The Effect of Using Tangible User Interfaces Compared to Traditional Learning for Teaching Programming in Higher Education: An Experimental Study

The topic of pressure and buoyancy is one that encompasses both invisible and abstract conceptions and about which students have misconceptions. The purpose of this research was to research the effectiveness of three different methods of teaching physics (conceptual change-based, real life context-based and traditional learning on upper-secondary physics students in the 11th grade in terms of conceptual achievement about the pressure and buoyancy topics. In this research, pre-test/post-test quasi-experimental design with non-equivalent control group, involving a 3 (group) × 2 (time) factorial design was used. Experimental 1 Group was given the conceptual change texts on the mentioned subjects, the Experimental 2 Group was offered a learning approach based on real life context-based learning, whereas the control group was given the traditional learning. Data for the research were collected with the "Pressure Conceptual Test". When the results of the research were examined, it was found that the conceptual change text group's conceptual understanding scores were significantly higher than those of the context-based learning group and the traditional learning group. The context-based learning group's conceptual understanding scores were significantly higher than those of the traditional learning group. Key words: conceptual change texts, conceptual achievement, real life context-based learning.

This study attempted to test whether the use of computer-assisted language learning (CALL) and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students), an innovative collaborative learning group (ICLG, 31 students), a CALL traditional collaborative learning group (CALLTCLG, 32 students), and a CALL innovative collaborative learning group (CALLICLG, 31 students). TOEIC (Test of English for International Communication) listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA), multivariate analysis of variance (MANOVA), and analysis of variance (ANOVA) were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

There is considerable interest in using tangible user interfaces (TUIs) to support teaching children programming, but evidence for the benefits is mixed, and their deployment in school environments presents more challenges than graphical user interfaces (GUIs). This study investigates the effect of GUIs and TUIs on learning outcomes, attitudes toward computing, and reported enjoyment in a computer-programming activity with primary-school students aged 6-7 in Saudi Arabia. Forty-two students engaged in a 45-minute learning activity using either a TUI or GUI programming environment. The study used a between-groups design, and quantitative data were collected, including pre-test and post-test results, and ratings on attitudinal and enjoyment surveys. Learning gains were significantly higher for the GUI group than the TUI group. However, post-activity increases in reported attitude toward computing were significantly higher for the TUI group. There was no difference in activity enjoyment scores, which were high for both groups.

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Objectives This study investigates the effects of Artificial Intelligence (AI)-assisted teaching on student outcomes in Grade 11 Advanced Physics at the Applied Technology School (ATS) in the United Arab Emirates (UAE). The project is in line with UAE’s strategic vision for Smart Learning Education aimed at discerning whether AI-assisted teaching is an effective teaching method relative to traditional teaching by teachers in enhancing student performance. Methods A quasi-experiment using a pre-test and post-test control group design was used to compare AI-supported learning to traditional teaching, as per the Physics curriculum standards of the School. The AI-supported teaching included adaptive scaffolding, feedback, and inquiry-based guiding, whereas the traditional teaching adhered to a standard lecture-based teaching methodology. The pre-test comparisons between groups were established using means (AI group = 72.2%, Traditional group = 71.7%). Results Results of the post-test showed a pronounced performance benefit for students in the AI-assisted learning group (Mean = 18.00) than those in the traditional learning group (Mean = 14.25). The calculated value of the size of the effect (Cohen’s d = 1.21) showed a large result, which is useful in estimating its effectiveness in learning concepts in upper secondary Physics classes using AI-enabled feedback tools. Conclusions AI-assisted learning supported strong pedagogical values in this UAE secondary Physics learning environment, raising levels of achievement as well as fostering increased learning regularity. This study is placed in context by the state of current K-12 learning in STEM-related topics, reflecting upon opportunities as well as challenges in this area, focusing accordingly upon an implementation-aimed integration of teachers’ support in future-ready educational approaches in Gulf-based science-education institutions.

PurposeAugmented reality (AR) can generate realistic holograms overlaid on the real-word environment to provide an interactive learning experience. However, further research is needed to assess the impact of such technologies on knowledge acquisition. This study aims to evaluate the efficacy of an AR learning application in anatomy education.MethodTEACHANATOMY, a controlled, randomized trial, was conducted from September 14–October 24, 2022, at the University of Zurich and the Swiss Federal Institute of Technology. It included first- and second-year medical students with no prior anatomy education and compared learning with an interactive hologram-based AR learning module—incorporating adaptive learning and gamification elements—with traditional learning (TL) methods including textbooks, videos, and online resources. Forty-eight participants were randomly allocated to the AR or TL group. The primary outcome consisted of the scores on the theoretical and practical knowledge tests. Secondary outcomes included adverse health symptoms and user experience.ResultsThe AR group performed significantly better on both theoretical (median [IQR] scores: AR: 18.8 [16.6–20.0]; TL: 9.4 [7.7–11.3]; P < .001) and practical (AR: 14.0 [12.3–14.7]; TL: 5.0 [4.0–6.0]; P < .001) knowledge tests. The most common adverse health symptoms were headache, reported by 13/24 (54.2%) TL participants and 9/24 (37.5%) AR participants, and fatigue, and experienced by 13/24 (54.2%) TL participants and 2/24 (8.3%) AR participants. All participants evaluated learning with TEACHANATOMY as a positive experience, rating it as efficient and easy to understand. All participants agreed learning with AR can be beneficial in learning anatomy, with 89.6% (43/48) and 100% (48/48) expressing willingness to use AR as a learning tool for theoretical and practical anatomy learning, respectively.ConclusionsFindings show a short-term learning benefit with the use of the TEACHANATOMY learning application, thus supporting the implementation of interactive hologram-based AR technologies to improve knowledge in anatomy education.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

The objectives of this article is developing an online learning management model for vocational student in Thailand based on the New Normal lifestyle under the COVID-19 situation. The sample consisted of 400 teachers and students. The results obtained from the research found that the according to the 17 online instructional design experts who assessed the appropriateness of the online learning management framework based on the New Normal lifestyles under the COVID-19 situation for vocational students in Thailand (OLA Framework), the overall assessment results were excellent due to the conceptual framework being consistent with the objectives, processes, and sequential thinking methods. And Comparison of the mean scores of mathematics learning achievement between the experimental group and the control group had mean scores of 75.13 and 75.47, respectively. The students in both groups demonstrated no significant difference in learning achievement at the .05 level, indicating that regarding the experiment, students in the online learning group and the traditional classroom learning group demonstrated no difference in learning achievement because the teacher's learning management was consistent with the concept of online learning management in the New Normal lifestyle. The results of the assessment of satisfaction with online learning management were at the highest level because teachers organized learning system according to the conceptual framework, As a result, online learning management meets the learning objectives. The assessment of satisfaction with online learning based on the New Normal lifestyle under the COVID-19 situation among vocational students in Thailand was at the highest level overall.

Background:Medical students are prone to burnout, and several stressors have been associated with it. From the literature, it is yet unclear if type of curricula in medical schools plays a role in burnout among students.Aims:To assess the prevalence of burnout and its associated stressors in medical students in problem-based learning and traditional curricula at Imam Abdulrahman Bin Faisal University.Subjects and Methods:The analytical, cross-sectional study was conducted between February and May 2017 and included all third- to sixth-year medical students of Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia. In the 2016–2017 academic year, third- and fourth-year students were in problem-based learning, whereas fifth- and sixth-year students were in traditional learning. All eligible students were verbally invited to complete a 56-item questionnaire comprising three sections eliciting sociodemographic information, level of burnout (using a modified Copenhagen Burnout Inventory with personal, medical school- and faculty-related subsections) and stressors associated with burnout. Burnout was measured using a Likert-type scale, and scores of >50 were considered as high burnout. Chi-square and logistic regression analysis were used for statistical analysis.Results:Of 947 eligible students, 593 (62.6%) completed the questionnaire: 317 (53.5%) were in problem-based learning and 276 (46.5%) in traditional learning. Of these, 329 (55.5%) had high burnout, with no difference between type of curricula (problem-based learning = 178 [56.2%]; traditional = 151 [54.7%]; P = 0.73). All measured stressors were significantly associated with high burnout, including lack of sleep (odds ratio [OR] = 2.139, P = 0.005) and perceiving teaching staff as inflexible and unsupportive (OR = 2.995, P < 0.001).Conclusions:This study found high prevalence of burnout among medical students in a university from Saudi Arabia, but no significant difference between students in problem-based learning and traditional curricula. A longitudinal study is recommended to better understand the long-term effect of type of curricula on burnout.

Background: Comparing the effectiveness of virtual and traditional learning methods is crucial for understanding their impact on knowledge transmission in different subjects. The objective of this cross-sectional study was to explore dental students' perceptions and satisfaction levels with their experiences in virtual learning compared to traditional classroom learning. Methods: A cross-sectional survey was administered to all dental students in the College of Dentistry across preclinical (3rd and 4th year) and clinical (5th and 6th year) levels using Google Forms. The questionnaire included items from the validated student survey component of the Blended Learning Toolkit, the Quality Matters Higher Education Rubric, and the Web Learning Project Student Survey. Results: With a 93% response rate from 313 students, the survey results indicated a strong preference (87%) for traditional learning among 3rd-year preclinical students who favored it over virtual learning, contrasting with 54% of 6th-year clinical year students. Most of the students acknowledged that traditional learning facilitates the use of various instructional methods while virtual learning hinders interactions among each other (p = 0.068). However, virtual lectures were perceived as more organized (70% to 89%, p = 0.014). Gender differences were minimal in preference for virtual learning, but male students significantly preferred traditional methods (p = 0.001). Conclusion: The results indicate a preference for traditional over virtual learning, especially among males and preclinical dental students, emphasizing the need for an integrated approach that combines the structured benefits of virtual learning with the interactive advantages of traditional classrooms.

This study aimed to determine whether inter-individual differences in learning rate of a novel motor task could be predicted by movement variability exhibited in a related baseline task, and determine which variability measures best discriminate individual differences in learning rate. Thirty-two participants were asked to repeatedly complete an obstacle course until achieving success in a dual-task paradigm. Their baseline gait kinematics during self-paced level walking were used to calculate stride-to-stride variability in stride characteristics, joint angle trajectories, and inter-joint coordination. The gait variability measures were reduced to functional attributes through principal component analysis and used as predictors in multiple linear regression models. The models were used to predict the number of trials needed by each individual to complete the obstacle course successfully. Frontal plane coordination variability of the hip-knee and knee-ankle joint couples in both stance and swing phases of baseline gait were the strongest predictors, and explained 62% of the variance in learning rate. These results show that gait variability measures can be used to predict short-term differences in function between individuals. Future research examining statistical persistence in gait time series that can capture the temporal dimension of gait pattern variability, may further improve learning performance prediction.

In recent years, there has been a growing recognition of the importance of assessing team competence of university graduates. Therefore, the need to develop and cultivate teamwork skills among university students is currently widely discussed. One of the main ways to enhance practical teamwork skills is through group learning, which was widely used in the USSR in the first half of the 20th century. The relevance of the research is driven by the need for optimal selection of group learning methodologies and their integration into the educational process to develop the necessary skills. The aim of this work is to investigate the characteristics of group learning in higher education institutions and to identify ways to enhance its effectiveness in the educational process as a technology for developing teamwork skills. The methodological basis of the research is the analysis of scientific publications and a generalized practical experience of using group learning in universities. The article shows that group learning is an effective form of the educational process that promotes the development of social and communicative skills for teamwork, as well as deepening knowledge acquired through traditional learning. The study analyzes learning in individual groups as well as in educational disciplines and courses, which has previously been insufficiently researched. Possible ways to enhance the effectiveness of group learning in the educational process are proposed. The novelty lies in drawing attention to the necessity of differentiating disciplines based on the appropriateness of applying the group approach during their study and prioritizing the development of teamwork skills in those disciplines where the use of group learning methods is more natural and justified.

In a long-term study of student progress in the Loyola University of the South Summer Reading Clinic, patterns of variance for sex and grade level were examined. Three assessment tools were used: the Nelson Reading Test (Vocabulary and Paragraph Comprehension) for grades four through eight, the Gates-MacGinitie Reading Test (Vocabulary and Comprehension) for grades one through three, and the Spache Diagnostic Reading Scales (Instructional [oral] and Independent [silent] subtests) for all students. Subjects were 684 public and private school students in grades one through eight referred to the Clinic over an eight-year period. All were referred for possible reading disabilities. Because reading disabled males outnumber reading disabled females in the general population, the Clinic's data were examined to elucidate the comparative success rates of boys and girls in an intensive reading clinic setting. Grade differences also were examined to find significant differences in rate of learning among different grades. Females outscored males significantly on all measures. Both a difference in performance among grades and a difference in rate of learning among grades were shown.

Do learning rates differ by race/ethnicity over kindergarten? Reconciling results across gain score, first-difference, and random effects models

In Uzbekistan, as well as in all areas, the study of international experience in higher education and the implementation of innovations have become one of the most pressing issues of the day. The article examines implementation of trends of modern foreign education practices in Uzbekistan education system. In traditional learning, teachers often allow students to dominate the group or depend on the group. In traditional learning, social skills are often not taught directly. Monitoring through observation and intervention is often carried out by the teacher when group learning is taking place.