Teaching Tool Research Articles

BetterFuture Co. and its CO2 Footprint: A Case to Learn About ESG (Environmental, Social and Governance)/GHG (Greenhouse Gas)/CO2, Compliance, and SMART Goal Setting

The case study delves into the complex issue of CO2 footprint from three distinct viewpoints: sustainability, legislative, and managerial. Each perspective offers unique insights into the challenges and opportunities of mitigating greenhouse gas emissions using scope 1, 2, and 3 data. From a sustainability viewpoint, students are encouraged to explore the concept of CO2 footprint within the broader context of ESG considerations. Key questions delve into understanding sustainability frameworks, assessing the impact of CO2 emissions on ecosystems and communities, and exploring strategies for carbon footprint reduction aligned with sustainability goals. From the legislative perspective, students examine the regulatory landscape governing CO2 emissions. Students learn how legal frameworks shape corporate behavior by studying global sustainability goals such as the UN Sustainable Development Goals (SDGs), the Global Reporting Initiative (GRI), and national legislation. Discussion questions focus on analyzing the effectiveness of existing regulations, identifying gaps, and proposing regulatory strategies to incentivize carbon reduction. The managerial perspective emphasizes decision-making and goal-setting within organizations. Students explore how managers can leverage data on CO2 footprint to set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals for departments or individuals. This involves understanding the role of carbon accounting, evaluating trade-offs in sustainability initiatives, and exploring best practices in integrating sustainability into organizational strategy. The case encourages critical thinking and data analysis, allowing educators to pose additional questions based on student interests and course objectives. The rich dataset allows for extensive exploration beyond the core questions, facilitating interdisciplinary learning across various courses. Ultimately, the case is a versatile teaching tool that can be applied to courses focusing on sustainability, environmental studies, business ethics, managerial decision-making, and public policy. It equips students with the knowledge and skills to navigate the multifaceted challenges of reducing their CO2 footprint while advancing sustainable practices within organizations and society.

A Rubik’s Cube-Inspired Pedagogical Tool for Teaching and Learning Engineering Ethics

To facilitate engineering students’ understanding of engineering ethics and support instructors in developing course content, this study introduces an innovative educational tool drawing inspiration from the Rubik’s Cube metaphor. This Engineering Ethics Knowledge Rubik’s Cube (EEKRC) integrates six key aspects—ethical theories, codes of ethics, ethical issues, engineering disciplines, stakeholders, and life cycle—identified through an analysis of engineering ethics textbooks and courses across the United States, Singapore, and China. This analysis underpins the selection of the six aspects, reflecting the shared and unique elements of engineering ethics education in these regions. In an engineering ethics course, the EEKRC serves multiple functions: it provides visual support for grasping engineering ethics concepts, acts as a pedagogical guide for both experienced and inexperienced educators in course design, offers a complementary assessment method for evaluating students learning outcomes, and assists as a reference for students engaging in ethical analysis.

Formation of students’ subject skills in mathematics in the process of digital didactic game

The work is devoted to the study of the problem of gamification of mathematics teaching in primary school using methods of studying pedagogical experience, comparing and generalizing the results of observations, analyzing scientific articles and the content and structure of didactic games in mathematics. The urgency of the problem is due to the digital transformation of education currently taking place. Digitalization of education in the context of teaching mathematics in primary school entails the need to develop new learning tools. Such teaching tools should contribute to the development of students’ mathematical skills, while meeting the needs of students of the digital generation for the form of information presentation. Digital didactic games can be used as an effective means of teaching mathematics at school. The potential of such games in the formation of students’ mathematical and logical skills, cognitive motivation is indicated. In the mathematical content of the game, it is proposed to provide for a change of types of educational activities. This will expand the range of skills formed through digital play, make it more dynamic and interesting for students, which will contribute to their involuntary learning. To develop the skills to perform various graphical constructions using the tools of modern graphical calculators, it is proposed to include tasks at certain stages of the game, for which digital tools can be used (online calculators, electronic programs, mobile applications, etc.). The conclusion is made about the expediency of using digital didactic games in the process of teaching mathematics to schoolchildren.

Scientific knowledge in pedagogy about learning tools

A scientific review of the problems that are relevant for researchers in the field of education in the last decade is presented. The issues of the content of education and its impact on the surrounding reality were considered by researchers from different fields of scientific knowledge: sociology, cultural studies, history, philosophy, political science, psychology. Scientific publications note that changes in education and its impact on personality occur due to various tools of the educational process, which can be identified in the generalized definition of «learning tools». The analysis of scientific literature and regulatory documents in the field of educational services in the Russian Federation allowed us to identify research areas that are of priority importance for pedagogical practice. It is significant for the authors to use a set of exercises, educational courses, design methods, situational tasks, and game technologies to form professional competencies of specialists. Most researchers note the need to justify the use of digital technologies to solve innovative pedagogical tasks. The scientific publications included in the review attempt to develop criteria for evaluating the effectiveness of teaching tools used in educational practice, their ranking and classification on various grounds, as well as the didactic potential of digital educational resources.

A Scoping Review on the Utility of Ultrasound to Visualize Bursae in Anatomical Dissection Courses

Bursitis is a common condition in clinical practice, often causing pain in the shoulder and buttock areas due to inflamed bursae. Proper diagnosis and treatment depend on knowing the presence and exact location of these bursae. Anatomy classes typically provide limited instruction on bursae because they are difficult to demonstrate during dissection courses. High-resolution ultrasound is an essential and versatile technique for detecting bursitis, and it could also serve as a valuable tool for students to better understand bursae. Relevant studies were screened in the following databases: CENTRAL, MEDLINE, BIOSIS Previews, EMBASE, and Web of Science Core Collection. Grey literature was also considered. Literature was screened on January 3, 2023. Only ultrasound investigations in human cadaver bursae were included, specifically using B-Mode ultrasound. The general characteristics of the included studies and the ultrasound-guided approaches for labeling the bursae were analyzed and examined. T The search found 8,899 matches, but only 15 met the criteria. Fifteen different bursae were studied, and 12 studies were included in the analysis. Both the marking substrate and the injected volume varied. Despite a high overall accuracy of 99% achieved using ultrasound-guided labeling approaches in the included studies, caution is advised due to the small sample size (1 to 24). The current study serves as a review to examine ultrasound studies on bursae in human cadavers. Ultrasound-guided labeling techniques achieve high accuracy and could be a valuable teaching tool in dissection courses. These techniques help visualize difficult-to-dissect structures and provide students with an understanding of sonoanatomy.

The Use of Games as a Vehicle for Foreign Language Teaching and Learning Classroom

The study aims to ascertain how games influence students' communication readiness and teachers' perspectives on it as students gave their answer to the questions in the questionnaire. This focuses on using games in the classroom and makes the case that they can be an effective teaching tool. It examines the benefits of using games as a teaching tool and how to get the most out of them for language acquisition. Questionnaires and audio-recorded interviews were used to collect the data. After the survey responses were analyzed, it was discovered that games should be used in foreign language learning classrooms to help EFL learners feel motivated, have fun, and perform well academically while easing the learning process’s boredom and stress.

A quasi-experimental study of trigger films for teaching the doctor-patient relationship

Background: It is challenging to teach the complexity of the doctor-patient relationship through attitude, ethics, and communication (AETCOM) modules, particularly without being formally trained and especially to first-year medical students who do not interact directly with patients. The present study was undertaken to assess the effectiveness of trigger films (TFs) or short movie clips as a teaching-learning tool to train undergraduate medical students on various aspects of doctor-patient relationships. Methods: Two modules on various aspects of the doctor-patient relationship were developed using TFs and written case studies and implemented on Phase Ⅰ medical students. Quantitative and qualitative feedback were collected from learners. Perception, understanding, and knowledge were assessed using pre- and post-questionnaires. The results of the feedback and questionnaires collected after using TFs were compared with those collected after using written case studies. Results: There was a gain in knowledge and understanding after TF sessions, and TF sessions were rated much higher by the students than traditional methods. Most students found TFs to be an innovative and interesting tool. The satisfaction index calculated for TFs from the feedback of both students and teachers was above 96%. Conclusions: TFs engaged the students’ affective domain, promoted reflective attitudes, and linked their learning to experiences. It was reported not only to be interesting and engaging but also effective as a teaching tool.

Community college student perceptions of digital anatomy models as a curricular resource.

Digital model platforms and applications are common in anatomy education and continue to grow in number, which suggests that educators and students find use for these tools despite the lack of widely accepted best practices. Consequently, it is a challenge for educators to mindfully integrate digital models into curriculum. This short-term, longitudinal study investigated the effects of integrating a monoscopic digital model as a teaching tool during lectures on reproductive and endocrine anatomy as an intervention in a community college human anatomy and physiology course. Student use and perceptions of digital models were analyzed for correlation with the nature of the course content and the intervention (n = 92). Academic content significantly affected self-reported student use (p < 0.001) as well as student perceived usefulness of the model (p = 0.02). These findings support the conjecture that digital anatomy models may be better for achieving certain specific learning goals opposed to all learning goals. Integration of digital models as an instructional method did not consistently influence student behavior but it made a difference in participant ability to recognize this technology outside of the lecture. Overall, participants had a positive perception of digital models, although they were not perceived as more important than all other curricular resources. Inclusion of monoscopic digital models for teaching anatomy should be considered by educators since teaching with digital models can demonstrate strengths and weaknesses for students within the context the of learning objectives, assisting students to make more informed decisions about effective learning tools.

Exploring the Role of DingTalk for Teaching and Learning English Listening Skills in Blended Learning Environments

This study explores how digital platforms such as DingTalk can be used to teach and learn English listening skills as one of the tools for blended learning instructions. These platforms offer synchronous and asynchronous learning methods and provide students with a flexible and interactive platform that promotes real-time communication, peer feedback, and self-paced learning. Although this platform has shown potential benefits for improving listening comprehension using constructivist and social learning theories, drawbacks include technological limitations, insufficient platform features for listening instruction, effective instructional design, and students' need for digital literacy. This article highlights the importance of Dingtalk as one of the tools for blended teaching and learning and the issues to be addressed so this platform can be used to help students' English listening skills. The changes in the dominance of technology in education, like AI and AR, need to be considered for blended learning. The findings suggest that to help students' learning outcomes using this digital platform, educational institutions and teachers need to adapt to the needs of their students continuously.

Enhancing collaborative online learning in higher education: using Google Docs to analyze Literature texts by teacher trainees

The purpose of this project was to explore how collaborative learning can be enhanced through Information Communications Technology in the critical reading and analysis of Literature texts in a particular teacher training course at a selected university in Uganda. The study undertook an interventional research approach whereby critical literacy principles provided the basis for formulating online tasks that would provoke higher order thinking skills such synthesizing, analyzing, reasoning, comprehending, application, and evaluation during the discussion of the play The Lion and the Jewel. A conversational framework was adopted to design a collaborative learning environment by which face-to-face sessions were combined with technology in form of Google Docs. Some of the steps of engagement included identifying the eight participants, sharing of initial content on critical literacy with them, face-to-face sessions and uploading of tasks. The findings reveal that with systematic instructions and guidance Google Docs can provide a collaborative learning platform whereby students can continuously comment about Literature texts in a conversational manner; the intervention proved the possibilities of flexibility in the learning environment; and dialogic teaching especially when discussing Literature texts was greatly enhanced during this intervention. This study was carried out in a real time learning context during the teaching of one of the researcher’s courses. The finding thus can offer some useful guiding steps as benchmarks for actual take up of other ICT tools in teaching and learning in higher institutions of education

Students’ Perception on The Use of TED Talks to Improve Listening Skills

Enhancing listening skills is crucial for junior high school students learning English. Innovative teaching tools such as TED Talks offer an interactive platform that might aid this educational goal. This research aims to evaluate the effect of TED Talks on developing listening skills among junior high school learners. The study employed a mixed-methods design involving 34 junior high school students. Participants underwent pre-and post-test assessments to measure their listening skills. Additionally, interviews were conducted to delve deeper into the students' experiences and perspectives regarding using TED Talks in their learning process. The findings revealed that TED Talks significantly enhanced students' English listening skills. After engaging with TED Talks videos, students showed notable improvements in vocabulary acquisition, pronunciation accuracy, and listening comprehension. The high-quality audio and diverse content of TED Talks were credited for these improvements. Furthermore, interviews provided insights into the positive impact of TED Talks on student motivation and engagement, with students expressing increased satisfaction and perceived efficacy in the classroom. TED Talks also contributed to the acquisition of advanced vocabulary and sharpened students' critical thinking skills through exposure to various topics.

The Use of Design Thinking in the Development of IoT Projects

One of the difficulties in the teaching and learning of the Internet of Things (IoT) is the lack of exposure to IoT concepts and inadequate teaching methods and tools. The use of Design Thinking (DT) when developing IoT projects can promote solution-based thinking and enhance creativity in problem-solving. The process of DT involves five phases: Empathize, Define, Ideate, Prototype, and Test. The objective of this study was to evaluate the DT tools and process for developing IoT projects. This study involved 22 Information Technology undergraduate students. The Define Problem Statement template, POV template, User Feedback, and Affinity Diagram were among the DT tools introduced to the students. Using a survey form, each student assessed the efficacy of the DT tool and process. Student feedback revealed that the DT process and tools significantly enhanced their understanding of IoT projects. An expert assessment using a DT rubric was also carried out by a lecturer having a master’s degree in information and technology to assess students’ performance using five criteria. Students need to do two rounds of Affinity Diagram activity. The DT rubric results show students’ average scores increased from 2.52 to 3.48, indicating an improvement in students’ IoT project development using DT.

Online Teaching and Learning Technology Tools for Analytical-Numerical Methods in Engineering

The COVID-19 pandemic has forced the synchronized and asynchronized teaching and learning (TnL) to sustain educational programs. It is difficult to change the modality of most STEM courses because the TnL of many laboratory skills does not transform to an online learning environment. The complication of virtual lab skills is the motivation of this paper to focus on the online Analytical Numerical Method course (ANM) integrated with technology tools and apps. The methodology of online TnL for Analytical numerical Methods involves the scientific and mathematical thinking skills in experimental approaches. These approaches employ varied education processes such as heutagogy, peeragogy, and cybergogy. Online ANM is looking for educator 4.0 tools to facilitate the outline of synchronous and asynchronous TnL activities. The apps and tools are suitable for most aspects of ANM course. The implementation strategies integrated Mathematics, IT and engineering. As expected, without STEM approaches and without online TnL technology tools, creating learner engagement through information and communication technology cannot be achieved. The result and discussion of SEM-AMOS model enhance online teaching and learning ANM based on student feedback, questionnaires and survey. Diagram, table and data presentation reveal an unexpected result supported by virtual lab and variants of virtual laboratory. This paper will provide a guidance to educator 4.0 practitioners to modify the current curriculum in line with the latest technological developments and requirements in online TnL.

Exploring the Implementation of Artificial Intelligence (AI) Writing Tools in Teaching and Learning: Faculty and Students’ Perspectives in Higher Education

Artificial Intelligence (AI) has emerged as a transformative tool in the field of education, with its potential to revolutionize teaching and learning in higher education institutions. People are exploring ways to connect its power and reform traditional educational practices. This paper explores the implementation of five different AI writing tools in teaching and learning in Higher Education, focusing on the perspectives of faculty and students. By examining their perspectives and identifying the challenges that can be encountered, the study seeks to gain a better understanding of the benefits and limitations of integrating AI writing tools in higher education. There are limited studies that seek to determine the perspectives of faculty and students in higher education regarding AI writing tools. The method used for the study is literature review, particularly hand-searching journal, and books approach. The study's findings have revealed that AI writing tools perform a multitude of functions, yet they also possess certain limitations

The Use of Narrative in the Criminal Justice Classroom: Book Club as a Teaching Tool

This paper explores the use of crime narratives through book clubs in criminal justice education. While true crime media has gained popularity, it often presents a skewed view of criminal justice realities. In contrast, carefully selected narratives in educational settings can promote significant learning experiences, as outlined in Fink’s taxonomy. These narratives can help humanize justice-involved individuals, challenge stereotypes, and provide a more balanced understanding of the criminal justice system. The growing field of narrative criminology further supports the use of stories to examine social hierarchies and inequalities within the justice system. Book clubs, when integrated effectively into coursework, have shown promise in increasing student engagement and building relationships.

Innovative Methodologies in University Teaching: Pilot Experience of an Escape Room in Nursing Students

The presence of playful elements in learning environments is increasingly frequent in university settings. The objective of this study was to evaluate the gaming experience of the participants of an escape room activity developed in the second year of the Bachelor of Science in Nursing program. An escape room activity was carried out, based on 10 tasks, on the thematic content of the subject ‘History, Theory and Methods of Nursing II’, with students in the second year. After the game experience, the Gameful Experience Scale (GAMEX) questionnaire of 27 items in the validated version in Spanish and for nursing students was applied. An open-ended question was also included to allow the students to give their opinion on aspects of improvement, or their feelings during their performance, and a thematic analysis was utilized for this qualitative approach. A total of 107 students participated in the escape room activity, and 75 individuals acceded to the request to be surveyed. The results in the Enjoyment dimension showed that five of the six questions were assessed with the maximum score by the majority of respondents. In the Absorption dimension, between 15% and 25% of the sample did not manage to abstract themselves from the real world. In the dimensions of Creative Thinking and Activation, up to 70% managed to feel imaginative, creative, or exploratory, feeling active and excited. Nearly 85% of the sample reported the Absence of Negative Affect (hostility, annoyance, or frustration) during the game. In the Dominance dimension, up to 70% of the sample considered feeling influential during the game. Two categories were identified after analyzing the participants’ responses: room for improvement in the activity and feelings during the activity. In conclusion, the escape room is positioned as a useful tool for university teaching in nursing. This didactic game allows students to have fun while learning, and to value the knowledge and techniques provided by the subject while being able to work as a team.

“The patient as teacher” - thematic analysis of undergraduate medical students’ experiences with an experiential learning project in palliative care

BackgroundExperiential learning holds high potential for medical students’ education in palliative care. At RWTH Aachen University in Germany, medical students can participate in the course “The Patient as Teacher” offering a one-to-one exchange with a terminally ill patient over a period of several weeks complemented with four supervision sessions and writing of a reflective essay. The course had run from 2005 to 2020 before it was paused due to the Covid-19 pandemic. This study aimed to assess the course’s value as a palliative care teaching tool by investigating students’ motivation and experiences over the years 2005–2020.MethodsA stratified sample of 24 essays was taken from all submitted essays (n = 78), eight essays from the years 2005–2009, 2010–2014, and 2015–2020. Subsequently, a thematic analysis of the selected essays was conducted.ResultsThe students felt motivated by the opportunity to gain more experience in palliative care, to improve their communication skills and to decrease insecurities in interaction with terminally ill patients. They learned about the patient’s biography and medical history, and encountered physical, psychological, social, and spiritual dimensions of living with a life-limiting disease. Moreover, they experienced relationship building and communication with a terminally ill patient outside their role as future doctors. Ultimately, they considered their participation as a beneficial experience on both a personal and professional level.ConclusionsThe course “The Patient as Teacher” presents a valuable tool for experiential learning in palliative care, which has elicited an unceasingly positive response among the students who participated over the years. It has facilitated medical students in overcoming insecurities in dealing with terminally ill patients and supported them in further developing their professional identity.

Evaluating pedagogical approaches to enhance students’ comprehension in maritime English: The Norwegian case

This study aims to test and evaluate various pedagogical strategies that can improve students’ comprehension of Maritime English course materials and help them confidently participate in English-based assessments. A comparative research methodology was employed, focusing on integrating specific strategies and tools into the curricula of maritime programs. The study focused on the Norwegian case at NTNU in Ålesund, featuring a 3-year Shipping Management program (Bachelor’s degree) with 45-60 students. The findings from the Norwegian case demonstrate a significant improvement in students’ willingness and ability to engage in English-language assessments, highlighting the effectiveness of the pedagogical approaches implemented. The study results align with existing literature, highlighting the need for continuous innovation in pedagogical approaches to Maritime English education. By the end of the course, 72.2% of students felt comfortable taking the exam in English, compared to only 25.8% at the beginning of the semester. Weekly lectures in English with presentations were identified as the most helpful tool, followed by group work, homework, and vocabulary lists. The use of digital interaction and software tools received a high score – 8.0 out of 10.0. The significant improvement in students’ confidence in English, along with their strong overall ratings of teaching tools, demonstrates the effectiveness of these methods in overcoming initial language barriers. Further recommendations include combining traditional teaching methods with modern digital tools to enhance learning outcomes. By focusing on student-centered approaches and integrating both traditional techniques and technological tools, institutions can foster the development of a more proficient maritime workforce.

“A rollercoaster of drawing and using digital tools!”:

Responding to the Covid pandemic, educators worldwide were forced to reconsider ways of delivering content and engaging students. Graphic Facilitation offers opportunities for educators to rethink ways of delivering text heavy content. This paper charts the journey of developing a Graphic Facilitation Digital Badge for staff in a Higher Education institution. The paper describes the process from the perspective of three educators (two instructional designers and a lecturer) exploring the use of Graphic Facilitation as a tool for teaching and learning across a range of subjects and discipline areas to enhance communication and sustain participation across a diverse cohort of students. The paper focuses on how we applied Graphic Facilitation through planning, teaching, assessing, providing feedback and reflection on learning. Following the module participants were required to complete an evaluation form. Feedback from participants is presented. The findings highlight the value of graphic facilitation in supporting learners to develop graphic skillsets, engage with new technologies, enhance communication, and, develop a sense of community amongst staff at a Higher Education institution through engagement in an online classroom.

How Can Nurse Educators Guide Students by Using ChatGPT as a Teaching Tool?

How Can Nurse Educators Guide Students by Using ChatGPT as a Teaching Tool?