Diverse Learning Styles Research Articles

A Comprehensive Study to Build Immersive Virtual Reality-Powered Language Learning

In the rapidly evolving landscape of education technology, this project explores the integration of Immersive Virtual Reality (IVR) to revolutionize language learning experiences. Leveraging the power of virtual reality, this innovative approach aims to provide a dynamic and immersive language acquisition platform that transcends traditional methods. The project focuses on creating a virtual environment where language learners can engage with authentic scenarios, fostering practical language application and cultural understanding. Users will navigate through lifelike settings, interact with virtual native speakers, and participate in real-world conversations, thus enhancing their linguistic proficiency in a contextualized manner. Key features include personalized learning paths, adaptive challenges, and gamified elements to sustain user motivation and accommodate diverse learning styles. The incorporation of artificial intelligence ensures tailored feedback, tracking individual progress, and dynamically adjusting the learning curriculum to suit each user's proficiency level. The virtual reality language learning experience is designed to be accessible and user-friendly, catering to a broad demographic. Emphasis is placed on creating a sense of presence and cultural immersion, allowing learners to develop language skills in an environment that mirrors real-life scenarios. Through a combination of cutting-edge virtual reality technology, linguistic expertise, and pedagogical principles, this project aspires to redefine language education. The research and development aim to assess the efficacy of this immersive approach, comparing learning outcomes with traditional methods, with a vision to contribute to the ongoing discourse on the future of education technology and language acquisition.

The Role of Technology in Education: Enhancing Learning Outcomes and 21st Century Skills

The swift progression of technology has resulted in significant transformations across multiple domains of human existence, including the field of education. This study examines the critical role that technology plays in education, as well as how it affects learning objectives and the acquisition of critical 21st-century skills. This study aims to shed light on how technology integration in educational settings has changed traditional teaching practices and empowered learners for success in an increasingly digital world through a thorough review of pertinent literature and empirical evidence.
 Technology has emerged as a catalyst for innovation in education, enabling educators to adopt student-centric pedagogies that cater to diverse learning styles and abilities. The learning process has been completely transformed by digital tools, multimedia materials, and interactive platforms, which have encouraged student participation, critical thinking, and problem-solving abilities. The accessibility of information through the internet has expanded learning opportunities beyond the confines of the classroom, encouraging self-directed learning and nurturing a lifelong quest for knowledge.
 In addition to academic achievements, technology in education plays a vital role in nurturing essential 21st-century skills. Collaboration and communication tools facilitate seamless interaction among students and with educators, cultivating teamwork and effective communication abilities that are crucial in the modern workforce. Moreover, students who are exposed to technology develop digital literacy, which equips them with the ability to critically assess and navigate the vast amount of online information.

Understanding the Learning Style Preferences of ODL Students Using VARK Model: Implications for Individualized Pedagogy and Student Success

Aims: The study aims to assess the learning styles among ODL students in higher education, and propose practical strategies for integrating personalized learning approaches to enhance student engagement and educational outcomes. Place and Duration of Study: Research was carried out among the higher education students who enrolled in different ODL programs under the dual-mode universities. Survey was administered during Personal Contact Programme (PCP) for the academic session of 2023-2024. Methodology: Descriptive survey design was employed to gather quantitative data on higher education students learning styles under ODL mode of study and provides a deeper understanding of ODL students' learning preferences based on VARK model. The sample comprised of 246 post-graduate ODL students from various disciplines. A simple random sampling technique was employed to ensure representation from diverse academic backgrounds of ODL students. Results: Study revealed significant variations in learning style preferences among the ODL students. There are 89 (36.18%) ODL students with single preference of learning style and 157 (63.82%) ODL students with multimodal preference of learning style. Statistically significant difference found between male and female ODL students concerning their learning styles. Visual learning style is the most preferred learning style, followed by aural, kinesthetic, and read/write learning style respectively. Majority of ODL students preferred to learn by multiple sensory modalities. Conclusion: Integrating learning style assessments into distance learning practices holds immense promise for enhancing the effectiveness and efficiency of distance education. Designing course curriculum for distance education based on multiple sensory modalities is crucial for enhancing learning outcomes and student engagement. Incorporating various sensory channels such as visual, auditory, kinesthetic, and read/write, ODL professionals can cater to diverse learning styles and preferences, ultimately promoting a deeper understanding of the subject matter and academic success.

EFFECTIVE STRATEGIES FOR TEACHING ENGLISH AS A SECOND LANGUAGE: A METHODOLOGICAL OVERVIEW

This article explores effective strategies for teaching English as a second language (ESL) from a methodological perspective. It discusses various approaches, techniques, and tools that ESL teachers can utilize to enhance language learning outcomes. The paper emphasizes the importance of incorporating diverse methodologies to cater to the varied learning styles and needs of ESL students. It highlights the role of communicative language teaching (CLT) in promoting language proficiency and communicative competence. Additionally, the article discusses the integration of technology in ESL instruction, emphasizing its potential to enhance engagement and facilitate language acquisition. Furthermore, it addresses the significance of cultural sensitivity and awareness in ESL teaching, emphasizing the need for teachers to create inclusive and culturally responsive learning environments. Overall, this article provides valuable insights and practical recommendations for ESL teachers seeking to enhance their teaching methodologies and improve the effectiveness of their language instruction.

Bridging Literacy Theory with Practice: Differentiated Academic Service Learning Projects with Children's Literature

AbstractThis academic service learning initiative enabled teacher education candidates to create research‐based family literacy activities around a diverse selection of children’s books. Each project included a detailed parent or caregiver letter, which provides an overview of the family literacy activity; materials and props; step‐by‐step procedures; prompting questions; ideas for differentiation to meet the needs of varied learning styles; and real‐world extensions. As pre‐service teachers selected from a menu of literacy strategies that fit their individual letter and project design, the concept of differentiation was being actively implemented. Pre‐service teachers reflected on the experience of creating the family literacy project and their future plans for involving families in their students’ literacy learning.

EXPLORING FOREIGN EXPERIENCES IN TEACHING BOTANY: INSIGHTS AND INNOVATIONS

Botany, the study of plants, holds paramount importance in understanding the fundamental processes of life on Earth. Teaching botany, however, presents various challenges due to its multidisciplinary nature and the diverse learning styles of students. Thisarticle reviews foreign experiences in teaching botany, focusing on innovative approaches, pedagogical strategies, and technological advancements employed to enhance student engagement and comprehension. Insights from diverse educational settings shed light on effective methodologies and provide valuable lessons for educators worldwide.

Dependency Factor Analysis in the Evaluation of College English Teaching Quality

Teaching quality encompasses a multifaceted approach to education that prioritizes student engagement, comprehension, and empowerment. It extends beyond the mere imparting of knowledge to fostering critical thinking, creativity, and lifelong learning skills. A high-quality teaching environment is characterized by clear communication, supportive relationships between educators and students, and innovative instructional methods that cater to diverse learning styles. Effective feedback mechanisms, assessment practices, and curriculum design also contribute to teaching quality, ensuring that students receive personalized attention and opportunities for growth. Ultimately, teaching quality is measured not only by academic achievement but also by the holistic development of students as confident, curious, and socially responsible individuals prepared for success in an ever-evolving world. This paper introduces a novel approach to evaluating college English teaching quality through Dependency Factor Analysis, incorporating Point Feature Probability Classification Dependency Factor (PFP-DF). The proposed framework aims to provide a comprehensive assessment of teaching quality by analyzing dependencies between various factors influencing English instruction in college settings. Through simulated experiments and empirical validations, the effectiveness of the PFP-DF model in evaluating teaching quality is assessed. Results demonstrate significant improvements in accuracy and granularity compared to traditional evaluation methods. The PFP-DF model achieved an average accuracy rate of 85% in identifying key dependencies impacting teaching quality, allowing for targeted interventions and improvements. Additionally, the framework enables a more nuanced understanding of teaching dynamics, facilitating data-driven decision-making and continuous improvement in English instruction. These findings underscore the potential of Dependency Factor Analysis with PFP-DF in enhancing the evaluation of college English teaching quality, leading to more effective and impactful educational outcomes.

Pengembangan E-Book Interaktif untuk Menunjang Pembelajaran Diferensiasi pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar

The development of interactive e-books based on differentiation is undertaken due to the unavailability of digital learning resources, diverse learning styles among students, and a classroom environment that does not accommodate differentiated learning. The research aims to produce digital learning resources (product feasibility) and assess their effectiveness (benefits) in supporting the process of differentiated learning. The resulting product is named “E-Bid”, which is in e-Pub format, accessible on laptops, PC, and tablets, preferably connected to the internet. The research follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data collection methods used include tests and questionnaires. During the testing phase, two media and subject matter experts were involved. This was followed by a limited trial involving 10 fifth-grade students from Gla Meunasah Baro Elementary School to assess the level of appropriateness and usefulness of the learning outcomes in terms of differentiated learning on the topics of Hajj and Sacrifice (Kurban). The trial results showed that the product’s feasibility was rated highly, with scores of 3.44 (very feasible) from the subject matter expert and 3.57 (very feasible) from the media expert. Furthermore, the small group test received a score of 3.69 (very feasible). The assessment of the product’s benefits yielded a pre-test score of 54.3, a post-test score of 87.7, and a gain score of 33.40, indicating a highly beneficial outcome (very feasible category).

Harnessing Artificial Intelligence for Advancing Sustainable Development Goals in South Africa's Higher Education System: A Qualitative Study

Artificial intelligence (AI) presents opportunities in transforming higher education system and contribute significantly to achieving Sustainable Development Goals (SDGs). This study seeks to leverage AI technologies to advance SDGs within South Africa’s higher education system. It examines AI technology adoption in South African higher education institutions and challenges, strategies, and potential future directions. This qualitative research employed the constructivist principle to unravel the dynamics of AI in advancing SDGs in South Africa. Lecturers from the Department of Information Sciences were the participants of the study. The participants were purposefully selected based on their experience and knowledge of AI technologies. In-depth interview and focused group discussion was employed to generate and estimate responses using thematic content analysis. The result revealed that participants used AI technology to increase students' learning and engagement so students would not doze in class. It was discovered that AI technology has increased the chances for collective learning. The study further proved that AI technology can improve personalized learning experiences of students with diverse learning styles and abilities. This has led to a more inclusive and interactive classroom environment where students feel more motivated and supported in their learning journey. Integrating AI technology into education has shown promising results in improving student outcomes and fostering a more collaborative learning atmosphere. Based on the results, it implies that harnessing AI would advance SDGs in South Africa’s higher education institutions. As such, we recommended that the South African government should formulate comprehensive national AI education policy guidelines for higher education to regulate and harmonize the usage of AI in the higher education system.

Learning Style Preferences of Undergraduate Female Students in Public Colleges

The purpose of this quantitative study was to assess the learning styles and preferences of undergraduate students at female colleges. A sample of 252 female undergraduate students enrolled in B. Ed programs were selected as sample. An adapted questionnaire based on VARK theory was used comprising three factors (visual, auditory, and kinesthetic) of learning styles. The instrument consisted of 24 items based on 5-point Likert scale. Chronbach’s alpha reliability statistic was 0.85. The collected data was analyzed by using SPSS. The results revealed that visual learning style is a more prevalent learning style among female students. The results also revealed that there is no difference in students' learning styles and time spent on study. It is recommended that students have diverse learning preferences and styles. The teachers may design instructional activities and materials that accommodate various modalities such as visual, auditory, and kinesthetic learning.

Harnessing technology integration in education: Strategies for enhancing learning outcomes and equity

In contemporary educational settings, the integration of technology has become a pivotal aspect in shaping learning experiences and fostering equitable access to education. This review delves into the strategies employed to leverage technology effectively, aiming to enhance learning outcomes and promote equity within educational systems. The rapid evolution of technology has transformed traditional pedagogical approaches, offering diverse tools and platforms to engage learners across varied demographics. By strategically integrating technology into educational frameworks, educators can tailor instruction to accommodate diverse learning styles and facilitate personalized learning experiences. Furthermore, technology integration enables the creation of interactive and immersive learning environments, fostering student engagement and motivation. However, achieving equitable access to technology remains a critical challenge, particularly in underserved communities and developing regions. Addressing this challenge necessitates proactive measures such as investing in infrastructure, providing training for educators, and implementing policies that prioritize digital inclusion. Moreover, effective technology integration goes beyond merely incorporating devices and software into classrooms. It involves aligning technological tools with pedagogical goals, fostering digital literacy skills among students, and promoting critical thinking and creativity through technology-mediated activities. This review highlights the importance of leveraging technology not only to enhance learning outcomes but also to bridge the digital divide and promote equity in education. By adopting inclusive strategies and fostering collaboration among stakeholders, educational institutions can harness the full potential of technology to create more equitable and enriching learning environments for all students.

Exploring the Challenges and Strategies for Enhancing Biotechnology Instruction in a Modularized Context at University of Rwanda-College of Science and Technology

The globalization of higher education, spearheaded by initiatives like the Bologna Process, has transformed traditional teaching methods, fostering collaboration and interconnectedness among institutions globally. This transformation is evident in Rwanda's higher learning sector, where teaching and learning paradigms have evolved in line with Bologna Process principles. This study delves into the challenges faced by students and lecturers in teaching and learning biotechnology within this framework, and proposes enhancement strategies. Utilising a mixed-method approach, the study examines responses from 111 participants from the University of Rwanda-College of Science and Technology (UR-CST). Data collection involved questionnaires analysed using SPSS, supplemented by insights from focus group interviews and classroom observations. Key findings reveal hurdles that include inadequate facilities, limited connectivity, and weak coordination between academic and administrative bodies. Large class sizes and a lack of awareness regarding diverse learning styles exacerbate challenges. Additionally, time constraints and infrequent assessments hinder effective teaching and learning. To address these issues, the study suggests solutions such as continuous professional development for teachers, optimised time management, and improved laboratory facilities with dedicated personnel. These recommendations aim to enhance the effectiveness of teaching and learning in biotechnology, ensuring students receive quality education despite prevailing challenges.

Online learning and community engagement: Strategies for promoting inclusivity and collaboration in education

In recent years, the proliferation of online learning platforms has transformed the landscape of education, offering unprecedented opportunities for access and flexibility. However, as online learning continues to evolve, ensuring inclusivity and fostering collaboration within virtual communities remains a critical challenge. This review explores strategies aimed at promoting inclusivity and collaboration in online education settings. Firstly, it delves into the significance of creating a supportive online learning environment conducive to diversity. This involves implementing inclusive practices such as accessible course materials, accommodating diverse learning styles, and fostering a culture of respect and empathy among participants. Additionally, leveraging technology to facilitate real-time communication and interaction among learners from diverse backgrounds enhances inclusivity by breaking down geographical and cultural barriers. Secondly, the review examines the pivotal role of community engagement in fostering collaboration and mutual support among online learners. Establishing virtual communities where participants can engage in meaningful discussions, share resources, and collaborate on projects cultivates a sense of belonging and collective ownership of the learning process. Moreover, integrating collaborative learning activities such as group projects and peer reviews promotes active engagement and facilitates the exchange of diverse perspectives. Furthermore, the review highlights the importance of instructor involvement in fostering inclusive and collaborative online learning environments. Educators play a crucial role in designing inclusive curriculum, facilitating meaningful discussions, and providing constructive feedback that acknowledges diverse perspectives. Moreover, equipping instructors with training and resources to effectively manage online communities fosters a supportive learning environment conducive to collaboration and inclusivity. Promoting inclusivity and collaboration in online learning requires a multifaceted approach encompassing inclusive design, community engagement, and instructor support. By implementing these strategies, educators can create enriching online learning experiences that empower learners from diverse backgrounds to thrive and succeed.

Investigating the Role of Interactive Activities in Enhancing Pre-Intermediate English Grammar Learning: A Qualitative Inquiry at Universitas Klabat

This research aims to analyze Investigating the Role of Interactive Activities in Enhancing Pre-Intermediate English Grammar Learning: A Qualitative Inquiry at Klabat University. The type of research is descriptive qualitative. Data collection techniques using observation, interviews and documentation. Data analysis techniques using data reduction, data display and conclusions. research results The qualitative inquiry conducted at Klabat University delves into the significant role of interactive activities in bolstering pre-intermediate English grammar learning. Through meticulous observation and analysis, it becomes evident that interactive activities not only engage learners actively in the learning process but also facilitate a deeper understanding and retention of grammatical concepts. By fostering collaborative learning environments and promoting meaningful interactions, these activities cater to diverse learning styles and encourage students to actively participate in their own language acquisition journey. Thus, integrating interactive activities into English grammar instruction proves instrumental in enhancing the overall learning experience and proficiency levels of pre-intermediate learners at Klabat University.

Inclusive Education Practices: Fostering Diversity and Equity in the Classroom

This journal article examines inclusive education practices with a focus on fostering diversity and equity within the classroom. Recognizing the importance of accommodating diverse learning needs, the study explores strategies and approaches to create an inclusive educational environment. The research underscores the significance of adopting a student-centered approach that acknowledges and respects individual differences. It delves into the implementation of flexible instructional methods, personalized learning plans, and varied assessment strategies to cater to a broad spectrum of learners, including those with diverse abilities and backgrounds. Furthermore, the article investigates the role of teacher professional development in promoting inclusive practices. It explores how educators can enhance their skills and knowledge to create inclusive classrooms that embrace diversity. The study emphasizes collaborative efforts among educators, support staff, and administrators to create a cohesive and inclusive learning community. The examination of curricular adaptations and the incorporation of universal design principles are also key focal points. The article assesses how modifying curricula to be more accessible and designing learning materials that accommodate diverse learning styles contribute to an inclusive educational experience. In conclusion, this article contributes valuable insights into inclusive education practices, shedding light on the importance of fostering diversity and equity in the classroom. By adopting student-centered approaches, promoting teacher professional development, and implementing inclusive curricular adaptations, educators can create environments that celebrate differences and provide equal opportunities for all learners. The findings have implications for educators, policymakers, and stakeholders committed to advancing inclusive education on a broader scale.

The Influence of Interactive Learning Media Usage on Student Learning Motivation in Islamic Religious Education at Elementary Schools


 
 
 In the realm of elementary education, particularly in the context of Islamic Religious Education (IRE), the integration of interactive learning media has emerged as a promising strategy to enhance student engagement and motivation. This study investigates the impact of utilizing interactive learning media on student learning motivation in IRE at the elementary level. Employing a qualitative approach, this research conducts an extensive literature review and library research to explore existing studies, theories, and models related to interactive learning media and student motivation. The findings reveal that the integration of interactive learning media in IRE instruction positively influences student learning motivation. Interactive media, such as educational games, multimedia presentations, and virtual simulations, offer dynamic and engaging learning experiences, stimulating students' interest and intrinsic motivation. Furthermore, interactive learning environments provide opportunities for active participation, collaboration, and personalized learning, catering to diverse learning styles and preferences among elementary students. The utilization of interactive media fosters a sense of autonomy, competence, and relatedness, which are key components of self-determination theory and motivational frameworks. This heightened motivation leads to increased attentiveness, enthusiasm, and persistence in learning IRE topics. The implications of these findings underscore the importance of integrating interactive learning media into IRE pedagogy to cultivate a supportive and motivating learning environment for elementary students. This research contributes to the existing literature by highlighting the significant role of interactive media in promoting student motivation and engagement in religious education contexts.
 
 

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

Enhanced Virtual Classroom for Better Interaction

Online mode of learning is becoming more and more popular due to changes in education, society, and technology. This affects how students learn as well as how tutors teach. Additionally, this changes the way that each of these parties communicates with the others. Modern e- learning system affordances enable users to work on various projects or assignments for training courses on their own schedule. They may also work together and exchange experiences and knowledge, which creates rich learning flows within businesses. Future studies should make use of the large amounts of data generated by these platforms to examine how integrating cutting-edge learning technologies (such learning analytics and personalized learning) might contribute to higher organizational value. Lectures are the primary use of the digital infrastructure of dislocated learning settings like virtual classrooms, which promotes inefficient teaching methods. This methodology supports varying learning styles and improves understanding. Improved online classrooms allow students and teachers to collaborate and communicate in real time. Group projects, discussion boards, and video conferences all promote peer-to-peer learning and a sense of community, which are essential for information retention and skill development. An improved virtual classroom is a major advancement in the way we provide education. It provides a comprehensive approach to learning that accommodates various learning styles and demands by combining a wide range of sources and technologies, ultimately resulting in a more interesting, efficient, and customized educational experience. With technology developing at an exponential rate, there are countless ways to improve the virtual classroom and a more optimistic future for global education. Key Words: e-learning, teaching, interface, complexity, virtual, multimedia, insights

Learning Styles and Second Language Acquisition: A Review of Influences, Factors, and Educational Implication

Academia and the public have focused on studies of learning styles in second language acquisition in recent years. Students’ cultural backgrounds can reveal how education and culture affect learning. This paper summarizes the definition and the classification of learning styles and lists a brief review of influence, factors, and educational implications related to learning styles in the field of second language acquisition. The researchers analyzed learning styles are variable and numerous factors affect academic success. Studies show the beneficial correlation between learning styles and academic achievement within an appropriate teaching environment. A strong association exists between an effective learning style and favorable language learning results in students. Simultaneously, variables such as the learners' native language background and their personal traits will impact the selection of their specific learning style. There is a correlation between the variety of learning styles among students and the teaching techniques and aims of teachers in the field of education. An in-depth understanding of students' learning patterns will facilitate the advancement of the teaching profession. Since current evaluations and methods for evaluating students' learning types are questioned, more trustworthy learning style assessments must be developed in future studies.

Best Practices and Challenges of Conflict Management Education and Training in Cameroon

Purpose: To aim of the study was to analyze best practices and challenges of conflict management education and training in Cameroon
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: Best practices in conflict management education involve fostering communication skills, empathy, and active listening, alongside promoting collaborative problem-solving and cultural sensitivity. Challenges include overcoming resistance to change, addressing power imbalances, sustaining engagement, and adapting to diverse learning styles and contexts. Successful training requires integrating theory with practical skills and ongoing support.
 Unique Contribution to Theory, Practice and Policy: Social learning theory, cognitive dissonance theory & adult learning theory (andragogy) may be used to anchor future studies on best practices and challenges of conflict management education and training in Cameroon. Practice encompasses the application of knowledge, skills, and techniques derived from theory to real-world situations or contexts. Policy refers to a set of guidelines, rules, or directives established by an organization, institution, or governing body to govern behavior, decision-making, and practices within a specific context.