Learning Theory Model Research Articles

Impact of AI on Self-learning Capabilities of Employees in SMEs

This study investigates the impact of Artificial Intelligence (AI) on self-directed learning and critical thinking among employees in Small and Medium Enterprises (SMEs) in Ho Chi Minh City, Vietnam. A mixed-methods research approach was employed, combining a quantitative survey of 305 employees across various industries and qualitative data from 15 in-depth interviews with managers and staff. Structural Equation Modeling (SEM) was used to analyze the relationships between AI access, employee attitudes, organizational support, digital literacy, and self-learning outcomes. Qualitative analysis provided additional insights into contextual factors influencing AI adoption. The findings highlight that AI significantly enhances self-directed learning when SMEs offer structured training programs and technological resources. Employees with strong critical thinking skills effectively utilize AI tools for evidence-based decision-making and analytical tasks. However, barriers such as disparities in digital literacy, inconsistent AI adoption strategies, and insufficient organizational support hinder optimal outcomes. Organizational support emerged as a key enabler, with employees receiving adequate training reporting improved learning and skill development. This study extends the Self-Directed Learning Theory (SDL) and Technology Acceptance Model (TAM) by identifying mediating roles of organizational and individual factors. Practical recommendations include fostering digital literacy, critical thinking, and AI-supportive organizational cultures to optimize workforce development.

ETHİCAL ISSUES AND ETHİCAL LEADERSHİP İN TOURİSM AND ACCOMMODATİON BUSİNESSES

This study explores the ethical challenges and significance of ethical leadership in tourism and accommodation businesses. Recognizing the pivotal role of the tourism sector in economic development and global entrepreneurship, the research highlights the critical need for sustainability and social responsibility. Ethical leadership, characterized by guiding moral principles and fostering a positive organizational climate, is identified as a key factor in enhancing employee satisfaction, reducing turnover, and improving corporate reputation. The research aims to examine the interplay between ethical issues and leadership in the tourism and accommodation sectors, emphasizing the importance of sustainable practices and proposing a framework for ethical leadership. The study employs a comprehensive literature review to identify ethical concerns and assess the impact of ethical leadership. It incorporates insights from interdisciplinary research and theoretical frameworks, including social learning theory and organizational behavior models. Ethical leadership emerges as an essential component for addressing challenges such as environmental impacts, social responsibilities, marketing ethics, and workforce issues. The findings indicate that ethical leadership fosters sustainable practices, enhances employee commitment and performance, and supports responsible tourism development. The study underscores the necessity of embedding ethical leadership in tourism and accommodation sectors to promote long-term sustainability and stakeholder trust. It highlights the need for an ethical framework encompassing leadership, data management, marketing ethics, and corporate social responsibility. Further investigation is encouraged to develop practical applications of ethical leadership, explore its cross-cultural dimensions, and integrate ethical considerations into tourism and hospitality education curricula. This research could provide actionable strategies for advancing ethical practices in the sector.

Development of Soft Skills in Entrepreneurship Education: an Approach Based on Experiential Learning Theory

Objective: The objective of this study is to investigate the impact of entrepreneurship education on the development of soft skills in students, using experiential learning theory (ELT) as a foundation to foster these skills through active practices. Theoretical Framework: The study is based on Kolb's (1984) experiential learning theory and active learning models. These theories provide a solid foundation for understanding how learning occurs through experience, emphasizing the development of soft skills. Method: The research follows a qualitative and exploratory approach, with data collection based on bibliographic review and participant observation. The study was conducted in entrepreneurship courses, focusing on the observation of students' soft skills through the application of Kolb’s experiential learning cycle. Results and Discussion: The results show that the application of ELT in entrepreneurship education promotes the development of soft skills. The theoretical and practical implications are discussed in light of experiential learning theory, highlighting the importance of an active approach to education. Research Implications: The research has important implications for the fields of education and entrepreneurship, suggesting that experiential teaching can be an effective tool for developing essential behavioral skills for the labor market. Originality/Value: The study contributes by demonstrating the applicability of ELT in entrepreneurship education, addressing the gap between traditional teaching and the need to develop soft skills in academic contexts.

Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study

In the post-pandemic world, UNESCO advocates the development of open educational resources (OER) to remedy the financial pressures of students and their families. We thus conducted a dual-cycle action research study aiming to develop a sustainable model with minimal cost for creating OER for secondary school mathematics teachers and students. Our theoretical foundations drew upon existing sustainable models of OER development and experiential learning theory to enhance the efficacy of OER. Formative evaluation techniques were employed in both action research cycles, where pre-service teachers developed the OER and in-service teachers provided suggestions for improvement. In the second cycle, we tested the use of our OER with 35 Grade 11 students to examine both student achievement and retention. The test results showed a significant learning gain (pre-test: Mdn = 2.00; post-test: Mdn = 10.00), which was retained over 2 weeks (delayed post-test: Mdn = 11.00). However, the students’ performance on more advanced questions was not satisfactory. Based on an overall reflection on the study, we proposed a sustainable model of OER development, which leveraged the manpower of pre-service and in-service teachers and incorporated formative evaluation techniques. Furthermore, we provided recommendations for enhancing the future development of OER in mathematics education.

Attitudes toward Inclusive Education from a Network Perspective

The present study showcases attitudes toward inclusive education in a new light. It contributes to the ongoing debate regarding the extent of inclusive education and highlights the importance of teachers in a process toward inclusion. Based on a framework that involves the reciprocal relation between models of disability, learning theory, and placement of persons with disabilities, attitudes of student teachers and psychology students from a German university are analyzed and mapped through the application of a network approach. This facilitates visualization and categorization based on their statistical relation. An online questionnaire consisting of established and newly developed scales was answered by (n=) 132 student teachers and (n=) 59 psychology students, resulting in n = 191 participants. The study was publicly promoted, and participants were offered study credentials. Using a Spinglass algorithm to analyze the data, we detected two distinct communities in the network: an Exclusion Community and an Inclusion Community. These are supported by further variables (Empathy, Contact, Authoritarianism, and Social Darwinism). The findings demonstrate an especially firm Exclusion Community, whereas inclusive attitudes appear to be varied.

The Development of an Instructional Model Based on Experiential Learning Theory and Six Thinking Hats to Improve the Critical Thinking Ability of Undergraduate Students

Yulin Normal University preschool education major existing children's game course instructional model more in passing test knowledge and practice test skills, students used to passively accept knowledge, rarely use critical thinking to treat knowledge, with a critical eye to question, thinking, and discovery, long-term students will not be able to adapt to the needs of the new era of social development of survival ability and professional competitiveness. Therefore, the objectives of this study were (1) to study the factors affecting the development of critical thinking ability, (2) to develop an instructional model based on experiential learning theory and six thinking hats, and (3) to compare the critical thinking ability of Third Year college students before and after the instructional model of experiential learning theory and six thinking hats. The sample group was 30 students from preschool education majors at Yulin Normal University. The research was conducted in three steps: studying the factors that affect the development of critical thinking ability, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of critical thinking ability, an interview form about factors that affect the development of college students' critical thinking ability, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a critical thinking ability test. The study's results were 1) the main factors affecting the development of critical thinking ability include the instructional environment, the teachers, and the students, respectively, 2) the instructional model based on experiential learning theory and six thinking hats was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on experiential learning theory and six thinking hats, the critical thinking ability scores of the students were higher than the critical thinking ability of the students before the experiment, with a statistical significance of 0.01 level. Finally, this paper strives to develop a based on Experiential Learning Theory and Six Thinking Hats instructional model to improve the critical thinking of preschool education students at Yulin Normal University.

How knowledge sharing affects career adaptability: roles of knowledge depth, self-efficacy and reflective thinking

PurposeDrawing on the social cognitive model of career self-management (CSM model) and deep learning theory, the authors' study aims to investigate the effect of knowledge sharing on career adaptability and explore how and when this effect occurs. The authors proposed a moderated sequential-mediation model linking knowledge sharing, knowledge depth, self-efficacy and career adaptability, moderated by reflective thinking.Design/methodology/approachThe authors used a field survey involving 611 employees working in different enterprises in China to test the authors' predictions. For supplementary validation, the authors conducted a scenario-based experiment with a distinct sample of 148 employees from Chinese enterprises. The authors used hierarchical regression analysis, ANOVA analysis and moderated sequential-mediation analysis to test the hypotheses.FindingsThe results indicated a positive effect of knowledge sharing on career adaptability, sequentially mediated through knowledge depth and self-efficacy. Additionally, reflective thinking strengthened the positive effect of knowledge sharing on knowledge depth and further moderated the sequential mediating effect.Originality/valuePrevious research has predominantly focused on the perspective that individuals act as “recipients” from the environment in developing career adaptability. Instead, the authors adopt a “giving” perspective by investigating the influence of knowledge sharing on career adaptability, which advances the existing knowledge on the predictors of career adaptability.

The Integration of Resource-Based View, Experiential Learning Theory and Entrepreneurship Education Models as Triangulated Model in Cultivating an Entrepreneurial Mindset and Work-Based Learning Experiences as Strategies for Student Career Readiness.

This study analyzes the integration of Resource-Based View (RBV), Experiential Learning Theory (ELT), and Entrepreneurship Education Models (EEMs) to create an entrepreneurial attitude and boost student career preparation. The proposed triangulated model provides a comprehensive approach to promoting entrepreneurial mindsets and work-based learning opportunities. Using the Resource-Based View (RBV), students can identify and take advantage of their distinct resources, which cultivates a forward-thinking attitude essential for success in the contemporary professional environment. The field of ELT highlights the crucial impact of experiential learning on education, facilitating the creation of job-related learning opportunities that foster practical skills and knowledge necessary for entrepreneurial pursuits. Furthermore, EEMs offer a holistic viewpoint, recognizing the significance of people’s capacities and the surrounding context in attaining entrepreneurial achievement. This integrated strategy caters to the requirement of specialized programs that thoroughly equip students for the swiftly evolving job market, providing valuable insights for educators and institutions.

Game Application as Teaching Tool to Assist Mastering Installation of Three-Phase Motor Control Topic: Expert Perception

The learning and teaching process using conventional methods might cause students to be unable to highlight their true potential. Besides, it can be more difficult for teachers to choose the types of games that suit the curriculum and students' needs. Hence, this study aims to develop a game application as a teaching assistant tool for a three-phase direct online starter topic in Electrical Technology Malaysian Vocational Certificate subject for Vocational College students using the Android platform. Learning materials and games are developed using multimedia and interactive elements to attract students to be active in using the learning medium based on game applications as 21st-century learning tools. The development purpose of the game application is to give early exposure to students to the installation of three-phase motor control before going through the laboratory session. The behaviorism learning theory and Game development Life Cycle (GDLC) model, were implemented in the game application development in this research. The researcher used Unity 3D software is online software such as Canva and Microsoft PowerPoint design tools interactively to make a game-based learning application for the three-phase motor control installation subject. Based on the analysis of the findings, the experts agreed that the functionality of this three-phase Motor Control game application can be used well and is suitable to be used as a teaching aid. In addition, these research results can be used by teachers to increase students' interest and further make the learning process more interesting to improve student understanding.

Remote learning during COVID-19 and transformative learning theory: tendency towards Quadruple Helix model for future post-secondary education in Indigenous contexts

AbstractThis paper aims to examine UCN (University College of the North) students’ remote learning experience during the COVID-19 pandemic to provide a reference for future remote education in Indigenous contexts. Survey data are used for empirical analysis of the five themes: socio-demographic contexts; social activities, stress, and well-being; academic performance; course delivery; and student support services. Transformative learning theory and Quadruple Helix Model are used as a framework to explore the breadth and depth of such five themes. As the descriptive study shows, the majority of UCN students are over 25 years old and study in their first and second year with major challenges such as Internet connectivity, private space, and interruption. Mean values reveal that the remote learning performance is determined by concerns about COVID-19 infection, mental and physical health, isolation and lack of socio-cultural activities, students’ self-preparedness and motivation, and support services. The regression analysis shows that students’ concerns about COVID-19 infection interference with course completion are directly affected by their worries about themselves or someone in their families who could be exposed to COVID-19, their mental health, and blended course delivery. Therefore, students’ remote learning performance and their well-being will be enhanced if we take into consideration improving social distancing, educational technology, and course delivery with community–university culturally responsive collaboration. The research findings and the reviewed literature attest that transformative learning theory fits UCN’s remote learning practices to meet educational goals through the university–community collaboration, which is supported by the Quadruple Helix model. As a result, such remote learning practices engage students, particularly Indigenous students, and the practices will help upgrade universities with similar attributes globally into Mode 3 universities, contributing to community economic development.

Polar bears, climate change, and trusted messengers: informing the Contextual Model of Transformative Learning Theory

ABSTRACT Nature-based tourism is often touted as an inherently effective form of ecotourism, where visitors become ambassadors for the places they visit and participate in transformative experiences. However, research demonstrates that behavior change and transformative experiences remain elusive. This study builds upon the Contextual Model of Learning and Transformative Learning Theory by exploring visitors’ learning and behavior change at both in situ and ex situ polar bear tourism experiences. A detailed conceptual analysis and integration of existing literature provides evidence to support an integration of these learning frameworks to more effectively guide the intentional design of visitor experiences in order to target specific outcomes and domains of learning. This paper offers an important next step in providing a guiding process to facilitate and evaluate free-choice learning experiences that seek to offer visitors more intentionally designed, impactful, and potentially transformative experiences.

Can Physical Activity Breaks Assist Mathematics Learning? A Domain Learning Theory Perspective

Purpose: Guided by the model of domain learning theory, this study was intended to determine the extent to which integrating a 10-min physical activity (PA) break in elementary school mathematics lessons would enhance the learning of mathematics content. Methods: A sample of 22 intact classes from a random sample of eight schools in Taiwan were randomly assigned to an experimental condition with PA breaks (n = 11) and a control condition (n = 11) for 12 weeks. Students’ (N = 420) mathematics knowledge was assessed using the standardized aptitude tests accompanying the curriculum, which encompassed five knowledge domains. Results: Analysis on class means showed that adding the PA breaks did not benefit mathematics learning, which lends support to the model of domain learning theory. Discussion/Conclusion: The findings seem to question the theoretical foundation for adding PA breaks to classroom-taught content, including mathematics. Although interdisciplinary or cross-disciplinary instruction and learning may be necessary to advance students’ knowledge, including PA in classroom-taught subjects needs extensive research.

Constructivist Approach to Learning: An Analysis of Pedagogical Models of Social Constructivist Learning Theory

The social constructivist approach is one of the dominant perspective that flourished the learner centered pedagogical model in education. This model of learning aims to imply the learners' autonomy and flexibility in instructional setting. This social constructivist highlights the learners' autonomy, reflective thinking, problem solving, collaborative learning, scaffolding as well as discussion and debates as the major learning principles in education. In the teaching learning discourse, the social constructivist learning model established the critical, problem solving and collaborative learning strategies to enhance the meaningful leaning achievement. And, the intra and interpersonal level of interaction play the crucial role in promoting the meaningful learning for tutoring process. This theory claims that the sign (language), ZPD, MKO and scaffolding are the key variables for the constructivist pedagogical model of learning. In this process, students are in the central place where they play the role of active thinker, co-constructor and active participant in learning process. Another side, teachers are only as the facilitator, guide, and stimulators within the whole instructional process in education.

The role of vicarious learning strategies in shaping consumers' uncertainty: the case of live-streaming shopping

PurposeThis article seeks to understand how live-streaming technology (i.e. interactivity and effective use of live-streaming shopping’s information presentation tool) impacts consumers’ credibility perception regarding live streamers.Design/methodology/approachThe authors empirically examined their hypotheses with data (n = 405) collected from a survey of consumers who engage in live-streaming shopping.FindingsThe results demonstrate that vicarious learning strategies (both coactive and independent) can shape consumers’ benefit perceptions (i.e. virtual presence and psychological proximity), and further have a positive effect on consumers’ personal value (i.e. perceived live streamer credibility). Furthermore, the consumers’ perception of the live streamers’ credibility positively affects their purchase intention and ultimately influences their purchase behavior.Originality/valueBuilding on the vicarious learning theory and means-end chain (MEC) model, this study investigates the mechanism of the IT features of live-streaming shopping in reducing consumers’ uncertainty about live streamers. This study reveals the value of vicarious learning experiences in reducing consumers’ uncertainty and further enhancing their purchase behavior.

Traditional or Contemporary Art? A Study of Educational Approaches to Children in Two Chinese Art Museums

ABSTRACT Although the number of art museums in China has increased significantly in recent years, art museum educators find it difficult to create relevant, relatable, and engaging learning experiences for children in different contexts of art museums. I conducted this qualitative, comparative case study in Shanghai, China, examining how two different art museums, one contemporary art-based, and another one traditional Chinese art-based, conceptualize museum education for children. The research data included face-to-face, semi-structured interviews with museum educators and a content analysis of documents gathered from the museums’ websites. Using the frameworks for the contextual model of learning and constructivism theory in museum learning, I compared and contrasted the two art museums educational approaches in creating connections between educational programming and children’s learning. I found that both art museums were able to connect programming to children with their current exhibitions, but using two different approaches.

Diversity enables the jump towards cooperation for the Traveler’s Dilemma

Social dilemmas are situations in which collective welfare is at odds with individual gain. One widely studied example, due to the conflict it poses between human behaviour and game theoretic reasoning, is the Traveler’s Dilemma. The dilemma relies on the players’ incentive to undercut their opponent at the expense of losing a collective high payoff. Such individual incentive leads players to a systematic mutual undercutting until the lowest possible payoff is reached, which is the game’s unique Nash equilibrium. However, if players were satisfied with a high payoff -that is not necessarily higher than their opponent’s- they would both be better off individually and collectively. Here, we explain how it is possible to converge to this cooperative high payoff equilibrium. Our analysis focuses on decomposing the dilemma into a local and a global game. We show that players need to escape the local maximisation and jump to the global game, in order to reach the cooperative equilibrium. Using a dynamic approach, based on evolutionary game theory and learning theory models, we find that diversity, understood as the presence of suboptimal strategies, is the general mechanism that enables the jump towards cooperation.

Professional Development Programs: Their Role in Shaping Organizational Culture and Boosting Teaching Effectiveness – A Review

This study investigates how professional development programs influence organizational culture and enhance teaching effectiveness in higher education institutions. By leveraging theoretical frameworks such as Schein's model of organizational culture and adult learning theory, the research seeks to unravel the processes through which these programs cultivate a positive, growth-oriented culture among faculty members. The research focuses on the interplay between organizational culture and teaching effectiveness, examining critical factors like faculty engagement, collaboration, and innovation. Drawing on data from faculty members and administrators in higher education institutions in Bangalore, India, the study aims to provide actionable insights into the design and implementation of professional development strategies that address the diverse needs of academic communities. The findings will offer evidence-based recommendations for improving teaching quality through strategic investment in professional development programs. These insights are expected to inform institutional policies and practices, fostering a culture of continuous learning and improvement within the higher education sector

Perceived Usability of Social Media as E-Learning Tool in Students at University Level

The widespread use of social media by students for educational purposes has led to a growing trend. This research aims to provide new perspectives on how to effectively incorporate digital technology into university education by examining the usage patterns of media.Theoretical framework comprised of Bandura's Social Learning Theory and Davis's Technology Acceptance Model. Study has a descriptive approach. Four hundred students responded to the surveys. The researcher has created a questionnaire that is designed at a frequency scale and Liker scale rating. The use of social media was prevalent among students, and many of them believed it to be helpful for fostering learning, communication, teamwork, and knowledge development. The research also showed that distracting issues, privacy concerns, and the potential of cyberbullying were the biggest obstacles. It is suggested that further investigation is needed to determine how social media interacts and collaborate with student, and barriers in educational settings.

On the solution of the generalized functional equation arising in mathematical psychology and theory of learning approached by the Banach fixed point theorem

In mathematical psychology, the model of decision practice represents the development of moral judgment that deals with the time to decide the meaning of the various choices and selecting one of them for use. Most animal behavior research classifies such situations as two distinct phenomena. On the other hand, reward plays a big part in this kind of study since, based on the selected side and food location, such circumstances may be classified into four categories. This paper intends to investigate such types of behavior and establish a general functional equation for it. The proposed functional equation can be used to describe several psychological and learning theory models in the existing literature. By using the fixed point theory tools, we obtain the results related to the existence, uniqueness, and stability of a solution to the proposed functional equation. Finally, we give two examples to support our main results.

The Perception Scale for the 7E Model-Based Augmented Reality Enriched Computer Course (7EMAGBAÖ): Validity and Reliability Study

Education, teaching, and learning topics, known to have gained an international dimension with technological developments, are still seen as the most discussed themes and subject to change. It is clear that in the 21st century, the increasing information density, the means of transfer, and the technological adaptation skills of the teacher and the learner are at the forefront, and more efforts are required to develop them. The integration of technologies in education and training is related to the necessity of preparing learners in the most suitable way for future work and lifelong learning within the information society. For this reason, for the COVID-19 pandemic process and thereafter, starting with known education models makes it necessary to enable the development of education, teaching, and learning under better conditions and situations by blending them with technological developments. Everyone has understood the ever-changing and developing universal digital world much better during this pandemic. The 7E model of the Constructivist Learning Theory (CLT), known as the student-centered model based on distance education, has been mandatory for the entire education community during the first global pandemic of the digital age. Augmented Reality (AR) is another web-based technological development that can work in harmony with the 7E model. In the 7E model, the teaching of the lessons was at the forefront since the learners learn by doing, experiencing, and applying, directly participating in the lesson, and sharing opinions. For the present study, a scale was developed to determine the perceptions of the learners about the 7E model-based AR-enriched computer lesson. Validity and reliability studies were also conducted on the data obtained from the developed scale. The scale, which was prepared using a five-point Likert scale, was applied to 400 students who fit the profile of the sample group. A statistical analysis of the results concluded that 26 low-factor loading items should be removed from the questionnaire, and the final version of the 28-item scale was a six-factor structure. The statistical analysis concluded that the scale was suitable for all criteria in terms of validity and reliability. Considering the values revealed in the study, it was concluded that the overall scale (α = 0.932) was highly reliable.