Experiential Learning Theory Research Articles

Risk Perception and Knowledge Following a Social Game-Based Tobacco Prevention Program for Adolescents: Pilot Randomized Comparative Trial.

Adolescence is a critical developmental stage that is particularly vulnerable to the initiation of tobacco use. Despite the well-documented health risks associated with tobacco use, it remains prevalent among adolescents. Games for health are a promising strategy for tobacco prevention, using experiential and social learning theories to enhance engagement and improve behavior change. This pilot study aims to (1) compare the social game-based program Storm-Heroes to a nonsocial program regarding adolescents' personal and social experiences and (2) examine how these experiences predict higher tobacco knowledge and perceived risks of vaping and conventional tobacco use. In a cluster-randomized comparative design, 4 after-school sites (N=79 adolescents) were recruited in person and randomized in a single-blinded format to 1 of 2 interventions: the social game Storm-Heroes (44/79, 56%) or the nonsocial program A Smoking Prevention Interactive Experience (ASPIRE; 35/79, 44%). A study team member supervised both interventions. Data were collected at baseline, immediate follow-up, and a 1.5-month follow-up (45/74, 61% retained). Repeated measures mixed effects models were conducted. A total of 45 participants continued until the 1.5-month follow-up. Participants in the Strom-Heroes group were more likely to increase their perceived risk of vaping (B=0.40; P<.001), perceived risk of conventional tobacco use (B=0.35; P=.046), and tobacco knowledge (B=1.63; P<.001) than those in the control condition. The usability level of the program was related to a higher perceived risk of vaping (B=0.16; P=.003) and conventional tobacco use (B=0.16; P=.02) by follow-up. Attention to the program was also related to higher perceived risk of vaping (B=0.12; P=.002) and conventional tobacco use (B=0.14; P<.001). Distraction was not related to either perceived risk of vaping (P=.15) or perceived risk of conventional tobacco use (P=.71). In contrast, both more attention (B=0.60; P<.001) and less distraction (B=-0.37; P<.001) were related to higher tobacco knowledge. The increased perceived risk of vaping and conventional tobacco among Storm-Heroes participants aligns with the program's goals of improving participants' awareness of the risks associated with tobacco use and their tobacco knowledge. However, distraction weakened the effect of the program on tobacco knowledge, indicating that emphasis needs to be placed on minimizing distraction for better outcomes. With the results of this study, researchers can work to advance the current version of Storm-Heroes and amplify engagement in the program to improve its potential for preventing adolescents' initiation of tobacco use. ClinicalTrials.gov NCT02703597; https://clinicaltrials.gov/study/NCT02703597.

The power of engaged reflection in fostering new insights on diversity, equity and inclusion

This study examined the impact of an experiential, project-based learning initiative on sport management undergraduate students' growth with respect to diversity, equity and inclusion. Quantitative results from pre- and post-testing demonstrated an increase in students' openness to diversity and challenge upon the conclusion of their engagement in the real-world sport industry project. Qualitative analysis showed that the reflection and research requirements associated with the assignment allowed the vast majority of students to develop awareness of unconscious bias in their work, and create inclusive recommendations for future practice. Anchored in Kolb's Theory of Experiential Learning, this work has multiple practical implications for academia, given both the widespread use of experiential learning in sport management education, and the imperative to graduate professionals who can embody diversity, equity and inclusion in the industry.

Fostering an age-friendly Marketing Education: Integrating IntergenerationalLearning in Marketing Courses

ABSTRACT This manuscript examines the adaptation and integration of intergenerational learning to create an inclusive marketing education environment. The development of innovative course designs to promote intergenerational learning and age-friendly curricula is an opportunity for educational institutions, given a demographic shift in many parts of the world. An innovative course design is featured that addresses a gap in marketing education literature regarding intergenerational classrooms, aligning with AACSB’s societal impact objectives and the UN Sustainable Development Goal #4 – to promote inclusive education and lifelong learning opportunities for all. Guided by the contact hypothesis, we discuss a modular approach to intergenerational classrooms that promises to break down barriers for older adult learners, increase the effectiveness of intergenerational learning, and benefit students of all ages. This manuscript features a three-week intergenerational module integrated into a semester-long (16-week) consumer behavior course consistent with experiential learning theory principles. We use this module to illustrate the potential of integrating intergenerational learning in marketing education and highlight the necessary conditions to adopt similar modules in other marketing classes. This approach fosters environments conducive to inclusivity and societal wellbeing.

The Impact of Aligning Kolb’s Experiential Learning Theory with a Comprehensive Teacher Education Model on Preservice Teachers’ Attitudes and Teaching Practice

The Impact of Aligning Kolb’s Experiential Learning Theory with a Comprehensive Teacher Education Model on Preservice Teachers’ Attitudes and Teaching Practice

Effect of problem-solving teaching methods on students' interest and academic performance in animal husbandry in secondary schools for sustainable development in Nigeria

This study investigated the effects of Problem-solving teaching method on Animal Husbandry Students' interest and academic performance in Senior secondary schools in Benin City, Edo State, Nigeria. The Theory of experiential learning was used to explain how learning by active participation in the learning process can increase interest in the learning process. Quasi-experimental. Specially, the pre-test post-test control group were used to collect data from 251 students using an intact class. The results showed that students interest increase as the result of the treatment. The study found that students. performance also increases as a result of their interest in studying Animal Husbandry. The study concludes that teaching using problem solving can increase students interest in studying Animal Husbandry and also improve their performance in the subject for sustainable development in Nigeria. Recommendations include that animal Husbandry teachers should constantly use problem solving teaching methods in teaching animal Husbandry to encourage students to learn animal Husbandry effectively in secondary schools.

Writing Effective Cover Letters: Do Undergraduates Have the Written Communication Skills to Achieve the Spirit of SDG4 Quality Education?

Introduction: This study investigates the impact of English language instructors’ intervention on the cover letter writing process for job applications among specific ESL learners enrolled in a workplace communication course at a public university in Malaysia. This study adopts an action research technique, incorporating content analysis conducted before and after the intervention. The goal of this action research is to identify inaccuracies or issues in the format and content of cover letters written by the selected learners and implement instructor intervention to resolve the identified problems or errors. Generally, the results of this study revealed that the effectiveness of the learners’ cover letters improved after receiving extra input and feedback from their language instructors. A lack of learner-readiness and job knowledge resulted in some learners experiencing difficulty in writing coherent cover letters. More importantly, the learners indicated that their writing experiences raised greater awareness of the many aspects of cover letters and enhanced their confidence in writing cover letters. Overall, this study contributes the initiative to enhance learners' understanding of the ever-changing employment market and develop not only their ability to write cover letters but also their self-confidence and proficiency in the English language. Most significantly, the written communication skills will provide them with lifelong learning opportunities that are taught in higher education as stipulated in the fourth goal (SDG4) of the United Nations’ Sustainable Development Goals, which emphasizes quality education. Objective: The objective of this study is to assess the learners' proficiency in writing cover letters by identifying their strengths and weaknesses. The aim is to evaluate the efficacy of the writing methods employed in cover letters and determine their appropriateness. Theoretical Framework: Kolb’s experiential learning theory (ELT) serves as the primary conceptual framework to define the sequence of activities in the research procedure. David Kolb's (1984) cycle of experiential learning stages perceives learning as a dynamic interaction between learners and their environment (Kolb, 2014). The Experiential Learning Theory (ELT) underscores a cyclical learning process that includes experiencing, reflecting, thinking, and experimenting (Kolb &amp; Kolb, 2005). Method: This study adopts the action research methodology and employed a six-phase method, which comprises the first phase, the diagnostic test, the second phase, the evaluation of cover letters, the third phase, the pre-writing strategies, the fourth phase, the writing phase, the fifth phase, the instructor feedback phase, and the sixth phase is the re-writing phase. Results and Discussion: The results obtained revealed the necessity for graduating learners to possess enhanced skills and knowledge prior to entering the challenging work market. There is currently a strong demand for graduates to develop more modern and thorough tactics to successfully secure employment. The results of this study confirm the need for innovative methods in language acquisition, specifically grammar mastery. Research Implications: Learners need a helping hand with their language and should be guided closely beginning with the rudiments of writing and other integrated language skills that would help bolster their confidence in writing cover letters and improve their communication skills. They need to learn to be independent and proactive in the job-search process. As instructors empower learners with lifelong skills of writing cover letters, the learners themselves should constantly keep abreast of the changes in the dynamic job market. Originality/Value: This study helps learners comprehend the shifting job market, prepare cover letters, and improve their English and self-confidence. Most importantly, it will offer lifelong learning, as stated in the UN's fourth Sustainable Development Goal (SDG4).

Analytical Study of Experiential Learning: Experiential Learning Theory in Learning Activities

The aim of this research is to describe experiential learning in learning activities. David A. Kolb's Learning Theory highlights four keys stages: experience, reflection, abstract concepts, and active experimentation. This research is a library research or literature review, primarily focus on collecting and reviewing various previous studies on Kolb's learning theory. The findings indicate that the four stages of experiential learning models can enhance student engagement, deepen understanding of subject matter better, develop critical and creative skills to face future challenges, and foster collaborative work, and it can be effectively implemented at all levels of education. It can be concluded that learning activities using the experiential learning model can encourage student involvement to achieve maximum learning outcomes, and can be used at all levels of education while still paying attention to elements of relevance of the material and learning environment. However, there are still several shortcomings and challenges in applying this theory, particularly in terms of resource readiness.

The Role of Experiential Learning in Transforming Music Appreciation Education and Pedagogical Practices

This study examines the role of experiential learning in transforming high school music appreciation education. Grounded in the experiential learning theories of John Dewey, Kurt Lewin, and Jean Piaget, the research explores how active and immersive approaches can enhance students' emotional and intellectual engagement with music. Utilizing a mixed-methods approach, the study incorporates teacher interviews, student surveys, and a case study centered on a specific music lesson (Homesickness Melody). Results indicate that experiential learning fosters creativity, deeper emotional connections, and critical thinking skills, while addressing some of the limitations of traditional music teaching methods. However, challenges such as teacher readiness, resource availability, and student participation were identified as key barriers to implementation. The case study demonstrated the effectiveness of kinesthetic and sensory activities in enhancing students' appreciation of music. Overall, the findings suggest that experiential learning offers a promising pedagogical strategy for music education, promoting both aesthetic literacy and emotional engagement.

Integration of experiential learning and conversational framework in curriculum development – role of 4C’s and student engagement in rural management education

Purpose The purpose of the study is to enhance the quality of education in rural management through the inclusion of students’ voices, namely, active participation in the curriculum development intervention. This approach aims to foster critical thinking, collaboration, communication and creativity, thereby enhancing student engagement and in turn leading to quality education. Design/methodology/approach This methodology outlines an inductive approach using focus group discussions (FGD) and thematic analysis to explore and understand the constructs related to the impact of students’ voice on quality education. Curriculum development in rural management was used as an intervention to assess the impact of the inclusion of students’ voice. This study’s inductive approach and qualitative methods provide a rich understanding of students’ experiences and perspectives. Findings The findings from the FGD and thematic analysis provided insights into the inclusion of students’ voice in rural management curriculum development, an intervention that enhanced the 4C’s (collaboration, communication, creativity and critical thinking) of learning and student engagement. The emerging themes illustrated the intervention’s positive effects on quality education. Research limitations/implications This research extends the current knowledge by shedding light on integrating Kolb’s experiential learning theory with Laurillards’ conversational framework in achieving quality education in rural management which has not been extensively explored. Practical implications The paper underscores the importance of students’ voice in quality education. It provides a basis for policymakers to mandate that higher education institutions increase student engagement, thereby promoting quality education. Originality/value The findings contribute to the existing body of knowledge in the field of quality education (Sustainable Development Goal 4) in rural management. The results of our study provide a novel perspective on the experiential learning of students, which has practical implications and advances the understanding of quality education for sustainable development in business education.

Balancing Honest Assessment and Compassion for Learners Experiencing Burnout: A Workshop and Feedback Tool for Clinical Teachers.

Burnout in medical trainees challenges their work effectiveness and impedes their ability to learn. Teachers in the clinical learning environment (CLE) are well situated to identify burnout and are often responsible for learner assessment. We developed a workshop to improve clinical teachers' identification and understanding of learner burnout while empowering them to provide constructive feedback and support. Building on best-practice feedback techniques and utilizing the Maslach Burnout Inventory (MBI) as a framework, we designed the GetINBurnOUT method to provide feedback and support for learners experiencing burnout. Applying Kern's six-step approach to curriculum development, we created and implemented a workshop for clinical teachers centered on advanced burnout knowledge, application of the MBI to the CLE, and use of the GetINBurnOUT feedback method. Kolb's experiential learning theory informed workshop activities such as group discussion, case practice, and self-reflection. Participants completed surveys immediately after the workshop to assess planned behavior. We delivered the workshop eight times at local, regional, and national faculty development programs/conferences to over 188 participants. Participants rated the workshop favorably, with average scores of 4.5-4.8 out of 5 across all domains and program objectives; all participants planned to make a change to their practice. Positive comments emphasized the topic's importance and the GetINBurnOUT tool's practicality. This workshop can enhance clinical teachers' understanding of burnout and provide them with the tools to address it in the CLE. The GetINBurnOUT method offers a practical approach for providing honest assessments while supporting learners in the CLE.

Critical Reflection Sessions: Teacher's Perspectives During Professional Development

This study aimed to explore the critical reflection experiences of teachers who took part in effective and ineffective professional learning events. It examined the influence of D.A. Kolb's reflective observation stage within the experiential learning theory (ELT) framework on teachers' professional development. Using a qualitative interpretive phenomenological method, the research investigated teachers' viewpoints, beliefs, and experiences related to various professional development activities to evaluate their effectiveness. Eleven teachers attended the same educational conference. The investigation involved semi-structured individual interviews and a focus group discussion. The interview questions centered around the concepts of enactive mastery and vicarious experiences. Open-ended discussions allowed participants to explore their experiences of professional learning. To highlight emergent patterns, this study employed a phenomenological technique to analyze data and identified critical observations through an inductive coding method using the NVivo software. The study's findings suggested that the reflective process necessitated time, collaboration, and structure during professional learning sessions. Moreover, having a group of peers was advantageous for critical reflection. They created a learning environment where support was the norm, and dedicated time encouraged self-reflection, which promoted effective growth in teacher development. The researchers found that inquiry-based professional development promoted introspection and facilitated profound learning. The research emphasized that teachers responded positively when professional development facilitators allowed participants time to link their personal experiences to new teaching methods, prompting reflection and collaboration with peers.

Leveraging Artificial Intelligence In Project-Based Service Learning To Advance Sustainable Development: A Pedagogical Approach For Marketing Education

ABSTRACT Artificial intelligence (AI) has revolutionized various aspects of teaching and learning in higher education, with the potential to significantly enhance learning experiences, streamline administrative tasks, and foster personalized education. As the use of AI by students and instructors expands, it is crucial to carefully consider both its benefits and risks, as well as to adhere to ethical guidelines and best practices. A systematic literature review was conducted to investigate the application of experiential learning theory in marketing education, particularly focusing on the integration of new technologies and tools, such as AI, within project-based service learning (PBSL). This review explores how these integrations may positively impact student learning outcomes, community partner benefits, and contributions toward the United Nations’ Sustainable Development Goals (SDGs). Specifically, the potential of AI in the marketing classroom to advance these goals was examined utilizing the Artificial Intelligence for Service Learning and Experiential Education (AISLE) model. This model advocates for an ethical approach to using AI in educational settings, leveraging theory-based innovative practices to achieve positive, measurable outcomes for both students and community partners.

Development of Soft Skills in Entrepreneurship Education: an Approach Based on Experiential Learning Theory

Objective: The objective of this study is to investigate the impact of entrepreneurship education on the development of soft skills in students, using experiential learning theory (ELT) as a foundation to foster these skills through active practices. Theoretical Framework: The study is based on Kolb's (1984) experiential learning theory and active learning models. These theories provide a solid foundation for understanding how learning occurs through experience, emphasizing the development of soft skills. Method: The research follows a qualitative and exploratory approach, with data collection based on bibliographic review and participant observation. The study was conducted in entrepreneurship courses, focusing on the observation of students' soft skills through the application of Kolb’s experiential learning cycle. Results and Discussion: The results show that the application of ELT in entrepreneurship education promotes the development of soft skills. The theoretical and practical implications are discussed in light of experiential learning theory, highlighting the importance of an active approach to education. Research Implications: The research has important implications for the fields of education and entrepreneurship, suggesting that experiential teaching can be an effective tool for developing essential behavioral skills for the labor market. Originality/Value: The study contributes by demonstrating the applicability of ELT in entrepreneurship education, addressing the gap between traditional teaching and the need to develop soft skills in academic contexts.

Urban green spaces in early childhood education and care: insights from teachers in Stavanger, Norway

ABSTRACT This study explores the role of urban green spaces (UGSs) in Early Childhood Education and Care (ECEC) teachers’ pedagogical practices and their impact on young children's environmental and sustainability learning. Utilizing observations, teacher interviews, conversations, and a comprehensive survey conducted in Stavanger, Norway, the study reveals the crucial role of UGSs in shaping both teachers’ pedagogical practices and children’s learning across various subject areas. The research highlights the educational significance of diverse UGSs in providing varied and tailored learning experiences that are crucial for children's education and development. In line with this, the study provides findings supporting the application of experiential learning theory within UGSs and ECEC settings. Additionally, the findings reveal a growing concern among teachers about the reduction of UGSs due to increasing urbanization. These results underscore the need for both teachers’ advocacy and strategic policy to preserve UGSs, ensuring their availability for future generations.

(Supervised) Practice Makes Progress: Student Meaning Making And Development Through Internship Experiences

ABSTRACT Informed by Kolb’s experiential learning theory and Baxter Magolda’s holistic theory of student development, this qualitative study explores the experiences of graduate students in a supervised internship. From an analysis of written assignments completed during the internship experience, our findings reveal abundant meaning-making opportunities for graduate students to gain valuable insights about their personal and professional development, navigating transitions, and application of educational content to real-world settings.

Humanistic data art visualization for analyzing learner growth in Challenge Based Learning programs.

This perspective article investigates the potential of applying artistic or "humanistic" data visualization to improve the understanding of learner's growth in the context of highly dynamic, learner-centric and experiential educational programs. The article explores the possibility of leveraging a more humanistic or esthetically driven approach to visual learning analytics in the context of programs using Challenge Based Learning (CBL) as a learning framework. CBL is a relatively new and rapidly expanding educational framework grounded on a rich tradition of constructivist, progressive and experiential learning theories. To illustrate the concept, the authors created two data visualizations, designed to offer a comprehensive overview of learners' growing perceptions. The artistic infographic also provides program managers' insights into class dynamics and the programs' overall impact, enhancing the understanding and effectiveness of student-centered learning journeys. Some suggestions for future research are offered.

Echoes of Tradition: Reclaiming the Oral Art of Poetry in Digital Embedded Courses

This paper investigates the integration of oral traditions with digital technologies in poetry education, proposing a comprehensive framework aimed at enhancing pedagogical effectiveness and cultural enrichment. Through a review of both historical and contemporary teaching methods, this paper emphasizes the distinct advantages of oral recitation in fostering deeper cognitive, emotional, and social engagement, which are qualities that digital tools frequently fail to replicate. Advocating for a balanced approach, the study leverages the sensory richness of oral traditions alongside the accessibility and innovation of digital platforms. The paper presents a pedagogical model rooted in experiential and multimodal learning theories to forge immersive, sensory-rich educational environments that preserve the depth of traditional oral poetry while harnessing modern technological advancements. The paper explores the implications of this hybrid approach for educational practices, cultural preservation, and policy, arguing that such integration not only enhances learning outcomes but also sustains cultural heritage within a digital educational framework. Additionally, it outlines future research directions to validate the framework’s efficacy, broaden its disciplinary applications, and evaluate its long-term educational impacts, contributing to a richer discourse on the harmonization of traditional methods and digital innovation in education.

Leveling Up: Gamification Pedagogy in the Hagiological Classroom

Gamification is a specific type of experiential learning theory (ELT) that emphasizes student choice and activities to transform mundane tasks into a desirable opportunity to learn. This pedagogical approach is particularly useful in information-heavy courses, such as courses that engage in the study of religious mysticism or “hagiology”. In hagiology classes, students are exposed to new hagiographic media and discuss methods that are particularly complicated because this content is not only heavy on data but also engages the affective dimensions of human experience. This article explores leessons learned from the successes and failures of gamification pedagogy in my “Masters and Mystics” course, where students comparatively study Christian mysticism and Muslim Sufism. In particular, this article analyzes gamifacation’s ability to promote intrinsic student motivation through “game mechanics and experience design”, which is particularly salient in the hagiological classroom. I end the article with a discussion of how I have reworked the course with new gamification practices into a “Comparative Mysticism: Christianity and Islam” course.

The Influence of ChatGPT Usage and Entrepreneurship Education on Students' Entrepreneurial Intentions with Innovative Behaviour as a Mediating Variable : The Perspective of Social Cognitive and Experiential Learning Theory

This study aims to examine a model that integrates social cognitive theory and experiential learning theory in the context of using ChatGPT and entrepreneurship education to enhance students' entrepreneurial intention, considering the mediating role of innovative behaviour. This research uses a quantitative approach with a survey method using SEM-PLS data analysis to explore the relationship between the relevant variable. Purposive sampling technique is used to select samples that meet specific criteria. The research sample consisted of 139 students in Yogyakarta, Indonesia, with data collected via an online questionnaire. The study results indicate that the use of ChatGPT, entrepreneurship education, and innovative behaviour positively and significantly influence students' entrepreneurial intentions, in line with social cognitive and experiential learning theory. Innovative behaviour also plays a significant role as a mediating variable. This research suggests that educational institutions can further optimize the use of technology, such as ChatGPT, in entrepreneurship curricula and provide more practical experiences to strengthen students' entrepreneurial intentions.

The Contributions of John Dewey’s Philosophy of Pragmatism to an Understanding of Education and Its Reform

John Dewey, a prominent 20th-century philosopher, is renowned for his contributions to educational reform and progressive education. His pragmatic philosophy, emphasizing experiential learning, has had a global impact on education since the 1920s. This paper explores Dewey's theory of experiential learning, its historical influence on modern teaching methods, and its potential for future educational research. It aims to provide educators and learners with insights into Dewey's philosophy and its application in contemporary education. The paper is structured into three parts: an introduction to Dewey's pragmatic philosophy in education, a discussion on the application of experiential learning in current educational practices, and suggestions for future research on integrating teaching and learning.