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DIGITAL TRANSFORMATION PROCESS IN TUTOR TRAINING: FROM FACE-TO-FACE TRAINING TO THE VIRTUAL ESCAPE ROOM FOR ENHANCING teaching COMPETENCIES 21

DIGITAL TRANSFORMATION PROCESS IN TUTOR TRAINING: FROM FACE-...

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21st International Conferences on Mobile learning, ML 2025 and 10th International Conference on Educational Technologies, ICEduTech 2025

作者： Pippig, Michelle Hänsel, Sabrina Dresden University of Technology Center for Interdisciplinary Learning and Teaching Mommsenstraße 6 Dresden01069 Germany

ISBN: (纸本)9789898704665

This paper presents the digital transformation process of a face-to-face training programme at the Technical University of Dresden into mobile learning solutions aimed at improving the teaching skills of student tutors in higher education. It explores the development of a 360-degree learning environment that enables student tutors to access training content flexibly and independently of location. Furthermore, it demonstrates how this learning environment is extended through the development of a virtual escape room. By incorporating elements of gamification and artificial intelligence, the virtual escape room is designed to provide an immersive and customisable learning environment that specifically fosters competencies such as critical thinking, problem solving and collaboration. This approach addresses challenges such as accessibility, motivation, and skills development, while supporting the broader goals of digital transformation in higher education. The paper highlights the potential of mobile technologies for the sustainable development of tutor training. © 2025 Proceedings of the International Conferences on Mobile learning 2025 and Educational Technologies 2025. All rights reserved.

关键词： Adversarial machine learning

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eHealth Literacy and Cyberchondria Severity Among Undergraduate Students: Mixed Methods Study

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JMIR Formative Research 2025年 9卷 e63449页

作者： Hsu, Wan-Chen Center for Teaching & Learning Development National Kaohsiung University of Science and Technology Yanchao District Kaohsiung Taiwan

Background: With the development of the internet, health care websites have become increasingly important by enabling easy access to health information, thereby influencing the attitudes and behaviors of individuals toward health issues. However, few studies have addressed public access to health information and self-diagnosis. Objective: This study investigated the background factors and status of cyberchondria severity among college students by conducting a nationwide sample survey using the Cyberchondria Severity Scale. Further, we explored the perspective of eHealth literacy of those with scores higher than 1 SD from the mean by analyzing their recent experiences using web-based health information. Methods: A nationally representative sample of college students was surveyed, and 802 valid responses were obtained (male: 435/802, 54.2%;female: 367/802, 45.8%;mean age 20.3, SD 1.4 years). The Cyberchondria Severity Scale was used, which consisted of 4 dimensions (increased anxiety, obsessive-compulsive hypochondria, perceived controllability, and web-based physician-patient interaction). Additionally, we recruited 9 volunteers who scored more than 1 SD above the mean for in-depth interviews on their web-based health information–seeking behaviors. Results: Significant differences were found across the 4 dimensions of cyberchondria severity (F_3,2403=256.26;P<.001), with perceived controllability scoring the highest (mean 2.75, SD 0.87) and obsessive-compulsive hypochondria scoring the lowest (mean 2.19, SD 0.77). Positive correlations were observed between perceived controllability, web-based physician-patient interactions, increased anxiety, and obsessive-compulsive hypochondria (r=0.46-0.75, P<.001). Regression analysis indicated that health concern significantly predicted perceived controllability (β coefficient=0.12;P<.05) and web-based physician-patient interaction (β coefficient=0.16;P<.001). Interview data revealed that students often experienced he

关键词： college students compucondria cyberchondria eHealth literacy health information seeking undergraduate student web-based health information

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Usability of active teaching and learning techniques with YouTube videos to enhance understanding of thermodynamics laws in selected secondary schools in Rwanda

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Physics Education 2025年第3期60卷 035022-035022页

作者： Twahirwa, Jean Nepomuscene Ntivuguruzwa, Celestin Mount Kigali University Kigali Rwanda Mbarara University of Science and Technology (MUST) PO Box 1410 Mbarara Uganda African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) University of Rwanda College of Education (URCE) P.O. Box 55 Rwamagana Rwanda

This study examined the effectiveness of active teaching methods combined with YouTube videos in secondary school students understanding of thermodynamics laws. A mixed-method approach was used with both quantitative and qualitative data. A quasi-experimental design was used, with the experimental group exposed to active teaching methods using YouTube videos and the control group taught traditionally. The Survey of Thermodynamic Processes and the First and Second Laws and Semi-Structured Interview were employed. The study involved 86 male students from Rubavu district, senior 3 students at Petit Seminaire Saint Pie De Nyundo. Pre-intervention test showed no significant difference (P > .005) in the students understanding of thermodynamics between the two groups. However post-intervention results showed a big improvement in the experimental group, with MANOVA analysis showing a highly significant difference (p < .001) in favour of the experimental group. Also qualitative data from semi-structured interviews highlighted students’ positive views on the active learning approach, how YouTube videos catered for different learning styles and self-paced learning. These findings suggest that integrating dynamic visual content and real life examples through platforms like YouTube can improve students’ understanding and performance in complex subjects like thermodynamics. © 2025 IOP Publishing Ltd. All rights, including for text and data mining, AI training, and similar technologies, are reserved.

关键词： active teaching and learning techniques mixed-method secondary schools student and academic achievement thermodynamics YouTube videos

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The discriminative learning gain: a two-parameter quantification of the difference in learning success between courses

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Australasian Journal of Engineering Education 2018年第2期23卷 71-82页

作者： Direnga, Julie Timmermann, Dion Kieckhäfer, Ferdinand Brose, Andrea Kautz, Christian Engineering Education Research Group Hamburg University of Technology Hamburg Germany Center for Teaching and Learning Hamburg University of Technology Hamburg Germany

Pre- and post-tests are often used in Engineering Education Research to assess teaching and learning. Sometimes, it is reasonable or even necessary to use a different pre- than post-test. In that case, it is difficult to analyse the data with traditional methods such as average normalised gain or normalised change scores. We propose to use the so-called discriminative learning gain (DLG) to analyse such data. This two-parameter statistic describes the post-test performance of model students, taking into account varying pre-test performances. Thus, it describes not only the learning of the average student, but also the discriminative effect of the instruction with respect to initial performance. Teachers and researchers can use the DLG as a tool to effectively compare course performances. Using confidence bounds, the difference in learning success among courses can be quantified and easily visualised. Consequently, informed conclusions can be drawn if courses differ in effectiveness. This article demonstrates how to apply and interpret the DLG. Limitations of the method and the application to the special case of identical pre- and post-tests are discussed. © 2018, © 2018 Engineers Australia.

关键词： teaching

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Online reporting of results for online student ratings

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New Directions for teaching and learning 2003年第96期2003卷 61-68页

作者： Llewellyn, Donna C. Center for the Enhancement of Teaching and Learning Georgia Institute of Technology Atlanta United States

关键词： Student Surveys Online Courses Computer Assisted Testing Course Evaluation Student Evaluation of Teacher Performance Evaluation Methods College Students

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Crating the self: The interplay of agency, entrepreneurial mindset, and narrative identity

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Journal of Engineering Education 2025年第3期114卷

作者： Ariana F. Turner Hye Yeon Lee Joseph M. Le Doux Department of Biomedical Engineering Georgia Institute of Technology Atlanta Georgia USA Center for Teaching and Learning Georgia Institute of Technology Atlanta Georgia USA School of Medicine Emory University Atlanta Georgia USA

Background Despite the well-established positive effects of storytelling, narrative modes of thinking have neither been systematically assessed nor widely implemented in engineering education. Purpose Recently, the idea of story-driven learning (SDL) as pedagogy has been applied in an engineering department at a public university. Our research question was: “How are students, as a result of story-driven learning, changing in regard to both their self-reported (1) entrepreneurial mindset, self-concept clarity, and sense of narrative identity and (2) the ways in which they tell the stories of their lives?” Design We collected data from 60 students and compared the results from (1) students currently enrolled in “The Art of Telling Your Story” course and (2) students who had never taken the course. At the beginning and end of the semester, students completed self-report measures (i.e., self-concept clarity, awareness of narrative identity, entrepreneurial mindset) and two narrative prompts. The stories were then coded for six narrative themes: entrepreneurial mindset, redemption, contamination, agency, self-concept clarity, autobiographical reasoning. Results Students in the class experienced an increase in agency and entrepreneurial mindset. Moreover, when directly compared with students not in the course, students in the course experienced an increase in autobiographical reasoning, awareness of narrative identity, and maintained their increase in entrepreneurial mindset. Conclusions These results showcase the potency of storytelling interventions, as well as highlighting—for the first time—their potential for influencing the development of entrepreneurially minded engineers.

关键词： biomedical engineering entrepreneurial mindset pedagogy story-driven learning

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STUDENT PERSPECTIVE ON THE USE OF AI IN HIGHER EDUCATION: ANALYSIS OF THE STUDENTS’ PODCAST 32

STUDENT PERSPECTIVE ON THE USE OF AI IN HIGHER EDUCATION: AN...

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32nd Interdisciplinary Information Management Talks: Changes to ICT, Management, and Business Processes through AI, IDIMT 2024

作者： Kilz, Lydia Dresden University of Technology Center for interdisciplinary Learning and Teaching Germany

ISBN: (纸本)9783991515272

This paper examines students' perceptions of AI in higher education, with insights drawn from a Virtual Collaborative learning (VCL) course. Qualitative analysis of student-generated podcasts revealed a range of applications for AI tools, including text enhancement and learning support. While students recognise the potential of AI to enhance teaching efficiency and personalisation, they emphasise the irreplaceable role of human interaction in education. The preferences for AI integration are centred on transparency, ethical use, and augmentation rather than the dominance of the learning process. However, concerns about uncritical AI reliance and potential erosion of critical thinking skills have been identified. These findings underscore the need for a balanced approach to AI integration in education, guided by ethical considerations and pedagogical principles. Educators must foster digital literacy and critical thinking skills while addressing concerns about autonomy and intellectual agency. Future research may examine the long-term impact of AI on learning outcomes, the implications for equity, and strategies for responsible AI use. © IDIMT *** rights reserved.

关键词： Collaborative learning

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Development of instructional materials to address student difficulties in introductory electrical engineering

Development of instructional materials to address student di...

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SEFI Annual Conference 2011

作者： Kautz, Christian H. Hamburg University of Technology Center for Teaching and Learning Hamburg21071 Germany

We report on an ongoing investigation of student understanding of basic concepts in the context of various first-year undergraduate DC and AC circuits courses. Through analysis of student responses to mostly qualitative quiz and examination questions, we have identified prevalent and persistent difficulties with a number of topics. The results from this research were then used to guide the design, implementation, and assessment of active-learning instructional materials that are aimed at strengthening conceptual understanding of circuit quantities and the relationships between them. In this paper, we illustrate this process for topics related to Kirchhoff's laws and the phase relationships between AC signals. We show that the prevalence of common incorrect ideas among students is largely independent of the particular student population and instructor if the teaching format mostly consists of traditional lectures. We then describe the process by which we designed collaborative-group worksheets that aim to address the observed difficulties. Finally, we present data that suggest that the worksheets can be successfully implemented both in small course sections and large lecture settings. In conclusion, we strongly advocate a commitment to discipline-based educational research focusing on specific technical topics as a means to improve introductory engineering education. Copyright © 2015 SEFI.

关键词： Students

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On the development of virtual labs using digital twins and a proposal for didactic optimization using design-based research 5

On the development of virtual labs using digital twins and a...

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5th World Conference on Smart Trends in Systems Security and Sustainability, WorldS4 2021

作者： Dietz, Michael Meissner, Barbara Goppelt, Florian Schmidt-Vollus, Ronald Nuremberg Campus of Technology Teaching and Learning Center at Nuremberg University of Applied Sciences

ISBN: (纸本)9781665400961

In laboratory practicals (labs), students actively investigate technical and scientific phenomena and thus experience autonomy, competence, and social embedding, factors that promote motivation. However, labs mostly rely on highly structured and instructive concepts and often require costly equipment. Therefore, the research question in this paper is: How can learner-centered teaching methods and learning formats be improved by rethinking the digitization of lab practicals? © 2021 IEEE.

关键词： Laboratories

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Illustrating the "virtual" in virtual schooling: Challenges and strategies for creating real tools to prepare virtual teachers

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Internet and Higher Education 2007年第1期10卷 27-39页

作者： Davis, Niki Roblyer, M.D. [Peggy] Charania, Amina Ferdig, Rick Harms, Chad Compton, Lily Ko Li Cho, Mi Ok Center for Technology in Learning and Teaching Iowa State University Ames IA 50011-3194 United States College of Health Education and Professional Studies University of Tennessee-Chattanooga 615 McCallie Avenue Chattanooga TN 37403 United States School of Teaching and Learning University of Florida Gainesville FL 32611 United States Center for Technology in Learning and Teaching Greenlee School of Journalism Iowa State University Ames IA 50011-3194 United States

Virtual schooling, or the practice of offering K-12 courses via distance technologies, has rapidly increased in popularity since its beginning in 1994. Although effective interaction with and support for students in these environments requires a unique set of skills and experiences, teacher education programs currently place very little emphasis on teaching and facilitation competencies for virtual school education. This article reports on a federally-funded project to develop a model preparation program for virtual educators. After a brief review of project goals (identifying and building competencies, developing tools to support virtual teacher education, and scaffolding a national community of virtual school practice), the description focuses on the development and formative evaluation procedures and findings with a tool designed to give preservice students in introductory teacher education classes foundation concepts in effective virtual schooling practices. Also included are implications of evaluation findings and recommendations for further research and development. © 2006 Elsevier Inc. All rights reserved.

关键词： Distance education

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