Student Perceptions Research Articles

Investigating changes in student mental health and help-seeking behaviour after the introduction of new well-being support services at a UK university.

Growing numbers of students now seek mental health support from their higher education providers. In response, a number of universities have invested in non-clinical well-being services, but there have been few evaluations of these. This research addresses a critical gap in the existing literature. This study examined the impact of introducing non-clinical well-being advisers on student mental health and help-seeking behaviour at a large UK university. Survey data collected pre-post service introduction in 2018 (n = 5562) and 2019 (n = 2637) measured prevalence of depression (Patient Health Questionnaire-9), anxiety (Generalised Anxiety Disorder-7), and low mental well-being (Warwick-Edinburgh Mental Wellbeing Scale), alongside student support-seeking behaviour. Logistic regression models investigated changes in outcome measures. Administrative data (2014-2020) were used to investigate corresponding trends in antidepressant prescribing at the onsite health service, student counselling referrals and course withdrawal rates. Adjusted models suggested reductions in students' levels of anxiety (odds ratio 0.86, 95% CI 0.77-0.96) and low well-being (odds ratio 0.84, 95% CI 0.75-0.94) in 2019, but not depression symptoms (odds ratio 1.05, 95% CI 0.93-1.17). Statistical evidence showed reduced student counselling referrals, with antidepressant prescribing and course withdrawal rates levelling off. Student perception of the availability and accessibility of university support improved. Our findings suggest a non-clinical well-being service model may improve student perception of support, influence overall levels of anxiety and low well-being, and reduce clinical need. The current study was only able to examine changes over the short term, and a longer follow-up is needed.

Modernizing the photogrammetry curriculum by integrating the entrepreneurial mindset, bio-inspired design and STEAM approach

PurposePhotogrammetry enables scientists and engineers to make accurate and precise measurements from optical images and other patterns of reflected electromagnetic energy. Photogrammetry is taught in surveying, geomatics and similar academic programs. For a long time, it has been observed that there is a lack of diversity and underrepresentation of different groups in the surveying and geomatics workforces for various reasons. Diversity fosters more innovative environments, helps employees be more engaged and boosts productivity rates. Although efforts are being made to solve this problem, most attempts did not significantly improve the diversity issues in this field. To address this problem, we designed a new curriculum for a photogrammetry course, which integrates entrepreneurial mindset (EM), bio-inspired design and Science, Technology, Engineering, Arts and Mathematics (STEAM) into the photogrammetry course for this study.Design/methodology/approachIn this study, the participatory action research method, Photovoice, was used to gather data. Students were asked to respond to photovoice and metacognitive reflection prompts to understand student perceptions about the importance of Unmanned Aerial Vehicles (UAVs) in photogrammetric mapping. Students were required to respond to each prompt with three pictures and a narrative. These reflections were analyzed using thematic analysis.FindingsThe analysis of the photovoice and metacognitive reflections resulted in six themes: promoting digital literacy, promoting job readiness and awareness, improving perceived learning outcomes, increasing interest in pursuing careers in surveying/geomatics, encouraging learner engagement and increasing awareness of the role of art in map making.Originality/valueThis is the first study conducted at our Hispanic Serving Institution, which specifically designed a curriculum integrating EM, bio-inspired design and STEAM concepts to address diversity issues in surveying and geomatics engineering disciplines.

Exploring Performance Skills in the Occupation of Learning to Read

ABSTRACT Only one-third of U.S. fourth-grade public school students score at or above reading proficiency on national standardized tests. Current language-based reading instruction methods do not appear to meet many students’ needs. This study explores the role of visual perception in word recognition skills amongst typically developing first graders. It is hypothesized that visual perception is a crucial component of word recognition. This quantitative correlational study explored the relationship between visual perception and word recognition skills in first grade students participating in general education. The findings revealed that several statistically significant relationships exist between visual perceptual functions and skills recruited for word recognition. Phonological processing is strongly associated with spatial relations (r = .35) and sequential memory (r = .38). These correlations are significant at the 0.01 level (2-tailed). Form constancy (r = .28) p < .05 is significant at the 0.05 level (2-tailed). These relationships suggest that visual perceptual skills and phonological processing are concurrently developed in these participants and that these skills are likely recruited simultaneously when engaging in occupations, such as learning to read. This study highlights the role of visual perception in early reading development. Educators may consider consulting with school-based occupational therapists to explore the potential impact of visual perception when supporting students who struggle with reading.

Sınıf Öğretmenlerinin Sınıflarında Bulunan Geçici Koruma Altındaki Sığınmacı Öğrencilere İlişkin Metafor Algılarının Araştırma Bulgularının Değerlendirilmesi

In this study, it was aimed to explain the perceptions of classroom teachers with different experiences towards foreign students under temporary protection in their classrooms using a metaphor, and the study was conducted in order to evaluate the research findings. As it is known, the increasing number of people seeking refuge in Turkey by fleeing the unfavorable conditions experienced in their countries and the process of including children who come with this migration movement into the Turkish education system has caused us to bring many issues to the agenda. The aim of this research is to examine the perceptions of classroom teachers towards foreign students who are in their classrooms and are under temporary protection through metaphors. In line with this purpose, ‘Which metaphor explains the classroom teachers' perceptions of students under temporary protection?' the question has been determined as a research question. Qualitative research approach and phenomenology design were used in the research. The study group of the study was selected according to the easily accessible case sampling method from the sampling methods. The study group of the research consists of 5 female and 5 male volunteer teachers working as classroom teachers in a public school in Başakşehir district of Istanbul province in the 2023-2024 academic year. A questionnaire consisting of 2 parts was given to the classroom teachers participating in the study. In the first part of the survey, demographic information of the participants is requested, while in the second part they are like ‘My foreign student who is in my class (...). Because (...) he was asked to fill in the empty places left in his statement and express the foreign student who was in his class through metaphor. It was stated to the participants that the phrase foreign student found in the survey refers to asylum-seeking foreign students who are under temporary protection in their classrooms. During the study process, contributions were made to the process by all participants. The necessary works have been completed on time in order to avoid any disruptions. The content analysis method was used in the analysis of the collected data. 10 Different metaphors were obtained from a total of 10 classroom teachers, 5 women and 5 men, volunteers participating in the research. The metaphors used by classroom teachers and their explanations were examined and these metaphors were grouped under 4 categories as ‘damaged’, ’the result of which will be determined over time,’ ‘in need of support’, ‘incompatible/challenging/not belonging.’ When the categories created are examined, it is seen that the most metaphors are collected under the category of “incompatible / challenging / not belonging.” Key Words: Classroom Teacher, Foreign Student, Temporary Protection, Asylum Seeker, Research Findings

The role of investment knowledge, student perceptions, and technological advances in affecting investment interests in sharia capital markets

This research aims to analyze the influence of investment knowledge, student perceptions, and technological advances on investment interests in Sharia capital markets. Employing a quantitative approach, the study utilizes non-probability sampling methods, specifically the convenience sample system, to select 312 active students from a total population of 5000 at Perbanas Institute. Double linear regression is employed for data analysis. The findings reveal significant implications for the role of technological advancements in shaping student investment interest in Sharia capital markets. Specifically, the study finds that the presence of technological advancements, such as applications and trading platforms, positively impacts student interest in investing in the Sharia market. However, contrary to expectations, investment knowledge and student perceptions do not demonstrate a significant influence on student investment interest in Sharia Capital markets. This suggests that despite possessing knowledge and certain perceptions, students' investment decisions in Sharia capital markets remain unaffected. The practical implications of these findings emphasizes the importance for students to remain abreast of technological advancements to potentially enhance their investment interest in Sharia capital markets. This research contributes to understanding the multifaceted factors influencing investment decisions in Sharia-compliant financial environments and underscores the significance of technological integration in shaping investment behaviors among students.

Technology Acceptance Model for Smartphone Use in Higher Education

Context. The technology acceptance model (TAM) is a theoretical framework that consists of perceived usefulness (PUS), perceived ease of use (PEU), attitude toward using (ATT), behavioral intention to use (USI), and actual system use. Here, actual system use is posed by the smartphone use in higher education (SHE) described such as student self-management (MNG), student learning results (LRS), student achievements perceptions (SFB), student cost-benefits perceptions (VCB), and student expectations (EXP) that help to understand and explain how students’ acceptance and adoption of smartphone technology could be better achieved. Nowadays, after the COVID-19 pandemic, student motivation (MTV) and student quality perceptions (SQY) are two factors that reinforce the TAM model. Problem. The research confronts challenges from the dynamic and rapidly changing technology and education environments. The post-COVID-19 era introduces uncertainties, potentially affecting the TAM-SHE model's long-term sustainability. The fluidity of student preferences and technological advancements obstruct the establishment of a universally applicable framework for smartphone acceptance in education. This raises concerns about the model's adaptability and generalizability across diverse educational settings, emphasizing the careful consideration of evolving factors. Therefore, the following research question is proposed: What is the TAM for SHE empirical framework as an innovative tool? Purpose. The research aims to explore students' acceptance of smartphone technology in education using the technology acceptance model (TAM), focusing on perceived usefulness, ease of use, attitude, intention, and actual system use within smartphone use in higher education (SHE) in the context of post-COVID-19 era, the study considers student motivation (MTV) and student quality perceptions (SQY) as crucial factors enhancing the TAM-SHE framework. Methodology. We determined the following steps: Step 1. A qualitative study based on the Delphi Panel-Focus Group and Analytic Hierarchy Process (AHP) to determine the questionnaire TAM-SHE among three specialists: 1 information technology expert, 1 information technology professor, and 1 university student related to TAM for SHE and questioned about the items and factors related to the preliminary questionnaire design. Step 2. A literature review to explain the items and factors for the questionnaire (ex-ante) proposal involved in the design will be applied to more than 523 Mexican university students in the second semester of 2023. Step 3. Once all the data in the questionnaires had been collected were probed regarding the Cronbach Alpha reliability. A quantitative study on confirmatory factor analysis based on partial least square structural equation modeling (PLS-SEM) with SMART PLS (4.0.9.8) was used to probe convergent, discriminant, and nomological validity for the final conceptual TAM-SHE framework. Theoretical and practical findings. We propose a robust empirical TAM-SHE framework able to explain and predict how their factors enhance smartphone use in higher education. Transdisciplinary and sustainable innovation originality. The utilization of smartphones in higher education contributes to sustainable development by reducing educational disparities between students from different socioeconomic backgrounds. Additionally, mobile learning aligns with the Sustainable Development Goals (SDGs), particularly SDG4, by advancing sustainable quality higher education. Furthermore, it facilitates worldwide access to education, promoting a more inclusive and equitable learning environment Conclusions and limitations. For the post-COVID pandemic era, more studies are necessary to verify the new student motivations (MTV), student quality perceptions (SQY), and the actual system use factors to facilitate mobile technology in use for higher education through the technology acceptance model (TAM).

Exploring views on praxis possibilities of multilingualism in university literacy pedagogies

Background: South African literacy-as-social-practice theoreticians, language-in-education experts, educational linguists, and language policies advocate multilingual pedagogies to acknowledge and cater to diverse multilingual learners’ literacy development. Universities purport multilingualism to provide for the multilingual norm, students’ literacy, and educational development, as scholarship shows that multilingualism benefits academia and literacy education. Yet, these universities remain locations for monolingual and epistemological biases. Concerns about such praxis pretensions in pluralistic literacy education and the failures in literacy-as-social-practice strategies have been raised. However, the perceptions of lecturers and students on their role in implementing desirable praxis in multilingual literacy education are under-researched.Objectives: This qualitative study explores lecturers’ and students’ perceptions and their impact on practising linguistic plurality in literacy for educational development schemes.Method: The research uses in-depth individual and focus-group interviews with four lecturers and four first-year undergraduate students at a selected linguistically diverse university. An interpretivist paradigm was applied consisting of participants’ subjective experiences as members of a higher education institution (HEI).Results: Findings reveal that lecturers have difficulty coping with multiple languages due to inadequate training and misconceptions about multilingualism, and monolingual pedagogy perceptions carried over from their institutions whose culture denies students’ linguistic plurality.Conclusion: The study demonstrates the importance of shifts in epistemological orientation and adequate training, focused on multilingualism, to develop versatile and agile lecturers equipped for multilingual universities.Contribution: This research contributes to understanding the complex implementation problems regarding multilingual literacy education and possible solutions. It postulates new ways of forging multilingual literacy practices to erase praxis morbidity.

From Pen to Pixel

The use of digital technologies in higher education is continually increasing, leading to changes in language use and presumably altering the language skills needed for academic studies. However, scores from high-stakes English language proficiency (ELP) tests used in postsecondary admissions only ensure the prerequisite level of traditional English skills (reading, writing, listening, and speaking). Such tests generally do not directly assess technology-mediated language skills (e.g., using online dictionaries and communicating via text message) that likely facilitate successful degree completion for international students. We present results from a needs analysis survey to re-evaluate the English-medium postsecondary linguistic landscape (i.e., update the target language use domain description), to inform ELP admissions tests. We specifically investigate international student (n = 379) and disciplinary instructor (n = 427) perceptions of the importance and frequency of technology-mediated language skills. Results show that student and instructor responses differ on certain technology-mediated skills, such as typing on a smartphone, underscoring the need to consider diverse perspectives in domain analysis research. Findings may inform how digital ELP admissions tests are developed, and how English for academic purposes curricula are designed, in order to better align test/classroom tasks with the academic language skills postsecondary students need.

P.016 Re-norming medical education: centering patient experience and diverse bodies in Lumbar Puncture (LP) instruction

Background: Medical curricula are often created with limited patient and student input and underrepresent certain body types. Traditional medical education often prepares learners to perform procedures, such as lumbar punctures (LPs), on a young white able-bodied 70kg male. When approaching diverse patients, this educational gap can lead to medical learners’ lack of confidence, skill, and knowledge, resulting in poor patient experiences. Methods: This co-design project involves patient and student input. We interviewed five patients who underwent LPs and explored their experience through a trauma-informed approach. To visualize landmarking across body types, we recruited nine volunteers of diverse body sizes, ages, tattoos, and skin colour (Fitzpatrick Scale). Incorporating patient narratives, as well as videos and photographs showing landmarking on diverse bodies, we crafted an online LP instructional module. Focus groups of 6-10 students will be held to collect student perception of the effectiveness of the module. Results: Our learning module and related media will be built into Western University’s Undergraduate Medical Education curriculum, available under a Creative Commons license through the Western Health Education Media Library. Conclusions: Integrating patient experience and student feedback, we are developing a comprehensive educational tool to better equip medical learners to deliver patient-centered LPs across diverse body types.

Pharmacy Students’ perceptions on distance learning: A case of COVID-19

Online distance learning systems gained importance during school closures all over the world after the COVID-19 outbreak. Pharmacy schools in Türkiye were also affected by these changes and educational activities which shifted to online distance education. In this study, we aimed to evaluate the attitudes of pharmacy students concerning distance education during the pandemic regarding their gender, infrastructural issues, having separate rooms, their classes, residency areas and the number of theoretical and applied courses. We conducted a cross-sectional survey. Thus, a total of 380 pharmacy students participated from pharmacy schools in Türkiye. The perceptions of pharmacy students were compared as per their demographical and educational status. Except gender variable, no significant difference was found among the students. Switching to online distance education formed as a response to the crisis in the pandemic. Although student perceptions from different disciplines have been examined in the existing literature, pharmacy students' perceptions remained limited. Hence, it is important to understand and point out the students' perceptions related to online distance education in pharmacy schools to be prepared for future emergencies.

Virtual Soil Science Laboratory Sessions: Delivery and Student Perceptions

Laboratory classes effectively enhance student understanding and appreciation of course concepts. With course delivery suddenly shifted into the online format due to the COVID-19 pandemic, four laboratory exercises in each of two introductory-level soil science courses were converted into virtual sessions delivered in the form of student-accessible videos. Each laboratory video included a pre-lab discussion, demonstrations of a process or experiment, prompts to answer questions and record data, and/or explanation of relevant calculations. The online link to the video was provided in a laboratory guide which doubled as the report document that students submitted online. Semester-end surveys (n=130) reveal that at least 97% of students agreed or strongly agreed that virtual labs successfully demonstrated key processes and at least 96% thought that the virtual labs enhanced student understanding of soil science concepts. Over 90% of students considered the virtual labs as successful substitutes for hands-on exercises in COVID19-affected semesters. The absence of instructors who could immediately address questions and classmates to discuss results were the two main challenges. Students liked the ability to review the video if things were unclear the first time. While it has its limitations, virtual lab sessions were perceived as successful substitutes to in-person laboratory activities.

Musical creativity in music lessons in Croatia

ABSTRACT Music lessons in Croatia are characterised by the existence of three areas that intertwine and complement each other. Thus, in music lessons, students will listen to music, participate in various activities regarding their musical expression, and learn about music. A music teacher can choose which activities of musical expression he will carry out in his own educational process, and he chooses them according to his own interests as well as the abilities of the students. This paper aims to determine the perception of upper primary school students regarding the musical creativity activities in music lessons. Students (N = 128) from two schools in the Vukovar-Srijem county participated in the survey, and one group of those students actively participated in musical creativity activities. The research results show that students generally have a positive opinion about musical creativity activities. The students who have participated in the musical creativity activities highly rate their competencies for participating in various creative activities.

The influence of two decision-making styles on stress perception in military nursing students during clinical practice

The primary objective of this study was to investigate how the tendency to make emotionally urgent decisions influences the perception of stressful situations in military nursing students during their clinical practice. A correlational cross-sectional design was employed, and data were collected from 79 cadets who were enrolled in a nursing program at the only Argentine military institution offering this degree. Two instruments were utilized: the Kezkak Inventory of Clinical Practice Stressors and the Inventory of Bases for Urgent Decision-Making in Extreme Circumstances. Simple linear regression analyses were conducted to assess the relationship between decision-making styles and specific stressful situations. The results indicated that the inclination to make emotionally urgent decisions was a significant predictor of overall stress perceptions and of specific situations in clinical practice, such as patient suffering, the inability to control the nurse-patient relationship, and the helplessness and uncertainty of not knowing how to proceed. This study highlighted the importance of developing emotional management skills in nursing students, particularly in military contexts, to assist them in making balanced and effective decisions in challenging clinical situations.

Using a flipped classroom in a veterinary systems physiology course increases student performance on basic knowledge and clinical applicability questions.

Flipped classrooms are being utilized more frequently in biomedical education to provide more active learning opportunities to students although there are mixed results on the benefits of the flipped classroom in biomedical education. In this study, the effects of using a flipped classroom with case-based learning in the endocrine section of a first-year veterinary-integrated histology and physiology course were investigated. Results demonstrated that the flipped classroom improved performance on the endocrine section exam by 15.9% (Cohen's d = 1.08; P < 0.001) with improvements on both clinically applicable and basic knowledge questions. Student satisfaction with the flipped classroom was also investigated. Students reported high satisfaction with the in-class case-based learning opportunities but lower satisfaction with the asynchronous content delivery and the time required outside of class. Student perceptions of the flipped classroom were measured again after being exposed to the results of the flipped classroom on student learning. After seeing the results, students were significantly more likely to value the time spent in the flipped classroom and to desire more opportunities for flipped classrooms in the future.NEW & NOTEWORTHY A flipped classroom using case-based learning can significantly improve student performance in a veterinary physiology course with the largest gains going to lower performing students. Student perception of the flipped classroom can be improved by showing students data on the improvement in performance on examinations.

Sınıf Öğretmenlerinin Sınıflarında Bulunan Geçici Koruma Altındaki Sığınmacı Öğrencilere İlişkin Metafor Algılarının Araştırma Bulgularının Değerlendirilmesi

In this study, it was aimed to explain the perceptions of classroom teachers with different experiences towards foreign students under temporary protection in their classrooms using a metaphor, and the study was conducted in order to evaluate the research findings. As it is known, the increasing number of people seeking refuge in Turkey by fleeing the unfavorable conditions experienced in their countries and the process of including children who come with this migration movement into the Turkish education system has caused us to bring many issues to the agenda. The aim of this research is to examine the perceptions of classroom teachers towards foreign students who are in their classrooms and are under temporary protection through metaphors. In line with this purpose, ‘Which metaphor explains the classroom teachers' perceptions of students under temporary protection?' the question has been determined as a research question. Qualitative research approach and phenomenology design were used in the research. The study group of the study was selected according to the easily accessible case sampling method from the sampling methods. The study group of the research consists of 5 female and 5 male volunteer teachers working as classroom teachers in a public school in Başakşehir district of Istanbul province in the 2023-2024 academic year. A questionnaire consisting of 2 parts was given to the classroom teachers participating in the study. In the first part of the survey, demographic information of the participants is requested, while in the second part they are like ‘My foreign student who is in my class (...). Because (...) he was asked to fill in the empty places left in his statement and express the foreign student who was in his class through metaphor. It was stated to the participants that the phrase foreign student found in the survey refers to asylum-seeking foreign students who are under temporary protection in their classrooms. During the study process, contributions were made to the process by all participants. The necessary works have been completed on time in order to avoid any disruptions. The content analysis method was used in the analysis of the collected data. 10 Different metaphors were obtained from a total of 10 classroom teachers, 5 women and 5 men, volunteers participating in the research. The metaphors used by classroom teachers and their explanations were examined and these metaphors were grouped under 4 categories as ‘damaged’, ’the result of which will be determined over time,’ ‘in need of support’, ‘incompatible/challenging/not belonging.’ When the categories created are examined, it is seen that the most metaphors are collected under the category of “incompatible / challenging / not belonging.” Key Words: Classroom Teacher, Foreign Student, Temporary Protection, Asylum Seeker, Research Findings

How do Educational Staff and Students in a Medical School Perceive Social Accountability? A Multi-Perspective Qualitative Interview Study

Background: The majority of medical education is currently biomedical, while the concept of social accountability is not always systematically integrated. Education on social accountability equips students with the knowledge and skills to be socially accountable health professionals. However, the existing definitions of social accountability are not consistently applied, and the perspectives of important stakeholders are lacking. This study explores the perceptions of medical students and educational staff members on the construct of social accountability. Methods: This study uses an exploratory qualitative design in which online semi-structured interviews were conducted with 28 educational staff members and 16 students at a medical school in the Netherlands. Participants were recruited using purposeful sampling and snowballing techniques. The interviews were qualitatively analyzed according to the grounded theory approach. Results and Conclusion: Amongst the participants, there was unfamiliarity with the term, social accountability. Participants mentioned the impact on society, institutional responsibility, and context-dependency as all features of social accountability. In line with previous studies, participants identified community-based learning and working, patient-centeredness, and diversity as sub-aspects of social accountability. Further aspects identified by the participants are sustainability, moral issues, and interprofessional collaboration. This study provided more insight into the construct of social accountability from the perspectives educational staff and students at a medical school.

Moscas en La Leche: A Critical Evaluation of Hispanic-Serving Institution Campus Spaces Through Photovoice Methodology

ABSTRACT The Hispanic-Serving Institution designation is based on enrollment with the overarching goal to ensure specialized support for Hispanic students. Despite the intentional funding, some institutions reap the financial benefits while not bolstering resources and support for the Hispanic population, or at least without seeing positive outcomes. Past research has illustrated this through dollars spent per student by racial category and with analysis of student support programs. The purpose of this study is to investigate perceptions of Hispanic students on the physical space (i.e. facilities, classrooms, and art) of campuses, seeking to understand how students’ experiences at HSIs are influenced by their perception of physical space. In this study, we utilize photovoice methodology to conduct a single-institution case study approach, focusing on a four-year research university that has been designated as an HSI in the southwest United States. We find that some physical spaces like the library, football stadiums, and academic colleges on HSI campuses are causing distress amongst the Hispanic student population resulting in students purposefully avoiding important student support spaces.

Student perception of sustainability in industry: a case study in an undergraduate petroleum processing course

Research demonstrates a predominantly negative public perception of the oil and gas (O&amp;amp;G) industry, regardless of initiatives created to minimize the environmental impact. This might be attributed to a lack of open communication and debate spaces where these initiatives are learned and discussed. To test our hypotheses within a university setting, a major revamp of the course “Petroleum Processing” in our university was implemented, where sustainability concepts and open discussion were assimilated into the lecture content. Pre- and post-surveys were conducted to assess students’ perceptions regarding sustainability in the O&amp;amp;G industry before and after the course. Perceptions remained unchanged following course delivery. However, students believe they are more informed about the sustainability approaches implemented.

Student Perceptions of the Use of MilleaLab-Based Virtual Reality as a Geography Learning Media (Geosphere Phenomenon Material)

Learning media is required to develop continuously following the current era, and educators, as operators, are required to master learning media. The development and use of learning media, including visual, audio, and video, as well as the use of virtual reality (VR) in learning, continues to be researched and developed. This can increase the effectiveness, efficiency and motivation of learners in the use of VR media. MilleaLab-based VR can be used as a geography learning medium to support students in learning and understanding material in the virtual world. This research is a type of qualitative description research. Descriptive analysis is carried out by explaining students' perceptions of the use of millealab-based virtual reality as a geography learning medium (geosphere phenomenon material).

Students Perception of Gamified Learning in EFL Class : Online Quizizz for Engagement and Motivation

Students Perception of Gamified Learning in EFL Class : Online Quizizz for Engagement and Motivation