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Artificial intelligence (henceforth AI) is one of the latest innovations in education, which provides new ways of improving learning in different educational settings. In particular, owning to their ability, the adoption of AI technologies at the preschool level can enhance and transform the teaching-learning process in as far as young students are concerned. The present paper introduces a conceptual framework of integrating AI into early childhood education. It is based on analyzing recent studies and literature that have discussed various components and considerations that should be taken into account when AI tools are used in education. The framework encompasses a wide range of practical applications such as AI-based adaptive learning systems, real-time assessment tools, tutoring systems, interactive activities, language learning applications, assessment and progress monitoring tools, assistive technologies, professional development resources, recommendation systems, and communication platforms. The suggested framework herein seeks to help instructional designers and teachers create inclusive and personalized learning experiences for young children. [ABSTRACT FROM AUTHOR]

This paper explores the efficacy of gateway modules in higher education, particularly focusing on their role in providing students with a second chance to excel academically. Gateway modules offer students who failed a pre-requisite module the opportunity to revisit and improve their understanding of foundational concepts, thereby enhancing their overall academic performance and ensuring that students can complete their degrees in minimum time. What sets these gateway modules apart is their provision during the extended university holidays, allowing students to engage in fully online modes of learning. By embracing this flexible approach, students can retake the module and demonstrate their proficiency from any location, facilitating a seamless continuation of their academic journey. Notably, successful completion of the module during the holiday period enables students to progress immediately to subsequent modules that require the failed module as a prerequisite. This alternative pathway not only mitigates the need to repeat an entire semester but also empowers students to stay on track towards timely degree completion. [ABSTRACT FROM AUTHOR]

One of the fields in which internationalization plays a pivotal role in today's world is education, with internationally developed study programs enrolled by students from various countries. While such kinds of collaborations allow for fostering unity especially when digital learning accompanies them, we also have to take into account how some entities may be more interested in spreading dissension than supporting collaboration. Actions such as these often fall under the category of "hybrid warfare", which includes all the efforts aimed at behaving with hostility, without relying uniquely on military strength; a significant portion of these makes use of digital instruments. In this research, we examine an event part of a project specifically devoted to educating in hybrid warfare. In particular, we focused on how it was able to internationally improve collaboration and mutual understanding, with the aim of providing general guidance to different teaching and learning initiatives where e-learning plays a role. We conducted a survey among military and civilian students participating in the event, detecting appreciable effects on interaction, respect, observation, and understanding. Participants deemed these aspects as important both for setting the stage for sector-specific collaboration and their personal experience. This research is part of the activities undertaken in the European project HYBRID, whose goal is promoting awareness of all the practices related to hybrid warfare and their interpretation, also by using digital didactics and tools, including the not less important purpose of being able to defend from them. [ABSTRACT FROM AUTHOR]

Engagement in the discussion process is one of the common challenges of asynchronous online forums. It becomes especially crucial if the discussion is organized over a serious topic about a complex problem with a group of diverse stakeholders. Gamification gives much promise in addressing this challenge. In this paper, we propose possible game design solutions to the engagement challenge for an existing online AI-based platform Discussoo and reflect on the results from the expert interviews and an experiment with students. [ABSTRACT FROM AUTHOR]

The use of persuasion has become ubiquitous in interactive systems with the intent of increasing revenue, gathering user information and maximizing user engagement. However, it has been argued that users' autonomy is an ethical concern within persuasive UX design. This paper argues that there is a need to integrate ethics education within UX pedagogy and practice. Focusing on the topic of 'persuasive UX design', the authors test a framework to educate design students about the ethics of persuasion from a user autonomy perspective. We introduced autonomy related ethical considerations to a graduate user experience class of 22 students. Through a pre/post activity, we show that the introduction of these ethical considerations increased students' critical attitudes towards persuasive designs. We also conducted in-depth qualitative interviews with five students to understand students' experiences of ethics education and its impact on their ethics understanding. Through these interviews, we identified the needs and gaps in ethics education, including the difficulties which design students face to understand and incorporate ethics in their design process. Based on the findings from this study, we discuss future directions for integrating ethics education in user experience design. [ABSTRACT FROM AUTHOR]

A successful flipped classroom relies heavily on student engagement in pre-class learning and their active participation in classroom activities. However, much to students' disappointment, their efforts in the learning process often go unnoticed in traditional assessment approaches (such as term papers and final examinations) that are more product-oriented. As one of the important goals of the flipped classroom approach is to improve students' learning behaviors and attitudes, we argue that more attention should be shifted to assessing the learning process in order to align with such goal. In this paper, we advocate the use of learning analytics as one of the assessment components in flipped classrooms. We show how this change in assessment can be beneficial to both student learning and teacher reflection. We also indicate some limitations on current learning management systems (LMS) in providing the learning analytics for assessment purposes and suggest several revisions on LMS for better facilitating implementation of the flipped classroom approach. [ABSTRACT FROM AUTHOR]

This paper discusses how two groups of students, with different nationalities and academical backgrounds develop the same game. Through literature review, the author profiled the groups and identified five differences on how they work. Results point towards a structured process by bachelor's students, with master's taking more liberties in their design process. [ABSTRACT FROM AUTHOR]

This paper discusses the investigation of how architectural digital design elements of virtual worlds affect learning experiences. In particular, the research study focused on 3D virtual educational facilities and their impact on learning experience in comparison to real life in-class experiences. Emphasis is given on how a range of learning objectives affect design efforts in virtual worlds intended for supporting learning activities. Examples of how virtual worlds may transform learning experiences include information retention, participation and enjoyment. The paper considers design elements that have a causal effect to such learning objectives and considers what design recommendations could be used to enhance the student's overall learning experience in 3D VLEs. [ABSTRACT FROM AUTHOR]

Students applying to study at a university in a country that does not use their native language typically have to sit a formal language assessment exam; This exam is now most commonly done electronically. This can be challenging for students if they do not have previous experience with online tools. While previous studies have shown that practice of some skills exam, such as writing tasks, help improve students' performance, while other test skills has to be investigated. Still, there are few scientific and published studies on the usability and the effect of the design of test elements and their effect on test accuracy and effectiveness. The purpose of this study is to investigate factors of online English as a foreign language (EFL) tests and how they can adversely affect students' performance during the test. To meet this aim, we investigated the correlation between test structure and some test-taker characteristics. The study's significance is considered a guideline for test designers to improve the test design, which should lead to a more accurate assessment of the student's performance. This research was conducted using an online survey of new University entrance students. The key findings of this study are that less confidence during the test may result in an artificially reduced test score, with a potentially significant impact on a student's career or need to retake repeatedly. Moreover, other facts have been measured about an English online test such as first language, subject area and previous training on such examination. These contribute to challenges during the exam, which were raised in participants' responses on having difficulty interacting with the test. [ABSTRACT FROM AUTHOR]

Learning Style (LS) is an important parameter in the learning process. Therefore, learning styles should be considered in the design, development, and implementation of e-learning environments. Consequently, an important capability of an e-learning system could be the automatic determination of a student's learning style. In this paper, a set of features which are important in extracting the learning style automatically from students' behavior has been determined. These features, which are recognized based on Myers-Briggs Type Indicator's (MBTI), play a key role in predicting learning styles in an online course. The features are determined and ranked using pattern recognition techniques, such as K-means clustering algorithm, to show which features can be better to separate learning style dimensions. The results show several features can be used to predict learning styles with high precision. [ABSTRACT FROM AUTHOR]

Ever since MDA was publicized by Hunicke et al. in 2004, it has become a building block for game developers and scholars. However, it has also incited several misconceptions that have spread among students and the gaming community. For example, players have overused the term "mechanics," to the point that it is virtually meaningless. On the other side, the terms "dynamics" and "aesthetics" have been comparatively neglected, despite their value. Building upon my experiences of teaching an undergraduate game design course, I argue that these misconceptions stem from the ways that consumers have misinterpreted the MDA framework. Game educators are not necessarily working with experienced designers: they are working with students who are often more passionate about playing games than making them. Thus, game educators need to target this misconception in order to shed light on preconceived biases. [ABSTRACT FROM AUTHOR]