Traditional Teaching Approach Research Articles

Adaptive Learning to Maximize Gifted Education: Teacher Perceptions, Practices, and Experiences

This study explores teachers’ perceptions, strategies, and experiences integrating adaptive learning (AL) in gifted education. The results revealed that teachers regard AL as a valuable technology-driven approach to enhance quality teaching and student outcomes for all students, not just gifted learners. Teachers employ multiple strategies to implement AL and cite multiple benefits, including personalization of instruction, promoting independent learning, tailored feedback, creating stimulating learning opportunities, and streamlining evaluative procedures, especially when combined with more traditional pedagogical approaches. However, teachers also face challenges derived from insufficient training, limited access to technology, uncertainty in selecting materials, and maintaining students engaged over extended periods. Additionally, teachers are aware of potential risks to student health, relationships, and academic integrity. Findings are discussed, and implications for the effective implementation of AL in gifted education are presented.

The impact of flipped classroom on English proficiency of first-year Chinese urban and rural pre-service teachers

IntroductionIn recent years, China has made strides in adopting student-oriented teaching approaches, particularly in tertiary English education, through the integration of enhanced technology. This study aimed to investigate the impact of flipped classroom on the English proficiency of first-year pre-service teachers at a Chinese normal university. It also sought to determine whether educational background (urban or rural) interacted with the teaching approach (flipped or traditional) in affecting the language proficiency of the learners.MethodsA quasi-experimental design was utilized with two treatments: a flipped classroom approach and a traditional teacher-centered teaching approach. Both approaches were implemented in the Integrated English Course over a 12-week semester. Two randomly selected classes, consisting of 60 pre-service teachers in each class, were assigned to either the experimental or control group. Data were collected from pretest and post-test assessments and analyzed using two-way ANOVA.ResultsThe results revealed a positive impact of the flipped classroom and a significant interaction between educational background and teaching approach on English proficiency. Specifically, urban pre-service teachers achieved higher English proficiency than their rural peers when taught in the flipped classroom, but not in the traditional classroom. Furthermore, urban pre-service teachers in the flipped classroom outperformed their urban peers in the traditional classroom, while rural pre-service teachers did not show any significant difference in their performance between the two classes.DiscussionThe findings suggested that the flipped classroom approach was more effective than the traditional approach for Chinese pre-service teachers, particularly those with an urban educational background. However, it is important to ensure that rural learners receive sufficient support to benefit equally from this innovative teaching approach. Accordingly, implications and recommendations for future research are discussed.

Employment of Generative Artificial Intelligence in Classroom Environments to Improve Financial Education in Secondary School Students

Financial education is considered an essential skill that enables students to effectively manage their economic resources. However, it is still at an embryonic stage in several countries, and the ability of young people to apply financial education in life contexts has not substantially improved. To address these challenges, this study proposes and evaluates a novel approach to improve financial education among high school students by using generative artificial intelligence tools. Following a quasi-experimental design, we randomly assigned a total of 110 high school students to two conditions: an experimental group that participated in learning experiences under the financial education approach using artificial intelligence tools such as ChatGPT and a control group that engaged in the same learning activities following the traditional teaching approach. The results of the Mann-Whitney U test indicate that there are significant differences between the scores of the experimental group and the control group (p=1.64E-19<0.05, group experimental=82.92> group control=28.08), demonstrating the effectiveness of the generative artificial intelligence approach in enhancing financial education compared to the traditional approach. Furthermore, the Kruskal-Wallis test revealed a significance p-value of less than 0.05 (p=0.000935<0.05), indicating that the use of AI significantly improves the five indicators of financial education according to the post-test evaluation phase of the experimental group. On the other hand, Dunn's test for multiple comparisons reveals a significantly greater influence of the innovative approach using artificial intelligence in the following dimensions: Financial Planning Actions, Financial Analysis Actions, Financial Behavior, and Strategic Expense Management; however, the Investment Initiative dimension shows a significantly lesser influence ( =103.46). The implementation of artificial intelligence in the classroom to promote student learning is favored by innovative approaches to pedagogical action. In this way, from the classroom, we can address the lack of skills and financial education in our students. Received: 11 December 2023 / Accepted: 19 March 2024 / Published: 5 May 2024

Effectiveness of GeoGebra on Botswana TVET students’ performance on linear equations

The purpose of this study was to investigate the comparative effects of using GeoGebra software and traditional teaching approaches on the performance of TVET students in linear equations. The study followed a quasi-experimental design with a non-equivalent group consisting of pre- and post-test measures. The population of the study consisted of TVET learners from 14 Brigades in the southern region of Botswana. Using the convenience sampling technique, two TVET institutions (n=41) participated in the study. One institution formed the experimental group, whereas the other formed the control group. The study did not employ random participant selection, as the control group and the experimental group comprised pre-existing, intact classes from the participating institutions. GeoGebra software was used in the experimental group, while the control group was taught using the traditional approach with no technology incorporation. Similar pre- and post-tests were administered to both groups to measure the comparative effects of each teaching method on the performance of learners. A constructivist theory framed the study. A t-test was used to analyze the data with α = 0.05, and the findings showed a significant difference in the mean scores between the control group and the experimental group (t = 2.188, p = 0.008 < α) in the post-test. These results indicated that students in the experimental group outperformed those in the control group. Overall, the results of this study showed that GeoGebra enhanced student performance in linear equations as compared to traditional methods of teaching.

Empowering Learning Through Game Creation: Investigating the Impact of Educational Technology on Learners’ Engagement and Attainment Level in Subject-Based Game Design (Phase I)

Empowering Learning Through Game Creation: Investigating the Impact of Educational Technology on Learners’ Engagement and Attainment Level in Subject-Based Game Design (Phase I)

Practice and Exploration of University English Teaching Reform Based on Virtual Reality Technology

The university English teaching, the integration of virtual reality (VR) technology represents a groundbreaking frontier poised to revolutionize traditional pedagogical approaches. As education evolves to meet the demands of a digital age, incorporating immersive technologies like VR offers transformative opportunities to enhance learning experiences and outcomes. In the dynamic landscape of university English teaching, the integration of cutting-edge technologies like Augmented Virtual Feature Classification (AVFC) heralds a transformative era of pedagogical innovation. AVFC represents a pioneering approach that harnesses the power of virtual reality (VR) technology to reshape traditional teaching methodologies. By leveraging the power of VR, AVFC redefines traditional teaching methodologies by immersing students in virtual environments enriched with augmented features. These features augment the learning experience by providing interactive elements, visual aids, and simulated scenarios tailored to enhance language learning. The implementation of AVFC has yielded remarkable results, demonstrating its effectiveness in driving positive learning outcomes. By immersing students in virtual environments enriched with augmented features, AVFC offers an unprecedented level of engagement and interactivity in language learning. AVFC implementation has demonstrated a 30% increase in student engagement and a 25% improvement in language proficiency compared to conventional teaching methods, highlighting its effectiveness in driving positive learning outcomes.

The Challenge of Traditional Teaching Approach: A Study on the Path to Improve Classroom Teaching Effectiveness Based on Secondary School Students' Psychology

Currently, the psychological issues faced by secondary school students and their impact on classroom instruction are widely discussed. Throughout the middle school years, adolescents experience both physical and cerebral development. As material living conditions improve and social attitudes diversify, secondary school children experience fast cognitive development, possess a strong sense of self, and may also exhibit anxiety and rebellious tendencies. Nevertheless, the present traditional classroom exhibits many drawbacks, including a singular teaching approach, disconnection from real-world applications, insufficient emphasis on perceptual skills development, and disregard for students' active engagement in information acquisition. Conventional classrooms are no longer capable of fulfilling the requirements of learners. Thus, considering the psychological traits of middle school children, this study proposes the following recommendations: Firstly, create a classroom environment that is focused on the needs and interests of the students. Secondly, use the cooperative learning approach inside the classroom. Lastly, incorporate the usage of multimedia tools and techniques for instructional purposes.

Implementation of a Personalized Adaptive Mobile Learning System

A notable obstacle in the field of education is the restricted flexibility of traditional teaching approaches. These approaches frequently take a consistent stance, disregarding the wide range of learning preferences that pupils possess. This leads to a decrease in student motivation and engagement, which in turn produces below-average learning outcomes. This research focuses on creating an adaptive learning system that classifies learners using the Felder-Silverman model in order to overcome these problems. After then, this system creates customized recommendations based on user choices in an effort to improve learning results. In order to keep enhancing the system's efficacy, the study have also included a feedback mechanism and performance evaluation.

Perceptions of medical students on narrow learning objectives and structured debriefing in medical escape rooms: a qualitative study

BackgroundEscape rooms are increasingly used in medical education as a complementary learning technique or even alternative to traditional educational approaches. Few studies focus on debriefing following medical escape rooms and how escape rooms can be used to achieve pre-defined learning objectives. Evaluating the use of narrow learning objectives may increase the depth of reflections and transform an engaging team event into an effective learning opportunity. This study aimed to explore participants’ experiences and perceived learning outcomes of narrow learning objectives in a medical escape room with debriefing.MethodsIn this explorative, qualitative study, participants saw a video lecture, participated in an escape room experience, and in a following debriefing. Throughout this learning session, the learning objectives concerned “exchange of information” and are therefore relatively narrow. Participants then participated in a semi-structured focus group interview and completed a demographic questionnaire. Participants were volunteer final-year medical students. Focus group interview recordings were transcribed and analysed using systematic text condensation.ResultsThirty-two students in eight groups completed the study. Five themes were described in the analysis of the focus group interviews: Experience with the narrow learning objectives, topics discussed in the debriefing, learning mechanisms, learning outcomes concerning exchange of information and influences of the learning approach.ConclusionsNarrow learning objectives and structured debriefing seem to increase perceived learning depth of medical escape room sessions. Using semi-structured debriefing still allows for discussions of other elements relevant to the students.Clinical trialsClinical.trials ID NCT04783259.

Artificial intelligence in education: analysis of dynamics, perception, and prospects for integration

This article delves into the intricate relationship between Artificial Intelligence (AI) and the educational ecosystem, particularly within higher education. It embarks on a detailed examination of how AI's integration influences teaching methodologies, learning experiences, and research processes while also casting a spotlight on the accompanying challenges and concerns. Specifically, it scrutinizes the repercussions on pedagogical communication and student engagement, underpinning its analysis with a study that encompasses an array of dimensions: the fluctuation in student populations and the density of higher educational institutions, the degree of digitalization within these entities, and comprehensive questionnaire responses from students that reveal their perceptions and attitudes towards AI's role in education. This study aims to explore the perspectives and experiences of a critical stakeholder group: students. By dedicating focused attention to both the opportunities and obstacles presented by AI in education, this study aims to foster a nuanced comprehension of its impact. It critically evaluates the potential benefits and drawbacks, equipping stakeholders with the insight needed to navigate the evolving educational landscape. Furthermore, this research aims to spotlight trends in digital competitiveness within the educational sector and propose strategic recommendations for achieving a harmonious balance between innovative and traditional pedagogical approaches. Such balance is pivotal for crafting forward-thinking educational strategies amidst the rapid integration of AI technologies. Through this comprehensive analysis, the study seeks to contribute to the broader discourse on optimizing AI's potential in education while mitigating its challenges, thereby supporting the advancement of an education system that is both innovative and inclusive.

Drama in STEAM education: Possible approaches and connections to drama-based activities in STEAM education

AbstractDrama in Education (DiE) has been a well-known teaching technique for an active learning approach for students. It utilizes different forms of conventions to enhance a student's learning experience in the classroom, offering alternatives instead of the traditional teaching approaches. Drama can encourage students to learn and think critically and improve public speaking, communication, and confidence. The article portrays the use of drama activities in STEAM education by depicting the benefits and challenges. This study uses a qualitative approach to collect data, including relevant literature, descriptions of drama activities, and observation. The findings display that drama in STEAM education can improve and stimulate students' learning and knowledge in a particular subject. This study aimed to view 19 higher education students' perspectives of drama activities in STEAM. Two activities were completed during this pilot study and observations were made throughout the process. Furthermore, drama in STEAM stimulated the students, were more enthusiastic about exploring, examining and learning, socializing with their groupmates, and the confidence to perform.

Development of a transdisciplinary education concept to prepare textile technology students for dealing with AI

A basic understanding of the mechanisms and implications of the use of Artificial intelligence (AI) is crucial to effectively implement AI in business and society. To achieve this goal, the research project described here aims to provide students from different disciplines with practical AI knowledge. Instead of focusing on traditional teaching approaches, students work together on transdisciplinary and interdisciplinary projects. The basis here is provided by department-specific application scenarios. Supported by learning nuggets, expert lectures and an accessible software infrastructure, students thus gain easy access to AI topics.The goal in the Faculty of Textile and Clothing Technology is to train specialists in the use of AI in the textile process chain. Students will learn how to classify image data of fibers based on a practical example. Among other things, they will generate a data set for a neural network and work closely with computer science students to implement it. The focus is on enabling students to apply AI independently and thus create the basis for new innovative ideas in industry

Application of Multimedia Man-Machine Interaction in College Physical Education Teaching

In the realm of physical education in college, the traditional classroom teaching approach primarily relies on paper textbooks and demonstrations by the teacher. However, in today's physical education classrooms, there is a need to change these traditional teaching methods. Utilizing multimedia technology and interactive interfaces, teachers can demonstrate the essential actions and intricate details through multimedia videos and other formats such as push-pull and shaking. This chapter introduces a multi-segment human body tracking algorithm that focuses on real-time tracking. The human body target is divided into multiple segments, and an online learning method based on Hough Forests is used to learn the overall appearance of the human body and the appearance model of each segment. The research findings indicate that when the merged area exceeds 82.36% of the pre-segmentation area using watershed analysis, smaller areas lead to faster segmentation speed, while larger areas result in slower segmentation speed. Compared to other methods, this approach yields better recognition results.

Virtual Simulation Experimental Teaching of E-Commerce Course Based on Short Video

The e-commerce course based on short videos offers a dynamic and accessible learning experience tailored to the fast-paced world of online business. Through concise and engaging video modules, students gain practical insights into various aspects of e-commerce, including market analysis, digital marketing strategies, website development, and customer relationship management. This papers explores the implementation of virtual simulation experimental teaching in an e-commerce course, utilizing short video modules as the primary instructional tool, enhanced by Stacked Ranking Regression Classifier (SRRC). The research aims to enhance student engagement and comprehension by integrating virtual simulations with short video content, providing an immersive and interactive learning experience. Through simulated experiments and empirical validations, the efficacy of SRRC-enhanced virtual simulation teaching methods is evaluated. Results demonstrate significant improvements in student performance and satisfaction compared to traditional teaching approaches. Simulation analysis of students exposed to SRRC-enhanced virtual simulation teaching reported a 25% increase in comprehension levels and a 30% improvement in engagement metrics. Additionally, the SRRC model facilitates personalized learning experiences tailored to individual student needs, leading to enhanced learning outcomes. These findings underscore the potential of virtual simulation experimental teaching with SRRC in revolutionizing e-commerce education and fostering student success.

Integrating AI in education: Opportunities, challenges, and ethical considerations

Integrating Artificial Intelligence (AI) in education presents a promising frontier with manifold opportunities, yet it also poses significant challenges and necessitates ethical considerations. This review explores the multifaceted landscape of AI integration in education, highlighting its potential to revolutionize traditional pedagogical approaches, personalize learning experiences, and streamline administrative tasks. However, it also addresses the challenges pertaining to implementation, including issues related to accessibility, data privacy, and the digital divide. The opportunities afforded by AI in education are vast and transformative. AI-driven technologies have the capacity to adapt instruction to individual learning styles, thereby enhancing student engagement and academic outcomes. Additionally, AI-powered tools can automate administrative tasks, allowing educators to allocate more time to meaningful interactions with students. Moreover, AI holds promise in facilitating the creation of immersive learning environments through virtual reality and augmented reality applications, enriching the educational experience. Nevertheless, the integration of AI in education presents ethical considerations that warrant careful examination. Concerns regarding data privacy and security arise as educational institutions collect and analyze vast amounts of student data. Moreover, there are apprehensions about the potential for AI algorithms to perpetuate biases or reinforce inequalities if not implemented with conscientious oversight. Furthermore, questions surrounding the ethical use of AI in assessing student performance and making consequential decisions underscore the importance of establishing transparent and accountable practices. While the integration of AI in education offers unprecedented opportunities for innovation and improvement, it is imperative to navigate the associated challenges with diligence and ethical foresight. By addressing these challenges thoughtfully, stakeholders can harness the full potential of AI to cultivate equitable, inclusive, and effective educational environments.

Digital learning in physiotherapy education: Exploring design approaches through meta-analysis

The implementation of internet-based educational designs to enhance teaching and learning could be advantageous for higher education. There is not much research on digital methods of learning in physiotherapy education. The investigation examines and assesses methods of online learning in an effort to raise the standard of physiotherapy education. An extensive meta-analysis and evaluation of both randomized and non-randomized tests are the proposed methods of the research. A map was made of the digital initiatives and research mentioned in the list. Learning impacts for similar interventions were determined by means of meta-analysis. Five cohort investigations and ten randomized controlled trials make up the total of 15 researches included in the evaluation. Blended learning, remote learning, and the flipped classroom methodology were all used in 14 studies. In all, seven of the fifteen pieces of content were referenced in the flipped classrooms have statistically significant effects on learning, according to a meta-analysis for interaction uses on useful skills. Based on the findings, integrating pedagogical approaches is equally, if not more, more efficient than a regular classroom instruction in obtaining learning objectives. Results in online education did not show any discernible variations from traditional classroom training. It has been found that space learning and integrated learning are just as effective as traditional teaching approaches, if not more so, in the field of physiotherapy education. The meta-analysis found that using student-made videos, flipped classrooms, and interactive websites improved students' learning. Larger controlled trials are needed to validate these results. Research ought to investigate the ways in which online learning models can make possible students' assimilation in pragmatic abilities and behaviors, facilitate their understanding of concepts, enhance their memory of contents, and cultivate methods of learning. Further, it needs to examine digital learning materials and information bases.

The main features of the application of the “Case study” method in chemistry lessons

One of the priorities of the modern education system of the Republic of Kazakhstan in recent years is the formation of functional literacy of students and finding new methods of teaching subjects of the natural and mathematical cycle. Along with traditional teaching approaches, new pedagogical technologies such as collaborative learning, interactive teaching methods, the project method, online learning, and the situational analysis method known as Case-study (case study method) are gaining popularity. In this paper, the main features of the use of the Case-study method are identified and described, which contribute to increasing the activity of students and the effectiveness of the learning process in secondary school, the main advantages and types of the method of concrete situations (Case-study), as well as examples of various chemistry cases for 9th-grade students are developed. The study was limited by a small sample size, but the findings provide valuable information for teacher professional development and the development of current chemistry curricula. The results of the survey of students indicate that the use of the method of specific situations (Case-study) when studying individual topics in chemistry increases the success of the assimilation of educational material by students.

Study on the Causes and Effects of Foreign Language Learning Anxiety among Chinese College Students

This study delves into the causes and impacts of foreign language learning anxiety among Chinese university students, a topic of significant relevance in the context of China's increasingly globalized educational landscape. Recognizing the crucial role of language proficiency in both academic and professional arenas, this research aims to unravel the multifaceted nature of anxiety experienced by students in learning foreign languages, particularly focusing on the Chinese higher education environment. The research identifies several key factors contributing to language learning anxiety. High-stakes testing culture, traditional pedagogical approaches focusing on rote memorization, and societal emphasis on academic perfection emerge as primary contributors. These elements, coupled with limited opportunities for practical language application, create an environment where anxiety can thrive. The study also notes the influence of personal factors such as students' self-perceptions and previous language learning experiences on their anxiety levels. In terms of impact, the study finds that language learning anxiety significantly hampers students' academic performance, particularly in language proficiency and participation in language classes. Moreover, it extends beyond academic ramifications, affecting students' motivation, attitude towards language learning, and overall psychological well-being. The anxiety experienced in the classroom can lead to broader issues of social withdrawal and diminished self-confidence, with potential long-term implications for students' professional development and global competency. The study's findings underscore the need for educational reforms and the introduction of teaching methods that emphasize interactive learning and communication skills, aimed at reducing anxiety and enhancing language proficiency. The research also highlights the importance of psychological support for students, suggesting that addressing emotional and psychological factors is as crucial as improving pedagogical strategies in foreign language education. In conclusion, this study provides a comprehensive understanding of the causes and impacts of foreign language learning anxiety among Chinese university students. It offers insights for educators, policymakers, and mental health professionals, suggesting a holistic approach to language education that addresses both the academic and emotional needs of students, thereby enhancing the overall quality of language learning experiences in China.

A New Model of Talent Cultivation through University-Industry Co-operation: Innovation of Teaching Methods for Digital Media and Film Majors

This study endeavors to delve into the reform and innovation of the teaching methodology for digital media and film majors. The pressing demands of the rapidly evolving media industry, coupled with the inherent limitations of traditional teaching approaches, underscore the imperative need for a paradigm shift in media majors' instructional methods.The exposition begins by elucidating the fundamental concepts, characteristics, and the untapped potential of the University-Industry Cooperation talent cultivation model in media education. The discourse subsequently hones in on the innovation and optimization of teaching content and methodologies within the context of the University-Industry Cooperation talent cultivation model, emphasizing the pivotal role played by practical skill development. Through a meticulous analysis and evaluation of innovative strategies, the study posits recommendations for further refinement and enhancement.The findings underscore the vital significance and untapped potential of applying the University-Industry Cooperation Talent Cultivation Mode in media education, showcasing its efficacy in fostering comprehensive skill development and augmenting students' practical capabilities. This study serves as a crucial reference for media educators, fostering the ongoing reform and innovation in teaching methods and offering a glimpse into future research trajectories.

The Development of English Grammar Learning Skills by Using Explicit Teaching Method of University Students: The Case Study of Thai University Students

In Thailand, the traditional teaching approach used for English language classes has been to explicitly teach English grammar, but in recent years the strategy has begun to shift towards the implicit teaching of language via communicative techniques. Within academic circles, there has been minimal agreement on the suitability of approaches used. Today, the question of whether it is better to use an implicit or explicit approach remains open to debate. In this study, an explicit approach is used to teach English grammar to learners in the English Program at the Faculty of Education, Lampang Rajabhat University. These learners have experienced implicit teaching during their own learning of English grammar, but upon graduation will have to use explicit methods when they become teachers of English grammar themselves. Initially, it can be observed that their knowledge of English grammar is weak. Also, they may lack the pedagogical skills to teach English grammar explicitly. The target group in this study was 74 Year 1 students. This study involved multiple steps, namely content analysis, a pre-test, explicit English grammar tutoring, a post-test and data analysis. Test results were statistically analysed for percentages, means and standard deviations. Pre- and post-test scores revealed a difference of 360, or 12.16%, with the mean of 4.87 (SD = 9.96). It can be seen that English grammar learning skills of the target group can be developed by using the explicit teaching method and this can support pre-service English teachers to teach grammar more effectively.