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Biophilic design has gained popularity in interior design areas owing to its numerous advantages. Nevertheless, globally, Interior Architecture/Interior Architecture and Environmental Design departments lack adequate biophilic design courses in their curricula. This research investigates the impact of involving students in syllabus design and applying innovative teaching methods in a pilot elective course focused on biophilic design in interior spaces on student engagement and course sustainability. A new pilot elective course was introduced in the 2022–2023 Spring Semester at the Interior Architecture Department, Faculty of Architecture, Near East University, aiming to establish an enduring and captivating learning environment for students. Initially, a focus group study was conducted to measure students' awareness of biophilic design and integrate their ideas regarding innovative learning methods into the syllabus for an engaging elective course. Strategies like interactive learning tools, group tasks, and peer assessments were incorporated throughout the course to enhance engagement. Analysis of end-of-course surveys and student observations revealed an augmented awareness of biophilic design among students and a positive influence of innovative learning methods on course sustainability. Thus, the study suggests that an elective course offers the potential to mitigate the deficiency of biophilic design integration in undergraduate programs, augmenting students' awareness in this field. Moreover, new elective courses could deliver more sustainable and engaging learning experiences for enrolled students when structured through student involvement and innovative learning methods. [ABSTRACT FROM AUTHOR]

In today's highly developed information and communication technology (ICT), information fusion technology has been widely used in many fields, including education system. This research focuses on how information fusion technology can be effectively integrated into Chinese teaching in middle schools to improve teaching quality and student learning. Through quantitative analysis of student and teacher simulation data, this paper explores in depth the impact of these technologies on student engagement, learning achievement, and teaching outcomes. It is found that the teaching mode using information fusion technology can significantly improve students' learning quality and teaching interaction. The conclusions of this study provide valuable insights for educators and policymakers to drive further development of educational technologies and teaching methods. [ABSTRACT FROM AUTHOR]

One of the United States' higher education system's most important tasks is properly preparing elementary teachers to teach science. Teachers' ability to use their science subject matter knowledge (SMK) to effectively develop pedagogical approaches can significantly contribute to their students' engagement in science and motivation to pursue science-related careers. To date, several studies examine the influences of subject matter knowledge on teachers' pedagogical strategies. Although there are still contradictions regarding those influences, providing teachers with adequate preparation in science SMK and science pedagogical knowledge is crucial. To understand how elementary teachers are currently prepared in science SMK, this study examines degree requirements across 223 colleges and universities in the U.S. to determine the number and type of general education science content courses required for candidates to complete their elementary education degrees. Our findings indicated that while many U.S. universities' undergraduate general education science course requirements have increased in terms of required numbers of science credit hours since 2009, the related pedagogical science content knowledge and science content knowledge of pre-service elementary teachers has not also increased. Thus, we can surmise that increasing the required quantity of general education science courses does not correlate to increased science content knowledge, or increased science teaching confidence or competence, at least among undergraduate per-service elementary teachers. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodsResultsConclusionThe role of artificial intelligence (AI) in teaching is a significant topic of discussion. One identified benefit from these resources is to provide novel ideas for instructional methods. Game-based learning has also been a developing topic in education with research suggesting it may improve knowledge retention. This case describes the use of an AI-suggested game for teaching human gait to physical therapy students.ChatGPT was asked for creative ideas related to teaching gait to physical therapy students. Of the proposed ideas, ‘Gait Charades’ was selected and implemented. The topic of gait was chosen specifically for this learning activity due to its complexity. In the activity, students drew papers with a phase of gait and took turns acting out the phase and with peers deciding which phase was being presented. The use of ‘Gait Charades’ has not been identified in previous literature.While this case focuses more on the process of creating and implementing the activity rather than on measured outcomes, 26 out of 29(89.6%) students agreed that it aided in their understanding of gait phases.This case serves as a reminder of the tools at educators’ disposal, such as the use of AI to provide students with immediate feedback, to provide different wording of a concept, and to create novel learning experiences. The gait activity described shows how movement-based learning can be easily integrated into instruction. Further research should investigate both the use of AI in PT education as well as the benefits of multimodal teaching. [ABSTRACT FROM AUTHOR]

Many universities offer recitation sections taught by graduate teaching assistants (GTAs) as a way to supplement their large enrolment calculus courses. While some mathematics departments have revamped their calculus recitations to feature more evidence-based teaching practices, other departments rely on GTAs to decide how to run the recitation and what content to cover. In this latter context, more needs to be learned about the teaching practices of GTA recitation leaders and their impact on different student outcomes. As such, this study examines the teaching methods that twelve GTAs chose to implement in their calculus recitation sections. The goal of this study was twofold: (1) to examine whether GTAs utilised evidence-based teaching practices such as student-centred instruction and conceptually-oriented instruction, and (2) whether these practices were related to calculus students' attitudes toward the recitation, student engagement in the recitation, and students' expected final course grades. Using quantitative dominant mixed-methods, findings demonstrate that GTAs used a range of student-centred practices; however, they primarily emphasised the procedural aspects of calculus. Student-centred instructional practices were found to have a positive relationship with students' course attitudes, engagement, and predicted final examination grades. Focusing on concepts, had less of a relationship with these outcomes. [ABSTRACT FROM AUTHOR]

Amidst efforts to fulfill the Chinese government's education guide for morality building and character cultivating, curriculum ideology and politics have emerged as key aspects in higher education pedagogy. English linguistics, a staple for junior English majors and often perceived as theoretical and challenging, represents an opportunity to align with national education directives. This study explores the integration of ideological and political education within the English major's curriculum, specifically within an English linguistics course. This paper details an empirical case study conducted in a local Jiangxi university in China, where an "ideological education + linguistics" teaching model was carefully crafted and implemented in the introductory linguistics session. Methodologies included classroom observation, post-lesson questionnaire and interview, revealing enhancements in student engagement, understanding of linguistic concepts, and scientific and logical reasoning. Additionally, noteworthy improvements in teaching methodologies were reported. The findings affirm the model's feasibility and effectiveness in reinforcing the curriculum ideology and politics in major disciplines, suggesting a beneficial tripartite impact on national educational goals, student learning, and teaching innovation. Research significance indicates that by applying their experiences, front-line teachers can act as researchers, enhancing the implementation of educational research; besides theoretical studies, micro case studies are essential to validate and complement educational research, thus contributing to the development of a comprehensive theoretical framework. [ABSTRACT FROM AUTHOR]

Teaching biology in high school is challenging, with numerous topics to cover and potential pitfalls to avoid. Traditional teaching methods, like using textbook pictures, can be ineffective, especially when teaching complex concepts like evolution, genetics, and kingdoms of classification. To address this, educators are turning to simulations to improve the teaching and learning process. Simulations have been used in various fields for decades, allowing scientists to model and communicate complex ideas effectively. Not surprisingly, science students also benefit from using simulations to enhance their understanding and knowledge integration. A study in Bangkok, Thailand, investigated the effectiveness of using simulations to teach selected topics in biology to Grade 12 students. The research compared a traditional lecture-based approach with a simulation-based method using an interactive computer simulation called PLIX. Results showed that students in the simulation-based group had significantly higher posttest scores than those in the traditional teaching group. This suggests that incorporating simulations into biology lessons can enhance students' understanding of complex scientific concepts. Educators are encouraged to integrate simulation-based teaching methods into their curricula to improve student learning and engagement in science education. [ABSTRACT FROM AUTHOR]

The aim of this study is to construct a technology model, named as Online Learning Technology Engagement Model (OLTEM), to enhance our understanding in the adoption of an online learning technology. The study suggests a model covering the theoretical background of underlying motivational processes for technology engagement of students. The sample of the study are 533 students from 4 public universities in Turkey. The constructed model is validated through confirmatory factor analysis (CFA) and structural equational modeling (SEM) analyses. The results indicate that cognitive and social engagement of students are significant estimators of students' perceived achievement. Perceived usefulness (PU) and attitude towards technology (ATT) are significant estimators of both cognitive and social engagement. While content quality, mobile flexibility, system and student characteristics are significant predictors of PU; self-regulation, self-efficacy and interaction are significant predictors of ATT. [ABSTRACT FROM AUTHOR]

This study aimed to determine the learner engagement strategies and academic performance in online distance learning, Zone 3, Division of Zambales. A descriptive-correlational research design and quantitative analysis were employed in the study. The learner engagement strategies of intermediate learners in online distance learning were described and the academic performance tested its relationship. Findings revealed that learners are female, early adolescents, have smartphones, and are connected to the internet via WIFI broadband. The learners are highly engaged in the learner engagement strategies in online distance learning as learner-to-learner, learner- to- teachers and learner-to-content strategies in online distance learning. The learners obtained an outstanding academic performance. There is a significant difference in the learner engagement strategies in online distance learning as to learnerto-learner, learner- to- teachers and learner-to-content strategies in online distance learning when grouped according to the profile of the respondents in terms of age. There is a negligible relationship on the academic performance and learner engagement strategies of the learners. The proposed dissemination plan was developed based on the results of learner-to-learner, learner-toteacher, and learner-to-content engagement strategies. The researcher recommends the following based on the findings that the teacher may still provide learning materials to be available to the learners. The teachers may encourage the learners to participate in the forum actively created so that they may ask questions about the lesson. The participation of the learners in virtual meetings during discussions is highly encouraged. [ABSTRACT FROM AUTHOR]

Background: Instructional videos constitute a pivotal component in flipped learning. Despite their significance, there is a dearth of research specifically dedicated to instructional videos within the context of flipped classrooms. This paucity has led to an empirical void in verifying the efficacy of instructional videos in flipped learning environments. Objectives: The present study endeavours to contribute to the extant literature on flipped pedagogical practices by providing empirical evidence regarding the effectiveness of instructional videos in flipped learning environments. Methods: This study employs a convergent mixed‐methods design. Forty‐five instructional videos in three subtypes were administered in two classes over a 15‐week semester. Data, both quantitative (log data from the learning management system) and qualitative (from focus group discussions at two time points), were concurrently collected from a flipped class (n = 25) and a blended class (n = 28) with the aim of gauging student engagement and learning outcomes in the flipped class and understanding video‐viewing features typical of the flipped class. Results: Both datasets corroborated that participants in the flipped class outperformed their counterparts in the blended class in terms of video‐watching, peer interaction, knowledge retention, and transfer skills. Conclusions: The instructional videos within the flipped classroom setting serve to enhance student engagement in the learning process and improve learning outcomes. The efficacy of these instructional videos in flipped learning can be further augmented through strategic approaches in both their design and implementation. Lay Description: What is currently known about this topic: The flipping pedagogy is conducive to learning.Videos play a crucial role in flipped learning.Videos prepared students for classroom activities.However, engaging students with pre‐class videos presents a challenge. What this paper adds: This paper furnishes direct empirical evidence supporting the effectiveness of instructional videos in flipped learning.It uncovers factors affecting student engagement with videos in flipped learning.It offers insights into the design and implementation of videos in flipped learning. Implications for practice: Considering facilitating conditions and affective factors when creating videos.Acknowledging learner characteristics when designing videos.Utilizing instructional strategies when implementing videos. [ABSTRACT FROM AUTHOR]

The multiple intelligence (MI) theory suggests that students learn in different ways based on their intelligence strengths, thus, proposes teachers employ a variety of intelligences to engage students in the teaching and learning process. This study explores the application of MI in the Malaysian English as second language (ESL) classrooms and the extent to which teachers provide instructions that meet the needs of the students in the classroom. Data were procured from a survey questionnaire that gauged teachers’ teaching activities in ESL classrooms under Gardner’s eight constructs of MI: linguistic, logical-mathematical, spatial, interpersonal, intrapersonal, bodily-kinesthetic, naturalist, and musical. Descriptive statistics using mean score and independent sample t-test was employed in the data analysis procedures. The findings reveal that only 58% of the teachers had knowledge of the MI theory, with only 12% having received formal pedagogical training on MI. In addition, the eight intelligences were not practiced equally. Interpersonal, linguistic, intrapersonal, and spatial intelligences seemed to be the most common strategies employed by teachers in their teaching as these MI are usually measured in the standardized tests while naturalistic and musical intelligences were the least frequently integrated as they are not included in the assessment scale in ESL. Such findings have significant pedagogical implications as classroom teachers should acknowledge the different levels of strengths and motivations in learning among the students. The study highlights the need to provide teachers with training and integrating personalized learning, utilizing students’ strong aspects, and employing a variety of teaching methods in the classroom. [ABSTRACT FROM AUTHOR]

This study explores the relationship between teacher teaching support, student involvement, technical environment support, and online teaching effectiveness among K-12 students from the perspective of teaching systems (teacher teaching support, student involvement, and technical environment support) and the differences between online teaching methods and school levels, to provide guidance for teachers to teach using different online teaching methods and at different school levels. The data came from 13,225 primary and secondary school students who participated in online teaching in a district of Beijing. This study used the quantitative research method, we established a model of factors influencing the effectiveness of online teaching through Structural Equation Modelling, and analysed the survey data to explore the factors influencing the effectiveness of online teaching, the paths and their mediating effects. It is worth noting that this study found that student involvement and teacher teaching support significantly and negatively affected the perceived learning effect; teacher teaching support significantly and negatively affected continuance intention; and that the effects of teacher teaching support, student involvement, and technical environment support on satisfaction and the effects of student involvement on continuance intention showed significant differences. These differences affect related mediated pathways, resulting in significant differences in them. In addition, we found that "teacher teaching support → student involvement → perceived learning effect" was different from "teacher teaching support → technical environment support → perceived learning effect." We also found a masking effect for the "teacher teaching support → student involvement → perceived learning effect" and "teacher teaching support → technical environment support → continuance intention" pathways. These findings provide suggestions for teachers at different levels to design appropriate online teaching strategies to improve student learning. [ABSTRACT FROM AUTHOR]

BRIDGES is a software framework for creating engaging assignments for required courses such as data structures and algorithms. It provides students with a simplified API that populates their own data structure implementations with live and real-world data, and provides the ability for students to easily visualize the data structures they create as part of routine classroom exercises. The objective is to use the infrastructure to promote a better understanding of the data structure and its underlying algorithms. This report describes the BRIDGES infrastructure and provides evaluation data collected over the first five years of the project. In the first 2 years, as we were developing the BRIDGES projects, our focus was on gathering data to assess whether the addition of the BRIDGES exercises had an effect on student retention of core concepts in data structures; and throughout the 5-year duration of the project, student interest and faculty feedback were collected online and anonymously. A mixed method design was used to evaluate the project impact. A quasiexperimental design compared student cohorts who were enrolled in comparable course sections that used BRIDGES with those that did not. Qualitative and quantitative measures were developed and used together with course grades and grade point averages. Interest and relevance in BRIDGES programming assignments was assessed with additional survey data from students and instructors. Results showed that students involved in BRIDGES projects demonstrated larger gains in knowledge of data structures compared to students enrolled in comparable course sections, as well as long-term benefits in their performance in four follow-on required courses. Survey responses indicated that some investment of time was needed to use BRIDGES, but the extra efforts were associated with several notable outcomes. Students and instructors had positive perceptions of the value of engaging in BRIDGES projects. BRIDGES can become a tool to get students more engaged in critical foundational courses, demonstrating relevance and context to today's computational challenges. [ABSTRACT FROM AUTHOR]

Simple Summary: The flipped classroom (FC) method allows students to first familiarize themselves with educational material independently, and then apply and deepen their understanding through active learning activities during subsequent sessions. Although this approach has been extensively applied in various fields, little is known about its implementation in basic veterinary subjects. This study explores the implementation of FC in veterinary biochemistry; physiology; and anatomy, with pre-class material primarily provided in video format and in-class sessions dedicated to quizzes and interactive activities. The findings reveal robust student engagement. A survey conducted after the first semester revealed that students generally perceived the pre-class material and quizzes favorably, with a significant majority supporting the FC approach. However, by the second semester, preferences evolved, as more students favored traditional lectures over FC, bringing up issues about the pros and cons of FC implementation. Feedback on FC highlighted enhanced comprehension and self-management as key benefits while also highlighting the challenge of time constraints. This study indicates that the adoption of the FC approach can be positively embraced in basic veterinary subjects if it avoids an excessive workload on students. In conclusion, this study suggests that FC can be successfully integrated into basic veterinary education, maintaining a balance that prevents overwhelming students with excessive workloads. Flipped classroom (FC) is a teaching method where traditional learning roles are inverted. Students are provided with material in advance and are expected to study the content prior to in-class sessions. These sessions are subsequently utilized to clarify doubts and examine in greater depth the previously acquired knowledge. Despite the widespread nature of its approach in health education, its application in basic veterinary subjects remains poorly described. This study explores the implementation of the FC approach in veterinary physiology, biochemistry, anatomy, and embryology. Pre-class material was mainly provided in video format, and class sessions facilitated quizzes and interactive activities aimed to reinforce understanding. The findings indicate a high level of student involvement and effective class preparation, as evidenced by over 84% of students participating in FC in-class sessions and generally achieving satisfactory scores on quizzes. A survey conducted at the end of the first semester shows that a high proportion of students positively valued pre-class material (>90%), quizzes (82%), and the FC approach (66%). However, by the end of the second semester, traditional lectures were preferred by more students than FC (45% and 25%, respectively), while 30% of the students mentioned having no preference between the two methods. Analysis of open-ended responses underscored positive facets of the FC approach, including self-organization, enhanced understanding, and availability of pre-class material. However, it also emphasized challenges associated with FC, such as the significant time and effort required. In conclusion, this study suggests that the FC approach can be well received in integrated basic veterinary subjects if it does not imply an excessive student workload, underscoring the potential benefits of a blended teaching approach that combines elements of both traditional and FC methods. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the interactions of prompts used to initiate engagement and the resulting student engagement using video-data from one biology lecturer in a semester-long module. This study was informed by the socio-cultural perspectives on learning. The transcripts from video data were divided into interactive episodes. In these episodes, we looked for how the prompts (classified as verbal and non-verbal) interacted to bring student engagement. Findings indicate that the prompts interacted in a variety of ways. Findings indicate that the use of verbal prompts like questions resulted in minimal student engagement. Student engagement was heightened when the lecturer initiated whole-class discussion using both verbal prompts as well as non-verbal prompts in an interactive manner. We discuss the significance of these findings and argue how our approach to looking at student engagement helped us to unpack these succinct findings. [ABSTRACT FROM AUTHOR]

Technology has changed rapidly in recent years and higher education has struggled to keep up. This article draws upon the expertise of three leaders in the Educational Technology (EdTech) industry to better understand how technology can be infused at the course level and at the curricular level to improve student learning. Best practices in teaching and learning are considered through the filter of EdTech to better understand where faculty can start to implement change. It is also suggested that faculty reconsider their notions of personal development to include not just keeping up with content, but also keeping up with how technology can maximize the student learning experience. [ABSTRACT FROM AUTHOR]

Amidst the digital transformation of education, the essence of the human touch in online teaching remains pivotal. Despite growing literature, there remains a significant gap in understanding how the human element in online teaching directly influences student engagement and learning outcomes, especially in diverse educational contexts. This study develops a quantifiable index capturing the essence of humanized online teaching and investigates the determinants influencing this humanization. Additionally, an index encapsulating students' online learning experiences, as perceived by their instructors, has been constructed. Bridging these indices, the research unravels the intricate relationship between the humanization of online teaching and the resulting student experiences in the virtual realm. Sourced from a self-constructed questionnaire and encompassing responses from 152 instructors across 22 Malaysian institutions, the data revealed an average incorporation of 81.38% humanized online teaching elements. Key determinants, such as subject matter, teaching experience, Internet quality, and platform choices, emerged as significant influences. A regression model showed approximately 31.7% (R-squared = 0.317, p<0.001) of the variation in the dependent variable. A significant moderate positive correlation (r = 0.423, p<0.001) between the Humanized Online Teaching Index and the Students' Online Learning Experiences Index highlights the intertwined nature of humanized instructional methodologies and enhanced student engagement in online settings. Though contextualised during the coronavirus disease-2019 pandemic, the study's implications transcend the immediate circumstances, offering transformative insights for future online teaching methodologies and enhancing student experiences in the evolving digital age. [ABSTRACT FROM AUTHOR]

This study explores the integration of multiple sign systems within the English as a Foreign Language (EFL) reading curriculum for undergraduates in Taiwan, addressing varied learning styles that are often overlooked by conventional curricular methods. The purpose is to investigate how incorporating semiotics can enhance learning engagement and effectiveness by utilizing diverse sign systems such as art, music, and movement. Data were collected through student‐created artifacts, self‐reflection logs, and evaluations of learning processes from 57 freshmen participating in literature circles and sign‐system activities in a university course. Analysis was conducted using Glaser and Strauss's Constant Comparative Method, identifying themes such as interactive teaching methods and diverse engagement strategies. The findings demonstrate that utilizing multiple sign systems enriches students' engagement and comprehension, suggesting the need for broader application of semiotics in education to cater to diverse learning preferences and enhance overall educational effectiveness. [ABSTRACT FROM AUTHOR]

\nSummaryVirtual reality (VR) is a computer-generated environment where scenes and objects appear to be real, immersing the user in their surroundings. This systematic review aims to explore the benefits and challenges of VR and AR in higher education and to identify the trends and issues regarding courses and teaching methods in which VR and AR are integrated. 95 articles from the past 7 years were reviewed to gather comprehensive insights. According to findings, VR and AR in higher education have been used most frequently in medical courses, while simulations have been predominantly implemented as teaching strategies in VR and AR. The most common types of research methods have been experimental and survey studies. The findings indicate that, while VR/AR has promising potential in higher education, certain challenges such as understanding how and when virtual and augmented reality can be most effective must be addressed before widespread adoption in higher education.What is already known about this topic Virtual and augmented reality-based learning modes, in terms of motivation and engagement, may attract and motivate learners to learn and boost their confidence.Virtual and augmented realities are not widely used in education due to limitations such as required technologies, cost, etc.Virtual and augmented reality-based learning modes, in terms of motivation and engagement, may attract and motivate learners to learn and boost their confidence.Virtual and augmented realities are not widely used in education due to limitations such as required technologies, cost, etc.What this paper adds Virtual and augmented realities in higher education have been implemented mostly in medical courses. These courses include medicine, biology, surgery, and nursing.In terms of interaction and collaborative learning, the teaching strategies used with virtual and augmented realities do not provide an interactive environment and opportunity for collaborative learning for students, contrary to expectations.Simulations have been used mostly in virtual and augmented reality research in higher education. Simulations are explained as scenario-based learning in some research, and students were expected to complete some tasks based on the scenario.Virtual and augmented realities in higher education have been implemented mostly in medical courses. These courses include medicine, biology, surgery, and nursing.In terms of interaction and collaborative learning, the teaching strategies used with virtual and augmented realities do not provide an interactive environment and opportunity for collaborative learning for students, contrary to expectations.Simulations have been used mostly in virtual and augmented reality research in higher education. Simulations are explained as scenario-based learning in some research, and students were expected to complete some tasks based on the scenario.Implications for practice and/or policy It is crucial to identify how and when learning with virtual and augmented realities is effective.Virtual and augmented realities in higher education have both advantages and disadvantages in the context of technology-enhanced learning, and its use is up to the learning designers.It is crucial to identify how and when learning with virtual and augmented realities is effective.Virtual and augmented realities in higher education have both advantages and disadvantages in the context of technology-enhanced learning, and its use is up to the learning designers. [ABSTRACT FROM AUTHOR]

Reliance on digital technology may have implications for our social and economic wellbeing, including factors such as health, environmental quality, social interaction, and educational levels. Although there may be concerns, it is important to acknowledge that digital technology also offers immediate, cost-effective and accessible solutions that are transforming various services. The COVID-19 pandemic, through the disruption of educational systems worldwide, has accelerated the transformation of higher education, leading to changes in the way it is perceived. However, there is a lack of understanding regarding the relationship between digital poverty, digital literacy, and students' online experiences. This article aims to explore the engagement of nursing students in online learning post COVID. [ABSTRACT FROM AUTHOR]

The mathematics learning process is influenced by several variables that influence the optimal development of knowledge and positive attitudes towards mathematics in students; therefore, the study of these variables is of great interest. Within this framework, the objective of the present study is to identify the level of mathematics anxiety of high school students in Mexico and their academic engagement with this discipline. A quantitative methodology (exploratory-descriptive) was followed. Two Likert-type rating scales were used to obtain information on these variables. A total of 120 students from public and private institutions in the state of Puebla in Mexico participated. The results revealed that the majority of students have moderate mathematical anxiety; however, anxiety is higher in situations of evaluation of their mathematical knowledge. A high level of academic engagement was found which manifested itself in a greater desire to strive for academic success, in heightened levels of energy and perseverance while studying, and in pride and motivation with their learning process in mathematics. It is concluded that, although high levels of mathematical anxiety was found only in a few students, it is necessary to further investigate how this level influences their academic performance and engagement in mathematics. Likewise, the influence of teachers and their strategies and teaching methodologies in promoting a high level of academic engagement in students is highlighted. [ABSTRACT FROM AUTHOR]

Background and Study Aim In the rapidly evolving field of physical education, employing innovative teaching methods is crucial for enhancing student learning and skill acquisition. The aim of this study is to evaluate the effectiveness of a cooperative learning strategy specifically designed to enhance the mastery of gymnastics floor skills among physical education students. Material and Methods Thirty-six male students from Al al-Bayt University were divided into experimental and control groups using a quasi-experimental design. The control group received standard training, while the experimental group participated in a six-week, twelve-session educational program that employed a cooperative learning technique for skill mastery. The skills evaluated included Shoulder Stand, Front Handspring, Roundoff Back Handspring, and Front Balance. Results In every evaluated gymnastics floor movement, the experimental group demonstrated statistically significant improvements. Cooperative learning accounted for 51.8% of the variation in total skill competency, with substantial gains in individual skills: a 31.4% increase in front balance (mean score improved from 0.00 to 4.39), a 17% increase in shoulder stand (mean score improved from 0.06 to 4.67), a 25.2% increase in front handspring (mean score improved from 0.17 to 4.50), and a 41.1% increase in roundoff back handspring (mean score improved from 0.22 to 4.06). The experimental group's total gymnastics skill score was 17.61 (SD = 1.85), significantly higher than the control group's score of 13.50 (SD = 2.23). While the control group also showed improvements in gymnastics skills, the increases were less pronounced, with the roundoff back handspring mean score rising from 0.17 to 2.67 and the front handspring from 0.11 to 3.67. Conclusions The results of this study clearly demonstrate the benefits of using cooperative learning techniques in physical education, particularly in the context of teaching gymnastics floor routines. Besides significantly advancing skill mastery, this approach fostered a cooperative and supportive learning atmosphere. The effectiveness of the cooperative learning strategy in this context underscores its potential as an innovative teaching technique that can enhance student engagement, and promote a deeper understanding and retention of motor skills. Educators are encouraged to explore and adopt this strategy, extending its benefits to a wider variety of sports disciplines and educational settings, thereby enriching the pedagogical landscape of physical education. [ABSTRACT FROM AUTHOR]

Expectations of big data across various fields, including education, are increasing. However, uncovering valuable insights from big data is like locating a needle in a haystack, and it is difficult for teachers to use educational big data on their own. This study aimed to understand changes in student participation rates during classes and teachers' teaching styles by analyzing educational big data. In the analysis, data from 120 students and two mathematics class teachers at a public junior high school in Japan were used. We applied the pruned exact linear time (PELT) algorithm to automatically identify significant changes in student participation during class. Based on the information obtained, we analyzed the interaction logs of teachers' e-book readers and clarified the relationship between student participation rates and teacher behavior patterns. Change point detection using the PELT algorithm showed a high F1-score of 0.7929, indicating good overall performance. We also investigated whether there was a relationship between class differences and teachers' actions and found a statistically significant difference. The results provide clues for improving student learning engagement and teachers' teaching styles, and they are expected to improve the quality of education by automatically identifying notable cases from educational big data. However, further research is required to improve data analysis methods, such as adjusting the parameters of algorithms based on the situation. [ABSTRACT FROM AUTHOR]

This article presents a study on the implementation of a virtual escape‐room game as a novel teaching methodology in biochemistry education. The game aimed to engage students in producing monoclonal antibodies against SARS‐CoV‐2 while reinforcing theoretical concepts and fostering teamwork. Three versions of the game were tested, incorporating modifications to address student feedback on and improve the overall experience. The study employed a satisfaction survey to gather insights from students regarding their perception of the game. Results showed that the implementation of answer flexibility using RegEx had a significant positive impact on student satisfaction and motivation. The introduction of RegEx allowed for a more realistic and immersive gaming experience, as students could provide varied answers while still being evaluated correctly. Overall, the findings highlight the effectiveness of the game's design, the suitability of the Google Forms platform for distance learning, and the importance of incorporating answer flexibility through RegEx. These results provide valuable guidance for educators seeking to enhance student engagement and satisfaction through the use of escape‐room games in biochemistry education. [ABSTRACT FROM AUTHOR]

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Programming is a major subject in various Information Systems (IS) programs, with students often finding it a challenging skill to acquire. While there is extensive literature on factors helping students learn to program, most of which focuses on non-IS students. Due to the increasing demand for professionals with programming skills, there is a pressing need for further research on factors that could enhance learning programming skills at the higher education level. One promising approach to address this issue involves examining students' internal characteristics, their programming self-efficacy, and its connection to instructional methods that can enhance it. This study adopted a quantitative research design to evaluate students' programming self-efficacy. A survey was conducted to measure students' beliefs in their programming competence and engagement in various instructional activities, including the value they attributed to learning programming, the time spent practicing, and the frequency they sought guidance from teaching assistants (TA). Through a hierarchical multiple regression analysis, this work investigated how these mentioned variables could predict student-programming self-efficacy. The results indicated that the value students placed on learning programming emerged as the most significant predictor for programming self-efficacy. On the other hand, there was no substantial evidence that the practice time or consulting TA predict programming self-efficacy and the practice time or consulting TA. These findings suggest that educators and instructional designers need to emphasize the practicality and importance of learning how to program to enhance students' perceived value. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the challenges faced and the strategies employed by Filipino educators in teaching English expository writing based on their lived experiences. Participants who were enrolled in the program Doctor of Philosophy in Education, major in English during the School Year 2022-2023 in a private university in the Philippines were selected through convenience sampling method. Labov's thematic analysis approach was utilized as the framework for narrative analysis. Based on the findings of this research, the participants normally experience the challenges of cultural diversity, writing proficiency, time constraints, resource limitations, diverse learning styles, and student engagement. In order to navigate such challenges, however, the participants employ various strategies. For cultural diversity, the participants resort to the enhancement of a culturally inclusive content, respectful feedback, and peer collaboration. In terms of writing proficiency, the participants utilize the strategies of differentiation, skill building, and individualized support. To address time constraints, the courses of action of educators are prioritizing key concepts, chunking and sequencing, and structured lesson plans. In coping with resource limitations, the teachers of English expository writing utilize adaptable materials, minimalist approaches, and collaborative learning in their teaching methods. As regards diversity in students' learning styles, the teachers adapt multimodal instruction, student choice, and universal design. Lastly, the lack of student engagement is being addressed through interactive activities, real-world relevance, and gamification. A researcher-designed comprehensive training and development plan was recommended to further improve the educators' skills in teaching expository writing. This training and development model is envisioned to provide opportunities for teachers to upskill their pedagogies and better improve their teaching effectiveness. To verify the validity of the results, it is strongly recommended that a larger-scale variant of this study be conducted. [ABSTRACT FROM AUTHOR]

Social justice discourse in higher education has been increasing in recent years, the scope of which has broadened to include systemic, institutional, and grassroots levels. Exploring and creating new approaches to education is one means of creating socially just education at the grassroots level. The student voice for social justice (SVSJ) pedagogical method is one pedagogy that adopts Nancy Fraser's framework of (re)distribution, recognition, and representation and applies it to a higher education (HE) context. At the centre of SVSJ is student voice and active participation, whereby students become co-creators and co-developers of course content and dissemination across disciplines. Developing new pedagogies is only the first step in a long process of exploration, implementation, reflection, and revision. Working with students toward a socially just education model demands reflective practices from individual lecturers and professional group dialogue. Through such reflective practices, students' cultural, educational, and personality differences, student voice challenges, the role of humility, assessment, and different modes of teaching (face-to-face vs online) were identified as being areas of consideration that need rethinking and reworking to enhance teaching and learning through socially just pedagogy development. [ABSTRACT FROM AUTHOR]

Background: There is a growing number of online nursing graduate degree programs to address the professional development needs of working nurses. Work-related antecedents of online student engagement in graduate nursing studies are under-explored in the literature. Aim: The aim of the study is to examine the relationship among demographic and work characteristics, work-life balance (WLB), and online student engagement (OSE) among registered nurses enrolled in online graduate studies. Methods: This study design is convergent-parallel mixed methods, utilizing a survey approach to collect both quantitative and qualitative data. The target population is students of an online Master of Arts in Nursing program at a university in Cabanatuan City, Philippines. Respondents were recruited via email. Google Forms were used for data collection. Non-parametric, inferential statistical tests were used to examine relationships among variables. Inductive qualitative content analysis was used to draw insights from open-ended responses. Results: A total of 173 graduate students responded to the survey. Quantitative results indicate high levels of WLB (Mdn = 4.8, IQR = 1.5) and OSE (Mdn = 3.7–4.0, IQR = 0.5–1.0). WLB was significantly lower among females (U = 3297.5, p < 0.01). Emotion OSE was significantly higher for respondents with managerial positions (U = 2987.5, p < 0.05). WLB had significant low to moderate positive correlations with the domains of OSE (r = 0.22 to 0.32, p < 0.01). Qualitative findings reveal various appraisals of online learning and factors influencing work-life-study balance, such as work, personal life, and school. Conclusion: Work-life balance facilitates better online student engagement among graduate nursing students and is influenced by time management, work (i.e. job environment and stressors), personal (i.e. home life and leisure activities), and university factors (i.e. curriculum, modality, and professors). Impact statement: Empirical evidence on the link between WLB and OSE can inform graduate nursing academics in developing initiatives to ensure the timely completion of the degree program. [ABSTRACT FROM AUTHOR]

Background: While the effectiveness of tutoring‐style videos has been reported in previous studies conducted in laboratories, how these types of videos facilitate students' learning experiences and achievement has not been much explored in prior studies, which prevents discussion on how to design such tutoring‐style videos. Objectives: In this study, we addressed the limitations reported in studies conducted in authentic classes and attempted to explore students' learning patterns and experiences with tutoring‐style videos involving interactions between the instructor and agents. In addition, we attempted to reveal what instructional strategies can be used in tutoring‐style videos to enhance students' engagement and achievement. Methods: The study took place in an undergraduate introductory biology class offered at a university located in the Midwest of the United States. The same instructor taught two sections of this course which lasted for 15 weeks during a Spring semester. The two sections were randomly assigned to an experimental group in which participants watched tutoring‐style videos and a control group with participants watching traditional videos. The experiment was administered in a module lasting two and a half weeks focused on microbiology. Surveys and tests were conducted to determine whether the tutoring‐style videos had a positive impact on student engagement and achievement. In addition, a video content analysis was carried out to elicit insights on how to design effective tutoring‐style videos. Results: For students' emotional engagement and perceived usefulness, no significant difference was found between the two groups, even though the descriptive statistics indicated slightly higher scores from the experimental group than the control group on both subscales. In terms of achievement, the participants reported significantly more learned concepts from watching rich‐interactions in the tutoring‐style videos than the participants in the control group; and they also reported a significantly smaller number of learned concepts from watching one‐interactions in the videos than the control group participants. We also found that instruction in the tutoring‐style videos used effective strategies for facilitating students' participation and cognitive processing. Conclusions: Our findings indicate that tutoring‐style videos can be effective learning materials by allowing students to engage in interactions between instructors and agents in the videos. The more instructional strategies used to facilitate the interactions between the instructor and the agents, the higher engagement can be expected from viewers. Our study would inform the design and development of effective tutoring‐style videos. Lay Description: What is already known about this topic: One‐on‐one tutoring is the gold standard in teaching.Tutoring‐style videos are found to be effective in teaching as well. What this paper adds: Tutoring‐style videos that film rich interactions lead to better learning.Tutoring‐style videos that film limited interactions are ineffective.Students who see agents in tutoring‐style videos as helpful perform better. Implications for practice and/or policy: Tutoring‐style videos should film rich interactions of tutoring sessions.Strategies should be used in videos to facilitate perceived agents' usefulness.Tutoring sessions filmed in videos should encourage a participatory atmosphere. [ABSTRACT FROM AUTHOR]

This study investigates the nature of teacher–child interaction and teacher scaffolding in Finnish second language (L2) classrooms. Although previous research on classroom interaction has highlighted the importance of scaffolding in language learning, much less is known about the importance of scaffolding for younger children's L2 learning. Utilising a sociocultural approach, this study aims to fill this gap. The data were collected from seven pre-primary/early primary L2 classrooms, with four teachers and 205 children through video recording (56 h) and observational field notes. The interaction analysis focused on the communicative functions of teacher–child interaction, teacher and student initiations, and teachers' scaffolding children's participation during whole-class and small-group sessions. The results show how teacher–child interaction during small-group sessions supported the children's active participation in L2 interaction and learning. The results also suggest how changing from teacher-centred modes of classroom interaction to child-centred and playful interaction is challenging and requires strong teacher professionalism. [ABSTRACT FROM AUTHOR]

This article presents the findings of a South African study conducted in a private Higher Education Institution. The aim of the article was to explore teaching strategies suitable for hybrid classrooms, to create an environment to integrate virtual and in-person student groups for optimal learning outcomes. A hybrid classroom requires academic staff to engage both groups in student-centred activities and therefore, this article argues that traditional teaching strategies may not be optimal in achieving integration. This exploratory study employed a practical action research design, to teaching strategies in hybrid classrooms. The data was collected by conducting class observation and two focus groups. The study used Braun and Clarke's (2006) thematic analysis for data analysis. The findings indicated that academic staff have a limited understanding regarding teaching strategies that would bridge the gap between virtual and in-person students. The study emphasised the necessity of an inquiry-based mindset in the hybrid teaching environment. The focus groups unanimously advocated for adopting an "adapted student-centred instructional approach" to address hybrid classroom challenges. This research contributes to understanding student-centred teaching strategies in hybrid classrooms. The key insight was that teacher-centred approaches by academic staff did not equally integrate virtual and in-person student participation. The study underscores the importance of lecturer training in effective student-centred teaching strategies for optimal learning in hybrid classrooms [ABSTRACT FROM AUTHOR]

Virtual simulation technology can significantly improve the quality of teaching and the efficiency of resource utilization, through the creation of a simulated real work environment, which not only enhances the practical operation ability of students but also stimulates their innovative thinking and technology application ability. This paper discusses the application and impact of virtual simulation technology in dual-creation education and analyzes in detail the four major application strategies of virtual simulation technology in dual-creation education, including the integration of virtual simulation technology and curriculum design, the enhancement of teachers' skills and teaching methods, the enhancement of students' participation and practical experience, and the establishment of an effective evaluation and feedback mechanism. Through these strategies, virtual simulation technology not only solves the existing challenges in dual-creation education but also provides an innovative approach to education. [ABSTRACT FROM AUTHOR]

Understanding the influence of teaching culture (tradition) within academic departments is crucial for new teachers navigating the complex landscape of higher education. This paper investigates the possible impact of the department's teaching culture on the pedagogical approaches of new teachers, forming their teaching style, concentrating on insights gathered from interviews with experienced colleagues in a Swedish university department with a focus on engineering education. By exploring the department's teaching traditions and identifying potential challenges faced by new teachers, this study offers valuable insights into enhancing teaching styles and fostering student engagement. Drawing upon both experiential knowledge and insights from pedagogic literature and courses, the authors provide practical strategies to overcome obstacles and promote operative teaching practices. Ultimately, the outcomes of this study aim to empower new teachers to create enriching learning environments that promote student motivation, engagement, and overall academic success, aligning with the findings of existing literature on pedagogy and student learning outcomes. [ABSTRACT FROM AUTHOR]

This paper outlines a practical pedagogical framework for integrating AI-driven analytics into marketing education, tailored to equip students for the fast-evolving industry. Central to this approach is an iterative model that adapts teaching strategies to keep pace with technological advancements and industry demands. The framework emphasizes practical application, steering curriculum development towards the inclusion of AI tools like machine learning and predictive analytics, and crafting experiential learning opportunities. A focused examination of current teaching methods reveals gaps and introduces actionable solutions for fostering analytical skills essential for the AI-enhanced marketing landscape. The model not only advocates for a balance between theory and practice but also addresses challenges such as resource accessibility and the necessity of ethical considerations in AI education. By promoting interdisciplinary collaboration and continual curriculum refreshment, the paper positions the model as an essential blueprint for nurturing future marketing professionals capable of leveraging AI analytics for strategic decision-making. The conclusion calls for academia-industry partnerships to further enrich marketing education and underscores the importance of this framework in preparing students for successful careers in AI-driven marketing. [ABSTRACT FROM AUTHOR]

Analytical skills are in high demand across business sectors and various positions. Therefore, it is pivotal for marketing students to have exposure and practice leveraging analytical methods and tools before graduation and entering the job market. However, qualitative techniques to gather marketing analytics and insights are rarely taught as an approach. As a result, the authors created the Social Listening Stoplight Activity to teach students how to qualitatively gather marketing analytics insights for actionable recommendations that can be used to adjust social media strategies for increased engagement. By leveraging data from the Social Listening Stoplight Activity, the authors qualitatively analyze undergraduate and graduate student assignment submissions to assess the activity as a method to teach students qualitative social listening, a growing industry skill. This research finds that students exhibit more difficulty with qualitative versus quantitative strategic social media marketing analysis skills, further justifying the need for an activity like this in marketing analytics and social media courses. Students must not only be able to assess numerical data, but they also must be able to interpret and communicate recommendations to truly contribute to organizations. [ABSTRACT FROM AUTHOR]

In an era where technology seamlessly blends with teaching methodologies, this study examines EFL teachers' perceptions in Saudi Arabia regarding the impact of blended learning methodologies on student engagement compared to traditional teaching approaches. This paper aims to explore the challenges these teachers encounter in implementing blended learning and its perceived effects on learning outcomes. Through a qualitative research design, the study engaged 42 EFL teachers, selected randomly to encapsulate a wide array of genders, academic backgrounds, teaching experiences, and levels of technological proficiency. A bespoke, researcher-developed questionnaire with open-ended questions was strategically employed to extract in-depth insights into the teachers' experiences and perceptions regarding blended learning within the Saudi educational context. Thematic analysis was utilized to uncover patterns and themes within the responses. The findings reveal that while blended learning methodologies are recognized for their potential to moderately enhance student engagement through increased participation, attentiveness, and enthusiasm for learning, challenges significantly temper their effectiveness. These include technological barriers, disparities in digital literacy, and the complexities of integrating blended learning into existing pedagogical frameworks. Despite these obstacles, the study identifies a cautious optimism among EFL teachers about the potential of blended learning to enrich educational outcomes, provided that the aforementioned challenges are systematically addressed. This research is significant as it contributes critical insights into the evolving role of blended learning in EFL education, highlighting the need for strategic implementation and support mechanisms to fully leverage its benefits in enhancing student engagement and learning outcomes in Saudi Arabia. Based on these findings, implications, limitations, and recommendations were provided. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has profoundly impacted higher education, particularly in terms of student engagement in academic and extracurricular activities. This study aims to investigate the specific challenges faced by undergraduate students in maintaining their academic and extracurricular involvement during the pandemic. Employing Astin's theory of student involvement as a theoretical framework, qualitative in-depth interviews were conducted with eight highly active undergraduate students. The findings reveal significant challenges both inside and outside the classroom. Outside the classroom, students struggled with ineffective teamwork, poor communication, and a lack of engagement in repetitive programmes. Inside the classroom, the shift to online learning led to participation shifts, increased workload, and stress due to non-conducive home environments and poor internet connections. The pandemic's impacts on students were mixed, with negative effects including increased stress and feelings of missed opportunities, while positive effects included enhanced resilience, patience, and problem-solving skills. Students suggested several strategies for improvement, such as administrative support for extracurricular activities, enhanced communication, and innovative teaching methods balancing synchronous and asynchronous learning. The study concludes with recommendations for fostering positive student-lecturer relationships and improving the overall educational experience. The findings underscore the need for universities to develop resilient and adaptable systems to support student engagement during future crises. [ABSTRACT FROM AUTHOR]

The article explores the use of numberless math stories to enhance young learners' problem-solving skills. It discusses how this instructional routine supports children's reasoning development through engaging real-life scenarios, mathematical discourse, and diverse problem-solving strategies. Topics include the benefits of numberless math stories, strategies for implementation, and the three stages of the routine.

This article presents a small-scale study that sought to explore in what ways Philosophy with Children (PwC) might support a classroom environment that is conducive to children's well-being. Following a series of Community of Philosophical Inquiry sessions with a class of nineteen Primary six children (ten- and eleven-year-olds) in a Scottish primary school, seven themes emerged as important when establishing a learning environment conducive to children's well-being: structure, participation, dynamics of interaction, emotional response, listening, confidence, and teachers' practice. These themes were identified through analysis of the teacher's and CoPI facilitator's observations during the sessions and the recorded dialogues following the sessions. In addition, the teacher was interviewed at the end of the intervention period. The results of the study also suggest that the notion of well-being with a focus on the individual may be overly narrow and that nurturing community allows children to recognise themselves as part of a wider whole, thereby enriching their well-being. [ABSTRACT FROM AUTHOR]

The growing adoption of active learning pedagogical methods has shown significant positive effects in higher education as they promote students' engagement and meeting of learning outcomes. Similarly, problem-based learning and media-based learning allow instructors to model educational experiences that prepare students with knowledge and skills necessary for the real world. In this study, the authors wanted to investigate the impact of a group problem-based learning activity using visualization media on students' learning motivation in a mathematics course. In this activity, students were grouped and asked to solve volumes of revolution calculus problems while being either in a traditional classroom or in a classroom equipped with a large-scale visualization display system. The authors assessed the students' self-efficacy, effort regulation, perceived usefulness, task attraction, and user experience after participating in the activity. The authors found a significant difference in students' self-efficacy and task attraction based on the results' analysis. The authors did not find a significant difference in students' effort regulation and perceived usefulness. The students did report a significantly positive experience while using the large-scale visualization display system. The analysis illustrated a medium to large effect size of the results' statistical significance. This study supports future instructors and researchers in designing and developing impactful pedagogical active learning experiences. [ABSTRACT FROM AUTHOR]

The integration of digital infographics in language classrooms has developed into an innovative approach to promote academic discourse and student engagement. However, given the limitations of traditional teaching methods, there is a need to improve student engagement and information transfer in language classrooms. This study explores the potential use of digital infographics as an information-transfer model for academic discourse. It aims to answer two primary research questions: 1) What are the features of digital infographics used by students to organise and deliver information during language classroom discourse? and 2) How can teachers help students use digital infographics in classroom discourse? A qualitative research design was employed. 44 students reviewed selected documentaries, created digital infographics, and presented their reviews to small groups of students. The digital infographics were then collected and analysed by two experienced raters. Coding was used to systematically categorise the data. The thematic areas emerged from the data were then explored. The findings indicated that information organisation, as well as the aesthetics and functionality of the digital infographics, are features that should be included when considering digital infographics as an information-transfer model for language classrooms. This study then identified teaching strategies to help students use digital infographics in classroom discourse. The study proposes Digital Infographics Information-Transfer Model (DITRAM) to facilitate the effective integration of digital infographics in the language classroom. In conclusion, the study provides a better understanding of how digital infographics can be structured and used to convey information in academic discourse in the language classroom. [ABSTRACT FROM AUTHOR]

Aims: This study aimed to investigate the feasibility and effectiveness of utilizing three-dimensional (3D) printing technology in the simulation teaching of congenital malformations. Methods: We conducted a comparative analysis between an experimental group that received traditional teaching supplemented with 3D printing model demonstrations and hands-on model operation, and a control group that received traditional teaching methods. Various parameters, including classroom interest, classroom interaction, learning enthusiasm, disease awareness, teaching satisfaction, and independent operation confidence, were assessed, along with theoretical and practical tests. Results: The results showed no significant difference in theoretical test scores between the two groups (91.92 ± 15.04 vs. 89.44 ± 14.89), but the practical test revealed a significantly higher number of qualified trainees in the experimental group compared to the control group (23 vs. 8). In terms of classroom engagement, both groups exhibited similar levels of interest (8.08 ± 1.52 vs. 8.74 ± 0.984), classroom interaction (7.88 ± 1.97 vs. 8.7 ± 1.33), learning enthusiasm (8.81 ± 1.021 vs. 8.52 ± 1.189), and disease awareness (8.58 ± 0.99 vs. 8.58 ± 0.99). However, the experimental group demonstrated significantly higher teaching satisfaction (8.81 ± 1.06 vs. 9.19 ± 0.96) and greater operation confidence (7.67 ± 2.56 vs. 5.5 ± 2.79) than the control group. Conclusion: 3D printing technology can be effectively utilized to create surgical teaching models, enhancing the confidence of standardized training doctors and improving teaching outcomes. [ABSTRACT FROM AUTHOR]