International Journal of Learning Spaces Studies

Abstract This academic article presents the Poll Lab Model, an innovative practice-based learning approach developed by Suan Dusit Poll, Suan Dusit University. The model operates under the conceptual framework of "One World Library (OWL) to The University", which aims to transform university spaces into a learning ecosystem. The Poll Lab Model is grounded in five core principles, namely, experiential learning, knowledge sharing, collaborative learning, professional skill development, and the utilization of campus learning spaces. The model emphasizes the enhancement of Attitudes, Skills, and Knowledge (ASK) through hands-on practice, real data application, and expert engagement. It also aligns learning management with the Sustainable Development Goals (SDGs). An analysis of eight learning activities conducted in the Poll Lab space between July and December 2024, involving 181 participants, revealed statistically significant improvements in participants’ attitudes, skills, and knowledge. The overall satisfaction score averaged 4.56 out of 5, equivalent to 92.18%, indicating a high level of satisfaction. Key findings suggest that a practice-based learning environment that integrates real data, knowledge exchange, and interdisciplinary collaboration can enhance both learning outcomes and learner satisfaction. Additionally, this article compares the Poll Lab Model with international practices such as the MIT Media Lab, Stanford d.school, and the Learning Environments Applied Research Network (LEaRN) at the University of Melbourne. The comparison highlights the model’s potential for broader application in other higher education contexts.

Abstract Student interaction has been reported to be essential in enhancing students’ performance and sense of community, although it tends to differ across various variables. This study investigates students’ interaction in blended learning (BL) courses at two Tanzanian universities and how their interaction ultimately relates to a sense of community and academic performance. A total of 492 undergraduate students studying education, accounting and economics were involved. The data were collected using the interaction and sense of community scales, and student performance was obtained from coursework scores. Furthermore, the data analysis involved mean scores, regression and Kruskal Wallis Tests. The results of this study demonstrate that students’ characteristics, such as gender and ICT skills, did not result in any significant differences regarding interaction; only degree programmes were significant. Additionally, student interaction did not predict their academic performance but only predicted their sense of community. The findings of this study indicate that degree programmes influence student interaction. Additionally, student interaction positively contributes to a sense of community without impacting academic performance. Study contribution and implications are also discussed.

Abstract Purpose: Despite progress in the world, education has not changed much compared to previous years, and despite the variety of teaching methods, poor learning is one of the challenges in education. Applying educational games in teaching and learning can be a solution to this problem. In the last decade, research has been conducted around the world to evaluate the effectiveness of educational games. A review of the literature is needed to examine the effectiveness of serious games in education, as the number of studies on serious games is increasing and some studies have tried to meta-analyze this issue.
Method: For this purpose, the studies conducted on the effects of educational games are examined using the library method. Educational games, gamification, game, meta-analysis, and similar keywords were searched on Web of Science, Scopus, and Google Scholar, and 32 articles were selected and analyzed. The selected articles were reviewed in terms of positive findings, negative results, and effective factors in improving educational games.
Findings: The results indicate the effectiveness of educational environments in the game in increasing the learning, participation, and motivation of learners.
Conclusion: The present study tries to provide an overview of studies, especially meta-analytic studies in the field of game-making, although it was accompanied by limitations such as not reviewing studies published in a format other than journal articles and conferences. Research such as the present study can provide a broad perspective for the use and design of educational games in the educational process. 

Abstract This research provides a new framework for improving media literacy and dealing with gender discrimination in women's sports. With the aim of investigating this issue, the research was carried out using a descriptive and survey method in two parts, qualitative and quantitative. In the qualitative part, primary data was collected through interviews with female champions of Asia and the world and professors in the field of media management in sports. These interviews were conducted purposefully and by snowball method, and theoretical saturation was reached after 25 interviews. In the quantitative part, information was collected through questionnaires among female national athletes and physical education graduates and 450 valid questionnaires were analyzed. The results showed that media literacy, which includes information sources, media selection, honesty, responsibility, and compliance with social values, can affect the improvement of professional ethics in sports. These findings show that by teaching media literacy, a better management of gender discrimination in women's sports can be achieved.

Abstract Purpose: The present study aimed to compare the effects of digital and face-to-face gamification on learning, recall, and motivation of English vocabulary.
Method: We used the experimental method with a pre-test and post-test design. The statistical population of this research included all 7th-grade students in Heris City. The sample of the study were selected as available samples and after the pre-test were randomly assigned into two experimental groups (N:52): the first group used the digital form and the second group used the face-to-face form. The research tool was the researcher-made learning and recall test, as well as Keller's educational achievement motivation questionnaire.
Finding: The results of covariance and independent t-test indicated that there is no significant difference in the amount of learning and also there is no significant difference between the average scores of students in the recall test in the experimental groups (t= 0.93, sig= 0.44).  On the other hand, the results show a significant difference in the motivation test of the groups (t=2.64, sig=0.01). The students in the digital gamification group experienced more motivation during the experiment.
Conclusion: Although the result of this research shows the lack of a significant effect of gamification on learning in both face-to-face and digital forms, the results indicated that applying game-based learning in the digital form increased motivation. The different effects of Game-based instruction of the two groups on motivation and the effect of the game on learning and the positive self-concept of learning is a valuable and practical finding.

Abstract Purpose: The purpose of this study was to investigate students' satisfaction with new technologies and online education during the Covid-19 epidemic.
Method: The research method was descriptive-survey. A researcher-made questionnaire was used. In this case the researcher developed new variables that were associated with student satisfaction in online learning, such as student commitment, student independence, parent supports, main source of supports of online learning, student readiness, creative and innovative teaching, effectiveness and behavior intention. The face and content validity of the questionnaire was confirmed by the professors. In order to meet the reliability and validity of the data, indicators that had a factor load ≤ 0.7 were removed from the model. The target population of this research was master's degree students in physical education of 10 universities in the country, and 412 people were selected as a sample using random sampling method.
Finding: Finally, the results showed that first, effectiveness has a significant impact on student satisfaction in online learning, second, student commitment has a significant impact on student satisfaction in online learning, third, student satisfaction has a significant impact on behavior intention students in online learning.
Conclusion: It is strongly recommended that in addition to the education of students, special attention should be paid to the quality of these educations. The evaluation of students' opinions about the quality of teaching is not only a measure to check the quality of teaching; Rather, it also focuses on the possibilities and necessities of educational correction and verification by revealing educational weaknesses.

Abstract Non-Government Organizations (NGOs) have engaged in the provision of fundamental socio-economic support aimed at improving education provision in the global south. This study was motivated by the understanding that education is a vital tool for developing both individuals and societies, and that NGOs had been working in many sectors, basic education exclusively. Providing education for all children, specifically in primary and secondary schools, has been a focus of many Governmental and NGOs. The study examines the contribution of the Campaign for Female Education (CAMFED) on vulnerable girls’ performance in Tanzania secondary schools. The study employed qualitative and quantitative approaches under a case study design to examine the contributions of CAMFED in selected five community secondary schools in Kilombero district where CAMFED has operated since 2006. Although CAMFED operates in many districts, beneficiaries in Kilombero conceivably possess a vast majority. Simple random and purposive sampling techniques were used to select 120 respondents whereas questionnaires, interviews and documentary review were used to collect relevant data. The data were analyzed through content analysis and descriptive statistics. The findings show that the performance of sponsored vulnerable girls was better compared to the non-sponsored vulnerable girls. This implies that the services provided by CAMFED contribute to the improved performance of vulnerable girls. Furthermore, the government should closely cooperate with private organizations to provide education to its citizens on the importance of investing in education for their children.