Student Reactions Research Articles

Psychology and education in the 21st century: Analysis of the Russian teachers’ beliefs regarding the use of modern psychological knowledge in practice

The article proposes an approach to assessing the psychological knowledge of teachers through the analysis of their beliefs regarding the evidence-based principles formulated in the sciences of education in recent years. The study was conducted in 2021/2022 on a sample of Russian school teachers (N = 344, 93.3 % women, 41.7 % from Moscow). The authors’ questionnaire for the study of school teachers’ beliefs was used, based on the 20 evidence-based psychological principles important for teaching and learning, assessing the possession of principles in six areas: the role of the teacher in the effectiveness of learning; lack of faith in myths about teaching and learning; psychologically safe environment; student motivation; classroom management; assessment. The level of teachers’ conviction in the truth of evidence-based psychological principles ranges from 27.9 to 87.9%, while the higher the teacher’s experience, the less likely he believes in such principles and the more often he relies on unsubstantiated statements about teaching and learning. The highest levels of possession of evidence-based psychological knowledge by teachers are demonstrated in blocks related to student assessment and the creation of a psychologically safe environment compared to blocks describing the principles of classroom management, student motivation and the role of the teacher in learning effectiveness. It is also shown that teachers consider psychological knowledge necessary rather in non-standard, difficult practice situations (children with low educational motivation, low level of educational skills, conflicts, strong emotional reactions of students) than in standard situations (preparing and conducting lessons, interacting with students and their parents). The study showed the need for further development of such an approach to the study of psychological knowledge of teachers, which would be based on an assessment of their beliefs in the use of evidence-based psychological principles to resolve specific situations of school practice. The data obtained indicate the need to improve the psychological competence of teachers in general.

It’s All in the Design - the Learning Design: Comparing Active Learning Affordances within VLEs

Using a cross-case thematic comparison of Virtual Learning Environment (VLE) studies we focused on distinctions among student reactions to validate the design of a browser-based virtual field experience. Results show that addressing higher-order learning through a given technology in the learning design creates comparable student responses to those received from more immersive experiences. This suggests that more democratized

The Impact of Different Types of Background Music on Teaching: Classroom Psychological Experiment

Different types of background music have varying effects on classroom teaching. In this study, a focus on the attention analysis of 72 elementary school students revealed that slow-paced classical music significantly enhances students' attention. The experiment demonstrated a clear positive correlation between choosing this type of music and improved learning outcomes. Furthermore, the research delved into the different reactions of students across various age groups to the same background music, providing a robust foundation for multimodal teaching. This discovery not only offers valuable insights into the field of education but also guides the design of personalized teaching and learning environments. It urges educators to pay closer attention to the potential impact of music on students' learning experiences, facilitating better adaptation to the learning needs of students across different age groups.

Emphasizing the professional in PDS

PurposeThis article describes an effort to ease the tension between boundary spanning roles for interns participating in a yearlong Professional Development School (PDS) program. In order to do this, the structure of a Social Studies Methods course was revised to mimic a professional learning community (PLC) and assignments were not evaluated for grades.Design/methodology/approachA conceptual paper that relies on self-reflection as well as student reaction, work samples and survey data.FindingsThe findings demonstrate both practices contribute to a collegial and less stressful environment for interns, while not affecting the quality of work submitted.Originality/valueThis paper highlights two of the nine NAPDS essentials, Professional Learning and Leading (3) and Boundary Spanning (8), and describes the ways both are incorporated and addressed in a PDS situated methods course. Describing course revisions, including the implementation of an ungrading practice, provides examples for potential replication.

774. Trivia Game for Learning Zoonotic Diseases in Pre-clinical Medical Curriculum

Abstract Background Zoonotic diseases are high-yield material, frequently tested on USMLE Step 1. For learning infectious diseases, many medical students supplement or replace coursework with outside resources that are personalizable and utilize active learning1,2, but these resources can be prohibitively expensive, have questionable reliability, and align imperfectly with course content2. Spencer Fox Eccles SOM historically used a Team-Based Learning (TBL) format for teaching zoonotic diseases, but this content is primarily memorization-based, while TBL is well suited for conceptual material. To teach zoonotic diseases, we created a trivia game3 (“ZooTrivia”) to mimic the low-stakes, fast-paced, engagement of outside resources, while still capturing the cooperative learning environment of TBL. Methods We used the Kirkpatrick model for student reaction and learning to assess efficacy of ZooTrivia. The session was opt-in and students chose their own teams to answer trivia questions. All answers were provided at the end. We used attendance data and surveys to assess student enjoyment of and perceived learning from ZooTrivia. Results Twenty (20/125) students reported attending ZooTrivia. Three students, who do not usually attend class, chose to attend ZooTrivia, which suggests that trivia is an attractive format. 60% of attendees reported that they would like more games like this in their education. 30% responded that they would “maybe” want more games like this. For enjoyment, students on average reported preferring trivia over both TBL and outside resources (average 3.9 and 3.6, respectively on a scale of 1-5). However, for student learning, students on average reported TBL and outside resources as better learning formats (average 2.8 for both, on a scale of 1-5). Conclusion Trivia is an alternative to TBL-based learning of zoonotic disease that students report enjoying more but learning slightly less than TBL. Analysis of student learning was limited by incomparable attendance of ZooTrivia and TBL; ZooTrivia was an optional session, while TBL was required attendance. This comparison is a direction for future study. Disclosures All Authors: No reported disclosures

Development of 2D Animation Learning Video Media for the TAPPS Learning Model to reduce Mathematics Phobia

2D animated video media emerges as a viable remedy aimed at enhancing student learning outcomes and the effective implementation of the Thinking Aloud Pair Problem Solving (TAPPS) pedagogical approach. The approach adopted involves the utilization of the ADDIE methodology to guide the development of meticulously designed media, a design that has undergone comprehensive validation by multiple assessors, encompassing both content and media scrutiny. This assessment has been conducted across various evaluation criteria. The data collection methodology employed encompassed tests and questionnaires to gauge student reactions. As evidenced by the material validation phase, the average percentage achieved was 77.13%, falling within the "Valid" classification. In tandem, the media validation process yielded an average score of 82.5%, positioning it firmly within the "Highly Valid" classification. Supplementary to the validation assessments, additional scrutiny was directed toward student learning outcomes. The results yielded an average score of 84.35, surpassing the established minimum passing grade of 75. This unequivocally substantiates the comprehensive achievement of learning objectives. Furthermore, student responses towards the learning material were appraised, culminating in an impressive 90.46% satisfaction rate, thus attaining the "Very Good" rating. In light of the meticulous analyses conducted, it is indisputable that the development of 2D animated video media tailored for the TAPPS instructional model stands as a viable and potent strategy to alleviate students' apprehensions towards mathematics

Teacher moves for supporting student reasoning in mathematics instruction

AbstractInterest in teachers' moves to classroom discourse has started to increase since how teachers respond to students' thinking influences students' learning. The purpose of this study was to investigate the moves used by one sixth grade mathematics teacher at a public middle school in Turkey to support student reasoning in mathematics instruction and their influence on classroom discourse. Six 80‐min lessons were analyzed with particular attention to how the teacher elicits, responds to, facilitates, and extends student reasoning. The results revealed that teacher moves mainly included low‐potential moves in all categories. The teacher mainly tried to elicit student answers in the lessons and aimed to facilitate their understanding through questioning. He also tended to confirm students' answers and re‐represent their thoughts to the class, occasionally adding further information. However, the results showed that the teacher had a dominant role in classroom interactions. Besides, from time to time, the teacher did not focus on student responses and postpone the student reactions. However, the teacher moves that limit student contribution, such as ignoring students' answers and insisting on their own points of view, reduce the depth of classroom interactions and student understanding. In general, the teacher's ability to support student reasoning and facilitate productive classroom discourse was not sufficient.

“Can AI really help me land a job?” Student reactions to the use of artificial intelligence in career preparation

Many companies use artificial intelligence (AI) to screen job applicants. With more colleges also adopting AI programs to provide feedback on job seekers’ applications, will students be receptive to using these tools? This research shows certain key factors – perceptions of AI program effectiveness and enjoyability, higher networking anxiety, and being a first-generation college student – predict increased interest in using AI programs for career preparation purposes. Additional qualitative analyses also reveal why certain subsets of students have negative attitudes toward such programs. Recommendations for colleges offering AI tools and discussion of ideas for further research are provided.

Student's Engagement and Perception of Gamification in Mathematics

Many Indonesian students consider mathematics as an uninteresting learning subject that confuses them. An innovative approach to teach mathematics is needed to increase their engagement. In this case study, gamification which has been known as an activity to increase the student's enthusiasm was introduced in learning algebra. An observation with 20 female eighth graders was done in the classroom with and without the gamification activity to see the student's reactions and emotions in playing the game. Then, two focus group discussions with eight students were conducted by purposeful sampling based on their various levels of activeness and competence in mathematics as well as their scores of the game to grasp their perceptions of gamification in mathematics, followed by an individual interview with the math teacher. The findings were analyzed through the lenses of symbolic interactionism in which the student's acts and perceptions were constructively interpreted and confirmed with the teacher's opinion. The literature was also included to strengthen the result. The research found that gamification in mathematics could highly engage the students, especially when the teacher offered a reward. However, the student's perception was highly influenced by their performance in the game. Despite the lack of mechanical skill, the winners were satisfied; the unsuccessful players had different opinions: some of them wanted to play again to increase their scores whereas the rest of them did not suit the game. Thus, to motivate the students, designing gamified activities in mathematics needed to consider individual preferences.

Pedagogical Paradigms in the AI Era: Insights from Saudi Educators on the Long-term Implications of AI Integration in Classroom Teaching

This qualitative study explores the perceptions and experiences of Saudi educators regarding the integration of Artificial Intelligence (AI) in classroom teaching. Through semi-structured interviews with a purposively sampled group of teachers, the research investigates initial experiences with AI, anticipated changes in teaching roles, support and training needs, student reactions, and concerns about long-term AI integration. Employing a constructivist grounded theory approach, the study reveals a nuanced understanding of the opportunities and challenges presented by AI in education. Findings indicate a spectrum of initial responses to AI integration, ranging from enthusiasm to apprehension, emphasizing the need for comprehensive professional development and robust support systems. Educators anticipate significant shifts in their pedagogical roles, foreseeing AI as a facilitator of personalized learning but also expressing concerns about its potential to marginalize traditional teaching practices. Student reactions were generally positive, though mixed, highlighting the need for adaptive AI implementation strategies. Concerns about ethical implications and educational equity were prominent, underscoring the necessity of a balanced, ethical approach to AI deployment. The study contributes to the emerging body of literature on AI in education and offers insights for policymakers, curriculum developers, and educational technologists on effectively harnessing AI's potential while addressing its challenges. It calls for ongoing dialogue, professional development, and ethical considerations as AI becomes more integrated into educational systems, ensuring it serves as a supportive component within the pedagogical framework.

드뷔시의「달빛」을 통한 대학생의 미적 음악 경험 분석

This study was based on the ‘Affect-Space Framework (ASF)’ proposed by Schubert, North, & Hargreaves (2016) to analyze the emotional and affective responses of college students while listening to Debussy’s 「Clair de Lune」 and to deeply explore their aesthetic musical experiences. A total of 125 college students were asked to listen to the piece, and a survey was conducted regarding their emotional and affective reactions. The results are as follows: First, college students had more emotional responses than affective ones when listening to music, with responses based on an internal locus of emotion being the most prominent. Second, only 8.29% of the total responses corresponded to aesthetic emotions. This can be interpreted as most students not having an aesthetic experience while listening to Debussy’s 「Clair de Lune」. Third, there was a significant difference in the affective responses based on an external locus depending on gender. Fourth, groups who had an aesthetic experience tended to focus more on the content expressed by the music, while groups without an aesthetic experience focused more on their internal emotions. In conclusion, the ‘Affect-Space Framework (ASF)’ was highly effective in analyzing the emotional and affective reactions of college students during their listening to Debussy’s 「Clair de Lune」. Through ASF, the researcher was able to explore the deep dimensions of students’ aesthetic musical experiences, especially emotions and affections, and this provided a new direction for music education and psychological research.

Efektivitas Penggunaan Aplikasi Whatsapp Dalam Metode Pembelajaran Daring

Lack of education in people's lives will of course hinder the progress and development of a country, and it will be difficult for the prosperity and well-being of its people to be realized. The aim of this research is to determine the effectiveness of online learning using the WhatsApp application for members of HIMAKOM 2019, BSD, South Tangerang City. Effectiveness means there is an influence that can produce results, efficiency and effectiveness. WhatsApp is one of the most commonly used communication applications on smartphones to interact, communicate and discuss and is even used for learning. Researchers use stimulus response theory in which the important learning is input in the form of stimulus and output in the form of response. Stimulus is whatever the teacher gives to students, while response is the student's reaction or response to the stimulus given by the teacher. The total population and sample are HIMAKOM members, totaling 58 BSD students, South Tangerang class of 2019. The results of hypothesis testing show that understanding the effectiveness of using the WhatsApp application has quite a significant effect on online learning, as evidenced by the t-count of 8.273 > 1.671 which is greater than t- table or significant value t < a = 0.05, then the effectiveness of using the WhatsApp application (X) influencing online learning (Y) is significant. This means that Ha is accepted and H0 is rejected, so it can be concluded that the effectiveness of using the WhatsApp application has a significant effect on online learning.

Pengembangan Media Permainan Fruit word puzzle pada Pembelajaran Bahasa Indonesia pada Siswa Tunarungu di SDN Mojorejo 1 Kota Batu

This research aims to find out whether the fruit word puzzle game media can be used as a learning medium in Indonesian language learning, to find out the reactions of deaf students to the use of fruit word puzzle game media, and to develop the fruit word puzzle game media for deaf students. The method used in this research is development or Research and Development (R&D), using the ADDIE development model (Analysis, Design, Develop, Implementation and Evaluation). The subject of this research uses a single subject. Research data collection methods include interviews, observation, observation sheets on 3 aspects (cognitive, psychomotor and affective aspects), and documentation. The results of the research show that the fruit word puzzle game media can be used as a learning medium in Indonesian language learning, deaf students give very strong reactions to the fruit word puzzle game media, and the fruit word puzzle game media is very valid, practical and effective for use with students deaf.

Адаптивные реакции кровообращения студентов в динамике годичного цикла обучения в вузе

Increasing training loads significantly affects the health of students. The cardiovascular system can react especially sharply to such changes. The purpose of the research is to analyze the indicators of systemic hemodynamics and adaptive reactions in students at Volgograd State University in the dynamics of the academic year. The study of hemodynamics was carried out in 2021–2023, from September to May. The following indicators were used: systolic and diastolic blood pressure, pulse pressure, mean hemodynamic pressure, systolic blood flow volume, minute volume of blood flow and peripheral vascular resistance. When analyzing the parameters of systemic hemodynamics, it was found that seasonal changes in the values of mean hemodynamic pressure, systolic blood volume, minute volume of blood circulation and total peripheral vascular resistance are insignificant among students during the academic year. At the same time, a trend of changes in systemic hemodynamics was revealed during the three years of study. So, in comparison with the first year, the students in the second year showed an increase in the pumping function of the heart; in the third year of study, an increase in the chronotropic function was revealed. The change in hemodynamic indicators is also consistent with fluctuations in the adaptive potential, a decrease in which is noted during the examination and summer periods. At the same time, the level of adaptation in girls is, as a rule, higher than in boys, which indicates more effective adaptive capabilities of the female body.

Validitas dan Praktikalitas Pengembangan Modul Digital Menggunakan Aplikasi Flip PDF Professional di Kelas IV

This exploration was driven by the use of printed textbooks in elementary schools that were less able to increase student participation, activeness and learning motivation. The presentation material used by the teacher has never used a computerized module using the Flip PDF Professional application. The purpose of this research was to develop a computerized module that involved the Flip PDF Professional Application in Learning Pancasila Education in Grade IV Elementary Schools. The research methods used are qualitative and quantitative methods. The model in this study uses the 4D model. The 4D model consists of four phases, namely: define, namely the needs analysis stage, design, namely designing digital modules, develop, namely by conducting validity and practicality tests, and disseminate the deployment stage. Data collection instruments include validity tests and practicality tests. The results of the validity test are 79% from a legitimate material perspective, 79% from a substantial language point of view, and 87% from a very legitimate media perspective. The results of the test for the fairness of the teacher's reaction obtained 92% results and student reactions obtained 94% results in the very feasible category. The conclusion of this study is that the Progress of Computerized Modules Involving the Flip PDF Professional Application in Grade IV Elementary Schools is stated to be very substantial, very reasonable and very interesting to use in the Pancasila educational experience.

Exploring the elements of strengthening online higher education in disaster risk reduction: a perspective of sustained strategy in post COVID-19

Purpose The COVID-19 pandemic has compelled higher educational institutions to implement alternative educational strategies that rely heavily on internet accessibility and utilisation to monitor and evaluate students. This study aims to find certain indicators for planning and designing future courses of inclusive online education in the domain of disaster risk reduction (DRR). Design/methodology/approach The study reviews and analyses online teaching and learning experiences of DRR courses. It uses online surveys and interviews to derive the perspectives of selected students and educators in universities in Asia and the Pacific region. Findings Active engagement is considered to be achieved when students are active in chat boxes, through presentations, through assignments and when the video cameras of students are turned on. On the contrary, students perceive active engagement differently because they face emotional disturbances and health issues due to prolonged screen/digital device use, have inadequate information and communications technology infrastructure or have digital literacy deficiencies among others. The study finds that online courses have many sets of strengths, weaknesses, opportunities and threats, when they are balanced, they can improve DRR courses in the future. Research limitations/implications The study is based on the outcome of interviews with 10 experienced educators in DRR courses as well as students from different schools taking courses in DRR education. However, the students are not necessarily taking the courses of the educators interviewed due to the inability of some educators to avail themselves and the challenge of contacting the students. This notwithstanding, the results of this study give a general overview of the situation to be considered in the planning and design of online and distance education. Social implications The results do not reflect the reaction of students and tutors of the same course. Future studies of collecting and analyzing the responses from the students and the educators with the same course could provide tailored solutions. Originality/value This study attempts to find solutions to bridging two different perspectives on teaching and learning. The results would be important to strengthening and designing future online courses.

Student reactions to trauma-related course content

ABSTRACT Higher education courses frequently utilize trauma-related content material as part of the curriculum. To reduce the potential for secondary traumatic stress, it has been recommended that instructors be purposeful and cautious with the use of trauma-related materials in the classroom. Most recommendations for implementation of these materials are based on theory, as few empirical studies examine actual student reactions to this content. This study, guided by Hill's ABC-X Model, presents mixed methods survey data from undergraduate students enrolled in a trauma course across three semesters to measure trauma exposure and subjective reactions to course materials. Qualitative results indicated a range of emotional reactions to course content, with both positive and negative effects. Results support the notion that coping resources and appraisal of the content itself may influence how course content is experienced by students. Implications for teaching, policy, and future research are discussed.

Digital Verses Versus Inked Poetry: Exploring Readers’ Response to AI-Generated and Human-Authored Sonnets

This research contrasts the reactions of postgraduate English Literature students from the Lebanese University to a pair of sonnets. It particularly examines Shakespeare's "Sonnet 18" alongside a sonnet crafted by ChatGPT, both echoing the theme of timeless beauty. This research uses quantitative methods to assess participants' appreciation of these two sonnets, the felt emotional depth, and the perceived language complexity. Additionally, the study explores students' viewpoints on AI-generated poetry and identifies any perceived limitations in the AI sonnet compared to the human-authored one. The findings revealed that students favored Shakespeare's “Sonnet 18” over the AI-generated version due to its complex language and greater emotional resonance. Seeking to offer meaningful insights, this study delves into how the academic literary community perceives and interprets AI-generated literature. It further adds to the current discussion and debate about the role of AI in augmenting creative writing and underscores areas of potential improvement in upcoming AI literary projects.

Teaching the Time Value of Money: Advantages of the Continuous Compounding (Exponential) Model

It is vitally important that business students understand the conceptual meaning of the time value of money (TVM) and how to solve TVM related business problems. Most textbooks explain TVM using only discrete compounding. We argue that incorporating continuous (or exponential) compounding into the curriculum can be advantageous. The exponential model allows students to develop a better conceptual understanding of TVM problems. It allows instructors to visually demonstrate a number of important TVM concepts. And finally, the exponential model allows students to understand and solve problems from the natural world. Student reaction to the incorporation of continuous compounding into the curriculum is generally positive.

Physician-Patient Communication Course: When the Inauguration of a New Israeli Medical School Coincided with COVID-19 Pandemic.

The curriculum of the Adelson School of Medicine at Ariel University, the newly established sixth medical school in Israel, includes a simulation center-based extended course on physician-patient communication, aiming to help students master the core competency of interpersonal and communication skills. For more than a year following the emergence of the COVID-19 pandemic, the school suspended most face-to-face (F2F) encounters, transforming most teaching activities to remote platforms. The paper outlines the ways we adapted teaching of this course to these circumstances, the reactions of students and mentors to the changes and results of 1st year students' survey. During the lockdown in the first year 48 of 70 first-year students participated in a voluntary anonymous online evaluation of the course assessing motivation to become a physician; perceptions, feelings and attitudes towards the communication course, and advantages and disadvantages of online and F2F medical interviews. 46.1% of the responding students reported that the pandemic strengthened their desire to become physicians. 56.3% claimed that they were able to a relatively large extent to empathize with COVID-19 patients who were exposed to the virus; 79.1% viewed their mentors as positive role models of communication skills. The students were able to receive and offer social support to their peers. They evaluated very highly the short instructional videos produced by the faculty. During the lockdown, the respondents generally indicated positive attitudes towards the communication course, the mentors and the inclusion of physician-patient communication as a topic in medical education. The students and mentors reported many disadvantages and few advantages of remote learning. Yet inevitably remote learning including online-based simulations is a step towards preparations for future practice within virtual medical care and telemedicine. The limitations of this study include the cross-sectional design, small sample size and self-reporting.