Student Interaction Research Articles

Augmented reality in environmental education: A systematic review

Digital technologies are opening up new ways to involve students in environmental education (EE). Augmented reality (AR) is one of these technologies and can potentially engage students and improve their learning outcomes. In this article, we systematically analyze the use of AR in EE. We searched the ERIC, Scopus, and Web of Science databases for articles related to AR and found 20 articles that met the inclusion and exclusion criteria of the research question. The results showed that most articles examined were published after 2017, and the researchers used experimental research methods. The results also showed that the research participants were mostly primary school students, and the most common sample size was between 50 and 100. In addition, the results revealed four categories: (1) contribution to student learning, (2) affective outcomes, (3) interaction, and (4) other benefits and advantages. We also found that only two articles reported the challenges of using AR in EE. In light of the findings, we recommend suggestions for future studies.

ESTUDO DA CRIANÇA COM TRANSTORNO DE ESPECTRO AUTISTA: NA EDUCAÇÃO INFANTIL

Children with Autism Spectrum Disorder (ASD) present changes in communication, social interaction and behavior. In this sense, there are several challenges to be faced in different spaces. The theme of this work is the study of children with autism spectrum disorder: in early childhood education. The general objective is to understand specialized pedagogical practices aimed at learning for children with autism spectrum disorder in early childhood education and as specific objectives to verify intervention programs from the perspective of the development of children with autism spectrum disorder in early childhood education; record the importance of family involvement in monitoring children on the autism spectrum in early childhood education; point out the most common challenges faced by children with autism spectrum disorder in early childhood education. Thus, to achieve these objectives, bibliographical research and qualitative analysis were used. In this way, the results demonstrate that the professionals’ interpretation brought the possibility of broadening the perspectives on the reality experienced by students with ASD in the school space and that the inclusion process is happening slowly and with many gaps still to be overcome. The need for continued training for teachers is also of great importance for the acceptance of inclusion as a social process, and the pedagogical strategies used by them are the main instrument of social interaction for students with ASD in the school environment.

Mindfulness, teacher mental health, and well-being in early education: a correlational study

This study analyzed the relationship between mindfulness and variables considered relevant for teacher–student interactions: teacher burnout, general stress, anxiety, depression, and quality of life. We hypothesized that mindfulness would relate negatively with mental health variables and positively with quality of life. We also explored which specific aspects of mindfulness would predict burnout, depression, anxiety, stress, and quality of life. Given the results of regression analyses, mediation models were performed to explore the mechanisms through which different facets of mindfulness affect quality of life. As predicted, the correlation analysis showed that mindfulness and its dimensions were positively associated with the quality of life of the teachers and burnout dimension of personal fulfillment and negatively associated with anxiety, depression, and stress (considering FFMQ total score and most of its dimensions). Consistently, regression analysis showed that the overall level of mindfulness, after controlling for the grade level at which the teacher works, showed significant associations with the level of personal fulfillment, depression, anxiety, stress, and quality of life. The results of the mediation analyses showed that the ability not to judge ourselves was associated with fewer symptoms of depression and stress and, through these pathways, positively affected quality of life. On the other hand, the ability not to react favored quality of life by reducing anxiety and stress. Finally, acting with awareness was the only facet of mindfulness that favored quality of life, affecting one of the dimensions of burnout.

Is ChatGPT Enhancing Youth’s Learning, Engagement and Satisfaction?

ABSTRACT Integration of artificial intelligence (AI) in educational practices necessitates the understanding of the influence of tools such as ChatGPT. Self-determination Theory (SDT) has been used to examine the impact of ChatGPT usage by students for the improvement of perceived learning, engagement and satisfaction. The moderating role of students’ AI literacy between ChatGPT and the antecedents of intrinsic motivation, autonomy, competence and relatedness. The data was collected through questionnaire from 481 students and structural equation modeling was used to analyze the data. The findings of the study shows that ChatGPT usage impacts students’ perceived autonomy, competence, and relatedness, enhancing intrinsic motivation. Also, there is a moderation of AI literacy between ChatGPT usage and these psychological needs. This study extends SDT to student interactions with ChatGPT and underscores the pivotal role of AI literacy. The findings contribute to the discourse on AI and education, offering valuable perspectives on students’ use of ChatGPT and its effect on their academic experience.

Analyzing Social and Psychological Impacts: Shifting Student Interaction from Teachers to ChatGPT in the Learning Process

The integration of artificial intelligence (AI), specifically ChatGPT, into education it may reduce social engagement among students and teachers also can diminish critical thinking skills, as students might prefer easy answers over deep, analytical thinking. This study investigates the social and psychological impacts of shifting student interactions from teachers to AI. The research method used is a literature study by reviewing seceral relevant and current literature. The result of this study is the reduction in face-to-face interaction can hinder the development of essential communication and collaborative skills between students and teachers as an impact of the intensity of AI use. Moreover, the dependency on AI could lead to a superficial understanding of subjects, with students accepting information at face value without thorough evaluation, thereby affecting their overall academic development and comprehension. Additionally, the study underscores the necessity of developing emotional intelligence, which AI cannot effectively nurture. The findings underscore the irreplaceable role of educators in nurturing cognitive and socio-emotional development, advocating for a balanced approach to integrating AI in education

Out of the Ivory Tower: Unveiling Student Interactions with Entrepreneurship Ecosystem

Out of the Ivory Tower: Unveiling Student Interactions with Entrepreneurship Ecosystem

A holistic framework to model student's cognitive process in mathematics education through fuzzy cognitive maps

This study introduces a pioneering framework for modeling students' cognitive processes in mathematics education through Fuzzy Cognitive Maps (FCMs). By integrating key educational theories—Duval's Semiotic Representation Theory, Niss's Mathematical Competencies, Marton's Variation Theory, and the broad Engagement, Motivation, and Participation framework— the model offers a comprehensive and holistic understanding of students' cognitive landscapes. This research underscores the necessity of a multidimensional approach to capturing the intricate interplay of cognitive, affective, and behavioral factors in students' mathematical learning experiences. The novelty lies in its methodological innovation, employing FCMs to transcend traditional qualitative analyzes and facilitate quantitative insights into students' cognitive processes. This approach is particularly relevant in the current era dominated by digital learning environments and artificial intelligence, where real-time, automated analysis of student interactions is increasingly vital. The proposed FCM has been developed over the years with a data-driven approach; the concepts and relationships in it have been derived from the literature and refined by the author's experience in the field. Illustrated through case studies, the framework's utility is demonstrated in diverse contexts, highlighting how the quantitative data obtained are confirmed by qualitative approach: analyzing the impact of remote learning during the Covid-19 pandemic on student engagement and exploring Augmented Reality's role in enhancing mathematical conceptualization. These applications show the framework's adaptability and its potential to integrate new technologies in educational practices. However, the transition from qualitative to quantitative methodologies poses a challenge, given the prevalent use of qualitative approaches in mathematics education research. Additionally, the technological implementation of the FCM model in educational software presents practical hurdles, necessitating further development to ensure ease of integration and use in real-time educational settings. Future work will focus on bridging these methodological gaps and overcoming technological challenges to broaden the FCM model's applicability and enhance its contribution to advancing mathematics education.

Analyzing classroom interactions focusing on IRF patterns and turn-taking

This study aims to analyze patterns of interaction and turn-taking in the context of classroom learning using a classroom discourse analysis approach. This research focuses on understanding the communication dynamics between teachers and students and identifying dominant patterns during the learning process. The method used is qualitative, with data collection through observation using video recorder instruments in class XI SMK Muhammadiyah Mertoyudan. The research participants were a teacher and class XI students of SMK Muhammadiyah Mertoyudan, totalling 24 students, consisting of 1 teacher and 23 students. The data results show the sequences developed from the questions between teacher and student interactions. The results of this study support the view that the discursive role of the Feedback sequence in IRF (Initiation-Response-Feedback Sequence) is to develop dialogue between teachers and students. The findings of this study on the IRF pattern are that the teacher dominates the communication in the classroom 63,4% and students 36,6%. The findings indicate that the non-delivery of learning is the main problem of students' lack of understanding of the material, lack of students' ability to think critically, and responsiveness to students. These findings can be used to develop more inclusive and effective teaching strategies that pay attention to a more balanced distribution of talk time and interaction between teachers and students. This research contributes to the literature on Classroom Discourse Analysis by filling the knowledge gap on the classroom's interaction pattern and its implications for teaching practices with feedback in IRF. The results of this study can provide valuable insights for educational practitioners and help improve students' critical communication strategies in the classroom.

USE OF FILM MEDIA IN INCREASING STUDENTS' UNDERSTANDING IN HISTORY LEARNING AT SMAN 1 MEDAN

This research aims to explore and analyze the use of film media in increasing students' understanding of history at SMA Negeri 1 Medan. The research method used is qualitative with a case study approach. This research involves direct observation, interviews, and document analysis to gain an in-depth understanding of how the film medium is used and its impact on student understanding. Research findings show that the use of film media can increase student engagement in history learning, relive historical context, and facilitate understanding of complex concepts. Apart from that, student interaction with film media also strengthens information retention and motivates learning. The implication of this research is the importance of considering the use of film media as an effective learning tool in the context of history learning in high schools. The importance of developing students' media literacy is also highlighted in this research. Teachers need to provide systematic teaching on how to analyze, evaluate and understand messages conveyed through film media so that students can become intelligent and critical media consumers. Apart from that, collaboration between teachers, students, parents and the community is also important in supporting the use of film media in history learning. By involving all relevant parties, the use of film media can become an integral part of the school curriculum and make a significant contribution to achieving national education goals. Overall, this research confirms that the use of film media is a potential tool for increasing students' understanding of learning history at SMA Negeri 1 Medan. However, its use needs to be integrated with a holistic approach, paying attention to aspects of media literacy, fair representation and collaboration between stakeholders. In this way, a richer, more relevant and meaningful learning experience can be created for students to understand their historical heritage.

Research Status, Practical Dilemmas, and Optimization Strategies of Blended Teaching in Universities

Blended teaching has emerged as a prominent subject in the recent reform and innovation of higher education. It has become imperative and guiding for colleges and universities to embrace a mixed teaching approach that aligns with the evolving needs of education and teaching in the new era. This paper aims to provide a comprehensive overview of the research status surrounding blended teaching, encompassing fundamental issues, teaching design, practical guidance, teaching effectiveness, and evaluation. By critically examining the current challenges associated with blended teaching, this study proposes optimization strategies including enhancing student participation and interaction, promoting deep learning, improving teachers’ preparedness, teaching technologies, and curriculum design capabilities, strengthening top-level design, and perfecting evaluation and incentive mechanisms. These strategies provide new directions for the reform of blended teaching.

The influence of student interaction on GPA in social networks

The kinetic theory is utilized to study the impact of student interaction on the grade point average (GPA) in social networks. The interactions between students can not only be through offline means but also social networks. To analyze the evolution of the student's GPA on social networks, we set up a joint GPA-connectivity density function and two Boltzmann models, which consider the general connectivity distribution of individuals and describe the structure of social networks statistically. In the model, we use the standard Heaviside function to divide the GPA into two parts, corresponding to the students’ different learning attitudes. In addition, the number of contacts for each student is assumed to determine the probability of their learning attitudes being transmitted and successfully influencing another student. We investigate the evolution of the overall students’ average GPA through the kinetic models and find the conditions for the reversal of GPA. Finally, numerical simulations reveal how social networks affect the students’ GPA.

A review of main issues regarding validity, reliability, generalizability, transferability, and applicability of log-based measurement of computer-assisted learning

Log analysis has become a common methodology in the research of computer-assisted learning. Using this method, variables to measure various aspects of learning are computed from the data that is stored in computer-assisted learning environments’ log files; these files document fine-grained data on student interaction with the learning system, and are updated automatically, continuously, and unobtrusively. However, besides challenges that any empirical investigation faces, log-based studies face some other, unique challenges. Despite their methodological importance, these distinctive challenges have not yet discussed in a comprehensive manner. In this review paper, we critically examine issues of validity, reliability, generalizability and transferability, and applicability of log-based analysis. We do so by covering relevant theoretical aspects, and demonstrating them via past research. We conclude with practical recommendations for researchers in the fields of Learning Analytics and Educational Data Mining.

Framework problem solving based augmented reality media to empower scientific explanation skill

Development of scientific explanation abilities in students is an important aspect in science education. However, traditional learning methods such as textbooks and PowerPoint presentations are often less effective in improving skills due to lack of student interactivity and involvement in the learning process. This study aimed to analyze the effectiveness of using augmented reality media based on problem-solving frameworks to empower scientific explanation. The research design was used a Nonrandomized Control Group, Pretest-Posttest Design. The study used a quasi-experimental method with a factorial design of 2 x 2. The research sample was 72 students, one of senior high school in Indonesia. The sample was divided into two groups: the control group using two-dimensional learning media based on books, PowerPoints, and videos. The treatment group used augmented reality learning media based on problem-solving frameworks. The material used in the study is the human circulation system in biology subjects. The instrument used to obtain scientific explanation data is an essay test developed from scientific explanation indicators adapted from McKneill et al. Data analysis using ANCOVA (p=0.05%) with pre-test values as covariates. The results showed that augmented reality media based on problem-solving frameworks could empower and more significantly improve the ability of scientific explanation, this is evidenced by the average value of scientific explanation skills in the experimental class is higher than the control class.

Transforming Student Interactions with Flipped Content from an Isolated, Passive Activity into a Collaborative and Engaging Endeavor

Transforming Student Interactions with Flipped Content from an Isolated, Passive Activity into a Collaborative and Engaging Endeavor

Surveillance and datafication in higher education

It has become a commonplace in educational research and policy discourses to state that digital technology has ‘transformed’ the nature of higher education, and even the university itself, leading to what is claimed to be more interactive or less hierarchical formats and engagement, in which traditional modes of teaching such as the lecture, are claimed to be obsolete. These narratives, arguably, express a widespread desire for ‘transformation’ in the university. In terms of digital education, this has been expressed variously in the apparently benign ideologies of ‘active learning’, ‘connectivism’, and ‘the flipped classroom’, all of which share common values, those which prize student interaction, and observable engagement, both online and in the face-to-face setting. Although these constructs appear to be ‘student centred’ and progressive, critics (e.g. Macfarlane 2017) have pointed out that an emphasis on student performance of a particular form of engagement and identity in higher education may in fact threaten the fundamental values of academic freedom. In parallel, regimes of audit concerning academic performance have become more prevalent in higher education, with metrics measuring publications and impact becoming more influential on academic careers. I have argued elsewhere (Author 2020) that this tendency is greater in the context of digital education, where performativity, surveillance and regulation are intensified via digital technologies, as part of a broader ‘culture of surveillance’ in society (Lyon 2018). As recent commentators have argued (e.g. Williamson 2017a), the increased use of big data to track and monitor student activity, has the effect of ‘datafying’ them as human subjects; the same could be said for the technology of the h-index for academics. In this paper I will combine insights of digital education research, science and technology studies and information science in order to interrogate the nature and effects of this increased ‘datafication’ of higher education, looking at two examples; learner analytics and the author publication metric h-index. I will argue that these two digitally-mediated ‘documenting’ practices share several features; they have a supervisory or surveilling function, they are underpinned by particular ideologies, and they carry normative force regarding the nature of ‘desirable’ subjectivities and practices. I conclude that there is a need to sustain a critical agenda of research around these technologies of surveillance and documentation, particularly in the current context in which ‘discourses of inevitability’ surrounding digitisation of higher education prevail.

Incidence of Metaphorical Virtual Classrooms and Interactive Learning Objects in the Interaction of Online Students: An Ecuadorian Case Study

This study explored the incidence of metaphorical virtual classrooms and interactive learning objects in the interaction of students in online mode. The main objective was to analyze how these digital tools, driven by a set of strategies to promote their use, affect the interaction of students in the virtual classroom system and their derived effects. To this end, the latest version of Moodle was implemented in conjunction with gamification plugins and interactive tools in the higher education institution used as a case study. The methodology consisted of data collection through ordinal instruments applied to the teachers and student performance metrics gathered using a plugin developed to extract accurate metrics of each student’s usage and performance through direct queries to the Moodle database and its processing through a neural network. This facilitated the collection of standardized data on the actual metrics of each virtual classroom at the end of the teaching of each subject from both the previous LMS and the newly implemented one. This data was then analyzed using advanced statistical techniques, including Mahalanobis distances, confirmatory factor analysis, and the Wilcoxon signed-rank test. These methods provided a compelling comparison between the old and new systems, revealing significant improvements in the metrics and factors evaluated. The results showed a significant improvement in teachers’ perceptions of the usability of the virtual classroom system and an increase in students’ academic performance, interaction, progress, and time spent learning in virtual contexts. These results provide solid empirical evidence of the added value of these educational tools as effective strategies for improving student interaction, performance, and motivation in online education.

Unveiling mode effects in grade 1 vocabulary assessment: the intriguing influence of test mode

BackgroundVocabulary knowledge plays a pivotal role in academic development, particularly among Grade 1 students. To support students in their academic development, effective assessment instruments in educational settings are crucial. The GraWo (Graz Vocabulary Test) is introduced as a tool designed to evaluate receptive vocabulary in German-speaking countries in print and in digital mode.ObjectivesThis study aims to investigate mode effects in the GraWo among Grade 1 students, comparing vocabulary gains in digital and print versions. Additionally, it explores the influence of student characteristics, such as gender and language status, and examines item-level differences between the two modes in order to gain a more comprehensive understanding of test performance.DesignThe research design entails a longitudinal approach, following children (n = 421) from the beginning to the end of Grade 1, varying the test modes (digital or print) only at second measurement (40% receiving the print version), while at first measurement all children worked with the digital version.ResultsBaseline comparisons of test mode groups indicated almost no significant differences. In terms of growth in vocabulary during Grade 1, an ANOVA with repeated measures revealed a main effect for time, indicating increased performance in both groups at second measurement. Moreover, an interaction effect between time and test mode group showed that the print group exhibited higher gains in the vocabulary test compared to the digital group. Further analysis using MNLFA confirmed that the print mode group outperformed the digital group overall and that four items were also individually affected by differences between the digital and print versions.ConclusionThe study emphasizes the need for nuanced investigations into the impact of test mode on student performance and suggests incorporating observational methods to comprehensively understand student interactions with digital and print modes. In acknowledging potential variations in performance, educators and policymakers need to tailor practices to accommodate the demands of hybrid test procedures and to consider the role of digital competence in shaping testing experiences.

Investigating a peer-learning model that encourages student communication and interaction in an online learning environment: a qualitative approach

Investigating a peer-learning model that encourages student communication and interaction in an online learning environment: a qualitative approach

Trends in the Use of Augmented Reality from Tangible Interfaces in School Learning : A Systematic Literature Review

This study aims to analyze trends in the use of augmented reality from tangible interfaces in the context of formal and informal education. This study employed a systematic literature review (SLR) method adapted from the PRISMA model. This research used the Publish or Perish application to search for various relevant scientific articles taken from international journals, Scopus, with a range of 2019-2023. The data analysis technique for this research used thematic analysis. The development of AR media showed significant improvement, especially in the aspect of increasingly realistic and diverse user interfaces, enabling closer integration with the curriculum and presenting more engaging learning experiences. The interactive and collaborative features of AR applications showed great potential for enhancing student interaction with learning materials through immersive and interactive visual experiences. In addition, such collaborative features could also facilitate cooperation between students, creating a more dynamic and effective learning environment in schools. This research emphasized the importance of using appropriate research methods to deepen the understanding of the development of AR media in education and the potential of AR applications in creating more interactive and collaborative learning experiences in school environments.

Mathematical modeling, sensitivity analysis, and optimal control of students awareness in mathematics education

This article presents a continuous-time mathematical model, EFSMK, integrating various educational categories, serving as a valuable tool for understanding students interactions with mathematics. The paper begins by exploring the necessary preliminaries to describe the model. Subsequently, we examine the model’s well-posedness, focusing on the positivity and boundedness of solutions. The basic reproduction number is then derived using the next-generation matrix method. The model exhibits two stable states: the mathematics-free equilibrium point and the learning equilibrium point for students who struggle with mathematics. The study shows that when the basic reproduction number is less than one, the mathematics-free equilibrium point is globally asymptotically stable. Conversely, when the basic reproduction number exceeds one, the learning equilibrium point for students who struggle with mathematics is globally asymptotically stable. Numerical simulations validate the theoretical findings. In the last part of the paper, we present a structured model involving two distinct strategies aimed at improving the mathematical skills of students who encounter difficulties in this subject. The first strategy consists of offering individualized or small-group tutoring sessions, focusing on challenging topics and using alternative teaching methods. The second strategy entails adjusting the overall program and pedagogical approach to better respond to diverse learning needs. This approach uses Pontryagin’s maximum principle and iterative analysis to determine optimal controls. The effectiveness of these strategies is evaluated using numerical simulations in various scenarios.