A Systematic Review on the Neuro-Cognitive Correlates of Game-Based Learning in Higher Education Learning Environments

Game-based learning is one of the sustainable education methods for future professionals from the higher education learning environment. To attain these innovative and sustainable teaching pedagogies, the components of games and simulations need to be incorporated into the teaching-learning content. The integration of neuroscience and cognitive concepts has become an essential feature in understanding various phenomena in game-based learning with regard to higher education learning environments. Several neural and cognitive processes are involved while engaging in such activities. These activities have played a pivotal role in the pedagogy and teachers had to think on their feet while engaging students in higher education as well. Game-based learning has proven to be a very effective method of engaging higher education students.

¡Canta Conmigo!

Sing, play, move, create, and experience joy with living musical traditions from Guatemala and Nicaragua. Suitable for use in families, schools, or community centers, this resource contains a playful collection of 90 songs, singing games, chants, and games the author learned from teachers, children, and families while living in several communities in both countries. While the majority of the songs are in Spanish, a few in a Mayan language, Kaqchikel, are included. Field videos, audio recordings, and select song histories are available on the companion website to witness the music in authentic contexts, guide in pronunciation, and trace musical origins. Ethnographic descriptions of locations where songs were learned and personal biographies of a few singers written in Kaqchikel or Spanish and translated to English allow the reader to develop a connection to the land and the musicians. Culturally responsive and sustaining teaching pedagogies are discussed alongside strategies to responsibly include the music in school curriculums. A brief history of Central America and an overview of music genres in the region are included to frame this song collection within historic, cultural, and musical contexts. ¡Ven a cantar y jugar! Come sing and play! The song pages are playfully and thoughtfully illustrated by Sucely Puluc from Guatemala.

The Role of Applied Mechanics in Bridging the Gaps in Prior Learning for Aspirants of Engineering Education

Building a technology-driven world appears to be the main motivational force behind students choosing to undertake engineering studies. The first year of engineering education plays a significant role in demonstrating sufficient mathematical and scientific rigor to satisfy these motivational factors. The common applied mechanics courses play a central role in achieving this. At the same time, a vast majority of students suffer from a lack of the necessary mathematical skills and analytical orientation for various reasons. Due to different educational philosophies and teaching pedagogies, a lack of proper integration between mathematics and applied mechanics is common. Several efforts were made to build better curriculum, teaching, and learning systems, resulting in widely varied solutions, but most of them require drastically different implementation approaches. With sufficient rigor in teaching and assessment, the first-year applied mechanics (common) courses designed for engineering students can solve students’ mathematical and motivational lapses and help bridge the gaps between pre-university and university education endeavours. This paper presents evidence supporting this argument. In particular, datasets collected from the direct experiences delivering the first-year static and dynamics courses to many students over the past decade and a half are analysed to establish the proposition.

Factors Influencing the Learning of Class XII Science: A Perspectives of Students

The purpose of this study is to investigate the factors influencing students’ higher secondary level science performance in one of the higher secondary schools of Bhutan. A total of 150 students were selected through purposive sampling. The sample includes both current classes XI and XII and former class XII graduates of the school. Through the use of mixed method research design, the data were collected using survey questionaries and interview in focus group. The quantitative data were analysed using descriptive statistics techniques and qualitative based on themes. The result of the study showed that the science performance of students were negatively affected by the inadequate support from school administration, lack of experienced and dedicated teachers and, poor supports from parents and relatives of the students. Thus, this study recommends school administration to take extra initiative towards improving students’ academic performance and teachers to explore different teaching pedagogies that can stimulate students’ interest towards learning science.

Reflective Practices in Teaching: A Study on Faculties of Royal University of Bhutan Colleges

Aims: Reflective practice refers to teachers' conscious efforts to question their daily activities in the classroom to help them learn and develop professionally. The purpose of this study was to determine the level of reflective practices among Royal University of Bhutan (RUB) faculty members, as well as if these activities differed according to demographic characteristics of the respondents. The study's theoretical framework is the four reflective lenses of Brookfield, namely: student's eye, colleague's eye, Research and theory, and personal experiences/ autobiographies. Study Design: A descriptive research design with a quantitative approach was used in this study. Place and Duration of Study: The study was conducted in Bhutan for a period of one year (2020-2021) Methodology: A total of 186 faculty members from the colleges of the Royal University of Bhutan participated in the study using an online structured questionnaire through Google Form. Descriptive statistics, a one-sample t-test, One-way ANOVA, and an independent sample t-test were used to evaluate and present the findings. Results: The findings revealed that Royal University of Bhutan colleges' faculty members engage in reflective practices, with student feedback being the most widely utilized strategy for reflection among the four lenses, and peer feedback being the least used technique. The results also showed that there were no differences in educators' reflective practices depending on gender, the number of years of teaching experience, or training attended during in-service years. Conclusion: The study's main recommendations are to promote peer help in enabling classroom reflection and to provide faculty members with training and development opportunities in various teaching pedagogies.

Engaging Student Teachers in An Online Teaching Pedagogies Module during COVID-19

COVID 19 represented a major challenge for many educators, with teachers needing to pivot rapidly to using online learning tools in order to stay connected with their students. This was particularly relevant for teachers in the process of completing their Initial Teacher Education (ITE), whose programmes of study did not include online teaching components. The objective of this study was to develop and evaluate a module for teaching in online and blended learning environments for 244 post-primary teachers in ITE. This study begins by examining the impact of COVID-19 and the resulting pivot to online learning, this includes an overview of the challenges associated with online teaching. Next, the authors explain the module in detail, outlining the tools, strategies and activities provided for student teachers. This included peer-evaluated online micro-teaching components - which formed a major part of the learning. Data collection involved a questionnaire which gathered student teachers’ perceptions of the module and its approaches, the impact it had on their ability to teach during the COVID-19 pandemic, and the knowledge and skills useful for future practice. Findings suggested that the implementation of the developed module was successful in preparing student teachers to teach online, providing them with the tools and confidence necessary for success. Improvements suggested the development of differentiated pathways for student teachers who are more experienced with online teaching.

Post Covid-19 Effects on the Future of Students in Higher Education

Societies have been affected socially, politically, and economically due to the coronavirus pandemic. Education systems have been disrupted, impacting the future of students and global and consequently societal prospects over time. The aim of this study is to identify the effects of the covid-19 pandemic on the future of students in higher education. This study is carried out by means of a systematic literature review via a thorough literature search. The covid-19 pandemic has had a vast number of effects on students, particularly resulting from the implementation of lockdown measures and social distancing regulations. Mental health, teaching pedagogies, communication and financial stability have all been identified as factors affecting the future of students in higher education. This study had deduced that students face long-term effects as a consequence of the covid-19 pandemic. Thus, carefully devised strategies are required to progress students towards a prosperous future and through them societies at large with benefit.

Tracing a selfie

This teaching report focuses on effectiveness of teaching pedagogies of the word formation process to Navajo students at a two-year college in the American Southwest. The activities used to teach the concepts of word formation are illustrated/described. The purpose of using authentic examples including songs from popular culture is to make students aware that these linguistic concepts are related to their everyday lives and in the hope that they can utilize these concepts and integrate real-life examples in their future teaching career. A feedback form was administered to collect the students’ views toward the pedagogies including activities in an introductory Linguistics class.