Active Learning Tool Research Articles

Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy Classroom

Educational escape rooms have emerged as an excellent active learning tool to improve student learning, motivation, and engagement. In this work, a methodology to design and develop escape rooms in the classroom has been established and implemented within the general pharmacology, biopharmacy and pharmacokinetics, and pharmaceutical technology disciplines for pharmacy students. Each escape room consisted of three sequential challenges that the students had to solve, and we divided the students into groups of 3–6 participants to complete a mission containing educational questions related to the curriculum of each module. The escape rooms were successfully implemented in all these disciplines, and the activity was positively evaluated by the students (>95% satisfaction). They allowed the students to apply the theoretical learning outcomes of each subject. Moreover, escape rooms promoted teamwork and improved the problem-solving skills of the students. For an escape room to be successful and meet the established learning outcomes, challenges must be adapted to the target students, the time should be precisely set, the tasks of the game master should be well-defined, and final feedback should be included in the session.

"I really liked the chance to talk about it": Students' Reflections on the Process of Completing Paper Puzzles, a Novel Active Learning Activity.

Research shows active learning is an effective teaching method. However, few qualitative studies explore medical student perceptions of the active learning process. The present study explored what students thought about while completing paper puzzles, an active learning tool used at the University of Utah School of Medicine, to understand what and how medical students think while engaged in active learning. To investigate second-year medical students' attitudes toward these active learning exercises, three Zoom-based focused groups were held and recorded throughout the course. Recordings were transcribed and coded using thematic analysis. Students reported that peer interactions were of high value, and that while some interactions and thought processes were action-oriented, others were more metacognitive. Other benefits of the activity included promotion of learning, provision of structure, and designation of high-yield concepts. Challenges included feelings of confusion, problems with timing or difficulty of the tasks, and low utility without adequate preparation. These findings reflect student-acknowledged pros and cons of active learning described in education literature and add further insight into the thoughts and conversations students have during active learning activities. These include practicing metacognitive skills, triaging information, and learning from peers. These data further elucidate student perceptions of active learning activities in medical education. Though focused on a specific activity, the data can help medical educators understand what students appreciate about active learning and what they think about while engaged in such activities. The online version contains supplementary material available at 10.1007/s40670-022-01682-y.

Predictive maintenance using digital twins: A systematic literature review

Predictive maintenance is a technique for creating a more sustainable, safe, and profitable industry. One of the key challenges for creating predictive maintenance systems is the lack of failure data, as the machine is frequently repaired before failure. Digital Twins provide a real-time representation of the physical machine and generate data, such as asset degradation, which the predictive maintenance algorithm can use. Since 2018, scientific literature on the utilization of Digital Twins for predictive maintenance has accelerated, indicating the need for a thorough review. This research aims to gather and synthesize the studies that focus on predictive maintenance using Digital Twins to pave the way for further research. A systematic literature review (SLR) using an active learning tool is conducted on published primary studies on predictive maintenance using Digital Twins, in which 42 primary studies have been analyzed. This SLR identifies several aspects of predictive maintenance using Digital Twins, including the objectives, application domains, Digital Twin platforms, Digital Twin representation types, approaches, abstraction levels, design patterns, communication protocols, twinning parameters, and challenges and solution directions. These results contribute to a Software Engineering approach for developing predictive maintenance using Digital Twins in academics and the industry. This study is the first SLR in predictive maintenance using Digital Twins. We answer key questions for designing a successful predictive maintenance model leveraging Digital Twins. We found that to this day, computational burden, data variety, and complexity of models, assets, or components are the key challenges in designing these models.

Development and pilot testing of remote active learning tool as antimicrobial stewardship co-interventions

Development and pilot testing of remote active learning tool as antimicrobial stewardship co-interventions

Development and use of a Playful Learning Observation Tool (PLOT) for Active Game-based Learning in Physical Classroom Situations

This study presents the development and implementation of a qualitative observation tool for in-class observation of courses employing game-based learning (GBL), and playful learning situations. The design of the observation model exploits a literature review of classroom observation models, of cognitive psychology motivation scales, and of GBL evaluation models. It integrates relevant elements from these domains to offer an observation model for GBL implementation. In this model, in-class observations are coded and analysed for GBL effectiveness and potential to support intrinsic motivation in students. The model was then used in two courses using different forms of GBL (one digital cooperative multiplayer game, one analog board game). Observations were coded using NVivo and distributed according to type of motivation and type of motivated learning tasks. Due to Covid19 restrictions and the difficulties of finding in-person classes, only two courses were examined using the model. The model appeared efficient in both observational situations, and the coding confirmed previous studies to the potential of GBL to sustain students’ intrinsic motivation. The observations also showed that preparedness of students to the specific contents of the game reduced risk of amotivation and disengagement in students. The study allows us to reflect on best practices for GBL implementation and evaluation and how better understanding of in-class interactions during playful learning could enable educators and teachers to make better informed choices to implementing GBL. While there are many templates for classroom observation and GBL evaluation, there is a lack of dedicated observation models, that offer clear guidelines for qualitative data gathering in live, in-person classroom situations. This study aims at providing a specific tool to that purpose.

Integrating Challenge-Based-Learning, Project-Based-Learning, and Computer-Aided Technologies into Industrial Engineering Teaching: Towards a Sustainable Development Framework

Introduction. Teaching industrial engineering in the second decade of the 21st century requires problem-solving and decision-making competencies oriented towards sustainable development. The growth of information metrics, the Internet of Things, virtual and augmented reality, and Artificial Intelligence bring more diverse, complex and imprecise challenges. This article aims to show a framework employing Challenge-based-learning, Project-based-learning and Computer-Aided technologies as dynamic resources supporting the comprehensive teaching of industrial engineers for industrial solutions oriented towards sustainable development. Materials and Methods. Our research involved a systemic analysis of the framework variables, the stages, and the partial results of its application in three academic years research. We selected several case studies to evaluate the professional competencies related to Sustainable Development Goals of industrial engineering students, using active learning tools integrated with Computer-Aided technologies. These cases illustrated the acquisition of Sustainable Development Goals competencies. Two simultaneous Latin American scenarios were examined (Mexico and Cuba). Results. Its main contribution is an appropriate framework for using Challenge-based-learning, Project-based-learning and Computer-Aided technologies as resources to develop professional competencies in industrial engineering and sustainable development. The control groups results demonstrate the utility, relevance, and accuracy of the proposed framework. Results. Its main contribution is an appropriate framework for using Challenge-based-learning, Project-based-learning and Computer-Aided technologies as resources to develop professional competencies in industrial engineering and sustainable development. The control groups results demonstrate the utility, relevance, and accuracy of the proposed framework. Discussion and Conclusion. The study of the theoretical and methodological components of teaching Industrial Engineering, emphasizing competencies, at two universities in Latin American countries revealed the need to understand Computer-Aided technologies as a complex process. The proposed framework considers Computer-Aided technologies per the typologies of selected competencies integrated into the curricular design, including Challenge-based-learning and Project-based-learning, oriented toward the Sustainable Development Goals. The authors’ conclusions contribute to the development of active learning methods in engineering, supported by the application of CAD/CAM/CAE tools and focused on the fulfillment of sustainable development objectives. The materials of the article will be useful for the teaching of Industrial Engineering from a digital transformation perspective, contextualized in sustainable development environments.

Reimagining Conflict Management Pedagogy through Fantastical Role-Play Simulations

Abstract Research demonstrates that simulations encourage students to apply their understanding of theories and content, navigate problem-solving processes with peers, support student motivation for learning, and reflect afterward to enrich their comprehension of course materials. Peacebuilding and international relations scholars have implemented simulations to improve student learning and understanding about complex dilemmas, such as collective action, structural inequality, post-conflict reconstruction, climate change, disaster management, and terrorism. However, studies of real-life-based simulations also indicate that they may entrench, rather than subvert, students’ extant bias, perpetuate cultural misrepresentation, and pose logistical challenges for instructors and students. We thus add to scholarly debates about the utility of role-play simulations in internationalized pedagogy settings by asking and answering: Do adult learners perceive fantastical role-play simulations as effective teaching and learning tools for cross-cultural negotiation? We bridge disparate literature on (1) simulations as active learning tools, (2) real-life simulation approaches for teaching cross-cultural studies, and (3) creative play pedagogy to investigate the utility of fantastical simulation as a pedagogical approach for teaching cross-cultural negotiation theories. While we examined the perceived effectiveness of fantastical simulations for adult learners in a graduate-level course, more research is needed to understand their utility in other classrooms and disciplines.

Anticipation Guides: A Tool to Highlight Knowledge and Promote Reflection on Learning.

Anticipation guides (AGs) are an active learning tool with broad benefit for both learners and instructors. Though AGs have been more extensively studied in the primary and secondary education contexts, their development and implementation, as well as the benefits that they offer to medical education are not as well understood. The objective of this study was to explore the benefits that AGs afford to resident learners and instructors in the resident-led didactic conference setting. We performed a qualitative study of the use of anticipation guides in the resident-led didactic conference setting. Participants included 47 resident learners and three chief resident instructors. Data included learner response sheets, instructor reflective journals, and field notes from nonparticipant observation. Data analysis followed guidelines for content analysis. Results indicate that AGs highlight changes in knowledge and thinking, prompt learners to reflect on their learning, and offer valuable insight into learner achievement and uncertainty to instructors. This input promotes formative assessment of learners and encourages instructors to improve their practice. Anticipation guides are an easy-to-implement active learning strategy with multiple benefits in the resident didactic conference setting. Their use helps learners recognize strengths and weaknesses and identify gaps in knowledge-behaviors consistent with the goals of residency as espoused by the Accreditation Council for Graduate Medical Education. Including AGs in instruction also benefits instructors in that they provide insight into learners' thinking and knowledge development and allow educators to assess the efficacy of their instruction.

Embedded Questions and Targeted Feedback Transform Passive Educational Videos into Effective Active Learning Tools

Embedded Questions and Targeted Feedback Transform Passive Educational Videos into Effective Active Learning Tools

Benefits of gamification in medical education.

Medical education is changing at a fast pace. Students attend medical school with a high degree of technological literacy and a desire for a diverse educational experience. As a result, a growing number of medical schools are incorporating technology-enhanced active learning and multimedia education tools into their curriculum. Gamified training platforms include educational games, mobile medical apps, and virtual patient scenarios. We provide a systematic review of what is meant by gamification in this era. Specific educational games, mobile apps, and virtual simulations that may be used for preclinical and clinical training have been discovered and classified. The available data were presented in terms of the recognized platforms for medical education's possible benefits. Virtual patient simulations have been shown to enhance learning results in general. Gamification could improve learning, engagement, and cooperation by allowing for real-world application. They may also help with promoting risk-free healthcare decision-making, remote learning, learning analytics, and quick feedback. We account for Preclinical training which included 5 electronic games and 4 mobile apps, while clinical training included 5 electronic games, 10 mobile applications, and 12 virtual patient simulation tools. There were additionally nine more gamified virtual environment training products that were not commercially accessible. Many of these studies have shown that utilizing gamified media in medical education may confer advantages. This collection of hyperlinked resources may be utilized by medical students, practitioners, and instructors at all levels.

Trading Spaces, Pedagogies, and Technologies: Developing a University Active Learning Center via Public-Private Partnership

ABSTRACT Faculty in higher education are challenged to change their instructional approaches in outmoded, stagnant learning spaces to meet the needs of 21st century learners. Traditional learning spaces on most college campuses consist of locked, rowed seating and desks designed to maximize room capacity and accommodate large numbers of students. The physical constraints of these spaces often limit the use of more innovative teaching methods that allow students to assume greater ownership of their learning. For more active, student-centered learning to occur, greater mobility in the physical learning space may be necessary to allow for improved connection, collaboration, interest, and engagement. In this paper, we share experiences in forging a public-private partnership to transform a 46-seat computer lab into a 32-seat active learning center (ALC) in which mobility is a signature feature. Upon using the ALC for the first time, options for space and furniture configuration allowed instructors to create, and re-create, work groups to facilitate student collaboration while digital technology and active learning tools allowed students to share information easily and often. Most students rated their experiences in the ALC favorably, though not all participants embraced the active learning approach and instructional space with immediacy. Original research would help to understand students’ experiences and isolate the effects of space on student learning and engagement. Our successes and challenges in building and using the ALC may be used to meaningfully inform other public-private partnerships in higher education to transform teaching and learning through active instructional design approaches.

Dataset for measuring the conceptual understanding of optics in Rwanda.

This dataset is an accumulation of data collected to test Rwandan physics students' conceptual understanding of light phenomena and to assess instructional tools for active learning of optics. We collected and analysed data from 251 grade 11 (senior 5) students using our Light Phenomena Conceptual Assessment (LPCA) tool and from 136 grade 10 (senior 4) students using Geometric Optics Conceptual Understanding Test (GOCUT) in 2019. Before collecting data, we designed and validated LPCA and GOCUT, and tested their reliability. Data were collected before and after students learnt about the unit of light. Both day and boarding schools in rural and urban areas were included in our sampling. Data collected were test scores from students after performing a 30-item LPCA test or 25-item GOCUT test in 40 minutes. The data may be reused to extend students' understanding of optics concepts through item analysis, analysis of school characteristics such as location and school type, or by analysing students' characteristics such as subject combinations.

Reflections on COVID: Comparison of Teaching Methods and Outcomes for Virtual vs In‐Person Preclinical Integrated Medical School Pharmacology Education

IntroductionIntegrating critical pharmacology teaching across the preclinical years effectively using active learning methods is challenging for medical schools in optimal conditions. Due to COVID 19, the University of Central Florida College of Medicine (UCF COM) was forced to transition to virtual learning modalities for 2020‐2021, which necessitated developing innovative but engaging virtual methods to implement pharmacology education. In transitioning to virtual modalities, the literature was reviewed for best practices in on‐line and blended learning. However, significant gaps existed in terms of the most effective ways to implement engaging and active virtual learning for medical school pharmacology. To evaluate our virtual curriculum, pharmacology performance was compared between a virtual cohort and one that experienced a hybrid curriculum with substantial in‐person learning. The goal of this poster is to share methods incorporated into the virtual learning curriculum, and to present evidence of their effectiveness in comparison with our prior hybrid learning pedagogy.MethodsFor curricular analysis, virtual pharmacology sessions were reviewed for method of teaching, presence of interactive active learning tools within sessions, use of case‐based learning (CBL) or Team‐based learning (TBL) processes, gamification, opportunity for feedback/reflection, and incorporation of a virtual flipped “classroom” design. Outcomes were compared by mean performance on pharmacology tagged items for virtual vs the in‐person‐hybrid cohorts and end of module teaching methods evaluationsResultsExam data are represented as mean + SD % correct for zoom (Z) vs in‐person‐hybrid (IP) on pharmacology tagged summative MCQ items on a cardiopulmonary (N=29 items, Z:84+10 vs 83+13, NS) and an endocrine‐reproductive module exam (N=32 items, Z:86+11 vs IP: 87+9, NS). No differences in effective teaching methods evaluation were evident for Z vs IP (range mean Likert was 4.4 to 4.7 [where 5 =strongly agree] for both). A method review across different modules during the virtual curriculum revealed integration of pharmacology into between 4% to 40% of systems modules CBL using zoom small group breakout rooms or a modified TBL with group interaction by chat. Greater than 95% of zoom pharmacology sessions used polling and chat boxes to promote interaction; between 7‐20% of sessions, depending upon the module, used virtual flipped class or gamification. Most virtual sessions provided formative assessment with feedback, and peer/faculty feedback by discussion board.ConclusionThe data show no significant differences in pharmacology performance or teaching method evaluation between the virtual cohort and the in‐person‐hybrid cohort. Performance in pharmacology was strong using either virtual or in‐person approaches, supporting that virtual teaching was effectively designed and implemented. Interactive active learning and CBL were successfully incorporated into virtual pharmacology curricula. This study focused on limited outcomes so more studies are necessary to measure impacts of virtual curricula on development of essential skills, such as team‐based problem solving and collaboration learning.

Crossword puzzle as a learning tool to enhance learning about anticoagulant therapeutics

BackgroundEducational games make the learning process more enjoyable, fun, and create a competitive classroom environment that can positively affect learning. The purpose of this study was to evaluate pharmacy students’ perceptions of crossword puzzles (CWPs) as a learning tool in the pharmacotherapy cardiovascular module focusing on anticoagulants’ therapeutics and assessing if students’ preference of learning style influenced their perception.MethodsClues for the puzzle were developed, validated, and piloted by course faculty. A free internet puzzle generator was used to create puzzles with 10 to 20 clues. Students were given 30 min to solve the puzzle following six hours of didactic lectures about the topic. An 8-item survey instrument and Pharmacists’ Inventory of Learning Styles (PILS) questionnaire were administered to examine students’ perceptions of the game and their learning style preference, respectively.ResultsTwo hundred sixty-seven students participated in the activity from both undergraduate programs (BPharm and PharmD) over three consecutive course offerings. Most students expressed favorable perceptions of the puzzle. Female and BPharm students had significantly more favorable perceptions than male and PharmD students on several perception items. The dominant preferred learning style (PLS) was converger (35.6%), followed by assimilator (25.3%), while 15.1% had mixed learning styles. The study did not find a significant association between PLS and students’ perceptions toward the CWP.ConclusionsThe CWP game presented an innovative, creative, and easy active learning tool to enhance information recall, retention, and class engagement while accommodating all learning style preferences.

Assessing expert system-assisted literature reviews with a case study

Given the large numbers of publications in software engineering, frequent literature reviews are required to keep current on work in specific areas. One tedious work in literature reviews is to find relevant studies amongst thousands of non-relevant search results. In theory, expert systems can assist in finding relevant work but those systems have primarily been tested in simulations rather than in application to actual literature reviews. Hence, few researchers have faith in such expert systems. Accordingly, using a realistic case study, this paper assesses how well our state-of-the-art expert system can help with literature reviews.The assessed literature review aimed at identifying test case prioritization techniques for automated UI testing, specifically from 8,349 papers on IEEE Xplore. This corpus was studied with an expert system that incorporates an incrementally updated human-in-the-loop active learning tool. Using that expert system, in three hours, we found 242 relevant papers from which we identified 12 techniques representing the state-of-the-art in test case prioritization when source code information is not available. These results were then validated by six other graduate students manually exploring the same corpus. Without the expert system, this task would have required 53 h and would have found 27 additional papers. That is, our expert system achieved 90% recall with 6% of the human effort cost when compared to a conventional manual method. Significantly, the same 12 state-of-the-art test case prioritization techniques were identified by both the expert system and the manual method. That is, the 27 papers missed by the expert system would not have changed the conclusion of the literature review.Hence, if this result generalizes, it endorses the use of our expert system to assist in literature reviews.

Computational Solvers for Iterative Hydraulic loss Calculations in Pipe Systems

Abstract —The study of fluid mechanics spans several engineering disciplines including Mechanical, Civil, Aerospace, Chemical, Environmental, Petroleum, and Biomedical Engineering. In all these disciplines, hydraulic loss calculations in pipes are extremely important. However, the iterative nature of the solution to these engineering problems makes it intricate and cumbersome to solve. Further, it gets very difficult to visualize the solutions to such iterative problems for a wide variety of cases. The current paper aims to bridge this gap by the creation of two open-source Excel-VBA based computational solvers. The first tool corresponds to the determination of the Darcy-Weisbach friction factor through the Colebrook Equation and its visualization on a Moody's chart, which can be effectively employed by engineering instructors as an active learning tool. Second, a complete tool covering all four kinds of pipe flow situations (including the iterative problems) has been developed. The developed computational tools were employed in an undergraduate Fluid Mechanics classroom and the detailed student responses were collected on ten aspects related to teaching and learning divided broadly under four categories – 'overall rating', 'student perceptions on self-learning', 'Improvement in teaching delivery', and 'recommendation for other courses'. The data collected from student responses were subjected to statistical analysis. The results of hypothesis testing and the p-value calculations clearly justify the immense usefulness of this tool in the improvement of the overall teaching-learning process of Fluid Mechanics. Finally, the developed computational tools are being hosted free on the web for the benefit of engineering instructors, learners and professionals alike. Keywords:Pipe losses; computational tool; Fluid Mechanics; Hydraulic loss; Moody's chart; Excel VBA.

Philosophizing About Entrepreneurship: Introducing Entrepreneurship Through the Debate of Fundamental Questions

Debate is an active learning tool used across many disciplines. We report on the use of debates in an introductory Masters’ level entrepreneurship course as a learning innovation, both face-to-face and online. Based on McBride’s definition of the philosophy of entrepreneurship, the debates focus on fundamental questions in entrepreneurship research and thought. Rotating teams debate in front of their classmates, with the audience evaluating their debate performance immediately afterwards during a short debriefing led by the instructor. For half of the debates, teams are able to choose which side of argument to take, but for the other half they might be forced to defend positions that they believe are weaker or incorrect. The debate format embraces active learning theories, requiring both speakers and audience to make choices and evaluate peer-reviewed evidence, with an intent to develop higher-order critical thinking skills. We discuss the self-reported effects that entrepreneurial debates have on self-efficacy, moving from intention to action, and on the creation of memorable entrepreneurial events for this specific audience.

Implementation of Active Learning Tools in Modern Pedagogy

Now-a-days, it is important to integrate innovative tools in engineering education. It is need of hour that conventional teaching-learning techniques should be replaced by state-of-art tools that enable instructor to deliver the content in effective manner so that learners become proactive in teaching-learning process. Active learning tools play a vital role in modern day pedagogy. Today’s pedagogical tools in active learning give that opportunity to learners to exercise their problem-solving skills and allow them to work collaboratively in groups. A detailed analysis of tools such as Kahoot, Eclipse crossword and flipped class is discussed in this paper. Our analysis involved engineering learners from Electrical and Electronics and Communication streams from our college. Participation of learners in activities such as Kahoot and Eclipse crossword was more compared to flipped class which indicates learners are more inclined towards puzzle solving and quizzing technique. We examined how these techniques improved students’ approach towards learning. It is a prime duty of instructor to engage students in the activities which serves the purpose of learning by doing. Active learning tools play critical role in making students proactive in their learning phase. Keywords - Teaching-learning, pedagogical, social, Kahoot, Eclipse crossword, flipped class

Active learning approach for online teaching of Engine Design course

Covid-19 has appealed to teachers around the world to adopt a new era of online teaching-learning methods instead of traditional teaching methods. It is a challenge for teachers to engage students in the learning process and measure outcomes with proper tools. The use of online platforms forced every teacher to redesign teaching strategies. A teacher has to think about online learning platforms and design instructional strategies. Different tools are available to make online learning interactive. The selection and application of tools is a skill of the individual teacher. In the present work, outcomes of the course Engine Design (ED) are mentioned. The course is taught online using the MS-Teams platform. During course delivery, various instructional strategies like, Games, quizzes, Discussion forums, Polls, etc. are used. Outcomes, of course, taught using an online platform and active learning tools (batch 2020-21) are measured using attainment of course outcomes CO’s and course end survey (CES). A combination of active learning techniques with online teaching is helpful to deliver the subject effectively. The CO attainment and CES indicate improvement in student communication, perspective thinking, design and modeling skills. Keywords—Course outcomes (CO’s), Engine Design (ED), Course end survey (CES).

Incorporating Visualization Tools and Active Learning Approach for Programming Courses

Programming languages are a vital domain for Computer and Information Technology engineering. The programming languages like C, C++, Java, Python, Mobile Application Development, and Web Technologies are important programming courses in CSE and IT curriculum. Understanding the programming courses includes a basic understanding of the syntax of programming language, logical & critical thinking to solve the problem, use of various editors to write and execute the program. Effective delivery of the programming course creates a great deal of influence on student’s interest in programming and software development. The students lose their interest in programming due to the inefficient delivery of these courses which leads to a gap in technical competency required by the IT sector. The current Covid 19 pandemic exposed the limitation of traditional teaching methods for programming courses. Teaching such programming courses on online mode becomes a big challenge for faculty by considering the skillset required to inculcate amongst the students for learning programming courses. The primary objective of this paper is to overcome these challenges by the effective use of a pedagogical approach for teaching programming courses. The various active learning methods and tools are discussed in this paper that was used to teach the programming language. The result shows that by implementation of such methods & tools you can retain the interest of students in programming courses and thus increase their performance and improve the skillset required in IT industry. Keywords— Computer Programming, Activity-based learning, Visualization tools, logic building, Critical thinking, Continuous Assessment.