Search Results (52)

Commercial strategy games are a medium for addressing and disseminating socially controversial issues and influencing social discourse. In order to assess their didactic usefulness and suitability as educational media, this article examines the extent to which they integrate multiperspectivity into their game design. In principle, the ability to adopt perspectives is essential for understanding other human beings, their views, motives, and interests, and is therefore also an important educational objective at school. If strategy games integrate multiperspectivity, they could eventually also be used as a didactic tool to develop perspective-taking skills and to deal with controversial social issues, such as climate change or urban planning, in the classroom. In order to address this research gap and assess the potential of digital strategy games for teaching multiple perspectives in the classroom, it is first necessary to examine the extent to which and the forms in which strategy games integrate multiple perspectives. For this purpose, seventeen successful titles are examined through an empirical game analysis. It is shown that in all of them, different stakeholders and their perspectives are integrated into the games. However, the number of perspectives, the scope of the perspectives presented, and their controversial nature, as well as the language design vary considerably. Full article

The concept of blended education, which refers to the intensive integration of digital resources into the teaching process and its mixed online and on-site delivery, combining as much as possible the advantages of both methods in an optimal way, is becoming increasingly popular among teaching tools. There is no universal recipe for designing a successful blended course; the success of such courses is measured entirely through their degree of acceptance among students, defined by their emotional motivation to learn and the obtained practical results. Our study aimed to evaluate the motivational persistence degree (MPS) of medical students in connection with the students’ acceptance of different didactic tools involved in blended-learning approaches. Materials and Method: We investigated a sample comprising 523 students in Dental Medicine or General Medicine, belonging to all years of study, from four main Universities in Romania; we classified them according to their motivational persistence profile (using k-means data clustering) and we comparatively investigated the main relevant features of students in each cluster—gender, age group, opinions about the general usefulness of multimedia resources in the learning process, and their degree of acceptance of specific types of instructional materials involved in blended learning. Results: We found that the students who mostly enjoy the traditional learning style have average motivational persistence skills; they are perseverant and competitive, but they are not so good at planning their daily tasks. They enjoy external directions, set by teachers. The students who most enjoy PowerPoint presentations and those who enjoy instructional videos show similar behavior, both belonging to the cluster with the highest MPS score. They have the best motivational persistence skills amongst all categories; they are particularly excellent at planning and fulfilling daily tasks, as well as following their goals in the long term. The students who mostly enjoy online documentary sources belong also to a cluster with above average MPS score; they excel in fulfilling daily tasks, but exhibit weaker performance in recalling unachieved goals. These results are similar to those already reported in the literature; the strength of our study is in that it provides much more specific evaluations oriented to the motivational persistence degree, which is highly significant in the case of medical students, because it is a measure of their commitment in fulfilling certain tasks. Conclusions: Our results have the potential to highlight reasons for academic success or failure according to a student’ s profile, and will prove helpful in selecting the most appropriate didactic tools. Full article

In recent years, the educational field has evolved rapidly owing to the integration of several technologies, especially experiments in remote laboratories in the engineering area. Therefore, this article addresses the development of an innovation system for automatically correcting experiments in remote laboratories in mechatronics using digital twins, convolutional neural networks (CNNs), and generative artificial intelligence technologies. This system was designed to overcome the limitations of physical laboratories and teacher’s availability and assist in learning, enabling automatic acquisitions at any time. The digital twin captures data from the teacher’s and student’s experiments, allowing accurate comparisons to identify successes and errors. The application of CNNs serves to validate the results of the experiments through image analysis, whereas generative AI helps to identify patterns. The system was evaluated in a didactic plant, effectively correcting experiments with digital inputs and outputs. In addition, it provides students with detailed feedback on their performance, including specific errors and suggestions for improvement. With a three-layer architecture, i.e., experiments, didactics, and management, the system efficiently processes data from teachers and students, contributing to correcting experiments and optimizing teaching in remote environments. Full article

The effectiveness of the use of PhET educational simulators as didactic tools in the teaching of physics concepts was evaluated, comparing their effects on motivation and self-efficacy in engineering students when performing traditional laboratory practices since their impact on STEM disciplines, commitment, and understanding are crucial for academic success. The sample consisted of 236 first-year students divided into an experimental group using simulators and a control group that performed the practices in the physics laboratory. The Reduced Instructional Materials Motivation Scale (RIMMS) and the self-efficacy subscale of the MSLQ, translated and validated in Spanish, were used. The results showed that the experimental group exhibited a significant increase in motivation. No statistically significant differences were found in self-efficacy, suggesting that its impact on this aspect is limited and possibly requires more activities with simulators. This study concludes that simulators can complement and improve traditional practices, especially to increase student motivation. Full article

Background/Objectives: The concept of educational systems thinking shows the rugby educational system as a network of multiple interactive and interconnected elements. However, the frameworks presented in the literature for developing sports practice through an educational vision and multisport engagement do not always have direct transferability to instructors’ training courses. The study aims to evaluate the correlation between rugby instructors’ methodological and didactical competencies and compare them with children’s motor competence and psychological aspects. Methods: Two hundred twenty children (9.6 ± 1.1 years) and 50 instructors (39.0 ± 13.6 years) were enrolled. Instructors’ competencies were investigated during the internship through evaluation sheets, questionnaires, and video analysis. Children’s motor competence and psychological aspects were investigated through motor tests, questionnaires, and video analysis. Results: The correlation between methodological competencies and didactical-communicative competencies showed a positive significance, especially regarding production styles. Motor competence and play skills in children showed poor results. The group of instructors with more methodological competencies (a greater number of teaching styles used) showed a strong correlation between motor competence and psychological aspects. Conclusions: For successful teaching, knowledge of specific technical skills is not enough, and it is important to consider all the factors (in particular, the teaching-communicative and methodological skills) that contribute most to instructors’ skills. Full article

The One Health approach often reaches classrooms through Environmental Education (EE), which aims to guide society’s response to current crises (environmental, health, economic, values). However, traditional EE teaching has focused on isolated ecological concepts and standardised solutions, ignoring the multidimensional nature of EE and failing to integrate the interdependence between environmental, animal, and human health. Moreover, teacher training often neglects didactic content knowledge, preventing students from acquiring the systemic vision needed to address eco-social problems and create sustainable solutions aligned with the Sustainable Development Goals (SDGs). This limits teachers’ ability to influence students’ concerns and behaviours. In this context, this study aims to reflect on the current state of the issue and propose strategies informed by Science Education research to improve EE teaching, enabling the integration of One Health dimensions through effective didactics to achieve Transformative Environmental Education (TEE). For this purpose, we begin by addressing the limitations identified in recent systematic reviews, shifting the paradigm towards a symbiosis of EE and Science Education through scientific practices. We then present practical examples showcasing successful EE initiatives that foster a deeper understanding of socio-environmental issues, encourage innovative solutions, and nurture engaged citizens from early education onwards. These proposals can support classroom practice and ongoing teacher self-development. Pedagogical strategies include tackling issues that require systemic and critical thinking by developing scientific and epistemic practices while raising awareness of Environmental Justice. Thus, this study advocates for a new vision of EE, integrating the One Health approach, which could be applied to develop new educational programs, including teacher training. This would lead to a new learning evaluation model and help identify key determinants that trigger pro-environmental behaviours. Full article

The EN280 Leba Road is a mountain road that runs along the western slope of Serra da Leba (Humpata Plateau) and its outstanding escarpments, connecting the hinterland areas of the Province of Huila to the coastal Atlantic Province of Namibe, in Southwest Angola. In the Serra da Leba ranges, as in Humpata Plateau, a volcano-sedimentary succession of Paleo-Mesoproterozoic age known as the Chela Group outcrops extensively. This main unit records a pile of sediments with a thickness over 600 m, overlying a cratonic basement with Eburnean and pre-Eburnean granitoids. This sequence is overlain in unconformity by the Leba Formation, which consists of weakly deformed cherty dolostones rich in stromatolites. Along the EN280 Leba Road, in the downward direction, were inventoried and characterized eight sites that, by their exceptional geological content and the singularity of their geoforms, are worth being defined and formalized as geosites: (1) traditional mining clay pit in the Humpata Plateau (post-Eburnean Paleo-Mesoproterozoic claystones); (2) old lime oven of Leba (post-Eburnean Meso-Neoproterozoic cherty dolostones with stromatolites); (3) viewpoint of the Serra da Leba (post-Eburnean Paleo-Mesoproterozoic volcano-sedimentary formations and Eburnean Paleoproterozoic granitoids); (4) vertical beds at the beginning of the descent (post-Eburnean Paleo-Mesoproterozoic volcano-sedimentary formations); (5) slope of the fault propagation fold (post-eburnean Paleo-Mesoproterozoic volcano-sedimentary formations); (6) reverse fault in granitoid rocks (Eburnean Paleoproterozoic granitoids); (7) Dolerite Curve (Eburnean Paleoproterozoic granitoids and dolerites); (8) ductile simple shear zone (Eburnean Paleoproterozoic granitoids and mylonites). These sites were primarily selected using the results of fieldwork (observations, measurements, reproduction of representations, and creation of models), interpretation of remote sensing data, and data from previously published bibliographies and cartography. A quantitative assessment of the selected sites to be preserved through their classification as geosites (integration in a geoconservation strategy) was proposed. The first position in the numerical assessment is occupied by the landscape dimension geosite “Viewpoint of the Serra da Leba”. This position is conferred, mainly, by its high geological, use, and Management values, being therefore considered the place with the highest geoheritage value in the studied area. Based on the previous characterization and evaluation, several field activities were proposed to be included in a guidebook, highlighting aspects such as landscapes, outcrops, rocks, structures, fossils, and georesources. The high scientific, didactic, and aesthetic values of these geological contexts and their high degree of geodiversity justify their integration into a geoeducational transect, contributing to the appreciation and awareness of the geological heritage of Serra da Leba, as well as to its promotion and scientific and educational dissemination. Full article

In an era where digital technologies (DTs) are reshaping educational delivery methods, university lecturers’ ability and willingness to integrate these innovations into their teaching practices are increasingly important. This study, conducted from October 2022 to February 2023, aims to examine the impact of attitude and training on university lecturers’ self-efficacy in using DTs and to assess the influence of self-efficacy on their interest in using DTs. A total of 294 university lecturers participated in the study and completed a questionnaire assessing their perception of DTs as a didactic tool, attitude towards the use of virtual classrooms, perceived self-efficacy, and interest in the use of DTs, and training in the use of DTs. Data were analyzed using descriptive statistics, correlations, and multiple linear regressions to explore the relationships between study variables. The results indicated that positive attitudes and suitable training were positively associated with higher self-efficacy. Moreover, high levels of self-efficacy were found to be aligned with an interest in using DTs. These findings shed light on key factors that can effectively encourage the successful adoption of DTs among lecturers. Full article

The environmental crisis makes it necessary to reconsider the practices of environmental education (EE) and guide them towards a transformative perspective to promote critical reflection and the ability to make decisions in the face of complex problems, including a perspective of justice. Using the PRISMA systematic review protocol, this article analysed 49 classroom intervention published on international journals to identify the limitations when working on EE in early childhood education, primary education, and pre-service teacher training classrooms from an environmental justice (EJ) perspective. Considering the variables “contents”, “depth of the interventions”, “actions required of students”, and “resources”, the results show a predominance of interventions that promote content knowledge from an ecological perspective and demand actions far removed from reflection and participation, using self-made materials. By not encouraging students to reflect on environmental issues in a holistic way to change their behaviour, it was confirmed that they move away from systems thinking, critical literacy, and action competence. Therefore, there is a lack of integration of the EJ perspective in classroom practices. To achieve educational success in terms of social change for environmental protection, it is necessary to promote research work focused on the didactics of EE including a social justice perspective. Full article

Under the sustainability education paradigm, the landscape has a key role as an identity object of study in the interaction between nature and society. This research is motivated by a practical experience with trainee teachers on the systematized analysis of local degraded landscapes in Spain. This study is based on environmental, sustainability, and global citizenship literacies—the guarantors of sustainability education. A mirror class methodology was implemented with the objective of evaluating the effectiveness of sustainability learning and the influence of students’ personal factors. A quasi-experimental methodology was followed through a didactic and statistical analysis of student reports and a validated questionnaire. The findings reveal a 2.9/4 global didactic evaluation, one that is higher in didactic tasks and lower in comparative ones, and a statistically significant learning acquisition of +0.8. The results suggest that the study of local landscapes captures interest and mirror classes bring distant realities closer, thus achieving a successful eco-social education and didactic transfer. Full article

Phenomenon-based learning (hereinafter PhenoBL) is widely studied in the majority of European countries, especially given that research data indicate that PhenoBL is more successful in providing effective learning, better student achievement, a stronger interest in science, and even a higher happiness index. However, there are sparse data on the educational practice of this method in Lithuania, particularly in foreign language teaching (FLT). Thus, teachers’ professional preparation for the effective implementation of PhenoBL remains one of the most relevant research problems. For this reason, this study aims to analyse the experiences of Lithuanian foreign language teachers in incorporating PhenoBL into FLT. Fifteen individual semi-structured interviews were conducted, and the obtained data were analysed by applying qualitative inductive content analysis. An inductive content analysis of the interview reports revealed six themes and related categories: the perception of student-centred teaching, the development of subject integration competencies, teamwork development competencies, research-planning skills, the positioning of personal responsibilities and duties, and foreign language usage emancipation, i.e. setting free from personal fears (fear to make grammar, vocabulary mistakes, while speaking in public) to speak a foreign languages. The content of the revealed themes indicated that teachers highlighted the flexibility of PhenoBL from the perspective of its application to different language learning levels within one group. The majority of the respondents underlined the necessity for the development of an active didactic competence. Other respondents mentioned the importance of the correlation between personal creativity competence development and success in PhenoBL. It was also stressed that if a teacher wants to be successful while using PhenoB, they must to be prepared to work with integration-based and communication-emancipatory methods, must be student-centred, must have competencies in teaching several subjects, must be good at teamwork, and must be good at managing learning time. Full article

Computational thinking (CT) is increasingly incorporated into curricular planning across various educational levels in numerous countries. Presently, CT is being integrated into preschool and primary education. To effectively implement CT at the classroom level, the design and study of techniques and tasks are crucial. This research empirically evaluates a didactic sequence using programmable educational robots for problem-solving challenges rooted in mathematical concepts. The study consists of two sets of activities: computational localisation of elements on a regular grid, where students program robots to navigate, and problem-solving tasks involving sum calculations using distinct pre-operational strategies. The study sample is a class of 16 students at the preschool level. The results indicate an increasing complexity in the success of the designed sequence, with the ’counting all’ strategy demonstrating higher efficacy. These promising findings highlight the potential for further research, aiming to establish a strong foundation for early educational levels through the integration of CT via programmable robots and engaging problem-solving challenges. Full article

The pedagogical use of AR for language learning in early childhood education is focusing attention on the didactic potential that these resources present at such early ages. The aim of this study was to develop and assess the “Wordtastic Kids” Application (APP) in order to: (a) design, produce, and evaluate a new contextualized AR application for learning English in early childhood education; and (b) know the academic performance of early childhood education students towards learning English using an AR application. The methodology was based on the design of materials and the subsequent realization of the pre-test/post-test evaluation to determine the academic performance of the students. The results show a general increase in the scores obtained in all the pre-test and post-test categories that were addressed using the Wordtastic Kids Application, which proves to be a tool that improves the learning of English vocabulary in pre-school children. Therefore, it can be concluded that AR can be useful for complementing traditional vocabulary learning in children. However, it is important to note that the successful implementation of AR will depend on several factors, such as adequate teacher preparation, the quality of AR content, and the ability of children to interact with technology effectively. Full article

Background: Used primarily as a pedagogical evaluation tool for didactic teaching and skill development, reflective practice (RP) for its own merits is poorly understood. This study aimed to systematically review the literature regarding the role of group RP in fostering empathy, wellbeing, and professionalism in medical students. Methods: Electronic searches of empirical studies published between 1 January 2010 and 22 March 2022 from Medline, Embase, and PsychINFO databases were conducted. Empirical studies of any design (qualitative or quantitative) which included RP (1) involving medical students; (2) with a focus on fostering empathy, or professionalism, or personal wellbeing; and (3) provided in a group setting were included. Duplicates, non-English articles, grey literature and articles using RP to examine pedagogy and specific technical skills were excluded. Both authors screened articles independently to derive a final list of included studies, with any discrepancies resolved by discussion, until consensus reached. Articles were rated for methodological quality using the Attree and Milton checklist for qualitative studies; the Oxford Centre for Evidence-Based Medicine criteria, and the Alberta Heritage Foundation for Medical Research Standard Quality Assessment Criteria for quantitative studies. Results: Of 314 articles identified, 18 were included: 9 qualitative; 4 quantitative and 5 mixed methodology. Settings included United States (6), United Kingdom (3), Australia (3), France (2), Taiwan (2), Germany (1), and Ireland (1). Themes were (i) professionalism: bridging theoretical paradigms and practice; (ii) halting empathy decline; (iii) wellbeing: shared experience. Additional themes regarding the “successful“ delivery of RP groups in facilitating these outcomes also emerged. Conclusions: This first systematic review of group RP in medical students shows that RP may bring theory to life in clinical dilemmas, while fostering collegiality and mitigating against isolation amongst students, despite the absence of studies directly examining wellbeing. These findings support the value of RP integration focusing on emotive and humanitarian processes into contemporary medical education for medical students. Systematic review registration: PROSPERO CRD42022322496. Full article

The climate is changing worldwide and, with it, living conditions are changing to varying degrees. As a result, students need to be equipped with a wide range of competences in order to deal with the problems of climate change. In order to successfully acquire these competences, different methods are used in lesson planning. Therefore, in order to achieve the goal of raising awareness in Education for Sustainable Development, large-scale methodological learning form of the proposed model experiment will be used. For this purpose, it is necessary to first develop scientific knowledge about climate change and then present individual climate adaptation strategies using the example of climate-efficient buildings. The structure of the topic is grasped, and the didactically reduced core contents of the subject-specific scientific basics represent the specialist knowledge to be conveyed. This is followed by the construction of a self-designed model that is optimally adapted to the teaching of the subject knowledge. The subsequent series of measurements serves to evaluate the suitability of the model for the intended purpose of achieving a successful learning process under the aspects of quality criteria and practicability. The proposed model experiment has been found to be suitable and worthwhile for this purpose. Full article