Search Results for
"human"

Gamification and Artificial Intelligence (AI) have transformed the educational environment, offering innovative approaches to enhance student engagement and learning outcomes. By using the power of gamification and AI, educators can create immersive, personalized, and interactive learning experiences that increase motivation, participation, and academic achievement. This study investigates the relationships between gamification, artificial intelligence, student engagement, and achievement in educational contexts. A quantitative approach was employed, combining online surveys and structural equation modeling (SEM) analysis with 290 students from Malaysia. SEM analysis was performed using SmartPLS 4 software. The findings reveal significant positive relationships between gamification and student achievement, gamification and student engagement, gamification and artificial intelligence, and AI with both student engagement and achievement. Furthermore, student engagement was found to influence student achievement positively. The study’s implications suggest that educators and instructional designers should adopt these technologies to create intelligent, interactive, and personalized learning environments. Future research directions include exploring long-term effects and contextual factors influencing student outcomes to promote student success in the digital age. However, the study is limited to a single country context (Malaysia), and relies on self-reported survey data, which may influence generalizability and introduce potential biases. © 2013 IEEE.

The persistent skills mismatch between higher education outcomes and labour market needs presents a significant challenge for graduate employability, particularly in fast-evolving sectors such as artificial intelligence (AI) and data science. This paper introduces a data-driven internship framework designed to bridge this gap by optimising student placements, providing real-time feedback, and ensuring academic curricula remain aligned with labour market demands. The framework integrates three systems: the Student Industry Placement System (SIPS), which uses machine learning to match students with relevant internships; the Intern Learning Management System (ILMS), which tracks skill development through continuous feedback loops; and the Industry Profiling System (IPS), which leverages predictive analytics to provide real-time labour market insights. The framework was evaluated through a mixed-methods approach, incorporating pilot program data from five universities and 15 industry partners and simulated data based on historical internship trends. The SIPS algorithm achieved a placement accuracy of 89%, significantly improving over traditional methods (60-65%). 78% of students received continuous feedback through the ILMS, resulting in measurable improvements in technical skills (30% increase in coding proficiency) and problem-solving abilities (25% improvement). The IPS enabled universities to update 15% of their curricula in response to real-time labour market data, particularly in high-growth sectors such as AI and digital transformation. 68% of the students secured full-time employment within six months of graduation, with 65% in roles directly aligned with their internships. These findings demonstrate the framework's scalability and potential for reducing skills mismatch, making it a viable model for other emerging economies. © 2025 IEEE.

Practical placements in real work environments are a requirement for successful completion of many professional learning programs. Indeed, this activity may account for half of the learning hours within such curricula. Recent research examining the practicum experiences of nursing students in Hong Kong and the United Kingdom, as well as those of Australian and Ethiopian radiography undergraduates, support the argument that the eight core propositions within the theory of human relatedness, may reflect the criteria stakeholders implicitly use to evaluate pre-registrant workplace learning. These studies and comparable earlier ones, however, have not detailed how student relatedness may affect practicum performance. Applying the concepts of self-efficacy and feedback cycles, this theoretical paper, therefore, examines the impact of relatedness upon practice proficiency. Moreover, it argues educators must strive to disrupt negative relatedness feedback cycles and create conditions to promote positive relatedness if learner performance within real work settings is to be optimized. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

Artificial intelligence (AI) signals the beginning of a revolutionary period where technological advancement and social change interact to completely reshape economies, work paradigms, and industries worldwide. This essay addresses the opportunities and problems brought about by the AI-driven economy as it examines the effects of AI disruption on the IT sector and information technology education. By comparing the current AI revolution to previous industrial revolutions, we investigate the significant effects of AI technologies on workforce dynamics, employment, and organizational procedures. human-centered design principles and ethical considerations become crucial requirements for the responsible development and implementation of AI systems in the face of the field’s rapid advancements. IT education programs must change to meet the changing demands of the AI era and give students the skills and competencies they need to succeed in a digital world that is changing quickly. In light of AI-driven automation, we also examine the possible advantages and difficulties of moving to a shorter workweek, emphasizing chances to improve worker productivity, well-being, and work-life balance. We can build a more incslusive and sustainable future for the IT industry and beyond, enhancing human capabilities, advancing collective well-being, and fostering a society where AI serves as a force for good by embracing the opportunities presented by AI while proactively addressing its challenges. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

The hospitality industry faces ever-evolving challenges and revolutions in the digital era. This study explores how the extensive incorporation of new technology necessitates specific transformations in practices within the hospitality industry. It further examines the desired competencies that educators should focus on in their hospitality curriculum design. By conducting semi-structured interviews with 17 hotel executive managers residing in Macao, guided by TTF theory, the study proposed a holistic framework for hospitality curriculum design in the digital era by considering the alignment of technology integration and desired competencies in the hospitality industry. The results suggest that courses that can enhance students’ soft competencies should be retained, while courses that can cultivate advanced communication skills should be strengthened; it further highlights subjects related to data analytics, strategic decision-making, and AI applications should be added to the curriculum. Theoretical and practical contributions were discussed. © 2024 ICHRIE.

This article conducts a bibliometric analysis on gender disparities in STEM (Science, Technology, Engineering, and Mathematics), with a particular focus on Engineering. Despite the increase in graduation rates among women, their representation in these fields remains low. The research examines the most relevant scientific contributions published between 2015 and 2023 on women’s participation in STEM, based on an analysis of the 200 most cited articles. The analysis was conducted in two main phases: content analysis and network analysis. In the content analysis, key trends and challenges faced by women in STEM and Engineering were identified, with emphasis on education, inclusion, diversity in the professional environment, gender inequality, and career support policies. The network analysis, conducted using the VoSviewer software, revealed clusters of relevant keywords such as “gender equality,” “women in STEM,” and “diversity,” allowing the identification of priority areas for future research and interventions. The results point to the need for interdisciplinary approaches to overcome the structural and cultural barriers that still limit women’s participation in these fields. The analysis revealed that adapting educational practices, professional support policies, and mentoring programs are essential to improve the retention and success of women in STEM. The research also highlighted the importance of addressing racial and gender inequalities, suggesting that public policies and institutional actions need to be more effective in promoting equity. The study concludes that, to foster greater diversity and inclusion in STEM, ongoing collaboration between academia, institutions, and governments is essential. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

Introduction: This short report introduces an application of curriculum mapping in a postgraduate health professions continuing education setting. Our focus is on the Health Professions Education Evaluation and Research (HPEER) Advanced Fellowship Program, a national interprofessional 2-year program offered through the Department of Veterans Affairs. Methods: We designed an Excel-based tool to align HPEER domains and competencies with curricular elements. An interprofessional team conducted an independent review of the curricula, ensuring consistency and accuracy in the mapping. Discrepancies were reconciled to maintain consistency. Results: The pilot use of the curriculum mapping tool showed that all planned competencies appeared in at least two sessions per year, with each competency appearing a median of six times. The curriculum featured a balance of didactic and interactive sessions, ensuring diverse learning experiences. Discussion: Our curriculum mapping tool demonstrates a program-wide approach, enabling program leaders to oversee the comprehensive alignment of educational content with fellowship goals. This approach enhances transparency and stakeholder engagement, offering a fresh perspective on curriculum mapping in postgraduate interprofessional education. Our method demonstrates significant potential for quality enhancement in various continuing education settings and demonstrates that CM need not rely on complex digital platforms to be effective. © This material is published by permission of the Health Professions Education, Evaluation and Research Advanced Fellowship Coordinating Center, operated under the Department of Veterans Affairs under Grant No. #3HPECCD2020. The US Government retains for itself, and others acting on its behalf, a paid-up, non-exclusive, and irrevocable worldwide licence in said article to reproduce, prepare derivative works, distribute copies to the public, and perform publicly and display publicly, by or on behalf of the Government.

Purpose: Integrating diagnostic error and malpractice cases into clinical reasoning education may enhance diagnostic reasoning by highlighting atypical presentations and diagnostic risks in complex contexts. While emotionally engaging, these cases might also affect information retention. This study examines how malpractice, error, and neutral case presentations influence recall for different information types and their interaction with learners’ interest, satisfaction and anxiety levels. Methods: In this two-phase between-subjects experiment, 89 first-year general practice (GP) residents reviewed four clinical vignettes in either malpractice, diagnostic error, or neutral formats. Vignettes were structurally identical, with claim-related details in malpractice versions replaced by general medical information in others. Anxiety was measured pre-and post-exercise. After a one-hour filler task, participants completed a free recall task, and their interest and satisfaction levels were assessed. Recalled idea units (clinical case-specific, medical-theoretical, claim-specific) were analyzed using ANOVAs. Results: Anxiety, interest, and satisfaction levels remained similar across conditions. The proportion of total recalled idea units did not differ significantly (malpractice 11.38%, neutral 12.91%, error 13.12% p = 0.57). However, malpractice participants recalled fewer clinical case-specific units (malpractice 12.19%, neutral 19.43%, error 15.87% p = 0.007) while recalling more claim-specific units compared to medical-theoretical units in the other conditions (malpractice 7.23%, neutral 0.42%, error 1.3% p < 0.001). Conclusion: GP residents retained fewer clinical case-specific details from malpractice claim vignettes than from neutral vignettes, with the missing information substituted by claim-specific details, without an increase in anxiety or interest. Further research is needed to understand the long-term impact of these differences on future diagnostic accuracy in clinical practice. © 2025 The Author(s).

The experience described here presents a series of educational strategies implemented in recent years at some architecture schools in Spain, Italy, and Bosnia and Herzegovina. These institutions have turned to non-formal learning to overcome certain limitations university structures face when promoting architecture education from a social and environmental responsibility perspective. One of the main obstacles encountered in formal learning arises from knowledge segmentation and the difficulty of articulating different academic programmes for a comprehensive understanding of sustainability. This problem affects many technical disciplines related to the design and construction of our environments. Rather than projecting a fragmented or localised view of the problem, architectural education can incorporate strategies that promote cross-disciplinarity and transdisciplinarity, as well as a strong international dimension capable of bridging different areas of knowledge. Therefore, developing a holistic perspective on the territory and its landscapes and an awareness of the long-term impact of human works requires a re-evaluation of teaching beyond the comfort zone. This text aims to expose different methodologies for successful case development through educational innovation, which have needed to transcend the boundaries of traditional teaching, sometimes through experiences outside the classroom, allowing for a more effective understanding of the social and environmental dynamics of local and global spaces. © The editors and contributors severally 2025. All rights reserved.

In the context of Industry 4.0, employability skills have become a vital indicator of an individual's readiness for work, particularly in industrial sectors. They are essential for increasing competitiveness, productivity, and long-term career development. However, a significant gap persists among vocational education graduates in Indonesia, where high unemployment rates and skill mismatches pose challenges. This study aims to analyze employability skills among vocational graduates using a human capital investment framework adapted to a digitalization approach. A total of 2587 vocational high school graduates in Yogyakarta, Indonesia, were surveyed using an online questionnaire and selected through exponential snowball sampling. Employability skills were measured through 37 indicators and analyzed using Partial Least Squares Structural Equation Modeling to test both measurement and structural models across 24 hypotheses. The results demonstrate that the proposed empirical model is valid, reliable, and possesses strong predictive power with an R-squared of 0.855 and a Q-squared of 0.605. Digital Communication and Collaboration emerged as the most influential full mediator, effectively linking all exogenous variables to Digital Creativity and Production, highlighting its importance in developing digital productivity and innovation. Several direct relationships were statistically unsupported, including the paths from Technology Adaptation and Specific Software Skills to ICT Resources Integration and Analytical and Problem-Solving Skills to Digital Communication and Collaboration and Digital Creativity and Production. These findings emphasize the importance of structured learning interventions integrating technical training with ICT-based group projects to promote collaboration, digital interaction, and problem-solving. The study contributes practical insights for vocational curriculum development to enhance graduate readiness in the digital labor market. © 2025 The Authors