Research and Practice in Technology Enhanced Learning

Science lab safety goes immersive: An ecological media-comparison study with gender analyses assessing iVR’s learning effectiveness

Prajakt Pande — 2025-01-01

We conducted a media-comparison study in ecologically valid settings to understand immersive virtual reality’s (iVR’s) instructional effectiveness in a university science course. We tested how complementing regular science lab safety instruction with interactive iVR simulation, desktop simulation, or the re-viewing of a text-heavy manual compare with each other in terms of knowledge-related and affective learning outcomes. We also explored gender differences in the outcomes across these instructional conditions. 102 undergraduates (51 females) were randomly assigned to one of the instructional conditions. Throughout the one-day course, all students received the same set of instructions, demonstrations, and hands-on lab safety training except for the following: the iVR group engaged with HMD-based interactive lab safety iVR training simulation; the desktop group interacted with the same simulation on a laptop, whereas the remaining group re-viewed the text-heavy course material in detail. Topic knowledge-related and self-report affective data were collected before and immediately after the course. Statistical analyses revealed that: (i) all three instructional modes helped students gain significant lab safety knowledge, (ii) there were several significant between-group differences in multiple affective measures, and (iii) the instructional modes affected/benefited the two genders considerably differently. Besides extending previous findings, the strong ecological grounding of our results adds important insights into real-life implications of integrating different media in undergraduate education. Our gender-related findings merely scratch the surface on the complex issue of “designing for diversity”, inviting scaled-up efforts to develop more equitable technology-enhanced science learning settings to address the cognitive-affective needs of different genders and other diversities.

The use of designed E-book to improve a concept understanding and practical skill on a mammography machine quality control among radiological technologist students

Nutthapong Moonkum — 2025-01-01

The fashion in education increasingly integrates technology as learning supporting tool. For undergraduate radiological technologist (RT) students, the concept understanding and practical skills in their professional field have a significant impact on their success. Quality control (QC) of mammography machine is one of the professional responsibilities. A problematic situation in traditional learning process is the lack of devices and the primarily used lecture-style. This makes studying outside classroom and frequent practice more challenging. The purpose of this study was to determine the effectiveness of the developed e-book in RT students about the concept understanding and practical skills of the mammography machine QC, compared with conventional methods. One-hundred and fifteen students were participants, whom were randomized into two groups. The experimental group was able to access the e-book for self-learning, while the control group received only the conventional class on the same topic. The five-scale questionnaires were used to assess student’s satisfaction. A strong increase in the test-scores of the experimental students indicated their in-depth knowledge and better performance in practical and evaluation skills. The experimental group performed better than the control group, with a statistically significant difference at p<0.00001. It also found that the majority of the students agreed that the e-book media was an excellent choice for their self-learning and training. So, it can be concluded that the e-book learning media has a positive influence to students – as a low cost, easily accessible and attractive supporting tool to provide students with the better opportunities for learning and skills-training.

From knowledge to inclusion: Culturally responsive TPACK (TPACCK)

Satchie Haga — 2025-01-01

Technological pedagogical content knowledge (TPACK) is one of the most widely used frameworks mobilized to support technology integration. Building on recent scholarship that calls for more inclusive and contextualized TPACK to improve technological integration at the local level, this study situates and empirically analyzes the influence of cultural variables in TPACK implementation by a Canadian EFL teacher working in the Japanese university context. It uses analytic autoethnography that draws on culturally responsive teaching and Western and Japanese cultural theories. The results highlight the critical limitations of the current TPACK model in intercultural environments and argue for the inclusion of cultural knowledge as a distinct but overlapping knowledge construct (TPACCK). This model would give greater attention to teachers’ cultural knowledge, thus better equipping educators and organizations to overcome cultural challenges that arise in implementing pedagogies, content, and technologies in intercultural contexts.

How to shoe an elk? Teachers’ reflections on creating a glocal learning community

Saara Nissinen — 2025-01-01

This design-based case study aimed to depict how teachers facilitate and experience the design-oriented process of creating and teaching in a glocal learning network. The participants in this case study were volunteer teachers from Finland and the United States who designed and implemented glocally-relevant learning projects together with their students. The qualitative data consisted of teachers’ interviews supplemented with project reports and students’ digital artifacts. The deductive content analysis indicates that the enabling of the glocal community and utilizing technology supported the creation of interest-driven inquiries and reciprocal connections with peers and external expertise. While the teachers perceived how the students could develop novel skills and connections in glocally-networked activities, an apparent need to develop the collaboration between the teachers and the global peers was also recognized.

Student perceptions on the impact of AI on their teaching and learning experiences in higher education

Aisling Tierney — 2025-01-01

This paper provides evidence of student perspectives of Artificial Intelligence (AI) in Higher Education (HE). In contrast to the extant literature that uses large-scale survey data to gather the student voice, research methods that prioritise qualitative data collection are presented. The data responds to a gap in the empirical evidence, redressing the lack of qualitative data on students’ thoughts and feelings in response to AI within a UK context. The paper also compares categorisations of concern relating to AI in HE between that published by academics and that generated by students using their own frames of reference. Recommendations for HE institutions are provided in response to issues identified in the literature and the research data.

Fathom: a technology-enhanced learning environment for teaching-learning of expand-reduce skills in software design

Deepti Reddy — 2025-01-01

Software design problems are often characterized as ill-structured because the requirements are not clearly defined. These problems offer various solution paths and the criteria used to select the solution may not be known initially. The expertise and experience of designers play a crucial role in determining the quality of software design. Less experienced designers often tend to prematurely narrow down their options to a single solution without fully exploring the problem-solution space. This tendency has a negative impact on the overall quality of software design. Studies have shown that systematically expanding the problem space before reducing to problem formulation and exploring the solution space before reducing it to a single solution (expand-reduce skills) improves the quality of the design. We have designed and developed a technology-enhanced learning environment (TELE) named Fathom for scaffolding expand-reduce (ER) skills in software design problems in a data structures course. In this paper, we present three cycles of design, development, and evaluation of Fathom based on the design-based research (DBR) approach. In the first DBR cycle, we identified and evaluated Fathom’s pedagogical features in learning ER skills. In the second cycle of DBR, the aim was to improve the design of Fathom for the learning and transfer of ER skills. Fathom was revised in the third cycle of the DBR to scaffold metacognitive skills. The main contribution of this research is pedagogical design for facilitating the learning of expand-reduce skills in solving software design problems.

Online assessment in higher education: a mapping review and narrative synthesis

Qian Liu — 2025-01-01

Online assessment takes many forms. While there have been reviews on a particular online assessment approach (e.g., online examinations or tests), there has not been a knowledge synthesis that considers online assessment research as a whole. A holistic understanding of online assessment research is important, as it recognizes differences in assessment approaches and the role of technologies in assessment. This understanding helps researchers navigate the heterogeneous body of research and allows educators to make research-informed improvements. To establish such an understanding, we analyzed 235 articles, following a mapping review and a narrative synthesis method. The findings revealed tests, assignments and skills assessments are major online assessment approaches. While research into tests reported using online technologies mainly to substitute or augment existing assessment, research into assignments and skills assessments was more likely to report using online technologies to modify or redefine assessment. Further, we identified disparities across the three approaches regarding academic misconduct, assessment validity, and reliability. We also identified a dearth of comparative research and a reliance on overall satisfaction and short-term self-reported impact measures as indicators of success. We discuss the implications of this review to provide insights for institutions and educators seeking to improve online assessment practices.

Supporting transdisciplinary STEAM practices: Integrating architectural modelling into mathematics education through a cross-cultural dynamic lesson plan (DLP) tool

Shereen El Bedewy — 2025-01-01

This paper proposes a cross-cultural dynamic lesson plan (DLP) tool that could be adopted by teachers across different cultures to implement STEAM (Science, Technology, Engineering, Arts & Mathematics) education practices. An abundance of well-developed lesson plans is available to teachers on numerous Internet sites, but the cultural diversity of such lesson plans – i.e., difficulty to customize for alignment with local curriculum and lesson plan requirements, make it difficult for teachers to utilize and share these resources – due to the lack of flexible customizations for orientation with local curriculum and lesson plan requirements. This study suggests an approach to overcome such challenges by presenting the DLP tool to assist teachers’ STEAM teaching practices using GeoGebra for learning content elaboration. Our proposed transdisciplinary STEAM practice uses architecture as a real-life example that connects mathematics learning to culture and history through mathematical modelling. This study follows a design-based research approach to develop and implement DLP tool and its related design heuristic. Moreover, the study is examining how the DLP tool can be utilized with teachers cross-culturally and how it could support teachers in professional development workshops to design transdisciplinary STEAM lesson plans. The qualitative analysis of teachers’ artefacts developed during these workshops demonstrated the versatility of DLP tool to address cultural diversity in lesson planning through these STEAM practices applications. The emerging themes from this study show that regardless of participants’ cultures, using the DLP tool to implement transdisciplinary STEAM practices could support teachers in developing operational and shareable lesson plans.

Interrelatedness patterns of knowledge representation in extension concept mapping

Didik Dwi Prasetya — 2025-01-01

Extension concept mapping enhances existing maps by integrating new knowledge, yielding an additional map. This study focuses on two potential extension designs: Extended Kit-Build and Extended Scratch-Build methods. While prior research favored Extended Kit-Build for cognitive knowledge comprehension and map scores, it lacked insights into concept map-relatedness patterns. The tight connections among knowledge representations demonstrate a remarkable level of expertise and the profoundness of an individual’s understanding. This study reveals interrelatedness patterns in extension concept mapping activities that connect previous and new knowledge. The dataset was obtained from a database that accommodates the results of concept mapping activities of 55 university students on two material topics. The study employed a two-group design, wherein the experimental cohort embraced the Extended Kit-Build approach, contrasting with the control cohort’s utilization of the Extended Scratch-Build approach. Extension Relationship scores were utilized to evaluate the knowledge interrelatedness patterns in extension concept mapping. The scoring method assessed both the number and quality of concept map proposition relationships. The experimental group established a statistically more significant quantity and qualitative strength of extension relationships than those within the control group. In the experimental group, a statistically noteworthy positive correlation emerged between the scores of extension relationships and students’ comprehension.

Gamifying mathematics education through Kahoot: Fostering motivation and achievement in the classroom

Adeeb M. Jarrah — 2025-01-01

This study investigates the usefulness of integrating the Kahoot application as an instructional tool to boost motivation and academic achievement among 10th-grade mathematics students in Abu Dhabi Emirate Schools. A sample of 60 10th-grade students was deliberately selected and randomly assigned to either an experimental group (30 students) instructed with Kahoot, or a control group (30 students) taught using traditional methods. A quasi-experimental approach was selected for this study to investigate a cause-and-effect relationship between the utilization of Kahoot in mathematical education and its impact on student motivation and academic achievement. A comprehensive statistical analysis, specifically employing an independent samples t-test for the motivation scale and a one-way ANCOVA for academic performance, revealed statistically significant differences favouring the experimental group. These results signify that Kahoot integration holds promise in positively influencing motivation and academic achievement for 10th-grade mathematics students in Abu Dhabi Emirate Schools. This research underscores the potential of Kahoot as a valuable educational tool, offering insights for educators and policymakers seeking to enhance student motivation and achievement through technology-integrated instruction.

External and internal sources of cognitive group awareness information: Effects on perception and usage

Laura-Jane Freund — 2025-01-01

Group selection or group formation is an important but difficult task in learning groups. Group awareness tools collect, transform, and present group awareness information to provide learners, but also teachers with relevant information e.g., about potential learning partners. For these educational tools, the value and usage of the provided information may depend on how it is gathered and where it ultimately comes from. In our study (N = 150), we thus investigate how information from different sources is perceived and ranked. In the study, information about the skills of an anonymous person in a profile was either provided by external sources (teacher assessment, knowledge test result) or internal sources (self-assessment). Results show that information from external sources is perceived as more credible and weighted higher than internal self-assessed information. No difference between information from external personal teacher assessments and external non-personal knowledge tests was found. Hence, it is worth exploring possible effects of other external ratings than teacher assessments to see if these insights are transferable to other contexts.

Rater behaviors in peer evaluation: Patterns and early detection with learner model

Changhao Liang — 2025-01-01

Peer evaluation is a common practice in team-based learning (TBL) designs, which can cover the assessment of individual or group work. However, the integrity of peer evaluation can be compromised by unserious raters—individuals who do not earnestly engage in the evaluation process. These raters may exhibit behaviors like consistently assigning the same score, rushing through evaluations, or evaluating before or long after the target presentations. This study delves into the issue of unserious peer evaluation in group presentations, with a specific focus on understanding the behavior patterns in the digital system. Utilizing evaluation behavior analysis (EBA) indicators, we identify patterns linked to unserious raters during the peer evaluation process. Meanwhile, we also connect these patterns to rating consistency and actual course performance, underscoring the significance of behavior patterns. Further, we conduct a preliminary analysis to explore the application of learner model data available before the peer evaluation starts for the early detection of unserious raters. This finding can assist teachers in providing personalized prompts and interventions before the peer evaluation stage, hence enhancing the evaluation quality through targeted interventions in a timely manner.

Extract instructional process from xAPI log data: a case study in Japanese junior high school

Kohei Nakamura — 2025-01-01

This study proposed a method to automatically extract the instructional process from log data, which can be collected daily, to encourage teachers to reflect. We applied the proposed method to log data collected in a classroom and reported how the class proceeded. This is important to obtain feedback on the process of instruction and for teachers to improve their daily teaching. One of the popular methods of extracting instructional processes for teachers’ reflection has been video recording. However, it is challenging to use video recording for their reflection in daily classes because of data collection and analysis costs. To resolve this issue, our proposed method utilizes data that can be collected from daily class activities. This study offers a cost-effective and efficient method for teachers to visualize their instructional process and identify areas for improvement, contributing to the overall improvement of education quality.

Designing data-informed support for building learning habits in the Japanese K12 context

Chia-Yu Hsu — 2025-01-01

While building proper learning habits has been said to enhance academic performance, it is challenging to give long-term support for building habits in educational contexts due to the lack of continuous tracing of one’s habitual behaviors. With the accumulation of learning logs and the advancement of Learning Analytics (LA) techniques, this paper illustrates the data-informed support for building learning habits, which involves persuading one to change behaviors. Specifically, we tackled 2 research objectives following the Persuasive Systems Design (PSD) model. First, we defined indicators of learning habits from log data and analyzed 115,340 learning logs of 96 learners from a Japanese junior high school. As a result, the learners’ types of habits could be detected even though some might not be efficient and the stages of habits fluctuated over time. We also identified differences when comparing the learning habits extracted from the log data with those reported in the questionnaire. Second, based on the understanding of the learner profiles, we designed elements of an LA dashboard to support habit-building by applying the design principles from the PSD model. Overall, the learners recognized the feasibility of integrating data-informed support into their daily learning. Therefore, we look forward to the evidence of its effectiveness on the behavior change that can be depicted by the transition between stages of different types of learning habits.

Student learning experience with technology-supported feedback in higher education: a phenomenological study

Mohammed Yassin Mohd Aba Sha’ar — 2025-01-01

The integration of technology-supported feedback in higher education has significantly contributed to the advancement of second-language writing, with the potential to enhance learning outcomes, promote student engagement, and facilitate personalized learning experiences. Amid growing interest in examining the role of teacher feedback in higher education, research on the subjective experiences of university-level Thai English as a Foreign Language (EFL) students engaged in technology-supported teacher feedback remains scarce. To address this gap, we conducted a phenomenological study involving twenty-seven first-year Thai EFL students over a 16-week learning period, utilizing the online application Padlet for teacher feedback. Following the course, students participated in a qualitative survey reflecting on their learning experiences. Thematic analysis was employed to analyze the collected data. The results revealed that Padlet proved to be a user-friendly and convenient learning platform, positively impacting students’ confidence, motivation, and vital learning skills, including interaction, collaboration, and autonomy. Moreover, it encouraged reflective learning practices, error-based learning, and writing skill enhancement. Nonetheless, the platform’s technical and writing limitations posed challenges, disrupting the students’ learning experiences and adversely affecting the quality of their work. While Padlet facilitated an effective and engaging feedback process, its open nature triggered feelings of anxiety, fear, and embarrassment among students, who felt exposed as their peers could view their mistakes highlighted by the teacher’s corrective feedback. Considering the study’s findings, teachers should familiarize students with Padlet’s platform specifications before assigning tasks. This would mitigate accessibility challenges that could negatively influence students’ learning experience, motivation, performance, and learning outcomes.

Exploring the relationship between habitual-voluminous book reading and writing performance among third-grade students: a correlation analysis

Melissa Mustika — 2025-01-01

This study examines the impact of habitual-voluminous book reading activities on students’ writing skills in a distinct context lacking prior research. Employing technology to monitor students’ reading, the research focuses on first language habitual-voluminous book reading activities, a domain unexplored in Taiwan’s education system. Tracking book reading over three years, the study unveils the gradual fulfillment of reading goals and explores the connection between habitual-voluminous book reading and writing performance. The investigation also found that graded reading and Bridge Books’ roles in enhancing students’ reading and writing outcomes. Employing rigorous data analysis, the study offers a comprehensive understanding of the intricate relationship between habitual-voluminous book reading and writing performances. Findings reveal Picture Books and Basic Books as popular reading categories, influencing writing quality and word count during the revision process. However, there are potential trade-offs between quantity and quality of the writing performances, specifically observed in Bridge Books’ impact on initial draft and revision quality. The complex interplay between different grades of the book and writing performance emerges, suggesting implications for educational interventions and further research in enhancing writing performances through habitual-voluminous book reading.

Improving argumentation quality on MOOC discussion forums: does learning to identify components of arguments help?

Kenzo Nera — 2025-01-01

Constructive argumentation among learners is integral to effective learning. In the context of Massively Open Online Classes (MOOCs), such peer interactions can only occur in discussion forums, where they often prove to be sparse and of poor quality. To address these challenges, we developed and experimentally tested an intervention (n_participants = 110, n_arguments = 270) aimed at improving the quality of learners’ written arguments in MOOC forums, taking into account MOOC platform constraints (e.g., self-paced participation and the impossibility of providing personalised feedback). In the first chapter of a management MOOC, participants randomly assigned to the experimental group (vs control) were introduced to the formal components of arguments: claims, justifications and qualifications. They were then asked to identify these components in a series of examples. We found no significant impact of this intervention on learners’ responses to individual open-ended questions directly following the intervention, or in their contributions to discussion forums. Instead, we observed variation in argument quality based on the specific questions prompting argumentation. Our findings prompt further discussion and exploration of strategies to enhance argumentation quality in MOOC discussion forums.

Exploring undergraduate students’ learning experience and engagement in synchronous online teaching supported by corpus-based language pedagogy

Lok Ming Eric Cheung — 2025-01-01

As technological advancements and internet accessibility expand, synchronous online teaching emerges as a valuable avenue in education, providing benefits for both educators and learners. Despite its potential, there is limited research in language education on leveraging synchronous online platforms to enhance students’ writing skills. This study addresses this gap by creating a synchronous online learning environment infused with corpus-based language pedagogy (CBLP) for university-level writing classes. A language teacher and 22 Social Sciences undergraduates participated in this project. Through a comprehensive analysis of the interview data from the teacher and students, and the online class interaction data, the study delves into factors influencing lesson effectiveness, examining both teacher and student perspectives on challenges faced. Furthermore, it discusses the pedagogical implications of these challenges, proposing solutions and adjustments to enhance the teaching and learning experiences associated with CBLP in a fully online educational environment.

Integrating self-explanation and operational data for impasse detection in mathematical learning

Ryosuke Nakamoto — 2025-01-01

Self-explanation is increasingly recognized as a key factor in learning. Identifying learning impasses, which are significant educational challenges, is also crucial as they can lead to deeper learning experiences. This paper argues that integrating self-explanation with relevant datasets is essential for detecting learning impasses in online mathematics education. To test this idea, we created an evaluative framework using a rubric-based approach tailored for mathematical problem-solving. Our analysis combines various data types, including handwritten responses and digital self-explanations from 93 middle school students. Using hierarchical logistic regression, we examined feature groups such as Self-Explanation Quality, Handwriting Features, and Overall Level of Action. Models based solely on self-explanation achieved a 74.0% accuracy rate, while adding more features increased the final model’s accuracy to 80.06%. This improvement highlights the effectiveness of an integrated approach. The combined model, which merges generated handwriting features counts with self-explanation features, shows the importance of both qualitative and quantitative measures in identifying learning impasses. Our findings suggest that a comprehensive approach, leveraging detailed operational data and rich self-explanation content, can enhance the detection of learning challenges, providing insights for personalized education in online learning environments.

A review of main issues regarding validity, reliability, generalizability, transferability, and applicability of log-based measurement of computer-assisted learning

Arnon Hershkovitz — 2025-01-01

Log analysis has become a common methodology in the research of computer-assisted learning. Using this method, variables to measure various aspects of learning are computed from the data that is stored in computer-assisted learning environments’ log files; these files document fine-grained data on student interaction with the learning system, and are updated automatically, continuously, and unobtrusively. However, besides challenges that any empirical investigation faces, log-based studies face some other, unique challenges. Despite their methodological importance, these distinctive challenges have not yet discussed in a comprehensive manner. In this review paper, we critically examine issues of validity, reliability, generalizability and transferability, and applicability of log-based analysis. We do so by covering relevant theoretical aspects, and demonstrating them via past research. We conclude with practical recommendations for researchers in the fields of Learning Analytics and Educational Data Mining.

Characteristics and effectiveness of formal and informal teacher professional development for remote teaching of educators in different career stages

Tamar Shamir-Inbal — 2025-01-01

This mixed-method study examined formal and informal teacher professional development (TPD) processes in Remote Teaching (RT) context. Semi-structured interviews were conducted with 60 elementary homeroom teachers in early, middle, and senior career stages. The bottom-up analysis (N=2,537 statements) revealed two types of TPD: informal-spontaneous and formal-institutional. The findings highlight the need to strengthen technology-enhanced pedagogy in both formal and informal TPD, in order to optimize RT and technology-enhanced classroom learning. Informal training occurred through network and/or with colleagues. Teachers emphasized the contribution of online communication tools to their techno-pedagogical knowledge. They widely used digital tools for teacher-centered illustration and demonstration, while assessment and creation tools were less prevalent. Familiarity with collaborative, pedagogical, class-management tools and digital games occurred mainly in formal-institutional training.

EduQuestioning mobile learning application: a catalyst for developing HOTS-based assessment questions referring to Revised Bloom’s Taxonomy

Endang Susantini — 2025-01-01

Mobile learning application for assisting teachers or preservice teachers to develop questions based on higher-order thinking skills had not been widely invented. Thus, this study aimed to develop EduQuestioning mobile learning application that could help teachers or teacher candidates create assessment questions based on higher-order thinking skills (HOTS). The present study used research and development design by involving developmental stages of analysis, design, development, implementation, and evaluation (ADDIE). This study involved qualitative and quantitative data. There were eight lecturers and sixty-one preservice teachers majoring in mathematics, natural science, social science, and Indonesian language education involved as the participants. They were chosen using inclusion criteria such as being involved in assessment course. Data were collected using forum group discussion, student-needs analysis questionnaire, Aiken and Expanded Gregorian Index content validity sheet, face validity sheet, and structured response questionnaire. The obtained qualitative data were analyzed using Miles and Huberman’s theory and the quantitative data were analyzed using descriptive statistics and Swanson’s quartile categorization. Results showed that EduQuestioning mobile learning application could be developed through ADDIE stages with a very high content and face validity. In addition, the participants gave positive response on the use of EduQuestioning with M% > 75% and Q = 4. This study suggested that EduQuestioning mobile learning application could be accessed freely and used to train developing HOTS-based learning assessment questions.

Integrating augmented reality in EFL reading comprehension: a mixed-methods study

Marjan Asadi — 2025-01-01

Reading comprehension presents persistent challenges for English as a Foreign Language (EFL) learners, yet augmented reality (AR) tools offer promising opportunities to augment reading support. This mixed-methods study investigated the efficacy of AR applications for improving reading comprehension among 98 intermediate-level EFL students (ages 22-36). It also explored six EFL teachers’ perspectives on their use of AR in the classroom through semi-structured interviews. One-way ANCOVA was used to quantitively examine the effects of AR applications on learners’ reading comprehension and thematic analysis was utilized to analyze the data of the interviews. The quantitative results showed the effectiveness of thoughtfully designed AR applications for enhancing EFL reading comprehension. The qualitative findings of the interviews indicated that teachers valued AR technology as an effective and beneficial tool for EFL learners. They recognized its potential for facilitating deep learning of language skills, enhancing learners’ positive attitudes, and increasing their willingness to use AR-based approaches in EFL classes. However, teacher perspectives highlight the complexities and challenges of implementing emerging AR technologies in EFL contexts. The findings of the study called for adopting AR technology to enhance language learning experience, increase learners’ engagement, and create a more favorable environment for language learning. Practical strategies for integrating AR in EFL contexts and pedagogical implications for reading comprehension are discussed.

Developing and validating an artificial intelligent empowerment instrument: evaluating the impact of an artificial intelligent literacy programme for secondary school and university students

Siu-Cheung Kong — 2025-01-01

Artificial intelligence (AI) is rapidly transforming various sectors of society, requiring a new form of literacy: AI literacy. This study validated a new instrument designed to measure students’ AI empowerment conceptualised as consisting of four components: impact, self-efficacy in AI, creative self-efficacy in AI, and meaningfulness. Confirmatory factor analysis was used to validate the proposed components of the AI empowerment instrument. The sample comprised 224 secondary school and university students who completed an 18-hour AI literacy programme. The results showed that the students’ AI empowerment was significantly increased by the AI literacy programme. Specifically, the AI literacy programme was found to narrow the gender gap in AI empowerment. Furthermore, the results highlighted that prior programming experience did not significantly affect AI empowerment, indicating that AI literacy can be achieved regardless of programming experience. This study provides a theoretical framework for understanding and quantifying the extent to which individuals feel empowered after engaging with AI activities for its conceptual understanding. It provides educators with a tool to measure students’ understanding and confidence in their AI abilities. The study also suggests directions for future research.

Self-directed extensive reading with social support: effect on reading and learning performance of high and low English proficiency students

Huiyong Li — 2025-01-01

To promote the development of students’ reading literacy and learning skills in the k-12 setting, this study introduced an online extensive reading (ER) environment with self-directed learning (planning, monitoring, reflection) and social (discussion forum participation) support. This study aimed to examine whether planning behavior and discussion forum participation were associated with English learning performance over one school year in the online ER environment. Mediation analysis indicated that the ER engagement (i.e., e-book reading amount) partially mediated the effect of planning behavior on English performance, and the ER engagement fully mediated the effect of discussion forum participation on English performance. To follow up, the study investigated high and low English proficiency students and the effect of their ER engagement on English reading speed and learning performance. A within-group comparison revealed that high English proficiency students with high ER engagement gained reading speed significantly faster than those with low ER engagement; however, the difference in their English performance was not significant. For the low English proficiency students, there was no significant difference in their reading speed between high and low ER engagement groups, but high ER engagement students achieved significantly higher English performance than those with low ER engagement. These findings contribute to the understanding of the role of self-directed learning behavior and social behavior on reading engagement and how it affects English learning performance for high and low English proficiency students over a long-term duration.

The transition patterns of learners’ behavior and the association with motivation and cognitive engagement in online learning

Jingwen He — 2025-01-01

This study investigated the transitions in behavioral patterns of students participating in online learning throughout a semester. We analyzed the page view behavior of 283 students enrolled in a course designed to enhance online readiness at a Midwestern university. Utilizing K-means cluster analysis, we tracked page view frequency across various tasks, including assignments, overviews, and reading resources. Our findings indicate a decline in page view frequency for all tasks. Four distinct clusters were identified: active, passive, assignment-oriented, and overview-oriented groups. A notable shift was observed with the majority of students transitioning to the passive group in the second half of the semester. Examining the factors influencing this shift, we employed motivation constructs from Self-Determination Theory (SDT) and measures of cognitive engagement. The results revealed that deep learning strategies and identified motivation positively correlate with the maintenance of active and engaged behaviors. Conversely, shallow learning strategies are associated with decreased active engagement and a focus on specific tasks. External motivation served as a predicting factor for remaining passivity. These insights contribute to understanding the dynamics of student engagement in online learning environment.

Explainable eBook recommendation for extensive reading in K-12 EFL learning

Kensuke Takii — 2025-01-01

An automatic recommendation system for learning materials in e-learning addresses the challenge of selecting appropriate materials amid information overload and varying self-directed learning (SDL) skills. Such systems can enhance learning by providing personalized recommendations. In Extensive Reading (ER) for English as a Foreign Language (EFL), recommending materials is crucial due to the paradox that learners with low SDL skills struggle to select suitable ER resources, despite ER’s potential to improve SDL. Additionally, determining the difficulty level of ER materials and assessing learners’ progress remains challenging. The system must also explain its recommendations to foster motivation and trust. This study proposes a mechanism to estimate the difficulty of ER materials, adapted to learner preferences, using information retrieval techniques, and an explainable recommendation system for English materials. An experiment was conducted with 240 Japanese junior high school students in an ER program to assess the accuracy of difficulty estimation and identify learner characteristics receptive to the recommendations. While the recommendations did not significantly impact learners’ English skills or motivation, they were positively received. A strong relationship was found between the use and acceptance of recommendations and learners’ motivation. The study suggests that although the system did not increase overall motivation, it has potential to further enhance the motivation of naturally motivated learners.

Incident factors in the use of ChatGPT and dishonest practices as a system of academic plagiarism: the creation of a PLS-SEM model

Francisco David Guillén-Gámez — 2025-01-01

The objective of this study was to construct a causal model that explores the factors influencing university students’ behavioral intention to use ChatGPT as a learning resource, and to understand the reasons behind their engagement in dishonest practices when incorporating ChatGPT into their academic work. We gathered data through a survey, with the participation of 368 university students. Our analysis employed a causal model based on the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. On one hand, we verified the hypotheses regarding factors contributing to the intention to use ChatGPT, such as the quality of information generated by the software, the credibility of this information, and student satisfaction with the responses provided. On the other hand, we found compelling evidence of significant factors affecting the intention to use ChatGPT inappropriately, including the absence of clear regulations on plagiarism and corresponding penalties in universities, the students’ insufficient research and academic skills (such as conducting research or writing in a scholarly manner), the adverse impact of teachers’ workload (excessive tasks or insufficient commitment to assessments), and the general lack of interest and motivation towards academic tasks. Collectively, these factors accounted for 53.20% of the variance in students’ behavioral intention to utilize ChatGPT. These findings affirm the effectiveness of this model in explaining the software’s role in text production and quality, as well as students’ tendencies toward dishonest use.

Development and evaluation of an EMP course to teach fMRI technology and brain science in handwriting for university nursing students

Chia-Hsiu Chang — 2025-01-01

In traditional nursing education, brain science is often limited to physiology, anatomy, and pathology, with little emphasis on advanced diagnostic tools like fMRI or the brain’s functional processes, such as language learning and handwriting. This study developed an English for Medical Purposes (EMP) course to teach university nursing students about fMRI technology and brain science related to handwriting, highlighting the importance of interprofessional education. The study aimed to (a) assess the course’s effectiveness in enhancing students’ knowledge in fMRI, brain science, and handwriting; and (b) evaluate the students’ satisfaction and perceptions toward the course. A single-group quasi-experimental design with pre/post-tests involved 49 nursing students. Data were collected using the Brain Science Related Knowledge Test (BSKT), assignments, and a Course Satisfaction Questionnaire (CSQ). Results showed significant improvements in students’ knowledge of fMRI and brain science in handwriting, with high assignment scores and overall course satisfaction. Students also reported increased awareness of reading professional English journals and learned about fMRI safety issues. This pioneering EMP course effectively introduced nursing students to fMRI technology and brain science in handwriting, potentially enhancing their understanding of normal brain function and its contrast with brain injury cases.

Psychological impacts of AI use on school students: a systematic scoping review of the empirical literature

Arnab Kundu — 2025-01-01

This systematic scoping review aimed to collate evidence assessing associations between AI use and psychological outcomes (including cognitive, emotional, and behavioural responses to these intelligent systems) for school students from preschool (age <5 years), primary school (age 5–11 years), middle school (age 12–14 years), to high school (age 15–18 years). Original empirical studies were identified in seven reliable databases (Scopus, Web of Science, PubMed, PsycINFO, ScienceDirect, IEEE, and ERIC), resulting in 189 eligible studies. From these, we have identified 24 relevant studies reporting students’ hands-on experiential learning outcomes on AI use. Findings revealed that the use of AI in schools can have both positive and negative impacts on the psychological well-being of students. Increased engagement, cognitive achievement, self-efficacy, learning autonomy, and decreased frustration are among the benefits of this strategy; nevertheless, over reliance, anxiety, stress, social isolation, unstable mental health, and moral dilemmas including privacy, bias, and justice are among its drawbacks. Overall, the psychological impacts of AI use among school students are multifaceted, context-dependent and across grades. By carefully considering the design, implementation, and ethical decorum of AI in school education, teachers and policymakers can maximise its benefits by mitigating potential risks in practicing technology enhanced learning.

Shared storytelling with a virtual learning companion: prospects in child-AI collaboration

Ethel Ong — 2025-01-01

Advances in natural language processing techniques enhance the capabilities of conversational agents to process input text and generate fluent responses in various genre. In the educational setting, these conversational agents can function as learning companions to promote peer learning, enhance social interaction, and motivate collaborative behavior. In this paper, we investigate how children collaborate with conversational agents in the context of story construction. We conducted user studies and administered survey forms to collect children’s evaluation of their experience, captured the child-agent conversation logs, and used an observation checklist to monitor the interaction. We analyzed the logs to determine how children respond to varying roles portrayed by the agent and the dialogue moves that motivate collaborative behavior during storytelling. We correlated these with the children’s reported perception and our own observation of the interaction based on performance, collaboration and humanity attributes. Drawing on these results, we identified the roles of conversational agents that align with children’s traits and abilities as storytellers and propose dialogue strategies to facilitate collaborative storytelling. Findings from our study can inform future educational technology designers on the roles of conversational agents as collaborative learning companions who can adapt to the individual needs and preferences of the children.

Defining AI companions: a research agenda—from artificial companions for learning to general artificial companions for Global Harwell

Chih-Yueh Chou — 2025-01-01

This paper examines and outlines the future exploration of AI companions, focusing on three main areas. Firstly, it defines AI companions as sophisticated AI entities designed for supporting and enhancing human experiences in daily activities, such as learning, working, and others. They encompass emotional, social, and practical aspects of daily life while fostering interactions and relationships with humans. Secondly, the paper provides a historical review of AI companions for learning (i.e., AI learning companions), offering an overview of their conceptualization, development, and utilization in educational contexts and insights into their potential future trajectory. Lastly, a research agenda is presented, which includes AI learning companions—outlining key questions, challenges, and goals for integrating AI companions into learning environments—and the pursuit of Global ‘Harwell’ (a portmanteau of ‘harmony’ and ‘wellbeing’). This suggests that, in addition to transforming education, AI companions can contribute to individual wellbeing as well as broader humanitarian objectives. Beyond contributing to economic growth and efficiency, it is fundamentally important to address the most pressing global challenges or human crises of our time, foster understanding and cooperation among researchers and practitioners in different fields, and hence pave the way toward a future world marked by Global Harwell. To further advocate and demonstrate the pivotal role of AI companions in achieving these genuine objectives, we propose the General Artificial Companion Hypothesis. All these endeavors, however, begin with AI companions for learning. As Mandela said, “Education is the most powerful weapon which you can use to change the world.”

Pet-like learning companions: past research and future directions

Zhi-Hong Chen — 2025-01-01

The objective of this paper is to offer a design framework for pet-like learning companions (P-LCSs) whose concept extends from learning companion systems and integrates with pet-like characteristics, such as pet appearance, pet-owner relationship, and emotional support. Such a close relationship and deep emotions toward pets bring significant potential to benefit student learning in terms of social, cognitive, and affective aspects. After introducing some previous work on the P-LCSs, two further directions are proposed. One is linked to the research field of game-based and gamified design, while the other is connected to interest-driven creator (IDC) theory. Finally, a long-term goal of P-LCSs is discussed, and the reasons why P-LCSs might contribute to realizing the goal are also articulated in the paper.

Enhancing students’ authentic mathematical problem-solving skills and confidence through error analysis of GPT-4 solutions

Yu‑Feng Lin — 2025-01-01

Authentic mathematical problems connect mathematics to real-life scenarios, making mathematics learning more meaningful. However, students often find it challenging to comprehend the complexity and extensive textual descriptions of authentic mathematical problems, resulting in a lack of mathematical confidence. This study aims to investigate whether error analysis learning activity of GPT-4 solutions can enhance the skill of fifth-grade students to solve authentic mathematical problems and foster their mathematical confidence. A quasi-experimental design was employed, involving 59 fifth-grade students from a primary school in northern Taiwan. The experimental group engaged in error analysis learning activity of GPT-4 solutions, while the control group received traditional instruction, with both groups using the same teaching materials. Quantitative assessments were conducted through tests on solving authentic mathematical problems and a mathematical confidence scale, complemented by qualitative data collected via semi-structured interviews. The results revealed that the experimental group showed significant improvement in solving authentic mathematical problems, both in pre- and post-test comparisons within the group and in post-test comparisons between groups. Furthermore, the low-achieving students in the experimental group showed a significant improvement in solving authentic mathematical problems compared to the control group. Additionally, the mathematical confidence of both high- and low-achieving students in the experimental group was significantly higher than that of the control group. This study confirms the effectiveness of GPT-4 in mathematics education, offering new teaching strategies and research directions for educators and researchers.

A bibliometric analysis of computational thinking skills: definition, components and assessment tools

Ahmad Sarji Abdul Hamed — 2025-01-01

This paper provides an in-depth analysis of computational thinking (CT) skills and their assessment. It discusses the definition and components of CT. Various assessment tools, such as surveys, exams, self-assessment instruments, and performance tests, are explored. A bibliometric analysis reveals a growing trend in publications related to CT skills since 1993. The study employs citation analysis, co-citation analysis, and co-keyword analysis, identifying clusters of related work and emphasizing the core ideas of CT skills, their components, and their assessment. The findings highlight the intellectual synergy between publications, particularly the strong conceptual and thematic links between works that often cite each other. The discussion underscores the importance of CT components like abstraction, decomposition, and algorithms, as foundational elements across disciplines, particularly in education and computer science. Additionally, the integration of CT into educational curricula, such as robotics, programming, and STEM, demonstrates its growing significance. The conclusion identifies several gaps in the current understanding of CT, particularly the need for a standardized, widely accepted definition that encompasses all aspects of CT. It also emphasizes the limited focus on the assessment of CT skills and calls for the development of validated and reliable assessment tools. Furthermore, the paper highlights the need for more research on the impact of teacher training programs on CT development, to ensure effective integration at the school level.

The role of students’ higher-order thinking skills in the relationship between academic achievements and machine learning using generative AI chatbots

Nikolaos Pellas — 2025-01-01

Students’ perspectives on using generative artificial intelligence (AI) chatbots and machine learning are crucial in shaping the design, development, and implementation of their learning projects across various disciplines. Cognitive thinking, a key aspect of AI-related machine learning, aims to replicate human intelligence and behavior. However, the relation between cognitive thinking and knowledge acquisition is often overlooked. This cross-sectional study empirically examines the relationship between academic achievement and students’ attitudes toward machine learning, particularly through the use of generative AI chatbots. It specifically focuses on the role of higher-order thinking skills—such as problem-solving, critical thinking, and creativity—as both mediators and moderators in this relationship. A total of four hundred sixteen undergraduate students (n=416) from diverse academic backgrounds voluntarily took part in a project, in which they designed and developed generative AI chatbots in media and information literacy courses. The findings indicate that creativity mediated the relationship between academic achievements and attitudes toward machine learning, but its moderating impact was not significant. Problem-solving and critical thinking did not show significant mediating effects on attitudes toward machine learning, while they showed significant moderating effects in the connection between academic performance and attitudes toward machine learning. This study contributes by elucidating the interrelationships between students’ higher-order thinking skills, academic performance, and attitudes on the use of AI and machine learning technologies. By highlighting the mediating role of creativity and the moderating effects of problem-solving and critical thinking, this study offers a deeper understanding of how these skills shape students’ perceptions of AI.

A bibliometric analysis of digital game-based learning in educational contexts

Panlong Wang — 2025-01-07

As an emerging topic, digital game-based learning holds great significance as it revolutionizes traditional modes of education by harnessing engagement and enhancing learning outcomes. We bibliometrically analyzed the current studies of digital game-based learning, aiming to explore the key topics and domains of the trend that may inspire further research and innovations. This study employed VOSviewer to explore the top ten authors, sources, organizations, and countries and established a citation network using clustering techniques in CitNetExplorer to visualize the results. Based on the research, it is found that motivation maintenance, in-game feedback, and post-game motivation are important factors impacting sustainable digital learning. This study proposes a framework comprising three elements—Preparation, Process, and Settlement—aligned with different stages of digital gaming. By integrating factors affecting learners with gaming elements, the framework aims to enhance the effectiveness and sustainability of digital learning. Future research could involve implementing game designs based on our proposed framework to evaluate its effectiveness. Additionally, there is potential to integrate AI to promote learner experiences and optimize learning outcomes.

The effects of specialist co-teaching STEM intervention on primary students’ attitudes, perceptions, behaviors, and career aspiration: A mixed-methods study in China

Yu-Wei Chen — 2025-01-20

STEM education, essential for imparting problem-solving skills, is increasingly emphasized in primary schools worldwide. However, the efficacy of specialist co-teaching STEM interventions at this level is less explored than in higher education. This study evaluates the impact of a specialist co-teaching STEM intervention on primary students’ attitudes, perceptions, behaviors, and STEM-related career aspiration. The intervention, rooted in the Theory of Planned Behavior (TPB), introduces students to notable STEM professions. The pilot study was conducted for survey validation and involved 203 targeted primary students. Of these,
40 underwent a one-month intervention after obtaining parental consent. A mixed-methods approach was adopted, introducing hands-on tasks associated with two STEM professions: airplane piloting and bridge engineering. The study employed pre and post quasi-experiment surveys and video-recorded class observations to gauge changes in students’ attitudes, perceptions, and career aspiration, and to capture learning behaviors during the intervention. The study revealed enhanced attitudes, perceptions, and STEM career aspiration among students after the intervention. Observations emphasized the interactive nature of the intervention, underscoring its effectiveness in enriching students’ STEM learning experiences and fostering positive STEM career aspiration.