Learning Environments In Higher Education Research Articles

Gamified Networked Learning Environments in Higher Education: A Study on Student Engagement and Value Creation in Computer Science

In the rapidly evolving domain of computer science education, fostering deep engagement and sustained motivation among students remains a challenge. This study introduces the Answers platform, a pioneering online learning environment developed at TU Delft. This research aims to reimagine the learning experience for Bachelor and Master of Science Students in computer science by integrating gamification elements grounded in Wenger's value creation framework. Our paper explores two critical research questions: the perception of learners towards gamified learning experiences and the impact of the Answers' system on value creation and motivation. We incorporated points, badges, and leaderboards in a semester-long intervention to enrich the learning landscape. The Value Creation Questionnaire (VCQ) results indicated that the platform effectively created potential and applied value, significantly enhancing students' learning practices and motivation. However, its impact on fostering social connections could have been more pronounced. The platform also moderately influenced students' ability to impact their world and shift perspectives. The Intrinsic Motivation Inventory (IMI) revealed that students generally enjoyed using the platform but felt it did not significantly enhance feelings of connectedness. This paper contributes to the body of knowledge by demonstrating the efficacy of gamification in computer science education and offering insights into the design of engaging online learning platforms. By bridging theoretical frameworks with practical application, the Answers platform exemplifies the potential of gamified environments to revolutionize educational practices in the digital age.

Systematic Literature Review: An Immersive and Engaging Online Learning Environment in Higher Education through Innovative Pedagogies

Systematic Literature Review: An Immersive and Engaging Online Learning Environment in Higher Education through Innovative Pedagogies

Strategies to Enhance Student Engagement and Retention in Higher Education Learning Environments

Strategies to Enhance Student Engagement and Retention in Higher Education Learning Environments

Health‐Promoting Learning Environments in Higher Education: A Scoping Review of Structural Interventions to Protect Student Mental Health

ABSTRACTA rapidly growing body of research spanning several scientific disciplines and countries converges to show that mental health problems among students are an increasing challenge for higher education institutions. Mental health problems among students threaten academic performance, degree completion and student well‐being. Structural efforts aimed at building health‐promoting, learning environments for all students are lacking in the literature. This study aims to identify and describe what is currently known about structural approaches to promote mental health or prevent mental health problems among students in higher educational settings. We conducted a scoping review of studies published in peer‐reviewed journals between 2001 and 2021, which studied structural interventions to promote mental health or prevent mental health problems among students in higher educational settings. The search identified 8372 articles, and 27 were included in the final sample. Four broad categories of approach were identified: (1) inclusion and diversity approaches, (2) adaptations to the physical environment, (3) teaching health‐related skills and behaviours and (4) adaptations to pedagogical practices and teaching approaches. The general finding from the studies reporting student perceptions was that students were favourable to the interventions to which they were exposed. Studies investigating pre‐ to post‐test changes in well‐being had mixed findings. Institutions aiming to support student mental health at the structural level should rigorously study and describe these approaches and their outcomes to advance our combined understanding of how we might design and deliver structural interventions to support students' mental health.

The Power of Place: Contextual Considerations for Graduate Leadership Education

The current symposium explores graduate leadership education in the higher education learning environment. The collection, authored by scholars from a multitude of higher education institutional types, analyzes the importance of institutional context and programmatic focus in leadership education, and takes into consideration the important role the external environment serves in informing leadership program development. Through this analysis, we focus upon opportunities and challenges faculty and students encounter given their leadership programs' situational placement, or “The Power of Place.” Examining the placement of leadership programs within a systems framework inspires creativity and encourages reframing of what initially appeared to be a challenge as an opportunity for excellence.

Post-Pandemic Hybrid Learning Trends in Higher Education and its Implications in Students’ Academic Performance

This study used a systematic literature review and a bibliometric analysis to establish publication trends, key researchers, collaborative networks, thematic focus and effective strategies associated with hybrid learning environments in higher education. The study concentrated on the SCOPUS database using terms related to hybrid and online learning, academic performance and COVID-19, covering records within a specific period, using the PRISMA guidelines. The study used the bibliometric analysis through VOSviewer, revealing patterns in collaborative relationships and thematic trends. The study established that academic interest in hybrid, blended, online and virtual learning increased from the year 2020 to the year 2024 rising from nine in 2020 to 57 in 2023. The co-authorship network analysis revealed a collaborative research community, showing the existence of interdisciplinary and inter-institutional partnerships in advancing research and developing comprehensive insights into educational outcomes in hybrid learning environments. Co-citation analysis identifies influential authors and distinct thematic clusters. The co-occurrence map highlighted interconnected themes related to mental health, strategic adoption of distance learning and students’ satisfaction. The study recommends that researchers should prioritize ongoing research within hybrid, blended, online and virtual learning environments to respond to evolving educational landscapes and recommend research-based learning strategies. For effective and innovative knowledge sharing, there is a need for interdisciplinary and inter-institutional research collaboration through joint projects, conferences and publication platforms.

Internalizing an Islamic Culture of Inner and Social Peace to reduce Student Aggression in Higher Education

Internalization of peaceful Islamic culture in higher education is a concept that emphasizes the creation of a harmonious learning environment and respect for differences to achieve an effective, conducive, and minimally violent learning environment for students. Research on the internalization of Islamic culture of peace at the higher education level on the study of inner and social aspects to create peace often needs more attention. This study examines the effectiveness of Islamic inner and social peace culture in reducing student aggression in higher education. This research approach is quantitative research. The type of research is quasi-experimental non-equivalent control group design: the design used is pretest- posttest control group design. Respondents came from 3 universities in South Sulawesi, Indonesia. Forty-eight respondents were divided into two groups, experimental group (M=26.63, SD=3.41) and control group (M=24.38, SD=2.65) . Respondents in this study tended to have high levels of aggression. The sampling method used to collect data was purposive sampling. This research questionnaire uses a modified Buss-Perry Aggression Questionnaire (BPAQ) which has gone through a translation process using Indonesian with level reliability α= 0.763. The data analysis of this study used paired sample t-test. The results showed that the internalization of three principles in building an Islamic Culture of Inner and Social Peace, namely inner peace, soul cleansing, and noble morals, effectively reduced student aggression. This research implies that a harmonious learning environment in higher education can be achieved by strengthening the implementation of character building for students who are able to communicate, think critically, and solve problems peacefully.

HOW DOES THE FLIPPED CLASSROOM MODEL AFFECT STUDENTS' MOTIVATION, PERFORMANCE AND ATTITUDE?

The flipped classroom model, a type of blended learning, has become a promising model for building flexible and effective learning environments in higher education. Much of the experimental research on blended learning defines a treatment as an independent variable and compares it with a control group to explore a significant difference. However, this research used two treatment groups consisting of a multimedia-enhanced flipped classroom model and a technology supported face-to-face (f2f) classroom model instead of using only a control group. This study aims to investigate the effects of two models on students’ instructional material motivation, performance, and attitude toward the subject. We employed a repeated measures design with two models and qualitative methods. A total of 26 university students in two groups participated in the study for four weeks. The results indicated that the instructional material motivation score for the multimedia-enhanced flipped classroom model group was significantly higher than the other group. Moreover, the descriptive results showed an increase in learning performance and attitude score for the multimedia-enhanced flipped classroom group but did not reveal a significant difference in favor of it. The results indicated that the multimedia-enhanced flipped classroom model significantly improved the instructional material motivation of higher education students. Various teaching strategies and interactive animations in this model could help students learn more effectively. In sum, this study provides guidance to help researchers who are designing teaching activities and interactive resources for flipped classroom model.

A Model of Assessment co-creation in Technology-Enhanced Learning Environments in Higher Education

This paper presents a participatory design-based research that aimed to create a model of co-creation in the curriculum in Technology-Enhanced Learning Environments (TELE) in tertiary education, specifically to co-design assessment between professors and students. This qualitative research followed four phases divided into five stages with two iterative cycles of design and re-design. Accordingly, a mixed method approach was used to collect the data: systematic literature review, semi-structured interviews, and student surveys. As a result, the model highlights and distinguishes four different dimensions: characterization, co-creation, reflection, and technology. The first three dimensions are represented chronologically and the last one is present in all stages of the previous ones. Furthermore, we depicted how technology is present throughout the co-creation process and in each dimension specifically. In conclusion, this model expands the basis of co-creation in the curriculum literature and provides tools for practitioners to innovate in their academic contexts and involve students in their own learning process through co-creation. Further research in this field should be carried out, so we intend to apply this research to other fields of study and educational levels, contexts, and situations.

Internationalization Development Strategies of Applied Local Undergraduate Colleges and Universities Based on Virtual Reality and Artificial Intelligence Customer Research

In an era of globalization and rapid technological advancement, internationalization has become a vital requirement for higher education institutions around the world. This research investigates the efficacy of incorporating virtual reality (VR) and artificial intelligence (AI) technologies into internationalization initiatives for applied local undergraduate institutions and universities. A multistep technique was used, which included market research, immersive customer involvement, content production, and strategic collaborations. A pilot study of 200 prospective international students looked at the influence of VR and AI-based initiatives on key recruitment indicators like application and conversion rates. The results demonstrated significant gains in both application rates and conversion rates in the experimental group compared to the control group, demonstrating the transformative potential of immersive technology and data-driven engagement approaches in higher education recruitment and retention efforts. Furthermore, increases in engagement time and satisfaction scores demonstrated the beneficial effects of VR and AI technology on student engagement and contentment. This study adds to the expanding body of literature on the interface of technology and international education, providing useful insights for institutions looking to increase their worldwide reach and competitiveness. However, further study is needed to investigate the long-term effectiveness and scalability of VR and AI-based projects in higher education internationalization. Overall, this study indicates the potential for VR and AI technology to transform internationalization policies and build a more inclusive and integrated learning environment in higher education.

Evaluating The Impact Of Innovative Assignment Design On Student Engagement And Learning Outcomes In Higher Education

This research explores the role of innovative assignment design in enhancing student engagement and learning outcomes within the context of higher education. Utilizing a mixed-methods approach, the study combines quantitative data from surveys of 120 students and 15 instructors of STIA Yappi Makassar across multiple institutions with qualitative insights from semi-structured interviews with a selected subset of these participants. The findings reveal a significant positive correlation between innovative assignment design and increased student engagement, as well as improved learning outcomes. Quantitatively, students exposed to innovative assignments reported higher engagement levels and better learning outcomes compared to their peers in traditional assignment settings. Qualitatively, themes emerged highlighting the benefits of practical application and relevance found in innovative assignments, alongside challenges such as the need for clearer guidelines and additional support. This study underscores the potential of innovative pedagogical strategies to create more engaging, relevant, and effective learning environments in higher education. It calls for educators to embrace and refine these approaches, addressing implementation challenges to fully realize their benefits. The research contributes to the broader discourse on educational quality and innovation, offering evidence-based recommendations for enhancing student engagement and success through pedagogical innovation.

Transitioning from bachelor’s to master’s studies – examining study burnout, approaches to learning and experiences of the learning environment

PurposeTransitions to and within university studies can be associated with heightened distress in students. This study focusses on the less studied transition from a bachelor’s to a master’s degree. During a master’s degree, study requirements and autonomy increase compared to bachelor’s studies. The present study examines how students’ experiences of study-related burnout, their approaches to learning and their experiences of the teaching and learning environment (TLE) change during this transition. Moreover, the study examines how approaches to learning and the TLE can affect study-related burnout.Design/methodology/approachQuestionnaire data were collected from 335 university students across two timepoints (bachelor’s degree graduation and the second term of their master’s degree).FindingsThe results show that students’ overall experience of study-related burnout increases, as does their unreflective learning, characterised by struggling with a fragmented knowledge base. Interestingly, students’ experiences of the TLE seem to have an effect on study-related burnout in both master’s and bachelor’s degree programmes, irrespective of learning approaches. These effects are also dependent on the degree of context.Originality/valueThe study implies that students’ experiences of study-related burnout could be mitigated by developing TLE factors during both bachelor’s and master’s degree programmes. Practical implications are considered for degree programme development, higher education learning environments and student support.

Behavioral intention, perception and user assessment in an immersive virtual reality environment with CFD simulations

This study explores technology acceptance, perception and user assessment of an immersive virtual reality environment with computational fluid dynamics simulations in engineering education. 57 participants from three different institutions tested the virtual reality application. Partial least squares structural equation modeling and interferential statistics were performed to predict and assess interrelations among constructs. Results show that the learning value, content value, intrinsic motivation and personal innovativeness are underlying factors behind students’ intention to use virtual reality. Pair-wise analysis indicates that users’ perceptions matter and positively affect their attitudes. In addition, the virtual reality application helps students perform significantly better in the post-knowledge test. Findings also highlight that prior experience and interest can affect students’ attitudes and behavioral intentions to accept the virtual reality application in education. Our study can guide lecturers and developers to achieve on-target immersive virtual reality learning environments in higher education.

Factors motivating the adoption of virtual learning environments in higher education. Is gender relevant?

This study aims to examine the influence of gender on the adoption of a virtual learning environment (VLE) in higher education in Ghana during COVID-19 restrictions. A survey approach was used, with a total sample of 488 responses from the University of Professional Studies, Accra. To reveal gender differences, both male and female respondents were subjected to a multi-group analysis. The factors impacting students’ intention to use VLE were determined using the structural equation modeling approach employing SmartPLS 3.3.3 software. Accordingly, both gender groups show that subjective norm elements significantly influence intention to adopt VLE; however, the male group (β = 0.873, p = 0.000) reports more significant influences than the female group (β = 0.571, p = 0.000). The study establishes that the newly incorporated construct in the theory of planned behavior, attitudes towards social distancing, significantly affects males’ behavioral intention to use VLE more than their female peers. This result demonstrates the robustness of the theory of planned behavior for evaluating technology acceptance research.

Classroom well-being through virtual learning environments in higher education from 2021 to 2023

The present research deals with the conditions associated with well-being in the classroom through virtual environments of the student population that attends lessons at a private university located in the Central Headquarters in San José, Costa Rica (Central America). The objective is to analyse the conditions associated with well-being in the classroom through virtual learning environments during the years 2021 to 2023. The research uses a quantitative approach, and the type of study is descriptive and cross- sectional. The study was conducted with 731 active students during the period from 2021 to 2023 who used virtual environments to continue their studies. The sample corresponds to 46.5% of the total population (1570 students). The variables associated with well-being conditions in the classroom were environmental and technological conditions; emotional conditions; social conditions; methodological conditions; and student conditions. The Classroom Well-being Scale in virtual environments was used to collect the information. This instrument has a reliability of 95% and a very high correlation between variables (99%). The results show that, in general, there is well-being in the classroom through virtual environments; specifically, that there is a high level of well-being in the classroom in the following aspects: availability of the virtual platform; respect for all people in the classroom environment; assertive communication in the course activities; and free expression of ideas in a respectful environment. The aspects that reflect well-being in the classroom are: quality of audiovisual resources; availability of learning resources; structure of the virtual environment; student participation; and feeling at ease with the course. The aspects to be reinforced to improve well-being are: activities proposed by the teacher in the course; and peer support in carrying out the course activities.

Creating An Empowering Learning Environment in Higher Education: A Modelization of Enhancing Student Learning Experience

Creating An Empowering Learning Environment in Higher Education: A Modelization of Enhancing Student Learning Experience

Developing an E-Content Evaluation Instrument for English Oral Skills Courses in Higher Education Learning Environment

Developing an E-Content Evaluation Instrument for English Oral Skills Courses in Higher Education Learning Environment

Virtual Learning Environments as an Assessment Tool in Covid-19 Pandemic

Increasingly, the methods of measurement and evaluation in distance education applications have been discussed in light of the pandemic. In this study, the use of virtual learning environments in higher education as an assessment tool has been examined. The chosen platform for this purpose was the UKEY (Uludağ University Institutional, Educational, and Research Activities Governance System) virtual learning platform. During the 2019-2020 academic year, when the pandemic had a significant impact, online open-ended questions were posed to 46 academics who used the UKEY platform. The preparation of open-ended questions was based on the Unified Theory of Acceptance and Use of Technology-2 (UTAUT-2). Research was designed as a case study, and the collected data was subjected to descriptive analysis. Member checking method was utilized, and how the themes were interpreted was reviewed through semi-structured interviews with five participants. According to the results of the study, the behavioral intentions of the participants towards using the UKEY platform varied. It was found that the platform partially met performance expectations but required considerable effort. Facilitating conditions had a positive impact on users, and in the context of social influence, student behaviors significantly affected the academics. UKEY had not yet become a habit, and these variables were found to have a significant impact on usage intention. The results of the study were discussed within the framework of concepts such as online anonymity, the integration of technology with a pedagogical perspective, and the need for a paradigm change in education.

Students’ perspectives and experiences with equity, diversity, inclusion, and accessibility in online and in-person undergraduate science laboratory courses

Inclusive education strengthens the capacity of academic systems and addresses the needs of all learners. Although colleges and universities are embracing diversity and introducing inclusive principles into higher education policies and practices, there is scarcity in research exploring undergraduate university students’ participation and engagement in science laboratories, especially among underrepresented and equity-deserving groups. Accordingly, this study explores students’ perspectives on undergraduate laboratory courses and investigates best practices for creating equitable and accessible laboratory environments, both in-person and online. This study addresses the following research questions: 1) How accessible are online and in-person undergraduate laboratory courses to students? 2) What equity, diversity, inclusion, and accessibility (EDIA) barriers exist in laboratory courses? and 3) What support structures are recommended to ensure inclusion of all students in laboratory courses? A mixed methods design was employed to gather data using an online questionnaire and semi-structured interviews with 58 students in undergraduate laboratory science courses from diverse cultural, ethnic, racial, and socioeconomic backgrounds at a Canadian university. Findings highlight that students considered online labs to be flexible, convenient, self-paced, relaxed, and inclusive with respect to aspects involving physical disabilities and language barriers. In-person labs were deemed fast-paced, yet valuable for technical skills and inclusive considering elements pertaining to collaboration, academic support, and communication with peers and faculty members. Students highlighted the following as common inclusion barriers in both online and in-person delivery formats: accessibility (physical and language), financial, and stereotypical barriers. Recommendations for improving lab accessibility were also included. This research has significant implications for the design of laboratory courses and other experiential learning environments in higher education, particularly considering recent transitions and modifications in education. This paper will discuss implications related to the following sub-themes in the special issue: instructors’ professional development, digital education, and quality enhancement.

Learning-Oriented Assessment (LOA) Implementation in EFL Tertiary Contexts: Towards a More Task-based Learning (TBL) Environment

Over the past decade, learning-oriented assessment (LOA) has gained increasing attention as an emerging approach to classroom-based assessment. LOA prioritises learning and focuses on engaging learners actively in assessment and feedback activities. To enhance the learning environment in higher education, it is crucial for teachers of English as a foreign language (EFL) to be aware of and implement innovative assessment methods that support student learning, such as LOA. The purpose of this mixed-methods study was to investigate the knowledge, use, and challenges of LOA in tertiary contexts. A total of (93) male and female EFL teachers teaching in tertiary education participated in the study. An adaptation of The Teachers' Learning-Oriented Assessment Questionnaire survey (Alsowat, 2022) and items from semi-structured interviews (Fazel & Ali, 2022) were used to collect the data for this study. The findings of this study show that EFL teachers had good knowledge of LOA concepts but suggest that they need further focused training on the implementation of LOA. The study also shows that the teachers faced pedagogical, practical, attitudinal, and institutional challenges that prevented the better implementation of LOA practices.