scholarly journals Identifying the Characteristics of Virtual Reality Gamification for Complex Educational Topics

2021 ◽  
Vol 5 (9) ◽  
pp. 53
Author(s):  
Jannat Falah ◽  
Mohammad Wedyan ◽  
Salsabeel F. M. Alfalah ◽  
Muhannad Abu-Tarboush ◽  
Ahmad Al-Jakheem ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Real Life ◽  
Molecular Structures ◽  
Preliminary Evaluation ◽  
Traditional Teaching ◽  
Learning And Teaching ◽  
Class Environment

Multidisciplinary topics in education pose a major challenge for traditional learning and teaching methods. Such topics can deter students from selecting particular courses or hinder their study progress. This study focused on the subject of medicinal chemistry, which is a discipline combining medicine and chemistry. This combination of applied and basic science creates a complex field of education that is challenging to both teach and learn. Chemical and pharmacological principles are typically presented in 2D molecular structures and, recently, 3D molecular models have been utilized to improve the visualization of chemical compounds and their chemical interactions. Contemporary studies have presented Virtual Reality (VR) as an alternative method for improving the learning and teaching of multidisciplinary specialties such as this. However, current educational efforts employing VR offer limited interactivity and a traditional teaching method previously presented in 2D. This reduces students’ interest and concentration in the taught subjects. This paper presents the development rationale of a novel VR educational application based on the evaluation of the user requirements by 405 pharmacy undergraduate students. The results informed the development and preliminary evaluation of a proposed VR serious game application, which was deployed in a real-life class environment and evaluated in contrast to traditional teaching methods by 15 students. The derived results confirmed the advantages of VR technology as a learning and teaching tool, in addition to the end-users’ willingness to adopt VR systems as a learning aid.

Persuasion Wars as a Useful Tool for Teaching Social Influence: A Replication With Direct Measure of Pedagogical Effectiveness

2021 ◽  
pp. 009862832110481
Author(s):  
Krzysztof J. Leoniak ◽  
Zuzanna Gazdowska
Keyword(s):  
Social Influence ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Knowledge Gain ◽  
Traditional Teaching ◽  
Analysis Group ◽  
Post Test ◽  
Article Analysis ◽  
Traditional Activity

Background Persuasion Wars are exercises for teaching social influence that have not been directly assessed with the use of students’ knowledge gain as an indicator. Objective This study aimed to establish the extent to which these exercises led to students’ knowledge increase in comparison to traditional teaching method. Method In a between subject design, 142 undergraduate students participated in two exercises: Persuasion Wars or Article Analysis. Pre-test and post-test measurements of students’ knowledge were collected to compute knowledge gain scores. At the end of the study, an exercise evaluation survey was distributed among students. Results Both teaching methods increased students’ knowledge about social influence. Regardless of the topic, students from Persuasion War group gained more knowledge when compared to students from Article Analysis group. Students assessed both teaching methods to a similar extent. Conclusion Persuasion Wars may serve as a useful teaching method in familiarizing students with the basic concepts of social influence despite being rated similarly to a more traditional activity. Teaching implications To improve the teaching outcomes of classes concerning basic topics of social influence, teachers should consider the use of Persuasion Wars exercises as well as should incorporate the use of a direct assessment of pedagogical effectiveness to avoid misleading predictions.

scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

scholarly journals Research on the Influence of Interactive Teaching Method on the Learning Effect of College English

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ying Yang
Keyword(s):  
Teaching Methods ◽  
Global Economy ◽  
English Language ◽  
Teaching Method ◽  
Teaching Style ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Interactive Teaching ◽  
Teaching Mode ◽  
Traditional Teaching Methods

English has been a subject in the university classroom since the 1980s. This subject helps produce more excellent talents in economics, politics, and culture who are proficient in English language in China, and enable our country to better integrate with the global economy. At the same time, the relationship between our country and the international community has become closer. However, the social environment is constantly developing and changing. The traditional teaching methods can be said to be ineffective and associated with many shortcomings. Traditional teaching methods were used in the English lessons. Under this teaching mode, students were the passive subjects on the receiving end of what have been taught. The teacher was always talking in the classroom and the students were listening. This teaching style also affects the effectiveness of learning. Compared with traditional teaching, interactive teaching method has its unique advantages. It is a new teaching mode and under this teaching mode, students can actively communicate with teachers in the classroom to complete learning tasks. The initiative to perform self-directed learning is also greatly improved, and the students’ English proficiency can be improved.

scholarly journals The Impact of Young Entrepreneurs’ Network Entrepreneurship Education and Management System Innovation on Students’ Entrepreneurial Psychology

2021 ◽  
Vol 12 ◽  
Author(s):  
Zeyu Wang ◽  
Run Tang ◽  
Xin Cheng
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Entrepreneurship Education ◽  
Simulation Method ◽  
Professional Status ◽  
Traditional Teaching ◽  
Case Study Method ◽  
Scene Simulation ◽  
Test Result

The purpose of the study is to solve the problems existing in entrepreneurship education and management under computer technology. The teaching content of entrepreneurship education in colleges and universities is proposed. Since entrepreneurship education is practical, the auxiliary mechanism of entrepreneurship education also needs to be highly integrated with entrepreneurship practice. First, the network entrepreneurship teaching and management system is constructed, and students’ entrepreneurial creativity, communication ability, leadership ability, and qualities are taken as the research object. Second, the traditional teaching method, case study method, and scene simulation method are used to analyze and discuss the influence of the entrepreneurial teaching mode, entrepreneurial experience, and entrepreneurial ability on students’ entrepreneurial psychology. Finally, the questionnaire survey is used to conduct the relative sample t-test (Student’s t-test), and the influence of three teaching methods on students’ learning effects is analyzed. The influence of the three teaching methods on students’ entrepreneurial psychological states is further analyzed by the statistical method. The experimental results show that the test result of the scene simulation method and the traditional teaching method is 0.584, the test result of the scene simulation method and the case study method is 0.842, and the test result of the case study method and the traditional teaching method is 0.595. This shows that the scene simulation method has a significant impact on students’ entrepreneurial psychology and their entrepreneurial ability. In addition, students’ cognition of professional status significantly affects their entrepreneurial psychology and attitudes, and the correlation coefficient is 0.576. Therefore, it is suggested that colleges and universities should adopt the scene simulation method to improve the teaching quality of entrepreneurship education and strengthen students’ cognition of professional status and their entrepreneurial practice.

scholarly journals Impact of Stem Education on Academic Achievement of Elementary School Students‟ of Delhi

2019 ◽  
Vol 9 (2) ◽  
pp. 3275-3278
Keyword(s):  
Academic Achievement ◽  
Stem Education ◽  
Teaching Methods ◽  
Life Experiences ◽  
Real Life ◽  
Traditional Teaching ◽  
School Students ◽  
Traditional Teaching Methods ◽  
Before And After ◽  
The Difference

STEM education does not follow traditional teaching methods but is based on interesting and critical thinking activities. It is important to increase students' interest and awareness of STEM educational activities to encourage them to learn STEM. STEM-based education can help students or children learn and participate in activities based on real-life experiences. We need to let them know that what they learned in STEM today is not only building their own future, but also the cornerstone of the country. Since no study has been done to know the difference in the academic achievement and basic attitude of the students towards this approach based on gender school types (government and private); before and after the conduction of STEM programme this study will give STEM practitioners strategies to design and integrate STEM content purposefully for the students ; so that students can develop a positive attitude towards STEM programme which will in turn help them to acquire higher academic achievement and make study more effective. This study will also through light on the teachers to make STEM programme more effective. This study will also be of immense help to the school authorities while opting for better STEM programme

Developing Employability Skills in Information System Graduates

2021 ◽  
pp. 1331-1344
Author(s):  
Mohamad Osmani ◽  
Nitham M. Hindi ◽  
Vishanth Weerakkody
Keyword(s):  
Information System ◽  
Teaching Methods ◽  
Time Management ◽  
Employability Skills ◽  
Traditional Teaching ◽  
Learning And Teaching ◽  
Traditional Teaching Methods ◽  
Flipped Classrooms ◽  
Study Techniques

It is widely acknowledged that traditional teaching methods such as lectures, textbooks and case study techniques on their own are not adequate to improving the most in-demand employability skills for graduates. The aim of this article is to explore the potential impact that novel learning and teaching methods can have on improving the employability skills of Management Information System (MIS) graduates. To do so, the article reports the results of an experiment that was conducted with MIS students at the Faculty of Business and Economics in Qatar University, that combined lectures, case study-based workshops, flipped classrooms, presentations, problem-based learning and collaborative learning. The findings of this experiment suggest that known methods of classroom-based learning and teaching used for MIS graduates are failing to develop important graduate skills such as, critical thinking, time management and how to conduct research when faced with challenging problems.

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

scholarly journals THE EFFECTIVENESS OF FLIPPED CLASSROOM STRATEGY ON SELF-DIRECTED LEARNING AMONG UNDERGRADUATE MATHEMATICS STUDENTS

2020 ◽  
Vol 2 ◽  
pp. 61-81
Author(s):  
Mohd Azrin Mohd Nasir ◽  
Ros Idayuwati Alaudin ◽  
Suzila Ismail ◽  
NorA’tikah Mat Ali ◽  
Farah Nadia Mohd Faudzi ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Final Exam ◽  
Mathematical Problems ◽  
Directed Learning ◽  
Assessment Performance ◽  
Post Assessment

The purpose of this study is to measure the effectiveness of the flipped classroom strategy for self-directed learning among undergraduate students in Mathematics courses. A forty-six (46) students of Actuarial Mathematics course from one university were participated to measure their academic performance during-the-class. A six number of students were randomly selected for a survey with open-ended questions via google form to explore their experiences using this approach. For this study, there was a pre-experimental research design with a group of students in one class. There were two ways of teaching techniques to make a comparison in this study. First, the undergraduate students were taught using a traditional teaching method to provide a baseline, where the instructor showed and explained all the steps to solve mathematical problems, and the understanding of the students will be assessed by conducting a pre-assessment quiz. Second, the students were taught using flipped classroom strategy, where the students were given the solutions including all the steps to solve mathematical problems without guidance or explanation from the instructor, then the students were given similar mathematical problems to be solved by themselves by referring to the example given, then the understandings of students will be assessed by conducting a post-assessment quiz. Third, reimplementing the flipped classroom strategy by conducting the third quiz. Finally, the effectiveness of the flipped classroom strategy is measured by comparing the results from all assessment performance. Also, teacher reflection and students’ feedback were gathered to access self-directed learning effectiveness. The result showed that the post-assessment performance from a flipped classroom strategy was significantly higher than the pre-assessment performance from traditional teaching methods. The lowest score of the pre-assessment using the traditional teaching method was less than one (1) score. On the contrary, the lowest score of the postassessment performance using the flipped classroom strategy was five (5) scores. Moreover, the majority of the respondents achieved eight to ten scores. From the result, it was found that both teaching methodologies produced different results in students’ performance for this study. Besides, the students also provided good feedback from the strategy based on the result of the interview: (a) fun and interesting, (b) curiosity, (c) providing students’ autonomy, (d) initiating communication, (e) integrating the use of technology in learning mathematics, (f) preparing for the final exam. Overall, the students found that the flipped classroom strategy is potentially enhancing student’s engagement and performance in mathematics education. The findings have implications for the instructors to implement the flipped classroom strategy for mathematics subjects to acquire better performance among undergraduate students. The flipped classroom requires self-directed learning among students that can be more interesting learning experiences among the students.

scholarly journals The Improvement Strategy of Inorganic Chemistry Experiment Teaching Method in Colleges and Universities

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Danfeng He ◽  
Fujiang Zhou ◽  
Jinjun Deng ◽  
Cheng Chen ◽  
Chao Liu ◽  
...  
Keyword(s):  
Inorganic Chemistry ◽  
Teaching Methods ◽  
Teaching Method ◽  
Colleges And Universities ◽  
Traditional Teaching ◽  
Improvement Strategy ◽  
Teaching System ◽  
Teaching Reform ◽  
Experimental Teaching ◽  
Chemistry Experiment

As one of the teaching methods of chemistry in colleges and universities, experimental teaching is the inevitable path of teaching development that is obviously different from traditional teaching, and it is also an indispensable part of constructing and perfecting teaching system and implementing teaching reform. In this case, this paper analyzes and explores in detail the problems existing in inorganic chemistry experiment teaching in colleges and universities, and puts forward relevant methods and measures to provide some valuable references for the optimization of inorganic chemistry experiment methods.

scholarly journals The Practical Research of Project Teaching Method in the Teaching of Computer Specialty Courses in Universities

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Guanhong Zhang
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Rapid Development ◽  
Theory And Practice ◽  
Traditional Teaching ◽  
Practical Strategy ◽  
Traditional Teaching Methods ◽  
Computer Professionals ◽  
Computer Teaching

With the rapid development of computer technology, the society has higher and higher requirements for computer professionals. There are many problems in the existing computer teaching methods. The more typical one is the separation of theory and practice, which does not meet the current society's requirements for computer talents. . The application of project teaching method to computer teaching can effectively make up for the shortcomings of traditional teaching methods, effectively improve students' comprehensive ability, and greatly improve the efficiency and quality of college computer talent training. This article discusses the role of project teaching method in computer teaching in colleges and universities from multiple angles, and proposes the practical strategy of project teaching method in computer teaching.

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