Search Results for
"education"

On the background of exponential growth of internet users and information, multimedia animation elements have come to the fore due to the integration of multiple elements, including dynamic and intuitive features. This research focused on multimedia animation elements in information transmission in the internet environment. Multimedia animation has a wide range of applications, covering areas such as online advertising, online education, social media, virtual reality, and augmented reality. Through empirical research based on online courses in basic physics, the results indicate that multimedia animation elements of information transmission can enhance knowledge mastery and information understanding memory. Although facing challenges such as technological updates, content quality, and network risks, in-depth research can still provide important support and reference for information dissemination and development of the animation industry. © 2025 IGI Global. All rights reserved.

As we reach the second anniversary since the announcement of ChatGPT to the world in Nov 2022, the education sector, especially in the institutes of higher learning (IHLs) has seen an exponential growth in the use of Generative AI (Gen AI). The use of Gen AI in IHLs is warranted as it commits to preparing students for the workforce and is obliged in duty to embrace Gen AI in its classrooms. But the use of Gen AI in classrooms are not without challenges. A survey conducted in the US states that 85 % of undergraduates feel more comfortable using GenAI tools if they were vetted by academic sources, and a further 65 % agreed that AI will improve their learning. However, there are many factors that led to the student's agreement in the use of AI, in particular Gen AI. Among others, the student's own (i) performance expectation, in that using Gen AI will help improve their academic performance; (ii) or their social influence, in that people close to them encourage their use of AI for their academic work, (iii) or their perceived anthropomorphism of the AI tool, in that they find that they have a 'buddy' that is close to them and that they can confide in their buddy for any queries they have of their course contents, or (iv) that the institution policy encourages their use of Gen AI in their school work. This study reports on the use behaviour of two groups of students - full time versus part time students. The findings suggests that the full-time students' Gen AI use is driven by social influence and perceived anthropomorphism, while apprenticeship students are more driven by institutional policy. Both groups of students are equally driven by the use of Gen AI to improve their academic outcome. © 2025 IEEE.

The objective of this study is to analyze metaverse topics and education through bibliometric methods to identify research trends, leading researchers, institutions, and prevalent themes from the past decade (2010-2020) and developing themes for the next five years (2021-2024). This study followed the PRISMA framework to extract data from the Scopus and Web of Science (WoS) databases, resulting in 475 publications. Biblioshiny was used for descriptive bibliometric analysis and thematic mapping, whereas VOS Viewer co-occurrence and trending analysis were used to identify clusters and trending topics in this domain. Thematic mapping and cluster analysis revealed that Virtual Reality (VR) and Augmented Reality (AR) technologies are dominant forces shaping the future evolution of education in a metaverse context. The co-occurrence analysis revealed that future studies could focus on customized education, dynamic teaching methods, and a sustainability-oriented educational framework. This study suggests the potential of an interactive, dynamic, and scalable learning environment using metaverse learning. Policymakers, educators, and developers should establish collaborations, enhance infrastructure, and remove barriers to realize this potential. By combining the results from both the Scopus and WoS databases, this study offers a thorough literature overview of the applications of the metaverse in learning and development while proposing future research areas for academics to address existing gaps and explore the potential of metaverse technology in this field. © IEEE. 2013 IEEE.

This study examines how learning experiences shape the development of students’ creative competencies through the dual mediating roles of academic engagement and motivational factors. Focusing on students from the Department of Art and Design at a vocational and technical college in China, the study adopts purposive sampling to gather 287 valid responses. A structured questionnaire was designed encompassing four latent constructs: instructional quality, participation, drive to learn, and creative capacity. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to evaluate the model and test mediation effects. Results reveal no significant direct influence of instructional experiences on students' creative outcomes. However, indirect effects were observed via full mediation by academic engagement and partial mediation by motivation. The model explains 56.8% of the variance in the outcome variable (R²= 0.568) and achieves a strong model fit (GoF = 0.657). These findings emphasize the interplay between instructional design and internal psychological mechanisms, offering insights for pedagogical strategies and theory-building in creative education domains. © 2025 by author(s).

The importance of entrepreneurial education systems – designed to navigate complexity, multiculturalism, and digital transformation – has grown in response to today’s volatile and uncertain world. These systems play a pivotal role in equipping future generations with entrepreneurial knowledge, new skills, and the ability to create innovative ventures. Research emphasizes the need for systematic approaches to developing entrepreneurial learning ecosystems and leveraging digital technologies to enhance innovative pedagogies. This chapter will address some critical issues for rethinking theoretical frameworks for entrepreneurial education from both institutional and pedagogical perspectives, while considering the growing of role digital technologies in shaping the developments of those learning systems. It provides an overview of recent developments in entrepreneurial education worldwide, analyses the effects of institutional differences between China and the West through the prism of complexity absorption, and discusses instructional design strategies and models in response to those differences. This topic has become a focal point for policymakers, administrators, and educators globally, particularly within the transnational education sector. Higher education Institutions stand to gain significantly by reimagining theoretical frameworks for entrepreneurial education through a dual Chinese-Western lens, fostering transnational collaboration. © Jean-Yves Le Corre et al., 2025.

This study investigated the impact of the Murdoch Integrated Approach (MIA) on improving English reading comprehension and analytical thinking among Thai Grade 5 students, in alignment with Sustainable Development Goal 4 on quality education. A one-group pretest-posttest design was implemented using eight structured learning plans over one semester. Two English reading tests were used to assess comprehension and analytical reading before and after the intervention. Results showed a significant improvement in both areas. These gains occurred because MIA promotes inquiry-based learning, active student engagement, and reflective thinking, enabling learners to interpret texts meaningfully and apply ideas critically. Although the absence of a control group requires cautious interpretation, the findings highlight the potential of MIA in enhancing essential language skills at the elementary level. This research contributes to language education by supporting pedagogical innovation aligned with global development goals. © 2025, Universitas Negeri Makassar- Faculty of Languages and Literature. All rights reserved.

Interventions targeting the well-being, motivation, and professional development of refugee teachers are central to enabling the provision of high-quality education to refugee children and youth in crisis contexts. The overall lack of it hinders learners’ academic and psychosocial adjustment and may prolong the effects of displacement-related stress among teachers and learners. This study explores the well-being and motivation of refugee teachers in the Dadaab refugee camp in Kenya. Semi-structured interviews were conducted with 12 refugee teachers who were randomly recruited from eight schools in the camp. The findings reveal compounded well-being risks at the national level (e.g. the right to work and remuneration, and professional development), school level (e.g. class size and workload, and learning resources), and individual teacher level (e.g. level of education, teaching experience, and gender) that undermine their occupational well-being and motivation. © Julie Matthews and Quentin Maire 2025. All rights reserved.

This chapter synthesizes Bourdieu's theoretical ideas with empirical data concerned with educational (non-)participation in forms of lifelong education to illuminate how educational inequalities are reproduced throughout the lifecourse. It emerges from two separate studies in England. Study A explores why a group of young adults, living within traditionally working-class communities, choose not to participate in higher education. Study B considers why mature students participate in higher vocational education (HIVE) and how their decision to study this form of higher education specifically is shaped by their working-class backgrounds. Findings are drawn from semi-structured interviews with 12 further education students (Study A) and eight mature students undertaking HIVE qualifications in a further education college (Study B). Both studies took place at large general further education colleges (FECs). Both sites are situated in the North of England, where a large proportion of school leavers in the towns attend the colleges, which are the main providers of post-16 education. The chapter will be of interest to researchers of educational inequality, adult learning and social justice by illuminating how classed forms of (non-)participation can be understood as both 'structured and structuring' over time and through the lifecourse. It will be of interest to adult learning practitioners by providing an example of how social theory can be put to work to help us understand real-life educational problems and practices in new ways. © Nalita James, Kevin Orr and Sharon Clancy 2025. All rights reserved.

This chapter discusses the complexities that adult educators can face when attempting to engage marginalized adults in non-formal education. The diverse needs of adult learners, who may feel 'wounded' by their experiences of formal education, are presented in relation to the author's research with survivors of childhood sexual abuse and homelessness. In an arts-based study in Glasgow, nine young women were invited to participate as adult learners in a community-based, visual arts process. As the artist-researcher and facilitator, the author documented the barriers and enablers to engagement and explored the impacts of the 'wounded' learner identity. Visual art making was used to develop the artistic skills and aesthetic literacy of the group. Together, artworks were created for a public exhibition, and the process created the opportunity to record the motivational factors that enabled active and sustained participation in the offering of non-formal adult learning. In this chapter, the author outlines her facilitation approach to arts-informed adult learning and the visual art process, and reflects on the role of trauma-informed practice and how to help marginalized adults overcome the impacts of 'wounding' formed through early experiences of compulsory formal education. © Nalita James, Kevin Orr and Sharon Clancy 2025. All rights reserved.