Learning Experience Research Articles

A study on how to improve students' continuance intention in landscape architecture conservation course within a virtual learning environment based on SVVR.

With the rapid pace of global urbanization, preserving natural landscapes has become increasingly critical. However, urbanization presents significant environmental risks worsened by decreased ecological consciousness. This has led to a pressing demand for education in landscape conservation. While university curricula begin to focus on this area, the shortcomings of conventional teaching methods are apparent, especially in technology-supported learning. Therefore, it is crucial to incorporate cutting-edge technologies to devise novel educational strategies that improve students' learning experiences and achievements. Based on the relevant variables from the UTAUT model, coolness theory, and flow theory, this study constructs a structural equation model to assess students' intention to continue using SVVR teaching materials. The model includes external factors like performance expectancy, effort expectancy, perceived sustainability, self-efficacy, flow, and perceived coolness. A survey of 382 students was conducted, and the data were analyzed using structural equation modeling (SEM). Results indicated that: 1) students' intention to use SVVR educational resources is significantly affected by their attitude and flow; 2) performance expectancy, effort expectancy, perceived coolness, perceived sustainability, and self-efficacy have a positive impact on attitude, whereas flow does not directly affect attitude, and 3) there is a positive relationship between self-efficacy and flow. These insights are instrumental in developing and implementing SVVR educational materials for landscape conservation classes. They confirm the utility of the expanded UTAUT model, providing a methodological framework for its use in similar settings.

Fishers and First Responders: Oil Spill Safety Workshop Design and Evaluation

ABSTRACT Objectives This paper describes the design and evaluation of a workshop created to develop safer disaster response strategies for fishing communities, using the 2019 Northeast Brazil Oil Spill as a starting point for community-engaged education. Methods The 3-day pilot workshop included presentations, structured discussions, and interactive activities with small-scale fishers (SSFs), university researchers, and representatives of local government agencies. The workshop was evaluated through a mixed-method approach that considered qualitative data from discussion groups, collectively built products, and content retention. Evaluation methods were designed to contribute to participant learning while collecting information to improve the workshop’s design. Results The workshop succeeded in identifying harm reduction strategies for SSFs in the face of chemical spills, as well as in connecting them with government agencies that can provide support. Feedback from facilitators and participants was largely positive, emphasizing the accessibility of the event, participant enthusiasm, and the importance of the content for SSFs’ safety. In evaluating content retention, nearly all content was understood and could be explained effectively by the SSF participants. Products of the workshop that the community can refer to in the future include community-produced videos about safety in encounters with petrochemicals and two flowcharts that outline disaster response strategies Conclusion Community education and participatory frameworks support rich learning experiences around community health, with benefits for researchers and SSF participants. This workshop built on experiences from the 2019 oil spill to develop safer chemical spill response strategies that consider resource availability in the target community. Future events could build from this base to prepare for other kinds of disasters, like floods and storms. This event aims to reduce harm to SSFs, but government and professional first responder support remains essential to ensure safe disaster response due to a lack of safe, accessible protocols for such events.

Enhancing Research Education Through PhD and DNP Collaboration: Scoping Review and Case Study.

This article presents details about the literature on challenges and strategies for DNP-PhD nurse collaborations. A secondary aim is to present a case study about a BSN research course co-created by the authors, who are PhD and DNP nurses. Compared to the well-established role of the PhD-prepared nurse, the role of the doctor of nursing practice (DNP) is in its infancy. Collaboration between DNP and PhD faculty offers tremendous value to students. A scoping review of the literature and case study was performed. Collaborations between PhD and DNP nurses are beneficial. Our case study of a course combining PhD and DNP perspectives resulted in enhanced learning experiences. Collaborations between PhD and DNP nurses can be easily integrated into academic and clinical settings. Frequent opportunities for PhD and DNP collaborations across all levels of nursing education and practice are needed.

Investigating the relationship between goal orientation, self-efficacy, positive emotionality, and affective engagement among Chinese students.

This study delved into the complex interplay between self-efficacy, achievement goals, positive emotions, and affective engagement among university students in China. To achieve this, a stratified random sampling technique was employed, resulting in a sample of 391 students from four geographically distinct universities across China. The data collection relied on self-reported questionnaires that measured academic self-efficacy, goal orientation (specifically focusing on mastery versus performance goals), positive emotions, and various aspects of affective engagement, including enjoyment, satisfaction, and interest in learning. Structural equation modeling (SEM) served as the primary statistical tool to analyze the hypothesized relationships between these variables. The analysis revealed a network of positive associations, indicating that students with higher levels of self-efficacy and positive emotionality reported experiencing greater affective engagement in their academic pursuits. Furthermore, a stronger mastery goal orientation was associated with increased enjoyment, satisfaction, and interest in learning. Self-efficacy and positive emotionality also indirectly influenced affective engagement through goal orientation, suggesting that students with higher self-belief and positive emotions were more likely to adopt mastery goals, leading to more positive learning experiences. This study highlights the importance of self-efficacy, positive emotionality, and goal orientation in shaping students' affective engagement. By fostering these factors, educators can create more positive and engaging learning environments for university students.

Experiential Learning for Citizen Developers

Experiential Learning for Citizen Developers

Proficiency-chasing and goalodicy: In prioritising checklists, are we gambling with the future of mental health nursing?

In this discussion paper, I take a critical approach to the use of standardised checklists in practice assessment documents as a valid method of assessing mental health nursing students in the UK. The game Bingo is applied here as a metaphor, highlighting the folly of using standardised cross-field checklists to assess mental health nursing students in practice. Such practices, I argue, amount to little more than a game of proficiency-chasing at the expense of seeking more meaningful learning experiences, especially where practice assessment documents currently prioritise physical health care skills above those required for successful mental health nursing. Furthermore, where the current path to qualification as a mental health nurse in the UK is determined by the navigation of a complex system of checklists and targets, I also argue that goalodicy (as in the goal and actions taken to achieve this becoming the focus, over the very reason the goal exists in the first place) becomes an inevitability; shortcuts justified in the name of achieving broader goals of passing a practice module and eventual qualification as a mental health nurse. This situation, I suggest serves neoliberal, capitalist systems, reinforcing the mechanisation of care while undermining the deeper relational, ethical and philosophical focus of what it means to be a mental health nurse. Alternative methods of practice-based assessments for mental health nursing are considered.

Bridging Experience and Practice: A Grounded Theory Study of Nurses' Hospitalisation Experiences as Patients or Family Members.

This study aimed to develop a grounded theory that explains how nurses' experiences as patients or family members influence their provision of patient-centred care. A grounded theory approach. Twenty clinical nurses in South Korea participated; nine had experiences as patients and 11 as family members during hospitalisation. Data were collected through semi-structured, in-depth interviews from January to October 2021. Participants were purposively sampled for diverse experiences, and all interviews were audio-recorded and transcribed verbatim. Data analysis followed grounded theory using the constant comparative method, with theoretical saturation reached after 20 interviews. The theory developed was built around the core category of 'transforming nursing practice through empathy and reflection in hospitalization experiences'. Participants experienced healthcare services in a wide range of areas, including nursing interactions, patient rights, the healthcare delivery system and hospital facilities. Based on these experiences, participants developed a deep understanding and empathy for the emotions and needs of patients and families, gaining new insights and reflections on their nursing practice. It led to a transformation in participants' attitudes and behaviours towards patient-centred care. This study demonstrates that reflective practice and empathy developed through personal hospitalisation are important factors in leading to the shift towards patient-centred care. These findings provide a theoretical framework for emphasising experiential learning opportunities in nursing education and training to apply patient-centred approaches in practice. Experiential learning approaches, such as simulation, role playing or caregiver training, can bridge the gap between clinical practice and patient expectations. Supportive work environments that encourage reflection on patient experiences help nurses maintain patient-centred practices despite challenges, leading to professional growth and improved patient outcomes. This study adhered to the COREQ checklist for reporting. No patient or public involvement.

Enhancing learning experiences for students with learning disabilities through digital pedagogies: insights from Saudi schools

ABSTRACT The combination of digital technologies in the educational curriculum provides better learning experiences for students with learning disability. This study delves into the influence of digital pedagogies on the perspectives of students with learning difficulties in Saudi schools. The study aims to investigate how digital pedagogies influence the students with the learning disability learning process in school educational settings. The data were gathered from 410 students with learning disability through interviews. The findings of the study reveal the benefits of digital pedagogies which provide an individualized learning experience based on the diverse requirements and preferences of individual learners, increase motivation levels, and foster engagement in learning activities. The study result indicates that utilizing the digital pedagogies resources contributes to the self-learning capacity of students with learning disability, and leads to the positive perception of engaging in learning and accessing educational resources. The study makes a novel contribution to analyzing the students with learning difficulties perspectives related to digital pedagogies' influences on students' learning outcomes in the Saudi School context. The study demonstrates leveraging digital technologies to create more equitable and accessible educational opportunities for students with learning disability and fostering a more inclusive educational system.

Learning how to learn: The relationships between students’ learning-to-learn (L2L) competence, learning self-efficacy, and achievement in project-based learning

Learning to learn (L2L) is a competence that helps students to more efficiently develop knowledge and master skills. Students can develop the ability to understand how they learn best, what learning strategies work well for them, and how to overcome challenges that arise in their own learning process. Students acquire L2L competence while achieving their learning goals. This study examines the relationships between three components of students’ L2L competence (learning management, self-assessment, and self-learning process), learning self-efficacy, and achievement in higher education. An online survey was administered on the Qualtrics platform to collect data from 145 undergraduate students involved in project-based learning at a Hong Kong university. The results indicated that learning management and self-assessment were positively associated with achievement. Learning self-efficacy partially mediated the effect of learning management on achievement and fully mediated the effect of self-assessment on achievement. In summary, L2L empowers students to become independent and self-directed learners when they are exposed to new learning experiences.

Does anyone still want to go to lectures? Student perceptions of the face-to-face lecture in an Irish university

ABSTRACT Lectures have been part of the University tradition for centuries and remain an integral part of Higher Education in Ireland. However, in recent years the place of the lecture has been questioned, particularly in the aftermath of the COVID-19 pandemic. This study conducted amongst Arts students in the University of Galway sought to establish whether students still valued the face-to-face lecture as part of their University education, and how they felt this learning experience could be enhanced for them in the future. The study revealed a very clear desire amongst students to maintain the face-to-face lecture as a feature of their University education. The reasons cited are related overwhelmingly to the opportunities afforded by the lecture as a social space. Students expressed a strong desire to be able to interact within the large lecture but our findings also showed that students wish to be able to do this in a ‘safe' way. Tools such as the Vevox polling tool were cited as mechanisms to facilitate ‘safe’ participation in the lecture and to comfortably share their opinions and ideas. Above all, our study highlights that future research needs to focus more on developing face-to-face lecture as a safe interactive social space.

Comparing the efficacy of live vs. video instructional demonstrations in dental education: a systematic review and meta-analysis

BackgroundThis systematic review and meta-analysis were conducted to investigate the effects of live and video demonstrations of various dental procedures on undergraduate students’ performance and satisfaction scores.Materials and methodsA comprehensive search was conducted across multiple databases, including MEDLINE (OVID), PubMed, Scopus, and Web of Science, supplemented by a manual search of bibliographic references from retrieved articles. The aim was to identify relevant randomized controlled trials and quasi-experimental trials that compared live demonstrations to video demonstrations in dental education, specifically focusing on undergraduate students’ performance and satisfaction scores assessed using practical assessment rubrics and satisfaction questionnaires. The quality of included studies was assessed using the modified Downs and Black quality assessment tool.ResultsA total of 3686 studies were identified, of which 2222 studies remained following duplicate removal. Based on title and abstract screening 2188 studies were excluded and full text of 34 studies were comprehensively appraised for eligibility. This resulted in the inclusion of 10 studies in the systematic review, nine of which were classified as good, while one study was considered as fair. Of these, 8 studies were included in the meta-analysis.Students’ feedback reveals distinct preferences, with video demonstrations being commended for repeatability and clarity, while live demonstrations were valued for real-time interaction and guidance. Meta-analysis revealed that video-based learning significantly enhanced educational outcomes across various measures, including knowledge acquisition and practical skills over live demonstrations.ConclusionVideo demonstrations emerge as viable alternatives to live demonstrations in dental education for teaching clinical procedures. Video demonstrations offer distinct benefits, including accessibility and repeatability, while live demonstrations provide essential interactive opportunities that contribute significantly to the learning experience in dental education.

Exploring peer learning module vs. conventional tutorials: effects on engagement and learning outcomes among first-year medical students

BackgroundIn contemporary medical education, it is essential to raise student involvement and active participation in the learning process. By contrasting small-group peer learning modules with teacher-led conventional tutorial sessions, we aim to provide insights into their respective influences on learning outcomes and the overall learning experience among 150 first-year medical students.MethodsEach group consisted of 50 students. These students were further divided into two groups and a pretest was administered on the day of the session. One group engaged in conventional tutorials, while the other participated in a peer learning module. Post-tests and session feedback were provided after each session.ResultsResults from the posttest revealed advancement in both learning approaches compared to the pretest. Compared to tutorials, the level of progress was much higher following peer learning with a p-value of < 0.05. Participants felt that while the tutorials helped them cover the full subject and saved time, they occasionally got monotonous and there was little active engagement. Students who participated in the peer learning method said that while interaction aided in a better learning experience, improved communication skills, and had more active participation, there was less time for discussion and some group members were reticent and ineffective in explaining the concepts.ConclusionsThe peer learning module is thought to be superior to conventional tutorial classes since it promises active involvement from all students, promotes greater learning, and aids in skill improvement, thus assisting students to help each other in gaining insight into the process of active learning.

Enhancing peer assessment with artificial intelligence

This paper surveys research and practice on enhancing peer assessment with artificial intelligence. Its objectives are to give the structure of the theoretical framework underpinning the study, synopsize a scoping review of the literature that illustrates this structure, and provide a case study which further illustrates this structure. The theoretical framework has six areas: (i) Assigning Peer Assessors, (ii) Enhancing Individual Reviews, (iii) Deriving Peer Grades/Feedback, (iv) Analyzing Student Feedback, (v) Facilitating Instructor Oversight and (vi) Peer Assessment Systems. The vast majority of the 79 papers in the review found that artificial intelligence improved peer assessment. However, the focus of many papers was on diversity in grades and feedback, fuzzy logic and the analysis of feedback with a view to equalizing its quality. Relatively few papers focused on automated assignment, automated assessment, calibration, teamwork effectiveness and automated feedback and these merit further research. This picture suggests AI is making inroads into peer assessment, but there is still a considerable way to go, particularly in the under-researched areas. The paper incorporates a case study of the RIPPLE peer-assessment tool, which harnesses student wisdom, insights from the learning sciences and AI to enable time-constrained educators to immerse their students in deep and personalized learning experiences that effectively prepare them to serve as assessors. Once trained, they use a comprehensive rubric to vet learning resources submitted by other students. They thereby create pools of high-quality learning resources which can be used to recommend personalized content to students. RIPPLE engages students in a trio of intertwined activities: creation, review and personalized practice, generating many resource types. AI-driven real-time feedback is given but students are counseled to assess whether it is accurate. Affordances and challenges for researchers and practitioners were identified.

Portfolio assessment in AI-enhanced learning environments: a pathway to emotion regulation, mindfulness, and language learning attitudes

In recent years, the incorporation of artificial intelligence (AI) into instructional settings has sparked important interest in how it can develop different aspects of language learning, principally in the realm of assessment. While traditional assessment methods have long been central to evaluating learners’ progress, the rise of AI tools presents an opportunity to revolutionize assessment practices by providing more personalized and adaptive feedback. This study explored the significance of portfolio assessment in AI-assisted environments, focusing on its impact on academic emotion regulation (AER), mindfulness, and attitudes toward language learning. A total of 69 students (38 in the experimental group (EG) and 31 in the control group (CG) from Bahir Dar University, Bahir Dar, Ethiopia, aged 22–34 years, participated in this quasi-experimental study. The participants, enrolled in the final term of their Bachelor’s program in English Teaching, were randomly assigned to either the EG or CG. The EG engaged in a portfolio assessment approach where AI was employed by the course instructor to review the portfolios and provide continuous, individualized feedback. Conversely, the CG also followed a portfolio assessment approach but relied on traditional teacher-led feedback without AI integration. The study employed pretests and posttests to measure AER and mindfulness levels before and after the intervention. Additionally, an attitude questionnaire was administered to the EG to assess their perceptions of AI-based portfolio assessment. Data analysis included analysis of covariance (ANCOVA), independent sample t-test, and one-sample t-test to determine the effects of the intervention. The findings indicated the potential of AI-assisted portfolio assessment in enhancing AER and mindfulness while fostering positive attitudes toward language learning. By comparing AI-integrated and traditional approaches, this study provides valuable insights into the role of AI in promoting effective and engaging learning experiences in EFL contexts.

A systematic review of progress test as longitudinal assessment in Saudi Arabia

BackgroundThe rapid evolution of healthcare necessitates a new generation of doctors with strong critical thinking, problem-solving, and adaptability skills. This systematic review explores current longitudinal assessment practices in undergraduate medical education in Saudi Arabia with particular emphasis on progress test and its utility, advantages, and disadvantages.MethodsA systematic search was conducted across relevant databases to identify studies that discuss progress test in undergraduate medical education in Saudi Arabia. The studies were analyzed to evaluate their alignment with study objectives and to the demands of a changing healthcare landscape.ResultsThe review highlights the dynamic nature of progress test (PT) as a longitudinal assessment method in undergraduate medical education in Saudi Arabia. The advantages included yearly assessments and holistic feedback to enhance learning techniques and knowledge retention. Moreover, PT serves as both a summative and formative assessment, offering personalized learning experiences tailored to individual needs and pacing. Contrasting traditional assessments, PT promotes deep learning strategies and meaning-oriented approaches, fostering holistic understanding rather than rote memorization. Additionally, PT’s continuous nature allows for early identification of knowledge gaps and facilitates ongoing improvement.ConclusionThis systematic review provides a comprehensive overview of progress test as a longitudinal assessment method in undergraduate medical education. It identifies areas for improvement and informs the development of more effective assessment methods that better prepare future doctors for a future of innovation and personalized medicine.

Dual-Mode ZnO/SnSe Heterojunction Devices with Integrated Bipolar Response Photodetectors and Artificial Optoelectronic Synapses for in-Sensor Computing.

Optoelectronic synapse devices (OESDs) inspired by human visual systems enable to integration of light sensing, memory, and computing functions, greatly promoting the development of in-sensor computing techniques. Herein, dual-mode integration of bipolar response photodetectors (PDs) and artificial optoelectronic synapses based on ZnO/SnSe heterojunctions are presented. The function of the fabricated device can be converted between the PDs and OESDs by modulating the light intensity. As a PD, the polarity of the output current can be switched by tuning the laser wavelength and intensity, which is attributed to the competition between the photovoltaic and photothermoelectric effects in the ZnO/SnSe heterojunction. As an OESD, the device exhibits versatile photonic synaptic characteristics at low light intensity based on the defect-dominant carrier trapping/de-trapping processes, including short/long-term plasticity and learning experience behaviors. More importantly, benefitting from the outstanding synaptic responses, logic functions including "AND" and "OR" are implemented through the in-sensor computing architecture. This work supplies a novel route to realize complex functionality in one device and offers effective strategies for developing in-sensor computing.

Impact of an adaptive environment based on learning analytics on pre-service science teacher behavior and self-regulation

Learning analytics provides valuable data to inform the best decisions for each learner. This study, based on adaptive environment (AE) learning analytics dashboards, examines how instructor interventions affect student self-regulation abilities and academic performance. It identifies the self-regulation categories requiring the most support to correct learning paths. Little is known about how interventions in an AE can influence learners' self-regulation based on performance indicators, particularly in science education. The study included 95 Faculty of Education and the Department of Science students. Using a longitudinal clustering approach, researchers identified three unique self-regulated learning (SRL) profiles: oriented, adaptive, and minimally self-regulated learners. While the results showed that the learning analyses were useful in guiding the process of appropriate interventions through an adaptive environment for each student by providing indicators and raising the level of self-regulation for each group separately, the results also showed that there was no change in the classification of self-regulation into groups and that no students moved between groups. These findings highlight the complexity of SRL, suggesting that while interventions can impact engagement and behavior, they may not be sufficient to change the learner's underlying profile. In academic performance, statistically significant differences were found, with the oriented self-regulation group outperforming the adaptive and minimally self-regulated groups. The findings underscore the importance of learning analytics and their indicators for timely interventions in adaptive environments. Additionally, the AE was highly effective, offering students opportunities to review material, which improved their study techniques, test-taking strategies, and overall learning experience.

Empowering students in curriculum design and pedagogy: Perceptions of pharmacy students as partners; A qualitative study.

The concept of "Students as Partners" (SaP) in curriculum design and pedagogy marks a significant shift towards relational pedagogical approaches in higher education. This study explored pharmacy students' perceptions of the SaP approach, focusing on their involvement in curriculum design and the perceived benefits and challenges of such partnerships. A qualitative research design was employed, utilising one-on-one interviews with pharmacy students at a university in Malaysia. Participants were selected through purposive and snowball sampling. Data were collected using a semi-structured interview guide and analysed using thematic analysis. Thematic analysis revealed five core themes: student involvement in curriculum design, perceived benefits in students as partners, challenges in active learning environments, suggestions to improve relational pedagogy, and empowerment through student involvement in curriculum design. Students mentioned that the relationship as partners with educators will be beneficial and mentioned challenges, such as hierarchical barriers and communication issues. They suggested increased training and support, more frequent feedback mechanisms, and clearer communication channels to foster effective partnerships. Students perceived that their engagement could lead to significant changes in their academic journeys. This participatory approach aligns with outcome-based educational goals and enhances the overall learning experience by making the content more relevant to students' needs and aspirations. The SaP approach has transformative potential in higher education.

Exploring the role of project-based learning in higher education to promote indigenous knowledge through sculpture students’ engagement with Ghanaian Adinkra symbols

This study explores the integration of Project-Based Learning (PBL) within the higher education context, focusing on sculpture learners’ projects based on Ghanaian Adinkra symbols and their engagement with Indigenous Knowledge Systems (IKS). The primary aim of this research is to examine how PBL enhances sculpture learners' understanding and appreciation of Adinkra symbols while also assessing the broader impact of PBL on their interaction with indigenous knowledge systems. Sculpture learners participating in this study were tasked with developing projects that incorporated Adinkra symbols, thereby connecting their creative practice with the rich cultural narratives embodied in these symbols. Through this process, learners were not only encouraged to produce art but also to interpret, analyse, and engage with the cultural meanings and historical significance of the Adinkra symbols. A qualitative research methodology was employed, using semi-structured interviews, participant observations, and project evaluations to gather data. Findings from the study suggest that PBL significantly enhances learners' appreciation for and understanding of indigenous knowledge systems by providing them with the tools to interpret cultural artefacts within their historical and social contexts. To collaborate with indigenous communities, art educational institutions should build partnerships with local indigenous communities, cultural experts, and artisans to co-create projects and learning experiences for learners.

Effects of Online Learning Readiness and Online Self-Regulated English Learning on Satisfaction with Online English Learning Experience During the COVID-19 Pandemic.

The COVID-19 pandemic has caused major changes in pedagogical practices worldwide. As COVID-19 cases increased, universities had to move their teaching online, requiring both instructors and students to engage through online learning platforms. This study explored the effects of students' online learning readiness and online self-regulated English learning on their satisfaction with the online English learning experience. Additionally, it investigated whether and how online learning readiness and online self-regulated English learning influenced students' perceived English self-efficacy which could in turn influence their satisfaction with the online English learning experience. Data were collected from 163 university students in Macau, China. The results of partial least squares structural equation modeling showed that students' online learning readiness significantly influenced their satisfaction with the online English learning experience directly and indirectly through online self-regulated English learning. Furthermore, online learning readiness affected students' perceived English self-efficacy. However, online self-regulated English learning did not significantly impact students' perceived English self-efficacy, and there was no significant link between students' perceived English self-efficacy and their satisfaction with the online English learning experience. The implications of this study are given.