Student Perceptions Research Articles

A Study on the Relationship between Campus Environment and College Students’ Emotional Perception: A Case Study of Yuelu Mountain National University Science and Technology City

The campus environment directly impacts college students’ psychological and emotional well-being, influencing their behavioral performance and the development of their personalities. Investigating the complex relationship between the campus spatial environment and students’ emotions is crucial for designing urban environments that support mental health. Using Yuelu Mountain National University Science and Technology City as a case study, this research developed a framework to analyze campus environment characteristics and emotional perception. The study quantitatively assessed emotional perceptions, examined the specific contributions of different campus environment elements to individual emotions, and created an emotion prediction map to explore these relationships in depth. The results indicate that “campus greenery” and “diversity” negatively affect “disappointment” and “depression”, while “sky views” positively impact “happiness” and “sense of security”. Additionally, “diversity” positively affects “relaxation”, and “campus greenery” and “diversity” have negative effects on “disappointment” and “depression”, with “diversity” having a particularly strong positive effect on “relaxation”. The pronounced spatial clustering of emotional perceptions on campus further underscores the significant influence of the campus environment on individual emotional experiences. As the first study to explore the mechanisms underlying the emotional perceptions of Chinese college students in relation to the campus environment, this research overcomes the limitations of traditional environmental assessment indicators by identifying campus environmental elements and psychological factors that better align with the psychological needs of college students. This provides a scientific basis for optimizing campus environments based on the emotional perceptions of students, thereby supporting mental health promotion and guiding campus environment construction. Moreover, the research methodology is broadly applicable. The integration of campus environment image data and deep learning offers a significant tool for assessing campus space and environmental perception, thereby enhancing human-centered environmental assessment and prediction while more accurately reflecting architectural space perception.

Perceptions of university students on critical thinking skills

Perceptions of university students on critical thinking skills

Knowledge and Perception of Pharmacy Students toward Telepharmacy Education in Saudi Arabia.

Telepharmacy education should be incorporated into the curricula due to its beneficial effects on students, providing pharmacy services during their practice. Therefore, this study aims to explore the knowledge and perceptions of pharmacy students regarding the integration of telepharmacy services into their education curriculum in Saudi Arabia. A cross-sectional study was conducted using an online survey from 1 June to 30 September 2023, among pharmacy students from five universities in Saudi Arabia. The questionnaire was divided into three sections, and descriptive statistics and a generalized linear model were used for analysis. A total of 523 pharmacy students participated. Approximately half of the students were aware of telepharmacy, and only one-quarter had studied it as part of their curriculum. Students believed that telepharmacy education should cover communication, reimbursement, and training for virtual patient interactions. There was a significant positive correlation (p < 0.0001) between the knowledge and perception scores. In addition, students who had heard about telepharmacy before and those with a "somewhat" confidence level showed a significantly positive correlation with knowledge scores (p = 0.01). In conclusion, perception scores, students who had heard of telepharmacy, and those with a "somewhat" confidence level were all positively correlated with pharmacy students' understanding of telepharmacy. This study underscores the importance of integrating telepharmacy education and practical training into pharmacy curricula to prepare future pharmacists for the evolving healthcare landscape.

Perceptions of university students on critical thinking skills

Perceptions of university students on critical thinking skills

Student and Faculty Perceptions of Generative Artificial Intelligence in Student Writing

Background Psychology instructors frequently assign writing-to-learn exercises that include personal reflection. Generative Artificial Intelligence (GenAI) can write text that passes for humans in other domains. Objective Do students and faculty rate a reflection written by GenAI differently than reflections written by students? Do students and faculty agree about the appropriateness of using GenAI for college-level writing? Method Eighty-three students and 82 faculty read four reflections (three written by undergraduate students and one by GenAI). After rating the quality of each, they chose which one they thought was AI-generated. Participants then rated the ethicality of nine potential ways to use GenAI in college-level writing and the potential of each to compromise learning. Results Participants rated the AI-generated reflection similarly to the student-generated reflections and failed to reliably detect AI-generated writing. Faculty and students agreed that using GenAI to produce the final text for a student likely compromises learning more than using it to generate ideas. Conclusion AI-generated reflections blend in with student-written reflections, and students and faculty agree about the potential detriments to learning. Teaching Implications GenAI can be hard to detect in the psychology classroom. Rather than implementing one-size-fits-all policies, instructors might focus classroom conversations on how GenAI could compromise learning.

A Basecamp for Student Group Projects: Analysis of the Use of Project Management Software in the Advertising, Public Relations, and Marketing Classroom

Integration of project management collaboration software has been suggested for group experiential project courses in advertising, public relations (PR), marketing, and strategic communications. But little research has been conducted on using these tools. This study sought to gauge student perceptions toward the use of project management collaboration software Basecamp on improved experience in group projects, team collaboration, and learning outcomes. A survey of 177 students in seven course sections across two semesters at two universities reveals that most students agree project management and collaboration software is a valuable learning tool. Suggestions for course and program implementation and the self-directed learning model are considered.

Complex thinking and adopting artificial intelligence tools: a study of university students

In the next 5 years, artificial intelligence (AI) tools are expected to become commonplace in people’s lives, especially in their work processes. Therefore, educational institutions feel intrinsically responsible for ensuring that their students acquire and develop competences associated with the appropriate use of this technology in their educational programs. However, what are the perceptions of students regarding the inclusion of artificial intelligence tools in their educational process and future careers, and what competencies can influence a greater adoption of this technology in the classroom? The objective of this article presents the results of an exploratory study in a sample population of students from a technological university in Mexico, in which their perception and openness toward the training and use of artificial intelligence tools for their professions was examined. Their perception of the development of complex thinking and its sub-competencies was evaluated, recognizing that complex thinking is a valuable cognitive skill to face changes in uncertain environments. The methodology of the study consisted of a multivariate descriptive statistical analysis using R software. The results determined a positive correlation between students’ perceived improvement in the achievement of complex thinking competence and their perception of the use of AI tools. In conclusion, participants perceived the use of these tools as a feature of their profession, although they questioned whether this knowledge is included in their professional training. This article presents several findings that offer ample opportunities for future research.

ANALISIS BIBLIOMETRIK: APPROACHING MATHEMATICS FOR SLOW LEARNERS BERBASIS VOS VIEWER

This research presents a bibliometric analysis of mathematical approaches for slow learners using the VOS Viewer analysis tool. Slow learners often encounter difficulties in understanding mathematical concepts, which are key components of the education curriculum. This study aims to explore trends, patterns, and research focus in this domain and to identify key contributors in the field. Bibliometric methods were employed to analyze a dataset consisting of indexed journals relevant to the chosen topic. The bibliometric method involved collecting journal data from 2019 to 2024 via Google Scholar using the Publish or Perish software, yielding 1,000 journals. Variables related to Approaching Mathematics for Slow Learners that have potential and novelty for future research include gamification, e-learning, critical thinking, student perception, student interest, machine learning, mathematical models, STEM, e-modules, digital literacy, science learning, blended learning, contextual teaching, mathematical formulations, artificial intelligence, scoping review, self-efficacy, intervention approaches, mathematics achievement, mathematical concepts, and action research.

Reflecting on the Implementation of Online English Learning in Islamic Higher Education

The penetration of technology into education has rebounded since the emergence of the COVID-19 pandemic era, especially in bridging the practice of online learning in schools and universities. Reflecting on the practice of online learning, teachers and students give various perceptions. Some benefits and obstacles are mentioned. This descriptive study focused on investigating the perception of lecturers and students toward online language learning in Islamic higher education. The data were collected from teachers and students in three Islamic Higher Education, namely the State Islamic Institute of Palopo, the State Islamic Institute of Bone, and the State Islamic University of Makassar. The questionnaire was used to collect data from 12 lecturers and 86 students participating. In contrast, the interview was used to gain more profound information about the lecturers’ experience and opinions about implementing online learning. From both the questionnaire and the interview, the writers concluded that Lecturers and students in Islamic higher education in South Sulawesi have a positive view of online EFL learning. They value the flexibility, access to resources, and networking opportunities it provides. Students appreciate the ability to manage their learning independently, connect with diverse learners, and engage with various language aspects. However, there's a need for improvements in technology familiarity, stable internet access, access to online learning equipment, and pedagogical training for lecturers to enhance the online learning experience further.

Changing Medical Student Perceptions of Mental Illness Through a Psychiatry Clinical Clerkship: A Longitudinal Qualitative Study

Abstract Objective This study sought to understand whether perceptions of mental illness change during the course of students’ psychiatry clerkships, and what facilitates such change. Methods Using a longitudinal qualitative study design, the authors followed up 14 medical students, interviewing them before, during, and after their psychiatric clerkship. Results Prior to clerkships, students perceived psychiatric patients to be dangerous, fragile, hard to treat, and to exert a disproportionate emotional toll on clinicians. Stigma was reinforced by safety measures including the provision of alarms, but this improved following “real life” engagement with patients. Students experienced little emotional distress from clinical contacts, particularly those where they led the consultation. Pre-existing beliefs about mental illness being hard to “fix” showed less change over time. Although uncommon, when staff referred to patients using pejorative language, students emulated these negative attitudes. Conclusions Among medical students, direct patient contact plays an important role in counteracting pre-existing negative attitudes towards mental illness. This can be facilitated by supportive supervisors, clinical teams allocating students a clear practical role, involving patients in teaching, and roleplay to alleviate potential concerns about seeing patients.

Intelligent Tutoring Systems and Distance Education – Students Perceptions

Technology development has brought many changes in the educational sector; among them are those related to distance education. Although established centuries ago, the need for this form of education was particularly pronounced during the coronavirus pandemic. Since then, different types of tools and techniques have been developed and improved to support the interaction between teachers and their students. Some of those platforms are based on the implementation of artificial intelligence technology. As the most common application based on AI, intelligent tutoring systems provide students with an adjusted and personalized approach to learning. To introduce these systems in education, it is necessary to investigate the perceptions of their main clients, i.e., students. Accordingly, the paper examines the levels of mentioned perceptions, taking into account students' gender and AI anxiety. For this purpose, we applied an online questionnaire. The research was conducted on a convenience sample of 285 students. After testing the scales' reliability and validity, independent samples t-test and Pearson correlation were used. The results pointed to the existence of relatively positive perceptions towards the intelligent tutoring systems. In addition, no significant difference in students' perceptions regarding ITS from the aspect of gender, nor a significant relationship between those perceptions and AI anxiety was found.

Journalism’s Ethos and the Future of the Field: Student Motivations and Role Conceptions

Investigating the degree motivations and role conceptions of journalism students may shed light on the industry’s trajectory. This study analyzes the motivations and perceptions of journalism students from two U.S. universities. Results show that students were motivated to pursue journalism for a mix of reasons, including civic engagement, a prestigious career, creativity in multimedia and writing, and an independent and nonroutine lifestyle. Respondents suggest that students view journalism’s role as providing political accountability, delivering content that connects with audiences, telling stories, and setting the political agenda.

AN INVESTIGATION ON EFFECTS OF UNIVERSITY STUDENTS' COGNITIVE ABILITY ON THEIR ACADEMIC ACHIEVEMENT

The aim of this study was to investigate relationship between university students' academic achievement and their cognitive ability. The cognitive ability has variety of domains including reasoning, memory, and problem-solving skills. The study aimed to improve learning and fostering academic success among diverse student population in universities. Understanding the perceptions of university students about cognitive ability &amp; academic achievement is a major challenge for university students. The relationship between university students' academic achievement and cognitive ability is significant area of research in education. The sample was collected from Punjab University Lahore. 300 university students were selected as sample. Data was collected over stratified random sampling. Questionnaire was used with 5-point Likert scales to collect the data. The data analysis was performed over frequency distribution to analyze research objectives. The findings highlighted the significant effect of cognitive ability on students’ academic achievement. The information from the questionnaire shed light on a number of cognitive skills, including comprehension, problem-solving, and fast thinking, all of which were found to have an impact on students' academic achievement.

CATME‐B in Secondary Education: Exploring the Perceptions of Students and Teachers

ABSTRACTTo date, no widely used, scientifically validated instruments designed for assessing secondary education students' teamwork skills exist. As CATME‐B shows promising results and might suit secondary education's needs best, this study offers an initial investigation on (1) how students and teachers perceive the use of CATME‐B in secondary education to assess students' teamwork skills and (2) whether CATME‐B is effective in detecting changes in students' perceived teamwork skills when a group assignment is introduced. A mixed‐methods in‐depth approach with a smaller group of 79 students (surveys before and after a group assignment) and three teachers (semi‐structured interviews) was adopted, offering a multi‐actor perspective. Results revealed that students perceived CATME‐B as feasible to use for self‐ and peer‐assessment. Although teachers were more focused on practical impediments, they appreciated its content and offered valuable suggestions for using CATME‐B in secondary education. Additionally, CATME‐B was able to detect significant changes in students' perceived teamwork skills in the context of a group assignment.

Promoting higher education students’ self-regulated learning through learning analytics: A qualitative study

AbstractLearning analytics provides a novel means to support the development and growth of students into self-regulated learners, but little is known about student perspectives on its utilization. To address this gap, the present study proposed the following research question: what are the perceptions of higher education students on the utilization of a learning analytics dashboard to promote self-regulated learning? More specifically, this can be expressed via the following threefold sub-question: how do higher education students perceive the use of a learning analytics dashboard and its development as promoting the (1) forethought, (2) performance, and (3) reflection phase processes of self-regulated learning? Data for the study were collected from students (N = 16) through semi-structured interviews and analyzed using a qualitative content analysis. Results indicated that the students perceived the use of the learning analytics dashboard as an opportunity for versatile learning support, providing them with a means to control and observe their studies and learning, while facilitating various performance phase processes. Insights from the analytics data could also be used in targeting the students’ development areas as well as in reflecting on their studies and learning, both individually and jointly with their educators, thus contributing to the activities of forethought and reflection phases. However, in order for the learning analytics dashboard to serve students more profoundly across myriad studies, its further development was deemed necessary. The findings of this investigation emphasize the need to integrate the use and development of learning analytics into versatile learning processes and mechanisms of comprehensive support and guidance.

Toward achieving authentic assessment of learning in the practical physiology classroom

Introduction: From the point of view of authentic assessment, learning assessment should be conceived as a dynamic, flexible, motivating, holistic process that allows exploring students' performance in situations similar to those they will face in their professional life, occurs in parallel to the teaching process and favors learning. The practical classroom is an ideal scenario for the implementation of authentic assessment, this type of assessment has become a paradigm when it comes to assessing learning, but is the assessment of learning that we use really authentic? Objective: Analyze the learning assessment in the physiology practical class as an authentic assessment tool. Methods: A analytical-explanatory study with a mixed approach was carried out. Two instruments were used: a survey and a checklist that was constructed based on the theoretical references of the subject. Results: From the student's perception, the evaluative activity of the practical class meets their expectations and can be considered authentic; the use of the checklist showed that it meets the necessary characteristics of an evaluation to be considered authentic. Conclusions: In order to consider an assessment of learning as authentic, it must be based on situated learning and must be an assessment for learning and not of learning; therefore, it must propose activities in accordance with the context in which the student and future professional lives and develops.

Students’ Perceptions of Workplace Robots in the Republic of Serbia

Research Question: The key research question is what the key positive and negative perceptions of students from the Republic of Serbia regarding workplace robots are. Motivation: Academics, practitioners, and decision-makers are more and more interested in the impact of new technological solutions in the field of robotics on organizations and their functioning. Ongoing technological advancements have accelerated the adoption and use of robots in the workplace. As a result, organizations that plan to introduce robots should consider all effects on employees, both positive and negative. Idea: The main idea is to examine and analyse the perceptions and attitudes of students from the Republic of Serbia regarding robots at the workplace. The results of this study regarding students' perceptions and attitudes towards robots in the workplace are crucial for the future of work and job design. Data: Data were collected via online questionnaire consisting of five profile questions and 13 statements organized in two five-point Likert scales. From January to March 2023, the questionnaire was completed by 164 students from the Republic of Serbia. Tools: The collected answers were analysed using the Statistical Package for Social Sciences – SPSS, version 21.0. (Armonk, NY: IBM Corporation). The Cronbach's Alpha coefficient, Kolmogorov-Smirnov test, descriptive statistics, student t-test and one-way ANOVA test was used for data analysis. Findings: Research results showed that most respondents believe that robots can do dangerous jobs that humans cannot, that robots can free humans from routine and monotonous jobs, and that humans will have more time for creative tasks. Robots in the workplace, on the other hand, will have some negative consequences. Many respondents agree that working with robots without people would make them feel lonely; robots would not know how to react in some unexpected circumstances; and they are not as flexible and mobile as humans. Contribution: The findings of this study could make a significant contribution to a better understanding of students’ attitudes towards robots in the workplace and they may help decision makers, employers, leaders, and managers on how to increase workplace acceptance of robots.

Student Perceptions of Carleton University Mental Health Services

This Honours thesis is an exploration of student perceptions of Carleton University’s mental health services. There are a variety of issues facing emerging adults, such as the transition to post-secondary education, changing social roles, and difficulties surrounding the COVID-19 pandemic and online learning. These factors increased the need for effective mental health services. The research questions revolved around if participants accessed mental health services, if they found them helpful, and what stopped participants from accessing them. The data were examined using the thematic analysis. Results were collected during COVID-19 restrictions and revealed that most students did not access mental health services. Students who did access these services accessed two forms of mental health services: the disability centre and counselling services. The disability centre was largely found to be helpful, whereas opinions of counselling services were mixed. Forty-three percent of participants who did not access mental health services stated this was because they accessed services elsewhere or did not need them. This demonstrates that at least some of the remaining 57% may have not been able to access services when they needed them. This Honour’s thesis addresses how these services can better meet student needs and improve accessibility. This is novel research, which has not yet been discussed, which provides important information about improving these vital services.

Qualitative Exploration of Nursing Students' Perceptions of the Implementation of Objective Structured Clinical Examination (OSCE)

ABSTRACT Introduction: The current method of measuring the clinical competency ability of nursing students is not only through CBT-based exams. One of the methods used to evaluate students' clinical skills is Objective Structured Clinical Examination (OSCE). The purpose of this study is to explore student perception of implementation (OSCE) as a method of evaluating student skills. Methods: This study uses qualitative exploration studies with a phenomenological approach to explore into students' experiences with the OSCE. The population in this study is nursing students (2019–2020) at private University at Surabaya. A total of nine students participated in this study according to the established inclusion criteria. The data collection was conducted through in-depth interviews through Zoom with semi-structural interviews and recorded by the researchers according to the participant's consent. The study was conducted from January 14th to February 1st, 2024. Data were analyzed using the Colaizzi method to determine themes and sub-themes. Results: According to the results of the study, five themes related to student perceptions of the implementation of the OSCE covered the level of knowledge, stressors, implementation management, coping mechanisms, and advantages of OSCE methods. Conclusion: These findings are expected to serve as a basis for the strategy of implementing OSCE as a method of clinical evaluation, especially in the scope of the College of Nursing Sciences. Keywords: Perception, Students, Nursing, OSCE.

Investigating the Functions of Code-Switching among EFL Lecturers and Undergraduate Students in Saudi Arabia

Many researchers have noticed that instructors who teach English as a foreign language (EFL) in language-learning institutions worldwide frequently implement code-switching (CS). Through this study, we investigate the functions of CS, specifically topic-switching, affective, and repetitive functions, as a pedagogical tool in an English for Specific Purposes classroom. The study is based on the perceptions of lecturers and students from two higher education institutions, Digital Colleges and Yanbu Industrial College, in Saudi Arabia. A quantitative research design was employed, with data collected through a questionnaire. The study incorporated a sample of 24 female EFL lecturers and 193 Saudi female students. The results indicate that both groups acknowledge using CS for topic shifting, with students displaying slightly higher acceptance. Additionally, both lecturers and students recognize the affective aspects of code-switching, with the students exhibiting greater agreement. Furthermore, lecturers and students agree regarding clearly identifying all repetitive functions. The study highlights the potential of CS functions as an educational tool to enhance interaction between EFL lecturers and students, encouraging engagement, cooperation, and academic achievements. It also underscores the significance of determining appropriate functions for various circumstances and shows that although acceptance may differ, there is general agreement on the various purposes for which CS is utilized in the EFL context.