Frontiers in Education: Digital Learning Innovations

Applications with memory load for lexical activation in foreign language learning

2 days 11 hours ago

Investigating effective language learning methods has become increasingly relevant in the modern educational environment. This study aimed to examine the impact of using the mobile applications Duolingo and Memrise on vocabulary expansion, lexical retention, and increasing language confidence among students. A total of 203 students from Kazan Federal University participated in the study and were divided into three groups. Each group was given access to a specific mobile application (Duolingo, Memrise, or traditional teaching methods) for six weeks. The findings indicate that students who used Duolingo demonstrated significantly better outcomes in terms of vocabulary expansion, lexical retention, and increased language confidence compared to the other groups. These results can be valuable for teachers and students aiming to enhance the efficiency of acquiring new language skills. Prospects for further research involve expanding the analysis to include other mobile applications and their influence on the language learning process, as well as considering additional factors. Future studies will provide valuable insights into the influence of mobile applications on language acquisition and identify effective approaches to improve students’ language skills.

Exploring the boundaries of authorship: a comparative analysis of AI-generated text and human academic writing in English literature

3 days 13 hours ago

As artificial intelligence (AI) increasingly permeates educational landscapes, its impact on academic writing has become a subject of intense scrutiny. This research delved into the nuanced dimensions of authorship and voice in academic writing, specifically focusing on the application of OpenAI’s ChatGPT. In this study, the research team compared and contrasted an essay written by one second-year English student for a course on English literature with a similar essay produced by ChatGPT. The current research also, tried to clarify whether artificial intelligence can satisfy the formal requirements of academic writing and maintain the distinctive voice inherent in human-authored content. The examination hinges on parameters such as assertiveness, self-identification, and authorial presence. Additionally, the researchers shed light on the challenges inherent in producing AI-generated academic text. While ChatGPT presented an ability to generate contextually relevant content, the results highlighted its need for support in guaranteeing factual accuracy and capturing the complex aspects of authorship that are common in human writing. Notably, when compared to human-generated text, the AI-generated text was deficient in terms of specificity, depth, and accurate source referencing. While AI has potential as an additional tool for academic writing, this study’s findings indicated that its current capabilities—particularly in producing academic text are limited, and remain constrained. This study emphasizes upon the imperative for continued refinement and augmentation of AI models to bridge the existing gaps in achieving a more seamless integration into the academic writing landscape.

Designing effective discussion forum in MOOCs: insights from learner perspectives

6 days 1 hour ago
Introduction

The study focuses on addressing the gap between the perspectives of learners and the designers of Massive Open Online Courses (MOOCs), with a particular emphasis on asynchronous discussion forums within these courses. The primary objective of this study is to bridge the gap in understanding between MOOC designers and learners regarding the organization and usability of discussion forums.

Methods

It aims to achieve this objective through a navigation experiment that investigates three main factors: (1) Classification of Discussion Forum Posts: This involves how discussion forum posts are categorized or organized. (2) Design of Different Discussion Forum Patterns: The study explores the effectiveness of various discussion forum design patterns. (3) Evaluation of Learners’ Perspective: It assesses the learners’ experiences and viewpoints regarding the discussion forums. The study identifies a gap in prior research, where the learner’s perspective has often been neglected when examining discussion forum organization and usability in MOOCs.

Results

The results of the study indicate that the redesigned discussion forum was successful in reducing the time required by learners to navigate and explore the discussion forum. This suggests that improvements in interactive user interfaces, design elements, usability, and time efficiency can enhance the design of asynchronous discussion forums in MOOCs. The study offers recommendations and insights that MOOC designers can implement to create more effective and engaging discussion forums. These recommendations are based on the identified features and design elements that are crucial for learner satisfaction and interaction efficiency. Implementing the study’s findings by considering learner perspectives, MOOC designers can enhance the overall quality of the learning process. This includes making the learning environment more engaging for both learners and instructors.

Discussion

The study contributes to the field of online education by emphasizing the importance of learner perspectives and offering practical guidance on optimizing the design, usability, and time efficiency of discussion forums in MOOCs. In summary, this study seeks to improve the design of asynchronous discussion forums in MOOCs by focusing on the learners’ perspective, usability, and efficiency. It not only identifies key factors but also provides recommendations for MOOC designers to enhance the learning experience and engagement within these online courses.

Teaching roles and communication strategies in interactive web broadcasts for practical lab and field work at a distance

1 week ago

Despite the widespread use of synchronous technologies in online and distance learning environments, it is still challenging for distance educators to use effective pedagogical strategies and ensure the best possible interaction for undergraduate students. Within science disciplines, teaching and learning are particularly challenging due to not being co-located with actual experimental equipment in laboratory or field settings. Compared to face-to-face practical work, socio-emotional challenges can exist in distance practical work. For instance, face-to-face settings make feedback, rapport and relationship-building more readily available whereas interaction and support may be hampered, delayed, or require frequent fostering in an online or distance learning environment. Several interactive learning environments can mitigate these challenges. For example, students and lecturers can converse in real-time using webcasting technologies as a way to observe practical work and enhance cognitive and affective engagement. Team-teaching and effective communication strategies can provide pedagogical and social synergy as well as increased student interaction and engagement. This study investigates the teaching roles and communication strategies teaching teams used in interactive web broadcasts across five undergraduate practical science and technology modules at a distance-learning university. Using a qualitative approach, the study used interaction analysis methods to analyse 14 web broadcast transcripts and text-chat logs. Focus groups, semi-structured interviews and questionnaire data from the teaching teams and students were conducted to gain a fuller picture of experiences using and engaging with web broadcasts. Results show that affective communication strategies predominated the web broadcasts although the most frequent was a cognitive strategy. The use of these strategies varied depending on the role that the teaching team occupied during the web broadcasts. Triangulation, which was applied to confirm the results from various methods, showed that the strategies used satisfied the interests and expectations of the students. The results are applicable to other distance and conventional campus-based institutions that offer courses in practical science and technology as well as those that deliver courses via synchronous delivery methods with a focus on student engagement and practical work.

Adapting to climate change through play? Didactically effective elements of a business simulation game

1 week 1 day ago
Introduction

The negative consequences of climate change are widespread and have a global impact. An industrialized region of Germany must adapt to the effects of climate change and comply with political regulations. Previous studies indicate that economic actors who are not directly affected by climate change approach climate change mitigation and adaptation primarily based on legal requirements and often feel discouraged by the absence of data-based reports. Addressing this challenge, game-based learning emerges as a promising pathway.

Methods

To examine game-based learning’s applicability and potential for climate adaptation, we developed a business simulation game, simultaneously identifying didactically effective elements for managers who would participate in it. Using expert interviews and focus groups, we conducted a qualitative study with three HR developers from larger companies and nine managers and founders of startups to develop a business simulation game on climate adaptation. Based on the Grounded Theory methodology, theoretical coding was used to analyze the qualitative data.

Results

The derived core categories indicate that personnel development in companies is evolving in response to economic changes. Individual resources such as motivation (especially for managers), personnel and time play a crucial role in establishing a business game as an educational offering. The identified game elements can also be used theoretically and practically in the development of other educational games.

Discussion

We discussed common human resource development measures in companies and compared them with more innovative approaches such as a simulation game. The study underscores the importance of innovative approaches, such as game-based learning, in fostering climate adaptation efforts among economic actors. By integrating theoretical insights with practical applications, our findings provide valuable guidance for the development of educational games aimed at addressing complex challenges like climate change. Further research and implementation of such approaches are essential for promoting proactive climate adaptation strategies within industrialized regions and beyond.

Using the Theory of Practice Architectures to establish what it means to “do” learning design, and the arrangements that enable and constrain practice

1 week 3 days ago

In the past decade, learning design has become a widely adopted field of practice for higher education institutions (HEI) engaged with producing online and distance learning materials. To date, much has been written about the conceptual principles of guidance, representation, and sharing that underpin learning design, and the theoretical frameworks, models, tools, and instruments that have also been developed to support it. However, little analysis has been done to describe learning design in the specific sites of practice into which it has been introduced, or to describe the arrangements that might enable or constrain the embedding of this digital learning innovation by the people tasked with doing so. This original research article utilizes the Theory of Practice Architectures (TPA) as a theoretical approach to establish what learning design practice is composed of, and how that practice is shaped by its multiple sites of practice in the STEM faculty of a large open and distance learning HEI. The analysis draws on evidence—captured longitudinally over 4 years—from surveys (n = 43), learning design analytics (n = 20), in-depth interviews with key stakeholders (n = 14), document analysis, and learning design workshop data (n = 28) about the journey of 28 modules from conceptualization to faculty approval for full module production. The application of TPA to this extensive data set offers new and under discussed identification of key challenges experienced in the adoption of learning design approaches. In the sites of practice explored here, two specific arrangements are discussed: time, and the legacy of the Open University Learning Design Initiative (OULDI). Both can be seen to constrain and enable practice in different ways. This study will be relevant for scholars and researchers attempting to evaluate current learning design approaches or looking to explore more accurate ways of describing what it means to “do” learning design, both now and in the future.

Beyond play: a comparative study of multi-sensory and traditional toys in child education

3 weeks 3 days ago

As educational paradigms evolve, the integration of multi-sensory theory into the design of children’s educational toys presents a promising avenue for enhancing learning experiences. This paper explores the efficacy of multi-sensory toys in improving children’s attraction, interest, and learning efficiency through a systematic review and a pilot empirical study. The study specifically assesses the hypothesis that multi-sensory educational toys significantly increase children’s engagement and learning outcomes compared to traditional toys. Conducted with a diverse group of children aged 3–6 in Guangzhou and Shenzhen, China, the research employs both quantitative and qualitative methodologies, including engagement metrics and observational studies. The findings suggest that multi-sensory toys not only hold the potential to augment learning experiences but also require careful consideration of individual learning styles and preferences. The paper concludes with a discussion on the implications for future research and toy design, emphasizing the need for continued innovation and personalization in the development of educational toys to cater to the multifaceted needs of young learners.

ChatGPT in Brazilian K-12 science education

1 month ago

This study investigates the perceptions of K-12 science teachers regarding the implications of ChatGPT on school assessments and the quality of students’ education. A questionnaire was administered to K-12 science teachers from public and private schools across the five regions of Brazil: North, Northeast, South, Southeast, and Midwest. More than 400 teachers responded to the questionnaire. The conclusions regarding the opinions of the teachers who responded to the questionnaire were based on the Likert-type scale. The investigation covered various aspects, including the types and frequency of assessment methods used with their students. Additionally, the research delved into their opinions on whether ChatGPT would impact the quality of education and assessment methods, as well as their views on whether ChatGPT use should be deemed plagiarism or a similar infraction. The potential benefits of its use, as well as the challenges arising from it, are discussed in the context of the evolution of teaching and learning. As one of the results, it was found that among K-12 science teachers, there remains some skepticism regarding whether ChatGPT will enhance the quality of students’ education and whether its use constitutes plagiarism or a similar infraction.

Teachers’ technological (pedagogical) knowledge–predictors for students’ ICT literacy?

1 month ago

With the integration of information and communication technologies (ICT) into curricula, teachers are responsible for promoting ICT literacy among secondary school students, which requires in-depth technological knowledge (TK) and technological-pedagogical knowledge (TPK) on the part of teachers. This study uses a multilevel analysis to examine how teachers’ professional knowledge at TK and TPK influences secondary school students’ ICT literacy. Using data from n = 1,566 students from a larger sample taught in N = 134 classes by N = 220 teachers in N = 39 schools, our results show contrary to our hypotheses, no significant relationship between teachers’ professional knowledge regarding TK and TPK and students’ cross-curricula ICT literacy. Furthermore, we did not find any significant relationship in our model between students’ study-related ICT use and ICT literacy. By analyzing the relationship between teachers’ TK and TPK and students’ ICT literacy, our study provides new insights into the relationship between teachers’ cross-curricular knowledge and students’ cross-curricular achievements. It discusses further possible explanations and directions for future research.

Enhancing mathematical education with spatial visualization tools

1 month 1 week ago
Introduction

This article highlights the innovative approach of incorporating spatial visualization tools in mathematics education, specifically focusing on the exploration of virtual environments and 3D printing. By integrating these advanced technologies, educators can enhance the learning experience and facilitate a deeper understanding of mathematical concepts. This research delves into the potential benefits and practical applications of these tools, shedding light on their effectiveness in fostering spatial reasoning skills and promoting active student engagement. The study aims to uncover new avenues for leveraging technology in the mathematics classroom and re-imagining the teaching and learning process.

Methods

To assess the progress in spatial visualization ability, the Revised Purdue Spatial Visualization Test (Revised PSVT: R) was administered as both a pre-test and a post-test to a sample of 255 students divided into control and experimental groups.

Results

The findings indicate that the control group exhibited no significant development (p = 0.163) and had a minimal effect size of change (g = 0.035), whereas the experimental group demonstrated a substantial improvement in spatial visualization ability (p < 0.05) with a noteworthy medium effect size of change (g = 0.325). Furthermore, an analysis of variance was conducted to compare the mean normalized change in spatial visualization ability between the control and experimental groups. The results, with 95% confidence, establish that the normalized spatial visualization change is significantly higher in the experimental group. Specifically, the experimental group witnessed a 25% increase in spatial visualization skills, while the control group only experienced a 5% increase.

Discussion

Our study demonstrates the significance and effectiveness of integrating spatial visualization tools in mathematics education to enhance students’ spatial reasoning skills and mathematics understanding.

Acculturative game design with Latine communities: a bridging review on acculturative stress, behavior change, and serious games

1 month 1 week ago

Acculturative stress disproportionately impacts first-generation Latine-Americans, leading to significant mental health risks stemming from intergenerational cultural norms around gender identity and sexuality. Facilitating communication is critical in reducing this stress, yet it can be challenging for Latine individuals to take the first step in expanding their views due to limited resources, cultural pressure, and motivational needs. On the other hand, serious games provide a unique opportunity to address this challenge by introducing novel experiences to encourage the growth of perspectives in acculturative norms. This article presents a narrative review that bridges three key concepts: (1) acculturative stress in Latine-American communities, (2) modern behavior change theory and model, and (3) the design of serious games. We conclude by proposing a framework for Acculturative Game Design (AGD) and discuss considerations for fostering the support of intergenerational relationships around Latine identity.

ChatGPT in a programming course: benefits and limitations

1 month 1 week ago

This paper explores the potential use and limitations of ChatGPT in a programming course, specifically focusing on its evaluation in a Data Analytics course due to its broad applications. The study reveals that ChatGPT offers valuable assistance to teachers in creating class materials, facilitating teaching-learning activities, and designing assessments. Students also benefit from the technology, as it can generate R programming codes and serve as a learning companion. However, limitations were identified, including the generation of incorrect reference materials, the tendency to produce pattern-like content, and potential misuse. The paper encourages replication of the study in other courses to uncover additional strengths and limitations, contributing to the development of ethical guidelines for responsible utilization of this exciting technology.

Connect the dots: connecting problem solving and videogames in initial training of early childhood education teachers

1 month 2 weeks ago

Video games, although not originally designed for educational purposes, have the potential to serve as a significant tool in creating an efficient and motivating learning environment that facilitates the acquisition of mathematical concepts or notions. This study aims to examine the responses provided by students (n = 100) majoring in Early Childhood Education to the video game “Connect the dots” concerning the opportunities it offers. These opportunities encompass the knowledge and notions that can be addressed, strategies employed to overcome various stages or levels in comparison to those posed for problem-solving, potential modifications for classroom integration or the exploration of alternative concepts, as well as the emotions evoked in a non-traditional learning environment. The responses were analyzed both qualitatively and quantitatively to gain a deeper understanding of their alignment with the research objectives and questions. Our data show that the students demonstrated the ability to identify the possibilities offered by a video game for classroom application and to envision alternative approaches to mathematical knowledge teaching.

Immersive technologies as an innovative tool to increase academic success and motivation in higher education

2 months ago

The latest techniques and technologies significantly improve the academic performance, engagement, and motivation of students. VR and AR open up numerous opportunities for the educational system. The purpose is to evaluate the effectiveness of using immersive technologies as a tool to increase the level of academic success, involvement, and motivation among students. The research involved a total number of 180 students in two higher educational institutions. This study presupposed using a previously elaborated program for further use in the experimental group. This program was introduced into the study program within the participating universities. The study included three tests to collect the data under the Motivation and Engagement Scale, as well as European Credit Transfer and Accumulation System. The experimental group provided positive indicators during statistical data analysis; thus, it demonstrates the effectiveness of the studied methods. Although the engagement and motivation of students from the experimental group increased, there were no differences in academic achievements between the groups. Therefore, it cannot be argued that immersive technologies have a direct impact on grades, which are the main indicator of success in learning. The new experimental data obtained in this study and the analysis of previous modern experimental studies allowed us to draw relevant conclusions about the expediency and high efficiency of immersive education technologies for teaching university students.

An experimental study on the influence of instructional mobile applications in enhancing listening comprehension of rural students in India

2 months ago
Introduction

Mobile learning (M-learning) is integral to language education, offering accessibility, portability, and diverse resources. It offers real-life language use with synchronous learning, flexibility, and an opportunity to engage with the global community. It allows learners to practice language skills from anywhere. This study aims to evaluate linguistic instructional mobile applications' effectiveness on listening comprehension among Indian rural students.

Methods

Pedagogic mobile applications were employed in an experimental study with 149 tertiary-level students from rural colleges in Tamil Nadu, India. Participants were divided into control (n = 75) and experimental (n = 74) groups. Pre and post-tests assessed listening comprehension levels, considering demographic variables. Different types of audio files were used in the intervention to improve the listening skills of the experimental group.

Results

Statistical analyses, including paired t-tests, independent t-tests, and ANOVA, revealed significant improvement in listening skills for the experimental group. Gender, locality, and parental income were considered as significant variables, showing that students from diverse backgrounds benefited from mobile applications.

Discussion

The results indicate that M-learning effectively aids rural students in overcoming language barriers, emphasizing the potential of mobile applications in language education.

Teaching chemistry in the metaverse: the effectiveness of using virtual and augmented reality for visualization

2 months 3 weeks ago
Introduction

The metaverse is a promising platform for learning that all participants in the teaching and learning process may find appealing. This study aims to investigate the effectiveness of using metaverse-related visualization technologies, such as Virtual Reality (VR) and Augmented Reality (AR), in teaching chemistry.

Methods

The study has an experimental research design and uses the following tools to collect data: Dombrovskaya’s Motivation for Learning Scale, the SAMOAL Questionnaire, and the Self-management Questionnaire. The study sample includes 236 first-year undergraduate students studying chemistry at the Faculty of Natural Sciences.

Results

Results suggest that the integration of immersive VR/AR technologies in chemistry education signifies the beginning of a metaverse transition; the process, however, is in its early stages.

Discussion

The study concludes that immersive VR/AR technologies have an advantage over traditional programs in terms of motivation and competence development. Future research can investigate the impact of VR/AR technologies on students’ anxiety and build a model for predicting student achievements in the metaverse-based chemistry classroom.