Pedagogical Value Research Articles

Co-Created Virtual Reality (VR) Modules in Landscape Architecture Education: A Mixed Methods Study Investigating the Pedagogical Effectiveness of VR

Extended Reality (XR), an umbrella term for Augmented Reality (AR), Mixed Reality (MR), and Virtual Reality (VR) technology, has the potential to enhance experiential learning and to close educational gaps, but the implementation of XR in higher education requires the competency of instructors, as well as guidance. In the fields of design (architecture, landscape architecture, interior design, urban planning, etc.), XR brings exciting opportunities to students for design visualization and presentation. However, how the XR-based immersive experience may supplement design learning is relatively underexplored and under-researched. This study investigates the role of co-created (with learners) VR modules in landscape architecture education, with a specific focus on landscape construction through an exercise focused on the construction detail of the iconic benches in the High Line Park (NY). This study aims to delineate the pedagogical possibilities and challenges of the implementation of XR in landscape architecture (LA) curricula, thereby offering LA educators actionable insights and frameworks for utilizing the new learning tools. Implementing a mixed methods approach, this research engaged undergraduate students (n = 16) to assess the pedagogical value of XR among five types of instructional modes—lectures, hand sketching, 2D drawing, 3D modeling, and a fully immersive co-created VR experience showcasing students’ work. A focus group discussion with graduate students (n = 7) provided additional qualitative insights. The results indicate that, while all instructional materials were received positively, the 3D modeling was rated most effective in the learning process by the students, due to its versatility as a foundation and its overlap/integration with the other instructional modes e.g., hand sketching, 2D drawing, and VR creation. Although VR-aided teaching creates an immersive learning experience allowing learners to gain a clearer understanding of the learning topics, positioning it primarily as a visualization/presentation tool may limit its utility. This study concludes that repositioning VR at different stages of the educational framework may result in enhanced engagement and, by extension, improve its pedagogical effectiveness. These findings contribute to the ongoing discourse on the optimal integration of emerging XR tools and technology in LA education and other design disciplines and afford new avenues for future research.

The Moderated-Mediated Influence of TikTok, Facebook, and Twitter Usage Alongside Psychological Factors on Academic Achievement among Botho University Students in Botswana: Examining the Role of Self-Regulation and Personal Profile

The evolving digital landscape underscores the need to investigate the influence of social media on academic performance. This study examines the intricate relationship between social media use—specifically on TikTok, Facebook, and Twitter—and the academic performance of university students in Botswana. Exploring the roles of psychological traits, self-control, and individual profiles as moderators and mediators in this correlation, the research emphasizes the pivotal influence of these factors in shaping how social media impacts academic performance. The primary objective is to scrutinize both the direct and indirect effects of social media use on student performance, evaluating how self-directed regulation mechanisms can mitigate adverse effects. Employing a quantitative approach, the study analyzed survey data from 55 undergraduate students at Botho University in Botswana, recruited through convenience sampling. While the sample size was constrained by practical limitations, the study offers initial insights to be further explored in future research with larger samples. Utilizing descriptive statistics, correlation, and regression analysis, the research investigated usage patterns, perceived impacts, and self-regulation techniques. Findings reveal a robust link between extensive social media use and varied academic performance, influenced significantly by individual self-regulation skills and psychological traits. Notably, strong self-regulation techniques were associated with reduced negative academic consequences, highlighting the crucial role of human control in digital engagement. The study illuminates how social media can serve as both a distraction and a valuable teaching tool, shaped by individual characteristics. It recommends future research focus on specific interventions aimed at enhancing self-regulation abilities to maximize the educational benefits of social media while minimizing drawbacks. This research contributes to a deeper understanding of digital media's impact in educational settings, providing valuable insights for educators, policymakers, and students navigating the challenges of academic success in the digital era.

Using social media platform X to enhance student medical English learning: an attempt based on design-based research (DBR) in a medical English for specific purposes (ESP) course

This study aimed to (1) elaborate on microblogging-based instruction, which was built on social media platform X and designed based on the four phases of the design-based research (DBR) framework (Amiel and Reeves in J Educ Technol Soc 11(4):29–40, https://www.jstor.org/stable/jeductechsoci.11.4.29, 2008); (2) put microblogging-based instruction into practice in a medical English for Specific Purposes (ESP) course; (3) examine students’ perceptions of the pedagogical value of X platform usage on their learning experiences; and (4) investigate how well microblogging-based instruction enhances the students’ specialised-language performance. On the basis of the four phases of the DBR framework, a study was conducted with students studying a medical ESP course to identify the problems in the teaching practices used in ESP courses. To improve the identified problems, following the second phase, social media platform X was used to supplement ESP face-to-face instruction. Three tasks were designed for the students to do on X. These tasks were implemented and assessed on 19 EFL first-year premedical undergraduate students over 16 weeks at a university in the Kingdom of Saudi Arabia. Data collected from the students included a copy version of the ESP final test, a questionnaire, and semi- structured interviews. The results revealed that X-based instruction improved students’ ability to use medicine-specialised language, offered opportunities for students to become more familiar with medicine-specific terms, perceived ability in using writing and reading skills, collaborative learning, and generated thoughtful discussions outside the confines of the classroom. However, the students’ inadequate knowledge of the specialised subject, the stress of making X mandatory, and log- in overload remain key challenges against the effective appropriation of X use in an ESP context.

A junior doctor led near-peer acute ENT/head and neck surgery workshop for medical students

BackgroundNear-peer teaching (NPT) involves teaching by peers who are at a close, but not the same, level of training. This study investigated whether a novel surgical NPT workshop, designed and delivered by junior doctors using simulation models for acute otolaryngology conditions, improved the knowledge and confidence level of senior medical students. MethodsA one-day NPT workshop was held for medical students in their third year of a four-year postgraduate medical degree at the University of Notre Dame, Sydney, Australia. Four acute otolaryngology/head and neck surgery problems that might be encountered by junior doctors and require prompt management were chosen. These were post-operative neck swelling, epistaxis, and tracheostomy management (obstruction and bleeding). Six junior doctors facilitated didactic tutorials and practical skills training using models. Multiple choice question mini-tests and questionnaires were administered before and after the workshop to assess changes in students' knowledge and confidence in assessment, management, and practical skills. ResultsThe most common reason for participation was to acquire knowledge and practical skills (93.2 %). Mean correct MCQ mini-test knowledge scores increased significantly from 60 % pre-workshop to 83.9 % post-workshop (p < 0.05). Students reported significantly increased confidence in recognition and management of all four conditions. All students favoured including the course in their curriculum and would recommend the course to others. The tutors subjectively reported valuable teaching experience. ConclusionNPT is an effective method for teaching medical students how to assess and manage acute otolaryngology/ENT surgery conditions that may present as emergencies for junior medical officers on the ward.

New Media and Self-directed Learning: Enhancing Pedagogical Transformation in an Open Distance Learning Landscape

In essence, open educational resources (OERs) are transforming the education landscape in many different fields. They are swiftly becoming important elements in support of open educational practices and the open education movement. Modern technological innovations permeate every aspect of life, and higher education is no exception. This study investigated the types and pedagogical value of the new media that academics have adopted to promote self-directed learning at the University of South Africa (Unisa). To realise the aim of the study, the following questions were addressed: Which new media approaches have academics adopted to enhance self-directed learning? What is the pedagogical value of using new media in an open and distance learning environment? The study was informed by the Unified Theory of Acceptance and Use of Technology. A qualitative approach was employed, and data were collected through face-to-face interviews with 30 purposively selected Unisa academics from across different schools. Upon analysing the data using open and axial coding, dominant themes from the discussions were identified and discussed in detail. The findings revealed that various new media platforms, such as OERs, blogs, Camtasia Studio, Google Docs, and so forth, are used to promote self-directed learning at Unisa and have proven to be pivotal in opening avenues of communication and collapsing the transactional distance at this ODL institution. New media thus serve as strong catalysts for fostering pedagogical transformation.

The Role of Immersive Virtual Realities: Enhancing Science Learning in Higher Education

Objective: This systematic review aims to map out the role of immersive technologies, specifically virtual and augmented realities (VR and AR), in enhancing learning outcomes within higher education science programs, providing a clearer understanding of their pedagogical value. Methods: Leveraging extensive database searches in Scopus and Web of Science, an initial phase of 172 articles was identified. Through a meticulous process of screening based on inclusion and exclusion criteria, this was refined to 33 important articles. These articles were further analyzed to identify distinct structural elements regarding VR and AR interventions and their effects on educational outcomes. Analysis: Each study was evaluated for its contribution to pedagogical methods, with a focus on quantifiable changes in student performance and engagement. Results: The analysis revealed that immersive technologies are being applied across various stages of the academic crossing, from introductory courses to advanced laboratory work. Particularly, 18 articles demonstrated a significant positive or increased impact on learning outcomes. Conclusions: The review confirms that VR and AR possess a transformative potential for higher education, particularly in the sciences. These technologies not only captivate students' interest but also facilitate deeper understanding and retention of complex material. The evidence suggests that VR and AR can substantially enhance the educational experience when implemented thoughtfully. Future research should aim to expand upon these findings, exploring the longitudinal impact of immersive technologies on learning and their potential to democratize education. Doi: 10.28991/ESJ-2024-SIED1-06 Full Text: PDF

Science Comics to Explore Thomson's Hypothesis about Negatively Charged Particle

This research introduces an innovative educational resource for Physics education, focusing on the captivating story of J. J. Thomson's. Comics, with their visually immersive nature, effectively merge text and visuals to accommodate diverse learning styles. They engage students through narratives and vivid visuals, enhancing the educational experience. Utilizing Thiagarajan’s 4D approach (define, design, develop, disseminate), the study collects historical sources in the definition stage and meticulously plans visual narratives in the design stage. Visual literacy is highlighted, enabling students to critically analyze visual information. In the development stage, comics are refined, expert-evaluated, and tested on users. These comics are then disseminated via the Webtoon platform. The results highlight comics' potential as a valuable teaching tool, captivating students with engaging narratives and rich visuals, making Physics education more enjoyable. Moreover, comics demonstrate their broader relevance in Physics instruction, contributing to the ongoing discourse on innovative and visually engaging teaching methods.

SDGs in master’s theses: a study of a Finnish University of Applied Sciences

PurposeHigher educational institutions, such as universities of applied sciences, have a significant role in promoting progress towards a sustainable future as defined by the United Nations (UN) sustainable development goals (SDGs). This paper aims to identify how the UN SDGs are featured in master’s theses set in work–life contexts.Design/methodology/approachUsing a descriptive review and content analysis, this study identified the number of SDGs appearing in 31 master’s theses. Sustainable development (SD) and corporate social responsibility were reflected using the approaches and models in the literature. Finland’s eight objectives for committing to SD were used to examine the commitments made by the business school of the university of applied sciences to achieve Agenda 2030.FindingsEmphasising the value of higher education for SD, this study found that SDGs three, eight and 12 appeared most frequently in the theses. Sustainable and responsible dimensions reflected several issues concerning both the worlds of business and industry among the firms and organisations investigated by the master’s degree students in the business school at the Jyväskylä University of Applied Sciences.Practical implicationsThis research holds practical and pedagogical value, serving to encourage master’s and PhD students to further explore research on SDGs and to shape public policy.Originality/valueSustainability was looked at in a new way as investigated by the theses. Ways to integrate the SDGs into management degree programmes and conduct research in the fields of business administration, tourism and hospitality management were identified.

MÜASİR TƏHSİL PARADİQMASI KONTEKSTİNDƏ TƏLİM PROSESİNİN SƏMƏRƏLİLİYİNİN OPTİMALLAŞDIRILMASI

Optimizing the Efficiency of the Training Process in the Context of the Modern Educational Paradigm Summary The article examines the problem of increasing the efficiency of the modern educational paradigm through the optimization of the educational process as the main tool for the formation of personality according to the abilities and needs of students. The principles of optimizing education are described, the principle of optimality is mentioned, and pedagogical conditions that optimize the teaching process are discussed. The article also defines the optimality criteria for determining the efficiency level of the educational process, the principles of optimizing the educational and educational process, which are necessary to create favorable conditions in the optimization process. Key words: optimization, educational paradigm, efficiency, principles, pedagogical values

Botanical Awareness and Adolescent Maturation in Siri Pettersen’s Odin’s Child

This article supports the thesis that (eco)fantasy novels written for young adult people are nowadays crucial to give the next generation an ecological expertise to face environmental challenges. It is therefore important to consider what perceptions of nature are actually conveyed through the reading of these literary works, thus involving a pure dissemination of knowledge about flora. The novel Odin’s Child (Odinsbarn, 2013) by Siri Pettersen is considered here, giving voice to arboreal and botanical perspectives and basing the analysis on phytocriticism and the recent developments in ecocriticism. Odin’s Child supports the belief that a deep knowledge about botanical elements can be shared through the practice of embodiment and through an active interaction with the plant world, especially at a young age; for this reason, the importance of liminality and the role of contemporary literature in the human maturation process are underlined here. Plants play multiple sustainable roles in our life and for the survival of the planet: they are sources of medical treatments, and absorbers of carbon dioxide and other air pollutants (Jones and MacLeod 2022). Yet, it is only recently that scholars from the humanities have started analysing the role of plants in fiction, inaugurating the so-called ‘plant-turn’. The aim of this study is to highlight the importance of plants and botanical knowledge in young people’s understanding of and engagement with the natural world via young adult literature. This article’s approach will underscore the pedagogical value of ecofantasy as a suitable genre in creating empathy and a positive attunement towards flora in young readers. The central part of this paper, informed by the work of John C. Ryan (2018) and his phytocritical method, provides an analysis of the botanical elements of the econovel Odin’s Child, with an emphasis on its affective potential. A final reflection will involve new materialistic visions – such as the concepts of hybridisation (Curry 2013) and transcorporeality (Alaimo 2010) – in considering the liminal space of human/non-human and the girl/woman maturation process through which the novel develops.

Are subtitles useful for language learners?

Despite the seemingly commonsensical view that captions or subtitles aid comprehension, empirical research is less certain about their recommendation for all language learners. This review article introduces some of the theoretical foundations of multimedia learning before examining recent studies investigating the facilitative effect of L2 captions, L1 subtitles and dual-language subtitles. Qualitative insights from research are then presented, with implications for both research and teaching practice further discussed. The article concludes by underlining the importance of learner perspectives due to the complexity of factors affecting the pedagogical value of captions and subtitles.

Exploring Code-Switching Practices in Vietnamese Classrooms: An Introductory Investigation

This study delves into the nuanced practice of code-switching (CS) in English as a Foreign Language (EFL) classrooms in Vietnam, examining its implications for language learning from both educators' and learners' perspectives. Through a mixed-methods approach, involving surveys and interviews with 225 ESL students and 8 experienced ESL lecturers at a renowned public university in Ho Chi Minh City, this research illuminates the multifaceted role of CS in enhancing comprehension, engagement, and linguistic proficiency. The findings reveal a general preference among students for a balanced use of English and Vietnamese, underscoring the pedagogical value of strategic CS in facilitating understanding and reducing the affective filter in language learning. Educators' narratives highlight the benefits and challenges of CS in maintaining English exposure while accommodating diverse learner needs. The study also uncovers emerging issues, such as the impact of digital and online learning environments on CS practices and the influence of external expectations on educators' language use decisions. By integrating insights from existing literature, this research contributes to a deeper understanding of the dynamic interplay between language use and educational outcomes in bilingual settings, advocating for flexible, learner-centered teaching approaches that accommodate the evolving landscape of language education.

Adaptive Reuse of High-Rise Buildings for Housing: A Study of Istanbul Central Business District

The abrupt shift to remote work due to the Covid-19 pandemic increased vacant office spaces globally, especially in high-rent central business districts (CBDs). These vacant office spaces offer the potential for conversion into housing, addressing the shortage of affordable housing in central areas. Additionally, this topic presents a unique experimental ground for architecture students. This study focuses on the Istanbul CBD as a case study, examining the historical developments that led to a rise in office vacancy rates and housing inequality, and exploring the potential for adaptive reuse of these vacant office buildings. A key focus of this study is to underline the pedagogical value of adaptive reuse, highlighting how such projects can inspire more diverse and equitable housing models, fostering experimental and sustainable design approaches. It systematically evaluates the outcomes of a 4th-year architectural design studio that focuses on the adaptive reuse of the Tat Towers in the Istanbul CBD, a structurally vacant high-rise office building, and asks: How does the context of adaptive reuse enable a different design approach, and, potentially, new spatial norms and standards to emerge, and how might this hold a pedagogical value for architecture education? Following these questions, the article discusses how norms and standards are not only culturally but also typologically contextual, and how the students have explored how norms and standards might change, outlining new design approaches to adaptive reuse.

A Contrastive Analysis of Plural Formation in English and Ụkwụanị

This study is a contrastive analysis of the morphology of plural formations in English and Ụkwụanị. It is primarily directed at investigating the cross-linguistic variations in plural formation processes and the acquisitional challenges they pose. With insight from Auto-segmental phonology, primary and secondary data were analyzed using probability sampling and nominal scale. Data analyses revealed that phonological conditioning of the D1 morpheme and realizing nouns through allomorphs is only obtainable in English. However, plural noun formations are morphological processes involving vowel and consonant spreading of the skeletal tier. The study identifies the structural divergence between English and Ụkwụanị in number marking systems and establishes the pedagogical value of pluralization. The study recommends that English language teachers, especially in the Niger Delta region, particularly among Ụkwụanị users of English, should utilize auto-segmental phonology in the teaching/learning processes to avoid overgeneralization. Keywords: Contrastive analysis, pluralization, nouns, morphology, phonology, Ụkwụanị

Buber’s Pedagogy of Inclusion in Fostering Genuine Classroom Relationship

The study is aimed at directing our collective consciousness towards the needs to develop the values of authentic relationship through the pedagogy of inclusion. The existential potency of positive, meaningful and reasonable learning that is directed toward sustainable and holistic development has been recognized to be hinged on the values of human relationship. This is what Buber’s existentialism projected to achieve by the philosophical consideration of the pedagogy of inclusion which is based on the existentiality of ‘I-Thou’ relationship. This promotes the “we-ness” of development that recognized the commonness of human existence, and for the recognition of the forces of isolation, segregation and alienation. The paper recognized that the hostilities that exist in contemporary human relationship that can be healed through the adoption of the pedagogy of inclusion of every individual, especially by fostering genuine classroom relationship by obedience to the values of ‘I-Thou’ philosophy of life and living, Employing expository method of analysis, the study concluded that genuine classroom relationship can be achieved through the proper understating the pedagogical values of the Buber’s existentialism, and which, in extension, will help to develop the commonness of societal development in love, equity, harmony and justice. Keywords: Classroom, Development Education, Inclusion, ‘I-Thou’ Relationship, Pedagogy, Philosophy of Dialogue

Esti Vivancoren Egun gorriak (2019) eleberriaren azterketa: futbol-literatura eta hezkuntza

The main objective of this research is to establish a relationship between football literature and education, analysing the pedagogical value of football literature. For this purpose, based on the novel Egun gorriak (2019) by Esti Vivanco, a narratological analysis of the novel has been carried out, following the model of Gérard Genette (1989), and subsequently, based on the classification models of Rafael Bisquerra (2009) and Ricardo Marín Ibáñez (1976), the emotions and values displayed in the novel have been studied. Hence, it has been concluded that football literature can be a potential tool for education, since it not only awakens their motivation and interest, but when football is turned into words, it provides the opportunity to work on emotions and values.

Reinforcing Protein Biochemistry: A Two-Week Experiment Studying Iron(III) Binding by the Transferrin Protein through Stoichiometric Determination, Stability Analysis, and Visualization of the Binding Site.

The two-week protein biochemistry experience described herein focuses on reinforcing key biochemical concepts and achieving significant learning domain accomplishments for students (Content Knowledge, Logical Mathematical Reasoning, Visualization, Information Literacy, and Knowledge Integration) and valuable teaching opportunities for instructors. The experience encompasses an exploration of the transport protein serum transferrin as an important regulator of Fe(III) biochemistry and incorporates techniques to assess protein-metal stoichiometry and protein stability and to perform molecular visualization. Students gain practical experience in utilizing spectrophotometric analysis for constructing stoichiometric curves, in performing urea-PAGE, and in applying the PyMOL program to evaluate metal coordination at a protein binding site and the associated protein structural change. The learning and teaching accomplishments provide valuable skills that can be extended into research and translated to other teaching formats.

Profiling Vocational School Students' Word Knowledge Level: A Study in Jakarta Timur

students are expected to acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. Nevertheless, only a few studies are refocusing on vocational school students. Therefore, this study descriptively analyzed the word knowledge level of vocational school students. This study was conducted online with 173 vocational school students in grades 10th and 11th. The result shows that above 70% of 173 participants successfully answered the 4,000 up to 5,000-word level, equivalent to K4 and K5 in vocabulary level. In contrast, the rest participants can answer the 1,000 up to 3,000-word level. The results indicate that the participants passed the requirements for communicative and academic purposed. This study also proposed the relevance of VLT results through post-graduate plans and gender diversity. The relevance becomes teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their goals and needs.EFL students must acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. With such an enormous number of words, teachers must examine students’ word knowledge levels through the Vocabulary Level Test (VLT) before teaching and learning to determine relevant learning materials based on students’ needs and goals. Many related studies focus on senior school students. However, this study draws on vocational school students as they commonly work after graduation, and the ability to communicate with the English language is needed. Therefore, this study descriptively analyzed the result of the Vocabulary Level Test in 173 vocational school students majors. The result shows that more than in all 70% of participants successfully answered the 4,000 up to 5,000word level. Meanwhile, the rest of the participants could answer 1,000 to 3,000 words. The relevance of this study is the teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their needs, as well as the students’ scores in VLT.

Mixing fluid mechanics with circus: how the performing arts can enhance learning in an undergraduate engineering course

ABSTRACT Our multifaceted society calls for engineers that are not only experts in their domain, but possess the flexibility to understand adjacent disciplines. The inclusion of the performing arts in engineering curricula has shown potential for cultivating creativity and equipping STEM students with problem-solving abilities. However, the literature offers limited examples of such integration in engineering courses. We present a unique learning experience involving engineering students from the Royal Institute of Technology (KTH) and circus students from Bachelor’s programme in Circus at Stockholm School of the Arts (SKH). Grounded in the concepts of docendo discimus, presentational dimension of circus and reflective thinking, our study aimed to: (1) explore engineering students’ acceptance of an unconventional collaboration with circus peers; and (2) assess the pedagogical value of this collaboration for the engineering students. We highlight challenges and potentialities of this collaboration, to inform educators interested in creative teaching approaches.

The role of formative feedback in teaching and learning: Grade 10 Physical Sciences teachers’ perspectives

This study examined the role of formative feedback in the teaching and learning of Physical Sciences. Several scholars have recognised the pedagogical value of formative feedback in science education. However, there is a need for significant improvement in the quality of formative feedback provided by teachers in science classrooms. The empirical investigation explored the nature of formative feedback, pedagogical challenges, and pedagogical practices employed by teachers when implementing formative assessment in Physical Sciences classrooms. The study is underpinned by the Assessment for Formative Purposes Cycle as the underlying theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing phenomenology as a means of inquiry. The empirical investigation involved 12 Grade 10 Physical Sciences teachers selected purposively from Inkosi Sambane Circuit Schools, under UMkhanyakude District, KwaZulu-Natal, South Africa. Data were collected through semi-structured interviews and classroom observations, and thematic analysis was used to analyse the data. The findings revealed that meaningful formative feedback could have been enhanced by addressing contextual factors such as overcrowding and lack of resources in Physical Sciences classrooms. While teachers valued the quality of formative feedback, they expressed concern about learners' inability to utilise formative feedback to improve their learning. This paper recommends providing teachers with the necessary training to effectively utilise formative feedback and enhance learners' academic achievement in Physical Sciences.