Students with disabilities are encouraged to achieve rigorous academic standards in science to enhance their understanding of the natural world, acquire life skills and prepare for their successful careers. Augmented reality (AR) enriches the physical world experiences benefiting all students, including those with Intellectual Disabilities (ID).
Objectives
This study investigated the effectiveness of immersive AR in improving learning outcomes on the states of water among six students with ID.
Methods
Two different approaches were implemented using AR glasses: a structured inquiry method rooted in constructivism was used with three students, while a systematic instruction grounded in behaviourism was used with the remaining students.
Results and Conclusions
The results showed a functional relationship between students' correct responses (dependent variable) and the type of intervention (independent variable). Learning outcomes were improved for all students, and those who followed inquiry learning developed inquiry skills. Regardless of the type of the intervention, the follow-up phase revealed that the six students retained their learning gains at a high level and generalised the new content. Evaluating students' experience, all of them reported that they enjoyed the AR intervention, and that immersive AR contributed to their understanding of Physics terminology and inquiry skills.
Implications for Practice
By offering an inquiry-based AR immersive environment, students with ID are more likely to overcome the challenges of inclusive science settings and develop science literacy.
背景 鼓励残疾学生在科学方面达到严格的学术标准，以增强他们对自然世界的了解，掌握生活技能，为成功就业做好准备。增强现实技术（AR）丰富了物理世界的体验，使包括智障学生在内的所有学生受益。 本研究调查了沉浸式 AR 在提高六名智障学生水的状态学习成果方面的有效性。 方法 使用 AR 眼镜实施了两种不同的方法：对三名学生使用了以建构主义为基础的结构化探究方法，对其余学生使用了以行为主义为基础的系统教学方法。 结果与结论 结果显示，学生的正确回答（因变量）与干预类型（自变量）之间存在函数关系。所有学生的学习成绩都得到了提高，而那些遵循探究学习的学生则发展了探究技能。无论干预类型如何，后续阶段的结果显示，六名学生的学习成果保持在较高水平，并对新内容进行了推广。在对学生的体验进行评估时，所有学生都表示他们喜欢 AR 干预，沉浸式 AR 有助于他们理解物理术语和探究技能。 对实践的启示 通过提供以探究为基础的 AR 沉浸式环境，智障学生更有可能克服全纳科学环境的挑战并发展科学素养。
{"title":"Using Immersive Augmented Reality to Teach Physics to Students With Intellectual Disabilities","authors":"Georgia Iatraki, Tassos A. Mikropoulos","doi":"10.1111/jcal.70040","DOIUrl":"https://doi.org/10.1111/jcal.70040","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Students with disabilities are encouraged to achieve rigorous academic standards in science to enhance their understanding of the natural world, acquire life skills and prepare for their successful careers. Augmented reality (AR) enriches the physical world experiences benefiting all students, including those with Intellectual Disabilities (ID).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigated the effectiveness of immersive AR in improving learning outcomes on the states of water among six students with ID.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Two different approaches were implemented using AR glasses: a structured inquiry method rooted in constructivism was used with three students, while a systematic instruction grounded in behaviourism was used with the remaining students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed a functional relationship between students' correct responses (dependent variable) and the type of intervention (independent variable). Learning outcomes were improved for all students, and those who followed inquiry learning developed inquiry skills. Regardless of the type of the intervention, the follow-up phase revealed that the six students retained their learning gains at a high level and generalised the new content. Evaluating students' experience, all of them reported that they enjoyed the AR intervention, and that immersive AR contributed to their understanding of Physics terminology and inquiry skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for Practice</h3>\u0000 \u0000 <p>By offering an inquiry-based AR immersive environment, students with ID are more likely to overcome the challenges of inclusive science settings and develop science literacy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143852925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Health education aims to encourage individuals to voluntarily take action to improve their health. Throughout this process, adult learners can make informed decisions to change their behaviours and enhance their well-being. In medical institutions, employing appropriate instructional strategies to facilitate changes in health behaviours is crucial for enhancing patients' health knowledge, attitudes, and skills.
Objective
Health education courses within hospitals are based on the Selection-Instruction-Practicing-Evaluation (SIPE) model, which is grounded in the self-determination theory (SDT). Due to constraints in human resources, the traditional SIPE (T-SIPE) mode is generally carried out with one-way practice without evaluating learners' outcomes or providing personalised feedback. This limitation hampers patients' self-care abilities and self-confidence. By referencing the embodied cognition theory, a robot-based SIPE (R-SIPE) approach was proposed to enhance patients' cognitive engagement.
Method
To assess the approach, a true experiment was conducted in a health education course by randomly assigning 90 subjects to the experimental and control groups, adopting the R-SIPE and T-SIPE modes, respectively.
Results and Conclusions
The results revealed that the R-SIPE group showed better learning achievement, self-confidence, technology acceptance, and learning satisfaction compared to the T-SIPE group. It was concluded that using robots to provide interactive learning, personalised materials, practice tests, and evaluation had great potential in health education. It is therefore suggested that different health education courses be developed to enhance patients' self-care abilities and increase their confidence in dealing with diseases.
{"title":"Promoting Patients' Cognitive Engagement With Robot-Based SIPE Training: A Randomised Controlled Study","authors":"Chun-Chun Chang, Gwo-Jen Hwang, Liang-Shiou Ou","doi":"10.1111/jcal.70047","DOIUrl":"https://doi.org/10.1111/jcal.70047","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Health education aims to encourage individuals to voluntarily take action to improve their health. Throughout this process, adult learners can make informed decisions to change their behaviours and enhance their well-being. In medical institutions, employing appropriate instructional strategies to facilitate changes in health behaviours is crucial for enhancing patients' health knowledge, attitudes, and skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Health education courses within hospitals are based on the Selection-Instruction-Practicing-Evaluation (SIPE) model, which is grounded in the self-determination theory (SDT). Due to constraints in human resources, the traditional SIPE (T-SIPE) mode is generally carried out with one-way practice without evaluating learners' outcomes or providing personalised feedback. This limitation hampers patients' self-care abilities and self-confidence. By referencing the embodied cognition theory, a robot-based SIPE (R-SIPE) approach was proposed to enhance patients' cognitive engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>To assess the approach, a true experiment was conducted in a health education course by randomly assigning 90 subjects to the experimental and control groups, adopting the R-SIPE and T-SIPE modes, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results revealed that the R-SIPE group showed better learning achievement, self-confidence, technology acceptance, and learning satisfaction compared to the T-SIPE group. It was concluded that using robots to provide interactive learning, personalised materials, practice tests, and evaluation had great potential in health education. It is therefore suggested that different health education courses be developed to enhance patients' self-care abilities and increase their confidence in dealing with diseases.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-21DOI: 10.1109/TLT.2025.3555649
Ronak R. Mohanty;Peter Selly;Lindsey Brenner;Shantanu Vyas;Cassidy R. Nelson;Jason B. Moats;Joseph L. Gabbard;Ranjana K. Mehta
Immersive extended reality (XR) technologies, including augmented reality (AR), virtual reality, and mixed reality, are transforming the landscape of education and training through experiences that promote skill acquisition and enhance memory retention. These technologies have notably improved decision making and situational awareness in public safety training. Despite the promise of these advancements, XR adoption for emergency response has been slow. This hesitancy can be partially attributed to a lack of guidance for integrating these novel technologies into existing curricula. This work aims to guide instructional designers, curriculum developers, and technologists in seamlessly integrating immersive technologies into public safety training curricula. This work provides a comprehensive account of our collaboration with instructional designers, public safety personnel, and subject matter experts in developing an AR-based training curriculum for the Sort, Assess, Life-saving Interventions, Treatment/Transport triage technique used in mass casualty incidents (MCIs). In addition, we introduce a systematic framework for public safety curriculum development based on the Analyze, Design, Develop, Implement, Evaluate instructional design model. Leveraging a human-centered design approach, we first analyze the necessity for immersive learning in public safety. Next, we identify the obstacles in developing XR training experiences and outline our construct of a training prototype through iterative evaluations based on stakeholder feedback. Finally, we share qualitative insights through iterative evaluations with firefighters and emergency medical technicians performing MCI triage tasks in AR, supplemented by survey questionnaires and semistructured interviews. Our goal is to provide a blueprint for a successful integration of immersive technologies into public safety training curricula.
{"title":"From Discovery to Design and Implementation: A Guide on Integrating Immersive Technologies in Public Safety Training","authors":"Ronak R. Mohanty;Peter Selly;Lindsey Brenner;Shantanu Vyas;Cassidy R. Nelson;Jason B. Moats;Joseph L. Gabbard;Ranjana K. Mehta","doi":"10.1109/TLT.2025.3555649","DOIUrl":"https://doi.org/10.1109/TLT.2025.3555649","url":null,"abstract":"Immersive extended reality (XR) technologies, including augmented reality (AR), virtual reality, and mixed reality, are transforming the landscape of education and training through experiences that promote skill acquisition and enhance memory retention. These technologies have notably improved decision making and situational awareness in public safety training. Despite the promise of these advancements, XR adoption for emergency response has been slow. This hesitancy can be partially attributed to a lack of guidance for integrating these novel technologies into existing curricula. This work aims to guide instructional designers, curriculum developers, and technologists in seamlessly integrating immersive technologies into public safety training curricula. This work provides a comprehensive account of our collaboration with instructional designers, public safety personnel, and subject matter experts in developing an AR-based training curriculum for the Sort, Assess, Life-saving Interventions, Treatment/Transport triage technique used in mass casualty incidents (MCIs). In addition, we introduce a systematic framework for public safety curriculum development based on the Analyze, Design, Develop, Implement, Evaluate instructional design model. Leveraging a human-centered design approach, we first analyze the necessity for immersive learning in public safety. Next, we identify the obstacles in developing XR training experiences and outline our construct of a training prototype through iterative evaluations based on stakeholder feedback. Finally, we share qualitative insights through iterative evaluations with firefighters and emergency medical technicians performing MCI triage tasks in AR, supplemented by survey questionnaires and semistructured interviews. Our goal is to provide a blueprint for a successful integration of immersive technologies into public safety training curricula.","PeriodicalId":49191,"journal":{"name":"IEEE Transactions on Learning Technologies","volume":"18 ","pages":"387-401"},"PeriodicalIF":2.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-21DOI: 10.1016/j.ijedudev.2025.103287
My Nguyen
This study investigates the impact of women’s education on reproductive empowerment, with a focus on contraceptive use and pregnancy wantedness in 52 low- and middle-income countries (LMICs). Using data from the Demographic and Health Surveys (DHS) and applying a sister fixed-effects model, the analysis isolates the effects of education while controlling for unobserved family background factors. The findings reveal that education improves women’s reproductive autonomy by increasing contraceptive uptake and reducing unwanted pregnancies. Furthermore, education improves exposure to family planning information through mass media and healthcare facilities, further facilitating informed reproductive choices. Besides, the effects are not evenly distributed—women in rural areas, from low-income households, or with less educated spouses benefit less from education, pointing to persistent structural inequalities. These results contribute to public policy debates by providing robust evidence that investments in women’s education are a powerful lever for improving reproductive health outcomes, but must be paired with targeted interventions to ensure that gains are equitably shared across socio-economic groups.
{"title":"Education and reproductive empowerment: How schooling shapes women’s contraceptive use and fertility intention in LMICs","authors":"My Nguyen","doi":"10.1016/j.ijedudev.2025.103287","DOIUrl":"10.1016/j.ijedudev.2025.103287","url":null,"abstract":"<div><div>This study investigates the impact of women’s education on reproductive empowerment, with a focus on contraceptive use and pregnancy wantedness in 52 low- and middle-income countries (LMICs). Using data from the Demographic and Health Surveys (DHS) and applying a sister fixed-effects model, the analysis isolates the effects of education while controlling for unobserved family background factors. The findings reveal that education improves women’s reproductive autonomy by increasing contraceptive uptake and reducing unwanted pregnancies. Furthermore, education improves exposure to family planning information through mass media and healthcare facilities, further facilitating informed reproductive choices. Besides, the effects are not evenly distributed—women in rural areas, from low-income households, or with less educated spouses benefit less from education, pointing to persistent structural inequalities. These results contribute to public policy debates by providing robust evidence that investments in women’s education are a powerful lever for improving reproductive health outcomes, but must be paired with targeted interventions to ensure that gains are equitably shared across socio-economic groups.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103287"},"PeriodicalIF":2.8,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143854728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Phonological awareness is the ability to identify and manipulate the sounds of language. This is a crucial skill for reading and spelling development. However, students with intellectual disabilities (ID) often have difficulties in acquiring phonological awareness skills.
Objectives
This study aimed to assess the impact of a digital game-based Phonological Awareness Intervention (PAI) programme on phonological awareness skills of students with intellectual disabilities.
Methods
This study used a single-subject design with a multiple baseline model and probe conditions across participants. The participants consisted of three students aged between 7 and 8 years who had been diagnosed with mild-to-moderate ID. The PAI programme was implemented using a digital game-based approach involving interactive activities and feedback. The implementation process was conducted in four phases: baseline, intervention, probe and maintenance phases. Students' phonological awareness skills were measured using standardised tests and observational checklists.
Results and Conclusions
The PAI programme significantly improved phonological awareness skills of all three participants. These results highlight the effectiveness of the PAI programme in enhancing phonological awareness skills of students with intellectual disabilities. The digital game-based approach engaged and motivated students and facilitated their learning. The study also demonstrated the social validity of the PAI programme, as both students and their mothers expressed satisfaction and appreciation. This study suggests that digital games can be a useful tool for PAIs in students with intellectual disabilities.
背景 语音意识是识别和处理语言声音的能力。这是阅读和拼写发展的一项重要技能。然而，智障学生在掌握语音意识技能方面往往存在困难。 本研究旨在评估基于数字游戏的语音意识干预（PAI）计划对智障学生语音意识技能的影响。 方法 本研究采用单被试设计，在不同被试之间设置多个基线模型和探究条件。研究对象包括三名被诊断为轻度至中度智障的 7 至 8 岁学生。PAI 计划采用基于数字游戏的方法实施，包括互动活动和反馈。实施过程分为四个阶段：基线阶段、干预阶段、探究阶段和维持阶段。学生的语音意识技能通过标准化测试和观察核对表进行测量。 结果和结论 PAI 计划显著提高了所有三名参与者的语音意识技能。这些结果突显了 PAI 计划在提高智障学生语音意识技能方面的有效性。基于数字游戏的方法吸引并激励了学生，促进了他们的学习。这项研究还证明了 PAI 计划的社会有效性，因为学生及其母亲都对该计划表示满意和赞赏。这项研究表明，数字游戏可以成为智障学生 PAIs 的有用工具。
{"title":"Enhancing Phonological Awareness Skills in Students With Intellectual Disability Through Digital Gaming Intervention","authors":"Özlem ALTINDAĞ KUMAŞ, Şenay DELİMEHMET DADA, Halime Miray SÜMER DODUR","doi":"10.1111/jcal.70038","DOIUrl":"https://doi.org/10.1111/jcal.70038","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Phonological awareness is the ability to identify and manipulate the sounds of language. This is a crucial skill for reading and spelling development. However, students with intellectual disabilities (ID) often have difficulties in acquiring phonological awareness skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to assess the impact of a digital game-based Phonological Awareness Intervention (PAI) programme on phonological awareness skills of students with intellectual disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study used a single-subject design with a multiple baseline model and probe conditions across participants. The participants consisted of three students aged between 7 and 8 years who had been diagnosed with mild-to-moderate ID. The PAI programme was implemented using a digital game-based approach involving interactive activities and feedback. The implementation process was conducted in four phases: baseline, intervention, probe and maintenance phases. Students' phonological awareness skills were measured using standardised tests and observational checklists.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The PAI programme significantly improved phonological awareness skills of all three participants. These results highlight the effectiveness of the PAI programme in enhancing phonological awareness skills of students with intellectual disabilities. The digital game-based approach engaged and motivated students and facilitated their learning. The study also demonstrated the social validity of the PAI programme, as both students and their mothers expressed satisfaction and appreciation. This study suggests that digital games can be a useful tool for PAIs in students with intellectual disabilities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The recent advent of powerful, exam-passing large language models (LLMs) in public awareness has led to concerns over students cheating, but has also given rise to calls for including or even focusing education on LLMs. There is a perceived urgency to react immediately, as well as claims that AI-based reforms of education will lead to a broadening of accessibility to high-quality education.
Objectives
We review and discuss three major themes that appear in the research literature on LLMs and computing education, namely that (i) LLMs exhibit human-like performance and can pass exams, (ii) LLMs are freely available and intuitive to use, and (iii) students use LLMs to cheat or accept the results without critical evaluation. Moreover, we highlight the importance of a more human-centric view on the topic.
Methods
The discussion is based on a review of the (research) literature in the fields related to computing education, picks up claims and statements from the literature, and compares them with research findings from the area. By making some of the rather tacit premises more explicit and putting them into context, we aim to base the discourse about AI in education on more solid grounds.
Results and Conclusion
We find that claims such as the broadening of accessibility to high-quality education or calls for urgent educational reforms are not supported by evidence. Furthermore, we argue that there is a central human element in education that cannot be automated or replaced by AI tools.
{"title":"From Imitation Games to Robot-Teachers: A Review and Discussion of the Role of LLMs in Computing Education","authors":"Tobias Kohn","doi":"10.1111/jcal.70043","DOIUrl":"https://doi.org/10.1111/jcal.70043","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The recent advent of powerful, exam-passing large language models (LLMs) in public awareness has led to concerns over students cheating, but has also given rise to calls for including or even focusing education on LLMs. There is a perceived urgency to react immediately, as well as claims that AI-based reforms of education will lead to a broadening of accessibility to high-quality education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We review and discuss three major themes that appear in the research literature on LLMs and computing education, namely that (i) LLMs exhibit human-like performance and can pass exams, (ii) LLMs are freely available and intuitive to use, and (iii) students use LLMs to cheat or accept the results without critical evaluation. Moreover, we highlight the importance of a more human-centric view on the topic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The discussion is based on a review of the (research) literature in the fields related to computing education, picks up claims and statements from the literature, and compares them with research findings from the area. By making some of the rather tacit premises more explicit and putting them into context, we aim to base the discourse about AI in education on more solid grounds.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>We find that claims such as the broadening of accessibility to high-quality education or calls for urgent educational reforms are not supported by evidence. Furthermore, we argue that there is a central human element in education that cannot be automated or replaced by AI tools.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143852924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-21DOI: 10.1177/1356336x251334547
Christopher Hudson, Riki Lindsay, Luiza Goncalves, Elizabeth McNeil, Josh Ambrosy
While research on rural education has increased over the last decade, the focus on physical education (PE) in this body of knowledge is limited. The purpose of this scoping review was twofold: (1) to offer an overview of the international research on PE in rural schools, and (2) to discuss and analyse the existing body of literature on rural PE. Specifically, we explored the question: what do we know about PE in rural schools? The present review was conducted according to PRISMA-ScR guidelines. A total of 281 articles were screened against inclusion and exclusion criteria in three stages: (1) title screen, (2) abstract screen, and (3) full-text screen. A total of 24 studies underwent two stages of analysis. First, the matrix was analysed inductively to identify characteristics of the publications. Second, the authors developed a ‘living codebook’ to track, refine, debate, and agree on the final analytical codes. Three themes were developed in the analysis: (1) a deficit narrative of rural PE, (2) rural schools as sites of PE intervention, and (3) rural schools leverage partnerships to enhance their capacity to deliver PE. These findings were mainly constrained to the dominant perspectives emanating from Australia and the United States. We conclude the review by suggesting that to further advance knowledge of rural PE, there need to be more strengths-based investigations of how PE is positively enacted in more and different rural schools, especially across broader international contexts.
{"title":"Physical education in rural schools: A scoping review","authors":"Christopher Hudson, Riki Lindsay, Luiza Goncalves, Elizabeth McNeil, Josh Ambrosy","doi":"10.1177/1356336x251334547","DOIUrl":"https://doi.org/10.1177/1356336x251334547","url":null,"abstract":"While research on rural education has increased over the last decade, the focus on physical education (PE) in this body of knowledge is limited. The purpose of this scoping review was twofold: (1) to offer an overview of the international research on PE in rural schools, and (2) to discuss and analyse the existing body of literature on rural PE. Specifically, we explored the question: what do we know about PE in rural schools? The present review was conducted according to PRISMA-ScR guidelines. A total of 281 articles were screened against inclusion and exclusion criteria in three stages: (1) title screen, (2) abstract screen, and (3) full-text screen. A total of 24 studies underwent two stages of analysis. First, the matrix was analysed inductively to identify characteristics of the publications. Second, the authors developed a ‘living codebook’ to track, refine, debate, and agree on the final analytical codes. Three themes were developed in the analysis: (1) a deficit narrative of rural PE, (2) rural schools as sites of PE intervention, and (3) rural schools leverage partnerships to enhance their capacity to deliver PE. These findings were mainly constrained to the dominant perspectives emanating from Australia and the United States. We conclude the review by suggesting that to further advance knowledge of rural PE, there need to be more strengths-based investigations of how PE is positively enacted in more and different rural schools, especially across broader international contexts.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"32 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143857535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-19DOI: 10.1016/j.tate.2025.105035
Pınar Güner , Figen Bozkuş , Mustafa Güler
This study examined pre-service mathematics teachers' (PMTs) orientations in noticing students' mathematical thinking (SMT) and how these orientations affect their noticing skills. A total of 108 PMTs' responses to open-ended scenario-type questions were analyzed. Results showed that PMTs mostly adopted deficit-based orientations, focusing on students' errors or misconceptions, evaluating their thinking negatively, and correcting errors. A significant number of PMTs displayed a blind spot orientation, reflecting gaps in their understanding that hindered their noticing skills. The study found a relationship between orientations and noticing components, suggesting that PMTs’ orientations in attending influenced how they interpreted and responded to student thinking.
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Pub Date : 2025-04-19DOI: 10.1016/j.tate.2025.105031
Zishan Xiong
The purpose of this qualitative descriptive study is to explore the potential and challenges of applying Howard Gardner’s Multiple Intelligences (MI) theory in Chinese school music classrooms. Semi-structured interviews with a scholar, teacher, student, and parent reveal that MI theory can enhance music class participation and aligns with China’s focus on Quality Education. However, challenges such as exam-oriented education, lack of assessment tools, and limited resources in poorer areas need addressing. Participants suggested increasing public awareness, offering professional training, and providing implementation guidance to support the practical use of MI theory in Chinese educational settings.
{"title":"Exploring the potential and challenges of applying multiple intelligences theory in Chinese music education","authors":"Zishan Xiong","doi":"10.1016/j.tate.2025.105031","DOIUrl":"10.1016/j.tate.2025.105031","url":null,"abstract":"<div><div>The purpose of this qualitative descriptive study is to explore the potential and challenges of applying Howard Gardner’s Multiple Intelligences (MI) theory in Chinese school music classrooms. Semi-structured interviews with a scholar, teacher, student, and parent reveal that MI theory can enhance music class participation and aligns with China’s focus on Quality Education. However, challenges such as exam-oriented education, lack of assessment tools, and limited resources in poorer areas need addressing. Participants suggested increasing public awareness, offering professional training, and providing implementation guidance to support the practical use of MI theory in Chinese educational settings.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105031"},"PeriodicalIF":4.0,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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