Keyword: learning

ABSTRACT: Feedback is a powerful learning tool; however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies
cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom; however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness.

ABSTRACT: In recent years, it has been argued that for compensating children’s difficulties in school achievement their underlying cognitive and learning strengths and weaknesses should be considered. This requires a different approach to evaluating children’s difficulties in school learning, which should include not only their school achievement but also the underlying cognitive abilities or aptitudes. The aim of this study was to examine if underachievement or low language school achievement of children from low socioeconomic status families can be predicted by their learning and language aptitude. One hundred and ten 10–12 years old primary school students from the area of Macedonia, Greece, were assessed with a psychometric standardized learning aptitude test (DTLA-4) and a psychometric standardized language aptitude test LaTo Level II. Their language school achievement was assessed with an informal language test based on the school curriculum. Research findings indicated that both learning and language aptitude may predict students’ oral and written language achievement. More specifically, general mental and language aptitude significantly predicted total language school achievement (p = 0.006 and p = 0.000), the receptive language system significantly predicted reading comprehension achievement (p = 0.000), the organization language system significantly predicted argumentative achievement (p = 0.002), the expressive language system significantly predicted written expression achievement (p = 0.002), the semantic language modality significantly predicted written expression achievement (p = 0.005), and the morphological language modality significantly predicted syntax and spelling achievement (p = 0.001 and p = 0.004). Recommendations highlight the importance of students’ difficulties early identification and the critical role of school-based evaluation teams.

ABSTRACT: This study investigates artificial intelligence (AI) psychological empowerment in education, examining how AI tools enhance students’ sense of competence, autonomy, and engagement beyond the effects of material empowerment (e.g., task performance
improvements). Using a quasi-experimental design, we compared Chinese domestic students in China and Chinese international students in Australia to assess whether AI psychological empowerment is both tangible and more impactful than material empowerment. We highlight several nuanced ways AI fosters personal growth and self-perception. Our findings reveal that, while AI material empowerment is beneficial, psychological empowerment has a stronger influence on motivation and self-perception, particularly for international students compared to local students, despite both groups completing the same English writing task. These results suggest that AI’s role in education extends beyond traditional material support, offering transformative psychological empowerment that enhances students’ confidence in academic contexts. This empowerment reasonably translates into greater personal adaptability and, ultimately, personal growth. The study contributes to the growing literature on AI in education, providing insights for scholars, educators, and policymakers seeking to leverage AI for holistic student development. Notably, generative AI (GAI) emerges as a critical tool for cultural and linguistic adaptation, particularly for immigrant students navigating foreign academic systems. Furthermore, the psychological empowerment effects of GAI appear to be context-dependent, with stronger impacts observed in students facing greater cultural or linguistic barriers. These findings emphasize AI’s potential to foster personal growth and resilience across diverse learning contexts. Finally, we recommend that educational policies and practices be tailored to leverage GAI for immigrant populations, paving the way for more equitable educational opportunities.

ABSTRACT: Rwanda, a landlocked country in East Africa, has undergone a remarkable transformation in the decades following the 1994 genocide against Tutsi. The investment made in the technology and education system is a means of fostering the development of human capital. Thus, recognizing the role of education in the achievement of human capital development, the country has undertaken significant education reforms and policy initiatives in recent years to improve the quality and accessibility of education across the country. Therefore, this study aimed at examining the extent to which educational policies and reforms contributed to human capital development. Conducted in 30 districts, the study employed a cross-sectional survey research design under an explanatory quantitative research approach to collect data from 310 teacher respondents. The data collected were analyzed using bivariate correlation and regression analyses. The findings revealed a positive and significant relationship (p < 0.05) between current educational policies and reforms on the development of human capital in Rwanda. Additionally, the linear regression model indicated that the implementation of the competence-based curriculum (CBC) (β = 0.207, p < 0.5), designed content in the CBC (β = 0.364, p < 0.05), the infrastructure and resources (β = 0.151, p < 0.05), and the provided teaching and learning materials (β = 0.113, p < 0.05) contributed significantly to human capital development in Rwanda. They contributed 35.6% (adjusted R2 = 0.356, p < 0.05) of the variance. Recommendations include regular teacher training programs on innovative teaching approaches, information and communication technology integration in teaching and learning, inclusive education, and gender-responsive pedagogy, as well as planning activities that involve student engagement directly, such as diverse competitions in their respective subjects and field visits.

ABSTRACT: Gamified learning experiences use game mechanics and structures in curriculum and learning activities to engage students with content and scaffold toward intended learning outcomes. Using the domains of Bloom’s taxonomy of learning in the cognitive domain to explore the possible relationship between games and learning for application to university learning, links can be made between thinking skills and game types. This paper describes the development of the gamification alignment table and the gamification alignment model, how these were used to design a gamified learning experience (GLE) for the intended student learning outcomes at the first-year undergraduate level, and how they could be used at master’s level with different available in-game choices. The gamification alignment table allows learning designers to identify how the pedagogical lexicon matches to existing features of games and therefore can be easily transformed into GLEs. In the gamification alignment model, the six levels of knowledge in the cognitive domain, with pedagogical verbs used by educators and learning designers in planning and designing GLEs, are paired with game types involving different sorts of learning activities. The concept explored in the example GLE in this paper was the accounting and finance threshold concept of the time value of money. This research provides a further link between Bloom’s levels and the Australian Qualifications Framework levels and the comparable European Qualifications Framework levels. This novel mapping provides rationale for the linking of game design and learning outcomes and will be of interest to educational designers, as well as academics, with a learning focus.

ABSTRACT: Artificial intelligence (AI) has advanced rapidly in recent years and has become widely integrated across various fields, including education. This paper seeks to provide a comprehensive examination of the current state of AI in education by exploring its potential to revolutionize learning experiences through personalized approaches and data-driven multifaceted tools, while also highlighting important challenges that require consideration to ensure its responsible development and implementation. AI shows great promise to personalize instruction for each student based on assessments of their individual strengths, weaknesses, interests, and learning preferences. However, several challenges still necessitate careful examination of AI’s implications on education. Issues like algorithmic bias, the digital divide between socioeconomic groups, and concerns around reduced critical thinking skills all require addressing. If not developed and applied judiciously with these challenges in mind, AI risks exacerbating rather than alleviating existing inequities and hindering the cultivation of higher-order cognitive abilities. Through a comprehensive review of the relevant literature regarding AI’s current and potential roles in education, this paper identifies several key considerations around learning outcomes, challenges, and implications. Findings from interpretative structural modeling analysis also reveal the importance of balancing AI capabilities with safeguarding against potential downsides like those mentioned above. It is imperative that AI integration in education is approached responsibly with an understanding of both its promise and risks to learning to ensure its successful and equitable implementation for all students.

ABSTRACT: Physics education often faces challenges in communicating abstract concepts effectively and maintaining student interest. This study explored the integration of immersive virtual reality (IVR) with game-based learning to improve educational impact and student
engagement. The designed IVR game included the principles of inquiry-based, constructivist, and situated learning. It included four levels that mimicked real-world physics situations, each focusing on a particular physics concept and featuring interactive puzzles. This setup enabled students to progress throughout the game while improving their understanding of abstract concepts. The addition of characters such as guides and opponents enriched the storyline and elevated the immersive experience. The experimental results of 19 participants from four different majors demonstrated positive gaming experiences and an improved understanding of the physics concepts. Most of the participants rated the physics education game highly for its positive impact and participation, showing a significant interest in learning through the IVR platform. In general, 95% of the participants gave the game high ratings for its educational value and overall learning experience. The study highlighted the promise of game-based IVR learning in the advancement of physics education and highlighted ways to increase student motivation and participation.

ABSTRACT: This study investigates the integration of inclusive learning spaces in educational ecosystems, inspired by architect Rosan Bosch, to enhance entrepreneurship and inclusion in higher education. The concept of “ecosystem” is crucial in fostering environments where students, including those with disabilities, can thrive. Using the HomeByMe application, a design is proposed for implementing these spaces in educational institutions. Literature emphasizes the importance of involving diverse stakeholders and using ICT management to promote creativity, cooperation, and effective communication. In Ecuador, inclusion in higher education is a priority, driven by global and national organizations advocating for diversity. The research employs a qualitative approach, utilizing participant observation and interviews to explore learning ecologies and inclusion. Results demonstrate that learning ecosystems foster entrepreneurial skills such as problem solving and critical thinking. The study recommends that higher education institutions integrate social dimensions into their policies, use technology for personalized learning, and encourage collaboration among diverse student groups. These efforts aim to create equitable educational opportunities, addressing socio-economic and cultural barriers while promoting an entrepreneurial mindset through interactive and challenging content.

ABSTRACT: Previous research has suggested that Visual Thinking Strategies (VTS) practices positively impact student performance and if so they may also affect teacher performance. The purpose of this study was to explore VTS on teachers’ perceptions of their general teaching practice. A qualitative, multiple case study was conducted to investigate the experience of teachers using VTS. Eligible teacher participants were identified through the VTS Organization and the Watershed Collaborative. The two cases – teachers practicing VTS in Kindergarten Grade 12 (K-12) setting and teachers practicing in VTS outside of the K-12 setting – were investigated separately and then compared in a crosscase analysis. An analysis of the data indicated that using VTS in teaching relates to a humanistic teaching style. These findings have implications for educators and educational institutions wishing to implement humanistic teaching practices and raise further questions pertaining to VTS and humanistic education practices that might be explored through future research.

ABSTRACT: School leaders are integrating social and emotional skills content into their academic curriculumto create a supportive learning environment and improve the implicit curriculum. The Generation Schools Network (GSN) Advocacy Program is a comprehensive, multi-component schoolwide initiative designed to promote students’ social-emotional competence, college and career readiness, and academic success. Overall, theGSN Advocacy Program represents a holistic approach that promotes the interconnectedness of social-emotional development and academic success, aiming to prepare students for the challenges and opportunities they will encounter. The study aimed to test for baseline equivalence between the comparison and intervention groups regarding school climate, leadership, school connectedness, emotional distress, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This quasi-experimental process compared secondary students in the intervention group (125) participating in the yearlong GSN Advocacy Program with students in the comparison group (115). After controlling for preassessment variables of social-emotional competence, the analysis of covariance revealed significant improvements among students in the intervention group for total social-emotional competence and constructs of school climate and school connectedness. The program’s multicomponent approach, including structural support through professional development for implementers and specific social-emotional learning lessons, helped students develop social-emotional skills. Accordingly, students also demonstrated increased interaction with others, an improved sense of school connectedness, and an enhanced ability to handle emotional distress, which is crucial for academic stressors. This study suggests that the multi-component approach, including student-centered social-emotional competency instruction and environmental focus, engendered the intervention group’s acquisition of social-emotional skills. Accordingly, by adopting a multi-component approach that addresses these various aspects of social-emotional programming, school leaders can create a holistic support system that nurtures students’ social-emotional competence, resilience, and overall well-being. This comprehensive approach enhances students’ academic success and equips them with the skills and attitudes necessary for success beyond the classroom.

ABSTRACT: Online collaborative conversation is one of the crucial approaches to promote students’ collaborative skills and cognitive development. Students’ social roles in collaborative learning have a key impact on the process of collaborative learning activities and the
development of students’ cognition. What are the differences in the cognitive structures and processes between rotated-role and fixedrole in students’ groups? This paper explored this question by empirical research. The results of epistemic network analysis showed that the rotated-role groups had more high-level cognition and more complex cognitive structure, while the fixed-role groups had more management activities. In the rotated-role groups, the leaders can better mobilize the atmosphere, organize, and coordinate the cognitive processes of the team, to contribute more to the collaborative conversations. The cognitive depth and efficiency of fixed-role groups significantly decreased over time. These imply that in online collaborative conversation activities, role-rotation can be used to promote higher-order cognitive development, and fixed role can be used to improve management efficiency. Teachers should encourage team leaders to take on more cognitive activity organization and coordination tasks in online collaborative conversation activities. In the later stages of online collaborative conversation activities, teachers should strengthen intervention and support for fixed social role groups.

ABSTRACT: Sub-Saharan Africa having remained economically poor throughout its more than sixty years of independence and relying on the finding that the acquisition of a high level of digital and entrepreneurship skills tends to create wealth for nations in modern times, this study investigates the extent to which sub-Saharan Africa’s higher education institutions may leverage the facilitation of the learning of digital technologies and entrepreneurship for Africa’s economic emancipation through lifelong learning. The work carried out at the level of eight (8) lifelong learning outfits of eight (8) premier universities drawn from the four (4) regions of sub-Saharan Africa is scrutinized through the administration of a six (6)-item questionnaire with a view to establish whether or not Africa’s higher education institutions are currently facilitating the learning of digital technologies and entrepreneurship through lifelong learning to a level that may promote Africa’s economic emancipation. The findings of the current study are that sub-Saharan Africa (i). possesses very few higher education institutions in comparison to the global average, (ii). is yet to prioritize lifelong learning both nationally and at the higher education level, and (iii). is incapable to produce the needed population of digital and entrepreneurship graduates that may propel its economic emancipation as a result of its current level of neglect of lifelong learning.

ABSTRACT: In Japanese language classrooms, students have become more globalised in terms of the students’ educational and life experience background. Teaching pedagogies which have been used before globalisation may not be appropriate and effective for students after globalisation. The aim of this study is to investigate any cultural identity characteristics of students who studied Japanese at two British universities in the South of England between 2012 and 2023. The significance of this study is to investigate how students’ individualist or collectivist cultural background may affect students’ cultural identity. Participants were a total of 22 students who studied Japanese language through an Institution-Wide Language Programme. The majority of these students have studied Japanese for a minimum of 1–3 years. The data were collected between 2012/13 and 2022/23 academic year from two British universities. The research design to investigate students’ cultural identity characteristics was a mixed method, using variables such as hometown, languages they speak, their values and their first name. Students’ origin, where they were born and where they were educated, was also taken into consideration to analyse the data. The key finding of students’ characteristic was that students’ identification was closely related to their sense of belonging in the results of students’ hometown, languages they speak, their values and their first name, which is in line with other previous research results in the literature. Other findings included that some of the students found it difficult to determine their hometown, that the majority of students were multilingual who have experience in several language learning, that students’ values were often influenced by their parents’ individualist or collectivist cultural values and that students’ first names often showed the students’ identification and a sense of belonging. Taking into consideration the individualist or collectivist culture, recommendations are discussed on how the language teaching practitioners may be able to support the sense of belonging of the current students who have diverse educational and life background.

ABSTRACT: The goal of this research study was to investigate the effects of D.A. Kolb’s active experimentation stage of experiential learning theory (ELT) on teacher professional development. This qualitative interpretive phenomenological study addressed the problem of teachers’ desires for effective professional learning experiences to improve student learning and instruction in the classroom. The research questions explored the perceptions of private school teachers regarding professional development sessions, specifically in the context of active experimentation. The study aimed to investigate the advantages of promoting a professional culture of continuous learning and teamwork among teachers through various methods such as lab classrooms, peer observation, professional learning communities, and peer coaching. The study adopts a descriptive approach utilizing focus group discussion and semi-structured interviews for data collection. Purposeful sampling was used to determine the sample and criterion sampling was used to select the participants. Biographic data were collected to provide background information about the participants involved. The biographic data allowed for stratification enabling the examination of various factors connected to the aim of the study. The study focused on understanding the benefits of providing teacher support through active experimentation during professional development sessions. Results showed that although teachers did not explicitly reference ELT when discussing effective strategies during professional development sessions, they referenced the value of hands-on, active participation in realclassroom stimulations during teacher professional development. The study’s findings also indicate a need for creating a consistent framework for professional development sessions that includes active learning, teacher collaboration, and continuous support in a culture anchored in trust.

ABSTRACT: Student evaluation of teaching surveys (SETS) is one of the most controversial tools used in higher education, globally. Recently the impact that SETS had on innovation in pedagogy has been raised as a potential problem. The teaching team experienced a gap between the SETS results generated for a final-year undergraduate class that utilized flipped learning as the innovation and an empirical research project using the same cohort of students that investigated the effectiveness of that pedagogy. Accordingly, from 2014, we established this crosssectional sequential study over seven semesters to understand how students used the SETS after experiencing this innovation. We conducted a thematic analysis on the 588 SETS results from a final-year undergraduate class studying at an Australian university and found resisting students used the SETS as a weapon with adoption of the innovation of the prime casualty. We recommend SETS be tailored for use where students experience innovation in pedagogy as the use of SETS by students may undermine the adoption of otherwise effective pedagogy and impact the willingness of faculty to pursue innovation in pedagogy.

ABSTRACT: Contemporary advances in generative AI technology have sparked considerable interest regarding its application in language education. This article explores the innovative impact that AI-powered linguistic educational tools may have, such as customized learning journeys, dynamic content, and individualized feedback mechanisms, which collectively have the potential to enhance language acquisition. At the same time, it is important to recognize the constraints associated with such technologies. Concern about maintaining precision and genuineness within AI-crafted language texts is an issue in the literature. There is also caution about AI’s current inclination to standardize language expression and to propagate limited cultural narratives, alongside the risks of overreliance on technology which may diminish analytical thought and inventiveness. This article examines the ethical considerations involving generative AI, such as the authenticity of creative work and the ownership of intellectual output. Emphasizing the necessity for clarity and conscientiousness in the application of AI, this conceptual article outlines the opportunities, limitations, and ethical concerns associated with generative AI in language instruction. This article advocates for a well-rounded strategy that
leverages the positive aspects of generative AI within language education, while also addressing possible drawbacks and championing an ethical and equitable approach to language learning in the emerging AI-centric digital landscape. A model for forging thinking in this new research and practice space is offered to synthesize many of the possibilities of generative AI in language education.

ABSTRACT: Theoretical foundations in recent years emphasize that a significant number of students globally continue to exhibit a lack of commitment and motivation in school activities, leading to diminished proficiency levels in specific areas of study. The magnitude of this phenomenon, coupled with its evident social implications, suggests that we are facing restlessness and a growing demand for urgent answers and results. In the educational context, the sociocognitive perspective conceives the construct of self-regulation for learning as the management and mastery of a set of factors that emerge as crucial elements for high-quality learning and, predictably, academic success. To achieve this successful learning, it is crucial to manage and control variables such as volitional control strategies (VCS), planning of academic time management, and procrastination (PR). The purpose of this study is to demonstrate, through the technique of structural equation modeling, that these variables impact students’ self-regulation and predict academic performance. A sample of 565 students (Mage = 12.97) from the 3rd cycle of basic education (7th, 8th, and 9th grades) participated, responding to a set of validated scales for the Portuguese context. The results indicated that students who employ more VCS and plan academic time management more effectively demonstrate higher levels of self-regulation for learning. However, those exhibiting higher levels of PR in school activities show a lower propensity to self-regulate their learning. Deepening the understanding of the elements that influence the learning process is crucial to promoting the quality of education and the development of autonomous, self-regulated, and competent students. A student who values school tasks, adopts self-regulatory strategies in their learning process, and manages their time dedicated to school activities appropriately and insightfully will undoubtedly be moving toward academic excellence.

ABSTRACT: This research compared the effects of solo and collaborative gameplay formats on learning achievement and motivation among freshmen English students. Sixty studentswere randomly assigned to play educational games either individually or in small groups over 10weeks.While both groups received similar instructional time, one played independently using individual devices, while the other played in small groups sharing a single device. A pre-test and post-test design was used, with a 20-multiple-choice exam assessing freshman English knowledge. A modified Motivated Strategies for Learning Questionnaire was also administered to measure five dimensions of motivation (intrinsic goal orientation, extrinsic goal orientation, task value beliefs, control beliefs, and self-efficacy for learning). Post-test scores were significantly higher for the collaborative gameplay group, suggesting team-based interaction enhanced learning. However, a multivariate analysis of variance showed no significant differences between groups on any of the motivation dimensions measured. The findings demonstrate collaborative gameplay may boost achievement without compromising motivation when compared to solo gameplay.

ABSTRACT: This narrative review critically examines the application of gamification in higher education. Gamification, the integration of game elements into learning, is increasingly used to enhance student engagement and motivation. However, the effectiveness of gamification depends on its alignment with learning objectives. Superficial use of game elements, such as irrelevant badges, can hinder meaningful learning outcomes. Moreover, over-reliance on extrinsic rewards can lead to short-term motivation but may compromise deep learning. Additionally, a competitive culture fostered by gamification might hinder collaboration and stress individual achievement. To harness gamification’s benefits, educators must carefully design game mechanics to promote collaboration, select suitable activities, and consider diverse learning styles. This review underscores the need for thoughtful integration of gamification and the importance of evaluating its impact on pedagogical goals in higher education. The article concludes by providing implications for research and practice.

ABSTRACT: In the context of the COVID-19 epidemic, it has become a new trend for people to use online learning communities for learning and communication. Previous studies had shown that trust was one of the important factors affecting knowledge sharing behavior in the online learning communities. However, related studies had not analyzed its mechanism from the micro level. Based on the knowledge sharing gain coefficient and multi-angle trust degree of the online learning communities, this paper constructed the corresponding public goods evolution game model and constructed the Holme–Kim theoretical network model according to the structural characteristics of the community user interaction network. The simulation experiment was carried out by using Matlab to analyze the influence of group trust value and individual trust value on group sharing behavior. From the micro level, this paper analyzed the evolution law of knowledge sharing behavior in the network under the influence of trust. The results showed that the degree of trust knowledge sharing played an important role in improving the behavior of group knowledge sharing. This study provided theoretical guidance for improving the level of knowledge sharing in the e-learning community and creating a good learning atmosphere.