Gamification: Game-based Learning / Serious Games and 21st Century Soft Skill Development in Nursing Education

This study examined the development of 21st century skills through gamification, game-based learning (GBL), and serious games in nursing education in institutions of higher education in the United States. This paper reviews the history of gamification in nursing pedagogy through three domains of research. It includes an overview of research related to the development and implementation of gamification, GBL, and serious games in nursing education as well as the impact on the development of 21st century skills in digital natives. The focus was on the historical literature related to gamification, GBL, and serious games at institutions of higher education in nursing education to identify and analysis occurrences of 21st century skill development in historical research. Results were obtained through qualitative content analysis through the MAXQAD qualitative software program. Overall, the findings supported the use of gamification, GBL, and serious games in nursing education contributed to the development of 21st century skills among nursing students at institutions of higher education in the United States

The Trend of Technology Pedagogical Content Knowledge (TPACK) Research in 2012-2022: Contribution to Science Learning of 21st Century

The use of TPACK in 21st Century Science learning can facilitate teachers and students to be more active in learning and make it easier for students to have the expected 21st-century competencies. This study aims to identify and analyze TPACK research trends in 21st-century science learning in the form of TPACK documents, classification of journal rankings, classification of authors and their country of origin, and classification of keywords. This research is qualitative research. The data used in this study were obtained from documents indexed by Google Scholar from 2012-2022 using Publish or Perish and dimension.ai. Research procedures using PRISMA guidelines. Methods of data analysis using bibliometric analysis assisted by VOSviewer software. The results of the analysis show that the trend of writing TPACK articles in 21st Century Science learning has increased significantly from 2016 to 2020. Most journals that contain articles about TPACK in 21st Century Science learning are Educational and Information Technologies and Computers & Education. The results of the density mapping analysis show that the themes that are rarely researched are ICT investigation, curriculum, effectiveness, teacher knowledge, foreign language, teacher education, and TPACK instrument.  &nbsp

Integrating 21st-century skills in English material development: What do college students really need?

The 21st-century education emphasizes a number of indicators that teachers, students, parents, and other education stakeholders should completely understand. English teachers should be encouraged to be able to integrate the intended 21st-century competency indicators into instructional materials that are preceded by a needs analysis stage. Needs analysis is crucial in designing English materials as it serves as a valuable tool for practitioners to create English materials aligned with students' target and learning needs. As a consequence, needs analysis is seen as a necessary component of the teaching practice. The purposes of this study are to examine and reveal the numerous types of students' target needs and learning needs for English material development. This study examined two English lecturers and 206 students enrolled in the primary education department. The data collection instrument was a questionnaire and the data were analyzed using a software program, namely an excel chart data series. Findings indicated that the students' target needs included necessities, lacks, and wants, whereas learning needs included input, procedure, setting, learner's role, and lecturer's role in the teaching-learning process. Students' target and learning needs emphasized the importance of developing English materials that boosted 21st-century education skills. English materials should be adjusted to meet the needs of students' future careers, with a particular emphasis on the eleven sub-skills of 21st-century education

Exploring 21st Century Learning in Virginia Secondary School Technology and Engineering Classrooms: A Hermeneutic Phenomenological Study

The purpose of this phenomenological study was to examine how integrative STEM teachers utilize the Standards for Technological and Engineering Literacy (STEL) to foster and assess 21st-century learning in technology and engineering classes at multiple Virginia public secondary schools. The theory guiding this study was Kolb’s experiential learning theory, which integrates nine learning theories into an innovative cyclical learning process that is like the engineering design loop. This hermeneutic phenomenology included 15 Virginia technology and engineering schoolteachers (Grades 6-12) who purposefully taught multiple academic disciplines and utilized the eight practices of the STEL in the context of their curriculum to foster 21st-century learning. Data collection included individual interviews, journal prompts, and physical artifacts (lesson plans, assessment tools, etc.). Data were entered into the Delve data analysis software and were analyzed using Van Manen’s hermeneutic phenomenological theory for common themes regarding the fostering and assessment of 21st-century literacy. The themes extracted from the data included measuring 21st-century learning, developing 21st-century curriculum, and the eight practices of technology and engineering educators: creativity, collaboration, communication, critical thinking, optimism, attention to ethics, systems thinking, and making and doing. The findings indicated that integrative STEM methodology, multidisciplinary instruction, and the eight practices of the STEL fostered 21st-century learning. This study’s significance was to add to the available literature on integrative STEM education and the STEL fostering 21st-century learning

One Dimensional Motion with ICT Based Learning: Improving the Physics Teacher Candidates’ Science Process Skills and Attitudes

Education nowadays is demanded to produce students who have beneficial skills of the 21st century in dealing with problems in the era of information and digital technology. Therefore, it is necessary to change the emphasis of learning patterns. In this paper, the results of the application of 21st-century skills in learning Basic Physics 1 in the Physics Education Study Program, UIN Sunan Gunung Djati Bandung using a scientific approach is presented. Learning activities were conducted based on low budget materials and ICT in the form of tracker software. The results showed that students were skilled in using tracker (90%), had science processing skills (excellent 5.2%, good 74.0%, and fair 20.8%), and fostered curiosity (92.0%), careful attitude (92.2%), caring for the environment (73.0%), honest (93.0%), and cooperative (97.0%

Preparing Teachers and Schools for the 21st Century in the Integration of Information and Communication Technologies. Review of Recent Report in the U.S.

The year 1996, marked the initiation of the project Getting America’s Students Ready for the 21st Century: Meeting the Technology Literacy Challenge (U.S. Department of Education) which was based on four pillars: providing schools with adequate hardware, access to the internet, software, and training for teachers. The grant program aimed to integrate technology in the field of education in the 21st century. From this moment on, many have elaborated reports in an attempt to measure the success of this plan as well as the comment on the state of Schools, teachers, and Schools of Education insofar as their use and implementation of technology. This article endeavours to create a synthesis of the predominant opinions presented by academics in the second half of the 1990’s and the first years of the new millennium, about the introduction of technology into the classroom as proposed by this plan, and will, in some cases, call for their revisions. At the same time, the writing assesses, from a perspective enriched by time, exactly how much of what was suggested by the educational experts was actually put into effect.The year 1996, marked the initiation of the project Getting America’s Students Ready for the 21st Century: Meeting the Technology Literacy Challenge (U.S. Department of Education) which was based on four pillars: providing schools with adequate hardware, access to the internet, software, and training for teachers. The grant program aimed to integrate technology in the field of education in the 21st century. From this moment on, many have elaborated reports in an attempt to measure the success of this plan as well as the comment on the state of Schools, teachers, and Schools of Education insofar as their use and implementation of technology. This article endeavours to create a synthesis of the predominant opinions presented by academics in the second half of the 1990’s and the first years of the new millennium, about the introduction of technology into the classroom as proposed by this plan, and will, in some cases, call for their revisions. At the same time, the writing assesses, from a perspective enriched by time, exactly how much of what was suggested by the educational experts was actually put into effect

Preparing Teachers and Schools for the 21st Century in the Integration of Information and Communication Technologies. Review of Recent Report in the U.S.

The year 1996, marked the initiation of the project Getting America’s Students Ready for the 21st Century: Meeting the Technology Literacy Challenge (U.S. Department of Education) which was based on four pillars: providing schools with adequate hardware, access to the internet, software, and training for teachers. The grant program aimed to integrate technology in the field of education in the 21st century. From this moment on, many have elaborated reports in an attempt to measure the success of this plan as well as the comment on the state of Schools, teachers, and Schools of Education insofar as their use and implementation of technology.This article endeavours to create a synthesis of the predominant opinions presented by academics in the second half of the 1990’s and the first years of the new millennium, about the introduction of technology into the classroom as proposed by this plan, and will, in some cases, call for their revisions. At the same time, the writing assesses, from a perspective enriched by time, exactly how much of what was suggested by the educational experts was actually put into effect.The year 1996, marked the initiation of the project Getting America’s Students Ready for the 21st Century: Meeting the Technology Literacy Challenge (U.S. Department of Education) which was based on four pillars: providing schools with adequate hardware, access to the internet, software, and training for teachers. The grant program aimed to integrate technology in the field of education in the 21st century. From this moment on, many have elaborated reports in an attempt to measure the success of this plan as well as the comment on the state of Schools, teachers, and Schools of Education insofar as their use and implementation of technology.This article endeavours to create a synthesis of the predominant opinions presented by academics in the second half of the 1990’s and the first years of the new millennium, about the introduction of technology into the classroom as proposed by this plan, and will, in some cases, call for their revisions. At the same time, the writing assesses, from a perspective enriched by time, exactly how much of what was suggested by the educational experts was actually put into effect

Integrating 21st Century Skill into EYL Class: A New Ideal Course Design and Planning for EYL Class

The economical, political, business and social challenges faced by the world today demand the 21st century skill-integrated as the main aspect that must be mastered by every child nowadays. This paper explores some important aspects related to integrating the 21 century skill into EYL class. Included in the discussion of this essay are the framework of 21st century skill, the 21st century curriculum, and designing appropriate syllabus for 21st century education suitable for EYL classroom, such as project-based syllabus and theme-based syllabus. This paper also describes several ICT media tool that can be used to promote our children 21st century skill, such as cartoon story maker (computer software) and kidblog (online blogging)

A qualitative case study deconstructing teachers' decisions in the pre-active stage of teaching to illuminate considerations made for teaching 21st-century skills and knowledge

Title from PDF of title page viewed January 13, 2020Dissertation advisor: Loyce CaruthersVitaIncludes bibliographical references (page 228-252)Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2019The purpose of this heuristic case study was to develop a deeper understanding of how middle-level teachers in one Midwestern middle school account for teaching 21st-century skills and knowledge, within the context of a standardized curriculum. This study seeks to obtain descriptive information for how teachers account for 21st-century skills and knowledge in their instruction while in the pre-active stage of teaching. The central question was: What intentional considerations do teachers make in the pre-active stage of teaching for meeting the needs of diverse learners? Data collection included classroom observations, lesson reflection journals, individual teacher interviews, and a focus group interview. Through the process of within-case and cross-case analysis, aided by the use of a qualitative data software, NVivo 12 Qualitative Data Analysis, themes identified in the data were: Pre-Active Stage Inputs, 21st-century Framework Comprehension, Barriers to Implementation, and Fidelity to Curriculum. The findings supported much of the reviewed literature related to teacher decision making and inputs with regard to instruction. However, the study revealed that deficit thinking and the pressures of standardization and curricular accountability had a more detrimental impact on teachers’ ability and willingness to implement 21st-century skills and knowledge into lessons, especially when the curriculum did not intentionally include 21st century skills and themes. These findings may guide instructional leaders as well as classroom practitioners toward a more rigorous and comprehensive 21st-century aligned pedagogy.Introduction -- Review of literature -- Summary of findings -- Implications of findings -- Appendix A. Observation protocol -- Appendix B. Lesson plan reflection form -- Appendix C. Consent for participation in research study -- Appendix D. Interview protocol -- Appendix E. Group interview protoco

Technology-based learning interventions on mathematical problem-solving: a meta-analysis of research in Indonesia

Mathematical problem-solving is important for learning mathematics and is needed in the 21st century. In the 21st century, education technology has been complementing every learning activity. Research on learners’ mathematical problem-solving improvement increased rapidly over the last few decades. This study examined the effectiveness of technology-based mathematics learning interventions on learners’ mathematical problem-solving at all levels of education in Indonesia. The researchers only took meta-analysis research from 2015 to 2023 from indexing databases, such as Scopus, Web of Science, Google Scholar, and Science and Technology Index (SINTA) indexers. The collected research articles were from only national journals in Indonesia. The screened data became the research results, containing the mean, standard deviation, number of samples (N), and the scale used in the research. This research had 19 independent studies in this meta-analysis. The data analysis applied meta-analysis, specifically the mean effect size value. The results of data analysis using Jeffrey’s Amazing Statistics Program (JASP) software showed the effective implementation of innovative and fun technology-based mathematics learning interventions. These findings highlighted the importance of incorporating technology into mathematics education and its potential for improving learners’ problem-solving skills