Student Engagement Research Articles

Exploring the Impact of the Community of Inquiry (CoI) Framework on Student Engagement in Online Courses

Exploring the Impact of the Community of Inquiry (CoI) Framework on Student Engagement in Online Courses

Games: The WD-40 of Learning

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

Pedagogic Excellence in Massified Higher Education: Strategies for Inclusive Business Teaching in Thai Universities

Background and Aim: The rapid expansion of higher education, known as massification, has greatly increased student diversity in Thai universities, particularly in business schools. This increase presents new challenges for educators striving to maintain pedagogic excellence while addressing diverse student needs. The study aims to explore effective strategies for inclusive teaching that can enhance student engagement and improve learning outcomes in massified business education contexts in Thai universities. Materials and Methods: A comprehensive literature review was conducted to identify key inclusive pedagogical practices suitable for diverse business classrooms. The effectiveness of these strategies was analyzed based on their ability to promote inclusivity and student engagement in higher education. Results: The review identified several effective strategies, including active learning, context-mediated pedagogy, and adaptive teaching methods. These approaches were found to enhance student participation and learning outcomes in diverse classrooms. Achieving pedagogic excellence in massified higher education requires adopting inclusive teaching methods that cater to the diverse needs of students. By implementing these strategies, Thai universities can improve the quality of business education and ensure that students are well-prepared to succeed in a globalized world. Conclusion: Pedagogical excellence in massified higher education requires the adoption of inclusive teaching practices that cater to the diverse needs of students. Implementing these strategies can improve the quality of education in Thai universities and support student success in a globalized world.

Collaborative co-design to reimagine teaching practices in hybrid spaces

Following the Future Made in Australia Act, which prioritises quality and equitable education (Albanese, 2024), there is a pressing need for regional universities to provide equal educational opportunities for students regardless of their geographical locations. Furthermore, as outlined in the Australian Universities Accord Final Report, advances in pedagogy are required to fulfil the potential of high-quality online and hybrid learning modes, as well as deliver teaching which supports more diverse student cohorts (Australian Government, 2024). Hybrid learning spaces have the potential to bridge educational disparities by offering accessibility and flexibility to both regional and metropolitan students, allowing them to pursue their education without compromising their other responsibilities (Lightner & Lightner-Laws, 2016). However, significant adjustments to traditional face to face student engagement activities are crucial to the success of hybrid teaching and learning (Gamage et al., 2022). University teachers often have preconceived ideas about these spaces and lack the time, skills, and knowledge to adapt their teaching practices effectively (Bøjer & Brøns, 2022; Raes et al., 2020). Additionally, students struggle to adapt their learning approaches in these spaces, leading to limited engagement and interaction with teachers and peers (Raes et al., 2020). Effective implementation requires support for both teachers and students to reimagine their routines, practices, and expectations in teaching and learning (Bøjer & Brøns, 2022; Fawns et al., 2022; Gamage et al., 2022). To address this challenge, a research project was conducted that involved four phases: (1) Co-design workshop, (2) Resource development, (3) Data collection, (4) Analysis and outcomes. The first and second phases will be discussed in this poster presentation. In the first phase, the research team participated in a collaborative co-design workshop to develop a professional development (PD) module and practical guidelines for teachers. Collaborative co-design is a participatory process where designers and users work together using co-design tools, techniques, and scaffolds to provide expert perspectives on a problem (Bøjer & Brøns, 2022; Sanders and Stappers, 2007). In this process, researchers, teachers, and students collaborated to generate ideas and knowledge for the content of a PD module and the practical guidelines. The workshop was theoretically grounded in Moore’s (1989) three types of interactions and Radcliffe’s (2009) Pedagogy-Space-Technology (PST) framework. The active involvement of teachers and students allowed the research team to explore challenges between learning spaces, technology and teaching practices, focusing on student agency and engagement. Crucial to co-design, the research participants interchanged roles during the workshop, shifting between users, designers, and facilitators depending on individual creativity and expertise in specific areas (Bøjer & Brøns, 2022; Sanders and Stappers, 2007). The design solution of a PD module and practical guidelines was developed and provided teachers with strategies for effective hybrid teaching, addressing both technological challenges and appropriate pedagogies. The future direction of this project is to examine the effectiveness of hybrid learning and teaching by exploring the engagement between teachers and students online and on campus. The findings advance pedagogy by promoting equitable engagement for online and on-campus students, ensuring consistent learning experiences and bridging geographical gaps.

Virtual Learning and Student Engagement: What Samuel Beckett Has to Say

In a synchronous virtual learning environment, instructors often struggle with a perceived loss of connection to students, particularly those who opt to leave their video feeds turned off. Understanding the expectations and anxieties underlying this aspect of teaching virtually, in both students and teachers, is a step in the direction of fostering more effective student engagement in distance learning. The Irish playwright Samuel Beckett highlights some of these concerns in his play Happy Days, suggesting that the desire to be seen is crucial to our sense of identity, as well as how this desire may lead to misinterpretation and coercion of our students.

Emotional Intelligence of Chinese Teachers and its Impact on Classroom Dynamics and Student Engagement

This research investigates the correlation between teachers' emotional intelligence and classroom dynamics, as well as the level of involvement shown by students in a university environment through a descriptive correlational methodology. Using Daniel Goleman's framework, the assessment focused on many aspects of emotional intelligence, including self-awareness, self-regulation, motivation, empathy, and social skills. The study also assessed the dynamics inside the classroom, including how it was managed, the instructional tactics used, the overall atmosphere, the level of differentiation, and the effectiveness of communication. Additionally, it examined the level of student involvement, including the meaningfulness of activities, the students' sense of competence, the support for their autonomy, the extent of collaborative learning, and their orientation towards mastery. Validated self-designed questionnaires were used to gather data from 30 instructors and 900 students. The findings reveal that instructors assessed their emotional intelligence as moderate, with empathy being the greatest and social skills being the lowest. Students evaluated classroom dynamics as somewhat successful in managing, creating an atmosphere, adapting to individual needs, and effectively using teaching methods and communicating. The engagement levels were moderate for meaningful activities and mastery orientation but low for competence, autonomy support, and collaborative learning. Correlation analysis indicated that there were no significant connections between teachers' overall emotional intelligence and students' assessments of classroom dynamics or participation. This implies that emotional intelligence does not directly impact these elements.

Student Engagement and the Role of Technology

This paper examines our collective exploratory research on Anthropology and Sociology students at Concordia University. As teaching faculty members at Concordia, we have all observed a significant shift in our student population over the past fifteen years. They appear to be more detached and less involved in their studies, a phenomenon that has piqued our collective curiosity. Our first insight into the possible reasons behind this shift came from Rob Beamish’s The Promise of Sociology (2010), where he explored the relationship between technology and knowledge. Inspired by Beamish, we sought to understand the relationship between technology and students’ performance. At the beginning of this research, we never imagined that the world would be under lockdown because of a pandemic (2020–2022) and forced to rely on technology; anyone teaching at the height of COVID-19 was obligated to use technology, which makes Beamish’s argument an even more relevant place to start. Lastly, we delved into the potential impact of technology on students’ health.

EXPERIENCE IN ORGANIZING STUDENT RESEARCH CLUB FOR UNDERGRADUATE STUDENTS IN HIGHER EDUCATIONAL INSTITUTION

The relevance of this article is underscored by recent legislative changes in Ukraine, including the “Higher Education Law” and the “Law on Scientific and Technical Activity”, which have increased focus on integrating research into the educational framework of higher education institutions. These laws emphasize the need for a symbiotic relationship between higher education and scientific research, particularly in the training of medical students. They mandate new standards for the structure and objectives of scientific research activities within these institutions, encouraging the development of clear research agendas, updated educational resources to foster relevant competencies, and environments that support effective research endeavors. Cultivating a research-oriented professional requires concerted effort starting from the very beginning of a student’s academic journey. Broadening the engagement of medical students in Student Research Club activities is essential. Through participation in Student Research Club, students gain proficiency in navigating scholarly sources, acquire fundamental research skills, learn to apply theoretical knowledge in clinical contexts, and develop the ability to bridge theory with practice. Encouraging medical students to participate in professional competitions, conferences, and symposia at various levels is of great importance as well. Such activities hone public speaking skills, teach students how to engage and retain an audience, and prepare future healthcare professionals to be confident and persuasive communicators. Professional mentorship is vital for Student Research Club members. Faculty involvement, the guidance of Student Research Club advisors, scientific mentors, and leadership from the Student Research Club team are all critical to cultivating the research skills of emerging medical scientists. This article outlines the strategies implemented by the Department of Human Anatomy, Clinical Anatomy, and Operative Surgery at Dnipro State Medical University to engage early undergraduate students in scientific research.

Supporting Peer Feedback at Scale

Schneider et al. (2017) conducted a systematic review of 38 meta-analyses investigating 105 variables linked to student performance. They reported peer assessment is the most influential factor in explaining students’ achievement. The benefits are even more significant when combined with self-assessment as students' meta-cognitive capacity is exercised as they calibrate their level of understanding and confidence to that of their peers (Power & Tanner, 2023). Assessing a peer digitally has been shown to be more effective than in-person settings (Li et al., 2020). Winstone & Boud (2022) recommend improving students’ learning by focusing on providing and receiving high-quality feedback rather than on grades. Despite the potential of technology to help students assess each other, there is sparse research in commerce studies, let alone on large-scale subjects, where technology use is essential to leverage students’ learning and encourage interaction, which otherwise would be limited. Such a study can shed light on students' learning and engagement benefits. Technology can also aid in creating a structured learning environment, with students being required to complete multiple tasks throughout the semester and engage with the platform repetitively, reinforcing improved curriculum retention (Schwerter et al., 2022). Our project involved implementing five tasks (a practice task and four assessed tasks) in a large-cohort first-year finance subject at a leading Australian university. The tasks contributed 15% to each student’s final mark and utilised the Feedback Fruits platform (integrated with Canvas LMS). For each task, students scanned their handwritten answers to two questions, uploaded them into the platform as a PDF file, completed self-assessment and reviewed a randomly assigned anonymous peer using a rubric designed to mimic the rubric used to mark final exam questions. We configured the system so that students had at least one week to upload their answers and another week to complete the self-assessment and peer review. Statistical analysis of the Feedback Fruits analytics files, which include completion rates and performance, involved regression analysis and propensity score matching and indicates a significant positive relationship between platform engagement (measured by time spent on the platform, provided comments length and task performance) and final exam performance, even after controlling for a student’s finance aptitude. The study also involved an end-of-semester survey and focus groups to capture students’ perceptions. Students indicated the positive learning benefits they gained from reviewing their peers, being reviewed, and reflecting on their performance. Furthermore, we found a high correlation between the number of comments and the average number of words per comment students left themselves and those left for their peers. The innovation of our research is in the scale, continuous use of the platform throughout the semester with multiple access points per task and better exam preparedness by simulating exam conditions utilising rubrics and handwriting requirements. This poster describes the project’s implementation process map, including task setup, timelines, and the support provided, which is the technical part of the bigger project. We review fundamental mechanisms to improve participation and the quality of the reviews. In addition, the poster presents the challenges faced and offers practical steps to overcome them.

An Empirical Study on the Learning Outcomes of Vocational Students in A Smart Classroom

Background and Aim: Smart Classrooms, as a form of rich-media learning environments, were increasingly being implemented and utilized. This study aimed to investigate the impact of Smart Classrooms on learning outcomes by examining 133 first-year vocational students from a vocational college in Yunnan Province, China. The research focused on an applied writing course and compared Cognitive, Behavioral, and Affective learning outcomes between the SEEWO Smart Classroom and traditional classrooms. Materials and Methods: In this study, 133 current vocational students participated. The participants were divided into two groups: a control group and a treatment group. The control group was taught in a traditional classroom while the treatment group was taught in a Seewo Smart Classroom. After a 10-week applied writing course, the course was evaluated using the course evaluation scale that had been used in the college for many years. This evaluation explored cognitive learning outcomes, behavioral learning outcomes, and affective learning outcomes in terms of final grades, classroom behavioral performance, and student course scoring. Results: Students in Smart Classrooms showed significant improvement in final exam scores, enhancing Cognitive learning outcomes. Behavioral outcomes, including participation and attendance, also increased. Student feedback favored Smart Classrooms over traditional settings, with no significant impacts from gender, age, or admission methods observed. Conclusion: Smart Classrooms notably enhanced Cognitive and Behavioral learning outcomes, indicating improved student performance and engagement. Positive student feedback underscores their potential to enhance educational experiences and outcomes compared to traditional classrooms.

Strengthening social presence and connectedness in 100% online courses through CONNECT

Over recent years, higher education has seen a significant shift toward online courses. Factors driving this change include digital technology ubiquity, diverse student populations, workforce demands, and the increasing need for more flexible learning environments (Serrano et al., 2019). However, while online course enrolments are rising faster than on-campus courses, retention rates remain lower (Australian Government, 2021). Evidence suggests that online education can negatively impact students’ sense of connection, leading to feelings of isolation and disempowerment (Roddy et al., 2017). This is also reflected in the Australian University Mental Health framework (Orygen, 2020) which emphasises creating supportive online learning environments that promote student well-being. The Australian Universities Accord (Australian Government, 2024) calls for universities to embrace TEL. However, given that research has shown the need for more professional development (PD) and support for online educators (Ahern and Biedermann, 2022; 2023), innovative, evidence-based strategies are needed for organisations to build capacity in online teaching. Drawing on a comprehensive review of literature, the authors developed CONNECT: a framework to enhance social presence and connectedness in online learning (Ahern et al., 2024). Grounded in research underpinned by Garrison et al.’s (2000) Community of Inquiry (CoI) framework, the principles of Universal Design for Learning (CAST, 2018) and leveraging TEL, this framework offers educators a roadmap for nurturing a sense of community that positively influences student well-being, engagement, and overall success. Key components of the CONNECT framework are: C - Communication is responsive and supportive O - Optimal online presence N - Nurture educational and professional growth N - Networking opportunities fostered E - Engaging communities of learning C - Contemporary and authentic content T - Timely and effective feedback for learning (Ahern et al., 2024). The study follows a quasi-experimental design to evaluate the effectiveness of CONNECT in guiding teaching staff to use evidence-based strategies to promote belonging and connectedness in online education. In phase one, CONNECT was implemented within a 100% online postgraduate (PG) subject. This presentation will showcase online teaching strategies used to apply all elements of CONNECT as implemented in phase one. Phase two, also showcased, involved creating and releasing an online short course as professional development for teaching staff across two PG online courses at the authors’ university: Master of Nursing (MN) and Graduate Certificate of Diabetes Education (GCDE). After these implementation phases, the third phase will measure the effectiveness of CONNECT across the two PG courses. Data will be collected via (i) a student survey and (ii) a staff survey. Data analysis will compare the experimental group (participants enrolled or teaching in MN or GCDE) against the control group (participants not enrolled or teaching in MN or GCDE). Data will be collected from students and teachers across Australian universities offering 100% online courses. We hypothesise that by implementing CONNECT, the study will (1) Show improved student satisfaction in the experimental group and (2) Add to the body of evidence to inform and support teaching staff to develop strategies that can help build connectedness and social presence in online learning.

Time Efficient & Cost Effective Online teaching tool with iConcepts in Orthodontics for DDS students @ UoM

Background Traditional teaching methods in Orthodontics include plaster models and photos which have been used for decades, however due to the nature of being static still images its difficult for 3-Dimensional (3D) changes in Orthodontics teaching, which has posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). In 2024 with variety of platforms such as videos, 3D animations, interactive changes in face and teeth can be added to teaching tools for Orthodontics. Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the 4th dimension. At UQ (Naser-ud-Din, 2015) and internationally (Bridges, 2015) provided experience with creating online teaching modules highlighting its strengths of flexibility, ease of access on demand and global presence. UQ developed SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements useful. (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive to create (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools with industry partners for authentic learning experience. Aims There is a gap in the dental education sector, particularly with emerging CADCAM (Computer Assisted Design and Computer Assisted Manufacture), which can be used to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning. This is reflected particularly for the university students in undergraduate courses who need to feel confident and clinically ready on graduation as Dentists. Thus, greater expectations to be aligned with current technological processes in dentistry. Over the past 5 years, in particular, there has been exponential improvements by the industry providing 3D simulations for treatment planning and patient communication, commonly referred to as the GPS for smile transformations. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool in sync with contemporary demands in Orthodontics to provide authentic learning platform that prepares the clinician for real patients. Material & Methods Currently the CAD CAM technology provide 3D simulations as open access to general public and doctors portal which can be utilized for teaching core concepts related to biomechanics foundations for student learning, engagement and self-assessment. This project envisages to create a novel forum encompassing education revolution as massive changes in delivery will occur with speed and efficiency internationally with onlinelearning demands. Hence, robust online presence with an interactive textbook such as iConcepts in Orthodontics under the banner of UoM to assist students in Doctor of Dental Surgery at MDS shall pave the way to learning needs for the future. Results The purpose of iConcepts a digital interactive online textbook is to create lifelong learning opportunities in safe space for visual, auditory and kinesthetic with quizzes for interactive learning of concepts without pressure in class learning and feeling judged by peers. Interactive 3D Orthodontic learning directly translates into clinical applications for various orthodontic cases. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and certainly here to stay. Both qualitative and quantitative data on student experience shall be collected and analysed to seek out the best practices and processes for instruction of delivery in Orthodontics for DDS cohort in particular and lifelong learning for all ages in general encompassing time efficiency and cost effectiveness. Conclusion The current iConcepts is developed by the author with Apple Education and prototype is being assessed with MSc Data Science cohort at UoM. Furthermore, it is refined by Master of Science Software Engineering students at UoM. Future Recommendations Novel teaching tools shall be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. In future there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) and self-assessments hence iConcepts provides that ideal platform. Such technologies will become more prevalent in the future particularly with AI and translated into different languages/ sectors of education. Various faculties that showcase start to finish particularly lengthy/complex outcomes can benefit with timelapse videos and 3D CADCAM for clarity and comprehension for the entire process such as patient journey throughout treatment in Orthodontics.

Leveraging TikTok and Technology-Enhanced Peer Assessment

Technology-enhanced learning (TEL) is a crucial element of contemporary higher education. This Pecha Kucha explores innovative TEL strategies to enhance student engagement and self-directed learning. This abstract outlines a technologically innovative education design in an Australian university’s commerce course. Within this course, students created TikTok videos to promote awareness of the United Nations Sustainable Development Goals (UN SDGs). The selection of TikTok as the social media tool of choice was informed by its demographic alignment, with 36.7% of its users aged 18 to 24 (Statista Search Department, 2024). The efficacy of short-form video content in fostering engagement, particularly among higher education students, is well-documented (Wong, 2023; Perez et al., 2023). Moreover, Khechine et al.’s (2020) research shows that the adoption of social media tools in education promotes the value of enjoyment and interest in performing an activity, thereby fostering intrinsic motivation - a critical determinant of effective learning (Ryan & Deci, 2000). Students also engaged in peer assessment of their TikTok videos, which centred on the creation of TikTok content tailored for first-year students. Given that the assessors themselves belonged to the first-year cohort, they were deemed to possess an inherent understanding of the target audience. Thus, they were best positioned to evaluate whether TikTok videos communicate the information clearly and stimulate audience’s interest and engagement. Peer assessment is reflexive and allows students to apply learning by assessing in the current context (Bloxham & West, 2004). Li et al. (2020) suggest peer review of assessment leads to significantly improved assessment performance. It also promotes ownership and accountability, encouraging self-directed learning (Ryan & Deci, 2020). Qualtrics, a technology platform, was employed to collect and collate evaluation scores to facilitate the peer assessment process. The peer assessment used Qualtrics with rubric sliders, thereby emulating the evaluative framework typically employed by instructors. This approach adhered to best practices in TEL (Chernikova et al., 2020). Qualtrics also provides additional advantages, including streamlining score collection from large student groups and efficiently generate descriptive statistics to examine whether students give higher scores to their own groups compared to others, and whether there's more variability in scores for their own group versus peer groups (Bloxham & West, 2020). Promoting UN SDGs using TikTok successfully supported TEL and enhanced self-directed learning. The course engagement score has increased by 9 basis points from the previous teaching period. Some examples of student feedback included: “Rehearsing for the video and interviewing students was fun and insightful.” “I was genuinely curious about the university’s sustainability approaches.” “TikTok makes learning about real-life UN SDG efforts approachable.” “Watching other students' TikTok videos was interesting.” Feedback from the teaching team also suggests the quality of the videos were well-reflected in the peer assessment scores. This Pecha Kucha presents an innovative education design that leverages TikTok and peer assessment to boost engagement. It provides a valuable model for academics seeking to integrate TEL strategies within their disciplines, like performing arts and medicine (Nicolaou et al., 2019; Cheston et al., 2013).

The effect of hybrid classes on extrinsically motivated students

Emerging from the Covid19 pandemic, many higher education institutions rapidly improvised teaching students in a hybrid mode that concurrently combined online and in-person instruction. The varied engagement results from students and staff prompted many institutions to reconsider this hybrid approach (Raes et al., 2020), with opinions of both students and teachers divided on the merits of returning to an in-person classroom. While some studies (Peng & Wei, 2021) noted success at the ‘juggling act’ of supporting both an in-person class and an online class simultaneously, more studies found the emerging technology, split focus, resourcing and unfamiliar instructions to be a disengaging classroom experience (Aagaard et al, 2023). A lack of clear and quantitative evidence has been noted as a key issue with many of the studies of hybrid learning (Raes et al, 2020). The improvised nature of many pandemic teaching responses and the many variables that may confound engagement results, prompts a more considered and deliberate re-examination of hybrid learning which takes into account the motivational needs of students. If a student is motivated to attend a hybrid classroom, their subsequent evaluations of the experience seem likely to be related to their initial motives, expectations and reasons for attending. The lens of Self Determination Theory (SDT) offers a range of insights into the type of motivation felt by students and enables the disambiguation of whether a student is motivated intrinsically or extrinsically (Ryan & Deci, 2017). Intrinsic motivation being characterised by an internal locus of control –arising spontaneously from within. Extrinsic motivation conversely is characterised by an external locus of control – motivation is controlled by outside factors and compulsions that a student feels they ought to follow. Deci and Ryan’s Intrinsic Motivation Inventory (IMI) offers us additional insights into three descriptive sub-types of intrinsic and extrinsic motivation – autonomy, relatedness and mastery. The idea that an unfulfilled need for personal relatedness in some students might relate to levels of student engagement online and in-person was hoped might explain some of variable engagement responses from students. This presentation tells the story of how hundreds of students responded to a synchronous concurrent hybrid classroom intervention across four weeks of an otherwise online subject. Utilising high-quality hybrid learning technology available at the time, the advanced Class.com interface and a well-adapted pedagogy the journey of students with differing motivational needs was explored using the lens of Deci and Ryan’s (2017) IMI. Through regression modelling, network analysis and a broad analysis of associated demographic factors it was found in particular that low ATAR students with extrinsic motivation were more disengaged by the hybrid classroom environment, in comparison to other motivational subgroups. Contrary to expectation, students with a motivational need for relatedness were not found to respond differently to hybrid learning compared with other motivational subgroups. Recommendations for future iterations of synchronous concurrent hybrid classrooms and research are offered.

Digital Transformation in Education to Foster Personalized Learning

This article is to explain the principles of digital transformation practices that can effectively enhance personalized learning. The article is written using a literature review method to identify various concepts, approaches, and findings from previous studies that support or challenge the role of digital technology in promoting personalized learning. The findings of this article indicate that there are four key principles to understand in digital transformation: digital innovation must specifically address students' needs, collaboration between teachers and technology must be well-established, strong student engagement must be fostered—beyond mere compliance, and continuous evaluation must be conducted to identify challenges in technology implementation. By adhering to these principles, education can become more responsive and inclusive in meeting the unique needs of everyone, thereby enabling the effective realization of personalized learning.

Exploring the utilization and deficiencies of Generative Artificial Intelligence in students’ cognitive and emotional needs: a systematic mini-review

Despite advances in educational technology, the specific ways in which Generative Artificial Intelligence (GAI) and Large Language Models cater to learners’ nuanced cognitive and emotional needs are not fully understood. This mini-review methodically describes GAI’s practical implementations and limitations in meeting these needs. It included journal and conference papers from 2019 to 2024, focusing on empirical studies that employ GAI tools in educational contexts while addressing their practical utility and ethical considerations. The selection criteria excluded non-English studies, non-empirical research, and works published before 2019. From the dataset obtained from Scopus and Web of Science as of June 18, 2024, four significant studies were reviewed. These studies involved tools like ChatGPT and emphasized their effectiveness in boosting student engagement and emotional regulation through interactive learning environments with instant feedback. Nonetheless, the review reveals substantial deficiencies in GAI’s capacity to promote critical thinking and maintain response accuracy, potentially leading to learner confusion. Moreover, the ability of these tools to tailor learning experiences and offer emotional support remains limited, often not satisfying individual learner requirements. The findings from the included studies suggest limited generalizability beyond specific GAI versions, with studies being cross-sectional and involving small participant pools. Practical implications underscore the need to develop teaching strategies leveraging GAI to enhance critical thinking. There is also a need to improve the accuracy of GAI tools’ responses. Lastly, deep analysis of intervention approval is needed in cases where GAI does not meet acceptable error margins to mitigate potential negative impacts on learning experiences.

The Impact of Educational Transformation and Social Media on Students’ Achievement

The traditional education system, characterized by teacher-centered instruction and standardized curricula, is increasingly seen as inadequate for developing essential 21st-century skills such as collaboration, critical thinking, and adaptability. In response, educational transformation has emerged, driven by technological advancements and the increasing use of social media. This study explores the impact of educational transformation, focusing on how social media fosters collaborative learning, enhances digital literacy, and supports student engagement. While social media has become a powerful tool in reshaping the educational landscape, challenges such as privacy concerns, digital distractions, and misinformation remain significant. By analyzing current research, this paper provides a comprehensive understanding of how social media can both enhance and hinder educational outcomes. The study also highlights the importance of developing strategies to maximize the benefits of social media while addressing its risks, ultimately contributing to the ongoing transformation of education.

Towards Nationwide Mapping of Seagrasses in the Philippines: Empowering Students through Remote Sensing Education

Abstract. Seagrasses are critical marine ecosystems facing numerous threats in the Philippines. This study aimed to develop a robust methodology for nationwide seagrass mapping using open-access satellite imagery and empower students to contribute through remote sensing education. We achieved this through a two-pronged approach: (1) developing a satellite-based mapping methodology and (2) training students to apply this method across the archipelago. Utilizing Sentinel-2 satellite images, we processed the data using SNAP and Google Earth Engine to identify seagrass beds. Before classification, the images underwent preprocessing steps including land masking, water column correction, and extraction of shallow water bathymetry. These processed layers were then stacked with Sentinel-2 bands 2, 3, 4, 8, and 11. Two classification methods, support vector machine, and random forest, were employed, and their results were compared with existing seagrass maps. Students achieved overall accuracies ranging from 70 to 90 percent. Prior to mapping activities, students received training on remote sensing techniques and seagrass ecology. This project demonstrates the potential of remote sensing for large-scale seagrass mapping and highlights the value of student engagement in marine conservation.

Opportunities and Challenges of the Merdeka Curriculum in the Islamic Religious Education Subject at SMA Negeri 1 Sakra, East Lombok

Education in Indonesia is undergoing significant transformation in tandem with technological advancements, with the Merdeka Curriculum emerging as a response to the demands of the modern era, particularly in the context of Industry 4.0. This curriculum introduces flexibility and innovation in learning approaches but also encounters challenges such as resource limitations and the necessity for teacher training. At SMA Negeri 1 Sakra in East Lombok, the implementation of the Merdeka Curriculum since the 2022/2023 academic year has presented opportunities for more varied and inclusive teaching methods, particularly in Islamic Religious Education (PAI), while also confronting challenges in balancing theological and practical aspects.This research aims to explore the opportunities and challenges of the Merdeka Curriculum within the Islamic Religious Education subject at SMA Negeri 1 Sakra, East Lombok Regency. Utilizing a qualitative approach with a descriptive naturalistic method, the study focuses on direct observation and a holistic understanding of the phenomena at SMA Negeri 1 Sakra, East Lombok. Data collection is conducted through observation, interviews, and documentation, employing interactive analysis based on the Miles and Huberman model to examine the implementation of the Merdeka Curriculum.The findings of this study reveal that the opportunities perceived by SMA Negeri 1 Sakra, East Lombok, after implementing the Merdeka Curriculum include enhanced enthusiasm among educators to develop their capacities, increased student engagement and activity in the classroom, and the school's ability to cultivate a learning ecosystem that is more student-centered. However, the school also faces challenges, such as the need to shift the mindset of both teachers and students, the task of harmonizing diverse Islamic values among students and teachers, the difficulty of creating enjoyable and high-quality learning experiences, and the issue of resource constraints.

Bridging Cultures, Advancing AI

In an era where generative AI (AI) is reshaping education at breakneck speed, how can institutions keep pace while also ensuring authentic learning? Our international Community of Practice (CoP) offers a compelling answer. Spanning Australia and Vietnam, this unique collaboration has not only navigated cultural differences but leveraged them to create a rich tapestry of AI integration strategies in HE. From unexpected synergies to challenging assumptions, our journey offers crucial insights for educators worldwide grappling with AI's transformative power. Established in April 2023, our CoP has grown to approximately 500 members drawn from multiple campuses across Australia and Vietnam. This cross-cultural collaboration aligns with Wenger's (1999) Communities of Practice theory and demonstrates a novel approach to harnessing global collective intelligence in HE. Our CoP has critically examined the impact of AI on HE, exploring its transformative potential and challenges in teaching methodologies, learning experiences, and assessment practices. Our discussions have extended to the ethical and environmental considerations of increased AI adoption in education, aligning with the growing need for sustainable technological integration in academia. Key outcomes of the CoP include: Development of AI-integrated curriculum frameworks and co-creation of staff training materials, enhancing institutional readiness for AI integration; Design and implementation of innovative learning tools, such as AI-generated interactive personas, enhancing student engagement and outcomes; Facilitation of research collaborations, resulting in both publications and multiple conference presentations; Exploration of AI-enabled learning analytics for personalised learning, with initial implementation across different cultural contexts; and Amplification of public awareness about AI in Southeast Asian education, as evidenced by extensive media coverage in Vietnam. Our CoP's activities, including monthly expert-led meetings and weekly newsletters, have catalysed significant advancements in Technology Enhanced Learning (TEL) research and practice. The initiative's success aligns with the TPACK framework (Mishra & Koehler, 2006) and social learning theory (Bandura, 1977), supporting contextualised AI integration in pedagogy and andragogy across diverse educational settings. Our CoP has overcome significant challenges, including sustaining engagement across time zones and sourcing diverse expert speakers, through dedicated leadership and strong institutional support. The CoP's impact led to its official recognition and the formation of a cross-school steering committee, further amplifying its influence and demonstrating its strategic importance to the institution. This presentation will share key insights from our journey, including strategies for fostering engagement in a remote, cross-cultural CoP focused on rapidly evolving technology. We will discuss successful AI-enabled pedagogies implemented by CoP members, how challenges were addressed, and the impact of diverse cultural perspectives on AI adoption. A key lesson learned is the importance of balancing AI integration with maintaining academic integrity and authentic assessment in the rapidly evolving landscape of educational technology. By sharing our experiences, we aim to provide a model for other institutions seeking to harness collective intelligence in shaping the future of AI in HE, while addressing critical issues such as appropriate AI use, systemic approaches to programmatic assessment, and the process of learning and teaching in an AI-enhanced environment.