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Education Sciences
Volume 14
Issue 8
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Educ. Sci., Volume 14, Issue 8 (August 2024) – 122 articles

Cover Story (view full-size image): Transitioning from high school to university can be a challenging time that is associated with uncertainty and stress, in part resulting from the vast number of subjects students have to choose from. Based on this assumption, this study investigates reasons for enrolling in a study program, students’ stress, as well as the coping strategies of n = 201 first- and higher-semester students. A specific feature of the questionnaire is the differentiated analysis of seven facets of motivation, expanding on the typically dichotomous approach. The results support this more complex structure of motivation and offer first insights into the connection between intrinsic motivation and coping strategies. The findings can be used to improve student well-being and reduce dropout rates, as well as to design suitable marketing strategies for universities. View this paper
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22 pages, 1532 KiB  
Review
Perceptions and Use of AI Chatbots among Students in Higher Education: A Scoping Review of Empirical Studies
by Odin Monrad Schei, Anja Møgelvang and Kristine Ludvigsen
Educ. Sci. 2024, 14(8), 922; https://doi.org/10.3390/educsci14080922 - 22 Aug 2024
Cited by 1 | Viewed by 13622
Abstract
With the recent arrival of publicly available AI chatbots like ChatGPT, Copilot, Gemini, and Claude follows a need for knowledge about how students in higher education perceive and use these tools, and what this might mean for their learning processes. This scoping review [...] Read more.
With the recent arrival of publicly available AI chatbots like ChatGPT, Copilot, Gemini, and Claude follows a need for knowledge about how students in higher education perceive and use these tools, and what this might mean for their learning processes. This scoping review analyzes 24 empirical articles published between 1 January 2022 and 5 September 2023 on students’ perceptions and use of AI chatbots in higher education. The articles were reviewed using a five-stage scoping review methodology. The findings underscore a global research interest in how students engage with AI chatbots, which is especially pronounced in Asia. The studies span diverse disciplines, with a predominance in science, technology, engineering, and mathematics disciplines. The empirical findings reveal that students perceive AI chatbots as highly useful and motivating as personal task assistants and for getting immediate feedback and help with writing, coding, and academic tasks. However, students are concerned about the accuracy and reliability of the responses from the chatbots, as well as potential negative impacts on their learning processes, critical thinking, discipline, and creativity. The purpose-driven use of AI chatbots among students and their potentially positive influence on motivation and learning processes offer insights for educators and policymakers. Our research concludes that while positive attitudes, perceptions, and critical use prevail, addressing students’ concerns is crucial for responsible AI integration in higher education. Full article
(This article belongs to the Special Issue Teaching and Learning with Generative AI)
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11 pages, 2266 KiB  
Article
Gamification for Teaching Integrated Circuit Processing in an Introductory VLSI Design Course
by Ángel Diéguez, Joan Canals, Sergio Moreno and Anna Vilà
Educ. Sci. 2024, 14(8), 921; https://doi.org/10.3390/educsci14080921 - 22 Aug 2024
Viewed by 1052
Abstract
Gamification is being incorporated into university classrooms due to its educational benefits for students learning, including encouraging student behavior and engagement, and consequently improving learning outcomes. Despite gamification being increasingly used in education, little has been developed related to Very-Large-Scale Integration (VLSI). In [...] Read more.
Gamification is being incorporated into university classrooms due to its educational benefits for students learning, including encouraging student behavior and engagement, and consequently improving learning outcomes. Despite gamification being increasingly used in education, little has been developed related to Very-Large-Scale Integration (VLSI). In this article, we describe two different gamification experiences applied to integrated circuit processing and design in an introductory VLSI design course for Electronic Engineers. While gamification in universities is still not very mature and our experience spans only two academic years, we observed that, with the practice of gamifying part of our course, the topics treated in games were profoundly learned and the experience was very positive in every aspect of the teaching–learning process. Full article
(This article belongs to the Section Higher Education)
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8 pages, 501 KiB  
Review
How Scientific Is Cognitive Load Theory Research Compared to the Rest of Educational Psychology?
by Amedee Marchand Martella, Alyssa P. Lawson and Daniel H. Robinson
Educ. Sci. 2024, 14(8), 920; https://doi.org/10.3390/educsci14080920 - 22 Aug 2024
Viewed by 5772
Abstract
Cognitive load theory (CLT) has driven numerous empirical studies for over 30 years and is a major theme in many of the most cited articles published between 1988 and 2023. However, CLT articles have not been compared to other educational psychology research in [...] Read more.
Cognitive load theory (CLT) has driven numerous empirical studies for over 30 years and is a major theme in many of the most cited articles published between 1988 and 2023. However, CLT articles have not been compared to other educational psychology research in terms of the research designs used and the extent to which recommendations for practice are justified. As Brady and colleagues found, a large percentage of the educational psychology articles reviewed were not experimental and yet frequently made specific recommendations from observational/correlational data. Therefore, in this review, CLT articles were examined with regard to the types of research methodology employed and whether recommendations for practice were justified. Across several educational psychology journals in 2020 and 2023, 16 articles were determined to directly test CLT. In contrast to other articles, which employed mostly observational methods, all but two of the CLT articles employed experimental or intervention designs. For the two CLT articles that were observational, recommendations for practice were not made. Reasons for the importance of experimental work are discussed. Full article
(This article belongs to the Special Issue Cognitive Load Theory: Emerging Trends and Innovations)
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30 pages, 5436 KiB  
Article
Diagnostic and Feedback Behavior of German Pre-Service Teachers Regarding Argumentative Pupils’ Texts in Geography Education
by Saskia Steingrübl and Alexandra Budke
Educ. Sci. 2024, 14(8), 919; https://doi.org/10.3390/educsci14080919 - 22 Aug 2024
Viewed by 476
Abstract
The study sheds light on the importance of diagnostic and feedback skills regarding argumentative pupils’ texts for (prospective) teachers and the current state of research in this area. The importance of argumentation in geography education is undisputed, as geographical problems often require multi-layered [...] Read more.
The study sheds light on the importance of diagnostic and feedback skills regarding argumentative pupils’ texts for (prospective) teachers and the current state of research in this area. The importance of argumentation in geography education is undisputed, as geographical problems often require multi-layered solutions that can be analyzed, assessed and reflected upon by teachers and pupils through argumentation skills. Nevertheless, research findings reveal that both teachers and pupils often have limited argumentation skills, which poses a challenge for both. The present study investigates the attitudes and practices of prospective geography teachers regarding the diagnosis of and feedback on pupils’ argumentative texts. Using a qualitative research design, twenty German pre-service teachers of geography were interviewed about their diagnostic and feedback experiences and asked to analyze and provide feedback on an argumentative pupil text. The results were evaluated using qualitative content analysis. In addition, a theoretical model for diagnosis was developed, which was used to analyze the pre-service teachers’ diagnostic behavior. The criteria used by the pre-service teachers to evaluate the argumentative pupils’ text were examined. The results show that the diagnosis often lacks the exploration of causes and the deduction of consequences, and that only a few subject-specific criteria were taken into account in the text assessment. In addition, the feedback was generally more positive than the diagnosis itself. The results offer insights into the design of diagnostic and feedback processes in geography education and provide impulses for (higher) education teaching and future research. Full article
(This article belongs to the Section Higher Education)
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9 pages, 204 KiB  
Article
Creating School–University Partnerships in Urban Schools to Address Teacher Shortages
by Mary Little, Debbie L. Hahs-Vaughn, Christine Depies DeStefano, Oluwaseun Farotimi, Caroline Pratt Marrett and Andrea C. Burrows Borowczak
Educ. Sci. 2024, 14(8), 918; https://doi.org/10.3390/educsci14080918 - 22 Aug 2024
Viewed by 797
Abstract
Partnerships among professionals within collegiate teacher preparation programs and school districts are needed to address current teacher shortages, especially critical in urban, high-needs schools. This research study showcases a collaborative model of teacher recruitment, preparation, and support that envisions and co-constructs reconceptualized roles, [...] Read more.
Partnerships among professionals within collegiate teacher preparation programs and school districts are needed to address current teacher shortages, especially critical in urban, high-needs schools. This research study showcases a collaborative model of teacher recruitment, preparation, and support that envisions and co-constructs reconceptualized roles, opportunities, and responsibilities for university faculties, supervising teachers, and teacher candidates. The concept is supported through a continuum of professional learning and reflection. The enhanced partnership model (EPM) for internship requires a partnership between faculties in teacher preparation programs and school districts to develop, engage, and evaluate an EPM for urban-school teacher preparation in multiple urban school sites in the southeastern United States. The goals of this innovative EPM revolve around recruiting diverse teacher candidates, collaboratively preparing them to focus on rigorous academic coursework as well as practical, classroom-based experiences, and retaining the new teachers. Employment data were accessed via administrative sources. A chi-square test of association was used to examine the relationship between participation in the EPM and employment (n = 158). The findings highlight that pre-service teachers participating in the EPM are 4.5 times as likely to be employed in a high-needs school, and 75% of those employed are still employed three years later. The implications of these results are shared. Full article
(This article belongs to the Special Issue STEM, Arts, and Special Education: Teacher Education Partnerships and Professional Development)
22 pages, 6300 KiB  
Article
Memory-Based Dynamic Bayesian Networks for Learner Modeling: Towards Early Prediction of Learners’ Performance in Computational Thinking
by Danial Hooshyar and Marek J. Druzdzel
Educ. Sci. 2024, 14(8), 917; https://doi.org/10.3390/educsci14080917 - 21 Aug 2024
Viewed by 907
Abstract
Artificial intelligence (AI) has demonstrated significant potential in addressing educational challenges in digital learning. Despite this potential, there are still concerns about the interpretability and trustworthiness of AI methods. Dynamic Bayesian networks (DBNs) not only provide interpretability and the ability to integrate data-driven [...] Read more.
Artificial intelligence (AI) has demonstrated significant potential in addressing educational challenges in digital learning. Despite this potential, there are still concerns about the interpretability and trustworthiness of AI methods. Dynamic Bayesian networks (DBNs) not only provide interpretability and the ability to integrate data-driven insights with expert judgment for enhanced trustworthiness but also effectively process temporal dynamics and relationships in data, crucial for early predictive modeling tasks. This research introduces an approach for the temporal modeling of learners’ computational thinking abilities that incorporates higher-order influences of latent variables (hereafter referred to as memory of the model) and accordingly predicts learners’ performance early. Our findings on educational data from the AutoThinking game indicate that when using only first-order influences, our proposed model can predict learners’ performance early, with an 86% overall accuracy (i.e., time stamps 0, 5, and 9) and a 94% AUC (at the last time stamp) during cross-validation and 91% accuracy and 98% AUC (at the last time stamp) in a holdout test. The introduction of higher-order influences improves model accuracy in both cross-validation and holdout tests by roughly 4% and improves the AUC at timestamp 0 by roughly 2%. This suggests that integrating higher-order influences into a DBN not only potentially improves the model’s predictive accuracy during the cross-validation phase but also enhances its overall and time stamp-specific generalizability. DBNs with higher-order influences offer a trustworthy and interpretable tool for educators to foresee and support learning progression. Full article
(This article belongs to the Topic Artificial Intelligence for Education)
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15 pages, 253 KiB  
Article
The Leadership Challenge: Improving Learning in Maltese Schools
by Christopher G. Bezzina
Educ. Sci. 2024, 14(8), 916; https://doi.org/10.3390/educsci14080916 - 21 Aug 2024
Viewed by 674
Abstract
This reflective paper aims to contextualise the notion of leadership and professional learning within the Maltese context and present the challenges that the country faces if it truly wants to improve the level of learning in our schools. It presents the main challenge [...] Read more.
This reflective paper aims to contextualise the notion of leadership and professional learning within the Maltese context and present the challenges that the country faces if it truly wants to improve the level of learning in our schools. It presents the main challenge that the country faces at the conceptual, policy and institutional levels as the country needs to grapple with our understanding of governance and how this has been addressed over the years. It is argued that through such an engagement can we relate to the notion of leadership and being a leader in Maltese schools. The paper will explore the role that leadership and governance have on the way we view reform and the nurturing of professional learning and development in Maltese schools. The position taken is that central to any changes requires exploring the need to nurture trust as a fundamental principle that governs the way we relate at both systems and school level. Unless a change in mindset is adopted few changes will leave an impact where it truly matters, student learning. Full article
(This article belongs to the Special Issue Educational Leadership in Turbulent Times)
16 pages, 1027 KiB  
Article
Content and Languages Integration: Pre-Service Teachers’ Culturally Sustaining Social Studies Units for Emergent Bilinguals
by Minhye Son
Educ. Sci. 2024, 14(8), 915; https://doi.org/10.3390/educsci14080915 - 21 Aug 2024
Viewed by 683
Abstract
This qualitative study examines how pre-service teachers incorporate asset-based, multilingual and equity-focused pedagogies, prioritizing students’ funds of knowledge and advocating for culturally relevant and sustaining approaches. Through an analysis of 92 social studies unit plans developed by pre-service teachers in the final semester [...] Read more.
This qualitative study examines how pre-service teachers incorporate asset-based, multilingual and equity-focused pedagogies, prioritizing students’ funds of knowledge and advocating for culturally relevant and sustaining approaches. Through an analysis of 92 social studies unit plans developed by pre-service teachers in the final semester of their teacher credential program, the study highlights students’ efforts in integrating locally relevant curriculum, translanguaging, and inclusive pedagogies in their teaching. The study emphasizes the transformative potential of integrating linguistic and cultural resources into content area teaching to cultivate inclusive and equitable learning environments for emergent bilinguals. Full article
(This article belongs to the Special Issue Integration of Content and Language/Literacy Learning for Multilingual Students)
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13 pages, 312 KiB  
Article
Schoolchildren’s Thinking on the Subject and Teachers of Physical Education According to Gender and Educational Grade
by Iván González-Gutiérrez, Sergio López-García, Martín Barcala-Furelos, Marcos Mecías-Calvo and Rubén Navarro-Patón
Educ. Sci. 2024, 14(8), 914; https://doi.org/10.3390/educsci14080914 - 21 Aug 2024
Viewed by 696
Abstract
The objective of this study was to understand the perceptions of Primary (PrE) and Secondary Education (SE) students in Cantabria about the subject of physical education (PE) and their teachers. A descriptive, comparative relational analytical cross-sectional design was used. A total of 1164 [...] Read more.
The objective of this study was to understand the perceptions of Primary (PrE) and Secondary Education (SE) students in Cantabria about the subject of physical education (PE) and their teachers. A descriptive, comparative relational analytical cross-sectional design was used. A total of 1164 students (387 from PrE and 777 from SE) answered an ad hoc questionnaire on their satisfaction with their PE classes (eight items) and teachers (nine items). The results indicate that the PrE students were more satisfied than the SE students regarding the following statements about PE: more hours per week (p < 0.001); classes and subjects that I like the most (p < 0.001); I enjoy and have fun (p < 0.001); interesting and motivating (p < 0.001); and useful for life (p < 0.001) and easy (p = 0.006). The boys’ responses reflected higher values than the girls’ on all the previous items (p < 0.005). Regarding their thinking about their PE teachers, statistically significant differences were found in the PrE students’ responses compared with those of the SE students for the following: explains well and is easily understood (p = 0.006); stimulates and encourages participation (p = 0.050); cares and is interested in the students (p = 0.031); treat boys and girls the same (p < 0.001); and I prefer a woman because she understands me better (p = 0.021). Therefore, the male and primary-stage students showed more positive attitudes towards PE. In general, there was a favorable disposition towards PE and towards teachers, which must be taken into account to achieve SDG 4. Full article
(This article belongs to the Special Issue Exploring Teaching and Learning in Physical Education and Sport)
18 pages, 322 KiB  
Article
Federated or Non-Federated Sports: The Influence on Children, the Youth Population and Family Life
by José Santiago Álvarez Muñoz, Mª Ángeles Hernández Prados and César Palazón Segura
Educ. Sci. 2024, 14(8), 913; https://doi.org/10.3390/educsci14080913 - 20 Aug 2024
Viewed by 747
Abstract
Family time must be combined with the personal time of each of its members, with special importance regarding children due to the need for attention and monitoring by parents of their performance. Within the leisure of minors in the home, physical activity and [...] Read more.
Family time must be combined with the personal time of each of its members, with special importance regarding children due to the need for attention and monitoring by parents of their performance. Within the leisure of minors in the home, physical activity and sports are the most in-demand typologies, thus some of them participate in federated clubs, attending a more institutionalized or professional sport, while others develop in an environment based on entertainment. In this way, depending on the demand for these activities, it leads to a series of different consequences in the family environment. The main objective of this study is to establish whether or not children’s attendance at federated sports affects family dynamics. A total of 224 Spanish families with children from 6 to 18 years of age who practice sport activities participated and completed a questionnaire with 36 items about the family’s involvement in children’s sports. The results show that parents with children participating in federated sports have a more positive perception of their children’s sports practices; they provide greater support to their children regarding their performance and see this activity as an excellent opportunity for education in values. However, they do identify it as an obstacle to the development of family leisure practices, resulting in an element that conditions family reconciliation. In this way, there is a need to establish alliances between families and sports professionals, providing family participation bodies in sports clubs and providing a better conciliation time to accommodate family time. Full article
(This article belongs to the Special Issue Leisure in Education: A Multi-Contextual Tool)
19 pages, 1852 KiB  
Article
Environmental Literacy in Initial Teacher Training: Pre-Service Teachers’ Perceptions of the Socio-Environmental Impact of Food
by Lucía Rodríguez Pérez, María del Pilar Azcárate Goded and Esther García-González
Educ. Sci. 2024, 14(8), 912; https://doi.org/10.3390/educsci14080912 - 20 Aug 2024
Viewed by 583
Abstract
This qualitative descriptive-interpretive study aims to understand and describe the perceptions of a group of pre-service teachers of the degree of environmental literacy in primary education at the University of Seville. They participated in a training proposal focused on the current eco-social crisis [...] Read more.
This qualitative descriptive-interpretive study aims to understand and describe the perceptions of a group of pre-service teachers of the degree of environmental literacy in primary education at the University of Seville. They participated in a training proposal focused on the current eco-social crisis related to the socio-environmental impact of food in which the different dimensions constituting environmental literacy were analysed. Those dimensions are knowledge, attitudes and emotions, behaviour, and the didactic knowledge associated with socio-environmental issues. The students’ diaries were used as a data-collecting tool in this study. The results reveal a heterogeneous distribution in the students’ understanding and internalisation of concepts related to the dimensions of environmental literacy. In terms of knowledge, most students show a deep and holistic understanding. Diversity is observed in their attitudes and emotions towards socio-environmental issues, and tentative attitudes towards change prevail. Finally, their intentions and proposals for solutions mainly reflect simplistic perceptions. This emphasises the importance of encouraging active participation and collaboration in the search for socio-environmental solutions. In general, the results stress the need to continue improving the preparation of future teachers with regard to environmental education. A deeper understanding and a committed attitude towards sustainability and the preservation of the social and natural environment should be encouraged in initial teacher training. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Environmental Education for a Sustainable Future)
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15 pages, 1255 KiB  
Article
Fundamental Movement Skills in Hong Kong Kindergartens: A Grade-Level Analysis
by Thomas Fan, Alfredo Bautista and Derwin K. C. Chan
Educ. Sci. 2024, 14(8), 911; https://doi.org/10.3390/educsci14080911 - 20 Aug 2024
Viewed by 611
Abstract
Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and [...] Read more.
Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children’s FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation. Full article
(This article belongs to the Special Issue Physical Education: Teaching and Learning)
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13 pages, 268 KiB  
Essay
“Nothing about Us without Us” Meets the “All Teach, All Learn” Model: Autistic Self-Advocates as Leaders and Collaborators in Project ECHO
by Karís A. Casagrande, Sage Davis, Benjamin S. Moore, Angela V. Dahiya, Ivanova Smith, Sydney Krebsbach and James Mancini
Educ. Sci. 2024, 14(8), 910; https://doi.org/10.3390/educsci14080910 - 20 Aug 2024
Viewed by 673
Abstract
Those with intellectual and developmental disabilities (I/DD), especially autism, represent an often misunderstood and underserved population. In order to address health disparities faced by those with I/DD in Washington state, the Extension for Community Healthcare Outcomes (Project ECHO) model was implemented to build [...] Read more.
Those with intellectual and developmental disabilities (I/DD), especially autism, represent an often misunderstood and underserved population. In order to address health disparities faced by those with I/DD in Washington state, the Extension for Community Healthcare Outcomes (Project ECHO) model was implemented to build capacity to serve these individuals and their families in their home communities. Through this year-long telementorship and learning community, expert teams lead clinics based on interdisciplinary case-based discussion and knowledge sharing with medical, behavioral, and mental healthcare providers. A cornerstone of these expert teams are autistic self-advocates, who provide insight into lived experience. In this paper, we will discuss how the inclusion of six autistic self-advocates across four different ECHO programs has allowed ECHO participants to broaden their horizons and gain new insight into supports for their I/DD clients across multiple aspects of care. In addition to the unique knowledge provided by self-advocates, their participation illustrates the potential for all people with I/DD to live rich and fulfilling lives. The initial implementation and on-going success of including lived experience within the ECHO model can be used as an example of how to create partnerships that meaningfully inform decisions and improve equitable outcomes in service provision. Full article
(This article belongs to the Special Issue Advances in Inclusive Autism Research and Practice: Co-produced Understandings of Inclusion and Educational Support)
22 pages, 411 KiB  
Review
A Literature Review on Coaching Methods for Tutoring Students in Undergraduate Education
by Guillem Villa, José Antonio Montero, Xavier Solé-Beteta and Joan Navarro
Educ. Sci. 2024, 14(8), 909; https://doi.org/10.3390/educsci14080909 - 20 Aug 2024
Viewed by 1320
Abstract
Recently, the integration of coaching methodologies within educational environments has garnered significant attention due to their potential to enhance student learning outcomes and overall academic performance. While the literature extensively examines the effectiveness of coaching in a plethora of scenarios (e.g., sports, business, [...] Read more.
Recently, the integration of coaching methodologies within educational environments has garnered significant attention due to their potential to enhance student learning outcomes and overall academic performance. While the literature extensively examines the effectiveness of coaching in a plethora of scenarios (e.g., sports, business, and entrepreneurship), there remains a notable research gap regarding its application within undergraduate educational environments, where coachees have unique characteristics in terms of background, age/maturity, resources availability, and population size. This literature review aims to address this gap by synthesizing existing research on the implementation of coaching strategies in educational settings and how they can cope with a large number of students. Through a comprehensive analysis, this study elucidates the current state of knowledge, identifies prevailing methodologies, and evaluates the outcomes associated with employing coaching techniques in group contexts. Moreover, this work explores the potential benefits and challenges of utilizing coaching strategies in group sessions, offering insights into their scalability and applicability within diverse educational settings. The findings of this review underscore the importance of further research in this domain to advance our understanding of how coaching methodologies can be effectively adapted to facilitate collaborative learning experiences and promote student success on a broader scale. Ultimately, this study advocates for the integration of group coaching approaches as a promising avenue for enhancing the efficiency and accessibility of traditional tutoring and mentoring practices in education. Full article
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18 pages, 1519 KiB  
Article
Plagiarism among Higher Education Students
by Roman Yavich and Nitza Davidovitch
Educ. Sci. 2024, 14(8), 908; https://doi.org/10.3390/educsci14080908 - 20 Aug 2024
Cited by 1 | Viewed by 1370
Abstract
The problem of academic fraud has recently grown and includes plagiarism, the use of cellphones, copying from others, and writing by use of artificial intelligence (AI). The objective of this study was to examine the connection between academic dishonesty, class attendance, self-efficacy, and [...] Read more.
The problem of academic fraud has recently grown and includes plagiarism, the use of cellphones, copying from others, and writing by use of artificial intelligence (AI). The objective of this study was to examine the connection between academic dishonesty, class attendance, self-efficacy, and the use of digital tools. The study focused on higher-education students in Israel and included 121 participants. It was a mixed qualitative and quantitative study based on a structured questionnaire and on the previous literature. Studies showed that academic dishonesty increases when students fail to attend classes, have low self-efficacy, and attend classes remotely via communication platforms such as Zoom. In the current study, 50% of the participants reported that academic dishonesty was perceived as legitimate among their peer students. Preventive measures such as strengthening the students’ self-efficacy during tests and other stressful situations and emphasizing the importance of acquiring professional knowledge and skills may more effectively eliminate fraud than the common method of disciplining wrongdoers. Full article
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13 pages, 2300 KiB  
Article
Model for Designing Gamified Experiences Mediated by a Virtual Teaching and Learning Environment
by Glenda Vera-Mora, Cecilia V. Sanz, Teresa Coma-Roselló and Sandra Baldassarri
Educ. Sci. 2024, 14(8), 907; https://doi.org/10.3390/educsci14080907 - 20 Aug 2024
Cited by 1 | Viewed by 1076
Abstract
Higher Education Institutions (HEIs) face new challenges in regard to technological development in light of necessary pedagogical and didactic innovations in educational action. This article proposes a Technological–Pedagogical Gamification Model (MGTP) that guides the design of gamified educational practices in Virtual Teaching and [...] Read more.
Higher Education Institutions (HEIs) face new challenges in regard to technological development in light of necessary pedagogical and didactic innovations in educational action. This article proposes a Technological–Pedagogical Gamification Model (MGTP) that guides the design of gamified educational practices in Virtual Teaching and Learning Environments (EVEAs). The MGTP proposal is based on theoretical cores of Pedagogy and Computer Science theories, as well as works related to gamified experiences in EVEA where the social, cognitive, and teaching presences were analyzed. This work also presents an initial validation of the MGTP through expert judgment, and its results are analyzed from both a qualitative (content analysis and comments) and quantitative (using the Content Validity Coefficient method) perspective. These results reveal a high level of acceptance of the model by experts that is corroborated by reliability tests (Cronbach’s alpha and split-half reliability test). The results facilitated the development of a final version of the model for its subsequent application and evaluation in university practice. Full article
(This article belongs to the Section Higher Education)
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11 pages, 1102 KiB  
Review
To Ban or Not to Ban? A Rapid Review on the Impact of Smartphone Bans in Schools on Social Well-Being and Academic Performance
by Tobias Böttger and Klaus Zierer
Educ. Sci. 2024, 14(8), 906; https://doi.org/10.3390/educsci14080906 - 20 Aug 2024
Cited by 1 | Viewed by 21931
Abstract
The effects of smartphone use by children and young people, especially at school, are being discussed around the world. To support this discourse with scientific evidence, this systematic review is guided by the PRISMA framework and examines the effects of smartphone bans in [...] Read more.
The effects of smartphone use by children and young people, especially at school, are being discussed around the world. To support this discourse with scientific evidence, this systematic review is guided by the PRISMA framework and examines the effects of smartphone bans in schools on academic performance and social well-being. As a rapid review, it follows a streamlined methodology in order to provide a scientifically sound basis for educational policy decisions as quickly as possible. After a comprehensive database search, five research studies with quantitative results were selected and analyzed, and the effect sizes were calculated in the areas of academic performance and social behavior. The meta-analysis yielded an overall effect size of d = 0.162 (p < 0.05). Smartphone bans have a significant, but modest, effect. This is more pronounced in the domain of social well-being than in the performance domain. Smartphone bans can reduce social problems, such as bullying. The small effect on academic performance might be due to the limited number of studies and effects. We recommend that smartphone bans be introduced in schools, accompanied by educational measures, and evaluated regularly. This can improve the social climate and reduce potential distractions in the classroom. Further research is needed to better understand the long-term effects on academic performance. The aim of a smartphone ban should be to prevent the misuse of these devices, for example, as a tool for bullying classmates, and to prevent their negative impact on learning processes. Alongside the bans, responsible use of the technology and an understanding of its potential should be taught. Ideally, a level of media literacy is achieved that makes a smartphone ban superfluous. Full article
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14 pages, 1813 KiB  
Article
Knowledge Retention of Undergraduate Medical Students in Regional Anatomy Following a One-Month Gross Anatomy Course Setting
by Veronica Antipova, Martin Siwetz, Maren Engelhardt, Franz A. Fellner, Simone Manhal, Julian F. Niedermair, Benjamin Ondruschka, Amélie J. Poilliot, Andreas Wree and Niels Hammer
Educ. Sci. 2024, 14(8), 905; https://doi.org/10.3390/educsci14080905 - 19 Aug 2024
Viewed by 813
Abstract
Background: In the achievement of optimal learning outcomes, knowledge retention presents a major concern for medical students and educators. Practical dissection courses facilitate the consolidation of knowledge of anatomy. Previously, it was shown that a regional anatomy dissection course is more beneficial over [...] Read more.
Background: In the achievement of optimal learning outcomes, knowledge retention presents a major concern for medical students and educators. Practical dissection courses facilitate the consolidation of knowledge of anatomy. Previously, it was shown that a regional anatomy dissection course is more beneficial over a 3-month than a 1-month duration for gathering pre examination knowledge. This study aimed to assess if follow-up anatomy interventions help consolidate regional anatomy knowledge and facilitate knowledge retention of undergraduate medical students. It was hypothesized that knowledge retention could be enhanced using post-dissection teaching interventions. Methods: Upon completion of the dissection course, Objective Structured Practical Examinations (OSPEs) were performed for the neck, thorax, and abdomen immediately before the start of the oral examinations, with follow-ups at 6 and 12 months. Between each of the examinations, virtual and in-person lectures and seminars on (radiologic) anatomy and pathology were held, including Cinematic Rendering, but without additional teaching on human tissues. Results: Significant improvements were observed for knowledge of the neck and abdomen regions in the 6- and 12-month follow-up OSPEs. The effects of knowledge gain were less marked in ethanol-glycerin- than in Thiel-embalmed tissues. Student perceptions regarding tissue quality correlated positively with their assessment of tissue suitability for examination preparation. In conclusion, even anatomy teaching interventions not utilizing human tissues may help consolidate and improve regional anatomy knowledge over a one-year term. Conclusion: Knowledge retention can be enhanced by accompanying virtual with physical teaching interventions. Full article
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29 pages, 2252 KiB  
Article
The Malleability of Higher Education Study Environment Factors and Their Influence on Humanities Student Dropout—Validating an Instrument
by Ane Qvortrup and Eva Lykkegaard
Educ. Sci. 2024, 14(8), 904; https://doi.org/10.3390/educsci14080904 - 19 Aug 2024
Viewed by 601
Abstract
In this article, we investigate how tertiary humanities students’ perceptions of the study environment, dropout considerations, and background variables, respectively, explain variations in dropout. Based on Tinto’s Institutional Departure Model and a systematic review of the dropout literature, the study environment comprised an [...] Read more.
In this article, we investigate how tertiary humanities students’ perceptions of the study environment, dropout considerations, and background variables, respectively, explain variations in dropout. Based on Tinto’s Institutional Departure Model and a systematic review of the dropout literature, the study environment comprised an academic system, a social system, and teaching. Multivariate statistical analyses in the form of explorative factor analysis and logistic bivariate regressions were used on half-early register and survey data from all humanities students at a Danish university [University of Southern Denmark], matriculated in 2017–2019. This article found that students’ perceptions of their study environment explained between 15.8% and 36.9% of dropout, whereas dropout considerations and background parameters explained only between 0 and 9.1% and between 7.9 and 21.4% of dropout, respectively. We hereby present and discuss the results obtained during different terms. The discussion revolves around the proposed research instrument and the longitudinal research methodology, as well as around what we could learn from this study about being a humanities student and about study environments that could help us increase the number of graduates. Full article
(This article belongs to the Special Issue Research Methods and Empirical Studies of Higher Education Study Environments)
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19 pages, 307 KiB  
Article
Institutional Ethos of Less Selective Massive Private Universities in Chile: Organizational Identities in a Competitive and Marketized University System
by Maria Luísa Quaresma, Cristóbal Villalobos, Andrés Rojas-Murphy and Francisco Molina-Salas
Educ. Sci. 2024, 14(8), 903; https://doi.org/10.3390/educsci14080903 - 19 Aug 2024
Viewed by 682
Abstract
This article aims to reflect on the institutional ethos of three Chilean, less selective massive private universities, analyzing their organizational identities, discourses, and practices and discussing how the dynamics of the competitive and marketized Chilean educational system influence this ethos. Through a qualitative [...] Read more.
This article aims to reflect on the institutional ethos of three Chilean, less selective massive private universities, analyzing their organizational identities, discourses, and practices and discussing how the dynamics of the competitive and marketized Chilean educational system influence this ethos. Through a qualitative design, which includes semi-structured interviews with key university staff members and direct observations in formal and informal instances, this article concludes that the ethos of these institutions is structured around four main axes: pluralism and student diversity; the pursuit of excellence as a competitive horizon; the construction of merit as a personal, family, and institutional effort; and education for employability, underpinned by professional ethics and social commitment. Furthermore, we find evidence that the logic of the university market shapes these private universities’ ethos transversally. Full article
(This article belongs to the Collection Trends and Challenges in Higher Education)
13 pages, 1517 KiB  
Article
The Effects of the Virtual Background on French as a Second Foreign Language Vocabulary Learning
by Jiaqi Hou
Educ. Sci. 2024, 14(8), 902; https://doi.org/10.3390/educsci14080902 - 19 Aug 2024
Viewed by 731
Abstract
The purpose of this research was to investigate how the use of green screen technology affects vocabulary acquisition in LOTE (languages other than English) learners, particularly Chinese students learning French as a second foreign language. Two groups (a control group and an experimental [...] Read more.
The purpose of this research was to investigate how the use of green screen technology affects vocabulary acquisition in LOTE (languages other than English) learners, particularly Chinese students learning French as a second foreign language. Two groups (a control group and an experimental group) with a total of 58 students participated in the study. Data were collected through in-class and delayed vocabulary tests, learning questionnaire, and semi-structured interviews. The study results demonstrate significant benefits in terms of providing an authentic learning experience, improving understanding, increasing motivation, and facilitating interaction. The results also confirm the technology’s effectiveness in enhancing both immediate and long-term vocabulary retention. The effectiveness is particularly evident for location-related words, as the technology provides visual context that facilitates recall of these words, which may not have easily retrievable mental images compared to more concrete words with tangible references. Further research can also be undertaken to compare the impact of virtual background on vocabulary retention with other immersive technologies. Nevertheless, virtual backgrounds are likely to be a cost-effective and accessible tool that can already offer promising improvements in learning outcomes and can be easily implemented with existing software like Zoom (5.2.0 or higher) and Tencent Meeting (1.3.0 or higher). Full article
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15 pages, 2244 KiB  
Article
Braiding the Ropes: Adding Second or Additional Language Acquisition to Reading and Writing Metaphors
by Jennifer M. Lane and Teresa J. Kennedy
Educ. Sci. 2024, 14(8), 901; https://doi.org/10.3390/educsci14080901 - 19 Aug 2024
Viewed by 1784
Abstract
Drawing on second language acquisition theories and existing visuals, this article proposes a new educational metaphor, Lane’s L2+ Acquisition Rope, to encompass the complexities of second or additional language learning. This metaphor integrates five major strands—external factors, social factors, affective factors, innate factors, [...] Read more.
Drawing on second language acquisition theories and existing visuals, this article proposes a new educational metaphor, Lane’s L2+ Acquisition Rope, to encompass the complexities of second or additional language learning. This metaphor integrates five major strands—external factors, social factors, affective factors, innate factors, and internal factors—to provide a comprehensive framework for understanding proficient second language acquisition. Implications of this visual highlight the importance of incorporating socio-cultural, neurological, and affective dimensions into educational metaphors to support diverse learners effectively. Lane’s L2+ Acquisition Rope offers a promising avenue for educators to enhance instructional practices and promote equitable learning outcomes for English Language Learners and other student subgroups. Full article
(This article belongs to the Special Issue Supporting Multilingual Students in Schools: Perspectives, Challenges, and Opportunities)
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23 pages, 760 KiB  
Article
The Signaling Paradox: Revisiting the Impacts of Overeducation in the Chinese Labor Market
by Bingbing Zhang, Qinggen Zhang, Congli Yao and Zhiyuan Liu
Educ. Sci. 2024, 14(8), 900; https://doi.org/10.3390/educsci14080900 - 18 Aug 2024
Cited by 1 | Viewed by 1181
Abstract
With the widespread popularization of higher education, the increased supply of knowledge laborers has heightened the risk of overeducation, posing a significant threat to employment quality. Utilizing data from the CGSS2015 survey, this study controls for selection bias by matching employed and self-employed [...] Read more.
With the widespread popularization of higher education, the increased supply of knowledge laborers has heightened the risk of overeducation, posing a significant threat to employment quality. Utilizing data from the CGSS2015 survey, this study controls for selection bias by matching employed and self-employed individuals using Propensity Score Matching (PSM) to distinguish and estimate the signaling and productivity effects of overeducation in China. The findings indicate that the signaling effects of overeducation are not significant, challenging the Weak Screening Hypothesis (WSH) and suggesting that overeducation in China is not genuine overeducation. It is also acknowledged that overeducation has dual productivity effects, including the loss of personal productivity and the promotion of job productivity. This implies that overeducation has contributed to the increase of social productivity at the cost of personal sacrifice. Full article
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13 pages, 211 KiB  
Article
STEM Cooperating Teachers’ Professional Growth: The Positive Impacts of a Year-Long Clinical Residency Collaboration
by Kimberly M. Baker, Katherine W. Stickney and Deborah D. Sachs
Educ. Sci. 2024, 14(8), 899; https://doi.org/10.3390/educsci14080899 - 18 Aug 2024
Viewed by 695
Abstract
Teacher residency programs integrate coursework with clinical practice in a year-long residency in which pre-service teachers work under the guidance of a cooperating teacher who has demonstrated excellence in teaching and mentoring. The purpose of this study was to examine the reasons for [...] Read more.
Teacher residency programs integrate coursework with clinical practice in a year-long residency in which pre-service teachers work under the guidance of a cooperating teacher who has demonstrated excellence in teaching and mentoring. The purpose of this study was to examine the reasons for serving as a cooperating teacher and investigate how clinical residency pre-service teachers promote growth in the professional practice of cooperating teachers as teachers and teacher leaders. In this longitudinal qualitative study, we gathered data through semi-structured interviews and responses to survey questions over a five-year period. Ten STEM cooperating teachers (six female and four male) with 7 to 18 years of full-time teaching experience in biology, chemistry, or mathematics participated. A thematic analysis was used to analyze the interview transcripts and survey responses. The primary motivation for serving as a cooperating teacher was the desire to share experiences and support new teachers. Cooperating teachers described the following benefits: increased self-reflection and continuing reflective practice; meaningful collaboration with pre-service teachers; learned new teaching strategies to enrich their own teaching practice; improved communication skills; and the impetus to become teacher leaders. These findings support that clinical residency teaching programs are beneficial for STEM cooperating teachers and promote their professional growth. Full article
(This article belongs to the Special Issue Teachers and Teaching in Teacher Education)
17 pages, 2442 KiB  
Article
Investigating the Impact of the Stratified Cognitive Apprenticeship Model on High School Students’ Math Performance
by Ruimei Wang, Nurul Nadwa Zulkifli and Ahmad Fauzi Mohd Ayub
Educ. Sci. 2024, 14(8), 898; https://doi.org/10.3390/educsci14080898 - 17 Aug 2024
Viewed by 857
Abstract
This study assessed the impact of a cognitive apprenticeship model (CAM)-based stratified teaching module on the mathematical proficiency of high school students. The stratified cognitive apprenticeship model teaching module (SCTM) first involves grouping students based on their mathematical abilities. Students with higher performance [...] Read more.
This study assessed the impact of a cognitive apprenticeship model (CAM)-based stratified teaching module on the mathematical proficiency of high school students. The stratified cognitive apprenticeship model teaching module (SCTM) first involves grouping students based on their mathematical abilities. Students with higher performance are placed in one class, while those with lower scores are placed in another. Instruction for each group is then conducted using the cognitive apprenticeship model, tailoring the teaching approach to align with the specific needs and abilities of each group. A quasi-experimental design was adopted and 150 students were recruited. This study compared the outcomes of a control group, which was instructed using conventional teaching methods (CI), with those of two experimental groups—one instructed using a stratified cognitive teaching method (SCTM)-based on the CAM—and another instructed using the CAM alone. Students’ performance was evaluated based on a mathematics test including the following dimensions: knowing and understanding, investigating, communication, and application (of mathematical knowledge to real-life problems). The data were analyzed using an analysis of covariance (ANCOVA). The results indicated that students instructed using the SCTM outperformed their peers in mathematical achievement, thereby validating SCTM’s effectiveness as a comprehensive educational strategy for mathematics education at the senior high school level. Full article
(This article belongs to the Section Teacher Education)
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12 pages, 308 KiB  
Article
Peer Rejection and Academic Performance in Early Childhood: The Mediating Role of Special Educational Needs of Spanish Students
by Luis J. Martín-Antón, Paula Molinero-González, Miguel Á. Carbonero-Martín, Wendy L. Arteaga-Cedeño and José Luis Rodríguez-Sáez
Educ. Sci. 2024, 14(8), 897; https://doi.org/10.3390/educsci14080897 - 17 Aug 2024
Viewed by 904
Abstract
Peer rejection occurs at all stages of education, including infant education, and entails serious consequences, both immediately and in the future, in all areas of children’s development. This study aims to gain insight into the link between peer rejection and academic performance, mediated [...] Read more.
Peer rejection occurs at all stages of education, including infant education, and entails serious consequences, both immediately and in the future, in all areas of children’s development. This study aims to gain insight into the link between peer rejection and academic performance, mediated by the presence of special educational needs (SEN). The study involved the participation of 758 students (397 male) in the second cycle of early childhood education (3–6 years old) in Spain who were given a sociometric test to ascertain the sociometric distribution of each classroom. Their teachers were asked to record the academic performance of each student in terms of language, logic-mathematics, psychomotor ability, and overall performance. Teachers were also asked to identify whether or not students had SEN. By applying a multivariate variance analysis (MANOVA) that considered the presence or otherwise of peer rejection and the presence or otherwise of SEN as independent variables, results show that rejected students display poorer academic performance in all areas. The same was also found to be true for those with SEN. As a result, rejected students with SEN are seen to exhibit the poorest academic performance and suffer two-fold stigmatisation. Full article
(This article belongs to the Section Special and Inclusive Education)
22 pages, 649 KiB  
Article
Development of the Checklist for Imitation, Exploration and Imagination Behaviour for Play Observation in Preschool Age
by Francesca Giovanna Maria Gastaldi, Claudio Longobardi, Matteo Angelo Fabris and Sofia Mastrokoukou
Educ. Sci. 2024, 14(8), 896; https://doi.org/10.3390/educsci14080896 - 16 Aug 2024
Viewed by 1249
Abstract
The purpose of this paper is to offer a new coding system to capture preschool playful behaviours based on the imitative, exploratory and imaginative aspects underlying playful behaviours (CIEIPO checklist: Imitation, Exploration, Imagination, for Play Observation). A series of focus group sessions (four [...] Read more.
The purpose of this paper is to offer a new coding system to capture preschool playful behaviours based on the imitative, exploratory and imaginative aspects underlying playful behaviours (CIEIPO checklist: Imitation, Exploration, Imagination, for Play Observation). A series of focus group sessions (four in total) involving experts in the field were conducted to identify the most typical preschool play behaviours. In addition, a thorough literature review allowed for the operational definition of the items. The number of participants consisted of 280 preschool-aged children, aged 3 to 5 years (Mage = 4.5, SDage = 1.8), 130 of whom were girls. The most frequently observed behaviours were exploratory (150 times) and imaginative (136 times), while imitative behaviours occurred 58 times. The index of agreement between raters was 0.89 (Cohen’s Kappa). The results show important implications for promoting play skills in preschool children, with particular relevance to the developmental functions involved (exploratory, symbolic and imitative skills). Full article
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21 pages, 617 KiB  
Article
Learning from the Unexpected Journeys of Novice Teachers’ Professional Identity Development
by Jackie Sydnor, Tammi R. Davis and Sharon Daley
Educ. Sci. 2024, 14(8), 895; https://doi.org/10.3390/educsci14080895 - 16 Aug 2024
Viewed by 1227
Abstract
This longitudinal qualitative inquiry delves into the experiences of three novice teachers in the United States. Over the first four years of their teaching career, participants were interviewed multiple times, during which they created artifacts to capture the complex and emotional aspects of [...] Read more.
This longitudinal qualitative inquiry delves into the experiences of three novice teachers in the United States. Over the first four years of their teaching career, participants were interviewed multiple times, during which they created artifacts to capture the complex and emotional aspects of their experiences. The researchers utilized thematic analysis and restorying to illuminate the participants’ professional identity development and career trajectories. The findings underscore the realities of entering the teaching profession during a global teacher shortage and the tensions and vulnerability inherent in teacher identity development. The insights gleaned from these novice teachers provide fresh perspectives for educators, policymakers, and teacher educators to reimagine support systems to better sustain teachers in the profession. Full article
(This article belongs to the Special Issue Teacher Identity from the Perspective of Students)
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13 pages, 233 KiB  
Article
Bridging Teacher Knowledge and Practice: Exploring Authentic Assessment across Educational Levels
by Rachael Hains-Wesson and Sanri le Roux
Educ. Sci. 2024, 14(8), 894; https://doi.org/10.3390/educsci14080894 - 16 Aug 2024
Viewed by 1285
Abstract
As teachers, we are living and working in times of abundant challenge and change. These challenges transpire across different education levels and sectors, including K–12, vocational, tertiary, and adult learning. Within this vast education ecosystem, a major challenge for all teachers is to [...] Read more.
As teachers, we are living and working in times of abundant challenge and change. These challenges transpire across different education levels and sectors, including K–12, vocational, tertiary, and adult learning. Within this vast education ecosystem, a major challenge for all teachers is to allocate time, effort, and resources to ensure that their students receive a quality education with real-world implications, influencing soft-skill attainment, such as teamwork, communication, and critical thinking skills. In this article, the authors discuss, through a theoretical lens, the value of considering a national and universal approach to self- and peer-evaluations of authentic assessment tasks to improve teacher practice in Australia. Currently, there is modest opportunity amongst K–12 and tertiary teachers to comprehensively learn together, limiting cross-fertilisation of practice and interconnectedness, and as a national community of practice. The authors argue in this paper that offering an avenue to share knowledge and practice in authentic assessment design could potentially assist in addressing this challenge. Therefore, the article is dedicated to exploring the barriers and opportunities to advance a national and universal approach to transferable professional development in authentic assessment practice within the Australian education ecosystem. Full article
(This article belongs to the Special Issue Select Papers from EdMeas23: Sydney Educational Measurement and Assessment Symposium 2023)
26 pages, 17104 KiB  
Article
Game on for Climate Action: Big Game Delivers Engaging STEM Learning
by Michela Tramonti, Alden Meirzhanovich Dochshanov, Mikhail Fiadotau, Mikko Grönlund, Peadar Callaghan, Alina Ailincai, Barbara Marini, Sari Joenvaara, Liina Maurer and Elisabetta Delle Donne
Educ. Sci. 2024, 14(8), 893; https://doi.org/10.3390/educsci14080893 - 15 Aug 2024
Viewed by 1354
Abstract
A decline in European students’ interest in STEM subjects, exacerbated by the COVID-19 pandemic’s disruption of education, has raised concerns about the continent’s future workforce. To address this challenge, this study investigates the efficacy of the BIG GAME project methodology, a cooperative story-driven [...] Read more.
A decline in European students’ interest in STEM subjects, exacerbated by the COVID-19 pandemic’s disruption of education, has raised concerns about the continent’s future workforce. To address this challenge, this study investigates the efficacy of the BIG GAME project methodology, a cooperative story-driven digital game approach designed to engage secondary students in collaborative environmental problem-solving. Implemented across Romania, Italy, Estonia, and Finland, this six-month study employed a mixed-methods design involving 62 teachers and 239 students in ten distinct game missions focused on environmental challenges. The quantitative results indicated significant improvements in students’ transversal skills (teamwork, communication, and critical thinking), as reported by over 75% of teachers. The qualitative data emphasised the value of structured peer review in developing students’ reflective practices. This research underscores the importance of teacher facilitation in game-based learning and problem-based simulations and highlights the potential of such methodologies to boost student engagement and environmental awareness. These findings suggest that the BIG GAME project approach could be a valuable tool for revitalising STEM education and cultivating future-ready citizens. Full article
(This article belongs to the Section STEM Education)
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