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The challenge of creating reliable technology-based resources for science learning is a perennial challenge in Philippine education, with limited learning materials accessible to all learners. This study is about the development of a videocast embedded with physics education technology (PhET) simulation that served as supplementary learning material for grade 9 science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysisdesign-development-implementation-evaluation (ADDIE) model as the developmental framework. The vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and teachers were used in the data collection, while the Kendall's W statistic, mean, percentage, and gain score were used in the data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty, with Kendall's W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts, which implies that the vodcast can be very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded a low normalized gain, which can be accounted for by unfocused attention during the pandemic. Nevertheless, the voicecasts were found very useful in learning projectile motion, as perceived by both students and teacher-observers.

In response to the adoption of Agile practices and processes by businesses, IT/IS educators are working to add Agile content to their courses. Teaching students about Agile involves teaching them about the history, mindset, and values of Agile, along with an introduction to the practices and processes used in an Agile product. Along with this, it is essential that students gain experience using Agile in a project setting. This paper discusses an Agile practice project where students use all aspects of Agile to address a problem and build a solution using Legos. The use of Legos, along with a project that students can easily see themselves using, the practice project allows students to focus on developing their Agile skills and mindset. The project serves as a useful transition from traditional classroom instruction about Agile to a project for a real-world client.

This paper presents the results of a multi-year effort to redesign the introduction to business course at Western Michigan University. ScrimmageSIM, a business simulation that emulates commercial ERP systems, provides the core experience in the course and is a mechanism for students to develop their understanding of business with a focus on quantitative analysis. The design and implementation of the simulation experience follows the experiential learning spiral, as students run the simulation five times with increasingly complex scenarios. The overall design of the course is competency-based, as students have the opportunity to redo many of the course assignments to earn a better grade. The simulation experience, combined with the competency-based design of the course, has resulted in a more rigorous course with students earning grades that are better than they were with the previous curriculum.

Building on previous research that has demonstrated close connections between constructivism, technology, and artificial intelligence, this article investigates the constructivist underpinnings of strategically integrating GenAI experiences in higher educational contexts to catalyze student learning. This study presents a new model for leveraging GenAI tools, for individualized, formative, peer-simulated feedback in graduate-level courses in higher education. This exploratory study presents graduate student reflections about the process and product created using ChatGPT for formative feedback with an instructor-generated prompt for an organizational behavior course. An analysis of student reflections and examples of ChatGPT-generated peer-simulated feedback, as well as an examination of ethical considerations, offer insights into the learning potential of utilizing GenAI tools for peer-simulated feedback in graduate-level courses.

Cognitive dissonance is an important element in adult learning in that it challenges previously held ideas in favor of new knowledge. In-class simulations and game-based learning are used as innovative and effective pedagogical tools in challenging adult learners and enhancing the students' ability to think critically about larger societal needs. This paper will review the literature relevant to cognitive dissonance, adult learning, and game and simulation practices in higher education. The authors present the results of one simulation activity in a quasi-experimental non-random comparison group conducted across five universities within multiple undergraduate and graduate level social work policy courses. Findings of this research on the use of simulations in social work policy courses can be used to guide other social work programs with embedding this effective educational practice into their programs. Institutions of higher education, specifically within the discipline of social work, can play an important role in continuing the research and evaluation of this effective pedagogical practice through measuring outcomes on student critical thinking and changes in student beliefs and biases.

This review explores the integration and effects of the Internet of Things (IoT) in education, highlighting its importance in transforming traditional teaching and learning techniques. It examines the early uses and historical growth of IoT, its development, and the turning points in its adoption. It explores IoT platforms, tools, and technologies in education, including wearables, smart devices, augmented and virtual reality, gamification, and collaborative learning. It discusses the role of IoT in improving campus management, including intelligent campuses with IoT-enabled infrastructure, energy-saving technologies, and safety and security improvements. The study discusses data security and privacy issues in IoT installations and the ethical and legal implications of data collection in the classroom. The study also discusses upcoming trends and prospects for IoT usage in education, including AI and machine learning integration. Finally, the review provides insights for educators, decision-makers, and stakeholders, identifying research gaps and recommending areas for future IoT implementation.

The design case details the collaborative work of a design team--three faculty members, one instructional designer, and one educational resource specialist--to create a simulation-based interprofessional education (IPE) experience for future healthcare professionals. Before the COVID-19 pandemic that caused the shutdown of campuses across the country/world, this simulation-based learning experience was always offered in a face-to-face format. Thus, this case highlights the challenges and opportunities of designing this online learning experience within a limited period of time. Further, this case documents what theories or evidence-based practices were instrumental in designing this learning experience, along with the design team's narrative regarding key design decisions and moves. It also includes a design narrative focusing on the description of the design process, such as key design judgments, decisions, and concrete examples of the design process outcome. Lastly, the design case highlights unique design features: Scalability of instruction through accessibility and usability, authenticity, interprofessional collaboration, and reflection. The design was guided by the TEACH (Team Education Advancing Collaboration in Health) core curriculum in the state of Indiana that foregrounds interprofessional practice competencies and teamwork in preparing future healthcare professionals.

The COVID-19 pandemic has had a significant impact on high-stakes testing, including the national benchmark tests in South Africa. Current linear testing formats have been criticized for their limitations, leading to a shift towards Computerized Adaptive Testing [CAT]. Assessments with CAT are more precise and take less time. Evaluation of CAT programs requires simulation studies. To assess the feasibility of implementing CAT in NBTs, SimulCAT, a simulation tool, was utilized. The SimulCAT simulation involved creating 10,000 examinees with a normal distribution characterized by a mean of 0 and a standard deviation of 1. A pool of 500 test items was employed, and specific parameters were established for the item selection algorithm, CAT administration rules, item exposure control, and termination criteria. The termination criteria required a standard error of less than 0.35 to ensure accurate abilities estimation. The findings from the simulation study demonstrated that fixed-length tests provided higher testing precision without any systematic error, as indicated by measurement statistics like CBIAS, CMAE, and CRMSE. However, fixed-length tests exhibited a higher item exposure rate, which could be mitigated by selecting items with fewer dependencies on specific item parameters (a-parameters). On the other hand, variable-length tests demonstrated increased redundancy. Based on these results, CAT is recommended as an alternative approach for conducting NBTs due to its capability to accurately measure individual abilities and reduce the testing duration. For high-stakes assessments like the NBTs, fixed-length tests are preferred as they offer superior testing precision while minimizing item exposure rates.

Educators, including English Language Teaching practitioners, acknowledge the influence of collaborative learning on students' learning experiences, as demonstrated by numerous studies conducted in diverse contexts. This research, however, keeping instructional innovation, students' collaborative engagement, language learning and classroom dynamics especially in the context of an Arab university where such studies are limited, examines the effect of a collaborative learning intervention program on EFL students' English learning and social interactions in terms of teamwork, peer learning, and social intelligence. To achieve the study objective, the quasi-experimental design with two groups (experimental and control) was employed. The study was applied to a sample of prep-year university students who were randomly divided into two groups: control and experimental. While the experimental group studied English using collaborative learning skills, the control group studied following traditional ways of teaching. Both groups were assessed using a pre-and post-test (performance test) and an assessment card (social learning). In addition, teachers were interviewed about their views on how collaborative learning can strengthen EFL students' social learning success. The result revealed statistically significant differences between the scores of the control and experimental groups in favor of the later, indicating that the intervention program highly helped students improve their English learning skills and enrich their social interaction. Finally, the interview analysis highlighted the ways to enhance EFL students' language learning and social interaction through group projects, discussion groups and debates, role-playing and simulations, diverse collaborative learning practices, and effective teacher facilitation. The findings imply that collaborative learning could be a potential treatment to help EFL learners enrich their social learning experience and success. Further research on collaborative learning's extended impacts, teacher readiness, diverse assessment methods, and gender disparities are recommended to address the limitations of the current study.

Various areas of educational research are interested in the transitions between different states--or events--in sequential data, with the goal of understanding the significance of these transitions; one notable example is affect dynamics, which aims to identify important transitions between affective states. Unfortunately, several works have uncovered issues with the metrics and procedures commonly used to analyze these transitions. As such, our goal in this work is to address these issues by outlining an alternative procedure that is based on the use of marginal models. We begin by looking at the specific mechanisms responsible for a recently discovered statistical bias with several metrics used in sequential data analysis. After giving a theoretical explanation for the issue, we show that the marginal model procedure appears to adjust for this bias. Next, a related problem is that the common practice of removing transitions to repeated states has been shown to have unintended side-effects--to account for this issue, we develop a method for extending the marginal model procedure to this specific type of analysis. Finally, in a recent study evaluating the problem of multiple comparisons and sequential data analysis, the Benjamini-Hochberg (BH) procedure, a commonly used approach to control for false discoveries, did not perform as expected. By applying a technique from the biostatistics and epidemiology literature, we show that the performance of the BH procedure, when used with the marginal model method, can be brought back to its expected level. In all of our analyses, we evaluate the proposed method by both running simulations and using actual student data. The results indicate that the marginal model procedure seemingly compensates for the problems observed with other transition metrics, thus resulting in more accurate estimates of the importance of transitions between states.

Researchers have revealed the advantages of experiential learning for students and professionals at all levels of the health care delivery system. The purpose of this study is to determine the effectiveness of the use of head simulators in dental school in acquiring proficient periodontal knowledge, dental skills, and confidence by practicing oral health professionals. Of the 117 purposive sampled participants surveyed using a 5-point Likert scale questionnaire, 60 respondents used head simulators during their dental school education. On the effect of the head simulator enhancing knowledge. The findings regarding the effect of the head simulator in dental school revealed varying perspectives. A significant majority of participants agreed the head simulator had a beneficial effect on their skills. Among these findings, a third of participants strongly agreed the use of the head simulator notably enhanced their skills. When considering the influence on knowledge, the responses were more evenly distributed. Almost 40% of participants agreed the head simulator positively affected their knowledge, while almost 20% of participants generally disagreed. Examining the effect on confidence, findings also depicted varying viewpoints among the participants with 42% acknowledging the head simulator had a positive effect on their confidence. The findings suggest that head simulators positively affect dental education, particularly in enhancing knowledge, skills, and confidence.

Accomplishing a communication task in the real world requires the ability not only to do the task per se but also to manage aspects of the context in which it occurs. For this reason, simulations of target language use contexts have been incorporated into the design of communicative language tests as a way of enhancing the authenticity of assessment task performance. Although some contextual factors may increase extraneous cognitive load and distract learners from focusing on the task at hand (Sweller, 1994), they represent important design considerations in task-based language assessment (TBLA), where the purpose of assessment is to determine what second language (L2) learners can do with the target language in the real world. In that sense, the extraneous cognitive load might well be part of the construct we are interested in assessing. Accordingly, the current study simulated aspects of a real-world task performance context as part of an email writing task assessment. Simulated context was operationalized as (a) additional information about the task scenario, (b) a visual image to simulate the physical context, and (c) an audio to replicate the real-world experience. A total of 276 L2 English learners performed the email task, half with simulated context and the other half without it. Findings revealed that, when presented with simulated context, the tasks were perceived by participants to have induced more time pressure and to be more interesting. In terms of performance effects, the provision of simulated context negatively affected the syntactic complexity of participants' writing but positively affected their syntactic fluency. It also led to greater discrimination among learners at different proficiency levels on various measures of language performance. The paper concludes by highlighting implications for task design and validity evaluation, especially in TBLA.

Contribution: A novel proactive and collaborative learning paradigm was proposed to engage learners with different backgrounds and enable effective retention and transfer of the multidisciplinary artificial intelligence (AI)-cybersecurity knowledge. Specifically, the proposed learning paradigm contains: 1) an immersive learning environment to motivate the students for exploring AI/ machine learning (ML) development in the context of real-world cybersecurity scenarios by constructing learning models with tangible objects and 2) a proactive education paradigm designed with the use of collaborative learning activities based on game-based learning and social constructivism. Background: Increasing evidence shows that AI techniques can be manipulated, evaded, and misled, which can result in new and profound security implications. There is an education and training gap to foster a qualified cyber-workforce that understands the usefulness, limitations, and best practices of AI technologies in the cybersecurity domain. Efforts have been made to incorporate a comprehensive curriculum to meet the demand. There still remain essential challenges for effectively educating students on the interaction of AI and cybersecurity. Intended Outcomes: A novel proactive and collaborative learning paradigm is proposed to educate and train a qualified cyber-workforce in this new era where security breaches, privacy violations, and AI have become commonplace. Application Design: The development of this learning paradigm is grounded in the pedagogical approaches of technology-mediated learning and social constructivism. Findings: Although the research work is still ongoing, the prototype learning paradigm has shown encouraging results in promoting the learners' engagement in applied AI learning.

The early years of physiology education in medical curricula provide unique challenges. As well as inculcating concepts that are seen as difficult, modern curricula require that students learn in context in case-based learning courses. Additionally, regulating bodies stress that the soft skills of compassion, communication, and empathy are embedded throughout curricula. This has driven work in our organization involving drama and final-year medicine students during which they collaborate in realistic simulations of doctor/patient interactions. We adapted this transdisciplinary approach to second-year physiology tutorials. This emphasized the holistic importance of physiology to patient care, while also embedding "human factors" skills from the very earliest stages of the curriculum. After preparing by attending acting classes based on aspects of Konstantin Stanislavski's "System," the authors supervised tutorials in which drama students participated in a "physiology of hypofertility" session for second-year medical students, playing a 34-year-old woman with premature menopause (or their partner). Opinion (from all students) was evaluated by Likert questionnaires (which included open questions). A focus group of drama students was also interviewed, and the conversation was recorded for thematic analysis. Positive Likert scores were recorded for the authenticity of the tutorials, skills development, fostering empathy, and motivating students to improve. All participants evaluated the tutorial as highly enjoyable. These scores are reflected in positive open commentary on the questionnaires and in the focus group interviews. The results suggest that even basic science tutorials give opportunities for interdisciplinary study and enhancement of behavioral skills while gaining enthusiastic student acceptance.

The education faculty aims to assess departmental effectiveness by analyzing the relationship between service levels, output variables, and input variables. This objective is coupled with the formulation of faculty development strategies tailored to enhance efficiency while accommodating individual professionals' unique requirements and aspirations. Furthermore, beyond the annual University Evaluation System, faculty members conduct thorough evaluations to identify discrepancies in departmental reports detailing service levels and input components (factors of production) over a three-year period. Through descriptive statistics and hypothesis testing, reliable data guides the decision-making process regarding the optimal level for data envelopment analysis (DEA). The study employs four simulated scenarios to evaluate the overall performance of five departments using DEA. Findings reveal varying efficacy ratings across departments, with the Department of Health and Physical Education achieving a moderate rating and the Educational Technology Department exhibiting the lowest efficacy. Conversely, departments such as Art Education, Music Education, and Business Education showcase exemplary efficacy levels. Insights gleaned from quantitative analysis and questionnaires contribute significantly to faculty development, enhancing knowledge, competencies, values, attitudes, and future endeavors. Recommendations provided advocate for the widespread implementation of efficacious approaches to bolster faculty efficacy. Moreover, the study underscores the potential to enhance the efficiency and quality of service across faculties through the adoption of best practices and initiatives.

The purpose of this paper is to discuss the role of simulations to advance students' knowledge of the business enterprise, and illustrate the attributes of a selected simulation deployed in strategic management course. Business education is a transitional phase in the lives of college students designed to empower them to occupy managerial positions that influence the long-term survival and growth of the enterprise. Professional success of fresh graduates who join the workforce could be enhanced further with the use of innovative teaching and learning approaches. Well-structured business simulations could in view of the Generative Learning Theory enable students to translate knowledge gained in their programs into practice while, at the same time, assist them to develop decision-making skills.

Statistical process control (SPC) charts have been widely used in the field of educational measurement. The cumulative sum (CUSUM) is an established SPC method to detect aberrant responses for educational assessments. There are many studies that investigated the performance of CUSUM in different test settings. This paper describes the CUSUM procedure and shows how it can be used to monitor the testtaking process and detect aberrant responses. It aims to provide an accessible guide for the CUSUM control chart.

Physical accessibility at colleges and universities is a perennial and challenging issue. Some campuses have made efforts to address these challenges through a variety of advocacy initiatives, while others have used disability simulations to bring greater awareness of physical accessibility to campus communities. An alternative approach to disability simulations and other accessibility awareness exercises is the Accessibility Expedition (AE). The AE engages participants in an exploration of campus spaces facilitated by disabled individuals and individuals knowledgeable of ADA Standards for Accessible Design and/or universal design (UD). The exploration is followed by a debriefing session to discuss barriers to equitable participation, as well as evidence of accessible or universal design practices. The description, rationale, steps for implementation, and observed outcomes of the AE practice are discussed.

Implementing an equity agenda in the classroom is both necessary and challenging for classes containing pre-service teachers. For this intervention, we chose to begin our History of Mathematics course for preservice middle school teachers with a cultural simulation training exercise: Bafa Bafa. After participating in the exercise, pre-service teachers were asked to write a reflection paper and were later interviewed about their experiences in the course. Although participants found Bafa Bafa an uncomfortable experience, it was not an unsafe one, and the preservice teachers agreed that this exercise helped them better understand, articulate, and notice experiences with microaggressions.

Introduction: Transnasal flexible endoscopy (TNFE) is necessary for multiple assessments in speech-language pathology (SLP), but it is generally considered an advanced practice technique to be learned during clinical practice. As such, there is no standardized way that it is taught in training programs, leading to a substantial knowledge gap for new graduates. Though peer-to-peer practice has been discussed as an important step in training, it is not clear whether it confers additional benefits above and beyond simulation. This study sought to answer that question in the areas of student confidence, endoscopy speed, and motivation to pursue further TNFE experiences. Methods: Thirty-six SLP graduate students completed TNFE training and one of two practice conditions: simulation only or simulation with additional peer-to-peer practice. Outcome measures included confidence and comfort surveys, intrinsic motivation to complete an additional TNFE experience, and speed of TNFE. Results: No significant differences were found between the two groups for any measure, and consistently low effect sizes indicated there was little difference between groups. Conclusions: These results indicate that teaching TNFE through simulation may provide similar outcomes to peer-to-peer practice during the initial training that an SLP graduate program can provide. This adds to the literature indicating that TNFE simulation is a worthwhile addition to SLP programs.

Students perceive molecular bonding as an abstract concept; therefore, learning this concept seems uninteresting and difficult. A strategically designed learning object (LO), such as in the form of a simulation, can be used to help students acquire accurate mental images and build appropriate schema in addition to providing a concrete learning experience and encouraging knowledge construction. This paper presents an evaluation of the design and development of the "Making Molecules" simulation through students' perceptions of the previous version and recommendations for improving a future version. Data were collected from two online chemistry courses (N = 159) through an anonymous online survey. Results suggest that students responded positively to the use of the simulation. They reported gaining a better understanding of molecular bonding through an interactive learning experience. One of their recommendations was to include more learning tasks related to complex molecules, expressing an interest in learning more about chemistry. This paper provides insights for educators and instructional designers regarding selection and/or design of an LO for optimizing student learning of complex topics.

Safety education aims to promote safe habits through experience-oriented education that combines knowledge, skills and attitudes. However, in situations where experience-oriented safety education is challenging, realistic content created through technological advancements can indirectly function as an excellent safety education tool that allows for individual safety experiences. This study conducted a safety education program for 34 elementary school students using the most commonly used realistic safety education content in Korea, the 'simulator fire extinguisher,' four times. Safety knowledge tests and safety problem-solving ability tests were used as measuring tools and statistical significance was verified through paired sample t-tests. This study demonstrated that the safety education program using the 'simulator fire extinguisher' was effective in improving safety knowledge and problem-solving abilities . The average score of elementary school students increased from 8.47 to 9.23 in safety knowledge tests and from 4.26 to 4.64 in safety problem-solving ability tests. These results were statistically significant (p < 0.001).

With the deepening of educational reform, classroom teaching constantly emphasizes the importance of context, and the simulated situational teaching method is gradually applied in the instructional design of activities. As an important part of the education and teaching process, evaluation which is the process of determining the changes in students' behavior in teaching through various measurements and systematic data collection should be made changes. At the 2nd International Conference on Technical and Vocational Education, UNESCO proposed that the quality requirements of people in the new era are changing, and learners should not only improve their knowledge and skills but also can adapt and develop. Therefore, it is crucial to assess whether students can achieve problem-solving in real-world situations. Further, the reform of evaluation can provide a clearer direction for teachers' classroom teaching and guide students to change their previous rote learning methods to train higher-order thinking skills. According to the situational cognition and learning theory, the element attributes and preparation steps of situational items, combined with the course content, this study creatively designed and compiled a set of simulated situational items for the "Modern Educational Technology" course for mathematics normal students, and applied Qt which uses a cross-platform C++ application development framework, and MySQL to develop an electronic assessment system. This system can examine learners' ability in terms of using technology to support teaching in information-based teaching, including providing digital teaching resources, information-based instructional design, and teaching practice ability. Meanwhile, it will automatically collect students' answer data and upload them to the database system. It is convenient for teachers to make teaching decisions based on data to improve teaching. This research further promotes the simulation situation evaluation method, which has great application value, and more in-depth research and exploration are urgently needed in the future in this field.

The theory-practice gap in nursing education confuses students and decreases the quality of their training. This study aims to examine the gap between theoretical teaching and clinical training for students at AAUP. A cross-sectional survey of 192 nursing students at AAUP. Questions measuring aspects of the theory-practice gap were developed based on the literature review. Socio-demographic variables included sex, age, residence, and school year. Simple frequencies and multivariate linear regression were used to analyze the data. The p-value was set at 0.05 for statistical significance. The practical trainer was the most important factor in bridging students' theory-practice gap. Practical trainers who explain to the students the theoretical protocols of the nursing procedures produced students with better abilities to link theory and practice (B = 1.53, P = 0.000). The university teacher was less important in the theory-practice link. The simulation training was significantly related to students' abilities to link practice with theory (B = 0.28, P = 0.036). Investing in nursing clinical practice and supporting the clinical instructors is recommended. Communication between the university teachers and the practical instructors can improve their training skills and their abilities to link theory with practice.

Simulated learning programs are an important component of allied health education. Although the role of simulation clinical educators has been highlighted as critical for student learning within simulation, their perceptions of their role have not yet been investigated. This study aimed to explore the experiences of simulation clinical educators. Participants were ten simulation clinical educators who had supported speech-language pathology students' learning during a 5-day simulation program focussed on speech-language pathology practice with adult clients in acute hospital and rehabilitation settings. Educators participated in individual semi-structured interviews exploring their role and their perceptions of the simulation-based learning program. Data were analysed using inductive thematic analysis. Three inter-related themes emerged from participants' views. The major theme of Unique teaching and learning environment incorporated five subthemes: focus on teaching; safe learning environment; authenticity and engagement; structure and intensity of learning, and; feedback opportunities. Two additional themes were identified: Clinical educator role same but different, and Simulation bridges the gap between theory and practice. This study offers new insights into simulation clinical educators' perceptions of their role when supporting students within simulation and highlight the importance of harnessing the unique benefits of simulation as a teaching pedagogy to maximize its impacts on student learning and justify its costs.

Simulation is a valid pedagogical tool used to teach students, observe student clinical skills, and to assess clinical competencies. During the COVID-19 pandemic, a lack of medical speech-language pathology placements required graduate programs to re-examine clinical training. Simulation has proven useful in providing an alternative and safe learning modality. Standardized patients, which are one simulation modality, provide increased standardization and higher fidelity than medical manikins. This is particularly true in the context of both student learning and demonstration of clinical communication skills (CCS) within a simulated learning environment where the simulated patient can interact authentically with the student clinician. CCS are important because they can lead to better treatment outcomes and strengthen the therapeutic alliance. The purpose of this study was to evaluate the evidence for a CCS training in the context of a speaking valve trial with a standardized tracheostomy patient. Results showed that students are demonstrating emerging skills or have already developed CCS in this context. Student questionnaire ratings suggest that this simulation was helpful to their learning as it provided a safe environment for them to practice valuable clinical skills. Simulation appears to be a viable modality to use when training CSD students to improve their CCS.

Achieving deeper and permanent learning has always been the focus of teaching force. This purpose is independent of the teaching level or subject matter. Pre-service teachers' lack of interest and inability to connect learning levels are partly cited for their inability to develop this deeper and permanent learning of science concepts. In this respect, an action research design conducted using a case-study paradigm which included the simulation-role-play teaching strategy was used to teach pre-service teacher the concept of "doping of pure semiconductors" into p-type and n-type semiconductors. This is an area under basic electronics. The result of the non-parametric Wilcoxon Signed Rank Test analysis revealed a statistically significant increase in pre-service teachers' performance level in basic electronics test following an intervention using the simulation-role-play approach. The median score of the performance level also increased from a pre-test score to post-test score. The simulation-role-play teaching approach affected student teachers' learning of basic electronics by 55% which is considered a large effect. Further, when a sample of the pre-service teachers were interviewed, the result showed a positive view toward teaching using simulation approach which converts theoretical knowledge into practical knowledge for deeper understanding and permanent learning. The findings from this study would be helpful to student teachers and tutors in the colleges of education as it offered useful intervention in teaching and learning of doping of pure semiconductors.

Community-college professors possess knowledge in distinct disciplines and have varied experiences that they encompass in their college classrooms. Additionally, creating effective environments for teaching and learning require these assets from instructors to fulfill their curriculum needs. Teaching is a multidimensional and complex activity that requires the instructor to utilize various tools to effectively engage college learners. Often, instructors rely on their past educational experiences that were based on pedagogy (child-focused teaching) to deliver intricate material to adult learners. In this case, a dichotomy of subject delivery may arbitrarily be sustained in the classroom where the effectiveness of pedagogy limits the development of critical-thinking skill sets. Andragogy is an adult learning theory that informs teaching methodology developed to focus more on learner-based practices that grow from the content of lessons. It has been effective in engaging the characteristics of community college learners (Knowles, 1980b) in developing skill sets vital to various disciplines. The aim of this article is to encourage discussions on college campuses of how using andragogy advances adult learning by exploring andragogy usage in Radiologic Technology (RT) and Early-Childhood Education (ECE) classrooms at an urban community college. Moreover, it is hoped that this article will provide undergraduate educators with instructional approaches that advance adult learning outcomes.

Model United Nations (MUN) has seen dramatic growth in Morocco, both at the university and high school levels. It is a popular and effective teaching tool. This paper aims to test its utility using various methodologies. It shares the results of surveys, both historic and current, conducted at Al Akhawayn University evaluating the activity among students. It also includes interviews with MUN participants, both coaches and students, at Al Akhawayn University and elsewhere. Finally, the paper evaluates whether the tool is trans-cultural or whether it is an expansion of White space.

With the popularity of business simulation in universities, there is a crucial question of what abilities the students can get from the business simulation. In this study, using qualitative research methods, we studied 71 students who had engaged in a business simulation called Global Challenge. Through three-level coding analysis of students' course reports, we induced and refined five abilities that students would get from business simulation, which are strategic decision-making, competition and cooperation, analysis and judgment, communication and team spirit, and learning by doing. Further, we in detail explained these abilities based on behaviors and performances of the students in simulating. The main contributions are the following: First, it provides insight into the abilities and matching behaviors and enriches research on the learning effectiveness of business simulation from the perspective of ability. Second, the study combines the advantages of qualitative research methods and quasi-experimental design. The results not only extend and deepen our understanding of abilities trained by business simulation but also have value in guiding the practice of business simulation.

Academic entrepreneurial behaviours are increasingly a research field paralleling processes of capitalist commodification. We mobilise Baudrillard's concepts to probe a school's strategic communication methods symbolising class neoliberalism, which aspirational parents may experience as a desired habitus of 'distinction'. We suggest their knowledge of class and education, once imported into the interpretation of this school's web presence, will coalesce with its simulacra of elite education. Our account encourages comparisons with selective school websites and utilises the qualitative data on the public site of this school, a methodological approach that has been fruitfully utilised by scholars uncovering the ideological representations created by providers who market UK higher education. The intervention into the marketplace of the selective fee-paying English education of Independent Grammar School: Durham (IGSD) through such a penumbra of symbolic meaning forms part of its pursuit of a competitive edge. International studies of schools chasing prestige and consumer desire confirm that the policies and practices described have become widespread, as shown in the oeuvre of Stephen Ball, whose writings inform the approach of this article. The marketing of the 'brand' identified through our theoretically driven analysis may encourage consumers to opt out of the state sector. Neoliberal-class markers of prestige contribute to the erosion of welfare-oriented school ideals in England, and in other nations.

Background: Concerns have been raised about the inconsistency and quality of pre-service teacher preparation, especially in reading literacy. Mixed-reality simulations can potentially revolutionise initial teacher education by offering realistic, risk-free practice opportunities to master reading practices. Objectives: This study explores pre-service teachers' perceptions of: (1) interacting with avatars; (2) teaching core reading skills, particularly eliciting background information on informational text; and (3) using an action review cycle within a mixed-reality simulation environment. Method: A qualitative exploratory case study design was used in this study in order to document pre-service teachers' perceptions of engaging within a mixed-reality simulation environment. A purposive sampling strategy was used to select participants for this study. Data were analysed using thematic analysis. Results: Findings reveal that pre-service teachers valued interacting with the avatars and appreciated the unique focus on eliciting learners' background knowledge, a core reading practice. They typically teach full lessons with limited genuine engagement during microteaching opportunities, making this an interesting experience. They highlighted the mixed-reality simulation's features, such as pausing, redoing, and receiving immediate feedback. The simulator allowed them to concentrate on skill mastery rather than staging lessons for grades. Conclusion: This study concludes that pre-service teachers' skill development benefits from deliberate practice opportunities designed to enhance complex skills. Mixed-reality simulations could reshape how student teachers are prepared for reading instruction. Contributions: This research contributes to the understanding of pre-service teachers' perspectives on teaching core reading practices in a mixed-reality simulation environment.

Optimization is a vital mathematical concept widely applied in various engineering fields. However, teaching this subject to engineering students often involves abstract materials, making it challenging for them to grasp. To address this issue, a group of five mathematics lecturers collaborated on designing a practical lesson on optimization for first-year engineering students. The aim was to present the concept through a real-world problem, making it more accessible and applicable. The lesson focused on the design of water channels used for transferring water from sources to farms, showcasing how engineers can create optimal water channels with different geometrical cross-sections for agricultural purposes. This approach allowed students to see the direct application of mathematics in the real-world. The lesson was conducted as a three-hour workshop and attended by 38 volunteer first-year engineering students at a Malaysian university. Data were collected through observations and interviews and analyzed using the thematic analysis method. Feedback from both the lecturers and the participating students indicated that this teaching method significantly enhanced their conceptual understanding of mathematical optimization. Moreover, it fostered the development of problem-solving skills in real-world scenarios, bridging the gap between engineering and mathematics.

Despite an increased number of case studies simulating social problems in the classroom, due attention has been rarely paid to social dilemma games in light of teaching the key concepts of sociology. We propose a paper-and-pencil experiment designed for sizeable students to simultaneously explore various conditions of sustainable cooperation in a Prisoner's Dilemma game, with five steps of in-class activities presented in details. We evaluate experimental results quantitatively and the usefulness of game-based learning on the basis of debriefing interviews. Beside positive effects of repeated dyadic interaction and direct communications on cooperation, it is shown that sharing a common goal with group members in the presence of intergroup competition tends to strengthen reputation-based indirect reciprocity. Students seem to learn more deeply and see wider relevance as a product of engaging in the experiment, generating findings from the simulated data, and associating them with real-world examples of reciprocity. Our case study on teaching social dilemma through a simple but novel classroom experiment may provide valuable information to educators and practitioners interested in the effective use of economic games as an interactive teaching method for undergraduates in the setting of higher education.

In this study, an in-person simulated role play as a worthwhile approach in preparation for work-integrated learning (WIL) through a theater and reality of the board (TROB) pedagogical model is explored. Students participated in a twelve week, in-semester TROB program, acting out in-person board room positions, such as Chair and Secretary before observing a real boardroom meeting. One hundred and seventy pre- and post-survey responses were elicited from international business and engineering postgraduate students to ascertain perceived employability skill growth when undertaking a TROB program. Based on the findings, two recommendations are highlighted. The first, to consider in-person simulated work-integrated learning role play (SWILRP) as a viable approach in preparation for WIL that includes industry stakeholder engagement and second, to teach and assess self-reflection through a TROB pedagogical model as a key employability skill outcome.

In recent years, simulations in education and teaching were done within simulation centers. They are a powerful tool for having a particular professional experience in a controlled and safe environment. Since the COVID-19 pandemic began, simulations have been conducted fully online. Therefore, the current study examined the effect of simulation training that is only online regarding its experience and learning as compared to online simulation training after face-to-face training. For this study, 138 students participated in online simulation after face-to-face training, and 299 students participated in online simulation only. Participants were asked to fill out a questionnaire constructed according to the Kirkpatrick model. Findings indicated that about 40% of the participants preferred online simulations and that about 60% of the participants preferred face-to-face simulation. There was no significant difference in learning outcomes for either. The participants' preference for an online workshop was related to the emotional components in the workshop, especially safety and well-being. While there was no effect for having prior preparation for the workshop, participants who participated with an actor gave higher scores in all parameters. The findings attest to the effectiveness of using an online, familiar, simple-to-operate, and relatively inexpensive platform, and allow for informed decisions about its continued use for the benefit of physically remote populations.

Practice makes perfect…this saying is a popular cliché, but it has validity when referencing the abundance of practice necessary to learn and master a new technique or skill. Like playing a game, honing a skill, or using a new technique, teaching requires practice to learn and improve. Working with preservice STEM teachers (PSTs), my goal was to develop ways for PSTs to practice teaching to gain experience, hone skills, and learn new techniques. This narrative describes the process undertaken to create a virtual microteaching opportunity that will provide PSTs practice time and additional teaching experience.

Digital anatomy programs such as the Primal Program™, BodyViz™, Complete Anatomy™, or Cengage™, provide rich learning opportunities with the ability to remove anatomical layers, highlight specific structures, and rotate images. However, supporting the diverse learning styles of today's anatomy students requires more than access to digital learning tools. This article describes sequential changes made in an anatomy course for a doctor of physical therapy (DPT) program. The DPT program moved from cadaver dissection to digital anatomy in the years 2020-2023. The most significant change was moving from the cadaver table, where there was rich student engagement during dissection, to a robust digital program with less student interaction and more screen learning. Throughout this transition, additional learning modalities were added. Tutorial stations were the most effective learning modality developed. At each station, faculty taught a focused topic (e.g. rotator cuff muscles), using multiple modalities such as a mounted skeleton, digital program, and Therabands™ to simulate muscles. Students learned how to integrate modalities and benefited from active engagement as faculty asked questions. These tutorial stations reinstated the learning environment of the cadaver tables and were optimal when students were allowed as much time as needed to gain confidence at each station. A post-survey sent to all enrolled students in the course each year identified the tutorial stations as the most preferred learning modality in 2023. To summarize, moving to a digital learning paradigm benefits from creative problem solving and persistent effort to support diverse student learning styles and student engagement.

In an ever-changing emotional, psychological, and physically developing world of education, it is important for educators to adapt creative skills to meet learners' needs. It is paramount for educators to develop creative skills to meet the needs of their learners and demonstrate effective classroom management. There is a gap between preservice teacher preparation and the reality of the day-to-day demands of educators. Game-based learning can provide a measure to fill that gap by providing a simulated experience for preservice teachers to encounter possible challenging scenarios. This concept of educational gameplay uses interactive learning that can improve the classroom response to behavioral issues (Bada & Olusegun, 2015). Learning during play is a far superior form of training in that it stimulates multiple learning resources and can create connections that will last longer for most (Resnick, 2017). Educational games can spark creativity (Dyson et al., 2016) and enhance the preservice teacher learning experience (Johnson & Kim, 2021). This research asked how gameplay may affect the creative self-efficacy of educators in hypothetical classroom management situations. In this experimental design, a randomized cluster block was used to explore the impact on a self-report measure of creative self-efficacy before and after participants played a card game simulating challenging student behavior.

Objectives: The purpose of this study was to investigate the impacts of using scaffolded clinical simulations on nursing students' confidence in clinical reasoning, clinical judgment, and critical thinking skills. Next, we also attempted to gain insights into students' perceptions of the benefits of scaffolded clinical simulations. Method: We used a mixed-methods research design to investigate the impacts of using scaffolded clinical simulations on 133 second-semester baccalaureate nursing students' confidence in clinical reasoning, clinical judgment, and critical thinking skills. Results: Findings from this study indicate that students who perceived the benefits of scaffolded simulation activities (i.e., peer observations, debriefings, and self-reflections) were more likely to engage in this deep learning process, which in turn led to their higher confidence in clinical reasoning, clinical judgment, and critical thinking skills. Conclusions: This study demonstrates that scaffolded simulations in psychiatric clinical settings, coupled with the novice to expert model in nursing education, are a valuable tool for preparing nursing students for the rigors of clinical practice, despite decreased in-person client experiences in nursing programs. Implications: This study has implications for designing and implementing scaffolded clinical simulations that foster clinical judgment and help students perform tasks with which they are already familiar, while new responsibilities are introduced throughout the semester.