The current fact shows that entrepreneurship education is only a textbook without providing experimental learning to students. The current solutions have not been able to accommodate the needs of ...students, especially in the era of disruptive education which is developing massively. This study aims to develop gamification-based educational learning media that will be implemented in high school students to develop students' entrepreneurial spirit. This type of research is development research using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) method by using a questionnaire to collect research data. After being implemented, gamification-based educational learning media succeeded in increasing student interest in entrepreneurship education as a provision for the growth of the entrepreneurial spirit in students. This learning media has also succeeded in increasing the activeness of teachers and students in the learning process that provides experimental learning to students. The collaboration between the gamification model and educational learning media is by the competency needs of students in the current era of disruptive education. Follow-up research is deemed necessary that focuses on digitizing gamification-based educational media that was developed without eliminating the activeness of teachers and students in learning
This manuscript delineates technological innovation into the separate dimensions of novelty and meaningfulness to examine how a firm’s organizational learning modes of adaptive learning and ...experimental learning, together with unabsorbed slack resources, influence the effects of novelty and meaningfulness on firm financial performance. The multi-method empirical approach leverages secondary data from firm patent information and COMPUSTAT, and primary data from senior executives at 167 firms in various high-tech industries. The results indicate that adaptive learning heightens meaningfulness but diminishes novelty, whereas experimental learning harms meaningfulness. Additionally, firms’ unabsorbed slack resources moderate the relationships of experimental and adaptive learning with novelty. In particular, experimental learning enhances novelty only when a firm has sufficient unabsorbed slack to adjust resource levels in accordance with experimentation. Further, the results suggest that meaningfulness increases firm financial performance as represented by Tobin’s q, both independently and jointly when considered with novelty. These insights underscore the necessity of treating novelty and meaningfulness as separate dimensions of technological innovation that impact firm performance.
Deep learning is a type of high-level learning that has received widespread attention in research on higher education; however, learning scenarios as an important variable have been ignored to some ...extent in past studies. This study aimed to explore the learning state of engineering students in three learning scenarios: theoretical learning, experimental learning, and engineering practice. Samples of engineering university students in China were recruited online and offline; the students filled in the engineering Education-Study Process Questionnaire, which was revised from the R-SPQ-2F. The results of clustering analysis showed four types of learning approaches in the three scenarios: typical deep learning, typical shallow learning, deep-shallow learning, and free learning. Engineering learners in different learning scenarios tended to adopt different learning approaches and showed gender differences. Due to factors such as differences in culture and choice of learning opportunities, the deep and shallow learners demonstrated excellent learning performance, which is in sharp contrast with the “learning failure” exhibited by such students abroad.
Experimental learning is one kind of contextual learning, which places learners in a variety of virtual or real contexts to acquire knowledge, gain ability and experience, and generates emotion ...through experiencing and perceiving, communicating and exploring, and self-reflecting. Applying VR technology to experiential learning involves both technology and teaching. Based on the Learning Pyramid, Constructivist Learning Theory, and the characteristics of virtual technology, this study proposes a theoretical model of virtual reality experiential learning, which takes the international business negotiation scene as an example and employs such software as 3Ds Max and VR-platform to implement an experiential learning context. It is found that, compared with traditional teaching, this learning context has effectively increased the learners' memorization and understanding ability, their interest and motivation in learning, enhanced their learning experience and improved the learning effects. This study not only provides a theoretical framework for and verifies the promotion effect of virtual technology on learners but also enriches the research examples of virtual reality experiential learning, which has certain theoretical value and practical significance.
The CDIO Initiative (Conceive, Design, Implement, Operate), successfully adopted in those engineering disciplines where the final result is the design and engineering of an innovative product, had ...not achieved such penetration, however, in other areas such as mining, metallurgy, or civil engineering where conception, design, and implementation do not result in a product, but in a complex process or system (e.g., mining extraction). Since 2015, financed with funds from the European Union, different projects have been developed to implement this methodology in these areas, which have continued later with the universities' own funds. The objective of this work is to show one of these projects of the educational innovation group "Innovatio Educativa Tertio Millenio" of the Technical University of Madrid during the past academic years 2019-2020 and 2020-2021, working with two specific techniques such as active learning and design thinking. By making students solve real problems and come up with realistic solutions, they worked on key competencies and could experiment without fear of failure.
Universities play a fundamental role when it comes to professional life and for this purpose, they focus on innovative forms of pedagogy that stimulate the development of students' skills and their ...greater adaptability to the requirements of the labour market. The present paper is triggered by the importance and need to address the Service Based Learning (SBL) method in the field of administrative sciences as a link between student-centred pedagogies, promoting students' social responsibility and improving their insertion on the labour market specifically for the Romanian public administration that has the duty to satisfy the general interest established by law, by reporting on the impact of adopting a Government Decision which approved the operating of pre-university education units with pilot-status, experimental and application units. The paper highlights the fact that the institutionalization of the SBL method is necessary, being a present-day and appropriate approach as future generations of students seem to be favouring the experimental and applicative aspects in education, so SBL will become a good tool for organizational promotion meant to attract future candidates trained according to the newly launched educational approach.
A modern electricity market is essentially a complex network, characterized by complicated interactions among cyber communications, physical systems, and social agents. Trading behavior modeling has ...always been complicated in the physical system-based market. In this paper, trading behavior modeling in the electricity market is solved by a data-driven method combining experimental economics and machine learning, called Hybrid Experimental Learning (HEL). Based on the historical and experiment simulated data, HEL models the trading behavior by a machine learning generative model which will be interpreted by a post hoc interpretation approach. Taking a simulated electricity market based on the trial spot market rule in Guangdong, China as an example, a generative adversarial network (GAN) is employed to generate the offering strategies of a gas generator. Local interpretable model-agnostic explanation (LIME) as a post hoc interpretation approach is applied to explain the relationship between the output of GAN and some of the inputs of HEL, which can be described as offering mechanisms for the gas generator.
Contribution: This research explores the effectiveness of a proposed teaching strategy in blockchain education, finding that it enhances learning outcomes, cognitive well-being, and student ...engagement in tertiary education, ultimately resulting in a shallower learning curve for STEM knowledge.
Background: In the context of Industry 4.0, blockchain technology has emerged as a key driver of transformation in data management and system automation across a range of industrial applications. Despite its significance, the intricate theories and concepts associated with blockchain often serve as a deterrent for novice learners, inhibiting their ability to appreciate the value of industrial blockchain. Consequently, there is a pressing need to develop interactive teaching content that alleviates the steep learning curve.
Intended Outcomes: The teaching strategy for the gamification in blockchain education is proposed, which positively influence students' cognitive well-being in terms of knowledge retention, cognitive curiosity, and heightened enjoyment.
Application Design: Based on the experimental learning theory, the gamification of blockchain education, namely "BlockTrainHK", is implemented in the experimental learning cycle. Therefore, the gamified learning in experimental learning (GEL) strategy is proposed to examine the effectiveness of concrete experience, reflective observation, abstract conceptualization and active experimentation by two case studies.
Findings: The results of the two-year study on the gamified blockchain education are encouraging: test groups using the GEL strategy were better in the cognitive well-being, and students' cognitive well-being is positively proportional to the level of individual technical knowledge and skills.
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