Search Results for
"learning"

This research paper examines the effects of a gamified educational application on student engagement and academic performance, focusing particularly on gender differences in response to gamification. Employing a blend of quantitative methods—including independent samples t-test, Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA), and Cohen’s d for effect size calculation—and qualitative feedback from focus groups, the study conducts a detailed analysis of how gamification impacts students in a secondary school environment over a 10-week period. The findings reveal that gamification not only significantly boosts student engagement but also leads to improvements in academic performance. Notably, female students displayed higher levels of engagement than male students, suggesting gender-specific receptivity to gamified learning. These results underscore the potential of gamified approaches to enhance educational engagement and effectiveness. Additionally, the positive outcomes pave the way for extended studies over semester and full academic year durations, incorporating gamified learning into regular curricula. The study promotes the development of customized gamification strategies to cater to varied learning preferences and calls for further investigation to optimize the use of gamification in educational settings. This contribution enriches the educational technology literature by articulating the subtle impacts of gamification and its implications for educational practices and policies. © 2025 by the authors.

Project-based learning (PBL) is a student-centered and experiential approach that encourages active learning by involving students in the examination of real-world problems within a collaborative environment. This study aims to develop a PBL environment based on information and communication technologies (ICTs) and assess students’ learning experiences. The participants of the study were students taking the Digital Technologies in Tourism course in the Tourism Management Undergraduate Program. Study data were collected through focus group interviews and research diary. By using ICTs as cognitive tools in the learning process, the levels of satisfaction, interest, motivation, and participation of the students were increased and the process was made more active, instructive, and collaborative. The training program in the study made significant contributions to the development of students’ higher order thinking skills, such as collective work, research, analysis and synthesis, communication, design and creativity, critical thinking, problem solving, and decision making. © 2025 ICHRIE.

The evolving digital landscape presents challenges in defining digital citizenship and digital citizenship education. This study seeks to define digital citizenship and digital citizenship education through a qualitative Delphi study involving 23 experts based in New Zealand from across three levels of expertise: subjective, mandated, and objective closeness. The Delphi study resulted in a definition of digital citizenship that encompasses considered use, community care, and civic action, and a definition of digital citizenship education framed across affective, behavioral, and cognitive dimensions. The definitions reflect the entanglement of digital technologies in everyday activities and can be used to design purposeful learning experiences. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

This study examines how self-demand and time availability influence STEM project performance among school and university students in Arequipa, Peru. Using mixed methods, 14 projects were evaluated, revealing that school students outperformed university peers (average scores: 73.1 vs. 65.1), largely due to structured support and fewer external commitments. The findings highlight the sociological impact of institutional and personal constraints, recommending balanced workloads, enhanced mentorship, and better resource allocation to improve STEM learning outcomes across education levels. The study concludes that strategies emphasizing balanced workloads, targeted mentorship, and improved resource allocation are essential for optimizing STEM project-based learning across different educational stages. © 2025, The Education University of Hong Kong. All rights reserved.

Against the backdrop of the Fourth Industrial Revolution, the rapid development of technologies such as artificial intelligence (AI) has raised new demands for interdisciplinary talent cultivation in the education system. This paper takes the "Chasing Light, Youth" project as an example to explore the design of an interdisciplinary information technology project based on the "learning progression" concept. Through a three-phase curriculum—"Light-Chasing Voyage," "Light-Chasing Growth," and "Light-Chasing Transcendence"—systematic and coherent learning modules replace traditional fragmented activities, integrating on-campus and off-campus resources with multidisciplinary knowledge to cultivate students' scientific literacy, innovative capabilities, and practical skills. This design aims to provide a curricular pathway for future educational reform. © 2025, The Education University of Hong Kong. All rights reserved.

Innovative technology is a key driver of Hong Kong's future development. Hong Kong has actively promoted STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. Since 2016, initiatives such as the Jockey Club Computational Thinking Education Programme (CoolThink@JC) and the Education Bureau's supplementary document "Computational Thinking and Coding Education: Supplementary Document for Primary School Curriculum (Draft)" have supported schools in systematically planning and implementing coding education, emphasizing the importance of innovation and technology education. The authors believe that innovation and technology education should not be equated solely with coding education. To enhance students' practical abilities and ultimately improve overall innovation and technology capabilities, Hong Kong’s innovation and technology education must prioritize the significance of engineering ("E" ─ Engineering). Engineering education should include four essential elements: defining problems, developing prototypes, analyzing data, and reflecting on and presenting findings. The authors suggest placing engineering ("E" ─ Engineering) at the core of innovation and technology education. Through project-based learning (PBL), students can be nurtured to develop engineering literacy and problem-identification and solving skills. To cultivate students' innovative spirit and align with the national high-quality education development strategy, Hong Kong must universalize innovation and technology education, promote practical application in engineering technologies, and ultimately enhance overall innovation capabilities. This will lay a strong foundation for fostering future technology talent in Hong Kong. The authors share detailed teaching practices in this paper. © 2025, The Education University of Hong Kong. All rights reserved.

The article substantiates the theoretical and methodological foundations for the introduction of an activity-based approach to training competent engineers when studying a course of physics. Contemporary requirements of the agro-industrial complex require integration of the fundamental knowledge with practical skills, which makes this approach the key element of the educational process when studying a course of physics. There are considered the concepts and principles of teaching, aimed at the development of professional thinking, the ability to make decisions in non-standard situations and efficient work with digital technologies, when studying the course of physics. There are identified the pedagogical tools that promote the development of critical thinking, independence and continuous self-development of the students in the process of mastering physics. Methodological recommendations are provided for the creation of a productive educational environment, including interaction with agro-industrial enterprises and individualization of learning when studying the physics course. An analysis of the implementation of the activity-based approach showed its efficiency: the average score of the students in the experimental group increased by 15-20%, and the success rate of completing the practical assignments increased by 20-25% when studying the physics course. The project activities contributed to the development of systems thinking and an innovative approach to solving the production problems, which is especially important when mastering physics. A conclusion is made about the need to introduce an activity-based approach to train competitive specialists, adapted to the modern challenges of the agro-industrial complex, which, in turn, contributes to the formation of an innovative educational environment, focused on the development of professional competencies, engineering creativity and practical training of the students when studying the physics course. © 2025 The Author(s). Published by RTU PRESS.

This study aims to explore how generative AI tools can be integrated into the teaching of the Tower of Hanoi algorithm by incorporating the “Four-Pillar” educational approach: self-regulated learning, collaborative learning, mutual learning, and guided learning. A curriculum package was designed on the ADL (Adaptive learning) digital learning platform, including video instruction, gamified exercises, group discussions, AI-assisted learning, and programming tasks, guiding students to derive the Tower of Hanoi algorithm. Through the digital platform, students not only learn the rules and solutions through gamification but also gain an understanding of the underlying algorithm and apply it in practice. The results show that this model effectively enhances learning motivation and computational thinking, promotes the deep integration of information technology into teaching, and analyzes the supportive role of generative AI tools (such as e 度) in self-regulated learning and problem-solving. © 2025, The Education University of Hong Kong. All rights reserved.

This study explores the integration of AI education into a Hong Kong primary school through modular STEM activities, addressing challenges related to teacher preparedness and curriculum design. Collaborating with three STEM teachers, we co-developed hands-on learning modules delivered via an after-school club. Qualitative analysis of observations, interviews, and learning artifacts revealed teachers' initial conceptual and technical struggles, which were mitigated by iterative co-design and low-code tools. While modular resources lowered entry barriers, dependency risks emerged, particularly among novice educators relying on predefined learning content. Experienced teachers demonstrated adaptive innovation, repurposing STEM pedagogies for AI contexts. Findings emphasize the dual role of modular STEM activities—standardizing implementation while enabling flexibility for skilled educators. Furthermore, the findings underscore the need for structured teacher professional development (TPD) that provides scaffolded support to promote autonomy among in-service teachers, fostering critical AI literacy and pedagogical agency. © 2025, The Education University of Hong Kong. All rights reserved.