Search Results for
"learning"

Even while Artificial Intelligence (AI) has long been a part of our lives, it has recently received more attention thanks to the Chat Generative Pre-Trained Transformer (ChatGPT) introduction. Since its launch in November 2022, writers have discussed its advantages and disadvantages for society. Considering the various applications of this easily accessible instrument, a significant discussion centres on how it affects learning and the academic setting. This paper discusses using ChatGPT for project-based assessments in online teacher education. Therefore, this paper aims to guide lecturers using ChatGPT to challenge students in learning and developing critical thinking abilities through various project-based evaluation methods. The constructivist paradigm was used in this exploratory case study to assess lecturers’ preparedness for project-based assessment, aligning with a qualitative approach. Twelve lecturers with at least five years of Open and Distance e-learning (ODeL) experience were purposefully selected, and data was gathered via e-mail questionnaires focused on project-based assessment. Inductive analysis, a qualitative researcher synthesising and making sense of the data, was used to evaluate the questionnaire-transcribed data. Assessment is a necessary teaching skill, one of the most important critical aspects of teacher preparation. More emphasis on project-based evaluations that emphasise knowledge application should replace traditional, memorisation-based exams. Through project-based learning, students can show that they can apply what they have learned and engage in critical and creative thinking. Findings reveal that academic institutions and individual scholars must prioritise exploring AI technology, such as ChatGPT, and its implications within educational contexts. Moreover, project-based assessments are highly effective in fostering critical and creative thinking. These assessments encourage students to solve problems, collaborate, and apply theoretical knowledge to real-world scenarios. However, many students lack proficiency in project-based skills and struggle to apply knowledge from traditional resources to develop new ideas. Academic institutions should incorporate generative AI technology alongside project-based learning methodologies to prepare students for the rapidly evolving workplace. This approach promotes creative and critical thinking, collaboration, and the practical application of knowledge. © 2025 by the authors.

Project-based learning with problem solving using generative artificial intelligence, or the 2Pro learning system using generative AI, is a research tool designed with the concepts of project-based learning that primarily encourages learners to engage in self-learning based on their interest, aptitudes and abilities, and enables them to practically use the knowledge and experience derived from this learning. In addition, the problem-solving process is also integrated in 2Pro learning using generative AI. This is to stimulate learners to find reasons for problems and problem-solving methods in a step-by-step manner, and then summarise and evaluate the results to solve these problems and create their own works. It is expected that this learning style will enable learners to create works efficiently based on their knowledge and experience. Moreover, in this learning system, AI has been combined with Google Classroom as a learning tool to allow learners to enhance further their self-directed learning and apply various technologies to generate innovative works, which can pave ways for their future careers. © 2025 WIETE

—This research aims to improve students' understanding of Pancasila Student Profile Values by implementing Flipped learning by combining it with digital teaching materials according to the characteristics of students in elementary schools. In addition, this research also aims to create practical digital teaching materials for elementary school students in Padang City on Civic Education learning. This research uses the 4D development model (Define, Design, Develop, and Disseminate). This study involved a sample of elementary school students in Padang City who measured the practicality of the developed teaching materials assessed through a structured evaluation process. The results showed a high practicality score of 96%, which categorized the digital teaching materials as very practical for use in the classroom. In addition, researchers also measured the impact of implementing these teaching materials on student learning outcomes by obtaining significant results; 87% of students achieved scores above the threshold of completeness, with an average score of 88. The findings suggest that the integration of Flipped learning with digital teaching materials not only facilitates a deeper understanding of Pancasila values but also positively affects students' overall performance. The implications of this study highlight the potential for further research to explore the long-term effects of digital teaching materials and Flipped learning on different subjects and levels of education. Future research could also investigate the scalability of these materials in different educational contexts and their effectiveness in fostering critical thinking and civic engagement among students. © 2025, Politeknik Negeri Padang. All rights reserved.

Purpose: This study examines the influence of disciplinary differences and applied practices between architecture and engineering on students’ cognitive and affective responses to online education systems by employing the Technology Acceptance Model (TAM). Design/methodology/approach: A questionnaire addressing the aimed TAM constructs is conducted with 483 architecture and engineering students. Partial least square structural equation modeling (PLS-SEM) is used to test the direct and indirect relationships between students’ attitudes towards using (ATU), perceived usefulness (PU), perceived ease of use (PEOU) and system quality (SQ) based on disciplines’ diverse learning methods and approaches. Findings: This research shows that online education systems’ quality (SQ) influences students’ attitudes toward using (ATU) directly and indirectly. The strongest relationship is observed between system quality (SQ) and perceived ease of use (PEOU), proving that online education adoption is strongly linked to the environment’s quality where applied practices are conducted. Architecture students’ attitude is significantly shaped by the system’s visual and interactional attributes parallel to constructivist and experiential learning. Oriented towards multidimensional problem-solving, engineering students’ attitude is mainly influenced by their efficiency and productivity. Originality/value: This research contributes to the knowledge of technology acceptance in online education by exploring students’ attitudes and the less-examined differences between architecture and engineering disciplines. Emphasizing the impact of system quality on online education concerning applied practices, the study also underlines the possible shortcomings of the generalization of approaches. The findings offer insights into tailoring online education more inclusively and effectively by considering discipline-specific applied learning methods. © 2025, Emerald Publishing Limited.

Context: This study uses a social space approach to investigate Virtual Reality (VR)-based workplace learning in the context of apprenticeship training in the electronics industry in Switzerland. It was one part of a project which developed a prototype VR environment that enables apprentices to practice testing an electrical installation in a virtual garage using VR headsets. The study uses a spatial theory perspective to understand how the apprentices use the VR environment to develop their vocational competence and how spaces of learning are created through this process. Approach: The study applies a socio-spatial perspective to a triangulation of the results of a qualitative content analysis of structured interviews with 16 apprentices and their 11 trainers and a quantitative analysis of a close-ended apprentice survey questionnaire (N = 16). Results: When a VR environment is used for workplace learning, spaces of learning are created from the interplay of four spatial dimensions: The regulation and practices of use of the VR environment, the locality of use, the educational potential of the VR environment, and a mental representation of the real workplace represented in the VR environment. The VR headset acts as a boundary object in the training relationship. Other important findings of the study are: Automated access to learning opportunities reduces pressure on the teaching-learning relationship; the haptic dimension of work is important for competence development; the VR environment enables personalized learning with unlimited opportunities for practice; the lack of variety in the operational scenario enables apprentices to focus on practicing and perfecting procedures but does not reflect the complexity of the real world. Conclusion: Our socio-spatial analysis shows that when VR environments are used in workplace training the interplay of physical, mental, and virtual spatial dimensions leads to the emergence of learning spaces. The access to the VR environment, the location where it is used, and the active use of its learning features interact with the mental representations of the depicted environment. Spaces of learning created using a VR environment can complement traditional workplace training by facilitating the development of specific aspects of vocational competence. © 2025 European Research Network Vocational Education and Training. All rights reserved.

Industry Cadetship program is a program that assigns penultimate year students to companies matching their profiles, bridging academic learning and industry skills. Manual data analysis for assignments is time-intensive, prompting this study’s objectives: (i) propose an algorithm to optimize student-company assignment by using the student and company profiles, (ii) propose a method for the assignment of lecturers to company, and (iii) use similarity measure techniques to recommend companies with similar characteristics. Data was collected from a university student, company, and lecturer datasets. To assign students to companies, the Haversine, OpenStreetMap, and NetworkX were used to calculate the shortest geographical distance between the students and the companies; evaluated based on mean, variance, standard deviation, and utilization rate. For the lecturer assignment, cosine similarity was applied to measure the similarity between domain descriptions and company or lecturer information after performing Voyage AI embeddings. Lecturers are assigned to companies based on the highest domain similarity scores. The performance was evaluated using accuracy, precision, recall, and F1-score. Findings showed that embedding techniques significantly enhanced the matching process, with accuracy improved from 0.464 to 0.6071, precision increased from 0.417 to 0.5058, recall saw an equal rise from 0.464 to 0.6071, and the F1-score advanced from 0.417 to 0.5264. Longer descriptive inputs further improved performance, with accuracy rising from 0.6154 to 0.7692, precision from 0.5744 to 0.7751, recall remaining steady at 0.7692, and F1-score increasing from 0.5807 to 0.7484. This work can be extended to explore job portal dataset by aligning profiles with geography and specialization. © 2025, Politeknik Negeri Padang. All rights reserved.

This study aims to explore the educational effect of a multicultural environment, namely Tibetan Buddhist culture, Tibetan folk culture and Han culture, on the standard curriculum learning efficacy of Tibetan adolescents and the roles in which their self-related factors, psychological capital and self-cognition. A questionnaire was conducted among 1128 Sichuan Province Tibetan primary and middle school students. It was found that multi-cultures did not directly affect Tibetan students’ standard curriculum learning efficacy. However, they indirectly affected learning efficacy through the completely mediating roles of psychological capital and self-cognition of Tibetan students. Psychological capital and self-cognition have serial mediating effects on the relationship between multi-cultures and learning efficacy. This study explored the influence of multi-culture and self-factors on the learning effectiveness of ethnic minority students, proving that minority culture plays an irreplaceable and unique role in students’ self-development and learning, which has important implications for the development of compulsory education in minority areas. © 2025 Elsevier Ltd

This study investigates the pedagogy of tacit-to-explicit processes and how these pedagogies influence the workmanship of risk and certainty. Can uncertainty arise in traditional design, often shrugged as an imitative practice? If traditional design must be understood as an impulse to do a job well for its own sake, then it is essential to evaluate the kind and extent of risk that traditional designers take in making an object. In this study, the slow, incremental changes often associated with a traditional design practice were observed through an ethnographic lens in the studios of the Banarasi toy-designers, well known for making wooden play objects for over 100 years at Varanasi, India. Four learning tools were mapped on the knowledge spiral of Nonaka and Takeuchi, viz. learning-by-Observation, learning-by-Emulating, learning-by-Doing, and learning-by-Reflecting. The risks associated with each learning tool are elucidated, and a contextual evaluation framework for the assessment of products is proposed. © 2025 The Vocational Aspect of Education Ltd.

This article examines the teaching and learning practices of the Scrum framework among third-year students pursuing an applied bachelor's degree in Computer Technologies, specializing in Information Systems Development. With a didactic focus, our study explores the challenges encountered in constructing disciplinary knowledge related to Scrum, particularly in the context of real software project development. We find that activity theory is well-suited for this study, as it can enhance collaboration in software development environments and provide tools for an effective cognitive development process. This theory is correlated with a project-based pedagogical approach to identify discrepancies between prescribed activities and those actually undertaken in these projects. These discrepancies highlight the difficulties faced by our target audience and suggest avenues for further research. © 2025 The Authors

The aim of this qualitative study is to examine problem characteristics that facilitate the achievement of problem-based learning outcomes in hospitality and tourism education. Rooted in constructivist grounded theory, 64 in-depth interviews were held with hospitality and tourism postgraduates who had attended a marketing course including problem-based learning activities offered at a comprehensive research university. A theoretical framework comprising six problem-level attributes (measurable, ethically sound, applicable to the real world, innovative, theoretically sound, stakeholder-diversified) and three learner-level attributes (peer discussion, teacher discussion, and sharing) was proposed to support problem design in problem-based learning. These findings theoretically expand the problem-based learning literature into hospitality and tourism education. The results provide administrators and educators with a basis for designing problem-based learning activities in hospitality and tourism. © 2024 Informa UK Limited, trading as Taylor & Francis Group.