use. The Research and Development (R&D) method was employed using the ADDIE framework, encompassing analysis, design, development, implementation, and evaluation stages.nData was collected through validation by two biology lecturers, material experts, and media experts, as well as a readability test. The e-book received high validation scores: 3.73 for presentation, 3.73 for content appropriateness, and 3.54 for language appropriateness. The readability test indicated a level 10, aligning with the cognitive level of grade X high school students, and was categorized as very positive and appropriate. In conclusion, the integrated e-book is highly feasible and valid for enhancing critical thinking skills in grade X high school students, making it an effective tool for 21st-century learning.

Design and implementation of a project management training program to develop workforce ready skills and career readiness in STEM PhD students and postdoctoral trainees

A growing number of STEM doctorates pursue careers across the broader biomedical workforce, including industry, policy, and healthcare. Graduate and postdoctoral trainees need training to develop professional skills that prepare them for diverse workforce options. Through engagement with faculty and trainees, we determined that formal management skills are underdeveloped in trainees, particularly around managing projects in a way that is translatable to broader industries. At Georgetown University Medical Center, we adapted Kern's six-steps of curriculum design to develop the Academy for Transferable Management Skills (ATMS) program to help graduate and postdoctoral trainees develop linear experience in utilizing project management tools in their academic research contexts. ATMS includes a self-paced online CANVAS course with learning objectives and content modules that map to the project management cycle from initiation to closure, developed in consultation with PhD-level industry experts. From 2021–2024, 25 trainees have completed the ATMS program, including the capstone project and posttest evaluation. Trainees also complete brief quizzes after each module as a formative assessment of learning. The pre-test evaluation (n = 92) revealed a baseline of project management “pain points” regularly encountered by trainees (risk management, project charters, work breakdown structures, and managing project scope). Posttest data (n = 25) reveal a significant increase (p < 0.0001) in project management self-efficacy measures across the aforementioned pain point scales. Notably, 100% of trainees indicated that they may/would refer the program to colleagues. ATMS offers trainees the flexibility to pick frameworks that apply to their projects with trainees planning to use project schedules (84%), Work Break Down Structures (80%), lessons learned reports (68%), and communication plans (68%) in their work. This integrated experiential learning approach equips trainees to develop and execute their projects according to industry-informed project management principles, which allows them to perform their current research more efficiently and to utilize project management frameworks in a way that is directly transferable to broad careers.

The Connotation of Embodied Development Model in Physical Education Teaching Situation and its Practical Enlightenment

This study focuses on the problem of situation creation in school physical education curriculum. Compared with traditional physical education classroom teaching, supported by embodied cognition theory, the connotation of physical education teaching situation, embodied performance in the process of motor skill acquisition, situation creation ideas and cases, and embodied situation theoretical model are studied and discussed. The traditional physical education teaching situation is separated from the learning of motor skills. The context should be based on ontological motion perception and interaction with the real environment. Propose the teaching situation of “body perception, consciousness strengthening and environment embedding” and consider the characteristics of learning content, the authenticity of the teaching environment, the use and transformation of site equipment, while having operability, as well as the transfer of knowledge and skills.

DEVELOPMENT OF INTERACTIVE SCIENCE LEARNING E-MODULES BASED ON PROJECT BASED LEARNING TO IMPROVE SCIENCE PROCESS SKILLS AT ISLAMIC ELEMENTARY SCHOOL

Interactive Science Learning E-Module teaching materials are developed with science process skills. The interactive science learning e-module has the form of software that can be used with the help of a laptop, computer and cellphone. Interactive e-Modules are presented in PDF form, making them easier for educators and students to use, and can be used offline, but there are several menus such as quizzes, learning videos and evaluations that cannot be accessed if you are not connected to the internet. This research is Research and Development (R&D), by applying five ADDIE model stages (analyze, design, develop, implement, and evaluate). Stage analyze includes analysis of educators and students. The design stage includes preparing the e-module outline in the form of selecting media and e-module formats as well as designing the learning content in the e-module. The development stage includes the development of data collection instruments. The data collection instruments in this research are eligibility sheets for validators and science learning practitioners, as well as pretest and posttest questions for science process skills. This instrument was developed based on review by supervisors, assessments by validator lecturers, science teacher learning practitioners, and trials on students. The implementation stage includes the application of the e-module that has been developed for class IV students at MI Tarbiyatussibyan Banyuwangi. The experimental design used at this stage is one group pretest-posttest. The evaluation stage includes the form of evaluation carried out at each ADDIE stage. The data analysis technique used is the normality test and t test.The research results show that the interactive science learning e-module based on project based learning that was developed is very effective and interesting to use in science learning. The science e-module is effective in improving science process skills because the results of field trials show students' enthusiasm in learning science and students who easily understand science material with the stages of science process skills. Science process skills can also provide innovation to educators in creating enjoyable science learning.

Development of Augmented Reality Learning Media on IPAS Subject Matter of the Respiratory System

The lack of use of learning tools in science and science lesson content regarding the respiratory system in class V elementary school makes students quickly feel bored. This results in students not understanding what has been conveyed by the teacher. This investigation aims to develop augmented reality learning media for science and science lesson content on the respiratory system for class V elementary schools. This type of research is Research and Development (R&D) which refers to the Borg and Gall theory with ten stages. The data collection techniques used in this research were observation, question and answer, and questionnaires. Based on the data analysis carried out, the following results were obtained. The results of the material expert validation test were 81.60% which was included in the very feasible group; The results of the media expert validation test were 96.60% which was included in the very feasible group. Apart from that, scores were obtained before and after the use of the learning media developed. As seen from the results of these values, the media developed is declared effective if used as a learning tool in the science and science learning content regarding the respiratory system. So, it can be concluded that the tools developed are suitable and effective for use in the learning process.

Microlearning: Innovative Digital Learning for Various Educational Contexts and Groups

Microlearning brings a number of advantages that make it an attractive tool for education. Short and clear lessons minimize the risk of information overload, promote better understanding of the material, and enable quick and easy retention of information. The relevance of microlearning lies in its ability to respond to current educational needs and trends. Microlearning is considered to be a flexible, effective and innovative approach to learning that can be successfully applied in different learning environments, for different learning content and to different target groups. The aim of the research is to describe the impact of microlearning modules on the level of learning outcomes and perceived effectiveness in different target groups. Our research focuses on examining the effectiveness of microlearning on lower secondary school pupils, secondary school students and librarians. In the context of lower secondary schools, specific microlearning units thematically focused on programming and working in Scratch will be presented. This part of the research was carried out using an experiment and a questionnaire survey. In the experiment, the effectiveness of this type of teaching and digital learning materials was investigated. The experiment was conducted in parallel classes of a lower secondary school, and the participants were pupils aged 11 to 12 years old. The aim of the questionnaire survey was to find out the probands' opinions about microlearning. In the context of secondary schools and learning librarians, we conducted a survey of available materials and microlearning modules. In this paper we will introduce general concepts and strategies, with more detailed descriptions of specific modules to be published later. This paper aims to contribute to the growing awareness of the importance of microlearning as an effective educational tool and highlights its potential in different educational settings, especially lower secondary schools, thus providing useful material and inspiration for educators. The results suggest that the implementation of microlearning in lower secondary school settings has led to improved student learning outcomes.

The Students Satisfaction and Interest in Roller Skating

This study is based on classroom satisfaction and students' roller skating course learning interest, laying a foundation for improving students' roller skating course learning quality. The results show that students' learning satisfaction and roller skating course learning interest in classroom learning have been improved, which has improved the learning quality of roller skating courses. Through descriptive correlation design and SPSS analysis of data from 300 students, it was found that students' roller skating interests in high-level dimensions, including self-flexibility; Roller skating skills and fundamentals; personal interest; Parents; Teachers; Facilities; Roller skating course and roller skating course satisfaction Learning content; Learning resources and activities; Learning task Implementation, etc. In order to improve students' classroom satisfaction and roller skating course learning interest, teachers should take relevant measures in teaching, such as not considering sex, age, as the main factors for evaluating students' learning interest and satisfaction, emphasizing the actual content of course design and teachers' organizational means, helping students build interest, and strengthening the development quality of roller skating courses.

Enhancing Reusability Practices in Massive Online Open Courses

Over the past decade, the emergence of Massive Online Open Courses (MOOCs) has profoundly transformed the distance learning landscape, capturing the attention of both higher education and professional institutions. This surge of interest has not only spurred the development of innovative teaching and learning methods but has also led to a re-evaluation of content production and reuse strategies. In fact, when producing MOOCs, multiple resources and efforts are dedicated to creating a considerable amount of learning material. This is often housed within the learning environment, which serves as a sort of repository and it is accessible by learners throughout the course. However, due to a lack of management support or internal organisational structure, the use of this material sometimes remains limited to the existence of the MOOC, causing it not to be actively employed and exploited after the course has ended. Lately, issues regarding MOOCs’ content management have raised critical questions about the long-term sustainability, reusability and management of the created online learning material even after the end of the online course. By using as a case study the three interlinked MOOCs on European History, Law and Governance developed in the framework of the KU Leuven programme in European Studies and the effort invested in both the planning and afterlife of the MOOC, this paper provides an overview of the formulas adopted to enhance learning content reusability. Drawing from KU Leuven’s extensive experience in creating humanities-focused MOOCs, this collection of interconnected online courses represents a novel attempt at offering a series of educational courses that are designed to complement each other not only in terms of content but also in terms of content management. Also, by contributing to the discussion on MOOCs' reusability this paper intends to emphasise the importance of establishing clear guidelines to enhance educational content reuse, ultimately contributing to the long-term educational value of MOOCs.

Promoting sustainability literacy for students in Thai higher education institution: a case of Siam University

PurposeThe objectives of this study were (1) to explore and analyze sustainability literacy of undergraduate students and (2) to propose guidelines for promoting sustainability literacy of the undergraduate students at Siam University, Bangkok, Thailand.Design/methodology/approachA 5-point rating scale survey questionnaire was used to collect data from 235 students registered in General Education courses in Semester 2 of academic year 2022. The analyzed data was presented to a focus group discussion, conducted with 19 internal and external stakeholders, as a basis to propose guidelines for promoting sustainability literacy.FindingsThe students perceived that they had better knowledge about sustainable development and sustainable development goals (SDGs) and that their knowledge about and degree of participation in SDGs-related activities were at high level. Intrapersonal competence was rated as their highest sustainability competence, followed by futures-thinking, and systems-thinking. The focus-group suggested that competency-based GE curriculum should be used as a platform to enhance sustainability literacy. Guidelines concerning learning outcomes, learning content, learning culture, learning with technology, and learning assessment were then proposed.Research limitations/implicationsThe study’s methodological limitations include the use of purposive sample case of the Siam University and self-perceiving assessment survey instrument for the data collection that provide sufficient insights on the present state and problems concerning sustainability literacy of university students.Practical implicationsSustainability is one of the national pillars in Thailand 20 years strategy (2018–2037). Hence, the government encourages all educational institutions, including universities to transform themselves toward this goal. Siam University has used education program as a vehicle to meet this aspiration. Lesson learnt from the study will not only benefit the university per se but will be valuable for practices in other universities. In addition, findings and implications from the study will help accelerate the transformation of Thai higher education institutions toward sustainable universities.Social implicationsSustainability has been promoted in education and social context. Siam University is recognized as a leading university in promoting campus and community sustainability through our “living learning lab” approach. We have used social living labs for teaching and learning activities for years. Partnerships among academia, private and public sectors, as well as community members will benefit from this research.Originality/valueThe study explores the scholarly topic of significant social importance and implications in the Thai context. The present study on sustainability literacy opens a path for further research and cross-institutional and national comparative studies on the issue.

Statistical Analysis of Students’ Learning Effectiveness in Online Courses Offered by British Partners in China-UK Joint Education Program

In the context of internationalization, China-UK Joint Education Programs are receiving increasing attention from universities. Based on the difficulties faced in China-UK Joint Education Program, this paper adopts a questionnaire survey method to study the learning effectiveness of students majoring in digital media technology in the China-UK Joint Education Program at Guangxi University of Finance and Economics, focusing on four aspects: learning materials, learning content, teacher conditions, and student learning outcomes. The research analysis in this paper not only provides strong support for the construction of China-UK Joint Education Program but also offers references for other China-UK Joint Education Programs.

A self-regulation perspective on L2 grit development and its impact on language achievement

Evidence from recent studies has shown that sustained perseverance and passion for long-term goals in the domain of second language (L2) learning – a personality trait called L2 grit – is associated with various aspects of language learning, including positive psychological attributes (e.g. motivation, beliefs, and emotions), actions (e.g. learning efforts and strategy use), and achievement (e.g. course and task performance). Meanwhile, relatively little has been written about the mechanism through which such relationships emerge. Expanding upon L2 grit’s association with self-regulated learning (SRL) behaviors and SRL-related psychological variables, this study explores the development of L2 grit and its role in language achievement using the SRL framework. One hundred and eight English majors in Japan responded to a questionnaire, granted permission to access their L2 class records, and completed a standardized L2 test. The main findings include: (1) the psychological attributes that facilitate SRL may play a critical role in increasing levels of L2 grit, (2) the relationship between L2 grit and achievement in language classes was mediated by behavioral self-regulation (intensified learning efforts), and (3) L2 grit may promote different types of self-regulatory behaviors depending on learners’ status (i.e. learning experience and proficiency levels) and learning situations (e.g. learning content and goals). The results provide one explanation for the superior performance of gritty learners in L2 classes observed in previous studies.

Designing Personalized Learning Paths for Foreign Language Acquisition Using Big Data: Theoretical and Empirical Analysis

This study introduces the Data-Driven Personalized Learning Model (DDPLM), a sophisticated framework designed to enhance foreign language acquisition through the integration of big data analytics. Implemented within the educational platforms Edmodo and Duolingo, DDPLM utilizes real-time data processing to tailor learning paths and content dynamically to individual learner needs. Our findings indicate significant improvements in language learning efficiency, engagement, and retention. The model’s adaptability across different digital environments showcases its potential scalability and effectiveness in various educational contexts. Additionally, the research addresses the critical role of personalized feedback and adaptive challenges in maintaining learner motivation and promoting deeper linguistic comprehension. The outcomes suggest that DDPLM significantly transforms traditional language education, making it more personalized, efficient, and aligned with individual learning preferences.

Study of Graphic Armatures, Multimodal Cues, and Numeric Measures in Virtual Reality on Learners’ Performance and Workload

Virtual reality (VR) is increasingly utilized in education, yet its effectiveness can vary due to potential distractions and excessive workload. Prior research suggests that virtual signaling elements can enhance learning in VR environments. However, the effectiveness of different design elements for specific learning content and their impact on learner workload remain understudied. This study examines the influence of graphic armatures, multimodal cues, and numeric measures on scale learning in Scale Worlds, a VR learning environment for exploring scientific entities across multiple scales. Preliminary results indicate that numeric measures notably enhance learning outcomes by providing direct scale representations. It shows that different virtual elements can variably affect learners’ scale learning outcomes and behaviors and can lead to varying levels of workload. This study underscores the importance of aligning the design of virtual elements with educational objectives and ensuring they induce an appropriate level of workload for learning in VR learning environment.

Human or Humanoid Animated Pedagogical Avatars in Video Lectures: The Impact of the Knowledge Type on Learning Outcomes

This study examines the impacts of educational videos with human or humanoid animated pedagogical avatars (APAs) on cognitive, affective, and social learning outcomes in declarative and procedural knowledge contexts. A 2 × 2 factorial design was used, considering instructor type (human vs. humanoid APA) and knowledge type (declarative vs. procedural). The study involved 139 university students with no prior knowledge of the video content and was conducted in a human-computer interaction lab using an eye-tracking device. There were no significant differences in learning achievement, perceived lecture engagement, emotion, satisfaction, and social presence between the human and humanoid APA. However, learners showed greater visual interest in the human instructor, which influenced their interest in the learning content. Viewers of declarative knowledge videos showed more visual interest and achieved higher learning scores, while procedural videos increased lecture engagement, emotion, satisfaction, and social presence. The study suggests that humanoid APAs can effectively replace human instructors in educational videos and emphasizes the importance of considering knowledge types in video design to impact learning outcomes.

A Systematic Literature Review on Augmented Reality in Game-Based Learning for English as a Second Language

This systematic review explores the integration of Augmented Reality (AR) within game-based learning for English as a Second Language (ESL). Based on empirical studies spanning 2020 to 2024 sourced from Web of Science (WoS), Scopus, ERIC, and Google Scholar. The review assesses AR's impact on ESL education. The findings highlight AR's potential to enhance language attainment through mobile applications, fostering learner satisfaction, engagement, and motivation. Additionally, the fusion of game-based learning and AR diversifies learning experiences across subjects, promoting collaboration and communication skills. However, challenges such as technical hurdles, the learning curve for teachers and students, financial constraints, and potential distractions from learning content persist. Despite these obstacles, AR presents promising opportunities for improving ESL learning outcomes. Moreover, it contributes to understanding AR's role in ESL education and underscores the need for further research to address implementation barriers and maximise its educational potential.

Beyond perception. Do pre-service geography teachers understand education for sustainable development?

Given the influence of teachers’ knowledge, perceptions, beliefs, and attitudes on their teaching and students’ learning, this study investigates the understanding regarding Education for Sustainable Development (ESD) among pre-service geography teachers in Vietnam. In-depth interviews were conducted with pre-service teachers from various teacher education institutions in Vietnam. The results show that, while the interviewees mentioned key dimensions of ESD including learning content, learning outcomes, and pedagogy, they primarily approached ESD from a normative and instrumental perspective. However, their understanding of ESD remains unclear, reflecting a lack of theory-based knowledge on the subject. The findings suggest a critical need for changes in teacher education to improve understanding of ESD in the Vietnamese context.

Enhancing Student Engagement with AI-Driven Personalized Learning Systems

This paper explores the impact of AI-driven personalized learning systems on enhancing student engagement in educational settings. With the increasing integration of artificial intelligence (AI) in various sectors, education is also experiencing a shift towards more adaptive and personalized learning environments. The study investigates how personalized learning paths, powered by AI algorithms, can address diverse learning needs and promote greater involvement from students. Through a comprehensive analysis of engagement metrics, pre-and post-implementation comparisons, and surveys from both students and educators, this research identifies key factors that contribute to improved student motivation, interaction, and academic performance. The findings suggest that AI-driven systems not only provide tailored learning experiences but also foster a deeper connection between students and their learning content. The paper concludes with recommendations for future research and practical applications in educational institutions to further optimize the use of AI for enhancing student engagement.

A Model-Driven Approach to Developing Scalable Educational Software for Adaptive Learning Environments

This research presents a model-driven approach to the development of scalable educational software tailored to adaptive learning environments. With the increasing demand for personalized education, adaptive learning systems play a crucial role in meeting diverse student needs by adjusting instructional content dynamically. This paper proposes a software engineering framework that integrates model-driven development (MDD) techniques with scalability principles, allowing for the efficient design and implementation of educational applications that can handle varying workloads and user demands. The framework emphasizes modular architecture, reusability, and flexibility to ensure that software can evolve with emerging educational requirements. Key components include the design of a learning content management system (LCMS) and the application of adaptive algorithms to personalize learning pathways. Additionally, this study explores the integration of cloud technologies to enhance the scalability and performance of educational platforms. A prototype system was developed and tested in a controlled environment, showing significant improvements in scalability, system performance, and student engagement compared to traditional static e-learning platforms. The results indicate that the model-driven approach not only improves software development efficiency but also offers a robust solution for creating adaptive educational systems that can scale to meet the growing needs of learners and institutions. This research contributes to the field of educational software development by providing a systematic methodology for building scalable and adaptive learning environments using advanced software engineering techniques.