Traditional Educational Settings Research Articles

“That Percentage of Safer”: A Mixed-Methods Analysis of Homeschool Parents’ Perspectives of School Safety

ABSTRACT School safety has been widely studied from the perspectives of administrators, teachers, and students in traditional education settings. However, parents’ perceptions of school safety have been largely overlooked. Moreover, it is unknown how homeschool parents conceptualize safety in educational settings despite school safety being a known motivator for homeschooling. This mixed-methods study uses two years of national-level survey data from 2,124 respondents and four focus groups with thirteen participants to investigate homeschool parents’ school safety concerns. Supporting existing literature, we find that homeschool parents are likely to also be parents of special-needs learners. Findings suggest homeschool parents are not concerned with physical as much as psychological and academic safety. Moreover, homeschool parents tend to frame the concepts and concerns of school safety through the lens their own or their children’s prior traditional school experiences. Study limitations, practitioner implications, and future directions for research are discussed.

Current approaches and future trends in integrating digital education methods in Chinese traditional art education

Introduction. The modern information society has had a significant impact on the education systems of many countries around the world. It enables openness, accessibility, mobility and lifelong education. In recent years, arts institutions and educators have grappled with finding the right balance between traditional and digital arts education. Traditional art techniques have long been the foundation of art education in colleges and universities. Aim. This study aims to investigate the integration of digital education methods in Chinese traditional art education and examine future trends and directions in this field. Focusing on exploring current approaches and anticipating future developments, the research seeks to provide insights into the evolving landscape of digital integration within the context of Chinese traditional art education. Research methods. To achieve the research objectives a systematic review involved to conducting a comprehensive search of relevant literature, including academic journals and conference proceedings. Studies discussing various methods, technologies, and pedagogical approaches for incorporating digital education in traditional art education settings would be identified and synthesized. A systematic review would involve searching and analyzing literature to explore methods of integrating digital education into Chinese traditional art education. Results. This study sheds light on the current approaches to integrating digital education methods in Chinese traditional art education while also offering insights into future trends and directions in this field. Based on Google Scholar search results using the keywords "digital education" and "traditional arts education" resulted in 19,800 publications. Multiple indexes were used leaving 13,600 publications. After filtering the types of literature into articles and review articles, 65 publications remained. Additionally, we removed duplicates, poorly indexed documents, and documents inconsistent with digital arts education research, reducing the number of publications to 10. Each bibliography entry includes author, institution, abstract, Google Scholar category, research topic, year of publication, publications (volumes), and references. In conclusion this study highlights the need for ongoing research and adaptation to effectively navigate the complexities of integrating digital education into traditional Chinese arts education while preserving its rich cultural heritage for future generations.

A Review of Language Curriculum Development in Multilingual Classrooms

Integrated curriculum models in language teaching have gained prominence as educators seek to provide holistic, interdisciplinary learning experiences that improve both language proficiency and content knowledge. These models emphasize the meaningful application of language skills across various subjects, promoting deeper student engagement and critical thinking. However, the implementation of integrated curricula presents challenges related to teacher collaboration, resource availability, and institutional support, especially in traditional educational settings. This review aims to analyze the effectiveness of integrated curriculum models in language teaching by synthesizing findings from empirical studies and theoretical discussions. The study examines how these models influence language learning outcomes, foster critical thinking, and address the practical challenges faced by educators. Both qualitative and quantitative studies were included, covering various educational levels and cultural contexts. The findings indicate that integrated curriculum models enhance language proficiency, particularly in communicative and academic skills, while simultaneously improving student engagement and content mastery. Effective implementation depends on strong teacher collaboration and institutional support. However, barriers such as inadequate resources and lack of training often hinder the success of these models. In conclusion, integrated curriculum models offer substantial potential for improving language education, but their success requires careful planning and sufficient support. Future research should focus on long-term outcomes and the adaptation of these models to diverse educational contexts to maximize their impact.

Reinforcement Learning in AI-Driven Assessments : Enhancing Continuous Learning and Accessibility

This article explores the transformative potential of Reinforcement Learning (RL) in AI-driven assessments, examining its impact on personalized learning experiences and continuous skill development. We investigate how RL algorithms enable adaptive learning systems to create dynamic, individualized learning paths, provide real-time feedback, and optimize long-term educational outcomes. The article delves into key aspects such as personalized learning trajectories, adaptive difficulty adjustments, and the integration of gamification elements to enhance engagement. We discuss the application of these technologies in various contexts, from traditional educational settings to professional development and certification preparation. The article also addresses the challenges and limitations of implementing RL in educational technology, including concerns about algorithmic bias and the complexity of modeling human learning processes. By analyzing current research and potential future directions, this paper provides a comprehensive overview of how RL is reshaping the landscape of education and assessment, offering insights into the future of adaptive learning systems and their role in fostering lifelong learning in an increasingly digital world.

Leveraging Social Media to Enhance Historical Awareness: A Case Study of the Inspect History YouTube Channel

Limitations in educational curricula, ineffective teaching methods, and insufficient resources can hinder a nation's ability to foster historical awareness. However, advancements in information and communication technology (ICT) present opportunities to address these challenges. The rise of social media platforms, especially YouTube, has become a powerful tool in disseminating historical knowledge. This study employs a qualitative research design with a case study approach, focusing on the YouTube channel "Inspect History." Data were collected through observations of the channel's content, online interviews, and document analysis. The study specifically examines how this platform contributes to enhancing historical consciousness. The "Inspect History" YouTube channel, with 580 thousand subscribers and 257 videos as of July 20, 2022, demonstrates the effectiveness of animated videos in fostering historical awareness. Viewers reported increased engagement with and understanding of historical events through the platform's accessible content. The findings suggest that social media, particularly YouTube, can significantly enhance the public's understanding of history. The case of "Inspect History" illustrates how well-curated digital content can compensate for limitations in traditional educational settings, providing an engaging alternative for learning. This study highlights the potential of social media platforms to promote historical awareness. The success of "Inspect History" underscores the value of utilizing digital tools to overcome educational barriers and cultivate a deeper public understanding of history in the digital era.

Playing with the cultural pilgrimage to stimulate tourism: the xFORMAL project on cultural heritage and informal learning.

The focus on culture as an engine of sustainable development has favoured its gradual acquisition by institutions engaged in the protection and promotion of heritage as an enabling and systemic factor capable of connecting innovation, continue education, research, and citizen engagement in a single chain. Knowledge of the landscape that combines works of nature and humankind and its bio-cultural diversity makes it possible to identify innovative informal education and new tourist itineraries where the real experience is presented as a cultural pilgrimage. The European project of the Marie Skłodowska-Curie Programme RISE ‘Informal and non-Formal E-Learning for Cultural Heritage - xFORMAL’, currently halfway through its lifecycle, was born to create an informal way of accessing the cultural heritage of one's territory, revealing its past, history, and the civilisations that preceded us. After two years of closure due to the pandemic, this project reintroduced an authentic experience through gamification, a contact with landscapes, museums, and archaeological sites with physical, social, and cultural dimensions of their environments across space and over time. Building upon this foundation, the article delves into the intricate design and architectural principles that underpin the creation of the xFORMAL game, showcasing it as a paradigm of informal learning. This exploration includes a detailed analysis of the game's innovative design elements, educational strategies, and its role in facilitating an engaging and immersive learning experience outside traditional educational settings.

Promoting analytical thinking skills development in elementary school students through animated cartoons

Traditional educational settings often struggle to engage students and cater to their individual needs when cultivating analytical thinking skills. This study addresses this challenge by exploring the potential of animated cartoons to enhance analytical thinking among elementary students. The research aims were to develop an animated cartoon format that encourages analytical thinking, evaluate its effectiveness, and investigate students' application of analytical thinking. Using cluster sampling, 2258 students were selected from 44 randomly chosen schools in Thailand's Mekong River Basin. The study employed a mixed-methods approach, utilizing document analysis, format suitability assessment, and an analytical thinking skills rubric. Data analysis involved qualitative summaries, descriptive statistics, and comparisons of pre- and post-intervention assessments. The findings revealed that the developed 3D animated series “Tang Na's Analysis" significantly improved students' analytical thinking skills, with high format suitability and good quality analytical thinking post-intervention. This study highlights the potential of animated instructional media to stimulate higher-order cognitive functions and make complex concepts accessible, contributing to the integration of engaging technological tools in education to nurture essential thinking skills.

A Neurotechnological Study to Quantify Differences in Brain Activity Using Game-Based Learning

This research delves into the comparative analysis of brain activity using gamification in the classroom versus traditional teaching. This study aims to employ neurotechnology to record and analyse the impact of active gamification methodology on relevant variables in the learning process within a traditional university education setting, presenting an innovative contribution to the existing literature. Neuroscience technology has been utilized to gauge cognitive processing of stimuli tailored for an academic experience in a university master's class. By scrutinizing brain recordings related to attention, interest, long term excitement, stress, relaxation, and engagement, the findings provide a quantitative assessment of key learning variables through brain signals. Gamification is the active methodology employed, and the application of neuroscience technologies facilitates an understanding of the variations in levels of brain activation among students, shedding light on the contributions of this active teaching methodology to the learning process.

Investigating the link between students’ learning intentions and their learning outcomes: A clustered randomised controlled trial

We investigate the impact of repeated contextual nudging on task com- pletion and performance within the setting of traditional face-to-face education, adding to a literature which has focused on non-contextual nudges, provided contextual nudges in online learning settings, or used one-time nudges. We undertake a clustered randomised controlled trial on first-year Business School students at Heriot-Watt University, employing weekly nudges during tutorials to encourage students to establish learning intentions for the upcoming week. We rule out significant treatment effects from the nudging intervention on tutorial attendance, the most important predictor of final marks of all intermediate outcomes that we consider. We are unable to make causal statements on the effects of the intervention on final marks. Nonetheless, this experiment yields valuable insights into the dynamics of repeated contextual nudging within traditional educational settings as well as shedding light on aspects of student behaviour.

Tsunami at school. An experimental strategy to increase students’ risk perception

We tested a methodology for assessing high school students’ tsunami risk perception and knowledge to improve their tsunami awareness. Our objective was to test whether the use of a structured questionnaire on tsunami risk perception could be used as a tool to assess students’ improvement after a lesson on tsunamis. For this purpose, we involved about 100 students from four classes of a high school (Polo Liceale Statale “Lazzaro Spallanzani”) in the town of Tivoli, in central Italy, about 20 km from Rome and 40 km from the seaside. We administered the questionnaire in three subsequent surveys (to 94, 96, and 109 students, respectively), the first of which without providing any information on which subject they would be dealing with. Students were asked to answer the 31 questions individually, each using her/his mobile phone during science class. After two months, all four classes were trained with a frontal lesson and a discussion on tsunami risk. Afterwards, we administered the questionnaire again and ran the second survey. Finally, we met the students one year later and administered the questionnaire again, then we compared the three survey results. The comparison shows that the students’ risk knowledge and perception, which was generally very low in the first survey, improved significantly after the lesson and the relative discussion. Although this result was somewhat expected, it has been possible to confirm and quantify the improvement. According to studies conducted using similar methods [Gray and Di Loreto, 2016; Ayllón et al., 2019], the active participation of students, the collaborative approach provided by teachers and researchers, and the use of a survey tool such as a questionnaire – which, despite being completed individually, fosters an environment of emotional sharing – all contribute to stimulating students’ curiosity and facilitating their learning in traditional educational settings. We then administered the questionnaire to the same classes one year later. The outputs of the third survey show a partial decrease in students’ awareness that nevertheless remains significantly better than in the first survey. This suggests that the students’ involvement in the learning process through the questionnaire and through an active discussion after watching videos and pictures works well, but also that a periodic reminder by the science teachers is needed to maintain a constant level of risk awareness and perception. We propose to replicate this approach by involving teachers in the survey, providing them with a recorded lesson with all the basic elements, to be shown between the first and second administration of the questionnaire, and with periodic (yearly) reminders.

Redefining Student Learning Identities

This paper presents a focused examination of a practitioner research case study, honing in on twelve college students in a class of thirty-seven, enrolled in a chemistry course within a blended learning framework. Over the course of two years, the research aimed to delve deeply into the impact of networked learning experiences on the learning identities of these students. Through meticulous exploration using in-depth interviews, significant positive transformations in the learning identities of these twelve students were unearthed. The research question guiding this work was to understand how the blended learning approach, which included an online networked learning component supplementing face-to-face learning, brought about a change in student learning. The study investigated the impact of online participation on the learning identities of the students and how, in turn, the class was generally affected by the transformation of student identities. By examining the interplay between online and face-to-face learning modalities, this research sheds light on the complex dynamics shaping the learning experiences and identities of college students in blended learning environments. Distinctly, the investigation identified two main components of the student learning identity. These are the academic and positional sub-identities. The academic identity transformation was particularly noteworthy, revealing an emergent sense of control, agency, empowerment, and competence as a result of the students embracing online collaborative learning. Simultaneously, the research brought to light changes in the positional identity, encompassing persona-related, acted, and relational identities. The interplay of these identities within the class fostered a profound sense of belonging, of being valued, and connectedness among the students, extending its influence into the face-to-face learning contexts.The findings emphasize that networked learning collaborative skills not only enhance traditional educational practices but also play a key role in effecting positive changes in students' learning identities. The integration of online collaborative learning within traditional educational settings emerged as a catalyst for fundamental transformations in how students perceive and engage with their learning processes. The research contributes to knowledge on the impact of digital pedagogies on learning identities and suggests that educators can use online collaborative learning experiences to cultivate a more profound impact on students' learning identities and engagement, thereby enriching both theory and practice in education. It offers valuable insights on fostering dynamic and empowered learning environments to educators.

Mathematics in Art and History Museums: An Informal Mathematics Education Case for Teachers’ In-Service Training

Recognizing the omnipresence of mathematics across various contexts, this paper addresses the untapped potential of museums as rich venues for informal mathematics learning beyond traditional educational settings like classrooms. This paper presents the InformalMath program, designed for the professional development of primary and middle school teachers using integrating mathematics education within art and history museums through designing mathematics visit workshops. Specifically, the focus is placed on Phase 1 of the program, in which teachers participated in two informal mathematics education workshops at two museums in Turin, Italy, and were asked to reflect on their participation through a written essay. The analysis of the essays reveals significant engagement, appreciation of mathematics as a cultural artifact, and the emergence of creativity and inclusion among participating teachers. These findings highlight the benefits of such interdisciplinary approaches in enhancing mathematical understanding and pedagogical strategies. Conclusions emphasize the program’s success in not only enriching teachers’ instructional repertoire but also in promoting a more holistic, engaging, and contextualized approach to mathematics education, suggesting a promising avenue for future educational practices and research in informal learning environments.

Playing with the cultural pilgrimage to stimulate tourism: the xFORMAL project on cultural heritage and informal learning.

The focus on culture as an engine of sustainable development has favoured its gradual acquisition by institutions engaged in the protection and promotion of heritage as an enabling and systemic factor capable of connecting innovation, continue education, research, and citizen engagement in a single chain. Knowledge of the landscape that combines works of nature and humankind and its bio-cultural diversity makes it possible to identify innovative informal education and new tourist itineraries where the real experience is presented as a cultural pilgrimage. The European project of the Marie Skłodowska-Curie Programme RISE 'Informal and non-Formal E-Learning for Cultural Heritage - xFORMAL', currently halfway through its lifecycle, was born to create an informal way of accessing the cultural heritage of one's territory, revealing its past, history, and the civilisations that preceded us. After two years of closure due to the pandemic, this project reintroduced an authentic experience through gamification, a contact with landscapes, museums, and archaeological sites with physical, social, and cultural dimensions of their environments across space and over time. Building upon this foundation, the article delves into the intricate design and architectural principles that underpin the creation of the xFORMAL game, showcasing it as a paradigm of informal learning. This exploration includes a detailed analysis of the game's innovative design elements, educational strategies, and its role in facilitating an engaging and immersive learning experience outside traditional educational settings.

Role-Play Simulations for Decision Making in Contexts of Uncertainty: Challenges and Strategies When Engaging Elites as Participants

ABSTRACTThis study explores the application of role-play simulations (RPS) in addressing complex challenges (e.g., the climate crisis) beyond traditional educational settings. Drawing from pilot simulations involving 12 scientific experts and 12 policy makers, the article identifies three key challenges in conducting RPS with elite participants and provides practical strategies for overcoming them. Namely, the article emphasizes the importance of adapting the scenarios to sociopolitical contexts, choosing an ethical recruiting method to ensure inclusivity, and managing group diversity while maintaining a balance between the playfulness and the seriousness of the simulation. Overall, our study underscores the potential of RPS to foster dialogue between scientific and political actors and provides practical guidance for their effective use.

Designing a New Generation of Learning Management Systems

This paper focuses on the architecture of a Learning Management System (LMS), and how to redesign it to facilitate and increase its usage inside an information system and achieve a more profound and better integration. By expanding the functionality of LMSs beyond the traditional educational setting, organizations can benefit from a centralized system that can handle a wide range of tasks. This can include project management, decision-making support, collaboration services, calendar management, bidding management, multi-point collaboration, document co-writing, etc. However, integrating these additional functionalities into an LMS can be challenging. It requires a deep redesign of the software architecture and understanding how these functionalities can be best implemented within the system. LMSs can be a powerful tool for organizations to manage various tasks other than purely educational tasks, thus improving efficiency and reducing the need for separate systems.

Building Communities of Teachers: Stories from the Classroom, How to Scaffold Learning Adventures Through Trust

Education is recognised as a viable pathway to a better future. It is not a linear rite of passage but a meandering recognition of learning along the way. The advocacy of education for all, internationally, has led to education policy implementation across our global citizenship albeit at differing levels of accessibility and quality. It is widely recognised that the seminal work of Freire, Rousseau and Dewey have embedded the importance of active learning and critical pedagogy in our modern society. But have our leaders of education sufficiently recognised the need to promote education as a sustainable, complementary activity to social and caring aspects of our society.
 
 This paper focuses on strategies used to build a sense of community in a classroom of educationalists who through their own learning experiences gain empowerment. Drawing on 3 iterations of delivering a module in synchronous virtual classroom, the strategies adopted are outlined, the overall theme is to enable the building of trustworthy relationships and to teach educationalists to embed beliefs and values into their teaching practice. Aspects of the induction period are designed to foster resilience and wellbeing in the teacher cohort for digital and physical life so that students feel nurtured and gain confidence to grow and empower others within the learning lifecycle.
 
 Following on from the global pandemic, most formal education ecosystems had to temporarily pivot to digital education. Reflection and critical thinking beyond COVID position digital education at a juncture that needs careful consideration to understand the giant leap required to utilise advancements in technology in a classroom. This paper presents a pedagogical approach that tightly couples classroom dialogue with the application of existing technology for teaching and learning at level 9 (Masters) to surmount a sense of uncomfortableness encountered for teachers when faced with moving from a whole group, self-contained classroom approach to a multi-faceted learning ecosystem. Furthermore, the case studies described here address complexity in the classroom, acknowledging the ‘valley of death’ approach used in transitioning research into practice, and furthering our understanding how innovative technologies only make a difference when deployed and used in line with user needs and requirements (Maughan et. al, 2018).
 
 Students describe how they overcome fear from one’s own comfort zone toward recognising the power of teachers as change agents using an array of community communication platforms to equip and enhance their toolkit with engagement tools tailored for their subject expert domain needs. 
 
 Technology is a critical enabler to access knowledge, resources and people and has empowered those unable to engage with traditional educational settings to gain formal and informal knowledge whilst making learning more fun and engaging alongside other life responsibilities. Education as a career has expanded, teachers, tutors, lecturers, instructional designers, social and community enterprises, data analysts, database architects, facilitators all contribute to a complex education ecosystems that aspire to equality, inclusion and diversity. The population in this study includes diverse educationalists contexts and demonstrates the use of ice-breakers (Eggleston and Smith, 2004). This paper details examples of community building over a number of semesters delivering the same module to different cohorts. It illuminates the difficult induction period whilst students gain trust within small groups and overcome challenges that are presented. The results identify mechanisms that foster a sense of urgency to advocate for change, overcome complacency in classroom and introduce experimentation as a lever to learning in a failsafe ecosystem. Fear is identified as a concept that prevents the use of some technology due to its unpredictability and teacher legacy for being the person at the top of the class with all the knowledge. Times have changed, creativity is key and teachers are realising that they must prepare their students for failure in addition to success and that they need to model experimentation and failure to demonstrate that recovery and problem based learning prevails in a knowledge economy. As educator's compliance is a critical factor to meet the quality standards of our trade, meeting learning outcomes is just one part of the learning journey, gaining trust, delivery of engaging content and the realisation that students need an education ecosystem that promotes a nurture environment, self-actualisation and phronesis.

Education for sustainable development and global citizenship education in the GCC: a systematic literature review

ABSTRACT Countries in the Gulf Corporation Council (GCC) are undergoing tremendous social and economic change in a bid to transform their societies into thriving knowledge-based economies embedded within the global system. Education is at the heart of the agenda. This has led to sweeping, mainly neo-liberal educational reforms. Education for Sustainable Development (ESD) and, to a lesser extent global citizenship education (GCED), is a vital part of this shift to achieve post-carbon economies and economic diversification. This paper is a systematic literature review of ESD and GCED in the GCC. It aims to provide a comprehensive overview of the current state of the art and identify common themes, issues, and challenges in implementing ESD and GCED in the region. One important finding is that the vast majority of current studies focus on the multiple dimensions inside educational institutes, such as their students, faculty and curricula. New lines of research might explore alternative means for education and shaping people’s worldviews outside traditional educational settings. The second significant finding is that despite Gulf-specific trends, the broad overarching challenges, bottlenecks, and recommendations are strikingly similar to other countries, particularly Europe. This indicates a deeper structural and epistemological crisis within modern education systems itself.

Sustainable Vocational Preparation for Adults with Disabilities: A Metaverse-Based Approach

This research introduces a sustainable, metaverse-based vocational preparation program designed to empower adults with disabilities, providing them with the necessary skills to secure and retain employment in a landscape drastically altered by the Fourth Industrial Revolution and the COVID-19 pandemic. After implementing the program with nine adults with disabilities, the Wilcoxon signed-rank test was used to analyze the differences in the pre- and post-tests of the study participants. As a result, the participants’ interpersonal relationships, problem-solving abilities in the workplace, and online interview skills were significantly improved. This study holds significance in its innovative approach to vocational education, adapting to shifts in employment trends and providing interventions in the metaverse that transcend traditional educational settings.

Learning through clinical extramural studies: an observational study

BackgroundVeterinary medicine programmes require students to learn in formal educational settings and through workplace experiences. Previous studies have indicated that learning in the clinical workplace can be informal as students participate in daily activities of service provision by veterinary teams. It can be complex however for students to transition from a traditional formal educational setting to learning in the workplace and students must be able to self-regulate their learning. This requires students to set their own learning goals, consider available learning opportunities and to evaluate if intended learning outcomes have been attained. There is a need to identify strategies students undertake to self-regulate their learning in the workplace to design supports to enhance their learning. The aim of this study was to provide a detailed description of how final year veterinary medicine students plan, learn and reflect on their learning in the workplace context of clinical extramural studies (CEMS) prior to the COVID-19 pandemic.MethodsAn observational repeated cross-sectional design study was conducted with two groups of final year veterinary medicine students in University College Dublin. Data was collected in two stages by analysing student activity records and surveying students in 2017 and 2018. Participants were asked to describe how they planned their CEMS, to describe the types of learning activities they participated in, and describe their reflections of CEMS.ResultsThe results are interpreted through the lens of self-regulated learning theory. Analyses of student CEMS activity records indicate that students from both groups primarily participated in small animal / production animal or mixed practice work placements. The majority of respondents of the survey indicated that CEMS was a valuable learning opportunity and they were motivated by placements that would support their future career goals. Financing CEMS placements was a key obstacle to their planning. The majority of respondents indicated varying frequencies of engaging in different types of learning activities and noted that finding suitable placements that facilitated practical skill development and active student learning was a challenge. Implications for veterinary education are discussed.ConclusionsStudent perspectives on planning and learning in the CEMS workplace context yielded important insights into the factors that influence their self-regulatory activities which can help inform future educational interventions to support student learning.

Enhancing students' online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies.

Understandability and completeness are essential in modern collaborative digital platforms and their learning systems. These platforms have shaken up the traditional education setting, particularly in leveraging the coauthoring approach in problem-solving and streamlining the learning behavior of cowriting or corevising. Such a learning context has attracted considerable interest from various stakeholders; however, it needs to be explored further as an independent topic. Based on social capital and social identity theories, we explore how online collaborative problem-based learning (PBL) effectiveness, relational quality, and social identity influence students' perceived PBL performance during learning activities. Based on the core elements of online coauthoring processes (i.e., platform, cocreation, and problem-solving), this study employs a holistic view of the coauthor to discuss the effects of understandability and completeness. This study also highlights the mediating impact of trust on students' social identity. Based on the responses of 240 students, the results support the proposed hypotheses using partial least squares analysis. The study's implications suggest guidelines to educators on how to enhance students' perceived PBL performance by using wiki technologies.