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AbstractAccess to internet has exposed today’s learners to wide pool of knowledge. But acquisition of information, analyzing, and applying it depends upon the learner’s level of preparedness and engagement. Using the method of experiment the researchers tried to understand how the effectiveness of self-directed learning and instructor-led learning varies with the above-mentioned parameters. Our findings broadly indicate that while the learning outcome with self-learning scores better than that of instructor-led learning in the courses where understanding and remembering the concepts is more important, the opposite happened for the courses where the application of the concepts get a higher focus. [ABSTRACT FROM AUTHOR]

Precision education derives teaching and learning opportunities by customizing predictive rules in educational methods. Innovative educational research faces new challenges and affords state-of-the-art methods to trace knowledge between the teaching and learning ecosystem. Individual intelligence can only be captured through knowledge level representation, i.e., learning performance that sheds light on learners' knowledge and ability to apply skills after course learning in the education process. Emerging Artificial Intelligence (AI) predicts future learning performance in the higher education system. This research aims to implement an AI application using a supervised learning model to predict students' learning abilities, which are developed by the end of course study. The authors examine learners' performance skills using Bloom's classifiers. This study aims to develop more innovative ways to represent learners' knowledge level by implementing AI models in learning performance. This prediction model assists both teacher and learner in understanding learners' knowledge abilities, and this study can find out the current status of learners' knowledge. [ABSTRACT FROM AUTHOR]

Mass customization and shorter product life cycles are causing ever more variants in production, especially in manual assembly. At the same time, more diverse personnel structures are emerging due to demographic change and labor shortages. This is causing different challenges to production managers, e.g., competence gaps. To meet these challenges, learning in manual assembly becomes increasingly important. The design of the learning process can only be improved by checking whether the processes fulfill their purpose. Various learning evaluation measures are described in general vocational education and competence development, but it is hard to select the right one for the learning process. This paper shows a procedure, how learning evaluation measures can be selected, and how they can measure learning progress. For this, a test person study was conducted to compare different learning evaluation measures and show their usability and advantages in manual assembly. The results support making learning in assembly easier to apply and controllable. In the long term, feeding back the results improves the learning process design. [ABSTRACT FROM AUTHOR]

The Internet of Things (IoT) has become necessary in higher education, so unsurprisingly, IoT learning research has received significant attention from academic researchers. In the meantime, classroom education is essential for facilitating learning by doing things such as engineering lessons. The question remains: what about the learning outcomes of IoT development and the impact on student learning by doing? This research reveals it; therefore, this study aims to compare the effects of students' learning by doing in building an IoT-based automatic intelligent parking system carried out individually and collectively. The research of this study is a combination of experiment and survey methods. The research results show that students who learn collectively by building IoT intelligent parking systems are more successful than students who learn individually. Meanwhile, regarding the level of satisfaction with learning by doing, no differences were found between students who studied individually and collectively. [ABSTRACT FROM AUTHOR]

In the last decade, the fast technological and social transformations have been placing new demands on Higher Education (HE) systems to update their educational offers. Grounded in the broader discourse on the impact of such transformation on HE, this article relies on Text Mining (TM). We consider as a case study the Italian HE system, providing an overview of the university education in the last 10 Academic Years. We automatically analyse 54,535 learning outcomes of degree programmes to identify the relevant topics with Named Entity Recognition, a technique of TM. For each topic, we measured its trend in time and coverage on a geographical basis and in the disciplinary fields. We detected 6062 different topics, among these the most growing are artificial intelligence, sustainability, rare diseases, and ethics. The findings reveal that topics related to hard sciences register higher occurrence than the ones concerning humanities and social sciences. Furthermore, we observed that universities are overcoming the boundaries of disciplinary fields, promoting knowledge contamination and vertical specialisation. The proposed approach can advance studies in HE literature for effective and efficient analysis. The findings can inform policies and practices in HE on evolving learning outcomes and educational offerings, even across different countries and disciplines. [ABSTRACT FROM AUTHOR]

Abstract Background Well-designed escape room games engage students with complex problems and challenge clinical and teamwork skills, but their impact on learning has been uncertain. This study aimed to estimate the effect size of escape room game on performance in a broad knowledge test. Methods During clinical rotation in reproductive endocrinology and infertility (REI), medical students participated in a 3-hour small-group class. For 2 semesters, groups had traditional patient visits and case discussions, and for 3 semesters, patient visits and an escape room game including debrief. The game was set up in the outpatient clinic, the puzzles were taken from clinical problems in REI, and challenges included operating an ultrasound scanner on a mannequin. Mid-semester, students completed a test of general knowledge in REI. To estimate the effect of small group class on declarative knowledge, test scores of students who had already had the class (exposed) were compared to scores of those who had not yet had the class (control). Results Students were highly satisfied with gamified teaching. Those who attended the small group class without the escape room game achieved similar scores on knowledge test than control students (Cohen’s d = 0.05, 95%CI -0.58 to 0.68, n = 71). Students who played the escape room game achieved marginally higher score than respective controls (Cohen’s d = 0.22, 95%CI -0.1 to 0.53, n = 182). Conclusions Escape room game may improve learning outcome of a traditional small group class, but the effect of a single game session on declarative knowledge is modest and is unlikely to exceed related instructional methods like simulation.

This study focuses on the development and evaluation of augmented reality (AR) learning media based on the Assemblr Edu application, aimed at enhancing the learning experience of fifth-grade students at SDN Tambaharjo 01. The AR media covers the subject of Community Economic Conditions and Natural Resources and Supporting Factors for Community Economic Activities. The research process included designing the AR content, validating it with experts, and conducting small and large group trials. This study investigates the development and effectiveness of AR learning media based on the Assemblr Edu application to improve learning outcomes in Natural Science and Social Studies for fifth-grade students at SD Negeri Tambaharjo 01. The research employs a quantitative approach with a Research and Development (R&D) method, utilizing the ADDIE development model to create and assess the learning media. The study addresses low student performance in Natural Science and Social Studies by integrating interactive AR technology to make learning more engaging and effective.The developed AR media, which includes 3D and 2D interactive content, was validated by material and media experts, yielding a high validity score of 90.31%. Small and large group trials were conducted, showing significant improvements in student learning outcomes. Pretest and posttest results demonstrated an average score increase from 50 to 85, with a student response rate of 88.46% indicating the media's feasibility. Teachers also rated the AR media highly, with a response score of 91.34%, confirming its practical application in educational settings. The study concludes that the Assemblr Edu-based AR learning media is highly feasible and effective in enhancing student learning outcomes in Natural Science and Social Studies.

Objectives. The purpose of this research was to find out the improvement in learning to pass under volleyball through reflections on the wall in SMA Arinda Palembang students. Materials and methods. This research method uses class action research methods. The sample used in this study amounted to 35 people. The research instrument is 1) passing skills test, 2) knowledge test, and 3) observation of learning activities. Results. From the results and analysis of research data, it can be concluded that the learning outcomes of class XI students of SMA Arinda Palembang always increase in each cycle. The results of this study show that learning bottom pass-through reflections on the wall in volleyball games can improve the learning outcomes of bottom pass volleyball in class XI SMA Arinda Palembang. Conclusions. The implication of this research is that passing exercises through reflections on the wall can be used as learning to improve learning to pass in volleyball games.

Students must master 21st-century skills in preparation for success in a digital society. The development of these skills is closely related to deep learning, such as analytical reasoning, problem-solving, and teamwork. Learning models such as PjBL and service-learning are two constructivist learning models that have the potential to improve student learning outcomes in all cognitive, affective, and psychomotor aspects. This research aimed to assess tourism students’ learning outcomes in these three aspects in one of the courses that integrate PjBL and service-learning. The assessment results showed optimal learning outcomes in all three aspects of competency. These findings support the results of previous studies regarding the effectiveness of using PjBL and service-learning. Achieving optimal learning outcomes using these two learning models requires teachers who are ready to be open to changes in teaching practices, and flexible in planning students' learning experiences. However, there are still several significant obstacles in the implementation process that need further research. Abstrak Keterampilan abad 21 harus dikuasai siswa sebagai persiapan untuk sukses dalam masyarakat digital yang berubah cepat. Pengembangan keterampilan ini terkait erat dengan pembelajaran mendalam, seperti penalaran analitik, pemecahan masalah, dan kerja tim. Model pembelajaran seperti PjBL dan service-learning merupakan dua model pembelajaran konstruktivis yang memiliki potensi meningkatkan capaian pembelajaran siswa di semua aspek kognitif, afektif, dan psikomotorik yang mendukung keterampilan abad 21. Penelitian ini bertujuan mengevaluasi capaian pembelajaran mahasiswa di ketiga aspek tersebut pada mata kuliah yang menerapkan penggabungan PjBL dan service-learning di Program Studi Manajemen Resort Leisure, Universitas Pendidikan Indonesia. Hasil evaluasi menunjukkan capaian pembelajaran yang optimal di ketiga aspek kompetensi. Mahasiswa mampu mencapai tingkat teratas capaian pembelajaran baik pada aspek kognitif, afektif, maupun psikomotorik. Hal ini berarti pencapaian yang diperlukan pada tingkat yang lebih rendah pun telah berhasil dicapai. Meskipun demikian, pencapaian learning outcome yang optimal menggunakan kedua model pembelajaran ini membutuhkan pengajar yang siap bersikap terbuka terhadap perubahan dalam praktik pengajaran, dan fleksibel dalam merencanakan pengalaman belajar siswa. Kata Kunci: capaian pembelajaran; pendidikan pariwisata; project-based learning; PjBL; service-learning

Despite simulation games (SGs) being a novel pedagogical tool that can soundly represent real environments to enhance students 'learning outcomes, knowledge, and skills, there is still a lack of an overview of the current theoretical understanding of using simulation games as a pedagogical method to develop K-12 learning outcomes. Taking an explanatory perspective, we examined the recent empirical studies in simulation games through a systematic search method following the PRISMA guidelines, and then discussed the benefits, limitations, and recommendations of using simulation games in K-12 education during the period of 2016 and continued to 2021 via six databases: Web of Science, Scopus, and ScienceDirect, ERC, ERIC, IEEE. Twenty-four papers were identified as the result of the data extraction process. We identified the benefits and limitations of implementing learning games in k-12 education. Findings revealed that simulation games used as teaching tools could develop student learning outcomes across the different subjects owing to features such as learners' engagement and motivation, a safe interactive environment, and increased academic performance and achievements. An important avenue for future research is to examine a new insights into and practical advice on the meaningful inclusion of simulation games in K-12 education. [ABSTRACT FROM AUTHOR]

The study explored the effects of gamifying learning materials on the health care knowledge and emotions of middle-aged and older adults. A quasi-experimental research study was conducted to examine the effects of different learning approaches on the health care knowledge and emotional experiences of middle-aged and older adults. A total of 84 people voluntarily participated in this study and were assigned to three treatment groups: board games, digital games, and traditional instruction. The findings revealed that participants who engaged with board games demonstrated better health care knowledge than those who used digital games. Additionally, they reported positive emotions, such as pride and relaxation. In contrast, participants who accessed digital games were more likely to experience negative emotions, such as shame, sadness, and hopelessness. For middle-aged and older adults using digital games, it is important to consider their levels of technology acceptance, as this significantly influences their intention to use these tools. The results of this study suggest that it is necessary to strengthen the digital literacy and abilities of middle-aged and older adults to reduce learning-related anxiety. In conclusion, board games serve as a beneficial learning channel for middle-aged and older adults. [ABSTRACT FROM AUTHOR]

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

The objective of this study is to create a variable frequency drive (VFD) trainer kit, assess the practicality of the developed VFD educational tool, and evaluate its impact on the academic performance of industrial electronic engineering students, particularly in the area of electronic control systems. The study utilizes the ADDIE model and customized to meet the requirements and consists of the following phases: analysis, design, development, implementation, and evaluation. There were 130 respondents consisting of 122 vocational students, 1 industry expert/practitioner in the field of VFD, 1 vocational training center instructor, 4 vocational teachers, and 2 lecturers. Data were collected using questionnaires with 4 Likert scales from strongly agree to strongly disagree, feasibility assessment sheets from media experts and material experts, interviews, and electronic control system learning outcomes tests. The learning media receives a "highly feasible" and the job sheet obtains 67 "highly feasible". Moreover, the level of effectiveness of the learning media receives a score of 0.724, indicating high effectiveness. Therefore, they have proven to be effective in enhancing student learning outcomes and developing their proficiency in controlling the speed of electric motors. This will help bridge the gap between the industry's skill requirements and the skills taught in schools. [ABSTRACT FROM AUTHOR]

The inconsistent findings about learning outcomes in VR (virtual reality) learning necessitate further robustness of empirical data. This article addressed this gap by comparing the learning outcomes across VR, phone, and mobile learning on two dimensions: recall accuracy and recall speed, as well as learners' attitudes. Additionally, this paper attempted to investigate the differences between 5 and 10 min time duration. By inviting a total of 28 participants to the lab experiments on English vocabulary acquisition, this study yielded no statistically significant difference in vocabulary recall accuracy between VR, computer, and mobile learning. Nonetheless, the significant difference in vocabulary recall speed was generated. Besides, the time spent on vocabulary acquisition was significantly shorter in VR than in computer and mobile learning. Additionally, pairwise comparisons revealed that learners' perceptions and attitudes toward SUS resulted in significantly lower scores in VR than in computer- and mobile-based learning. Further, merely two of the nine items on the VR sickness scale demonstrated a significant raise in visual fatigue as well as significant decline in headache between 5 and 10 min learning duration. Future research should anticipate a larger sample size to ensure the validity of research findings and further construct a 3D modeling for the same language learning settings for non-college, primary, as well as secondary school students. [ABSTRACT FROM AUTHOR]

Purpose: The flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire basic knowledge before class hours. Pre-class video lectures are common for students to access knowledge before class hours. However, students often do not watch the pre-class videos or do so only immediately before class hours due to poor engagement and supporting strategies, which can have detrimental effects on their learning achievement. To address this issue, embedding quiz questions into pre-class recorded videos may increase the completion of pre-class activities, students' engagement and learning success. This study examines the effect of a quiz-based flipped classroom (QFC) model to improve students' learning achievement and engagement in a computer science course. Design/methodology/approach: The study involved 173 participants divided into experimental and control groups. The experimental group consisted of 78 students who used the QFC model, while the control group consisted of 73 students who used the conventional flipped classroom (CFC) model. Findings: The 10-week experiment showed that the QFC model effectively improved students' learning achievement and engagement (both behavioral and agentic) compared to the CFC model. Practical implications: Embedding quiz strategy into the pre-class video demonstrated the potential support to enhance the efficacy of the CFC model. Based on the results of this research, the authors recommended that flipped educators can use the quiz strategy to minimize pre-class issues (especially students' disengagement). Originality/value: This research adds to the existing literature by evaluating the effect of the newly proposed model on students' learning outcomes and engagement. This study's results can guide colleges and universities intending to implement a blended learning or flipped learning model. The research also gives design, content and course implementation guidelines, which can help engage students to achieve their learning objectives. [ABSTRACT FROM AUTHOR]

Introduction: The flipped classroom (FC) model shifts the initial presentation of new content from in-class to out-of-class, while in-class time focuses on elaborating previously presented content. Although FC's benefits on learning outcomes are well-documented, the mediating processes remain unclear due to the simultaneous enrichment of learning activities in many studies. This study investigates whether merely flipping the initial presentation of new content, without additional enrichment, enhances learning outcomes. Method: In two studies, psychology students (Study 1: N = 306; Study 2: N = 413) participated in either a non-flipped lecture series (new content presented in class) or a flipped lecture series (new content presented out-of-class via lecture recordings). Learning outcomes were assessed in terms of knowledge acquisition, knowledge application, and metacognitive monitoring. Results: Results showed that students in the flipped classroom condition had significantly higher learning outcomes compared to those in the non-flipped condition. Specifically, the flipped approach improved knowledge acquisition, knowledge application, and metacognitive monitoring. Discussion: These findings indicate that simply shifting the initial presentation of new content to an out-of-class setting is sufficient to enhance learning outcomes in a flipped classroom. This study highlights the effectiveness of the flipped classroom model in fostering student learning without the need for additional enrichment activities, suggesting a structured approach to analyze the components that contribute to learning benefit from flipping the classroom. [ABSTRACT FROM AUTHOR]

There is minimal use of innovative learning media in schools, especially at the elementary school level, even though in elementary schools students really need help with learning media to understand the material presented by the teacher. Included in class 3 social studies subjects. The aim of this research is to find out student learning outcomes using educational games, so that we can find out students' activities in the learning process in social studies subjects using direct observation methods at school. The subjects of this research were 1 learning media expert and 1 practitioner, namely the teacher. The test subjects were 46 grade 3 students consisting of the experimental class and the control class. Data collection methods are observation, interviews, tests and questionnaires. The data analysis technique used is quantitative descriptive analysis and statistics. The results of the research, namely the results of media validity tests for the Educandy game application, based on assessments from material and media experts supported by teacher and student responses, show that the media validity value is very high and feasible with an average percentage value of 95%. The results of the T-test show that there is a significant difference in student learning outcomes before and after media use. Educandy game learning media in social studies subjects are suitable for use and are effective in improving student learning outcomes. [ABSTRACT FROM AUTHOR]

This study specifically investigates the impact of an ethnoscience-based Common Knowledge Construction Model (CKCM) learning approach integrated with podcast media on student learning outcomes and collaboration skills, concentrating on chemical bonding. The quasi-experiment research method was conducted in one of the private schools in Sukoharjo Central Java, involving 24 students in control and experimental classes. This research responds to skill demands in the 21st century to develop quality human resources by introducing innovations that integrate culture and technology into a learning system, focusing on enhancing students' soft skills, especially in collaboration. The results of the data analysis show that the learning model significantly influences student learning outcomes. However, the study indicates that this approach results in a slight improvement in students' collaboration abilities. Yet, further exploration and refinement may be necessary to enhance its effectiveness in fostering collaboration skills. This research contributes valuable insights for educators seeking innovative approaches to equip students with the skills needed to thrive in the contemporary education and employment landscape, such as competence, superiority, and competitiveness. Thus, the CKCM learning model has great potential to continue to be developed as a learning model that can answer the challenges of the 21st century. [ABSTRACT FROM AUTHOR]

Engineering drawing is valuable in capturing geometric features, conveying engineering ideas, and creating a blueprint of the intended product. Engineering students usually perform orthographic projections, imagining a 3D situation and sketching its 2D representation. That requires imagination and mental visualization, determined by the learner's spatial ability. This study proposes the infusion of an AR stereogram mobile application into an engineering drawing course to establish how it influences learning outcomes among students with different spatial abilities. The quantitative experimental study involved two mechanical engineering classes in northern Taiwan, N = 69 first-year vocational high schoolers. Statistical analysis revealed that the experimental group with high spatial ability recorded better results and excellent drawing skills. Bloom's taxonomy categorization reported that spatial ability influenced "understanding" and "applying" levels, with the strongest effect on "understanding." Although no significant interaction existed, learning outcomes were highly affected by spatial ability in "understanding" and "applying" levels and AR in the overall performance. The findings and discussions show AR holds great potential to enhance students' spatial ability for real-time visualization and enables better concept comprehension by improving their understanding of engineering topics. Future studies should consider these implications in creating effective and immersive learning environments for different courses in engineering education. [ABSTRACT FROM AUTHOR]

This study examines the impact of the Picture and Picture learning model on student engagement and academic performance in Social Studies among Grade IV students at SD Inpres Paccinongan, Gowa Regency. Low student engagement in the learning process and suboptimal academic performance are key issues faced in primary education. This study used a quasi-experimental design with a Nonequivalent Control Group methodology. The study population consisted of Grade IV students from two classes, with a total sample of 48 students selected using random sampling techniques. Data were collected through observations and tests, then analyzed using descriptive and inferential statistical techniques. The results indicated that the Picture and Picture learning model had a significant positive effect on student engagement and academic performance. The significance values for student activity (p = 0.040) and learning outcomes (p = 0.016) were both below the standard alpha level of 0.05, indicating the effectiveness of this model in enhancing student engagement and their academic results. These findings provide evidence that the application of a visual-based learning model, such as Picture and Picture, can be an effective solution to address low student engagement and learning outcomes in Social Studies education at the primary school level. The adoption of this learning paradigm is recommended to be expanded in Social Studies education at primary schools to improve the overall quality of education and academic performance of students.

The integration of artificial intelligence (AI) chatbots into higher education marks a shift towards a new generation of pedagogical tools, mirroring the arrival of milestones like the internet. With the launch of ChatGPT-4 Turbo in November 2023, we developed a ChatGPT-based teaching application (https://chat.openai.com/g/g-1imx1py4K-chatge-medical-imaging) and integrated it into our undergraduate medical imaging course in the Spring 2024 semester. This study investigates the use of ChatGPT throughout a semester-long trial, providing insights into students' engagement, perception, and the overall educational effectiveness of the technology. We systematically collected and analyzed data concerning students’ interaction with ChatGPT, focusing on their attitudes, concerns, and usage patterns. The findings indicate that ChatGPT offers significant advantages such as improved information access and increased interactivity, but its adoption is accompanied by concerns about the accuracy of the information provided and the necessity for well-defined guidelines to optimize its use.

The effect of highly immersive virtual reality (VR) on learning is mixed, partly due to technical challenges with VR equipment like head-mounted displays (HMDs) and control devices. These can distract learners from the learning environment and its relevant learning material within. This challenge might cause lower virtual presence, higher negative emotions, and extraneous cognitive (working memory) load; all of which have a negative impact on learning outcome. This study investigates whether hands-on training of the interface improves virtual presence, learning emotions, cognitive load and learning outcomes when learning about chemistry in an immersive VR environment. Seventy-six eighth graders participated in a between-subjects design (hands-on training vs. no training). The results show that pupils with hands-on training (n = 38) showed significantly higher virtual presence, lower extraneous cognitive load and higher learning outcomes than those without any initial hands-on training (n = 38). However, no significant differences in pupils’ learning emotions and in intrinsic and germane cognitive load were found. Implications for the design of highly immersive VR environments are discussed from both a cognitive and an affective perspective.

Photosynthesis is a vital process in the biological world which is the basis for the survival of plants. It is important to ensure that the learning methods used are able to provide students with a deep understanding and encourage the development of critical and creative thinking skills in accordance with the demands of the independent curriculum. Several methods offer learning approaches that focus on applying theoretical concepts in practical contexts, such as PJBL, PBL, STEM and Conventional methods. It is hoped that this research can contribute to improving the quality of high school biology learning by providing insight into the effectiveness of different learning methods. The research method used is a Quasi Experimental method with a Posttest Only Design type. The research sample was four high school XII science (IPA) classes using purposive sampling. The results of the hypothesis test show that the Sig. less than 0.05, so it rejects Ho and accepts H1, that there are differences in learning outcomes using PJBL, PBL, STEM and conventional methods. Based on the mean rank, it was found that the STEM method was better than the PJBL, PBL and conventional methods.

Several accounting education institutions have adopted an experiential learning model through business game simulation to enhance students' ability in understanding course material and increase their competence. MonsoonSIM is a platform that provides business simulations packaged in the form of web-based games that offer students the experience of running a business virtually. This research examines the effectiveness of using MonsoonSIM in increasing student competency in the Accounting Information Systems (AIS) course from the perspective of TAM and UTAUT theory. This study is quantitative research with a survey approach. The sample for this research was 102 students who used MonsoonSIM as a learning medium for the AIS course. This study confirms that Perceived Ease of Use, Facilitating Condition, and Social Influence regarding the use of MonsoonSIM have a positive significant influence on Students’ AIS competence. Then, the higher student’s competence in AIS, the better Students’ Learning Outcome. However, Perceived Usefulness and Perceived Enjoyment of MonsoonSIM do not affect significantly on Students’ AIS Competence. This study support of the use of business game simulation in accounting education institutions to enhance the better understanding of AIS.

The problem in this study is that learning is dominated by the lecture method by teachers. The purpose of this research is to analyze the use of the mind mapping model in improving the learning outcomes of Islamic Religious Education in grade V students of SD Pesantren Al-Falah Wuluhan Jember. The use of the mind mapping model is very effective to come up with ideas and notes that students make to form a pattern of thinking with the topic and sub-topic of discussion and its branches. The mind mapping model prepares, first to determine learning objectives, second to compile learning tools using the mind mapping learning model, third to prepare cartons and color tools to make mind mapping, and fourth to make evaluation tools. After that, learning is by what you want to achieve or RPP. The research used is Class Action Research where the implementation of research is carried out in 2 cycles of Action treatment. Each cycle is carried out in the presence of planning and execution. The object of study was 22 students consisting of 10 men and 12 women. The results of the study stated that the treatment cycle began with a procyclical which obtained an average of 42.27 from 22 students. This condition was continued on Action Cycles 1 and 2 with an average gain of 64.55 and 85.77, respectively. From the three cyclical actions, the completeness of learning outcomes in cycle 1 was 36.36%, and in cycle 2 it was 77.27%. From the results of the study, it can be concluded that the use of the mind mapping model can improve student learning outcomes in Islamic Religious Education subjects with the subject matter Lesson 2 Knowing Allah and His Book.

Active student participation and engagement in diverse practice exercises are essential for mastering all four language skills. Due to the lack of active participation, students' proficiency in Arabic language learning, particularly in speaking skills (maharah kalam), falls below the required educational benchmarks. This research uses a quasi-experimental approach to assess the effectiveness of two different learning media: Plotagon for Tenth-grade students of IPS 1 and digital comics for Tenth-grade students of IPS 2 in improving Arabic speaking skills. The research findings indicate that students who used Plotagon as a learning tool to enhance their speaking skills achieved significantly better learning outcomes on average compared to students who used digital comics for the same purpose. Additionally, this study found that students who utilized Plotagon for learning exhibited higher engagement levels than those who used digital comics. These findings highlight the significance of active engagement in learning Arabic and indicate that Plotagon animation can be a valuable tool for enhancing learning outcomes and student engagement.

Abstract Background Effective teaching methods are needed to improve students’ abilities in hand-eye coordination and understanding of cardiac anatomy in echocardiography education. Simulation devices have emerged as innovative teaching tools and exhibited distinctive advantages due to their ability to provide vivid and visual learning experiences. This study aimed to investigate the effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education. Methods The study included 18 first-year clinical medical students with no prior echocardiography training. After randomization, they underwent a pre-test to assess basic knowledge. Following this, the students were divided into two groups: traditional teaching (traditional group) and simulation of sectional human anatomy using ultrasound (digital group). Each group received 60 min of instruction. Post-tests were assigned to students at two different time points: immediately after the lecture, and one week later (referred to as post-tests 1, and 2). In addition, anonymous questionnaires were distributed to students after class to investigate their satisfaction with teaching. Results Both groups showed significant improvement in their scores on post-test 1 compared to pre-test (traditional group: from 33.1 ± 8.8 to 48.1 ± 13.1, P = 0.034 vs. digital group: from 35.0 ± 6.7 to 58.0 ± 13.2, P = 0.008). However, there were no significant differences between the two groups in several post-test comparisons. Student satisfaction ratings revealed that the digital group experienced significantly greater satisfaction in areas such as subject interest, teaching style, course alignment, and interaction compared to the traditional group. Additionally, 80% of the digital group strongly endorsed the use of simulation of sectional human anatomy using ultrasound for echocardiography teaching, highlighting its effectiveness. Conclusions Simulation of sectional human anatomy using ultrasound may improve students’ understanding of echocardiography and satisfaction with the course. Our study provides evidence supporting the use of simulation teaching devices in medical education. Further research is needed to explore the long-term impact of this teaching method on students’ learning outcomes and its integration into the medical curriculum. Trial registration http://www.chictr.org.cn (registration number: ChiCTR2300074015, 27/07/2023).

This study aims to determine the effectiveness of using the ARSINAPS mobile augmented reality application on learning motivation and outcomes in high school and biology education students. The method used in this study was quasi-experimental with a post-test control group design. The research sample consisted of two experimental classes and two control classes from three schools in the Jakarta, Bekasi, and Tangerang areas, totalling 140 students, and from the college level, consisting of one experimental class and one control class, totalling 68 students. The data obtained were in the form of learning outcomes in the respiratory system and learning motivation scores in biology learning. The average high school-level motivation score in the control class was 85.99, and the overall average for learning outcomes was 77.33 and 63.05. Based on the results of the data calculations, the application effectively improves students’ learning outcomes at the high school and undergraduate levels

Students in The Property Appraisal Training at Financial Education and Training Agency, based on survey results, state that learning using e-books is less effective in improving learning outcomes. The study aims to evaluate the impact of multimedia interaction on the learning outcomes of property appraisal training students. The research used the research and development (RD) that adopts the ADDIE model. Data collection was carried out through tests and questionnaires with a total of two subject matter experts, two media experts, and 28 students. Data analysis used quantitative and qualitative methods. The results of the subject matter expert assessment indicate that multimedia is suitable for use, with a rating of 91.67%. The results of the media expert assessment show that multimedia is suitable for use with a rating of 90%. Field test results show a significant positive correlation between the average learning outcomes before and after using interactive multimedia. The effectiveness test results show an N-gain value of 61%. Given the impact of multimedia-based education on learning outcomes, this approach can be used to teach other subjects and train students. This research can also be used as a basis for exploring the development of interactive multimedia learning for other subjects.

A problem-based learning approach is a learning approach that is student-centered, allowing them to confront real-world problems, encouraging critical thinking, collaboration and problem solving. This research aims to investigate several key aspects related to PBL and learning outcomes at a global level and generate in-depth insights into research trends and focuses related to problem-based learning (PBL) approaches and learning outcomes. through bibliometric analysis. From 1132 Scopus database articles, after going through the selection process there were 742 articles. It was found that interest and research focus on this topic has increased significantly in recent years, reflecting the importance of PBL in developing students' critical and collaborative skills. The importance of developing valid and reliable educational measurement tools to measure learning outcomes. The importance of international collaboration in enriching understanding of PBL and learning outcomes. Human factors, such as student characteristics, were found to be important in designing a PBL curriculum that is responsive to student needs. These findings provide guidance for future research directions, highlighting the innovative potential in PBL development. In conclusion, these results and discussion provide a strong foundation for the development of education oriented towards effective learning outcomes in the modern era. Abstrak Pendekatan pembelajaran berbasis masalah adalah pendekatan pembelajaran yang berpusat pada peserta didik, memungkinkan mereka menghadapi masalah dunia nyata, mendorong pemikiran kritis, kolaborasi, dan pemecahan masalah. Penelitian ini bertujuan untuk menyelidiki beberapa aspek kunci terkait dengan PBL dan hasil pembelajaran di tingkat global dan menghasilkan wawasan mendalam tentang tren dan fokus penelitian terkait pendekatan pembelajaran berbasis masalah (PBL) dan hasil pembelajaran. melalui analisis bibliometrik. dari sebanyak 1132 artikel database scopus, setelah melalui proses seleksi menjadi 742 artikel. Ditemukan bahwa minat dan fokus penelitian terhadap topik ini meningkat secara signifikan dalam beberapa tahun terakhir, mencerminkan pentingnya PBL dalam mengembangkan keterampilan kritis dan kolaboratif peserta didik. Pentingnya pengembangan alat pengukuran pendidikan yang valid dan reliabel untuk mengukur hasil pembelajaran. Pentingnya kerja sama internasional dalam memperkaya pemahaman tentang PBL dan hasil pembelajaran. Faktor-faktor manusia, seperti karakteristik peserta didik ditemukan penting dalam merancang kurikulum PBL yang responsif terhadap kebutuhan peserta didik. Temuan ini memberikan panduan arah penelitian mendatang, menyoroti potensi inovatif dalam pengembangan PBL. Kesimpulannya, hasil dan pembahasan ini memberikan landasan yang kuat untuk pengembangan pendidikan yang berorientasi pada hasil pembelajaran yang efektif di era modern. Kata Kunci: bibliometrik; hasil belajar; pembelajaran berbasis masalah

Numerous educational institutions utilize data mining techniques to manage student records, particularly those related to academic achievements, which are essential in improving learning experiences and overall outcomes. Educational data mining (EDM) is a thriving research field that employs data mining and machine learning methods to extract valuable insights from educational databases, primarily focused on predicting students' academic performance. This study proposes a novel federated learning (FL) standard that ensures the confidentiality of the dataset and allows for the prediction of student grades, categorized into four levels: low, good, average, and drop. Optimized features are incorporated into the training process to enhance model precision. This study evaluates the optimized dataset using five machine learning (ML) algorithms, namely support vector machine (SVM), decision tree, Naïve Bayes, K-nearest neighbors, and the proposed federated learning model. The models' performance is assessed regarding accuracy, precision, recall, and F1-score, followed by a comprehensive comparative analysis. The results reveal that FL and SVM outperform the alternative models, demonstrating superior predictive performance for student grade classification. This study showcases the potential of federated learning in effectively utilizing educational data from various institutes while maintaining data privacy, contributing to educational data mining and machine learning advancements for student performance prediction. [ABSTRACT FROM AUTHOR]

The current study identified recent trends in socioscientific issues (SSIs) in the field of education. Through descriptive analysis and co-word analysis, selected articles published in journals listed in the Social Science Citation Index and Scopus from 2000 to 2021 were screened. A total of 334 papers were retrieved as research target samples from the Web of Science and Scopus databases after many rounds of searching and filtering. An analysis revealed an overall growing trend of SSI-related publications in the field of education. High-impact journals that published SSI-related research and highly cited articles were also identified. A series of co-word analyses were then conducted to determine co-occurring relationships among the keywords of the sample papers. This study extracted 39 author-defined keywords shared by at least three studies in the target samples. The analytic results indicated that 'argumentation,' 'decision-making,' 'scientific literacy,' and 'knowledge' were frequently used along with SSI as keywords. The co-word networks of the whole corpus of keywords and selected keywords were visualised to refine the common understanding of the educators and obtain the SSI research foci. This paper also offers future research directions. [ABSTRACT FROM AUTHOR]

With the Internet and digital technology advancement, higher education's focus has shifted towards online learning for university students. Hence, conducting a comprehensive analysis of online classroom management's impact on university students' academic achievements is of immense importance in advancing the quality of higher education. This study adopted quantitative research methods and the application of a survey through the distribution of questionnaires to 400 students from six universities in Beijing. Data was analyzed using descriptive statistics and linear regression to answer the research questions. Online classroom management is at the medium level. The student learning outcome is at a high level. Studies indicate that the management of online classrooms significantly impacts learning outcomes and serves as a crucial determinant in predicting the academic achievements of college students. As an implication, this study offers suggestions for enhancing online learning for the betterment of students in higher education institutions. [ABSTRACT FROM AUTHOR]

The objective of this paper is to evaluate the effect of Human-animalinteractions on learning performance of high school students in Vietnam through an intermediary mechanism. The study was conducted from December 2023 to April 2024. The data was collected through a questionnaire and analyzed using Smart PLS 4.1 software. The results show that Human-animal-interactions has a positive impact on the learning performance of high school students in Vietnam through direct and intermediate impact mechanisms. [ABSTRACT FROM AUTHOR]

In human resource management, training is considered one of the most effective ways to improve employees' task performance. However, the effectiveness of training depends mostly on the resources and effort of learners, especially the operant resources. This study investigates the influence of operant resources on individual task performance within the framework of knowledge management. Building on existing research, a quantitative model was developed and tested using data from 296 Vietnamese managers and senior employees. Data analysis employed SPSS 21 and AMOS 24 software. The findings provide strong support for all nine proposed hypotheses, demonstrating a positive impact of operant resources on both learner behavior and subsequent task performance. The research highlights the significant role of individual operant resources in enhancing learning outcomes and employee effectiveness. Managerial implications are derived from these results, offering practical guidance for businesses to improve training activities and ultimately boost employee task performance. [ABSTRACT FROM AUTHOR]

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

This scoping review aims to provide an overview of empirical studies on worldwide museum visit intervention in K-12 education. The study employed Mendeley citation software to identify the articles in the database. A metaanalysis PRISMA statement is used for reporting the items. Out of 135 possibly rich articles, the present study reviewed 18 studies that met the inclusion criteria and were subjected to descriptive and content analyses published between 2017 and 2021. Most of the studies are experimental and from primary school contexts. It is revealed that science is the subject matter context majority of the studies, but philosophy, disaster management, language, and environmental science are also represented. The content analysis resulted in the following learning and social outcomes. It states that social outcome is explored chiefly, followed by learning outcome. The findings indicate that museum visit intervention positively impacts students learning and social outcome. The review also identifies the need for further research on museum visit intervention in the Asia Pacific region. [ABSTRACT FROM AUTHOR]

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

Background: Effective teaching methods are needed to improve students' abilities in hand-eye coordination and understanding of cardiac anatomy in echocardiography education. Simulation devices have emerged as innovative teaching tools and exhibited distinctive advantages due to their ability to provide vivid and visual learning experiences. This study aimed to investigate the effect of simulation of sectional human anatomy using ultrasound on students' learning outcomes and satisfaction in echocardiography education. Methods: The study included 18 first-year clinical medical students with no prior echocardiography training. After randomization, they underwent a pre-test to assess basic knowledge. Following this, the students were divided into two groups: traditional teaching (traditional group) and simulation of sectional human anatomy using ultrasound (digital group). Each group received 60 min of instruction. Post-tests were assigned to students at two different time points: immediately after the lecture, and one week later (referred to as post-tests 1, and 2). In addition, anonymous questionnaires were distributed to students after class to investigate their satisfaction with teaching. Results: Both groups showed significant improvement in their scores on post-test 1 compared to pre-test (traditional group: from 33.1 ± 8.8 to 48.1 ± 13.1, P = 0.034 vs. digital group: from 35.0 ± 6.7 to 58.0 ± 13.2, P = 0.008). However, there were no significant differences between the two groups in several post-test comparisons. Student satisfaction ratings revealed that the digital group experienced significantly greater satisfaction in areas such as subject interest, teaching style, course alignment, and interaction compared to the traditional group. Additionally, 80% of the digital group strongly endorsed the use of simulation of sectional human anatomy using ultrasound for echocardiography teaching, highlighting its effectiveness. Conclusions: Simulation of sectional human anatomy using ultrasound may improve students' understanding of echocardiography and satisfaction with the course. Our study provides evidence supporting the use of simulation teaching devices in medical education. Further research is needed to explore the long-term impact of this teaching method on students' learning outcomes and its integration into the medical curriculum. Trial registration: http://www.chictr.org.cn (registration number: ChiCTR2300074015, 27/07/2023). [ABSTRACT FROM AUTHOR]

This study aims to analyze the effectiveness of e-learning media based on learning style in the form of e-posters, podcasts, and interactive videos on students' cognitive learning outcomes. This type of research is quantitative research. This study used a sample of 32 grade X PMIA 1 SMA Negeri 3 Banjarmasin students. This research uses Google Classroom as a platform for learning activities. Learning media in the form of e-posters, podcasts, interactive videos, and student learning outcomes can be downloaded and uploaded on Google Classroom. The research instrument used is a learning style questionnaire containing 30 statements. Data analysis in this study used a normality test, and Wilcoxon signed rank test. The cognitive learning outcomes of students with visual, auditory, and kinesthetic learning styles were 90.66%, 93.33%, and 87.33%, respectively, with N-gain values of 0.75, 0.80, and 0.71. Based on data analysis, the results of this study show that e-learning media based on learning style is efficacious in improving the cognitive learning outcomes of students with visual, auditory, and kinesthetic learning styles. This learning style-based e-learning media can be applied to other chemical materials or subjects. The study employed-N-gain values to analyst the learning outcomes of the students. The - N gain values for students with visual, auditory and kinesthetic learning styles were 0.75, 0,80 and 0.71 respectively. Overall, the data suggests that the learning outcomes of the students were quite positive and that the use of various learning media and Google Classroom as a platform can be effective in enhancing students learning outcomes. [ABSTRACT FROM AUTHOR]