Learning In Educational Settings Research Articles

Comparison of teleportation and walking in virtual reality in a declarative learning task

IntroductionVirtual reality (VR) offers new possibilities for learning in educational settings by navigating through large 3D virtual environments. When designing VR-based learning applications, developers have to decide between different locomotion techniques to navigate through VR. Since physical activity and walking have been shown to enhance learning, physical walking in VR should increase learning compared to locomotion techniques without physical activity.MethodsIn this study, we examined if learners who are able to walk freely in VR differ regarding their declarative knowledge acquisition from learners who are teleported in VR.ResultsLearning outcomes did not differ between these two conditions, neither immediately after learning in VR nor after a one-day delay. Also, participants’ sense of presence in the virtual environment did not differ between the two conditions.DiscussionThese findings suggest that both teleportation and walking are suitable for declarative knowledge acquisition in VR, and that teleportation may be sufficient enough.

Exploring the Online Leadership Effect on Blended Learning in Educational Institutions: Post-COVID-19 Learning Context

Background: The COVID-19 pandemic has necessitated the transition of administrative and instructional work in schools to an online format. This shift has prompted school administrators to embrace online leadership as a suitable approach during and after the pandemic. Blended learning has been recommended as a sustainable and well-suited solution for educational institutions in the post-pandemic period. Aims: to investigate the impact between online leadership and the adoption of blended learning in educational settings. Sample(s): A total of 385 instructors participated in this study. The participants were surveyed using Google Forms to gather their perspectives. Methods: Structural equation modeling (SEM) and path coefficients analysis were employed to analyze the survey data and examine the attitudes of instructors toward online leadership and blended learning. Results: The findings indicated that online leadership (OL) exhibited a higher likelihood of being adopted for blended learning (BL) implementation, as revealed by the study results (59%). Instructors demonstrated increased flexibility and readiness to utilize online leadership methods for career advancement in the post-pandemic era. However, it should be noted that the adoption of online leadership measures was primarily driven by the necessity (41%) to maintain continuity in educational practices during the pandemic. Conclusions: These findings shed light on the significance of online leadership in facilitating the integration of blended learning in schools. The study highlights the adaptability of instructors and their recognition of the potential benefits associated with online leadership practices. The results emphasize the importance of online leadership as a strategic approach for educational institutions in navigating the challenges brought about by the COVID-19 pandemic and beyond.

Applications of deep learning in mathematics education: A review

Traditional classroom settings often fail to account for individual differences, leading to disparities in student performance. Deep learning models offer a solution by analyzing performance data to provide targeted interventions and immediate feedback, thereby personalizing educational experiences. This review examines the transformative potential of deep learning in mathematics education through various applications and methodologies. Studies show that deep learning models, such as convolutional neural networks (CNNs) and recurrent neural networks (RNNs), can analyze complex student data, identify learning patterns, and offer real-time, personalized support. Notable applications include automated classroom feedback systems, intelligent tutoring systems, and predictive models for student performance. Despite the promising results, challenges such as data quality, computational resources, model interpretability, and potential biases remain. Future research should focus on creating inclusive datasets, improving computational efficiency, and enhancing model transparency to fully harness the benefits of deep learning in educational settings.

Impact of Gender and Language Learning In Educational Settings

Impact of Gender and Language Learning In Educational Settings

Leveraging ChatGPT for Personalized Learning: A systematic Review in Educational Settings

In today’s digital world, personalization is a leading point for each learner to strengthen their educational achievements. Considering innovations in artificial intelligence (AI), particularly in the area of natural language processing, Chat GPT has sparked awareness as a viable mechanism for supporting personalized learning. The aim of the systematic review is to identify the present-day status of research on using Chat GPT for independent learning in educational settings. The research effort combines works that study Chat GPT application in learning environments, summarizing the results of a broad survey of scholarly literature. The significance of the Chat GPT in the learning path was identified from the previous studies. Also, the study discusses the practical difficulties and challenges of this technology. The study highlights some potential improvements by the Chat GPT, like improving the individual learning experience, offering seamless feedback and error corrections, encouraging study, and finding study metrics. Also, the study identified some potential challenges, for example, data privacy, bias, accessibility of databases, and similarity between answers. There is a possibility for further research on this topic in advance to get more valuable ideas in the academic field. This comprehensive study examines a collection of AI-based personalized learning ideas to clearly enlighten the advantages and disadvantages of utilizing Chat GPT in an academic environment. Practitioners can gain a clear idea by referring to the article, which will maximize the usage of technology in the near future.

Before You Tie the Knot: Impacts, Outcomes, and Lessons Learned from a Federally-Funded Premarital Education Case Study

Human services educators continually seek ways to make outreach programming more engaging and effective. This study evaluated an ongoing relationship education program funded by the United States Department of Health and Human Services (Administration of Children and Families) to determine the effectiveness of the Before You Tie the Knot (BYTK) premarital education program. A self-reported, quantitative, retrospective-pretest-then-post-test evaluation was utilized to assess key objectives in the sample (n = 1285). Clearly- evident effect sizes were found for perceived behavior changes in the participants’ implementation of skills related to relationship quality (i.e., positive interaction, negative interaction, positive bonds, happiness/satisfaction, commitment, and not feeling trapped) covered in the training over a five-week period. Implications for how the BYTK program can facilitate change and learning in educational settings, as well as inform relationship education outreach programming, are discussed.

교실 수업에서 ‘에듀테크 활용 맞춤형 학습’의 실현 가능성 탐색

Purpose: This study lays the groundwork for the implementation of Edutech-based personalized learning in educational settings. This involves verifying the technical feasibility of each component of personalized learning, analyzing teachers' perceptions and practices regarding personalized learning, and assessing the current status and demands for Edutech in this context. Methods: Through theoretical analysis, a conceptual model for the implementation of personalized learning in classroom instruction was explored. Edutech platforms, including ALEKS, CENTURY, Khan Academy, and Gyeongnam Aitoktok, were selected for analysis of their functionalities. A survey involving 492 teachers and interviews with 12 experts was conducted. Results: The functional analysis of Edutech platforms confirmed the technical feasibility of implementing personalized learning according to the conceptual model. Survey results indicated that teachers highly perceive and practice personalized learning in order of ‘content’, ‘process’, and ‘outcome’. Additionally, they acknowledged the importance of customization based on learner characteristics, particularly focusing on learners' readiness while practice was ‘interest’. The utilization of Edutech by personalized learning components was highest in customization according to ‘content’, while the need was highest for customization according to ‘process’. Similarly, both utilization and demand were highest for addressing learners’ interests. Conclusion: The implications include analyzing and expanding the function and ease of use of Edutech, supplementing and expanding Edutech functions that collect and analyze data from the non-cognitive aspects of learners, exploring and supporting barriers to personalized learning implementation, and identifying support strategies for differentiating ‘outcomes’ among personalized learning components.

Revealing The Influence of English Curriculum, Verbal Ability and Self-Efficacy Toward English Proficiency in Senior High School (Study on Senior High School Students in Bandung)

This quantitative study examines the influence of self-efficacy, verbal ability, and the English curriculum on English language proficiency among senior high school students. The research involved 96 respondents who completed questionnaires designed to measure their self-efficacy, verbal ability, perceptions of the English curriculum, and their English language proficiency levels. The data collected were analyzed using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) version 4.0 to determine the relationships among the variables. The analysis revealed that self-efficacy, often considered a crucial factor in academic performance, does not significantly impact English language proficiency in this context. This finding suggests that students' beliefs in their own capabilities to learn English might not directly translate into improved language skills. On the other hand, verbal ability was found to have a significant positive influence on English language proficiency. This indicates that students with higher verbal skills tend to perform better in English, highlighting the importance of enhancing these abilities through targeted instructional strategies. Moreover, the English curriculum also showed a significant positive effect on language proficiency. A well-structured curriculum that effectively integrates language learning objectives with practical applications appears to be a key determinant of students' success in mastering English. These results underscore the importance of curriculum development and verbal ability enhancement in educational practices. In conclusion, the study provides valuable insights into the factors that contribute to English language proficiency among senior high school students. While self-efficacy alone may not be a decisive factor, the significant roles of verbal ability and curriculum quality suggest that educational stakeholders should prioritize these areas to foster better English language outcomes. Future research could explore additional variables and longitudinal effects to further understand the dynamics of language learning in educational settings.

Making Judgments of Learning Either Enhances or Impairs Memory: Evidence From 17 Experiments With Related and Unrelated Word Pairs

Published studies found that predicting one’s future memory during learning (judgments of learning, JOLs) consistently improved cued-recall performance for related word pairs. In contrast, making JOLs had inconsistent effects on memory for unrelated pairs, with most studies finding null effects and some finding detrimental effects. This study reports data from 17 experiments in which participants either made or did not make JOLs for related and unrelated word pairs in their everyday language. Making JOLs increased the difference in memory performance between related and unrelated pairs in every experiment. Although almost all experiments showed numerically positive JOL reactivity for related pairs and numerically negative JOL reactivity for unrelated pairs, either effect was reliable in just half of the experiments. Small-scale meta-analyses revealed small-to-moderate positive reactivity for related pairs and small-to-moderate negative reactivity for unrelated pairs. Language of word pairs (German, Hebrew, or English) moderated positive reactivity and experimental setting (controlled or unsupervised online) moderated negative reactivity, but none of the other moderators we examined—presence of an additional pair type, study time, total number of pairs—impacted reactivity. Experiments that showed positive reactivity for related pairs tended not to show negative reactivity for unrelated pairs, and vice versa. Overall, these findings indicate that negative JOL reactivity for unrelated pairs is similarly large and robust as positive reactivity for related pairs. They favor the cue-strengthening hypothesis with dual-task costs over other accounts and raise the practically relevant possibility that monitoring could have detrimental effects on learning in educational settings. All data are freely available online.

DBGCN

Given the extensive use of online learning in educational settings, Knowledge Tracing (KT) is becoming increasingly essential. KT primarily aims to predict a student's future knowledge acquisition based on their past learning activities, thus enhancing the efficiency of student learning. However, the effective acquisition of dynamic and evolving student representations from their historical records presents a formidable challenge. This paper introduces a Knowledge Tracing methodology predicated on Dynamic Broadth Graph Convolutional Networks (DBGCN). DBGCN leverages the mechanisms of breadth graph convolutional networks to proficiently acquire representations of questions and knowledge points from dynamically constructed topological graphs. It employs student state information as an attention query vector to augment student representations, thereby partially mitigating the challenge of capturing the dynamic shifts in user states. The effectiveness of our proposed DBGCN method has been demonstrated through extensive experimentation.

Blended Learning: A Disruptive Innovation" by Tony Bates, which Explores the Impact and Effectiveness of Blended Learning in Educational Settings

Background and Aims: The impact and effectiveness of blended learning are critical because they show how combining online and in-person instruction can improve student engagement, academic performance, and flexibility. This approach provides a comprehensive educational experience that adapts to a variety of learning needs and environments, ultimately improving overall educational outcomes. The study's goal was to investigate how blended learning disrupts traditional education models and what benefits it may offer. Methodology: Bates' research integrates academic literature, case studies, and empirical data to assess the impact of blended learning, with surveys, interviews, and case study protocols used to collect comprehensive data. The analysis brings these findings together to reveal key themes and gaps, providing a thorough understanding of blended learning's effectiveness and implementation. Results: The finding found that Blended learning has been shown to improve student engagement, academic performance, and flexibility through successful implementations at institutions such as the University of Central Florida and Georgia State University. Addressing technical and pedagogical challenges, as well as incorporating emerging technologies, is critical for reaping the benefits. Continued research and support systems will be critical for optimizing blended learning and meeting the changing needs of students and teachers. Conclusion: Blended learning improves student engagement, performance, and flexibility, as demonstrated by successful models at UCF and Georgia State University. To fully realize its potential, it must address technical and pedagogical challenges while also embracing emerging technologies, with ongoing research and strong support systems critical to future success.

Inbound learning: revolutionizing educational paradigms

This paper explores the transformative potential of Inbound Learning in educational settings, integrating principles from inbound marketing to foster personalized, engaging, and effective learning experiences. Through a comprehensive literature review, the study examines the application of Inbound Learning strategies across diverse educational levels and contexts, highlighting significant improvements in student engagement, academic performance, and educator satisfaction. The methodology employed combines quantitative and qualitative approaches to assess the impact of these strategies, revealing a positive correlation between personalized educational content and improved learning outcomes. Challenges such as technological access, resource allocation, and teacher training are discussed, alongside future perspectives that suggest the integration of advanced educational technologies and policy support to overcome these barriers. The findings underscore the efficacy of Inbound Learning in meeting the contemporary needs of learners and educators, advocating for its broader adoption to revolutionize educational practices.

DIFFICULTIES OF EDUCATION IN SMALL RURAL SCHOOLS CONSIDERING ECONOMIC CONDITIONS

This article deals with modern teaching tactics within the mixed-age learning at Kazakhstan small rural schools (SRS). The article examines the experience of developed countries and includes a thorough review of various teaching philosophies and methodologies in order to look into the efficacy of mixed-age learning in educational settings with tight resources in different economic conditions. Different approaches of mixed-age learning, such as task-based learning, differentiation and individualization, group composition, peer-supported learning and assessment were also highlighted in given article. The authors stress the value of accommodating mixed-age student groups, providing supporting supervision, and establishing conducive learning environments. The adaptability of cross-age teaching techniques in SRS to other types of heterogeneity, such diversity or inclusion classrooms, is also covered in the article. Cross-age didactics provides a framework for discussing how teachers modify and personalize instruction. Drawing from a range of age-appropriate teaching styles and methodologies, the study offers an updated theory of adaptive learning and teacher development in SRS. It places a strong emphasis on the adaptable application of general concepts in a range of instructional settings and presents viable strategies for teacher preparation and successful pedagogy in SRS and related socio-economic contexts.

Aha! and D'oh! experiences enhance learning for incidental information-new evidence supports the insight memory advantage.

Research on creative problem-solving finds that solutions achieved via spontaneous insight (i.e., Aha! moment) are better remembered than solutions reached without this sense of epiphany, referred to as an "insight memory advantage." We hypothesized that the insight memory advantage can spread to incidental information encoded in the moments surrounding insight as well. Participants (N = 291) were first given Rebus puzzles. After they indicated that they had found a solution, but before they could submit this solution, they were presented with scholastic facts that were incidental and unrelated to the problem at hand. Participants indicated whether they reached the solution via either insight or a step-by-step analysis. Memory results showed better performance for incidental scholastic facts presented when problem solving was accompanied by a spontaneous (Aha! experience) and induced (D'oh! experience) insight compared with solutions reached with analysis. This finding suggests that the memory advantage for problems solved via insight spreads to other unrelated information encoded in close temporal proximity and has implications for novel techniques to enhance learning in educational settings.

Blended Learning Environments: A Systematic Review of Effective Strategies in Educational Settings

Blended learning, a pedagogical approach that integrates traditional face-to-face teaching with online learning activities, has garnered significant attention in educational research. This systematic literature review examines the effective strategies of blended learning in educational settings. The study identifies various strategies, analyzes their effectiveness in enhancing student learning outcomes, and provides recommendations for educators on the use of the most effective blended learning strategies. The review reveals that well-designed blended learning strategies, tailored to student characteristics, incorporating active learning methods, diverse pedagogical approaches, and rapid feedback mechanisms, significantly improve student learning outcomes across various levels of education. The findings underscore the importance of carefully implementing and evaluating blended learning strategies to maximize their benefits in educational settings.

Student’s Self-Regulated Learning in Online Class Design Based on Reflective Learning

This study explored the connection between Self-Regulated Learning (SRL) strategies and student learning outcomes, alongside detailing the SRL strategies students employ in reflective learning contexts. Conducted as a quantitative descriptive with 53 student participants, the research utilized correlation analysis to examine the interrelationships between various SRL strategies and employed a three-stage qualitative analysis process: data reduction, data presentation, and conclusion drawing. The findings reveal significant positive correlations among SRL strategies, notably between learning responsibility and environmental structuring (r = 0.706), memory strategy and goal setting (r = 0.717), and goal setting and self-evaluation (r = 0.722). The least positive correlation was found between self-evaluation and organizing (r = 0.437). Additional positive relationships were identified between memory strategy and perceived value (r = 0.668), goal setting and value (r = 0.762), self-evaluation and value (r = 0.669), seeking assistance and value (r = 0.763), environmental structuring and value (r = 0.825), learning responsibility and value (r = 0.795), and organizing and value (r = 0.645). Reflective learning stages—comprising the forethought phase, the performance phase as evidenced by students presenting their experiences, and the self-reflection phase during evaluation—highlight the intricate dynamics of students' SRL strategies. This study underscores the positive impact of SRL strategies on learning outcomes, offering insights into the effective application of reflective learning in educational settings.

Taking adaptive learning in educational settings to the next level: leveraging natural language processing for improved personalization

Educational technology plays an increasingly significant role in supporting Self-Regulated Learning (SRL), while the importance of Adaptive Learning Technology (ALT) grows due to its ability to provide personalized support for learners. Despite recognizing the potential of ALT to be influential in SRL, effectively addressing pedagogical concerns about using ALT to enhance students’ SRL remains an ongoing challenge. Consequently, learners can develop perceptions that ALT is not customized to their specific needs, resulting in critical or dismissive attitudes towards such systems. This study therefore explores the potential of combining Natural Language Processing (NLP) to enhance real-time contextual adaptive learning within an ALT to support learners’ SRL. In addressing this question, our approach consisted of two steps. Initially, we focused on developing an ALT that incorporates learners’ needs. Subsequently, we explored the potential of NLP to capture pertinent learner information essential for providing adaptive support in SRL. In order to ensure direct applicability to pedagogical practice, we engaged in a one-year co-design phase with a high school. Qualitative data was collected to evaluate the implementation of the ALT and to check complementary possibilities to enhance SRL by potentially adding NLP. Our findings indicate that the learning technology we developed has been well-received and implemented in practice. However, there is potential for further development, particularly in terms of providing adaptive support for students. It is evident that a meaningful integration of NLP and ALT holds substantial promise for future enhancements, enabling sustainable support for learners SRL.

Morally literate: Forging communities of moral sensitivity and care through Theatre Pedagogy

This article presents the fundamental aspects of theatre as an art form as well as a pedagogical approach and analyzes the way they shape learning in educational settings. It, then, focuses on key features of moral literacy explaining how young learners must learn to think in the context of moral education. At the last section the article explores how Theatre Pedagogy practices can be conducive to moral literacy. It is argued that a number of aspects of multi-faceted Theatre Pedagogy, such as corporeality, experiential and playful inquiry, the aesthetic and semiotic dimension and its participatory nature among others, have a strong impact on moral understanding and should be integrated in youth’s moral education.

Learning in Educational Settings

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Integration of Independent and Collaborative Learning in Educational Settings

This research paper delves into the multifaceted aspects of teaching and learning in contemporary educational environments. Specifically, it examines the interplay between independent and collaborative learning methods. Independent learning empowers students to take charge of their education, fostering self-reliance and critical thinking skills. In contrast, collaborative learning emphasizes group interaction, promoting teamwork and communication skills. This paper explores the benefits, challenges, and strategies associated with these two approaches and provides insights into their integration for optimizing educational outcomes and we offer a new methods with combining these two methods. By synthesizing current research and practical examples, we aim to guide educators in creating more effective and engaging learning environments through this new proposed method.