Jul 2026· Advances in Mobile Learning Educational Research· 0 citations· 36 references
TL;DR
The findings suggest that SoloLearn effectively develops foundational SDL skills but requires adaptive features, project-based modules, and improved collaborative tools to support deeper learning.
Abstract
This study investigates how mobile learning supports self-directed learning (SDL) in programming education through a case study of SoloLearn. A cross-sectional survey of 708 undergraduate students at the University of Education, Winneba examined app usage, perceptions, and programming confidence, framed by Knowles' (1975) SDL Theory and Fredricks et al.'s (2004) Student Engagement Framework. Partial least squares structural equation modeling (PLS-SEM) revealed a sequential pathway from self-management to motivation, monitoring, strategy use, and perceived academic performance. Most participants (67.8%) reported increased confidence, while 60.3% reported improvements in real-world application skills, though challenges included limited advanced content, ad disruptions, and insufficient feedback. The findings suggest that SoloLearn effectively develops foundational SDL skills but requires adaptive features, project-based modules, and improved collaborative tools to support deeper learning. Results should be interpreted cautiously due to the single-institution, male-dominated sample. Overall, the study contributes to understanding how mobile learning platforms could support SDL in programming education and also offers practical insights for integrating such platforms into diverse instructional contexts.
This study examines a persistent puzzle in active learning research in education: why do pedagogically sound interventions not always translate into perceived student value? We analyzed Information and Communications (ICT) Engineering students’ perceptions of three structurally distinct activities (weekly quizzes, individual concept maps, and a finance escape room) within a compulsory business course. Using bipolar laddering, 133 positive and 72 negative perception elements were mapped onto four dimensions of theSustainable Learning in Education (SLE) framework: renewal and relearning, transferability, independent and collaborative learning, and active learning. Self-regulated learning (SRL) functioned as the mechanism linking environmental dimensions to student agency and engagement. Students perceived all three activities as useful for examination preparation, but through different cognitive pathways. Quizzes supported distributed retrieval practice and were valued for re-attempts, though their usefulness declined with weak exam alignment or limited access. Concept maps enabled synthesis and relational understanding, yet received the lowest student endorsement, largely because in some instances student work was not returned post-submission. The escape room achieved the strongest and most consistent endorsement for exam preparation, with perceived limitations related only to activity duration and syllabus coverage. Activity alignment with SLE dimensions was uneven: quizzes aligned principally with renewal, concept maps with transferability, and all activities with independent and collaborative learning in distinct ways. Active learning was present throughout, but not uniform. The central finding was that perceived usefulness depended less on activity type than on feedback distribution and continuity. When feedback loops broke, perceived value declined. Together, the activities, therefore, form a complementary course-level feedback system. Through this case study, we identified five design recommendations to be implemented in the next edition of the course, positioning feedback as a system-level variable.
Self-regulated learning (SRL) is vital for student success, yet many learners lack effective strategies in blended, technology-mediated contexts. This study examined the impact of video-based prompting interventions on SRL skills and knowledge gains using a quasi-experimental design with 215 undergraduates. Control and experimental groups received structured prompt videos embedded in an Art of Persuasion course aligned with the Conditions, Operations, Products, Evaluations, and Standards model. Results showed significant differences in posttest knowledge scores [F(3,210) = 6.552, p < .001]. Notably, only one experimental group (part-time students with lower entrance scores) demonstrated improvements across four SRL domains: goal setting, task strategies, time management, and self-evaluation. The other experimental group showed no gains despite identical interventions. Findings indicate that video-based prompting can strengthen SRL and learning outcomes, but effectiveness varies by learner characteristics and instructional context, highlighting the need for adaptive SRL support in blended learning.
Chi Yen Nguyen, Lan-Anh Thi Nguy, Học Hiếu Lê et al.· International Journal of Dis...· 0 citations
This systematic review examines how constructivist and self-directed learning (SDL) theories inform flipped classroom implementation in physical education, using Activity Theory as an analytical framework. Following PRISMA 2020 guidelines, 83 empirical studies published between 2010 and 2024 were identified from four databases and analysed for theoretical grounding, instructional design, learning outcomes, and cultural context. Theory-grounded implementations were associated with larger reported effects on skill acquisition (d = 0.71–1.12) than atheoretical designs (d = 0.35–0.69). Pre-class video instruction and in-class peer practice were common, whereas post-class reflection was less frequently implemented despite stronger reported SDL development. Analysis of 44 East and Southeast Asian studies indicated that collectivist values require collaborative adaptations of SDL. Overall, comprehensive three-phase designs that integrate goal-setting before class, structured scaffolding during class, and post-class reflection appear important for completing SDL cycles. The review identifies practical and culturally responsive design principles, while highlighting the need for clearer theoretical operationalisation in future flipped physical education research. By mapping theoretical commitments to concrete learning activities, the review also clarifies where existing designs omit support for learner regulation. These findings offer a basis for educators and researchers to plan, evaluate, and adapt flipped physical education interventions across diverse institutional settings with transparent reporting standards.
Sujie Fan, Wei Hui-Suan, Muhd Khaizer Omar et al.· INTERNATIONAL JOURNAL OF SOC...· 0 citations
This study developed and evaluated Learning Management System (LMS)-integrated e-worksheets to enhance fifth-grade students' self-efficacy and conceptual understanding in science education. Using a Research and Development approach with the ADDIE model, the instructional material underwent expert validation, practicality assessment, and effectiveness testing. Validation results demonstrated high content and media validity (90.75%), while practicality scores from teachers and students reached 91%. Implementation significantly improved students' self-efficacy (95.5%) and conceptual understanding, with paired t-tests revealing statistically significant pre-post gains (p < 0.001). The findings indicate that purposefully designed LMS-integrated e-worksheets can effectively support blended learning environments, fostering both cognitive mastery and psychological empowerment in young learners. This research provides evidence-based guidance for integrating accessible digital platforms into elementary science instruction to create more student-centered and effective learning experiences.
This study explores Project-Based Learning (PBL) as a pedagogical approach for gifted and talented students in a Computer Science course at Kolej PERMATA@Pintar Negara UKM. The purpose is to investigate the extent to which PBL enhances collaborative problem-solving and long-term learning factors considered critical for meaningful learning process among high-ability learners. A method design was employed, consists of qualitative data from student reflections with quantitative data from academic performance and peer evaluations. The sample consists of 33 students selected through purposive sampling, with data collected over a full academic semester. Initial findings suggest that students exposed to PBL demonstrate improved collaborative problem solving and long term learning skills. However, challenges such as varied learning pace and assessment alignment were noted. The study contributes to both computing education and gifted education by offering insights into how PBL can be optimized to support advanced learners. Implications for practice include recommendations for instructional strategies that align PBL with differentiated needs.
No Hatta· International journal of res...· 0 citations
Objective: This study aims to develop the Peer Project Collaborative Learning (PPCL) model and examine its feasibility, practicality, and effectiveness in improving junior secondary students' critical thinking and collaboration skills in Catholic Religious Education at St. Paulus Catholic Junior High School, Palangka Raya. Method: This study employed a Research and Development (R&D) approach using the ADDIE framework (Analyze, Design, Development, Implementation, and Evaluation). statistics, normalized gain analysis, and an independent-samples t-test. Results: The findings indicate that the PPCL model achieved a very high level of validity based on expert judgment (98.8%) and demonstrated high practicality through positive responses from teachers and students (91%). The pretest results showed no significant difference between the experimental and control groups (p = 0.534), confirming comparable initial abilities. Following implementation, students who learned through the PPCL model achieved significantly higher collaboration performance than those receiving conventional Project-Based Learning (M = 41.26 vs. 38.26; t(66) = −6.241, p < 0.001), with a higher normalized gain (0.60 vs. 0.44). Novelty: The findings extend constructivist and collaborative learning theories by demonstrating that structured reciprocal peer interaction embedded within collaborative project activities effectively reduces free-riding, promotes active participation, and enhances twenty-first-century competencies. The PPCL model also offers practical guidance for teachers seeking to design student-centered learning environments that strengthen both cognitive and collaborative competencies in religious education and other secondary school contexts for SDG 4.
Paulina Maria Ekasari Wahyuningrum, Siti Masitoh, Andi Kristanto· Journal of Current Studies i...· 1 citation