1
|
Devassy SM, Scaria L, Metzger J, Thampi K, Jose J, Joseph B. Development of immersive learning framework (ILF) in achieving the goals of higher education: measuring the impact using a pre-post design. Sci Rep 2023; 13:17692. [PMID: 37848670 PMCID: PMC10582005 DOI: 10.1038/s41598-023-45035-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 10/14/2023] [Indexed: 10/19/2023] Open
Abstract
Emerging technological tools like Artificial Intelligence-based Chatbots, digital educational alternatives and market-driven educational systems pose a challenge to the fundamental aim of the higher education system; comprehensive education for well-being. Therefore, this research aims to devise and evaluate strategies to impart new-age competencies to innovate socially and morally appropriate solutions in a modern competitive innovative society. The 8-month-long immersive learning framework (ILF), was designed based on the volatility, uncertainty, complexity, and ambiguity (VUCA) paradigm. The framework was evaluated with 133 newly joined postgraduate students doing their science or arts programmes from a higher education institution in Kerala, India. The outcome variables included well-being, depressive symptoms, personality patterns, and sub-domains of philosophy of human nature. The follow-up scores showed a significant improvement in well-being (Mean difference: 1.15, p = 0.005), trustworthiness (Mean difference: 14.74, p = 0.000), strength of will (Mean difference: 10.11, p = 0.000), altruism (Mean difference: 12.85, p = 0.000), and independence (Mean difference: 11.93, p = 0.000). Depression scores did not improve significantly. However, the intervention shielded them from the adjustment issues that often accompany any transition. The ILF framework can help students develop their personal and professional selves if it is implemented collaboratively in a reflective setting. It can also instil moral rectitude and a prosocial mindset.
Collapse
Affiliation(s)
- Saju Madavanakadu Devassy
- Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India.
- Rajagiri International Centre for Consortium Research in Social Care, Rajagiri College of Social Sciences (Autonomous), Kochi, Kerala, India.
| | - Lorane Scaria
- Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India
- Rajagiri International Centre for Consortium Research in Social Care, Rajagiri College of Social Sciences (Autonomous), Kochi, Kerala, India
| | - Jed Metzger
- Social Work Department, Nazareth College, 4245 East Avenue, Rochester, NY, 14618, USA
| | - Kiran Thampi
- Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India
- Office of International Relations, Rajagiri College of Social Sciences (Autonomous), Kochi, India
| | - Jitto Jose
- Department of Statistics, Rajagiri College of Social Sciences (Autonomous), Kochi, India
| | - Binoy Joseph
- Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India
- Rajagiri Business School, Rajagiri Valley, Kochi, Kerala, India
| |
Collapse
|
2
|
Zheng Y, Xiao Z, Zhou X, Yang Z. The Hierarchical Relationship Between the Relational-Self and the Collective-Self During Attention Processing. Psychol Res Behav Manag 2022; 15:557-567. [PMID: 35282001 PMCID: PMC8906847 DOI: 10.2147/prbm.s349074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Accepted: 02/24/2022] [Indexed: 12/03/2022] Open
Abstract
Background Under the Chinese collectivist cultural system, people emphasize social connections with close others and members of in-groups. Collectivism can be divided into the following two forms: relational collectivism (privileges relational self [RS]) and group collectivism (emphasizes collective self [CS]). Previous researchers have found a hierarchy between the RS and CS, resulting in different degrees of recognition advantages. However, the hierarchy between the RS and CS is unclear and may depend on the specific processing stage. Therefore, this research compared the hierarchy between these two selves during different processing stages using an eye-movement method. Methods The sample consisted of thirty-eight young adults aged between 18 and 24 years old (M = 20.45, SD= 1.62). Each participant finished a dot-probe task featuring high-relevant (HR, ie one’s mother’s name and China) and low-relevant (LR, ie, name of a famous person and USA) information about the RS and CS and neutral information. Further, the eye-movement (EM) indices were collected simultaneously. Results A stronger reaction time bias and longer total gaze duration revealed that young people in China focus more on RS information, indicating that Chinese people prioritize the RS over the CS at late stages of attentional processing. Conclusion Information on interpersonal relationships and information on the in-group both catch people’s attention quickly and easily, but only RS information can maintain attention for longer. Understanding the hierarchy of the RS and the CS may provide more evidence for self-construal in the Chinese collectivist cultural context. The importance of the RS prompting that the interpersonal and close relationships are more important to the development of the self, suggesting that it is necessary to pay more attention to the impact of interpersonal support on people’s mental health in clinical applications.
Collapse
Affiliation(s)
- Yingcan Zheng
- Developmental Psychology for Armyman, Department of Medical Psychology, Army Medical University, Chongqing, People’s Republic of China
- Correspondence: Yingcan Zheng, Army Medical University, Shapingba, Chongqing, 400038, People’s Republic of China, Tel +86 15086842695, Fax +86 23-68771779, Email
| | - Zilun Xiao
- School of Psychology, Southwest University, Chongqing, People’s Republic of China
- Zilun Xiao, Southwest University, Beibei, Chongqing, 400715, People’s Republic of China, Tel +86 18108788177, Email
| | - Xin Zhou
- School of Psychology, Southwest University, Chongqing, People’s Republic of China
| | - Zhuoya Yang
- Basic Psychology, Department of Medical Psychology, Army Medical University, Chongqing, People’s Republic of China
| |
Collapse
|