Perceived Learning Outcomes Research Articles

Where inquiry-based science learning meets gamification: a design case of Experiverse

ABSTRACT Inquiry-based science learning is an educational strategy to enable students to actively engage in science learning concepts through inquiry activities such as experiments and observations. Gamification demonstrates a promising potential to engage children in learning contexts. In this regard, this paper presents Experiverse as an exemplar along with its associated six key design considerations to illustrate how to develop an application based on the concept of gamification and inquiry-based science learning for children. This paper reports on our experience evaluating Experiverse with 25 children (aged 9-13) in an informal setting based on data collected from log data, surveys and interviews to explore the feasibility of engaging children in science learning outside their classroom. Results indicated that children’s motivation (MO) significantly correlates with their enjoyment (PE) and perceived learning outcome (LOA) from using Experiverse. While children’s perceived learning outcome is significantly positively correlated with the number of view visits on Experiverse (EVV), the number of experiment view visits (EVV) is also significantly positively correlated with children’s perceived easiness of the app. Finally, this paper discusses the key findings of this study and points out the design implications for future research, like combining in-app experience and hands-on experimentation in real-life situations.

Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective

Research corroborates that classroom atmosphere and the quality of relationships between teachers and learners play a major role in second/foreign language (L2) learning. However, their contribution to learning outcomes has been overlooked. To fill this gap, the present study drew on attachment theory (AT) and self-determination theory (SDT) to assess the interplay between classroom climate, teacher-student relationships, and learning outcomes from the perspective of Chinese EFL students. Moreover, it explored the predictive role of classroom climate and teacher-student relationship in Chinese EFL students’ perceived learning outcomes. To do so, three questionnaires were distributed among a large sample of EFL students (N = 413) in China. Afterward, AMOS software, structural equation modeling (SEM), and confirmatory factor analysis (CFA) were performed to analyze the data. The results showed a strong and significant correlation among perceived learning outcomes, teacher-student relationship, and classroom climate. Regression analysis also revealed that both teacher-student relationship (β =.211, p =.000) and classroom climate (β =.434, p =.000) were significant predictors of EFL learners’ perceived learning outcomes. They could jointly predict 39.8 % of the variance in perceived learning outcomes. The results provide a new understanding of the contributions of learning environment and classroom interactions to students’ learning.

Norwegian Public Health Nursing Students’ Experiences with the Transition from Classroom to Online Lectures: Benefits and Challenges

The integration of technology in higher education increased online courses available to students, although traditional face-to-face interaction remains dominant. The COVID-19 pandemic forced a rapid transition to emergency remote teaching (ERT), impacting public health nursing (PHN) education in Norway, which primarily consists of adult learners. The impact of the transition to online-only lectures on these students remains largely unexplored. The aim of this study is to examine how Norwegian PHN students experienced the transition from traditional classroom lectures to online-only lectures during the global pandemic. It also identifies the self-reported advantages and challenges associated with online-only lectures and whether this transition affected their perceived learning outcome. A cross-sectional sample of public health nursing (PHN) students (n = 275) participated in a survey in from May to November 2020. The questionnaire was specifically developed for this study and covers student motivation, perceived benefits and challenges of transitioning to online lectures, peer collaboration, and self-assessed learning outcomes. It was distributed to the PHN students via their respective education’s LMS system. Most PHN students managed the technical aspects of the abrupt transition to online-only lectures effectively. They reported high digital competence, found the transition relatively easy, and remained motivated to continue their studies. Despite these positives, students reported a reduction in learning outcomes compared to classroom lectures. Challenges included the missing face-to-face interaction with peers, difficulties in managing childcare, and issues with structuring their studies.

Self-determination and perceived learning in online learning communities

This study explores the interplay between Self-Determination (SDT), relatedness, and teaching presence and CoI’s presence (teaching, cognitive, and social) in the context of online educational settings within China. Specifically, the study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) to investigate the interaction between SDT (Self-Determination, relatedness, and competence) and the perceived learning outcomes (autonomy, competence, and perceived learning). The underlying structure of the study’s conceptual framework was analyzed through the measurement model and the discriminant validity assessment. The results show that cognitive presence, social presence, and teaching presence are significantly associated with autonomy, competence, relevance, and perceived learning. Moreover, cognitive presence and social presence can potentially augment cognitive processes, amplifying the mediating role of relatedness between cognitive presence and learning outcomes.

EPortfolio-based Professional Development: Insights from a Southeast Asian Online Educators’ Community of Practice

This study examines the implementation and impacts of an ePortfolio-based professional learning initiative within a Southeast Asian online community of practice (CoP), part of the SEAMEO-AUS EduLink Project. Targeting the development of educators' competencies in ePortfolio pedagogy, the project engaged 541 educators from various Southeast Asian countries in two online self-paced courses and a series of four expert-led webinars, culminating in a final project webinar. The research utilised course analytics and post-webinar surveys to analyse participant engagement, satisfaction, and perceived learning outcomes. The findings indicate substantial engagement with the courses and positive reception of the webinar series. About 75% of participants completed the asynchronous courses, while 64% found the webinar content immediately applicable to their practice. The webinars, focusing on diverse aspects of ePortfolio use, successfully complement the online courses, with 91% of participants expressing intent to attend future events. This study underscores the effectiveness of combining asynchronous and synchronous learning modalities in professional development, particularly in the context of ePortfolios. It highlights the role of ePortfolios in promoting reflective practice, collaborative learning, and authentic assessment. Additionally, the project's success in fostering a supportive CoP model illustrates the potential of online communities in professional development, especially in regions with emerging ePortfolio practices. The paper concludes by emphasising the value of ePortfolio-based initiatives in enhancing educators' skills and fostering cross-cultural educational collaborations. It offers recommendations for educators and policymakers on implementing similar initiatives, underlining the need for sustainable and contextually sensitive approaches in professional development.

Repositioning Vulnerable Youth Through Educational Esports Programmes

A growing number of young Danes experience a drop in well-being as well as there is an increase in diagnoses such as ADHD and autism. These challenges are often linked with school refusal and an increasing need for special education programmes. Since 2007, selected vulnerable youth (age 16-25) have been offered an alternative to regular youth education called Specially Planned Youth Education (Særligt Tilrettelagt Ungdomsuddannelse or STU). More than 30% of students attending STUs are diagnosed with autism or ADHD. The purpose of this paper is to explore the learning potentials of esports educational programmes with this specific target group. The study presents data from an ongoing research project entitled “Esports as learning space and gateway for vulnerable youth at STU”, which is supported by the Velux Foundation and currently in its second year while looking to finalise in 2026. More specifically, we analyse data from ten interviews conducted with vulnerable youth at three STUs, who participate in educational esports activities with commercial multiplayer games, primarily League of Legends, Counter-Strike or Valorant. The interviews concern the students’ gaming interests, their experiences with attending the esports programmes, and their perceived learning outcomes. All interview data have been coded and analysed using thematic analysis. Patterns and recurring themes in the data have been sought after based on questions of how students perceive themselves, what activities they engage in during esports education, and what the potential learning outcomes of the education are. Drawing on Dialogical Self Theory, we analyse and discuss the students’ different I-positions and identify possible transformations made possible through the STU activities, which aim to support students in obtaining an autonomous and meaningful adult life. Our preliminary findings show that students generally have more positive experiences at the STU’s than at their previous education. This includes adopting different I-positions that are more committed to a community than what they experience in their leisure gaming.

Single Best Answer Questions as a Teaching Tool in Medical Education: An International Mixed-Method Comparative Evaluation.

Introduction Single Best Answer questions are an established assessment format in medical education, however, their use as a teaching tool is underexplored in the literature. We aimed to assess the effectiveness and impact of implementing Single Best Answer (SBA) questions into lecture teaching, compared to standard lectures. Methods This evaluation utilised a mixed-method retrospective approach, combining quantitative and qualitative analysis of routine teaching feedback. Over a 2-year period, 10 standard teaching sessions were initially conducted, followed by the development of 43 SBA teaching sessions aimed at improving teaching delivery. Students completed anonymised questionnaires voluntarily after each teaching session (n=3,814 in teaching with SBAs; n=868 in teaching without SBAs). Quantitative data was compared using Welch's t-test. Statistical analysis was completed using the SPSS version 26.0 software (IBM Corp., Armonk, USA), withp < 0.05 considered statistically significant. Results The mean perceived confidence increase in topics before and after teaching was significantly higher with the SBA lecture compared to the standard lecture teaching group (1.32 ± 0.14, 1.07 ± 0.12 respectively; p < 0.001). Engagement levels were significantly higher in the SBA lecture compared to the standard lecture group (4.55 ± 0.12, 4.21 ± 0.15 respectively; p < 0.001). Qualitative data supported these results. Conclusion Single Best Answer question use significantly improved student perceived learning outcomes and engagement, indicating its higher efficacy as a teaching tool in our educational programme. This evaluation highlights the potential use of SBA questions to enhance learning in medical education, further studies and testing methods are required to support its wider generalisability.

Exploring Engagement and Perceived Learning Outcomes in an Immersive Flipped Learning Context

The flipped classroom model has been widely acknowledged as a practical pedagogical approach to enhancing student engagement and learning. However, it faces challenges such as improving student interaction with learning content and peers, particularly in Japanese universities where digital technologies are not always fully utilized. To address these challenges and identify potential solutions, a case study was conducted in which an online flipped course on academic skills was developed and implemented in an immersive virtual environment. The primary objective during this initial phase was not to establish a causal relationship between the use of immersive flipped learning and students' engagement and perceived learning outcomes. Instead, this initiative aimed to explore the benefits and challenges of the immersive flipped learning approach in relation to students' online engagement and their perceived learning outcomes. Following a mixed-methods research approach, quantitative and qualitative data were collected through a survey (N=50) and students' reflective reports (N=80). The study revealed high levels of student engagement and perceived learning outcomes, although it also identified areas needing improvement, particularly in supporting student interactions in the target language. Despite the exploratory nature of this study, the findings suggest that a well-designed flipped learning approach, set in an engaging immersive environment, can significantly enhance student engagement, thereby supporting the learning process. When creating an immersive flipped learning course, educators should incorporate best practices from the literature on both flipped learning and immersive learning design to ensure optimal learning outcomes. The findings of this study can serve as a valuable resource for educators seeking to design engaging and effective remote learning experiences. Further research is needed to explore the scalability and sustainability of the immersive flipped learning approach and its impact on different student populations and in other delivery formats. Received Date: May 4, 2024Revised Date: August 17, 2024Accepted Date: September 7, 2024

Effectiveness of using feature films in organizational behavior education: an empirical investigation

PurposeWe investigated the effectiveness of using feature films in teaching organizational behavior courses at the undergraduate level at a mid-Western university in the USA.Design/methodology/approachOur model included the impact of film analysis on self-perceived learning outcomes and cognitive and affective changes among students. Structural equation modeling using partial least squares and contemporary mediation analysis techniques were employed.FindingsFeatured film analysis positively impacted perceived learning outcomes and the cognitive and affective components of learning among students. We also found an indirect effect on cognitive and affective change, indicating that learners’ improved perceived learning outcomes deepened their learning and resulted in greater appreciation of organizational behavior theories.Practical implicationsFilms are effective pedagogical tools for teaching complex business theories and principles. We recommend that faculty members pay careful attention to selecting films for study and should design film analysis projects aligned with meaningful course learning outcomes. Appropriate films and carefully designed learning outcomes trigger cognitive changes and have a lasting influence on students beyond the semester.Originality/valueOur study is one of the few empirical studies demonstrating the effectiveness of feature films as a pedagogical tool for organizational behavior courses.

Improving students' perceived learning outcomes through experiential learning: a course design of the blended e-learning environment

Improving students' perceived learning outcomes through experiential learning: a course design of the blended e-learning environment

VSEMERA: pilot project assessing health profession students’ experiences in an international virtual research program

BackgroundThe “Virtual Semester for Medical Research Aachen” (vSEMERA) is an international, interdisciplinary, virtual education program developed for health profession students. The first edition (2021) was hosted by the Medical Faculty of RWTH Aachen University (Germany) in cooperation with Centro Universitário Christus (Brazil) and Universidad Peruana Cayetano Heredia (Peru). The primary aim of the 12-weeks program was to provide students with skills in health science research and prepare them for scientific career paths.MethodsvSEMERA was built on a virtual learning platform, the “vSEMERA-Campus”, designed to foster students’ learning process and social interactions. Maximum flexibility was offered through synchronous and asynchronous teaching, enabling participants to join via any device from any part of the Globe alongside their regular studies. For the program’s first edition (September - November 2021), health profession students from Germany, Brazil, Peru, Spain, and Italy filled all 30 available spots. Satisfaction, quality of the program and courses offered, as well as perceived learning outcomes, were examined using questionnaires throughout and at the end of the program.ResultsThe program received a rating of 4.38 out of 5 stars. While it met most expectations (4.29 out of 5), participants were unable to attend as many courses as intended (2.81 out of 5), mainly due to scheduling conflicts with the home university schedule (46%), internships (23%), and general timing issues (31%). Participants acknowledged considerable improvements in their scientific skills, English language skills, confidence in scientific project management, research career progression, and enthusiasm for a scientific career.ConclusionsvSEMERA represents a promising example of an online international learning and exchange program using pedagogical and technological elements of virtual collaboration and teaching. In addition to advancing future vSEMERA editions, our results may offer insights for similar projects that address the targeted integration of scientific research education into an international, digital learning environment.

The Impact of Online Instrumental Education on the Perceived Learning Outcomes of Music Students at the University of Jordan during the Covid-19 Pandemic: A Behavioral Approach

악기 교육은 특정한 교수 방법과 전략을 요구하며, 학생들의 학업 발전을 집합적으로 형성하는 다양한 복잡한 사회적, 행동적, 인지적 및 정서적 요소를 한다. 코로나 바이러스 팬더믹은 오프라인 교육에서 온라인 교육으로의 전환 을 촉진하였다. 본 연구는 온라인 교육이 학생들의 학습 환경, 대인 관계, 자기 성찰에 미치는 영향을 조사하여 이러한 변화가 행동적 관점에서 학생들의 학습 성과에 미친 영향을 알아보고자 한다. 설문조사는 코로나 기간동안 요르단 대학교에서 악기 수업을 들은 음악 학생들을 대상으로 실시하였다. 여러 학자가 특정 분야에서 연구 가설을 테스트하 는 데 통계 적으로 충분한 최소 참가자 수가 30명이라는 증거를 제시하고, 요르단 대학교에서 음악 프로그램에 등록하 는 학생들이 적기 때문에 본 연구는 32명의 소규모 표본을 사용하였다. 연구결과, 참가자들은 원격으로 악기를 연습하 는 동기가 적고, 능력과 자기 규제에 대한 감각이 낮으며, 팬데믹 동안 달성한 학습 성과에 불만을 느낀 것으로 보인다.

Modernizing the photogrammetry curriculum by integrating the entrepreneurial mindset, bio-inspired design and STEAM approach

PurposePhotogrammetry enables scientists and engineers to make accurate and precise measurements from optical images and other patterns of reflected electromagnetic energy. Photogrammetry is taught in surveying, geomatics and similar academic programs. For a long time, it has been observed that there is a lack of diversity and underrepresentation of different groups in the surveying and geomatics workforces for various reasons. Diversity fosters more innovative environments, helps employees be more engaged and boosts productivity rates. Although efforts are being made to solve this problem, most attempts did not significantly improve the diversity issues in this field. To address this problem, we designed a new curriculum for a photogrammetry course, which integrates entrepreneurial mindset (EM), bio-inspired design and Science, Technology, Engineering, Arts and Mathematics (STEAM) into the photogrammetry course for this study.Design/methodology/approachIn this study, the participatory action research method, Photovoice, was used to gather data. Students were asked to respond to photovoice and metacognitive reflection prompts to understand student perceptions about the importance of Unmanned Aerial Vehicles (UAVs) in photogrammetric mapping. Students were required to respond to each prompt with three pictures and a narrative. These reflections were analyzed using thematic analysis.FindingsThe analysis of the photovoice and metacognitive reflections resulted in six themes: promoting digital literacy, promoting job readiness and awareness, improving perceived learning outcomes, increasing interest in pursuing careers in surveying/geomatics, encouraging learner engagement and increasing awareness of the role of art in map making.Originality/valueThis is the first study conducted at our Hispanic Serving Institution, which specifically designed a curriculum integrating EM, bio-inspired design and STEAM concepts to address diversity issues in surveying and geomatics engineering disciplines.

Microsoft teams as an online education system in higher education: The case for Jordan

This study seeks to determine the effectiveness of Microsoft Teams as an online education system in higher education. The researchers developed and tested a path model with factors related to the effectiveness of Microsoft Teams according to the views of students. Using random sample procedures, data from 3,572 undergraduate students was acquired. According to the findings, undergraduate students thought that Microsoft Teams was a useful online teaching tool and had positive opinions of online learning. The outcomes also validate the postulated path model, according to which the two antecedent factors—technical support and Microsoft Teams’ class features—which had positive impacts on the usefulness of the instructional method. Additionally, a positive correlation was found between online interaction and the usefulness of the instructional method. Ultimately, the main factor that greatly affects exam satisfaction and perceived learning outcomes is online interaction. However, students' opinions of the university's technical assistance were less positive, and their level of exam satisfaction was below expectations. The study provides a number of practical and theoretical implications for the field of study. For example, it is expected that this research will provide valuable information for decision makers in the Jordanian government (e.g., Ministry of Higher Education) to take clear and precise steps to help higher education minimize the threats and challenges to students’ learning. Global researchers and practitioners can use this research model to cope with unexpected situations and crises, such as the COVID-19 pandemic, that may arise in the future.

Challenges in remote education: analysis of social interaction, motivation and engagement

This article analyses selected challenges of remote education, focusing on the impact of the COVID-19 pandemic. It is divided into a theoretical part, synthetically explaining the key challenges related to remote education: social interactions, students' motivation and engagement, and an empirical part, presenting the results of a survey conducted on 1828 students at the Cracow University of Economics. The empirical research enabled analysis of the impact of selected distance education factors on the level of perceived learning outcomes by students, with a particular focus on social interactions (both between teachers and students, and among students), student motivation, and engagement in remote learning environments. The data was collected through a survey distributed in 2020 and 2022, using the Computer Assisted Web Interviewing (CAWI) technique via Google Forms. The results indicate moderate improvements in social interaction and motivation over time, with a slight decrease in the perceived effectiveness of remote learning. The literature review and empirical study reveal changes in the quality, motivation, and engagement of interaction, emphasising the need to adjust teaching strategies in the areas considered to increase the effectiveness of remote education. This study enriches the current literature by addressing gaps and providing suggestions for directions of future research, additionally providing practical recommendations for teachers and educational institutions to improve the efficacy of remote learning.

Perceptions of medical students on narrow learning objectives and structured debriefing in medical escape rooms: a qualitative study

BackgroundEscape rooms are increasingly used in medical education as a complementary learning technique or even alternative to traditional educational approaches. Few studies focus on debriefing following medical escape rooms and how escape rooms can be used to achieve pre-defined learning objectives. Evaluating the use of narrow learning objectives may increase the depth of reflections and transform an engaging team event into an effective learning opportunity. This study aimed to explore participants’ experiences and perceived learning outcomes of narrow learning objectives in a medical escape room with debriefing.MethodsIn this explorative, qualitative study, participants saw a video lecture, participated in an escape room experience, and in a following debriefing. Throughout this learning session, the learning objectives concerned “exchange of information” and are therefore relatively narrow. Participants then participated in a semi-structured focus group interview and completed a demographic questionnaire. Participants were volunteer final-year medical students. Focus group interview recordings were transcribed and analysed using systematic text condensation.ResultsThirty-two students in eight groups completed the study. Five themes were described in the analysis of the focus group interviews: Experience with the narrow learning objectives, topics discussed in the debriefing, learning mechanisms, learning outcomes concerning exchange of information and influences of the learning approach.ConclusionsNarrow learning objectives and structured debriefing seem to increase perceived learning depth of medical escape room sessions. Using semi-structured debriefing still allows for discussions of other elements relevant to the students.Clinical trialsClinical.trials ID NCT04783259.

A Dual Enrollment Police Academy with Master of Science in Criminology and Criminal Justice: The Student Officers’ Experiences

Despite the recommendations of the President’s Task Force on 21st Century Policing (2015), the U.S. lacks collaborative innovations in police training between law enforcement and higher education. In this article, we describe the experiences of students in the pilot cohort of a unique program, which combines a Master of Science in Criminology and Criminal Justice degree with a full-time police academy. We employed focus groups at the beginning and end of the program to understand the students’ perceptions. The focus groups revealed that the program overall was received positively by the students, and it met their expectations. Our results describe the program’s strengths and challenges as well as the students’ perceived learning outcomes. The findings illustrate that a dual enrollment academy program is feasible for students to complete, but also provide insight into the academy environment including the unique challenges for female students and the process of socialization into police culture.

Incorporating vertical collaboration to address sustainable development goals: the Monarch Route Project

Higher Education Institutions in their societal transformative role need to effectively integrate the UN‘s Sustainable Development Goals (SDGs) and the 2030 Agenda into their curricula. Our goal is to inspire and trigger the discussion in the academic community on learning environments for education for sustainable development. We report The Monarch Route (MRP), a project conducted at Tecnologico de Monterrey and awarded with the 2018 Premios Latinoamerica Verde. Engaging all the students enrolled in the different semesters of the Sustainable Development Engineering (SDE) program, it adopted a research-based learning methodology, which is highly flexible at setting the final deliverables and due dates. It also implemented horizontal (intraclass), vertical (interclass), and interdisciplinary (multiple courses) student collaboration. In partnership with a non-governmental organization, the MRP aimed to reverse the extinction threat to the monarch butterfly while benefiting rural communities along the butterfly’s migratory route. With an exploratory action research approach, we analyzed the data gathered 2 months after the end of the courses: A survey on the perceived learning outcomes (87% confidence level) and a letter for future classes sharing their experience on the MRP, both optional. The analysis included a mixed methodology, i.e., quantitative and qualitative, including text mining, which evidenced that the participants strengthened both, transverse competences (collaboration, citizenship, communication, and critical thinking) and disciplinary competences (subject matter). The MRP is innovative for its dynamic structure that resembles the interconnectedness of real professional practice, scientific research, and environmental conservation efforts. In addition to the disciplinary application and societal relevance, the instructional design of MRP reflects that contributing to 2030 Agenda requires a multi-faceted approach, involving educational institutions, community partnerships, and interdisciplinary collaboration. Traditional education no longer fulfills our needs to face environmental challenges; academics, institutions, and governments are encouraged to implement policies and strategies to educate for a sustainable and better future for humanity and the planet.

What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs

The aim of this study is to gain insight into the interplay between attitudes, motivation, learning engagement, and perceived learning outcomes in massive open online courses (MOOCs). An online survey was administered to 232 MOOC learners. This study provided comprehensive explanations for individual differences in learning engagement and perceived learning outcomes in MOOCs with a modified model of the expectancy-value theory of achievement motivation. The structural equation modeling revealed that attitudes served as a precursor of participation in MOOCs that significantly influenced self-efficacy, intrinsic value, and task effort cost; self-efficacy and intrinsic value were positively associated with both learning engagement and perceived learning outcomes, while attitudes toward MOOC learning was positively related to perceived learning outcomes only. Furthermore, the mediation analyses highlighted that intrinsic value was a powerful mediator, which positively influenced the effects of attitudes and self-efficacy on learning engagement and perceived learning outcomes. The moderation analyses discovered that task effort cost moderated the effects of attitudes on learning engagement and perceived learning outcomes. Curriculum designers and instructors could benefit from this study to understand what rationales drive individuals to be engaged in MOOC learning and to reach greater perceived learning outcomes in MOOCs.

Would You Rather . . . a Simulation or a Client-Based Project? A Case Study of Experiential Learning Methods in Digital Marketing Analytics Courses

The rapid evolution of digital marketing, characterized by the surge in digital channels and data, has amplified the demand for graduates specialized in digital marketing analytics (DMA). Yet, marketing educators contend with insufficient theoretical guidance and practical pedagogical methods in the course design that aligns with industry expectations in teaching analytics within the novel context of digital marketing. Addressing this void, this paper presents a case study operationalizing a practice-informed model through two experiential learning methods—simulations and client-based projects–in teaching these courses. These methods, grounded in three practice-informed dimensions (i.e., knowledge, hard skills, and soft skills), are incorporated to structure two separate sections of a DMA course over distinct semesters. Preliminary findings from student data regarding actual and perceived learning outcomes suggest a slight edge for the simulation approach over the client-based project approach. However, our faculty reflection delves deeper into the benefits and challenges of both approaches. This case study aims to offer insights and recommendations for marketing educators considering incorporating a practice-informed approach integrated with experiential learning methods to teach their DMA courses.