Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico

Gamification is usually understood as a pedagogical strategy that favors student engagement and motivation. Traditionally it is composed of dynamics, mechanics, and components. The purpose of this study was to compare Engineering and Economics and Social Sciences undergraduate students in their performance (grades), motivation, quality of assignments, participation, and emotion when their teachers used gamification as an innovative teaching method during the COVID-19 pandemic. Pearson correlations, Principal Component Analysis (PCA), and Mann–Whitney test were conducted. Additionally, four students were interviewed to describe the emotional downside of the lockdown. The main results indicate that there are higher positive relationships among variables in the Engineering undergraduate students rather than in Economics and Social Sciences and show that emotion poorly correlates with performance, especially for the Economics and Social Sciences students, as many have a negative attitude toward learning mathematics. Additionally, gender and scholarship status are not differential factors. Gamification proved to be a useful pedagogical strategy to promote participation and enhance motivation among undergraduate students, particularly in a context of academic confinement. This study gives teachers an idea of the benefits and extent to which gamification can be used in the classroom.

Prevalence and factors associated with utilisation of postnatal care in Sierra Leone: a 2019 national survey

Background Within Sub-Saharan Africa, some countries still report unacceptably high rates of maternal and perinatal morbidity and mortality, despite improvements in the utilisation of maternity care services. Postnatal care (PNC) is one of the recommended packages in the continuum of maternity care aimed at reducing maternal and neonatal mortality. This study aimed to determine the prevalence and factors associated with PNC utilisation in Sierra Leone. Methods We used Sierra Leone Demographic and Health Survey (UDHS) 2019 data of 7326 women aged 15 to 49 years. We conducted multivariable logistic regression to determine the factors associated with PNC utilisation, using SPSS version 25. Results Out of 7326 women, 6625 (90.4, 95% CI: 89.9–91.2) had at least one PNC contact for their newborn, 6646 (90.7, 95% CI: 90.2–91.5) had a postnatal check after childbirth and 6274 (85.6, 95% CI: 85.0–86.6) had PNC for both their babies and themselves. Delivery by caesarean section (aOR 8.01, 95% CI: 3.37–19.07), having a visit by a health field worker (aOR 1.80, 95% CI: 1.46–2.20), having had eight or more ANC contacts (aOR 1.37, 95% CI: 1.08–1.73), having tertiary education (aOR 2.71, 95% CI: 1.32–5.56) and having no big problems seeking permission to access healthcare (aOR 1.51, 95% CI: 1.19–1.90) were associated with higher odds of PNC utilisation. On the other hand, being resident in the Northern (aOR 0.48, 95% CI: 0.29–0.78) and Northwestern regions (aOR 0.54, 95% CI: 0.36–0.80), belonging to a female headed household (aOR 0.69, 95% CI: 0.56–0.85) and being a working woman (aOR 0.66, 95% CI: 0.52–0.84) were associated with lower odds of utilizing PNC. Conclusion Factors associated with utilisation of PNC services operate at individual, household, community and health system/policy levels. Some of them can be ameliorated by targeted government interventions to improve utilisation of PNC services.

A Comparison of Self-Referral and Referral via Primary Care Providers, through Two Similar Digital Mental Health Services in Western Australia

Digital mental health services (DMHSs) deliver mental health information, assessment, and treatment, via the internet, telephone, or other digital channels. The current study compares two DMHSs operating in Western Australia (WA)—The Practitioner Online Referral System (PORTS) and MindSpot. Both provide telephone and online psychological services at no cost to patients or referrers. However, PORTS is accessed by patients via referral from health practitioners, and is designed to reach those who are financially, geographically, or otherwise disadvantaged. In contrast, MindSpot services are available to all Australian residents and patients can self-refer. This observational study compares characteristics and treatment outcomes for patients of PORTS and MindSpot in WA. Eligible patients were people who resided in WA and registered with either clinic from January 2019 to December 2020. Results showed that PORTS patients were more likely to be older, male, and unemployed. They were less likely to report a tertiary education and were more likely to live in areas with higher levels of socioeconomic disadvantage. Despite these differences, treatment outcomes were excellent for patients from both clinics. Results provide further evidence for the accessibility, acceptability, and effectiveness of DMHSs regardless of referral pathway or patient characteristics.

Physical inactivity in early pregnancy and the determinants in an urban city setting of Kuala Lumpur, Malaysia

Background Physical inactivity in pregnancy has been associated with excessive gestational weight gain, hypertensive disorders, gestational diabetes mellitus and postpartum depression. Despite these risks, physical inactivity level remains high especially in higher income countries. The prevalence of physical inactivity among women in Malaysia aged ≥16 years was 28.2% in 2019 exceeding men by 6.1%. However, little is known regarding the subpopulation of pregnant women especially in Kuala Lumpur which is the most urbanized and highly populated city in Malaysia. Therefore, the aim of this study is to measure the physical inactivity prevalence among first trimester pregnant women in Kuala Lumpur and to identify its determining factors. Methods This was a cross-sectional study in which 339 first trimester pregnant women were sampled from 13 maternal and child health clinics located in all four parliament districts of Kuala Lumpur. Self-administered questionnaires which contained the Malay version of the pregnancy physical activity questionnaire (PPAQ) were used. Descriptive analysis was conducted to determine the physical inactivity prevalence followed by simple and multiple logistic regression to identify the determinants of physical inactivity with significant level of 5%. Results The prevalence of physical inactivity was 38.3%. The highest activity was seen in the household activity domain, despite only 24.8% of the respondents were housewives/unemployed. There was little to no participation observed in the vigorous intensity category. The determinants of physical inactivity were primigravida (aOR 3.54 95% CI 1.40, 8.97), education level (aOR 3.77 95% CI 1.35, 10.52) and body mass index (aOR 0.88 95% CI 0.80, 0.97) which explained 22.6% variation of physical inactivity in the final adjusted model. Conclusion The prevalence of physical inactivity among first trimester pregnant mothers in this study was 38.3%, and the highest activity was seen in the household category. Health education on physical activity in pregnancy should be focused on those who are primigravida and have no tertiary education. The educational content should be updated and tailored to current pandemic situation where self-isolation is the new norm, by advocating for home-based, moderate to vigorous intensity physical activities.

Social Dimensions of Roma Marginalization

The paper aims to analyze aspects of Roma marginalization, by identifying and assessing the dimensions of social needs within a compact Roma community, located in a marginalized urban area. The effects of the economic crisis and the COVID-19 pandemic increase inequalities regarding the economic and social situation. The major challenge is to reduce the risk of poverty, especially among families with children, people with disabilities and chronic diseases, but also the social exclusion of people at social risk, based on accurate measurements of social phenomena. The community profile indicates the social status of the inhabitants, which provides a picture of the degree of marginalization and social exclusion of Roma. Thus, the study was conducted by constructing a questionnaire as a research tool, which summarizes the results of the activity of information collection and processing, both based on statistical methods and percentage analysis. The problems faced by marginalized Roma communities are low participation in education, early school leaving, difficult transition to tertiary education, lack of adult skills, low skills among vulnerable people in the labor market, low access to services, poor health and housing. Measures for early detection of situations of social risk and intervention lead to positive effects in preventing marginalization and social exclusion.

What shapes cognitions of climate change in Europe? Ideology, morality, and the role of educational attainment

Cognitions about climate change are of critical importance for climate change mitigation as they influence climate-relevant behaviors and the support of climate policy. Using about 30,000 observations from a large-scale representative survey from 23 European countries, this study provides two major findings. First, important policy-relevant climate change cognitions do not only differ by individuals’ ideological identity (left versus right) but—independently—by their moral identity, that is, the pattern of endorsement of the moral foundations: Care, Fairness, Liberty, Loyalty, Authority, and Purity/Sanctity. In particular, controlling for ideological position, the cognitions that the world climate is changing, that climate change is human-made, and that climate change impacts are bad are significantly negatively related to stronger endorsement of the Authority and Sanctity foundations while being positively related to stronger endorsement of the Loyalty and Fairness foundations. Second, not only the ideology-related cognitive divide but the morality-related divide is larger in individuals with tertiary education, consistent with the idea that individuals with greater science literacy and numeracy use these skills to adjust their cognitions to their group identity. The finding that better education may amplify rather than attenuate the ideology and morality dependence of decision-relevant climate change cognitions sheds doubt on the proposition that better education unambiguously furthers the prospects for climate change mitigation.

Field-Based Art Programming As a Facilitator for Transformative Learning Experiences in Tertiary Education: Participants Reflections on Land Arts of the American West

Field-based art programming proposes a different pedagogical model to respond to contemporary challenges that artists face, ranging from ecological crises to the education and development of artists. This article analyzed interviews with field-based art programming participants across two decades, focusing on artists’ experiences through their own voices. Out of the interviews with participants from Land Arts of the American West, in which participants travel, camp, and create at different sites throughout the Southwest, the participants narrate important elements of field-based art programming. Using Mezirow’s theory of Transformative Learning, this article uses participants’ descriptions to analyze the pedagogical aspects of field-based art learning that denotes a transformative experience, distinct from what is available to them in conventional tertiary art classes. Central reoccurring themes identified include immersive nature, art-making, community, and place. Participants’ responses reveal Disorienting Dilemmas and having transformative experiences.

Inclusion at universities: Psychometric properties of an inclusive management scale as perceived by students

Introduction During the last century, the inclusion of all kinds of diversity became a social imperative in all social spaces but above all in some institutions such as the educational ones. Among these, inclusion has been least studied in the tertiary education organizations. This communication proposes and evaluates the psychometric properties of a new instrument, named Inclusive Management in Tertiary Institutions Scale (IMTIS), to assess inclusive management in universities. Method The researchers used a quantitative research model through survey. We based on the Index for Inclusion to design the IMTIS. We first submitted it to the assessment of experts. Then we applied the resulting version in an online survey including a sample of 1557 students from two universities and 121 different undergraduate careers. A panel of experts judged the content validity of the instrument. Participants answered the IMTIS after informed consent. We used confirmatory factor analysis to assess the construct validity of the instrument. We also evaluated the reliability of the measurements. Results From a kit of 33 originally proposed items, we obtained a version of 22 items with CVR between 0.60 and 1.00, and a IVC = 0.78. The confirmatory factor analysis showed that the six-factor solution had a better adjustment than the one and three factors solutions (RMSEA = 0.059; CFI = 0.947; TLI = 0.937). The McDonald ω coefficients were between 0.864 and 0.922. Conclusion The results deliver evidence that supports the validity and reliability of the IMTIS measurements to carry out research and diagnosis of inclusive management in higher education institutions.

A Need for a Substantive Change in Tertiary EFL Education

As Saudi Arabia is increasing its international influence and educational collaboration at a global scale, promoting the importance of English language teaching and learning in basic and tertiary education has been more prioritized in the country. Diverse programs are offered in universities, incorporating foundation year programs and curricula, which have become a must for anyone passionate about his/her future, and a strategic necessity for any university that aims at preparing its graduates for their career life. This paper investigates the birth of one of the newest approaches in EFL curriculum design that tries to re-launch the link between labor markets and demands of academic requirements, global society, on the one hand, and the learners’ needs on the other hand, and questions the opinions of foundation year students who completed one academic year of the newly launched curriculum in an English Language Institute at a Saudi public university, data collection employed a large-scale survey (n = 2000) that purposefully explores the students’ opinion on the new curriculum. Results obtained from 371 respondents reveal students’ satisfaction toward a clear improvement in their language skills, specifically presentation, vocabulary, and writing, and joint agreement that the course was autonomy supportive. It was also significant that the course increased the students’ intrinsic motivation and appreciation of the challenges and inspiration this curriculum had given to them. This paper is an extended piece of knowledge for further research. It provides an illustration of students’ deep thoughts on their target language needs for policymakers and curriculum designers to consider.