Search Results (56)

Middle school students face significant transitions and often do not receive education on important social-emotional learning (SEL) skills. To address this issue, we investigated how middle school students experience an outdoor adventure education program focused on SEL development. Nine students from an urban public charter school participated in the ROVER program, which taught the following SEL skills: resilience, risk management, self-efficacy, self-regulation, and emotion regulation. Students then applied these concepts through adventure sports and were instructed to translate the lessons to their home and school lives. Students completed weekly reflections to explore how students experienced this piloted program. A Structure Tabular-Thematic Analysis (ST-TA) approach was used to investigate thematic coding of reflections. Prominent themes uncovered across the reflections were emotion regulation, experience intensity, social influences, resilience, and self-preservation. We describe program implementation and discuss how using adventure sports after-school programs can impact urban middle school students’ SEL skills development. Implications suggest potential benefits of directly teaching and applying SEL competencies. Full article

Challenge, adventure, and risky play have repeatedly been found to be learning environments that positively shape childhood well-being and development. Extant evidence-based research conveys the physical, cognitive, and socio-emotional growth associated with risky play provision. However, understanding the interplay of risky play, injury, and safety is more nuanced and complex. The goal of this paper is to introduce a tool which allows educators, parents, health practitioners, urban planners, playground designers, certifiers, manufacturers, and inspectors to estimate both the benefit and risk of outdoor play and learning settings, such as playgrounds, adventure parks, or risk-taking activities. One of the key challenges associated with societal risk appetite or risk tolerance has been the inability to quantify the inherent benefits of risk taking in playgrounds and educational settings. Historically, the assessment of ‘benefit–risk’ has been dominated by a zero tolerance of incidents, whether in the workplace or road safety settings. Against this backdrop, if playgrounds and outdoor learning settings are boring, children will go elsewhere to seek thrills and adventure, which may often be manifested in antisocial behaviour. In 2023, ‘benefit–risk’ was formally recognised in the area of sport and recreation by the International Organisation for Standardisation, when it published the ISO 4980:2023 benefit–risk assessment for sport and recreational facilities, activities, and equipment. ISO 4980:2023 is a departure from the traditional view of risk management, in that it presents a perspective of risk which is not limited to framing risk as negative, but rather balances the calculation of positive benefits as well as the risks associated with the activity. Correspondingly, hazardous situations which have zero benefit should be eliminated or mitigated. The tool introduced in this paper offers playground inspectors and educators the ability to measure and assess both the benefit and risk of outdoor playgrounds and educational settings where children play, learn, and flourish. Full article

Engaging patients in medication safety is essential but remains under-addressed in hospital settings. This pilot study aimed to assess the impact of an educational intervention—the Medication Safety Adventure Trail—on medication safety knowledge and satisfaction among hospital visitors. A quasi-experimental pre-post intervention using this educational tool was conducted over five days. A booth was set up in a hospital lobby inviting all passers-by to follow a six-step trail involving riddles to solve. The experiment comprised three phases: 1. Briefing plus pre-test; 2. The trail; 3. Debriefing plus post-test. A logistic mixed-effects model was employed to assess changes in the odds of correct responses to eight items between the pre-test and post-test. A five-point scale assessed participants’ degrees of certainty (DC) in their answers, and a comparison pre- and post-test was performed with a linear mixed-effects model. Satisfaction was based on Kirkpatrick’s levels 1 and 2 (reaction and learning) and was assessed using categorical scales and open-ended questions. A total of 93 participants completed the trail (60% non-healthcare professionals, 36% healthcare professionals, and 4% unspecified). The odds of a correct answer were higher at post-test than at pre-test (72% vs. 51%, p < 0.001), and the odds of providing a correct answer were nearly five times higher following the activity compared to before (OR = 4.8 [95%CI 3.5 to 6.4], p < 0.001). The mean DC was also improved from pre-test to post-test (4.43, 95%CI [4.36–4.49] vs. 4.83, 95%CI [4.80–4.86]; p < 0.001). All 93 participants reported being either very satisfied (89%) or satisfied (11%) with the educational tool. The tool significantly improved participants’ knowledge about medication safety issues and was appreciated. Full article

Integrating technology-enhanced gamification into teacher education can significantly foster motivation and reshape perceptions toward science learning. This mixed-methods case study explores how a 14-week course for preservice early childhood teachers, supported by the digital gamification platform FantasyClass and enriched with a cohesive narrative structure, impacted students’ motivation and attitudes towards science. The course featured structural gamification elements—such as experience points, digital collectibles, and team-based challenges—combined with immersive storytelling that contextualized scientific tasks within a fantasy adventure. Quantitative data from pre- and post-intervention surveys revealed statistically significant improvements in attitudes toward science and perceived teaching competence. Thematic analysis of qualitative feedback highlighted enhanced engagement, enjoyment, and relevance of science learning. These findings suggest that intelligent integration of gamified technologies and narrative design in science teacher initial training can address motivational barriers and foster positive emotional engagement. While context-specific, this study offers insights into how digital gamified learning environments can support the development of positive attitudes towards science among future early childhood educators. Full article

Outdoor education camps offer adventure programs to schools that deliver camp-based activities that challenge students in various ways. These camps provide students with an opportunity to learn in a natural environment, interact with their peers outside of the classroom, and participate in activities that challenge them both physically and mentally. Youth Adventure Camps also espouse a Christian ethos, Christian values, and spirituality, which are also key focuses. Prior research into outdoor education camps has examined the social, emotional, and physical benefits for students. In this study, data were collected through semi-structured interviews with five (n = 5) Christian Youth Adventure Camp (CYAC) staff to better understand their experiences and perceptions of their induction, ongoing training, strategies, and pedagogical approaches used to deliver the CYAC camp programs. Targeted observations of camp staff (N = 5) in action were also used to identify the intentional pedagogies they used to embed CYAC’s philosophy within their camp programs. This paper is part of a larger study, and its findings are focused on the perspectives of the camp leaders for two key reasons: First, we wanted to examine the intentional pedagogies of camp leaders, particularly those who were not qualified teachers; and second, our aim was to examine how these camp leaders included the values-based THRIVE philosophy in their day-to-day practice. Our findings show that, despite not being university-qualified educators, camp staff consistently employed intentional pedagogies that were effective in engaging students in opportunities to “thrive” in alignment with the philosophy underpinning their operations and to meet the goals of the school using their programs. Full article

The symbolic value of the journey has been widely explored in literary theory, educational science, history and philosophy. However, is it possible to approach travel from a theological point of view? The aim of our article is to answer this question. In order to do so, we essentially seek a biblical and theological–spiritual foundation for our research. First, we start from the experience contained in travel books as well as from the notion of the journey as a path to wisdom as it appears in some literary works. After examining the pedagogical value of the notion of the journey as an adventure in which the hero is formed, and the philosophical value of the concept of the journey as a search for the meaning of life, we intend to develop the theological approach on three levels: examining the notion of the journey as a metaphor for the Christian way; the experience of the journey as expatriation; and the relationship between the journey and conversion. Full article

The intent of quality high school physical education (PE) is to develop a connection with students to help enhance their desire to continue engagement beyond K–12 education. While traditional instructional approaches may produce benefits, it is important to recognize continued data suggesting reasons for decreased student motivation and participation. The purpose of this study was to investigate student responses in their perceived control, value, emotions, and intentions for future activity as it pertained to differing content areas throughout their PE curriculum. The participants included 72 9th grade students. The students participated in five instructional units: modified volleyball, spikeball, outdoor adventure, yoga, and drumfit. At the conclusion of each unit, students responded to a virtual survey utilizing previously validated instruments measuring a variety of emotional contexts. The results were analyzed using a variety of measurements. The in-depth data revealed that student intention may be more anchored in value and emotion than previously identified. Students’ emotional connection to the content appears to be vital to their motivation, engagement, and intention to engage in the activity outside of PE. Based on these findings, teachers should make a concerted effort to select content based on student interests and value, instead of choosing content they find interesting and meaningful. Full article

Background/Objectives: Physical inactivity in children can lead to decreased physical fitness and reduced enjoyment of physical activity. This study aimed to evaluate the impact of exergaming on physical fitness, body composition and perceived enjoyment in elementary school children. Methods: Sixty-four male students (mean age 9.5 years) were randomly assigned to an exergaming group (EG, n = 32), engaging in Kinect Adventures three times a week for six months, or a control group (CG, n = 32), which continued standard physical education. Assessments were conducted pre- and post-intervention, including anthropometric measures, physical fitness tests (standing long jump, countermovement jump, sit-and-reach, 20-m sprint), aerobic fitness (20-m shuttle run), and perceived enjoyment measured with the PACES scale. Results: The EG demonstrated significant reductions in body weight, BMI, and relative fat mass compared to the CG (p < 0.01). Improvements in physical fitness were evident in EG, with increases in standing long jump distance (+12.8%; p < 0.0001), countermovement jump height (+65%, p < 0.0001), and flexibility (+75%; p < 0.0001). Aerobic fitness improved significantly in EG (+87.8m) compared to CG. Perceived enjoyment was notably higher in EG, especially at week three, compared to CG (69.3 ± 5.8 vs. 44.2 ± 11.6; p < 0.0001). Conclusions: Exergaming offers benefits for physical fitness and body composition in children, while also enhancing enjoyment. Incorporating exergames into physical education programs could be an effective strategy for addressing childhood obesity, improving physical skills, and increasing student enjoyment, encouraging long-term physical activity adherence. Full article

Adolescence remains a crucial age associated with diabetes distress in individuals living with type 1 diabetes (T1D). The Austrian organization “Diabär” regularly hosts a one-week adventure camp for adolescents (12–18 years) living with T1D. The camp focuses on “fun activities” without a structured educational protocol in order to minimize diabetes distress and increase diabetes management skills. In contrast to educational camps, training is kept to a minimum. However, attendees analyze the glycemic data of the previous day with their medical supervisor once daily during the camp. All subjects used a standardized real-time continuous glucose monitoring (CGM) system (DexcomG7) throughout the whole study. Glycemic metrics were prospectively analyzed during three periods: week 1 = home phase, week 2 = adventure camp, and week 3 = after the camp. Safety (time below range 1 [TBR1], 69–54 mg/dL, and time below range 2 [TBR2], <54 mg/dL) and efficacy (time in range [TIR], 70–180 mg/dL) were assessed by comparing the CGM data during weeks 1–3. The CGM data of 14 participants were analyzed. The TIR was higher during the camp week versus week 1 (70.4 ± 11.1% vs. 53.1 ± 20.2%; p = 0.001). The TBR1 significantly increased during camp compared to week 1 (2.5 ±1.7% vs. 1.3 ± 1.2%; p = 0.009), whereas the TBR2 did not differ. No serious adverse events occurred. This adventure camp without a main focus on education showed feasibility and safety in adolescents with T1D. Full article

Traditional book publishing has a pronounced and unjust deficiency of Black and African American voices. White culture, thoughts, and rules are the standard in traditional publishing. Black and African American authors are not typically picked up by white-dominated publishing companies. In traditional publishing, mostly white literary agents are gatekeepers and acquisition editors shut the doors too frequently to non-white authors. Aspiring Black authors then resort to hybrid or vanity press companies that often use unscrupulous practices, charge exorbitant fees, accomplish little or low-quality work, and deny authors’ agency and full rights in the final disposition of a book. Because a majority of traditionally published children’s books featuring Black or African American stories or characters are written by or illustrated by non-Black people, the wide possibilities of adventure, celebrations, discovery, and friendship stories are not published for Black children. Instead, publishers favor stories about slavery, the civil rights movement, famous Black people, and hair tales as well as racially ambiguous characters. Regrettably, Black and African American culturally relevant stories written and illustrated by Black or African Americans are not readily available to children in school and library settings consistent with schools’ community or student demographics. This article shares research findings and viewpoints of Kathy Anderson and Karen Bowlding, two Black children’s book writers and publishing consultants who are also parents. Black and African American students encounter education and cultural injustice because of the practices of traditional publishing companies, educators, and librarians. Parents and guardians can ameliorate these issues with discernment and action. Foremost, publishing company decision-makers must acknowledge their own racial biases that deny representation and authenticity to all children in our US classrooms. Full article

The COVID-19 pandemic has significantly altered consumer behavior and reshaped the tourism industry, particularly impacting travel destination choices. Pre-pandemic, travelers prioritized experiences and adventure, often overlooking health and safety concerns. However, during and after the pandemic, health, hygiene, and the COVID-19 situation emerged as crucial factors in choosing a rural destination, alongside economic considerations. The current study analyzed the tourists’ preferences in the North-West development region of Romania when choosing a rural destination. An online survey was conducted, and 563 questionnaires were validated in the end. The principal component analysis used to analyze the collected data led to a two-factor solution: “sanitary and administrative” and “economic and social”. Comparative analysis based on age showed significant differences in education, income, and family composition between Generation Y and Generation Z. Preferences for domestic destinations and participation in festivals were higher among Generation Z, while interest in international travel was comparable between the generations. These findings provide insights into the evolving travel behaviors and preferences of different age groups in the wake of the pandemic. Full article

As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills. Full article

The early introduction of effective nutritional educational programs is pivotal for instilling sustainable healthy behaviors. The present work aims to present a best practice example of a nutrition and overall lifestyle school-based training program, the Nutritional Adventures (“Diatrofoperipeteies”). Conducted during 2020–2022 in Greek primary schools, this synchronous, online educational initiative included two 1-school-hour activities with a nutrition instructor. Additionally, schools were randomly assigned to supplementary “at-home” supported-by-parents or “in-class” supported-by-educators educational activities. In total, n = 12,451 students of 84 primary schools participated. Parent-completed questionnaires were selected in the recruitment and post-intervention phase (40% participation rate); overall, the working sample was n = 1487 students. In the post-intervention phase, a significant increase in Mediterranean diet adherence was observed (KIDMED score: mean increment = 0.25 units; p < 0.001), particularly fruit and vegetable consumption. Time spent on physical activity increased, while screen time decreased. Students’ total quality of life significantly improved (PedsQL; mean increment = 1.35 units; p < 0.001), including on all of its subscales (physical, emotional, social, and school function). Supplementary educational activities that were supported by educators rather than parents yielded a more favorable impact on students’ lifestyle and quality of life. The Nutritional Adventures program can be regarded as a successful initiative in primary schools, yielding immediate advantages that extend beyond promoting healthy dietary habits. Full article

Adolescents are often excluded from the creation of opioid safety interventions; therefore, it is crucial to design evidence-based interventions tailored for and with youth. Video games are ubiquitous and approachable to adolescents making them an accessible educational modality. MedSMA℞T: Adventures in PharmaCity is a serious game that educates adolescents and their families on the safe, appropriate, and responsible use of opioid prescriptions. The first objective of the study was to elucidate adolescents’ experiences and perceptions of the game. The second objective was to elicit their recommendations for use and suggestions for improvement. Adolescents were recruited through Qualtrics research panels, social media, listservs, and snowball sampling. Recruitment occurred between April 2021 and October 2021. Eligible adolescents played the game and completed a follow-up virtual semi-structured interview with a study team member. Interviews were transcribed verbatim and uploaded to NVivo for data analysis. A thematic content analysis was performed. A total of seventy-two adolescents participated. Analysis yielded four themes: prior gaming experience, educational salience, game design impressions, and recommendations for improvement. Most adolescents approached MedSMA℞T with prior gaming experience. The youth correctly identified the game’s intended objective: the promotion of opioid medication safety. Adolescents had overarchingly positive impressions of the game’s levels, characters, and graphics. Study participants suggested expanded game levels, improved controls, and more instructions for gameplay. In summary, adolescents had favorable experiences using the MedSMA℞T game which allude to the wide-spread acceptability of this intervention among young people. Full article

In times of democratic decline, unanimous choices and approaches and the idea of a singular best practice may be less conducive to democracy and sustainability. Therefore, the aim of this study is to suggest a multivocal approach to education and teaching by studying the question of what may characterise teaching in preschool for a sustainable future. The knowledge contribution and originality of the article is evident in the introduction, method, and results. In abductive analyses, models can summarize what we need to know and teach in pursuit of the creation of open life chances for every child. The results show that didaktik models are open and can provide support for teachers and leaders to consider and base informed decisions on, as well as to motivate their didaktik choices based on scientific foundations and proven experiences. Multivocal didaktik mo-delling intends to open up teaching—cultivating collaboration in preschool for a sustainable future in a world of change. In conclusion, we recommend cultivating an orientation (1) between knowledges, values and didaktik/education/special education in the pursuit of the creation of conditions for good education for all children; (2) between teaching realities and scientific foundations, which are founded in a critical–reflective didaktik, with a choice of direction in relation to an uncertain future; and (3) between continuity, progression and teaching adventures—which can include consolidating, deepening, broadening, raising, and cultivating knowledge and values for multivocality, democracy and sustainability in teaching realities. In the future the concept of multivocal didaktik modelling can be studied in relation to complex teaching realities as in a teaching universe or a teaching multiverse. Full article