Pedagogical Scenarios Research Articles

Initiating language engagement with multimodal learning tasks

Engaging students in meaningful learning is currently a significant challenge for many teachers and those who observe daily how students’ attention spans are affected by a variety of distractions in the classroom. In fact, engagement has become one of the most fashionable research topics in educational psychology. The present study explores the engagement among five engineering undergraduates for one semester while working on L2 tasks, which entailed the multimodal analysis of 8 technology-related TED Talks and was purposefully designed to initiate them into multimodal literacy and foster their language learning. A narrative qualitative analysis of an open-ended questionnaire that the students completed at the end of the semester shows that the students were working on the task and engaged in the process. All five students acknowledged that they found L2 task completion meaningful because it could lead to positive academic outcomes and help them see the relevance of L2 in the real world. The multimodal L2 task presented in this study may offer a pedagogical scenario that can be replicated by other L2 lecturers across different contexts and communities to develop students’ multimodal competence while initiating their language engagement.

Empirical validation of a brick-centric learning design methodology and its implementation through the Eduscript Doctor pedagogical scenario kit

Empirical validation of a brick-centric learning design methodology and its implementation through the Eduscript Doctor pedagogical scenario kit

Applying augmented reality multimedia technology to construct a platform for translation and teaching system

This paper investigates the integration of augmented reality (AR) technology into English translation teaching for college students, emphasizing the pivotal role of innovative teaching methods in enhancing students' translation skills and learning experiences. To address the issue of insufficient interest in English translation teaching, the paper initially assesses the purpose and significance of learning English translation through a questionnaire survey, elucidating challenges encountered in English language acquisition. Subsequently, adhering to AR principles, a teaching demonstration platform rooted in AR technology is conceived and developed, intricately aligned with English translation instruction. The platform serves as a solution to issues in English learning, such as inadequate course comprehension, low utilization of teaching resources, and instructors' lack of experience. The research culminates in the analysis of survey results, wherein the quantitative disparities in translation ability between students utilizing the research platform and those subjected to traditional teaching methods are examined. The findings underscore the positive impact of the AR-based research platform on improving students' translation proficiency. The AR platform heightens learners' engagement in the learning process, contributes to constructing a robust knowledge framework, and enhances overall learning outcomes. The platform offers educators opportunities to optimize experimental courses and elevate teaching standards. The paper's outcomes present novel pedagogical scenarios for learners, propose technical solutions for other technical disciplines and furnish a theoretical foundation and application model for a new generation of experimental demonstration platforms.

VR-Peas: a Virtual Reality PEdAgogical Scenarisation tool

ABSTRACT In this paper, we address the issue of the design and deployment of VR-oriented pedagogical scenarios by teachers as designers. To provide practical and theoretical solutions, we analyse the various existing models and tools for assisting teachers in the design and deployment of virtual reality learning environments (VRLEs). We identify a need for a model that covers the pedagogical needs of teachers, including the modelling of pedagogical structuring and the consideration of the specificities of the VR environment. Our main contributions are a pedagogical scenario model and the development of an editor called VR-PEAS (Virtual Reality PEdAgogical Scenarisation tool), which provides a solution that can support and help teacher-designers to design, adapt and reuse pedagogical scenarios oriented towards VR. We proposed a literature review to identify the main concepts of pedagogical scenario design and developed the computer solution according to an agile approach. To validate the basic concepts of our contribution and the impact of our implementation, we define a case study evaluation based on four different pedagogical situations using a qualitative method based on questionnaires. Our findings indicated that teachers could design VRLEs that were aligned with their pre-defined scenario and operate them successfully.

Using digital technology in the classroom adds new professional tasks for (student) teachers

ABSTRACT This article discusses a study conducted among final-year undergraduate students preparing to become primary school teachers. These students participated in an eight-week module on digital technology, working in pairs to create, test and analyse pedagogical scenarios using and not using digital tablets. The study aimed to address two main questions: (1) How do the views of pre-service teachers change as a result of a technology instruction programme? (2) What new professional tasks emerge when they use digital technologies in their internship teaching practices? Various data sources were collected and analysed. The findings revealed that none of the pre-service teachers held entirely negative views on digital technologies after the module. They became more comfortable using them in their classrooms, especially for teaching oral language, while for mathematics they found them less useful. Furthermore, the results showed that eight new professional tasks appeared when teaching with digital technologies.

Most of the Time we are Taking Decisions for Children

Abstract It is imperative that children’s participatory rights are supported and therefore it is incumbent upon adults genuinely to listen to them and take their views seriously. However, 28 years into a democratic South Africa and children’s participatory rights are not fully actualised and implementation seems to be problematic in early childhood education. The purpose of this article was to explore 13 final-year student teachers’ understandings about children’s participatory rights in the Reception Year (Grade R) and how these understandings influence their practice using Lundy’s model of participation and Honneth’s theory of recognition. A qualitative approach was applied, and data was collected through a focus group interview that was undertaken online. The data revealed that student teachers had a limited understanding of children’s participatory rights but aligned more towards children’s protection rights. Additionally, whilst the participants related the concepts of Lundy’s model of participation to mainly pedagogical scenarios that lacked children’s genuine participation, the participants gave children the recognition to building their self-confidence, self-respect and self-esteem.

Virtual Pedagogy: Scenarios for Future Learning with VR and AR Technologies

Modern education and science are at the stage of active practical implementation of digital technologies aimed at improving the efficiency of the educational process. The fourth wave of industrial development offers digital and technological solutions that enhance the practical learning experience through the use of immersive technologies such as augmented and virtual reality. The purpose of this study is to assess the possibilities of using currently available Virtual Reality / Augmented Reality (VR/AR) technologies and to develop specific recommendations for improving the quality of the educational process, as well as to explore promising areas for the development of immersive education. The study used methods of criterion-based selection of the optimal tool for creating educational virtual content. This selection was made among the research nomenclature of currently available relevant digital platforms based on the calculation of specialised metrics for assessing the focal technical and technological capabilities of the studied cloud resources. Based on the results of this study, the optimal and currently available means of creating educational content has been identified, which provides users with the opportunity to use VR/AR technologies without acquiring special skills and abilities. Pedagogical scenarios that have already been immersed and can be adapted to different sectors of education are proposed. Probable vectors for the further development of educational VR/AR technologies are considered, and a hypothesis is formed about the need to use real experience in implementing immersive and virtualised educational processes to adjust and moderate the future development of global education in the context of the and Education 4.0 paradigms. The results of this study indicate the dynamic development of the field of immersive and virtualised educational space, formulate practical recommendations for using currently available tools for creating virtual educational content, and also point to the problem of low scientific support for the development of the studied field, which requires a systematic approach and a generally accepted strategy in the transformational processes of civilisational evolution. According to the results of the study, it is recommended to actively introduce available cloud-based platforms for creating virtual educational content into educational processes, as well as to use a nomenclature of pedagogical scenarios that have already been adapted and transformed to the use of VR/AR technologies in educational processes. It is necessary to constantly monitor and moderate the processes of involving immersive and virtualisation tools in the educational space.

Developing a teaching model for reading comprehension skills with advertising text

A study based on the basic characteristics of language and culture expressed through each element constituting advertising materials, we have come up with a pedagogical model including how to choose, how to prepare lessons, how to build activities, design content and build a system of exercises on this teaching material. Through the teacher's assessment of the pedagogical scenario with a sequence corresponding to the specific language and cultural contents mentioned above, the survey results have shown positive results. Survey results from learners have also demonstrated a change in awareness and progress in the accumulation of communication capacity. The above two survey results affirm the effectiveness and rationality of the teaching model based on advertising text that the goal of this study is to contribute to improve the quality of teaching and learning of the foreign languages by action method.

Mapping of digital pedagogies in higher education

The purpose of this research is to analyse the evolution and trends of research into digital pedagogy in higher education through the application of bibliometric analysis and systematic review of scientific output. For the bibliometric analysis, the built-in functions of WoS were used, including Analyze results and Citation report. The VOSviewer software was employed to construct bibliometric maps. The analysis focuses on studies about digitalisation, university education and education quality, three categories that are grouped around digital pedagogies and methodologies. The sample contains 242 scientific publications, including articles (65.7%), publications published in the United States (17.7%) and publications financed by the European Commission (3.71%). Barber, W., and Lewin, C., are the authors with the greatest impact. The scientific output forms three networks: the “social network” (2000–2010), the “digitalisation network” (2011–2015) and the “network of the expansion of digital pedagogy” (2016–2023). The most-mature research (2005–2009) concerns the integration of technologies in education. The research with the greatest impact (2020–2022) looks at digital pedagogy and its implementation during the situation created by COVID-19. This research shows that digital pedagogy has come a long way over the last twenty years, but it is at the same time a topical area today. The paper opens up future paths for research such as the development of more-flexible pedagogies that can be adapted to different pedagogical scenarios.

Systematic review on the use of serious games in project management education

Project management education is well suited for active learning through serious games, and a lot of research has been published on the use of serious games for project management education. Earlier reviews have focused on the content and features of project management serious games. The objectives for using those serious games have been less reviewed. The aim of this study was to conduct a systematic review to better understand the objectives of using serious games in project management education, with the following research question: Why are project management serious games used in higher education? A systematic review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A systematic search enabled us to identify 175 articles, of which forty-three met the eligibility criteria. An inductive content analysis of those articles showed that project management serious games are used mainly for pedagogical and practical reasons. From a pedagogical perspective, serious games are mainly used to develop specific skills that are difficult to acquire in classic ex cathedra lectures, such as practical competencies and soft skills. From a practical perspective, serious games are mainly used for proposing a risk-free trial environment. Based on our analysis, we propose a taxonomy of reasons for using PM games in higher education. Our study also reveals that few studies assess whether serious games meet all their objectives, and that more research is needed on how to implement them into a coherent pedagogical scenario.

A Proposal of a Scenario to Integrate Active Pedagogical Approaches to Teach Scratch in Primary School

In the digital age, people are increasingly connected and frequently use technology in their daily lives. Elementary school students are no exception. They show a great interest in the digital world and especially in games. Scratch gives these students the opportunity to create their own games instead of being passive consumers of these programs. Also, it is a software that allows the development of computational thinking. Thus, to learn programming using Scratch allows students to be actors in their learning which increases their capacity to solve problems. The objective of this work is to propose a pedagogical scenario to teach Scratch to primary school students based on active pedagogical approaches that put the learner at the centre of the teaching-learning process. Once challenged by a problem, students propose solutions. Scratch gives the opportunity to verify the accuracy of the proposed solutions. Accordingly, students try to detect the source of the error and rectify the instructions of their programs. The class, grouped in trios, evaluates the proposed solutions by adopting the "trial and error" method until the desired result is obtained. Therefore, the scenario proposed in this work combines active pedagogical approaches while taking into consideration the nature of the subject taught. Indeed, it aims to make the students fully involved in their learning with the "trial and error" method and to develop their capacities of investigation and problem-solving in a motivating and collaborative environment.

Digitale Übersetzungsprogramme und Online-Wörterbücher im Fremdsprachenunterricht:

This survey investigates teacher and student perceptions and beliefs relating to the use of digital translation tools and online dictionaries (e. g. Google Translate, DeepL, Leo, Pons) in the foreign language classroom. Over the past few years, these tools have become increasingly popular, a development that has given rise to questions about their benefits for foreign language learning and teaching. A total of 1187 participants (985 students and 202 teachers) took part in the study. They came from primary schools, lower and upper secondary schools (Gymnasium and Fachmatura, vocational schools), as well as tertiary education and professional development classes. The survey was conducted in French (n=834) and German (n=353) in the cantons of Bern, Fribourg, Geneva, Jura, Neuchâtel and Solothurn. Participation was voluntary. Results show that regardless of language background and educational context, participants perceive of the tools as a normal and largely established part of their everyday practices. Compared to their teachers, students are more optimistic about the tools’ potential contribution to foreign language learning and less concerned about possible pitfalls linked to using the tools. Students in lower secondary school use digital translation aids less frequently and rate their contribution to language learning and motivation less favourably than the other learner groups. Many teachers would like to use digital translators and online dictionaries in their classroom, but they express uncertainty about how to do so meaningfully. Teachers voice concerns over certain student practices, namely the lack of cognitive involvement when simply translating text without considering the output. Teachers also highlight the gap between curricular/institutional prescriptions and the way the tools are commonly used, a mismatch that can affect their teaching. Overall, our findings emphasize the need for a) empirical evidence on the effects of digital translation tools on foreign language acquisition, b) pedagogical scenarios for implementing the tools, and 3) alignment of policy with practice.

Queer English Language Teaching in Brazil: A Critical Discourse Study

Although the school is one of the main environments in which LGBTQIA+phobia can be fought, the discussion on gender and sexuality issues in pedagogical scenarios is increasingly losing ground in Brazil, mainly due to the lack of educational policies on the subject in this country. In this perspective, our objective is to verify if and how Brazilian English language teachers carry out queer pedagogical practices in their classes. For that, we seek to base ourselves on Fairclough (2003), Louro (1997), Mazzaro (2021), Moita Lopes & Fabrício (2013), among others. The methodology, of an analytical nature, allowed the analysis of statements by three English teachers who work in different Brazilian contexts (Goiás, Mato Grosso and Pernambuco). Data were collected from the application of an online questionnaire and, as an analytical instrument, the Faircloughian Critical Discourse Analysis was used. The results indicate that the fear of discussing issues of gender and sexuality continues in the Brazilian school environment today. It is concluded that, with the weakening of democracy, there is also an outline of the weakening of all achievements, especially those of marginalized groups such as the LGBTQIA+ community. Keywords: Critical discourse analysis, queer, English language, teaching, DOI: 10.7176/RHSS/13-10-02 Publication date: May 31 st 2023

BPMN4MOOC: A BPMN extension for the design of connectivist MOOC

ABSTRACT Business Process Model and Notation (BPMN) is a standard formalism for business process modeling that is very popular in professional practices due to its expressiveness, the well-defined meta-model, and its easiness of use by non-technical users. For instance, BPMN2.0 is used for business processes in commercial areas such as banks, shops, production, and supply industry. Due to its flexible notation, BPMN is increasingly being used in non-traditional business process domains like education. The presented research work aims to develop a valid extension by applying the BPMN representation of pedagogical scenario in connectivist cMOOC context. BPMN provides a set of generic process modeling elements that make it necessary to extend the language and notation by domain-specific concepts from connectivist pedagogical approach. Therefore, BPMN2.0 extensibility mechanism was explored to include the representation of specific cMOOC pedagogical concepts. Moreover, this paper provides an analysis of the requirements of those concepts. Based on a cMOOC-oriented pedagogical scenario model, the need for an extension is identified and the valid BPMN extension meta-model is designed by the construction of a conceptual domain-specific model and the corresponding BPMN extension model.

Communication Tools and E-Learning: A Revolution in the Research Methodology of Communication for a Pedagogical Scenario

Communication is a source of motivation and cohesion, so knowing how to communicate is a way to facilitate e-learning interactions and group/class dynamics through various communication tools. Communication tools and e-learning have brought major changes to teaching and learning. These tools include online learning platforms, forums, webinars, online videos, podcasts, social media, and other advanced communication technologies. They allow learners and teachers to communicate and collaborate remotely, offering increased flexibility and accessibility. It is important to design instructional programs that effectively integrate these online learning and communication tools into the instructional scenario. E-learning allows teachers to choose from a variety of synchronous and asynchronous methods. Asynchronous methods allow for additional communication, while real-time or synchronous methods allow for in-process communication. The choice of communication tools associated with the training modules depends on the learning activity the trainer wants to perform. In this case, we recommend that you offer a variety of communication tools and design your e-learning course to meet the needs of your learners.

Communication Tools and E-Learning: A Revolution in the Research Methodology of Communication for a Pedagogical Scenario

Communication Tools and E-Learning: A Revolution in the Research Methodology of Communication for a Pedagogical Scenario

ОНЛАЙН СРЕДА: СВОБОДА ИЛИ ОГРАНИЧЕНИЯ?

The paper provides the study of the topical issue of modern education which defines online learning as an environment characterized by both autonomy and limitation for all the participants of the educational process. The reasons for raising this issue have been investigated and listed as follows: necessary moving to an online due to the pandemic of recent years; technical, methodological and technological lack of preparedness of teachers to implement the educational process in a new environment; a low level of motivation of teachers and students to work online efficiently, even though having a high level of digital proficiency. The authors consider the autonomy of an online learning environment in terms of the power of digital tools to be used in solving methodological problems and designing a pedagogical scenario in the logic of achieving planned educational results. Teachers’ and students’ autonomy in an online environment is realized in: a wide choice of different ways to present educational information; a variety of technologies to increase educational motivation; the possibility of implementing the ideas of microlearning; gamification of the educational process; monitoring the psychological well-being of a students, a positive attitude; a variety of individual trajectories of learning and a significantly changed role of students; the possibility of synchronous and asynchronous work, the presenting forms of the students’ projects and its evaluation, monitoring of students’ achievements. The limitations of an online environment as the authors conclude are mostly created by the participants of the educational process. This is an automatic rejection of new requirements and conditions and resistance to changes. The teachers’ lack of preparedness to solve the educational tasks in an online environment is doubled with the poor technical conditions of the physical environment. A major role in appearing the limitations online is also played by the methodological illiteracy of the teachers and the thoughtless use of digital solutions with no reference to educational tasks. The redesign of the pedagogical scenario and role changing of all the participants of the educational process could solve the problem of limitation of an online educational environment.

Learners in the Metaverse: A Systematic Review on the Use of Roblox in Learning

The development of the Metaverse has drawn much attention in education. Roblox, as an important platform in the Metaverse, attracts millions of young users, which raises the question of how its effectiveness as a learning environment can be maximized. This study aims to synthesize the available evidence to provide an overview of the current research on learning in Roblox by exploring its benefits, challenges, and existing gaps. In line with PRISMA and assisted by LDA topic modeling, we included 40 studies that were analyzed to answer our questions. The research findings show that: (1) Roblox could be combined with social interactive learning or collaborative learning environments, provide a VR environment that supports learning, and be of benefit to programming in STEM education; (2) the use of Roblox in learning has the advantages of attracting a large number of student users, eliciting the positive attitudes of students, and promoting students’ cognitive and noncognitive learning abilities; and (3) there are also challenges such as cyberbullying, cybersecurity, lack of adequate teaching design, etc. Empirical studies on this topic have only begun to emerge, and more future research is needed into different pedagogical scenarios to explore the effects, factors, outcomes, designs, etc.

Digital Twin, Virtual Reality and OPCUA-based architecture for pedagogical scenarios in Manufacturing and Computer Sciences curriculum

Digital Twin, Virtual Reality and OPCUA-based architecture for pedagogical scenarios in Manufacturing and Computer Sciences curriculum

DIRECT: Toward Dialogue-Based Reading Comprehension Tutoring

A major challenge in education is to provide students with a personalized learning experience. This study aims to address this by developing a dialogue-based intelligent tutoring system (ITS) that imitates human expert tutors. The ITS asks questions, assesses student answers, provides hints, and even chats to encourage student engagement. We constructed the Dialogue-based Reading Comprehension Tutoring (DIRECT) dataset to simulate real-world pedagogical scenarios with the assessment labels and key sentences to support tutoring. The DIRECT dataset is based on RACE, which is a large-scale English reading comprehension dataset. In addition, we propose a neural pipeline approach to model the tutoring tasks and conduct a comprehensive analysis on the results, including a human evaluation. The results show that our model performs well in generating questions, assessing answers, and chatting, showing high potential although some challenges remain. The proposed model provides a good basis for further development of dialogue-based ITSs.