Generative Artificial Intelligence (GAI) and Outcome Based Education (OBE): An Experimental Study

A Study of Effect of Gamification Tool Approach (GTA) on Cognitive Load (CL) of Senior Secondary Students of Government and Private Schools of Kanpur City

The rapid advancement of digital technologies has transformed educational practices worldwide, encouraging a shift from traditional teacher-centered instruction to interactive, technology-enabled, and learner-centered pedagogies. Among these innovations, Gamification Tool Approach (GTA) has emerged as an effective instructional strategy that incorporates game design elements such as points, badges, leaderboards, challenges, levels, and rewards into non-game educational contexts to enhance learner engagement, motivation, participation, and cognitive processing. As senior secondary students encounter increasingly complex academic content while preparing for higher education and competitive examinations, managing their cognitive load becomes essential for effective learning. The present study investigates the effect of the Gamification Tool Approach on the cognitive load of senior secondary students studying in government and private schools of Kanpur City. Gamification is founded on motivational and cognitive learning theories that emphasize active learner engagement, immediate feedback, goal-directed behaviour, and meaningful interaction with instructional content. Properly designed gamified learning environments have the potential to improve students' attention, curiosity, persistence, and conceptual understanding while minimizing unnecessary mental effort. According to Cognitive Load Theory (CLT), learning effectiveness depends on the efficient utilization of working memory by balancing three forms of cognitive load: intrinsic cognitive load, determined by the inherent complexity of the learning task; extraneous cognitive load, arising from ineffective instructional design; and germane cognitive load, associated with schema construction and meaningful learning. The Gamification Tool Approach is expected to reduce extraneous cognitive load by organizing learning activities in an engaging and structured manner while simultaneously increasing germane cognitive load through active cognitive engagement and problem-solving activities.

A STUDY OF EFFECT OF CONCRETE JOYFUL LEARNING ON ACHIEVEMENT IN MATHEMATICS OF MIDDLE STAGE STUDENTS OF PUBLIC SCHOOLS OF KANPUR CITY

Mathematics is one of the most fundamental disciplines for developing logical reasoning, critical thinking, problem-solving ability, and analytical skills among school students. Despite its importance, a large proportion of middle-stage learners perceive mathematics as a difficult, abstract, and anxiety-inducing subject, resulting in low motivation, poor classroom participation, and unsatisfactory academic achievement. Conventional teacher-centered instructional approaches often emphasize memorization and procedural learning rather than conceptual understanding, limiting students' opportunities for active engagement and meaningful learning. In response to these challenges, contemporary educational practices advocate learner-centered pedagogies that integrate activity-based, experiential, and emotionally engaging instructional strategies. One such innovative approach is Concrete Joyful Learning (CJL), which combines hands-on learning experiences with enjoyable classroom activities to make mathematical concepts meaningful, accessible, and interesting for learners. The present study has been undertaken to investigate the effectiveness of Concrete Joyful Learning in enhancing mathematics achievement among middle-stage students studying in public schools of Kanpur City. Concrete Joyful Learning is rooted in the principles of constructivism and experiential learning, emphasizing learning through direct manipulation of concrete materials, educational games, storytelling, puzzles, collaborative activities, and real-life contextualization of mathematical concepts. This pedagogical approach seeks to create a positive emotional climate in the classroom where students actively participate, explore ideas, construct knowledge, and develop confidence in solving mathematical problems. Existing research indicates that joyful learning enhances students' motivation, curiosity, creativity, conceptual understanding, and long-term retention while simultaneously reducing mathematics anxiety and promoting positive attitudes toward learning. However, limited empirical evidence is available regarding the effectiveness of Concrete Joyful Learning among Indian middle-stage learners, particularly within the context of public schools. This study therefore attempts to bridge this gap by providing experimental evidence from Kanpur City.

Effectiveness of Chatbot-Assisted Learning (CbAL ) on Cognitive Load and Digital Socratic Engagement among Post-Graduate Students of Kanpur City

Effectiveness of Chunk Technology Intervention Programme (CTIP) on 21st Century Skills of Secondary School Students

Effectiveness of Traditional Educational Games Model (TEGM) on Achievement in Mathematics of Middle Stage Students of Public Schools of Fatehpur

This dissertation synopsis investigates the effectiveness of the Traditional Educational Games Model (TEGM) on mathematics achievement among middle stage (Class 6) students of public schools in Fatehpur. The study uses a quantitative quasi-experimental pre-test post-test design with a sample size of 50 students to examine if integrating traditional games into the math curriculum enhances performance, engagement, and reduces anxiety in resource-constrained environments.

A Study of E-Resource Satisfaction Among Post Graduate Level Students Studying in Chhatrapati Sahu Ji Maharaj University Kanpur

This M.Ed. dissertation synopsis investigates user satisfaction and usage patterns of electronic resources (e-resources) among postgraduate level students (M.Ed. and M.Sc. Biotech) at CSJMU Kanpur. Using a descriptive survey research design with a sample size of 200 students, the research identifies key factors influencing user satisfaction, examines the frequency of e-resource utilization, and provides insights into enhancing digital libraries.

A Study of the Awareness of NEP 2020 among Primary School Teachers of Kanpur City

This dissertation proposal assesses the level of awareness of the National Education Policy (NEP 2020) among primary school teachers in Kanpur City. Utilizing a descriptive survey research design with a sample of 200 teachers from government and private primary schools, the study compares awareness levels across gender and school categories to identify critical gaps and recommend targeted professional development.

A Study of Algorithmic Bias on Inter-sectional Identities: A Socio-Educational study among Postgraduate Students of Kanpur city

This socio-educational dissertation synopsis examines postgraduate students' perceptions of algorithmic bias and its impact on their intersectional identities (gender, socioeconomic background, geography) in Kanpur City. Utilizing qualitative research methodology with interviews and survey feedback from 200 participants, the study investigates how AI-driven learning tools shape academic identities and user experiences.