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Several aspects of the migratory behaviour of birds, notably timing, direction and duration, have been shown, mainly from breeding experiments, to be under genetic influence. Nevertheless, aspects of migratory behaviour can be improved by learning, either from personal experience or from other individuals. This review is concerned with social influence on different aspects of bird migration. Communal migration can provide not only the usual anti-predation and food-finding benefits, but also energy savings (resulting from particular flock structures), greater synchronization of individual journeys and improved route finding. Individuals in a group can pool their knowledge of directions and routes to mutual benefit, and if a group contains different age-groups, naïve youngsters can learn from more experienced individuals. These advantages may be one reason why many birds migrate in flocks or in more diffuse aggregations, even some species that normally live solitarily. Some species, notably swans, geese and cranes, migrate as family units within flocks, so young could learn migratory routes, stopover sites and wintering areas from their parents. And providing the two age-groups migrated together, the young of other species could learn the same details from older, more experienced individuals, whether related or not. In the daytime, some birds can be seen to migrate on their own, while others travel in groups, flocks or other looser assemblages. Night migration has been studied by radar, ceilometers and other artificial lights and by 'moon-watching', as well as by sound recording to detect flight calls. While some species travel at night in dense flocks, as in the daytime, others (including some solitary species) seem to travel in loose aggregations which may form once the birds are airborne. Calling maintains contact between individuals and may thereby provide information on optimal directions, flight altitudes and other aspects. Species vary in the extent to which they call at night, but such vocalizations increase at times of change, such as take-offs and landings, altitude changes or as birds enter mist. Many birds show specific behaviours before migration which serve to synchronize departures of those individuals which have reached an appropriate condition. Individual homing pigeons, released at a distance, can normally find their way back to their home loft, but different pigeons may develop different routes. When pairs of pigeons, which have developed different routes, are released together, they may either take an intermediate route or one pigeon may join the other regarded as 'leader'. The larger the difference in experience between two pigeons, the greater the likelihood that the more experienced bird will emerge as leader. Migration in flocks may improve the accuracy of orientation if the direction of the flock is an average of the headings of the individual flock members (the 'many wrongs' principle). This notion has been supported by experiments on homing pigeons, and also by observations of wild birds, in which single individuals or small groups showed more variation in their directions than did larger groups. In general, directional scatter decreased as group size increased. In such systems, individual birds benefit from social contact with others, but all individuals have equal influence on the resulting direction. In practice, some birds (leaders) are likely to have more influence on directions than others (experienced more than inexperienced), as shown in experiments with pigeons and tracking of wild goose families on migration. Large scale field experiments have also shown that birds can be influenced in their movements by others of their species, and that even birds from resident populations can sometimes be induced to migrate when released into areas where migrants prevail. When juveniles are released in the absence of experienced adults, they take a wider range of directions than normal, some of which take them off an optimal route. By training geese, swans or cranes to fly behind ultralight aircraft, new migration routes have been created, re-establishing migratory populations in areas from which they were eliminated in the past. Such experiments further illustrate the role of social influence on bird migratory patterns. Suggestions are made for further research aimed to fill gaps in understanding and to take forward our understanding of social influence on migratory behaviour. [ABSTRACT FROM AUTHOR]

This study aims to develop a decision-making approach to help instructors be more effective in selecting appropriate individuals as teammates in the same group to engage in learning together. The social network analysis (SNA) technique is employed to extract the implicit social relationships between each student and any of the other students in the class. The search mechanism based on a genetic algorithm (GA) is developed to find several feasible solutions of organized members for groups under consideration of the acquired relationship measures by SNA and an optimum teammate selection can be effectively achieved. Besides, a simulation based on the SIR model is applied to find the team network topology is of a better knowledge transfer performance than the original one (i.e., without splitting students into groups for learning). An application showcases the developed deci-sion-making approach is of good efficiency and is a promising way to help enhance the capability of an instructor in classroom management while teaching. [ABSTRACT FROM AUTHOR]

With the rapid advancement of big data and information technology, the analysis of student emotional fluctuations has emerged as a new frontier in the field of educational psychology. This study aims to explore the patterns of student emotional fluctuations through big data analysis techniques and to use these patterns to predict students' psychological tendencies, thereby providing educators with real-time, accurate teaching references. The importance of student emotions in the learning process and the potential of big data technology in perceiving and analyzing student emotions are elucidated in the background section. The current state of study discusses the limitations of traditional methods in analyzing student emotions, such as small sample sizes, short data collection time spans, and the lack of timeliness and accuracy in analysis. A student emotional fluctuation identification model based on big data is first established, capable of integrating multi-source data and effectively capturing subtle changes in student emotions. Furthermore, a psychological tendency mixed-frequency prediction model is constructed, utilizing the mixed data sampling (MIDAS) mixed-frequency model, aimed at achieving accurate predictions of trends in student emotional fluctuations. The development and validation of these two models demonstrate the application value of big data analysis in the field of educational psychology, supporting personalized learning and promoting the effectiveness of student emotional management and teaching interventions. [ABSTRACT FROM AUTHOR]

The interaction of constraints causes learning. It was examined how explicit and implicit learning affected the dart-throwing task in morningness-eveningness people to test this claim. 120 morning-type individuals (AgeM ± SD = 23.38 ± 2.58) were chosen using the MESSi questionnaire. Then, randomly divided into four 30- person groups: explicit morning practice, implicit morning practice, explicit evening practice, and implicit evening practice. Each group received 10 training sessions (3 sets of 10 attempts). Mixed ANOVA (4x4) demonstrated significant main effects of different tests, group, and group test interaction. Additionally, Tukey's test demonstrated that explicit training groups outperformed implicit training groups in both immediate and delayed retention tests. The retention test with a two-week delay and transfer test outperformed explicit training groups. So, it can be said to some extent that implicit practice outperforms explicit. Learning will last longer if this practice is based on individual characteristics like circadian rhythm. [ABSTRACT FROM AUTHOR]

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and subsequent coronavirus disease 2019 (COVID-19) had widespread disruptive consequences on various sectors including tertiary education. Universities were shut down and forced to introduce emergency remote teaching and learning. This coincided with the period where the authors of this article started advanced professorial training through the Future Professors Programme Phase 2, Cohort 1 (FPP). Like other educators, the authors experienced COVID-19-linked challenges and opportunities and decided to report on this through a review of the literature and reflective writing. While most publications between 2020 and now focused on the challenges and opportunities caused by the pandemic within the teaching and learning environment, challenges and opportunities experienced in the research environment were less reported on. Often, the findings presented also focused on one discipline or in single institutions. This meant that the responses to address pandemic-associated disruptions would be limited in its view and weighted to teaching and learning and specific discipline(s). Set against the background of the South African higher education (HE) system, the authors review how COVID-19 augmented existing challenges as well as how it presented opportunities for improved teaching, learning and research. This is done by providing context to the challenges and opportunities of not only teaching and learning but of the research environment whilst focusing on several disciplines and institutions. While there is an overlap in the COVID-19 experience within the five Institutions (UCT, UWC, UJ, NWU and TUT) in terms of challenges and opportunities, the impact on research was as devastating as it was on teaching and learning with unique scenarios applicable to the respective disciplines/institutions. The supplemental FPP training and teachings placed the authors in a unique position compared to our peers, in our approach to dealing with the academic disruption. While the pandemic had a general negative outlook for most academics, the FPPs programme better prepared the authors to reimagine and reshape our teaching, learning and research practices to face future pandemics. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Dental Hygiene is the property of Canadian Dental Hygienists Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Previous studies have shown that digital microscopy is an indispensable tool for teaching oral pathology laboratory course. Despite this, our institute relies solely on recommended/reference book images for oral pathology practicals, neglecting both light and digital microscopy methods. Gathering students' feedback on these methods is essential before considering digital microscopy as part of the oral pathology curriculum. Therefore, this study aimed to compare the usefulness of light and digital microscopy among second-year dental students. The study was conducted from December 6 to December 7, 2023, in the Department of Oral Pathology, Dr. Ishrat-ul-Ibad Khan Institute of Oral Health Sciences, Dow University of Health Sciences. The study involved the selection of five cases from the oral pathology course, followed by feedback on students' diagnostic skills, learning impact and acceptance rate of light and digital microscopy using an online questionnaire. Mann–Whitney U test was used to compare students' responses and P -value < 0.05 was set as statistically significant. There was a statistically significant difference in diagnostic scores between light microscopy and digital microscopy (P < 0.05). Statistically significant differences favoring digital microscopy were observed in various aspects, including interpreting variations, diagnosis, time efficiency, and image clarity. Although diagnostic scores were lower, digital microscopy was perceived as a useful method for enhancing diagnostic skills among dental students. Both light microscopy and digital microscopy are viable options for oral pathology practicals, however, digital microscopy was preferred by students due to its time efficiency and clear image quality. [ABSTRACT FROM AUTHOR]

As information and communication technologies and learner characteristics in higher education develop, so do distance education methods, which are implemented at various levels by higher education institutions. The involvement of students in the learning process is one of the most crucial factors to consider throughout the distance education application transformation, which might change depending on the conditions. At this point, it can be stated that the intrinsic motivation levels of learners involved in distance learning play a decisive role in participating in learning processes. Therefore, examining the intrinsic motivation levels of distance learners is seen as an element that needs to be emphasized. This justifies the study's goal, which is to analyze the intrinsic motivation levels of students who get distance education from higher education institutions concerning factors including age, gender, employment, and educational status. The relational survey model, one of the general survey models, was utilized in this study, which included 327 distance learners. In terms of distance education applications, the findings of the study have a guiding nature for the administrators working in higher education institutions. The analyses carried out revealed that there were no significant differences in the intrinsic motivation levels of distance learners according to their gender, employment situation, or level of education. Furthermore, it has been found that as people get older, their intrinsic incentive for learning grows. A list of recommendations based on the data gathered within this study is provided at the end. [ABSTRACT FROM AUTHOR]

Research Based Learning (RBL) is a learning method that uses contextual learning, authentic learning, problem solving, cooperative learning, hands on and minds on learning and inquiry learning. The STEM approach in learning is expected to provide meaning to students through the systematic integration of research-based knowledge, concepts and skills. STEM design begin with the identification of social problems. The social issue of typhoid fever cases caused by Salmonella enterica Typhi bacteria with a high mortality rate in the world is a public health problem. The existence of Pheretima javanica which is abundant in the environment can be utilized by conducting antibacterial activity testing and analysis of bioactive compounds by students on the form of the extract. This research is a development research carried out with the aim of developing a product and also a qualitative descriptive research which serves to provide an overview of the object. The steps in carrying out these tests were identified as part of learning that hone creative thinking skills. The results of the class experimental research showed that the N-Gain score was 0.8, which is in the high category. These results show that the application of developing problem-based learning tools with a STEM approach is effective. Learning outcomes contribute to the effort to find alternative drugs that are effective and do not cause resistance. In addition, students also produce scientific articles as learning products. This paper has implications for STEM integrated research-based learning. [ABSTRACT FROM AUTHOR]

This descriptive-predictive study examined the interplay among learning environment factors (school, home, and community), familial factors (socioeconomic status and family relations), and academic achievement of 186 randomly selected Generation Z (Gen Z) learners. Factorial analysis demonstrated significant impacts of school and home learning environments on science academic achievement, while the community environment, in isolation, lacked significant effect. Interaction effects emphasized synergies between school and community, as well as school and home environments. However, there was an absence of a three-way interaction, suggesting limited combined impact. Analysis of data further unveiled a significant, large main effect of family relations on academic achievement, while economic and social status showed no significant impact. The interaction between family relations and social status was statistically significant which indicates a more substantial combined influence on science academic achievement than individual factors. Multiple linear regression analysis identified four significant predictors - positive family relations, higher family social status, and robust home, and community support - contributing to a model explaining 49.4% of variance in their science academic achievement. These results emphasize the importance of nurturing home and community environments, alongside fostering strong family relationships, as pivotal factors in Generation Z learners' academic pursuits. [ABSTRACT FROM AUTHOR]

The need for cognitive and leadership skills requires the exploration of creative implementation models that ensure training and emphasise the value of individuals as the main asset within organisations. This research aims to introduce and validate a disruptive didactic innovation, which fosters the development of these skills through experiential communication via "Skills&Art". The methodology used is Design Research, an emerging approach in educational research that encompasses developing and implementing a new or improved model, validating techniques, tools or models and determining conditions that facilitate successful implementation. The research was conducted in both classroom and museum settings. It consisted of a four-phase activity focused on crafting a speech that linked a skill with an artwork. A qualitative study of the speeches and a Likert self-assessment questionnaire were performed. The results demonstrate that the proposed disruptive didactic innovation Skills&Art is effective and efficient, and its self-assessed learning promotes innovation, creativity, initiative, problemsolving and analytical thinking. The novelty and contribution of this study lie in implementing these thinking skills within a single activity. [ABSTRACT FROM AUTHOR]

This study to investigate the effect of using transformative learning theory (TLT) -based teaching model on a conceptual change and developing mental motivation in Physics for secondary school students. The study follows the descriptive, analytical, and experimental method with a quasi-experimental design for experimental and control groups. sample consisted of (70) students from 1st-grade secondary school who are divided into two groups: the experimental group (34) students and the control group (36) students. To achieve the objectives of the study, A Conceptual Change Test (CCT) and A Mental Motivation Scale (MMS) were constructed. The results revealed that a TLT-based teaching model has effects on changing concepts and developing mental motivation in Physics. Moreover, there is a statistically significant correlation (r= 0.358) between the growth of mental motivation and the inducing of a conceptual change in physics for secondary school students. In light of the results, the study recommended conducting further studies on transformational learning theory (TLT) and conceptual change and mental motivation in various fields and learning stages. [ABSTRACT FROM AUTHOR]

The rapidly changing world of the 21st century is complex and unpredictable. The researcher aimed to study the findings from a meta-analysis of 42 research studies related to the learning management of science that affects problem-solving skills during 2012-2022 from a database in Thailand called ThaiLIS. The findings revealed the variables that cause different mean effect sizes and the influence of research quality on the effect size. The instruments of this research were the research quality assessment form and the research characteristics assessment form. Statistics for data analysis were mean, standard deviation, one-way analysis of variance, and multiple regression analysis. The directional research hypothesis, multi-stage sampling, randomized control group post-test only design, PBL, and Weir's solution theory were discovered in the study to be the variables that caused the mean effect sizes to differ at the statistical significance level of .05. In addition, research quality had a positive influence on the effect size. The findings of this study will be useful to teachers who want to provide learning management of science that helps students develop problem-solving skills. This will develop skills more effective than traditional teaching. [ABSTRACT FROM AUTHOR]

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting studentteachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers' abilities to cultivate inclusive and effective learning environments. [ABSTRACT FROM AUTHOR]

The study focuses on analysing internal communication and organizational learning as current constructs in regular basic education in public educational institutions, establishing the correlation of variables and explaining the level of significance of these interactions in some of their most relevant dimensions. A quantitative approach and correlational design were used for the methodology. The sampling was probabilistic, composed of 172 regular elementary school teachers. The data collection technique was the survey. Spearman's Rho statistic was used to process the information. The conclusion of the study showed that there is a significant inverse relationship between internal communication and organizational learning in the teaching staff, explaining that while internal communication obtained 74.4% of satisfactory mastery, organizational learning reached 7.6% at the high level, which reveals the need and urgency for teachers and managers to innovate strategies to achieve organizational learning, taking as a starting point the high levels of internal communication experienced by the teaching staff in the educational institutions investigated. [ABSTRACT FROM AUTHOR]

The present study examined the relationships among perceived teacher's autonomy support, four motivational regulations (external, introjected, identified, intrinsic), and four social-emotional outcomes (self-efficacy, resilience, test anxiety, and perceived stress). A total of 130 primary students aged between 10 and 11 (M = 10.36; SD = 0.48) were recruited in Singapore. In particular, the mediating effects of four motivational regulations in the relationship between teacher's autonomy support and social-emotional outcomes were tested using bootstrapping method. Results of the study indicated that external regulation and intrinsic motivation were two mediators between teacher's autonomy support and test anxiety. Surprisingly, introjected regulation was positively associated with test anxiety and perceived stress and functioned as a significant mediator between teacher's autonomy support and test anxiety and perceived stress. Teacher's autonomy support may serve as a potential approach to develop students' positive social-emotional outcomes such as self-efficacy and resilience while reduce negative social-emotional influences such as test anxiety and stress through activating students' motivational resources. The present study provides novel insights into the relationships between SDT and four social-emotional outcomes by considering the four types of motivational regulation as mediators to investigate the effects of perceived teacher's autonomy support on students' SEL-related outcomes. [ABSTRACT FROM AUTHOR]

This study focuses on children's self-regulated learning, which is a crucial aspect of their education. It seeks to enhance the child's capacity for self-control as well as the way he organizes his information, actions, and emotions to achieve his objectives. Access to various pedagogies and studies that addressed his topic were employed to meet the research goal. In the second semester of 2022-2023, a basic sample of thirty-two male and female students between the ages of five and six were selected from the Mohamed Farid School in the Alexandria Governorate. A measure of the skills that a child should learn in kindergarten was prepared and codified, and it was then applied to the intended sample. A curriculum of educational exercises that the research sample's kids participated in was also created, considering the features and attributes of kindergarteners. The results of the analysis of variance show that (T=515.20) Function at the 0.05 significance level, suggesting that pre- and post-measurement variations are fundamental in Self-regulation is favourable to the post-measurement, demonstrating how well the integrated curricular program has helped kindergarteners build their capacity for self-regulation. By computing the value of (µ2), which came to 0.86. the software had a positive effect on the research sample's ability to regulate their behaviours. [ABSTRACT FROM AUTHOR]

In the modern study circle, the topic of digitization in education and its impact on learning is one of the most important issues. The purpose of the study is to analyze the impact of the use of digital platforms on the study and development of English language skills in teenagers. This study also aims to fill a gap in the field of language education and psycholinguistics, particularly the aspect of word recall, using the application of a mobile digital platform for practice. Existing studies have generally emphasized the importance and effectiveness of traditional language learning methods, but the number of studies analyzing the use of digital platforms is still limited. The study used a pre-post survey method, which aimed to determine the baseline performance of all participants and the rate of change after practice using quizlet for Group 1 compared to the traditional methods used by Group 2 for English learning and memorization of new words. The sample consisted of 100 students from Russia studying English. Students were divided into two groups, where Group 1 used the Quizlet app and Group 2 used traditional word study methods. After two weeks of studying vocabulary, the participants demonstrated positive dynamics of word memorization. Findings showed that in Group 1, which used the program, 30% of participants successfully achieved a high level of vocabulary, while an additional 57% saw their vocabulary skills improve to an average level. Only 12% demonstrated a low level of vocabulary. In contrast, Group 2 showed minimal changes in their vocabulary. Only 14% of participants retained a high level of vocabulary, 70% were medium, and 15% were low. The obtained results can help develop new educational programs and mobile applications for language learning based on interactive methods and approaches. The obtained results can be useful for language education in terms of the possibility of integrating methods using the Quizlet program to improve the development of students' vocabulary and lexical expressions of the English language. This study makes a significant contribution to the field of foreign language learning, providing results that emphasize the effectiveness of using digital mobile resources for learning English and have a positive effect on the psycholinguistic aspect of memorizing new words. By demonstrating significant improvements in vocabulary among participants, this study highlights the potential of mobile applications to support traditional teaching methods and offers a viable alternative for language teaching, especially in the digital age. [ABSTRACT FROM AUTHOR]

A growing body of research is focusing on integrating artificial intelligence (AI) and computational thinking (CT) to enhance student learning outcomes. Many researchers have designed instructional activities to achieve various learning goals within this field. Despite the prevalence of studies focusing on instructional design and student learning outcomes, how instructional efforts result in the integration of AI and CT in students' learning processes remains unclear. To address this research gap, we conducted a systematic literature review of empirical studies that have integrated AI and CT for student development. We collected 18 papers from four prominent research databases in the fields of education and AI technology: Web of Science, Scopus, IEEE, and ACM. We coded the collected studies, highlighting the students' learning processes in terms of research methodology and context, learning tools and instructional design, student learning outcomes, and the interaction between AI and CT. The integration of AI and CT occurs in two ways: the integration of disciplinary knowledge and leveraging AI tools to learn CT. Specifically, we discovered that AI- and CT-related tools, projects, and problems facilitated student-centered instructional designs, resulting in productive AI and CT learning outcomes. [ABSTRACT FROM AUTHOR]

A dog festival represents a form of pet tourism where attendees can celebrate dogs and be equipped with dog management skills. Despite dog festivals' growth across the globe, little is known about attendees' motivations to frequent these events. This study seeks to identify if attendees can be differentiated based on their motivations to frequent a dog festival and to determine whether segments can be distinguished based on their sociodemographics, origin, information sources utilized, and postfestival evaluations. Through applying TwoStep cluster analysis across five DogFest festivals in Southeast Queensland, two segments are identified. Learners are motivated to learn about dogs whereas celebrators are motivated for entertainment. Learners rated the postfestival higher and had a smaller household size. Dog education should remain the focus with social and other fun activities provided to attract dog owners who may not necessarily be thinking about training, allowing attendees who are attracted by fun to learn. [ABSTRACT FROM AUTHOR]

Recent advancements in technology and information have profoundly influenced the realm of education, prompting a transformation in the learning process. This shift has become imperative due to the impact of the pandemic a few years ago, which necessitated the utilization of online technology for education. Given this situation, the conventional, monotonous learning approach now requires diversification to cater to various learning preferences. This evolution aligns with the need to tailor learning methods to students' current interests and hobbies. Consequently, the adoption of educational technology based on gamification in the era of Industry 4.0 emerges as a solution to address these educational demands. There are several strategies to implement gamification effectively, aimed at fostering students' enthusiasm for learning. In essence, Industry 4.0 has ushered in profound changes across all sectors by optimizing resources and production costs. The research method employed here is gamification, which revolves around the concept of game-based learning. The outcome of this research is an interactive monopoly game designed for integration into the learning process. [ABSTRACT FROM AUTHOR]

Learning in the 21st century is directed towards activities that train students' skills, emphasizing the learning process. This can be achieved by optimizing the use of technology as an educational tool, one of which is using digital learning media in the form of modules, utilizing a project-based learning model. In the development of project-based learning digital modules, the multimedia development life cycle (MDLC) development model is employed. In the process of creating this digital module application, Unity software is used as the main software to manage content layout and animation. Adobe Illustrator is used for creating UI and required assets, while Visual Studio code is utilized for coding the application. Overall, the digital module in the subject of graphic design printing has successfully passed the validity test with very positive results. Based on the practicality analysis of the digital module in the graphic design printing subject, it can be concluded that the module is highly practical for both teachers and students. [ABSTRACT FROM AUTHOR]

Background: Dental education in India predominantly relies on traditional lecture‐based learning (LBL), which may hinder student engagement and learning outcomes. To address these limitations, innovative learning methodologies, such as spaced repetition learning (SRL), are imperative. SRL prioritizes active recall and can enhance long‐term knowledge retention. This study aims to assess the effectiveness of SRL delivered through a mobile flashcard application, in enhancing knowledge retention among dental undergraduates. Methods: This single‐blind randomized controlled trial (CTRI/2023/10/059347), conducted in Belagavi, India, involved 90 dental students who were equally distributed into control (LBL) and test (lecture followed by SRL demonstration) groups after randomization. Rigorous expert review ensured the quality of PowerPoint presentation and mobile flashcard contents. Knowledge assessments were conducted at baseline, first, and third months using a validated and reliable questionnaire. A perception survey on learning techniques was administered after the first month. Analysis methods included descriptive analysis, Pearson's chi‐square test, independent t‐test, and repeated measures ANOVA with Bonferroni's post hoc test. Results: The pre‐ and post‐intervention knowledge showed no significant differences, but the SRL group exhibited significantly higher retention at both first month (p ≤ 0.001) and third months (p ≤ 0.001) than the LBL group. Repeated measures ANOVA revealed significant pairwise differences in mean knowledge scores in SRL group. Students had significantly favorable perception toward SRL than LBL group. Conclusion: SRL delivered through mobile flashcards significantly enhances knowledge retention compared to LBL among dental students. Positive student perceptions support SRL's integration into dental curricula, with implications for improving knowledge retention among them. [ABSTRACT FROM AUTHOR]

There is significant statistical evidence that music teachers will be presented with the opportunity to instruct students with Attention-Deficit/Hyperactivity Disorder (ADHD) at some point in their career. This investigation examines specific deficits commonly observed in these students and provides current theories relevant to the educator's teaching strategies within the private studio and classroom settings. It also includes scientific research on learning techniques that promote positive brain development. These elements will aid the instructor in creating a musical environment in which the student with ADHD may cognitively thrive and resolve on a continued investment in the music learning process. [ABSTRACT FROM AUTHOR]

Copyright of Cultura, Ciencia y Deporte is the property of Cultura, Ciencia y Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Interest in active learning continues to grow worldwide. Although the large volume of active learning research has provided a myriad of ways to implement active learning in the classroom, the construct remains underdeveloped and difficult to operationalize because of three main issues in the research literature: (a) the confusion surrounding what "active" in active learning refers to (i.e., behavioral activity, cognitive activity, or both?); (b) the variation in active learning activities in research and in practice; and (c) the dichotomy between active learning and lecture. The purpose of this reflection article is to articulate these issues so that active learning can move beyond its current status as "underdeveloped." By discussing avenues for future research that address those issues, our goal is to move the field forward by helping researchers focus on why active learning is effective, which forms of it are the most effective, how it should be implemented to maximize learning, and for whom different active learning interventions are the most effective. Just as active learning is easy to prescribe, it should also be easy to implement. [ABSTRACT FROM AUTHOR]

COVID-19 has revolutionised assessment design and practices in higher education; however, there has been no shift in the objective of enhancing the relationship between assessment and learning that promote the holistic development of students. In this study, we provide an empirical evaluation of the perceived effects of assessment practices (invigilated examination and alternative assessments) on students' mental wellbeing, learning processes, and academic misconduct. A cross-sectional study design was employed for this study in which a self-reported survey instrument was administered to 380 undergraduate and postgraduate students in a public university in Australia. We explored the correlations within defined networks by path analysis via partial least square structural equation modelling (PLS-SEM) framework of SmartPLS 3. Model assessment indexes indicated acceptable convergent, divergent, and construct validity scores for the instrument used. Compared to invigilated exams, students perceived alternative assessments to have significant positive direct effects on stress levels, research skills, learning process, and time management (p <0.05). In relation to academic misconduct, students generally perceived invigilated exams to restrain such practices, however, the perceived effect was not statistically significant when compared with alternative assessments (p >0.05). Although, the popularity of alternative assessment practices may have been driven by COVID-19, the pilot findings from this study suggest that these assessment designs and practices have greater potential to promote overall student success and productivity and must be encouraged and utilised in the post-COVID-19 era. [ABSTRACT FROM AUTHOR]

This study explores the student perception of traditional discussion boards in online courses and their effectiveness in building connections and enhancing learning. The results indicate that, while online students recognize the importance of connecting with others, traditional discussion boards are ineffective in helping students connect. Students had a mixed perception of discussion boards and their value in enhancing learning; although they appreciate the opportunity to share their perspective and learn the perspectives of others, the study revealed that students struggle to find value in traditional discussion boards. [ABSTRACT FROM AUTHOR]

The study explores a long-standing assumption that students learn from peers, and that this learning can be enhanced through carefully designed instruction. Nevertheless, empirical evidence about in-class peer learning designed by the teacher is lacking in how it is enacted and how students respond. We analysed class recordings, and perceptions of teachers and students in 15 Bachelor and Masters' class sessions in humanities, social sciences, and medicine at one European Union university. We found great variation in how teachers designed peer-learning activities. We saw, for instance, how the same strategy can vary in its effectiveness depending on the degree of teacher's tactical thinking and why some designs were more effective than others. By documenting the commonalities and differences across the classes, our study offers an empirical foundation on which to build a more robust understanding of how to recognise and compare manifestations of peer-learning in the classroom. [ABSTRACT FROM AUTHOR]

Philosophy was downplayed due to its apparent conflict with religion and scientific thought, which led to its rejection by some as a waste of time. Philosophy is influential and dangerous because it incites questioning and demands clarity in all things. This questioning spurs dialogue, which in turn leads to the objective presentation of issues and problems. Such objective presentation compels us to confront these issues systematically. The methodology represents the deepest revolution humanity has ever known, 'because it alone can teach us something new.' Consequently, it is the most powerful intellectual tool that humanity has developed, particularly through the work of philosophers. This area is often associated with theoretical speculation. To defend his values, Dr. Al-Bukhari asks crucial questions about what philosophy can bring through questioning, critical dialogue, and methodology. These skills are essential in our universities to effectively address contemporary challenges and restore human dignity and cosmic status in the face of dominant materialism. Philosophy is thus presented as the way to happiness, combining reflection, power of the mind, and action. [ABSTRACT FROM AUTHOR]

Despite the promising potential of artificial intelligence (AI) tools like ChatGPT for enhancing the learning experience, its integration as an educational tool in higher education poses disruptions that could affect students. This study explored university language students’ usage, awareness, readiness, concerns, and perceived benefits and challenges of using ChatGPT in higher education learning. The study used an explanatory sequential mixedmethod design, combining online surveys and semi-structured interviews. A total of 355 language students from five private higher education institutions in Indonesia were recruited using purposive sampling. These participants were asked to complete the closed-ended questionnaire, and nine participants were selected for interview sessions. The data was analyzed using descriptive analysis and thematic analysis. The findings reveal that a majority of students had been using ChatGPT for their learning purposes, especially for writing assignments. The findings also highlight that university language students had a high awareness, readiness, and concerns about using ChatGPT for their academic activities. Additionally, university language students acknowledged the potential benefits of ChatGPT in terms of writing support, personalized learning, increased productivity, brainstorming for generating ideas, and additional resources. However, they also identified the challenges of using ChatGPT, including inaccuracy, lack of critical thinking, plagiarism and AI detection, and technical problems. These findings provide a nuanced understanding of how university language students use and perceive ChatGPT for learning purposes, highlighting the need for support and guidance from higher education providers in the responsible use of AI in academic settings. [ABSTRACT FROM AUTHOR]

The study proposes a balanced approach and flexible guidelines for incorporating generative artificial intelligence (AI) into university-level teaching and learning processes at both the university-departmental level and within individual academic autonomy. Building on the AI Ecological Education Policy Framework, the guidelines offer a suggestive frame of reference for faculty and students to integrate generative AI into their coursework. Furthermore, feedback from 118 students and 14 academics at a teacher education institution in the Philippines underscores the guidelines' potential benefits, concerns, usefulness, and necessity in their academic undertakings. While the policy may not cover every detail exhaustively, it seeks to provide practical and context-sensitive recommendations for ethical, honest, responsible, and fair use of AI in course development, implementation, and student engagement. Consequently, other higher education institutions in general, and academics in particular, may adopt and/or modify the guidelines to suit their positions, goals, needs, and directions. [ABSTRACT FROM AUTHOR]

As generative AI tools are increasingly popular in today’s teaching and learning process, challenges and opportunities occur at the same time. Self-directed learning has been regarded as a powerful learning ability that supports learners in informal learning contexts and its importance rises in salience when incorporating AI into learning. This study employed a mixed-method design to understand how people self-direct their online language learning through the utilization of ChatGPT. Analyzing survey data from 276 survey respondents and 11 one-to-one interviews with language learners in the United States, we found that learners are motivated to use generative AI for its high flexibility and personalization which enables learners to access learning materials that align with their knowledge levels, personal interests, and learning goals. We also found self-monitoring skills that are inherent to learners help them to use ChatGPT more effectively and achieve their learning goals efficiently. This study contributes to the emerging field of AI in education and explores possibilities to use ChatGPT to foster self-directed language learning and provide educators, instructional designers, and researchers with insights to design learning integrated with AI to best fulfill learners’ diverse needs and expand learning opportunities to more people. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abundant research has tried to understand how games can be designed and used effectively to improve the learning process and to examine the correlations between digital learning games and student motivation, engagement, and knowledge retention. The current study examined the correlation between learning through digital game-based learning (DGBL) and students' achievements, their sense of involvement, and motivation for learning. Using a quantitative approach, data was drawn from questionnaires and exams in two subjects: literature and language. Participants were 320 male and female students aged 12–14 attending a single middle school participated in the study. The students were randomly divided into three groups, each group was given a unique teaching and learning method. Group 1 studied and practiced using the traditional method (a teacher who teaches in the classroom and worksheets for practice), Group 2 studied with the traditional method but practiced with a digital game and Group 3 learned and practiced using a digital game. The findings showed that the students' attained significantly higher achievements in the group that was taught traditionally but practiced with a digital game. It was also found that when digital learning games are integrated into teaching and learning, the students' motivation and involvement in the class increased. [ABSTRACT FROM AUTHOR]

Introduction: Uncertainty exists regarding the best method for teaching thrust joint manipulation (TJM) to student physical therapists. The purpose of this study was to compare the effectiveness of Peyton's 4-step (P4) approach with the "see one, do one" (S1D1) approach for teaching students to perform a lumbar spine TJM task in an academic setting. Secondary objectives were to compare the effects of each instructional approach on students' attitudes and beliefs toward spinal TJM and on their motivation to learn to perform lumbar spine TJM. Review of literature: The S1D1 approach is used in the health care professions for teaching clinical tasks to students. It is unclear whether the P4 approach may better prepare students to practice TJM. Subjects: Student physical therapists. Methods: Using a factorial quasi-experimental design, an equal number of students were assigned to a P4 or S1D1 instruction group for the TJM task. Students' performance accuracy, time, and outcome performing TJM in an academic setting were measured. Paper surveys were used to collect data about students' attitudes and beliefs toward spinal TJM and their motivation to learn TJM. A generalized estimating equations approach was used for data analysis. Results: Fifty-eight students (29 per group) completed the study. There was an interaction between the instruction group and time on task performance accuracy favoring the P4 approach (P = .03). There was no interaction between the instruction group and task performance time, task performance outcome, attitudes and beliefs toward spinal TJM, or motivation to learn TJM (all P > .19). Discussion and conclusion: The P4 approach more effectively improved student accuracy when performing the TJM task in an academic setting than the S1D1 approach. However, no differences between instruction were found for performance time or outcome. Students reported a favorable perception of learning lumbar spine TJM. These preliminary results suggest that instructors may use the P4 approach to improve students' TJM procedural knowledge before task practice. However, limitations of the study may affect the internal validity and generalizability of results. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The quest to define orthodontic competencies for general dentists has been ongoing. The translation of these competencies into explicit learning outcomes and their integration into curriculum through instructional strategies and assessment tools has not been thoroughly documented in orthodontic literature. This study presents a methodical approach undertaken by a dental school to establish core orthodontic learning outcomes for newly graduated general dentists. We aim to detail the consensus-building process for establishing fundamental orthodontic learning outcomes. Employing a modified Delphi method, this study sought to construct a consensus on orthodontic learning outcomes over three stages. Reviewing existing literature, we identified primary competency domains and formulated a preliminary set of outcomes. An expert panel was then convened, to critique and refine these outcomes. Miller's pyramid of clinical competence provided a framework for categorization. Disagreements on critical outcomes were addressed in the final stage, ensuring alignment with teaching and assessment methods. A diverse panel of orthodontists participated in successive Delphi stages. We derived 93 learning outcomes across seven domains of practice, critical for new dental graduates. The outcomes were stratified into categories corresponding to Miller's pyramid. These categorizations informed the enhancement of assessment techniques and instructional strategies, culminating in the creation of a self-assessment tool. The learning outcomes developed offer a strategic guide for evolving the undergraduate orthodontic curriculum. Such a structured set of outcomes can aid in the identification of learning gaps and foster a deeper understanding of educational needs. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article provides a guide for art teachers on engaging English learners through a visual arts culture fair. It identifies the needs and assets common to English learners in classrooms where English is spoken. Strategies to help English learners participate in the fair include making a word wall, asking students to connect their artmaking to family histories and cultural traditions, and choice-based arrangement for creating mini art projects such as drawings, collage, painting and posters.

Today, immersive technologies like Virtual Reality (VR) are regarded as disruptive tools in many domains, including education. While the body of literature in the field is growing, studies that present contrasting findings are not uncommon. In fact, although there is evidence of the benefits brought by VR in the educational processes, in some cases the effects of a possible trade-off between learning effectiveness and quality of the learning experience (or QoLE) may be observed. The two dimensions are difficult to disentangle, as besides learning effectiveness, other factors like motivation, technology acceptability, workload, presence, immersion, engagement, and usability come to play. This paper digs into the above scenario by focusing on the QoLE of immersive VR-based learning and comparing it with that of two conventional approaches (a physical prop-based one and a 3D desktop application). Separation of the two dimensions is pursued by imposing equality of the learning performance achieved with the three approaches, aiming at getting rid of possible confounding factors. From the results of the user study performed in the context of a STEM-related laboratory activity, the VR-based approach appeared to be generally superior to the prop-based approach and showed several advantages over the 3D desktop application. [ABSTRACT FROM AUTHOR]

During shocks, residents and businesses rely upon the government to ensure health, safety, and the continuity of services. The government’s ability to respond depends upon how well it utilizes its data resources and builds digital resilience. Yet governments often fail to integrate data from different agencies to respond effectively to shocks. We conceptualize digital resilience as a dynamic capability (DC). Although the DC framework provides a theoretical basis, it is unclear what actions managers can take to build DC. Through process tracing, we examine how the Commonwealth of Virginia (COVA) built DCs and rebounded from two shocks—the opioid crisis and the COVID-19 pandemic. COVA managers leveraged statewide data assets, built routines to disseminate data, and reconfigured operational capabilities to build three DCs— relationship building, intelligence creation, and value extraction. Data functioned as the “protein” to build the digital resilience “muscle.” We found that the relationship building DC leveraged the operational capabilities of data management, integration, and governance structure to foster data sharing, the intelligence creation DC leveraged analytics, and the value extraction DC converted analytics into cost savings, revenue generation, and new services. Whereas COVA built robust digital resilience by facilitating data sharing, the agencies exploited data assets to develop scalable solutions. [ABSTRACT FROM AUTHOR]

Gamification, which involves incorporating game aspects into non-game contexts, creates interest in education due to its potential to improve student engagement and learning outcomes. This research study explores the role of gamification-based learning, especially via Kahoot games, on fifth-grade students' lower-order thinking skills. The study used a qualitative research design and gathered data via interviews with eight fifth-grade students. Interview questions are translated into Urdu and validated by the experts and scholars. The researchers used purposive sampling to choose the individuals. The data obtained from students was analyzed using thematic analysis. The results described that all participants agreed that Kahoot games are very helpful in supporting mathematics learning, and they also emphasized that Kahootbased games provide immediate feedback and high levels of engagement of students. Furthermore, participants responded positively to gamified learning experiences, considering them fun and engaging. In addition, students perceived that Kahoot greatly improved their lower-level thinking skills. Future studies might comprehensively investigate the impact of Kahoot-based gamification on improving higher-level cognitive skills in mathematics. [ABSTRACT FROM AUTHOR]

Educational institutions have recently embraced e-learning systems, reflecting a modern trend in education that positively impacts the learning process. However, limited studies have investigated the impact of e-learning on higher education students and teaching staff during the COVID-19 pandemic, such as their experiences, lack of information on teaching and learning, and attitudes. This study, therefore, aims to fill this gap by evaluating the effectiveness of e-learning in university education. Employing a descriptive-analytical method, the study utilized a questionnaire to collect data from a sample of 5,876 students and 272 teachers at Imam Abdulrahman Bin Faisal University in Dammam, Eastern Province, Saudi Arabia. The results indicate that student satisfaction with e-learning is neutral, whereas faculty satisfaction is high. Additionally, faculty members possess the necessary knowledge and skills for e-learning. Given the variation in previous studies’ findings, the study recommends conducting further study to enrich the theoretical literature. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The primary aim of this study conducted in 2023 was to enhance the understanding of software design patterns at a private university in Trujillo. Utilizing an applied, purely experimental design, the research involved 60 fourth-semester students from the systems engineering program, divided equally into a control group (CG) and an experimental group (EG). The latter group engaged with a serious video game as part of the learning process. Data collection was facilitated through questionnaires and observation, and analyzed using Jamovi software version 2.4.11. Findings indicated notable improvements: a 5-point increase (25%) in knowledge retention (LKR), a 1- point rise (5%) in understanding (LU), a 0.46-point growth (9.2%) in motivation (LM), and a 0.50-point boost (10%) in satisfaction (LS). The study concluded that integrating a serious video game significantly bolstered the learning of software design patterns at the institution. [ABSTRACT FROM AUTHOR]

The present study aims to analyze and compare the attitudes of the learners about the way of teaching and assessment in higher education institutions, created after the pandemic situation that had covered the whole world. The accompanying materials used, which are necessary for learning the material during the learning process, regardless of whether they are present or online, are also classified. The way of teaching and testing, the encouragement of learners to participate fully in the educational process at all times, and the use and implementation of digital resources to help and support the learning material are also analyzed. The group of learners was surveyed at an interval of 1 year about their preferences for face-to-face or online forms of teaching, learning, and assessment of acquired knowledge, skills, and competences using the same survey, with the first survey conducted during the pandemic and the second after its completion. The results obtained from the survey were analyzed using the one-parameter model of Georg Rasch, and for even greater credibility of the conducted survey, comparability of the results of the two control questions that are present in the survey itself is provided. [ABSTRACT FROM AUTHOR]