Stepping up to Global Challenges (SGC): Empowering Students across the World

Stepping up to Global Challenges (SGC) aimed to provide students with opportunities for language practice through task-based learning activities and the use of digital platforms for interaction. Marketing students at the Polytechnic of Viseu, Portugal, collaborated with peers from Poland and Turkey, choosing an image on entrepreneurship and posting it on the SGC Facebook page to solicit comments from their own and other groups. This was one of the tasks assigned during the 2nd semester of 2019/20, under the constraints of COVID-19. We analyzed the students' choices, main difficulties, and motivation to persist in learning and improving their skills to share knowledge with (inter)national peersinfo:eu-repo/semantics/publishedVersio

Implementation of online problem-based learning assisted by digital book with 3D animations to improve student's physics problem-solving skills in magnetic field subject

The magnetic field is a more complex and abstract physics subject than other physics subjects, causing students’ low ability to solve problems. So there is a need for learning instruments to overcome these problems, especially when online learning during the COVID-19 pandemic. Research creates and implements an online problem-based learning (OPBL) assisted by digital books with 3D animation to improve students’ physics problem-solving skills on magnetic field subjects. Research aimed to analyze the validity, effectiveness, and student responses to the learning instruments used. The method used in this research is quantitative by using quasi-experiment and survey methods. The results showed that this learning instrument was valid and reliable to use in terms of contents and constructs. According to statistical test results, this learning instrument is also effective in improving students’ problem-solving skills on magnetic field subjects. Furthermore, the student’s response to this learning instrument was very positive, making this learning activity more innovative and fun. Research implies that an OPBL assisted by digital books with 3D animation instruments can be a solution to improve students’ physics problem-solving skills, especially during the online learning periodPeer Reviewe

Embodied learning and teaching approaches in language education : A mixed studies review

The notion of embodied learning has gained ground in educational sciences over the last decade and has made its way to language education with researchers acknowledging language learning as an embodied process. This mixed studies review aggregates and reviews empirical research, published from 1990 to 2020, using embodied learning approaches in language education. The review focuses on embodied approaches in learning and teaching first, second, and foreign languages at various educational levels. It encompasses 41 empirical studies with a majority published between 2019 and 2020, suggesting that the research area is growing rapidly. The results show that the studies align with two strands: (1) embodied learning through orchestrating embodied language learning and teaching, and (2) embodied learning in naturally occurring language learning interactions. The review identifies various embodied learning activities and presents how they contribute to language learning and teaching in different ways. The review proposes an understanding of embodied language learning that holds potentials to engage learners holistically, while simultaneously promoting language learning skills and adding emotional and motivational benefits to language learning.publishedVersionPeer reviewe

Embodied learning and teaching approaches in language education: A mixed studies review

The notion of embodied learning has gained ground in educational sciences over the last decade and has made its way to language education with researchers acknowledging language learning as an embodied process. This mixed studies review aggregates and reviews empirical research, published from 1990 to 2020, using embodied learning approaches in language education. The review focuses on embodied approaches in learning and teaching first, second, and foreign languages at various educational levels. It encompasses 41 empirical studies with a majority published between 2019 and 2020, suggesting that the research area is growing rapidly. The results show that the studies align with two strands: (1) embodied learning through orchestrating embodied language learning and teaching, and (2) embodied learning in naturally occurring language learning interactions. The review identifies various embodied learning activities and presents how they contribute to language learning and teaching in different ways. The review proposes an understanding of embodied language learning that holds potentials to engage learners holistically, while simultaneously promoting language learning skills and adding emotional and motivational benefits to language learning.</p

Ermittlung des Lernerfolgs durch den Einsatz von Virtual Reality : ein Feldexperiment

Digitale Medien wie Tablets oder Smartphones sind für viele Kinder bereits Teil des Alltags. Virtuelle Welten wie Minecraft werden von Kindern auf selbstbestimmte und kreative Weise entdeckt. In diesen virtuellen Welten lösen Kinder komplexe Probleme, experimentieren mit virtuellen Objekten oder entdecken zahlreiche Phänomene. Auch virtuelle Umgebungen können nachhaltige Lernprozesse initiieren und Besuche von ausserschulischen Lernorten ermöglichen, jedoch ist deren Einsatz in der Schulbildung wenig erforscht und das vorhandene Angebot an VR-Lerneinheiten gering. Ziel dieser Masterthesis ist die Optimierung einer bestehenden VR-Lerneinheit für das Schulfach Natur, Mensch, Gesellschaft im Rahmen des Lehrplans 21 sowie die Durchführung eines qualitativen Feldexperiments zur Untersuchung des Lernerfolgs und der Kriterien eines erfolgreichen Einsatzes von VR im Bildungskontext. Zum Erreichen der Zielsetzung werden die folgenden drei Forschungsfragen gestellt: «kann VR zur Wissensvermittlung von Schülern beitragen?», «kann der Lernerfolg von VR-Lerneinheiten im Vergleich zu klassischen Lerneinheiten gesteigert werden?» und «auf welche Kriterien muss bei der Entwicklung und dem Einsatz von VR-Lerneinheiten geachtet werden, um das volle Potenzial der Technologie zu nutzen?». Das methodische Vorgehen der Arbeit bedient sich der Ansätze des Forschungsparadigmas Design Science Research nach Hevner. Zur Optimierung der VR-Lerneinheit wurde der Ansatz des evolutionären Prototypings genutzt. Für die Beantwortung der Forschungsfragen wurde eine Literaturrecherche sowie ein qualitatives Feldexperiment an zwei Schweizer Volksschulen durchgeführt, wobei für die Erkenntnisgewinnung Prä- und Post-Messungen und qualitative Beobachtungen getätigt wurden. Für die Optimierung der VR-Lerneinheit wurden Designanforderungen mit Lehrpersonen erhoben, welche anschliessend umgesetzt werden konnten. Die optimierte VR-Lerneinheit diente dem qualitativen Feldexperiment. Die gewonnenen Erkenntnisse als auch die VR-Lerneinheit tragen zur bestehenden Wissensbasis bei. Die Auswertung der Ergebnisse des qualitativen Feldexperiments zeigt, dass bei den Probanden der Probandengruppe VR ein Wissenszuwachs gemessen werden konnte. VR kann zur Wissensvermittlung von Schülern beitragen. Die Probandengruppe VR konnte im Vergleich zur Kontrollgruppe keinen höheren Lernerfolg verzeichnen, jedoch sind die Ergebnisse des Feldexperiment aufgrund von kleinen Probandengruppen nicht genügend belastbar, um die Forschungsfrage vollständig zu beantworten. Hierfür muss das Feldexperiment mit mehr Probanden wiederholt werden. Die Kriterien für die Entwicklung und den Einsatz von VR-Lerneinheiten konnten aus den qualitativen Beobachtungen und der erarbeiteten Literatur aufgestellt werden. Für den Erfolgreichen Einsatz von VR-Lerneinheiten müssen Lernende mit dem Umgang von VR geschult werden. Die VR-Lerneinheit muss auf vorhandenes Wissen aufbauen und die Lernenden auf die wesentlichen Lerninhalte fokussieren. Dadurch kann bestehendes Wissen vertieft und verzerrten Grössenverhältnissen und Fehlinterpretationen von Zusammenhängen entgegengewirkt werden

Evaluation of Students’ Chemistry Learning and Experiences in Collaborative Immersive Virtual Reality

This study aims to understand how students utilise and perceive collaborative immersive virtual reality (iVR) to learn chemistry concepts, compared to magnetic models. Multimodal cross-case analysis revealed that undergraduate students appreciated learning complex spatial arrangements of molecules in iVR, but the extent of learning and engagement varied depending on prior knowledge and group composition. Evaluating the dynamics of students’ learning experiences can elucidate the unique educational benefits of iVR, revealing nuances that conventional evaluation overlooked

The Use of a Digital Question Board to Facilitate Student Questioning and Engagement in Large Lecture Classes: A Mixed-Methods Study

A lack of student questioning and engagement is faced by many universities, where a large lecture is a common practice. Emerging technologies bring about possibilities to fill this gap. This study applied constructivist learning theories and used a digital canvas as a Digital Question Board (DQB) for students to freely pose questions and respond using mobile technology. A mixed-methods study with a quasi-experiment was conducted to investigate the following research questions (RQs): (1) Do students demonstrate different questioning behaviors when provided access to a DQB from those students who are not provided with access to a DQB in large lecture classes? and (2) How does having access to a DQB during large lecture classes influence students’ level of engagement? The study was conducted in two groups of an introductory research methodology course in a large comprehensive university in eastern China (n = 253). The pre-post quasi-experiment lasted six weeks. The data from surveys, interviews, observation, and online posts (log data) were collected and analyzed. The results revealed that when the instructor discussed student questions after every 20–30 minutes in large lecture classes, students with DQB access had a significantly higher frequency of questioning than those without a DQB. The presence of the DQB enriched the types of questions and responses and encouraged mostly on-task learning questions. Having DQB access also greatly improved students’ behavioral and cognitive engagement and facilitated emotional engagement. With technology, students employed a non-linear, constructivist questioning process and actively contributed to the co-construction of knowledge. The presence of the DQB reduced the social pressure of questioning in large lecture classes. This research might contribute to the educational practices and theories as it depicted the patterns of student questioning in technology-mediated large lecture classes, proposed how to design constructivist instructional strategies better to encourage all students to freely pose questions and receive feedback without fear of embarrassment and being judged

Learning Molecular Structures and Interactions Using Immersive Virtual Reality

This thesis critically evaluated the educational possibilities of immersive Virtual Reality (IVR) in the context of learning about molecular structures and interactions. Following a systematic review, empirical case studies were conducted to investigate the influence of collaborative IVR activities on students’ conceptual understanding and collaborative interactions. Overall, this thesis illustrates significant learning benefits of collaborative IVR and generates insights for innovative and effective utilisation of IVR in science education

IX Conferência Internacional - investigação, Práticas e Contextos em Educação (2022)

A XI Conferência Internacional Investigação, Práticas e Contextos em Educação (IPCE), promovida pela Escola Superior de Educação e Ciências Sociais do Politécnico de Leiria (ESECS-PL), decorreu nos dias 6 e 7 de maio de 2022, na ESECS-PL. Teve como objetivo proporcionar a interação e a partilha de experiências e conhecimentos entre profissionais de diversas áreas ligadas à Educação e com interesses multidisciplinares, contribuindo e estimulando a investigação e a prática em Educação. O programa incluiu 4 sessões plenárias, proferidas por investigadores nacionais e internacionais, 1 painel, 18 artigos, 16 relatos e 3 posters, selecionados a partir de um processo anónimo de revisão entre pares, assegurado pelos 55 elementos da Comissão Científica. Neste documento, apresentam-se os textos remetidos pelos autores dos artigos, dos relatos e dos posters. Estes textos integram temas inter e transdisciplinares e incidem sobre problemáticas atuais no âmbito da educação em contextos de infância, adolescência e idade adulta e sobre a formação em contexto de trabalho, entre outros. Organizado em três secções, este livro de atas inclui na primeira secção os artigos, na segunda os relatos e, na terceira, os posters. Estes trabalhos versam temas como a aprendizagem e a avaliação em contextos educativos; o desenvolvimento comunitário ou revelam experiências de ensino e aprendizagem na Educação de Infância, no Ensino Básico e no Ensino Secundário ou experiências na formação de professores. Outros textos inserem-se especificamente na(s) Didática(s) e na utilização das Novas Tecnologias em contextos educativos. Esperamos que este livro de atas possa contribuir para divulgar os avanços e as novas tendências na investigação em Educação e nas diferentes práticas e contextos de ensino e aprendizagem. Agradecemos a todos os que de alguma forma contribuíram e contribuem para a realização e sucesso desta conferência internacional e esperamos que sintam que o tempo despendido tenha sido profícuo.info:eu-repo/semantics/publishedVersio