Search Results for
"learning"

Traditional lectures in architectural engineering often fall short of effectively conveying practical applications. This study introduces a hybrid teaching approach that integrates structured field trips with traditional lectures based on Kolb’s four-step experiential learning cycle to address this. An experimental design was implemented to assess the impact of this method on achieving core Course learning Outcomes (CLOs). Using SPSS, independent-sample t-tests, and one-way ANOVA, we compared CLO scores across intervention groups, student seniority levels, and field trip frequency. At the same time, multiple linear regression analyses were used to analyze the influence of students’ attitudes, prior experiences, and enjoyment on the CLO scores. CLO achievement was further validated through the Course learning Outcome Analysis Tool (COAT). The findings reveal that students exposed to field trips performed significantly better, particularly freshmen and junior students, who showed greater knowledge gains than their senior peers. Additionally, a higher frequency of trips was associated with improved academic performance, and students’ positive attitudes, prior exposure, and enjoyment of field trips positively influenced their CLO outcomes. These results underscore the effectiveness of integrating experiential learning into architectural engineering education, offering a compelling supplement to conventional lectures and addressing the limitations of traditional instructional methods by fostering deeper, more meaningful student engagement and learning. © 2025 by the authors.

Immersive Virtual learning (IVL) is increasingly recognized as an innovative approach to technical skills training. Its immersive, engaging, and interactive nature enhances the learning experience. This study addresses the need for a structured understanding of IVL’s effectiveness in technical skills training. A systematic search of scholarly articles from Scopus, Web of Science (WoS), IEEE, and ERIC publications from 2020 to 2024 was conducted following the PRISMA framework. The database found (n=36) that the final primary data was analyzed. The findings were categorized into three themes: (1) Effectiveness of Immersive learning Technologies, (2) Integration and Implementation Strategies, and (3) User Experience (UX) in IVL Environments. The results reveal that IVL significantly improves learning outcomes, especially in technical skills training, by enhancing theoretical knowledge and practical abilities. UX factors, including usability, cognitive load management, intuitive interaction design, real-time feedback quality, engagement, motivation, and perceived realism, influence UX. Well-designed IVL enhances user acceptance, although future research is necessary to optimize these technologies and UX in IVL for technical skills training. © © 2025 KSII.

This study aims to develop a chemistry experiment design by utilizing simple tools and materials to teach the concept of macromolecules (carbohydrates, lipids, and proteins) to vocational students. The method used in this research is descriptive-quantitative. The research design was pre-test and post-test one group design. The subjects of this study were 23 students of class X vocational school in Cimahi, West Java, Indonesia. learning was conducted using conventional methods and supported by practicum activities. Laboratory activities were carried out by conducting experiments using simple tools and materials to understand the physical and chemical properties of carbohydrates, lipids, and proteins. The results of the analysis showed that there was an increase between the pretest and post-test scores of students as shown in the N-Gain value obtained of 0.4 with a moderate category, while hypothesis testing with the Wilcoxon test showed that there is an influence between learning activities assisted by practicum activities on the level of student understanding of macromolecular material. The results of this study show that classroom practice activities are very useful in helping students understand the scientific concepts of macromolecules and can connect theory with practice. In-depth concept understanding of macromolecules also impacts on achieving the Sustainable Development Goals (SDGs). © 2025, Rajarambapu Institute Of Technology. All rights reserved.

This study aims to develop physics experimental learning tools on black principle material to improve vocational students' understanding through conventional learning supported by laboratory activities. In this research, the development of the black principle experimental learning tool was carried out using a design and development (DDR) approach. To evaluate learning, this research used a one-group pre-test and post-test design. The research subjects consisted of 21 vocational students at a vocational school in the city of Cimahi, West Java. learning is carried out through conventional methods supported by laboratory activities which consist of four stages, namely: (i) pretest; (ii) delivering learning material; (iii) laboratory activities; and (iv) post-test. Laboratory activities are carried out by observing changes in the temperature of hot substances and cold substances when hot substances are passed through cold substances. To compare students' level of understanding before and after the learning period, pre-test and post-test data were evaluated using simple statistical calculations paired sample t-test. The results of the learning analysis show that laboratory activities can improve students' understanding even though the improvement is categorized as moderate. Laboratory activities in the classroom are a very effective way to strengthen understanding of scientific concepts and help students link theory with practice. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

This study aimed to investigate the use of digital learning units in secondary school teaching, focusing on the experiences of teachers in Hail City. A descriptive research design was used, with data collected through a self-developed questionnaire. The sample included 250 secondary school teachers. The results showed strong support for digital learning units, with average scores of 2.89, 2.89, and 2.90 across three measured areas. Overall, the average score of approximately 2.89 suggests that the use of digital learning units was viewed positively. Statistical analysis revealed significant differences in teachers’ responses based on age, while no significant differences were found based on social status, education level, or teaching experience. The findings highlight the importance of improving teacher training programs to overcome challenges in technology integration. The study recommends further research to determine how long it takes for digital learning units to affect student achievement and to assess the impact of professional development for teachers who frequently use digital technology in their teaching. Future studies should also examine the long-term effects of digital learning across different subjects, its influence on student performance, and the role of emerging technologies such as artificial intelligence and virtual reality in shaping educational outcomes. © 2025 The Authors.

This study investigates the effectiveness of a laboratory activity designed to enhance vocational students' understanding of rare earth metal extraction from electronic waste, specifically Cathode Ray Tube (CRT) waste using Eutectic Ionic Liquids (EILs). The method is pre-experiment with one group pretest-posttest design. The research involved 15 chemical engineering students from the Polytechnic in Bandung. The laboratory activity involved collecting CRT waste, separating phosphorus material, synthesizing EILs, extracting rare earth metals from phosphorus material, and observing and analyzing the results. The data analysis technique used was descriptive analysis of N-Gain and statistical tests like the normality test and non-parametric Wilcoxon test. The results showed a medium increase in learning outcomes with a 28% and the N-Gain value for learning outcomes is 0.59. The Wilcoxon statistical test confirmed the significant difference between learning outcomes before and after the laboratory activity. The study concludes that this novel laboratory activity is effective in increasing students' understanding of sustainable rare earth metal extraction, It aligns with Sustainable Development Goals No. 12: Responsible Consumption and Production, providing a solution to the e-waste problem and serving as an educational tool for sustainable practices. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

Virtual reality (VR) technology has been widely used in nursing laboratory courses to effectively making up for the shortcomings of traditional teaching. However, challenges such as cell phone addiction, negative emotions, and reduced communication between teachers and students still exist during the application process, which makes it difficult to achieve the goal of cultivating high-quality nursing talents. Students, as the main body of VR technology application in nursing laboratory teaching, directly affect the teaching effect of VR courses. This study aims to identify the factors influencing undergraduate students’ learning preferences in nursing laboratory courses with VR technology through a scoping review. Following the PRISMA guidelines, 231 articles were retrieved from 6 databases, with 20 documents meeting the inclusion and exclusion criteria. The results show that prior experience, debriefing format, and instructor involvement are the most common influencing factors in the operational, debriefing, and undifferentiated phase of the virtual course, respectively. During the virtual operation phase, it is important to consider the integration between the disciplines and the VR technology. A group learning approach is used, and the length of the course and the frequency of learning can be adjusted according to previous experience. In the debriefing phase, synchronous debriefing can be chosen and the time is set between 15 and 30 min. Meanwhile, timely feedback from teachers is necessary for effective learning outcomes. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

Spherical video-based virtual reality (SVVR) offers teachers an accessible means to use virtual reality. However, research into the effects of learning materials in teacher-developed SVVR activities on student learning remains limited. This study recruited 33 elementary school teachers and the 841 students in their classes. This study classified teacher-developed SVVR into "enhanced type" (N = 18) and "fundamental type" (N = 15), based on the number of enhanced exposition contents and thematic integration assessments embedded in the SVVR activities. This study also examined its effect on the students’ perceived effects of active learning (AL), repetition (REP), and feedback (FB), and learning engagement (i.e., cognitive, emotional, behavioral, and social engagement). Nested relationships between teachers and students were observed using hierarchical linear modeling analysis. This study revealed that (1) enhanced-type SVVR activities are positively associated with learning engagement; (2) AL and FB are positively associated with student engagement; (3) REP is the only factor that is positively associated with emotional engagement; and (4) AL and SVVR exert a cross-level interaction effect on emotional engagement, wherein enhanced-type SVVR activities yield greater emotional engagement among lower AL students. While prior research highlighted SVVR’s impact on student learning, the present work has unfolded the importance of how SVVR delivers information and facilitates students' knowledge organization in the course of learning, consequently impacting students’ learning outcomes. The results of this research are of theoretical and practical significance for both researchers and practitioners working on designing, implementing and evaluating SVVR for educational purposes. © The Author(s) 2024.

Computational thinking skills as core skills for emerging citizens are receiving great attention from scholars and educators. Various measures have been taken to improve students’ computational thinking skills. Among these measures, the smart classroom, as a technology-enhanced learning environment, plays an important role in cultivating students’ computational thinking skills. This study aims to explore the relationship between Information and Communications Technology (ICT literacy) and secondary school students’ computational thinking skills in smart classroom environments. This study adopts clustered sampling approach to select 351 students from 8 secondary schools in H Province of China as a valid sample. This study uses questionnaire survey to collect data, which mainly includes two scales, ICT literacy and computational thinking skills. Factor analysis and Structural Equation Modeling (SEM) were adopted to analyze this survey data. The results showed that ICT literacy has a significant positive impact on secondary school students’ computational thinking skills. From the calculation results of the model, the three sub-components of ICT literacy have different impacts on secondary school students’ computational thinking with internet literacy being the most important component, followed by computer literacy and information literacy. Given this interweaving of ICT literacy and computational thinking skills, it is conceivable to state that developing students’ ICT literacy could play a significant role in ensuring that appropriate measures are taken to improve computational thinking skills. The most effective strategy to cultivate students’ computational thinking skills is to improve students’ ICT literacy and encourage teachers to support the integrating of ICT into curricula. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

The dynamic relationship between e-learning, culture, and tradition has become a compelling field of study due to the ongoing transformation of educational milieus through technology-driven learning. This study aims to identify and analyse patterns in research publications, active institutions, the impact of citations, and keywords on the intricacies of e-learning, culture, and tradition. This study analysed datasets obtained from the Scopus and Web of Science (WoS) databases using the ScientoPy and VOSviewer. The findings demonstrate a significant increase in research output, highlighting the increasing scholarly interest in understanding the intersection of e-learning, culture, and tradition. The prevalence of keywords such as “mobile learning”, “e-learning”, “cultural heritage”, “augmented reality”, and “distance learning” illustrates the dynamic of the educational field stimulated by technological progress and cultural influences. Also, the keywords emphasise exploring novel learning methodologies incorporating digital resources, protecting cultural heritage, and adapting to changing educational environments. This bibliometric analysis contributes to a greater comprehension of how e-learning interacts with cultural and traditional contexts, thereby enriching the discourse surrounding education in a world that is becoming increasingly interconnected. © 2025, Intelektual Pustaka Media Utama. All rights reserved.