College-level world language faculty background characteristics and their perceptions of online language teaching during the pandemic

The COVID-19 pandemic enabled an unprecedented remote teaching experience for world language faculty who had to move their courses online in spring 2020. Previous studies show that faculty background characteristics affect their perceptions of and experience with online teaching. The present study examined the effect of two college-level world language faculty background characteristics (prior experience with online language teaching and academic rank) on their perceptions of online language teaching during the pandemic (perceived value of online language teaching, self-confidence in online language teaching, and stress felt during the pandemic). A mixed-methods approach was adopted to analyze data collected from a large-scale online questionnaire and follow-up interviews. The results show very complex relationships between college-level world language faculty background characteristics and their perceptions of online language teaching during the pandemic. Based on the findings, the study also provides suggestions for world language faculty professional development to prepare for crisis-prompted and planned online language teaching in the future. © 2023 American Council on the Teaching of Foreign Languages.

Effect of online case-based learning on nursing students' self-confidence amid COVID-19 pandemic

Introduction: Amid the COVID-19 pandemic, nursing educational programs have shifted from physical to online learning, both academic and clinical learning. Case-based learning is one of the clinical learning methods which is adapted to current circumstances. The learning method connects theoretical knowledge and practical experiences on nursing students' clinical environment. This study aimed to evaluate the effect of online case-based learning on the clinical nursing students' self-confidence. Methods: Forty-five clinical nursing students participated in this quasi-experimental study with one group pre-post-test design. The students' self-confidence was evaluated using an instrument consisting of 15 Likert-scale items with cognitive, affective, and psychomotor subscales. The students' self-confidence was measured before and after the online case-based learning (O-CBL) activities. The activities included case presentation, individual case analysis, small group discussion, and problem-solving practice for students. Results: This study successfully organized the O-CBL method to enhance the students' self-confidence. The average self-confidence level of the students increased from 57.84 to 60.62. Paired t-test analysis yielded p=0.006 (p <0.05), which indicated a significant effect of O-CBL on the students' self-confidence. Significant findings were also discovered from the cognitive (p=0.01) and psychomotor (p=0.004) domains. The students' affective domain did not significantly improve (p=0.089, p>0.05). Conclusion: O-CBL increases nursing students' self-confidence specifically in cognitive and psychomotor aspects. © 2023, Sanglah General Hospital. All rights reserved.

Empowering Women Entrepreneurship During and After Covid-19 Pandemic- A Study in South India

Aim: Examining the success of women's entrepreneurship, during and after Covid-19 pandemic, in South India. Methodology: The study adopts the quantitative method. Data is acquired through 'survey' as the tool. The regression and percentage analysis are used for examining the data with SPSS as software. The targets are the women entrepreneurs (SMEs) in South India. The sample size (n) is 254. Association of the variables is found through hypothesis testing. Findings: The outcome from analyses indicates both internal and external factors impact the success of women entrepreneurs in India amid Covid-19. More than external factors, during Covid-19, the motivation, need-for-achievement, self-confidence and risk-taking were found to be more impactful in a woman entrepreneur's success. Value/Originality: The paper examined and investigated the impact of Covid-19 on women entrepreneurs and found that technological implications in businesses and social networking in entrepreneurship during Covid-19, highly assisted the women entrepreneurs and supported their sales and operations which the traditional business lacked and was limited during Covid-19. Conclusion: Research concluded that internal and external factors indeed impact the small-and-medium entrepreneurs where during the Covid-19, internal factors impacted more than external factors. Though external factors like socio-cultural and economic hindrances impacted the women entrepreneurs, the willingness, risking capability and level-of-confidence to compete and survive was found to be the key drivers that kept the women entrepreneurs to sustain.

Factors Associated with Student Satisfaction and Self-Confidence in Simulation Learning among Nursing Students in Korea.

This study aimed to examine the relationships between student satisfaction and self-confidence in learning (SCLS), the simulation design scale (SDS), and educational practices in simulation (EPSS) and to identify the influencing factors on SCLS in nursing students undergoing simulation learning. Of the fourth-year nursing students, 71 who were taking a medical-surgical nursing simulation course and voluntarily provided informed consent to participate in the study were enrolled. Data on SCLS, SDS, and EPSS were collected via an online survey after the simulation, from 1 October 2019 to 11 October 2019. The mean SCLS score was 56.31 ± 7.26, the mean SDS score was 86.82 ± 10.19 (range: 64~100), and the mean EPSS score was 70.87 ± 7.66 (range: 53~80). SCLS was positively correlated with SDS (r = 0.74, p < 0.001) and EPSS (r = 0.75, p < 0.001). The regression model for SCLS in nursing students revealed that SCLS increased with increasing EPSS and SDS, and that SDS and EPSS explained 58.7% of the variance in SCLS (F = 50.83, p < 0.001). Therefore, to improve the learning satisfaction and learning confidence of nursing students in simulation classes, it is necessary to consider simulation design and practice considering educational factors.

The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers' professional identity

This study demonstrates a positive link between participation in an online project-based learning course, designed as a pedagogy of practice, and preservice teachers' professional-identity development process. The linguistic and content analyses revealed that the construction of professional identity was manifested through six motifs: Self-confidence, self-agency, sense of belonging, self-awareness, autonomy, and envisioning a future teaching self. Each of the motifs was portrayed with its characteristic set of time-oriented types of discourse (i.e., using past, present, and future tenses while describing feelings and thoughts regarding one's teaching self.) Based on the findings, we introduce a multidimensional model that explains identity construction as occurring at the intersection between the dimensions of identity and the temporal dimensions found in reflective discourse. • This online project-based course contributed to PSTs' professional identity development. • The study demonstrates the positive role of "pedagogy of practice" design on professional identity development. • The positive contribution of the online PBL course was documented during COVID19 crisis. • Six motifs related to PSTs' professional identity construction were discerned. • Each of the motifs was portrayed with its characteristic set of tense-oriented types of discourse (past, present, future). [ABSTRACT FROM AUTHOR] Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Predictable Factors that Help Students Engage in Online EFL Classroom and their Relationship to Self-Management

Online teaching has become a decisive factor to keep growing in higher education settings. The present analytical correlational study examined the predictable factors that would help EFL Jordanian students engage in online learning in English courses after COVID-19 pandemic. To achieve the objective of the study, a validated and a reliable survey was administered to investigate the students' perceptions toward various factors that would affect their success and engagement in online EFL classroom. Additionally, the relationship among some factors was investigated. Fifty-nine EFL students in an English Language Skills course in a technical university college in Jordan were randomly selected to respond to a questionnaire which was adapted from Bernard [7]. Data of the study were analyzed using the descriptive statistics (means and standard deviations) and Person Correlation Coefficient. Findings of the study confirmed that relationship among some factors has uncovered the importance of having basic skills in building other skills. A positive relationship was also found between the factors that help students engage in online learning and self- management. Findings of the study would be helpful for teachers, instructors, and course designers when designing and delivering online courses as well as policy makers.

The effect of students' online learning experience on their satisfaction during the COVID-19 pandemic: The mediating role of preference.

Introduction: During the peak of the COVID-19 pandemic, nearly all educational institutions globally had to eventually embrace the maneuver of transferring to nearly 100% online learning as a new routine for different curricula. Although many students in developing countries such as Kenya are only experiencing the exclusive online learning approach for the first time, research on students' experience and satisfaction with COVID-19-imposed online learning is largely lacking. Thus, this study examined the effect of online-learning experiences on satisfaction in the setting of the COVID-19 pandemic in Kenya. The mediating role of students' preference on the relationship between online-learning experience and satisfaction was also examined. Methods: A web-based survey involving 501 respondents was analyzed using IBM® SPSS® and AMOS software platforms. A structural equation model (SEM) was used to analyze the relationships. Results and Discussion: Results showed that 80% of participants indicated their preference for in-person learning as against 20% for online learning. Students' satisfaction-SS had a significant positive correlation with online classroom perceived quality-OCPQ, acquisition of self-confidence-ASC, teaching performance and engagement-TPE, and preference for online learning-POL but a negative correlation with internet access and cost-IAC. Moreover, while POL positively correlated with OCPQ, ASC, and TPE, it negatively correlated with IAC. Both the structural model for the main effect and the mediation model provided a good fit and confirmed these relationships. Student preference had a significant effect on satisfaction and played a significant mediating role in the relationship between online-learning experience and satisfaction. These findings shed light on the underlying factors that explain students' online learning satisfaction and provide guidelines for universities and policymakers to make better decisions that enhance students' online-learning experience and satisfaction.

Gender Differences in Perceived Working Conditions of General Practitioners During the COVID-19 Pandemic-a Cross-Sectional Study.

BACKGROUND: The ongoing COVID-19 pandemic has revealed gender-specific differences between general practitioners in adapting to the posed challenges. As primary care workforce is becoming increasingly female, in many countries, it is essential to take a closer look at gender-specific influences when the global health care system is confronted with a crisis. OBJECTIVE: To explore gender-specific differences in the perceived working conditions and gender-specific differences in challenges facing GPs at the beginning of the COVID-19 pandemic in 2020. DESIGN: Online survey in seven countries. PARTICIPANTS: 2,602 GPs from seven countries (Austria, Australia, Switzerland, Germany, Hungary, Italy, Slovenia). Of the respondents, 44.4% (n = 1,155) were women. MAIN MEASURES: Online survey. We focused on gender-specific differences in general practitioners' perceptions of working conditions at the beginning of the COVID-19 pandemic in 2020. KEY RESULTS: Female GPs rated their skills and self-confidence significantly lower than male GPs (f: 7.1, 95%CI: 6.9-7.3 vs. m: 7.6, 95%CI 7.4-7.8; p < .001), and their perceived risk (concerned about becoming infected or infecting others) higher than men (f: 5.7, 95%CI: 5.4-6.0 vs. m: 5.1, 95%CI: 4.8-5.5; p = .011). Among female GPs, low self-confidence in the treatment of COVID-19 patients appear to be common. Results were similar in all of the participating countries. CONCLUSIONS: Female and male GPs differed in terms of their self-confidence when dealing with COVID-19-related issues and their perceptions of the risks arising from the pandemic. To ensure optimal medical care, it is important that GPs realistically assess their own abilities and overall risk.

Innovative use of a flipped-classroom approach to teach fundamental nursing skills.

Prelicensure nursing students are required to master fundamental nursing skills. The COVID-19 pandemic created challenges in maintaining excellence while teaching skill acquisition. The purpose of this study was to evaluate skill validation scores and student satisfaction and self-confidence using a flipped classroom approach and a low-fidelity simulation model to innovatively teach skill acquisition. Researchers used a quasi-experimental method to compare skill validation scores of a control group and intervention group using independent samples t-test. Researchers also evaluated whether prelicensure nursing students had satisfaction and self-confidence with this teaching strategy. Findings suggested that skills validations scores were no different using a flipped-classroom approach than in-person instruction. Prelicensure nursing students were satisfied and self-confident following the implementation of this teaching strategy. This teaching strategy has the potential to decrease in-person clinical practice time, provide alternative opportunities for clinical make-up and remediation, and decrease cost.

Predictable Factors that Help Students Engage in Online EFL Classroom and their Relationship to Self-Management

Online teaching has become a decisive factor to keep growing in higher education settings. The present analytical correlational study examined the predictable factors that would help EFL Jordanian students engage in online learning in English courses after COVID-19 pandemic. To achieve the objective of the study, a validated and a reliable survey was administered to investigate the students' perceptions toward various factors that would affect their success and engagement in online EFL classroom. Additionally, the relationship among some factors was investigated. Fifty-nine EFL students in an English Language Skills course in a technical university college in Jordan were randomly selected to respond to a questionnaire which was adapted from Bernard [7]. Data of the study were analyzed using the descriptive statistics (means and standard deviations) and Person Correlation Coefficient. Findings of the study confirmed that relationship among some factors has uncovered the importance of having basic skills in building other skills. A positive relationship was also found between the factors that help students engage in online learning and self-management. Findings of the study would be helpful for teachers, instructors, and course designers when designing and delivering online courses as well as policy makers. © 2023,International Journal of Emerging Technologies in Learning.All Rights Reserved.

COVI-Prim Longitudinal Survey: Experiences of Primary Care Physicians During the Early Phase of the COVID-19 Pandemic.

Background: General practitioners (GPs) are the mainstay of primary care and play a critical role in pandemics. During the first wave of the COVID-19 pandemic, this international study aimed to explore changes in the workload of general practitioners, as well as their interactions with patients and colleagues, and their self-confidence and concerns. Methods: An online survey was conducted among GPs in Austria and Germany. Participants were asked to answer a basic questionnaire and participate in a subsequent longitudinal survey containing closed and open-ended items. All data were pseudonymized. Results: Overall, 723 general practitioners from Austria and Germany took part in the longitudinal survey over a period of 12 weeks (April 3-July 2, 2020). The majority of GPs had less direct contact with patients at the beginning of the survey (96 vs. 49% at the end of the study period). At first, doctors were mainly concerned with pandemic-related issues and had to care for the patients of GP colleagues that were in quarantine, which meant they had less time for routine work such as screenings and treating chronic diseases. Over the survey period, GPs' self-confidence increased and their concerns about income loss decreased. Conclusions: Following a difficult initial phase when protective equipment and information were lacking, physicians in primary care adapted quickly to new situations. Experience with telemedicine should help them face future challenges and may help prevent a decline in the delivery of routine health care and care for chronically ill patients. Registration: Trial registration at the German Clinical Trials Register: DRKS00021231.

Stress among Students and Difficulty with Time Management: A Study at the University of Galati in Romania

Stress is a defining trait of our modern societies. The correlations between economic and social developments and the state of ill-being of populations have long been demonstrated. Today, negative environmental factors such as climate change, war and health crises have consequences on populations. Regardless of gender or age, more and more people are suffering from stress, of which there are many effects. According to studies, stress is an emotional response resulting from human-environmental interaction. They define stress as a state of discomfort and tension caused by external factors. This author believes that stress has a negative impact, which leads to frustration and increased difficulty in addressing issues. Authors describes stress as a physical and psychological state experienced by someone facing a real or potential. For students, stress can be caused by a number of factors. Some of these may include how the university functions, exam periods, relationships with teachers, the pressure that parents put on academic achievement, competition with other students, financial problems, uncertainty about the future, and lack of self-confidence. Symptoms of stress are now well identified. Students suffering from stress report feeling unhappy, having stomach pains, difficulty relaxing and sleeping, mental health problems, and even depression. When it comes to stress, Romanian students are no exception, especially because of the particularly volatile situation faced by the nation. The country has high immigration of skilled and qualified labour, inflation, and depreciation of the national currency. Students also claim to be stressed by the challenges of student life and the demands of the working world. They have a constant fear of failure and doubt themselves, their academic skills, and success in their careers after graduating. Our sociological study aims to deepen our knowledge in this field in Romania. In an already anxious context, it successively examines stress factors, symptoms experienced by students, conditions for organising studies, and ways to improve students' quality of life. To conduct our study, we sampled students at the Dunarea de Jos University of Galati. We analysed 151 questionnaires sent to a sample of students listed in various first-year university courses. The results of this survey ultimately allow us to better identify the time-related, financial, and social factors of stress and the resulting symptoms. It is very clear that the COVID-19 pandemic has had a detrimental effect on this already fragile young population. Our study is also an opportunity to discuss ways to better manage student stress.

The Impact of a 1-Year COVID-19 Extension on Undergraduate Dentistry in Dundee: Final Year Students' Perspectives of Their Training in Oral Surgery.

BACKGROUND: The detrimental impact of the COVID-19 pandemic on dental education prompted the Scottish Government to fund an additional year to the dental course to ensure that the students had the necessary clinical experience. The aim of the study was to better understand the final year student perceptions of this extension on their oral surgery experience at the University of Dundee. METHODS: This mixed methods study consisted of an anonymous online questionnaire and a focus group. RESULTS: Forty-one students (69.3%) completed the questionnaire and ten students participated in the focus group. Thirty-six (88.8%) students agreed that the oral surgery teaching provided sufficient knowledge to undertake independent practice. All of the students felt confident to carry out an extraction, and the majority of them (n = 40, 95%) felt confident to remove a retained root, however, their confidence with surgery was lower. CONCLUSION: The extension gave the students sufficient experience in oral surgery to gain confidence in clinical skills and an appropriate level of knowledge in preparation for the next phase of their career. Most of the students agreed that the extension was necessary and beneficial. This cohort graduated with more oral surgery experience than any of the students did in the previous 4 years from Dundee and with experience that was comparable with the students at other schools in the pre-COVID-19 era.

COVI-Prim international: Similarities and discrepancies in the way general practices from seven different countries coped with the COVID-19 pandemic.

Objectives: General practitioners (GPs) are frequently patients' first point of contact with the healthcare system and play an important role in identifying, managing and monitoring cases. This study investigated the experiences of GPs from seven different countries in the early phases of the COVID-19 pandemic. Design: International cross-sectional online survey. Setting: General practitioners from Australia, Austria, Germany, Hungary, Italy, Slovenia and Switzerland. Participants: Overall, 1,642 GPs completed the survey. Main outcome measures: We focused on how well-prepared GPs were, their self-confidence and concerns, efforts to control the spread of the disease, patient contacts, information flow, testing procedures and protection of staff. Results: GPs gave high ratings to their self-confidence (7.3, 95% CI 7.1-7.5) and their efforts to control the spread of the disease (7.2, 95% CI 7.0-7.3). A decrease in the number of patient contacts (5.7, 95% CI 5.4-5.9), the perception of risk (5.3 95% CI 4.9-5.6), the provision of information to GPs (4.9, 95% CI 4.6-5.2), their testing of suspected cases (3.7, 95% CI 3.4-3.9) and their preparedness to face a pandemic (mean: 3.5; 95% CI 3.2-3.7) were rated as moderate. GPs gave low ratings to their ability to protect staff (2.2 95% CI 1.9-2.4). Differences were identified in all dimensions except protection of staff, which was consistently low in all surveyed GPs and countries. Conclusion: Although GPs in the different countries were confronted with the same pandemic, its impact on specific aspects differed. This partly reflected differences in health care systems and experience of recent pandemics. However, it also showed that the development of structured care plans in case of future infectious diseases requires the early involvement of primary care representatives.

CONFIDENCE, ACADEMIC STRESS, COPING STRATEGIES AS PREDICTORS OF STUDENT ACADEMIC ACHIEVEMENT IN PHYSICAL EDUCATION CLASSES DURING COVID-19

Research purpose. In this COVID-19 pandemic era, the psychological aspect takes an important role in achieving optimal academic results among students, but the factors that correlate with academic achievement are not yet known accurately. Thus, this study aims to assess the relationship between self-confidence, academic stress, coping strategies and academic achievement. Materials and methods. This study used a correlation method with subjects from among students in grades 7 to 9 at Ibtidaiyah Junior High School (N = 90). The instrument used in this study was a self-confidence, academic stress and coping strategy questionnaire, while the average score for the final semester examination was used as an indicator that showed progress of student academic achievement. Data was analyzed using IBM SPSS to find out descriptive statistics, data normality. Meanwhile, bivariate correlation and regression analysis were used to test the relationship between variables. The following conclusions can be drawn from this study. Results. First, self-confidence was related to academic achievement, second, academic stress was related to academic achievement, and third, the coping strategy was related to academic achievement. Conclusions. Thus, to obtain high academic achievement in physical education classes, contribution from self-confidence, academic stress and coping strategies are highly needed. The findings from this study make several contributions to the development of science in the physical education field in terms of psychology to improve student academic achievement. © 2022 Teoria ta Metodika Fizicnogo Vihovanna

Impact of high-fidelity simulation on confidence level of nursing students in the care of COVID-19 patients

The COVID-19 pandemic impacted the education of nursing students across the world. Nursing students were unable to care for patients with COVID-19 at the beginning and potentially throughout nursing school depending on the facility and nursing school restrictions. It was not known how the participation in a high-fidelity simulation will impact the confidence level of nursing students in the care of patients with COVID-19. A mixed methods phenomenological qualitative and survey design was utilized to determine the confidence level of nursing students after participation in a high-fidelity simulation of a patient diagnosed with COVID-19. A convenience sample of fifteen participants completed the research study from a population of second year nursing students at a community college in Northwest Arkansas. The data were collected from focus groups both before and after participation in a high-fidelity simulation and a questionnaire that was completed after participation in a high-fidelity simulation. The interview data were analyzed using NVivo after being transcribed into a Microsoft Word document. The questionnaire data were transferred into a Microsoft Excel spreadsheet and the mean and standard deviation were calculated. The theme related to the impact of participation in a high-fidelity simulation was the importance of communication. The themes related to concerns in caring for patients with COVID-19 was contracting the disease, care, and long-term effects. The theme related to preparation to care for COVID-19 was that the participants felt better prepared to care for patients. The participants of the pilot and research study stated that the participants had improved confidence in caring for patients with COVID-19 after participation in a high-fidelity simulation.Keywords: nursing education, nursing students, COVID-19, high-fidelity simulation, confidence level. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Relationship between Sports and Personal Variables and the Competitive Anxiety of Colombian Elite Athletes of Olympic and Paralympic Sports.

BACKGROUND: Anxiety is one of the most complex and the most studied constructs in psychology, and it is extremely frequent in high-level sportsmen and women. The main goal was to study the influence of sex, age, type of sport, sport modality, other professional occupation, and competitive level on the competitive anxiety symptoms and self-confidence of elite athletes. METHODS: A descriptive cross-sectional study was carried out with Colombian elite athletes who were members of the "Support to the Excellence Coldeportes Athlete" program. The total population studied included 334 Colombian elite athletes: mean age 27.10 ± 6.57 years old with 13.66 ± 6.37 years practicing his/her sports modality. The precompetitive anxiety symptoms of the participants were assessed using the Competitive State Anxiety Inventory-2R (CSAI-2R). RESULTS: Men showed higher levels of self-confidence than women. Younger athletes had a higher cognitive and somatic anxiety. The athletes of individual sports had a higher mean somatic anxiety than those of collective sports. The higher-level athletes had lower values of cognitive and somatic anxiety and higher levels of self-confidence. Finally, the values of anxiety symptoms positively correlated with each other, and negatively correlated with self-confidence. CONCLUSION: Individualised psychological intervention programs adapted to elite athletes are needed, considering the divergent results found in various variables of scientific interest.

Resilient Attitudes and Fear of Contagion of COVID-19 in Secondary School Students in Peru and Mexico

Resilient attitudes in times of a COVID-19 pandemic have allowed children and adolescents to develop protective factors to continue developing adequately. This is evidenced in the current study, whose objective was to analyze the association between resilient attitudes and fear of contagion by COVID-19. The sample consisted of 282 high school students from two countries, Peru and Mexico: The ages ranged between 12 to 21 years of age for students from Peru and between 12 to 22 years of age for those from Mexico. Two questionnaires were used as measurement instruments, the (1993) Wagnild and Young resilience scale, which has 25 items, and the COVID-19 fear scale (FCV-19S) created by Ahorsu, Lin, Imani, Saffari, Griffiths. and Pakpour (2020). The results show that there is an association between resilient attitudes and fear of contagion by COVID 19. However, considering the results by country, in Peruvian students there is an association between the variables, while in the Mexican sample, there is no association. Regarding the association between the dimensions of resilience and fear of contagion by COVID-19 in Peruvian students, an association was found in three factors: equanimity, perseverance, and satisfaction;while in Mexican students only the self-confidence factor is associated with fear of contagion. It is concluded that, despite the fact that the students show high levels of resilience, Mexican students have less fear of contagion than their Peruvian counterparts, for which, probably culture, the information received about the pandemic, and their self-confidence, etc., may play an important role in this difference. © 2022, Universidad del Zulia. All rights reserved.

Simulations to Teach Science Subjects: Connections Among Students' Engagement, Self-Confidence, Satisfaction, and Learning Styles.

With the increasing technology integration practices in education, the adoption of computer simulations to teach conceptual understanding of science concepts is widely accepted by educators across the globe. To understand the connections between learners' engagement and satisfaction with simulations for science learning and their learning styles, the present study analyzed 1034 university students' perceptions and experiences of using simulations for learning physics, chemistry, and biology subjects. The study took place in a large public university in a gulf country. Precisely, this study provides an empirically driven exploration of the connection between tertiary students' engagement and satisfaction with simulation-based learning and their learning styles. The findings of this study showed that the participants showed a very high level of engagement and satisfaction with the use of simulations for learning science concepts in the subjects of physics, chemistry, and biology. Their self-confidence and VAK learning styles, particularly the kinesthetic style, were significant predictors of their engagement and satisfaction with the learning process. The findings from this study have implications for the benefit of researchers and practitioners interested in the effective adoption of computer simulations as a pedagogical approach in science education.