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"Students"

A three-year pilot study investigated the effectiveness of artificial intelligence (AI) as a motivational tool for teaching programming concepts within the Croatian Informatics curriculum. The study was conducted in schools through the extracurricular activity EDIT CodeSchool with the Development of Intelligent Web Applications (RIWA) module. Twelve schools in Split-Dalmatia County in the Republic of Croatia participated, resulting in 112 successfully completed student projects. The program consisted of two phases: (1) theoretical instruction with examples and exercises, and (2) project-based learning, where students developed final projects using JavaScript and the ml5.js library. The study employed project analysis and semi-structured student interviews to assess learning outcomes. Findings suggest that AI-enhanced learning can effectively support programming education without increasing instructional hours, providing insights for integrating AI concepts into existing curricula. © 2025 by the authors.

This article analyses the coordination between professionals, students and technology in the communication and appropriation of know-how in healthcare simulations. To be successful, simulations require continuous interventions by professionals (in this case, operators and facilitators), who analyse, assess and reflect on the actions participants take as the simulation evolves. This study builds on interaction analysis of 30 video-documented (15 h) conversations between operators and facilitators in post-simulation discussions of outcomes. The specific focus of the analysis is the nature of work done by operators/facilitators as they analyse and evaluate simulations. The results show the multilayered nature of these analyses. The operators and facilitators show three prominent types of consideration. They (a) calibrate what they have observed, (b) monitor the progress of the scenario as an instructional event, and (c) comment on their own contributions as instructors/participants. All these considerations have evaluative elements, and the agentic nature of technologies, students and professionals is addressed. One general observation of interest is the ways in which simulations provide access to student learning, and how these activities become accessible for professional scrutiny and judgement. © 2025 by the authors.

This paper explores the association between computational thinking (CT) skills and learning to play musical instruments. While CT has often been linked to programming and STEM fields, its application to non-digital contexts remains underexplored. The two studies presented here address this gap. In the first, a quantitative study (N = 91), self-report questionnaires were filled out by young adults with varied musical backgrounds, who also undertook CT tests. We found a strikingly positive association between musical experience and CT performance, with some nuanced associations based on the characteristics and experience of music playing. In the second, qualitative study (N = 10), interviews were conducted with high school students who are highly experienced in music performance, aiming at identifying CT skills they use while learning to play musical pieces. The analysis revealed that they employ a wide range of CT skills, and that the manifestation of these skills differs by the stage of learning. These two studies complement each other, hence this paper sheds important new light on the associations between CT and the field of music education. © 2025 by the authors.

The declining number of Malaysian students opting for the science stream has impacted the country's global PISA ranking. This paper presents the development of a Project-based Learning-Technology-based Learning (PBL-TBL) science module for preschool children, aiming to foster early interest in science through collaborative activities. The study employs a mixed-method design, incorporating three phases of the ADDIE Model: needs analysis, design, and development. In the needs analysis phase, interviews were conducted with nine preschool educators to assess the necessity of the module. During the design phase, six experts evaluated the prototype to ensure its effectiveness. The development phase involved nine experts assessing the usability of the MyPraSains learning module, specifically designed for Malaysian preschools. In the implementation phase, 25 preschoolers engaged in an activity from the module to test its practical application. Finally, the evaluation phase involved an educator interview to assess the module’s impact based on expert feedback. Findings revealed that experts unanimously agreed on the validity of the MyPraSains module, achieving a content validity index (CVI) of 1.00. Additionally, children demonstrated significant social development through active participation in module activities. Educators also endorsed the module, recommending its adoption in preschool settings as a benchmark for science education quality in Malaysia. This study highlights the potential of early science exposure in nurturing long-term interest in STEM fields, addressing the ongoing decline in science stream enrolment. © Universiti Putra Malaysia Press.

In this paper, we develop an open-ended approach to evaluating students’ citizenship competences. We aim to give students the opportunity to describe what citizenship means for them in personally relevant contexts. We developed three rubrics relevant to students’ citizenship in daily life. students in grade 10 and 11(Mage = 16) evaluated their competences or completed an assignment which was assessed using rubrics. The results show that for both approaches, the majority of students were able to provide relevant input pertaining to their citizenship competences. However, students’ explanations were often brief, limiting the personal context they provided and the extent to which they demonstrated higher levels of proficiency. This study shows that employing rubrics for an open-ended approach to assessing citizenship competences shows promise in allowing students to share and elaborate upon their experiences and viewpoints, but more focus is needed on improving the quantity and quality of student input. © The Author(s) 2023.

Background: The new curriculum envisages a different perspective on assessment and advocates greater emphasis on setting up continuous assessment. With advances in technology, many innovations about teaching, learning and assessment have been experimented. The present study intended to explore the effectiveness of crossword puzzles as an assessment tool for learning. Material and Methods: For one half of the competencies in endocrine physiology, after planned lecture sessions, a crossword puzzle was distributed and the students were instructed to solve the puzzle soon after the session. For the other half of the competencies, only planned lecture sessions were conducted. students’ performance was tested by conducting part completion tests, which included questions from topics covered by lectures with and without crossword puzzles. Following this, a pre-validated questionnaire was administered to study the students’ perception about usefulness for extension of the utility. Results: In the part completion test, the scores obtained by students for the questions covered by lecture and crossword were significantly higher than the scores obtained by the students in questions covered by lecture alone. The majority of them expressed positive vibes towards crossword puzzles as an in-class room formative assessment tool. Conclusion: The findings of the present study suggest that blending crossword puzzles at the end of lecture sessions would lead to better student involvement in the learning process and improved performance as it provides a recreational break from lecture monotony. © 2025 Medical Journal of Dr. D.Y. Patil Vidyapeeth.

The issue of digital learning culture in teaching news writing is very important and needed. Innovative learning media has a positive impact on increasing students’ understanding of learning materials. The aim of this study is to investigate the effectiveness of web-based media in teaching news writing to journalism education students at Indonesian universities. This study implements an experimental research method in which the media was tested using a quasi-experimental design. The data was analyzed using a One-Way ANOVA. The sample population of this study were fourth semester students of the Indonesian language and literature education department at four universities in Central Java, Indonesia, who took journalism education. The samples were selected using cluster sampling in which four universities implement four different learning media, namely web-based media, PowerPoint, video, and audio media. Results of the study revealed that the cultural impact of digital learning in implementing web-based media was more effective on teaching news writing rather than implementing PowerPoint, video, and audio. © 2025 Ahsin, Andayani, and Setiawan.