The objective of this study was to develop and assess a new SG with rich gameplay features for chemistry. port biological baseline surveys Elementium, a game revolving around fundamental chemistry, encompasses the study of chemical elements, the nomenclature of compounds, and how these elements are created and used in our everyday lives. The game's central purpose is to allow junior high school students to become more comfortable with the aforementioned subjects. The Four-Dimensional framework, put forth by de Freitas and Jarvis in 2006, guided the dimensional implementation in the Elementium design. Following the developmental phase, Elementium underwent assessment by educators currently instructing or formerly instructing Chemistry. Participants leisurely playtested the game at home, evaluating it against the key SG design criteria proposed by Sanchez in 2011, and other quality indicators cited in the literature. Chemistry teachers found Elementium's acceptance, usability, didactic value, and gaming environment to be positive. Elementium's primary purpose, as ascertained by this evaluation, has been realized, indicating its practicality as a supplemental pedagogical tool. Even so, the extent to which it effectively imparts knowledge has to be corroborated by a research project focusing on high school students.
Social media, though rapidly evolving, possesses fundamental, long-lasting attributes conducive to high-quality learning; these attributes offer opportunities to enhance the acquisition of skills and collaborative efforts in higher education. Additionally, leveraging tools students habitually employ in their daily activities promotes the assimilation of fresh learning methods. To foster high-quality learning experiences within the Bachelor of Science in Nursing program, a TikTok-based initiative disseminating content across three modules has been implemented. To achieve this, we created these learning environments and evaluated user responses to, and their level of adoption of, the technology in accordance with the Technology Acceptance Model. Our outcomes highlight a high level of contentment with user participation and the generated content, together with the technology's approval. Our data indicates no gender-specific variations in the outcomes; however, we did find subtle differences depending on the subject area in which the microlearning tool was employed. Though these alterations typically have no bearing on participants' evaluations of their experiences, future efforts must investigate the fundamental reasons for these fluctuations. Our research, in addition, points to the capacity for constructing a content creation system that promotes high-quality learning through micro-learning, which may be adaptable across subjects, exemplified in the Bachelor of Science in Nursing.
The online version features supplementary material located at the cited URL: 101007/s10639-023-11904-4.
The online document's supplementary materials are located at the following URL: 101007/s10639-023-11904-4.
The primary goal of this research is to explore teachers' opinions on the factors within gamified learning applications that contribute to improved effectiveness in primary education. A structural equations model served as the computational engine for a methodology rooted in importance-performance analysis, aiming to determine the degree of importance for each variable. 212 Spanish teachers, possessing experience in the application of educational tools within their pedagogical approaches, formed the sample group. Educational effectiveness is predicated on six categories: (1) curriculum connection, (2) feedback and operational experience, (3) assessment and learning analytics, (4) sustainability (Protection Personal data), (5) equal access, and (6) flow. The three traditional areas of gamification intervention—cognitive, emotional, and social—are bolstered by these six categories. To this effect, the construction and integration of a gamified educational application should (1) establish a cohesive connection between the game's design and the academic curriculum, (2) foster self-directed learning through individual and collaborative activities, (3) incorporate personalized and adaptive learning pathways for different learners, (4) include learning analytics accessible to teachers, students, and families, (5) ensure compliance with data protection regulations while emphasizing ethical and sustainable data use, (6) account for diverse learning abilities and support specific needs. Primary education teachers, upon observing the gamified app design's incorporation of these attributes, acknowledge the effective integration of such resources into the teaching-learning processes.
The COVID-19 pandemic resulted in the widespread adoption of an e-learning pedagogy. The resulting mandate required both teachers and students to adapt to online learning, thus prompting the integration of online educational technology into their curriculum. Educational institutions have encountered obstacles such as inadequate facilities and a scarcity of qualified instructors. Online classes are designed to deal with these challenges, since the structure of online learning allows for the inclusion of more students. Before initiating e-learning technology management, institutions must ensure that students will embrace and utilize the new technology. VO-Ohpic mouse Therefore, the goal of this study was to expose the key elements that influence the acceptance of newly mandated technologies. Students' intentions to continue using a mandatory e-learning system were investigated using the UTAUT, a widely accepted technology acceptance model. A quantitative research approach was employed in the study. A private university in India was the recruitment ground for this study's participants. This study's questionnaire was patterned after those employed in earlier research projects. A distributed online link, utilized during online classes amidst the pandemic, served as the vehicle for the survey. As a result, a convenience sampling strategy was adopted for this study. Analysis of the data involved the use of structural equation modeling. Through empirical investigation, the results revealed that the UTAUT model provides a partial insight into the enthusiastic acceptance of technology. The study uncovered 'performance expectancy' and the 'abundance of resources' as pivotal indicators of 'continued use intention'. For students to achieve academic success, educational institutions should provide e-learning platforms and readily available necessary resources to facilitate their e-learning activities.
This study, informed by social cognitive theory, examined the online teaching self-efficacy of instructors during the unexpected, COVID-19-triggered transition to remote pedagogy. The pandemic's impact on education spurred a shift to online instruction, providing instructors with valuable real-world experience in this new teaching format. The study's focus was on instructors' self-efficacy in online teaching, the perceived benefits, their projected implementation of these strategies in future instruction, and the obstacles encountered during their transition. All 344 instructors participated in completing the developed and validated questionnaire process. Analysis of the data involved the use of multiple linear regression, implemented with the stepwise estimation technique. Instructors' online teaching self-efficacy is demonstrably predicted by factors such as the quality of online learning, prior experience with learning management systems (LMS), and affiliation with a university. Factors such as online teaching self-assurance, gender, the caliber of online learning, and professional training contribute to the perceived value of online education in emergency situations. In parallel, the effectiveness of online learning platforms and professional development programs strongly predicts the inclination of instructors to implement online teaching methods and learning technology. During emergencies, instructors cited remote assessment as the most formidable obstacle in online education, while students highlighted internet access and speed as the primary and most complex barriers to overcome in this transition. This research illuminates instructors' online teaching self-efficacy during the abrupt shift to online instruction necessitated by the COVID-19 pandemic, and the subsequent positive impacts on higher education. The implications and recommendations are addressed.
While Massive Open Online Courses (MOOCs) have witnessed substantial growth in global higher education enrollment, particularly during the COVID-19 pandemic, the educational accessibility and benefit for learners in economically disadvantaged regions (EDRs) are uncertain. Reports in the literature detail difficulties in deploying MOOCs within these regions. This paper thus intends to confront the pedagogical issue within EDR by exploring and evaluating how MOOCs can be employed. Leveraging the ARCS model (i.e., Utilizing the Attention, Relevance, Confidence, and Satisfaction model, our embedded MOOC strategy places bite-sized MOOC components within classroom lectures. This structure benefits from the guidance and direction of the instructors. The embedded MOOC strategy's efficacy was scrutinized and contrasted with other pedagogical techniques. The embedded MOOC approach, as demonstrated by randomized experiments, was found to yield higher scores than face-to-face learning in the areas of learner attention, the material's perceived relevance, and learner satisfaction. stroke medicine The embedded MOOC approach exhibited a higher degree of success in improving student perceptions of relevance than the asynchronous blended MOOC model. Students' future intentions to utilize embedded MOOCs in their academic endeavors were positively linked to their perceptions of attention, confidence, and satisfaction, as demonstrated by regression analysis. Examining the research findings, the effectiveness of utilizing MOOCs and reusing their material is clarified for global advantages and the innovation in pedagogical approaches.