Earticle

본 연구는 대학생들의 자기주도학습 코칭프로그램 참여가 대학생의 학습동기에 미치는 효과와 학생들의 경험에 대한 질적자료를 통합적으로 분석하고자 하였다. 이에 본 연구에서는 대학생들에 게 자기주도 학습 코칭프로그램에 참여하였을 때 학습동기에 어떠한 변화가 있는지 알아보고, 학생 들의 만족도와 경험에 대해 분석하였다. 동기적 신념의 내재적 가치 요인에 대한 사전·사후 검사 분석 결과 내재적 동기의 지식추구 (t=2.58, p=.02), 성취추구(t=2.21, p=.04), 자극추구(t=2.7, p=.01)에서 유의한 상승이 나타났다. 외재적 동 기에 대한 사전·사후 검사 분석 결과 자율적 동기가 비교적 높은 동일시(t=3.36, p=.00)에서도 유의한 상승이 나타났다. 내사조절(t=3.60, p=.00)에도 통계적으로 유의미한 차이가 나타났지만, 타율성이 가 장 높은 외적 조절에서는 통계적으로 유의미한 차이가 나타나지는 않았다. 프로그램의 교육 목표, 프로그램 내용, 프로그램 운영의 전체 만족도에 대한 5점 리커드 척도에서 평균 4.90(SD=.32)으로 나타나 매우 높은 만족도를 나타내었다. 프로그램 참여 성찰문의 분석결과에서는 참여 학생들은 학 업성취에 대한 동기, 개인적 특성, 대학 전공의 특성에 따른 학습법과 전략의 이해, 자기개발과 성장 에 대한 요구에 따라 프로그램에 참여하였으며, 프로그램의 참여를 통해 학습방법과 전략, 자기인식 과 성찰을 통해 자신에게 적합한 학습전략에 대해 이해할 수 있었다. 특별히 코칭프로그램의 특성 상 학습코치와 집단 구성원들과의 긍정적인 소통과 상호작용을 통해 정서적 지지를 받을 수 있었음 을 알 수 있었다. 결과적으로 프로그램의 참여 동기에 따른 프로그램 참여 효과가 프로그램의 경험 에 대한 참여소감과 프로그램의 장점 등에서도 반영되어 나타났음을 알 수 있었다. 이상과 같이 본 연구는 자기주도학습 코칭프로그램의 효과성을 검증하고 프로그램의 참여 결과 에 대한 구체적인 정보를 제공함으로써 대학과 학생의 특성과 상황에 적합한 프로그램의 운영과 개 선에 기여하고자 하였다. 또한 학습에서의 성찰, 정서적 지지, 자신의 주도성과 내적동기 향상이 삶 의 전 영역에서 통합적 성장을 이루는 계기로서의 교육적 경험이 될 수 있기를 기대한다.

The purpose of this study was intended to comprehensively analyze the effects of college students' participation in self-directed learning coaching programs on their learning motivation and qualitative data on students' experiences. Therefore, in this study, what kind of changes in learning motivation occurred when college students participated in a self-directed learning coaching program, and the satisfaction and experiences of students were analyzed. As a result of pre- and post-test analysis of intrinsic value factors of motivational beliefs, knowledge-seeking (t=2.58, p=.02), achievement-seeking (t=2.21, p=.04), stimulus-seeking (t=2.7) , p=.01) showed a significant increase. As a result of pre- and post-test analysis of extrinsic motivation, a significant increase was also found in identification with relatively high autonomous motivation (t=3.36, p=.00). Although there was a statistically significant difference in the internal projection control (t=3.60, p=.00), there was no statistically significant difference in the external control with the highest heterogeneity. Students who participated in the program's educational goals and overall program operation showed very high satisfaction as the average of the overall satisfaction of the program was 4.90 on the 5-point Likeard scale. Through the analysis results of the program participation reflective statement, Students participated in the program according to their motivation for academic achievement, personal characteristics, understanding of learning methods and strategies according to the characteristics of majors, and the demands for self-development and growth. Through learning methods and strategies, self-awareness and reflection, they was able to understand the learning strategies that were suitable for thme. In particular, it was found that emotional support was obtained through positive communication and interaction with the learning coach and group members due to the characteristics of the coaching program. As a result, it was found that the effect of participation in the program according to the motivation for participating in the program was reflected in the experience of the program and the advantages of the program. Through this, this study tried to contribute to the operation and improvement of programs suitable for the circumstances of college and characteristics of students by verifying the effectiveness of the self-directed learning coaching program and providing detailed information on the results of participation in the program. In addition, it is expected that reflection in learning, emotional support, and improvement of one's initiative and intrinsic motivation can become an educational experience as an opportunity to achieve integrated growth in all areas of life.

In this study, an investigation was conducted into the influencing factors for the learning motivation of players in the game, including experience, vicarious experience, the need of achievement, the need of power, and mastery motivation. Then, a discussion was conducted regarding the role played by learning motivation, learning performance, and satisfaction with continuous use. A survey was conducted with 519 players, most at the intermediate gaming level in <King of Glory>. As demonstrated by the results of this study, experience, vicarious experience, the need of power, and the mastery of motivation have significant positive association with the players' motivation of learning the game. Learning performance and satisfaction have a positive impact on the continuity of use. Additionally, the correlation between the need of achievement and learning motivation is insignificant. Overall, the research results confirm the significance of the social-cognitive theory relative to the learning motivation. Players began to transform, satisfied with their achievements in the game, as well as gradually evolving toward self-improvement to achieve satisfaction. It offers a new explanation and crucial reference for mastering the gaming trend among the contemporary players.

Purpose: Nursing students experience a high degree of perceived stress during skills training. The resulting academic sentiment is worthy of research. This study examined the learning motivation as a mediator in the association between perceived stress and positive deactivating academic emotions in nursing students undergoing skills training. Methods: A survey was conducted on 386 third-year undergraduate nursing students at a university in Changchun, China, in 2017. The survey included the items on perceived stress, learning motivation during nursing skill training, and general academic emotion. There were 381 valid responses (response rate=98.7%). Based on the results of partial correlation and stepwise multiple regression equations, the study examined the mediation model between perceived stress, learning motivation and positive-deactivating academic emotions using process 2.16 (a plug-in specifically used to test mediation or moderation effect in SPSS). Results: There was a significant negative correlation between students' perceived stress and learning motivation during nursing skills training and positive-deactivating academic emotions. Nervousness, loss of control, and interest in developing reputation had significant predictive effects on positive-deactivating academic emotions. The mediating model was well supported. Conclusion: Learning motivation during nursing skills training lessened the damage of perceived stress on positive-deactivating academic emotions. Improving students' motivation to learn could reduce their perceived stress and build more positive emotions. Positive emotions during learning played an important role in helping nursing students improve skills and enhance their nursing competence.

This paper studies the effect of flipping the classroom in undergraduate physics classes using English as the medium of instruction (EMI). Data on student use of learning strategies, course satisfaction level and perceptions of the flipped classes were collected through a survey including close-ended and open-ended questions. The sample size was 71 students in flipped classes, with 60 students in non-flipped classes used as a control group (total N=131). It was found that students in the flipped classes showed greater intrinsic goal orientation (p<.05), control of learning beliefs (p<.05), and use of critical thinking (p<.01) than those in the non-flipped classes. While the survey highlighted problems of student engagement with the pre-class activities, students who had previous experience with online classes committed more time to pre-class, suggesting that engagement may improve with exposure to blended learning. It is concluded that the flipped classroom helps students develop their identities as self-directed learners, but that more support is necessary for weaker students in the EMI context. Implications are drawn for the content design of flipped EMI classrooms.

This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.

This study aims to investigate the effects of blended learning on Thai university students’ speaking ability, students’ learning motivation, as well as to explore students’ and teachers’ perceptions towards blended learning. Utilizing a mixed-methods embedded experimental research design, 56 students in the treatment group received blended learning instruction. Meanwhile, the other 46 students in the control group received traditional teaching instruction. In this study, the pre- and post-speaking tests and students’ learning motivation questionnaires were used to collect the quantitative data. The qualitative data were retrieved from students’ online reflection blogs and students’ and teachers’ semi-structured group interviews. Both descriptive and inferential statistical methods were then used to analyze the data. The research results revealed that blended learning instruction helped improve students’ speaking ability. Furthermore, the results indicated that students’ learning motivation was at a high level. Additionally, a great majority of both student and teacher participants had positive perceptions towards blended learning. The research results, therefore, conclusively proves that blended learning implementation is effective in improving students’ speaking ability and in attaining a high level of students’ learning motivation.

Research has acknowledged Mobile-assisted language learning (MALL) as one efficacious method for leveraging language proficiency across skills and components, leaving the investigation on language learners’ motivation and emotional intelligence of peripheral focus, albeit being essential drives for academic success. This study seeks to fill the gaping void by investigating the impact of team-based mobile learning (TBML) as an instructional framework to leverage EFL learners’ online learning engagement (OLE), trait emotional intelligence (TEI), and EFL learning motivation. This instructional framework involves a mobile instant messenger (MIM), Telegram, to support collaborative learning both within and beyond class hours. Employing a quasi-experimental approach, the study involved 475 undergraduate students at an Indonesian state university across majors, including nursing, management, science education, and non-formal education, with ages ranging from 18 to 22 years. The findings corroborate significant increment in the abovementioned dimensions resulting from TBML, as opposed to the unworthy increase associated with computer-based LMS. Moderate positive correlations also exist among three pertinent variables. Implications suggest how TBML accords English learners with the authentic learning community armed with myriads discourse resources to empower their multidimensional engagement in meaningful literacy practices.

The purpose of this study is to identify the relationship between English learning motivation and gender for high school students. The 163 students at S High School in Gyunggi-do participated in this study. The students completed the questionnaires: 14 items of English learning motivation and proficiency and interest in English. As shown other studies of university students, high school students relied on more instrumental motivation than integrative one. In the instrumental motivation, they tend to concern with practical purposes such as their future job, good grade, entrance of university, and so on. In the integrative motivations, they tend to be motivated in the items such as listening and speaking in English, and knowing various culture and people. Some factors have correlations depending on items and types of motivations. First, gender does not have any correlation to other three factors such as grade, English proficiency, and English interest. However, grade is significantly correlated to English proficiency, and English proficiency is significantly correlated to English interest. Second, two types of motivation correlate each other. Third, students’ grade indicates correlation to instrumental motivation. Fourth, English proficiency correlates to the instrumental and integrative motivation. Fifth, English interest correlates to two types of motivation. The results imply that the more interest in English students are, the more motivation they have in learning English.

The use of classroom assessment as a means of promoting student learning is strongly supported by current international educational research and policy. The purpose of this study was to examine what classroom assessment practices secondary English as a foreign language (EFL) students experience, and how such assessment experience may cater for their English learning motivation. To capture students‟ classroom assessment experiences, a questionnaire was developed based on constructs related to classroom assessment in the literature. Students‟ learning motivation in the EFL course was then measured by the Student Learning Motivation Questionnaire adapted from Guilloteaux and Dörnyei (2008). The results showed that although teacher-controlled performance-oriented assessment was most used in the EFL classroom, teacher-student interactive-informal assessment and student self-assessment emerged as best predictors of students‟ intrinsic motivation and positive attitudes toward the EFL course. The study thus revealed that not all types of classroom assessment practice were equally motivational. Implications of the results for creating a more meaningful learning-oriented assessment environment in the EFL classroom are discussed.

The main objective of this study was to find a range of dimensions of motivation structures that are manifest in highschool students and are independent of traditional structures of intrinsic, extrinsic, instrumental, and integrative motivations. For this study, 191 students responded to statements related to their English learning motivation in a Likert type scale. The statements were derived from personal observations of secondary school students by one of the researchers who categorized actions or attitudes towards their English learning. The subjects' responses to the questionnaire were submitted to SPSS version 17 for principal component factor analysis to understand the salient dimensions of motivation. The statistical results of the factor analysis revealed five dimensions: expectancy, compensation, interest, achievement, and goal congruency. The contribution of the five dimensions to reading proficiency scores was analyzed through logistic regression analysis. The findings of this study indicated that learning motivation held by students should be explored on the basis of students' perceptions of their own classroom realities.

This quasi-longitudinal study explored changes in motivation and attitudes of Korean high school English learners from 2002 to 2010. A total of 1,471 students completed the same questionnaire in 2002 (364 students), 2006 (673), and 2010 (434). Nine motivational factors were observed over the years: instrumental, extrinsic, intrinsic, cultural-exchange, heuristic, international posture, selfdevelopment, competitive, and amusement motivation. Among the factors, competitive motivation was increasingly influential in the students’ EFL learning, and demonstrated a significant, positive correlation in 2006 and 2010. On the other hand, despite the globalization of English, the role of international posture became less dominant for Korean high school students. The overall explanatory power of motivational/attitudinal factors for proficiency gradually decreased over the years. Based on the findings, it is suggested that English teachers help EFL learners reflect on their personal meanings of learning English instead of excessively focusing on competition with peers.

본 연구는 한국의 평생교육 기관 맥락에서 영어 교육에 참여하는 성인 학습자들의 다양한 동기 유형을 탐색한다. LiFE(Lifelong Education at Universities for the Future of Education) 사업과 같은 정책적 추진에 따라 평생학습 체제가 확장되면서, 성인 학습자의 세분화된 학습 동기를 이해하는 일은 교육과정 설계자와 교육정책 입안자에게 중요한 과제가 되고 있다. 본 연구는 2020년부터 2025년 사이에수행된 최신 한국 연구들을 바탕으로 문헌, 국가 보고서, 정책 자료들을 종합하여 성인 학습자의 영어학습 동기를 이론적으로 유형화하고자 한다. 문헌 분석과 비교적 통합을 통해 다섯 가지 핵심 동기 요인이 도출되었다: 경력 향상, 정체성 확장, 자기 실현, 자신감 회복, 가족 및 공동체 참여. 이러한 요인을 바탕으로 네 가지 복합 학습자 유형이 구성되었다: 전략적 경력 지향 학습자, 열망적 이동 추구 학습자, 반영적 자기 실현 학습자, 회복적 자신감 중심 학습자. 각 유형은 삶의 조건, 목표, 정서적 요구에서 구별되며, 차별화된 교수 설계에 실질적시사점을 제공한다. 본 연구는 평생 영어 교육에서 학습 동기가 다차원적이며, 맥락에 민감하고 사회정서적 및 제도적현실에 깊이 뿌리내리고 있음을 제안한다. 제시된 동기 유형은 개념 모델일 뿐 아니라 성인 친화적 정책, 모듈형 교육과정 설계, 포용적 평가를 위한 실천적 도구로도 기능한다. 현장 기반 실증자료가 부족하다는 한계에도 불구하고, 본 연구는 향후 정량적 검증과 맞춤형 프로그램 개발을 위한 이론적 토대를제공한다.

This study explores the diverse motivational profiles of adult learners engaging in English education within the context of Korean lifelong education institutions. As lifelong learning systems expand through policy initiatives such as the LiFE (Lifelong Education at Universities for the Future of Education) project, understanding the nuanced motivations of adult learners has become a critical task for curriculum designers and educational policymakers. Drawing on recent Korean research conducted between 2020 and 2025, this study synthesizes literature, national reports, and policy documents to develop a theoretical typology of English learning motivation among adult learners. Through document analysis and comparative synthesis, five core motivational factors are identified: career advancement, identity expansion, self-fulfillment, confidence recovery, and family/community engagement. These factors are then used to construct four composite learner types: Strategic Career-Oriented Learners, Aspirational Mobility Learners, Reflective Self-Actualizers, and Restorative Confidence Learners. Each type is distinguished by unique life circumstances, goals, and affective needs, with implications for differentiated instructional approaches. This research proposes that learner motivation in lifelong English education is multidimensional, context-sensitive, and deeply embedded in socio-emotional and institutional realities. The typology serves not only as a conceptual model but also as a tool for informing adult-friendly policy, modular curriculum design, and inclusive assessment. Although limited by the absence of field-based empirical data, the study provides a grounded framework for future quantitative validation and targeted program development in Korea’s expanding lifelong education ecosystem.

The purpose of this study is to analyze the mediating effects of mentoring functions in college students and motivation levels in virtual, web-based, constructivist English classes. It is also intended to analyze the effects of web-based interactions on constructivist learning. For this, a survey was conducted on 210 college students all of who participated in a ‘Media English’ class. Correlation analysis, simple regression analysis, and hierarchical multiple regression analysis were conducted to verify three research hypotheses. This statistical analyses showed the results that 1) the mentoring function turned out to influence interactions in the virtual constructivism learning framework; 2) the mentoring function turned out to influence learning motivation in the virtual web-based constructivism learning framework; 3) mentoring function as an independent variable in the virtual web-based constructivism learning turned out to influence learning motivation as a dependent variable of college students through the media of interaction as a parameter. Therefore, the results indicated that the mentoring function influenced learning motivation levels of college students through interaction in the virtual web-based constructivist English learning framework.

본 연구의 목적은 병리학 교과목에 부분 적용한 학습자질문중심학습법이 간호대학생의 학습동기, 의사소통, 문제해 결능력에 미치는 효과를 파악하는 것이다. 일개 대학 간호학과 2학년 106명을 대상으로 단일군 사전사후 설계를 적용하여 본 연구를 수행하였다. 수집된 자료는 SPSS 20.0 프로그램을 활용하여 Wilcoxon-signed rank test로 분석하였다. 연구 결 과 학기 초에 비하여 학기 말에 의사소통과 문제해결능력이 유의하게 향상되었으며, 학습동기의 하위 항목인 주의력과 만 족도도 유의하게 향상된 것을 알 수 있었다. 본 연구 결과는 학습자질문중심학습법이 간호대학생의 의사소통과 문제해결능 력 향상에 효과적인 방법이 될 수 있음을 보여주었다. 앞으로 이와 같은 간호대학생의 핵심 역량을 계발하기 위해 다양한 전략이 융합된 교수학습방법의 개발 및 적용이 필요하다.

The purpose of this study was to examine the effects of student-generated questions (SGQs) partially applied in a pathology course on learning motivation, communication abilities, and problem-solving skills in nursing students. A one-group pretest-posttest design was employed to conduct this study with 106 nursing students taking the pathology course in a university-setting. Data were analyzed using a Wilcoxon signed-rank test in SPSS version 20. The results showed that communication and problem-solving skills were significantly improved at the end of the semester compared to the beginning. The findings imply that SGQs could be an effective means to improve nursing students’ skills of communication and problem solving. To equip nursing students with such core competencies, teaching-learning methods combined various strategies should be developed and applied to nursing education.

본 연구의 목적은 대학 학위과정에 참여하고 있는 성인학습자의 평생교육성과(직업능력 향상, 삶의 질 향상)에 영향을 미치는 요인을 개인배경, 학습특성 및 참여동기, 학습경험의 측면에서 탐색하고, 이를 통해 대학 성인학습자의 평생교육성과를 제고하는 의미있는 시사 점을 도출하는 것이다. 연구의 목적 달성을 위해 C대학교의 학부과정에 참여하고 있는 성 인학습자를 대상으로 설문조사를 실시하였고, 조사참여에 동의하고 측정문항에 결측없이 응답한 111명의 자료를 분석에 활용하였다. 분석방법은 기술통계 및 다중회귀분석을 적용 하였다. 분석결과, 성인학습자의 직업능력 향상에 영향을 미치는 요인은 성인학습자의 현 재직 여부, 목표지향 중심의 참여동기, 대학에서의 유의미학습, 교수와의 상호작용으로 나 타났으며, 다소 약한 수준에서 협력학습이 종속변수에 긍정적 영향을 미쳤다. 삶의 질 향 상에 영향을 미치는 요인은 대학 입학 전 최종학력, 학습가치 중심의 학습특성, 학습지향 중심의 참여동기, 대학에서의 협력학습, 교수와의 상호작용으로 나타났고, 다소 약한 수준 에서 유의미학습이 긍정적 영향을 나타내었다. 본 연구의 결과를 토대로 대학 성인학습자 의 평생학습성과를 높이는 차원에서 시사점을 논의하였다.

The purpose of this study was to explore the factors that affect the lifelong learning outcomes (improving career abilities, improving quality of life) of adult learners participating in university degree programs in terms of personal background, learning characteristics, participation motivation, and learning experiences. The study aims to derive meaningful implications for improving the lifelong learning outcomes of university adult learners. To achieve this purpose, a survey was conducted among adult learners participating in the undergraduate program at University C. A total of 111 participants who agreed to participate in the survey and provided complete responses to the measurement questions were included in the analysis. Descriptive statistics and multiple regression analysis were applied. The results of the analysis revealed that several factors significantly influenced the improvement of adult learners' career abilities. These factors included the adult learners' current employment status, goal-oriented participation motivation, meaningful learning in college, and interaction with faculty. Additionally, cooperative learning had a positive but weaker effect on the dependent variable. Furthermore, various factors significantly influenced the improvement of quality of life among adult learners. These factors included the final education before entering university, learning characteristics centered on learning values, participation motivation centered on learning orientation, cooperative learning in university, and interaction with professors. Meaningful learning also had a positive but weaker effect. Based on the findings of this study, implications for enhancing the lifelong learning outcomes of university adult learners was discussed.

Motivation has an important impact on teachers’ continued learning. This study aims to investigate the motivations and learning characteristics of in-service teachers in Chinese higher vocational colleges who pursue doctoral degrees. It seeks to understand the factors influencing their academic journey and how these insights can inform policy and institutional support. A qualitative approach was adopted, involving semi-structured interviews with 22 in-service teachers from various academic disciplines and professional roles. The data were analysed using grounded theory, focusing on identifying key themes related to motivations, learning behaviours and challenges. The study identified four primary motivations: career development, academic achievement, institutional policy incentives, and personal growth. Learning behaviours were characterized by high levels of autonomy, proactive resource utilization, and goal-oriented study approaches. However, challenges such as balancing teaching responsibilities, family roles, and academic requirements were significant. Female teachers, particularly those with children, experienced higher levels of stress. Effective time management strategies and institutional support were found to be critical for success. Overall, the above studies present different cases of in-service teachers in higher vocational colleges pursuing doctoral degrees. These teachers have diverse motivations, learning situations and methods for pursuing doctoral degrees, and they are also under diverse pressures. The findings suggest that vocational colleges and policymakers should provide flexible learning arrangements, enhanced resource support, and targeted interventions to address time and stress management challenges. These measures can help teachers successfully pursue their academic and professional goals while maintaining balance across personal and professional domains. This research contributes to the limited body of literature on the motivations and learning behaviors of in-service teachers pursuing doctoral studies in vocational education settings. It offers actionable recommendations for institutions to better support this group, thus advancing both individual and institutional development. But it is also required to broaden the breadth of research samples, raise the diversity of research data, and deepen the analysis and exploration of influencing factors, all of which will improve the applicability of in-service teachers pursuing doctoral studies.

This study investigated the impact of guided meditation on the well-being of online college students. The research sample consisted of 214 fourth-year students (morning and evening studies) specializing in English language at the University of Diyala, Iraq. Guided meditation techniques were implemented during online classes via Google Classroom, following student consent, and data were collected through a survey questionnaire. Responses were analyzed using Partial Least Squares–Structural Equation Modelling (PLS-SEM) with Smart PLS software. Findings reveal that guided meditation significantly enhances learning outcomes, student engagement, and teacher–student rapport, though no evidence was found to support its role in increasing motivation for online learning. By employing both quantitative and qualitative approaches, the study demonstrates the methodological value of mixed designs while acknowledging limitations such as small sample size, gender imbalance, and cultural specificity. These constraints underscore the need for broader investigations incorporating diverse participant groups, hybrid learning environments, and expanded qualitative inquiry. Despite its limitations, the study highlights guided meditation as a promising technique for fostering engagement and rapport in online education, offering a foundation for more comprehensive exploration of its pedagogical potential.