Search Results (34)

Artificial intelligence (AI) is rapidly being integrated into university curricula, yet quantitative indicators of AI use reveal little about how learners use AI as a learning resource or what educational outcomes follow. This cross-sectional survey study of 212 university students enrolled in AI-integrated courses examined the associations of AI literacy, instructor feedback, and two single-item AI use indicators—the proportion of in-class AI use and total weekly AI use time—with self-perceived cognitive learning outcomes, measured across the six cognitive processes of the revised Bloom’s taxonomy. Confirmatory factor analyses supported multidimensional and higher-order structures, but the cognitive domains overlapped substantially (interfactor correlations up to 0.943; HTMT up to 0.946), so domain-level distinctions should be interpreted with caution. A regression model with the four predictors explained 46.3% of the variance in overall self-perceived cognitive learning outcomes (R² = 0.463, adjusted R² = 0.452). When all predictors were considered simultaneously, only AI literacy showed a significant positive association (B = 0.615, β = 0.593, 95% CI [0.475, 0.754], p < 0.001); the data did not provide evidence for independent associations of instructor feedback or the two AI use indicators, whose weaker associations may partly reflect their single-item measurement. AI literacy remained significantly associated with all six cognitive domains after Benjamini–Hochberg correction. These findings suggest—within the limits of a cross-sectional, self-report design—that the quantity of AI use and learners’ competency to understand, evaluate, and self-regulate AI use are empirically distinct indicators that universities should measure separately. Full article

Whether agricultural cultural heritage (ACH) tourism supports sustainable heritage development depends partly on whether visits sustain the communication and internalization of heritage knowledge rather than merely produce favorable consumption evaluations. Drawing on experience economy theory, social identity theory, and tourism learning theory, this study constructs a mechanism model linking ACH experiences to tourists’ cultural learning. To reduce conceptual overlap, experience quality is defined as visitors’ perceived distinctiveness, novelty, and memorability of the visit, whereas perceived value is defined as a utilitarian assessment of gains relative to the money, time, and effort invested. ACH experience is therefore divided into three analytically distinct dimensions: experience quality, perceived value, and knowledge transfer. Cultural identity is introduced as a mediating variable and is understood as a layered psychological construct including cognitive recognition, affective attachment, and evaluative commitment. Income level is introduced as a moderating variable and is interpreted as a within-sample socioeconomic boundary condition after controlling for education and other demographic characteristics. In this study, sustainability is defined narrowly as the sociocultural continuity of ACH from the visitor side and is operationalized through perceived knowledge transfer, cultural identity, and self-reported cultural learning; income is used to examine whether this pathway differs across socioeconomic groups. Based on 430 valid questionnaires collected from visitors to ACH sites in Fujian Province, this cross-sectional study conducts empirical tests using structural equation modeling (SEM), Bootstrap mediation analysis, and hierarchical regression analysis. The results show that experience quality and knowledge transfer are positively associated with tourists’ cultural learning, with knowledge transfer showing the stronger association. Perceived value has no significant relationship with cultural learning, indicating that a consumption-level perception of value for money does not necessarily correspond to deeper cultural learning. Cultural identity fully mediates the statistical relationship between knowledge transfer and tourists’ cultural learning, revealing a dominant pathway linking knowledge transfer, cultural identity, and cultural learning. Income level positively moderates the relationship between cultural identity and tourists’ cultural learning. Because the data are cross-sectional and self-reported, these findings indicate theoretically consistent associations rather than definitive causal effects. The study contributes to sustainability research by offering a quantifiable visitor-side framework for monitoring knowledge communication, cultural connection, and learning-related outcomes. Repeated measurement of these indicators may support adaptive heritage management and inclusive cultural participation, but they should be combined with ecological, economic, and community-based indicators rather than treated as a complete sustainability index. Full article

The emergence of artificial intelligence (AI) in education has not only challenged conventional learning environments but has also encouraged the adoption of innovative and active pedagogical approaches, such as flipped learning, particularly when these technologies are effectively integrated. In this context, the present study examined students’ perceptions of the effectiveness of AI-supported flipped learning in fostering cognitive, affective, and 21st-century competencies among English Education students at Sultan Qaboos University (SQU). A convergent mixed-methods design was used. Quantitative data were obtained using a five-point Likert-scale questionnaire administered to 60 undergraduate English Education students, while qualitative data were collected from students’ reflective journals. The findings revealed that students generally perceived AI-supported flipped learning as positively supporting cognitive outcomes, affective outcomes, and twenty-first-century competencies. Motivation and engagement emerged as the strongest affective outcomes, while students also reported positive perceptions of cognitive development, collaboration, digital competence, and self-regulated learning. Correlation analysis further demonstrated significant positive relationships among all six constructs, with the strongest associations observed between motivation and digital competence and between cognitive outcomes and both motivation and collaboration. Qualitative findings emphasized increased engagement, deeper learning experiences, and positive attitudes toward flipped learning. Despite minor challenges related to workload and time management, overall student perceptions were highly positive. The study concluded that students perceived AI-supported flipped learning as an effective pedagogical approach for fostering academic achievement and essential 21st-century skills in higher education. Full article

Background/Objectives: Lifestyle-related behaviors and chronic stress are key determinants of metabolic health, psychological well-being, and biological aging. Structured behavioral interventions that enhance self-awareness and self-regulation may promote sustained improvements across multiple health domains. This study aimed to evaluate the effects of a six-week Pythagorean Self-Awareness Intervention (PSAI) on dietary habits, anthropometric and psychological outcomes, and biomarkers of oxidative stress and telomere length in adults. Methods: This quasi-experimental pre–post intervention study included 30 apparently healthy adults. Participants underwent baseline assessments followed by a six-week Pythagorean Self-Awareness Intervention (PSAI) and were reassessed post-intervention. Outcomes included Mediterranean diet adherence (MedDiet Score), anthropometric and body composition measures, validated psychological questionnaires (PSS-14, DASS-21, RSES, HLPCQ, HLC, STAXI, SSGS, PSQI), cognitive performance (SDMT, CVLT-II, BVMT-R), serum oxidative stress and antioxidant capacity, and leukocyte telomere length (T/S ratio). Statistical analyses were performed using paired-samples Student t-tests or Wilcoxon signed-rank tests, with significance set at p < 0.05. Results: Significant improvements were observed in Mediterranean diet adherence (p = 0.001), along with reductions in body weight, BMI, waist and hip circumference, and intermuscular adipose tissue (all p < 0.05). Psychological outcomes improved significantly, including reduced perceived stress (PSS-14, p = 0.004) and depressive symptoms (DASS-21, p = 0.005), and improved self-esteem (RSES, p = 0.003) and sleep quality (PSQI, p < 0.001). Cognitive performance improved across all domains, including information processing speed, verbal learning, and visuospatial memory (all p < 0.05). Regarding biological markers, oxidative stress decreased (p = 0.023), and antioxidant capacity (p = 0.009), and leukocyte telomere length increased (p < 0.001), indicating improved redox balance and cellular aging profiles. Conclusions: The six-week Pythagorean Self-Awareness Intervention (PSAI) was associated with significant improvements in dietary habits, anthropometric and psychological outcomes, cognitive performance, and biomarkers of oxidative stress and telomere length. These findings suggest that participation in a structured self-awareness-based intervention was associated with multidomain improvements in this cohort. However, given the quasi-experimental design without a control group, these findings should be considered preliminary and require confirmation in adequately powered randomized controlled trials. Full article

This study examines how agent type (customized vs. general-purpose) and feedback style (Socratic vs. directive) are associated with learners’ engagement with artificial intelligence (AI)-generated feedback in self-directed learning (SDL), with particular attention to patterns in feedback quality, self-regulatory behaviors, learning experiences, and learning outcomes. A 2 × 2 mixed factorial experiment was conducted with 51 postgraduate students who completed two instructional design tasks under different feedback conditions. Quantitative results indicated that customized agents generated feedback with higher accuracy and specificity than general-purpose agents. Socratic feedback was associated with stronger comprehension monitoring, whereas directive feedback was associated with higher cognitive load. A significant interaction suggested that the advantage of customized agents in learning outcomes, operationalized as short-term task improvement, emerged under directive feedback but not under Socratic feedback. Qualitative analysis indicated that Socratic prompts encouraged deeper, logic-oriented reflection, whereas directive feedback provided actionable guidance that facilitated task completion. Learners adopted feedback selectively based on perceived accuracy, and trust in customized agents was higher when feedback was clear and contextually aligned. These findings suggest that the effectiveness of AI-generated feedback is shaped not only by agent type and feedback style but also by how learners evaluate and use feedback. Full article

Despite the growing attention paid to sustainability education, limited quasi-experimental research has examined how metacognitive guidance can integrate cognitive, affective, and agency-oriented learning in food-related climate education. This classroom-based quasi-experimental study, complemented by student interviews, investigated a six-lesson metacognitive guidance-based unit designed to strengthen ninth-grade students’ sustainable food literacy (SFL), climate-change perceptions and attitudes, and constructive hope. Participants were 59 students from two intact classes in northern Israel; one class received the intervention, and the other received traditional instruction on the same content. Quantitative data were collected through a sustainable food and climate change knowledge test and a climate change literacy questionnaire and were analyzed using mixed-design repeated-measures ANOVA, t-tests, and multiple regression. Qualitative data were obtained from individual semi-structured interviews with students in the experimental group. Results indicated significant intervention-related gains in SFL knowledge, climate-change perceptions, climate-change attitudes, and constructive hope, with moderate-to-large time × group effects across the main outcomes (partial η² = 0.16–0.33). Climate-change perceptions emerged as the strongest post-intervention predictor of constructive hope (β = 0.92, p < 0.001). Interviews illustrated how reflective prompts, self-monitoring, discussion, and learning artifacts supported conceptual understanding, moral responsibility, perceived agency, and self-reported short-term intentions for sustainable food choices. The findings suggest that metacognitive guidance can support integrative, hope-oriented sustainability learning among adolescents. These findings should be interpreted cautiously given the small non-random sample, the use of two intact classes, the short six-lesson intervention, and the reliance on short-term self-reported outcomes. The study’s novelty lies in integrating sustainable food literacy, climate-change perceptions and attitudes, and constructive hope within a metacognitively guided food–climate unit in a culturally underrepresented Druze school context. Full article

As digital transformation continues to reshape organizational operations, cultivating sustainable enterprise resource planning (ERP) competencies has become increasingly important for aligning higher education with industry needs. However, ERP learning is often characterized by high levels of complexity and may present substantial cognitive challenges for novice learners. Grounded in the People–Process–Technology (PPT) framework, this study conceptualizes Core ERP Competencies through three dimensions: System Operation Skills (technology dimension), Business Process Understanding (process dimension), and Perceived Overall ERP Capability (integration dimension). Drawing upon Cognitive Load Theory and pedagogical scaffolding principles, this study conceptualizes System Experience Configuration (SEC) as an instructional configuration framework that operationalizes different allocations of structured instructor guidance and autonomous system practice during flipped-classroom learning activities. A field-based quasi-experimental design was implemented in an undergraduate ERP course, involving unit-specific between-class comparisons across different SEC exposure sequences. Three levels of SEC were examined: Moderate, High, and Very High. To maintain an exploratory and theory-informed approach, non-directional hypotheses were developed to investigate whether different SEC conditions were associated with differences in ERP learning outcomes. Objective learning outcomes were assessed through unit-specific performance measures of System Operation Skills and Business Process Understanding, while Perceived Overall ERP Capability was evaluated through student self-reports after experiencing all three SEC conditions. The findings indicate that learning outcomes did not consistently improve as the proportion of autonomous practice increased. Across several unit-specific comparisons, the High SEC condition was associated with stronger performance than the Very High SEC condition, suggesting that extensive reductions in structured instructional support were not consistently associated with superior outcomes for novice ERP learners. At the same time, the results varied across competency dimensions and instructional units, indicating that the relationship between instructional guidance and learning outcomes may not be adequately explained by the assumption that increasing autonomous practice consistently improves performance. Given the design of the study, these findings should be interpreted as evidence of associations between instructional configurations and learning outcomes rather than as definitive causal effects. The findings are particularly relevant to hybrid information systems courses that combine hands-on practice with conceptual understanding, such as ERP and database education. Rather than assuming that increased practice time invariably leads to superior learning outcomes, educators may need to consider how different balances between guidance and autonomous practice support different dimensions of ERP learning. This study contributes empirical evidence regarding instructional configuration decisions in flipped ERP learning environments and provides practical implications for designing balanced learning experiences in complex digital learning contexts. Full article

Driving in snow presents major safety challenges due to reduced visibility and slippery road conditions. Simulation-based tools may help improve hazard awareness; however, their effectiveness depends on how realistically they represent real-world driving experiences. This study examines the perceived realism and learning outcomes of a browser-based snow-driving simulation. A total of 87 licensed drivers with prior snow-driving experience interacted with a first-person browser-based simulation and subsequently completed a structured questionnaire. Composite indices were developed to measure Real-World Risk Perception (RWRP), Simulation Realism (SRI), Learning and Reflection (LEARN), and Awareness and Behavioral Reconsideration (AWARE). Quantitative analyses included reliability testing, descriptive statistics, correlation analysis, and multiple regression, complemented by qualitative thematic analysis. Results showed that perceived simulation realism was significantly associated with self-reported learning and awareness outcomes, whereas prior real-world risk perception was only weakly associated with post-simulation responses. Behavioral consistency between reported real-world and simulated driving behaviors was limited, suggesting that increased cognitive awareness does not necessarily correspond to behavioral equivalence. Qualitative findings identified limitations in vehicle dynamics, environmental complexity, traffic interactions, and emotional realism. Overall, the findings suggest that perceived realism plays a central role in shaping learning and awareness outcomes in browser-based driving simulations. The study highlights the educational potential of accessible web-based simulation environments while also emphasizing limitations in behavioral realism and transfer. Full article

Background: Virtual reality (VR) simulations provide immersive, interactive learning environments that can support clinical skill development in medical education. However, evidence for its application in Korean medical education remains limited. This pilot study aimed to develop and evaluate HaniE-VR1, a 360° VR simulation program designed to teach ultrasound-guided pharmacopuncture. Methods: A one-group pre–post experimental design was used with 60 undergraduate students from the College of Korean Medicine (pre-intervention n = 60; post-intervention n = 59, due to one missing post-survey response). The primary outcomes were changes in self-efficacy (MASS) and ultrasound skill-related performance (OSAUS). Secondary outcomes included VR awareness, usability, satisfaction, presence, and cognitive load. Participants completed a VR-based training session using a Meta Quest 3 headset. Effect sizes (Cohen’s d) were calculated for pre–post comparisons. Statistical significance was set at p < 0.05. Results: Post-intervention findings showed significant improvements in self-efficacy (MASS: 3.21 ± 0.51 to 3.54 ± 0.61, p < 0.001, d = 0.66) and ultrasound skill performance (OSAUS: 2.66 ± 0.73 to 3.54 ± 0.71, p < 0.001, d = 1.16). VR awareness also improved significantly (4.33 ± 0.66 to 4.76 ± 0.56, p < 0.001, d = 0.65). Participants reported acceptable usability (SUS = 69.49) and high satisfaction (4.51 ± 0.56), confidence (4.32 ± 0.53), and presence (4.40 ± 0.65). Cognitive load and simulator sickness were minimal. Conclusions: The HaniE-VR1 program was associated with improvements in perceived clinical competence, self-efficacy, and learning satisfaction, demonstrating acceptable usability and preliminary educational potential. VR simulations represent a feasible, safe, and engaging approach for integrating experiential learning into Korean medical curricula. Given the exploratory nature of this pilot study, findings should be interpreted with caution, and future controlled research is warranted. Full article

Education for Sustainable Development (ESD) increasingly relies on e-learning environments to deliver scalable, flexible, and accessible educational experiences. While existing research has extensively examined the role of digital technologies in facilitating sustainability-oriented learning, significantly less attention has been given to how learners themselves adapt to the structures and dynamics of these environments. This study adopts a theory-building approach, grounded in integrative conceptual synthesis, to develop a coherent explanatory framework that combines insights from cognitive load theory, self-regulated learning, neurocognitive adaptation, and systems theory. The paper proposes the Sustainable Learning Loop, a recursive mechanism describing how repeated interaction with e-learning systems leads to pattern recognition, expectation stabilization, reduced cognitive effort, decreased active engagement, and the emergence of stable behavioral learning patterns. In addition, a novel typology of Sustainable Learning Habituation (SLH) is developed, distinguishing between cognitive, engagement, behavioral, and sustainability habituation. The framework highlights a dual dynamic in digital learning environments. On the one hand, habituation enhances efficiency, usability, and scalability, supporting the broader goals of sustainable education. On the other hand, it introduces critical risks, including superficial sustainability learning, reduced critical thinking, platform dependency, and the emergence of an illusion of learning, where perceived competence exceeds actual understanding. The study contributes to the literature by reframing e-learning as a co-adaptive system that actively shapes cognitive and behavioral processes, rather than merely delivering content. From a practical perspective, the findings underscore the need to design digital learning environments that balance efficiency with reflexivity, ensuring that ESD remains transformative rather than procedural. The framework also offers actionable design implications, suggesting that e-learning environments for ESD should incorporate reflective prompts, task variability, learning analytics indicators, and metacognitive feedback mechanisms to prevent excessive routinization and support deeper sustainability-oriented engagement. Future research should focus on the empirical operationalization of SLH and the development of adaptive systems that support critical engagement and sustainable learning outcomes. Full article

Speedcubing, the competitive practice of fast solving the Rubik’s Cube, has gained global popularity both as a sporting and an educational activity. Aside from its recreational value, speedcubing may contribute to broader social and developmental outcomes. This study aims to examine the potential of speedcubing as a tool for sustainable social development, concentrating on its educational, psychological, and social implications and its relationship to selected United Nations Sustainable Development Goals (SDGs). An anonymous online survey consisting of 26 items (22 used for the main analysis and 4 demographic items) was conducted among 112 participants associated with the speedcubing community, including active competitors, coaches, and parents. The questionnaire addressed accessibility, cognitive and social competencies, and perceived educational and social benefits, as well as user preferences regarding digital tools supporting learning. The results indicate that participation in speedcubing supports the development of analytical thinking, problem-solving skills, perseverance, and self-control. Respondents also emphasized its educational value, accessibility, and role in fostering fair play and social integration. These findings suggest that speedcubing may contribute to several Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 11 and SDG 12 (Sustainable Cities and Communities; Responsible Consumption and Production). Full article

The accelerated integration of Generative Artificial Intelligence (GenAI) tools such as ChatGPT is transforming learner engagement, instructional design, and institutional governance in education. This systematic literature review synthesizes theory-driven scholarship on GenAI adoption and pedagogical use through the Antecedents–Decisions–Outcomes (ADO) framework, examining how cognitive, motivational, technological, and institutional factors collectively shape implementation and learning outcomes. Drawing primarily on the Technology Acceptance Model (TAM), Self-Determination Theory (SDT), and Institutional Theory, the review integrates complementary insights from Constructivist Learning and Diffusion of Innovations perspectives to conceptualize how antecedents influence decision-making and outcomes across educational settings. The findings indicate that learner motivation, perceived usefulness, digital literacy, and institutional readiness constitute key antecedents affecting GenAI adoption. Decision processes—spanning instructional design, ethical regulation, and pedagogical adaptation—mediate how these antecedents translate into practice. Outcomes reveal a dual trajectory: GenAI enhances personalization, feedback, and self-regulated learning, yet introduces challenges related to ethical ambiguity and overreliance. The review offers a conceptually integrated synthesis that bridges motivational, technological, and organizational perspectives, advancing a theoretical roadmap for ethical and sustainable GenAI adoption. For educators and policymakers, the findings emphasize transparent governance, faculty capacity-building, and equitable access to ensure that innovation remains aligned with pedagogical integrity and human-centered values. Full article

Immersive technologies such as Desktop Virtual Reality (DVR), Immersive Rooms (IR), and fully immersive Virtual Reality (VR) are transforming K-12 education by enabling experiential, multisensory, and participatory learning. Yet their pedagogical impact depends not only on hardware fidelity but on the interplay between technological affordances, instructional design, and learner characteristics. Guided by the Cognitive Affective Model of Immersive Learning (CAMIL), this mixed-methods study examined how these factors jointly shape affordances, challenges, students perceived learning, and self-assessment in authentic classroom contexts. Data were collected from 31 teachers and 252 students across 21 schools using teacher interviews, classroom observations, and student questionnaires. Findings revealed that agency and presence emerged as central affordances but also as potential challenges, depending on lesson design and cognitive load. DVR consistently supported higher perceived learning and stronger links between engagement and self-assessment, while IR showed the weakest outcomes and VR displayed trade-offs between immersion and control. The study proposes a revised CAMIL framework that integrates social co-presence, learner characteristics, and perceived learning as essential components for understanding immersive learning in schools. These results highlight that effective immersion arises from pedagogical orchestration, not technological intensity alone. Full article

Rapid adoption of digital surveying technologies in construction has highlighted the need for engineering education to equip students with technological competency as well as higher-order problem-solving skills. This experiment explores undergraduate students’ acceptance of emerging surveying technologies and their perceived learning results within a constructivist framework of experiential learning. Thirty-six students in a required construction surveying class interacted with traditional and advanced technologies such as total stations, terrestrial laser scanning, drones, and mobile LiDAR through structured, semi-structured, and unstructured lab activities. Data were gathered based on two post-course surveys: a technology acceptance survey grounded in Unified Theory of Acceptance and Use of Technology (UTAUT) and a self-perceived cognitive learning outcome survey through Bloom’s Taxonomy. Qualitative analysis along with quantitative analysis indicated a gap between technology acceptance and perceived learning gains. Laser scanner had the greatest acceptance scores followed by other advanced tools. Total station (widespread in hands-on lab activities) was perceived to have been most influential in terms of enhancing learning. Lower-order skills were strengthened in structured labs, while higher-order thinking emerged more unevenly in open-ended labs. These findings underscore that the mode of student engagement with technology matters more for learning than the sophistication of the tools themselves. By embedding UTAUT and Bloom’s Taxonomy in an authentic learning environment, this experiment provides engineering educators a mechanism to assess technology-enhanced learning and identifies strategies to facilitate higher-order skills aligned with industry needs. Full article

Background/Objectives: Childhood is a critical stage for consolidating health-related habits that shape physical, cognitive, and socio-emotional development. Regular physical activity has been linked to fitness and academic outcomes, while high body mass index (BMI) may hinder school performance. This study examined associations between BMI, perceived school competence, academic performance, and weekly physical activity volume in Portuguese elementary students, addressing a gap in national evidence compared with international studies. Methods: A cross-sectional correlational design was adopted with 531 children (M = 9.13 years) from 10 public schools. BMI was calculated from anthropometric measures, weekly physical activity was self-reported, perceived competence was assessed with Harter’s Self-Concept Scale (Cronbach’s α = 0.797), and academic performance was obtained from school records. Analyses included Pearson correlations, ANOVA with Scheffé post hoc, and multiple regression, with exact significance values reported. Results: Higher BMI was negatively associated with perceived competence and academic achievement, while regular physical activity, particularly 4–6 h per week, was linked to better results in Portuguese and mathematics. Associations were modest (r = 0.18–0.32; R² = 0.12). Regression showed physical activity (β = 0.093, p = 0.033) and perceived competence (β = 0.126, p = 0.004) predicted academic performance, whereas BMI was not (β = −0.028, p = 0.524). The near-zero correlation with environmental studies suggests subject-specific influences. Conclusions: Adequate BMI and regular physical activity are associated with better academic performance. The role of perceived competence is theoretically inferred as a potential mediator, but not formally tested. Findings highlight the interplay of physical, cognitive, and psychosocial factors. Structured school-based activity programs of 4–6 h weekly may promote both health and learning. Full article