The backward design mix metaverse platform, or BDMM platform to promote decision-making skills is based on the concepts of backward design integrated with metaverse technology, and it is intended to be used as a tool to promote decision-making skills in higher education. The BDMM platform uses virtual reality technology to design a virtual learning environment in such a way that it can help learners achieve deep learning. The research participants in this study were 10 referees who judged football matches of the students in the Sports Coaching Program at Thammasat University. The research results show that the overall suitability of the development of the BDMM platform is at a high level, and the suitability of the elements of the BDMM platform is at a high level.
{"title":"The Backward Design Mix Metaverse: BDMM Platform to Promote Decision-Making Skills in Higher Education","authors":"Patipol Sanguansat, Pinanta Chatwattana","doi":"10.5539/ijps.v16n1p20","DOIUrl":"https://doi.org/10.5539/ijps.v16n1p20","url":null,"abstract":"The backward design mix metaverse platform, or BDMM platform to promote decision-making skills is based on the concepts of backward design integrated with metaverse technology, and it is intended to be used as a tool to promote decision-making skills in higher education. The BDMM platform uses virtual reality technology to design a virtual learning environment in such a way that it can help learners achieve deep learning. The research participants in this study were 10 referees who judged football matches of the students in the Sports Coaching Program at Thammasat University. The research results show that the overall suitability of the development of the BDMM platform is at a high level, and the suitability of the elements of the BDMM platform is at a high level.","PeriodicalId":505630,"journal":{"name":"International Journal of Psychological Studies","volume":"16 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139156553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kartheek R. Balapala, Victor Mwanakasale, Dailesi Ndhlovu Chikwanda
Building a successful PhD program requires a sustained research environment. The successful completion of a PhD thesis depends on a working supervisor-student relationship built on respect, responsibility, and involvement. Supervisors who are also working researchers should get the training they need to improve their supervising abilities. They act as role models in academic life both scientifically and morally. The employment of a second supervisor in addition to the primary one is strongly advised in order to improve the effectiveness of tracking student development and resolve interpersonal problems. Regulations from the university should outline the obligations of the research supervisor. In medical education, small-group instruction and learning have achieved an admirable position and gained popularity as a way to support research students in their studies and foster deep learning. The primary qualities include active student participation throughout the whole learning cycle and a clearly defined task orientation with attainable specific goals and objectives within a set time frame. Preliminary considerations at the departmental and institutional levels, including educational strategies, group composition, physical environment, existing resources, diagnosis of the research needs, formulation of the objectives, and appropriate teaching learning outline, are crucial to the development of an ideal small group teaching and learning session. Small group instruction at medical schools boosts student motivation, collaborative abilities, knowledge and skill retention, idea transfer to novel problems, and self-directed learning. Investigating the problems enables the learner to put their higher-order thinking and skills to the test. It supports adult learning, taking ownership of one's own development, and fostering self-motivation. This research paper aims to study the scholar’s perception of effectiveness of teaching and learning process during the first and second years of doctoral study.
{"title":"Being a Competent Doctoral Student: A Reflection","authors":"Kartheek R. Balapala, Victor Mwanakasale, Dailesi Ndhlovu Chikwanda","doi":"10.5539/ijps.v15n4p30","DOIUrl":"https://doi.org/10.5539/ijps.v15n4p30","url":null,"abstract":"Building a successful PhD program requires a sustained research environment. The successful completion of a PhD thesis depends on a working supervisor-student relationship built on respect, responsibility, and involvement. Supervisors who are also working researchers should get the training they need to improve their supervising abilities. They act as role models in academic life both scientifically and morally. The employment of a second supervisor in addition to the primary one is strongly advised in order to improve the effectiveness of tracking student development and resolve interpersonal problems. Regulations from the university should outline the obligations of the research supervisor. In medical education, small-group instruction and learning have achieved an admirable position and gained popularity as a way to support research students in their studies and foster deep learning. The primary qualities include active student participation throughout the whole learning cycle and a clearly defined task orientation with attainable specific goals and objectives within a set time frame. Preliminary considerations at the departmental and institutional levels, including educational strategies, group composition, physical environment, existing resources, diagnosis of the research needs, formulation of the objectives, and appropriate teaching learning outline, are crucial to the development of an ideal small group teaching and learning session. Small group instruction at medical schools boosts student motivation, collaborative abilities, knowledge and skill retention, idea transfer to novel problems, and self-directed learning. Investigating the problems enables the learner to put their higher-order thinking and skills to the test. It supports adult learning, taking ownership of one's own development, and fostering self-motivation. This research paper aims to study the scholar’s perception of effectiveness of teaching and learning process during the first and second years of doctoral study.","PeriodicalId":505630,"journal":{"name":"International Journal of Psychological Studies","volume":"50 5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139197904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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