Learning Skills Research Articles

Emotional literacy and problem-solving skills with pbl model and hpc strategy: Circulatory system concept

Emotional literacy as a new 21st-century literacy is one-factor influencing student learning success. This study aims to analyze the differences in emotional literacy and problem-solving skills in Problem-Based Learning (PBL) model learning with Homogeinity psycho cognition (HPC) Strategy and PBL. This study included quasi-experiment research with a pretest-postest nonequivalent control group design. The research sample was 75 fifth-grade students taken randomly from several elementary schools in the Nusaniwe Sub-District based on the placement test. The research instruments were an emotional literacy questionnaire and a problem-solving skills test instrument consisting of 20 statement items and 8 problem items related to the human circulatory system. Data analysis used the Mann-Whitney U Test and one-way ANCOVA. The results showed no difference in emotional literacy between the treatment group (PBL with HPC strategy) and the control group (PBL). The ANCOVA test results concluded that students' problem-solving skills in the PBL model with the HPC strategy were superior to those in the PBL model. This finding helps develop appropriate and strategic science-biology learning in elementary schools.

국악 교육에서의 PBL 모형을 적용한 메타버스 국악공연 제작연구

This study aimed to develop students' self-directed problem-solving abilities and explore new possibilities for producing Korean traditional music performances in the metaverse by applying the Problem-Based Learning (PBL) model in Korean traditional music education. The PBL teaching-learning process was structured into five stages: encountering the problem, planning for problem-solving, exploring and re-exploring, devising solutions, and presenting and evaluating. Through the process of planning and producing a Korean traditional music performance, students were encouraged to solve problems independently, and they carried out the performances they created using the metaverse platform 'ifland.' The results of the study showed that the production of metaverse Korean traditional music performances, using the PBL model, significantly improved students' self-directed learning abilities and collaborative learning skills. Furthermore, it confirmed the potential of Korean traditional music education within the metaverse environment. This study suggests that the application of the PBL model to the production of metaverse Korean traditional music performances can contribute to the modernization of Korean traditional music education and the advancement of educational methodologies. It also emphasizes the need to expand the use of digital platforms in Korean traditional music education in the future.

Robot skill acquisition for precision assembly of flexible flat cable with force control

Abstract The flexible flat cable (FFC) assembly task is a prime challenge in electronic manufacturing. Its characteristics of being prone to deformation under external force, tiny assembly tolerance, and fragility impede the application of robotic assembly in this field. To achieve reliable and stable robotic automation assembly of FFC, an efficient assembly skill acquisition strategy is presented by combining a parallel robot skill learning algorithm with adaptive impedance control. The parallel robot skill learning algorithm is proposed to enhance the efficiency of FFC assembly skill acquisition, which reduces the risk of damaging FFC and tackles the uncertain influence resulting from deformation during the assembly process. Moreover, FFC assembly is also a complex contact-rich manipulation task. An adaptive impedance controller is designed to implement force tracking during the assembly process without precise environment information, and the stability is also analyzed based on the Lyapunov function. Experiments of FFC assembly are conducted to illustrate the efficiency of the proposed method. The experimental results demonstrate that the proposed method is robust and efficient.

TEACHING COMPUTATIONAL THINKING IN LEARNING COMMUNITY: A CASE STUDY OF SOLKAN PRIMARY SCHOOL

Slovene kindergartens and schools have introduced a learning community where teachers learn from and with each other, acquire knowledge, and strengthen students' skills. The success of such connections depends on shared values, attitudes, beliefs, and supportive mutual relationships. Teachers are essential when Slovene school participates in development projects B-RIN, aimed at introducing fundamental computer science and informatics content and computational thinking into kindergarten groups and school classes. When selecting members of the development team, the participants were guided by the criterion that the selected educators and teachers are open to exploring their teaching practices, capable of continuously upgrading and evaluating their pedagogical work, and developing and improving their teaching approaches based on the study of their practice, emphasizing student-centred approaches. The purpose of this contribution is to highlight the implicit theories and attitudes of the development team and school staff regarding the understanding and importance of introducing fundamental B-RIN content and computational thinking into teaching, not only in the STEM field but also in other subject areas, and to present the approaches with which participants have influenced the implicit theories and attitudes of teachers and educators within our VI organization. This is also because training students in computational thinking and fundamental computer science and informatics content significantly impacts the development of metacognitive strategies, such as problem-solving skills, especially for open-ended problems, self-regulation learning skills, perseverance in facing failure, consequently greater resilience, and encouraging creativity. Therefore, it also broadly impacts the mental health of students. Keywords: computational thinking, implicit theories and attitudes, learning community, metacognitive strategies, development team

ICT Integration and Students’ 21st-Century Learning Skills in ELT

Information and Communication Technology (ICT) has become essential in developing nations in recent years, greatly influencing a number of industries, including ELT and education. However, although incorporating technology into instruction is emphasized in today's educational environment, research on how these affects students’ abilities for 21st-century learning has yielded mixed results that leads to the inconsistent information, including in Indonesia. Therefore, to address this issue, ICT integration in ELT and its impact on students' learning capabilities at SMA N 3 Yogyakarta are examined in this qualitative case study. Data from 10 grade X participants spread across five classrooms were collected through document analysis, classroom observation, and in-depth interviews. The results showed that ICT integration is common, mostly at the passive and amplification levels. Citizenship, collaboration, creativity, and communication all showed positive effects; however, critical thinking and character still need further evaluation. To get the most out of ICT and help instructors develop 21st-century abilities, effective teaching methods and frameworks are advised. It is also suggested that standardized rules and guidelines should be established for the incorporation of ICT in education.

History Teachers' Strategy in Integrating Historical Thinking Skills Through Academic Discussion Activities at SMA Negeri 1 Sangatta Utara

The changes that occur in history learning require critical thinking skill to support the teaching and learning process. The teacher needs to help students improve their historical thinking skill. This research aimed to a) find out and explain history teachers' understanding of historical thinking skill; b) explain the history teachers' strategy in integrating historical thinking skills through academic discussion activity; and c) know the factors that influence history teachers in integrating historical thinking skill through academic discussion activity. This research was qualitative research by using case study method. The research was conducted in SMA N 1 Sangatta Utara, with the research subjects were two history teachers and six students of XI class. Data collected by using observation, interview, and documentation techniques. Data analysis technique used Miles and Huberman model. The research result showed that a) the teachers understand historical thinking skill before conducting history learning by using academic discussion; b) the teachers' strategy in integrating historical thinking skill with academic discussipn was giving instruction gradually to students so that they can understand the use of historical thinking skill in history learning in academic discussion; and c) there are two factors that influence the teachers to integrate historical thinking skill and academic discussion namely a change in education system, and students condition which do not understand historical material and unable of students to develop critical thinking skills in history learning.

Game On: A Journey into Computational Thinking with Modern Board Games in Portuguese Primary Education

Recent studies highlight the potential of modern board games (MBGs) to foster computational thinking (CT) skills in students. This research explored the impact of integrating MBGs into a primary education classroom through an embedded concurrent mixed-methods approach, with a pre-experimental design in its quantitative aspect and content analysis in its qualitative dimension, with 20 fourth-grade students from a school in Portugal. The students participated in 10 game sessions, each lasting 50 min, and their CT skills were assessed using Bebras tasks in both the pre-test and post-test phases. Statistical analysis, including the Shapiro–Wilk test for normality and paired sample t-tests, revealed significant improvements in key CT areas, particularly abstraction, algorithmic thinking, and decomposition. Descriptive statistics were also calculated, and content analysis using Nvivo software was conducted on field notes, corroborating the quantitative data. The results suggest that MBGs can serve as a valuable educational tool for developing CT skills in young learners. This study not only highlights the effectiveness of MBGs but also emphasises the need for further research using more robust experimental designs to enhance CT development in educational settings.

Using Songs to Enhance Thai EFL Primary Learners’ Pronunciation of Verb With the /ing/ Ending Sound

Pronunciation is a crucial component of language acquisition, vital for achieving clarity and fluency in communication. This study, utilizing cycles of action research, aimed to evaluate the impact of songs on the pronunciation skills of Thai EFL learners. Additionally, this study explored the participants’ perceptions of using songs in their English class and employing a cyclical action research process. The study involved 25 third-grade students with poor pronunciation skills. Data was collected through song-based lessons, pronunciation pretest and posttest, and a semi-structured interview. Quantitative data were analyzed using descriptive and inferential statistics, including means, standard deviations, and paired-sample t-tests. Qualitative data were examined using content analysis. The findings revealed that songs significantly enhanced the pronunciation skills of the participants at the 0.05 significance level, with a mean score of 76%. Participants viewed song-based lessons positively, noting improved learning environments and emotional and functional benefits. These lessons made the classroom more engaging and enjoyable while helping reduce anxiety and boost motivation. Functionally, songs aided in improving pronunciation through repetitive and rhythmic practice. The study’s findings suggest that incorporating songs into the curriculum can be an effective strategy for enhancing pronunciation skills in Thai EFL learners, providing significant pedagogical advantages and fostering a more dynamic and supportive classroom atmosphere.

Exploration of Strategies for Improving English Listening and Speaking Abilities of Students in Higher Vocational Colleges

This paper aims to explore strategies for improving English listening and speaking skills among students in higher vocational colleges. Through analyzing the current status of students' English listening and speaking abilities in these colleges, and integrating language acquisition theories, English listening and speaking teaching strategies, as well as multimedia teaching and autonomous learning theories, a series of targeted improvement strategies are proposed. Using empirical research methods, this paper verifies the effectiveness of the proposed strategies and provides suggestions for English teaching in higher vocational colleges. The research results indicate that significant improvements in students' English listening and speaking abilities can be achieved by enhancing teaching methods, creating an English listening and speaking environment, intensifying listening and speaking training, and cultivating students' autonomous learning skills.

Rest the brain to learn new gait patterns after stroke

BackgroundThe ability to relearn a lost skill is critical to motor recovery after a stroke. Previous studies indicate that stroke typically affects the processes underlying motor control and execution but not the learning of those skills. However, these studies could be confounded by the presence of significant motor impairments. Furthermore, prior research involving the upper extremity indicates that stroke survivors have an advantage in offline motor learning when compared with controls. However, this has not been examined using motor acuity tasks (i.e., tasks focusing on the quality of executed actions) that have direct functional relevance to rehabilitation.ObjectiveInvestigate how stroke affects leg motor skill learning during walking in stroke survivors.MethodsTwenty-five participants (10 stroke; 15 controls) were recruited for this prospective, case-control study. Participants learned a novel foot-trajectory tracking task on two consecutive days while walking on a treadmill. The task necessitated greater hip and knee flexion during the swing phase of the gait. Online learning was measured by comparing tracking error at the beginning and end of each practice session, offline (rest-driven) learning was measured by comparing the end of the first practice session to the beginning of the second, and retention was measured by comparing the beginning of the first practice session to the beginning of the second. Online learning, offline learning, and retention were compared between the stroke survivors and uninjured controls.ResultsStroke survivors improved their tracking performance on the first day (p = 0.033); however, the amount of learning in stroke survivors was lower in comparison with the control group on both days (p ≤ 0.05). Interestingly, stroke survivors showed higher offline learning gains when compared with uninjured controls (p = 0.011).ConclusionsEven stroke survivors with no perceivable motor impairments have difficulty acquiring new motor skills related to walking, which may be related to the underlying neural damage caused at the time of stroke. Furthermore, stroke survivors may require longer training with adequate rest to acquire new motor skills.

Appreciative Inquiry into Implementing Artificial Intelligence for the Development of Language Student Teachers

The current study investigates the perceptions of four student teachers of implementing AI tools for designing ELT lessons into their microteaching sessions. The professional development of student teachers achieved via adapting AI tools has not been widely investigated, since the majority of available studies focus on the students’ learning of language skills with AI tools. This study follows the appreciative inquiry approach that emphasises positive teaching practices, aiming to foster sustainable professional development. The participants of the study were MA student teachers studying the Advanced Teaching Practicum course at a Saudi university over one academic semester. Their experiences of designing ELT lessons for their microteaching sessions were reflected upon in reflective journals and a BlackBoard forum. The qualitative analyses of the journals, the forum and lesson plans revealed that the participants appreciated using AI tools, despite the few challenges that occurred. This study demonstrates the participants’ independent efforts that led them to use AI tools that have not been addressed by ELT researchers. The authors hope that this study will enrich ELT practices, assist AI designers in developing their designs by understanding teachers’ experiences and contribute to a sustainable educational future.

Identifying critical self-regulated learning skills: a Delphi process study

ABSTRACT Background and Context Self-regulated learning (SRL) skills are critical aspect of learning to program and are predictive of academic success. Early college students often struggle to use these skills, but can improve when given targeted instruction. However, it is not yet clear what skills are best to prioritize. Objective We seek to create a shortlist of SRL skills that help computer science students with an ultimate goal of giving future researchers and educators a set of promising targets for future study. Method This work details a three-phase Delphi-Process study wherein a panel educators to reach consensus on SRL skills needed for success in CS. Findings We identified fourteen skills broadly categorized into five areas: Planning, Executing, Monitoring, Responding, and Reflecting. There are several factors to indicate these skills are all highly valuable areas for future work. Implications We highlight Knowing When to Seek Help especially for future research within the Computing Education Research community.

Strengthening Teachers' Ability to Improve Students' High-Order Thinking Skills at Raudlatul Muslimin Kayangan Islamic Boarding School

This service activity seeks to strengthen Raudlatul Muslimin Kayangan Islamic Boarding School teachers' High Order Thinking Skill (HOTS) learning implementation skills. This service is offered since teachers confront many obstacles when setting up HOTS. A lack of awareness of HOTS and its practice contributes to low student achievement. This activity uses workshops to create HOTS using novel learning methods like Problem-Based Learning (P.B.L.) and Contextual Teaching & Learning. Higher-order thinking has been encouraged by learning outcome classifications in training. This training boosts student motivation, improves idea understanding, and promotes higher-order thinking tasks. Thus, this study emphasizes the need for HOTS in learning to prepare students for real-world issues. This study also suggests using other unique learning techniques to promote higher-order thinking skills. In Islamic boarding schools, teacher support and a larger learning environment might improve students' higher-order thinking skills.

Informing factors and outcomes of self-assessment practices in medical education: a systematic review

Background Self-assessment (SA) is increasingly recognized not only as an assessment method but also as a vital learning activity that enables learners to identify their strengths and limitations, fostering a crucial skill for lifelong learning. Despite its acknowledged significance, there remains a gap in understanding SA for and as learning, rather than merely of learning. This review, therefore, explores two primary questions: (1) What factors inform the implementation of medical students’ SA practices? (2) How does SA practices contribute to various educational outcomes? Methods A systematic review was conducted across five databases, employing a combination of keywords pertinent to SA and medical education. Our selection criteria deliberately excluded articles that solely focused on the accuracy of SA or used SA exclusively as a measure for other outcome variables. As a result, 39 studies met our inclusion criteria and were analyzed for this review. Qualitative narrative synthesis was used to summarize the informing factors. Furthermore, Kirkpatrick’s model was employed to categorize and summarize the effects of SA activities across various educational outcome levels, including reactions, learning, and behavioral changes. Results Our review reveals that key factors influencing students’ SA includes feedback from various stakeholders, peer assessment, the format of SA, and both learner and teacher training. Among the 39 studies examined, the majority demonstrated positive effects of SA on aspects such as attitudes and skills. However, a minority found no significant associations, with these outcomes frequently linked to contextual variables and how SA was implemented. Conclusions Our review does not focus on SA accuracy or its role as an assessment method; instead it delves into the role of SA as an integral learning practice. We explored its influencing factors and its impact across various outcomes. The findings indicate that for SA to effectively enhance student learning outcomes, it must be implemented with ample support, clear guidelines, and within contexts that encourage feedback and reflection.

Trends Research Project Based Learning (PjBL) Model to Improve Science Process Skills in Students' Science Learning (2015-2024): A Systematic Review

Science process skills are very important for students to apply scientific methods and develop knowledge in order to gain new knowledge or enrich existing knowledge. Science process skills can be facilitated through learning with a Project Based Learning (PjBL) model. This research aims to identify and analyze research trends of PjBL model to improve science process skill in science learning. This research method is descriptive and analytical. The data used in this research was obtained from documents indexed by Google Scholar from 2015-2024 using Publish or Perish and Dimension.ai. Research procedures use PRISMA guidelines. The data identified and analyzed are the type of publication, publication source, and the title of research on PjBL model to improve science process skill in science learning that is widely cited. The data analysis method uses bibliometric analysis assisted by VOS viewer software. The results of the analysis show that research trend on PjBL model to improve science process skill in science learning indexed by Google Scholar from 2015 to 2024 has experienced a fluctuating increase. However, in 2024 there will be a decline in the research trend on it. There are many documents in the form of articles, proceedings, chapters, preprints and edited books that discuss research into the PjBL model to improve science process skill in science learning. Key words that are often used in research about it are local wisdom, inquiry model, PBL, scientific attitude, etc.

Improving Students' Science Process Skills Through Project Based Learning Models: A Systematic Review

Science process skills are very important for students to apply scientific methods and develop knowledge in order to gain new knowledge or enrich existing knowledge. Science process skills can be facilitated through learning with a project based learning (PjBL) model. This research aims to identify and analyze research trends of PjBL model to improve science process skill in science learning. This research method is descriptive and analytical. The data used in this research was obtained from documents indexed by Google Scholar from 2015-2024 using Publish or Perish and Dimension.ai. Research procedures use PRISMA guidelines. The data identified and analyzed are the type of publication, publication source, and the title of research on PjBL model to improve science process skill in science learning that is widely cited. The data analysis method uses bibliometric analysis assisted by VOS viewer software. The results of the analysis show that research trend on PjBL model to improve science process skill in science learning indexed by Google Scholar from 2015 to 2024 has experienced a fluctuating increase. However, in 2024 there will be a decline in the research trend on it. There are many documents in the form of articles, proceedings, chapters, preprints and edited books that discuss research into the PjBL model to improve science process skill in science learning. Key words that are often used in research about it are local wisdom, inquiry model, PBL, scientific attitude, etc.

Salmon's five-stage model and E-Portfolios: a pathway to intercultural communication skills in virtual learning during COVID-19

The article presents the research results of a transnational virtual exchange (VE) project, the Intercultural Digital Community Buiding conducted with EFL Algerian and multidisciplinary Turkish students that started a few days before the COVID-19 pandemic. It aimed to investigate how Intercultural Digital Community Building enhances participants' intercultural communication skills based on Salmon's five-stage e-tivities for an e-moderating and project-based training course aligned with the experiential approach. Additionally, it assesses the effectiveness of e-portfolios as reflective tools to document and facilitate the development of these skills. The research opted for a qualitative-dominated mixed methods approach, involving 26 students (n=15 Algerian and n=11 Turkish) over three months during the COVID-19 pandemic. The findings revealed significant improvements in the participants' intercultural communication skills, attributed to Salmon's e-tivities-paced online learning and the reflective nature of the course. E-portfolios' results proved effective for participants and researchers to track progress and reflect on learning experiences, suggesting that incorporating structured experiential learning and reflective practices into virtual exchange programs can substantially enhance intercultural communication skills. Future research should explore such virtual exchanges' long-term impacts and scalability across diverse educational contexts and academic fields.

The Connotation of Embodied Development Model in Physical Education Teaching Situation and its Practical Enlightenment

This study focuses on the problem of situation creation in school physical education curriculum. Compared with traditional physical education classroom teaching, supported by embodied cognition theory, the connotation of physical education teaching situation, embodied performance in the process of motor skill acquisition, situation creation ideas and cases, and embodied situation theoretical model are studied and discussed. The traditional physical education teaching situation is separated from the learning of motor skills. The context should be based on ontological motion perception and interaction with the real environment. Propose the teaching situation of “body perception, consciousness strengthening and environment embedding” and consider the characteristics of learning content, the authenticity of the teaching environment, the use and transformation of site equipment, while having operability, as well as the transfer of knowledge and skills.

The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education

Over the last decades, a multitude of results in educational and psychological research have shown that the implementation of multiple external representations (MERs) in educational contexts represents a valuable tool for fostering learning and problem-solving skills. The context of science, technology, engineering, and mathematics (STEM) education has received great attention because it necessitates using various symbolic (e.g., text and formula) and graphical representations (e.g., pictures and graphs) to convey subject content. Research has mainly explored effects of combining two representations, but the potential benefits of integrating more than two representations on students’ learning remain underexplored. This gap limits our understanding of promising educational practices and restricts the development of effective teaching strategies catering to students’ cognitive needs. To close this gap, we conducted a systematic review of 46 studies and a meta-analysis that included 132 effect sizes to evaluate the effectiveness of using more than two representations in STEM education and to identify moderating factors influencing learning and problem-solving. A network diagram analysis revealed that the advantages of learning and problem-solving with MERs are also applicable to more than two representations. A subsequent meta-analysis revealed that the learning with more than two representations in STEM can have advantageous effects on students cognitive load (Hedges′g=0.324,p<.001,95%CI[0.164,0.484]\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$${\ ext{Hedges}}{^\\prime}g =0.324,~p<.001,~95\\%~\ ext{CI}~[0.164, 0.484]$$\\end{document}) and performance (Hedges′g=0.118,p<.001,95%CI[0.050,0.185]\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$${\ ext{Hedges}}{^\\prime}g =0.118,~p<.001,~95\\%~\ ext{CI}~[0.050, 0.185]$$\\end{document}) compared to learning with two representations without notable differences in learning time. The analysis of moderating factors revealed that benefits of learning with more than two representations primarily depend on the provision of appropriate support.

Examining The Impact of Digital Story-Based Learning on English Four Skills for Young Learners

Currently, using technology is meaningful and brings lots of changes to our lives as human beings. Especially in the education process, technology has supported the education progress of teachers and students. Combining and applying technology in teaching-learning processes, especially in education technology, has an essential effect on the teaching process. Introduce technology and its part to the students expected to help them improve their ability and support their development. Technology in education, including the digital form, brings the students a new way of fun learning. This study explores the impact of using digital stories in English four skills learning for young learners. The research was obtained by doing a literature review of the impact of digital stories on young learners. A current research study indicates the effects of digital stories on the development of the four English skills of young learners. The current research findings show that digital stories impact students' writing skills, including grammar and ideas or content of written stories.