The objective of this study was to develop and assess a new SG with rich gameplay features for chemistry. SB202190 price 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. Following the 2006 proposal by de Freitas and Jarvis, the dimensions of the Four-Dimensional framework were employed in the design of Elementium. The development of Elementium was subsequently assessed by Chemistry educators, both current and former, within the educational community. Playtesting of the game was conducted by the participants in their homes during leisure time, following the SG design criteria from Sanchez (2011) and further refining it against other quality indicators documented in the literature. From the perspective of Chemistry teachers, Elementium demonstrated positive acceptance, usability, educational benefit, and an engaging game environment. The assessment yielded positive outcomes, confirming Elementium's suitability for use as a supplementary teaching instrument. 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, in its rapid evolution, still harbors essential, persistent features conducive to high-quality learning, thereby offering avenues to augment competence development and collaborative work in post-secondary settings. Furthermore, the integration of tools already part of students' daily routines promotes the introduction of new learning methodologies. This project, part of the Bachelor of Nursing program, leverages TikTok to distribute content across three modules, aiming to improve learning quality via microlearning methods. 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 research reveals a high degree of approval concerning user interaction and the developed content, along with widespread acceptance of the technology used. Our study did not find any gender-related patterns, but we did uncover a slight divergence in outcomes related to the specific subject in which the microlearning resource was used. Though, in most instances, these differences don't affect participants' appraisals of their experience, further investigation into the sources of these divergences will be necessary. Subsequently, our data suggests the possibility of architecting a content creation system to encourage quality learning via microlearning, applicable to other subjects, at least in the context of the Bachelor's degree in Nursing.
The online version's supplemental materials are available at the specified location, 101007/s10639-023-11904-4.
At 101007/s10639-023-11904-4, supplementary material is provided for the online version.
A key objective of this study is to evaluate primary school teachers' perspective on the aspects of gamified applications that lead to increased educational success. 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. The sample encompassed 212 Spanish teachers with demonstrated experience in utilizing educational applications within the context of their teaching and learning methodologies. Curriculum connection, feedback and operational experience, assessment and learning analytics, sustainability (Protection Personal data), equal access, and flow are six categories identified as precursors to educational effectiveness. The cognitive, emotional, and social facets of traditional gamification interventions are further developed 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. The incorporation of these attributes in gamified app designs enables primary education teachers to integrate such resources seamlessly into the teaching-learning processes.
The COVID-19 pandemic prompted a move to an e-learning based educational approach. This imperative led to a shift in both teachers' and students' practices, prompting the adoption of online educational technologies for their learning. Educational systems are grappling with the issues of insufficient facilities and the absence of qualified instructors. Online courses have the potential to mitigate these difficulties because they can hold larger student enrollments. Nevertheless, before the deployment of e-learning technological management systems, institutions must ascertain student receptiveness to the new technology. diagnostic medicine In light of this, the purpose of this research was to determine the crucial factors necessary for adopting newly mandated technologies. Understanding student intentions to continue using the e-learning system, which is mandated, we employed the UTAUT, a widely accepted technology acceptance model. The study's research design was characterized by a quantitative approach. Participants in this Indian university study were selected from a private institution. This study's questionnaire was patterned after those employed in earlier research projects. Pandemic online classes provided the context for disseminating the survey via a shared online link. Ultimately, the research relied upon a sampling approach that was based on convenience. Structural equation modeling techniques were applied to the analysis of the data. Substantial evidence from the research demonstrates that the UTAUT model partially accounts for the determined use of technology. The investigation revealed 'performance expectancy' and the 'accessibility of resources' as key determinants of 'continued usage intention'. To help students reach their academic goals, this study suggests that educational institutions implement e-learning platforms, alongside providing the necessary tools and resources.
This study, rooted in social cognitive theory, examined online teaching self-efficacy among instructors during the swift, COVID-19-initiated transition to online pedagogy. The pandemic has instigated a transition to online teaching, offering instructors practical and beneficial experience in this alternative educational format. This study explored online teaching self-efficacy amongst instructors, the perceived value of online approaches, their intention to incorporate these methods in future teaching, and the difficulties they experienced in making the transition. 344 instructors, in total, submitted responses to the developed and validated questionnaire. The data were subjected to multiple linear regression analysis, employing the stepwise estimation method. Previous experience with learning management systems (LMS), the quality of online learning, and the influence of affiliated universities, are key factors that significantly impact instructors' self-efficacy in online teaching, according to the results. The perceived value of online learning in emergencies correlates with online teaching self-belief, combined with gender, the standards of online learning resources, and professional training. In the meantime, the caliber of online learning and professional development programs is a key factor in determining instructors' willingness to incorporate online teaching methodologies and digital learning tools. Amidst emergency online education, instructors found remote assessment the most formidable factor, and students struggled most with the complexities of internet access and speed during this transition. The sudden shift to online learning, a consequence of the COVID-19 pandemic, provides the backdrop for this study's examination of instructors' online teaching self-efficacy and the resultant positive changes to higher education practices. A discussion of recommendations and implications follows.
The widespread adoption of Massive Open Online Courses (MOOCs) in higher education, particularly during the COVID-19 pandemic, prompts the question of whether students from economically disadvantaged regions (EDRs) have equitable access and success on these platforms. Reports in the literature detail difficulties in deploying MOOCs within these regions. This paper's central aim is to overcome the pedagogical obstacles in EDR education by exploring practical applications of MOOCs. Relying on the ARCS model's principles (specifically, Within the framework of the Attention, Relevance, Confidence, and Satisfaction model, we introduced an embedded MOOC model. This approach integrates miniaturized MOOC modules into classroom instruction, overseen by the subject matter experts. Comparisons were made to determine the efficacy of embedded MOOCs in relation to other instructional methods. In randomized trials, the embedded MOOC approach was found to achieve significantly better scores in attention, relevance, and learner satisfaction when contrasted with a face-to-face instructional model. immune sensor Furthermore, the embedded Massive Open Online Course (MOOC) method demonstrated superior results in boosting student perceptions of relevance compared to asynchronous blended MOOCs. The regression analysis highlighted a positive association between students' intentions to adopt embedded MOOCs in their future studies and their perceptions of attention, confidence, and satisfaction. Examining the research findings, the effectiveness of utilizing MOOCs and reusing their material is clarified for global advantages and the innovation in pedagogical approaches.