Learning Intervention Research Articles

Building Bridges in Diverse Societies: A Meta-Analysis of Field Experimental Cooperative Learning Studies on Intergroup Relations in Educational Settings

Cooperative learning has been widely utilized as an intervention to enhance intergroup relations in diverse societies, drawing on intergroup contact theory. Despite numerous field experiments testing its effectiveness in educational contexts, a comprehensive meta-analyses evaluating its overall efficacy has yet to be conducted. This meta-analysis aims to assess the magnitude of the effect of cooperative learning on promoting intergroup relations within experimental field studies conducted in educational settings. The article search was performed according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, using predefined inclusion and exclusion criteria across ERIC, ScienceDirect, Scopus, and SpringerLink. Data analysis involved generating forest plots, conducting heterogeneity tests, calculating summary effects using a random effects model, and identifying publication bias. The meta-analysis of 18 field experimental intervention studies, involving 5265 participants, revealed that cooperative learning intervention programs positively impact intergroup relations, with a moderate effect size (ES = 0.33; 95% CI [0.25, 0.40]). Consequently, cooperative learning can be employed as an alternative strategy to bridge gaps, reduce prejudice, and improve relations among groups with diverse social identities in educational settings.

Learning how to explore spiritual aspects in encounters with patients with chronic pain: a pre-test post-test trial on the effectiveness of a web-based learning intervention

BackgroundIntegrating spiritual aspects into treatment plans can release essential resources for coping with chronic pain. However, some spiritual aspects may also induce distress and hinder the coping process. There is a lack of evidence regarding how to perform the clinical tasks of exploring spiritual aspects and of instruments assessing related competencies. Therefore, we developed a web-based learning module to provide education on the subject alongside corresponding assessment instruments. The module presents the InSpiRe (Integration of Spirituality and/or Religion in patient encounters) protocol. The instruments encompass cognitive, affective, and behavioral dimensions.MethodsThis paper aims to determine (i) the learning effects associated with completing the web-based spiritual-care learning module and (ii) the reliability and validity of the instruments employed. To address these aims, we conducted a pre-test/post-test trial with N = 32 randomly selected fourth-year medical students. During the pre-test, we assessed the students’ knowledge, attitudes, and self-efficacy regarding exploring spiritual aspects. For this purpose, we developed a short-answer knowledge test, an attitude questionnaire, and a self-efficacy scale. Additionally, the students explored spiritual aspects with a simulated patient portraying a person with chronic pain. Three trained raters evaluated the students’ performances using a self-developed scale. In the intervention phase, the students completed the 45-minute learning module on a personal computer. The module presented InSpiRe-related content as text and step-by-step video demonstrations, including hints that denote critical actions. The subsequent post-test was identical to the pre-test.ResultsThe internal consistency was suitable for all respective instruments, and there was an indication of solid validity of the performance test. After completing the spiritual care learning module, the students showed statistically significant increases in knowledge scores and significant positive shifts in their attitudes and levels of self-efficacy regarding exploring spiritual aspects. They also attained significantly higher performance scores in the same regard.ConclusionsCompleting the spiritual-care module is associated with meaningful learning effects on cognitive, affective, and behavioral dimensions related to exploring spiritual aspects, as demonstrated in the post-test conducted shortly after the intervention. Due to good reliability and validity scores, the self-developed instruments can be applied appropriately.

A Probability-Based Model for Course Completion Prediction in Online Asynchronous Learning

The sheer scale of Massive Open Online Courses (MOOCs), presents a significant challenge in delivering personalized learning experiences and effective student support. With vast participation numbers, it becomes difficult for instructors to track individual progress, pinpoint specific areas where students struggle, and understand the underlying reasons for failure to complete the course. This lack of individualized attention can lead to disengagement and higher dropout rates. A probability-based analysis offers a solution by generating student-specific predictions about their likelihood of completion. This empowers educators to proactively identify those at risk, tailor interventions, optimize resource allocation, and potentially improve the overall learning experience within the MOOC environment. This study focuses on developing a robust predictive framework to accurately estimate the probability of students completing an introductory programming course offered on the Open Learning Platform of the University of Moratuwa, Sri Lanka. The approach began with a classification model to determine the likelihood of course completion. Building upon this, a regression model was developed to generate a specific probability percentage representing the chance of a student successfully completing the course within a designated time frame. Initial findings suggested that predictions from the classification model achieved the highest accuracy when students have completed approximately 42.8% of the course materials. It is anticipated that further refinements to the methodology will improve the reliability of the predictions. A crucial aspect of this research involves determining the optimal percentage of course progress needed to yield reliable probability predictions. This is investigated through systematic analysis and experimentations including incremental model testing. The dataset encompasses diverse demographic and educational variables, enabling the identification of influential factors affecting course completion. This study provides insights on developing personalized learning strategies, intervention tactics and academic planning within online asynchronous education.

Factors Affecting the e-Learning Implementation in UAE Public Sector Organizations

There is an increasing recognition among organizations that investment in learning and development interventions is necessary for a sustained improvement in organizational performance and excellence. E-Learning is becoming a popular delivery method across public sector organizations in the United Arab Emirates (UAE). Organizations often consider developing the skills and knowledge of their employees by using advanced technologies and approaches. The present study aims to examine factors affecting E-Learning implementation among public sector organizations in the UAE. The review shows that the use of E-Learning has spread among organizations faster than any other method, particularly within the public sector organizations of the UAE. Therefore, this research aims to shed light on the current status of E-Learning implementation in the public sector organizations in the UAE. Moreover, the study explores different E-Learning technologies and approaches that are used in organizations. It also addresses the advantages and disadvantages of using E-Learning. In addition, it examines the barriers and challenges of using E-Learning methods in organizations and offers several recommendations to develop strategies and to improve policy and practice of E-Learning.

Interdisciplinary Brain-based Learning Strategies in Addressing Liver Fluke Disease and Cultural Dietary Practices among Early Childhood Students

Liver fluke disease remains a critical public health issue in Southeast Asia, driven by cultural dietary practices involving raw or undercooked freshwater fish. This study evaluates the impact of an interdisciplinary brain-based learning intervention aimed at increasing awareness and modifying dietary behaviors among early childhood students in Central Northeast Thailand. A quasi-experimental design was employed, involving 122 students from four provinces. The intervention incorporated brain-based learning activities such as storytelling, songs, and visual aids to enhance engagement. Pre- and post-tests, behavioral observations, and attitudinal surveys were conducted to assess the program’s effectiveness. Post-intervention results indicated significant improvements in knowledge about liver fluke transmission, symptoms, and prevention, alongside positive changes in behavior, such as increased avoidance of raw fish consumption and improved hygiene practices. Attitudinal surveys showed a shift in preferences toward safer eating habits. These findings suggest integrating brain-based learning with culturally relevant health education can foster sustainable behavior change in early childhood populations. Further research is recommended to explore this approach’s long-term impacts and scalability.

Precision Phenotyping in Crop Science: From Plant Traits to Gene Discovery for Climate‐Smart Agriculture

ABSTRACTThe global population is placing unprecedented demand on food systems, which can be met only through a complex interplay of technology, sustainable food production intensification methods and climate resilience. To address such compounded requirements, developing high‐yielding crop varieties using precise plant breeding methods bolstered with efficient and nondestructive plant trait documentation approaches is vital. High‐throughput crop phenotyping (HTCP) platforms have prominently emerged as a mainstream approach for reducing the phenotyping bottleneck in breeding programmes. HTCP has the potential to provide detailed quantitative information of large plant populations under different growth stages across diverse environmental regimes, facilitating accelerated plant breeding strategies. New imaging platforms also enable nondestructive characterization of a wide range of above and below‐ground crop parameters. The specificity in use of sensors, automation of data collection, large‐scale data handling systems and accurate analytical tools have a substantial role in dynamic crop monitoring and big data interpretation. HTCP platforms are capable of making precise measurements of a wide range of physiological, morphological, biochemical and stress responses in plants. Developments of sensors with improved precision, intervention of unmanned aerial vehicles, robotics, computed tomography and machine learning have given a dramatic developmental leap to precise and large‐scale crop phenotyping. This review provides an avenue for understanding various high‐throughput phenotyping platforms, working principles, current developments and contributions to high‐throughput phenotyping of various crops under laboratory and field conditions. A detailed comparative idea on the advantages and pitfalls of these available platforms can help researchers in choosing the right technology suiting specific practical requirements. Furthermore, the review aims to provide novel future prospects and developmental requirements that can potentially widen the application and utilization of these HTCP technologies in agriculture.

Fostering social-emotional competencies to improve social functioning, social inclusion, and school well-being: Results of a cluster non-randomized pilot study

BackgroundThe development of social competencies is key for enhancing both cognitive and non-cognitive skills among students. These competencies are central to students' ability to function socially, feel included, and experience overall well-being within the school environment. Schools can play an active role in promoting and shaping these outcomes by implementing various strategies. This study presents and reports on the outcomes of a six-week social-emotional intervention program implemented by class teachers. MethodsThe pilot study employed a two-arm cluster non-randomized trial with a pretest-post-test design. The study evaluates students' social competencies as the primary outcome and social functioning, social inclusion, and school well-being as the secondary outcomes. Students in the intervention group participated in a six-week social-emotional learning intervention, attending two sessions each week, while the control classes followed the regular curriculum. ResultsData were collected from both teachers and students. Student-reported data were collected from 266 students (n = 124 girls, n = 142 boys) aged 8 to 14 (M = 9.84) and from teachers on 212 students (n = 92 girls; n = 115 boys). Results of the linear mixed model analysis showed for teacher reporting on students’ outcomes a decrease in internalizing (β = -0.85, p = 0.035) and externalizing behavior problems for students in intervention classes (β = -6.84, p = 0.020). No significant changes were observed in social-emotional competencies, social inclusion and school well-being. ConclusionAfter the social-emotional intervention program reduced internalizing and externalizing behavior problems were observed, with age moderating both outcomes. The results are consistent with previous research; however, they also suggest that the intervention could benefit from adjustments, such as a longer implementation period and follow-up evaluation. External factors such as the COVID-19 pandemic and repeated school closures at the time of the study may have impacted the results additionally.

The impact of different combinations of game elements for gamified learning in higher education on student learning outcomes: a multilevel meta-analysis

ABSTRACT This study employed a multilevel meta-analysis to assess the overall effectiveness of gamified learning on educational outcomes in higher education based on 143 effect sizes from 32 studies published between 2013 and 2024. The analysis specifically evaluated the impact of different combinations of game elements on cognitive, skill-based, and affective learning outcomes and explored the moderating variables influencing gamified learning effects. The findings reveal that gamified learning (g = 0.515) has a moderate impact on student learning outcomes compared to non-gamified conditions. More specifically, the impact of gamified learning on cognitive learning outcomes (g = 0.716) and skill-based learning outcomes (g = 0.605) is moderately high, while its effect on affective learning outcomes is moderately low (g = 0.317). The most effective combinations of game elements for enhancing the cognitive, skill-based, and affective learning outcomes are ‘Performance/Measurement + Ecological + Social + Personal,’ ‘Performance/Measurement + Social + Personal,’ and ‘Performance/Measurement + Ecological + Social + Personal + Fictional,’ respectively. These findings can guide educators in designing gamified learning experiences that significantly enhance various learning outcomes. Additionally, the learning domain and intervention duration moderated the impact of gamified learning.

Learning Strategies for Chinese as Foreign Language Learners in College: A Qualitative Study

Embarking on the journey of learning Chinese as a foreign language in college entails grappling with a myriad of distinctive challenges, ranging from navigating its intricate writing system to mastering its tonal pronunciation and unraveling its rich cultural nuances. In this complex landscape of language acquisition, comprehending the nuanced learning strategies wielded by Chinese foreign language learners becomes paramount. These strategies not only illuminate the pathways to effective teaching but also hold the key to enhancing student outcomes. Despite the burgeoning interest in Chinese language education, there exists a conspicuous dearth of qualitative studies delving into the intricacies of learning strategies within college settings. To address this gap, this study adopts a qualitative research paradigm, employing semi-structured interviews as its methodological backbone. Through these interviews, the study endeavors to excavate profound insights into the diverse repertoire of learning strategies embraced by Chinese foreign language learners in the collegiate milieu. At its core, the study's primary objective is twofold: to meticulously explore and rigorously analyze the spectrum of learning strategies woven into the fabric of Chinese foreign language learning at the college level. By peering into the multifaceted approaches employed by students, the study aspires to engender a nuanced comprehension of effective pedagogical methodologies. Moreover, the findings are poised to serve as a compass, guiding the design and implementation of tailored language learning interventions tailored to the unique needs and aspirations of Chinese language learners in college environments.

Enhancing education: the role and perceptions of assistant teachers in South African secondary schools

The concept of Assistant Teachers is new in South Africa. This concept was brought to South Africa during the COVID-19 pandemic. The introduction of assistant teachers in South Africa was an intervention in teaching and learning and in curbing youth unemployment. The assistant teachers are viewed as strangers in a school setting. Teachers and learners need to figure out their roles. South African teachers need assistance in classrooms to provide high standards of education. Using a qualitative research method, the study investigated the perceptions of principals, teachers, and learners of assistant teachers in secondary schools at Maleboho Central Circuit, Capricorn District, in Limpopo Province. The study used purposive sampling as a non-probability sampling technique procedure to select participants. The study sample comprised six learners, six teachers and three principals from three schools. Data were collected through interviews and document analysis. Collected data were analysed thematically. The study found that the presence of assistant teachers in a classroom has been documented as an asset to teachers. The assistant teachers play essential roles in the school. They manage and provide their skills in different departments of the school. Assistant teachers also learn and develop themselves into productive members of the school. Assistant teachers seemed to increase learners' enthusiasm for their academics. The study may assist the Department of Basic Education in providing the necessary support for having assistant teachers in respective schools.

Enhancing mathematics learning with 3D augmented reality escape room

Learning mathematics is a challenge for many students, especially because of the traditionalist method with which its contents are taught. To a large extent, mathematics classes generate little motivation in students, so in this research, a novel technological method based on augmented reality is applied to improve the mathematics learning process, particularly the techniques of solving systems of linear equations. The research design used was a two-phase mixed sequential confirmatory type. The research worked with a sample of 65 students (Mage=17.72, SD=0.65; 58.5% female and 41.5% male). In the first phase, a quasi-experimental study was designed with an experimental group (M=32) and a control group (M=33). The experimental group received a mathematics teaching and learning intervention based on augmented reality vs. the control group, which received a traditional educational process. The experimental group showed improvements in acquired knowledge and motivation compared to the control group students. In the qualitative phase, two focus groups were conducted with students from their respective groups. In the experimental group, the following categories were identified: interesting, fun, innovative, and entertaining. The control group identified the following categories: little attention, low interest in learning, tired knowledge, and lack of motivation. The results are discussed in relation to the need to generate educational processes that benefit mathematics learning.

An In-Depth Evaluation of Educational Burst Games in Relation to Learner Proficiency

Game-based learning assessments rely on educational data mining approaches such as stealth assessments and quasi mixed methods that help gather data on student learning proficiency. Rarely do we see approaches where student proficiency in learning is woven into the game’s design. Educational burst games (EBGs) represent a new approach to improving learning proficiency by designing fast-paced, short, repetitive, and skill-based games. They have the potential to be effective learning interventions both during instruction in the classroom and during after-school activities such as assignments and homework. Over five years, we have developed two EBGs aimed at improving linear algebra concepts among undergraduate students. In this study, we provide the results of an in-depth evaluation of the two EBGs developed with 45 participants that represent our target population. We discuss the role of EBGs and their design constructs, such as pace and repetition, the effect of the format (2D vs. 3D), the complexity of the levels, and the influence of prior knowledge on the learning outcomes.

Integrating Learning and Serious Game Design: The Development and Application of the Learning and Game Integration (LGI) Framework using the ‘Blackout’ Serious Game

Serious games are increasingly recognised as effective educational tools capable of simulating complex scenarios that traditional methods cannot replicate. This paper introduces the Learning and Game Integration (LGI) Framework, designed to seamlessly integrate educational content with interactive game design. Utilising the “Blackout” serious game, which simulates real world complex problem, this study demonstrates how the LGI Framework can be utilised as learning intervention to enhance learning by teaching Design Thinking to university students. The framework consists of four stages: Educational Content Integration, Theoretical Underpinning, Case Study Selection, and Game Design. The “Blackout” game enables students to engage with various stakeholder perspectives, deeply analyse problems, and develop innovative solutions under crisis conditions. Preliminary feedback from its implementation in an undergraduate business course (N=753) indicates increased student engagement and confidence in applying Design Thinking concepts. This paper contributes to the field of business education by presenting an innovative approach to teaching innovative problem-solving skills through serious games, emphasising the need for holistic educational frameworks that bridge theoretical learning with real-world application.

Tiers of Engagement: Achieved Learning From Business Simulations Reflected in Economics Students’ Experiences

This article investigates the impact of a business simulator in an online economics course, focusing on the relationship between student engagement and reflections on learning. Utilizing a mixed-methods approach, our study analyzes responses from 328 students who used the "Hubro Business Simulator" in a flexible online bachelor's program in economics and administration. Students provided reflections on the simulator as a learning activity, application of theoretical concepts and practical relevance. Qualitative analysis of 1640 responses further explored the depth of students' reflections, categorized into different tiers of engagement based on their responses. This analysis builds on Self-Regulated Learning (SRL) and motivational theory. The study sought to determine whether students reporting higher levels of engagement exhibited deeper metacognitive reflections compared to their less engaged peers. Findings support a link between the level of engagement and the depth of reflection. Students with higher engagement levels were more likely to reflect on specific ways in which the simulator had supported their learning and understanding of theoretical concepts. This paper discusses the limitations and implications of these findings for enhancing game-based learning interventions, emphasizing the need to foster higher engagement levels to improve educational outcomes in online learning environments. The study contributes to the literature on game-based learning by providing a large empirical study on how business simulators can foster higher-order thinking and deeper learning reflections among economics students. It also highlights the role of engagement in using business simulators as learning tools, offering insights that could improve the learning design and implementation in similar online and flexible learning program contexts.

Play Your Way Into Production: Game-based Skills Development for the Screen Industries

Screen industry employers report they are unable to recruit graduates with the right skills for entry level roles in film and television (e.g. runners or production assistants), citing a lack of business awareness and various ‘soft skills’ as barriers to employment (Grugulis and Vincent 2009; Carey et al, 2017; Jones, Swords and Brereton, 2022). Traditionally such knowledge and skills are obtained through in-person work experience on set, but work experience is usually unpaid and therefore inaccessible to many students and graduates. However, research in the use of applied/serious games and extended reality technologies for training purposes has indicated that situational skills training can be facilitated using these approaches (Ebner and Holzinger 2007; Connolly et al, 2012). This paper presents an analysis of the design process behind a game-based learning intervention, developed to enable players to experience a day working on a film set and to allow educators to open up discussions about working practices and employability/progression within the screen industry. The simulation gives players the opportunity to take on a junior role in a film studio, respond to typical requests on set, interact with other crew members and observe proceedings. The study draws on interviews with educators and an ethnographic account of playing the game and using the complementary educational resources. We argue that a serious game can function as a meaningful intervention allowing potential new entrants to the screen industry to understand the tasks and duties of job roles in the industry. This approach also improves access to the development of skills and knowledge which are traditionally gained through (unpaid) work experience.

Metaphorical Thinking Intervention in Learning and Its Impact on Mathematical Reasoning Ability

Dalam beberapa tahun terakhir, penelitian tentang intervensi Metaphorical Thinking (MT) dalam pendidikan matematika semakin mendapat perhatian. Namun, penelitian terbatas telah meneliti bagaimana intervensi MT, ketika diintegrasikan dengan model pembelajaran yang menantang, dapat meningkatkan Kemampuan Penalaran Matematis (MRA) siswa. Untuk mengatasi kesenjangan ini, penelitian kuasi-eksperimental dengan menggunakan desain kelompok kontrol posttest-only dilakukan terhadap 50 siswa di SMP Widya Bhakti Ruteng, NTT, Indonesia. Penelitian ini bertujuan untuk menganalisis pengaruh intervensi MT dalam lingkungan Pembelajaran Berbasis Masalah (PBL) terhadap MRA. Data dikumpulkan melalui tes PMA yang terdiri dari lima soal, dan hasilnya dianalisis menggunakan uji t setelah melakukan analisis prasyarat. Temuannya menunjukkan bahwa siswa yang menerima intervensi MT dikombinasikan dengan PBL menunjukkan MRA yang jauh lebih tinggi dibandingkan dengan mereka yang tidak menerima intervensi MT. Hasil ini menggarisbawahi potensi manfaat dari mengintegrasikan intervensi MT dengan pendekatan pedagogi menantang lainnya. In recent years, research on Metaphorical Thinking (MT) interventions in mathematics education has gained increasing attention. However, limited studies have examined how MT interventions, when integrated with challenging instructional models, can enhance students' Mathematical Reasoning Ability (MRA). To address this gap, a quasi-experimental study utilizing a posttest-only control group design was conducted with 50 students at SMP Widya Bhakti Ruteng, NTT, Indonesia. The study aimed to analyze the effects of MT interventions in a Problem-Based Learning (PBL) environment on MRA. Data were collected through a PMA test consisting of five questions, and the results were analyzed using a t-test after performing a prerequisite analysis. The findings revealed that students who received MT interventions combined with PBL demonstrated significantly higher MRA compared to those who did not receive MT interventions. These results underscore the potential benefits of integrating MT interventions with other challenging pedagogical approaches.

THE EFFECT OF COLOUR-CODING ON LEARNING ENGLISH SENTENCE STRUCTURE

Colour carries a psychologically relevant meaning, and the colours we see affect our psychological performance. Colour-coding impacts learners’ cognitive processing as material-oriented interventions in multimedia learning. For educational purposes, colours can be used to stimulate neural activity, allowing pupils to learn, memorize, and retain new information more efficiently. Especially for those who are visual learners, the brighter the colours are, the more they are able to capture the attention for particular types of information. (Elliot and Maier: 2012). Colour-Coding Strategy can help pupils make connections, gain knowledge and have a positive impact on attention inside the classroom. So it is not a kind of fun. Using such a strategy in teaching and learning grammar can be as simple as just asking your pupils to take out their booklets and colouring pens and markers. The current research focuses on determining the effectiveness of using colour-coding as a better tool for learning sentence structure at the primary level. In light of the aim, the research’s null hypothesis has been formulated to be tested. The design of one group has been adopted, pre and post-tests used. The sample includes (32) female pupils who are randomly selected from Qubat Al Sakhrah primary school in Mosul city.

Effect Of Audio-Visual Intervention and Cooperative Learning on Keyboard Mastery in Computer Studies Among Junior School Students in Ede, Osun State

This study examined the effect of audio-visual intervention and cooperative learning on keyboard mastery in computer studies among junior school students in Ede, Osun State. Three, hypotheses guided the study, and a 3×3 factorial quasi-experimental design was adopted which involved pre-test, post-test, non-randomized control and non-equivalent intact groups. The population for the study was all the students in Government Junior Secondary School Two in Ede South Local Government Area, Osun State, Nigeria, which at the time of this study was 965. The sample for the study was 261 from three intact classes; two experimental classes and one control class. Research Instruments consisted of: (i) computer keyboard mastery (CKM), (ii) Video Tutorials, (iii) Interactive Keyboard Simulator (iv) Typing Games and (v) a lesson plan structure provided to facilitate the teaching of computer keyboard mastery. The Computer Keyboard Mastery (CKM) was validated and pilot tested for reliability using Kuder Richardson 20 (KR-20) formula with a result of 0.75 value. Using ANCOVA to test the hypotheses generated for the study, the results revealed that there is a significant main effect of audio-visual intervention on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,177) =1137.406, p<0.05, η2=0.865). A significant main effect of cooperative learning exists on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,180) =1124.769, p<0.05, η2=0.862). There is a significant interactive effect of audio-visual and cooperative learning intervention on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,128) =0.057, p<0.05, η2=0.830). It was recommended that: (i) audio-visual intervention and (ii) cooperative learning should be adopted independently and (iii) in combination of both audio-visual intervention and cooperative learning should be adopted in teaching and learning of computer keyboard mastery at the Junior Secondary Schools for effectiveness.

Expanding Access to Mental Health: Evaluating the Potential of a Serious Mental Health Game for Adolescents.

Digital technologies are important for expanding access to mental health support in low-resource settings. The current study tests the feasibility of a blended learning mental health intervention that was implemented for adolescents in Lebanon (N = 1,234), most of whom were Syrian refugees. The intervention features a digital game called The Helping Hand, which teaches adolescents how to respond to psychosocial challenges healthily and develop effective coping strategies. The blended learning intervention was tested using a single-arm, non-blinded, mixed-methods approach, through the analysis of pre-post questionnaires and key informant interviews. Results showed that the intervention was well accepted and popular among participating adolescents and the team that implemented it. After completing the intervention, adolescents showed a significant decrease in anxiety and depression symptoms and a significant increase in overall well-being. The feasibility and potential impact observed in this study demonstrate the benefits of continuing to refine and expand digital interventions that improve access to mental health support for vulnerable populations.

Assessing benefits of computer-based video training and tools on learning outcomes and motivation in mechanical engineering education: digitalized intervention and approach

Traditionally, laboratory work has been a common approach to facilitate the acquisition of practical skills and familiarize the undergraduate students, particularly engineering students, with specialized tools and equipment. However, the conventional in-person labs often experience challenges such as limited resources and space, instructor availability, and inflexible schedules. The emergence of digital tools and the recent COVID-19 pandemic have prompted educators to reconsider their teaching methods. To this effect, this paper introduces an innovative approach and teaching methodology to address the challenges in traditional engineering education within the laboratory. It presents a methodology that combines cost-effective instructional videos and portable kits to promote autonomous development of practical skills in undergraduate engineering students. The proposed teaching methodology was grounded on the Descriptive Decision theory and Learning-Oriented Assessment (LOA), which are theoretical framework and type of students’ learning outcome (SLO) model that studies the rationality behind the decisions that the users are disposed to make, as well as level of outcome of the students’ learning process or performance. Motivation among the students was assessed using the Model of Academic Motivation Inventory (MUSIC Inventory) to evaluate the impact of the proposed teaching method and learning intervention on the interest of the students. The method was implemented in four independent courses at two different campuses of Tecnologico de Monterrey. The results show that the proposed learning approach was effective in helping students develop hard skills with reduced instructor intervention. Moreover, high levels of motivation was reported through the MUSIC methodology and test administered to the participating students at the end of the courses. The outcome of this study can be used to inform and support the curriculum design by the educators, promote effective policy and decision making by the university leaders, and encourage wide adoption of the digitalized-education.