Search

This study, aiming to reveal preschool children's mental models of their environment, was carried out with the participation of 225 children aged 36-72 months attending 8 different preschool education institutions. It is based on qualitative research designed around a case study. The Word Association Test and Drawing were used as the data collection tools. In the study, it was observed that 36-48-month-old children mostly focused on the visuals they saw in the park (garden) and traffic in their environmental drawings, and in addition to these visuals, 49-60-month-old children included the forest in their environmental drawings, and 61-72-month-old children included home and school in their environmental drawings. The most prominent environments/elements observed with both data collection tools were the house, traffic, park, and sky for the 3648-month-old children; house, traffic, park, sky, and rural-village for the 49-60-month-old children; and house, traffic, park, sky, rural-village, forest and nearby settlement (market, store, etc.) for the 61-72-month-old children. The common elements that children associate with the environment in their mental models are the concepts of house, traffic, park, and sky.

This hermeneutic phenomenology addressed the problem of falling teacher retention rates of K-12 teachers due to teacher burnout by exploring the lived experiences of teacher leaders and how they are motivated by physical artifacts. The theory framing this study is thing theory. Thing theory framed the study by exploring life experience and the relationship between teacher leaders and their things. The study offered additional information on the use of physical artifacts in qualitative research and the object discussion. This hermeneutic phenomenology used a triangulation of data collection including the semi-structured interview, object discussion, and in-person interviews. The research study setting was a K-12 charter school incorporated in rural Southeastern United States. The study included 16 teacher leaders from grades 2-12. Eligible candidates earned a qualifying score between 124 and 155 on the pre-screening survey, a valid and reliable tool adapted from two specific teacher leadership instruments. Findings suggest that teacher leadership creates positive experiences for teacher leadership and that physical artifacts motivate teacher leaders by creating a relational bridge and affirming professional choice.

Numerous studies have delved into the application of augmented reality (AR) in chemistry education, focusing on specific topics, equipment requirements, and advantages. However, there remains a notable dearth of research examining the evolutionary characteristics of AR in this context. This study, employing bibliometric analysis on 66 articles spanning from 2012 to 2022, reveals that research primarily revolves around pedagogical approaches and AR technology development, particularly in kindergarten to 12th grade (K-12) education. Despite the United States exhibiting the highest publication frequency, there is a significant absence of studies addressing emotions, cognition, and physiological changes. Shedding light on these research gaps, this study underscores the need for further exploration into the cognitive, emotional, and physiological aspects of AR integration in chemistry education. Ultimately, the insights gleaned from this study offer valuable guidance for researchers, educators, and practitioners alike, facilitating the advancement and effective application of augmented reality in chemistry education (ARCE).

An Augmented Reality (AR) approach to creating a maths education app is the focus of this research. To turn the 2D floor plan into 3D objects, students will use their mobile devices to scan the cards. Students can have a better understanding of the 3D shape from various angles by interacting with virtual 3D items. Students can gain a deeper understanding of the method of volume computation by utilising the decomposition or combined functions of the Assembler Edu app. This study compares the digital learning results of students who excel in maths with those of students who struggle, and it does so by analysing the students' motivation both before and after using an AR Assembler Edu app. The study analyses the learning impacts and experiences of the AR Assembler Edu App through the use of achievement assessments, questionnaires, and interviews with teachers and students. The results show that students are receptive to the institute's AR maths learning app and that it might pique their interest in studying. Compared to the pre- and post-study results, the learning effects are much more pronounced. Teacher interviews revealed that students' motivation and three-dimensional composition were significantly improved after using this digital learning resource and interactive experience model.

Using National Vital Statistics Birth and Fetal Death Data from 1995 to 2020 linked to county-level information on wildfires, we use variation in wildfire timing to examine how effects of wildfire exposure on infant health vary by maternal education. Results indicate that wildfire exposure increases the likelihood of low birth weight and fetal death, but effects vary by both trimester and maternal education. Mediation analyses suggest the variation by maternal education reflects selective survival and unequal sensitivity, rather than differential parental response to wildfires. In addition, mediation analyses suggest that maternal behaviors explain a greater share of the relationship between wildfire exposure and infant health than air quality. Wildfires may therefore reduce infant health through stress.

Knowing the factors affecting fear of large carnivores is important for wildlife management and conservation. In this regard, the effect of worldviews of human-wildlife and human-nature relationships on the fear of large carnivores needs to be investigated in different cultures. In this study, the influence of wildlife value orientations (WVOs), connectedness with nature, religiosity, fear of dogs, and gender on the fear of wolves and wild boars were examined. Quantitative research was conducted via a questionnaire on a convenience sample of 656 university students from state universities in various regions of Turkey. Domination orientation did not influence the fear of either animal. Mutualism negatively influenced the fear of wolves but did not significantly influence the fear of wild boar. Connectedness to nature is related negatively to the fear of both animals. More religious students feared wild boars more. Female students had a greater fear of both animals than male students. In addition, students with a fear of dogs had a greater fear of both animals. The relationship between worldviews and fear of large carnivores can vary across different species and needs to be investigated in different cultures

Given the world's continuous environmental concerns, there is a need for increased participation in nature protection. The ecological crisis of the last decade on Earth has become one of the causes of the rupture of society's relationship with nature. Such relationships can predict diverse attitudes, concerns, intentions, and pro-environmental behavior (PEB). A systematic literature review (SLR) aims to compare, study, and analyze journal articles that relate to issues related to nature as a major factor in pro-environmental behavior. The results of selecting articles indexed by SCOPUS found as many as 1716 publications. The 50 open-access publications of articles were chosen based on specific criteria and further examined to identify eight final articles that align with the Inclusion of Nature in Self (INS) scale. Pro-environmental behavior strengthens human relationships with nature and encourages a sense of ownership and involvement with the environment. Pro-environmental behavior refers to behaviors that are beneficial to the environment, such as supporting conservation policies, recycling, and participating in nature. Research using INS scale, which focuses on connections with nature, still has significant potential and should persist in making contributions to science and humanity.

Augmented Reality (AR) has garnered significant attention in the field of education over the last two decades, with data indicating that it improves the effectiveness of teaching and learning in a variety of academic environments. There is, however, the absence of a framework that can guide the institution-wide adoption of AR in distance education. Distance Education (DE) has always been linked to advances in (educational) technology in terms of facilitating the transactional distance between providing institutions and learners, supporting them both synchronously and asynchronously, and providing educators with tools to improve pedagogy and resource utilisation. However, it is unclear why AR has yet to be institutionalised in distance and distributed learning environments. A scoping review was done to identify the enabling conditions for implementing AR in DE, and the results were deductively analysed. While the scoping review results did not reveal any frameworks or models that could guide the implementation of AR, it pointed out several factors to consider when adopting AR in a distance learning environment.

This three-year qualitative research study examined the knowledge and experiences of 20 early years educators while introducing Indigenous perspectives and pedagogies on Land-Based Learning in10 urban childcare centers. Educators were introduced to Indigenous perspectives and pedagogies through workshops with Indigenous speakers and Indigenous-authored picture books. These perspectives included the importance of supporting children to develop responsive and caring relationships to the Land for their own wellbeing and for the wellbeing of all their fellow creatures. Supported by their educators, the children increased their sense of belonging in the world, expressed gratitude for their fellow creatures, and recognized and enacted their responsibility to care for nature.

Due to the difficulty of chemical compounds to visualize, augmented reality (AR) integrated with mobile learning has been developed as an alternative media for studying chemistry. This study aims to analyze the use of AR-integrated mobile learning in chemistry education from a bibliometric perspective in the last decade. A total of 225 articles were retrieved and analyzed from the Scopus database in the period from January 2012 to September 2022. The results of the analysis indicated that in the range of 2012-2022, the highest number of publications occurred in 2021, with the United States as the most productive country with a total of 54 publications, followed by China, Indonesia, and Japan. Wojciechowski, R., is the most frequently cited author, followed by Cai, S. "Augmented reality" is the keyword that appears most frequently in publications. This study presents useful findings that can serve as a guide for educators, scholars, policymakers, and educational designers for future research or reference in this area regarding current trends.

The main objective of this study was the design and validation of a mobile learning environment (ML) based on Augmented Reality (AR) visualization with the purpose of developing skilled trades in the field of carpentry in indigenous populations. A pedagogical model focused on lifelong learning was used, in order to promote the acquisition of skilled trades and knowledge in carpentry. The implementation of the ML environment was carried out in the Wayuu community, characterized by its high rate of poverty and limited access to education. During face-to-face meetings, three indigenous people participated in a learning process in which they were instructed on the use of trade tools and became familiar with the different types of trees and wood. To support this process, the AR was used together with the M-L environment. Subsequently, the participants built a chair applying the knowledge acquired during the learning process. During this stage, recordings of the indigenous people were made while they carried out the construction. Then, the performance of the apprentices was evaluated through a competency-based evaluation system, in which three experts analyzed the recordings. Finally, the three indigenous people were able to acquire skills in real time through their mobile device, following the instructions and observing 3D images and videos that showed the entire manufacturing process of a wooden chair, from sanding the material to final assembly and polishing. In addition, it was found that these indigenous people were able to successfully market the products they made in the carpentry workshop, thus improving their family income. The fundamental idea behind the pedagogical implementation of this model in the Wayuu indigenous community of northern Colombia is to provide them with training in various trades that allow them to obtain decent jobs and support their families. That is why the ML environment is ideal for vulnerable people, not only indigenous people, but also for those who are displaced, the elderly or deaf-mute. The visual approach used in this method dispenses with the need for voice and text making it accessible to everyone. [Note: The publication year shown on the PDF in the article citation, on page 1 (2023) is incorrect. The correct publication year is 2024.]

Current education policy in Aotearoa New Zealand (Aotearoa is the country's indigenous Maori name) requires schools and teachers to engage with parents and the school community to enhance student educational experience and achievement. The broad wording in these policy statements allows schools and teachers to tailor their parental engagement practice to specific community contexts. There is, however, little attention given to the built space of the school itself as an aspect of the material context within which parental engagement occurs. This article draws on a case study analysis of a single, bounded primary school in Aotearoa New Zealand, to examine how the school's built environment influences parental engagement. It involves the analysis of plans and other school artifacts, semi-structured interview transcripts of staff and parents, and the mental maps of parents. The findings reveal that multiple meanings are read from built space, with staff at risk of underestimating those readings and their agency to author new stories that better support parental engagement.

Low levels of critical thinking skills and learning motivation, particularly in physics learning, pose significant challenges that must be promptly addressed to ensure students' future success. To tackle this issue, the present study endeavors to develop a Cooperative Model, Digital Game, and Augmented Reality (CAP)-based learning, which is both valid and practical, to enhance these crucial aspects effectively. This study used Educational Design Research through a non-equivalent control group design in the data collection process. Using purposive sampling method, 54 high school students were divided into two classes were involved. The data collection period was from July to August 2022. The research instruments used include syllabus, lesson plan, Adventuring Physics media, critical thinking test instrument, motivation questionnaire, student response questionnaire, validation questionnaire, and observation sheet. Statistical tests used include descriptive, paired, and independent t-tests. The results reveal that the learning products and instruments exhibit strong validity and reliability, alongside a high degree of practicality in their implementation. The experimental group demonstrated a notable improvement both in critical thinking skills and learning motivation. Additionally, students' feedback regarding this learning approach has been overwhelmingly positive. Consequently, this research highlights the importance of fostering more engaging and enjoyable innovations through digital learning in physics education to achieve optimal learning outcomes and enhance 21st-century skills.

This research investigates the influence of color-filtered lighting in relation to biophilic design, specifically within the preschool learning environment where design elements impact early childhood development. Among various architectural design components, research underscores the pivotal role of lighting in affecting children's pleasantness and energy levels. The experiment yielded three key findings: (1) discernible differences in pleasant and energy levels were observed between existing white lights and specific color-filtered lights; (2) varying pleasant and energy levels were noted among different color-filtered lights; (3) a relation was identified between external conditions (confounding variables) and pleasant and energy levels in the context of color-filtered lights. Subsequently, the study delved into the interplay between the effects of color-filtered lighting and natural light, specifically focusing on the Correlated Color Temperature (CCT) level. There is an opportunity to refine and innovate lighting elements of learning environments through the interplay between indirect experience elements of biophilic design, attention restorative theory (ART), and perceived emotional experience. The study offers valuable insights into the relationship between specific lighting conditions and elevated energy and pleasantness levels suggesting a meaningful avenue for further research and practical application in educational settings.

Spatial perspective-taking (SPT) ability positively influences performance in STEM fields. While limited research studies have been done with school students, they have yielded inconclusive findings and, hence, here we report findings from our study with an augmented reality (AR) enhanced learning environment (ARELE), GeoSolvAR, on middle-school students' SPT ability. We conducted a sequential explanatory mixed-method study with 90 students to test GeoSolvAR's twin features of augmented systems and inquiry-based activities. The study had one experimental (n = 30) and two control groups (n = 30 × 2), where students were individually administered an online pre- and posttest to measure their SPT ability. The experimental group worked with both the features of GeoSolvAR, while the control group worked with only the AR feature or had no intervention. Our findings reveal that the experimental group showed significant improvement in SPT ability while students in the control groups showed non-significant improvement or no change. Furthermore, we found that all experimental group students used certain body movements and imagined shifts in spatial positions while solving the activity questions. Thus, we conjecture that GeoSolvAR affords thinking and imagining with the body which makes it a potent tool for improving students' SPT ability.

Despite growing global attention to the 2015 UN Sustainable Development Goals, we have made limited progress towards achieving them. This article describes an emerging Transformative Learning Journey for Sustainability Leadership being developed for professionals at the University of St. Gallen in Switzerland. The purpose is to help participants achieve the individual transformations needed to enact sustainability-focused interventions in their communities and organizations. From a socio-material lens, we describe four phases of the emerging Learning Journey and identify how they are transformative. The Learning Journey includes spending time in nature, growing an understanding of climate justice, collaborating, and planning action. We draw on reflective data from participants, linking them to Hoggan's (2016a) transformative learning outcomes and other relevant studies, the goal being to contribute to the world's collective knowledge of "how" to facilitate development of the transformative skills identified by the United Nations, the European Commission, and the Inner Developmental Goals.

Purpose: Higher education curriculum development in the construction industry has historically received scant academic attention and often, courses/programmes are largely developed using the tacit knowledge of individual tutors. This research investigates the core interpersonal and technical skills and competencies required of a contemporary construction management graduate. Specifically, the work culminates in the development of a proof-of-concept model that could be incorporated into higher education curriculum development. Methodology: A mixed philosophical stance is implemented using both postpositivism and interpretivism together with inductive and abductive reasoning to examine built environment academics' perceptions of the phenomena under investigation. Descriptive and inferential statistics (i.e., weighted average, relative importance index, one sample t test, Chi-square test and Kruskal-Wallis test) are utilised to formulate a foundational set of core interpersonal skills for construction management curricula. Such knowledge provides a strong foundation for building an optimised course curriculum. Findings: Research findings demonstrate that, whilst technical skills are relatively important for the construction manager's role, they significantly pale in comparison to interpersonal skills. Furthermore, an aggregate ranking of skills and competencies suggests that a substantial number of interpersonal skills and competencies out-rank numerous technical skills and competencies. Surprisingly, digital-esque themes rank towards the bottom of the table, with 'traditional' skills competencies (i.e., workflow, budgeting and costing) ranking higher. Originality: This research constitutes the first attempt to: understand the core interpersonal and technical skills and competencies required of a contemporary construction manager; and premised upon this, generate a construction management education curriculum foundation model. Nascent findings pinpoint the core interpersonal skills and competencies that serve as the curriculum's foundation and expose the inadequacies of digital technical skills in core construction management teaching.

Picturebooks can be an effective resource to provide opportunities for classrooms to engage in community building conversations and activities. Community building mantras have been developed from several picturebooks that are used as a means of implementing the National Association for the Education of Young Children (NAEYC) components of creating a caring community. The NAEYC components of creating a caring community of learners include: (1) each member of the community is valued by the others, (2) relationships are an important context through which children develop and learn, (3) each member of the community respects and is accountable to the others to behave in a way that is conducive to the learning and well-being of all, (4) practitioners design and maintain the physical environment to protect the health and safety of the learning community members, and (5) practitioners ensure members of the community feel psychologically safe [and] the overall social and emotional climate is positive. Each mantra has been developed from a picturebook and is formulated around a NAEYC component of creating a caring community of learners. The mantras explored are "stand tall", "we are a family", "mistakes are how we learn", "what if everybody did that", and "be a carrot." Book and author information, ideas for community building conversations, and related engaging activities are provided in relation to each mantra.

Haiku is the world's shortest form of poetry, describing nature and ordinary everyday life. Previous studies and quotes from professional haiku poets suggest that haiku can foster self-transcendent emotions, such as gratitude and awe. This study compares how those who did and did not create at least one haiku in the past month experience self-transcendent emotions. A total of 192 haiku writers and 177 non-writers responded to scales related to self-transcendent emotions, such as gratitude for serenity, gratitude trait, and trait awe. The results of the Bayesian implementation of Generalized Linear Mixed models revealed that haiku writing increased the frequency of gratitude for serenity and awe, rather than general gratitude. These effects persisted even after controlling for interest in art and educational level, indicating that haiku writing has unique characteristics, including encouragement of attention to nature and a different perspective on daily life. Even in the absence of special events, a change in perspective toward everyday life occurs through creating haiku, and people appreciate and feel awe toward ordinary, everyday things. These novel findings contribute to the study of creativity and emotion.

More-than-human refusal, as an expression of agency, plays an active role in constructing boundaries. In this article, I address what kind of environmental education is made possible by the productive constraints of respecting more-than-human boundaries and refusal. This is intertwined with how humans can practice being attentive to the intra-actions of more-than-humans when they are not physically present, are only speculated to be present or are present through artifacts. I rhizomatically analyse my relationship with a leafcutter bee ("Megachile" spp.) nest as a situated example of practicing a relational ethic of care. Through queering the boundary between myself and the leafcutter bee, nature becomes not something that "I (human") experience, but as something "we (bougainvillea-leafcutter bee-nest-human assemblage") produce through our human-and-more-than-human relationality. Rather than seeing limited proximity as prohibitive, environmental education can use this productive constraint to know-with more-than-human others in a way that disrupts the nature/culture binary -- to blur the boundaries between humans and more-than-humans without violating the agency asserted by more-than-humans.

Perfectionism is a multidimensional personality trait with two higher-order dimensions; perfectionistic strivings and perfectionistic concerns. The purpose of the present study was to explore and evaluate the two-factor model for the first time using three instruments developed to measure perfectionism in sport. In doing so, we (i) assessed the fit of two-factor models when including and excluding various contentious subscales (other-oriented perfectionism, parental pressure, coach pressure, organisation, and negative reactions to imperfection) and (ii) compared two-factor models to alternative one-factor (or unidimensional) models. Participants were recruited from community and university sports clubs in the UK (N = 527; M age = 18.07 years, SD = 0.49) and completed the Sport-Multidimensional Perfectionism Scale-2, the Multidimensional Inventory of Perfectionism in Sport, and the Performance Perfectionism Scale-Sport. Support was found for the two-factor model, with superior fit displayed each time the aforementioned subscales were excluded and, in all cases, when compared to a unidimensional model. The findings suggest that the two-factor model is an adequate representation of the underlying structure of instruments designed to measure perfectionism in sport with better fit and conceptual clarity offered by more parsimonious models.

This paper examines underlying beliefs and values about nature within the early years education in Turkey, as reflected in the curricula and standards documents guiding instruction. Given that not every child has the opportunity for nature-based education, it becomes essential to incorporate nature-based learning into indoor classrooms. Employing a document analysis, we comprehensively analyse the Ministry of Education's Preschool Education Program (2013), Activity Book-1 (2013a), and Activity Book-2 (2018), which guides teachers in shaping their classroom practices, therefore providing in-depth insights into the conceptualisations of nature. Our analysis reveals that 'nature' in these documents is characterised by its connection to and intersections of specific settings, concepts, and resources. Moreover, we found out that the identified patterns of relationships in the examined curriculum and standards documents demonstrate a purposeful initiative to engage preschool children in the realm of nature through various means, including conceptual comprehension, hands-on interaction with materials, and direct involvement in natural surroundings. The intersections among these elements unveil a complex network of opportunities to promote an enhanced learning journey. By fostering a deeper understanding of the relationship between curriculum guidelines and nature activities, we aim to empower early childhood educators to embrace nature as an integral part of their classroom practices.

Incorporating augmented reality (AR) technology into education has the incredible capacity to elevate the quality of learning encounters significantly. In flipped and blended classrooms, where technology complements traditional instruction, investigating the effect of AR on vocabulary learning, self-efficacy, and personality traits becomes crucial due to the immense potential AR holds for enhancing learning experiences. This study explores the effects of AR on EFL high school students' vocabulary learning, personality traits, and self-efficacy in flipped and blended classes. The study involved the selection of participants according to their scores on the Oxford Young Learners Placement Test at the Elementary level. These individuals were then randomly divided into two experimental groups and one control group. Pre-tests assessed initial vocabulary abilities, while self-efficacy and personality traits questionnaires measured students' perceptions. AR-based instruction was implemented in flipped and blended classes, with all groups receiving vocabulary instruction over 12 sessions. Participants independently used a Vocabulary Builder AR app on their cell phones for AR-based instruction. Post-tests and the same self-efficacy and personality traits questionnaires were administered after the treatment to assess changes in perceptions. The findings revealed that the experimental groups demonstrated superior performance compared to the control group in terms of vocabulary learning, self-efficacy, and personality traits. The research showcases the beneficial effects of implementing AR on students' vocabulary learning, self-efficacy, and personality traits. The findings hold implications for the development of innovative instructional approaches, curriculum design, and the integration of technology in language education.

This paper describes how students conceptualize real-life phenomena in which two or more quantities are covarying in an augmented reality environment. With this technology, real-world phenomena and virtual representations may be connected simultaneously. We aim to investigate how students connect elements of the two worlds when conceptualizing functional relationships. We relied on Zindel's conceptual facet model for functional relationships to achieve this goal, specifically focusing on the covariational approach. Three 11th-grade students participated in two real-life experiments (Galileo and Hooke's law experiments) at the heart of this study. The qualitative analysis of selected episodes revealed how students relate the two worlds and how covariational reasoning is reflected in such connections. The findings show that students frequently related elements of the real and virtual worlds while engaging in several forms of covariational reasoning. The theoretical contribution resulting from this study is expanding Zindel's model to address the conceptualization of families of functions indexed by a parameter.

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called "interaction geography." Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons: trails, landmarks, material routines, and circulation patterns. We discuss how this visual method and framework can be used and expanded by classroom researchers and teachers as a starting point to better understand teaching as a situative and spatial practice, a crucial step in characterizing responsive forms of instruction. This work has implications not only for teachers and teacher educators but also for architects, administrators, and researchers concerned with the physical design of classrooms.

Active methodologies such as gamification, combined with emerging technologies like augmented reality, are enhancing learning environments that facilitate the development of essential competencies. Particularly, students with Autism Spectrum Disorder (ASD) require reinforcement of their Communicative Competence (CC) to activate their abilities to communicate effectively in different contexts, and interventions supported by this type of methodology and resources can contribute to this goal. The aim of this study is to analyse the contribution of an Augmented Gamified Environment to the development of CC in a sample of 54 subjects diagnosed in public Special Education centres. Correlational methodology is adopted with an exploratory and analytical approach. Individualized intervention sought to relate students' level of interaction and immersion in the environment's narrative to the increase in their CC. Their degree of autonomy when interacting with the tablet and immersion in the game was measured using observation-based instruments with categories that allowed for subsequent statistical analysis. Additionally, the influence of gender, age, severity of ASD, comorbidities, and type of language on the level of competence achieved was contrasted. The results show that engagement in mission execution favoured their CC. It was observed that the higher the immersion in the challenges, the higher the CC of the students. Specifically, older students with less severe ASD, functional oral language, and no comorbidity exhibited higher levels of CC. In conclusion, intervention for optimal results must be tailored to individual characteristics, present engaging narratives, and integrate playful activities that require communicative strategies.

The aim of this research was to study the aspects and conditions of physical space which favor or hinder the experience of university mentoring according to the perception of participants. During fieldwork, an ethnographic approach was used, based on direct and indirect observation reflected in research diaries, qualitative interviews, and an ad hoc questionnaire. A sample of 30 individuals was selected, including students and professor-mentors who were users of three spaces with different characteristics designed for individual and group mentoring. The data were collected analysed by identifying verbatim statements obtained from interviews and from accounts from the researchers' journals that were then coded and grouped into thematic categories. The results focus on the importance of factors such as natural light, comfort, accessibility, furnishings, and location; conditions such as privacy and silence; availability of materials and resources; and Internet connectivity. The participants preferred the closed space, with the open space in second place and the semi-open space third. As for other required characteristics, the preferred spaces are multi-functional and versatile, equipped with ICT tools and furniture that facilitates collaborative work and mentorship and close communication between mentor and student, and that provide necessary privacy and silence. Any spaces specifically created for mentorship should thus meet these specific criteria.

Extensive research into wilderness therapy has not explored who benefits the most and who does not thrive in these programs. The present study examined demographic, clinical, and familial characteristics that distinguished adolescents who improve most in wilderness therapy programs from those who deteriorate. Using data collected by the National Association of Therapeutic Schools and Programs Practice Research Network, the study sample consisted of 5639 adolescents attending wilderness therapy programs which collected and contributed data to the Practice Research Network between 2017 and 2022. Measures included the Youth Outcome Questionnaire-Self Report and the McMaster Family Assessment Device, as well as demographic, familial, and clinical data collected by program staff. Using binary and univariate logistic regression, the study found individual and familial factors that predicted membership in the top 10% of adolescent participants in terms of mental health improvement from pre-to-post wilderness therapy and those factors which predicted membership in the bottom 10% in terms of poorer mental health from pre-to-post program. Considering the intensity, length, and financial resources associated with wilderness therapy program participation, these findings have important implications for wilderness therapy program staff professional development, communication of expectations to adolescents' parents/caregivers, and program admission decisions.

The purpose of this study was to investigate the effects of Augmented Reality (AR) technology on vocabulary development and attitudes toward AR in pre-school English instruction. The study, which was grounded on a pretest-posttest control group quasi-experimental design, included 36 pre-school children aged from 4 to 5. While the participants in the control group used flashcards, matching cards, and puzzles to learn English equivalents of target vocabulary, the participants in the experimental group used the same materials presented through AR applications, enabling them to see 3D animated models and listen to English pronunciation. The results revealed significant differences between groups in terms of vocabulary learning, attitude, and enjoyment levels, with the experimental group performing better. Although there was no statistically significant difference in terms of emotions between the groups, the participants in the experimental group developed more positive feelings towards AR-supported activities than those in the control group. In addition, some participants with lower emotional levels in the control group had undecided and unhappy emotional states. As a result, it can be said that AR technology contributed to language learning in pre-school English classes and that this technology positively influenced the participants' attitudes and enjoyment.

Attending a concert may prove difficult for individuals with exceptionalities or disabilities and those who support them. While traditional performance environments may not feel welcoming or amenable for individuals with exceptionalities and their families, arts organizations have recently made efforts to produce concerts that address barriers to accessibility. These adaptive concerts, most frequently labeled as Sensory-Friendly Concerts, attempt to create environments suitable for diverse communities, supporting individuals and groups who are frequently underrepresented as audience members in performance contexts. This article explores adaptive music performances, contributing a model for sensory-friendly adaptive concerts supported by caregivers' perspectives through a post-concert survey. The model proposed includes four areas of adaptation: pre-show work, environment audit, extra-musical aids, and programming adjustments. The authors outline the various modifications with data points from a sample of adaptive concert caregiver attendees (n = 15), aligning the theoretical model with practice to provide practical examples and tangible outputs for researchers, presenters, musicians, educators, and policymakers.

Background: As a psychological construct, inspiration has not received extensive examination in the outdoor literature. Inspiration can be characterized in terms of evocation, motivation, and transcendence. Purpose: This qualitative study explored the experience of inspiration in response to natural landscapes utilizing Bergson's qualitative multiplicity, the experience of co-occurring heterogeneous elements. Methodology/Approach: Survey respondents participated in a traveling field course visiting 19 U.S. National Parks in 2015 (n = 15, 26 days) and 14 parks in 2017 (n = 15, 18 days). Respondents described inspirational experiences in each park. Findings/Conclusions: Qualitative analysis of responses revealed a characteristic pattern: landscape features, landscape qualities, and affective responses. Participants cited vertical features, vastness, and beauty as triggers of inspiration, and characterized inspiration in terms of awe, wonder, and sublimity. Implications: This study describes inspiration in the outdoors, with implications for planning direct experiences of natural landscapes to maximize inspiration.

Background: Despite access to nature-based recreation, many college students do not take advantage of these experiences to improve their mental and physical health. Virtual reality experiences provide a potential pathway to motivate this population to recreate outdoors, but research is needed to determine whether virtual recreation can lead to real-world intent to recreate. Purpose: This study investigated whether virtual reality experiences influence student motivation for nature-based recreation, as measured with the intention and self-efficacy to spend time in nature scales. Methodology/Approach: As part of an introductory parks, recreation, and tourism class, students explored nature through virtual reality. The study incorporated a mixed methods design using pre- and post-experience surveys, interviews with participants, and document analysis of student assignment submissions over Instagram. Findings/Conclusions: Preliminary findings suggest that virtual reality can approximate real-world nature environments and provide a potential pathway for this population to access real-world outdoor recreation opportunities. Implications: In situations where real-world field experiences are not possible, educators and practitioners can use the findings of this study to assess whether a virtual recreation experience is appropriate for their audience. While these experiences do not substitute real-world nature, they may be part of a participant's pathway to recreate outdoors.

This study explored educators' perspectives on the role the physical and sensory Early Childhood Education and Care (ECEC) environment plays in supporting children's social and emotional development. Ten semi-structured interviews were conducted, in August 2022, at two ECEC sites in Victoria, Australia. Data were thematically analysed and key findings suggest children engage and interact with their environment to facilitate opportunities for social interactions and emotional regulation. Environmental stimuli can have a positive and negative influence on children's social and emotional competence. Educators reported lack of resources, building design, and limited staffing were barriers to using the environment. Reflective practice, collaboration within teams and services, and access to resources strengthened the use of the environment in everyday practice. Optimal environments rely on educator reflections and responsivity to adapt the environment to the needs of the children utilising the space.

This systematic literature review summarises the research into interventions intended to improve the wellbeing of educators in the early childhood to secondary sectors. A search of articles published between 2000 and 2020 yielded 23 articles that met our inclusion criteria. Studies were included if they collected quantitative or qualitative data about educator wellbeing pre-intervention and post-intervention from the same group(s) of educators. We classified articles into five categories based on their content: multi-foci (several content areas included in a program), mindfulness, gratitude, professional development (classroom practice oriented), and physical environment. The articles revealed wide variations in: wellbeing theories underpinning interventions, the phenomena measured, and the effectiveness of the interventions. In some studies wellbeing was conceptualised as the absence of negative states (such as stress), in other studies to the presence of positive states (such as satisfaction), and in a few studies as the combination of both these approaches. Some of the gaps noted across the research include the lack of attention to the role of the school climate in determining the success of an intervention, and the lack of analysis to explore whether interventions work better for some individuals than others (for example, a lack of reporting of the characteristics of participants who drop out of the interventions). Overall, the multi-foci interventions show the most promise for improving educator wellbeing.

Involving students in laboratory and inquiry-based activities can help them understand the concepts of physics. However the learning process should not only focus on the concepts. Moreover, the advantages of using virtual or physical labs are still under examination. The purpose of this study is to analyse which of the two modes (virtual or physical) is the most effective for high-school students, in terms of conceptual understanding and attitudes. The criteria for this comparison are (a) the contribution of these two modes to the improvement of conceptual understanding and (b) the students' attitudes towards both modes of laboratory. The participants were high-school students of 3rd grade in two different groups. For the purpose of the study, four educational scenarios were created: two in the field of Mechanics and two in that of Electricity. The study revealed no statistically significant difference regarding students' experimenting in either lab mode. Moreover, students' attitudes towards both virtual and physical labs were similarly positive. We assume that these results may contribute to a broader perspective on choosing the lab mode when designing activities, given the fact that both the understanding and attitudes of the students are similar in the cases examined. Thus, the final choice of modality should be based on other factors, such as the adequacy of equipment, the educational conditions (e.g. distance education) and the specific learning goals set by the teacher.

Background: Virtual reality (VR), augmented reality (AR) and mixed reality (MR) have sparked recently in improving the effectiveness of teacher education. However, there is a lack of review regarding the utilisation of these technologies in this field. These three technologies, namely VR, AR and MR, can be collectively referred to as extended reality (XR) (as mentioned in reference Tang et al., 2022). Objectives: Remarkably, the utilisation of XR-based technologies in teacher education needs to be explored. Moreover, research questions related to the training objectives, methodological features, and the effects of XR-based teacher education remain unanswered. Methods: To this end, the present study conducted a systematic review to analyse 52 articles from six databases (including Web of Science, Scopus, IEEE Xplore, ERIC, ScienceDirect, and ACM Digital Library). Results: The results indicate that XR technologies have been primarily used to train teachers' procedural knowledge, for instance, classroom management. Furthermore, most studies have primarily focused on pre-service teachers (PSTs) rather than in-service teachers and utilised small sample sizes, with VR emerging as the most frequently employed tool. Finally, the majority of the studies reported that XR-based training affected teachers positively. Conclusions: It urges researchers and developers to consider theory-driven training design, which increases the potential to better understand what features of XR promote in-service teachers' and PSTs' learning and how they do so. This article additionally conducts a SWOT (strengths, weaknesses, opportunities, and threats) analysis of XR-based teacher education to offer more insightful recommendations and foster further discussion.

Independent locomotion is associated with a range of positive developmental outcomes, but unlike cognitive, linguistic, and social skills, acquiring motor skills requires infants to generate their own input for learning. We tested factors that shape infants' spontaneous locomotion by observing forty 12- to 22-month-olds (19 girls, 21 boys) during free play. Infants were recruited from the New York City area, and caregivers reported that 25 infants were White, six were Asian, four were Black, and five had multiple races; four were Hispanic or Latino. All infants played in four conditions: two environmental conditions (gross-motor toys, fine-motor toys) crossed with two social conditions (alone, together with a caregiver). Infants moved more in the gross-motor toy conditions than in the fine-motor toy conditions. However, the effect of playing with a caregiver differed by toy condition. In the gross-motor toy conditions, playing with a caregiver did not affect how much infants moved, but in the fine-motor toy conditions, playing with a caregiver further depressed infant locomotion. Infants with more walking experience moved more with gross-motor toys but not with fine-motor toys. Differences in the amount of locomotion between conditions were related to how infants used toys and the interactions between infants and caregivers.

Augmented reality (AR) technology can enhance picture book reading experience. The present study aimed to explore the influence of reading AR picture books on primary school students' reading comprehension, story retelling, and reading motivation. Eighty second graders, who were from two classes at a rural primary school in a coastal city in East China, were recruited through convenience sampling to participate in this quasi-experimental study. The two classes were randomly assigned to be either the experimental group (AR picture book reading) or control group (print picture book reading), and both groups read three traditional Chinese picture books during reading classes throughout three weeks. T-test analyses revealed that, before the study began, the two groups did not have significant differences in reading comprehension, story retelling, or reading motivation. However, after the three weeks of instructional intervention, the experimental group significantly outperformed the control group in all three aspects. Furthermore, MANCOVA analysis showed that reading AR picture books was more effective in boosting participants' performance on implicit questions during the reading comprehension tests. They also performed significantly higher on story retelling tests, especially when it came to story structures regarding settings and plots. In addition, AR picture book reading was more conducive to improving participants' level of attention and confidence in reading. This work adds to the ongoing endeavors in incorporating AR picture books into classroom settings, and will inform future development of original Chinese picture books with AR technology.

Population aging presents opportunities and challenges for higher education. Increasingly, age-diverse student populations are entering into or returning to postsecondary education; meanwhile, campuses are workplaces where faculty and staff are aging-in-place. Yet, age bias and discrimination continue to exist in institutions of higher education. As encouraged by the Age-Friendly University (AFU) initiative, higher education should foster age-inclusive environments. However, empirical measures are needed to document what it means to be age inclusive. To this end, the present study used the Inventory and Campus Climate Survey (ICCS; Silverstein et al., Silverstein et al., The Gerontologist 62:e48-e61, 2022), based on social-ecological theory, to assess age-inclusive practices and awareness of these practices across seven campus domains, along with personal beliefs regarding age inclusivity, as predictors of perceived age-friendliness. AFU network institutions in the U.S. (23 campuses) provided data from a total sample of 1549 faculty, 2582 staff, and 2700 students. Confirmatory Factor Analysis established the proposed structure of the Age-Friendliness and Personal Beliefs scales of the Campus Climate Survey. Model testing revealed that campus constituents, regardless of role, were largely unaware of age-friendly practices reported by campus administrators, and that the degree of fit between actual practices and constituents' awareness of them predicted perceptions of age inclusivity. Constituents differed in their assessment of which age-friendly practices most contributed to their own sense of age inclusivity, with physical environment playing an important predictive role across all groups. The findings indicated that, even among institutions that endorse AFU principles, there is an overall disconnect between practices and perceptions that can impede the impact of age-inclusive efforts for age-diverse individuals who might benefit from them.

Augmented reality (AR) has become a potential technology tool to improve the skills of students with learning disabilities. The effects of AR technology approach on students with learning disabilities motivation levels is considered as the research motivation. This study examined the effect of the AR on Jordanian 6th grade students' motivation levels. A quantitative quasi-experimental study is preceded with the pretest-posttest control group design model, where 24 students who identified to have learning disabilities were participated in this study and were randomly divided into two groups. Two groups, control group 12 students were taught conventionally, and 12 students were designated as the experimental group, they used the AR technology for four weeks. The results show significant results for the AR technology in enhancing student motivation. The results concluded the effectiveness of AR technology in enhancing students' motivation. [Note: The page range (365-380) shown on the PDF is incorrect. The correct page range for this article is 365-379.]

Children's sharing behavior is profoundly shaped by social norms within their society, and they can learn these norms by directly observing how most others share in their immediate environment. Here we systematically investigated the impact of majority influence on the sharing behavior of young Chinese children through three studies (N = 336, 168 girls). Four- and 6-year-olds were allowed to choose 10 favorite stickers and had an opportunity to engage in anonymous sharing. Before making the sharing decision, children were assigned to one of two conditions: watching a video in which three peers all shared 8 out of 10 stickers (i.e., the majority sharing condition) or making their decisions without watching the video (i.e., the control condition). Results showed that both the 4- and 6-year-old children shared more stickers in the majority sharing condition than in the control condition (Studies 1 & 2). Moreover, the influence of the majority had a stronger effect compared to the influence of a single role model. Children shared more stickers after observing three peers sharing, compared to watching one peer sharing three times (Study 2). Furthermore, children were less likely to copy the majority's non-sharing behavior when it came to giving away stickers without prosocial outcomes, which was particularly evident among 4-year-olds (Study 3). The results reveal that majority influence uniquely shapes children's sharing behavior and that children selectively follow the majority based on whether the behavior exhibits prosocial attributes. A video abstract of this article can be viewed at https://youtu.be/8qNNhf9754I?si=7YfpaFpcD_IjlXjJ.

This study examines the factors that affect pre-service and in-service teachers' intention to use Mobile Augmented Reality (MAR) in their teaching through the proposed Mobile Augmented Reality Acceptance Model (MARAM). The MARAM builds on the existing Technology Acceptance Model (TAM) to incorporate four other components namely perceived relative advantage, perceived enjoyment, facilitating conditions, and mobile self-efficacy. In addition, this study investigates the validity of the MARAM. Data were collected from 137 pre-service and 169 in-service teachers who completed a questionnaire after having developed their own MAR applications during an undergraduate university course and a training seminar, respectively. Structural Equation Model (SEM) analysis was conducted separately for each group, as well as for both samples together. We also conducted a multi-group analysis to examine differences across the two samples. The results for both samples together (N = 306), showed that intention was affected by attitude, perceived usefulness and facilitating conditions. In turn, attitude was affected by perceived enjoyment and perceived usefulness. Perceived usefulness was affected by perceived enjoyment and perceived relative advantage. Perceived ease of use was affected by mobile self-efficacy and facilitating conditions. However, perceived ease of use did not affect perceived usefulness or attitude. A multi-group analysis conducted on the sample of pre-service and in-service teachers produced similar results, with minor differentiations. These results have implications for the use of MAR in research and schools, as well as technology acceptance models in education.

Understanding changes to student wellbeing on design modules in a distance higher education setting is difficult. Previous research suggested that environmental, study and skills-related barriers impact the wellbeing of learners at a distance. This study sought to understand the experiences of barriers and what enabled distance design students' wellbeing. It identifies avenues to balance tensions between conflicting experiences of studying design and maintaining wellbeing that our participants disclosed in a longitudinal, qualitative study using repeat interviews, experience sampling and a diary study. The findings provide insights from the learners' perspectives. Students reported strategies on how to deal with open-ended design projects and how to cope with feedback. They revealed how they currently seek and receive support for design work and wellbeing. We uncovered how learners keep to deadlines and how they approach social learning. The study also exposed enabling study rhythms to facilitate creative flow and how creative environments are set up in the learners' homes. Our findings suggest that educators and designers of hybrid and distance design education should pay attention to three key aspects: dealing with uncertainty, learning satisficing and managing creative flow, to enable design students' wellbeing.

Internationally, over 60% of all lifetime cases of mental health disorders are identified as emerging by 25 years of age. In Australia, young people (aged 16-24 years) report the highest prevalence of mental health problems. Acceptability of mainstream services for young people is a concern, particularly for clients 18-25 years, heterosexual males and certain marginalised communities. With unaddressed distress in young people a precursor to poor, potentially lifelong mental ill-health trajectories, the provision of acceptable, and accessible mental health services remains a critical system imperative. Outdoor therapies, such as outdoor talking therapies, present an option for increasing the breadth of mental health interventions available to young people. Reported benefits of outdoor therapies include improved self-esteem and confidence, positive and negative affect, stress reduction and restoration, social benefits, and resilience. As outdoor therapies draw on multidisciplinary skillsets, this modality has the potential to expand services beyond existing workforce capacities. However, there are evidence gaps that must be addressed before mainstreaming of this treatment modality can occur. Here we overview the existing evidence base for "outdoor talking therapies," as a form of outdoor mental healthcare, to determine their appropriateness as an effective and efficient treatment modality for young people with psychological distress in Australia and elsewhere. We then propose a research protocol designed to determine the acceptability, efficacy and efficiency of 'outdoor talking therapies'. Our aim is to help address identified youth mental healthcare service shortages in Australia, and potentially support the health of our mental healthcare workforce.

Nature-based health interventions (NBHIs) are utilised to treat a range of physical and mental health conditions, and this rapid review sought to describe the breadth of instrumentation utilised to measure the effectiveness of NBHIs on the different domains of health and wellbeing. A total of 14,385 records were extracted from three databases, and a review of titles and abstracts and then of full text resulted in a final dataset of 167 articles that met the review criteria. NBHI settings were categorised as Garden/Horticulture, Blue Spaces, Urban Green Spaces, Wild Nature, and Camps/Residential. For each of these settings, major population groups included in the studies, health domains and outcomes addressed, as well as assessment tools used to measure NBHIs' effectiveness were described and analysed in aggregate. A total of 336 measurement tools were utilised across the dataset, with only 29 being specifically designed to assess NBHIs. Most studies investigated mental health domains and measured the effectiveness of NBHIs to improve psychological factors and physical, behavioural, and healthy eating outcomes. Future research should interrogate how nature-based tools and outcome measurements could be used most effectively in NBHI settings.

We present the validation of a questionnaire for compulsory secondary school students (seventh to tenth grade), designated "Educational learning environments for ESO pupils" (CEApA_ESO), for the purpose of evaluating learning environments. Although many instruments have been developed in this area, our work attempts to comprehensively cover some factors that most influence learning environments from the students' perspective. Therefore, we included physical, learning, teaching and motivational elements, by adapting different already-validated scales to our intended overall approach and the Spanish context. We conducted a pilot study with 207 students from four grades (two classes per educational level). We performed descriptive and factor analyses with maximum likelihood extraction method and varimax rotation to identify factors underlying each scale. The factors extracted from each scale were used to evaluate the fit of the model, using the AMOS v.18 software for structural equation analysis, taking as reference the criteria set by Byrne (Structural equation modeling with AMOS: Basic concepts, applications, and programming, Taylor & Francis Group, 2010) and Kline (Principles and practice of structural equation modeling, The Guilford Press, 2010) (CMIN/DF between 2 and 5, CFI and IFI > 0.9, RMSEA < 0.06 and HOELTER > 200). Finally, we present the factorial validity of the complete scale and analyse the internal consistency of the scale and its subscales using Cronbach's alpha coefficient. This instrument, with adequate psychometric properties, offers educators and researchers a valid tool for assessing the learning environments of their schools.