Positive Learning Effects Research Articles

Barriers and facilitators for students with disabilities: Results of semi-structured interviews in Swiss universities

Purpose: This paper investigates the following two research questions: What are the barriers and facilitators for students with disabilities while studying at Swiss universities? When do these barriers and facilitators occur for students with disabilities? Research on barriers and facilitators encountered by students with disabilities at higher education institutions in Switzerland is still scarce. Identifying when and how to include persons with disabilities could enable Swiss universities to uphold their commitment to the inclusion of people with impairments. Methods: 31 qualitative semi-structured interviews were conducted with students with diverse impairments who were enrolled in French- and German-speaking Swiss universities. Interviews were analyzed thematically in a deductive and inductive manner. Results: The study demonstrates that students with disabilities experience many barriers before and throughout the term, as well as during examinations. Awareness of disability and accessibility among staff and peers was revealed to be a key issue, both as a major barrier where awareness was lacking and as an important facilitator where awareness was high. Awareness levels were also shown to be connected to other aspects of accessibility. Factors such as access to accommodations for exams, advanced access to study materials, and digital accessibility, arose as important issues for students with disabilities. Key Message: This study underscores the crucial role of awareness, both as a barrier when lacking and as a facilitator when present. Exam accommodations also emerged as a critical issue, again both as a barrier where experiences were unsatisfactory and as a facilitator where accommodations were received. The interviews emphasize the importance of providing study materials in advance, as well as the impact of course formats on inclusion, particularly the positive effect of online learning. The presence of barriers and facilitators before the start of lectures suggests that support should be offered even before the start of the semester.

The Impact of Flipped Learning on Students` Critical Thinking; A Systematic Literature Review

Flipped learning is a revolutionary teaching method that disrupts traditional learning environments by providing instruction outside of the classroom. This strategy enables students to engage with the subject at their convenience and encourages active learning in the classroom. The current study is a comprehensive literature analysis that looks into the impact of flipped learning on student critical thinking skills. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) criteria were utilized to ensure that the article selection was valid and reliable. The articles were selected from some credible databases, such as Eric, Scopus, and ProQuest. After the selection procedure, the systematic review yielded 23 relevant articles to be further reported. Our analysis highlights that flipped learning practices are most commonly observed in natural science disciplines, including physics, mathematics, and chemistry. The majority of the studies employed quantitative methodologies, primarily utilizing quasi-experimental designs, and predominantly focused on university-level students in Asian countries. Notably, the findings indicate a substantial positive effect of online-based flipped learning on the enhancement of students' critical thinking skills, suggesting that this pedagogical approach can significantly benefit student learning outcomes.

Digital Employee Training With Digital Adoption Platforms Boost Learning and Knowledge Management of Corporate IT Systems

Due to increasing digitalization, employees need to use an increasing number of corporate IT systems. Digital Adoption Platforms (DAPs) recently address the resulting need for increased learning and skills to master such systems. Although of great practical importance, software adoption and learning literature has not yet studied the phenomenon of DAPs. Thus, after studying currently used DAPs (n=22 DAPs) we created our own DAP with interactive functionality based on this research. Subsequently we conducted an online experiment (n=152 employees) to assess if DAPs have positive training and learning effect on employees. More specifically, we compared the training and learning effects of using the DAP vs. using a classic user manual. The results of our ANOVA analyses show that employees using a DAP for learning will perceive a new corporate IT system as more useful than employees using a classic user manual for training. The use of DAPs significantly increases an employee's intention to use the new corporate IT system showing significant positive learning and training effects.

Opportunities and challenges of using generative AI to personalize educational assessment.

In line with the positive effects of personalized learning, personalized assessments are expected to maximize learner motivation and engagement, allowing learners to show what they truly know and can do. Considering the advances in Generative Artificial Intelligence (GenAI), in this perspective article, we elaborate on the opportunities of integrating GenAI into personalized educational assessments to maximize learner engagement, performance, and access. We also draw attention to the challenges of integrating GenAI into personalized educational assessments regarding its potential risks to the assessment's core values of validity, reliability, and fairness. Finally, we discuss possible solutions and future directions.

Leap, learn, earn: exploring academic risk taking and learning success across gender and socioeconomic groups

Abstract Background The positive learning effects of academic risk taking (ART) in higher education has been discussed since the 1980s. However, this may not apply equally for all social groups. Men and women may differ in the way they use ART to construct their gender identity. Students with different socioeconomic status (SES) may differ in their ability to navigate academic risks due to differences in available cultural capital. Aims This study examines gender and SES disparities in ART and their impact on learning success. It explores if ART mediates and is moderated by gender and SES effects. Additionally, it assesses if ART directly predicts learning success. Sample A sample of N = 381 German university students was used. Methods Data was analyzed following a structural equation modeling approach. Results Men show more ART on the seminar group dimension, whereas women show more ART on the peer dimension. Being male indirectly predicts higher learning success via the seminar group dimension of ART. Furthermore, SES and gender moderate the effect between ART and learning success. Both ART dimensions directly predict students’ learning success. Conclusions Our research contributes to understanding the mechanisms of social disparities within higher education and offers implications for the development of inclusive teaching strategies and research on aspects of intersectionality.

Meta-Analysis of Collaborative Learning Approaches in Educational Management and Their Impact on Student Performance

This meta-analysis investigates the effects of collaborative learning approaches within the framework of educational management and their impact on student performance. Collaborative learning, as a student-centered instructional method, has been widely adopted across various educational levels and settings. However, its effectiveness in enhancing academic achievement remains a topic of debate. This study synthesizes findings from 12 empirical studies conducted between 2022-2024, covering primary, secondary, and higher education contexts globally. Using a random-effects model, the meta-analysis quantifies the overall effect size of collaborative learning approaches on student performance, while accounting for variations in geographical region, subject matter, and educational level. The results reveal a high to strong positive effect of collaborative learning on student academic performance (mean effect size = 0.819). Additionally, subgroup analyses show that the impact is more pronounced in subjects requiring higher-order thinking skills, such as science and mathematics, and in educational settings where collaborative learning is systematically supported by institutional management. The analysis also highlights key factors that influence the success of collaborative learning, including group dynamics, teacher facilitation, and the integration of technology.

Time spent on active learning activities does not necessarily correlate with student exam performance: a controlled case study.

Active learning, including student thinking and discussion in class, has been shown to increase student learning gains. However, it is less clear how instructor-level variation in the implementation and timing of active learning activities affects student gains. Our study aims to investigate the extent to which the time spent on individual episodes of active learning activities influences student performance. We hypothesized that instructors who let students spend more time on peer discussion and individual thinking on practice problems associated with particular learning objectives would have better student exam scores on exam questions addressing those objectives. To test this hypothesis, we obtained a large data set of classroom recordings and student exam scores from an introductory biology course at a large 4-year university, where three instructors shared identical teaching materials and exams for different course offerings. Contrary to our hypothesis, although the three instructors spent significantly different amounts of time on episodes of thinking and peer discussion, there was no correlation between the total time spent on active learning activities and student performance on exam questions. Linear mixed-effects modeling of the effect of the length of episodes of student thinking and discussion on exam score found that in the context of shared instructional materials, the amount of course time spent on active learning activities did not reliably predict student performance on associated exam questions. This result held true even when only considering learning objectives with high variations in performance between offerings, difficult exam questions, or exam questions requiring higher-order thinking skills. Although our study was only conducted in one course, our results imply that time spent per individual episode of student thinking or peer discussion may not be the primary factor explaining the positive effects of active learning and that it may be worthwhile to explore other factors.

Comparing feed-in tariff and renewable portfolio standard in South Korea: Cost reduction impact on non-photovoltaic renewable electricity

Renewable energy (RE) electricity plays a crucial role in addressing climate change but has limitations, such as intermittent production, high costs, and site constraints. South Korea transitioned its RE support system from a feed-in tariff (FIT) to a renewable portfolio standard (RPS) in 2012. This study evaluates the impact of the FIT-to-RPS transition on cost reduction for non-photovoltaic RE technologies (RETs), i.e., onshore wind power, bioenergy power, small hydropower, and fuel cell power, using a learning curve model. The results indicate that the FIT-to-RPS transition did not have a significant positive impact on cost reduction for onshore wind power, bioenergy power, or small hydropower, as the results show negative learning rates (LRs) during both FIT and RPS periods. The analysis suggests that the positive learning effect was hindered by the gradual depletion of sites favourable to RE power plants as more RE power plants were installed. However, fuel cell power, which is not affected by land availability, increased the LR from 1.4 % to 3.5 %.This study has policy implications, such as improving excessive regulations and procedures that hinder the installation of RE power plants on sites with good condition.

Effects of experiential learning on intention to become a CPA

ABSTRACT The declining number of individuals taking and passing the Certified Public Accountant (CPA) exam worldwide, necessitates investigating the intention to become a CPA. Becoming a CPA is a career choice that student make as an undergraduate accounting major but not all students who make this choice pursue the certification. Prior research investigates experiential learning’s effects on career awareness and choice, yet no research to date has explored its role in student choices to become a CPA. Using a survey of 188 graduate and undergraduate students at two public universities, this research incorporates experiential learning in the Social Cognitive Career Theory (SCCT) model. Results show that as accounting students engage in more experiential learning activities, they build self-efficacy to become CPAs. This effect is greater for those with a lower grade point average (GPA). In addition, increased self-efficacy increases positive outcome expectations of becoming a CPA and decreases negative outcome expectations. Theoretical implications include expanding SCCT in an accounting context and finding positive effects of experiential learning on the intention to become a CPA and moderating effects of GPA. Practically, the results highlight institutional support for students engaging in multiple types of experiential learning including student organizations, internships, and community-based projects.

Learning together: A mixed methods analysis of team-based learning in mathematics

To provide meaningful, high-quality learning experiences for students with diverse academic backgrounds, a critical consideration for mathematics educators is student engagement. The approach of team-based learning has allowed for an increase in student-centered class time and demonstrated positive results in tertiary education across multiple disciplines. However, this approach has been primarily used at the tertiary level and has not yet been empirically examined in middle school mathematics. Our mixed methods study of team-based learning in an eighth-grade mathematics class examined the influence of students’ team type (i.e., mixed sex, same-sex) and perceptions of team members’ contributions on students’ engagement in their mathematics class. Results of the study provide evidence for the positive effect of team-based learning on engagement as well as support for the critical role of peer interactions. Our findings provide implications for implementing team-based learning in secondary mathematics education for educators and researchers.

Enhancing Learning Outcomes through Adaptive Learning Systems in Education Technology

This study investigates the impact of adaptive learning systems in educational technology on enhancing learning outcomes. The primary objective is to qualitatively analyze the literature to understand how adaptive learning systems personalize education and improve student performance. The research employs a qualitative literature review methodology, synthesizing findings from academic articles, industry reports, case studies, and empirical studies to provide a comprehensive overview of the current state of knowledge in this area. The literature review methodology involves systematically collecting and analyzing scholarly sources that explore various aspects of adaptive learning systems in educational technology. The study categorizes the literature into key themes, such as the design and implementation of adaptive learning systems, the role of data analytics in personalizing education, and the impact of these systems on student engagement and achievement. Thematic analysis is used to identify patterns and trends in how these technologies influence learning outcomes. The findings indicate that adaptive learning systems, through the use of data analytics and machine learning algorithms, can tailor educational content to meet individual student needs, thereby enhancing engagement and motivation. These systems provide real-time feedback and personalized learning pathways, allowing students to progress at their own pace and focus on areas where they need improvement. The literature also highlights the positive effects of adaptive learning on student achievement, with studies showing significant gains in knowledge retention and academic performance.

Фактори ефективності кооперативного навчання: теоретичні підходи і емпіричні дослідження

The article deals with the problem of factors and psychological mechanisms of influence of cooperative learning on students' achievement. On the basis of comparative analysis, four approaches to understanding the factors of effectiveness of cooperative learning are distinguished: motivational, socio-psychological, cognitive-genetic, and cognitive-functional. The motivational approach (D. Johnson, R. Johnson, R. Slavin) brings to the fore the motivation of performing joint educational tasks, determining the structure of rewards or group educational tasks that stimulate and direct the activity of students. The socio-psychological approach (E. Aronson, V. Battisch, D. Solomon, K. Delucci, E. Cohen, S. Sharan, Y. Sharan) emphasizes the cohesion of students, their interpersonal relationships, which depend on the success of educational activities: students actively participate in group tasks and help each other if they identify with the group and strive for joint success. Proponents of this approach attach great importance to ways of forming student groups (teams), establishing constructive interpersonal relationships during joint learning, as well as reflecting on the process and results of joint cognitive activity. Proponents of cognitive approaches believe that interaction between students in itself increases their success due to intensive cognitive processing of information, rather than motivation or social cohesion of students. Two slightly different cognitive approaches are distinguished, which developed in parallel ways: cognitive-genetic and cognitive-functional. The cognitive-genetic approach, which was formed in line with the theories of mental development of L. Vygotsky and J. Piaget, is based on the assumption that communicative interaction in the process of performing cognitive tasks contributes to the mental development of students and increases the quality of assimilation of educational material (M. Burns, B. Wadsworth, W. Damon, F. Murray). The cognitive-functional approach arose in the vein of cognitive psychology and claims that the positive effect of cooperative learning on the success of students is ensured by cognitive restructuring (processing) of educational information, which contributes to its preservation in memory and integration into the previously learned system of knowledge (S. Allen, N. Webb, M. Wittrock, D. Dansereau, L. Devin-Sheehan, A. O'Donnell, A. Palincsar, M. Presley, R. Feldman). Summarizing the results of research in the field of cooperative learning makes it possible to create a coherent theoretical model that integrates various approaches and comprehensively considers the main factors of the effectiveness of cooperative learning: motivation, group cohesion, processes of interpersonal interaction that stimulate cognitive development and processing of educational material. In such a model, each of the four approaches considered plays a role and makes an important contribution to understanding the interrelated processes of cooperative learning.

Exploring the impact of preservice teacher internship programs on students’ perception of the teaching profession

This study aims to analyze how the preservice teacher internship program influences students’ perception of the teaching profession by examining the variables of reaction, learning experiences, behavior, and the mediating role of results. By examining these variables, the study synthesizes findings from multiple studies and incorporates them. Using a survey conducted among students at a university in Medan, Indonesia, the study collected data electronically through the distribution of a questionnaire via Google Forms. The sample consisted of 252 students, and partial least square structural equation modeling (PLS-SEM) was employed to analyze the data. The outer models (measurement) and inner model (structural relations among latent variables) were validated and evaluated. The results indicate significant positive direct effects of reaction, learning, and behavior on results. Moreover, the results from the preservice teacher internship program have a significant positive effect on students’ perceptions. The study also reveals that results act as a partial mediator in the relationships between behavior and perception, learning and perception, and reaction and perception.

Exploratory talk in times of globalisation and digitalisation: a narrative review

Over the last decades researchers and educators have promoted the use of language in collaborative activities in the classroom. Accordingly, there is considerable support for the sociocultural idea that knowledge is the result of a co-constructed activity of students, and that exploratory talk can support them to develop higher-order thinking, high-level understanding, the voicing of personal opinions and ideas, and argumentation skills. Positive learning effects of exploratory talk have inspired researchers all over the world to replicate, refine or elaborate on these early studies, using both quantitative and qualitative methods and often finding similar positive linguistic, cognitive, social, psychological, and pedagogical effects. In this study we present a narrative review into the definition, measurement, and effects of exploratory talk. The review is both a part and an extension of a PhD study on the use of exploratory talk in primary schools in Flanders, the Dutch speaking part of Belgium. Based on this review we will highlight the relevancy of exploratory talk and associated challenges for L1 education in a globalising, diversifying and digitalising context. We will argue that exploratory talk can meet these challenges, but its potential can only be realized fully by a shift towards dialogic teaching as opposed to the IRF/IRE-pattern which still seems to dominate classroom practice.

How game-based learning supports the creativity of university students? The context of China

ABSTRACT Nowadays, gamification has gained widespread acceptance in education. However, limited studies have focused on whether and how game-based learning impacts university students’ creativity. This study aims to explore the relationship between university students’ engagement in game-based learning and their creativity. By drawing upon flow theory principles, we conducted interviews with nine actively participating university students in game-based learning. The findings highlight that game-based learning stimulates the generation of novel ideas and fosters the adoption of innovative behaviours among students. Subsequently, an empirical study involving 142 undergraduate students was conducted, utilising game-based learning as an intervention. The results demonstrate a significant positive effect of game-based learning on university students’ creativity. Furthermore, the effect varied among individuals with different personality traits: game-based learning exhibited stronger effects for individuals characterised by high conscientiousness, low openness, or a combination of low neuroticism and high openness.

Ageless Wisdom: A Cross-Cultural Study on Enhancing Life Satisfaction through Skills Promotion among Older Adults

This article explores the pervasive issue of ageism and its detrimental effects on the elderly population. Ageism or the prejudice and discrimination against older adults based on their age, can have significant impact on their well-being and life satisfaction. However, the article also delves into the potential positive effects of continuous learning on reducing ageism and enhancing the life satisfaction of the elderly. As a proactive approach, lifelong learning presents an opportunity for the elderly to challenge stereotypes, remain engaged in society, and foster personal growth. This study highlights how training and educational programs can empower older adults, instilling a sense of purpose and accomplishment, leading to a more fulfilled and satisfying life in their later years. The main purpose was to investigate how continuous learning affects the lives and life satisfaction perception of elderly people over the age of 65 from Greece, Hungary, Italy, Poland and Turkey after one week and 25 hours of technology, art and psychotherapy trainings that are believed to support them in every aspect of life.

Supervised representation learning based on various levels of pediatric radiographic views for transfer learning

Transfer learning plays a pivotal role in addressing the paucity of data, expediting training processes, and enhancing model performance. Nonetheless, the prevailing practice of transfer learning predominantly relies on pre-trained models designed for the natural image domain, which may not be well-suited for the medical image domain in grayscale. Recognizing the significance of leveraging transfer learning in medical research, we undertook the construction of class-balanced pediatric radiograph datasets collectively referred to as PedXnets, grounded in radiographic views using the pediatric radiographs collected over 24 years at Asan Medical Center. For PedXnets pre-training, approximately 70,000 X-ray images were utilized. Three different pre-training weights of PedXnet were constructed using Inception V3 for various radiation perspective classifications: Model-PedXnet-7C, Model-PedXnet-30C, and Model-PedXnet-68C. We validated the transferability and positive effects of transfer learning of PedXnets through pediatric downstream tasks including fracture classification and bone age assessment (BAA). The evaluation of transfer learning effects through classification and regression metrics showed superior performance of Model-PedXnets in quantitative assessments. Additionally, visual analyses confirmed that the Model-PedXnets were more focused on meaningful regions of interest.

Parental Experiences of Distance Learning in Families with and without an Adolescent with ADHD/ASD: A Large Qualitative Survey Study.

One of the greatest COVID-19-related challenges for children and their families was managing distance learning due to school closures. We also know from previous research that families with a child with a neurodevelopmental disorder such as ADHD or ASD were struggling more than others but also experienced some positive effects. However, few qualitative studies have been conducted. The present study therefore aimed to investigate parental experiences of the negative and positive effects of distance learning during the COVID-19 pandemic in a large sample of families with an adolescent with ADHD and/or ASD and a matched comparison group (n = 682). Data were collected through open-ended questions as part of a larger survey study. Five main themes with different sub-themes were identified for both negative and positive effects: (1) Teaching, (2) Social, (3) Support, (4) Child factors, and (5) Home environment. In addition, the main theme "Technical problems" was identified for negative effects. Families with a child with ADHD/ASD reported negative effects related to "Child factors" and "Support" more frequently than the controls, as well as negative effects related to some aspects of "Teaching" and "Technical problems". Regarding positive effects, significant group differences were primarily found for the theme "Child factors". These findings are discussed both in terms of how to best prepare for possible future pandemics, but also of how to best provide educational support for children with ADHD and/or ASD when schools are open.

ENHANCING FLIPPED LEARNING: A COMPREHENSIVE METHODOLOGY FOR INTERGRATING ASYNCHRONOUS AND SYNCHRONOUS INTERACTION

This article delves into effective flipped learning strategies for the training of future foreign language teachers, with a focus on developing their professionally oriented communicative competence. A methodological approach integrating asynchronous and synchronous interactions is proposed, highlighting the importance of independent learning activities, which are complemented by synchronous support to enhance engagement. This approach, underpinned by scientific literature, suggests that the evolution of asynchronous learning should strengthen the flipped learning methodology. It projects asynchronous -synchronous interaction as a special type of asynchronous mode. In this mode, the independent (asynchronous) component is primary, and the collaborative (synchronous) component is secondary. This structure emphasizes students’ independent learning activities. Synchronous interactions provide additional support in cooperation. The article advocates for a balanced use of both delayed (asynchronous) and quasi-instant (synchronous) communication, the latter being quicker than traditional delayed methods but not as immediate as real-time interactions.The study maintains that integrating and incorporating synchronous aspects into asynchronous learning activities enhances the core essence of flipped learning. It outlines four specific principles for the effective application of asynchronous-synchronous techniques. They are: consistent integration, making the best use of technology tools, feedback loop, combining communication methods. Drawing on previous research and the author’s personal teaching experience at the Faculty of Philology of Educational Technologies, Kyiv National Linguistic University, Ukraine, the impact of these methods on the education of students studying at the second (master’s) level has been examined. Survey results have indicated a significant positive effect (70% to 90%) of blended learning and the flipped learning model on students’ professional growth and overall satisfaction with their education. Additionally, the article presents examples of exercises (preparatory stage of flipped learning) designed to develop English-language professionally oriented speech competence in master’s students, along with online resources for their implementation in a blended learning format.

Learning Newtonian mechanics with an intrinsically integrated educational game

AbstractBackgroundResearch on cognitive effects of educational games in general shows promising results. However, there are large variations in learning outcomes between individual educational games. Research on the design process and different design elements of educational games has led to some interesting directions, but some design aspects remain unclear.ObjectivesWe examined how an educational game designed on the basis of intrinsic integration theory, based on a strong alignment between game and learning goals, supports the learning of Newtonian mechanics.MethodsThis study applied a mixed‐methods approach (N = 223). A pre‐ and post‐test design was used to examine possible learning and transfer effects fostered by playing the educational game, Newton's Race. To examine how players played the game, log data for each player were digitally recorded during gameplay.Results and ConclusionsOur findings demonstrated a significant positive learning effect of Newton's Race (p = 0.003, d = 0.201). This can be explained through the acquired log data. Log data show that players' gameplay mostly matched expected learning during the game, with physically correct game settings occurring more and more as gameplay progressed. The ability to transfer learned knowledge to other situations was shown to be limited to situations closely resembling the game environment.ImplicationsSimilarly, designed intrinsically integrated games on different (physics) subjects could also foster learning in a relative short time. To foster transfer to other situations we propose embedding the game within other instructional activities.