Positive Learning Effects Research Articles

ДИЗАЙН-МИСЛЕННЯ ЯК ІНСТРУМЕНТ ОРГАНІЗАЦІЙНОГО НАВЧАННЯ

Design has evolved beyond the creation of individual objects. The change in business paradigm is based on a revolutionary rethinking of the role of design: from a tool of product aesthetic decoration at the final stage of development design transforms into a tool of creation of new value for the consumer. Organizations now strive to learn to think like designers and apply design principles to new product and organizational development. Design thinking research has traditionally focused on the practical aspects of using design tools and organizing the design thinking process. In the context of organizational learning, internal organizational consequences of design thinking and its impact on the development of individual and organizational competence remain understudied. The purpose of the article was to explore the role of design thinking as a tool for enhancing organizational competence. It is shown that the sequence of design thinking stages corresponds to the full cycle of knowledge management, starting from the identification and capture of new knowledge to the verification of the viability of the proposed solutions. This allows participants to receive quick feedback and immediately assess the effectiveness of the proposed solution, which has a positive learning effect. Participation in design projects becomes an important tool of organizational learning due to: better understanding of consumer needs; practical mastery of technology-specific design thinking methods that can be used in other projects; experience of interaction with consumers (stage of empathy, co-design and prototype testing); experience in generating ideas and prototyping them; formation of a designer way of thinking, characterized by a combination of intuitive, analytical and abductive thinking. Deeper, systematic learning, which results in the formation of design competencies at the organizational level, occurs when theoretical generalizations based on the empirical experience of design thinking go beyond the boundaries of the studied object. Further research could be aimed at developing a deeper understanding of the managerial and organizational implications of experiential learning in design projects.

Интеллектуально одаренные пятиклассники: нужна ли практика обогащенного обучения в начальной школе?

The article presents the results of a study of the features of cognitive development and learning motivation of intellectually gifted and normotypical fifth-graders who studied in the primary grades according to programs of various types – enriched and traditional (typical). Using the two-way MANOVA analysis of variance, we tested the assumption about the influence of primary school education on the cognitive development and learning motivation of intellectually gifted and normotypical fifth-graders (N=150). Research methods: "Standard Progressive Matrices" by Raven, computerized tests for diagnosing basic cognitive characteristics (number sense, working memory and information processing speed) Tikhomirova T.N. and Malykh S.B., the author's technique "Figurative and verbal creativity", "Scale of educational motivation" Gordeeva T.O. It was revealed that intellectually gifted fifth-graders, regardless of the educational program, are characterized by higher rates of intrinsic cognitive motivation, intelligence, sense of number and speed of information processing compared to their normotypical peers. It is shown that "giftedness" and not the "educational program", affects the sense of number and the speed of information processing, while the influence of the factors "giftedness" and "educational program" on indicators of learning motivation was not found. The type of education in elementary school is critical to the development of the creative potential of intellectually gifted children. In enriched learning, gifted children demonstrate significantly higher levels of verbal and figurative creativity than their gifted peers in traditional learning. With respect to normotypical peers, no significant positive effects of enriched learning on creativity indicators were found.

Dialogue and Communication in a Digital Education Environment

The article analyzes the transformation of modern education. The authors distinguish between the concepts of “communication”, “contacts”, and “dialogue”, which define the core of education, and argue that meaning is born in dialogue only. In online education, comprehension of the material goes by the wayside, and the meaning itself is replaced by information. A reasonable question arises: does a modern person need a dialogue that is used to build meaningful relationships between people, or communicative competences are sufficient to ensure professional communication? The pandemic that conditioned the transition to distance education has sharpened the differences between communication and dialogue, sign and semantic communication, and revealed the importance of classroom (and especially out-of-classroom) conversation between the teacher and the student for the transfer of knowledge and cultural heritage. The development of digital technologies and the emergence of a networked society have had a direct and indirect impact on the transformation of education. In the context of the pandemic, new interactive educational programs have been accelerated. The accumulated experience makes it possible to adequately assess the positive and negative effects of distance learning. A human being is a product of technologies that shape human personal qualities. The article analyzes and evaluates changes that (as a result of the introduction of digital technology) occur in the minds, and more broadly — in the both students and teachers mentality. The article provides a comparative analysis of alternative concepts of education. According to one of them, digital education turns the student into an automaton, acting according to a predetermined algorithm. According to other point of view, new technologies raise the efficiency and productivity of educational institutions. The authors propose a philosophical and anthropological approach, which implies that the continuous digitalization contains moral, social and human risks. As a result of this analysis, recommendations for their minimization are formulated.

CREATING MEANINGFUL LEARNING EXPERIENCES WITH ACTIVE, FUN, AND TECHNOLOGY ELEMENTS IN THE PROBLEM-BASED LEARNING APPROACH AND ITS IMPLICATIONS

Purpose – Previous studies have documented the positive effect of problem-based learning (PBL) on learners, especially in the medical discipline. However, such effect on learners in a specific course of Systems Analysis and Design (SAD) and how the PBL implementation in this course could contribute to meaningful learning are still under-researched. Therefore, this study aims to investigate how a PBL approach could be used in creating meaningful learning among the students of SAD and its effect on their skills. The focus is on how meaningful learning could be achieved through the integration of active learning with fun activities along with the use of technology (Active Fun Technology (AFT) elements) to nurture the students’ knowledge and enhance their soft skills. Methodology – The qualitative approach was adopted as a means to understand how PBL integrated with AFT elements could create meaningful learning experiences and its impacts on skills development. 108 self-reflections were received from the students. A thematic analysis was used to analyse data from the students’ self-reflection. Findings – Meaningful learning criteria and AFT elements were embedded during the process to create meaningful learning experiences. The finding of this study highlighted that PBL activities with the integration of AFT elements could be used to create meaningful learning. The study showed that the PBL implementation successfully created a meaningful learning experience and developed related skills during the learning process. In this regard, two major themes emerged from the thematic analysis, namely soft skills (social skills [with subthemes of friendship and sharing, accept others’ ideas], teamwork, communication, critical thinking, and problem-solving), and technical skills. Significance – The significance of the study was its suggestion of integrating AFT elements during the design and implementation of PBL activities. This is particularly important for educators who teach highly theoretical subjects and use PBL as their teaching approach and strategy to ensure engagement in stimulating students’ interests to learn the subject.

Examining Korean EFL learners’ reactions using audience response systems in vocabulary learning

Developing technology provides more learning opportunities than ever before to support a game training environment for language education. It can enhance language experience for learners in constructing knowledge to acquire language through gamified audience response systems. Considering vocabulary is a critical component of English language learning, it is vital to find effective ways of incorporating technology into learning. More importantly, understanding language learners’ reactions are a crucial factor for positive learning effects as they lead to effective teaching strategies. Thus, this study examined 244 Korean EFL university learners’ reactions towards three gamified response programs―Socrative, Kahoot, and Quizlet―in vocabulary learning. Participants joined eight game activities, consisting of five activities for individual play and three for group play. This study also introduced how an instructor can create game activities and how language learners interact through three audio response systems (ARS) with free-to-play web browser games. The results showed that most participants responded positively to using gamified ARS programs, and the participants who were of a higher English level preferred to use game learning slightly more. In addition, all participants showed different attitudes for their preferred ARS program and the game activities for both individual and group play.

Ortaokul öğrencilerinin okul dışı öğrenmeye yönelik algı düzeylerinin incelenmesi

The many positive effects of outdoor learning on students form a good idea about the necessity of maintaining this model with students. However, at this point, perhaps the most important detail to be considered is the level of perception of the students who are directly involved in the subject of outdoor learning. This study is a quantitative study conducted to determine the perception levels of secondary school students towards outdoor learning. The study was designed in accordance with the survey model. 980 participants were included in the study on a voluntary basis. The study data were collected through the “Out of School Learning Environments Perception Scale (OSLEPS)”. The items in this scale were collected using an online form. In the analysis of the data, t-test for independent samples and one-way analysis of variance for independent samples were used. In this study, which was conducted to determine the perceptions of students about outdoor learning environments, the answers given by the students participating in the study to the OSLEPS were evaluated in terms of their gender, grade level, living place and where they spend their holidays. As a result of the analyzes, both female and male students have higher perceptions of willingness to learn and integration with other courses, that outdoor learning environments have a greater effect on female students than male students and female students' perceptions of outdoor learning environments are higher than male students. When the studies in the literature and this study are evaluated together, it is seen that the results obtained overlap with each other. When evaluated in terms of other factors, no significant difference was found between the variables. Since outdoor education activities are an educational process in which the five senses are used together, there are activities in which movement, excitement and curiosity are involved, it ensures that students are constantly active in the process, increases their desire for learning and presents information from different disciplines as a whole, it can be suggested that such activities should be included more in the curriculum prepared.

THE EFFECT OF BLENDED LEARNING METHODS DURING THE COVID 19 PANDEMIC ON STUDENTS OF THE HOSPITALIZATION STUDY PROGRAM

The COVID-19 pandemic has impacted all sectors including the education sector, forcing the face-to-face learning process to switch to online learning. There are many obstacles when conducting online learning in vocational education, especially hospitality study programs, including during practical courses. In situations and conditions like this, the blended learning model is deemed appropriate and can be used as an alternative learning model that is able to combine online and face-to-face learning processes. This study intends to analyze the effect of the teaching and learning process through the blended learning model in increasing the learning independence of students in the hospitality study program at Harapan Bersama Tegal Polytechnic. This research is expected to be able to encourage students to follow the blended learning learning process properly so that there is an increase in learning independence. This research is a quantitative research with a survey design. The research will be conducted at the Harapan Bersama Tegal Polytechnic with the research subjects, namely students of the hospitality study program at the Harapan Bersama Tegal Polytechnic, totaling 69 students. Analysis of the data used to answer the research problem is to use regression analysis. This research has succeeded in proving that there is a positive and significant effect of blended learning on the learning independence of students of the Hospitality Study Program at the Harapan Bersama Polytechnic, Tegal. Keywords: learning, blended learning, independence

Smart Visualization for Online Aids Image Retrieval

Visual aids can be considered as a motivational tool in enhancing students’ attention and create positive perceptions. The use of new technologies has opened new possibilities to integrate online visual aids in the teaching process, which produce positive learning effects. In this paper, a novel technique employed to retrieve specific images based on the kind of query classification. The semantic dictionary built based on the specific classification correlate with the query intention. Singular Value Decomposition SVD training technique have been used to select the effective key templates in order to link the query with the web annotation directly. The present method can be considered as a strategic tool in the E-learning technique, which can provide variety of clustered images to help the students in creative and critical thinking skills and prevent the indoctrination method in learning the students. The qualitative results achieved high True Positive (TP) retrieved images that respect to the effectiveness of the E-learning task. Also, it provides a good 92% of learning reaction and superior learning behavior level.

Real-time Online College Writing Teaching Methods to Promote Interaction Between Class Members －Based on the results of analyzing the needs of college students

The purpose of this study is to construct and propose real-time online college writing teaching methods to promote interaction between class members (instructor-learner, learner-learner).<br/>Through surveys and interviews with learners who hadn’t experienced real-time, online college writing education, we confirmed that the main perceptions and demands of learners for real-time online classes were as follows: First, the learners’ reluctance to show oneself in such a class and the demand for interaction with minimal online exposure. Second, the burden of writing in an isolated environment and the demand for detailed assistance of instructor’s in the writing process. Third, the reluctance to show the learner’s written text and the demand for receiving sufficient feedback anonymously.<br/>Therefore, this study proposed the following three teaching methods: First, a method to ensure learner anonymity to allow learners to participate in classes using a “sub-character” rather than their real names. Second, to conduct a short [lecture-practice-feedback] method, instead of a one-time [lecture-practice] method, was implemented several times in one class. Thirdly, to simultaneously share the learners' practice results through chat windows and to provide multiple types of feedback.<br/>This study confirmed that the proposed methods promote interaction between members in an online writing education environment and generate positive teaching and learning effects by reviewing specific class application cases and the learners' responses to these classes.

Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults.

To test the scaffolding theory when applied to the teaching and learning of writing English as a foreign language, this cross-sectional study was conducted to collect physiological data. A total of 53 participants were randomly assigned into two groups, and brain activity was investigated during a guided-writing task using storytelling pictures. The writing task was further divided into four parts using graded levels of difficulty. The experimental group performed tasks in sequence from easy to difficult, whereas the comparison group performed the tasks at random. Outcomes included handwriting assessments and fMRI measurements. Writing outcome assessments were analyzed using SPSS, and scanned images were analyzed using Statistical Parametric Mapping (SPM) software. The results revealed a positive learning effect associated with scaffolding instruction. The experimental group performed better during the writing tasks, and the fMRI images showed less intense and weaker reactions in the language processing region than were observed in the comparison group. The fMRI results also presented the experimental group with reduced motor and cognitive functions when writing in English. This study provides insight regarding brain activity during writing tasks in humans and may have implications for English-language instruction.

Design and Evaluation of DentAll Mobile Software for Dental Education.

Introduction: The use of new learning methods to improve the educational processes is inevitable in the field of dentistry. Due to the positive effects of mobile learning on the students’ learning and skills, we decided to design a software in the required areas. Considerations of systemic diseases, medications, emergencies, prophylaxis, tests interpretation, lesions diagnosis, cephalometric, and cast analysis were the topics required. Methods: This semi-experimental study was carried out in Faculty of Dentistry, Tabriz University of Medical Sciences during 2020. DentAll software was developed using Android Studio software. It is an educational and decision-making support system. The satisfaction and perceptions of 10 professors, 5 post-graduate students, and 30 senior dental students about the designed software were assessed using a questionnaire based on a 5-part Likert scale. The senior students were invited and the pre-test was taken to assess the students' knowledge; then, the designed software was provided by the administrator. At the end of the process, the post-test was taken. Paired samples t-test was used to compare the results of the pre-test and post-test. The data were analyzed using the Statistical Package for Social Sciences (SPSS) 17.0. The significance level was established at a P < 0.05. Results: The mean scores of the pre-test and post-test were 16.5 ± 1.49 and 18.2 ± 0.99, respectively. The statistical analysis showed that the difference between the mean scores of the pre-test and post-test was statistically significant (p< 0.001). 46.7% of the professors and post-graduate students expressed their overall satisfaction as very high, 46.7% as high, and 6.7% as average. Furthermore, 50% of the students expressed their overall satisfaction as very high, 36.7% as high, and 13.3% as moderate.Conclusion: The designed comprehensive software satisfied the students and the professors who used it and the students' scores increased after use. This software had capabilities such as easy access to the resources, learning anytime and anywhere, increasing the students' interest and motivation, etc. from the point of view of the commentators. To the best of our knowledge, this comprehensive educational aid has not been designed previously and it was effective in improving the students' learning, scientific knowledge and treatment planning.

The Influence of Academic Emotions on Learning Effects: A Systematic Review.

Academic emotions can have different influences on learning effects, but these have not been systematically studied. In this paper, we objectively evaluate the influence of various academic emotions on learning effects and studied the relationship between positive and negative academic emotions and learning effects by using five electronic databases, including WOS, EMBASE, PubMed, PsycINFO, and Google Scholar. According to established standards, a total of 14 articles from 506 articles were included in the analysis. We divided the 14 studies into nine intervention studies and five observational studies; five of the nine intervention studies found that students who used active learning materials performed better and had higher mental loads than those who used neutral learning materials. Positive academic emotions promoted the learning effect. Four of the five observational studies with high school, college, and postgraduate participants reported that regulating academic emotions can improve learning effects. In conclusion, this paper holds that positive academic emotions are better than negative academic emotions at improving academic performance. In future research, a new method combining multichannel video observation, physiological data, and facial expression data is proposed to capture learners’ learning behavior in various learning environments.

The Effect of Critical Thinking Ability, Emotional Intelligence, and Learning Independence on Mathematics Learning Outcomes of Class VIII Students of SMP Negeri 1 Sungguminasa

The purpose of this study was conducted to determine: (1) how is the description of critical thinking skills, emotional intelligence and learning independence of grade VIII students of SMP Negeri 1 Sungguminasa. (2) whether there is an influence on the ability to think critically, emotional intelligence and independent learning together on the mathematics learning outcomes of class VIII students of SMP Negeri 1 Sungguminasa. (3) whether there is a positive influence on the ability to think critically on the mathematics learning outcomes of grade VIII students of SMP Negeri 1 Sungguminasa. (4) whether there is a positive effect of emotional intelligence on the mathematics learning outcomes of grade VIII students of SMP Negeri 1 Sungguminasa. (5) whether there is a positive effect of independent learning on the mathematics learning outcomes of grade VIII students of SMP Negeri 1 Sungguminasa. This type of research is an ex-post facto research which is causality with a research sample of 57 students from class VIII SMP Negeri 1 Sungguminasa in the 2019/2020 school year using the sampling technique using cluster random sampling method. Data collection techniques using tests, questionnaires and documentation. The data analysis technique used descriptive statistics and inferential statistical analysis. The results showed that: (1) critical thinking skills, emotional intelligence and learning independence of class VIII students of SMP Negeri 1 Sungguminasa were in the good category while the mathematics learning outcomes of grade VIII students of SMP Negeri 1 Sungguminasa were in very high criteria. (2) the ability to think critically, emotional intelligence and independent learning together have an effect on the mathematics learning outcomes of grade VIII students of SMP Negeri 1 Sunggguminasa. (3) the ability to think critically has a positive effect on the mathematics learning outcomes of grade VIII students of SMP Negeri 1 Sungguminasa. (4) emotional intelligence has a positive effect on the mathematics learning outcomes of grade VIII students of SMP Negeri 1 Sungguminasa. (5) independent learning has a positive effect on mathematics learning outcomes of class VIII students of SMP Negeri 1 Sungguminasa.

Nursing Practice for the COVID-19 Pandemic: A Substitute Program of Practice in Adult Nursing (Chronic Care Nursing)

Due to the COVID-19 pandemic, we were required to provide nursing practice within the university. This study presents details of a substitute program of practice in adult nursing (chronic care nursing) developed to meet this challenge. The program consisted of three components: (1) training in identifying problems from limited information, (2) situation-based training (implementation of the nursing process for patients with chronic disease), and (3) training in handling unforeseen developments. It was considered that nursing students could experience and learn about nursing with patients living with chronic diseases, in a similar manner to clinical practice, through a substitute practice at the university. Results indicated that students could clarify the challenges they faced and share what they learned seamlessly, highlighting the program’s potential as a new educational method. In the future, it is necessary to analyze student learning in the substitute practice and continue to deliver educational content and methods that generate positive learning effects.

Engineering Lab in Immersive VR—An Embodied Approach to Training Wafer Preparation

This paper reports an immersive virtual reality lab (iVRLab) training environment that offers college students an immersive and embodied experience in engineering lab work. The iVRLab provides a simple and safe environment for students to learn the complex lab operations to process and prepare silicon wafers. It features highly embodied interactions congruent to the actual body movements to manipulate the lab devices and materials in the physical world. Fourteen college students participate the lab training and the study results reveal positive learning effects, confidence levels of accomplishment, and embodied experiences. Students’ cognitive load is also measured, and its relationship with the embodied experiences is examined and discussed. The study offers a reference for peer researchers and practitioners for the design and implementation of immersive VR systems for engineering lab training. It also sketches a complementary approach during the time like the pandemic to practicing authentic lab work without having to be in a real classroom or laboratory.

Active Learning and Interpersonal Skills Development among First-Generation College Students

Abstract Scholars have detailed the benefits of active learning, particularly the impact that simulations can have on promoting engagement and evaluative thinking. Scholars have discussed the positive effects of active learning on first-generation college students, but there is minimal research on how simulations contribute to developing interpersonal skills, especially among first-generation college students. Interpersonal skills, often referred to as soft skills, are challenging to quantify since they focus on how individuals relate and interact with others. These skills include oral and written communication, teamwork, confidence, and leadership skills. This article examines whether stimulations taught within an active learning environment contributed to developing interpersonal skills among first-generation college students. In a retrospective survey administered at a single campus, our findings suggest that active learning contributes to the building of cultural capital for first-generation college students and also contributes developing interpersonal skills for both first-generation and second-generation college students.

Voluntary Organizational Learning and Incentives to be a Slow Learner

Studies on organizational learning emphasize the positive effect of slow learning in the long-run. We argue that this result hinges on the selectivity within the organization. Building on March’s (1991) classic model of mutual learning, we design the computational model to study the variation of learning rate effect, based on the different learning conditions by involving selectivity of both organizational code and its members. Our results suggest that the positive effects of slow learning vary depending on the selectivity of each entity. Specifically, we find that benefit of slow learning materializes when organizational code learn selectively. We also test this model across time to address the incentive issues of individuals, regarding to being a slow learner. We find that both learning rate and selectivity of entities should be considered important to seek the optimal learning conditions.

Immersion positively affects learning in virtual reality games compared to equally interactive 2d games

Purpose This study isolates the effect of immersion on players’ learning in a virtual reality (VR)-based game about cellular biology by comparing two versions of the game with the same level of interactivityand different levels of immersion. The authors identify immersion and additional interactivity as two key affordances of VR as a learning tool. A number of research studies compare VR with two-dimensional or minimally interactive media; this study focuses on the effect of immersion as a result of the head mounted display (HMD). Design/methodology/approach In the game, players diagnose a cell by exploring a virtual cell and search for clues that indicate one of five possible types of cystic fibrosis. Fifty-one adults completed all aspects of the study. Players took pre and post assessments and drew pictures of cells and translation before and after the game. Players were randomly assigned to play the game with the HMD (stereoscopic view) or without the headset (non-stereoscopic view). Players were interviewed about their drawings and experiences at the end of the session. Findings Players in both groups improved in their knowledge of the cell environment and the process of translation. Players who experienced the immersive stereoscopic view had a more positive learning effect in the content assessment, and stronger improvement in their mental models of the process of translation between pre- and post-drawings compared to players who played the two-dimensional game. Originality/value This study suggests that immersion alone has a positive effect on conceptual understanding, especially in helping learners understand spatial environments and processes. These findings set the stage for a new wave of research on learning in immersive environments; research that moves beyond determining whether immersive media correlate with more learning, toward a focus on the types of learning outcomes that are best supported by immersive media.

THE PROJECT-BASED ASSESSMENT LEARNING MODEL THAT IMPACTS LEARNING ACHIEVEMENT AND NATIONALISM ATTITUDES

Globalization gives a negative influence on children’s nationalism. This is exacerbated by the low students’ learning achievement in the social studies education (SSE), despite the fact that one of the objectives of the SSE learning is to develop students’ potentials to be sensitive to social problems in the person, the society, the nation, and the state. This study is aimed at describing the effectiveness of the project-based assessment learning model with national insight- oriented activities on the SSE learning achievement and nationalism attitudes of primary school students. The study is quasi-experimental research with a non-equivalent pre-test post test control group design. The research population consisted of all fourth-grade students totaling to 231 in number. Sampling was done by the random sampling technique, resulting in 46 students. Data were collected using test and non-test techniques. The test instrument was a multiple-choice test and the non-test instrument was a five-scale questionnaire. Both instruments were subjected to validity and reliability testing. The data analysis technique used the MANOVA statistic with the help of the SPSS computer software. The results showed that the significance level of the MANOVA test was .000 (&lt; .0). This means that there are significant differences both partially and simultaneously in the SSE learning achievement and nationalism attitudes between students who learn by applying the project assessment learning model and students who learn ny applying the conventional learning model. In other words, there is a positive significant effect of learning using the project-based assessment learning model oriented on nationalism-insight activities towards the students’ SSE learning achievement and nationalism attitudes.

Who cares? Don't underestimate the values of SEA monitoring!

Until now, monitoring of large-scale regional funding programmes has been rare, although their large scope and abstract planning targets generally involve high levels of uncertainty. This study applies and examines a newly developed methodological approach for monitoring such programmes. It also critically reflects to what extent the Strategic Environmental Assessment (SEA) contributes to a better consideration of environmental sustainability and to a learning effect among the stakeholders as well as within the decision-making process. The interviews conducted during the SEA monitoring revealed a very low recognition of the SEA, and its content, among project applicants of the transnational regional funding programme. They further show that more information on the SEA and its recommendations to mitigate negative environmental impacts would be beneficial in the future. Overall, the monitoring confirmed, however, that the institutions responsible for the programme were aware of the benefits of considering environmental sustainability. The long-term application of SEA in an iterative process provided positive learning effects on environmental sustainability and awareness for environmental aspects. This study also shows how SEA monitoring can serve as a tool to enhance visibility and foster communication among decision makers and applicants.