educational efficacy
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2021 ◽  
Vol 15 (5) ◽  
pp. 97-111
Author(s):  
Youngmi Ha

The COVID-19 pandemic has forced the majority of universities in Korea to switch to untact classes. However, we now expect that untact classes will expand even into the post-coronavirus era. Online learning has advantages when it comes to convenience, connectivity, and accessibility. In addition, many of the students who have experienced untact online classes expect to expand online classes if the qual-ity of the classes is guaranteed. Considering these points, it is necessary for us to seek qualitative improvements in the operation of untact classes.This study examines practical educational strategies and their effects in untact situations using the <Inference and Argumentation> course at University B in Bus-an as an example. The course consisted of pre-recorded video and real-time video classes in parallel every other week. In the pre-video class, students take in theo-retical explanations and conduct example solving activities, and assignments are required. The real-time class consists of the students solving the assignments tog-ether, so that prior learning and the real-time classes are organically linked. In the real-time class, students' problem solving was checked through chatting, enab-ling learners to understand and reinforce their understanding of learning. The eff-ectiveness of this untact class operation is checked through a questionnaire. In the questionnaire, not only the level of improvement in critical and logical thinking skills before and after learning were measured, but also their understanding of pre-recorded video classes. Although this is subjective survey, it is possible for us to gauge how much the learners' academic achievement has improved, as well as the educational efficacy they feel through the untact operation of the course.


Author(s):  
Kent Robert Kirya ◽  
K. K. Mashood ◽  
Lakhan Lal Yadav

Concept inventories (CI) constitute a key thread in Physics Educational Research. As such, understanding the methodology and the technique of developing a good CI is essential for all physics teachers. This research aims to develop a circular-motion concept Inventory (CMCI) that is valid in the Ugandan context. To reach a consensus, we used the Delphi technique to collect the data from eleven experts in the physics discipline. These experts were asked to rank each CI item in the inventory, based on the relevant criteria, for assigning a degree of relevance for adoption on a scale ranging from one to four, one being "not relevant" and four being "highly relevant.” Because the technique does not require experts to meet face-to-face, they remained anonymous to one another. These experts are provided with structured questionnaires of CI items from the Rotational-Kinematics Inventory (RKI) and Rolling and Rotational Motion-Concept (RRMC) inventories in the first round, in order to adopt items relevant to circular-motion concepts in the Ugandan context. They agreed to use 31 CI items in the RKI and 14 CI items in the RRMC in the second round. The mean and standard deviation of expert replies were analysed by using descriptive statistics. We used the methodological principles of CI creation, in order to create eight CI items to fill in the missing sub-concepts. Therefore, a total of 53 concept items were created. In order to analyse their qualities in a psychometric analysis, these will be evaluated by using field testing and psychometric analysis. Various physics instructors will access the CMCI, because the field testing aims to gauge the level of educational efficacy in their academic and research initiatives.


2021 ◽  
Vol 2 ◽  
Author(s):  
Joey J. Lee ◽  
Elliot Hu-Au

A rapidly growing number of educators and students now embrace XR as a powerful technology with affordances that can support many benefits, including highly immersive learning experiences, empathy and perspectives on social issues; XR can be designed in ways that can provide new pathways to success and opportunity. Yet the mirror image is also true -- XR can be designed in ways that lead to increased risk, perpetuation of inequities and other harmful impacts to individuals and society. We need ways to analyze XR in terms of ethical aspects, educational efficacy and whether it supports or hinders human flourishing (i.e., eudaimonia). In this paper, we discuss XR as a double-edged sword that can be leveraged for positive or negative outcomes, whether intentionally or unintentionally; that is, we highlight various opportunities and benefits at hand, but also risks and possible negative impacts. We introduce E3XR, a framework that serves as an analytical lens to determine the ethics, learning theory and human flourishing aspects of an XR design. For each component of this framework, we review relevant literature and consider the threats and opportunities that can be evaluated. Finally, we conclude with a discussion of the significance of this work and implications for designers and educators.


2021 ◽  
Vol 11 (19) ◽  
pp. 9022
Author(s):  
Bin Han ◽  
Gerard Jounghyun Kim

AudienceMR is designed as a multi-user mixed reality space that seamlessly extends the local user space to become a large, shared classroom where some of the audience members are seen seated in a real space, and more members are seen through an extended portal. AudienceMR can provide a sense of the presence of a large-scale crowd/audience with the associated spatial context. In contrast to virtual reality (VR), however, with mixed reality (MR), a lecturer can deliver content or conduct a performance from a real, actual, comfortable, and familiar local space, while interacting directly with real nearby objects, such as a desk, podium, educational props, instruments, and office materials. Such a design will elicit a realistic user experience closer to an actual classroom, which is currently prohibitive owing to the COVID-19 pandemic. This paper validated our hypothesis by conducting a comparative experiment assessing the lecturer’s experience with two independent variables: (1) an online classroom platform type, i.e., a 2D desktop video teleconference, a 2D video screen grid in VR, 3D VR, and AudienceMR, and (2) a student depiction, i.e., a 2D upper-body video screen and a 3D full-body avatar. Our experiment validated that AudienceMR exhibits a level of anxiety and fear of public speaking closer to that of a real classroom situation, and a higher social and spatial presence than 2D video grid-based solutions and even 3D VR. Compared to 3D VR, AudienceMR offers a more natural and easily usable real object-based interaction. Most subjects preferred AudienceMR over the alternatives despite the nuisance of having to wear a video see-through headset. Such qualities will result in information conveyance and an educational efficacy comparable to those of a real classroom, and better than those achieved through popular 2D desktop teleconferencing or immersive 3D VR solutions.


10.2196/22920 ◽  
2021 ◽  
Vol 23 (7) ◽  
pp. e22920
Author(s):  
Janaya Elizabeth Perron ◽  
Michael Jonathon Coffey ◽  
Andrew Lovell-Simons ◽  
Luis Dominguez ◽  
Mark E King ◽  
...  

Background Simulation-based technologies are emerging to enhance medical education in the digital era. However, there is limited data for the use of virtual reality simulation in pediatric medical education. We developed Virtual Doc as a highly immersive virtual reality simulation to teach pediatric cardiopulmonary resuscitation skills to medical students. Objective The primary objectives of this study were to evaluate participant satisfaction and perceived educational efficacy of Virtual Doc. The secondary aim of this study was to assess the game play features of Virtual Doc. Methods We conducted a prospective closed beta-testing study at the University of New South Wales (Sydney, Australia) in 2018. All medical students from the 6-year undergraduate program were eligible to participate and were recruited through voluntary convenience sampling. Participants attended a 1-hour testing session and attempted at least one full resuscitation case using the virtual reality simulator. Following this, participants were asked to complete an anonymous postsession questionnaire. Responses were analyzed using descriptive statistics. Results A total of 26 participants were recruited, consented to participate in this study, and attended a 1-hour in-person closed beta-testing session, and 88% (23/26) of participants completed the anonymous questionnaire and were included in this study. Regarding participant satisfaction, Virtual Doc was enjoyed by 91% (21/23) of participants, with 74% (17/23) intending to recommend the simulation to a colleague and 66% (15/23) intending to recommend the simulation to a friend. In assessment of the perceived educational value of Virtual Doc, 70% (16/23) of participants agreed they had an improved understanding of cardiopulmonary resuscitation, and 78% (18/23) agreed that Virtual Doc will help prepare for and deal with real-life clinical scenarios. Furthermore, 91% (21/23) of participants agreed with the development of additional Virtual Doc cases as beneficial for learning. An evaluation of the game play features as our secondary objective revealed that 70% (16/23) of participants agreed with ease in understanding how to use Virtual Doc, and 74% (17/23) found the game play elements useful in understanding cardiopulmonary resuscitation. One-third (7/23, 30%) found it easy to work with the interactive elements. In addition, 74% (17/23) were interested in interacting with other students within the simulation. Conclusions Our study demonstrates a positive response regarding trainee satisfaction and perceived educational efficacy of Virtual Doc. The simulation was widely accepted by the majority of users and may have the potential to improve educational learning objectives.


2021 ◽  
Vol 16 (3) ◽  
pp. 1279-1289
Author(s):  
Kent N. Maningo ◽  
Porferio M. Almerino, Jr. ◽  
Lourdes M. Garciano

This study examines the condition on whether or not there is an advantage on integrating manipulatives in the instruction against traditional teaching involving concept building and students’ performance in geometry. To well achieve this objective, 48 Grade-9 students from a remote public school and island in the Philippines were invited and were then divided into control and experiment groups. After such inferences, empirical results showed that there was no significant mean difference on the scores between the two groups, which implies that one method does not outperform the other. Indeed, post-evaluation revealed that there are other variables which trigger the variation of scores from these groups, respectively, as shared by the subjects themselves. Thus, it is proposed that future relevant researches, shall peek into those variables that can nonetheless support the efficacy of intended curriculum contents and correspondingly address the diverse learning styles.   Keywords: Education, manipulative, mathematics, remote island;


Animals ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 114
Author(s):  
Miriam A. Zemanova ◽  
Andrew Knight

Humane alternatives to harmful educational animal use include ethically-sourced cadavers, models, mannequins, mechanical simulators, videos, computer and virtual reality simulations, and supervised clinical and surgical experiences. In many life and health sciences courses, however, traditional animal use persists, often due to uncertainty about the educational efficacy of humane alternatives. The most recent comprehensive reviews assessing learning outcomes of humane teaching methods, in comparison to harmful animal use, were published more than 10 years ago. Therefore, we aimed to collate and analyse the combined evidence from recent and older studies about the efficacy of humane teaching methods. Using specific search terms, we systematically searched the Web of Science, SCOPUS, and EMBASE databases for relevant educational studies. We extracted information on publication years, the country in which the study was conducted, field, humane teaching methods, form of learning outcome assessment, and the learning outcome of the humane teaching methods, in comparison with harmful animal use. We found 50 relevant studies published from 1968–2020, primarily stemming from the USA, UK, and Canada. Humane teaching methods produced learning outcomes superior (30%), equivalent (60%), or inferior (10%) to those produced by traditional harmful animal use. In conclusion, a wide-spread implementation of humane teaching methods would not only preserve learning outcomes, but may in fact be beneficial for animals, students, educators, and institutions.


Author(s):  
Victor M. Schuettfort ◽  
Tim A. Ludwig ◽  
Phillip Marks ◽  
Malte W. Vetterlein ◽  
Valentin Maurer ◽  
...  

Abstract Purpose To analyze the perceived learning opportunities of participants of the International Meeting on Reconstructive Urology (IMORU) VIII for both live surgery demonstrations (LSD) and semi-live surgery demonstrations (SLSD). Safety and educational efficacy of LSD and SLSD at live surgery events (LSE) have been debated extensively, however, objective data comparing learning benefits are missing. Methods We conducted a detailed survey, which employed the Kirkpatrick model, a well-established assessment method of training models, to investigate participants preferences as well as the learning benefit of LSE. Furthermore, we employed an audience response system and the Objective Structured Assessment of Technical Skills (OSATS), a well-established assessment method of surgery skills, to let our participants rate the perceived learning opportunity of LSD and SLSD. Results Of 229 participants at the IMORU VIII, 39.7% returned our questionnaires. 90% stated that they prefer LSD. On all levels of Kirkpatrick’s training evaluation model, the IMORU received high ratings, suggesting a high learning benefit. For the assessment of OSATS, a total of 23 surgical cases were evaluable. For all six utilized items, LSD scored significantly better ratings than SLSD. Conclusion Our study suggests that there is still a rationale for LSD, as participants attributed a statistically significant higher learning benefit to LSD over SLDS. Evaluation of the survey showed that for LSE such as the IMORU VIII, a high learning benefit can be expected. Considering that most of our participants are active surgeons with high caseloads, their opinion on the educational value of LSE is of high relevance.


Cureus ◽  
2020 ◽  
Author(s):  
Ethan N Hartman ◽  
Benjamin Daines ◽  
Christina Seto ◽  
Deborah Shimshoni ◽  
Madison E Feldman ◽  
...  

2020 ◽  
Author(s):  
Janaya Elizabeth Perron ◽  
Michael Jonathon Coffey ◽  
Andrew Lovell-Simons ◽  
Luis Dominguez ◽  
Mark E King ◽  
...  

BACKGROUND Simulation-based technologies are emerging to enhance medical education in the digital era. However, there is limited data for the use of virtual reality simulation in pediatric medical education. We developed Virtual Doc as a highly immersive virtual reality simulation to teach pediatric cardiopulmonary resuscitation skills to medical students. OBJECTIVE The primary objectives of this study were to evaluate participant satisfaction and perceived educational efficacy of Virtual Doc. The secondary aim of this study was to assess the game play features of Virtual Doc. METHODS We conducted a prospective closed beta-testing study at the University of New South Wales (Sydney, Australia) in 2018. All medical students from the 6-year undergraduate program were eligible to participate and were recruited through voluntary convenience sampling. Participants attended a 1-hour testing session and attempted at least one full resuscitation case using the virtual reality simulator. Following this, participants were asked to complete an anonymous postsession questionnaire. Responses were analyzed using descriptive statistics. RESULTS A total of 26 participants were recruited, consented to participate in this study, and attended a 1-hour in-person closed beta-testing session, and 88% (23/26) of participants completed the anonymous questionnaire and were included in this study. Regarding participant satisfaction, Virtual Doc was enjoyed by 91% (21/23) of participants, with 74% (17/23) intending to recommend the simulation to a colleague and 66% (15/23) intending to recommend the simulation to a friend. In assessment of the perceived educational value of Virtual Doc, 70% (16/23) of participants agreed they had an improved understanding of cardiopulmonary resuscitation, and 78% (18/23) agreed that Virtual Doc will help prepare for and deal with real-life clinical scenarios. Furthermore, 91% (21/23) of participants agreed with the development of additional Virtual Doc cases as beneficial for learning. An evaluation of the game play features as our secondary objective revealed that 70% (16/23) of participants agreed with ease in understanding how to use Virtual Doc, and 74% (17/23) found the game play elements useful in understanding cardiopulmonary resuscitation. One-third (7/23, 30%) found it easy to work with the interactive elements. In addition, 74% (17/23) were interested in interacting with other students within the simulation. CONCLUSIONS Our study demonstrates a positive response regarding trainee satisfaction and perceived educational efficacy of Virtual Doc. The simulation was widely accepted by the majority of users and may have the potential to improve educational learning objectives.


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