Design Of Learning Environments Research Articles

Exploring Students' Perceptions and Experiences of Raising Concerns During Pre-Registration Training in England: A Systematic Review.

To explore the perceptions and experiences of students raising concerns during pre-registration health and/or social care training in England. Systematic review. MEDLINE, CINAHL, ERIC, PsycINFO and Education Research Complete were systematically searched for studies published between September 2015 and August 2024. Grey literature searches were conducted using Google Scholar and ETHOS British Library. Reference lists from included studies were hand searched. Joanna Briggs Institute methodological guidance for the conduct of systematic review informed conduct and the convergent integrated approach. Mixed methods appraisal tool was used for quality appraisal. Eleven studies were included. Synthesis of findings generated three themes: (1) conflicting needs of self and others, (2) navigating the professional workspace and, (3) 'choice to voice'. Speaking up and raising concerns as a pre-registration student is a complex, multi-faceted and non-linear social phenomenon. Experiences and perceptions are impacted by the novice student position alongside individual, interpersonal and organisational factors. Open cultures within teams and organisations, leadership, support and feedback may enable students overcome barriers to raising concerns. Raising concerns may reduce avoidable harm. Pre-registration students offer a 'fresh pair of eyes'; however, they face barriers related to their student position. Synthesis of speaking-up experiences and perceptions of students in English settings can inform the design of learning environments which equip pre-registration students with the knowledge and skills required to cultivate safety behaviours. These skills contribute positively to safety culture and support learning and improvement in complex systems such as health and social care. The review followed PRISMA reporting guidelines. The conceptualisation of this project was informed by engagement events with higher education staff, students and Freedom to Speak Up Guardians.

Inclusive and Digital Science Education—A Theoretical Framework for Lesson Planning

The design of learning environments aimed at all students in the learning group is a requirement of modern lesson planning. In science education research, especially in the German tradition of didactics, the model of educational reconstruction (MER) is widely established for the planning of research programs and lesson planning. This model offers linking points in the conception of inclusive learning environments that have not yet been sufficiently considered. From an educational science perspective, Universal Design for Learning diclusive (UDL diclusive) provides a theoretical basis in the context of inclusive and digital lesson planning. In this paper, both MER and UDL diclusive are briefly presented. We argue for the combination of both frameworks for contemporary lesson planning. At the center of our considerations, we present possible points of linkage between the two frameworks. Connection points are illustrated by planning an inclusive and digital experiment-based physics lesson.

Introducing quantum physics concepts and Dirac notation at the secondary school level: Insights into student reasoning from an acceptance survey

Evidence from physics education research suggests that the introduction of a formalistic description of quantum phenomena can be beneficial to student learning, particularly in terms of helping students move away from naive realist views of quanta or space-time descriptions of quantum phenomena. However, the mathematical requirements for mastering quantum formalism are typically far beyond the scope of secondary school education. Therefore, in previous research, we have proposed a reduced Dirac notation tailored to the capabilities of secondary school students, which is included in a novel teaching-learning sequence. However, the cognitive processes of students when confronted with an introduction to quantum physics via a reduced Dirac notation have not been thoroughly investigated: In particular, it seems important to investigate whether this approach is actually beneficial to students’ learning and to explore the learning difficulties students are likely to encounter in such a setting. This paper contributes to this research gap by reporting the findings of an acceptance survey: N=14 learners participated in one-on-one interviews following a protocol consisting of four cyclical phases (information phase, acceptance evaluation, paraphrasing phase, and application phase). The findings of our study indicate that the instructional elements within our new teaching-learning sequence were generally well accepted by students but also revealed learning difficulties that students may encounter. Thus, on the one hand, the findings of this study pave the way for future research on students’ learning of quantum physics using Dirac notation. On the other hand, the in-depth findings reported here may guide teachers in designing learning environments that introduce Dirac notation at the upper secondary school and introductory university levels. Published by the American Physical Society 2024

Design and Development of a Stepwise Learning Environment for Problem Posing of Arithmetic Word Problem

Design and Development of a Stepwise Learning Environment for Problem Posing of Arithmetic Word Problem

Per-Q as an intervention project in virtual education for virtual learning environments

This article describes the methodological process in the design, implementation, and evaluation of Per-Q as an intervention project for educational practice in music teaching through the design of multimedia educational resources, social networks, software development and instructional design for virtual learning environments. Considering rhythm as the main element, based on the Rhythmic Dalcroze, DumDum, How to Play, Slap Happy and Rhythm stories methods, as methods that incorporate activities with movements, the game as a didactic element, improvisation, and the possibility of doing it without musical instruments implemented through traditional, constructivist and critical musical didactics approaches. Project aimed at a children's audience based on Jean Piaget's Theory of Cognitive Development and the stage of concrete operations, where initial rhythmic learning is associated with logical operations such as serialization, numbering and classification that are presented at the ages of the target audience. and that contemplates the possibility of implementing social mediation models in existing study programs at various levels of education

It is all about an appealing environment: Linking the learning environment dimensions with student engagement in Ethiopian higher education context

Student engagement and the learning environment have gained momentum within the educational research space as valid factors in determining the quality of education. However, empirical evidence on the relationships between the learning environment and student engagement remains scant in the context of higher education in Ethiopia. This article examined the association between student perception of the learning environment and student engagement (affective, agentic, behavioural, and cognitive engagement). The study employed a quantitative research approach, specifically a correlational design. 334 undergraduate students selected via stratified random sampling participated in the study. Whether and how engagement is related to the learning environment within higher education institutions is examined using structural equation modelling. Results indicated that the learning environment is significantly related to cognitive, affective, behavioural, and agentic engagements. Moreover, two-group structural analysis revealed that the relationship between learning environment and cognitive engagement is significantly different for males and females, whereas other engagement dimensions did not exhibit such differences. Student engagement and the learning environment showed a low coefficient of correlation. The results of this study will contribute to designing learning environment variables in higher education that are gender-friendly and optimize engagement. Based on the results, implications are drawn for the context of higher education in Ethiopia.

Governance of physical learning environment design in a decentralized policy context

ABSTRACT School buildings worldwide have given voice to educational purposes and have been employed as policy instruments. This article outlines a study concerning governance of the design of the physical learning environments in a decentralized policy setting. Based on document analysis of three design briefs and interviews with key persons for local school design in three local governments, this article seeks to explore how central policy imperatives and regulations are enacted in local school design. By deploying the concepts of translation and path dependence as analytical tools, the paper highlights how laws and regulations on school buildings’ design are transformed in local settings. The concepts of loose and tight couplings are deployed to investigate how organizations are tied together. This paper demonstrates strong regulations from the health authorities and building authorities which were enacted by translations into the design briefs. Weak regulations were demonstrated through the absence of the central education authorities in the developments of school buildings. This paper argues that local governments had a concern for good physical environments for both learning and health for their students; however, the central education authorities were absent in the discussion, leaving students’ physical learning environment to a matter of health and well-being.

The impact of ergonomics and biomechanics on optimizing learning environments in higher education management

In higher education, the design of learning environments is serious in prompting student well-being, engagement, and academic performance. Traditional classrooms often lack ergonomic consideration, leading to discomfort, increased physical strain, and reduced concentration. As education evolves, there is a growing need to apply ergonomic and biomechanical principles to create spaces that accommodate students’ diverse physical and cognitive needs. Despite the theoretical support for these interventions, there is limited empirical evidence on their practical impact in educational settings. This study addresses this gap by examining the effects of ergonomic and biomechanical adjustments on student outcomes in higher education. Utilizing a mixed-methods approach, the research was conducted across four universities with a diverse sample of 126 students. The interventions included adjusting furniture, optimized spatial layouts, and environmental adjustments to assess their influence on postural alignment, muscle activity, and engagement. Key findings revealed significant improvements: postural alignment showed an increase in spinal angle from 118° to 133° and a reduction in neck angle from 37° to 29°. Muscle activity, particularly in the neck and lower back, decreased by 40% and 44%, respectively. Additionally, self-reported comfort improved from a mean of 2.8 to 4.3, while physical strain decreased from 3.7 to 2.2. Engagement levels also improved, with scores rising from 3.1 to 4.5. These results underscore the importance of ergonomic design in promoting student well-being and fostering a more conducive learning environment, providing evidence-based recommendations for optimizing learning spaces in higher education.

Students’ Self-Efficacy and Resilience in An Online Environment in a Post-Pandemic

Covid-19 has caused tremendous changes in all spheres of life, including education. Coronavirus has dramatically altered situation all over the globe. The pandemic has forced to switch education towards online teaching mode, where learning content was delivered both, synchronously and asynchronously. After the pandemic, it has become impossible to return to the same patterns of life and studies as before. Hybrid teaching has become a reality in majority of higher institutions in many countries. The aim of this study it to explore the aspects of efficacy in an online learning environment by building higher students’ stress resilience in facing New Normal in a post-pandemic time. Research methodology. For the purpose of this study the authors used a questionnaire to explore stress resilience and self-efficacy in an online learning environment in a post pandemic. New sentence: Additionally, they conducted focus group interviews to examine coping mechanisms for building greater stress resilience among students in higher education. It was concluded that online learning requires paradigm shift in education towards post-industrial model by focusing on learner-centred constructivist approaches in co-creating knowledge in a self-directed learning mode. The intention of the authors was to explore a potential of pedagogical approaches on how to apply complex design of an online learning environment to become more efficient.

Personalization in educational gamification: Learners with different trait competitiveness benefit differently from rankings on leaderboards

Leaderboards are among the most prevalent game elements and are widely used in educational gamification. However, most research has primarily compared learning scenarios using leaderboards with those not using leaderboards, ignoring the role of specific components of leaderboards such as rankings. Given that learners’ perceptions of leaderboards depend on their rankings, this study investigated how rankings (high vs. low) and learners’ trait competitiveness (high vs. low) influence learning in educational gamification. Sixty-one high-trait-competitiveness and sixty-two low-trait-competitiveness learners were randomly assigned to either high-ranking or low-ranking conditions. The results revealed the moderating role of trait competitiveness in the relationship between leaderboard rankings and learning. Interestingly, higher rankings were more beneficial in enhancing learning motivation of learners with low trait competitiveness, while lower rankings had more positive effects on performance of those with high trait competitiveness. Additionally, negative emotions mediated the relationship between rankings and learning performance, while the mediating effect of learning motivation was only significant for learners with low trait competitiveness. The implications of these findings for the design of effective gamified learning environments based on learners’ characteristics were discussed.

CompARe: Design and Development of a Gamified Augmented Reality Learning Environment for Cultural Heritage Sites

Understanding cultural heritage by visiting cultural sites is vital to individuals and communities across the world. It is, therefore, important to create authentic learning situations where students can experience and meaningfully learn about cultural heritage; however, authentic learning in situ can be a challenge. Learning during educational field trips at cultural sites is often not well supported, while students’ interest and motivation to learn are not always activated, which ultimately impacts the learning experience during the visit. Furthermore, students may be distracted with off-task activities and by the novelty effect of the setting during the field trip and may find it difficult to dedicate themselves to the learning activities. Augmented and virtual reality technologies, and approaches such as gamification, have created new contexts for location-based, technology-enhanced learning, which can help address some of the challenges faced during educational field trips. This paper describes the design and validation of CompARe, a gamified augmented reality learning environment (LE) created to support student learning while visiting a cultural heritage site. The CompARe LE is built around an inquiry-based scenario in which students, working in groups, take on the role of art historians and are asked to date an important wall mosaic by visiting four digital hotspots located throughout the site. CompARe was developed and validated using a design-based methodology. We present two case studies of upper elementary students using CompARe and discuss the affordances and challenges of the learning experience. We conclude with lessons learned about the effectiveness of the CompARe learning approach and discuss future steps.

Why does a self-learning environment matter? Motivational support of teachers and peers, enjoyment and learning strategies

This study examines the influence of instructional environments on students' academic enjoyment, motivational support, and learning strategies within the framework of control-value theory. Addressing a gap in empirical research on rubric-guided self-learning (SL), the study explores how peer and teacher motivation interact with achievement emotions to shape learning outcomes. A sample of 1410 students in grades 7 and 8 participated, with SL environments incorporating competency rubrics compared to traditional teacher-centered settings. Multigroup structural equation modeling was used to test latent interactions of motivational support on students' enjoyment, effort, and control strategies. Results indicate that SL environments foster greater enjoyment than traditional learning, though the impact of peer motivation lessens as enjoyment increases in SL contexts. Notably, peer motivation played a more complex role in traditional classrooms, at times moderating the relationship between enjoyment and effort negatively. These findings suggest that SL environments may better support autonomous motivation by reducing reliance on peer influence, highlighting the benefits of self-regulated learning models that prioritize intrinsic motivation. This study provides practical insights for designing learning environments that enhance student enjoyment and engagement.

Reinforcement Learning for EV Fleet Smart Charging with On-Site Renewable Energy Sources

In 2020, the transportation sector was the second largest source of carbon emissions in the UK and in Newcastle upon Tyne, responsible for about 33% of total emissions. To support the UK’s target of reaching net zero emissions by 2050, electric vehicles (EVs) are pivotal in advancing carbon-neutral road transportation. Optimal EV charging requires a better understanding of the unpredictable output from on-site renewable energy sources (ORES). This paper proposes an integrated EV fleet charging schedule with a proximal policy optimization method based on a framework for deep reinforcement learning. For the design of the reinforcement learning environment, mathematical models of wind and solar power generation are created. In addition, the multivariate Gaussian distributions derived from historical weather and EV fleet charging data are utilized to simulate weather and charging demand uncertainty in order to create large datasets for training the model. The optimization problem is expressed as a Markov decision process (MDP) with operational constraints. For training artificial neural networks (ANNs) through successive transition simulations, a proximal policy optimization (PPO) approach is devised. The optimization approach is deployed and evaluated on a real-world scenario comprised of council EV fleet charging data from Leicester, UK. The results show that due to the design of the rewards function and system limitations, the charging action is biased towards the time of day when renewable energy output is maximum (midday). The charging decision by reinforcement learning improves the utilization of renewable energy by 2–4% compared to the random charging policy and the priority charging policy. This study contributes to the reduction in battery charging and discharging, electricity sold to the grid to create benefits and the reduction in carbon emissions.

Integrating Youth Perspectives into the Design of AI-Supported Collaborative Learning Environments

This study highlights how middle schoolers discuss the benefits and drawbacks of AI-driven conversational agents in learning. Using thematic analysis of focus groups, we identified five themes in students’ views of AI applications in education. Students recognized the benefits of AI in making learning more engaging and providing personalized, adaptable scaffolding. They emphasized that AI use in education needs to be safe and equitable. Students identified the potential of AI in supporting teachers and noted that AI educational agents fall short when compared to emotionally and intellectually complex humans. Overall, we argue that even without technical expertise, middle schoolers can articulate deep, multifaceted understandings of the possibilities and pitfalls of AI in education. Centering student voices in AI design can also provide learners with much-desired agency over their future learning experiences.

Towards gamification for spatial digital learning environments

Digital learning environments exhibiting spatial dimensions, such as VR experiences or virtual labs, have become increasingly common in recent years. At the same time, it is known that gamification, i.e., the application of game-like mechanisms, might support the motivational design of learning environments. However, so far, there seems to be no systematic overview on whether and how spatial dimensions are incorporated into gamification mechanisms. Accordingly, we conducted a systematic literature review to identify gamification mechanisms that use spatial dimensions. Out of 849 articles we finally included 11 articles found in the three databases ScienceDirect, IEEE, and ACM DL that conducted gamification in the context of spatial digital learning environments. For the most part, the gamification mechanisms used in these 11 articles did not relate to any spatial dimension. Conclusively, we state that there have been few approaches to gamification exploiting the spatial dimension. Given the limited findings in the literature, we propose developing a model to bridge existing gaps and support a structured approach to incorporating spatial dimensions into gamification mechanisms. Accordingly, we contribute to enhancing spatial digital learning environments with further motivational cues through spatial gamification mechanics.

Enhancing AR‐based learning environments for STEM education: A design‐based study on design features, kinematics learning and mathematics self‐efficacy

AbstractThis design‐based research project explored how various design features of AR‐based learning environments (ARLE) influence students' mathematics self‐efficacy and learning of kinematics. Specifically, five ARLEs with different design features were developed and implemented with 136 seventh‐grade students in two rounds. Data were gathered from pre‐ and post‐mathematics self‐efficacy tests, interviews, classroom observation records and reflective journals, to identify which design features promote or hinder students' learning and self‐efficacy. Results revealed that adopting a well‐designed ARLE is a viable way to promote students' learning and mathematics self‐efficacy, and the success of ARLE lies in (1) coherent tasks with proper time for self‐exploration, progressive levels, useful problem contexts and a certain degree of open‐endedness, and (2) sufficient technological affordances with strengthened authenticity, clarity and integrated media presentation, as well as engaging interactions with decent flexibility, embodied actions and feedback. These results validated the applicability of the proposed checklist for ARLE designers and practitioners in their design and implementation of ARLEs, within the domain of mathematics, physics and beyond. Practitioner notesWhat is already known about this topic AR‐based learning environments (ARLEs) have demonstrated substantial advantages in STEM education, but ARLEs can be a drawback if they are not adequately designed. ARLE may facilitate students' mathematics self‐efficacy, and relevant design features are underexplored. Design‐based research sustains interventions combining empirical research and theory‐driven design of innovative learning environments, for example, ARLEs. What this paper adds Demonstrates the potential of ARLEs that can be used in classrooms to support STEM learning. Identifies a collection of effective and ineffective design features of ARLEs that promote or hinder students' STEM learning and mathematics self‐efficacy. Tackles the challenges for the design of ARLEs for classrooms by taking AR technological affordances and the pedagogical perspective together. Implications for practice and/or policy Five ARLEs for STEM topics were developed and implemented in secondary schools. Evidence of positive impacts of ARLEs on students' learning and mathematics self‐efficacy. Our research produces useful guidelines for designers and practitioners in their development and implementation of ARLEs in real classrooms.

Exploring research topics and trends in early childhood education using structural topic modeling

Early childhood education plays a key role in fostering child development and preparing children for school and life. The aim of the present paper is to give an overview of research topics in early childhood education research based on the analysis of 39,926 scientific articles published between 2000 and 2021 and to explore research trends over time. Therefore, a structural topic modelling approach was used. The analyses show a strong increase in publication activity over the last years as well as the diversity of research topics, which provide important insights for achieving the UN Sustainable Development Goals in various areas (cultural diversity, design of inclusive learning environments, educational institutions, professional development issues, educational policy and reforms, etc.). Beside topics like cultural diversity, and inclusive learning environments more specific research topics, for example self-regulation, executive functions, numeracy, language development and physical activity have been increasingly addressed in publications over the years.

Revolutionizing Online Higher Education: A Theoretical Approach

Understanding the theoretical foundations of online learning becomes increasingly important as education shifts online. This article examines the theoretical frameworks of constructivism and connectivism. The integration of these theories in the design and execution of online learning environments is examined, with a focus on student engagement, technological access, and knowledge networks. The importance of online learning in serving the different requirements of learners around the world is underlined, especially in terms of adaptation and accessibility. The COVID-19 pandemic increased the spread of online education, highlighting the significance of digital infrastructure and training. Accredited online programs, founded on solid theoretical foundations, provide high-quality education comparable to traditional degrees The advantages of online learning are underlined, including self-directed learning, digital literacy, and inclusion. The study takes a qualitative approach, combining literature analysis, interviews with educators, and personal observations to present a full examination of the quality and recognition of online degree programs. Educators may build effective online learning experiences that address the changing needs of modern learners by understanding and utilizing these theoretical frameworks.

Employing Digital Tools for Collaborative and Flexible Mathematical Proving

AbstractThere is a clear disconnect between the linear and deductive presentation of written proofs and the non-linear and messy process of constructing one. This disconnect poses challenges for students who do not often have opportunities, or the necessary supports, to navigate the transition between the two, quite often contributing to feelings of exclusion. It is therefore important to design learning environments with increased epistemic transparency, so that students can flexibly work on mathematical problems while learning and failing together. In this article, I present an instructional design for online collaborative proving activities for secondary school students. I discuss how the use of digital post-it notes and digital shared workspaces can create opportunities for multiple ways of participating for youth, support the navigation of different reasoning patterns, and provide space for extended across-group knowledge sharing. I share a classroom example of how this could look like in practice and discuss main implications of some of the affordances and constraints of the tools used for equitable and respectful student participation in mathematical epistemic practices.

Relationship between Learning Environment Design and Musculoskeletal Disorders in Learners

Introduction: Students spend most of their day at school sitting in their classroom furniture which is not quite the right size for students. This can be uncomfortable and even lead to back pain, leg cramps, and other problems. Method: Students’ body size for good posture while sitting, include popliteal to floor height, elbow to seat height, thigh thickness, sitting height, buttock to popliteal length, buttock to knee length, elbow to elbow breadth, the width of bitrochanter, subscapular height, and sitting shoulder height, and one standing is stature. Similarly, dimensions of chair-with-table, like seat height, the upper edge of the backrest, seat width, seat depth, table length, table width, table height, backrest height, and footrest currently used in the classroom were taken. The study compared students' anthropometry data with the furniture dimension data to obtain a match or mismatch between them with the help of standard mismatch equations. Results: The study reported that the mean body measurements of males are larger than females except for the width of bitrochanter. Seat width, seat depth, backrest height, and the upper edge of the backrest showed high mismatch percentages in students when patronising chairs. Table length reported high mismatch percentages among students. Conclusion: Using the users’ body sizes for furniture design will reduce musculoskeletal disorders and improve users’ sitting position. The recommended dimensions in furniture design will ergonomically fit students’ anthropometric measurements.