Optimal Learning Experience Research Articles

Psychological factors of flow state in online learning

Purpose of the article – The objective of this paper is to review and summarize the existing literature regarding the flow experience, its psychological drivers, and consequences in the context of e-learning, as well as to provide concrete suggestions for creating an optimal online learning experience. Research methodology – A systematic review was conducted, and the literature was analysed through thematic analysis. The search was carried out in three electronic databases (PsycINFO, PubMed, and Scopus), and 17 articles were selected after applying inclusion criteria. Common tags in at least two articles were identified as themes. The main findings are synthesized in the discussion. Findings – The findings indicate that flow is associated with a range of positive cognitive, emotional and motivational factors. Platforms that help students achieve flow are interactive, provide feedback, contain entertaining yet professional content, and consider the difficulty level. Teachers should promote interaction with and between students and tailor the level of support to individual students. Practical implications – This study aims to provide concrete suggestions for improving online learning platforms and teaching, contributing to e-students’ satisfaction, performance, and continuance intentions. Originality/Value – The value of this systematic review lies in its contribution to optimizing virtual classrooms and improving methods currently employed to enhance student engagement and learning outcomes.

Navigating time and space: examining the impact of contextual factors and self-regulation strategies on university students’ momentary engagement

This study presents a tool to capture students’ academic activities and engagement dynamics in university settings. It explores how strategies to manage time and study environments interact with contextual factors (i.e. study time, learning events, and study locations) in predicting students’ concentration and cognitive learning strategies in 81 students using experience sampling method. Findings show that students who are more capable of managing their time and study environment tend to exhibit reduced susceptibility to the influences of time and types of learning events. Furthermore, the positive relationships between time and study environment management and cognitive learning strategies are stronger in formal settings or residences than in informal settings. This study underscores the significance of self-regulation strategies for learning, especially in diverse university environments, for fostering optimal learning experiences.

The Impact of an Intervention Program Based on Range of Motion Training for Special Education Teachers

This study aims to develop a range of motion-based exercise material for special education teachers in Makassar, Indonesia. The material is designed to improve the motor skills of students with physical disabilities, particularly those with cerebral palsy. The research consists of two main parts: conclusion and recommendation. The conclusion highlights the importance of developing exercise materials that cater to the needs of students with physical disabilities. The study finds that the existing materials are inadequate, and teachers require a more comprehensive guide to provide optimal learning experiences for their students. The developed material consists of a teacher's guide, a learning objective outline, and a lesson plan. The material is validated by two experts and is deemed valid and practical. The study also analyzes the effectiveness of the developed material in improving the motor skills of students with cerebral palsy. The results show that the material can increase the flexibility of students' movements, although the improvement is not significant. The students' positive responses to the learning process also indicate the effectiveness of the material. Based on the findings, the study recommends further development of the material to improve its comprehensiveness and effectiveness. The study also suggests that the material can be used as a reference for improving the quality of special education in Indonesia. Additionally, the study recommends that the government consider using the developed material in special education schools to provide better learning experiences for students with physical disabilities.

Navigating An LMS Review Process: Harnessing Next-Generation Digital Learning Through Evidence-Based Decision-Making

Universities across Australasia regularly evaluate their Learning Management Systems (LMS) to meet the increasing digital teaching and learning demands. LMS reviews conducted approximately every five years or so are driven by factors such as pandemics, contract renewals, fiscal considerations, and the pursuit of optimal student online learning experiences. Recent trends show that Australian universities are conducting LMS reviews more frequently and transitioning to new LMSs at an accelerated pace (Phil, 2022; Sankey, 2023a). This is to ensure the LMS of choice meets the Next Generation Digital Learning Environment (NGDLE) functionality (Educause, 2018), is affordable, reliable and is still fit for purpose. While ongoing LMS reviews are common, there is a lack of published information on how higher education institutions undertake them. There was little available to unpack how best to engage in open, transparent, and aspirational conversation with staff and students about their experience with the LMS. As part of the review, even less was published about the dialogue on the future teaching and learning needs and the future of the LMS. To help address this gap in the literature, this practice-based paper reports on our approach and the steps taken to propose a unique two-phase / multi-stage model for reviewing an LMS and offers a useful checklist for those who may want some help getting started.

Exploring the downside to student online collaborations

Online learning proponents report that collaboration in online groups has positive effects on the student learning experience, but the literature also refers to a contrasting side, indicating the often overlooked non-productive or undesirable consequences of student online collaborations. To gain a more nuanced and contextual understanding of student online collaborations, a qualitative study was conducted. In-depth interviews and focus groups were used to gather primary data from students at an Open Distance Learning (ODL) university in South Africa. The results revealed a complex range of learning-related outcomes embedded in student online collaborations, including some drawbacks to these liaisons. Relevant literature about online collaborations supports the notion of looking at the potential for non-beneficial student collaborations and directs a call for a differentiated view of student online collaborations. The paper offers design guidelines from a social theory perspective to assist online learning practitioners in finding ways to mitigate negative online collaborations and facilitate constructive forms of student online collaborations in an optimal learning experience. This paper offers directions for future research regarding the complexity of student online collaborations.

Looking back to move forward: comparison of instructors’ and undergraduates’ retrospection on the effectiveness of online learning using the nine-outcome influencing factors

This study delves into the retrospections of undergraduate students concerning their online learning experiences after the COVID-19 pandemic, using the nine key influencing factors: behavioral intention, instruction, engagement, interaction, motivation, self-efficacy, performance, satisfaction, and self-regulation. 46 Year 1 students from a comprehensive university in China were asked to maintain reflective diaries throughout an academic semester, providing first-person perspectives on the strengths and weaknesses of online learning. Meanwhile, 18 college teachers were interviewed with the same questions as the students. Using thematic analysis, the research identified 9 factors. The research revealed that instruction ranked highest among the 9 factors, followed by engagement, self-regulation, interaction, motivation, and others. Moreover, teachers and students had different attitudes toward instruction. Thirdly, teacher participants were different from student participants given self-efficacy and self-regulation due to their variant roles in online instruction. Lastly, the study reflected students were not independent learners, which explained why instruction ranked highest in their point of view. Findings offer valuable insights for educators, administrators, and policy-makers involved in higher education. Recommendations for future research include incorporating a more diverse sample, exploring relationships between the nine factors, and focusing on equipping students with skills for optimal online learning experiences.

Applications of Alpha Neurofeedback Processes for Enhanced Mental Manipulation of Unfamiliar Molecular and Spatial Structures.

This study explores a novel approach to enhancing cognitive proficiency by targeting neural mechanisms that facilitate science and math learning, especially mental rotation. The study specifically examines the relationship between upper alpha intensity and mental rotation skills. Although prior neurofeedback research for increasing upper alpha highlights this correlation, mostly with familiar objects, novel chemistry and math learning prompts envisioning unfamiliar objects which question the persistence of this correlation. This study revisits the upper alpha and mental rotation relationship in the context of unfamiliar objects with a single neurofeedback session and examines the efficiency of manual and automatic neurofeedback protocols. Results will provide a basis for integrating neurofeedback protocols into learning applications for enhanced learning. Our study encompassed three cohorts: Group 1 experienced an automatic neurofeedback protocol, Group 2 received a manual neurofeedback protocol, and the control group had no neurofeedback intervention. The experimental phases involved EEG measurement of individual upper alpha (frequency of maximal power + 2Hz) intensity, mental rotation tasks featuring geometric and unfamiliar molecular stimuli, one neurofeedback session for applicable groups, post-treatment upper alpha level assessments, and a mental rotation retest. The neurofeedback groups exhibited increased levels of upper alpha power, which was correlated with improved response time in mental rotation, regardless of stimulus type, compared to the control group. Both neurofeedback protocols achieved comparable results. This study advocates integrating neurofeedback into learning software for optimal learning experiences, highlighting a single session's efficacy and the substantial neurofeedback protocol's impact in enhancing upper alpha oscillations.

Crafting Optimal Digital Learning Experiences: An Inquiry into Emotion-Infused Web-Based Instructional Design and Its Influence on Student Satisfaction

This study was designed to investigate the effectiveness of emotionally infused web-based instruction on students’ satisfaction in learning English grammar. The sample population for this study involved 185 Form Three students from a secondary school of Peninsular Malaysia. Data were collected using the End-User Computing Satisfaction (EUSC). The research design for this study is a Quasi-experimental design. This study consists of one independent variable (instructional strategies) with two types of treatment condition (Web-based Instruction with Emotional Element (WBIe) and Web-based Instruction without Emotional Element (WBIwe) and one moderator variable (level of emotional intelligence) with two levels (high and low level of emotional intelligence). A 2𝑥2 factorial design was used. The results revealed that students in WBIe performed better than students in WBIwe based on satisfaction level, students in both WBIe and WBIwe have a similar score. The results further indicated that emotional intelligence level affects students’ satisfaction in WBIe and WBIwe. Students with high levels of emotional intelligence had a higher score than those with low levels of emotional intelligence in terms of satisfaction level. Given the findings of this study confirming the instructional impact of emotionally sound web-based instruction, it is important for an instructional designer to clearly understand how emotions influence the learning process. This helps to figure out how to channel their emotions to make them learn more effectively.

Analysis of Students’ Perspective in Using E-Learning Platforms

The COVID-19 pandemic has spurred significant transformations within the education sector, leading many institutions to shift towards online learning platforms. This study aimed to examine students’ perspectives on the usage of various platforms during the pandemic. Employing a mixed-method approach, the study combined quantitative and qualitative techniques, gathering data from 30 students enrolled in the Department of English Education at Universitas Syiah Kuala across the batches of 2018, 2019, and 2020. Structured questionnaires were utilized in the survey, focusing on four primary platforms: E-Learning USK, Zoom, Edmodo, and WhatsApp. Additionally, selected students underwent interviews to provide deeper insights. The study’s findings revealed E-Learning USK as the most preferred platform, with a mean score of 95 and satisfaction expressed by 3.16% of students. Notably, E-Learning USK emerged as the most accessible and effective platform. Following closely were video conferencing platforms such as Zoom and WhatsApp, which also garnered significant favourability. These findings carry profound implications for educators, assisting them in selecting platforms tailored to their students’ needs. Furthermore, the study underscores the paramount importance of utilizing suitable platforms for online learning during the COVID-19 crisis. It positions E-Learning USK as the primary choice for students, closely followed by video conferencing platforms like Zoom and WhatsApp. Armed with this insight, educators can make informed decisions in platform selection, ensuring students have access to an optimal learning experience.

Perspectives of Psychology Supervisors and Trainees: Implications for Supervision and Telesupervision

The onset of the COVID-19 pandemic dramatically increased the need for psychology training programs to use telesupervision, prompting a necessity to better understand telesupervision practice to enable success for both training and clinical care outcomes. Mirroring telemental health, telesupervision needs to be implemented in a manner that upholds elements associated with effective supervision. In the present quality improvement project, psychology supervisors (n = 242) and trainees (n = 128) at Veterans Affairs Health Care System (VA) sites throughout the USA were invited to complete anonymous online questionnaires regarding supervision experiences across in-person and telesupervision modalities. Data assessing the varying experiences of trainees and supervisors related to access of supervision and supervisors, amount and type of oversight, and frequency of evaluative feedback were analyzed. The findings suggest that supervisors and trainees differed in their endorsement of essential elements of supervision as in-person supervision shifted to the telesupervision modality. A thematic analysis of qualitative data revealed potential benefits, challenges, and needs for successful telesupervision implementation. Overall, the findings provide insight into supervisor and trainee perceptions of supervision and benefits and challenges across in-person and telesupervision modalities. Implications for scaffolding optimal learning experiences across both in-person and telesupervision modalities are discussed.

Biomedical students' satisfaction with and engagement in laboratory e-learning support are related to their self-regulation.

Laboratory e-learning support tools can assist students' learning while preparing for laboratory classes. To successfully work in such virtual experimental environments (VEEs) outside class, students require self-regulated learning (SRL) skills. A deeper understanding of the continuous reciprocal interactions between SRL, satisfaction, and online engagement is needed to develop more effective online learning experiences. This study therefore aimed to explore the interconnection between students' satisfaction with, effort/importance and engagement in an exemplary VEE, and to relate this to their perceived SRL and learning outcomes. Based on surveys in 79 university students, SRL was related to VEE engagement, effort/importance, and satisfaction. VEE engagement and satisfaction were not related to learning outcomes, while SRL and effort were. Students with different SRL also tended to interact differently with the VEE and experienced differing degrees of procedural and feedback support by the e-environment. We conclude that, for optimal learning experience and outcomes, students' effort regulation and SRL need to be supported while interacting with the VEE, preferably by interventions that integrate personalized and adaptive features. This study has implications for designing and optimizing VEEs and indicates that future research should focus on VEEs taking students' SRL and effort regulation into account to support individual learners effectively.

A Scoping Review for Exploring Side Effects of Implementing Chatbots in EFL Classrooms

This scoping review investigates the side effects of using chatbots in the EFL context. While using chatbots is known to be beneficial in most cases, little is known about its drawbacks. Our review will guide future researchers in terms of the optimal language learning experience. Based on the five foundations of a technology-enhanced learning environment, we found several factors that adversely influence learners’ performance. For discussion, we provide four strategies to complement the learning experience with chatbots.

Delving into the Learning Styles of a Technical Higher Education Institution in the Bicol, Region, Philippines

Learning styles is relevant in the educational set up to provide insights as to the proper and appropriate teaching strategies and assessment tasks to be given to the students in ensuring optimum learning experience. Relative to this, the study assessed the learning styles of the 260 industrial technology and technical-vocational teacher education students in a rural higher education institution (HEI_ in the Philippines using the Learning Styles Model of Honey and Mumford (1968) after the COVID-19 pandemic using a descriptive evaluative research design. The results shows that a strong preference on activist learning was noted among the respondents followed by theorists. The data also reflects that upon review of the data by sex, by program currently enrolled in, and by year level, the learning styles are consistent with the general response of the total sample. Likewise, in terms of challenges experienced by the students in their pursuit of higher learning in a technical school, it was noted that the cost of internet/mobile data as well as the sufficiency of the materials, tools and equipment are prevalent. Thus, it was recommended that the faculty of the said HEI may consider recalibrating learning plans reflected in the course syllabus and align it with the results of the study which further implies additional learning activities that will allow students to do hands-on, and also to enhance the shop facilities of the said HEI in compliance to existing statutory and regulatory requirements of relevant governing agencies to ensure optimum learning experience among the clienteles.

Task difficulty impact on multitasking in mixed reality environments

Mixed reality applications allow users to experience both physical and digital worlds simultaneously. However, limited research has compared multitasking performance in these two worlds with different difficulty levels. This study investigated the effect of task difficulty on mixed-reality multitasking performance. A block-matching task was used for the physical task experiment, and the N-back test was used for the virtual task experiment. Thirty-six participants completed eight experimental conditions and were tested on four measures: NASA-TLX, accuracy, priority, and hand use. Physical demand and effort subscales were significant in all the experimental manipulations: real-world tasks, virtual-world tasks, and multitasking. The priority variable was not found to be substantial. Most participants prioritized working on either real-world tasks or multitasking, leaving the virtual-world tasks to the least preferred. Such a study can empower instructional designers to tailor tasks that align with learners’ cognitive abilities for an optimal learning experience.

Improving the Teaching of Patient Safety in Medical School: Perspectives from Medical Students

Background and Aims: Patient safety is a critical aspect of healthcare delivery. The inclusion of patient safety education in medical school curricula is, therefore, considered essential in shaping competent healthcare professionals. Al Baha University Faculty of Medicine introduced the patient safety education module into its medical program for fourth-year students. This study aims to assess the impact of the program on the overall experience of fifth and sixth-year students who have studied the module and are currently in their clinical years. Methods: An electronic questionnaire comprising 10 questions was distributed to the students, with response options of yes, no, or not sure. In case of a "no" response, students were required to select one of the three available options. The questionnaire, ensuring anonymity, covered topics that are covered in the module such as patient safety discipline, medical errors, communication skills, teamwork, risk assessment, infection prevention and control, patient falls and medication safety. Results: Out of 162 students, 143 (88%) responded, revealing varying levels of satisfaction within different sections of the module ranging from 54% to 73% and overall satisfaction exceeded 50%. Other concerns were expressed regarding integration with other modules and the need for more practical sessions. Recommendations were made for the module to be presented as a standalone course and to introduce more hands-on activities for enhanced engagement. Conclusions: Feedback from students highlighted the necessity for adjustments, including delivering the module independently and enhancing practical sessions. These findings emphasize the importance of evolving curriculum structures to ensure optimal learning experiences and ultimately improve patient care outcomes.

Nursing Faculty Shortage Impact on Nursing Students: A Descriptive Phenomenological Study.

Background: The nursing education sector has felt the impact of the shortage of nursing clinical instructors (CI) or faculty members. This phenomenon became more profound with the pandemic experience along with the global shortage of nurses in the hospitals. Objective: The study was conducted to explore the lived experiences on learning among undergraduate nursing students in a higher education institution amidst the nursing faculty shortage. Methods: The study was undertaken using a descriptive phenomenological design with seven informants, using Colaizzi's approach for data analysis. Findings: The findings of the study generated three main themes: disruptions in the learning process and platforms, responses to learning disruptions, and learners' call to action. It uncovered substantial disruptions in scheduled lectures, activities, and clinical rotations due to the nursing faculty shortage. Conclusion: The findings underscore the critical need for immediate and comprehensive measures to address the nursing faculty shortage. Despite compensatory efforts by the institution, the impact on learning experience remains significant. This study calls for prompt and effective strategies to rectify the nursing faculty shortage, ensuring optimal learning experiences for student nurses.

Identification of student difficulties in learning educational digital psychology using the Projectbased learning model

Digital psychology or also known as cyperpsychology is a relatively new branch of science in applied psychology. Digital psychology studies the interaction between individuals using technology, the impact of technology on individual habits, the attempt to develop technology according to the need, and how technology can impact individual psychology. Technology that has now become part of learning can certainly impact students' habits and psychology. Universitas Jambi biology education study program students who are trained to become future teachers must be prepared to deal with this. Therefore, students are also trained in educational digital psychology courses. In order to ensure an optimal learning experience for students, lecturers must identify the learning difficulties they encounter. This study aims to identify learning difficulties encountered by students in educational digital psychology courses using a project-based learning model. This research is a descriptive study conducted from May to June 2024. The study population was all students of the Biology Education study program who enrolled in educational digital psychology course totaling 111 people, while the research sample amounted to 72 people. The results showed that 54.2% of students encountered difficulties in learning educational digital psychology using the project-based learning model, with the following causes: not finding appropriate learning resources (58.3%), not being able to find appropriate learning resources (48.6%), time constraints (47.2%), not understanding the learning resources found (43.1), and not being interested in the project-based learning model (23.6%). It is concluded that most students experience difficulties in learning educational digital psychology using the project-based learning model with the highest percentage of not finding appropriate resources, followed by not being able to find appropriate learning resources, time constraints, not being able to understand the learning resources found, and not being interested in the project-based learning model.

Modern Possibilities of Data Visualization in Digital Platform of Moodle Learning Management System

The visualization of accumulated data is an important aspect of managing learning processes. The digitization and automatization of educational management systems, along with the increasing adoption of modern technologies, empower professors to track and analyze student performance across various platforms. This paper presents the implementation of a modern software extension (plugin) for Moodle, a popular and flexible learning management system, to visually represent the grades accumulated by students in various course activities. These software extensions possess robust capabilities for the visual presentation of statistical data, utilizing data from points accumulated in assessment components such as quizzes, presentations, midterms, final exams, etc. By employing these extensions, professors can easily observe the distribution of grades earned by individual students. Modern approaches to the management of learning processes increasingly embrace the power of data visualization, simplifying and enhancing the overall experience. Visualizations allow educators to quickly identify patterns, trends, and areas for improvement within their learning processes. This timely and insightful information facilitates informed decision-making and efficient resource allocation. By readily identifying areas of strength and weakness, educators can implement targeted interventions and adjustments to ensure all learners receive the optimal learning experience. This ongoing monitoring and refinement contribute to continuous quality improvement within the educational environment. Visualizations provide stakeholders with a clear and accessible overview of learning progress and outcomes. This transparency fosters open communication, collaboration, and trust among educators, learners, and administrators. To effectively leverage the power of data visualization, modern learning management systems (LMS) increasingly integrate with specialized software extensions. This paper discusses two particularly powerful plugins for the Moodle learning management system and their effectiveness.

Peran Guru dalam Menciptakan Lingkungan Pembelajaran yang Efektif dengan Cara Pengelolaan Kelas yang Menarik

Classroom management is a key element in achieving a successful learning process. Its significance lies in the substantial impact it has on students' learning achievements. This article aims to provide insights and practical guidance for creating a conducive, safe, and organized classroom environment. Key focuses include classroom management strategies such as implementing clear rules, providing positive feedback, and understanding individual student needs. Teachers are expected to motivate students, minimize disruptions, and enhance their academic achievements, leading to an overall optimal learning experience. The success of effective classroom management is considered a fundamental foundation for achieving successful educational outcomes.

From screen to bench: unpacking the shifts in chemistry learning experiences during the COVID-19 transition

Abstract This research comprehensively analyzes students’ Chemistry Learning Experience (CLE) during the COVID-19 pandemic, comparing online learning experiences with traditional face-to-face instruction in the post-pandemic phase. Employing a quantitative approach and leveraging the Rasch model, the study focuses on capturing the nuances of individual student perceptions, an aspect often overlooked in group-centric statistical analyses. One hundred students (49 males and 51 females) participated in both study phases. Segmented into behavioral tendencies, content perceptions, and specific learning needs, the evaluation tools provided insights into the students’ CLE across the two instructional modalities. Results from the stacking analysis revealed a positive shift in CLE post-pandemic, with students demonstrating a better grasp of and attitude toward chemistry in face-to-face settings. Racking analysis further underscored the changing difficulty perceptions of specific content items across the two learning environments. Gender-based patterns in CLE were also evident, with male students expressing a more favorable view of online learning during the pandemic than their female counterparts. The research findings advocate for a blended learning approach, harnessing the strengths of both online and traditional instructional methods. Furthermore, insights into gender-specific learning experiences emphasize the need for inclusive and adaptive teaching strategies, ensuring optimal learning experiences for all students. The study underscores educators’ and students’ resilience and adaptability in navigating the challenges of the pandemic. It offers valuable insights for future educational strategies in chemistry education.