Educational Value 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.

The affective injustice of colonial statues and monuments: ethical, political and pedagogical issues

ABSTRACT This paper draws on affect theory and new materialism to argue that it is crucial to pay attention to how and why some people, especially from oppressed and marginalised communities, are so strongly opposed to colonial statues and monuments. Through a critical reading of colonial statues and monuments that highlights their affectivity and materiality, the analysis suggests that there is pedagogical value in both removing and recontextualising colonial statues. This analysis does not settle the debates in favour of one side or the other, but rather adds a neglected theoretical perspective to discussions about the educational value of removing or recontextualising colonial statues and monuments, namely, the concept of affective injustice. The paper draws on this concept to propose an affective pedagogy of ‘living inquiry’, a pedagogical approach that enables educators and students to engage in critical inquiry about the ethics, affectivity, materiality, and politics of colonial statues and monuments.

Proof of Concept of ChatGPT as a Virtual Tutor.

This study aimed to evaluate the feasibility and perceived value of an instructor-developed ChatGPT-based virtual tutor for third year PharmD students in a pharmacy management course. The objectives were to assess faculty time required to develop the tool and to analyze student engagement and perception of its educational value. The virtual tutor was developed by the instructor and consisted of custom ChatGPT prompts deployed via the course's learning management system. Development metrics were documented, including time invested and iterations needed for prompt refinement. A post-use questionnaire evaluated student uptake and experience, which included frequency of use, perceived value for learning and exam preparation, and overall satisfaction. The development of the virtual tutor required a total of 119minutes, demonstrating a feasible time investment. Ninety-two of 130 students completed the questionnaire for a 70% response rate. Sixty-one students (66%) engaged with the tutor, with varying degrees of use. Most students (82%) reported increased confidence for exams, and 99% acknowledged enhanced understanding of the course material through the tutor. The virtual tutor proved to be a feasible educational tool with considerable student uptake and satisfaction. It offered a time-efficient alternative for educational support, potentially reducing the need for traditional face-to-face tutoring. The study highlights the effectiveness and practicality of ChatGPT as a virtual tutor in pharmacy education, but further research should explore its application across different content areas as well as potential unintended consequences.

HPB SO44 - From Electives to Career-Changing: A Cross-Sectional Survey exploring the impact of International Medical Electives in Hepato-Pancreatic-Biliary Surgery Unit

Abstract Background International medical graduates (IMGs) are crucial in addressing NHS workforce shortages, representing one-third of staff. Reliance on IMGs is likely to continue. Electives offer IMGs a valuable opportunity to overcome work culture and clinical skills challenges, difficult to address through PLAB tests alone. These experiences can aid in passing the exam. Entering a new culture and service can be daunting; electives help build confidence by increasing familiarity with the NHS and UK medical traditions. This survey was designed to gain insight into IME experiences, the educational value perceived by participants, and their influence on personal growth and career direction. Method A cross-sectional survey was sent to 26 IMGs who completed an IME rotation in the HPB department at University Hospitals of Leicester NHS Trust since 2019. The survey included quantitative and qualitative questions to gather demographic details, insights into experiences, educational values gained, and career impact. Medical education and HPB surgery experts evaluated the survey for content validity and alignment with learning outcomes.Conducted via Google Forms®,recruitment emails were sent anonymously with weekly reminders for four weeks to ensure high response rates. Quantitative data were analysed using descriptive statistics, and qualitative data underwent thematic analysis. Results 18 out of 26 participants (62.2%) responded. Ages ranged from 23-30, with 61.11% between 23-25 years. The gender split was 61.11% male and 38.89% female. Most (66.67%) were medical students during their elective, while 33.33% were Foundation Doctors. 72% of respondents are preparing for or have taken GMC registration exams, with 44% are already fully registered. The survey revealed overall positive responses, highlighting the welcoming and educational environment. However, participants suggested improving the induction program and providing a more defined daily schedule for elective students. These insights offer opportunities to enhance an already valuable program. Conclusion The study revealed a successful international medical elective program in the HPB department. Most respondents found the experience met their expectations, achieved learning objectives, and positively influenced their careers. All participants were satisfied and would recommend the elective, with 94% considering NHS careers. The program provided effective teaching, mentorship, and hands-on clinical experience for most participants. Many have begun or completed GMC registration, indicating lasting impact. This initiative is valuable in attracting and preparing IMGs for the NHS and should be replicated across the UK, with a structured program and ensuring necessary exposure and guidance.

Assessing creative outcomes in studio-based learning: a comparative assessment of analytical rubrics

ABSTRACT This research investigates the level of agreement between instructors and their students regarding analytical rubrics within a creative design context. Current literature reports some tension and balance between users’ perspectives regarding key characteristics of rubrics which affects the learning process. Therefore, this paper compares instructors’ and students’ views regarding a) usability, b) design, and c) management of rubrics in three design programs. Quantitative and qualitative data were collected through questionnaires, results were presented as mean scores and relative importance rates (RII%), then ranked and compared. Findings showed more disagreement than agreement between the two user groups in several aspects regarding rubrics’ 1) perceived comprehension, 2) effectiveness, and 3) support of creative design learning. A noticeable gap was found in views about the functions of a rubric; while instructors recognized its evaluative role, students appreciated its reflective role in supporting meta-cognitive learning. Assessing design creativity held contradicting views, while more areas of agreement were found in terms of the rubrics’ design and perceived comprehension. Finally, this research highlights several pedagogical approaches to reduce perception gaps and create a shared understanding of the rubrics’ roles in supporting studio-based design learning, hence, optimizing its educational value to effectively assess creative design outcomes.

Echography-guided Botulinum Toxin for Moving Ear Syndrome

Background: Moving Ear Syndrome is a rare hyperkinetic disorder. Phenomenology shown: This Video Abstract illustrates typical backward movements of the right ear associated with pain and discomfort in a man with Moving Ear Syndrome. Educational value: Moving Ear Syndrome is effectively and safely treatable with EMG-US-guided botulinum toxin injections.

Navigating the Virtual Environment

In the ever-evolving landscape of higher education, the intersection of learning spaces and technology presents unprecedented opportunities to enhance student experiences. This poster highlights the effective use of 360-degree technology to create immersive digital learning experiences across various STEM disciplines in an Australian University. This poster demonstrates the implementation of Universal Design for Learning (UDL) principles in virtual laboratory tours. Our 360-degree virtual tours embody UDL's core principles (Meyer et al., 2014) by offering multiple means of engagement through immersive experiences, representation via diverse media formats (textual overlays, audible descriptions, graphical elements, and interactive hotspots). By adhering to digital accessibility guidelines (Ismailov & Chiu, 2022), it ensures that our virtual laboratory inductions cater to a wide range of learning preferences and needs, potentially enhancing the effectiveness of STEM education for diverse student populations. Traditional induction processes are often delivered face-to-face, facing challenges like time constraints, safety concerns, and limited accessibility. The COVID-19 pandemic has further highlighted the need for flexible, remote learning solutions (Rapanta et al., 2020). 360-degree virtual tours overcome barriers by immersing students in a digital environment, allowing them to become familiar with procedures before entering physical space (Tan & Tan, 2021). This technology also supports dynamic learning environments, enhancing teaching effectiveness and student engagement (Christopoulos et al., 2018). The effectiveness of 360-degree virtual tours has been demonstrated across various areas, from hospitality education to construction safety training (Pham et al., 2018; Patiar et al., 2017). Virtual tours offer numerous benefits, including cost-effectiveness, accessibility, and enhanced engagement. They also support authentic, experiential learning without time or location constraints, potentially improving knowledge retention and attitudes toward learning (Cardona et al., 2023). A key benefit of 360-degree technology is its web-based implementation, making experiences accessible across a wide range of devices and operating systems. While implementation may require some initial investment in hardware and expertise, the availability of consumer-grade tools and simple workflows makes adoption increasingly feasible for educators (Tan & Tan, 2021). This poster outlines the process of developing, implementing, and evaluating 360-degree virtual tours. The development phase began with the implementation of virtual tours in ten laboratories with large enrollments. Using specialised cameras (Insta360 X3), we captured spherical photographs of these laboratories, allowing students to virtually explore as if physically present. To enhance interactivity and educational value, we integrated various elements such as hotspots, videos, and quizzes using SharePoint Space and H5P platforms. The implementation phase involved incorporating these virtual tours into the online laboratory induction process. We seamlessly integrated the tours with existing course management systems to ensure easy access for students. For evaluation, we focused on qualitative assessment methods to gain insights into student experiences and perceptions on aspects such as ease of navigation, perceived realism, and overall utility of the virtual tours. This assessment was conducted through surveys and informal discussions, offering valuable feedback on the virtual tours' effectiveness in preparing students for physical laboratory work.

VALUES OF CHILDREN'S CHARACTER EDUCATION IN NUSSA ANIMATED FILM

Seeing the high number of children's YouTube viewers, but there is not much YouTube content that contains character education, so that children are influenced by content that does not provide character values and causes children to experience a character crisis. One of the contents that can in still character values in children is the Nussa animated film that is broadcast on YouTube. The purpose of the study was to examine the values of character education in the Nussa animated film. This research is a qualitative descriptive study and is included in the type of library research. Data collection techniques were carried out through documentation. Data analysis used the content analysis method and used Roland Barthes' semiotic theory. Data validity checks were carried out by extending observations, increasing perseverance, and triangulation techniques. The findings of this study are nine characters values in the five episodes of the Nussa animated film, namely: religious, honesty, tolerance, creativity, curiosity, national spirit, friendly/communicative, caring for the environment, and responsibility.

From reflective practice to communicative interaction: a case study on the use of blogs by student teachers

Abstract This case study examines the use and possibilities of blogging as reflective practice journals by student teachers during their practicum. The blog serves as a tool for the construction of their teacher identity through the encouragement of daily reflection on school experiences. The study investigates how the blog, as a digital tool, facilitates peer interaction, reflective thinking, and collaborative knowledge construction. Conducted with participants from primary and secondary education programs at the University of Valencia the research employs a qualitative, instrumental case study methodology. The researcher acted as the teacher-tutor of the internships and students shared their impressions by sharing their experiences within the group. Findings suggest that blogs function as effective platforms for fostering reflective writing, enhancing peer support, and promoting collaborative knowledge construction, ultimately contributing to the development of professional identity among student teachers. Self-censorship is identified as the main limitation, especially when sharing perceived shortcomings in the school system and teaching practice. The study concludes that the blog provides an interactive space that enriches personal writing expression and collaborative learning, highlighting also their value in teacher education.

Future Direction of Engineering Education in the Post-COVID-19 Pandemic Era

This study investigates the future direction of biomedical engineering education in higher education. It examines the perceptions of learning activities, modes, and styles among a group of biomedical engineering students at an Australian university. The survey findings reveal that both traditional and progressive pedagogies are preferred by the respondents. This paper concludes that traditional face-to-face lecturing maintains its value in biomedical engineering education.

Research on the Infiltration of Scientific Spirit in High School Biology Teaching Under the Background of Curriculum Ideology and Politics

Curriculum thinking and politics is an exploration of moral education reform and a strategic measure to carry out the fundamental task of cultivating people. High school is a key period for students to form correct values. In addition to ideological and political courses, other courses also need to play the function of educating people, and take courses as the carrier to provide value guidance to students in the process of knowledge imparting and ability training. High school biology is a fundamental course in natural sciences and an important carrier for cultivating students’ scientific literacy. However, through questionnaire surveys and interviews at internship schools, it was found that the infiltration of scientific spirit into high school biology teaching is not ideal. Teachers have insufficient understanding of ideological and political education in the curriculum, and they cannot fully tap into educational materials in textbooks. The methods for infiltrating scientific spirit are relatively single, making it difficult to balance ideological and political infiltration with knowledge teaching. This article selects the scientific spirit as an ideological and political element based on the needs of national development and the characteristics of the discipline, and permeates it into biology teaching. Finally, the teaching effectiveness is evaluated through various methods. The aim is to enrich the theoretical research of thinking and politics in senior biology curriculum, and to provide teaching reference for teachers to cultivate students’ scientific spirit in biology teaching. After conducting questionnaire surveys and interviews with students and teachers, the following conclusions were drawn: firstly, although the teachers and students of the school have a limited understanding of ideological and political education in the curriculum, most of them support the integration of ideological and political education into biology teaching. Secondly, some teachers still place more emphasis on imparting knowledge in their teaching and have not fully utilized the educational value of biology. The implementation of ideological and political education in biology teaching is not ideal. Thirdly, overall, the penetration of scientific spirit in biology teaching is not satisfactory and needs further strengthening. In summary, teachers need to strengthen their exploration of textbooks and deepen their understanding of teaching design in their daily teaching process, in order to continuously improve their ideological and political education for students and fully leverage the educational value of biology. Integrating scientific spirit into biology teaching is not only in line with the ideological and political concepts of the curriculum, but also in line with the core competencies of the discipline, which can better leverage the educational value of biology.

INTEGRATING INTERTEXTUAL AND COMMUNITY RESPONSE ANALYTICAL LENSES TO TURN SYAIR CENDAWAN PUTIH’S A CHILDREN'S STORY “THE ADVENTURE OF CENDAWAN PUTIH” INTO A SCIENCE LEARNING

This study explores the transformation of the Cendawan Putih poem into prose suitable for children's science learning, examining the adaptation process and public perception. Using a qualitative approach, the study employs intertextual theory to analyze textual transformations such as expansion, conversion, modification, and citation and community response theory to capture stakeholders’ views. The research investigates how the Cendawan Putih poem has been creatively adapted into the children’s story The Adventure of Cendawan Putih to enhance science learning while maintaining cultural and educational value. The findings reveal that adapting Cendawan Putih for children’s literature not only preserves core narrative elements but also integrates science concepts relevant to young readers. The adaptation utilizes techniques such as expansion and modification, enriching the original storyline to highlight nature, ecosystems, and environmental science in an accessible format for children. Public feedback, collected through Focus Group Discussions (FGDs) with cultural figures, educators, academics, and youth, shows broad support for this transformation. Stakeholders emphasize the story’s potential to foster cultural awareness and introduce foundational science concepts, making it an innovative tool for learning. This study highlights how traditional literary forms can be reimagined for children’s science learning, merging cultural heritage with modern educational needs. By presenting Cendawan Putih in a format that supports both cultural preservation and science education, this work positions the story as an intergenerational bridge and a valuable addition to literature-based science learning. It underscores the importance of community involvement in literary adaptation, providing new insights for literature, cultural education, and science pedagogy.

Pendidikan Karakter dalam Komik Si Toyeb Karya Husni Assaerozi

In constitution Number 20 of 2003 year Chapter 2 Article 3 talking about the national education system said that "national education aims to develop the ability and form the character and civilization nation that dignity in order to educate life of the nation, aiming to develop the potential of students become human beings who faithful and pious to God Almighty, noble, healthy, erudite, capable, creative, independent, and become democratic and responsible citizen. The values of character education should be instilled in children since early age. This is duty of both parents to educate their children to have good behaviors and habits. Whether at home, at school or in the society circle. The comic book entitled Si Toyeb by Husni Assaerozi. This research aims to trace the characters education in the comic Si Toyeb which is a comic that tells about the portrait of santri life in Islamic boarding school. This written is a research that seeks to inspect the values of character education using library research methods. Data from the results of this research can be concluded that comic Si Toyeb by Husni Assaerozi there are 9 from 18 characters education values according national education ministry.

Integrating real-world entrepreneurship with international learning: insights from a blended intensive programme

Purpose This study aims to illustrate how a university can leverage a Blended Intensive Programme (BIP) to act as a boundary spanner in international collaborations and multi-stakeholder value co-creation. This research explores the potential of a reimagined study abroad program to connect disparate entrepreneurial ecosystems and enhance the university’s role in fostering international collaborative projects. Design/methodology/approach This study uses a case study methodology to investigate an Erasmus+ BIP aimed at integrating real-world entrepreneurship with international learning. Data were collected through surveys, interviews and participant observation, providing a robust analysis of how such programs can bridge entrepreneurial ecosystems internationally. Findings The study shows how a blended study-abroad program not only enhances students’ learning outcomes but also can bridge local and international entrepreneurial ecosystems. By facilitating rich exchanges and value co-creation among students, faculty, industry and government stakeholders, the blended format of the program—integrating virtual and in-person elements—proved crucial in maintaining continuity and engagement amid global disruptions. The study highlights the university’s pivotal role both as a facilitator of global business education and international collaboration. Research limitations/implications The study’s findings are based on a single BIP, so they may not apply to all similar programs worldwide. To understand the broader applicability and impact across different contexts, future research should include diverse BIPs from various regions and sectors. Practical implications This research highlights the multifaceted benefits of blended intensive study-abroad programs. The collaborative model serves as a template for enhancing the practical value of higher education globally. Originality/value The study provides insights into the potential of blended intensive programs for universities to extend their role as boundary-spanners through a unique model for international collaboration and multi-stakeholder engagement. This approach addresses the challenges of global disruptions and sets a precedent for future educational practices in international business.

Social factors influence on energy efficiency management and development of renewable energy sources

Current issues of increasing energy efficiency in the conditions of new industrialization are considered. The article analyzes social factors that affect the effectiveness of energy efficiency management and the development of renewable energy sources, including social awareness of the population, state support, the role of business and social responsibility of enterprises. The study shows that social aspects play a critical role in the implementation of energy-saving technologies and the achievement of sustainable development goals. A comprehensive approach was used, which includes theoretical analysis, questionnaires, expert interviews and statistical analysis to identify key social factors and their impact on energy efficiency management. The results of the study can be useful for developing recommendations for improving energy efficiency management systems taking into account social aspects, as well as for forming a strategy for the development of renewable energy sources in Ukraine and a hydrogen strategy.In the process of researching the impact of social factors on energy efficiency management and the development of renewable energy sources, several unresolved aspects were identified that require additional analysis. Firstly, the insufficiency of research that would reveal the relationship between the social awareness of the population regarding energy efficiency and the level of implementation of energysaving technologies and energy storage technologies using hydrogen was revealed.Sociocultural factors such as educational attainment, cultural stereotypes and values remain understudied. Secondly, the role of social responsibility of business in the implementation of energy-efficient solutions needs a deeper study, since questions about the impact of social initiatives on these processes still remain open. Thirdly, the study of the impact of public policy on the social aspects of energy efficiency is also an underdeveloped direction, particularly in the context of how public programs take into account social factors, such as the adoption of new technologies by the population and the impact on social groups with different income levels.And fourthly, how does Ukraine maintain the level of awareness and understanding of hydrogen technologies. These aspects require further scientific analysis to improve the efficiency of energy efficiency management and the development of renewable energy sources.

Practical Research on Integrating Folk Art into Public Art Education Courses

This study focuses on the feasibility and practical strategies for integrating folk art into public art education courses. By exploring the cultural heritage and educational value of folk art, it analyzes the current shortcomings in public art education and underscores the necessity of incorporating folk art into the curriculum. The study designs suitable content and methods, including traditional art optimization and diverse resource applications, to strengthen students' cultural identity and aesthetic development. Additionally, case studies demonstrate the tangible effects of integrating folk art into public art education, with results indicating a significant improvement in students’ understanding and appreciation of local art. This research provides new insights for future public art course designs and proposes expanding folk art education with technological support.

An Analysis on the Path of Integrating Lei Feng Spirit into High School Ideological and Political Lessons

Lei Feng spirit, as one of the first great spirits to be included in the spiritual pedigree, contains rich spiritual connotation and educational value. High school ideological and political course is the key course to carry out the fundamental task of moral education. The integration of Lei Feng spirit into high school ideological and political lessons is conducive to the implementation of the fundamental task of moral education, is conducive to promoting the high-quality development of high school ideological and political teaching, and is also conducive to training good young people in the new era. Therefore, this paper puts forward practical approaches from three aspects of teachers, classroom and after-class practice, namely, improving teachers' literacy and carrying out teaching research activities; Grasping the main channel of classroom, innovating teaching links; Connect the second class and create an extra-curricular learning atmosphere.

Pedagogical Perspectives of Utu: Reclaiming Primacy of African Values for Moral-ethical for Youth Development in Tanzania

Abstract The decline of moral and ethics in Tanzania especially to the youth is associated by different factors among which is the decrease in abiding by traditional values centered in utu concept. This study examined the way in which, pedagogical perspectives of utu contribute greatly in reclaiming primacy of African values for moral-ethical development of the youth in Tanzania. This study has used a desktop research study method whereby literature has been surveyed. The study argues that pedagogical perspectives of utu should be embraced for reclaiming the primacy of African values for moral-ethical development of youth in Tanzania. This study reaffirms the fact that the utu concept can stand out as a paradigm for the holistic concept of the human person and worldview that sees the reality of life as an interrelated. The moral/ethical values practiced in the light of utu on the basis of unity and brotherhood within a human family can help the Tanzanian society to recuperate a sense of national identity. Therefore, Tanzanian society today needs to cultivate, transmit, and practice utu in daily life for holistic development. The study recommends that, the utu concept which advocates the value of human dignity and identity, reminds us of the necessity of clarifying and living what we mean by “values” in education today since not all aspects of life and practice attributed to culture contain educational values worth of human dignity.

University students’ attitudes towards the values of physical culture and sport as indicators of their social development

Introduction. Physical culture and sports activities play a crucial role in the socialisation and personal development of individuals. Understanding students’ attitudes towards the social values of sports is essential for creating an effective system of physical education and social development at a university. Aim. The present research aimed to examine the relationship between university students’ attitudes towards various values of sports and their social responsibility, psychosocial well-being, commitment to moral norms, and social values as indicators of social development. Methodology and research methods. The study utilised various frameworks, including the psychology of sports concerning moral norms and values, the theory of physical education related to the social development of students through physical culture and sports, and social psychology focusing on indicators of social development. Psychodiagnostic methods employed included the Spirit of Sport (SOS) scale, Social Responsibility Scale, Portrait Value Questionnaire, Moral Foundations Questionnaire, and Subjective Well-Being Scale. The collected data were analysed using descriptive statistics, correlation and regression analysis, the Mann – Whitney U test, and the Friedman test. The research involved 323 university students aged 18 to 23 years. Results and scientific novelty. The research conducted has demonstrated that, in the realm of sports, students exhibit a greater commitment to the values of health, ethics, and respect for their opponents. The findings reveal that students’ orientation towards the sports values of respect and education serves as a predictor of their social development, which is manifested in the cultivation of social responsibility. This social responsibility is, in turn, influenced by various social values, including care, independence, safety, conformity, and self-affirmation, as well as moral norms. Furthermore, it has been established that the psychosocial well-being of students and their social responsibility are interdependent characteristics. Practical significance. The theoretical and empirical findings of this study can be beneficial for the development of courses in psychology, sports pedagogy, and social psychology.

When education is positional: higher education expansion, welfare regimes and income inequality

Abstract Rectifying the imbalance of theorisation of education expansion focusing on its benefits, this study examines the relationship between education expansion and income inequality by turning our attention to its risky aspects. We investigate how expanding education might not effectively mitigate income inequality, because it brings about costly and risky competition for the positional value of education. We consider welfare regimes as relevant institutional factors associated with educational positionality based on the similarities between two environmental conditions that make education positional and two underlying dimensions of welfare regimes (de-stratification and commodification). We analysed higher education cases in twenty-four to twenty-five developed countries from 2000 to 2020. Our results show that higher education expansion initially reduced income inequality, but the reducing effect was attenuated, and eventually, it increased income inequality when higher education was positional, corresponding to the countries with a liberal regime and two East Asian countries such as Japan and Korea.