A Systematic Review of Technological Advancements to Enhance Learning

Assessing student learning styles and incorporating thought-provoking activities has been a focus of research for years. Virtual technology and social media are transforming traditional classrooms into training spaces that can be tailored for individual learning patterns and personalized for different skill levels. These technological tools are not only revolutionizing the conventional lecture-based classroom but also beginning to incorporate options such as flipped and blended classrooms. Students in these nontraditional settings are given additional hands-on experience that allows them to become immersed in a variety of subjects. Flipped classrooms in particular use class time effectively by challenging students to prepare prior to class. In return the allotted time provides a place for students to work through problems and encourage cooperative learning. Furthermore, social media is being used to increase subject interest and boost class attendance by improving instructor and student interactions. These techniques challenge students enough to maintain focus while remaining within their capabilities to preserve student curiosity. Learning enhancement using these new teaching styles was assessed through surveys provided at the beginning and end of each experiment. The studies sampled students from a variety of backgrounds and skill sets including military, medical, and college students. Alternative and cost effective approaches are revolutionizing learning to help improve each student’s motivation, concentration, and confidence. Introduction Advances in modern technology are providing new tools that enhance both the extensive value of interactive education and the focus on motivational factors. These innovations in teaching and technology will be used to raise student expectations and spark excitement for continual learning development. Social media and virtual technology are flipping the traditional lecture-style classroom to boost class attendance, heighten student curiosity, and improve peer interaction. Traditional instruction methods have demonstrated consistent success. They have also provided a basis for incorporating progressive learning exercises. The National Academy of Engineering (NAE) has identified that the engineers of 2020 need to have strong analytical and problem solving skills while being readily adaptable to advancing technologies in a globally connected world . A classroom syllabus typically contains conventional lectures and a group project. It may also contain a business example provided by a guest lecture or case study. These current teaching methods have displayed positive results, but barriers between academia and industry can be made seamless by incorporating both advances in technology and motivational techniques . Students will find the transition to be more cohesive after they have completed a curriculum that facilitates superior student understanding. Initial Assessment: Learning Styles and Motivation Understanding individual student learning styles and establishing a baseline for the classroom has been proven to increase motivation and improve learning. Each individual’s learning style is inimitable because it is a product of individual genetics and life experiences. Every person has the ability to learn, but his/her motivation to learn increases when his/her unique learning style is accommodated. As a result, learning styles have been an interest of study for years. Larkin and Budny (3) evaluated the stimuli that affect each person’s ability to perceive, interact with, and respond to his/her learning/working environment. They found that a focus on either learning P ge 26120.2 style or personality type tells students that they are not only cared about but also respected as individuals. Overall, when students feel valued, their sense of self-worth and ability increases dramatically. The awareness and acknowledgement of individual differences is critical to an effective teaching approach. Student motivation is often overlooked when performance measures are studied. Academic performance can however be enhanced when the factors that influence a student’s motivation are initially understood. Students are encouraged to take action when combinations of short-term and long-term goals are incorporated into the classroom. Kirn and Benson (4) addressed the different aspects of engineering student motivation by providing a Motivations and Attitudes in Engineering (MAE) test to Bioengineering (BIOE) and Mechanical Engineering (ME) students. The test assessed the student’s perception of his/her present and future abilities to be successful. These students were also given an assessment pertaining to his/her problem solving self-efficacy. The additional assessment evaluated how motivation related to problem solving skills (shortterm tasks) is distinct from a student’s goal of obtaining an engineering degree (long-term goals). Kirn and Benson (4) found that student perceptions of the present, future, major-related expectancies, and problem-solving self-efficacy are distinct pieces of student motivation. Students who had progressed further in completing their majors had higher expectancies than students who had progressed less, despite being in the same required courses. The research of Kirn and Benson (4) demonstrates how understanding the differences in student motivations across major and degree progression can help better direct instructional change. Even with similar entry requirements to universities, tailoring instructional improvements will motivate students in ways more beneficial for learning. The type of motivation a student receives during his/her education will frame his/her academic engagement, performance, and satisfaction. Dillon and Stolk (5) used a cluster analysis to explore student motivation and examine group-based motivation profiles within academic settings. They applied a self-determination theory (SDT) model to gain insight into students’ perceived motivations in a college course environment. They used their results to explore the correspondence between a person’s intrinsic motivations and his/her environment. Dillon and Stolk (5) also investigated how interactions satisfy the basic needs of autonomy, competence, and relatedness in regards to influencing a person’s observable characteristics. Data was gathered from engineering students enrolled in four different materials courses at three predominantly undergraduate institutions. Participants were surveyed at the beginning and end of their term to assess how various motivations fluctuated throughout the semester. The study results concluded engineering students adopt a range of situational motivations that do not fall neatly into the conventional “intrinsic” or “extrinsic” categories. They found that a large percentage of students simultaneously adopted both external and internal drives to engage in course activities. Several students adopted relatively stable motivations within a single course while others responded drastically over time. Examining both when and how these shifts occur will provide information that instructors can use to revise course activities to maximize internalized motivators. Collaborative learning offers many benefits to students who are working within groups. These benefits contribute to higher level thinking skills, increased social interaction skills, higher academic achievements, and increased class attendance. Unfortunately, an instructor will typically need to invent a large amount of time grouping students into heterogeneous groups that P ge 26120.3 accommodate their learning strengths. Building on this information, Chang and Lee (6) studied computer-assisted tests for heterogeneous grouping to improve the efficiency of collaborative learning activities. During the study, students participated in a Team-Game Tournament where they transitioned through three phases. Students were divided into heterogeneous groups during the first phase. Learners were then regrouped during the second phase and participated in a tournament to win points. Students were then returned to their original groups for reflection. During the third and final phase Chang and Lee (6) were able to use the results gathered from this study to demonstrate that computer-assisted evaluation can be a valuable tool for computersupported collaborative learning. The computer-assistance decreased group selection time and utilized classroom time more effectively. Technology and Techniques that Support Student Motivation The learning process involves relationships, classroom settings, teaching techniques, learning processes, and feedback. Utilizing a combination of teaching techniques and available technology allows instructors to adjust classroom variables until they are most effective for the audience. Various techniques (e.g., flipped classrooms and blended classrooms) repurpose class time to emphasize the value of education and encourage the development of community learners. Techniques Flipped classrooms use digital resources to change the customary way a student completes homework following a lecture-style class. Jiugen et al. (7) noted that the teaching structure of a traditional classroom involves teaching before training while flipped classrooms utilize learning before training. When students learn the concepts before class, teachers are able to interact and explain lessons to the students on a deeper level. As a result, teachers can provide a personalized learning approach that not only guides students through their studies, but also caters to their individual learning needs. Thus, this new teaching method may play a role in enhancing students’ interests and improving teachers’ effectiveness. Flipped classrooms challenge students to shift from passive learners to interactive participants. Flipped classrooms educate students by studying the lecture at home and participate in homework under a fixed schedule in school. Chen and