Search Results for
"learning"

This study proposes and evaluates a tri-dimensional model for online learning in response to disruptions caused by a global health crisis. It examines learners’ attitudes, student and community stakeholder satisfaction, and differences in academic performance between STEM and non-STEM students. A total of 288 undergraduate students enrolled in business and technology programs participated in the study. Utilizing a mixed-methods approach, the study explores three core dimensions: (1) learners’ attitudes toward online learning, assessed using the uses and gratifications theory (UGT), focusing on cognitive, affective, and social needs, and analyzed using structural equation modeling (SEM); (2) student satisfaction and community feedback on online marketing deliverables, measured using descriptive statistics; and (3) comparative academic performance across disciplines, evaluated using inferential statistical tests. The findings reveal that all UGT variables significantly influence learners’ attitudes. Students expressed high satisfaction with the model’s real-world relevance, and community stakeholders reported similar satisfaction with the student-generated outputs. Furthermore, STEM students achieved significantly higher academic performance than their non-STEM peers. © 2025 by the authors of this article.

The rapid growth of social media has significantly shaped education, particularly in language learning across Saudi Arabia. This study examines how platforms such as TikTok, Instagram, and X (formerly Twitter) are being integrated into English language teaching. Using a mixed-methods approach, data were collected through surveys from 150 university students, interviews with 10 English instructors, and content analysis of some followed English-learning accounts on these platforms. Findings showed that around 75% of students use TikTok for learning English, mainly to improve vocabulary and pronunciation, while 65% rely on Instagram for similar purposes. Instructors see the potential of these platforms to enhance student engagement but also express concerns about cultural appropriateness, digital distractions, and the lack of institutional support. Content analysis showed that successful educational accounts attract higher engagement when they include interactive features, visually rich content, and culturally relevant topics. Despite these benefits, challenges remain, such as unequal access to devices and limited digital literacy. While some studies have examined social media in education, there is a noticeable gap in research focusing on its practical use in English language instruction within the Saudi Arabian context. In line with Saudi Arabia’s Vision 2030, which prioritizes English proficiency, this study concludes that social media can serve as a useful supplement to traditional language instruction. It also provides recommendations for educators and content creators to better integrate these tools into English education while addressing current limitations. © 2025, Sciedu Press. This work is licensed under a Creative Commons Attribution 4.0 International License.

Examining how well a TRIZ-based Project-Based learning (PBL) module fosters creative problem-solving abilities in secondary school students enrolled in Design and Technology (RBT) courses is the goal of this study. The combination of PBL with structured creative problem-solving techniques like TRIZ, particularly in the context of RBT topics, is still largely unexplored, even though PBL has been widely used in Malaysian education. In this quasi-experimental study, 118 Form 2 students were split into two groups: a control group (n = 58) that received traditional instruction and a treatment group (n = 60) that received the PBL intervention. The 12-week TRIZ methodology-based module was presented to the treatment group. The treatment group’s mean scores increased by 34% (from 50.72% to 67.93%) compared to the control group’s 16% improvement, according to pre- and post-test data. Significantly, the treatment group showed a stronger change in mastery levels and high order thinking abilities in every aspect of problem-solving. The results imply that the TRIZ-based PBL module fosters structured and innovative problem-solving skills more successfully than conventional methods. By giving a scalable methodology for developing 21st-century skills, the study offers new insights by presenting a verified pedagogical framework that incorporates TRIZ into project-based learning for secondary education. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).

This research developed a problem-based worksheet (PB-Ws) model integrated with a learning management system (LMS) for the pneumatic course, targeting improvements in students' critical thinking and problem-solving skills. The study employed a four-phase design-based research (DBR) method: needs analysis, design planning, development, and reflection. The PB-Ws was validated by three expert validators. Data collection methods included interviews, observations, literature studies, and documentation. Results demonstrated that the PB-Ws model achieved a high feasibility level, particularly in the context (curriculum alignment and goal relevance), design, and language aspects, each scoring 4.0. However, input (adaptability to student characteristics) and process (implementation clarity and evaluation suitability) scored 3.7 and 3.3, suggesting areas for improvement in evaluation mechanisms and promotion of higher-order thinking skills (HOTS). This is because, although the model aligns with educational needs and standards, enhancements in cognitive challenge are necessary to maximize its effectiveness. The development of the PB-Ws model, integrated with LMS, significantly impacts vocational education by providing a structured, interactive, and accessible learning experience, supporting the cultivation of 21st-century skills in mechatronics and pneumatic systems. © School of Engineering, Taylor’s University.

Using virtual laboratories for practical learning in vocational education has significantly increased in recent years. This study aims to analyse virtual laboratory research trends for practical learning in vocational education through bibliometric analysis by taking data from Scopus (intro/issue). The method used in this bibliometric journal article is the bibliometric method. This research step consists of (i) determining search keywords, (ii) collection of publication data, (iii) bibliometric data processing, (iv) bibliometric data mapping, and (v) data analysis. The search keywords used to collect data were "Virtual laboratory," "Vocational," and "Education." There are 31 articles indexed by Scopus from 2002 to 2023. From 2019 to 2023, research on virtual laboratories in vocational education has increased. This is because access to computer technology, the internet, and mobile devices is increasingly widespread, and a surge in technology use occurred during the COVID-19 pandemic. The results of the bibliometric mapping analysis show there are 24 terms grouped into 3 clusters. The terms virtual laboratory and vocational education are related in research. Virtual laboratories help overcome problems in vocational education, especially for productive vocational subjects such as working on dangerous equipment. © 2025, Semarak Ilmu Publishing. All rights reserved.

In vocational education, the role of general education (GE) is pivotal in cultivating a well-rounded skill set among students. As the demands of the job market evolve, it becomes imperative to assess and enhance the efficacy of GE in these specialized settings. Vocational colleges (VC) and higher vocational institutions are essential in getting pupils ready for careers by offering specialized courses. However, the significance of GE cannot be overstated, as it provides a foundation for critical thinking, communication skills, and a broad intellectual perspective. This investigation aims to investigate the evaluation system of GE and related courses within VCs and higher vocational institutions. The study employs a descriptive mixed-methods approach. A purposive sampling technique was utilized to select participants. Using a questionnaire survey and interview method, the data for this paper was gathered from 157 teachers and 208 students. The data collected was analyzed using SPSS for statistical analysis. The findings identified that integrating technology-based evaluation methods enhances the effectiveness of GE programs in VCs. The result clarified that regular feedback and assessment in GE courses in higher VCs lead to better retention and understanding of the course content. The novelty of the study lies in assessing GE and courses in vocational and higher VCs, by exploring unique evaluation systems, it aims to enhance the quality of education, aligning curriculum with industry demands, and promoting well-rounded graduates in vocational settings. © De La Salle University 2024.

Teaching computational thinking skills to novice college students via programming poses considerable challenges. It involves learning programming language syntax and commands, along with fostering higher-order skills crucial for both computational thinking proficiency and future careers. To address this, we proposed a pedagogical approach integrating project-based learning with self-regulated learning in a C programming course. Guided by the higher-order computational thinking framework, this quasi-experimental study enrolled 173 students divided into three groups, a group with project-based learning design alone, a group with both project-based learning design and self-regulated learning scaffolding, and a control group with traditional teacher centered teaching. One-way analysis of covariance results showed the group with both project-based learning design and self-regulated learning scaffolding presented the most advancement of problem-solving and metacognitive skills. Paired samples t-tests showed this group also displayed the most significant improvements in computational thinking tendency and other higher-order skills. While the students’ cognitive knowledge gain in the group with both pedagogical supports didn't surpass students of the control group, it did outperform students from the group with project-based learning design alone. Overall, our findings supported the effectiveness of this integrated method in boosting computational thinking and other higher-order skills in novice programming students. This warranted further research to refine and enhance the proposed pedagogical strategy. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.

NoSQL databases are essential for managing modern data-intensive applications. While SQL education is a crucial part of the software engineering and computer science curriculum, it is insufficient in addressing the rise of big data and cloud infrastructures. Despite extensive research on SQL education, there is limited exploration of NoSQL education, particularly in teaching methods and data models. This study addresses this gap by conducting a systematic literature review on NoSQL database education, aiming to assess current research, teaching practices, models, tools, scalability, and security mechanisms while offering a framework for integrating NoSQL into academic curricula. Out of 386 articles, 28 were selected for detailed analysis, focusing on NoSQL teaching methods, models, and curriculum development. Findings revealed that document-oriented and graph databases, especially MongoDB, Cassandra, and Neo4j, are the most taught. The project-based learning approach was the most common teaching method. Challenges identified include adapting to technological advancements, addressing diverse student needs, and the shift to online learning. This review contributes valuable insights into NoSQL education and offers recommendations for improving teaching practices in software engineering curricula. © 2025 The Author

Oral practice is challenging for foreign language education, and Corrective Feedback (CF) is often used to point out learners’ pronunciation errors and to help them improve their oral skills in foreign language courses. CF is generally considered as a necessary condition for foreign language acquisition, and “reflection” and “correction” are imperative stages to realize the process from “input” to “output” to improve accuracy and deepen reflection on foreign language learning. In conventional courses, teachers have often used peer assessment (PA) to ask students to comment on each other’s performance during exercises so as to promote reflection. However, due to students’ varied levels of proficiency, correction from the teacher during PA activities is needed. Since a ratio of one teacher to many students is very common in most courses, it is almost impossible to provide immediate and detailed feedback for individual students during pronunciation practice. With the development of artificial intelligence, Automated Corrective Feedback (ACF) can provide more personalized, precise, and timely feedback for individual learners. Therefore, a quasi-experimental research design was conducted to explore if the ACF-based peer assessment (ACF-PA) approach would have a positive effect in a foreign language pronunciation course. The participants were 66 college students who were divided into an experimental group with the ACF-PA approach (N = 31) and a control group with the Conventional Peer Assessment (C-PA) approach (N = 35). The results indicated that when ACF-PA was adopted, it was helpful for improving students’ learning performance, intrinsic motivation, and self-regulated learning conceptions when learning French pronunciation. Additionally, discussion on students’ learning experience and their perceptions is also provided. © The Author(s) 2025.

The low logical mathematical intelligence of students with mild intellectual disabilities is caused by several factors: the learning process is still classical with the lecture method; the less than optimal use of learning media and teaching materials based on the surrounding cultural environment; the unavailability of concrete and interactive teaching materials that are adjusted to the cognitive needs of students with mild intellectual disabilities; and the unavailability of Android-based applications that help students learn the material anytime and anywhere, so that they can facilitate their ability to remember and understand the material. This research was conducted at the Sunan Kudus Special Elementary School located on JL Mayor Kusmanto RT 4 RW 3 Pedawang, Bae District, Kudus Regency, Central Java Province, Indonesia. This school was chosen because of the low level of students' logical mathematical intelligence and the lack of use of Android-based learning media. The main objective of this study was to analyze the effectiveness of the Realistic Mathematics Education (RME) model assisted by the Digital Mathematics Science Module With Voice Recording (DIMSMOVE), based on local advantages on the North Coast of Java, Indonesia, in improving the logical mathematical intelligence of students with mild intellectual disabilities. The results of the study showed that the average logical mathematical intelligence score of students using the RME model supported by interactive digital modules based on local excellence exceeded the Minimum Completion Criteria (KKM), and there was a significant increase in their logical mathematical intelligence. The level of effectiveness was categorized as moderate based on the N-Gain test, which showed that the RME model and the digital media developed were effective in supporting the learning and memory of students with mild intellectual disabilities. This study contributes to the field of inclusive education by introducing an innovative learning model that integrates RME with a culturally relevant and voice-supported digital module (DIMSMOVE). The combination of local cultural content and interactive technology offers a contextual, inclusive, and adaptive learning solution for improving cognitive competence in students with intellectual disabilities. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).