Search Results (12)

Learning to write begins before formal schooling through everyday interactions where children construct ideas about print. Informed by socioconstructivist theory, this quasi-experimental study evaluated the impact of naturalistic, teacher-mediated cooperative invented spelling activities in Portuguese preschools. The participants were 88 five-year-olds from six classes in three schools. Classrooms were randomly assigned within schools to an intervention group (n = 43) or a comparison group (n = 45). For two months, the intervention group engaged in weekly spelling discussions integrated into regular activities, while the comparison group followed the standard curriculum. Pre- and post-intervention spelling assessments and classroom observations were conducted. The results showed a strong positive intervention effect. The intervention group demonstrated significantly greater improvement in representing sounds in their spelling than the comparison group. Observations revealed that when teachers scaffolded discussions with open questions, and children, with varying knowledge levels, helped each other by explaining their thinking. This transformed spelling into a shared problem-solving task. The study confirmed invented spelling as a valuable classroom activity that advances alphabetic understanding. It was demonstrated that early literacy can be effectively nurtured through structured dialogue and collaboration within the regular preschool day. These findings provided a practical, theory-aligned model for supporting literacy development through social interaction. Full article

Game-based learning approaches, particularly escape room games (ERGs), have gained increasing attention in mathematics and STEM education due to their theoretical potential to foster engagement, interest, positive attitudes, communication, teamwork, and problem-solving skills. This paper presents a theoretical and design-based conceptual analysis of educational ERGs (EERGs) within mathematics education, where issues of interest, engagement, negative attitudes and limited real-world relevance remain persistent challenges. This paper aims to develop a socio-constructivist conceptual and design framework for EERGs by synthesizing relevant educational theory, research literature and professional game design practice. Based on literature and design-informed analysis, the paper proposes a classification of puzzle types and structural configurations, analyzing the epistemic mechanisms through which these elements are theoretically expected to foster student competencies and dispositions such as positive attitudes towards learning, collaboration, communication, problem-solving and engagement. The paper also presents an author-developed game prototype as an illustrative design heuristic derived from the conceptual framework and professional practice. Finally, the paper discusses theoretical advantages and limitations considering methodological, organizational, technical and pedagogical aspects. The contribution of this study comes from an interdisciplinary understanding of EERGs, and a conceptual and design framework intended to inform future design-based and empirical research on EERGs. Full article

Transnational higher education programs in engineering face persistent challenges in sustaining student motivation, engagement, and learning outcomes. Cultural norms, linguistic barriers, and traditional pedagogies often reinforce teacher-centred instruction, limiting active participation. This mixed-methods action research investigates how problem-based learning (PBL) supported by interactive handouts affects students’ motivation, engagement, and perceived learning outcomes in civil engineering programs, delivered in a Sino–UK university context. Drawing upon socio-cultural constructivism, Self-Determination Theory (SDT), and the multidimensional framework of student engagement, the study repositions motivation and engagement as central drivers of learning. Quantitative data from student surveys (N = 49) and qualitative responses from open-ended questions were analysed to identify patterns of perceived improvement and underlying mechanisms. Findings reveal that the scaffolded PBL and interactive tasks enhanced students’ intrinsic motivation, collaborative engagement, and self-reported understanding of key concepts. Students described the activities as “more interesting,” “interactive,” and “helpful for exam preparation.” In total, 92% agreed that the handouts improved their understanding of core concepts, while 78% of students reported being more motivated to participate in class, and 92% of students expressed that the handouts enhanced the learning environment. While self-reported perceptions limit causal claims, the findings contribute to a growing body of evidence advocating for learner-centred, motivationally informed pedagogies in transnational engineering education. Full article

Systemic cognition combines the humanities and social sciences with systems science to support a unified field, Human Systems Integration (HSI). It draws on complementary, sometimes conflicting, fields of research, including phenomenology, positivism, logic, teleological approaches, humanism, computer science, and engineering. It is time to gain a deeper understanding of our approach to HSI in complex socio-technical systems. Over the past fifty years, we have transformed our lives in unprecedented ways through technology, both in terms of useful and usable hardware and software resources. We have developed means of transport that enable geographical connectivity anywhere and at any time, which is now a standard feature. We have developed information systems that will allow people to communicate with each other in seconds, anywhere on the planet, and at any time. Systemic cognition aims to provide ontological support for discussing this sociotechnical evolution and to develop HSI not only based on a Human-Centered Design (HCD) approach, but also by focusing on society, which is becoming increasingly immersed in a world equipped with artificial resources (particularly with the growing incorporation of artificial intelligence), which separates us from nature. This article proposes an epistemological approach that extends contemporary theories of systemic and socio-cognitive modeling by integrating constructivism and research on HCD-based HSI developed over the last three decades. Aeronautical examples are used to support the concepts being developed. Full article

Integrating telepresence robots with gamification opens up new directions in which higher-education governance could translate into higher levels of student engagement in the AI-driven digital era. Drawing on both constructivism and the self-determination theory (SDT), this study will review evidence on how these technologies enhance autonomy and motivation, boosting effective participation in diverse learning environments. The experiments were carried out across various subjects with socio-economically varied groups of students by deploying gamified learning modules on telepresence robots. Primary metrics under consideration involved participation rates, task completion times, and other qualitative feedback measures about impacts created by such technologies. Indeed, the participation rates of the robot group were 40% higher, task completion times were reduced by 30%, and module completion rates for the robot group were 30% improved. The students reported positive emotions and showed more engagement, with the low-income students showing an 80% engagement rate compared to 40% in the control group. The results from both robots and gamification show promising potential for reshaping traditional learning paradigms, especially for students from geographically distant and underserved areas. The study guides further research on applying advanced tools in higher-education governance to foster sustainable practices in the AI era. Full article

Mobile learning (M-Learning) has become a popular and effective method of education that leverages the ubiquity of mobile devices. M-Learning has digitally transformed the process of teaching and learning. It has tremendous potential to empower all sections of society through education and training. This study presents a systematic literature review of M-Learning. The articles were retrieved from Scopus and Web of Science databases. After applying inclusion and exclusion criteria, a final selection of 161 articles published between 2016 and 2022 was included in the review. To analyze the articles, the researchers employed the TCCM (Theory, Context, Characteristics, Methods) framework, which facilitated addressing the research questions. This review identified various theories, such as behaviorism, constructivism, cognitivism, situated learning, problem-based learning, context awareness learning, socio-cultural theory, collaborative learning, conversational learning, lifelong learning, informal learning, activity theory, connectivism, navigation, and location-based learning, that are used to support and guide the implementation of M-Learning. In terms of context, developing countries contributed to 70.8% of the studies, while developed countries contributed to 29.1%. Further, a majority of the studies, 93%, involved students followed by faculty members and only two studies involved staff from higher education management. A total of 19 unique characteristic factors have been identified, such as personal, intention, attitude, usage, utility, ease of use, learnability, social, technological, pedagogical, anxiety, enjoyment, accessibility, knowledge, experience, trust, price, and habit. A quantitative research design was used in 90% of the studies, followed by mixed methods research design in 7% of the studies, and qualitative research design in only 3% of the studies. Further, this article synthesizes previous research findings and highlights gaps for future research. Overall, this review contributes to the understanding and advancement of M-Learning as a valuable educational platform. Full article

In the rural parish of Salinas, located in the central highlands of Ecuador, most of the communities are settled in a páramo ecosystem, whose deterioration has become a concern since the beginning of the century. The scarcity of water that some communities have experienced has led to a reconsideration of economic activities, as part of a community process that began 50 years ago, which has currently allowed them to overcome extreme poverty. This research aims to analyze the socio-technical reconfiguration process these communities have undergone in their new role as conservationists that has simultaneously ensured their livelihoods. The methodology applied is a qualitative approach based on a discourse analysis. The results indicate a process of applying social technology to protect the páramo. The availability of economic resources, a new mentality and the exercise of authority are key starting elements for the latter, and through strengthened organizations, permanent reflection, creativity, and the search for sustainability, the primary objective can be reached: the protection of the páramo. Full article

The present empirical study investigates, analyzes, and discusses the affordances and limitations of an augmented reality (AR)-based educational intervention for the critical digital awareness of secondary school students through a sociocultural framework of instruction. The design of the educational intervention focuses on the empowerment of students’ critical digital skills in the new media produsage ecosystem in parallel with the development of target language skills through content and language integrated learning (CLIL) in a mobile augmented reality (MAR)-based transnational educational setting. This study focuses on examining the usefulness rather than the digital use of MAR from a socio-constructivism perspective with 77 participants from diverse socio-cultural backgrounds and educational settings. More specifically, an investigation of the potential of internalization of new knowledge through immersive-triggered inclusive educational practices is carried out, examining the effectiveness of the universal design for learning principles (UDL) as a pedagogical framework for AR-based instruction related to long-term memory retention, the synthesis of meaningful learning instances, and the creation of new knowledge. The study findings suggest that AR-based instruction, if incorporated into a robust pedagogical framework, can enhance attention and long-term memory retention, provide meaningful, inclusive learning opportunities, and facilitate digital well-being in the ever-evolving complex learning ecosystem. This study concludes by proposing the term of critical immersive-triggered literacy (CIT Literacy), defined as a skill development framework that triggers learners’ attention and facilitates digital well-being for meaningful learning instances via immersive technologies. Full article

More and more cities in Southern Africa are struggling to manage their waste in a context of rapid urbanisation and increasing poverty. In the Cameroon’s largest city, Yaoundé, managing household waste is a growing concern. The public and the authorities cast blame on each other, and the actions taken by each party far from guarantee an efficient management of household waste, which litters the streets. Considering the above, this paper analyses the socio-political practices of stakeholders and their influence on household waste management in Yaoundé. Based on a qualitative survey that combined both a literature review and interviews, the research analysed the challenges related to household waste management with regard to the economy, the environment, and public health. In addition, a cartographic survey using KoboToolbox was conducted in all seven municipalities to analyse the geographical distribution of the waste areas, their size, and their status within the city organizational framework. In total, 264 waste dumps were collected, of which 110 were formal waste using a waste bin of varying size. Social constructivism, stakeholder theory, and strategic analysis were mobilized to analyse the urban waste governance in Yaoundé. Thus, the poor quality of household waste management in Yaoundé was explained using political, economic, sociocultural, and environmental parameters. The social practices and dynamics of the stakeholders generate undesirable consequences that hinder the achievement of the Sustainable Development Goals (SDGs). By combining social science and engineering methods, this research aims to demonstrate that the shortcomings of waste governance in Yaoundé are both a collective (authorities/public powers) and individual (citizens) matter. Full article

This study helps to clarify the teaching practices used by some Finnish teachers to optimise student learning and to teach problem solving. Eighteen teachers (primary through university) from rural, municipal, and metropolitan schools were interviewed to provide insight into the teaching practices behind Finland’s successful model of equitable education. Of the eighteen teachers interviewed, nine were asked about how they optimise student learning and nine were asked about how they teach problem solving. Of the nine teachers asked about how they optimise learning, four mentioned practices that align with problem-based learning, and all of the teachers asked about how they teach problem solving mentioned practices that align with problem-based learning. A majority of the interviewed teachers stated that they incorporate individual student competencies and prior experiences into lesson design. All eighteen teachers, regardless of interview topic, mentioned practices related to socio-constructivism as a leading theoretical approach, and all eighteen teachers mentioned motivational practices aligned with the self-determination theory. Finnish teachers have autonomy over their teaching practices so there are teachers who do not teach in the ways represented in this study. Implications of these findings are discussed. Full article

This work provides an update to the Erasmus Plus TEALEAF project. The outcomes of a week-long EU-funded/Irish Government-recognized teacher course in July 2016 is described within the context of a qualitative small-scale study investigating teachers’ progress in the course. The explicit aim of the teacher course was to equip a diverse group of teachers with the initial tools to work to produce simple digital apps for learning about biodiversity in their respective domains. A community of practice seeks to establish a new concept of the pre-existing generalised collective conscience through triangulated conversation between the generalised and particularised collective and individual consciences; in particular, to revise the generalised collective conscience that teachers can program apps for learning about biodiversity. A number of features of teaching and learning were selected in general and their relationship to constructivism delineated. The teachers were prompted for their responses to each day of the course through a self-evaluation tool and the responses were ranked according to the rubric. The data was analyzed using multidimensional scaling—ASCAL procedure—in SPSS 23^TM and within the repertory grid domain according to the RepSocio tool in Rep 5^TM. The plots show a gradual development throughout the week in terms of specific features becoming ‘stronger’ or exerting more influence towards the middle of the course and fragmenting after that. Analyses were able to show which participants correlated most closely with the hypothetical ideal within the community of practice. Concerning this community of practice, the interrelationships within the community are determined using a social mapping exercise moving from the individual consciences to a particularised collective conscience. Full article

There is a concern that agriculture will no longer be able to meet, on a global scale, the growing demand for food. Facing such a challenge requires new patterns of thinking in the context of complexity and sustainability sciences. This paper, focused on the social dimension of the study and management of agricultural systems, suggests that rethinking the study of agricultural systems entails analyzing them as complex socio-ecological systems, as well as considering the differing thinking patterns of diverse stakeholders. The intersubjective nature of knowledge, as studied by different philosophical schools, needs to be better integrated into the study and management of agricultural systems than it is done so far, forcing us to accept that there are no simplistic solutions, and to seek a better understanding of the social dimension of agriculture. Different agriculture related problems require different policy and institutional approaches. Finally, the intersubjective nature of knowledge asks for the visualization of different framings and the power relations taking place in the decision-making process. Rethinking management of agricultural systems implies that policy making should be shaped by different principles: learning, flexibility, adaptation, scale-matching, participation, diversity enhancement and precaution hold the promise to significantly improve current standard management procedures. Full article