Memorable Learning Experiences Research Articles

Influence of Virtual Learning Environments on Student Achievement for Sustainable Development

As a result of the global pandemic, in-person lecture delivery method was interrupted and thus, the necessitated adoption of Virtual Learning Environments (VLEs) for the continuity of learning. However, considering that architectural education is hands-on and field-dependent, continuous design studio mentoring is expedient. This study therefore explored the potential of adopting VLE, especially in hands-on related disciplines and how this fosters student achievement in driving sustainable development. Descriptive statistics were employed to analyse quantitative data gathered from a randomly selected sample of architecture students representing three private universities in Nigeria. Findings from this research revealed that learning continued during the lockdown within the subject discipline. Notably, 86.6% of respondents utilized virtual meeting software like Zoom, Google Meet, Microsoft Teams, and Cisco WebEx, while 12.4% utilized Learning Management Systems (LMS) such as Moodle. Additionally, accessible facilities like comfortable study areas, a steady power supply, internet connectivity, and studio materials contributed to a successful VLE experience. This research strongly advocates for the continuation of hybrid learning in architectural education, combining physical and virtual modes to deliver enriching and memorable learning experiences to enhance education for sustainable development.

Reflections of transformative active learning experiences (TALEs) in higher education from early career construction management professionals

Higher education today is challenged to improve the learning experience in response to increased demands from, students, parents, and employers. Active learning and High Impact Educational Practices (HIPs) have been shown as promising approaches. However, success using these strategies is not guaranteed. Incorporating the concept of Moments—impactful and meaningful events that change one’s perspective (C. Heath and D. Health 2017)—can be a way to increase chances of success. Referred to as Transformative Active Learning Experiences (TALEs), these are peak learning experiences that combine active learning, elements of HIPs, and moments. This paper explores peak learning experiences gathered through focus groups from 33 construction management alumni located in the Southeast United States who graduated within the last ten years. Outcomes point toward specific, impactful learning experiences including hands-on/active learning, group/teamwork, and work experiences. These were particularly impactful because they provided learners with new insight about what they were learning and the connection to their future profession, opportunities to be appropriately challenged, and the chance to build deep connections with classmates, faculty, professionals, and others. This research provides higher education greater understanding about key elements that can be used to enhance the student experience and promote lifelong, meaningful, and memorable learning experiences.

Multimarker Augmented Reality in Human Digestive System Application Using the MDLC Method

Learning media has a crucial role in supporting the learning process, especially in subjects related to natural sciences. Using conventional media such as blackboards, pictures in books, and less varied teaching methods can make students feel bored, less active, and lose concentration. Therefore, this research aims to implement augmented reality technology in science subjects to create exciting and memorable learning experiences for students and encourage student involvement in the learning process. This research uses the Multimedia Development Life Cycle (MDLC) method, which applies the latest technology, Multimarker, to display more than one three-dimensional (3D) object. The research results show that learning media using Augmented Reality Technology on the human digestive system obtained a “Good” predicate and can be used in the learning process at Tuguran State Elementary School.

Memorable learning experience, impact of school on life, and perception of clinical learning environment amongst nursing and medical students

Background: The learning environment impacts students’ motivation,success, and fulfilment, and central to this is the psychological safety ofstudents. Psychologically safe environments lead to collaboration, positivelearning experiences, and effective practitioners.Objectives: The study aimed to assess the perception of the clinicallearning environments of medical and nursing students at the Collegeof Medicine, University of Ibadan, Ibadan, Nigeria. Methods: This was a cross-sectional study carried out in November, 2021using the validated questionnaires – Dundee Ready Education Measure(DREEM) and the John Hopkins Learning Environment Scale (JHLES)as well as two open-ended questions (OEQs). The OEQs were ‘tell usabout a memorable learning experience in medical/nursing school’ (MLE)and ‘what impact has your time in medical/nursing school had on yourlife’ (IoL). Data were collected from third to sixth-year clinical medical,and first to third-year nursing students and analysed using SPSS v23. Forthe OEQs, an inductive approach was used for manual coding and thematicanalysis. Coding and themes were both semantic and interpretiveand data were managed using NVIVO v14 software. The responses to theOEQs were graded on a Likert scale from 1 (very negative) to 5 (verypositive). Results: A total of 193 students completed the validated questionnaireswith a mean age of 22 (±2.58) years. The mean total DREEM score was111/200 (±10.2), interpreted as more positive than negative. However, theperceptions were more negative than positive in two of the five DREEMdomains – perception of the atmosphere and social self-perception. Themean overall JHLES score was 91/140 (±14.8), also more positive thannegative, and this was so for all its seven domains. Nursing students hadbetter academic self-perception than medical students (P = 0.002) whilemedical students had better perception of their learning atmosphere(P = 0.021).Seventy-five students (39%) answered one or both OEQs, with 57(29%) answering the memorable learning experience (MLE) and 59(30%), the impact of medical/nursing school on life (IoL) question.Sixteen and twenty-two percent of answers to MLE and IoLquestions were negative. No students gave negative answers to bothOEQs. Overall, 29% of students gave a negative response to onequestion. The overall themes for memorable learning experience questions were:1. Novelty2. Enhancing experiences – ‘That teaching method made me feel seen asa student and got me excited to solve problems’, by a 4th year medicalstudent3. Learning environment atmosphere – ‘I was impressed by the way hewas able to change the atmosphere from a very tense one to a funnyand calm one’4. Psychological effects. For the impact on life questions, the overall themes were as follows:1. Personal development – this included appreciation of hard work,motivation to be better people, purpose and direction in life, social andintellectual development.2. Aspirational3. Psychological – ‘it made me see that broken people break people’ Conclusion: Whatever the positive benefits of being a student are, psychologicallyunsafe environments, even for the very few, lead to negative psychologicalsequelae, poor overall learning process and health practitionersill-prepared for the future. Despite the overall positive picture of the clinicallearning environment in this study, there are significant areas of students’welfare that need to be addressed. It has been shown that a formalpedagogic programme for clinicians to improve the quality of their studentcentred teaching (1).Reference1. Poon H, Ahmad MF, Lowry D, et al. Two-year longitudinal observationstudy of junior doctors as clinical teachers: the Associated ClinicalTeaching Fellow Program. J Glob Med 2021; 1(2): e43. doi: 10.51496/jogm.v1.43

Customer’s PIE for experiencescape design

Since the evolution of the experience economy, businesses in all sectors have attempted to progress their offerings toward staging memorable experiences, enhancing the offerings’ value and sustaining competitiveness. Although scholars have paid greater attention to experiencescape research, a few attempted to conceptualise it, and the others were mostly context- or case-based research in particular fields. There has been scarce research for a non-context-based memorable experiencescape design framework that would benefit businesses at large. Designing memorable experiences is challenging and actually must be aligned with an internal procedure that, according to neuroscience, customers employ to take ownership of the proposed experiences. Therefore, this paper presents a non-context-based experiencescape design framework (Customer’s PIE) in which customer information associated with brain function – customer perception channels (P), customer involvement capability (I), and memorable experience (E) – has been integrated. The results from a case study in designing learning experiencescape illustrate that the framework successfully scaffolds memorable learning experiences in customers’ minds, evidenced by customers’ reflections and positive feedback.

Field Trip Learning Method Based on the Teaching Example of the Lord Jesus and its Implementation in Christian Religious Education

The field trip learning method which is based on the exemplary teachings of the Lord Jesus Christ combines the principles of effective learning with spiritual values. The teachings of the Lord Jesus can be adapted into a field trip learning context to create a holistic and memorable learning experience. The aim of the field trip learning method is first, to provide students with an interesting experience in the learning process. Second, it gives a pleasant impression with an open environment. Third, attract students' attention to get to know historical, cultural and natural places. By developing field trip methods in children's learning processes, values such as cooperation, empathy and understanding of diversity will be fostered. In the application process, field trip learning principles based on the example of Jesus Christ emphasize direct experience, collaborative learning, and the development of a deep understanding of local culture and heritage. The teachings of the Lord Jesus Christ were renowned for their approach that was motivating, inclusive, and suited to the needs of His disciples. This approach involves the use of stories, parables, and real-life examples to strengthen understanding and application of moral and spiritual principles in everyday life.

THE DEVELOPMENT OF LEARNING DESIGN USING ASSURE MODELS AT ELEMENTARY SCHOOLS

Meaningful and enjoyable learning will lead students to memorable learning experiences, one of which can be achieved through learning activities that emphasize the involvement of student learning activities. The purpose of this research is to describe the validity, practicality, and effectiveness of the results of learning design with the ASSURE model in elementary schools. This research is research development (research and development). The model used as the basis for developing this learning design is ASSURE. The procedure for developing this learning design is in accordance with the stages of the ASSURE development model. The test subjects in this study were fourth grade students at SDN 16 Sitiung in the odd semester of the 2022/2023 academic year. The results of this study show validity at 90% in the very valid category. The practicality of the results of the ASSURE model learning design model with a percentage of 93%. While the effectiveness of the implementation of lesson plans, activities and learning outcomes of students with a percentage of 90%. Based on the results of the study it was concluded that the learning design with the ASSURE model developed was valid, practical and effective.

The effectiveness of multimedia learning: A study on student learning

The use of multimedia in the learning process has become an increasingly popular trend in the field of education. This research aims to explore the effectiveness of multimedia learning and its impact on student achievement. In this study, multimedia is defined as the use of a combination of elements such as text, images, audio, video, and animation in learning. The methods used in this research include literature review and analysis of relevant studies. The findings from the literature review indicate that the use of multimedia in learning offers several advantages. Firstly, multimedia can enhance visual appeal and support diverse learning styles. Secondly, multimedia can improve information retention by providing interactive and memorable learning experiences. Thirdly, multimedia can enhance understanding of complex concepts through the use of concrete examples and visualizations. However, the effectiveness of multimedia learning is influenced by various factors. One key factor is the design of the multimedia itself. Good design should consider student characteristics, learning objectives, and the content to be delivered. Furthermore, the availability of adequate technological infrastructure is also necessary to support the use of multimedia in learning.

Flossing Your Teeth and Adopting a Puppy: In-Class Exercises for Developing Critical Thinking in a Digital Age

This article presents two in-class exercises designed to develop specific skill sets needed to think critically and make decisions in today’s business environment. The first exercise, “Flossing your Teeth” is designed to build information literacy skills needed in the evidence-gathering phase of critical thinking. The second exercise, “Adopting a Puppy,” is designed to develop analytical skills needed to apply research and inform an evidence-based decision. These exercises engage students in memorable active learning experiences and can be implemented during a single class period within a range of management courses. This article provides a description of each exercise, a guide for debriefing students, and sample student responses to the debriefing questions.

Teachers’ experiences of using game-based learning methods in project management higher education

The benefits and challenges of using game-based learning (GBL) methods in project management higher education have not been widely investigated. This study employs qualitative methods and builds on in-depth interview data from 22 experienced university teachers with a project management teaching background. It shows that teachers perceive beneficial consequences for students from gaming, such as increased interest and knowledge acquisition with a memorable learning experience. Teachers' inspirations and motivations are boosted by a novel method to motivate and engage students. The perceived challenges of GBL for students manifest as increased cognitive load and stress. This paper contributes to a deeper understanding of the impact of GBL methods while identifying challenges and disadvantages, which are not as widely discussed as benefits. This research identifies experiences from project management teachers' perspectives, covering both learners' and instructors’ viewpoints. The findings may help teachers to decide whether GBL could be used in their courses.

Using an Epic Finale in Mathematics Classes

ABSTRACT In a recent article, Crider recommends ending a course with a memorable learning experience, called an epic finale, instead of a final exam. Here, we give the details of epic finales given in four mathematics courses: Discrete Mathematics, Information and Coding Theory, Real Analysis, and Complex Analysis. We describe how to reconfigure a course to allow for this type of closing activity and give suggestions for how to create an epic finale.

Mostla for engineering education: part 2 emerging technologies

Emerging Technologies (ET), consisting of advanced digital devices, tools, and innovations, potentiate the acceleration of changes and the improvements of many educational processes. In this research, the services offered by centers devoted to promoting the use of ET in their communities are discussed and compared. Mostla, a space devoted to exploring and working with the ETs that have the highest potential to create better educational experiences, is included in the analysis. Also, eight emerging technologies that, according to Mostla, are expected to impact education significantly are analyzed, and some examples of their practical uses are presented. Based on the experience, analysis, and review performed, we note that it is necessary to design memorable learning experiences with ETs to accomplish the development of competencies such as critical thinking, research, creativity, and innovative capacity. The acquisition of these competencies allows our future professionals to face the challenges of Industry 4.0 and confront the principal problems of society skilfully. Therefore, the development of educational strategies supported by ET is necessary to stimulate curiosity. This curiosity allows students to acquire knowledge and retain it better. Universities must keep in view that social and educational innovations should be developed collaboratively and supported by emerging technologies. They must challenge students to solve real problems; this is what develops and strengthens their competencies. Finally, universities must open their doors to society in general and offer their ET services to other public or private institutions, making these technologies accessible so that national education can be improved.

Nursing & Midwifery students\u2019 experience of immersive virtual reality storytelling: an evaluative study

BackgroundImmersive Virtual Reality (iVR) storytelling is a concept that merges ground-breaking virtual reality technology with the traditional art of storytelling. Virtual reality storytelling offers a rare opportunity to present abstract experiences that challenge boundaries, heighten emotions, and convey previously intangible concepts. Scientific research into immersive virtual reality storytelling is still in its infancy, particularly regarding the field of education in Nursing and Midwifery. Therefore, this study set out to investigate the subjective experience of using an immersive virtual reality storytelling experience as an active pedagogy.MethodsThis was an evaluative study incorporating a multimodal approach encompassing a cross-sectional survey and observational study conducted in a large University in Ireland, offering major undergraduate and graduate degree programmes in the fields of Nursing and Midwifery. Students were invited to view the innovative virtual reality storytelling experience “Wonderful You” (BHD Immersive) that tells the story of the first 9 months of a baby’s life inside the woman’s womb. On completion, students were asked to complete an anonymous survey about their experience. Observational studies were also carried out, examining the student’s engagement and interaction with the iVR experience. A combination of statistical and thematic qualitative analysis was employed to interpret the respective summative rating scale and open-ended response questions in the evaluation survey. Data captured from the observations were grouped into categories and analysed capturing key themes.ResultsA response rate of 71.2% (n = 94) identified iVR storytelling as a memorable learning experience that triggered students’ engagement and motivation to learn. IVR storytelling enabled students to visualise and better understand abstract concepts. Qualitative analysis of narrative responses revealed the positive evaluations of the iVR storytelling experience. Observational studies further revealed students were highly engaged and interacted positively with the iVR storytelling experience.ConclusionsThe full potential of this new medium of iVR storytelling has yet to be seen. However, this study provides an encouraging insight into the positive attributes of iVR storytelling that engages students and creates authentic active learning experiences.

The Epic Finale in the Sport Psychology Classroom: Escaping the Traditional Final Exam Format as the Culminating Class Experience

The purpose of this paper is to introduce sport psychology faculty to a nontraditional learning activity or assessment, the “epic finale.” An epic finale is a final, memorable learning experience that motivates students to continue thinking about material after the class is concluded and leaves students with a positive experience of the course and the content. The epic finale engages students in the learning process and can be an effective conclusion to the semester. Multiple examples of epic finales will be presented, including a movie analysis, escape room, and scavenger hunt.

Addressing Controversy: Changing Pre-Service Teachers’ Gazes Through an Exhibition Visit

ABSTRACT This article describes a visit to the exhibition CSÁTH The Death of the Magician at the Petőfi Literary Museum in Budapest in the context of a university course for pre-service teachers of English. The course itself focused on multimodal social semiotics and visual arts to equip students with confident knowledge and skills to use with a wide range of multimodal texts and museum collections in their teaching. The article demonstrates how a carefully planned visit can prepare students to engage with an exhibition dedicated to the life and work of a controversial literary figure. The dialogues and tasks aimed at creating a memorable extramural learning experience and empowering students with knowledge and skills to reflect on controversy from the perspective of an exhibition visit viewed as a multimodal experience.

Fighting fake news: Inspiring critical thinking with memorable learning experiences

Despite fake news having a long and notorious history in the United States, it seemed like a brand-new phenomenon to many people during the 2016 presidential campaign. Four years later, we continue to grapple with the understanding that the fake news issue is a symptom of a perfect storm of political polarization, shifting U.S. demographics, labor market upheaval, the proliferation of social media use, foreign interference, and normal human psychology. With no clear solutions in sight, the battle against fake news continues. Fake news has many troubling implications for life outside of the academy, but it also has serious consequences for student learning. From the perspective of undergraduate students, it may seem that in this post-truth era, anyone with a cellphone can create news, journalists have ulterior motives, news organizations cannot be trusted, debate centers on reaffirming one’s worldview, and nothing is knowable because there is always evidence on both sides of an argument. Despite this, we believe learning experiences designed to be memorable can change students’ perspectives and make a lasting impression.

Dance like Bacteria Wonder with Me! Embracing Microbiology through Science and Art from Primary School to University

The literature tells us that art can enhance the teaching of science. We have used some of these documented strategies in our teaching of microbiology in primary - and high school outreach and in our microbiology classes at university. We have blended art and science in a variety of ways (e.g. dancing and telling stories) to provide our students with richer, more memorable learning experiences. Primary school students were treated to a day of immersion in microbiology where songs, animations, peer learning, art and baking became integral to their learning. For high school outreach, we imagined time travel and invited university acting students to play scientists telling their stories from history to bring to life ‘moments’ in microbiology. At university, first-year students danced like bacteria to reinforce the types of movement and appendages that some bacteria have. Humour, poetry, songs and mnemonics were also used to not only enhance learning but to remind students that learning is fun and encompasses all aspects of life. We continue to explore a transdiciplinarity approach were the boundaries between disciplines are blurred and the artist becomes a scientist and vice versa on a creative holistic learning journey of discovery.

Simulating Archaeology: Designing an Effective Simulated Excavation for School-Aged Children

Simulated archaeological excavations are an engaging way of introducing school students to the processes of archaeology. Immersing students in the methodologies of the archaeologist can be an exceptionally potent and memorable learning experience. Significant challenges exist in the design and execution of a real-life simulation, however, which risk eroding both its authenticity and its educational value. The archaeological and educational imperatives of a decade-long archaeological simulation, the “I Dig Archaeology!” program, are deconstructed here as a case study, affording educators the opportunity to replicate or adapt the simulation to suit their own educational settings.

Making Memories: An Example of the Scholarship of Teaching and Learning in Hospitality and Tourism Education

ABSTRACTThis scholarship of teaching and learning study explored students’ views of their most positive, memorable learning experiences in hospitality and tourism education. A sample of 168 undergraduate hospitality management students in the United States described the positive course experiences, teaching methods, and educational activities that they believed were most memorable. The results indicate that hands-on learning experiences, authentic projects, connections with others, and selected instructor behaviors are most memorable. Implications for teaching and future research, based on the findings, are provided, as are suggestions for the use of stories and storytelling to enhance opportunities for memorable learning experiences.

Design Development Learning Media Based PMRI Oriented Capabilities Study Creative Students Grade VII of Junior High School in Indonesia

Creative thinking ability of students' in solving math problems in Indonesia is still low since they have not been able to use their learning experience yet. To train the students to be creative, it is required learning tools that can provide a memorable learning experience. One of the learning tools is the student worksheet.Indonesian Realistic Mathematics Education (RME) is a learning approach that emphasizes on a memorable learning experience. This research is an effort to develop Indonesian RME to improve students' creative thinking ability. It was a development research with four-D model-- define, design, develop, disseminate. This study was limited to the design stage only. The subjects of the research were the students of class VII MTs Muhammadiyah Karangkajen Yogyakarta Indonesia. Instruments used to retrieve data were the validation of the Lesson Plan, the Student Worksheet, and the creative thinking ability test. The results indicate that the student worksheet design is suitable for student characteristic and curriculum 2013. Student worksheet can be used to improve students' creative thinking ability.Thus, further research on implementation and dissemination can be continued.