Positive Learning Experience Research Articles

A qualitative investigation of the influences of gender among low-socioeconomic status students’ motivations to study biology

BackgroundStudents from low-socioeconomic status backgrounds (LSES) are underrepresented in STEM education, including in the biological sciences. As one of the foundational STEM disciplines, biology represents an interesting case study in that women earn the most undergraduate degrees, a trend that holds across racial/ethnic groups. However, there is a limited understanding about the backgrounds, personality characteristics, and preferences of undergraduates who choose to pursue a biology major, especially those from LSES backgrounds and whether there are gender differences among those students.ResultsUsing interview data from LSES students who were participants in an externally funded scholarship program, we found that personal interests, positive learning experiences, and particularly medical career opportunities were highly influential for shaping major-related choices for LSES students, comparable to the motivations seen among biology students from all demographic groups. Yet the ways LSES men and women translated their preferences and motivations into biology majors were divergent, which highlights the unique perspectives and challenges of LSES students along their motivational trajectories. For instance, positive interactions with teachers played a significant role in supporting scientific interests of LSES students of both genders. For LSES men, these experiences were mostly related to engaging academic content, while explicit encouragement and support from teachers was particularly impactful for LSES women. Additionally, LSES students frequently chose biology majors because of the perceived preparation for a certain career, either in medical or non-medical fields. We observed that these motivational factors were more salient for LSES men than for women. In contrast, LSES women often found both medical and non-medical careers appealing due to their interest in doing scientific research.ConclusionsOur analysis of LSES students’ motivational pathways to biology majors revealed that while intrinsic motivations are crucial for the development of their scientific and career interests, engagement with, and belonging to the field, extrinsic motivations—driven by personal, cultural, and economic factors—cannot be overlooked. Understanding this gendered dynamic and interplay between these motivational types is essential for designing programs and policies that aim to increase the representation of LSES students in biology, a field critical to environmental conservation and societal welfare.

Investigating the relationship between goal orientation, self-efficacy, positive emotionality, and affective engagement among Chinese students.

This study delved into the complex interplay between self-efficacy, achievement goals, positive emotions, and affective engagement among university students in China. To achieve this, a stratified random sampling technique was employed, resulting in a sample of 391 students from four geographically distinct universities across China. The data collection relied on self-reported questionnaires that measured academic self-efficacy, goal orientation (specifically focusing on mastery versus performance goals), positive emotions, and various aspects of affective engagement, including enjoyment, satisfaction, and interest in learning. Structural equation modeling (SEM) served as the primary statistical tool to analyze the hypothesized relationships between these variables. The analysis revealed a network of positive associations, indicating that students with higher levels of self-efficacy and positive emotionality reported experiencing greater affective engagement in their academic pursuits. Furthermore, a stronger mastery goal orientation was associated with increased enjoyment, satisfaction, and interest in learning. Self-efficacy and positive emotionality also indirectly influenced affective engagement through goal orientation, suggesting that students with higher self-belief and positive emotions were more likely to adopt mastery goals, leading to more positive learning experiences. This study highlights the importance of self-efficacy, positive emotionality, and goal orientation in shaping students' affective engagement. By fostering these factors, educators can create more positive and engaging learning environments for university students.

The Viability of An Authentic Learning Material in Teaching Drug Discovery and Development Course: ADDIE Model Approach

The rapid and dynamic challenges posed by the Fourth Industrial Revolution are continuously reshaping the educational environment creating a difficult task for teachers in educating Generation Z to ensure they are currently aligned with the digital world. This design-based research aimed to develop authentic learning material integrated into the Pharmacy curriculum for teaching drug discovery and development using the ADDIE model. Prior knowledge, perception, practice, and utilization of multimedia played a significant role in analyzing the participants' needs, which were used as requirements for developing the video animation. The minimum standards of the video validation, with an acceptability rating of 4.00 for the quality of audio and visual components, were complied with before using the video during regular class instructions. Infranodus text network analysis was used to analyze the sentiments drawn from the use of multimedia that affect the student's learning experiences and teachers' teaching practices. The underlying themes generated were technology challenges, technology adoption, resistance to change, barriers to skill development, lack of focus, engagement, and interaction. Student performance in the post-test was statistically significantly higher than the pre-test (M=3.95, p=0.001) in three periodic examinations. Students' positive overall learning experience using comprehensive video for effective knowledge transfer was attributed to video quality, content relevance, engagement, production value, accuracy, length, creativity, audio quality, and accessibility. Consequently, a parallel study involving a control and experimental group of respondents is recommended to assess the difference in exposure to the learning material.

Developing a guide for international course alignment: lessons learned from an integrated curriculum design

ABSTRACT This paper examines the process of curriculum internationalisation implemented in two public health courses – a first-year graduate course taught at a university in Kazakhstan and a third-year undergraduate course taught at a university in Ontario, Canada. Qualitative data derived from 180 short reflection assignments and nine semi-structured interviews were analysed thematically to explore students’ experiences with the international course alignment. Students often initially showed excitement about the opportunity to collaborate with international public health students, and some expressed positive learning experiences. However, students also described barriers for successful global collaboration related to logistical issues, such as discordant timing of the courses, challenges with communication, and a lack of clarity about the nature of the cooperation. Building on students’ feedback and our experiences as their course instructors, we offer a guide to help educators align courses provided internationally.

Levelling up learning in higher education: Gamification of in‐video components to supercharge student learning and achievement in video‐based learning

AbstractDespite the rapid growth of video‐based learning in higher education, students face challenges in sustaining their full attention on video lectures. While gamification has been used to engage students, there have been few attempts to gamify in‐video learning. The study aimed to create a gamified instructional video and examine the effects on learning. We identified gamification principles that can be incorporated to gamify in‐video components. An experiment conducted for validation purposes involved 48 undergraduate and graduate students. The results revealed that the participants who learned from the gamified instruction video (ie, experimental group, n = 23) had higher levels of necessary cognitive load required for accomplishing the given tasks than the participants who learned from a conventional video (ie, control group, n = 25). Although there was no significant difference in situational interest, the experimental group also exhibited better achievement, higher levels of intrinsic motivation, and learning satisfaction than the control group. Interview results revealed that the experimental group had a positive learning experience and clarified how the gamification strategies contributed to the outcomes. We discuss the implications of this study for research and practice. Practitioner notesWhat is already known about this topic Video‐based learning (VBL) is recognized for its ability to accommodate students with diverse educational needs, and higher education has paid attention to its accessibility. During VBL, students face challenges in sustaining their full attention on video lectures unless they are highly motivated to learn. Moreover, students lack access to receive real‐time guidance and feedback. What this paper adds We created a gamified VBL environment by embedding game elements into an instructional video. The experimental results indicated that the gamified video did not significantly increase learners' situational interest but enhanced necessary cognitive load, intrinsic motivation, learning satisfaction, and academic achievement. Interview findings supported these results, revealing that the gamified video effectively reduced unnecessary cognitive load while increasing cognitive efforts toward achieving learning objectives, thereby fostering engaging learning experiences. Implications for practice and/or policy Our attempts to create gamified instructional videos demonstrated how to enhance video lectures through gamification strategies and offered guidance for the design of gamified instructional videos. We also contributed to the exploration of gamification strategies in education and the potential of relatively underexplored gamification elements.

Exploring the Potential of ChatGPT in Process-oriented English Writing Classes : Focusing on Learners’ Experiences and Perceptions

The purpose of this study is to analyze students' experiences and perceptions of using ChatGPT in process-oriented English writing classes and to explore the effects and limitations of generative AI tools on improving students' English writing skills. The study was conducted with 51 first-year students participating in a required general English course at University. The survey consisted of multiple-choice questions about ChatGPT usage, effectiveness, improvement in English learning ability, and satisfaction with the English writing learning experience using ChatGPT, as well as open-ended questions about the advantages and disadvantages of using ChatGPT in English writing. The data was statistically analyzed using IBM SPSS 27.0. The results revealed that students primarily used ChatGPT for content revision, grammar error correction, and outline creation, and they evaluated ChatGPT as having a positive impact on improving essay quality. Approximately 68% of learners reported finding the English writing activities using ChatGPT interesting. However, there was a notable tendency to use ChatGPT as a supplementary tool rather than directly incorporating its content. Concerns were also raised about the lack of information reliability and over-reliance on the tool. Additionally, students perceived that ChatGPT had limitations in directly improving English language proficiency. In conclusion, ChatGPT was evaluated as a tool that can provide positive learning experiences in English writing education and contribute to generating interest and motivation. However, educational measures are needed to address issues such as information reliability and potential decline in creativity. Based on students' perceptions and satisfaction with their English writing experiences using ChatGPT, this study aims to suggest future research directions and educational implications.

Exploring the Potentials of Integrating Immersive Virtual Reality (VR) Into Neuroanatomy Education

Neuroanatomy teaching requires students to understand complex spatial relations of the brain structures, traditionally accomplished using a cadaver. However, dissecting neuroanatomical structures remains a challenge due to their intricate nature. Digital technology is increasingly being adopted as a three-dimensional (3D) visualization tool, and immersive virtual reality (VR) has attracted great interest. A literature review was conducted using EMBASE, MEDLINE, Web of Science, Scopus, and ProQuest databases. Studies published from 2015 onwards that compared VR-based neuroanatomy teaching with traditional methods were included. Only English-language, peer-reviewed articles with quantitative learning outcomes were analyzed. This review included 6 studies and suggests that VR is non-inferior to other teaching methods and performs better in spatial-related questions. VR is also favored to increase student motivation and engagement. These positive learning experiences are expected to diminish neurophobia. Meanwhile, as a novel technology, challenges for incorporating VR into neuroanatomy education include costly technical requirements, inadequate image resolution, anatomy details, absence of texture perception, and health concerns such as cyber-sickness. Future studies should employ a large sample size (>100), assess participants' working memory and spatial abilities, conduct longer experiment duration, and examine long-term retention. Digital simulation through VR is also attainable and can be implemented further for neurosurgical training. As technology advances, immersive VR technology can potentially be an effective teaching tool for neuroanatomy.

The Effect of Layered Curriculum on Grammatical Competence of Students in Learning English as a Foreign Language

This study adopts a mixed-methods approach to explore the effectiveness of the Layered Curriculum (LC) on students' English grammar achievement. Quantitative data were gathered using the Solomon Four-Group Research Model, a robust experimental design, to assess the impact of the LC on grammar achievement scores. In both experimental groups, English grammar lessons were conducted with LC activities, while in the control groups, the methods and techniques in the textbook of the school's current curriculum were applied. In addition to quantitative findings, qualitative data revealed positive responses from students towards the various learning activities facilitated by the application, including visual materials, practical activities, and interactive grammar activities. The results indicate significantly higher grammar achievement scores among students exposed to the LC activities compared to control groups. Students highlighted the LC's encouraging features, emphasizing the right to control their own learning process, the freedom to choose activities, and the opportunity to present completed tasks orally. They identified the provision of adequate teaching materials, a student-centered learning environment, and opportunities for active participation as key factors contributing to their positive learning experiences. In addition, this study revealed that the responsibility for learning is assumed by the student and learning is accountable.

Influence of Parental Involvement on Academic Achievement in Elementary School Children in Finland

Purpose: The aim of the study was to analyze the influence of parental involvement on academic achievement in elementary school Children in Finland. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: A study on the influence of parental involvement on academic achievement in elementary school children in Finland found that active parental engagement positively impacts children's academic performance. Parents who were involved in their children's education, including helping with homework and attending school events, contributed to better academic outcomes. The research highlighted that children whose parents fostered a supportive learning environment at home showed higher levels of motivation and achievement. Additionally, the study emphasized the importance of communication between parents and teachers in creating a positive learning experience. Unique Contribution to Theory, Practice and Policy: Ecological systems theory, social capital theory & self-determination theory may be used to anchor future studies on the influence of parental involvement on academic achievement in elementary school Children in Finland. Schools should actively encourage and facilitate parental involvement in their children’s education, understanding that it can lead to improved academic outcomes. Policymakers should develop initiatives to support parental involvement in elementary education, such as providing funding for programs that strengthen school-family partnerships.

Using role-playing games in virtual exchanges: Global experiences in intercultural and multidisciplinary approaches to learning about environmental sustainability

The United Nations Sustainable Development Goals (SDGs) require intercultural collaboration to ensure that the progress made so far becomes permanent and continues to progress towards inclusion and a just approach for all people. This means our learners need intercultural skills and competencies for interacting globally. This research examines how the use of role-playing games in virtual exchange projects can provide global learning experiences on controversial environmental sustainability projects. These games simulate the complexity of multi-stakeholder decisions that are frequently problematic for implementing environmental sustainability projects. From fall 2020 to spring 2022, 267 college students from three continents (North and South America, and Europe) comprising 27 global virtual teams played game simulations as a virtual exchange activity. Results showed that students can engage effectively to reach an agreement as role-playing stakeholders for these conflictual projects (Adj R2 = .498, Chi Square = 4.683, sig. = .003). In addition, meetings among the students held a couple weeks before the game were important in preparing them for the role-playing simulation. Language and cultural barriers proved no impediment for students communicating in a non-native language. Well-timed “nudging” and scaffolding support as well as early intercultural competence self-awareness training by the instructors underpinned these positive learning experiences and outcomes in the games.

A COMPARATIVE ANALYSIS OF STUDENT ENGAGEMENT IN FORMAL AND SUPPLEMENTAL ENGLISH CLASSES AT PONDOK PESANTREN AS-SALAFIYAH SUMBER DUKO PAMEKASAN

Given the unique and immersive English language environment at Pondok Pesantren and MA As-Salafiyah Sumber Duko Pameksan , a comparative analysis of student engagement in both formal (classroom-based) and supplemental (extracurricular) English classes becomes essential.This research eventually aims to address the strengths and weaknesses of formal English instruction in fostering language proficiency among students at MA As-Salafiyah is, to what extent students actively engage with the content and teaching methods employed in formal English classes and how students perceive the value and impact of participating in extracurricular language activities.The study employed a qualitative research method with case study analysis., The findings reveal a complex interplay of factors influencing language learning in this context. While formal instruction, grounded in linguistic theory and structured lesson plans, provides a solid foundation, it faces challenges related to time constraints, limited real-world application, and student engagement. Conversely, extracurricular language activities, such as English camps, clubs, and competitions, are highly valued by both students and teachers for their immersive nature, focus on practical communication, and positive impact on motivation and confidence. These activities foster a sense of community among learners and complement formal instruction by providing opportunities for authentic language use and personal growth.The study concludes that a holistic approach that integrates formal instruction with engaging extracurricular activities, supported by adequate resources and a positive learning environment, can optimize language learning outcomes and foster a positive learning experience for students.

Becoming bilingual when access to the minority language may be compromised

Between September and December 2023, Babylonia collected questions from parents regarding their children's language development. This article aims to answer the following questions: We want our daughter to be fully bilingual - with such a high dominion of each language that people question whether she speaks any other language at all. Both my husband and I speak Spanish and English in this way, having grown up in Mexico going to an English-speaking school and then moving to the US for university and the rest of our adult lives. The actual question: how can we recreate this for our daughter, knowing that she is in the US and will not be immersed in Spanish the way we were when growing up. Plus finding Spanish-speaking child care is hard—- is two days on the weekend and evenings in Spanish enough to have her be bilingual? What would you recommend we do so that we set her up for success in both languages? She is 8 months today. I am a non-heritage speaker of another language (Spanish). I can speak fluidly but still make errors that native speakers do not make. My husband and I would like our daughter - currently 2 months old - to be fluent in the second language (Spanish) and plan to enroll her in a bilingual learning environment once she is old enough. In the meantime we join a once per week bilingual storytime, and try to read her stories in Spanish at home. My question is: for language exposure & acquisition, is it better for me to try to speak Spanish to her at home if my Spanish has errors, or just wait, stick to small exposures for now, and let her learning come primarily once she has started daycare/preschool? [Summary generated by Poe - we refer the reader to the full article in PDF format for a complete answer] This article discusses the challenges of bilingual development in children particularly in contexts where access to a minority language, such as Spanish in an English majority context, may be compromised. Interaction with fluent speakers is essential for language learning. It is beneficial for parents to speak the minority language at home and create an environment in which its use feels natural. Regular exposure, even if limited, supports the development of language skills, and exposure to varied contexts and diverse speakers is encouraged. The author recommends access to the minority language through interactions with other adults and children who speak that language, and continued use of this language even once the child starts school. Additionally, enrolling the child in a bilingual school or a school where the minority language is used as a medium of instruction can be beneficial. Finally, she notes thatparents play a key role in creating a rich language environment and promoting a positive language learning experience. In summary, the author recommends that parents: Use the minority language at home and create an environment in which it is natural for the child to use it. Expose the child to other adults and children who speak the minority language. Continue to use and expose the child to the minority language once they start school. Consider enrolling the child in a bilingual school or a school where the minority language is used as a medium of instruction. Don't give up, as there may be occasional ups and downs in the child's uptake of the language.

PENILAIAN APLIKASI PEMBELAJARAN SOKONGAN PELAJAR BERASASKAN REKA BENTUK PERSUASIF

Learning in this century faces significant challenges, especially during the pandemic. Online learning is one of the factors contributing to the decline in student performance due to loss of focus, lack of motivation, stress, and psychological disturbances. This situation has led to a decrease in students' motivation and attitudes towards learning. This problem can be addressed with learning technologies that can strengthen students' attitudes towards decision-making and enhance learning experiences, performance, and motivation. Communication media such as audio and video are still insufficient to meet the needs of improving students' learning experiences. Persuasive-based learning technology needs to be developed specifically to target changes in student attitudes for effective learning. This study was conducted to test the decision-support application, 'TemanKajianKu' (TKK), as a self-learning tool based on persuasive design. Among the persuasive principles to be studied are the principles of reduction, adaptation, conditioning, and self-monitoring. The target user scope is university students. The results of the study show positive responses from users of the TKK application prototype, with suggestions for improvements. Additionally, respondents stated that the TKK application can provide a positive learning experience and has the potential to strengthen effective learning experiences. The importance of this study is also in line with UKM's core objective, which drives Education 4.0 towards implementing effective learning experiences.

College student engagement and success through inclusive learning environment and experiential learning in courses about Israel and Palestine

IntroductionThis study examines the impact of pedagogical redesign on two courses about Israel and Palestine, focusing on fostering an inclusive learning environment. The project aimed to address challenges such as student retention, attendance, participation, and academic performance by implementing innovative teaching strategies tailored to diverse student backgrounds.MethodsThe redesign incorporated several key interventions: an experiential learning-based final assignment, scaffolded into multiple steps with opportunities for feedback; group discussions to promote active learning and cooperation; and the integration of optional multimedia resources, such as YouTube videos and podcasts, to enhance engagement and time on task. Additionally, students were involved in the evaluation process by providing feedback and were offered the opportunity to publish their final projects on a public website, further incentivizing their work. To examine the effectiveness of these changes, the study employed a mixed-methods approach. This approach involved the collection and analysis of both quantitative data (such as surveys and performance metrics) and qualitative data (such as student feedback and one-way ANOVA analysis) across six undergraduate course offerings between 2019 and 2024.ResultsThe interventions were tested with students from varied backgrounds engaging in complex discussions. The initial findings revealed significant improvements in critical metrics, including reduced drop/fail/withdraw rates, increased time on task, and higher grades. Students demonstrated enhanced engagement and a more positive overall learning experience, indicating the potential for further positive outcomes.DiscussionThe preliminary results suggest that the implemented pedagogical changes effectively created a more inclusive and engaging learning environment. By integrating experiential learning, providing timely feedback, and utilizing diverse resources, the project demonstrated the potential for scalable improvements in student outcomes.

Learning pathways of necessity and opportunity-driven women entrepreneurs: a qualitative study

PurposeThis paper aims to provide insights into the learning approaches of necessity (NEC)-driven and opportunity (OPP) driven women entrepreneurs (WEs) in the Indian context. It investigates the various pathways small business owners use to acquire knowledge and develop competencies. Additionally, it examines the potential differences between the two groups to better understand their learning processes. This understanding, particularly from the perspective of an emerging nation, can inform policymakers, WE organizations, NGOs and families in creating a supportive environment that fosters positive and effective learning experiences for WEs.Design/methodology/approachQualitative research study using semi-structured, in-depth interviews with 16 micro, small and medium enterprises entrepreneurs in the state of Karnataka, India. Thematic analysis was used to draw out the themes from the rich textual data collected using the computer assisted qualitative data analysis software (CAQDAS) tool, ATLAS.ti 23.FindingsThematic analysis identified four major themes, namely, routinized learning, learning through critical experiences, self-driven mechanisms and learning from others. The findings reveal that NEC and OPP women entrepreneurs do not greatly differ in their pathways to learning except for some minor dissimilarities.Originality/valueThis study provides a unique viewpoint on the learning mechanisms of women entrepreneurs in small businesses in the context of an emerging economy. It additionally deliberates on the similarities and differences among NEC and OPP motivated WEs, where studies are rare.

Learning when new at work. A thematic analysis of interviews with young adult retail workers in Sweden

ABSTRACT Purpose The aim of this study is to analyse young adults’ positive experiences of learning when entering the labour market. Design/methodology/approach The study is based on 13 individual in-depth interviews with young adults (aged 18–28) working within the retail sector in Sweden. The interviews explored the interviewees’ experiences when entering the workforce, focusing on positive experiences of learning. Findings The findings highlight the relationship between learning and encounters with others both within and outside work, that is, with colleagues and customers as well as with family and friends. Learning is mostly depicted as informal and as related to work and here, more experienced colleagues, openness, trust and equality as well as self-initiative, responsibility and autonomy are highlighted. Originality/value Taking its point of departure in a health promotion perspective, the study reinforces the perspective of workplace learning as an interplay between contextual (work-related) factors and personal factors by highlighting the importance of relationships outside the workplace for understanding the experiences of learning when new at work. Furthermore, the study examines how the learning needs of young adults relate not only to the work itself but to the experience of entering the labour market.

Empowering a Universal Design Course for the Built Environment: Exploring Learning Experiences Through an Interdisciplinary, Multicultural and Civic Approach.

Promoting inclusion and diversity is essential for creating an inclusive built environment. Next to building knowledge and understanding on the topic, it is also crucial to foster inclusive attitudes and awareness for both personal and professional growth. In developing a new architectural course 'Designing with People', our goal was to elevate knowledge and understanding of an inclusive built environment as well as to create more awareness on inclusion and diversity, guided by the Universal Design paradigm. To achieve this, the authors established a civic approach and facilitated interdisciplinary, intercultural collaborations to create a symbiotic learning environment among international students Interior Architecture and Architecture, students Occupational Therapy, clients and user/experts. This paper explores the strategy for advancing universal design through collaboration and examines if and how a network of stakeholders can mutually benefit from shared learning experiences. To understand stakeholders' perspectives, the study utilizes reflection reports, surveys with open-ended questions, and self-assessment questionnaires. Results point to notable positive learning experiences in knowledge-sharing, way of working and thinking, a more nuanced view on people with disabilities and the synergistic combination of diverse perspectives, indicating that 1 + 1 = 3. While enhanced awareness among students on diversity and disability topics was less noticeable throughout the course, the intensive collaboration with international students from diverse geographical and cultural backgrounds seemed to increase awareness of other cultures and identities. The outcomes suggest that promoting mutual learning experiences among students from diverse disciplines together with other stakeholders, can not only enhance educational settings but also holds the potential to inform and improve universal design practices in various professional contexts. This opens up opportunities to significantly enrich the discourse on inclusion and universal design.

The Effect of Foreign Language Enjoyment on Students' Foreign Language Learning

Abstract: Globalization has prompted educators to focus on enhancing students' foreign language proficiency rather than merely improving language test scores. Foreign Language Enjoyment (FLE) is widely recognized as a active motivational factor that can significantly enhance language performance. After integrating Positive Psychology into Language Acquisition, researchers has shown an increasing interest in FLE. Recent studies underscore the role of FLE as a valuable element in the process and outcomes of foreign language learning. This article investigates the impact of FLE on different aspects of foreign language acquisition, the pathways through which FLE influences learning, and the outcomes of such effects. The research method adopted is literature analysis. The findings of this study reveal that FLE impacts the learning process by fostering direct affective motivation, enhancing self-confidence, promoting both cognitive and affective engagement, and facilitating dynamic interactions at both individual and group levels. Additionally, FLE influences learning outcomes by mitigating the interference of negative emotions, improving language proficiency, and establishing mediating variables that connect other psychological factors to foreign language performance. These insights highlight the importance of creating positive learning environments and experiences, which can significantly enhance students' FLE and engagement, thereby improving the effectiveness of foreign learning and overall language performance.

An exploration of undergraduate health science students’ experiences of blended learning andragogy: A rapid review

Introduction: Blended learning is defined as the combined use of in-person and online learning, through interactive multimedia and face-to-face engagement with curriculum content. Recently, higher education institutions have experienced major inevitable changes in teaching and learning approaches, sparking interest in the exploration of these approaches- including blended learning. Aim: To explore undergraduate health sciences students’ experiences of blended learning. Method: A rapid review of articles published in English was conducted between 18th-22nd February 2022 using the following databases: Pubmed, Ebscohost, Web of Science, Scopus, Africawide Information and CINAHL. Articles found were exported to Endnote, version 20.2.1. The Preferred Reporting Items for Systematic Reviews and Meta-analysis flow chart was used to document the search. The Critical Appraisal Skills Programme was used to appraise the articles, which were analysed using thematic analysis. Findings: Eight quantitative articles were analysed and categorised on the hierarchy of evidence. Three themes emerged: 1. Student engagement and perceptions of blended learning, 2. Student academic performance, and 3. Challenges of blended learning. Conclusion: Positive experiences of blended learning were reported, including: significant improvement of student academic performance, higher levels of satisfaction and an increased student engagement. Ineffective online learning platforms and/or technological devices resulted in students experiencing anxiety and frustration. Implications for practice Blended learning may be a feasible option to maintain and enhance students learning experience. Students’ academic performance could improve with blended learning Blended learning could increase students’ engagement within the andragogical field.

Games: The WD-40 of Learning

The educational landscape has undergone a paradigm shift in recent years, particularly due to the COVID-19 pandemic. The rapid transition to remote learning environments, while ensuring educational continuity, may have inadvertently compromised the development of essential soft skills necessary for in-person interactions, such as communication, collaboration, and teamwork—skills that are vital for success in the workplace (Knight et al., 2021). While games have long been used in education (Conney & Darcy, 2020; Pagel et al., n.d.; Yuan et al., 2020), this study explores the potential of modernizing traditional game-based learning by integrating digital consoles and physical games into contemporary business classroom settings. This approach leverages the inherent appeal and engagement of games (Conney & Darcy, 2020; Hunicke et al., 2004), while fostering the development of critical soft skills. Building upon established frameworks for evaluating educational games, we explore the effectiveness of collaborative games in promoting positive learning experiences. Studies have shown that GBL can enhance motivation, knowledge retention, and problem-solving skills (Lester et al., 2023). Furthermore, collaborative games, by their very nature, necessitate effective communication, teamwork, and strategic planning among players (Pagel et al., n.d.). This project delves deeper into this aspect, investigating the potential of collaborative games to specifically address the regression of soft skills observed in the post-pandemic era. The initial pilot phase of this research focused on Pico Park on the Nintendo Switch and the Team 3 board game as potential collaborative games to cultivate soft skills. Using the MDA Framework (Hunicke et al., 2004), a well-established educational game evaluation tool, we assessed the games' ability to foster desired soft skills. Both games require effective communication, coordination, and strategic thinking, which are essential for fostering teamwork, collaboration, and problem-solving. Additionally, their accessibility and diverse formats (digital and physical) offer opportunities for students to practice soft skills in different learning environments, ultimately contributing to the research's goal of investigating the effectiveness of collaborative games in promoting positive learning experiences. The pilot involved approximately 50 students across three classes of the same course. Anonymous open-ended feedback was collected from participants using a survey questionnaire adapted from Conney and Darcy's (2020) design, which was based on the Kirkpatrick Four Level Evaluation Model (Kirkpatrick & Kirkpatrick, 1959, 1994). Participants were asked to provide their perceptions of the games, what they learnt, and the potential impact on their future group work. Preliminary findings from the pilot data are promising. Students found the games "fun", "different learning", “useful”, “refreshing”, "amazing", "engaging", "excellent for communication" and more (n=50). 98% of students (n=50) felt more confident in their ability to collaborate with others after playing the games and nearly 95% (n=50) indicated that it helped them identify potential teammates for their group assignments. Anecdotal evidence from academics and students corroborates the quantitative results, reporting increased motivation, improved team dynamics, and a more positive overall learning experience, suggesting that these activities significantly improved teamwork skills. To compliment this qualitative feedback, academics (n=3) observed a decrease in group issues and an increase in grades of around 5% for the major group assessment, bringing the average up from 60% in previous semesters to 65% in the trial period. This research aims to contribute to the existing literature on educational games and soft skills development. By demonstrating the positive impact of collaborative games on student engagement, teamwork, and soft skill development, we hope to encourage further exploration and implementation of this approach in classrooms. The findings of this pilot study highlight the potential of games to not only revitalise traditional pedagogy but also exhibits how technology can be used to address the critical need of fostering essential soft skills in a post-pandemic educational landscape.