Search Results (115)

This study explores the integration of digital media tools—specifically TikTok, online press news analysis, and digital portfolios—into pre-service chemistry teacher education to enhance student engagement, foster conceptual understanding, and highlight the relevance of chemistry in society. The educational intervention involved 138 pre-service teachers who analysed digital news articles to reflect on the societal and environmental implications of chemistry, promoting media literacy and awareness of socioscientific issues. Additionally, they created short-form TikTok videos, using social media to communicate scientific concepts creatively and interactively. All participants compiled their work into digital portfolios, which served as both a reflective and integrative tool. A post-course Likert-scale questionnaire (N = 77) revealed high overall satisfaction with the methodology, with 94.8% valuing the news analysis activity and 59.7% finding TikTok particularly engaging. Despite some limitations regarding access to technical infrastructure, the findings indicate that incorporating Information and Communication Technology (ICT) in this manner supports motivation, meaningful learning, and the development of key teaching competencies. This case study contributes practical insights into ICT use in science education. Full article

Introduction: The escalating scarcity of skilled healthcare professionals is particularly pronounced within surgical specialties, where the prospect of attracting prospective medical practitioners poses formidable challenges. Throughout their academic journey, students exhibit diminishing enthusiasm and motivation to pursue careers in surgery, including trauma surgery. It is postulated that the caliber of teaching plays a pivotal role in influencing students’ subsequent specialization choices. Methods: This prospective observational study was conducted among a cohort of third-year medical students at the German University Medicine Greifswald. The methodology encompassed the utilization of a self-administered questionnaire to procure data. Results: The study encompassed 177 participants, of whom 34.7% expressed an inclination toward a career in surgery (22.7% in trauma surgery). Participants who reported a favorable impact from the examination course displayed a significantly heightened interest in clinical clerkships within trauma surgery (p < 0.001), and even expressed a contemplation of specializing in orthopedics and trauma surgery (p = 0.001). Logistic regression analysis highlighted that the convergence of practical training and positive role modeling emerged as the most influential factors augmenting the allure of trauma surgery. Conclusions: Evidently, students who gleaned substantial benefits from high-quality practical instruction in trauma surgery exhibited a significantly heightened likelihood of pursuing this domain in their future endeavors. Surgical academic institutions stand to leverage this insight in their strategic planning for attracting and retaining potential residents. Cultivating a positive affinity for trauma surgery should be instilled early in the curriculum, subsequently sustained through ongoing immersive engagement that encompasses professional as well as interpersonal dimensions. Full article

The integration of artificial intelligence (AI) chatbots in online learning environments has transformed the way students engage with educational content, offering personalised learning experiences, instant feedback, and scalable support. This study investigates the role of AI-driven chatbots in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC), a professional development course aimed at enhancing teachers’ Professional Digital Competence (PDC). The study pursues two connected aims: (1) to examine how chatbots support content comprehension, self-regulated learning, and engagement among pre- and in-service teachers, and (2) to explore, through a cultural-historical perspective, how chatbot use contributes to the development of students’ digital agency. Based on data from 46 students, collected through structured questionnaires and follow-up interviews, the findings show that chatbots functioned as interactive learning partners, helping students clarify complex concepts, generate learning resources, and engage in reflection—thereby supporting their PDC. At the same time, chatbot interactions mediated learners’ development of digital agency, enabling them to critically interact with digital tools and navigate online learning environments effectively. However, challenges such as over-reliance on AI-generated responses, inclusivity issues, and concerns regarding content accuracy were also identified. The results underscore the need for improved chatbot design, pedagogical scaffolding, and ethical considerations in AI-assisted learning. Future research should explore the long-term impact of chatbots on students’ learning and the implications of AI-driven tools for digital agency development in online education. Full article

The concept of gaming is universal and familiar to students worldwide. Gamification involves integrating game elements and mechanics into non-game environments, making it a valuable tool for enhancing user engagement and motivation in Human–Computer Interaction. This approach is particularly valuable for primary school education. Students are exposed to a great deal of information daily. This contains several inaccuracies and misinformation regarding the tourism sector. Our research is being conducted as part of the Computer Science course to help students aged 9 to 12 understand the concept of fake news in the context of tourism. Bilingual students brought valuable perspectives to the classroom, especially during discussions about cultural representation and media bias. Incorporating intercultural communication into learning activities helped these students enhance their language and critical thinking skills while navigating various cultural contexts. We used an application with gamification elements to engage the students and enhance their learning experience. We evaluated user experience and usability using quantitative methods through questionnaires. The results revealed that students found the application easy to use and had a positive experience with it. This study assessed the effectiveness of the educational intervention by comparing pre-test and post-test scores on a Likert scale on four key questions. The intervention was largely successful in enhancing student outcomes. These findings suggest that participants not only maintained stable information literacy behaviors over time but also showed improvements in critical evaluation and skepticism. Full article

Teaching self-efficacy refers to a teacher’s confidence in their ability to engage students and foster learning, directly influencing their instructional planning, strategies, and student assessment practices. Neuroscience education for teachers has been shown to increase enthusiasm and support professional growth by introducing essential brain-related principles. This study investigated whether prior exposure to neuroscience predicts teaching self-efficacy among Brazilian basic education teachers. A total of 1120 teachers completed online surveys, providing sociodemographic information, educational background, teaching experience, and data regarding their previous neuroscience exposure. Participants’ neuroscience knowledge was assessed through a questionnaire designed to measure familiarity with fundamental neuroscience concepts, and teaching self-efficacy was evaluated using the Teacher Sense of Efficacy Scale (TSES). The results indicated that teachers with prior exposure to extracurricular neuroscience courses demonstrated significantly higher neuroscience knowledge. Additionally, those with previous neuroscience exposure exhibited a marginally significant increase in self-efficacy for instructional strategies and a significant increase in classroom management, while no significant differences were observed in student engagement. Regression analyses confirmed that neuroscience exposure significantly predicted self-efficacy in instructional strategies and classroom management. These findings reinforce the connection between neuroscience education and enhanced teaching self-efficacy, underscoring the importance of neuroeducation programs as valuable tools for supporting teachers’ professional development and well-being. Full article

This research paper explores the impact of immersive virtual reality (IVR) on the teaching of conceptual design in engineering and architecture fields, focusing on the use of interactive 3D drawing tools in virtual and augmented reality environments. The study analyzes how IVR influences spatial understanding, idea communication, and immersive 3D sketching for industrial and architectural design. Additionally, it examines user perceptions of virtual spaces prior to physical construction and evaluates the effectiveness of these technologies through surveys administered to mechanical engineering students utilizing VR/AR headsets. A structured methodology was developed for students enrolled in an industrial design course, comprising four phases: initial theoretical instruction on ephemeral architecture, immersive 3D sketching sessions using Meta Quest 2 and Microsoft HoloLens 2 VR/AR headsets, detailed CAD modeling based on conceptual sketches, and immersive virtual tours to evaluate user perception and design efficacy. Ad hoc questionnaires specifically designed for this research were employed. The results indicate a positive reception to IVR, emphasizing its ease of use, intuitive learning process, and effectiveness in improving motivation, academic performance, and student engagement during the conceptual design phase in graphic engineering education. Full article

Background/Objectives: Universities serve as crucibles for molding future healthcare providers, instilling medical expertise and ethical frameworks crucial for their role as custodians of health. Yet, integrating anti-doping education into university curricula remains largely underexplored, particularly among future physicians. The aim of this research was to evaluate the students’ understanding of anti-doping within the bachelor’s degree in medicine in Mexico. Methods: Five hundred and forty-nine bachelor students in medicine (151 males, 351 females, and 7 participants identifying as non-binary) from six universities in Mexico filled out a validated questionnaire regarding general anti-doping knowledge. This questionnaire was an adapted form of the World Anti-Doping Agency’s Play True Quiz and included 36 multiple-choice questions. The results were converted into a scale from 0 to 100 points to evaluate anti-doping knowledge. Results: Students scored 55.30 ± 9.08 points (range = 28–83 points). Fourteen questions indicated an error rate higher than 50% within the sample. The course had no impact on the scores achieved in the anti-doping knowledge questionnaire (p > 0.05). Students who engaged in sports demonstrated higher scores in anti-doping knowledge compared to those who did not participate in any type of exercise (56.10 ± 9.04 vs. 54.19 ± 9.10 points; p = 0.008). Conclusions: It was determined that the knowledge of essential anti-doping regulations and doping prevention strategies among bachelor’s degree medical students in Mexico was found to be suboptimal. Doping prevention should be included in the syllabus of the bachelor’s degree in medicine to help future doctors avoid professional errors, whether negligent or intentional. Full article

Traditional aging education at our institution in Taiwan has primarily relied on lecture-based instruction, emphasizing teacher-centered knowledge transmission. Although effective in delivering foundational theories, this approach often overlooks active student engagement which is crucial for developing critical thinking, self-confidence, and problem-solving skills. These methods focus on transmitting theories and skills while often neglecting the cultivation of a willingness to serve older adults. This study investigates the impact of integrating diverse teaching strategies into aging education courses to enhance caregiving competence, defined as a multidimensional construct comprising critical thinking, self-confidence, problem-solving ability, and willingness to serve older adults. A quasi-experimental design was used for first-year students from the Department of Healthcare Administration at a university in Taiwan. Participants were divided into traditional (111th academic year) and diverse (112th academic year) teaching groups during gerontology courses. The traditional group employed lecture-based instruction focusing on knowledge transmission, whereas the diverse group utilized flipped teaching, case or story discussions, and expert lectures, emphasizing active learning, situated learning, and reflective practices based on constructivist learning theory. Data were collected via questionnaires at the semester’s start and end. The results showed significant improvements in critical thinking, self-confidence, problem-solving skills, and willingness to serve older adults within the diverse group (p < 0.05). However, no significant differences were found between the two groups in these measures. These findings indicate that while diverse teaching strategies effectively enhance caregiving competence, their outcomes are not significantly different from those of traditional methods. Full article

Background. Despite dentistry’s alarmingly high energy use, plastic waste, and travel emissions, research on Romanian dental students’ sustainability awareness is absent. This study aimed to assess their knowledge of the environmental impact of dental materials and practices, hypothesizing that early exposure to sustainability education would benefit preclinical students most. Materials and Methods. A cross-sectional survey using a form questionnaire with 15 items was conducted on 1800 dental students at Carol Davila University of Medicine and Pharmacy, Bucharest, Romania, for one week in March 2022. The questionnaire, consisting of socio-demographics, students’ perspectives on sustainability in dentistry, and personal sustainability, was analyzed using SPSS 26. Data analysis included the Shapiro–Wilk test for normality, Fisher’s exact test for categorical variables, the Mann–Whitney U test for non-parametric quantitative comparisons, and Z-tests with Bonferroni correction for contingency tables. Results. A response rate of 26.06% was achieved, with 469 participants. The majority (51.1%), particularly males (66.1%), perceived sustainability as promoting durability. The most common definition of sustainability (33.8%) was related to environmental protection, with significantly higher agreement among female students (39.4%) (p = 0.001). While 49.3% of participants identified single-use plastics in patient care as having the greatest environmental impact in dental practices, 39.2% of female students, primarily from clinical study years (50%), ranked patient paperwork and records as the most significant factor (p = 0.031). The highest-carbon-footprint dental procedures were considered to be amalgam and composite fillings (50.7%), with clinical year students indicating this as the most relevant issue (62.8% vs. 47.7%) (p = 0.011). Students aged 25–30 were more actively engaged in sustainability initiatives compared to the younger group (p = 0.005), while all students over 30 identified scaling and polishing as the most impactful procedure (p < 0.001). A majority of students supported future university sustainability initiatives (62.7%) and an elective course on sustainability in dentistry (65%). Female students showed significantly greater interest than male students in both initiatives (66.3% vs. 52.7%, p = 0.003 and 70.8% vs. 49.6%, p < 0.001, respectively). Conclusions. Greater awareness of sustainability was found in preclinical-year dental students and among female students, with knowledge gaps in clinical-year students, particularly regarding the environmental impact of dental practices and materials. Introducing sustainability courses could better prepare future dentists for sustainable practices in dentistry. Research collaborations and curriculum reforms to further promote sustainability would also be beneficial. Full article

This study evaluates “I Learn with Prompt Engineering”, a self-paced, self-regulated elective course designed to equip university students with skills in prompt engineering to effectively utilize large language models (LLMs), foster self-directed learning, and enhance academic English proficiency through generative AI applications. By integrating prompt engineering concepts with generative AI tools, the course supports autonomous learning and addresses critical skill gaps in language proficiency and market-ready capabilities. The study also examines EnSmart, an AI-driven tool powered by GPT-4 and integrated into Canvas LMS, which automates academic test content generation and grading and delivers real-time, human-like feedback. Performance evaluation, structured questionnaires, and surveys were used to evaluate the course’s impact on prompting skills, academic English proficiency, and overall learning experiences. Results demonstrated significant improvements in prompt engineering skills, with accessible patterns like “Persona” proving highly effective, while advanced patterns such as “Flipped Interaction” posed challenges. Gains in academic English were most notable among students with lower initial proficiency, though engagement and practice time varied. Students valued EnSmart’s intuitive integration and grading accuracy but identified limitations in question diversity and adaptability. The high final success rate demonstrated that proper course design (taking into consideration Panadero’s four dimensions of self-regulated learning) can facilitate successful autonomous learning. The findings highlight generative AI’s potential to enhance autonomous learning and task automation, emphasizing the necessity of human oversight for ethical and effective implementation in education. Full article

The objective of this study was to verify the leisure time activity (LTA) patterns among students of three university courses (including students in their first, second, and third year of their bachelor’s degree)—Physical Education (PE) vs. Sports Diagnostics (SD) vs. Tourism and Recreation (TaR)—at the University of Szczecin and their possible correlations with the faculty of the studying youth. The study involved a total of 219 respondents: 96 were studying TaR, 93 were studying PE, and 31 were studying SD. The research was based on the following questionnaires: the International Physical Activity Questionnaire (IPAQ) and a questionnaire created by the authors which covered the type of leisure time activity (LTA) with emphasis on leisure-time physical activity (LTPA) and its type, frequency, and whether students sought companionship while engaging in such activities. The data obtained were developed using statistical methods such as analysis of structure and correspondence analysis. Several research questions were put forward in the study. Surprisingly, TaR students were characterized by a greater variety of sports activities than the PE or SD students. The TaR students had also undertaken long trips more often than the PE students. No difference in the frequency of long trips was found between students from either course. Regardless of the type of university course studied, no significant differences were found between the genders in terms of spending free time alone vs. in the company of family/friends. Full article

Background: In the wake of Myanmar’s 2021 military coup, the University of Parma, in partnership with Myanmar and Brazilian institutions, developed an asynchronous e-learning program to sustain healthcare education amid severe disruptions. The program aimed to address urgent training needs in emergency medicine, public health management, and mental health, aligning with Sustainable Development Goals. Methods: An educational needs assessment involving 298 surveys and 10 interviews identified training priorities. Based on these findings, a four-module e-learning course was created, covering basic life support, trauma care, pediatric emergencies, and psychological assistance. The course utilized prerecorded high-fidelity telesimulations with multilingual support to ensure accessibility. Evaluation included participant satisfaction using the MSSE questionnaire and knowledge acquisition through post-module quizzes. Results: Over 750 students participated, with significant knowledge acquisition observed—60% scored 8 or higher across all modules. The MSSE questionnaire, completed by 152 students, revealed high satisfaction, with 88% agreeing that the course enhanced clinical reasoning, decision-making, and self-reflection Conclusions: This program demonstrates the value of international partnerships and e-learning in sustaining medical education during crises. High student engagement and strong learning outcomes affirm its efficacy. Future iterations will aim to improve completion rates, refine feedback mechanisms, and expand accessibility. This scalable model offers a blueprint for addressing healthcare training needs in conflict-affected and resource-limited settings, contributing to global health resilience and the achievement of Universal Health Coverage. Full article

Emerging building information modelling (BIM) can be complex to teach during a regular face-to-face class schedule, and even more challenging remotely or virtually. This has been further exacerbated by the outbreak of COVID-19 whereby the adoption of virtual teaching techniques in higher education has been strongly recommended. However, since the outbreak, in December 2019, there has been a paucity of research with regards to experiences with the virtual delivery of BIM. This study explores lessons learnt in engaging students through the virtual delivery of BIM courses during the COVID-19 pandemic. Quantitative data from a questionnaire and quantitative and qualitative data from the various module evaluation reports were used to inform this study. A main finding is that, despite being a technical course, BIM can still be delivered online without compromising any of its learning outcomes. In contrast to existing literature, the main contribution of this study is practical as it provides insights on methods that worked and those that can be used post-COVID-19 in delivering BIM courses. This study provides hope to prospective students, especially distance learning students, who often worry whether the technology aspects of BIM can be taught remotely. Although the study is grounded on BIM and driven by the COVID-19 context and distance learning, it has wider implications for learning and teaching in other technical disciplines and virtual learning in general. Specifically, the experiences and impacts of delivering BIM examined in this study can inform curricula design in other disciplines. Full article

This study aims to examine the use of learning analytics in course evaluation within higher education institutions, in order to identify effective methodologies and best practices for leveraging data to improve educational effectiveness. Following the PRISMA guidelines, a systematic literature search was conducted in Scopus, yielding 34 relevant studies published between 2015 and 2024 for analysis. The results reveal six key categories of learning analytics applications: sentiment analysis, questionnaire analysis, engagement analysis, topic classification, predictive modelling, and performance analysis. The data sources for learning analytics applications primarily include questionnaires and learning management systems. While descriptive analysis was found to be the most commonly employed analytical technique, advanced techniques such as machine learning, artificial intelligence, and social network analysis are becoming more prominent. The studies addressed a wide range of elements associated with course evaluation, including course design, content quality, assignments, instructional strategies, workload, feedback mechanisms, and the integration of technology. These findings highlight the importance of adopting holistic approaches to capture the multifaceted nature of student experiences. This study also uncovers major limitations in the existing research, such as small sample sizes, potential biases due to the use of survey-based methods, and challenges in generalising findings across disciplines. These insights underscore the need for further research to enhance the methodologies used in course evaluations. This study contributes to advancing learning analytics practices and emphasises the importance of innovative approaches for evaluating and improving course effectiveness. Full article

Under the pedagogical concept of sustainable development, an increasing number of interdisciplinary pedagogies are being applied in physical education, moving away from traditional face-to-face teaching methods. This study investigated the influence of blended learning on students’ engagement in physical education and the role of attitudes in this process. A questionnaire was used to validate the model based on a comprehensive literature review. PLS-SEM was used to assess the direct relationship between blended learning and learning engagement in physical education and the mediating influence of attitudes toward blended learning on these factors. The findings revealed that face-to-face sessions and students’ attitude toward blended learning positively affect their engagement in physical education. The results also indicated that students’ attitudes significantly mediate course design, learning experience, and face-to-face sessions with learning engagement. Based on the variable relationship, this study proposes a blended learning strategy rooted in the Five-star Teaching Model. By stimulating students’ initiative in learning, their attitude improved, enhancing their engagement in physical education classes. This research holds both theoretical and practical significance by improving the quality of physical education teaching and learning methods, offering novel insights into instruction in this field. Full article