Learning Basic Skills Research Articles

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.

The Effect of Educational Exercises According to the Stages of Building a Motor Program on Learning Some Epee Skills for Students

The research problem focused on curriculum has specific courses with a small number of educational units through which the student must go through all the stages of learning basic skills. Therefore, we must increase the effectiveness of learning these skills and correct the errors that the learner may face. From here, the problem of the research became clear to us in the lack of effectiveness of learning some skills. Basic skills for students in fencing and the many technical errors during performance, so the researcher thought one should study educational exercises that are appropriate for the stages of building the motor program for some basic fencing skills to increase the effectiveness of learning so that the learner can master the skill with the least number of errors. The research objectives prepared educational exercises according to the stages of building the motor program, and Identifying the effect of educational exercises according to the stages of building a motor program on learning some epee skills for students in the experimental group, and Identify the differences between the two groups Control and experimental In learning some skills with epee weapons for students In the posttest. and Use Finder One The experimental approach was designed with two equal groups : control and experimental. The same pre-test and post-test, because it suits the nature of the problem and achieves the research objectives. And the research population are third-year students in the Department of Physical Education and Sports Sciences/Islamic University, who number (306) students, and the research sample of (40) students was randomly selected and divided into two equal groups(Control and experimental) with (20) students for each group, in addition to the exploratory experiment sample of (8) students. And it was done using some educational means during educational exercises and based on the stages of building the motor program for the skill to be learned. The time of the educational unit was (90/min), and the implementation of the educational curriculum began on (11/21/2023 AD) and ended on (1/18/2024 AD). The researchers concluded that the use of complex instructional exercises helped to learn and develop the skill performance of some skills with the epee weapon according to the stages of building the motor program, and the use of focused educational exercises helped build motor perception among learners, which led to accelerating and activating the learning process. The most important recommendations were: Emphasis on the use of complex educational exercises when learning basic skills for students with epee weapons to build motor programs and new motor perceptions about the skill to be learned. also it is necessary to focus on the use of complex educational exercises according to the construction of the motor program in the educational units by trainers and teachers.

Towards a QBLM-Based Qualification-Management Methodology Supporting Human-Resource Management and Development

This position paper presents a novel perspective on addressing the challenges of digital transformation in higher education through the development of a qualification-based learning model (QBLM) qualification management methodology. It argues that the rapid pace of technological advancement and the resulting need for continuous upskilling and reskilling necessitate a more dynamic and adaptive approach to human-resource management and development. The paper posits that by extending QBLM through the integration of artificial intelligence (AI) and machine learning (ML), a more effective system for analyzing competence requirements and designing personalized learning pathways can be created. The paper proposes a three-fold approach: (1) developing the FPHR ontology to support semantic annotation of HR qualifications in higher-education institutions (HEIs), (2) integrating this ontology into QBLM to ensure the machine-readability of qualifications, and (3) modeling a knowledge-based production process for HRs in skills-based learning. This paper outlines the current state of the art, presents conceptual models, and describes planned proof-of-concept implementations and evaluations. It contends that this approach will significantly enhance the effectiveness of human-resource development in the rapidly evolving digital knowledge society. By presenting this position, the paper aims to stimulate discussion and collaboration within the academic community on innovative approaches to qualification management in higher education. The work addresses critical issues arising from technological development and offers a forward-thinking solution to bridge the gap between current and future skill requirements in industry and academia.

Practicality of syntax soft skill-based learning (Ss-BL): a new model in web-based entrepreneurship learning

The soft skills-based learning (Ss-BL) learning the methodology was proposed as an innovative approach to facilitate experiential learning in authentic real-world contexts. This was created to address the shortcomings of the Experiential Learning (EL) approach in enhancing student communication proficiency. Thus, this study's goal is to evaluate the viability of the Ss-BL learning paradigm. In this work, confirmatory factor analysis (CFA) and the Mile and Huberman methodology were employed in an exploratory sequential mixed methods approach. The paradigm for Ss-BL learning is created by conceptualization, theorization, hypothesization, and finalization phases. The research data was acquired via the process of document analysis and conducting a Focus Group Discussion (FGD). A focus group discussion (FGD) was carried out with a sample of 5 experts for research purposes. A non-test was the tool used in the FGD. The Ss-BL model consists of the Motivation, Observation, Real Experience, Implementation, Evaluation, Reflection phases. For all phases, a CFA value of 0.000 was obtained, that is, if the number is less than 2, it means that the Ss-BL model meets the goodness-of-fit model criterion. Among the innovative learning models suggested for entrepreneurial courses in vocational education, the Ss-BL model stands out as both a contribution to the advancement of knowledge and a viable option

Public e-learning opportunities in anesthesia on YouTube.

The increasing knowledge in medicine makes continuous education for clinicians necessary more than ever. The range of skills to be covered in anesthesia is constantly growing. How to optimize complex training in practical skills in an increasingly economized environment remains unclear. The extent and suitability to which video platforms assist in learning basic skills in anesthesia has not been investigated yet. To identify appropriate videos on YouTube, we conducted a search (May 1st 2023), including common combinations of synonymous terms, and checked up to the 50th result for relevance. Videos initially deemed suitable were archived and evaluated to exclude duplicates. All included videos were subsequently scrutinized for content. For this purpose, a validated checklist to assess procedural and didactic content was used. Data analysis involved assessing interrater reliability, Spearman's rho test, and linear regression analysis. We were able to include 222 videos related to 16 basic skills. The low number of videos found on specific skills was striking. The level of fulfillment illustrating a practical skill was repeatedly found <60%. The consistency of the questionnaire was moderate (Fleiss kappa 0.59). Video runtime displayed a significant correlation (p < 0.001) with the number of items accomplished on procedural (|ρ| = 0.442, R 2 = 0.196) and didactic items (|ρ| = 0.452, R 2 = 0.153). The professional context of the content creators showed no influence. The quantity of available material on specific basic anesthesiologic skills varied drastically. In addition, the videos available often revealed significant shortcomings, making it challenging to easily assess the quality of the content. The vast majority of evaluated videos did not reflect the intended approach in a scientifically correct manner or were entirely unsuitable for displaying the procedural requirements.

National Addiction Workshop: A Virtual Adaptation to Support Competency Development in Opioid Use Disorder Management.

Accessible, manualized, skill-based training ready for wide dissemination is needed to prepare healthcare staff to meet the needs of people impacted by the opioid epidemic. A 2-day workshop and simulation training was designed by an interprofessional substance use disorder (SUD) specialty care team, adapted to a virtual platform, manualized, and offered to healthcare staff and trainees from a large healthcare system. The workshop was offered 6 times over the course of 10 months with a total of 177 participants from across the United States enrolled in the training. Interactive experiential learning strategies including games designed to test knowledge, small-group case discussions, video demonstrations of skills, patient panels, and 3 simulations of a patient with chronic pain who developed opioid use disorder in the context of long-term opioid therapy were utilized in efforts to build skills and confidence managing SUDs in primary care and general mental health settings. Of those who completed the post-workshop survey, most found both content and training structure useful, particularly content related to medication management, stigma, and collaborative care. In addition, overall confidence scores in assessing, diagnosing, and treating SUD increased. Skill building exercises, such as interprofessional team simulations, were highlighted as most beneficial. The workshop received national attention leading to a partnership with the healthcare system's simulation center for wider dissemination. Expanding access to SUD treatment requires training healthcare staff to effectively change attitudes, increase knowledge, and improve key skills. This 2-day interprofessional workshop was well-received by participants who reported high acceptability and satisfaction scores and demonstrated improved confidence in the management of SUDs. This type of manualized, collaborative, skill-based learning experience can foster staff preparedness and willingness to conceptualize SUD as a chronic condition amenable to treatment in different healthcare settings.

Impacts of Hyperbaric Oxygen Therapy (HBOT) on Verbal Scores in Children With Autism: A Secondary Analysis of the HBOT Trial Using Multivariate Analysis of Variance (MANOVA).

Introduction A secondary analysis employing advanced statistical methodologies constitutes a robust means of validating initial findings in systematic empiricism. The current research will undertake a secondary analysis of the impacts of Hyperbaric Oxygen Therapy (HBOT) on verbal behaviors in children with autism using the original dataset. This approach aims to enhance the robustness of the initial results, thereby providing a deeper understanding of the data and potentially uncovering additional insights. Materials and methods From January 2018 to July 2021, all cohorts of autistic children (n = 65) were scheduled, evaluated, and treated at The Oxford Center(TOC) in Brighton and Troy, Michigan, USA. Trained research assistants retrospectively extracted pretest and posttest data from electronic medical records from the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) and the Assessment of Basic Language and Learning Skills (ABLLS). This data collection focused on children with autism who received either non-HBOT control with Applied Behavior Analysis (ABA) treatment only or ABA + HBOT interventions. For the VB-MAPP, the experimental group (ABA + HBOT) included 23 children, while the control group (ABA only) included 12 children. For the ABLLS, the experimental group (ABA + HBOT) consisted of nine children, compared to 21 children in the control group (ABA only). Demographic information was systematically summarized. Two independent sample t-tests were recomputed from the original study. Multivariate Analysis of Variance (MANOVA) were conducted, followed by one-way Analyses of Variance (ANOVA) post hoc analyses to elucidate the findings. Results The ages in both groups ranged from 2 to 17 years (M = 5.7 years ± 3.08), with median ages of four years for the experimental group and five years for the control group. The p-values and effect sizes indicated that the two independent sample t-tests from the original study and the MANOVAs from the current research are in agreement. This concordance provided confirmatory evidence for the validity of the pretest and posttest differences in VB-MAPP and ABLLS scores for the control group (ABA only) and the experimental group (ABA + HBOT), highlighting the impact of HBOT on verbal scores in children with autism. Conclusions The results from the two independent sample t-tests from the initial study exhibited high alignment with those derived from the current study's MANOVAs. Both statistical methodologies were applied to the same VB-MAPP and ABLLS datasets. The convergence of results from these two distinct statistical analyses may reinforce the credibility of the original research findings. It supports the hypothesis that the combined ABA and HBOT intervention may offer additional benefits over ABA therapy alone, with verbal milestone behaviors in children with autism.

Psychotherapy Skills for Psychiatric Mental Health Nurse Practitioner Students in the Age of Competency-Based Education.

As the field of nursing moves toward competency-based education, faculty need to adapt teaching and learning strategies to meet standards for assessing core behaviors of graduate psychiatric mental health nurse practitioner students. This article reviews a psychotherapy skills-based learning assignment at Frontier Nursing University that was adapted to meet developing competency-based learning standards. The assignment utilizes prerecorded video scenarios to provide students with opportunities to reinforce psychotherapy skills during didactic coursework. Assessment is conducted via an analytic rubric and specific feedback is given to each student in writing.

플립러닝 교수법의 대학강의 적용에 대한 자문화기술지

Through autoethnography, this study conducted the process of transforming the stories of 'myself' experienced while applying the flipped learning teaching method liberal arts and food service majors at university . Through this process, I reflected on personal experience in a CLAC course and provided insight into its educational meaning and value. With this knowledge, this study focused on 'Pursuit of Flipped Learning Teaching Method', 'Performance of Flipped Learning Teaching Method', and 'Reflection on Flipped Learning Teaching Method' as an autobiographical participation timeline in the flipped learning teaching experience. In liberal arts and food service major classes , the jump learning teaching method was noted to improve battery thinking, problem solving, self-directed learning ability, resilience, capacity building, and cooperative learning. Development of an 'industry-academia-linked flipped learning teaching method' is needed to strengthen the cooperative technical skills and capabilities of food service majors, where improvement is only needed in actual field and scale. Furthermore, it is necessary to develop a flipped learning teaching model that includes strengthening basic learning skills for students who lack basic learning in liberal arts subjects.

A Heart of Service: Discovering the Lived Experiences of Special Education Teachers Using Skill-Based Learning in Cebu City

Special education (SPED) learners often struggle in learning due to the curriculum and limited resources despite the awareness of the value of education globally. In the Philippines, inclusive education for all learners, especially for learners with special needs has yet to be delved deeper, hence, this study provides an exploration of the lived experiences of SPED teachers using skill-based learning to understand their perspectives of the participants on how this learning approach can help SPED learners acquire the skills needed for independence. Husserl’s descriptive phenomenological research design was used to describe the meaning of the lived experiences of the five SPED teachers using skill-based learning from Cebu City, Philippines. A semi-structured interview schedule served as the primary data collection instrument, supplemented by a focus group discussion to ensure data saturation. Colaizzi’s method of descriptive analysis was used to analyze the transcriptions, identifying key experiences, challenges, coping mechanisms, and meanings of teaching skill-based learning to SPED learners. Four major themes emerged from the analysis: Fulfillment in Teaching; Limited Resources, Parental Involvement, and Adjustment; Planning, Preparation, and Communication; and Emphasis on Practical Skills. Despite challenges, teaching SPED students could be fulfilling with passion and perseverance. The researchers recommend advocating for increased funding and programs to support SPED teachers in effectively implementing skill-based learning.

The effectiveness of a training program based on the assessment of basic language and learning skills- revised tool ‘ABLLS-R’ in reducing stereotyped behaviors among children with autism spectrum disorder

This study investigates the efficiency of a developed training program based on ABLLS-R in reducing stereotypical behaviors among children with autism spectrum disorder (ASD). The experimental approach is employed specifically the single experimental group. The study population consists of 7 children with simple ASD. A measuring stereotypical behaviors was developed which includes two dimensions (motor stereotypical and routine stereotypical behaviors), in addition, a training program based on the ABLLS-R is developed. The findings reveal statistically significant differences between the pre and post treatment of stereotypical behaviors among Jordanian children with ASD in favor of the post-treatment in terms of motor stereotypical behaviors and Routine stereotypical behaviors. The findings indicate that there is an impact and a direct effect on lessen stereotypical motor and routine behaviors among Children with ASD improvement rate (66.6%).

Understanding the varieties in first-year university students’ experience of self-regulated learning during emergency remote teaching

ABSTRACT First-year students often lack basic self-regulated learning skills when transitioning to higher education. The emergency remote teaching period during the COVID-19 pandemic enhanced the importance of skills in self-regulated learning, due to the reduction of face-to-face contact with the teacher. This study focuses on first-year students’ experiences of their challenges related to self-regulated learning as well as how they engage in self-regulated learning during emergency remote teaching in autumn 2020. The data consisted of 67 reflective journals written by first-year students. The journals were analysed using a thematic analysis. The findings show that there were considerable differences between the students in terms of their ability to engage in self-regulated learning, particularly in how they approached the challenges mentally and in terms of study behaviour. However, most of the first-year students adjusted relatively well to emergency remote teaching in terms of their self-regulated learning and were able to utilise self-regulated learning strategies at least to some extent. This study stresses particularly the importance of some components of self-regulated learning: good time management skills and an ability to regulate attention, as well as positive academic emotions and a high level of self-efficacy. Conclusions of the study are also discussed.

The effect of a life skill-based learning model on improving students' basic ability to survive in water for 60 minutes through swimming

The purpose of this study was to analyze the effect of a life-skills-based learning model on improving students' basic swimming skills to survive 60 minutes in water. This study used a pre-experimental method with a single-group pre-test-post-test study design. A total of 80 male and female students, aged 19-21 years, body mass index 19-24 kg/m2, normal blood pressure (110/70 – 120/80 mmHg), normal resting heart rate (60-80 bpm), did not have a history of chronic disease and then were divided into two groups. The intervention was carried out by providing a life skill-based swimming learning program with a training time of 60 minutes/for each meeting, and a frequency of 1x/week for 16 weeks. Data collection to measure the essential ability to swim to survive in water for 60 minutes was carried out before and after giving a life skill-based swimming learning program for 16 weeks using a test of surviving in water for 60 minutes with a score range between 3 to 60. The data analysis technique used an Independent Samples t-Test with a significant level of 5%. The results showed that there was a significant difference in the average score of the essential swimming ability to survive in water for 60 minutes between G1 with G2 at the observation point after the intervention (51.70±15.68 vs. 16.93±7.22 score, (p ≤ 0.001)), and delta (22.05±5.23 vs. 3.55±1.75 score, (p ≤ 0.001)). Based on the results of the study, it can be concluded that the provision of a life skill-based swimming learning program can improve the basic ability to swim to survive in water for 60 minutes students compared to conventional swimming programs.

PENTINGNYA PENDIDIKAN SKI DALAM SHAPING KARAKTER SISWA DI ERA MODERN

Abstract Character education in Madrasah Ibtidaiyah plays a crucial role in shaping students in the modern era. One approach that can be taken is through skill-based learning, which enriches and develops the dimensions of students' characters. This research aims to explore the urgency of skill-based learning in shaping the character of students in Madrasah Ibtidaiyah in the modern era. This study employs qualitative analyses. Participants in the research include Madrasah Ibtidaiyah students as samples, with data collected through interviews, observations, and questionnaires. Data analysis is conducted by comparing the development of students' characters before and after the implementation of skill-based learning. The research findings indicate that skill-based learning has a positive impact on the development of students' characters. They not only acquire additional skills but also show improvement in aspects such as leadership, cooperation, and resilience. These findings illustrate that skill-based learning is significantly relevant in responding to the demands of the modern era. In the context of Madrasah Ibtidaiyah, the implementation of skill-based learning can be an effective strategy in preparing students to face the complexities of the modern world. Therefore, efforts to incorporate skill-based learning into the Madrasah Ibtidaiyah curriculum should be a priority, with a focus on sustainability and adaptability to the changing times. Kata Kunci: Skill-Based Learning, Student Character, Madrasah Ibtidaiyah, Modern Era, Islamic Education.

Inclusive Education: Bridging the Gap for Diverse Learners in India

The future of education in India is a topic of great interest and speculation as the nation stands at the cusp of significant social, economic, and technological changes. Over the years, India has witnessed considerable advancements in its education sector, but the coming years are expected to bring about even more transformative developments. This paper aims to explore the potential predictions and trends that could shape the landscape of education in India in the coming years. From embracing innovative technologies to addressing socio-economic disparities, the education system in India is likely to undergo substantial transformations to meet the evolving needs of the learners and the demands of a rapidly changing world. In this context, this paper will delve into some of the key areas that are anticipated to drive the future of education in India. These areas include the adoption of emerging technologies, the evolution of teaching methodologies, the changing role of educators, the emphasis on skill-based learning, and the integration of personalized and inclusive approaches. As we embark on this journey of exploring the future of education in India, it is essential to recognize that the predictions and trends discussed herein are speculative and subject to the dynamic nature of societal and technological progress. However, by critically examining the potential scenarios, educators, policymakers, and stakeholders can better prepare for the opportunities and challenges that lie ahead, ultimately contributing to a more robust and equitable education system for India's diverse and growing population.

Unlocking Social Growth: The Impact of Applied Behavior Analysis on Children with Autism Spectrum Disorder

Autism spectrum disorder (ASD) is significantly known as social interaction impairment that can be reduced through early school-age intervention. The quasi-experimental research design was used to examine the effect of applied behavior analysis treatment on ASD children's interpersonal skills. The researchers used a purposive sampling technique to select 30 participants who have symptoms of ASD, which were divided into two groups (control and experimental) without gender discrimination. The assessment of basic language and learning skills (ABLLS-R) protocol and portage guide of early education was used to develop a questionnaire comprising four factors. The results indicate a statistically significant difference between the experimental and control groups in terms of students' interpersonal skills and the pretest and post-test scores of the experimental group. It is suggested that parents and therapists should develop a sharing ability among children with autism symptoms so they can understand social reinforcement.

THE IMPACT OF SKILL-BASED LEARNING ON EMPLOYMENT IN SEHORE DISTRICT, MADHYA PRADESH

This paper investigates the role of skill-based learning in influencing employment outcomes within the context of Sehore District, Madhya Pradesh, India. With the district's unique economic environment and local industries, understanding the relationship between skill development and employment becomes imperative. This study aims to explore the effectiveness of skill-based learning in enhancing employability, fostering career advancement, and addressing the specific needs of Sehore's job market. Through a combination of literature review, and empirical analysis,, this paper seeks to provide insights into the potential of skill-based learning to drive positive changes in the local employment scenario

21st Century Skills-Based Learning at Nahdlatul Ulama Higher Education (Case Study of Islamic Education Program (PAI) at UNISNU Jepara)

21st-century education demands a more innovative approach to prepare students for future challenges. This article explores the implementation of 21st-century skills-based learning in the Islamic Religious Education (PAI) Study Program at the Nahdlatul Ulama Islamic University (UNISNU) Jepara. This study uses qualitative methods to analyze how 21st-century skills are integrated into the PAI curriculum and their impact on student learning outcomes. Despite notable achievements in implementing 21st-century skills, the study findings identified significant weaknesses in critical thinking skills among female students at UNISNU Jepara. This study encourages educators to explore alternative methods to improve critical thinking skills, ensuring students can apply them efficiently in different academic contexts. In addition, students are expected to actively foster curiosity, collaborate with peers and lecturers, and improve literacy skills by exploring various sources of information. Collaborative efforts between educators and students are vital to creating an environment that supports the continuous improvement of critical thinking skills, reflecting a commitment to excellence in education and skills development. This article offers insights and recommendations for faith-based higher education institutions to integrate 21st-century skills effectively.

The mind of a maker: a learning framework for a continuum of K-12 invention education

Invention education offers an exciting combination of knowledge and skill-based learning that is intertwined with important social and emotional competencies, especially for youth engaged in structured programs. KID Museum in Bethesda, Maryland, is an experiential museum and K-12 makerspace whose offerings include a suite of invention programs implemented through formal curricula, field trips, and out-of-school time opportunities. KID Museum’s Mind of a Maker learning framework is a promising pedagogical model for conceptualizing the broad range of learning outcomes targeted in these programs. By comparing to other frameworks developed separately but concurrently, the Mind of a Maker offers insights into the underlying values and learning theories that shape invention education and can contribute to a field-wide understanding of this area of experiential learning. This article explores constructs that promote an inventive mindset that may be reproducible in other learning contexts, as well as the ways in which framework outcomes are integrated into the design, reach, and evaluation of KID Museum’s invention programs.

Three Center of Education on A Vocational Learning Approach Based on Local Wisdom in Special Schools in Bali Province

An ideal vocational learning program should be designed considering the learners' residential environment. This research focuses on implementing the Three Centers of Education concept in vocational learning based on local wisdom in Special Schools in Bali Province. The study employed a descriptive research method with a qualitative approach and was conducted through interviews with eight informants from two Special Schools in Bali Province. The findings illustrate that vocational skills learning based on local wisdom, specifically in weaving Endek fabric and coconut shell crafts in Bali, involves various stakeholders, including schools, parents, and the community. This skills-based learning imparts practical skills and reflects local wisdom and the school's commitment to preserving it. Furthermore, efforts to ensure program sustainability, introduce innovation, and enhance the quality of learning signify the school's long-term perspective in continuing to impact the future lives of the learners positively.