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Background: There are deficiencies in ensuring the permanence of some theoretical information taught in nursing education and transferring it to practice environment. Mobile‐assisted teaching can be useful to eliminate deficiencies. The aim of this study was to determine the effect of mobile‐assisted teaching on nursing students' learning ventrogluteal injection. Methodology: The study was conducted in Turkey between February and June 2022. This study is a single group pre‐posttest intervention. The study sample consisted of 354 students studying in the 2nd, 3rd and 4th grades in Turkey. After the students completed the Introductory Characteristics Form and Ventrogluteal Region Information Suggestion Form in the pre‐test, the researchers sent a ventrogluteal injection animation video to their mobile phones. The students who watched the video completed the Ventrogluteal Region Information Suggestion Form and Mobile Education Activity Form in the final test. Results and Conclusion: There was a statistically significant difference between the pre‐posttest score medians of the students (p < 0.001). While the preference of the students for the ventrogluteal region in intramuscular injection was 28.5% before mobile learning, it increased to 51.1% after the training. In this study, after the training given through mobile learning, the knowledge level of the students about ventrogluteal injection and their preferences for ventrogluteal injection increased. In line with these results, mobile‐assisted education should be used in nursing education. Lay Description: What is already known about this topicDue to the high number of students per teaching staff in Turkey, it takes time for the theoretical education of the students to turn into practice.It is recommended that students prefer and use the ventrogluteal (VG) region for intramuscular drug injection.The students had difficulties because the nurses guiding them in clinical practice did not use the VG area.There are difficulties in applying the VG region injection in practice. What this paper addsMobile‐based intramuscular injection skill application increased the knowledge level of the students.Mobile applications make it easier to remember the learned information and apply it in the clinic. Implications for practice and/or policyMobile applications demonstrating skill practice provide a resource for nursing students to watch and learn whenever they want.It ensures that the student is always ready for invasive procedures to be performed on the patient in the clinic. [ABSTRACT FROM AUTHOR]

Background: Flipped classroom (FC) model has become increasingly popular in dental education (DE) with its strengths for students. However, major concerns are lack of interaction, unwillingness to complete the assignments, low engagement during the pre‐class activities because of an unwell‐designed instructional setting of FC. Objectives: The recent study aims to investigate the effects of video‐driven discussions integrated into the flipped classroom (VdDs‐FC) model on dental students' (DSs) learning achievement, practical performance, and higher‐order thinking skills in a restorative dentistry course. Methods: This study adopted a sequential explanatory design from mixed‐methods research. A total of 96 DSs participated in a dentistry faculty of Türkiye. They were randomly divided into two groups: VdDs‐FC group and the conventional flipped classroom (c‐FC) group. Results and conclusions: The results showed that the VdDs‐FC model had significant positive effects on the practical performance of DSs in practical subjects and their problem‐solving and critical thinking skills. However, there was no significant difference between the two groups in learning achievement and creativity. The use of FC in the c‐FC group did not lead to any difference in the students' achievements. Moreover, the qualitative results indicated that the VdDs‐FC model has the potential for enhancing peer learning, practical classroom activities, and higher‐order thinking skills. Implications: This study also includes several instructional implications and suggestions for educators, researchers, and practitioners on use of FC in dentistry. Lay Description: What is already known about this topic: Flipped learning has become a rapidly growing area of dentistry research.Discussion board could be beneficial to increasing dental students' higher order thinking skills, especially problem solving and critical thinking.Video‐driven discussions into flipped classroom provide several opportunities for practical performance in dental education, not for theoretical knowledge. What this paper adds: Video‐driven discussions into flipped classroom model is proposed.We compared two learning environments by including traditional flipped classroom.We found that the integrated model with flipped classroom can have a positive impact on students' achievement.Online discussions usage contributed to higher cognitive, affective, and behavioural learning outcomes.Based on interview data, the proposed model supports peer learning. Implications for practice and/or policy: Dental educators should integrated the digital discussion boards as out‐of‐class activities in the pre‐clinical dental training.From dental educators' perspective, they should be carefully trained in FC design (interaction elements, material design, integration with different methods, etc.).From instructional design perspective, micro videos should have case‐based or problem‐based activities to discuss.From learner perspective, an integration of the flipped classroom with different technologies could have a positive effect on increasing learning. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effects of augmented reality (AR) activities on students' academic achievement and motivation in a biology course. For this purpose, a mixed study was conducted, and a pretest and posttest control group model was used. In addition, the opinions of the experimental group students and the teacher about the AR activities were taken, and classroom observations were made during the study. The study group consisted of 40 (22 female and 18 male) ninth‐grade biology course students. The control group followed the biology course programme, whereas the experimental group students conducted AR activities in addition to the course programme using tablets. Consequently, it was found that the motivation of the students in the experimental group increased more than that of the students in the control group. However, no significant difference was found between the academic achievement scores of the groups. The teacher and the students stated that AR activities might be effective in increasing course success and motivation. Lay Description: What is already known about this topic: Biology is one of the fields that cover too many abstract and invisible contents.Abstract and invisible course contents cause misunderstandings and low academic achievement.Augmented reality (AR) technology stands out with its visualization feature.AR appears to be an effective technology for making invisible subjects visible and giving concrete examples for abstract content in biology education.What this paper adds: AR activities could positively affect students' motivation in biology courses.Students' perceptions of the augmented reality into classroom are highly positive.AR activities raise students' participation to the course.However, AR does not significantly affect students' academic achievement.Implications for practice and/or policy: More long‐term and interaction‐based AR activities in a school with proper infrastructure might influence students' academic achievement positively.AR materials that have better image quality, more interesting design for students, and more interactivity will increase the effectiveness of instruction.It could be beneficial to use more AR technology when preparing curricula and textbooks. [ABSTRACT FROM AUTHOR]

Learning letters is an important area of language learning, conducive to the beginning of reading and writing. Indeed, today's generation prefers to learn through digital games rather than through formal teaching processes. Inspired by this need, the researcher designed this study (a) to test the effectiveness of an instructional digital game, "Kes Sesi," designed to teach letter recognition skills and (b) to briefly present its instructional development process, which was based on the ADDIE model. This was a quasi‐experimental study with two treatment groups and a control group involving 87 kindergarteners. Treatment groups played the game for 12–6 weeks for learning, 6 weeks for practice. The control group continued with its regular class activities. One treatment group played the game based on predefined sound categorization, the other without any categorization. A test on children's sound recognition abilities was administered three times as a pretest, a midtest, and a posttest. The treatment groups performed significantly better than the control group. The game enhanced the kindergarteners' ability to practice uncategorized content while it enhanced their ability to learn categorized content. The results are promising in that Kes Sesi can be useful in self‐supported learning contexts with little adult input and with minimum outside interference. Lay Description: What is already known about this topic: Learning letters is an important area of language learning, conducive to the beginning of reading and writing.There is a variety of research studies on digital games for learning in the literature.It is a challenge to teach preschool children letters. What this paper adds: There seems to be a gap when it comes to experiments on kindergarteners' early reading skills.Although there are many relevant games in the market, there are no studies investigating kindergarteners' sound recognition skills through game playing on mobile technology.This study has its unique feature in terms of providing a sample article on "Design, development and application of learning tools and systems," which is a topic within the Journal's scope. Implications for practice and/or policy: Digital educational games such as "Kes Sesi" can be useful in self‐supported learning circumstances with little adult input or intervention.Similar educational games can be designed by taking the current research study as an example, and it is believed that it will encourage production of many similar games.Students' performances reach an optimal level when educational games are used after the teacher helps them construct their learning and guide them in this endeavor. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the effect of students' flipped learning readiness (FLR) on engagement, programming self‐efficacy, attitude towards programming, and interaction intensity in the information and technology classrooms where programming is taught with the flipped classroom (FC) model. The study group of this research, which is designed by the relational screening method, consists of 371 students studying in middle school. Structural equation model was used for the data analysis. The results of the study revealed that FLR and its indicators in the programming teaching conducted with the FC model are significant predictors of engagement, attitude, programming self‐efficacy, and interaction intensity. FLR is most strongly related to programming self‐efficacy, whereas it is most weakly related to interaction. The most striking result of this study is that the FC model is an effective option in terms of providing engagement, interaction, self‐efficacy, and learner attitude, which are the key components for the success of the instruction. It is thought that this study assists to create an awareness on the impact of FLR on students, on subjects that frame in‐class attitudes, and behaviours of students. Lay Description: What is already known about this topic: Programming skills are important for the acquisition of basic skills of the 21st century.Flipped learning is an opportunity for effective programming teaching.Flipped learning readiness (FLR) has an important role in FC.However, in order for effective face‐to‐face learning to take place, it is crucial that students are able to take on the responsibility of learning outside the classroom, that is, the e‐learning readiness of their students. What this paper adds: We use FC applications in teaching programming to children.We have examined the key variables to be successful in a course involving the teaching of complex skills such as programming with FC.We brought proposals for practical education and researchers to be carried out programming instruction in FC. [ABSTRACT FROM AUTHOR]