Search Results for
"Students"

Virtual Reality (VR) technology offers novel opportunities for education and training along with grounds for critical evaluation of its implications. This study explores maritime students’ perceptions towards VR simulators utilising constructs from the Technology Acceptance Model (TAM) with VR-specific factors, learner-centric attributes, and external considerations associated with VR simulators. A structured questionnaire was used to collect data from 221 maritime students in Norway and the United Kingdom (UK). Data analysis was conducted using the Partial Least Squares-Structural Equation Modelling (PLS-SEM) method to operationalise the extended TAM framework. The findings highlight the importance of perceived cognitive benefits of VR simulators and students’ enjoyment during VR training. Further, students with higher perceived self-efficacy report greater perceived ease of use of VR simulators and stronger behavioural intentions. Meanwhile, learners’ autonomy has a significant negative association with perceived ease of use, while regulatory uncertainty reduces learners’ intention to use VR simulators. The results highlight the uniqueness of maritime students’ perspectives on VR simulators. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This article describes the application of the principles of magnetism and motion by working with engineering students at Tecnológico de Monterrey to construct and simulate a Magnetic Linear Motor (MLM) through the Project-Based Learning (PjBL) methodology combined with STEM to facilitate experiential and collaborative learning. PjBL is a teaching methodology that applies learning to real-world problems. This approach is currently being adopted by various educational institutions, which face challenges in using pedagogical methods to foster positive relationships between students and mentors. Three phases can be distinguished in project-based methodology. Commitment: students are motivated to participate in the importance of an MLM as a device capable of giving motion in one dimension. Research: students engage in a research project where they design and model their ideas from different areas, such as electromagnetism, differential equations, and programming. Action: Assemble the prototype in the laboratory and evaluate its model. The differential equations of the magnetic force in the MLM prototype are used to determine its kinematic graphs and interpretation. As evidence of learning, students are required to submit two reports that are evaluated using rubrics. © 2026 Sociedad Mexicana de Fisica. All rights reserved.

While discrete choice experiments (DCE), have increasingly been used in the medical literature, little is known about the use of these methods for eliciting preferences from and about students and trainees in health professions. The objectives of this scoping review are to (1) describe the extent to which DCEs have been used in health professions’ education, (2) identify which health professionals have been studied, and (3) identify thematic areas of research in which these methods have been used thematic areas. Between June and September 2024, we conducted a scoping review of the PubMed/Medline, EconLit, Web of Science, and Global Index Medicus databases to identify articles. Studies were eligible for inclusion in this review if they included a health profession training population and if conjoint analysis, DCE, or best-worst scaling studies were used. Forty-nine articles, comprising 60 studies and 21,731 health profession trainees, were included in this review. Medical and nursing students constitute the majority of the population studied. The greatest number of studies have been conducted in China (n = 11) and the United States (n = 8). The two most popular thematic areas in which these studies have been used are to identify preferences for policies and incentives to take a job in a rural area and residency training preferences for medical students. There has been a gradual increase in the use of these methods in the health profession education literature. The extent to which findings have been used for curriculum or policy design is not clear. DCEs are increasingly used to study health profession students and other trainees. More research is needed to explore the validity of preferences and whether preferences correlate with student outcomes or observed behavior. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study aims to explore the significance and relationship between soft skills of students and entry-level career success in the Malaysian logistics industry. Utilizing a descriptive and correlational research methodology, data were collected from 381 logistics students, educators, and industry professionals. Quantitative analysis using SPSS V 26 and structural equation modeling revealed that communication, problem solving, teamwork, and adaptability positively affect career success, while leadership showed no significant impact on entry-level career success. The study recommends experiential learning, workshops, and mentorship to address soft skills deficits and enhance employability in the evolving logistics industry. © 2026 by the Association for Business Communication

Learning resources and models are needed to support 21st century skills. In this research, we have used electronic worksheets (e-worksheets) based on direct instruction, group investigation, and group investigation - Science Technology Engineering Mathematics and Entrepreneurship. The aim of this research is to qualitatively compare students’ e-worksheet answers to students’ creative thinking and graphical representation abilities. The method used is the descriptive qualitative method. The results show that the e-worksheets influence students’ creative thinking abilities. Group investigation - Science Technology Engineering Mathematics and Entrepreneurship based e-worksheet gives the best creativity from students. The e-worksheets based on direct instruction, group investigation, and group investigation - Science Technology Engineering Mathematics and Entrepreneurship show the same results for the graphical representation ability. © 2026 Sociedad Mexicana de Fisica. All rights reserved.

As computing education attracts increasingly diverse students, the need for adaptive and inclusive teaching approaches has become critical. Traditional pedagogical models often rely on standardized frameworks and evaluation methods that overlook the diversity of student experiences and learning styles, particularly in complex fields like UX design. This study employs a phenomenographic approach to evaluate and understand the range of student conceptions of UX design thinking in an undergraduate systems analysis and design course. Through the UX design thinking module, students engage with user-centered tools such as personas, customer journeys, and empathy maps. Analysis of student feedback reveals four experiential conceptions during the course—skepticism, adjustment, practical utility, and user-centeredness—showcasing the spectrum from surface-level understanding to deeper appreciation of UX principles. Findings demonstrate the effectiveness of phenomenography in capturing diverse learning experiences, underscoring its value as an evaluation tool for creating more inclusive and responsive UX design education. Future research should explore the effectiveness of the phenomenographic educational evaluation approach in fostering empathetic student development and enhancing inclusive teaching practices in computing education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

The rapid expansion of the Internet of Things (IoT) demands instructional models that effectively bridge theory and practice. This study explores the integration of Project-Based Learning (PBL) with the ADDIE instructional design model in an undergraduate Information Technology Projects course. As a capstone activity, students designed and built a Smart Lamp using an ESP32 microcontroller, sensors, MQTT communication, and a mobile user interface, iterating through ADDIE phases with formative feedback. A mixed-methods evaluation combined SAM-based rubrics, user-experience testing, and self- and peer-assessment (n = 30 students; n = 20 external users). Results indicated strong technical performance (overall M = 4.2/5 across competencies), high collaboration indicators (M = 4.4/5), and positive end-user satisfaction (M = 4.4/5). A nonparametric exploratory comparison revealed no significant differences between students with and without prior IoT experience, highlighting the inclusiveness of the approach. Overall, findings demonstrate that coupling PBL with ADDIE fosters motivation, knowledge transfer, and effective hardware–software integration while providing a replicable structure for IoT education. Implications for course design include aligning learning outcomes with ADDIE phases, incorporating iterative usability testing, and integrating cloud-connected prototypes as authentic assessments for future implementations. © 2026 Wiley Periodicals LLC.

In an increasingly turbulent world shaped by rapid technological advancement and intensifying geopolitical tensions, the integration of Artificial Intelligence (AI) within Higher Education Institutions (HEIs) presents both opportunities and ethical complexities. Among HEIs’ most critical objectives is enhancing students’ employability and adaptability in the evolving labor market. This study aims to explore the relationship between AI experience and future career adaptability, with a focus on the mediating role of job insecurity and Career prospective estimation, as well as the moderating role of psychological distress. This study adopted a quantitative study with 385 participants from HEIs. The findings indicate that students with stronger AI experience exhibit higher levels of career adaptability and vocational learning capabilities. Furthermore, the career prospective estimation acts as a mediator to bridge AI experience and learning ability. Lastly, the moderator role of psychological distress was found to have a negative relationship with AI experience, job insecurity, and career prospective estimation. This study offers theoretical and practical implications for students, educators, and HEIs, highlighting the importance of strategically guided AI adoption to foster career readiness and adaptability in the digital age. © The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2026.

This mixed-methods study investigates the impact of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) method and fifth-semester student engagement on entrepreneurial competencies in the higher education of the makeup and beauty program at Padang State University. Using a convergent parallel design, data were collected from 117 fifth-semester students through questionnaires, interviews, observations, and portfolio assessments. The data were analyzed using Two-Way ANOVA and thematic analysis. The quantitative results revealed that the STEAM approach significantly outperformed conventional methods. Specifically, 83.33% of students achieved excellent leadership scores (M = 89.00, SD = 2.85), and 78.33% excelled in creativity (M = 87.50, SD = 2.98). High levels of engagement (M = 4.33) across behavioral, emotional, and cognitive dimensions correlated with enhanced competencies (p < .001). Qualitative findings indicated increased motivation, collaborative learning through platforms like TikTok Shop, and heightened mental engagement from diverse resources. The interaction between the STEAM and student engagement further amplified outcomes (F = 3.75, p = .025, R² = 0.454). This study highlights the transformative potential of the STEAM method in developing entrepreneurial competencies, underscoring its applicability in vocational education. Educators should integrate STEAM methodologies and digital platforms into their curricula, while future research should examine the long-term impacts and scalability of these approaches. © 2026 The Author(s).

This study aims to identify latent employment quality patterns among vocational high school graduates and examine how these patterns are influenced by their upper-secondary vocational education and training (VET) experiences. Grounded in the International Labour Organisation's concept of decent work, this study considers employment quality within diverse indicators: job relevance to education, decent hours, social protection, employment status, adequate earnings, work–life balance, and social dialogue and workplace relations. Using nationally representative data from 1463 Korean vocational high school graduate workers, latent class analysis is employed to classify individuals into distinct employment quality patterns based on multiple dimensions of decent work. The analysis reveals three latent groups: stable (26.7%), partially stable (54.8%), and precarious (18.5%). Results from multinomial logistic regression indicate that students' active participation in vocational coursework, acquisition of industry certifications, and work experience are significantly associated with these latent patterns. Moreover, these relationships vary across different occupational programmes, including STEM, business and services, and others tracks. This study underscores the importance of incorporating diverse indicators of employment quality rather than relying on a single metric. It also suggests that VET strategies should be tailored to the unique characteristics of each occupational programme to improve employment outcomes for vocational high school graduates. © 2026 The Author(s). International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.