This study investigated the implementation of a gamified English for Specific Purposes (ESP) speaking instructional framework using spinning wheel media among nursing students. A qualitative case study approach was conducted involving 25 nursing students at STIKES Bina Usada Bali. Data were gathered over five instructional sessions through classroom observations, semi-structured interviews, and document analysis, followed by thematic analysis. The analysis revealed five themes: students’ engagement, speaking anxiety, speaking confidence, the relevance of nursing-based communication tasks, and classroom participation. The findings suggested that students perceived the randomized speaking prompts as engaging and considered nursing-related scenarios relevant to their prospective professional communication needs. Some participants further described feeling more comfortable and confident through repeated opportunities to practice speaking. Drawing on the classroom implementation, the study identified six related instructional components: context-based nursing tasks, randomized prompts, individual speaking performance, peer interaction, constructive feedback, and repeated practice. This study offers practical insights into the integration of gamification in ESP speaking instruction for nursing students. Nevertheless, the findings represent students’ experiences and perceptions; they do not demonstrate a causal improvement in speaking proficiency or establish the formal validity of the framework. Future research should investigate the framework in diverse educational contexts and explore its association with objectively assessed speaking outcomes.
Traditional games offer accessible opportunities for physical activity, social interaction, and the introduction of local cultural practices among elementary school children. This study aimed to describe the implementation of PETRA AKTIF, a community service program introducing traditional games as alternative physical activities for elementary school students. Employing a qualitative descriptive approach, the program involved 28 third-grade students from Public Elementary School 3 Plumbon, Karanganyar Regency, Indonesia. Four traditional games were introduced: hopscotch, jump rope, fortress, and dragon snake. Data were collected through direct observation, interviews, and activity documentation and subsequently analyzed descriptively. Student satisfaction was assessed using a five-level response scale. The findings revealed that students participated in various physical movements, including jumping, walking, running, and balancing. Group activities also demonstrated observable communication, cooperation, coordination, and adherence to game rules. Satisfaction assessments indicated that 25–27 of the 28 participants reported being satisfied or very satisfied with each game. Furthermore, the activities provided students with direct exposure to traditional games as expressions of local wisdom. These findings suggest that PETRA AKTIF provides opportunities for physical engagement, peer interaction, and cultural familiarization, although improvements in physical fitness and social skills were not directly measured.
Free play is one of the few contexts in which children independently organise their social lives, providing a particularly relevant setting for examining how peer culture is produced and negotiated in everyday interaction. This study explored how preschool children shape peer culture through rules, social relationships, inclusion and exclusion, and shared meaning-making. A focused ethnography was conducted with 21 children aged 3 years 9 months to 7 years 2 months in an established mixed-age preschool group in Croatia. The observational period lasted one month and included 17 observation days. Data collected through observation, field notes, and four focus groups were analysed using reflexive thematic analysis. The findings indicate that children independently initiate and sustain play, jointly negotiate rules and roles, and create shared symbolic meanings. Group belonging is continually reaffirmed through participation, while temporary forms of exclusion were observed in different interactional contexts, including responses to disruption and restrictions on participation. Educator mediation occurred in some situations in which children did not resolve disagreements independently. The findings position children as competent social actors whose peer culture constitutes a meaningful form of social life and provide contextual insight into how these processes unfold within an established mixed-age preschool group.
Academic achievement in higher education is associated not only with individual and instructional factors but also with students' social environment. However, evidence on peer environments among Social Studies Education students in Indonesia remains limited, particularly regarding how peer interactions are experienced in academic contexts. This study examines the relationship between peer environment and academic achievement among pre-service Social Studies teachers at the Social Studies Education Study Program, Faculty of Education and Teacher Training, State Islamic University of Maulana Malik Ibrahim Malang. A sequential explanatory mixed-methods design was used. The quantitative phase involved 220 students from a population of 488 students in the 2023, 2024, and 2025 cohorts and was analyzed using PLS-SEM. The qualitative phase involved semi-structured interviews with 15 students selected purposively from the quantitative phase. The quantitative results indicated a positive and statistically significant association between peer environment and academic achievement (β = 0.145; t = 2.123; p = 0.034), although the effect size was small (f² = 0.014) and the model explained 1.5% of the variance in academic achievement (R² = 0.015). The qualitative findings identified four themes: academic behavior modeling, socio-academic support, group learning norms, and positive competitive drive. Together, the findings suggest that peer environment is a contextual factor associated with academic achievement through students' academic behaviors and interactions, rather than a dominant determinant of GPA. The study extends the application of Peer Influence Theory to pre-service Social Studies teacher education by highlighting the academic orientation and quality of peer interactions.
Background Warship crews live and work for extended periods in confined spaces, separated from their families and exposed to high operational demands. While psychosocial risks in naval and maritime work are increasingly documented, little is known about how sailors collectively organize, regulate, and adapt their daily activity aboard combat vessels. To our knowledge, no psychological study has documented collective activity in situ aboard a French warship. Objective Document sailors’ professional practices, collective dynamics, and psychosocial aspects in situ during an eight-day embarkation aboard a French multi-mission frigate. Method This is a descriptive and qualitative study, of the experience report type, carried out in March 2026 during an eight-day embarkation aboard a French Navy European Multi-Mission Frigate taking part in a high-intensity exercise in the Atlantic. Data were collected through unstructured participant observation, from an observer-as-participant position. Inductive analysis drew on grounded theory and work psychology literature. Results Three mechanisms emerged. First, rank-based messes provided spaces for peer interaction, informal regulation, and the expression of tensions. Second, sailors used situational leeway to adapt their activity to operational constraints and develop practical solutions. Third, interactions between experienced and less experienced sailors supported the transmission of knowledge, practices, and norms, contributing to collective memory and professional continuity. Conclusion These findings illustrate how professional practices, collective dynamics, and psychosocial aspects are intertwined in sailors’ daily activity aboard a French warship. Informal collective spaces, opportunities to adapt work activity, and the transmission of the professional genre between experienced sailors and newcomers support professional activity.
Background School-aged children that experience social anxiety and have difficulty with interactions among peers can create significant challenges to their development in terms of both psychology and behavior. A team sport such as volleyball provides a common setting that naturally includes all aspects of social interaction (communication, cooperation, role coordination, etc.) and shared goals which is essential to improve the child’s confidence in interacting socially and abilities to interact socially with peers. Objective This research is an examination of the effect that a 12-week collective volleyball cooperative tactical training program will have on social anxiety and peer interaction in children (8–12). Methods A sample of 80 healthy school-age children was obtained via two methods of campus based, voluntary and/or open recruitment. These children were then randomly assigned to either an experimental intervention group ( n = 40) or an active control group receiving standard physical education ( n = 40). For 12 consecutive weeks, participants in the experimental group engaged in a type of volleyball cooperative tactical team training that occurred on 3 days each week at 1 h per day. During this time the participants in the control group engaged in standard physical education classes of matched frequency and duration. Social anxiety was measured by use of the Social Anxiety Scale for Children (SASC); SASC measures include total social anxiety, fear of negative evaluation and social avoidance/distress. Participant peer interaction was evaluated using a study-specific 25-item peer-interaction questionnaire covering interaction initiative, peer acceptance, interaction coordination, interaction openness, and conflict resolution ability. Data collection occurred prior to, as well as subsequent to, the intervention. Statistical analyses were conducted utilizing SPSS version 26.0 software. A 2 × 2 mixed-design ANOVA was conducted to examine Group × Time interaction effects, with group (intervention vs. control) as the between-subjects factor and time (pre-intervention vs. post-intervention) as the within-subject factor. Effect sizes were reported using partial eta squared ( η 2 p ), and post hoc comparisons were performed when significant interactions were identified. Results Group × Time Interaction Effects from a mixed-design ANOVA were found to be statistically significant for both of the outcomes (social anxiety and peer interaction) of this study. Children participating in an intervention that included an instructional program using the Collective Volleyball Cooperative Tactical Training Model showed significantly greater improvement than did those in the Control Condition in reducing their level of social anxiety as well as improving their peer interaction abilities over the course of the 12-weeks. Although we found a statistically-significant improvement in both children’s social anxiety, and their peer interaction skills through a 12-week program, there is no data available for us to understand if those positive results will continue into the future because we did not assess children at later points in time. Thus, future researchers are encouraged to consider extended assessment periods as part of their study designs to determine how long such interventions have an impact. Secondly, as a feasibility study in a controlled environment showed promise for implementation of cooperative tactical volleyball programs, there may be barriers to successful implementation in regular school settings such as lack of facilities, class size and teacher workload. Future research is needed to examine how cooperative tactical volleyball programs can be adapted to encompass large groups of students and incorporated into routine physical education curriculum. Furthermore, although the intervention showed feasibility under controlled conditions, implementation in regular school settings may face practical challenges, including limited facilities, larger class sizes, and teacher workload. Future studies should examine how cooperative volleyball tactical training can be adapted for broader school-based implementation. Conclusion Collective Volleyball Cooperative Tactical Training is an effective method for reducing social anxiety and improving the ability of school aged children to interact with peers. The program offers a viable, school-based model for integrating sport skills acquisition (training) and psychosocial growth through physical activity.
Student engagement and participation are essential for interactive elementary science and social studies (IPAS) learning. Limited involvement in questioning, expressing opinions, and teamwork may hinder meaningful learning. This study examined changes in engagement and participation during the implementation of the Teams Games Tournament (TGT) model at SDN Karawang Wetan III. Classroom action research involved 30 students across a pre-cycle and two intervention cycles. Classroom observations assessed seven engagement and seven participation indicators. Descriptive analysis showed improvements in both outcomes. Engagement increased in attention, enthusiasm, active involvement, peer interaction, persistence, and responsibility. Participation improved in questioning, answering, expressing opinions, discussion, cooperation, tournament involvement, and task completion. Reported percentages represent mean indicator-level observation scores rather than proportions of students meeting specific criteria. The findings suggest that structured teamwork, academic games, and individual accountability can provide practical opportunities for collaborative IPAS learning. Teachers should establish clear team roles and encourage individual contributions and questioning. Because the study involved one school and two cycles without a control group, the findings are context-specific and do not establish causality. Future research should examine multiple schools, longer implementation, sustained improvements, and relationships with IPAS achievement.
While extensive research has examined refugee students’ educational adaptation in host countries, the educational reintegration phase following voluntary return remains underexplored. This qualitative study investigates the linguistic and academic adaptation experiences of Syrian students transitioning from Turkish-medium education in Türkiye to Arabic-medium schooling in Syria after voluntary return. The study addresses an overarching question: how do returnee students experience the linguistic, academic, social, and psychosocial dimensions of this reverse educational transition? Using an exploratory qualitative design, data were collected through a seven-item open-ended written questionnaire from 15 middle-school students who had received several years of formal schooling in Türkiye. Qualitative content analysis revealed that return does not constitute a simple linguistic recovery, but rather a reverse academic transition characterized by profound difficulties with academic Arabic, conceptual transfer, written production, and in-class assessment practices. The findings indicate that students’ challenges were shaped not only by uneven Arabic literacy development but also by curriculum misalignment, pedagogical practices that participants perceived as more teacher-directed, limited peer interaction, and assessment practices that they perceived as unclear. Furthermore, psychosocial pressures, including re-migration-related distress, concentration difficulties, and increased family responsibilities, complicated their academic adaptation. Ultimately, these struggles reflect systemic institutional and contextual mismatches rather than individual deficits. By conceptualizing return as a distinct educational phase, this study contributes to the broader discourses on refugee education and bilingualism. The implications underscore the critical need for academic Arabic bridging programs, background-sensitive assessment frameworks, psychosocially responsive pedagogies, and school-based psychosocial support to ensure equitable reintegration into Arabic-medium schooling.
در حالی که پژوهشهای گستردهای به بررسی سازگاری آموزشی دانشآموزان پناهنده در کشورهای میزبان پرداختهاند، مرحله بازپذیری آموزشی پس از بازگشت داوطلبانه همچنان کمتر مورد توجه قرار گرفته است. این مطالعه کیفی به بررسی تجارب سازگاری زبانی و تحصیلی دانشآموزان سوری میپردازد که پس از بازگشت داوطلبانه از آموزش به زبان ترکی در ترکیه به مدرسه عربیزبان در سوریه منتقل شدهاند. این پژوهش به یک پرسش کلی میپردازد: دانشآموزان بازگشته چگونه ابعاد زبانی، تحصیلی، اجتماعی و روانیاجتماعی این گذار معکوس آموزشی را تجربه میکنند؟ با استفاده از طرح کیفی اکتشافی، دادهها از طریق پرسشنامه کتبی هفتسؤالی بازپاسخ از ۱۵ دانشآموز مقطع راهنمایی که چندین سال آموزش رسمی در ترکیه دیده بودند، گردآوری شد. تحلیل محتوای کیفی نشان داد که بازگشت صرفاً به معنای بازیابی ساده زبانی نیست، بلکه گذار تحصیلی معکوسی است که با دشواریهای عمیق در زبان عربی علمی، انتقال مفهومی، تولید نوشتاری و شیوههای ارزشیابی کلاسی همراه است. یافتهها نشان میدهد که چالشهای دانشآموزان نه تنها ناشی از رشد نامتوازن سواد عربی، بلکه ناشی از عدم انطباق برنامه درسی، شیوههای آموزشی معلممحورتر از نگاه شرکتکنندگان، تعامل محدود با همسالان و شیوههای ارزشیابی مبهم از دیدگاه آنان بوده است. همچنین فشارهای روانیاجتماعی، از جمله تنشهای مرتبط با مهاجرت مجدد، دشواریهای تمرکز و افزایش مسئولیتهای خانوادگی، سازگاری تحصیلی آنان را پیچیدهتر کرده است. در نهایت، این مشکلات بازتابی از ناسازگاریهای نهادی و زمینهای نظاممند است و نه کمبودهای فردی. با مفهومپردازی بازگشت به عنوان یک مرحله آموزشی متمایز، این مطالعه به گفتمانهای گستردهتر آموزش پناهندگان و دوزبانگی کمک میکند. پیامدهای پژوهش بر ضرورت برنامههای پل زبانی برای عربی علمی، چارچوبهای ارزشیابی حساس به پیشینه، رویکردهای آموزشی پاسخگو به نیازهای روانیاجتماعی و حمایت روانیاجتماعی مبتنی بر مدرسه برای تضمین بازپذیری عادلانه در مدارس عربیزبان تأکید دارد.
This study aims to analyse in depth how the implementation of an integrated habituation strategy can strengthen students' religious character and social awareness at SDN 01 Sidoharjo Jati Agung, South Lampung, as a systematic effort to respond to the challenge of character value degradation at the primary education level. The research employs a qualitative approach with a case study design to understand the implementation of the integrated habituation strategy in reinforcing students' religious character and social awareness at SDN 01 Sidoharjo Jati Agung, South Lampung. The research subjects include the principal, teachers, and students directly involved. Data were collected through participatory observation, in-depth interviews, and documentation of school programs. The analysis was carried out thematically through data reduction, data display, and conclusion drawing. Data credibility was maintained through triangulation and member checking. This method produced an in-depth picture of the effectiveness of the integrated habituation strategy in shaping students' character. The findings show that the implementation of the integrated habituation strategy at SDN 01 Sidoharjo Jati Agung is carried out consistently and has become part of the school culture, supporting the strengthening of students' religious character and social awareness. Structured and repetitive religious habituation contributes to the internalisation of values such as faith, discipline, honesty, and responsibility, which are reflected in students' daily behaviour. In addition, social activities such as group work, joint cleaning, and peer interaction enhance students' empathy, concern for others, and social compliance. This strategy forms whole, ethical, and socially sensitive character, affirming that integrated habituation is an effective mechanism for comprehensive character education in elementary schools.
هدف این پژوهش، تحلیل عمیق چگونگی اجرای راهبرد عادتدهی یکپارچه به منظور تقویت منش دینی و آگاهی اجتماعی دانشآموزان در دبستان دولتی شماره ۰۱ سیدوهارجو جتی آگونگ، لامپونگ جنوبی است؛ تلاشی نظاممند برای پاسخ به چالش افت ارزشهای منش در سطح آموزش ابتدایی. این پژوهش با رویکرد کیفی و با طرح مطالعه موردی به بررسی اجرای راهبرد عادتدهی یکپارچه در تقویت منش دینی و آگاهی اجتماعی دانشآموزان در این مدرسه میپردازد. مشارکتکنندگان پژوهش شامل مدیر، معلمان و دانشآموزان به طور مستقیم درگیر هستند. دادهها از طریق مشاهده مشارکتی، مصاحبههای عمیق و مستندسازی برنامههای مدرسه گردآوری شد. تحلیل دادهها به صورت تماتیک و از طریق کاهش داده، نمایش داده و نتیجهگیری انجام گرفت. اعتبار دادهها از طریق مثلثسازی و بررسی اعضا حفظ شد. این روش تصویری عمیق از اثربخشی راهبرد عادتدهی یکپارچه در شکلدهی منش دانشآموزان ارائه داد. یافتهها نشان میدهد که اجرای راهبرد عادتدهی یکپارچه در این مدرسه به صورت مستمر انجام میشود و به بخشی از فرهنگ مدرسه تبدیل شده است و از تقویت منش دینی و آگاهی اجتماعی دانشآموزان حمایت میکند. عادتدهی دینی ساختارمند و تکرارشونده به درونیسازی ارزشهایی چون ایمان، انضباط، صداقت و مسئولیتپذیری کمک میکند که در رفتار روزمره دانشآموزان منعکس میشود. همچنین، فعالیتهای اجتماعی مانند کار گروهی، نظافت جمعی و تعامل با همسالان، همدلی، توجه به دیگران و انطباق اجتماعی دانشآموزان را افزایش میدهد. این راهبرد منش کامل، اخلاقی و حساس به اجتماع را شکل میدهد و تأکید میکند که عادتدهی یکپارچه، سازوکاری مؤثر برای آموزش جامع منش در مدارس ابتدایی است.
This study examined the implementation of The Power of Two strategy in developing students’ thinking abilities in Islamic Religious Education at SMP Integral Hidayatullah Sangatta. A descriptive qualitative field-research design was employed. Data were collected through classroom observation, semi-structured interviews with the Islamic Religious Education teacher and selected eighth-grade students, and documentation. Data analysis involved condensation, display, and conclusion drawing, with credibility strengthened through source, technique, and time triangulation. The findings showed that the strategy was implemented through communicating objectives and presenting a contextual problem, individual thinking, pairing, comparing answers, constructing a joint response, presentation, clarification, and reflection. The sequence enabled students to formulate initial ideas, examine different reasons, correct misconceptions, construct more logical conclusions, and communicate religious understanding with greater confidence. The developed abilities included analytical understanding, argumentation, evaluation, synthesis, metacognitive awareness, motivation, and social-religious attitudes. The strategy increased participation, deepened conceptual understanding, strengthened confidence, focused peer interaction, and made classroom monitoring easier. Its limitations were unequal contribution, dependence on partner compatibility, limited viewpoints, possible shared misconceptions, and time-management demands. These constraints were addressed through individual written responses, dynamic pair formation, clear roles and time limits, teacher monitoring, representative presentations, and final clarification. The study concludes that The Power of Two supports meaningful Islamic Religious Education when individual accountability is maintained, pair interaction is structured, and reflection is connected to Islamic values.
این پژوهش به بررسی اجرای راهبرد The Power of Two در توسعه تواناییهای تفکر دانشآموزان در درس آموزش دینی اسلامی در مدرسه متوسطه Integral Hidayatullah Sangatta پرداخته است. این مطالعه با رویکرد کیفی توصیفی و به صورت میدانی انجام شده است. دادهها از طریق مشاهده کلاسی، مصاحبههای نیمهساختاریافته با معلم آموزش دینی اسلامی و دانشآموزان منتخب پایه هشتم و همچنین اسناد جمعآوری شدهاند. تحلیل دادهها شامل تقطیع، نمایش و نتیجهگیری بوده و اعتبار نتایج از طریق مثلثسازی منبع، فن و زمان تقویت شده است. یافتهها نشان داد که این راهبرد از طریق اعلام اهداف و ارائه یک مسئله زمینهای، تفکر فردی، جفتسازی، مقایسه پاسخها، ساخت پاسخ مشترک، ارائه، شفافسازی و بازتاب اجرا شده است. این توالی به دانشآموزان امکان داد تا ایدههای اولیه را شکل دهند، دلایل مختلف را بررسی کنند، سوءبرداشتها را اصلاح نمایند، به نتایج منطقیتر برسند و درک دینی خود را با اعتماد به نفس بیشتری بیان کنند. تواناییهای توسعهیافته شامل درک تحلیلی، استدلال، ارزیابی، ترکیب، آگاهی فراشناختی، انگیزش و نگرشهای اجتماعی-دینی بود. این راهبرد مشارکت را افزایش داد، درک مفهومی را تعمیق بخشید، اعتماد به نفس را تقویت کرد، تعامل همسالان را متمرکز نمود و نظارت کلاسی را آسانتر ساخت. محدودیتهای آن شامل مشارکت نابرابر، وابستگی به سازگاری زوجها، دیدگاههای محدود، امکان اشتراک سوءبرداشتها و نیاز به مدیریت زمان بود. این چالشها از طریق پاسخهای کتبی فردی، تشکیل زوجهای پویا، تعیین نقشها و محدودیت زمانی شفاف، نظارت معلم، ارائه نمایندگان و شفافسازی نهایی برطرف شد. پژوهش نتیجه میگیرد که راهبرد The Power of Two زمانی که مسئولیتپذیری فردی حفظ شود، تعامل زوجها ساختارمند باشد و بازتاب به ارزشهای اسلامی پیوند یابد، از آموزش دینی اسلامی معنادار حمایت میکند.
Classroom dynamics play an important role in supporting students’ participation and engagement during classroom guidance services. However, ineffective classroom dynamics may reduce students’ involvement in learning activities and interactions with their peers. This study aimed to enhance classroom dynamics through the implementation of Game-Based Learning using the Friendship Bingo game among seventh-grade students at SMP Negeri 3 Madiun. The study employed a Guidance and Counseling Action Research (PTBK) design conducted in three cycles: planning, action, observation, and reflection. The participants consisted of 31 students. Data were collected through observation and analyzed using descriptive quantitative techniques. The results showed a continuous improvement in classroom dynamics across the three cycles, increasing from 55.9% in Cycle I (fair) to 70.4% in Cycle II (good), and reaching 89.6% in Cycle III (very good). The findings indicate that Game-Based Learning through the Friendship Bingo game effectively promoted students’ participation, interaction, and engagement during classroom guidance sessions. Therefore, Game-Based Learning can be considered an effective strategy for fostering positive classroom dynamics among students.
پویایی کلاس نقش مهمی در حمایت از مشارکت و درگیری دانشآموزان در طول خدمات راهنمایی کلاسی ایفا میکند. با این حال، پویایی ناکارآمد کلاس ممکن است موجب کاهش مشارکت دانشآموزان در فعالیتهای یادگیری و تعامل با همسالان شود. هدف این پژوهش ارتقای پویایی کلاس از طریق اجرای یادگیری مبتنی بر بازی با استفاده از بازی Friendship Bingo در میان دانشآموزان پایه هفتم مدرسه SMP Negeri 3 Madiun بود. این پژوهش با استفاده از طرح پژوهش اقدام راهنمایی و مشاوره (PTBK) در سه چرخه شامل برنامهریزی، اقدام، مشاهده و تأمل انجام شد. شرکتکنندگان شامل ۳۱ دانشآموز بودند. دادهها از طریق مشاهده گردآوری و با استفاده از روشهای کمی توصیفی تحلیل شدند. نتایج نشان داد که پویایی کلاس در طول سه چرخه به طور پیوسته بهبود یافته است؛ به طوری که از ۵۵٫۹٪ در چرخه اول (متوسط) به ۷۰٫۴٪ در چرخه دوم (خوب) و در نهایت به ۸۹٫۶٪ در چرخه سوم (بسیار خوب) رسید. یافتهها نشان میدهد که یادگیری مبتنی بر بازی از طریق بازی Friendship Bingo به طور مؤثری موجب ارتقای مشارکت، تعامل و درگیری دانشآموزان در جلسات راهنمایی کلاسی شده است. بنابراین، یادگیری مبتنی بر بازی میتواند به عنوان راهبردی مؤثر برای تقویت پویایی مثبت کلاس در میان دانشآموزان در نظر گرفته شود.
This study examines the nature of peer discourse in an asynchronous introductory physics course that was intentionally redesigned from traditional discussion formats to process-based tasks requiring students to externalize their thinking through handwritten work, diagrams, concept maps, tables, and structured explanations. Drawing on qualitative content analysis, 64 peer responses generated by 18 students across four discussion modules in mechanics were analyzed. Rather than applying predefined instructional categories or assigning a single dominant code, responses were coded inductively to identify all discursive moves present within each contribution, allowing multiple overlapping forms of engagement to be captured within individual responses. The analysis revealed that peer discourse was strongly characterized by active engagement, including probing reasoning, interpreting representations, negotiating conceptual understanding, co-constructing explanations, and extending ideas. Conceptual negotiation and probing reasoning were particularly prominent, indicating sustained attention to underlying physics concepts and solution processes, while surface-level responses constituted a relatively small portion of the dataset. Qualitative examination of full student responses further demonstrated that individual contributions frequently integrated multiple discursive moves, highlighting the layered and dynamic nature of peer interaction. These findings suggest that process-based task design not only supports individual reasoning but also reshapes peer discourse by centering visible thinking and reasoning processes. In the context of increasing reliance on AI tools, this approach offers a pathway for promoting authentic student engagement and reducing dependence on answer-focused interactions. The study contributes to understanding how instructional design influences peer interaction and highlights the potential of structured, process-oriented discourse as a site of learning in asynchronous environments.
این مطالعه به بررسی ماهیت گفتمان همتایان در یک دوره مقدماتی فیزیک غیرهمزمان میپردازد که به طور هدفمند از قالبهای سنتی بحث به وظایف مبتنی بر فرایند بازطراحی شده است؛ به گونهای که دانشجویان ملزم به برونسازی تفکر خود از طریق کار دستنویس، نمودارها، نقشههای مفهومی، جداول و توضیحات ساختاریافته میشوند. با بهرهگیری از تحلیل محتوای کیفی، ۶۴ پاسخ همتایانه تولیدشده توسط ۱۸ دانشجو در چهار ماژول بحث در حوزه مکانیک مورد تحلیل قرار گرفت. به جای بهکارگیری دستهبندیهای آموزشی از پیش تعیینشده یا اختصاص یک کد غالب به هر پاسخ، کدگذاری به صورت استقرایی انجام شد تا تمامی حرکات گفتمانی موجود در هر مشارکت شناسایی شود و امکان ثبت اشکال مختلف و همپوشان مشارکت در پاسخهای فردی فراهم گردد. تحلیلها نشان داد که گفتمان همتایان به طور بارزی با مشارکت فعال مشخص میشود، از جمله کاوش استدلال، تفسیر بازنماییها، مذاکره مفهومی، همساخت توضیحات و گسترش ایدهها. مذاکره مفهومی و کاوش استدلال به ویژه برجسته بودند و نشاندهنده توجه پایدار به مفاهیم بنیادی فیزیک و فرایندهای حل مسئله بودند، در حالی که پاسخهای سطحی بخش نسبتاً کوچکی از دادهها را تشکیل میدادند. بررسی کیفی پاسخهای کامل دانشجویان همچنین نشان داد که مشارکتهای فردی اغلب چندین حرکت گفتمانی را در خود ادغام میکنند و ماهیت لایهلایه و پویای تعامل همتایان را برجسته میسازند. این یافتهها حاکی از آن است که طراحی وظایف مبتنی بر فرایند نه تنها از استدلال فردی حمایت میکند، بلکه گفتمان همتایان را نیز با تمرکز بر فرایندهای تفکر و استدلال آشکار بازشکل میدهد. در زمینه افزایش اتکا به ابزارهای هوش مصنوعی، این رویکرد مسیری برای ارتقای مشارکت اصیل دانشجویان و کاهش وابستگی به تعاملات مبتنی بر پاسخ فراهم میکند. این مطالعه به درک چگونگی تأثیر طراحی آموزشی بر تعامل همتایان کمک میکند و ظرفیت بالقوه گفتمان ساختاریافته و فرایندمحور را به عنوان بستری برای یادگیری در محیطهای غیرهمزمان برجسته میسازد.
Introduction Promoting scientific argumentation in the context of socio-scientific issues remains a major challenge in science education. Artificial intelligence offers new opportunities to provide adaptive feedback on students’ written arguments; however, little is known about learners’ perceptions of hybrid learning environments that combine AI-supported feedback with peer feedback under authentic classroom conditions. This study presents the development and pilot evaluation of SMOKEChem, a web-based learning environment designed to foster scientific argumentation through AI-supported and collaborative feedback processes. Methods An exploratory mixed-methods design was employed to investigate learners’ perceptions of SMOKEChem during regular chemistry lessons. A total of 130 secondary school students (mean age = 15 years) participated in the study. Quantitative data were collected using questionnaires assessing technology acceptance, cognitive load, and chatbot usability, while qualitative responses explored students’ perceptions of peer feedback. Results The findings indicate that SMOKEChem was perceived as useful, user-friendly, and cognitively balanced, with low levels of extraneous cognitive load and high levels of germane cognitive load. Furthermore, students perceived AI-supported and peer feedback as fulfilling complementary functions: acceptance and usability data indicate that AI provided immediate, structured guidance for revising arguments, while qualitative data on peer feedback point to dialogic reflection, perspective-taking, and collaborative knowledge construction. Discussion The findings provide initial empirical evidence that hybrid feedback designs combining AI-supported and peer feedback can effectively support scientific argumentation in socio-scientific contexts. The complementary strengths of both feedback sources highlight the potential of integrating AI into collaborative learning environments rather than replacing peer interaction. These results provide practical implications for the design of AI-supported argumentation environments and inform future research on hybrid feedback approaches in science education.
مقدمه: ارتقای استدلال علمی در زمینه مسائل اجتماعی-علمی همچنان یکی از چالشهای عمده در آموزش علوم بهشمار میرود. هوش مصنوعی فرصتهای جدیدی را برای ارائه بازخورد تطبیقی بر استدلالهای نوشتاری دانشآموزان فراهم میکند؛ با این حال، اطلاعات اندکی درباره ادراک یادگیرندگان از محیطهای یادگیری ترکیبی که بازخورد مبتنی بر هوش مصنوعی را با بازخورد همتایان در شرایط واقعی کلاس درس تلفیق میکنند، وجود دارد. این مطالعه به معرفی توسعه و ارزیابی اولیه SMOKEChem، یک محیط یادگیری مبتنی بر وب که با هدف تقویت استدلال علمی از طریق فرآیندهای بازخورد مبتنی بر هوش مصنوعی و همکاری طراحی شده است، میپردازد. روشها: یک طرح اکتشافی آمیخته برای بررسی ادراک یادگیرندگان از SMOKEChem در جریان کلاسهای معمول شیمی بهکار گرفته شد. در مجموع ۱۳۰ دانشآموز دبیرستانی (میانگین سنی = ۱۵ سال) در این پژوهش شرکت کردند. دادههای کمی از طریق پرسشنامههایی درباره پذیرش فناوری، بار شناختی و قابلیت استفاده چتبات گردآوری شد و پاسخهای کیفی به بررسی ادراک دانشآموزان از بازخورد همتایان پرداخت. یافتهها: نتایج نشان داد که SMOKEChem بهعنوان ابزاری مفید، کاربرپسند و دارای تعادل شناختی ادراک شد و سطوح بار شناختی بیرونی پایین و بار شناختی سازنده بالایی را نشان داد. افزون بر این، دانشآموزان بازخورد مبتنی بر هوش مصنوعی و بازخورد همتایان را دارای کارکردهای مکمل تلقی کردند: دادههای پذیرش و قابلیت استفاده نشان داد که هوش مصنوعی راهنمایی فوری و ساختاریافتهای برای بازنگری استدلالها ارائه میدهد، در حالی که دادههای کیفی درباره بازخورد همتایان به بازتاب گفتوگویی، دیدگاهپذیری و ساخت دانش مشارکتی اشاره داشت. بحث: یافتهها شواهد تجربی اولیهای ارائه میدهند که طراحی بازخورد ترکیبی با ادغام بازخورد مبتنی بر هوش مصنوعی و بازخورد همتایان میتواند بهطور مؤثری از استدلال علمی در زمینههای اجتماعی-علمی حمایت کند. نقاط قوت مکمل هر دو منبع بازخورد، پتانسیل ادغام هوش مصنوعی در محیطهای یادگیری مشارکتی بهجای جایگزینی تعامل همتایان را برجسته میکند. این نتایج پیامدهای عملی برای طراحی محیطهای استدلال مبتنی بر هوش مصنوعی داشته و پژوهشهای آتی درباره رویکردهای بازخورد ترکیبی در آموزش علوم را هدایت میکند.
Introduction Digital transformation in higher education has increased the demand for instructional approaches that promote learner engagement, inclusivity, information literacy, and self-directed learning. Although microlearning, Universal Design for Learning (UDL), and constructive alignment have individually demonstrated educational benefits, limited research has explored their integration within a unified pedagogical framework. This study designed and evaluated a novel digital teaching and learning process that integrates microlearning, connective alignment, and the principles of UDL to enhance teaching and learning in higher education. Methods To evaluate the impact of the novel digital teaching and learning process, a case study was conducted in the “Evidence-Based Practice in Physiotherapy” course in the BSc in Physiotherapy curriculum. A mixed-methods proof-of-concept study employing a randomized crossover design was conducted to evaluate the academic effectiveness, the students’ perceptions of the teaching, and the students’ satisfaction. Quantitative data were collected using assessments of academic performance, information literacy, and perception of the educational environment. Paired and independent t -tests were used to compare learning outcomes between intervention conditions. Linear mixed-effects modeling was used to account for repeated measures. Qualitative data from focus group discussions were analyzed using thematic analysis to explore the students’ experiences of the novel educational process. Results Students demonstrated higher academic performance when learning through the proposed digital educational process compared with conventional instruction, with an estimated mean difference of approximately 18 points on a 100-point assessment scale. Participants also reported more positive perceptions of the learning environment and high levels of satisfaction with the digital learning experience. Qualitative findings revealed enhanced learner engagement, flexibility, accessibility, peer interaction, and opportunities for self-directed learning. Students particularly valued the microlearning structure, social learning features, and learner-centered design of the intervention. Discussion The findings provide preliminary evidence that integrating microlearning, connective alignment, and UDL principles within a digital learning environment may support improved learning outcomes and positive learner experiences in higher education. However, the study was conducted within a single institution and in a single discipline and employed adapted instruments without formal psychometric validation. Therefore, further multi-institutional, multi-disciplinary research with longer implementation periods and rigorous validation procedures is required to confirm the effectiveness and generalizability of the proposed digital teaching and learning process.
مقدمه: تحول دیجیتال در آموزش عالی، تقاضا برای رویکردهای آموزشی که موجب افزایش مشارکت یادگیرندگان، شمولپذیری، سواد اطلاعاتی و یادگیری خودراهبر میشوند را افزایش داده است. اگرچه ریزآموزی (microlearning)، طراحی جهانی برای یادگیری (Universal Design for Learning یا UDL) و همترازی سازنده (constructive alignment) هر یک به طور جداگانه مزایای آموزشی را نشان دادهاند، پژوهشهای محدودی به بررسی ادغام آنها در یک چارچوب آموزشی یکپارچه پرداختهاند. این مطالعه به طراحی و ارزیابی یک فرایند نوین آموزش و یادگیری دیجیتال که ریزآموزی، همترازی ارتباطی (connective alignment) و اصول UDL را برای ارتقای آموزش و یادگیری در آموزش عالی تلفیق میکند، پرداخته است. روشها: به منظور ارزیابی تأثیر فرایند نوین آموزش و یادگیری دیجیتال، یک مطالعه موردی در درس «شواهد مبتنی بر عمل در فیزیوتراپی» در برنامه کارشناسی فیزیوتراپی انجام شد. یک مطالعه اثبات مفهوم با روش ترکیبی و طراحی تصادفی متقاطع جهت ارزیابی اثربخشی آموزشی، ادراک دانشجویان از آموزش و میزان رضایت آنها اجرا گردید. دادههای کمی با استفاده از ارزیابی عملکرد تحصیلی، سواد اطلاعاتی و ادراک محیط آموزشی جمعآوری شد. برای مقایسه نتایج یادگیری بین شرایط مداخله، از آزمون t زوجی و مستقل استفاده شد. مدلسازی اثرات مختلط خطی برای لحاظ کردن اندازهگیریهای تکراری به کار رفت. دادههای کیفی حاصل از بحثهای گروهی متمرکز با تحلیل تماتیک به منظور بررسی تجارب دانشجویان از فرایند آموزشی نوین تحلیل شد. نتایج: دانشجویان هنگام یادگیری از طریق فرایند آموزشی دیجیتال پیشنهادی در مقایسه با آموزش سنتی، عملکرد تحصیلی بالاتری نشان دادند و تفاوت میانگین برآورد شده حدود ۱۸ امتیاز در مقیاس ارزیابی ۱۰۰ امتیازی بود. شرکتکنندگان همچنین ادراک مثبتتری از محیط یادگیری و سطوح بالای رضایت از تجربه یادگیری دیجیتال گزارش کردند. یافتههای کیفی نشاندهنده افزایش مشارکت یادگیرندگان، انعطافپذیری، دسترسیپذیری، تعامل همتایان و فرصتهای یادگیری خودراهبر بود. دانشجویان به ویژه ساختار ریزآموزی، ویژگیهای یادگیری اجتماعی و طراحی یادگیرندهمحور مداخله را ارزشمند دانستند. بحث: یافتهها شواهد اولیهای ارائه میدهد که ادغام ریزآموزی، همترازی ارتباطی و اصول UDL در یک محیط یادگیری دیجیتال میتواند به بهبود نتایج یادگیری و تجارب مثبت یادگیرندگان در آموزش عالی کمک کند. با این حال، مطالعه حاضر در یک مؤسسه و یک رشته انجام شده و از ابزارهای اقتباسشده بدون اعتبارسنجی روانسنجی رسمی استفاده کرده است. بنابراین، پژوهشهای چندمؤسسهای و چندرشتهای با دورههای اجرای طولانیتر و رویههای اعتبارسنجی دقیقتر برای تأیید اثربخشی و قابلیت تعمیم فرایند پیشنهادی آموزش و یادگیری دیجیتال مورد نیاز است.
