Educational Practice Research Articles

Benefits and challenges of the integration of haptics-enhanced virtual reality training within dental curricula.

Haptics-enhanced virtual reality (VR-haptic) simulation in dental education has evolved considerably during the past decade, representing a promising resource of simulation-based training opportunities to support conventional practice. We aim to summarize current literature on the applications of VR-haptics in learning, practicing, and teaching dental education. A literature search was performed using PubMed, focusing on research articles published between January 2010 and January 2024. Out of the 667 articles that matched the search terms (dentistry, education, haptic, teaching, training, virtual reality), 105 were screened, and 42 were eligible for full-text reading and utilization. Findings from an ongoing educator survey on the use of VR-haptics in dental education have also been provided. VR-haptic simulation has been shown to have a supportive role in dental simulation practice. Despite training within a digital world, hand skill transfer to the real world has been demonstrated, which affords educators more flexibility in how to train their students before and during traditional preclinical and clinical practical education. The individualized VR-haptic training and feedback help students in mastering essential working techniques, while also increasing engagement and motivation. VR-haptics-supported dental education can help students effectively address challenges during their preclinical and clinical training, as well as in their subsequent careers, and it may help mitigate some weaknesses of the current educational system. Validation is a key factor for the acceptance of VR-haptic simulators; thus, further research and verification are needed before VR-haptics could be considered a primary hand skill development method of learning in dental education. VR-haptic simulation may in the future be used as an assessment tool for the students' and clinicians' credentialing process.

Using Educational Robotics in Chemistry Education: A Systematic Review

Although the value of educational robotics (ER) is recognised in science, technology, engineering, and mathematics (STEM) disciplines, limited research has been published that focusses on using ER to support and enhance chemistry education (CE). This article considers the existing body of scholarly knowledge related to the use of ER in CE published in scholarly literature by means of a systematic literature review. To structure the findings conceptually, a Robotics-Education-Chemistry Considerations (RECC) framework was developed and applied. The findings indicate that the use of ER in CE is understudied. ER is largely applied to enhance the operational and content aspects of traditional CE, rather than to exploit the affordances related to modern education theories and practices that using ER potentially offers to CE.

Mapping AI’s Integration into Linguistics- A Bibliometric and Thematic Analysis of ChatGPT’s Influence

This study is a systematic and bibliometric analysis of research on artificial intelligence, ChatGPT, and large language models, focusing on the top fifty publications from high-impact linguistics journals indexed in Web of Science and Scopus. This study aims to identify and analyze the historical significance of ChatGPT’s release and its broader influence on linguistic research as a field. Through scientific mapping we examine research publications from before and after the launch of ChatGPT, analyzing how it presents in choice of topics and methodologies. The study presents a thematic review of articles published up to March 2024, categorizing them into major themes such as editorials, survey studies, translation research, and assessment methodologies. Through the use of Bibliometrix software, the research analyzes the geographical networks of articles, authorship collaborations, citations, and recurring keywords. The findings reveal the growing influence of artificial intelligence, particularly ChatGPT, on various subfields of linguistics, and demonstrate how AI technologies are being integrated into areas such as translation, language assessment, and educational practices. By mapping the trajectory of AI’s integration into linguistics, the study offers insights into future research directions, emphasizing the need to continuously assess AI’s impact on educational and linguistic practices.

Benchmarking in online maritime education: tracing the evolution of assessment in electronic educational environments

The paper is devoted to the analysis of the evolution process of assessment practices in online maritime education within electronic educational environments (EEEs). It is highlighted that with the increasing popularity of EEEs worldwide, especially amid the COVID-19 pandemic, online education has become a crucial tool for ensuring continued access to learning. It is mentioned that despite the growing importance of e-learning platforms, there remains a gap in understanding best practices, trends, and innovations in assessment methods within this context. A comparison analysis of the most popular e-learning platforms is conducted in the study. The benefits of Moodle while online maritime education are mentioned in the article. The results of the study showed that Moodle has many tools and instruments for future ship engineers who want to study maritime English. The study also found that Moodle offers flexibility, interactivity, and efficiency in evaluating students' learning progress and outcomes with the help of these tools and instruments. This work highlights that while Moodle's assessment tools are effective, teachers can enhance the teaching and learning experience for both themselves and their cadets.

Assessing the combined effect of metacognitive skills and scientific attitudes as catalysts for gender-specific academic achievement in science

The synergistic effects of metacognitive skills and scientific attitudes on academic achievement have not been fully established by the dozens of studies that span through the margins of archives on these variables. This warranted an investigation to understand the combined role of these variables on gender-specific academic achievement. Employing a survey design, the researcher gathered data from 344 participants through the utilization of the simple random sampling technique. This was accomplished using three distinct instruments: the Metacognitive Awareness Inventory (MAI), the Scientific Attitude Assessment (SAA), and the Science Achievement Test (SAT). The obtained data underwent careful analysis employing correlation, independent samples t-test, and linear regression techniques. The findings unveiled parity in academic performance between male and female students, indicating an equal display of intellectual prowess in science among both genders. This suggests the implementation of pedagogical approaches that are both gender-sensitive and gender-neutral in our classrooms. Such approaches aim to ensure that educational practices cater to the needs and strengths of all genders equally, fostering an environment where both male and female students can reap the benefits of education without discrimination.Top of Form Moreover, the analysis underscored that both metacognitive skills and scientific attitudes significantly predict academic performance in science. Additionally, a robust association was observed between the combined influence of metacognitive skills and scientific attitudes, and academic achievement in science. This underscores the necessity of presenting both variables as a cohesive unit to students to enhance their academic success.

Promoting gender equality through experiments with water rockets in distance physics class between the Technological University of Jalisco, Mexico and the Technological University of Bolívar, Colombia

This article presents a study on the promotion of gender equality in distance learning physics, using experiments with water rockets as a pedagogical tool. A collaboration was carried out between the Technological University of Jalisco in Mexico and the Technological University of Bolívar in Colombia. Through this research, we seek to identify how the implementation of practical activities can influence the participation and interest of students of different genders in the field of physics. The results of the applied methodology are presented, as well as the implications of these findings for future educational practices.

From anxiety to action: exploring the impact of artificial intelligence anxiety and artificial intelligence self-efficacy on motivated learning of undergraduate students

ABSTRACT The rapid development of artificial intelligence (AI) technology, while empowering higher education, has also introduced anxiety and stress among university students. This study examines the impact of AI anxiety on motivated learning and the moderating role of AI self-efficacy. Data were collected from 387 valid questionnaires at a university in China, and the hypotheses were analyzed using SPSS 25.0 and PROCESS plug-in. The results indicate that AI anxiety, encompassing the dimensions of learning, AI configuration, job replacement, and sociotechnical blindness, has a positive impact on motivated learning, and AI self-efficacy positively moderates the relationship between AI learning anxiety and motivated learning. Specifically, AI self-efficacy enhances the positive effect of AI learning anxiety on motivated learning. This study contributes to the existing literature and offers insights for the application of AI in higher education practice.

Effectiveness of the Quizizz Application in Improving Students' Reading Comprehension at SMP Darul Falah

This research investigates the effectiveness of the Quizizz application in enhancing students' reading comprehension at SMP Darul Falah. A quasi-experimental design was employed, involving two groups of seventh-grade students: an experimental group using Quizizz and a control group utilizing Google Forms for learning recount texts. The methodology includes pre-tests and post-tests to measure reading comprehension, with statistical analysis conducted using SPSS. The findings reveal that the experimental group, which utilized Quizizz, exhibited significant improvement in reading comprehension compared to the control group. Normality and homogeneity tests confirm the reliability of the data, and the Mann-Whitney U test indicates a significant difference in outcomes between the two groups. Based on the study's results, it can be concluded that Quizizz is an effective medium for teaching reading comprehension, offering a more engaging and motivating learning experience compared to traditional methods. These findings suggest that incorporating interactive and gamified tools like Quizizz can greatly enhance educational practices and improve student performance in reading comprehension.

The streetlight effect: shining a light on assessment of social work students’ capability through practice educator use of direct observation

ABSTRACT Direct observation is a method used as part of an assessment of proficiency for pre-qualifying social work practice placements which are an essential part of social work programmes overseen by universities at undergraduate (BASW) and postgraduate level (MSW) in England. Observing practice, which is a part of the process of assessment using the Professional Capabilities Framework domains (TCSW, 2012) has become pivotal for students in their preparation to appreciate the extent of skills and knowledge required to become a social worker. This research offers perspectives from practice educators on their experiences of the observation of practice looking at how it is currently used and its effectiveness at assessing student’s social work practice. Focus groups were held with practice educators to examine the direct observation in more depth. The findings illustrated its vital role in confirming practice abilities and how it was considered to reveal aspects of practice which can only be seen by observing in a real context. It deepened our understanding of how the observation in itself is emotive for both educators and students. It offered new perspectives on its role for dual reflexivity and potential areas for enhancement (Ruch, 2015).

Teaching Procedural Skills: Integrating Educational Theory Into Practice.

Teaching procedural skills is an essential part of health professions education, yet formal training is often lacking from traditional curricula. A workshop on teaching procedural skills was developed as part of a clinician educator track at a large health professions university. Participants included medical residents and fellows (postgraduate years 2-6) from various training programs. The 90-minute, interactive training integrated Gagne's model of instructional design with evidence-based teaching practices. Workshop outcomes were evaluated with pre- and postworkshop surveys. Learner reactions (Kirkpatrick level 1) were assessed via course evaluation. Learning and behavior (Kirkpatrick level 2) were evaluated via attitudinal and knowledge-based questions. Data were collected from three cohorts of participants (2022-2024). Responses were analyzed by paired t test. Residents and fellows from 11 different disciplines participated in the workshops. The survey response rate was 30 out of 35 (86%). Course evaluations were positive for all six questions (mean scores: 4.8-5.0 on a 5-point Likert scale [1 = strongly disagree, 5 = strongly agree]). Postworkshop scores improved significantly for all five attitudinal questions, including "I can apply instructional design theory when teaching procedural skills" (pre: 2.2 vs. post: 4.3 on a 5-point scale, p < .01). The number of participants correctly answering the knowledge-based questions also increased following the workshop. A workshop focused on evidence-based teaching of procedural skills was well reviewed and improved participants' attitudes and knowledge. Strengths of the workshop include its appeal to a broad range of medical trainees, integration of educational theory, and interactive design.

Exploring the public dialogue on government school costs in Australia: a content analysis of print media

ABSTRACT Objective All children deserve high-quality education. In order to promote inclusive educational policies and practices, understanding barriers to participation in education is necessary. School costs is one potential barrier that has garnered limited attention in the literature to date. The objective of this research was to better understand public dialogue concerning government school costs in Australia. Method We conducted a content analysis of print media coverage on government school costs in Australia between 2011 and 2023. Results In total, 118 print media articles met the inclusion criteria. Six categories were generated: School Costs, School Fees, Payment Approaches, Support Services, Funding of Government Schools, and Impact on Children and Families. Parent voices were the most common in the included articles (30.5%), followed by government officials (17.8%). Conclusion Australian print media has documented that school costs are problematic for families in Australia. The perspectives of parents are central in public dialogue on this issue. There is a need for empirical research to better understand the impacts of school costs on Australian families, particularly those who are experiencing socioeconomic disadvantage.

Teachers’ experiences during the COVID-19 pandemic in Portugal: the role of personal, professional and coping variables in inclusive practices

ABSTRACT In July 2018, Portugal implemented an educational framework focused on inclusion, prompting schools and teachers to rethink their education and student engagement approaches. Over time, schools adapted by transforming their perspectives on education, learning and student well-being. However, the onset of the COVID-19 pandemic in March 2020 introduced significant personal, contextual and global challenges. School closures and enforced confinement necessitated new educational practices, intensifying inclusion challenges. This study examines how personal variables and teachers’ experiences during the second lockdown affected the perception of the adoption of inclusive practices. Data was collected online using self-report questionnaires, with 137 teachers from Portuguese public and private schools participating voluntarily and anonymously. The study employed descriptive and multiple linear regression analyses, alongside univariate analyses of variance, to assess how confinement impacted teachers’ perceptions of inclusive practices. The findings indicate that factors such as teaching experience, gender and experiences during the second lockdown significantly influenced the perception of the adoption of inclusive practices. These results underscore the importance of considering proximal contexts during crises to enhance the adoption of inclusive practices.

PROJETO DE EXTENSÃO “MÃOS DE VIDA”: ESPIRITUALIDADE NATURAL NAS PRÁTICAS EDUCATIVAS NO CUIDADO ÀS CRIANÇAS

The extension project "Mãos de Vida" of the University of Vale do Itajaí (UNIVALI) develops practices with children in a transdisciplinary perspective and integrates education and health themes. Among the proposals, we highlight the eco-formative workshops on natural care and spirituality. The activities integrated therapeutic processes of health and social care with children from Lar Padre Jacó, located in the city of Itajaí/SC. The general objective of the study seeks to understand the promotion of care for children through educational practices that integrate natural spirituality in the Hands of Life extension project. This is a qualitative study, supported by the phenomenological hermeneutics method. It was carried out through workshops planned and developed weekly, between the years 2022 and 2023, with the participation of children between 6 and 11 years old. The results showed that in the educational practices the children recognized living nature as an expansion of themselves, involved in care actions that strengthened life and natural spirituality. The eco-formative backyard has become a place of contact and creative expression, of care for oneself and the other. The experiences with natural resources stimulated the sensory and reflective body, expressed in the art of modeling, the cultivation of plants and the construction of toys. The manifestations of care and healthy living occurred in the games that integrated human multidimensionality and enabled bodily and social well-being.

Development, Content Validity, and Reliability of the Physical Therapy Social Determinants of Health Scale.

This study describes the development, content validity, and reliability of the Physical Therapy Social Determinants of Health Scale (PT-SDHS), in Doctor of Physical Therapy (DPT) students. Addressing inequities stemming from the social determinants of health (SDOH) is critical for providing effective clinical care and improving population health. Currently, no tool exists to assess DPT students' education or competence with SDOH. Recruited domain experts were licensed health professionals, had a peer-reviewed publication on SDOH, and had at least 3 years of experience with SDOH. A convenience sample of DPT students was also recruited from multiple cohorts at 2 universities in multiple geographic locations. The Association for Medical Education in Europe best practices for developing questionnaires for educational research guided development of the PT-SDHS. Eight experts established content validity through item- and scale-content validity index measures and modified Kappa statistics. Qualitative data determined clarity and comprehensiveness. Construct validity and scale reliability were determined using exploratory factor analysis and Cronbach's alpha. The PT-SDHS showed high item content validity (range: 0.86-1) and scale content validity (S-CVI/UA = 0.83; S-CVI/Ave = 0.98). After expert validation, the PT-SDHS consisted of 30 items with 5 ordinal answer choices. Factor analysis of 254 DPT student responses revealed 4 content domains with a factor loading greater than 0.4. Two items did not load onto any of the factors, and 2 items werecross-loaded onto multiple factors, so they were removed, leaving a scale of 26 items. Cronbach's alpha ranged from 0.74 (satisfactory) to 0.96 (excellent) across the 4 factors. The PT-SDHS is the first psychometrically valid and reliable instrument related to educating DPT students on 4 SDOH domains: Knowledge, Attitudes, Personal Barriers, and Beliefs About Others. This tool could aid development and assessment of SDOH educational interventions for health care students.

Am I a temptress or a guardian? The discourse of securitization and girls’ education in a religiously-driven-postcolonial-security state of Pakistan

ABSTRACT This paper explores the intricate relationships between security, gender, and education by examining the construction of girls’ education within the security-centric state of Pakistan. Utilizing a Foucauldian qualitative methodology, the study conducted power elite interviews with officials from the army, religious scholars, bureaucrats, educationists, and third-sector representatives. The findings reveal that Pakistan’s status as a security state directly influences girls’ education, aligning it with the country’s security imperatives. This alignment generates a dual discourse: visible discourses that advocate for girls’ education and invisible discourses, such as gendered hypocrisy, that undermine it. By employing theoretical hybridization – integrating International Relations, education, Feminism, and Foucauldian discourse analysis – the paper offers a nuanced view of how security dynamics influence gendered educational practices. Furthermore, recognizing that studying a postcolonial subject requires the inclusion of indigenous and non-Western academic voices, theoretical hybridization is utilized to incorporate these perspectives effectively.

Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms

AbstractThis study explored racialized newcomer student participants' experiences in a rural high school in Western Canada, and utilized critically engaged language and literacy workshops (CELLWs) as a means to authentically represent participants' interrelationships with and relatability to their school and community spaces. CELLWs are an important avenue for self‐reflection that fosters socially just, diverse, and equitable educational practices. Understanding the nuanced lived experiences of newcomers, and how these inform educational practices today, represents a pivotal need in the development of educational pedagogies that encompass past and present experiences reinforced within different places and spaces. The study was guided by the following question: To what extent can CELLWs afford multicultural and plurilingual identities to establish a disruptive pedagogy and re‐imagine classroom spaces? The researchers centered arts and walking methodologies within four CELLWs sessions to open up subjective practices and analyses that intersect equitable, inclusive, and diverse theories and participants' life experiences. Data was drawn from a qualitative and thematic analysis that was obtained from participants' artwork, written reflections, and individual/group interviews. The study revealed the importance of CELLWs in research and in‐classroom practices as practitioners and scholars become accountable when appropriating such activities to create spaces for meaning‐making processes that consider relevant personal experiences and feelings within schools and communities.

A correlational study on teacher-student relationships and students’ engagement in EFL classes

This study aims to investigate the levels of teacher-student relationships (TSR) and student engagement (SE) within an English as a Foreign Language (EFL) context among general English (GE) level students enrolled in an English course at a private language school in Indonesia. This study also seeks to examine the correlation between TSR and SE in EFL classes. In finding the correlation between TSR and SE in EFL classes, this study attempts to fill a gap in the existing literature by employing a quantitative method, specifically a survey-based approach, to systematically collect and analyze data from a diverse pool of participants. The choice of quantitative method is grounded in the need for standardized data collection and analysis to determine the degree of relationship between TSR and SE among GE-level students. By administering surveys to GE-level students, this study seeks to gain insights into their perceptions of TSR and its impact on their engagement in EFL classes. This study found that the TSR and the SE levels were high. Moreover, this study found a statistically significant positive correlation between TSR and SE. The findings of this research endeavor to provide valuable insights into how TSR can catalyze SE and subsequently enhance language proficiency among EFL learners in Indonesia, with implications for both theory and practice in EFL education.

Cancer Nursing Frameworks to Guide Clinical Capability, Education and Careers: A Scoping Review of the International Literature.

This review aimed to provide a current global profile of all existing cancer nursing competency, capability, education and career frameworks and map capabilities and competencies to the clinical, facilitation of education, management and research pillars of practice. Scoping review. Cumulative Index to Nursing and Allied Health Literature (CINAHL), Cochrane Library, Epistemonikos, Google Scholar, Medline, and PubMed. Gray literature searches and reference list searches were also performed. This review was guided by Arksey and O'Malley's method and followed PRISMA guidelines for reporting. Screening and data extraction was conducted independently by two or more authors. The quality of frameworks were assessed using The Joanna Briggs Institute (JBI) critical appraisal checklist for textual evidence: policy/consensus guidelines. Data were analyzed and narratively synthesized by experienced cancer nurse researchers. Thirty-four articles were included, comprising of 29 cancer nursing frameworks. Frameworks were categorized as competency frameworks, career and education frameworks, education/learning pathways, and career/professional development frameworks. Competencies and capabilities described in the frameworks were mapped to the four pillars of practice including clinical (n = 27), facilitation of learning (n = 20), leadership and management (n = 23), and research and scholarship (n = 24). Comprehensive cancer nursing frameworks are pivotal in enabling nurse leaders to grow and develop the cancer nursing workforce globally. They are also integral to support cancer nurses in providing high-quality, effective, and safe care for patients and their families across the cancer continuum. This is the first review to comprehensively capture and synthesize the capabilities, educational components, and career pathways outlined in existing cancer nursing frameworks worldwide and highlights where areas of improvement are needed to support professional growth, job satisfaction and retention of cancer nurses. This article is a review of frameworks and does not include patient or public contribution.

Educational leaders and school-based mental health: a social network analysis of knowledge brokerage

This study examines the relational dynamics of knowledge brokerage among educational leaders in implementing multi-tiered systems of support (MTSS) for mental health promotion in schools. Recognizing the critical link between student mental health and academic achievement, schools are increasingly expected to provide comprehensive mental health supports. Utilizing social network analysis (SNA), this research explores the information-seeking behaviors of educational leaders within a public school system in British Columbia, Canada. By mapping the relational connections among school and district leaders, the study identifies how these leaders, as knowledge brokers, navigate and influence educational policies and practices related to MTSS. The findings reveal latent interaction patterns that can either facilitate or impede the flow of essential information, highlighting potential areas for strategic intervention. The analysis demonstrates the importance of leadership in fostering collaboration and ensuring the effective integration of mental health initiatives into school communities. Additionally, the study underscores the complex interactions through which knowledge is exchanged and mobilized, emphasizing the need for systems to enhance relational ties and promote collaborative leadership. This research contributes to the scholarship and practice of educational leadership by advancing the understanding of how social networks and knowledge brokerage can support the successful implementation of MTSS.

Belonging in the Law Classroom: Preliminary Reflections from a South Australian Case Study

This article reports the findings of the Belonging in the Law Classroom Project (Belonging Project) – a qualitative research project undertaken during 2022 with the support of an UniSA Early Career Researcher Teaching and Learning Grant. The Belonging Project aims to improve the experience and retention of first-year Law students by better understanding and fostering their sense of belonging in the online or physical classroom. The idea that students can and need to belong to a higher education community has become engrained within higher education policy and practice. Past studies have identified a strong causal link between students’ sense of belonging at University and student retention. This has led to a sustained focus on developing institutional strategies to improve student engagement, largely focused on extra-curricular supports or activities, but less focus on what happens in the classroom to foster student belonging. By focusing on student belonging in the classroom, and enacting dialogic approaches to provide students with opportunities to talk and explore within the classroom setting, as well as connecting with their life worlds and funds of knowledge to help students identify the existing skills and resources that they bring to the law studies, the Belonging Project provides a fresh perspective for teaching staff to understand student retention and engagement This article will explore some of the practical frameworks, exemplars and resources complied during the Belonging Project to provide first year law teachers with building blocks that they can utilise to foster student belonging in their classroom.