Valuable Learning Research Articles

Wargaming Preferences: How Participating in Educational Wargames Changes Student Preferences on Learning

Educational wargaming has shown its clear value in the classroom, leading to deeper and more long-lasting learning. Yet, it is unclear how students respond to the use of games in the classroom and whether they perceive them to have educational value above and beyond “having fun.” This study of the War at Sea wargame at the U.S. Naval War College provides evidence that students see wargaming as a valuable learning activity, that they consider it appropriate for the PME environment, and that participating in a wargame makes them more likely to want to learn via wargames in the future. These findings provide evidence in support of the ongoing effort to increase wargaming in professional military education (PME) curriculum, and suggest that early exposure to wargames creates buy-in among students that can be harnessed throughout their careers.

BN SO33 - The complex benign multi-disciplinary team meeting - a paradigm shift in decision making for benign oesophagogastric surgery

Abstract Background Decision making in benign OG pathology can be particularly challenging given the overlap with functional disorders, such as reflux hypersensitivity. A specialist benign oesophagogastric (OG) multidisciplinary team (MDT) may improve our ability to triage potential surgical candidates from those with functional conditions. Unlike in OG cancer, there is a paucity of evidence to support an MDT based approach in benign OG surgery. This study aims to report our experience of introducing a specialist benign OG MDT in an OG tertiary centre in the UK, examining the effect on decision making and an assessment of its acceptability and utility to clinicians. Method A review of consecutive cases discussed in the specialist benign OG MDT since inception in 2022 was undertaken. We reviewed indications, treatment plans and outcomes, any alteration in treatment pathway and final decisions. The primary outcome was the proportion of patients with a change in management as a result of MDT discussion. Where applicable, results were reported using descriptive statistics. A seven-item electronic questionnaire was also circulated to MDT members (OG surgeons, specialist gastroenterologists, GI radiographers, GI physiologists, and doctors in training), to assess the acceptability and perceived utility of the meetings. Results 74 patient cases were discussed (median age 57.5 (25-79) years). 71/74 (96.0%) of referrals were made by OG surgeons, most commonly to discuss anti-reflux procedures (53/74 (71.6%)). 34/74 (45.9%) patients had undergone previous surgery, most commonly laparoscopic fundoplication. MDT discussion led to a change in management in 43/74 (58.1%) case with recommendations of further investigation (23.0%), further OG clinic review (18.9%) and 21.6% listed for surgery. 12/74 (16.2%) were referred to other specialist services, including clinical psychology. Survey confirmed that all MDT members found their understanding of oesophageal physiology and subsequent decision-making ability in clinic was greatly enhanced. Conclusion Our results show that the complex benign MDT is an effective tool, demonstrating changes to management in over half of cases discussed, including recommending surgery less frequently following specialist review of physiology investigations. Such tests effectively identify functional disorders, such as rumination, highlighting a need for clear onward referral pathways involving specialist psychologists. The meetings have also proven to be valuable learning tools for all attendees of all grades. We strongly believe that adopting an MDT approach to benign OG conditions will enhance collaborative decision making, improve patient outcomes and therefore should be nationally mandated and recommended through AUGIS guidelines.

Following the honey trail: how creative labs fill unintended cracks within the system of computer science education for transformative impact

Abstract Creative labs play a crucial role in transforming computer science education by fostering interdisciplinary, project-based learning that bridges theory and real-world applications. Focusing on the base.camp within Hamburg’s ahoi.digital Network of Labs, this study highlights how such labs address the limitations of traditional curricula. Students are encouraged to explore innovative solutions with the freedom to fail, viewing setbacks as valuable learning steps. By integrating diverse academic and societal perspectives, creative labs prepare future computer scientists to handle complex, multidisciplinary challenges. The article emphasizes educational strategies and practices that support open-ended, exploratory learning, making creative labs pivotal in the progression of computer science education.

Themed Restaurant Examination to Improve Student’s Knowledge and Skills in Food and Beverage Management Class

The paper emphasizes the importance of practical knowledge and hands-on experiences in hospitality education, particularly in food and beverage management. Themed events provide a platform for students to apply their theoretical knowledge, develop practical skills, and face real-world challenges. The event, centered around the culinary heritage of Tuscany, showcased student creativity and attention to detail. The event was successful overall, with positive guest feedback and student committee evaluations. However, areas for improvement were identified, including coordination issues, delays, and food quality inconsistencies. These findings highlight the need for better planning, coordination, and attention to detail in future events. In conclusion, the event provided valuable experiential learning for hospitality management students, allowing them to apply knowledge, develop skills, and navigate challenges. While the event showcased student capabilities, areas for improvement were identified, emphasizing the importance of continuous enhancement in execution and attention to detail. This research contributes to understanding the effectiveness of themed events and experiential learning in hospitality education, informing future improvements in preparing students for internships and careers in the industry.

Higher education apprenticeship. Analyzing the impact and essential conditions of workplace resources on apprentices’ career satisfaction

This research explores the necessity and the effect of job resources for undergraduates’ career satisfaction during work experience in an apprenticeship program. Additionally, we examine the extent to which a supportive environment enhances apprentice career satisfaction by providing access to valuable learning experiences. We propose PLS equation modelling with a sample of 81 students who completed a dual apprenticeship degree in Business Administration and Management at Spanish University. The study finds that all three workplace job resources are necessary for career satisfaction among apprentices. Learning opportunities and social relations have significant effects, while job control contributes only marginally. It highlights that learning opportunities enhance social relations, emphasizing the importance of feedback. The study extends job resource research to university level apprenticeships, showing that without these resources, apprentices lack career satisfaction. It highlights that learning opportunities are crucial for satisfaction through social relations and offers guidance for designing effective workplace training programs.

Co-design and evaluation of an audio podcast about sustainable development goals for undergraduate nursing and midwifery students

BackgroundSustainable Development Goals (SDGs) are universally recognised targets designed to combat poverty, inequality, and climate change. However, there exists limited awareness and understanding of these goals among nursing and midwifery students. To address this knowledge gap, a co-designed audio podcast was introduced as an educational tool to enhance students’ comprehension of SDGs and their relevance to the healthcare profession.MethodsA prospective study was conducted at Queen’s University Belfast, involving 566 first-year nursing and midwifery students. A 60-minute SDG podcast, co-designed with students and stakeholders, was made accessible within the university’s learning management system. Pre- and post-test questionnaires were administered to assess changes in students’ knowledge levels and attitudes toward SDGs. Additionally, 37 participants engaged in focus group interviews six months after listening to the podcast to explore their experiences and reflections. Quantitative data was analysed using paired t-tests and descriptive statistics, while qualitative data was analysed thematically.ResultsThe podcast significantly increased students’ awareness of SDGs and their understanding of the goals’ relevance to their profession and personal lives. Post-test scores showed substantial improvements across all three sub-scales: knowledge, professional relevance, and personal relevance. Moreover, participants rated the podcast as a valuable learning resource with high acceptability, although some expressed uncertainty about replay intentions. Focus group interviews revealed three themes, including 1) More than you know’, which described how participants developed new knowledge and understanding about SDGs, 2) ‘Nurse-Midwife Nudges’, which illuminated how participants made minor changes to their behaviour and 3) ‘Fitting Format’, which highlighted how participants favoured the use of an audio podcast to learn about SDGs.DiscussionThis study demonstrates the potential of audio podcasts as an effective and engaging tool for increasing awareness and understanding of SDGs among nursing and midwifery students. The results suggest that such interventions can positively impact students’ knowledge, attitudes, and behavioural intentions regarding the SDGs. The findings also emphasise the importance of co-design in developing educational resources tailored to the specific needs and preferences of students.

Effect of virtual-reality-based education program for managing behavioral and psychological symptoms of dementia: A randomized controlled trial

This study aims to evaluate the effect of the virtual-reality-based education program (VR-EduBPSD) for managing behavioral and psychological symptoms of dementia (BPSD). Sixty-six family caregivers of people with dementia were randomly assigned to either the experimental or control group following a 1:1 ratio. The experimental group received VR-EduBPSD while the control group received analogous paper-based educational materials. The outcome measures were competence in managing BPSD, dyadic relationship, caring self-efficacy, attitudes toward dementia, and behavior management skill. Only the ‘awareness of symptoms’ sub-scale score for competence in managing BPSD showed a significant group-by-time interaction. Significant time effects were also observed on the total and sub-scale scores for competence in managing BPSD, as well as on the dyadic relationship. This program, which utilizes high-immersion VR technology, offers a valuable learning experience for those new to the care of people with dementia. This study was registered at cris.nih.go.kr with number of KCT0006788.

Combining storytelling and a scenario re-enactment of Mt. Everest expeditions to practice cognitive and social skills

BackgroundHealthcare teams need cognitive skills and social skills in acute care and routine situations. This article describes the use of storytelling and the re-enactment of a real-life event to teach such skills. MethodWe describe the preparation, conduct, and debriefing of the simulation. ResultsIn our conducts of the simulation most participants found it valuable, but we also saw a low number of participants, who did not engage a lot in simulation. ConclusionThis concept and the principle of combining story-telling with re-enactment can provide valuable learning opportunities for different target groups in healthcare settings.

Enhancing high school human evolution education: Harnessing “sapiens: a brief history of humankind” as an effective learning resource

Understanding human evolution can be challenging for students and may lead to misconceptions, often stemming from the learning materials employed. Current learning resources commonly include textbooks, images, and the internet. The popular science book "Sapiens: A Brief History of Humankind" offers potential as an educational tool for teaching human evolution. This study aims to assess the suitability of "Sapiens" for high school Biology education and its potential as a resource for teaching human evolution in senior high school. Employing a qualitative descriptive method with a content analysis approach, data is gathered through documentation techniques. Primary data is derived from the documentation and content analysis of "Sapiens: A Brief History of Humankind." Data analysis follows the model proposed by Miles and Huberman (1983), encompassing data reduction, presentation, and conclusion drawing. The findings indicate that the book effectively addresses 7 out of 9 (77.78%) sub-topics of human evolution commonly taught in high school Biology. Importantly, the book replaces outdated terms like Pithecantropus and Megantropus paleojavanicus, found in traditional textbooks. Moreover, the book fulfills the five criteria for selecting learning resources as outlined by Djohar (1987). Consequently, "Sapiens" can serve as a valuable learning resource for high school Biology, particularly regarding the study of human evolution.

ChatGPT Affordances and Indonesian EFL Students’ Perceptions in L2 Writing: A Collaborative Reflexive Thematic Analysis

ABSTRACT This study explores ChatGPT affordances, students’ use of prompts, and their perceptions of using the tool in EFL writing. With screen capture technology to observe students’ interactions with ChatGPT during writing process and semi-structured interviews, the data were analysed using a collaborative reflective thematic analysis. The results revealed that students’ use of ChatGPT has the potential to improve their essay quality in terms of lexical resources, grammatical range and accuracy, and coherence and cohesion. ChatGPT also provides such affordances as brainstorming, essay outlining, idea development, and feedback on hedging devices. Overall, students considered ChatGPT a valuable personal learning tutor that may stimulate student autonomy by offering immediate feedback in a less anxiety-provoking learning environment. However, some experienced challenges in producing effective prompts and understanding ChatGPT’s feedback. The study concludes that while the use of ChatGPT can enhance L2 writing development, teachers’ guidance is necessary during students’ interaction with the tool.

Comparing metaphor elicitation models

Abstract Metaphor has increasingly been recognized as an effective investigative tool, especially in educational research, because it allows for insight into implicit beliefs, values and assumptions about the world around us. This article discusses methodological issues involved in ‘getting at’ students’ metaphors, the first step in metaphor analysis in educational research. Our focus is on techniques of eliciting metaphor, where respondents are overtly prompted to produce a metaphor about a particular issue. We discuss different elicitation techniques in four studies: study 1 without any scaffolding, just a prompt for eliciting metaphor; study 2 with minimal scaffolding in the form of a definition of metaphor and illustrative examples; study 3 with a brief classroom intervention before elicitation; and study 4 with a longer intervention over an entire semester. We gained the most thorough results in study 4, which also arguably provided the most valuable learning experience for the respondents. This came at a price however — a great investment of time over the course of a semester. In the event that no classroom time may be set aside for work with metaphor, the non-interventional approach of study 2 offers an acceptable alternative. Even a few explanatory lines about metaphor prove helpful in eliciting metaphor.

Optimalisasi Pemanfaatan Media Pembelajaran Berbasis TikTok sebagai Upaya Meningkatkan Hasil Belajar Siswa

As technology evolves, social media platforms like TikTok have started to be utilized in education as interactive and engaging tools. The aim of this research is to explore the potential of TikTok as a learning medium to improve student learning outcomes. This study uses a literature review method to analyze various sources related to the use of TikTok in education. Data were collected from five academic journal articles and literature reviews that discuss the use of TikTok in different educational contexts. The data analysis technique used in this study is content analysis, which identifies key themes from the related articles and examines the relationship between TikTok usage and student learning outcomes. The research results show that TikTok can enhance student engagement and motivation in learning and have a positive impact on their learning outcomes. TikTok has the ability to present educational material innovatively and effectively by utilizing an appealing visual format. If used correctly, TikTok can become a valuable learning medium. Thus, TikTok offers teachers the opportunity to create more creative and engaging lessons.

A change of mind: Error motivation is shaped by error perceptions in different learning environments

Background The medical profession has traditionally had a culture of “blame and shame,” despite the importance errors have for learning, motivation, and improvement of clinical skills. This study aimed to explore how medical students and newly graduated doctors perceive errors across different learning contexts and levels of expertise, and how error perceptions influence motivation and engagement in learning activities. Methods Semi-structured interviews were conducted, and thematic analysis was used to identify themes. Survey questions were developed based on the themes. The final survey included 27 questions divided into three sections. The survey was distributed via RedCap to medical students in year 1, year 4, and year 6 together with newly graduated doctors in Denmark. Results Of the 541 respondents, a majority anticipated making errors in both non-clinical (77.4%) and clinical (61.5%) learning situations, finding them motivating for participation (91.9% and 96.2%, respectively). A psychologically safe learning environment was seen to enhance the perception of errors as learning opportunities (96.9%) and increase risk willingness (96.3% non-clinical, 97.7% clinical). Respondents focused on the specific errors they made (86.0%), and their supervisors were perceived to focus more on correct handling of errors (70.7%). Respondents expected to conduct fewer errors in non-clinical learning situations in PGY-1 compared to medical students in year 1 (F(3529) = 3.0, adjusted p = 0.03). They showed an increase in risk willingness in clinical learning situations from year 6 to PGY-1 (F(3520) = 2.7, adjusted p-value 0.006) as long as the learning situations were considered psychologically safe. Conclusion The study suggests that a psychologically safe learning environment mitigates the “shame and blame culture” associated with errors. Respondents generally embraced errors as valuable learning experiences but noted a lack of specific error-related feedback. These findings underscore the nuanced relationship between errors, explicit learning activities, and supervisor support in medical education.

Pseudo-Scientist: Towards Narrative Interventions for Imposter Syndrome

Imposter syndrome (IS) is a mental state that can severely inhibit a person's productivity and well-being. Although IS is extremely common (especially in high achievers, e.g., academics), few studies offer effective modes of support and recovery. In response, we introduce the application of relatable narrative as a way to help people overcome IS. We present a randomized group comparison study exploring the impact of various design factors -- specifically, choice-based interactivity and character relatability -- on our story's capacity to engage and impact 107 STEM undergraduates. Almost all participants enthusiastically endorsed the story as a valuable learning experience, and a majority reported positive impacts to mood and feelings of relatedness to peers. We discuss 1) how our specific digital story design can support positive changes in mental health at both individual and institutional levels and 2) how our findings can inform efficient design of interactive narrative content for educational applications.

Instructional Method Shifts: Instructors’ Plans Post Emergency Remote Teaching

The coronavirus pandemic, beginning in 2020, caused significant disruption to higher education around the globe, forcing instructors into emergency remote teaching. This emergency response created unprecedented adaptation to online and distance education processes and activities. Yet, the ways in which those teaching changes influenced or continue to influence teaching in higher education are unknown. This study explores the changes to faculty teaching practices, and associated learning, as a result of emergency remote teaching and faculty plans to continue or discontinue those practices post-pandemic. Quantitative results indicated practices were largely intended to impact cognitive, emotional, behavioral, and social dimensions, social interactions, and learning activities. A significant majority of the practices achieved their intended results and almost two-thirds of the practices will be continued. Qualitative results illustrated a variety of benefits for both students and instructors. These shifts were largely student-centered with noted improvements in areas like flexibility, agency, access, inclusivity, engagement, and connection. Results apply to workplace training and professional development for faculty in higher education and beyond, including ways to engage faculty in valuable teaching practices and support student learning at a distance.

Subsurface Geosciences Learning in Virtual Reality: A Case Study in Central Luconia Province, Malaysia

The recent proliferation of Extended Reality (XR) applications in geoscience education and research has opened new avenues for the enhanced visualization and analysis of the Earth’s geodata. This study specifically explores the benefits for teaching when supplementing industry standard software packages, such as Paleoscan, Petrel, and JewelSuite, with 3D visualization in XR. The teaching focuses on but is not limited to an understanding of subsurface seismic and well data. During this study, the undergraduate Petroleum Geoscience students transitioned from 2D computer screen visualizations to immersive XR tools. The dataset selected for teaching focuses on the subsurface carbonate EX field in the South China Sea. The EX-field in Central Luconia is located 100–300 km from Sarawak’s coastline in water depths of 60–140 m. It includes a post-stacked time- 3D seismic cube linked to wells, allowing students to work with seismic data, adjust scales, and conduct preliminary seismic analysis. The findings revealed a significant improvement in respondents’ skills in comprehending and analysing seismic and core data, enhancing the overall learning experience in Petroleum Geoscience. This paper also examines the students’ feedback on their learning experiences during virtual subsurface visualization throughout their university degree in geoscience. For evaluating learning success, we used an approach that merges quantitative and qualitative data, The students’ perceptions were assessed through anonymous quantitative surveys and questions. The analysis of student responses emphasizes the valuable learning experience offered by 3D virtual environments designed for realistic first-person navigation and freedom of movement, like a real field experience. The results highlight the potential of virtual subsurface visualization for imparting essential skills to geosciences.

Exploring the Use of Machine Translation in English-Medium Higher Education Contexts: Perspectives from Omani EFL Students

There has been a significant increase in the use of machine translation by university students as part of their coping strategies for their English-medium study. This practice has been a subject of debate among educators. Some argue that advancements in technology have made machine translation a valuable learning tool, while others remain skeptical, questioning its pedagogical benefits. This study is an attempt to explore Omani EFL students’ perceptions and attitudes regarding the use of machine translation as a coping strategy in their English-medium content learning activities. A qualitative research design, employing an open-ended survey and semi-structured interviews, was used in the study. Thirty-five students enrolled on different English-medium majors at a public Omani university voluntarily participated in the investigation. The data was analysed thematically and inductively. Results showed that all participants reported using machine translation for various learning activities, including looking up the meanings of discipline-specific terminology and translating individual sentences and longer texts from English to Arabic and vice versa. Some participants noted that machine translation tools tend to perform better when translating from Arabic to English compared to translating from English to Arabic. However, participants also highlighted several challenges related to the use of machine translation as a coping learning strategy. The implications for translation pedagogy and research are discussed.

Game Lab Innovations in Education: Insights from a Board Game Design Project

From the perspective of educators, game development has great potential as a teaching method, as it promotes group collaboration, project-based learning and the development of content tailored to a given target group. This paper is based on a study that was carried out through an international project, implementing an educational game development concept called Game Lab into an educational context. The study explored professional development topics such as game-based learning, game development, and game testing, along with the Game Lab method focusing on group dynamics, progression, and creativity. It employed an abductive analysis of written responses from twelve teachers who participated in the Let’s Play project, which involved a Game Lab component. The teachers, ranging in age from their thirties to their sixties, represented all levels of education from preschool to upper secondary school. They responded to a survey with open-ended questions and reflection notes, providing insights into their experiences with game development methods as pedagogical tools. Their responses were analyzed to identify key themes and patterns. Findings suggest that this approach has broadened participants' perspectives on utilizing diverse games and game development techniques in education, aligning with prior research on production pedagogy. It underscores the importance of integrating in-game content with real-world contexts as a modern teaching method. Participants also highlighted that effective game-based learning supports a constructivist approach to teaching over behaviorism. The participants emphasized their increased insight and understanding of game development and game systems and how the combined effect of educational game design and the Game Lab method (working in teams) resulted in a more valuable learning outcome than they would have experienced alone. They also reported an improved understanding on how working with the development of a board game made them dig much deeper into the topic at hand. In addition, they found that this increased their motivation for learning, knowing that this was going to be a product that was to be tested and played by others (pupils and teachers). Furthermore, the participants highlighted the role of group dynamics in fostering teamwork and consensus during the collaborative game development process.

Impact of a short-term pharmacy study abroad Program: student outcomes and program evaluation

ObjectiveThis study examined the impact of a short-term study abroad program, focusing on program evaluation, attendee satisfaction, and acquired knowledge and skills. A questionnaire survey was conducted covering various aspects including demographics, program evaluation, and feedback.ResultsResults indicated higher female participation due to gender imbalances in pharmacy students in Egypt, with senior students recognizing the value of international experience. Attendee satisfaction was high, with positive feedback on accommodation, tours, and workshop materials. Field visits and workshops provided valuable experiential learning, with attendees suggesting extending the program’s duration. The program equipped attendees with knowledge and skills relevant to pharmaceutical products and services, leading to improved competences and perceptions. The study concludes that such study abroad experiences profoundly impact personal growth and recommends integrating them into educational curricula for valuable experiences.

Conference Equity in Community Medicine: A Brief Analysis of Financial and Geographical Barriers to Participation at Community Medicine Conferences

Background: Academic conferences in community medicine offer valuable learning platform for postgraduate residents and faculty. However, to demonstrate commitment towards conference equity, financial and geographical barriers need to be enumerated and eliminated. Materials & Methods: Academic medical conferences representing the specialty of community medicine or preventive and social medicine, held between 1st April 2023 – 31st March 2024, were included under the study. Variables identified for the study included registration fees, location, affiliation to professional society, geographical scope, presence of virtual/hybrid component, and availability of scholarship/travel grant for postgraduate residents. Results: None of the conferences were held in resource-constrained states of India – the North Eastern Region (except Assam) and islands of Andaman, Nicobar, and Lakshadweep. Only 2 out of 31 conferences had virtual or hybrid component and none of the conferences offered financial support for postgraduate residents. The study found no significant difference in conference registration fees between members and non-members for postgraduate residents and faculty. Conclusions: Registration fees and location of conferences are critical geographical and financial barriers to effective participation. Membership to societies offer no advantage over non-membership in terms of financial benefits of participation at conference.