Learning In Primary Education Research Articles

A systematic literature review of playful learning in primary education: teachers’ pedagogical activities

ABSTRACT The study conducts a Systematic Literature Review of empirical research spanning from 2014 to 2023, examining teachers’ pedagogical activities and their role in playful learning within primary education, with a focus on the use of pedagogical methods. Twenty-one relevant papers were selected using a four-phase PRISMA framework. The analysis reveals four distinct phases of pedagogical activities: planning, orientation, playing, and elaboration. Teachers play an important role, being responsible for planning activities, facilitating and supervising students’ learning, sparking their intellectual curiosity, and assessing their progress. Furthermore, the study highlights that the teacher can also become a co-player. The findings are discussed, contributing greatly to the understanding of playful learning processes in primary education and helping teachers develop effective playful learning pedagogical activities, thereby fostering a playful learning environment.

DEVELOPMENT OF ARTICULATE STORYLINE MEDIA FOR ENHANCING LEARNING OUTCOMES IN NATURAL AND SOCIAL SCIENCES AMONG ELEMENTARY SCHOOL STUDENTS

Technology-based interactive media have yet to reach their full potential in elementary education, resulting in suboptimal learning outcomes in the natural and social sciences. This study aims to outline the development steps for interactive learning media using Articulate Storyline and to assess the quality and effectiveness of this media in teaching fifth-grade students about Earth and the Universe within natural and social science subjects. Employing a research and development approach, this study utilized the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The participants were fifth-grade students from the Muhammadiyah Elementary School of Karangbendo, Yogyakarta, with 28 students. Instruments used in this research are questionnaires and tests. The questionnaire was used to get data from the experts, whereas a test was used to get the data on learning outcomes. The findings suggest that the Articulate Storyline interactive learning media is suitable and effective, as evidenced by an average 'Highly Suitable' rating of 87% from experts in content knowledge, media, language, and teaching and learning in primary education and a 'Very Good' response rating of 98% from teachers and students. A significant improvement in learning outcomes was observed, with an average n-gain score of 0.73, indicating a high level of effectiveness. This media is recommended as an alternative for educational activities in schools, particularly for introducing topics related to Earth and the universe.

Fostering STEM Education in Primary Schools: A Review of strategies for enhancing science skills, design thinking, and inquiry-based learning

This systematic literature review investigates strategies and findings to enhance science process skills, design thinking, and inquiry-based learning in primary education. By analyzing 9 Web of Science and Scopus databases articles, the review identifies successful pedagogical approaches, the role of technology-rich environments and scaffolding strategies, and the impact of individual differences in developing these skills. The results highlight the effectiveness of innovative pedagogy, technology-rich environments, scaffolding, and differentiated instruction. However, the review also reveals research gaps, such as the need for long-term studies, exploring the effectiveness of technology-rich environments and scaffolding strategies in the leading science program, and assessing differentiated teaching and guidance strategies.

Developing Skills in Designing Experiential Learning Activities in Mathematics Teaching for Primary Education Students at Tan Trao University, Tuyen Quang Province

The enhancement of educational practices through the integration of experiential learning activities in mathematics teaching is increasingly recognized as essential for fostering student engagement and comprehension. This study delves into the development of skills required for designing such experiential activities among primary education students at Tan Trao University in Tuyen Quang Province. By implementing a structured training program, this research aims to equip future educators with both the theoretical knowledge and practical skills necessary to create dynamic and interactive mathematics lessons. The methodology encompasses a blend of qualitative and quantitative approaches to assess the effectiveness of the training program. Pre- and post-training evaluations, along with detailed observations and interviews, provide a comprehensive understanding of the improvements in the students' abilities. The results demonstrate a marked enhancement in the competency of the students to design and execute experiential learning activities, reflecting a deeper understanding of pedagogical techniques and a more profound engagement with the subject matter. The findings underscore the transformative potential of experiential learning in primary education, highlighting how such approaches can make abstract mathematical concepts more tangible and relatable for young learners. This study also addresses the challenges and obstacles encountered during the implementation of these activities, offering insights and recommendations for overcoming such barriers. Furthermore, the research contributes to the broader discourse on educational innovation by illustrating the impact of well-designed experiential activities on student motivation and academic performance. It emphasizes the need for ongoing professional development and support for educators to continuously refine their teaching strategies in response to evolving educational demands. This study not only reinforces the value of experiential learning in mathematics education but also provides a practical framework for developing and implementing these activities. By preparing primary education students at Tan Trao University with these essential skills, the research paves the way for a more interactive, engaging, and effective educational experience for future generations. This underscores the critical role of innovative teaching methodologies in nurturing the intellectual and personal growth of young learners, ultimately contributing to the advancement of primary education in Vietnam.

Implementation of Critical Literacy Learning in Primary Education Through a Simple Research Writing Project

Critical literacy skills are important for students to master. Literate students are students who have critical awareness of themselves and their environment so that they are able to critically and objectively solve problems. To form this mental attitude, the implementation of critical literacy learning needs to be constructed properly. Critical literacy learning is centered on texts and responses to texts that are realized through listening, reading, speaking, and writing tasks that are carried out in a balanced manner in a challenging task frame for students. Writing a research report requires objective analysis of the text and contextual problems found in the field, therefore research learning is one form of critical literacy learning. This research method is a qualitative method with an exploratory research type. This study aims to describe the implementation of critical literacy learning in elementary education. Data collection uses documentation, interview and observation techniques with the main instrument being the researcher himself. In collecting data on critical literacy learning planning, the researcher was assisted by additional instruments, the researcher used observation sheets, and semi-structured interview sheets with teachers and students. To ensure the validity of the data, triangulation of sources and methods was used. The results of the study show that the implementation pattern of learning constructed in critical literacy learning is to expose students to various readings to construct theories with meaningful experiences, understand readings by reviewing them from various perspectives, find contextual problems, and discuss contextual problems based on theory and objectivity. The assessment carried out by the teacher is an assessment that uses various forms with representative instruments. In addition, student involvement in the assessment will determine objectivity. Of the 5 criteria proposed to measure critical literacy skills, students have only reached the third stage, namely analytical. This happens because the learning process carried out by the teacher has not met the requirements of good feedback strategies, representative assignments and maximum facilitation from the teacher.

Integrating AI with emotional and social learning in primary education: Developing a holistic adaptive learning ecosystem

This paper highlights the significance, potential benefits, challenges, and proposed solutions associated with integrating AI-driven tools and platforms into SEL initiatives. The importance of integrating AI with SEL in primary education lies in its ability to foster the holistic development of students. By equipping students with the tools to navigate academic challenges, interpersonal relationships, and emotional regulation, schools can create dynamic learning environments that prioritize the whole child. The potential benefits of integrating AI with SEL are manifold. AI-powered adaptive learning platforms can personalize instruction, provide targeted support, and promote the development of emotional intelligence and social skills among students. Additionally, AI-driven tools and platforms can facilitate collaborative learning experiences, promote active engagement, and provide real-time feedback to students and educators. However, the integration of AI with SEL also presents various challenges that must be addressed. Ethical considerations, such as data privacy, algorithmic bias, and the digital divide, require careful attention to ensure equitable access and outcomes for all students. Additionally, educators may lack the necessary knowledge and skills to effectively utilize AI tools and platforms for SEL purposes, highlighting the need for training and professional development programs. To address these challenges, collaborative efforts among educators, policymakers, technologists, and researchers are essential. By working together, stakeholders can develop evidence-based practices and solutions that align with the goals and values of primary education. Training and professional development programs for educators, robust policies and safeguards for the ethical use of AI technologies, and equitable access to technology for all students are critical components of successful integration. Keywords: AI, Learning, Emotions, Social.

Integrating AI with emotional and social learning in primary education: Developing a holistic adaptive learning ecosystem

This paper highlights the significance, potential benefits, challenges, and proposed solutions associated with integrating AI-driven tools and platforms into SEL initiatives. The importance of integrating AI with SEL in primary education lies in its ability to foster the holistic development of students. By equipping students with the tools to navigate academic challenges, interpersonal relationships, and emotional regulation, schools can create dynamic learning environments that prioritize the whole child. The potential benefits of integrating AI with SEL are manifold. AI-powered adaptive learning platforms can personalize instruction, provide targeted support, and promote the development of emotional intelligence and social skills among students. Additionally, AI-driven tools and platforms can facilitate collaborative learning experiences, promote active engagement, and provide real-time feedback to students and educators. However, the integration of AI with SEL also presents various challenges that must be addressed. Ethical considerations, such as data privacy, algorithmic bias, and the digital divide, require careful attention to ensure equitable access and outcomes for all students. Additionally, educators may lack the necessary knowledge and skills to effectively utilize AI tools and platforms for SEL purposes, highlighting the need for training and professional development programs. To address these challenges, collaborative efforts among educators, policymakers, technologists, and researchers are essential. By working together, stakeholders can develop evidence-based practices and solutions that align with the goals and values of primary education. Training and professional development programs for educators, robust policies and safeguards for the ethical use of AI technologies, and equitable access to technology for all students are critical components of successful integration.

Systematic review on the integration of immersive technologies to improve learning in primary education

Systematic review on the integration of immersive technologies to improve learning in primary education

Direct and indirect instruction in educational robotics: a comparative study of task performance per cognitive level and student perception

Educational Robotics (ER) has emerged as one of the tools to improve STEM learning in primary education if students are properly instructed. However, there is a lack of studies that guide teachers on which type of instruction should be used for ER in STEM between direct (DI) and indirect instruction (II). As a result, the present study aims to compare the two types of instructions in terms of their effect on learning outcomes, students’ perceptions, and students’ gender differences. We adopted a quasi-experiment comparative research design involving 100 ninth-grade students (13–14 years old). We collected data through achievement tests and perception questionnaires and analyzed them using Cochran’s Q-test, Mann–Whitney U-test, and independent samples t-test. Results show that the group in which II was used performed better than those from the group where DI was used. Also, the results show that girls performed better with DI than boys. Furthermore, students perceived ER as useful for developing collaboration and interest in STEM. Therefore, teachers should be supported in learning how to use II and DI strategically in ER to enhance STEM learning.

Comparing Emergency Remote Learning with Traditional Learning in Primary Education: Primary School Student Perspectives

Abstract This study aims to explore primary school students’ perspectives of emergency remote teaching and learning during the COVID-19 pandemic and their preferences when comparing it with face-to-face learning. Data from 114 Greek primary students showed that students did not find online learning particularly intriguing, enjoyable, and interactive and felt social isolation due to the lack of communication and interactions. Most students preferred traditional learning to online learning as they found it more enjoyable and interactive, and made it easier to learn, focus on, comprehend, and perform better. They greatly valued the class atmosphere and the ability to actively participate and freely communicate, and stated that it was easier to devote time to studying, complete their assignments, and get answers to their question when learning in person. Students believed that despite its disadvantages, online learning might be more broadly used in the future. Finally, no significant differences were found regarding students’ gender, age, and class level.

Gamification and game-based learning in primary education: A bibliometric analysis

Play’s role in children’s learning is crucial, necessitating effective teaching methods that boost engagement. This study maps the Scopus-indexed literature from 2013-2023, focusing on gamification and game-based learning’s impact on learning outcomes and engagement in primary education. Initially, 233 articles were identified from the Scopus, with 36 relevant ones selected after manual review. Findings show a considerable research volume on gamification and game-based learning, but limited focus on primary education, with Spain leading in publications. Co-authorship analysis reveals few connections, indicating limited collaboration among researchers. The study indicates that gamification and game-based learning positively influence learning outcomes by enhancing engagement and participation among students. However, it acknowledges limitations due to using only open-access documents from the Scopus, suggesting future research should explore other databases for more comprehensive insights.

Developing Textbooks to Improve Math Learning in Primary Education: Empirical Evidence from El Salvador

Previous articleNext article FreeDeveloping Textbooks to Improve Math Learning in Primary Education: Empirical Evidence from El SalvadorTakao Maruyama and Takashi KurosakiTakao Maruyama Search for more articles by this author and Takashi Kurosaki Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Economic Development and Cultural Change Just Accepted Article DOIhttps://doi.org/10.1086/721768 Views: 180Total views on this site HistoryAccepted July 15, 2022 PDF download Crossref reports no articles citing this article.

Design and Implementation of Personalized Learning Paths in the Era of Big Data

The design and implementation of personalized learning paths in the era of big data is a key and urgent task, and its value lies in the fact that through analysis and teaching applications, personalized learning paths can better meet the increasingly diverse learning needs and personalized learning styles of primary school students. By deeply analyzing the necessity of personalized learning in primary education in the era of big data, this paper proposes a complete set of personalized learning path design and implementation framework.

An empirical study of the efficacy of AI chatbots for English as a foreign language learning in primary education

ABSTRACT This experimental research examined the effectiveness of using chatbots in English as a Foreign Language (EFL) classrooms at a Chinese elementary school. Seventy-four students were divided into two groups: one employing traditional methods, and the other using chatbots. Before and after the 3-month teaching period, pre- and post-tests were used to measure students’ oral English proficiency, and a questionnaire was employed to assess their willingness to communicate (WTC). Data from interviews with teachers and students provided insights into chatbot usage and modification. Data analysis involved using SPSS to identify significant differences in pre- and post-test scores and NVivo 11 to code qualitative feedback from student and teacher interviews. The results show that chatbot integration significantly improved oral English proficiency and WTC in the experimental group compared with the control group. Teachers can enhance instruction by adopting tailored chatbot features to refine teaching methods, thus creating a more adaptive learning path for students. Further, chatbot improvements such as personalised error correction and user-centric features pave the way for immersive and fruitful language learning. This study provides valuable insights for integrating chatbots into language classrooms and suggests opportunities for further chatbot enhancements..

Bibliometric Analysis of Game Research Trends in Elementary Learning and Self-Regulated Learning Skill

Self-regulated learning is a skill that is important to be taught to students because this skill is useful in their learning environment management to achieve the best learning outcomes. Thus, teaching this ability as early as possible is better, such as in elementary school. One alternative way to introduce and teach this skill is through games. This study aims to capture the relevant previous research landscape regarding the use of games in elementary school learning and for self-regulated learning from 2020 to 2023 using bibliometric analysis with the help of the VOSviewer application. The Scopus database was used to search for data with the keywords "games", "self-regulated learning", "elementary education," and "primary education," which were then refined to become 196 journal article publications. From the results of this analysis, it was found that the trend of publications about the use of games in learning had appeared in 2020, but about self-regulated learning, game-based learning, and elementary/primary education had only appeared in 2021. The research focus can be divided into four major topics, namely: (1) the use of game and game-based learning in primary education, (2) child development, and (3) the use of technology used in primary school education. Surprisingly, there hasn’t been research on self-regulated learning in elementary education. Thus, further research and development on the topic can be done.

An Evaluation of the Studies on Self-Regulated Learning in Primary Education: A Bibliometric Mapping Analysis

This research emerged to get an overview of the choices made in the field of self-regulation in primary education. The purpose of this research is to examine the bibliometric properties of studies on self-regulated learning at primary school level and scanned in the Web of Sience database. In accordance with this purpose, by using key words of “self-regulation” or “self-regulated learning” and topics of “primary school” or “primary education”, 526 studies conducted between 1994-2020 have been reached. By selecting “education” or “psychology” categories, biblometric mapping analysis was performed with 392 studies suitable for the scope of the study. The bibliometric mapping analysis of the studies reached by using the Vosviewer software tool was performed, bibloyometric networks were created and presented visually. In the studies, the most used keywords, words in the abstracts, citation analysis and co-citation analysis were done. As a result, it has been revealed that the majority of the publication language of the studies within the scope of the study is English, studies have increased since 2007, the most used words in keywords are self-regulation, self-regulated learning and motivation, the most cited authors according to co-citation analysis are Zimmerman, Pintrich and Schunk, the most cited journals according to co-citation analysis are Journal of Educational Psychology, Journal of Educational Psychology, Child Development and Developmental Psychology, and the most cited countries according to citation analysis are United States, Germany and Netherlands. The results of the research provide general information about the self-regulation studies carried out at primary school level and it is thought that it will be useful for the researchers who will conduct research on this subject.

The Impact of Serious Games on Learning in Primary Education: A Systematic Literature Review

In recent years, serious games have gained greater relevance in the educational field due to their usefulness in the intellectual development of students. With this objective in mind, we conducted a systematic literature review on serious games in the learning of primary-school students to reveal the advantages and the disadvantages, as well as the effects of educational game strategies and in the application areas, when using the PRISMA methodology to analyse the academic progress during the last 10 years. We conducted the search, selection and analysis in different databases, such as SCOPUS, ERIC and Dimensions, and analysed 54 studies. The results showed that serious games have a positive impact on cognition; and they generate significant learning achievements. Likewise, the game-based learning strategy concentrates a high level of motivation, generated by the interest, commitment and fun to solve the activities. However, it was also noted that the competition among students to reach the highest competencies can increase the level of anxiety. In addition, inadequate methodology and teacher unfamiliarity can cause negative effects, such as apathy towards serious games. Regarding the intervention areas, a greater application was observed in mathematics, the social sciences, communication and natural sciences. On the other hand, mathematical and communicative skills are the most addressed topics.

The escape room and breakout as an aid to learning STEM contents in primary schools: an examination of the development of pre-service teachers in Spain

ABSTRACT Gamification consists of using game elements in non-game contexts, such as in education, aiming to promote cooperation, motivation, or engagement. Here, the Escape Room and Breakout games are in early stages in formal educational environments. Specifically, in primary education, this type of tools can be useful to support the teaching and learning process of pupils. This study aims to describe a BrEscapeRm (Escape Room and Breakout combine) used as educational tool to teach STEM (Science, Technology, Engineering, and Mathematics) contents in a science course of degree in Primary Education. After completing the activity, students’ perception about the BrEscapeRm were gauged, resulting that they found it funny, interesting, motivating, and exciting. However, a certain rejection to the tasks containing calculation and science contents was detected. During BrEscapeRm development, students were very focused on each task and there was a sense of pleasure at the end of BrEscapeRm. Therefore, this activity could have multiple benefits for the student’s motivation and engagement in learning in primary education.

Os robôs educacionais são bons para o aprendizado comunicativo de inglês para alunos do ensino fundamental?

Abstract This paper presents a pilot study that focuses on the exploratory and rapid prototyping within the humanin- the-loop control of a self-constructed and developed educational robot in assisting communicative English learning in primary Education in Madrid, Spain. The study sample was composed of 37 3rd graders that attended four English learning program sessions in November 2021, in which robot integration plays a leading role as learning material. To achieve the above, an easy-to-build, programmed and economical LEGO Education Mindstorms EV3 package was optioned. Pre-and-post questionnaires, classroom observations, and an evaluation sheet that measures self-evaluation, peer evaluation, and teacher evaluation were applied. The result reveals students’ perception of the pioneering robot and although preliminary, presents validation of the technology for English class assistance. Another finding suggests that students’ stress generated from communication in English among peers was reduced with the companion of the robot. Due to the nature of a pilot study, both the number of sessions and the sample size are limited to determine if the robot is helpful in students’ vocabulary acquisition in the long run. Further study is to be conducted with the pioneer model to teach vocabularies of different categories for a longer period. The findings of this pilot study will serve as a reference in the attempt to develop and reproduce promising robots to assist English teaching and learning that are accessible to public schools.

Augmented Reality and STEAM Learning in Primary Education

The article reveals the essence of augmented reality and its benefits for education, focusing on its application in STEAM education in primary school. It describes a STEAM framework of an implemented augmented reality 3rd grade lesson – From the Depths of The Sea. A follow-up evaluation of acquired knowledge during the STEAM lesson, is compared to the knowledge acquired during regular class with traditional methods.