Social Learning Experiences Research Articles

Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings

AbstractEnglish academic presentation (EAP) is an indispensable skill set of academic communication for university students. With the rapid development of desktop virtual reality (DVR), its application in language learning is worth exploring. The present study aimed to examine whether there is an improvement and difference in students' EAP by learning from the DVR with an in‐video pedagogical agent (PA) or an out‐of‐video PA. Adopting a between‐subject experimental design, a total of 64 students were randomly assigned to one of two group conditions depending on whether the PA was inside or outside the lecture video embedded in DVR. Participants' EAP performance, attention allocation and behavioural patterns were measured and analysed. As hypothesized, t‐tests, repeated ANOVA and lag sequence analysis showed that the participants who learned from the DVR with an out‐of‐video PA showed better learning performance, less attention allocation on content and more frequent behavioural patterns than those with an in‐video PA. Overall, our findings suggest that in a VR educational environment of video lectures, instructors should consider using an out‐of‐video PA to increase their social presence and improve students' learning experience. Practitioner notesWhat is already known about this topic EAP is an indispensable skill set of academic communication for university students. PA is an effective social cue in video lectures to promote learning. VR has been widely applied in language learning. What this paper adds Reveals the relationship between the PA's positioning and the learners' EAP performance and deepens the understanding of the PA's positioning in video lectures of a DVR learning environment. Provides empirical analysis of natural eye‐tracking during the video learning in DVR scene and EAP data during the experimental condition. Students who learned from the DVR with an out‐of‐video PA showed better learning performance, less attention allocation on content and more frequent behavioural patterns than those with an in‐video PA. Implications for practice and/or policy Designers are encouraged to use DVR with an out‐of‐video PA to enhance students' social presence and learning experience.

Building Emotional Intelligence among B. Ed Students through Family Activities and Social Adjustment

Students pursuing a bachelor's degree in education are prepared to work as teachers because they have received training in both pedagogy and academic areas. They gain experience in teaching strategies, classroom management, and student engagement. During their training, emotional intelligence, empathy, and communication are stressed as essential skills. B.Ed. students are able to create friendly and productive learning environments for all kinds of learners. For students to effectively regulate emotions, establish positive relationships, and establish positive learning environments, educators should have emotional intelligence (EI). The objective of this study is to determine how family activities and social adjustment affect the emotional intelligence of students pursuing a bachelor's degree in education. In this study 110 B.Ed. students (ages 20-25) studying in Chennai district were included who were split into control and experimental groups. Over the course of four weeks, the control group adhered to the standard curriculum, while the experimental group participated in family-based and social adjustment activities. Using a quasi-experimental methodology, this study collected quantitative data to assess how family activities and social adjustment affected B.Ed. students' emotional intelligence. The findings of pre- and post-tests on the Emotional Intelligence Scale (EIS) showed that the experimental group's EI scores had significantly increased. This study emphasizes how crucial it is to include social and emotional learning experiences in teacher preparation programs in order to improve students' emotional intelligence and create more well-rounded teachers

Unraveling the post-adoptive hybrid learning experience: perspectives from information systems

Purpose Hybrid learning has become a reality due to the onslaught of the COVID-19 pandemic. Students world over had to switch to this new learning format. This study aims to analyze the impact of innovation attributes of the Unified Theory of Acceptance and User Technology (UTAUT2) model and community of inquiry (COI) framework on the hybrid learning experience and the continued intention for it. Design/methodology/approach Using a cross-sectional research design, the study has adapted a scale from past studies and collected data using purposive sampling from the student community. The research has used the structural equation modeling technique using SMART-PLS to study the hypothesized relationships. Findings The study’s findings are that performance expectancy, effort expectancy, facilitating conditions, hedonic motivation, teaching presence, cognitive presence and social presence influence hybrid learning experience and continued intention. Further hybrid learning experience mediates the continued intention. Practical implications This study has several academic and practical implications for improving the hybrid learning experience. Various stakeholders can get insights on improving the user’s desire to pursue learning in a hybrid environment. Originality/value Hybrid learner experience is an upcoming area of research and yet unexplored in India as well as in other countries. A new hybrid experience model was developed by extending the UTAUT2 to include the COI framework and learner experience frameworks.

Social and Emotional Learning (SEL) and Academic Outcomes: Teacher Support during Classroom Interactions

Social and emotional learning (SEL) is crucial for children’s development of social and emotional skills, including relationships, communication, decision-making, self-esteem, and behavior. It can help reduce the attainment gap between slow-learners and their peers. The study examines the relationship between social-emotional learning (SEL), Academic Outcome and the social dimensions of teacher support during classroom interactions, based on Lev Vygotsky’s socio-cultural learning theory. Vygotsky’s theory suggests that empathy and the ability to articulate thoughts are crucial for deep learning. The study aims to understand the perceived levels of social dimensions in terms of belongingness at school, social learning experiences, and relationships with teachers, peers, and parents. The study also seeks to determine if there is a significant relationship between SEL and academic outcomes and teacher support during classroom interactions. It comes to light that by actively scaffolding classroom interactions and integrating social-emotional learning into the regular academic schedule, teachers can support their students.

Learning to Collaborate through Collaborative Professional Learning: An Exploration of Social Learning Experiences

Learning to Collaborate through Collaborative Professional Learning: An Exploration of Social Learning Experiences

Social Learning Experience and Its Impact on Piano Performance among Chinese Students

This study explores the benefits of piano study for students' personal and professional development, the challenges of online piano instruction, and potential solutions to these problems. Surveying both students and educators in China, this study employs a descriptive research strategy rooted in a blend of positivism and interpretivism to ascertain their stand on the matter. Everyone agrees that learning to play the piano has positive effects on one's intellectual and ethical development, according to the results. It was obvious that social skills were crucial; musicians' skill levels usually rose after collaborating with peers and working on group projects. Nevertheless, challenges related to social learning were found. Some of the suggested methods include interactive video courses and online peer cooperation. By bringing attention to the significance of both human and technology resources, this research contributes to the continuing discussion on what constitutes excellent music education.

Unveiling Entrepreneurial Learning Dynamics: Insights from the Women Entrepreneurs of Creative Industries

Purpose –This research aims to explore social learning aspects of entrepreneurial learning within the creative industries. The creative industries produce customised products, where creative entrepreneurs co-create goods according to the customer’s preferences. The entrepreneurial learning literature includes empirical and theoretical studies from different industry sectors. However, little attention is evident in the entrepreneurship research from the creative industries. The limited literature on entrepreneurial learning in the creative industries indicates that creative industries entrepreneurs rarely pursue formal education to enhance their skills and knowledge. Instead, their business learning is deeply rooted in the social, cultural, and economic contexts of the real world in which they are situated. These brief findings demand an in-depth exploration of entrepreneurial learning processes and sources within the creative industries context. Design/methodology/approach – This empirical study is based on qualitative research, employing in-depth case studies of creative industries entrepreneurs. The data was collected through semi-structured interviews with women entrepreneurs who work as designers in the creative industries. To analyze the data, a cross-case comparison was conducted, along with the use of grounded theory techniques. Findings – The findings highlight that entrepreneurial learning is a dynamic process where the interaction of personal and social experiences of entrepreneurs during their entrepreneurial journey is of utmost importance. This learning process involves activities such as observing, practices, doing, trial and error, and constant interaction with the entrepreneurial community. Furthermore, understanding the learning process relies largely on the contextual environment. Creative industries’ entrepreneurs employ the variety of sources for learning, out of which personal networks (family, friends, etc.) and technological resources (internet, software) are vital. Social media also plays a significant role in their learning process, as it serves as a valuable source of information and learning. Implications – The study improves our understanding of how women entrepreneurs engage in entrepreneurial learning within a specific industry and social context. Furthermore, the research identifies the challenges that are critical to address through entrepreneurship education and support organizations – that cater to community entrepreneurs. Originality/value – The literature has acknowledged the strong influence of cultural and social context on women entrepreneurs, particularly in developing countries. This research contributes to the limited body of knowledge on entrepreneurial learning among women creative entrepreneurs by exploring the interplay between personal and social learning experiences along with multiple contextual forces.

Volunteering in an After School Program as a Socialization, Social and Emotional Learning Experience for College Students

ABSTRACT This study sought to understand the influence of participation in a physical activity-based, social and emotional learning-focused after-school. Undergraduate students (N = 25) from a variety of ethnic backgrounds participated in semi-structured interviews and regular journaling. Data were analyzed inductively and deductively through the lens of occupational socialization theory. Four themes were developed: (a) career confirmation, refinement, and reevaluation that occurred from volunteering; (b) career development through hands-on experiences; (c) personal and interpersonal development through working with others; and (d) development in relationships and emotional health. The participants found the program to be valuable for their career choices, whether it was confirming their career choice or changing it. It also increased their ability to use social and emotional strategies to deepen relationships and navigate stress within and outside of the program. Implications for research and practice are discusses in relation to the findings.

Beyond Video Game Competition: Novel Dimensions of Live Esports Event Experiences Through Co-Creation

This study explores the experience of in-person esports events from attendees’ perspectives by integrating the co-creation concept into the experience economy framework. The study adopted a mixed-methods approach to investigate the underlying psychological mechanism of attendees to actively participate in experience co-creation. The quantitative results validated the experience economy scale within the esports event context. Facilitated by Leximancer, qualitative findings revealed that co-creation elements are key ingredients that contribute to the quality of event experiences. The co-created experience at in-person esports events involves interactions among multiple actors, the physical environment, and other contributing factors that shape the overall experience. The study identified four key dimensions as crucial factors in co-creating a high-quality esports experience: shared fantasy world, immersive experience, social-learning experience, and active engagement. The proposed framework sheds light on a better understanding of the quality of experiences in esports events and provides valuable insights for industry practitioners.

Factors Affecting Social Learning in Nearby Pockets on Tropical Campus Grounds: Towards a Sustainable Campus

Nearby natural environments on campus grounds have become imperative in enhancing sustainable academic experiences by facilitating sustainable social learning. However, tropical region campuses prioritise traditional education while neglecting sustainable social learning. Therefore, the purpose of this study was to facilitate the use of nearby sustainable pocket settings on campus grounds to enhance social learning experiences. The present study aimed to identify factors affecting social learning experiences in nearby (sustainable) pocket spaces on tropical campuses. It utilised a verbal questionnaire survey conducted in three research universities in Malaysia to investigate the factors affecting 408 respondents in nearby (sustainable) pockets. The respondents were selected using stratified judgemental sampling. This study’s findings revealed that many influencing factors predicted the social learning experience in tropical universities’ nearby pockets, which were arranged into four domain factors: elements and activities, natural environment factors, perceived environment factors, and social factors. This provided a proven correlation between the lack of social learning in nearby pockets and the factors of these sustainable settings. The findings also showed that students’ demographic factors, including education status and university affiliation, influenced their social learning experience. The present study significantly linked education to sustainability by integrating social learning into nearby sustainable pocket settings.

Enhancing National Cohesion through Primary Social Studies Learning Experiences in Kenya

The purpose of this study was to explore the effectiveness of educational experiences contained within the basic Social Studies curriculum that help foster the development of unity and harmony in Kenya. The study utilized a descriptive survey design for its format. The research focused on a sample population consisting of 467 primary schools in order to target the heads of those schools (467), as well as all social studies teachers (4,832) and students (98,600) from classes five, six, seven, and eight, as well as 40 Curriculum Support Officers. A technique known as proportionate stratified randomization was utilized to select 47 schools from six different sub-counties, along with four teachers and students from each of those schools. For the purpose of data collection, we made use of things like questionnaires, interview guides, observation schedules, conversations with focus groups, and document analysis. Approaches both qualitative and quantitative were utilized in the study of the data. According to the results of the research, the subject matter taught in Kenya's Social Studies classrooms plays a critical role in fostering the country's national cohesiveness and integration. It was also discovered that the curriculum for social studies provides students with the knowledge, skills, and values necessary for a harmonious life in society. This, in turn, fosters a sense of oneness and unity among the students who are enrolled in the program. As a result of these findings, it was proposed that the curriculum should be revised, that teachers should be taught, and that civic involvement should be promoted in order to increase the impact that social studies education has.

FASE DAN TUGAS PERKEMBANGAN SOSIO-EMOSIONAL ANAK SEKOLAH DASAR

The aim of this research is to determine the phases and factors that influence children's socio-emotional development tasks at the age of 6-11 years. This research is a type of literature study research where the sources of information in this research are obtained from various sources such as books, journals and relevant articles. The results of this research show that socio-emotional development is an important aspect in child development. Several factors influence the development of children's socio-emotional tasks at this age, including social interaction, adaptation, compliance with social norms, maturation and learning experiences and relationships with adults around the child. This needs to be considered because social and emotional intelligence is a key element in children's development, including the ability to recognize other people's feelings, interact well, manage emotions and motivate oneself. These are important aspects that help children overcome their developmental tasks and shape their character

Cooperative Learning Technique and Writing Hortatory Exposition Text

Cooperative learning technique is an educational approach which aims to organize classroom activities into academic and social learning experiences. This technique is supposed to help students evaluate their knowledge which leads them to produce a better comprehension of writing hortatory exposition text(HET). Hortatory exposition text is a type of text that provides details to support an opinion. It means that the text declares something to the readers by giving supporting statement and signal to convince it. To make the influence stronger, the speaker or writer gives some arguments as the fundamental reasons why something is the case. Writing is used as a means to rearrange information improving higher-order thinking. It can deliver chance for students to think through arguments and use higher -order thinking skills to solve complex problems. This supposed to help students evaluate their knowledge which leads them to produce a better comprehension of the text. This research sheds light on the importance of using cooperative learning technique in teaching writing hortatory exposition text in the classroom. So, it consists of three sections , section one includes problems, aims, and limits of the study with information's about cooperative learning technique, section two about writing hortatory exposition text, section three related to writing skill, and Section Four: The Obtained Results. Finally, the research ends up with some conclusions.

Phenomenological Study of Teachers’ Mindfulness and Social and Emotional Learning Experiences After a Consultation Intervention

The authors of the current study captured the mindfulness and social emotional learning experiences of fourteen teachers who participated in a five-week Advocating Student-within-Environment theory informed school counselor led consultation. A total of 14 middle and high school teachers employed in Title I schools participated in five 30-min consultation sessions with a trained school counselor. After the conclusion of the consultation intervention, each participant responded to seven structured exit survey questions online. Teacher participants reported four interconnected themes: (1) increased self-awareness; (2) coping with adversity; (3) seeking connection; and (4) sense of empowerment. Results from the study demonstrate the value of school counselors’ support of classroom teachers, especially given the outstanding stress associated with education and related social systems. The teachers reported greater feelings of professional persistence, which might protect against attrition and burnout.

SOCIAL ENTREPRENEURSHIP EDUCATION IN HIGHER EDUCATION

Social entrepreneurship is considered a new phenomenon as a field of research, and is seen as an answer to social problems that occur. Mission and creating social value is the key goal of social entrepreneurship. However, there is still limited research that focuses on raising the issue of ways/methods to increase interest in social entrepreneurship among students (social experiential learning). The urgency of this research can be seen in the results that will be produced, namely the creation of a development model/method of fostering interest in social entrepreneurship among students through short course. The results of this study where respondents will be given a short course with prepared material (pre-test vs. pre-test) show that there is a difference in the average proportion before and after training from the 5 dimensions of Social Entrepreneur Competency (SEC), namelypersonal competence, leadership, social innovation, social values and entrepreneurial management. Even though the small workshop concept is still on a small scale, the output of this technique can be an alternative way of fostering interest in social entrepreneurship among students. Universities can improve and evaluate the design of entrepreneurship education by involving more social learning. This process can foster deeper knowledge so that they are expected to have high social awareness by manifesting an interest in becoming social entrepreneurs.

Pocket settings for enhancing social learning experience on campus ground: A verbal-visual preference survey

Pocket settings for enhancing social learning experience on campus ground: A verbal-visual preference survey

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Purpose: the general objective was to determine the effect of GE on the CS of public transportation companies in Bagua. Theoretical framework: The existing literature provided new findings on both strategic management and service quality. However, there is still much to be researched and learned about these variables as it is a constantly evolving development. Design/methodology/approach: Under a mixed descriptive-correlational, phenomenological, and non-experimental methodology, interviews were conducted with five managers and surveys with fifty-two clients. Findings: The SG is inadequate; the CS is inadequate by thirty-three and thirty percent and moderate by sixty-six and seventy percent. Similarly, when it is adequate, the quality of service improves by one hundred percent and rises to the moderate level. In addition, they got a p value of less than zero point zero five which consented to accept Hi, thus indicating that they maintain a highly significant relationship and the Pearson confirms it with zero point seven hundred and fourteen. Research, Practical & Social implications: For strategic management to work properly, it is necessary to have clear and precise policies on how to encourage teamwork, as this facilitates strategy planning and allows the proper use of allocated resources in the interest of the company and its customers, ultimately ensuring service. quality in all processes. Originality/value: Concluding that While companies strive to ensure that their employees have a social learning experience, that they are integrated in all aspects of the organization, that they interact effectively with customers and that they complete assigned tasks correctly, there will be improvements in the organization's commitment and achievement. because customers will trust the services that these companies provide in the market, which will have a positive impact on the organization.

Strategic Management and Quality of Service of Public Transportation Companies from Bagua – Peru

Purpose: the general objective was to determine the effect of GE on the CS of public transportation companies in Bagua. 
 
 Theoretical framework: The existing literature provided new findings on both strategic management and service quality. However, there is still much to be researched and learned about these variables as it is a constantly evolving development.
 
 Design/methodology/approach: Under a mixed descriptive-correlational, phenomenological, and non-experimental methodology, interviews were conducted with five managers and surveys with fifty-two clients.
 
 Findings: The SG is inadequate; the CS is inadequate by thirty-three and thirty percent and moderate by sixty-six and seventy percent. Similarly, when it is adequate, the quality of service improves by one hundred percent and rises to the moderate level. In addition, they got a p value of less than zero point zero five which consented to accept Hi, thus indicating that they maintain a highly significant relationship and the Pearson confirms it with zero point seven hundred and fourteen.
 
 Research, Practical & Social implications: For strategic management to work properly, it is necessary to have clear and precise policies on how to encourage teamwork, as this facilitates strategy planning and allows the proper use of allocated resources in the interest of the company and its customers, ultimately ensuring service. quality in all processes.
 
 Originality/value: Concluding that While companies strive to ensure that their employees have a social learning experience, that they are integrated in all aspects of the organization, that they interact effectively with customers and that they complete assigned tasks correctly, there will be improvements in the organization's commitment and achievement. because customers will trust the services that these companies provide in the market, which will have a positive impact on the organization.

Social-Emotional Learning and Social Dimensions of Pre-Service Teachers

In today's inclusive and diverse society, students' first exposure to diverse backgrounds, opinions, and skills occurs in the classroom. Social-emotional learning (SEL) aims to help individuals understand their ideas and feelings, become more self- aware, and build empathy for others to assist all students to be successful. It is the teacher's responsibility to raise concerns and affection for students and to attend to their needs and feelings. Pre-service teacher preparation is training and development that teachers get before they start their teaching career as role models for their students and to help them become part of a collaborative and supportive learning community. This research discusses the level of social-emotional learning and the social dimension of pre-service teachers and analyzes its relationships. In this study, descriptive correlational research was used. A research-made survey questionnaire was used as the research instrument. The following are significant findings of the study: Pre-service teachers' levels of social-emotional learning in terms of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making are highly competent. Pre-service teachers' levels of social dimensions in terms of belongingness at school, social learning experiences, and relationships with teachers, peers, and parents are highly competent. The research reflects that it is possible to integrate SEL in a classroom setting considering classrooms as the central location of learning where the students spend the majority of their time.

PATHWiSE: An Authoring Tool to Support Teachers to Create Robot-Supported Social Learning Experiences During Homework

Educational technologies can provide students with adaptive feedback and guidance, but these systems lack personal interactions that make social and cultural connections to the student's own classroom and prior experiences. Social or companion robots have a high capacity for these types of interactions, but typically require advanced levels of expertise to program. In this study, we examined teachers use of an authoring tool to enable them to leverage their classroom-based expertise to design robot-assisted homework assignments, and explore how seeing a robot enact their designs influences their work. We found that the tool enabled the teachers to create novel social interactions for homework activities that were similar to their classroom interaction patterns. These interaction designs evolved over time and were shaped by the teacher's emerging mental model of the social robot, their concept of the students' perspective of these interactions, and a shift towards informal classroom-like interaction paradigms, thus transforming their view of what they can achieve with homework. We discuss how these findings demonstrate how the context of the activity can influence initial mental models of social activities and suggest practical guidance on designing authoring tools to best facilitate the creation of computer or robot supported social activities, such as homework.