Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students' game-based learning

V raziskavi smo preučevali razlike v agresivnosti med spoloma in med različnimi starostnimi skupinami na vzorcih slovenskih učencev in dijakov. Zajeti so bili trije reprezentativni vzorci: mlajši učenci (učenci 4. razreda osnovne šole), starejši učenci (učenci 8. razreda osnovne šole) ter dijaki (dijaki 4. letnikov programov splošne mature). Analize so temeljile na rezultatih lestvice agresivnosti LA, ki meri splošno agresivnost in štiri specifične vrste agresivnosti: telesna agresivnost (TA), besedna agresivnost (BA), notranja agresivnost (NA) in agresivnost v odnosu do avtoritete (AA). Z dvosmerno analizo variance smo ugotovili pomemben učinek spremenljivk spola, starosti ter pomembne učinke interakcije obeh spremenljivk (spol in starost) na agresivnost učencev in dijakov. Ugotovili smo pomembne razlike med spoloma v skupini starejših učencev in v skupini mlajših učencev, ne pa tudi dijakov. Učenci, tako starejši kot mlajši, so bili bolj agresivni v primerjavi z učenkami. Starejši učenci so bili v primerjavi z mlajšimi učenci bolj besedno agresivni, bolj telesno agresivni, bolj notranje agresivni in bolj agresivni v odnosu do avtoritete. Dijaki so bili v primerjavi z obema skupinama učencev manj telesno agresivni, manj besedno agresivni, bolj notranje agresivni, v agresivnosti v odnosu do avtoritete pa so se nahajali med obema skupinama učencev. Vzorec razlik med različnimi skupinami je skladen z izsledki strokovne literature, ki ugotavljajo višjo agresivnost pri moškem spolu in različne razvojne poti za različne vrste agresivnosti, kar so potrdili tudi naši podatki. Raziskava je podala pomembne primerjave agresivnosti na slovenskih vzorcih in obenem odprla nova raziskovalna vprašanja, vezana predvsem na merjenje in preverjanje bolj posrednih oblik agresivnosti, ki so značilnejše za ženski spol in dijake.

The study explored the elementary school student’s perception of improvement in the English language. The research was quantitative. The main objective is to investigate what techniques students use to improve their English. Moreover, find the difference of opinion between males and females regarding English improvement. Moreover, find the differences of opinion among public and private elementary school students. The study's population was elementary school students in Lahore, selected by a convenient sampling method. The study sample was 300 male and female elementary school students from Lahore. The researcher uses a self-developed questionnaire for students. For data collection, a questionnaire was used. The questionnaire was adapted to explore secondary school students' perception of improvement in the English language. The tool consisted of a six-point Likert scale. The questionnaire was divided into two parts; the 1st part consisted of demographic variables (gender, types of schools, and age). Data were analyzed through SPSS by applying descriptive frequency distribution, one-way ANOVA, and t-test. Based on data analysis, it was found that a significant percentage of students engage in various self-directed English learning activities, such as reviewing their work (29.3%), seeking opportunities to use English outside of class (22.8%), and practicing pronunciation through reading aloud (26.7%). Additionally, many students use strategies such as looking up words in dictionaries (24.4%) and paying attention to errors when writing or speaking (26.4%) to improve their language skills. Moreover, there was no significant difference between secondary students categorized on a gender basis and also not found a significant difference between students of private and public schools. However, significance was found between different groups of ages

최근 환경, 건강, 배려의 지속가능한 식생활로 교육 패러다임 전환이 이루어지고 있는 가운데 학생 스스로 자신의 식생활역량을 진단하고 지속가능한 식생활을 실천할 수 있도록 교육할 필요가 있으나, 아직 지속가능한 식생활역량을 검사할 수 있는 진단도구는 부재한 실정이다. 이에 본 연구에서는 선행연구 분석, 전문가 자문, 예비조사를 거쳐 유아･초등학교 저학년생, 초등학교 고학년생 그리고 청소년 대상의 지속가능한 식생활역량 진단도구를 개발하였고, 현장 적용을 통해 대상별 식생활역량 실태를 파악하였다. 주요 연구 결과는 다음과 같다. 첫째, ‘지속가능한 식생활역량 진단도구’ 3종을 개발하였다. 이 진단도구는 2018년도에 개발된 ‘지속가능한 식생활교육 내용 체계’에 근거하여 환경, 건강, 배려 영역별로 진단항목을 설정하였으며, 유아･초등 저학년용 10개 문항, 초등 고학년용 15개 문항, 청소년용 20개 문항으로 구성하였다. 둘째, 개발된 진단도구의 현장 적용 결과에 따라 유형별 분류기준을 개발하였다. 영역별 점수를 기준으로, 환경, 건강, 배려의 영역별로 75% 이상 점수를 획득하였을 경우 각각 ‘환경친화형’, ‘건강한 식생활형’, ‘배려형’으로 분류하였다. 총점 기준으로는 ‘지속가능한 식생활 우수 실천형’, ‘지속가능한 식생활 실천형’, ‘식생활 개선형’의 3단계로 분류하였다. 셋째, 개발된 진단도구를 서울 지역 초, 중, 고등학생 1,255명을 대상으로 시범 적용 평가 결과, 전반적으로 청소년 집단이 초등학생 집단보다 지속가능한 식생활역량이 낮은 것으로 나타났으며, 학교급이 올라갈수록 ‘지속가능한 식생활 우수 실천형’이 줄어드는 것을 확인할 수 있었다. 본 연구에서 개발된 지속가능한 식생활역량 진단도구는 지속가능한 식생활교육 플랫폼인 ‘식생활교실’에 탑재되어 초등학생과 청소년들이 온라인상에서 스스로 지속가능한 식생활역량을 진단하고 지속가능한 식생활을 실천하는 데 유용하게 활용될 수 있을 것이다.Along with the paradigm shift toward sustainable food education focusing on environment, health and consideration, it is necessary to educate students to diagnose their food competency and practice sustainable diet. However, there are no evaluation tools developed so far. Therefore, three kinds of Sustainable Food Competency Evaluation Tool (SFCET) were developed for lower elementary students, upper elementary students as well as for adolescents in this study by the analysis of previous studies, advices from experts in food education, and preliminary test for these student groups. The main results of this study were as follows: First, three kinds of SFCET were developed based on the sustainable food education content system suggested by Kim et al.(2018). SFCETs for lower elementary students, upper elementary students and adolescents consist of 10, 15, 20 questions, respectively, including the areas of environment, health and consideration. Second, classification criteria for each group were developed according to the results of pilot application of the developed evaluation tools. The evaluation criteria by area were classified as ‘eco-friendly type’, ‘healthy diet type’ and ‘considerate type’, respectively, if the scores of 75% or more were achieved in each area of environment, health and consideration. The total score was divided into three stages: ‘excellent practice of sustainable diet type’, ‘sustainable diet practice type’ and ‘dietary improvement type’. Third, when the developed evaluation tools were applied to 1,255 elementary, middle and high school students in Seoul, the results showed that the overall adolescent group showed a lower sustainable food competency than the elementary student groups, and the higher the school level, the lower the ratio of ‘excellent practice of sustainable diet type’. The SFCETs developed in this study were uploaded on the sustainable food education platform ‘Food Classroom’ and could be utilized to help elementary school students and adolescents evaluate their own sustainable food competency and practice sustainable diets in their lives.

AimThe coronavirus disease 2019 (COVID‐19) pandemic has had a significant psychological impact on children and adolescents, increasing depression, anxiety, and suicide‐related behaviors. In Japan, suicide remained the leading cause of death among individuals aged 10–19 years, with rates rising after the pandemic onset. However, few studies have examined these changes in psychiatric outpatient settings. We aimed to determine whether the prevalence of suicide‐related behaviors and associated psychiatric symptoms—depression and anxiety—differed pre‐ and post‐pandemic among elementary and junior high school students attending psychiatric outpatient clinics.MethodsIn this retrospective case–control study, we analyzed registry data from a child and adolescent psychiatric outpatient clinic in Japan. Patients were classified into pre‐ and post‐COVID‐19 groups based on the visit date (cutoff: March 2, 2020). Clinical characteristics were assessed at the initial visit through interviews and standardized rating scales: Depression Self‐Rating Scale for Children, Spence Children's Anxiety Scale, and Attention‐Deficit/Hyperactivity Disorder Rating Scale‐IV. Group differences were examined using univariate and multivariate logistic regression analyses.ResultsBetween 2016 and 2022, 2878 patients were included. The prevalence of suicide‐related behaviors increased post‐pandemic, from 3.0% to 6.9% among elementary school students and from 15.5% to 21.2% among junior high school students. In the post‐COVID‐19 group, elementary students more often exhibited antisocial behaviors and hyperactivity/conduct disorder diagnoses. Junior high students more often exhibited anxiety symptoms, particularly social anxiety, panic, and trauma‐related fear.ConclusionSuicide‐related behaviors significantly increased after the COVID‐19 pandemic, with distinct clinical characteristics observed across age groups.

Introduction/ Main Objectives: Today's complex global challenges demand that young people develop robust leadership skills, critical thinking abilities, and respectful conduct to address emerging issues effectively. This study aimed to explore the implementation of Interactive game-based learning in building the leadership capacity of students in elementary schools. Background problem: This research is conducted in response to the deficiency in character values and inadequate literacy and numeracy skills among elementary school students. Novelty: This research study elaborates in-depth on the leadership character values that can be applied to elementary school students through game-based learning. Research Method: This research uses a descriptive qualitative method in the form of a case study with a participant observation approach. The study was conducted in 5 elementary schools that are partner schools of the Kampus Mengajar Program in Jepara Regency. Findings/Result: This research shows that the implementation of interactive game-based learning in building students' leadership skills is carried out through four innovative game activities. First, the Harkasi Game (literacy treasure) stimulates leadership values of responsibility and cooperation. Second, the Hitari Game promotes leadership values of self-confidence and critical thinking. Third, the Siberta Game educates leadership values such as creative thinking and empathy. Fourth, the Ultrasi Game stimulates leadership values of honesty and creative thinking. Conclusion: Overall, the interactive game-based learning implemented in the partner elementary schools of the Kampus Mengajar Program has a positive impact on students, with 83% of 53 students showing improved leadership skills. Thus, it can be a solution to build leadership abilities.

Technological advancement has reduced writing skills due to dependence on the internet, AI, and ChatGPT. This study aims to examine the effect of Problem-Based Learning (PBL) and learning motivation on elementary students’ writing skills. This study uses a quantitative research method using a quasi-experimental design. The population of this study was all 165 sixth-grade elementary school students. The sample selection in this study used a non-probability sampling technique with a sample size of 37 students. The data collection method used questionnaires and tests. The instruments used in this study were learning motivation questionnaires and tests. The technique used to analyze the data was inferential statistics. The results of this study indicate that the Problem-Based Learning (PBL) learning model has a significant effect on elementary school students' writing skills. The experimental group outperformed the control group in explanatory writing skills (p = 0.004 < 0.05). Highly motivated students in the experimental class achieved higher scores than those in the control class. Learning motivation also had a significant effect on writing skills (p = 0.029 < 0.05). It is concluded that PBL and learning motivation improve students’ writing skills.

This study investigated, via quasi-experiments, the effects of problem-based learning with flipped classroom (FPBL) on the development of students' learning performance. In this study, 144 elementary school students were selected from six grade sections taking a course titled ‘Production of Ebook', and were assigned into the following three groups: FPBL group (n = 50), PBL group (n = 48), Control group (n = 46). The authors collected both quantitative and qualitative data, including interviews with students and teacher's journal. Based on the analysis in this study, it is found that the effect of FPBL on improving students' learning performance was significantly higher than other teaching methods investigated. This research provides an innovative design and illustration of PBL for teachers, educators, and schools which pay attention to enhancing students' learning performance.

The study was an experimental study of spatial vocabulary in the subject of English. The subject was taught through four steps strategy at elementary level. Also the same subject was taught through lecture method. The major objectives of the study were: (i) to explore the effects of four steps strategy on the spatial vocabulary enhancement of elementary school students, (ii) to investigate the effect of four steps strategy on the spatial vocabulary enhancement of male elementary students, (iii) to measure the effect of four steps strategy on the spatial vocabulary enhancement of female elementary school students. To achieve the objectives, the following null hypotheses were tested: (i) there is no significant effect of four steps strategy on the spatial vocabulary enhancement of elementary school students, (ii) there is no significant effects of four steps strategy on the spatial vocabulary enhancement of male elementary school students. All the students of Grade-III from Army Public Schools and Colleges of province Khyber Pakhtunkhwa were the population of this study. Sample of the study was 20 students (girls & boys) of Army Public School and College (Iqra) Risalpur Cantt District Nowshera by using random sampling technique. Pre-test and post-test single group four cycle designs were used as a tool for data collection in this study to measure the performance of the students. In four cycle experimental design, same group was exposed to experiment and lecture method of teaching. After the exposing, groups (experimental/control) were interchanged for getting accurate results. The data obtained was tabulated and analysed using paired t-test in the light objectives of the study. The analysis of the collected data revealed the following findings; it was revealed from the results that four steps strategy had significant effect on spatial vocabulary enhancement at elementary level. The result of the study showed that four steps strategy had significant effect on the spatial vocabulary enhancement of male and female elementary school students. It is recommended that the teacher should apply four steps strategy to foster the academic achievements of the students. This study will be beneficial for students, teachers and curriculum developer.

This research examines the role of school libraries in promoting interest and developing reading skills in elementary school students. In Sri Lanka and globally, declining reading motivation among school children has renewed focus on school libraries as catalysts for literacy development. This literature review study examines how school libraries foster reading interest and skill development in elementary students. Creative programs such as book clubs, storytelling, and diverse reading materials create environments that stimulate reading motivation and support early literacy. The integration of library activities with curriculum and parental involvement further promotes literacy development. This study highlights the value of diversified and participatory library sessions in enhancing reading engagement and educational outcomes for young learners. Using a literature review method, the study identifies that the school library is not merely a repository of books but a pivotal learning center crucial in shaping children's literacy. Findings indicate that creative programs such as book clubs, storytelling performances, and other literacy activities create an environment that stimulates students' reading interest, while access to diverse reading materials supports the development of initial reading skills. Integrated strategies of the school library with the curriculum and parental involvement also have a positive impact on shaping the literacy of elementary school students. The conclusion of this research underscores the need for increased investment and attention to the role of the school library as an educational agent supporting literacy development. The findings highlight the importance of diversifying library period activities to cater to different learning styles and promote active involvement. This study contributes to educational practice by providing insights into designing effective library sessions that support student motivation, information literacy, and learning outcomes.

Competitiveness in serious games and game-based learning contexts, have been suggested to be associated with variations in flow experience pertaining from game experience. Evidence from the game-based learning literature suggested that game-based learning in general enhances learning outcomes, and applicable to learning psychology at the undergraduate level. Yet the magnitude of such effect remains mixed from empirical evidence. The current study examines whether game-based learning, in competitive and non-competitive game format, would lead to differentiated gains on learning outcomes, perceived flow experience from game-based learning, and their interaction. We wish to test whether competitive and non-competitive formats of game-based learning could be characterized with different configurations of game flow experience that encapsulate the game-based learning experience, as well as the extent to which such predominant game flow experience would correlate with observed learning outcomes from featured game-based learning conditions. Effect of game-based learning was tested with an 2 × 2 experimental design. Participating learners (n= 142) were randomly assigned into either one out of four experimental conditions based on a 2 × 2 block design with two independent variables, competitiveness of game-based learning (competitive vs. non-competitive), and format of game-based learning (group vs. individual). Participating Learners in each of the conditions were assessed on learning outcomes related to the subject matters intended for the game-based learning artefacts. Results on learning outcomes revealed a significant main effect of competitiveness of game-based learning was observed, but not for format nor interaction effect. Main effect of format of game-based learning when learning in groups was observed from another two-way ANOVA analysis in a finite set of eGameFlow constructs including feedback, autonomy, goal clarity, and social interaction. Interaction effects between competitiveness of game-based learning and format was observed in autonomy and goal clarity constructs. Results from this study suggested that competitiveness and group format does not necessarily warrant improvement on learning outcomes in the game-based learning context. Main effects on cognitive flow dimensions align with the performance orientation among Asian learners. Further research would shed light on identifying levels of optimal gamified elements while assuring improvement on intended learning outcomes in the Asian tertiary education context.

Students' literacy skills in Indonesia remain a critical concern in education. The lack of reading interest, particularly among elementary school students, necessitates the integration of technology as an innovative solution in learning. This study aims to explore the impact of Chromebook and Let's Read application on students' reading interest through picture stories. A qualitative approach using a case study method was employed, involving 30 students from two elementary schools as research subjects. The results indicated a positive trend in students' engagement and enthusiasm, along with significant improvements in concentration and focus during learning activities. Teacher reports confirmed that the use of Chromebook and Let's Read significantly enhanced students' motivation to read and explore picture stories. However, the study also identified challenges such as technical issues and curriculum adjustments. Despite these obstacles, the integration of technology in education demonstrated promising outcomes in increasing students' reading interest and literacy skills. This research concludes that the use of Chromebook and Let's Read application can create a more engaging and effective learning environment, fostering active student participation in reading activities. The findings emphasize the importance of leveraging technology in elementary education to cultivate sustainable reading habits and improve literacy outcomes.

This study aimed to determine the prevalence of pediculosis and its related factors in elementary students in the city of Khorramshahr. A cross-sectional, descriptive-analytic that carried out on 170 female students in Khorramshahr city on March and April of 2015. 22 subjects (12.9%) got infestation of head lice in the past three months and 148 (87.1%) could not experienced infestation of louse. The mean score of awareness between the studied sample was 48.41 ± 3.12 with maximum value 36 and minimum value 4. Regression analysis was used to predict behaviours. Results showed that only the awareness variable was behaviour predictive (p = 0.014). There was no significant relationship between predictive behaviours and demographic variables. The results of this study showed that the knowledge is the only predictive variable of behaviour that has significantly relationship with preventive behaviour of pediculosis. As a result, elementary school students can be protected by increasing awareness of preventive behaviours and the prevalence of pediculosis can be reduced.

The low level of nationality awareness among primary school students, which resulted from inadequate learning, served as the research basis. A learning model was developed to facilitate this, namely the ethnosocial-based differentiated digital learning model. However, the previous learning model was not contextual, did not involve students, did not consider the students’ preferred learning methods, and did not connect the technology-based learning process. Although the ethnosocial-based differentiated digital learning approach has been deemed valid, further research was required to ascertain its impact on students’ nationalistic insight. This research aimed to determine how elementary students’ nationalistic insight was impacted by an ethnosocial-based differentiated digital learning model. Six hundred students participated in this quasi-experimental research. Test questions were utilized to assess their level of nationalistic insight. The normality, homogeneity, paired sample t-test, effect size, and independent sample t-tests were performed on the test results. The findings indicated that the ethnosocial-based differentiated digital learning model impacted elementary school students’ nationalistic insight. Comparing students who learned conventionally with those who used the ethnosocial-based differentiated digital learning model, the former showed a higher value of nationalistic insight. The findings of this study have value for how academics might help elementary school students develop their nationalistic insight.

This study aims to analyze the psychological indicators manifested in children's drawings during late childhood and to examine their relationship with psychological and social adjustment. The study reported here was conducted with elementary school students in the Riyadh region. For collecting data and answering the study questions, three main tools were used: the Drawing Analysis Scale, the modified Ontario Child Health Study (OCHS), Teacher Version, and a Social Adjustment Scale developed by the researcher. The study sample consisted of 125 male and female elementary school students from the Riyadh region. The findings revealed that the most prominent psychological indicators in the children's drawings were introversion, followed by feelings of insecurity, anxiety, and withdrawal behaviors. These indicators reflect emotional tension and internal conflict, likely rooted in the child's family or school environment. The results also showed a statistically significant positive correlation between the psychological indicators in the drawings and signs of poor psychological adjustment, with anxiety and introversion being the most strongly associated with reduced emotional balance. Furthermore, a statistically significant negative correlation was found between the psychological indicators and social adjustment. Children whose drawings contained symbols of isolation, threat, repeated erasure, or distortion demonstrated lower levels of social adjustment and appeared to struggle in forming healthy relationships and actively engaging in their school.

The lack of nutrient was happened because of the low of quality and quantity of nutrient supply, and because of infection also. Nutrient supply like vitamin A, Fe, and Zn are the components which influence someone's nutrient status. The citizen of outskirts city usually identify by poverty. Vitamin A has a role in the mobilization of Fe reserve in human body to synthesize the hemoglobin. Fe and Zn which were given together can absorb well if Fe doses was not more than Zn. The research to new students of elementary school's nutrient status in NTT Province in general, and in Kupang particularly was rare until now. To know nutrient status of new students of elementary school basically is important to keep up with the development of students' study process as long as their education period in elementary school. To know the relationship of Zn, Fe, and vitamin A supply to the new students of elementary school's nutrient status in outskirts of Kupang city, NTT Province. This is a quantity of research with observational design cross-sectional. The research will be done in Kupang City in 2 months. The populations of this research are 3993 students of class one at the elementary school (this populations counted according to the number of class one data on 2013, in Kupang City. It means that all of the elementary students in Kupang City were not included in this account). Minimum sample which was needed in this research were 98 students. To anticipate the drop out students, then needed to add 10%, so the number of sample which was needed in this research are 108 students. To take 108 students was used random sampling technique. The criteria of the sample are: the new elementary school students (not repeat students) on the time of measuring didn't in sick condition and had not physic difference (hadn't hunchbacked). Fe supply has a relationship to nutrient status (IMT/U) with p-value less than 0, 05 (p=0,019), Zn supply also point out the relationship to nutrient status (IMT/U) with p-value 0,038, and vitamin A has a relationship to new students of elementary school's nutrient status with p-value 0, 005. There is a relationship between Fe supply with nutrient status (IMT/U), there is a relationship between Zn supply with nutrient status (IMT/U), there is a relationship between vitamin A supply with nutrient status (IMT/U). to the next researcher, besides measuring Fe supply, pay attention also macronutrient. Education organizer (school) need to pay attention to student's nutrient problem, because the students who have nutrient problem tend to have problems on their ability to accept subject matter in class.