Learning Skills Research Articles

Assessment and learning outcomes for generative AI in higher education: A scoping review on current research status and trends

Generative artificial intelligence (GenAI) impacts higher education assessment and learning outcomes, which are closely related and intertwined. Literature suggests that educators and researchers have many varied concerns regarding student assessment in the higher education GenAI context, such as how to assess students’ learning and the new (refocused) learning outcomes that emerged in GenAI-facilitated learning environments. To provide evidence-based insights into and answers to these concerns, we conducted a scoping review by collating literature in relevant research areas. Following a five-stage scoping review framework, we collaboratively collected and coded 34 studies. The three assessment approaches identified in the review were traditional assessment, innovative and refocused assessment and GenAI-incorporated assessment. The new, refocused learning outcomes identified were career-driven competencies and lifelong learning skills. The review also revealed that most research designs were qualitatively oriented (e.g., with exploratory design, descriptive research, ethnographic research and phenomenological research). This study proposes a holistic diagram showing the current research status and trends. It suggests five future research directions: innovative assessment designs, collaborations among assessment approaches, new learning outcomes, relationships between assessment approaches and learning outcomes, and quantitative or mixed research studies. Implications for practice or policy: Traditional assessment methods in higher education do not operate effectively in the GenAI era. Innovative and refocused assessment and GenAI-incorporated assessment are promising strategies to assess student learning. Career-driven competencies and lifelong learning skills are new focused learning outcomes evolved from the use of GenAI. More quantitative and mixed research studies should be conducted to provide additional empirical evidence on the impact of GenAI on student assessment and learning outcomes.

The Role of Folklore in Building Character and Early Childhood Language Skills

This study explores the role of folklore in shaping the character and language skills of early childhood learners. Folklore, rich in cultural values and moral lessons, serves as an effective medium for instilling virtues such as empathy, respect, and responsibility in young children. Through storytelling, children not only engage with the narratives but also enhance their linguistic abilities, including vocabulary acquisition, comprehension, and narrative skills. The research employs a qualitative approach, gathering data through observations, interviews with educators, and analyses of children's responses during storytelling sessions. The findings indicate that incorporating folklore into early education significantly promotes moral development and language proficiency among children. Furthermore, it highlights the necessity of integrating cultural narratives into educational practices to foster a holistic learning environment. The study underscores the importance of folklore as a vital tool for educators in nurturing the character and language skills of young learners, ultimately contributing to their overall development

Learning Outcomes, Benefits, and Challenges of International Research Experiences for Students (IRES): An Exploratory Study of an IRES Program in China

Despite the increasing number of international programs targeting students’ learning of research and intercultural skills, there has been limited holistic investigation of students’ experiences employing both qualitative and quantitative methods. In this study, we incorporated several measures to explore students’ experiences in an International Research Experiences for Students (IRES) program, which benefited from the existing partnership between Virginia Tech in the U.S. and Shandong University in China. We examined students’ intercultural competence and interdisciplinary research skills and explored students’ stories of their lived experiences across three cohorts, each with five students, who completed the IRES program. Both open-ended survey responses and interview data demonstrate that the experience allowed students to learn skills involving the various tools, methods, and processes needed to conduct experiments and solve interdisciplinary problems. In particular, qualitative data further demonstrated the influence of the program on students’ desire to pursue graduate degrees and navigate the research process. While the behavioral dimension of cultural intelligence did not show a major improvement, student interviews suggested enhanced student abilities in interpersonal interactions, including non-verbal and verbal means for effective communication. We provide explanations for the differences between quantitative and qualitative results. Reflecting on the results, we elaborate on the importance of structural elements necessary for creating international experiences for students and the need to examine students' learning processes using different means of data collection.

Touch: A Review of the Infant-Caregiver Relationship in the Neonatal Field

Touch is a domain of enormous importance with implications in development, from birth, and across the lifespan. This work aims to review touch implications within infant-caregiver interaction. A non-systematic review of the literature was performed to assess the relevance of touch in the neonatal period, on attachment, and in child development. The review was conducted on PubMed database, in May 2023 using the following keywords: “infant”, “child”, “baby”, “newborn”, “neonatal”, “touch”, “contact”, “tactile”, and “attachment”. In the neonatal period, close skin contact facilitates caregiver sensitivity and responsiveness, promotes parent-infant reciprocity, reduces psychological distress both in caregiver and infants, and regulates the infant’s physiological systems (circadian rhythm, autonomic regulation). Touch also plays a crucial role in attachment by contributing to synchrony and self-regulation abilities, since secure attachment promotes learning of emotional regulation, social skills, and behavioural organization. Early sensory experiences are critical to developmental dimensions such as cognitive, motor, and socio-emotional, and influence physical growth rate. Concluding, in neonatal care services, touch should be systematically addressed in routine appointments. Within the field of infant-caregiver interactions, there is an urgent need to create a reliable tool for tactile assessment, allowing clear interpretations and the development of target interventions.

Overcoming the streetlight effect: Shining light on the foundations of learning and development in early childhood.

Developmental theory has long emphasized a range of skills that young children need for healthy development across the life course. Nevertheless, most evaluations of early childhood programs and policies have focused on measuring a somewhat limited set of competencies. In this article, we explore this "streetlight effect" in early childhood intervention research and propose an initial set of skills that we argue should be prioritized alongside traditionally measured outcomes as targets of intervention during the preschool period (i.e., between ages 3 and 5 years). These skills, which we call the foundations of learning and development (FOLD) skills, include both well-studied and emerging constructs such as curiosity, creativity, self-regulation and executive function, critical thinking, perspective taking, and internal representations of self. To better understand FOLD skills' potential as more practical, effective, and inclusive targets of early childhood programs and policies, we review research regarding each skill's malleability, measurability, predictive validity, and universality. We end with a set of future directions for the field, including the need to (a) formulate a more inclusive taxonomy of FOLD skills that incorporates currently omitted competencies relevant to marginalized populations, (b) measure these skills in scalable and actionable ways, and (c) enhance or modify intervention strategies to optimize the development of these FOLD skills in the preschool period. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A transient memory lapse in humans 1–3 h after training

In many non-human species, learning retention decreases temporarily following training. This has led to the suggestion that these lapses reflect a fundamental component of memory formation. If so, transient memory lapses should also be prevalent in humans, and should occur for all types of learning. In line with these predictions, we report two cases of transient memory lapses in humans that occur 1–3 h after training on a perceptual-discrimination task. The results indicate that the occurrence of transient memory lapses extends to perceptual learning, a form of skill learning, and suggest that transient memory lapses may be a common but overlooked facet of memory formation in humans.

Enhancing learners’ self-regulated learning in physical sciences classrooms through formative assessment intervention strategies

Fostering self-regulated learning (SRL) in the context of physical sciences is crucial for promoting twenty-first-century learning skills and establishing a solid foundation for academic achievement among science students. In South African schools, the physical sciences curriculum holds significant importance, serving as a cornerstone for students’ educational development. This research aimed to investigate the effectiveness of formative assessment interventions in cultivating SRL among grade 10 physical sciences students. Utilizing survey methodology, quantitative data were gathered through questionnaires administered to 175 grade 10 physical sciences students selected purposively. The study utilized the self-regulatory skills scale, appropriately adapted to the specific context, with a model of self-regulated learning serving as the conceptual framework. Data analysis involved both descriptive and inferential statistics. The study revealed that implementing formative assessment practices in physical sciences classrooms effectively promotes students’ SRL behaviors. The findings underscored the positive impact of formative assessment practices as interventions in enhancing students’ SRL and improving academic performance. It is recommended that formative assessment strategies be integrated into teaching methodologies at the secondary level, offering valuable benefits to learners.

A change of mind: Error motivation is shaped by error perceptions in different learning environments

Background The medical profession has traditionally had a culture of “blame and shame,” despite the importance errors have for learning, motivation, and improvement of clinical skills. This study aimed to explore how medical students and newly graduated doctors perceive errors across different learning contexts and levels of expertise, and how error perceptions influence motivation and engagement in learning activities. Methods Semi-structured interviews were conducted, and thematic analysis was used to identify themes. Survey questions were developed based on the themes. The final survey included 27 questions divided into three sections. The survey was distributed via RedCap to medical students in year 1, year 4, and year 6 together with newly graduated doctors in Denmark. Results Of the 541 respondents, a majority anticipated making errors in both non-clinical (77.4%) and clinical (61.5%) learning situations, finding them motivating for participation (91.9% and 96.2%, respectively). A psychologically safe learning environment was seen to enhance the perception of errors as learning opportunities (96.9%) and increase risk willingness (96.3% non-clinical, 97.7% clinical). Respondents focused on the specific errors they made (86.0%), and their supervisors were perceived to focus more on correct handling of errors (70.7%). Respondents expected to conduct fewer errors in non-clinical learning situations in PGY-1 compared to medical students in year 1 (F(3529) = 3.0, adjusted p = 0.03). They showed an increase in risk willingness in clinical learning situations from year 6 to PGY-1 (F(3520) = 2.7, adjusted p-value 0.006) as long as the learning situations were considered psychologically safe. Conclusion The study suggests that a psychologically safe learning environment mitigates the “shame and blame culture” associated with errors. Respondents generally embraced errors as valuable learning experiences but noted a lack of specific error-related feedback. These findings underscore the nuanced relationship between errors, explicit learning activities, and supervisor support in medical education.

Exploring the Role of Mind Mapping Tools in Scaffolding Narrative Writing in English for Middle-School EFL Students

The purpose of this study was to investigate the effects of scaffolded English writing instruction using mind mapping tools on English narrative writing proficiency among Chinese middle-school EFL students. Specifically, we examined its effects on four subcomponents of narrative writing compositions: lexical complexity, grammatical complexity, accuracy, and fluency. Non-equivalent group pre-test–post-test design was employed in this study. The participants were 55 eighth-grade students in an English class. The data were collected through two writing tests administered before and after a two-month intervention. The results showed that students’ writing demonstrated significant improvements in lexical complexity, grammatical complexity, accuracy, and fluency. These findings suggest that scaffolded writing instruction with mind mapping can effectively enhance multiple dimensions of writing skills in adolescent EFL learners. This study provides insights into the application of using mind mapping to scaffold EFL learners’ narrative writing proficiency.

대학 비교과 프로그램 특성에 따른 학생 학습경험 분석: 경북 소재 대학의 비교과 프로그램에 대한 분석을 중심으로

Objectives This study conducted keyword network analysis to examine student experiences based on the characteristics of extracurricular programs at universities. The aim is to understand how these programs impact students' learning experiences. Methods Keyword network analysis was used based on keywords extracted from various survey contents. The NodeXL program was used to visualize the main keywords and their relationships for each type of extracurricular program (mentoring, tutoring, experiential). Results In mentoring programs, keywords such as ‘feedback’, ‘support’, and ‘adaptation’ were central, indicating that students enhance their self-directed learning and communication skills. In tutoring programs, keywords like ‘exam preparation’, ‘study strategies’, and ‘grade improvement’ were prominent, showing that students focus on academic achievement. In experiential programs, keywords such as ‘practice’, ‘experience’, and ‘projects’ stood out, highlighting a focus on practical learning. Conclusions The keyword network analysis revealed that students' learning experiences vary according to the characteristics of the extracurricular programs. These findings provide important insights for universities to design and operate extracurricular programs that meet the diverse learning needs of students.

Advanced and AI Embedded Technologies in Education: Effectiveness, Recent Developments, and Opening Issues

This paper offers a brief analysis highlighting the effectiveness of several well-known Artificial Intelligence (AI) technologies applied in education, particularly in teaching and learning. It provides an overview of how modern classrooms can benefit from more effective teaching strategies that encourage students to engage in hands-on learning. Advanced technologies are changing how knowledge is found and shared, as well as how teaching is delivered. Memorization has been emphasized in educational models as a crucial learning skill until relatively recently. The technologies alter how knowledge is accessed and taught in schools today. Based on that, most knowledge is readily available, quickly accessible, and available online. The skills of reading, sharing, listening, and acting are now prerequisites for schooling. Most recent developments in advanced technologies in education are provided. Some analyses related to opening issues and challenges are shown for future work.

Kemampuan Komunikasi Interpersonal Guru Dengan Siswa Dalam Pembelajaran IPS Di SMP 21 Kota Bengkulu

This research aims to determine the interpersonal communication skills of teachers and students in the social studies learning process at SMPN 21 Bengkulu City. The research method used was quantitative descriptive research with research subjects involving 36 class VIII students. Data collection techniques use observation, questionnaires and documentation. The research results show that the teacher's interpersonal communication skills with students in the learning process are quite good. This can be proven by the results of data analysis, the average calculation obtained is 66. Thus, it can be said that if a teacher is able to carry out good interpersonal communication, the students' communication skills in learning will also be higher, but on the contrary, if the teacher's interpersonal communication skills are still low, students' communication skills will also tend to be low. The conclusion from this research is that the teacher's interpersonal communication skills with class VIII students in the social studies learning process at SMPN 21 Bengkulu City are in the Good category. Research can be a basis for teachers to develop their insight and knowledge to improve students' communication skills in the learning process so that they are more effective.

Enhancing speaking agility: unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills

Abstract In the rapidly evolving educational landscape, this study investigates the effectiveness of hybrid teaching methods in enhancing oral communication skills in Indonesian higher education, marking a critical exploration at the intersection of digital and traditional pedagogies. Anchored in a qualitative research methodology, it seeks to unpack the complex experiences of Indonesian lecturers using hybrid teaching methods to enhance university students’ oral communication skills. Data were meticulously gathered through a Google Forms survey consisting of 12 open-ended questions. The survey, conducted from March to August 2023, targeted lecturers from diverse geographical regions of Indonesia, ensuring a wide range of teaching experiences. Results reveal that lecturers are motivated by the need to adapt to pandemic restrictions, expand educational accessibility, and integrate technology into teaching. They employ a variety of hybrid teaching methods, including live online lectures, in-person workshops, flipped classrooms, and project-based learning. These strategies are supported by various technological tools such as Zoom, Google Classroom, Slack, Padlet, and Mentimeter. Despite the benefits, lecturers face challenges such as varying levels of technological access and proficiency among students, maintaining engagement, and managing increased workloads. The study highlights the importance of culturally responsive teaching practices, integrating culturally relevant materials, and using interactive digital tools to enhance oral communication skills. Continuous professional development and institutional support are essential for the success of hybrid teaching methods. This research offers valuable insights and recommendations for optimizing oral communication skills in hybrid learning, with lessons adaptable to multicultural and multilingual contexts worldwide.

Implementation of Project-Based Learning Model to Improve Students' Collaboration Skills: Literature Review

Collaboration skills are one of the important skills in 21st-century learning, especially in supporting students to work together to achieve common goals. This article examines the effectiveness of project-based learning models (Project Based Learning or PjBL) in improving students' collaboration skills through a literature review of several relevant studies. This study is a literature review that collects theoretical references related to the problems found. The data in this study were obtained through a literature study, namely a way of collecting data or sources related to research topics from scientific articles searched through Google Scholar over the last 10 years sourced from Google Scholar. The data was analyzed using a descriptive analysis method, which describes facts followed by analysis, providing sufficient understanding and explanation. The results of the study indicate that the implementation of PjBL not only improves collaboration but also encourages creativity and social skills of students. Challenges faced in the implementation of PjBL include the need for teacher training, time management, and management of group dynamics. However, the PjBL model has proven effective in creating an interactive learning process and supporting the achievement of academic and non-academic outcomes.

Self-regulated learning in secondary school: Students’ self-feedback in a peer observation programme

Self-regulated learning (SRL) is crucial for fostering learner autonomy and lifelong learning skills. The article focuses on observation as a trigger of student self-feedback and self-reflection towards the development of SRL. A student peer observation programme, co-designed and piloted by teachers and researchers in two Portuguese public secondary schools is introduced, including its theoretical and methodological framework, observation scheme, and supporting observation guides. A qualitative study of self-reported effects by participating students was performed with the objectives of identifying strong aspects and possible improvements to the programme but also to gain a deeper understanding of how observation and self-feedback mediate between the performance and self-reflection phases of SRL. The results reveal an increased appreciation for feedback from various sources, and of the reflection it enables, with students emphasizing seeking help from teachers and peers. Implications for designing collaborative and student-centred learning environments with observational strategies to promote SRL are included.

Comparing Scoring Consistency of Large Language Models with Faculty for Formative Assessments in Medical Education.

The Liaison Committee on Medical Education requires that medical students receive individualized feedback on their self-directed learning skills. Pre-clinical students are asked to complete multiple spaced critical appraisal assignments. However, the individual feedback requires significant faculty time. As large language models (LLMs) can score and generate feedback, we explored their use in grading formative assessments through validity and feasibility lenses. To explore the consistency and feasibility of using an LLM to assess and provide feedback for formative assessments in undergraduate medical education. This was a cross-sectional study of pre-clinical students' critical appraisal assignments at University of Illinois College of Medicine (UICOM) during the 2022-2023 academic year. An initial sample of ten assignments was used to develop a prompt. For each student entry, the de-identified assignment and prompt were provided to ChatGPT 3.5, and its scoring was compared to the existing faculty grade. Differences in scoring of individual items between ChatGPT and faculty were assessed. Scoring consistency using inter-rater reliability (IRR) was calculated as percent exact agreement. Chi-squared test was used to determine if there were significant differences in scores. Psychometric characteristics including internal-consistency reliability, area under precision-recall curve (AUCPR), and cost were studied. In this cross-sectional study, 111 pre-clinical students' faculty graded assignments were compared with that of ChatGPT and the scoring of individual items was comparable. The overall agreement between ChatGPT and faculty was 67% (OR = 2.53, P < 0.001); mean AUCPR was 0.69 (range 0.61-0.76). Internal-consistency reliability of ChatGPT was 0.64 and its use resulted in a fivefold reduction in faculty time, and potential savings of 150 faculty hours. This study of psychometric characteristics of ChatGPT demonstrates the potential role for LLMs to assist faculty in assessing and providing feedback for formative assignments.

Factors Affecting the Implementation of Blended Learning Modality

Blended learning is relatively new in public schools in the Philippines, yet its increasing demand highlights notable challenges hindering effective teaching and learning. In this context, this study aims to assess the factors influencing the implementation of blended learning at medium-sized School Division within a highly urbanized city in Central Philippines, during the School Year 2022-2023. Employing descriptive and quantitative research methods, a 30-item survey questionnaire was administered to ninety-six (96) teachers. Findings reveal low factors affecting the implementation of blended learning in teaching-learning resources and ICT skills. In contrast, moderate levels were observed in stakeholders’ support, interpersonal communication skills, and self-management skills. Furthermore, significant differences were noted in the level of ICT skills based on educational attainment and teaching experience. These results offer insights for enhancing current policies and guidelines for blended learning implementation. Keywords: Elementary education, empirical-based approach, blended learning modalities, Bacolod City, Philippines

Reading Comprehension of Key Stage 2 Learners

Reading comprehension is a critical learning skill for all students, as it is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. There are many reasons why children may have difficulty understanding what they read, including a lack of vocabulary, fluency, and word recognition. In this premise, this study aimed to determine the reading comprehension levels of key stage 2 learners in terms of vocabulary, fluency, and word recognition. The study was tested on 83 key stage 2 learners using a self-made questionnaire that passed stringent tests of validity and reliability. The data were statistically analyzed using the mean, t-test, and analysis of variance. Overall, the reading comprehension level of key stage 2 learners was at an instructional level. When grouped according to four variables, the reading comprehension level of key stage 2 learners in all three areas is at the instructional level. Further, no difference was found in the reading comprehension level of key stage 2 learners in all three areas when compared by their profile variables. Learners’ instructional rating in the three areas stems from poor vocabulary knowledge and less mastery in reading basic sight words that impede them from comprehending the given reading material. These calls for DepEd authorities, reading implementers, and school stakeholders to consider the reading profile of key stage 2 learners in proposing reading programs and in the development of localized instructional materials. Keywords: Reading comprehension, Key Stage 2, learners

Dynamics of Motor Skill Learning in American and Israeli Toddlers With Varied Language Proficiency.

The aim of the present study was twofold: to determine if deficits in motor skill proficiency and learning were present in 2-year-old children identified with early expressive language delay compared to peers without the delay, and to distinguish how motor skill proficiency and learning behaviors may manifest differently across culturally and linguistically diverse backgrounds. The study involved 54 children (24-36 months of age), 23 of whom were identified as having an expressive language delay. Furthermore, 16 participants were American and English-speaking and 38 were Israeli and Hebrew-speaking. After motor and language skill proficiency was assessed using a variety of measures, each child and participating parent were introduced to a nonsymmetrical-shaped insertion task so that motor learning skills could be observed. This block insertion task was observed for each child at three time points and included a transfer task (same task, new nonsymmetrical shape). Children with early expressive language delay were statistically significantly more likely to exhibit deficits in fine-motor proficiency than peers without language delay, regardless of country of origin or language spoken. Furthermore, participants with language delay demonstrated significantly higher error rates in transfer task completion compared with peers. Finally, participants in the U.S. sample indicated lower fine-motor skills and higher error rates than those in the Israeli sample. Differences in motor skill proficiency were universally associated with language delay status, indicating support for the notion that language acquisition deficits may extend beyond the linguistic system even in young children identified as late talkers.

PELATIHAN KEWIRAUSAHAAN UNTUK MENGEMBANGKAN UMKM DESA WIBAWAMULYA

Entrepreneurship training is training that can train participants in stages to have entrepreneurial and business competencies, train entrepreneurs and the business world, train entrepreneurs to be able to act in establishing a viable business by taking advantage of the opportunities that exist at a certain time. And in certain fields as well as developing human resources capable of creating jobs for themselves and others in accordance with development demands with the aim of creating motivation for participants so that they can improve quality and quantity. An entrepeneur has a role both internally, entrepreuner play a role in reducing the level of dependence on other people, increasing self-confidence and increasing the purchasing power of the perpetrator. Externally, an entrepreuner plays a role in providing job opportunities for job opportunities for seekers. By attacting the workforce through job opportunities provided by entrepreneurs, the national unemployment rate can be reduced. Training can also make Human Resources more critical, creative and have additional skills. Skills are an important component needed in various areas of life. These 21st century skills are life and career skills, learning and innovation skills, and media and information technology skills