ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Gamification Principles into Higher Education
Author: Palová, Dana
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Student Motivation,Integrated Learning Systems,Foreign Countries,Business Administration Education,College Students,Student Attitudes

The field of education was distinctly affected by the development of information and communication technologies, as they can make education more efficient, interactive, and available. Today's students call for new innovative educational approaches. Digital communication technologies are the organic part of their life and they are group-oriented and experienced users of these technologies. Information and communication technologies must be used in a new and more interactive way to motivate this new generation of students. One of the ways might be gamified learning. The gamification of education is an approach, which uses game practices and elements in a process of learning. Its main objective is to increase students' interest in learned topics and to motivate them to endure in learning. The gamification of the educational process is introduced in the curricula of several courses at our faculty. The paper aims to give a short overview of tools and methods of gamification of the education process. In addition to that, the implementation of gamification in our learning management system Moodle-supported business informatics course is presented.
Leadership Characteristics for Muslim School Leaders in a Multicultural Context in Thailand
Author: Saleemad, Khanittha
Date: 2022-04-00
Type: Journal Articles
Subjects: Muslims,Religious Schools,Leadership Styles,Cultural Pluralism,Foreign Countries,Factor Analysis,Administrator Attitudes,Content Analysis,Teacher Attitudes,Parent Attitudes,Justice,Prosocial Behavior,Interpersonal Relationship,Scores,Principals,Instructional Leadership,Islam

This mixed method study examines the leadership characteristics of Muslim school leaders in a multicultural context and studied the confirmatory factor analysis of leadership characteristics among Muslim school leaders. Using sequential explanatory approach, this research is divided in two phases. The first phase was a qualitative research and gathered data from semi-structured in-depth interviews and group discussions with 15 key informants, including administrators, teachers and parent representatives from a model Muslim school in a multicultural context in Thailand. The combined-level triangulation technique method was used to validate the data and the qualitative data was analyzed through content analysis. The second phase was a quantitative research that conducted secondary confirmatory factor analysis (CFA) through a questionnaire created the results from phase one. One hundred and sixty questionnaires were retrieved from school administrators, teachers and parents at four Muslim schools in a multicultural context in Thailand. The results of this study found that there were five leadership characteristics for Muslim school leaders in a multicultural context, including gentleness, justice, flexibility, tolerance, and interpersonal relationships. The five characteristics of Muslim school leaders in a multicultural context were in harmony with the empirical data with factor loading scores between 0.83-0.96 and a factor loading matrix between 0.68-0.86. The results demonstrated that the item corresponded with the empirical data and the five factors of leadership characteristics can be utilized for training school leaders in a multicultural context in Thailand.
Improving Learners&apos; Metacognitive Skills with Self-Regulated Learning Based Problem-Solving
Author: Winarti
Date: 2022-01-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Problem Solving,High School Students,Foreign Countries,Physics,Learning Activities

Self-Regulated Learning (SRL) is important to solve learning problems. This research aimed to determine the effect of the problem-solving based Self-Regulated Learning (SRL) strategy on simple harmonic motion material toward the metacognitive abilities of student's senior high school. This research applied a quasi-experimental method with a pre-test and post-test control group design. This research was conducted at Senior high school (SMAN 5 Yogyakarta) with student (n=216). This research used a quasi-experimental method with pre-test-post-test control group design. Sampling was carried out by purposive sampling technique. The instrument used was a test in the form of an essay question sheet and a non-test in the form of a self-regulation journal and student observation sheets. Based on the results of the research, the results of the post-test data hypothesis test for the experimental class and the control class obtained that the calculated Z value was greater than the Z table value (-3.677&gt;-1.96) and the significance value (2-tailed) was 0.001 or less than 0.05. Therefore, the problem-solving based Self-Regulated Learning strategy affected the metacognitive ability of students. Metacognition ability was known on each self-regulation indicator as evidenced by the description of students' answers. It could be found from the N-gain average score, 0.5904, categorized as &quot;moderate&quot;. The learners' metacognitive skills were found on each indicator of self-regulation, proven with the descriptions of learners' answers. This learning strategy could be applied as a solution to reflect the learning and learners' cognitive activities in solving physics problems.
Improving the Efficiency of Mathematics Education through the Development of a Stochastic Worldview of Students
Author: Shcherbatykh, Sergey V.
Date: 2022-04-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Mathematics Education,World Views,High School Students,Grade 10,Grade 11,Foreign Countries,Student Attitudes,Statistics Education

This research is about developing stochastic worldview formation among high school students (grades 10 and 11) based on integrating scientific approaches, namely, information and technology, interdisciplinary, system, and activity approaches. Developing the structural components of a stochastic worldview, such as motivation--value relations, intuitive--figurative perception, and rational--logic acceptance, determines the most effective way for students in grades 10 and 11 to form a worldview when teaching stochastics. The research site was School Gymnasium No. 11 in Yelets, located in the Lipetsk region. Tests, questionnaires, and documentation were used as data collection methods. The methodology of data analysis included descriptive statistics. According to Fisher's angular transformation criterion (phi), the validation of the experimental data confirmed the research efficiency. This study showed that the proposed tool improves students' motivation, value, and worldview constructs, guiding them to understand the stochastic component of the world around them. The results complement the methodological and methodical features of math education, which aims to develop helpful worldview qualities of students. These results can be beneficial for methodical science since, with their help, it specifies the known approaches, ideas, methodological means in mathematics education, and upbringing of high school students.
Constructing Digital Literacy Instrument and Its Effect on College Students&apos; Learning Outcomes
Author: Lukitasari, Marheny
Date: 2022-04-00
Type: Journal Articles
Subjects: Technological Literacy,Test Construction,Measures (Individuals),College Students,Outcomes of Education,Foreign Countries,Factor Analysis

This research aims to develop and test the effectiveness of digital literacy instruments on students' learning outcomes. This study is a mixed method that combines survey and pre-experimental research. The survey research was conducted through a quantitative approach using a questionnaire as the research instrument with assessed numerical items. The survey respondents consisted of 318 students from various universities in Indonesia who were taken through cluster random sampling technique. The implementation of the instrument was carried out through a pre-experimental design to 103 students to test the instrument's effectiveness. The confirmatory factor analysis result shows that the model forms three factors, which are factor 1 (communicating digital content), factor 2 (exploring digital content), and factor 3 (creating and using digital content). The result of the goodness of fit model shows that the instrument has met all the criteria with a value of X[superscript 2]/df = 1.642 (&lt;3.00), RMSEA = .079 (= 0.08), GFI = .900 (= 0.90), AGFI = 0.825 (= 0.90), TLI = 0.939 (= 0.90), and CFI = .951 (= 0.90). Empirically the instrument has good discrimination power so that it can measure students' digital literacy skills at different academic ability levels (Sig. &lt;0.05). In addition, the instrument has been effectively used to measure and predict student learning outcomes (R square = 0.255, Sig. &lt; 0.05). The instruments' result is relevant to current conditions and can further explore students' digital literacy skills.
Attitudes towards Science: A Study of Gender Differences and Grade Level
Author: Susilawati
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Elementary School Students,Secondary School Students,Grade 8,Grade 6,Science Education,Gender Differences,Likert Scales,Feedback (Response),Scores,Comparative Analysis,Learning Motivation,Science Teachers

It should be noted that learning outcomes are not students' only achievement; attitude is also the main output in learning. This research explores students' attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students' attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students' attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.
Exploring the Role of Digital and Socio-Civic Skills for Promoting Youth Participation and Digital Citizenship
Author: Peart, Mark
Date: 2022-00-00
Type: Journal Articles
Subjects: Citizen Participation,Youth,Foreign Countries,Skill Development,Technological Literacy,Civics,Social Responsibility,Socioeconomic Influences,Demography,Student Characteristics,Ideology,Political Attitudes

The emergence of digital technologies and a more global and digital society has brought about the need to develop and educate in Digital Citizenship, as well as to study how youth are taught to participate and learn citizenship in a digital age. This paper aims to explore the role of digital and socio-civic skills development, as facilitators for youth participation and analyses the relationship between sociodemographic variables (sex, age, educational level, and political ideology) with the participatory profile of participants. This is a study with a quantitative methodology, where, based on non-probabilistic convenience sampling, 534 young people between 16 and 35 years old from Spain, completed an online questionnaire regarding the development of digital and socio-civic skills. The results indicate how a participant's participatory profile is related to other variables. In addition, significant differences are observed between the different participation profiles and digital and socio-civic skills, underlining that the development of digital and socio-civic skills are essential for educating in digital citizenship.
Implementing Synchronous Online Flipped Learning for Pre-Service Teachers during COVID-19
Author: Lee, Yong-Jik
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Implementation,Synchronous Communication,Computer Mediated Communication,Blended Learning,Preservice Teacher Education,Preservice Teachers,COVID-19,Pandemics,Learner Engagement,Independent Study,Student Satisfaction,Foreign Countries,Cooperative Learning,Videoconferencing

Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.
Job Satisfaction as the Mediator between a Learning Organization and Organizational Commitment among Lecturers
Author: Wang, Gui-Xia
Date: 2022-00-00
Type: Journal Articles
Subjects: Job Satisfaction,College Faculty,Foreign Countries,Employee Attitudes,Labor Turnover,Teacher Persistence,Organizational Learning,Teacher Attitudes,Beliefs

The higher educational institution needs a group of dedicated and committed lecturers to endure the institution during these turbulent times. As the organizational commitment reflects the self-identification of an employee with the organization, it has far-reaching implications on multifarious aspects in the organization. This present study investigated whether job satisfaction could mediate the relationship between learning organization and organizational commitment. A total of 452 lecturers from Heilongjiang province in China participated in this study. Structural equation modelling showed that job satisfaction significantly mediated the relationship between the dimensions of learning organization and organization, specifically on the effect of continuous learning, connection, and strategic leadership. Job satisfaction is also found to be a stronger predictor of organizational commitment than learning organization. These findings are discussed thoroughly and recommended a holistic plan to be devised that could strengthen learning organization and job satisfaction of lecturers in various aspects of the organization.
Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and Its Effects on Student Performance
Author: Zulliger, Sandra
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Evaluation,Peer Evaluation,Self Evaluation (Individuals),Mathematics Instruction,Mathematics Achievement,Division,Grade 4,Elementary School Students,Program Effectiveness,Foreign Countries,Formative Evaluation,Metacognition,Elementary School Mathematics

The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.
On the Mediating Role of M-Learning between Social Capital and Knowledge Sharing: Students&apos; Perspectives during COVID-19 Pandemic
Author: Karasneh, Abed Al-Fatah
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Educational Technology,Telecommunications,Handheld Devices,Social Capital,Student Attitudes,College Students,Developing Nations,School Closing,Knowledge Management,Foreign Countries

The onset of the Coronavirus disease COVID-19 crisis has forced pedagogical institutes to adopt online teaching/learning as an urgent strategy to cope with the pandemic. Utilizing the theories of social capital, knowledge sharing, and mobile learning constructs, this research aims to investigate the association among these constructs in one of the higher education institutes in the context of developing countries. Additionally, to improve our understanding of the mediation effect of mobile learning on this relationship, the author used the structural equation modeling technique to analyze the data from questionnaires administered to undergraduate students attending classes during the pandemic. Results revealed that the relationship between social capital factors and knowledge sharing is significantly positive. Results also showed that there is a partial mediation to back up the correlation of social capital factors and knowledge sharing.
Science Teachers&apos; Use of Analogies: Findings from Classroom Practices
Author: Shana, Zuhrieh A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Language Usage,Figurative Language,Teaching Methods,Learning Processes,Comparative Analysis,Physics,Scientific Concepts,Student Centered Learning,Pretests Posttests,Grades (Scholastic),Intervention,Foreign Countries,International Schools,Grade 12,High School Students,Advanced Placement,Science Tests,Test Preparation,Instructional Effectiveness

This paper is a quasi-experimental investigation into the effectiveness of using analogy in teaching new and unfamiliar physics concepts to students enrolled in a British curriculum school in the United Arab Emirates. The students (N = 34) were randomly assigned to one of two groups: the control group (N = 17) following the traditional teaching method, and the experimental group (N = 17) using the student-centered analogical method. The students relied on previous class knowledge to construct models, which in turn helped them explore new ideas and derive new knowledge. Pre-tests and post-tests were given to the two groups, where the post-test (test 6) results confirmed that the experimental group showed a more consistent outcome of high grades, no failure, and good homogeneity of results. On the other hand, the control group kept fluctuating around the same level in the allstudy's tests (pre-test and repeated measures (tests 2,3,4 and 5). The effect size of the intervention was very large and practically important, at Cohen's d = 2.35. As a result, analogy-based pedagogies have demonstrated impact on students' learning performance and perceptions. Consequently, the result is capable of providing significant insights for educational policy and curriculum development.
The Development of Historical Thinking Assessment to Examine Students&apos; Skills in Analyzing the Causality of Historical Events
Author: Ofianto
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Seniors,History Instruction,Thinking Skills,History,Student Evaluation,Critical Thinking,Inquiry

This research aimed to develop a historical thinking assessment for students' skills in analyzing the causality of historical events. The development process of Gall and colleagues and Rasch analysis models were used to develop an assessment instrument consisting of two processes, including the analysis of the framework of cause and consequence, the validity, reliability, and difficultness test. This research involved 150 senior high school students, with data collected using the validation sheet, tests, and scoring rubric. The results were in the form of an essay test consisting of six indicators of analyzing cause and consequence. The instruments were valid, reliable, and suitable for assessing students' skills in analyzing the causality of historical events. The developed instruments were paired with a historical thinking skills assessment to improve the accuracy of the information about students' level of historical thinking skills in the learning history.
Transformative Experiences of EFL Lecturers&apos; Professional Identity in Online Education
Author: Celebi, Ezgi
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Identity,Online Courses,Language Teachers,English (Second Language),Second Language Learning,Teacher Attitudes,Teaching Methods,Educational Change,Pandemics,COVID-19,State Universities,Foreign Countries,Attitude Change,Action Research,Faculty Development,Technological Literacy,Pedagogical Content Knowledge

English teachers had to retrain and build a new normal in order to prepare for an online classroom while keeping their teaching pedagogy and professional identity as a result of the sudden changes brought by the Coronavirus disease (COVID-19) pandemic in education. In this study, the effect of English teachers' professional identity transformations, attitudes toward online teaching was explored. The study's sample comprises 130 English as a foreign language (EFL) lecturers from a state and a foundation university in Turkey. The research data was gathered from a questionnaire, the Teacher Professional Identity scale, and a semi-structured interview with 12 volunteers. Qualitative data collected via semi-structured interviews were apportioned into pattern coding and analyzed through content analysis. EFL lecturers did not appear to be properly prepared for their online pedagogical and technological difficulties, which had a deeply corrosive effect on teachers' professional identities as they shift away from face-to-face education. The results showed that participants who were educated on EduTech during their undergraduate education or as professional development affected their perceptions of professional identity throughout the transition to online language teaching. Future studies can broaden the field of study by making use of exploratory action research, awareness of the teaching community, and continued professional development.