Learning In Education Research Articles

Variations of Australian university teachers’ conceptions of teaching with GenAI

The recent emergence of GenAI (GenAI) has generated significant interest and intense debate in higher education learning and teaching. Under this scenario, researchers and policy makers have begun to gain an understanding of what factors may influence university teachers’ acceptance and use of GenAI in teaching. Research has shown that how teachers conceptualise teaching shape their pedagogical approach to some degree. Using a phenomenographic qualitative research design, the study examined variations of Australian university teachers’ conceptions of teaching with GenAI via semi-structured interviews. Thematic analysis of the interview transcripts was conducted to identify themes prior to a second pass inductive analysis, enabling the researchers to compare and contrast perspectives. Three qualitatively different conceptions were identified: 1) GenAI is used in teaching to develop students’ understanding, critical thinking, and reflection; 2) GenAI is used in teaching to reproduce learning and teaching artefacts; and 3) GenAI are just tools, only having limited applications in teaching. Of the three categories of conceptions, only the first category was student-centred/learning-focused conceptions, which aimed to use GenAI in teaching to support students’ learning and understanding. This work will provide educators with a framework to utilising GenAI in the classroom to support student-centred learning.

Enhancement of helping skills using videos and blended learning in social and health care education

ABSTRACT Students in social and health care education often encounter difficulties translating the concepts in communication into the complexities of interpersonal dynamics and diversified contexts in practicums. Most previous resources were developed in English, and some Chinese materials were not up to date. In this project, social work teachers produced two sets of videos and initiated coursework revamping by engaging students in producing more communication skills videos. An e-learning community has been set up for the storage of teacher’s demonstration videos and quality student videos. The video was applied in skill practice courses and disseminated to social work practicum supervisors and students during the pandemic, as their face-to-face learning opportunities were restricted. Students reported improvements in levels of skills and competence after watching the videos. It shows that videos on communication skills can be further promoted as a blended learning strategy in professional practice training.

Educational Leadership in Improving School Performance and Teacher Professional Development: A Literature Review

The purpose of this study is to examine and describe educational leadership in improving school performance and teacher professional development. This study uses a literature review approach and uses data collection methods in the form of journals and scientific articles related to research studies. The analysis used in this study includes a review of the latest research findings and screening of relevant research materials in sequence. This study reveals that educational leadership plays a role in improving school performance and encouraging teacher professional development. The instructional and distributed leadership models, as well as the professional learning community approach, show that collaboration, ongoing support, and focused professional development are key to achieving educational goals. Effective leadership not only improves teacher performance, but also contributes to improving the quality of education and student learning outcomes as a whole.

The Double-Coded Self in Higher Education: Student Self-Formation and Social Sustainability

ABSTRACT Education for social sustainability rests on (1) individual learning agency, and (2) graduates prepared in relations between the individual and collective society, in the context of open ontology and emerging ecological, social and political challenges. The self-determining learner in higher education, with antecedents in Confucian self-cultivation and Bildung, is engaged in conscious self-formation, incorporating reflexive autonomous agency, the will to learn, and immersion in knowledge and relational experiences. Self-making is pervasive in other spheres of life suggesting that it can become integral to higher education. The article reviews self-formation, and individual/social relations, in two traditions: the Chinese civilisational zone and Euro-America. It focuses especially on the double-coded self in each tradition (the reflexive coupling of the inner self and social self), emerging forms of individuality in China, and Michel Foucault’s account of the impact of early Christianity in separating the individual and social in Euro-America. In the Sinic configuration, individual growth and social responsibility are well understood but the individual is crowded by layers of social demands. Euro-America gives students more room but renders the social domain opaque: individual detachment from social responsibility is rife. What is needed is a half-way house: students free from coercion who are prepared in their duties to the community.

Rapid Transition to Virtual Learning in Postgraduate Medical Education during the COVID-19 Pandemic in Tanzania: A Qualitative Study.

The effect of the progressive utilization of virtual learning (VL) in postgraduate medical education (PGME) is contentious. During the COVID-19 pandemic, VL was up-scaled to bridge the education delivery gap. How this impacted learning experiences in PGME is an area that needs to be explored for the progressive context-specific application of VL. This phenomenological study aimed to explore the postgraduate medical faculty's and residents' experiences with the rapid shift to VL. Through an interpretivist paradigm, this study used in-depth individual semi-structured interviews and prompts to explore the full breadth of the participants' experiences. A purposive sampling method was used, and qualitative content analysis was employed in an iterative process until data saturation. Data was collected between January 2021 and July 2021. Member checking was done to ensure validity. The AKU-ERC granted ethical approval, with reference AKU/2020/098/fb. Ten participants were recruited for the study. Positive experiences were greater access to learning materials and improved learner confidence. In contrast, limited supervision, and lack of assurance of participants' engagement emerged as a negative VL experience. The components of critical thinking and problem-solving skills were unaffected by virtual case-based learning. However, the aspects of acquiring clinical and surgical skills emerged as a difficulty in accepting VL as a valid mode for attaining these competencies. To improve experiences of VL, participants' drive, engagement, technological inadequacies, and instructional design should be optimized.

Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education

In the contemporary era, Computational Thinking has emerged as a crucial skill for individuals to possess in order to thrive in the 21st century. In this context, there is a need to develop a methodology for cultivating these skills within a science and mathematics content education framework, particularly among pre-service teachers. This study aimed to investigate the impact of Educational Robotics on the development of Computational Thinking skills, with a particular focus on the role of gender, through a scientific and mathematical content teaching approach. A pre-experimental design with a quantitative approach was employed, and it was implemented with a total of 116 pre-service teachers, 38 males and 78 females. The results demonstrated a notable enhancement between the pre-test (8.11) and post-test (9.63) scores, emphasising specific concepts such as simple functions, while, and compound conditional. With respect to gender, statistically significant differences were identified prior to the intervention, but not following its implementation. The high level of Computational Thinking exhibited by both genders was comparable (53.85% in females and 55.26% in males) following the intervention. This indicates that the intervention is a promising approach for enhancing Computational Thinking proficiency, independent of gender and initial proficiency levels. The implementation of Educational Robotics in the teaching of science and mathematics enables the enhancement of Computational Thinking abilities among pre-service teachers, while reducing the observed gender disparity in this area of skill development.

Harnessing Artificial Intelligence for Personalized Learning Pathways: A Framework for Adaptive Education Management Systems

Abstract. The integration of artificial intelligence (AI) into education is revolutionising how we deliver personalised learning, where curriculum, pedagogy and assessments are dynamically adjusted to meet the demands of each learner. In this paper, we examine the role AI can play in the construction of personalised learning pathways, and explore its applications for K-12 education, higher education and lifelong learning. We highlight that AI-driven systems such as Summit Learning, Pounce at Georgia State University, and IBMs Watson Talent are helping to measure dramatic improvements in student and employee outcomes, ranging from retention rates, academic performance, to engagement levels. We show how AI can enable student profiling, adaptive learning path generation, and ongoing assessment via the continuous feedback loops that are critical to transformative personalised learning. We also highlight some of the key challenges related to how education (eg, data privacy, scalability and equity), and showcase case studies and data from AI applications in different educational contexts to demonstrate the potential of personalised learning enabled by AI. In summary, this paper underscores the benefits and challenges of implementing AI in education, providing a perspective on how AI is likely to shape the future of learning.

Revolutionizing education with AI: The adaptive cognitive enhancement model (ACEM) for personalized cognitive development

Abstract. The integration of artificial intelligence (AI) into education has opened doors to personalized learning experiences. This paper introduces the Adaptive Cognitive Enhancement Model (ACEM), a cutting-edge AI-driven framework designed to personalize cognitive development for students. Leveraging advanced machine learning algorithms and quantitative analysis, ACEM adapts educational content and learning strategies to individual cognitive needs. The model encompasses five key components: cognitive profiling, adaptive learning paths, intelligent feedback, motivational strategies, and longitudinal tracking. Through quantitative analysis and mathematical modeling, the paper demonstrates how ACEM significantly enhances learning outcomes compared to traditional education models. The discussion section provides a detailed exploration of each model component, its architecture, and its role in optimizing personalized cognitive development. Furthermore, challenges such as data privacy, scalability, and model interpretability are examined, alongside potential solutions. The conclusion underscores the transformative potential of ACEM in revolutionizing education.

Development of Multilingual-Based LMS to Improve the Accessibility of Islamic Religious Education Learning Resources for Diaspora Residents in Japan

This research aims to develop a multilingual-based Learning Management System (LMS) to increase the accessibility of Islamic Religious Education (PAI) learning resources for Indonesian diaspora residents in Japan. Limited access to PAI materials and language barriers are the main challenges for the diaspora in maintaining religious education in foreign countries. Therefore, the development of this LMS is expected to provide practical solutions through the provision of an accessible and user-friendly platform, which can be operated in multiple languages, including Indonesian, English, and Japanese.The research method used is a development research (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. At the analysis stage, a survey of user needs related to PAI learning resources and the language challenges faced was carried out. At the design stage, the LMS is designed to support multilingual use, equipped with features that facilitate distance learning. The LMS prototype was then developed and tested on a number of diaspora users in Japan. Implementation is carried out through an evaluation of the use of LMS directly, followed by data collection to measure the effectiveness of the platform.The results show that this multilingual-based LMS significantly improves the accessibility and understanding of users of PAI materials. as many as 85% of respondents reported that they experienced a significant increase in understanding of religious materials after using the LMS, successfully overcoming language barriers and providing practical solutions for diaspora users in Japan to access religious education more easily and flexibly. This study concludes that the development of multilingual LMS is an effective strategy in supporting the sustainability of religious education for diaspora communities abroad.

Pathways to motivation and learning in English language education: a case of two youths engaging in multiliteracies

Purpose This study investigates the effect of digital multimodal composing (DMC) on student motivation and literacy in English as a Foreign Language (EFL) contexts. It explores how students engaged in creating digital animations to respond to literary texts and the implications for integrating DMC into traditional literacy practices. Grounded in social semiotic theory and Self-Determination Theory, this study aims to understand how digital composing influences student engagement, motivation and literacy development. Design/methodology/approach Qualitative data were gathered over a six-month period using a combination of student surveys, semi-structured interviews, reflection logs and student-produced scripts/animations. This study focused on two university students who engaged in multimodal projects as part of their extracurricular EFL activities, examining their processes and reflections. Findings Students demonstrated strong intrinsic motivation during DMC processes, largely due to the social affordances provided by digital multimodal composing. By combining traditional literacy skills with digital practices, students experienced enhanced creative expression, enhanced meaning-making and a deeper understanding of literary texts through the production and sharing of animated videos. This process promoted both emotional and cognitive engagement, emphasizing the importance of teacher guidance and digital tools in creating a more dynamic and supportive learning environment. Practical implications This study outlines a practical approach to DMC through a structured process: selecting and reading a book, proposing a change as if requesting it from the author, creating and sharing a video on YouTube to explain the change and reflecting on the experience. This approach can guide educators in designing activities that deepen student engagement, enhance critical thinking and integrate digital tools with traditional learning methods. Originality/value This study contributes to the understanding of how digital technologies can transform traditional literacy practices, offering insights into the benefits of multimodal composition for language learning and motivation in EFL contexts. It provides practical examples of how students and teachers can leverage digital tools to enhance literacy education and prepare students for 21st-century challenges.

Study on the Factors Affecting Quality of Learning in Global Education

Study on the Factors Affecting Quality of Learning in Global Education

Bridging the Gap: A Framework for Experiential Learning in Higher Education

Bridging the Gap: A Framework for Experiential Learning in Higher Education

The development of supplemental multimedia learning modules and their impact on student learning in food biotechnology courses.

The rapid growth of online education has created opportunities to integrate multimedia learning tools into complex scientific disciplines like food biotechnology. This study aimed to develop and evaluate supplementary online course modules on gene expression analysis, protein engineering tools, and fermentation genomics for undergraduate food biotechnology education. Based on cognitive load theory and multimedia learning principles, the modules incorporated focused visual media and interactive knowledge checks. The study involved 85 students in an introductory food microbiology course and 25 students in an upper-level food biochemistry elective at a large public university. Module implementation included tracking student usage through learning management system analytics, collecting qualitative feedback, and assessing learning outcomes via exam performance. Results showed that 73%-76% of students voluntarily accessed the modules, with average engagement times of 5-8 min per module. Student feedback highlighted the modules' effectiveness in clarifying textbook content through replayable examples and real-world scenarios. Comparison of exam scores revealed a 6%-10% improvement in performance on module-related items compared to overall exam averages. Qualitative feedback indicated that students found the visual representations and interactive elements helpful for clarifying complex concepts. This study demonstrates the potential of well-designed multimedia modules to support student learning in food biotechnology education, providing a model for expanding such resources in food science curricula.

An Educational Wildlife Game-based Learning Application for Young Learners Using Augmented Reality

These digital days, the learning curve in the educational sector is changing progressively because of technological advancements and societal demands. Technology integration, particularly, provides the ability to engage in diverse learning platforms, which then expose the learners to an immersive learning experience. This study introduced augmented reality (AR) game-based learning mobile application to young learners in exploring wildlife conservation. However, the challenge in mixing fun gameplay and essential wildlife education to foster young learner's interest in wildlife conservation can be tough. In capturing the attention of young learners, the project aims to create a captivating wildlife game application that combines education with entertainment. This project employs a prototyping method, allowing for iterative development and testing of the AR game application to ensure its effectiveness in delivering educational content. The application incorporates interactive elements such as 3D models of wildlife with vocal features and quizzes elements. Findings reveal that the application facilitated the refinement of game mechanics and educational content based on user feedback, leading to an engaging and educational final product. The results emphasize the success of the approach is not only capturing young learner's interest but also increasing their knowledge and awareness of wildlife conservation. In the future, the incorporation of other elements such as leaderboard, badges and rewards have the potential to stimulate young learners’ motivation to actively participate in the learning program.

A Review of Self-regulated Learning and Lifelong Learning in Chinese Vocational Education

This literature review explores the relationship between self-regulated learning and lifelong learning in the context of Chinese vocational education. Self-regulated learning is discussed as a foundational component in educational psychology. The relationship between self-regulated learning and lifelong learning is examined, illustrating how self-regulation skills foster continuous learning. Moreover, this review addresses the role of lifelong learning in vocational education in China, emphasizing the need for flexible, skills-based learning pathways to support economic and personal growth. In addition, the paper explores lifelong learning policies in China. The literature review culminates in a discussion on the challenges and opportunities in Chinese vocational education.

A Comprehensive Review of Multimodal XR Applications, Risks, and Ethical Challenges in the Metaverse

This scoping review examines the broad applications, risks, and ethical challenges associated with Extended Reality (XR) technologies, including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), within the context of Metaverse. XR is revolutionizing fields such as immersive learning in education, medical and professional training, neuropsychological assessment, therapeutic interventions, arts, entertainment, retail, e-commerce, remote work, sports, architecture, urban planning, and cultural heritage preservation. The integration of multimodal technologies—haptics, eye-, face-, and body tracking, and brain–computer interfaces—enhances user engagement and interactivity, playing a key role in shaping the immersive experiences in the Metaverse. However, XR’s expansion raises serious concerns, including data privacy risks, cybersecurity vulnerabilities, cybersickness, addiction, dissociation, harassment, bullying, and misinformation. These psychological, social, and security challenges are further complicated by intense advertising, manipulation of public opinion, and social inequality, which could disproportionately affect vulnerable individuals and social groups. This review emphasizes the urgent need for robust ethical frameworks and regulatory guidelines to address these risks while promoting equitable access, privacy, autonomy, and mental well-being. As XR technologies increasingly integrate with artificial intelligence, responsible governance is essential to ensure the safe and beneficial development of the Metaverse and the broader application of XR in enhancing human development.

A Meta-Analysis of the Effectiveness of Video-Based Instruction on Students’ Academic Performance in Science and Mathematics

Video-based instruction has been a necessary part of teaching and learning in 21st-century education. However, as video-based instruction continues to evolve, evaluating its effectiveness in improving students’ performance in various disciplines is deemed necessary. This study analyzed empirical research on the effectiveness of video-based instruction in improving students' performance in Science and Mathematics. The study filtered 4,874 research articles gathered using various meta-search engines. Using the inclusion and exclusion criteria set, only 14 research articles conducted from 2019 to 2023 qualified for this meta-analysis with a classic fail-safe N analysis value of 2627, p0.001, obtaining non-susceptible to publication bias. The Jamovi software version 2.4 was used in determining the effect size (Hedge’s g), the forest plot, and the funnel plot analysis of the gathered data. The collected studies showed that video-based instructions were utilized in the primary (n=355), secondary (n=611), and tertiary (n=72) level education in various topics of Science and Mathematics subjects. The analysis of the k=14 empirical studies obtained from 2019 to 2023 denotes a large-positive effect of video-based instruction in Science (k=7), g = 2.28, and Mathematics (k=7), g=1.79, subjects with an average effect size of g=2.03 (95% CI: 1.2991 to 2.7657).

Enacting anti-bullying procedures in dynamic school environments: insights from primary school principals in the Republic of Ireland

ABSTRACT This paper explores how primary school principals in the Republic of Ireland engage with the Anti-Bullying Procedures for Primary and Post-Primary Schools (DES 2013b). Informed by theoretical literature on policy enactment, the paper illustrates the complex, context-dependent process of enactment. Through qualitative interviews with ten primary school principals, the research uncovers the challenges they face in enacting standardised anti-bullying procedures in their unique school environments. The findings highlight the crucial role of principals in cultivating a positive school culture and managing the expectations of various stakeholders, including parents and teachers. Although distributed leadership is encouraged, the paper reveals that principals often carry the primary burden of responsibility, leading to feelings of isolation and significant pressure. Additionally, the research identifies considerable gaps in teacher education and professional learning. The paper advocates for more flexible, context-sensitive policies that provide better support for school leaders and recommends improved professional learning, shared leadership, and parental engagement to enhance the effectiveness of anti-bullying efforts. As the Department of Education in Ireland revises its anti-bullying procedures, this paper offers critical insights that can guide the development of more effective, supportive policies tailored to the complex realities faced by school leaders.

The roles of task-specific self-efficacy and enjoyment in EFL learners’ development of speaking CALF: A longitudinal study

This longitudinal study adopts a person-centred approach to examine EFL learners' development of speaking CALF; the fluctuating correlations of affective ID variables (self-efficacy and enjoyment), as well as their impacts on oral task performance over time. Thirty-one Chinese EFL learners completed eight oral tasks bi-weekly over six months, followed by post-task scales to measure task-specific self-efficacy and enjoyment. Data were subjected to group-based multi-trajectory modelling (GBMM) to discern the development of speaking CALF, moving correlation analysis to explore the interactions between task-specific self-efficacy and enjoyment, and panel data regression to examine the longitudinal impact of task-specific self-efficacy and enjoyment on oral task performance. GBMM results revealed variability at both the group and individual levels, despite similar educational backgrounds and learning contexts, as evidenced by differing speaking CALF patterns. Moving correlation analyses revealed dynamic, non-linear trends between self-efficacy and enjoyment. Panel data regression analyses suggested that higher levels of affective ID variables would generate better oral performance, as evidenced by speaking CALF patterns. This study successfully integrated ID variables into TBLT research within a CDST framework for enhancing our understanding of the complex nature of EFL learners’ speaking competence and underscoring the interconnectivity between task-specific self-efficacy and enjoyment.

L1 as a tool for providing corrective feedback

This article delves into the controversial practice of utilizing a student’s first language (L1) as a teaching resource in second language (L2) learning environments. Initially, strategies such as code-switching/code-mixing and translanguaging were considered signs of poor linguistic ability. There was a strong push towards using only the target language in foreign language education, aiming to limit the first language’s interference and foster a deeper immersion in the new language. However, later research has shown the benefits of incorporating the first language in bilingual education and language learning processes. It’s argued that a student’s knowledge in their native language can actually support their comprehension of a second language, suggesting that transferring certain linguistic or conceptual knowledge from L1 to L2 can be advantageous. This perspective encourages the strategic use of this knowledge transfer in teaching methods. Moreover, the text points to positive results from various studies on the positive impact of L1 usage in L2 classrooms. These insights pave the way for further exploration into the application of the first language in adult English as a Second Language (ESL)/English as a Foreign Language (EFL) education, particularly regarding providing corrective feedback.