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Background: Online learning has grown significantly during the past two decades, and COVID‐19 pandemic has expedited this process. However, previous research has shown how academic dishonesty is more prevalent under these modalities. Therefore, there is the challenge of performing trustworthy remote assessments, in order to obtain valid and reliable measures of students' knowledge. Objectives: The research question that drove this research was: what actions have been proposed in contemporary research to improve remote assessment trustworthiness from a technological and pedagogical perspective? Methods: We analysed the papers accepted for the special issue titled 'Trustworthy Assessment and Academic Integrity in Remote Learning' following a deductive qualitative category coding methodology to find the main approaches. Results and conclusions: We identified eight approaches to improve trustworthiness in remote assessment: four for exams and high‐stake tests, one exclusively for performance‐based assessments, and three for any type of assessment. Our findings shift attention from academic dishonesty to trustworthy assessment, integrating recent findings of papers accepted to this special issue. Implications: Our findings deepen current understanding of trustworthy remote assessments, inviting practitioners and researchers to explore different types of assessment methods and different moments related to assessing learning. Lay Description: What is already known about this topic?: Online learning has grown significantly during the last decade.This growth increases the need for online assessment methods that can provide a valid, reliable, and fair measure of student knowledge.Research demonstrated the prevalence of academic dishonesty in online learning.There is a timely need to research and develop methods for trustworthy online assessment, as well as to raise the awareness of researchers, practitioners, and administrators, to the topic and to the solutions at hand. What this paper adds?: A review of the state‐of‐the‐art with respect to trustworthy assessment in online learning.A typology of strategies to improve trustworthy assessment, characterizing the pedagogical approach, technological method, context, and type of assessment.An analysis of different solutions, approaches, and case studies, with respect to the proposed typology.A novel approach to inform the design and implementation of valid and reliable online assessment. The implications for practitioners: The paper presents strategies and approaches for implementing trustworthy assessment in online learning.The paper provides a conceptual framework that can inform the design of valid and reliable assessments methods, and analyse both existing and newly proposed onesHighlighting the importance of including the assessment as an integral part of the instructional design phase of online learning offerings. [ABSTRACT FROM AUTHOR]

Background: Academic dishonesty (AD) and trustworthy assessment (TA) are fundamental issues in the context of an online assessment. However, little systematic work currently exists on how researchers have explored AD and TA issues in online assessment practice. Objectives: Hence, this research aimed at investigating the latest findings regarding AD forms, factors affecting AD and TA, and solutions to reduce AD and increase TA to maintain the quality of online assessment. Methods: We reviewed 52 articles in Scopus and Web of Science databases from January 2017 to April 2021 using the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses model as a guideline to perform a systematic literature review that included three stages, namely planning, conducting, and reporting. Results and conclusions: Our review found that there were different forms of AD among students in online learning namely plagiarism, cheating, collusion, and using jockeys. Individual factors such as being lazy to learn, lack of ability, and poor awareness as well as situational factors including the influence of friends, the pressure of the courses, and ease of access to information were strongly associated with AD. A technology‐based approach such as using plagiarism‐checking software, multi‐artificial intelligence (AI) in a learning management system, computer adaptive tests, and online proctoring as well as pedagogical‐based approaches, such as implementing a research ethics course programme, and a re‐design assessment form such as oral‐based and dynamic assessment to reduce cheating behaviour and also sociocultural and sociotechnical adjustment related to the online assessment are reported to reduce AD and increase TA. Implications: Educators should adjust the design of online learning and assessment methods as soon as possible. The identified gaps point towards unexplored study on AI, machine learning, learning analytics tools, and related issues of AD and TA in K12 education could motivated future work in the field. Lay Description: What is already known about this topic: Online assessment has become a global trend in the last 10 years, especially since PISA (2015) and TIMSS (2019) were adopted, then, the increasing adoption of MOOCs and online learning due to the COVID‐19 pandemic.Academic dishonesty (AD) and trustworthy assessment (TA) are hot issues in online assessment practices that are interesting to study.Research findings on the associated factors of AD and efforts to increase TA in online assessments are still inconclusive.Contemporary research on AD and TA in online assessment lacks of comprehensive systematic review. What this paper adds: This paper systematically reviewed 5 years of empirical research (2017–2021) on AD and TA in online assessment in both K‐12 and higher education.This paper revealed the most recent trends developing in the literature regarding the factors contributing to the appearance of AD in online assessment.This paper revealed a recent report on efforts to improve TA in online assessment.This paper recommended several new pedagogical and technological approaches to reduce AD and increase TA in online assessment. Implications for practice: Education managers, professional associations, teachers, and lecturers need to reeducate the academic community about the risks of AD in online assessments.Teachers need to redesign the form of online assessment to achieve HOTs and reduce multiple‐choice questions. On the other hand, oral‐based, project‐based assessments, and student work portfolios are encouraged to be adopted.Online assessment using an adaptive and intelligent online assessment approach, randomization of delivery question systems, smart proctoring, AI for online assessment, and learning analytic technology is recommended to be studied massively.Research on AD and TA at the K‐12 and higher education levels needs to be intensified considering online learning programs in the era of the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]

Background: Screen‐sharing technologies enable applications such as screen mirroring, video streaming and instant messaging across multiple device screens. Despite their increasing use in many contemporary classrooms, there is a paucity of research directly examining pedagogical benefits and issues of these technologies. Objectives: This study investigated the influence of screen‐sharing technologies on teachers' practices, highlighting pedagogical benefits and issues encountered. Methods: The paper drew on a sample of 321 K‐12 teachers and utilised principal components analysis, descriptive statistics and inductive coding. Results and Conclusions: Teachers reported greater mobility, increased ease of content sharing and deeper learner cognition as attributes of improved learning and teaching with the technologies. However, a minority highlighted technical issues such as network and hardware problems affecting their confidence. Despite increased mobility as an affordance, teachers' perceptions about mobility largely appeared to be predicated on assumptions that the technologies were intended for didactic instruction. Takeaways: The study contributes to a more nuanced understanding of screen‐sharing affordances while underscoring learner‐led screensharing as a focus for future research and practice. Lay Description: What is already known about this topic: Screen‐sharing technologies are becoming commonplace in many contemporary educational settings.The technologies represent integrated systems that enable functions such as mirroring, video streaming, online polls, real‐time editing, screen‐capturing and learner analytics.Screen‐sharing is indirectly examined in several studies with findings indicating improvements in group awareness, emotional engagement, learner confidence to share ideas and teachers' visualization of concepts.Existing findings are largely anecdotal and there are very few studies that have focused directly on screen‐sharing affordances. What this paper adds: An empirical study directly examining teachers' first‐hand perspectives of using screen‐sharing technologies.Benefits relate to greater task focus, deeper thinking, improvements to teaching practice and ease of sharing content.A minority of teachers experienced issues such as technical problems, inappropriate sharing and distraction.Mobility was recognized as a key affordance though remained underutilized by many teachers. Implications for practice and/or policy: Professional learning accompanying the use of screen‐sharing technologies can support teachers to take advantage of all features of screen sharing such as enhanced teacher mobility.Institutions need to provide requisite technical and professional support for teachers to effectively and reliably leverage screen‐sharing in the classroom.There is a need to explore teacher's and learner's screen‐sharing uses in situ to more fully understand issues and possibilities. [ABSTRACT FROM AUTHOR]

Background Study: Previous systematic reviews concluded that online professional‐learning communities (OPLCs) have positive effects on teachers' development, but explored neither the technological affordances that make this possible nor the potential negative impacts of technology use in OPLCs. Objectives: The aim of this study is to systematically analyse previous research on teachers' OPLCs, and thus help answer the question of what technological affordances (dis)empower members of teachers' OPLCs, and how they do so. Methods: This study applied the systematic‐review method. A total of 28 studies were identified and analysed using rigorously defined inclusion and exclusion criteria. The results are reported as a synthesis. Results and Conclusions: First, in theme, the selected articles primarily focused on features of OPLCs and of teachers' knowledge. Second, mixed‐methods approaches were commonly used in the sampled research, and the number of studies employing advanced statistical methods and machine learning increased over time. And third, the reviewed studies' findings suggest that technology supports 'bottom‐up' teachers' communities (as distinct from 'top‐down' professional development organized by educational authorities) in seven ways: that is, by promoting collaboration opportunities, expanding the participants' networks, facilitating knowledge sharing, delivering support more rapidly, providing emotional support, allowing ubiquitous learning, and enabling multiple modes of participation. Lay Description: What is currently known about the subject matter: Previous reviews found OPLCs have positive effects on teachers' development. What their paper adds to this: What technological affordances empower teachers in OPLCs.How technological affordances empower teachers in OPLCs. The implications of study findings for practitioners: The sampled articles primarily focused on OPLC features and teacher knowledge.Mixed‐methods approaches were commonly used.Technology provides various affordances to 'bottom‐up' teachers' communities. [ABSTRACT FROM AUTHOR]

Background: Tele‐collaborative projects serve as invaluable platforms for students from diverse countries to engage in cross‐cultural communication and exchange cultural knowledge. These projects offer immense benefits in terms of fostering intercultural competence among participants. However, one challenge arises when participants engage in spoken communication rather than written. Those who may not share a common first language often rely on a lingua franca such as English for intercultural communication. In such spoken exchanges, varying levels of language proficiency can lead to communication errors that hinder the intercultural learning process and impede the development of intercultural competence in their fellow participants. Objectives: In the present trial study, our primary objective was to tackle the language‐related challenge associated with spoken communication head‐on. Our focus centred on addressing the discrepancies arising in spoken communication, and we aimed to mitigate these discrepancies by utilizing speech‐enabled corrective feedback technology. Methods: In a tele‐collaborative project involving 28 graduate students from the People's Republic of China and Republic of Kazakhstan, the participants engaged in spoken communication and cultural exchange in English via the internet. Given the emphasis on spoken communication and the recognition that English was not their first language, we implemented a speech‐enabled corrective feedback (SECF) technology to ensure effective communication in terms of pronunciation, grammar, and word choice. The SECF technology detected and provided instant feedback on any speech mistakes, enabling participants to make corrections accordingly. The main aim of our study was to explore the potential benefits of integrating SECF technology into a tele‐collaborative project for the development of participants' intercultural competence. Additionally, we sought to gather insights into the students' perceptions of the SECF support. Results and Conclusions: The results of our study revealed significant improvements in the participants' intercultural competence across dimensions such as knowledge, skills, attitude, and awareness. Furthermore, the participants expressed positive perceptions of the SECF technology. Drawing from our findings, we offer valuable implications and recommendations for educators and researchers in the field, enhancing their understanding of the role of SECF technology in supporting intercultural competence development in tele‐collaborative settings. Lay Description: What is currently known about the subject matter: Tele‐collaborative projects are widely utilized to enhance intercultural competence.Low language proficiency of participants often poses a significant challenge in tele‐collaborative projects. What this paper adds: The present study addressed the language barrier by incorporating speech‐enabled corrective feedback (SECF) technology to support our tele‐collaborative project.The study explored how our tele‐collaborative project, supported by SECF, facilitated the development of intercultural competence. The implications of study findings for practitioners: Scholars and practitioners should consider implementing SECF technology to address language‐related barriers in tele‐collaborative projects.Guidelines based on our study can be utilized to design tele‐collaborative projects with SECF support.Training on technology and constant support needs to be provided to participants. [ABSTRACT FROM AUTHOR]

Background: The Covid‐19 pandemic has created significant challenges for the global higher education community. Understanding of students' perception has important implications for the quality of the learning process, as it affects students' engagement in learning, helps educators rethink the principles of the learning design and further improve the developed programs. Objectives: Understanding of how rapid and necessary changes of learning caused by the pandemic are related to students' intrinsic motivation and awareness. Methods: There were 832 participants in this study. Quantitative and qualitative research methods employing relevant statistical techniques were used to research students' opinions regarding the distance learning process. Results and Conclusions: Our analysis showed that first‐year students were significantly less motivated during the learning process than older students, they saw distance learning as less valuable and less interesting than the others. Our research found several positive consequences of the pandemic: working according to students' own schedule in a relaxed environment, looking at the lecture again if necessary, feeling free to ask questions and communicate with teachers and saving travel time. Implications: Teachers should have more understanding for the first‐year students who are threatened when it comes to developing motivation to learn and help them cope with learning anxieties, encourage their self‐belief and give them extra support during the learning process. Lay Description: What is already known about this topic: Intrinsic motivation is an important predictor of learning success, satisfaction and outcome in higher education.The coronavirus disease 2019 (Covid‐19) outbreak has rapidly shifted classrooms to the Internet and distance learning. What this paper adds: The paper provides empirical evidence on how different demographic factors can be linked to students' motivation for learning in a changed educational environment.The paper also analyse students' perceptions of distance learning in regards to the positive and negative aspects of educational environment. Implications for practice and/or policy: Previous students' online learning experiences influence positively motivation for learning in a changed educational environment.First‐year students were less motivated during distance learning than older students.Students with a higher academic performance have put more effort in distance learning than other students.Benefits of distance learning perceived by students were: (a) working by their own schedule; (b) re‐watching the lecture; (c) feeling free to ask question and (d) saving travel time.Negative traits were: (a) lack of motivation and study focus; (b) anxiety as the change was unexpected and (c) lack of social and socio‐emotional aspect of learning. [ABSTRACT FROM AUTHOR]

Background: Globally, digital skills are a crucial aspect of education that schools should develop systematically. Research on digital skills tends to be measured using self‐reports, performance tests or interventions. There is less knowledge about student and teacher uptake of technology in school, making it important to investigate the actual use of technology and digital skills in authentic classroom settings. Objectives: This study contributes unique baseline data concerning students' use of technology and digital skills across mandatory English courses in real classroom settings in secondary schools in Norway over time. Methods: The study adapted a national framework for digital skills into an observation protocol. With it, this study analysed videos from 60 naturally occurring English lessons in 13 English classes at seven lower secondary schools over two school years (grades 9 and 10), following 186 students (aged 13–15) and 10 teachers. Results and Conclusions: Students used digital skills critical for education in half of the video‐recorded English lessons, with more digital skill use at some schools over time. The main finding across classrooms and school years regards students' use of basic, not advanced, digital skills. Takeaways: Although teachers provide opportunities for students to use digital skills in school, more advanced skills are needed. This work calls for continued use of video recordings to provide systematic comparisons of potential shifts in students' digital skills in real English secondary classroom settings over time. Lay Description: What is currently known: Digital skills is a crucial aspect of education globallyStudent and teacher uptake of technology varies extensivelyMost studies on the use of digital technology concern self‐reports and interventionsFew studies exist concerning the actual use of digital skills in the classroom What this paper adds: Video recordings from seven English classrooms across two school years are analysed.A framework for digital skills is adopted and used as observation protocolAttention is given to the difference between basic and advanced digital skillsHow technology is actually used matters more than how much technology is available Implications of study findings for practitioners: Teachers should offer opportunities for students' use of digital skills in the classroomSubject‐specific use of digital skills should be prioritizedThere is a need for more emphasis on reflection and digital judgementWe need to encourage the use of advanced digital skills and not only basic skills [ABSTRACT FROM AUTHOR]

Background: It is crucial to use innovative tools to gain clinical reasoning skills through experiential learning in pharmacy education, and one of the most effective tools used in this is virtual reality. However, the lack of research that empirically demonstrates the instructional principles of virtual environment design, especially in the clinical setting, has resulted in a significant gap in the current literature. Aim: In this study, it was aimed to determine the instructional design principles of a virtual environment for the clinical pharmacy. Method: The study was conducted as a design‐based research. The data of the study related to three components of the developed virtual reality environment in pharmacy education (VRPE). These components, scenario development interface‐scenario development interface, virtual environment, and scenario, were collected through interviews, observation, document review, and a system usability scale. Instructional design principles for the VRPE were determined through analysis of the collected data. Results: The prominent instructional design principles of the VRPE were revealed as immersion, interaction, diversity, flow, aesthetics‐ergonomic‐universal design, informing, and retest availability. The significance of the study was the adoption of a holistic perspective in the design of a virtual reality environment for pharmacy education. In addition, one of the most critical features of the study was eliminating the expertise barrier in virtual environment design. Thus, it was concluded that the VRPE is an extraordinary tool that can be used for pharmacy education to promote experiential learning. Lay Description: What is already known about this topic: Enrichment of pharmacy education with innovative practices and educational technologies is encouraged.Theories to guide research and application development regarding virtual environment design are lacking.Features such as immersion, interaction and flow in virtual environment design have been studied in various studies. What this paper adds: The research brings a holistic perspective on the design of virtual environments in pharmacy education.The research removes the barrier of expertise in virtual environment design with the scenario development interface.The results expand the literature by revealing instructional design principles on the issues to be considered in virtual environment design. The implications of study findings for practitioners: Further studies on context‐specific design of multi‐user virtual environments and the factors and design principles required could be conducted.Future studies should explore the skills (e.g., cognitive, and affective) that would be developed by these design principles.The impact of virtual reality on professional life or whether the design principles are valid for these domains could be determined. [ABSTRACT FROM AUTHOR]

Background: Hyper‐video technology allows reflection on learning materials by writing personal notes and by interactions with lecturers and peers through shared posts and replies. While research shows that integrating hyper‐videos in educational systems can promote the learning processes and outcomes, an open question remains regarding its actual utilization patterns by students and teachers. Objectives: The study aimed to reveal the extent to which students utilize different functions of hyper‐videos in real‐life learning contexts, and to examine the role of instructional design on hyper‐video utilization. Method: In a mixed‐method design, the study characterized active and passive interactions in hyper‐videos in higher education courses, and amongst active interactions, compared shared versus private annotations. Additionally, the study compared voluntary and mandatory instructional design for promoting hyper‐video interactions. In particular, we used learning analytics to explore hyper‐video patterns in 25 undergraduate and graduate courses. Results and Discussion: A log analysis revealed that students wrote most of the posts, while lecturers mainly provided replies to students' posts. Private annotations were more prevalent than shared writing, pointing to the unfulfilled potential of hyper‐video annotations to benefit from collaborative learning. A qualitative analysis on instructional design was consistent with quantitative findings, revealing important differences between the courses with mandatory versus voluntary hyper‐video integration in pedagogical design, and in cognitive presence and teaching presence, based on the community of inquiry framework. Major takeaways: Findings point to an unfulfilled potential of hyper‐video technology to promote active and collaborative learning. This highlights the role of design and instructive guidance when integrating technology into educational systems. Lay Description: What is already known about this topic: Hyper‐video functions increase motivation and promote self‐regulation of learningIntegrating hyper‐videos in education can benefit leaning outcomesHowever, there is an imbalance between the availability ICT and its actual useThere is a gap in the literature regarding actual utilisation patterns of hyper‐video What this paper adds: A mixed method design exposes hyper‐video utilisation patterns in higher educationFindings show underutilisation of active and collaborative hyper‐video functionsMixed analysis reveals advantage for mandatory (graded) compared to voluntary designGender and degree do not moderate utilisation patterns of hyper‐videos Implications for practise and/or policy: Instructional design is required to guide students of effective use of hyper‐videosInstructors should use hyper‐videos to promote collaboration and peer dialogueDirect instruction does not engage students in active learning via hyper‐videosMandatory design can increase hyper‐videos' potential to contribute to learning [ABSTRACT FROM AUTHOR]

Noticing and interpreting classroom events (professional vision) is an important element of preservice teachers' (PSTs) interpersonal competence. This paper presents a mixed‐method study about a classroom simulation using 360‐degree videos combined with theoretical lectures in teacher education, intended to improve PSTs' interpretations of noticed events. Furthermore, this study examined how PSTs evaluate technological and educational affordances of 360‐degree videos. Results indicate that participating PSTs improved in noticing classroom events and in applying a more theory‐based terminology to describe these events. PSTs perceived observing other teachers teach as an educational affordance for mastering theory and for developing insights about interpersonal teacher behaviour. Concerning technological affordances, mainly physical discomforts and technical hindrances, was reported by PSTs. The results of this study imply that 360‐degree videos can be useful for teacher education to improve PSTs' interpretation of noticed events. Practitioner Notes: What is already known: Professional interpersonal vision is considered an important element of preservice teachers' (PSTs) interpersonal competence.Interpersonal competence can be practiced using computer‐based classroom simulations.One type of content in simulations is video, which can provide PSTs authentic cases.Recent technological developments enable enrichment of video simulations using 360‐degree cameras. What this paper adds: Findings indicate that classroom simulations using 360‐degree videos added with theoretical lectures can improve PSTs' level of interpretations of noticed classroom events as part of their professional interpersonal vision.Technological and educational affordances of classroom simulation using 360‐degree videos evaluated by PSTs. Implications for practitioners: Classroom simulations using 360‐degree are a useful method to prepare PSTs for educational practice.Classroom simulations using 360‐degree videos help PSTs learn theory about interpersonal teacher behaviour.Classroom simulations using 360‐degree videos help PSTs develop insights about teaching styles that influence teacher–student relationships.This study advises good quality VR‐environments to improve the immersive experience. [ABSTRACT FROM AUTHOR]

Background: Language learners are taking advantage of the increased accuracy afforded by machine translation (MT) tools like Google Translate. There is a growing debate as to whether these tools support or hinder English as a foreign language (EFL) education. Some EFL students are drawn to MT tools to save time and energy when communicating, but how this use relates to second language acquisition needs to be clarified. Objective: This study investigated the perceptions and practices of MT tools among university EFL students in Saudi Arabia and South Korea. Methods: The study surveyed Saudi (n = 310) and South Korean (n = 160) university students to explore the use of MT tools in EFL learning. It used mean scores, correlation analysis, and structural equation modelling to understand the perceived benefits and limitations of MT tools and their influence on the use of translation websites. The findings were triangulated using content analysis of open‐ended items. Results and Conclusion: Findings indicate students showed a high level of acceptance and utilization of MT tools. English avoidance behaviour (B = 0.43), benefits (B = 0.32), and foreign language proficiency (B = −0.19) predicted 61% of actual use of MT tools like Google Translate. Further, students frequently used MT tools despite the reported concerns about accuracy mistakes. Saudi students listed a more comprehensive array of why they use MT tools than Korean students, while Saudis and Koreans frequently used MT tools for individual word and sentence translations. Implications: Students should edit MT output when writing and are encouraged to use the voice recording and other functions of MT tools to learn language skills. Instructors must prevent overuse and dependency on MT tools, especially among low‐proficiency students who want to avoid using English. Lay Description: What is currently known about the subject matter: Students use translation tools to complete foreign language assignmentsStudents have a positive view towards translation toolsInstructors have mixed feelings on their students' use of translation tools What their paper adds to this: A mixed method study to learn strengths and limitations with translation toolsCross‐cultural study to compare perceptions from two regionsIdentified benefits to pronunciation skills through voice recording functionsLimitations with translation accuracy did not negatively influence actual use Implications of study findings for practitioners: Identified benefits with translation tools can be applied to writing instructionLimitations identified including over‐dependency and cheating should be avoidedStudents are recommended to use the speech function to practice pronunciationPost‐editing (revising) is an important part of using translation tools [ABSTRACT FROM AUTHOR]

Background: Technologies may successfully be used to mediate, aid, and diversify learning, but several studies indicate that technologies cannot substitute outdoor learning and its experiential nature. To halt human‐induced biodiversity loss, teachers should acquire a deep understanding of the principles of ecology, including the challenging concept of biodiversity. Only few studies have investigated learning about biodiversity outdoors guided by technology. Objectives: The aim of this study was to examine student teachers' current knowledge of the concept of biodiversity, to test how well technology‐mediated mobile learning in outdoor settings affects their understanding of the concept, and to determine the students' ability to estimate biodiversity in situ. Methods: Student teachers (N = 121) participated in a technology‐mediated nature trail. Research data was gathered through open‐ended questions in pre‐ and post‐test questionnaires and an assignment during the trail. Data were analysed using both qualitative and quantitative methods. Results and Conclusions: Results showed that significantly, more students included species and ecosystem diversity in their definitions of biodiversity after the trail, but the inclusion of genetic diversity remained low. Student's estimations of biodiversity in situ and related arguments indicate that they had difficulties in connecting their observations with their assessments of biodiversity. Implications: The study indicates that biodiversity is still a challenging concept, but also that outdoor learning mediated by technology has potential to untangle the concept. Understanding the importance of genetic diversity for species survival should be given special attention. Lay Description: What is already known about this topic: Research shows that sensory experiences and interaction with natural environments are important when learning about nature and, therefore, for example, virtual environments cannot substitute outdoor learning.Research also indicates that mobile technologies can successfully be used to support learning outdoors.Previous studies show that the concept of biodiversity is still largely unknown to the public and even teachers, yet there are only few studies where technology has been used outdoors to promote learning about biodiversity. What this paper adds: The goal of the study was to test how well a technology‐mediated nature trail (TMNT) – in which outdoor environment with all its' sensory experiences and observations made in authentic environments – can promote learning about the concept of biodiversity.The study showed that the concept of biodiversity is still poorly known among student teachers and, although knowledge about species and ecosystem diversity increased significantly during the study, the concept of genetic diversity remained especially hard to grasp.The TMNT was successful in mediating student teachers through the trail and observing the desired aspects of biodiversity – it is also easy to modify compared to for example, physical nature trail signs. Implications for practice and/or policy: Biodiversity and its meaning for ecosystems is an important and challenging topic – technology‐mediated outdoor learning has potential to promote this understanding.Teacher educators should place special emphasis on promoting their students' knowledge of biodiversity and their ability to observe the natural environment. [ABSTRACT FROM AUTHOR]

Background: Performance goal orientations are influential motivational factors for predicting learning performance. However, a lack of attention has been paid to investigating the effects of performance goal orientations on learning performance and in‐game performance in the context of digital game‐based learning. Objectives: This study implemented a game‐based English vocabulary learning system and investigated how performance goal orientations affected learners' learning performance and in‐game performance. Methods: A total of 59 non‐English major university students participated in this study, divided into performance‐approach learners (PAPL) and performance‐avoidance learners (PAVL) based on their performance goal orientations. The English vocabulary listening test and log data were collected for conducting quantitative analyses. Results and conclusions: The results showed that the PAPL outperformed the PAVL in learning performance, whereas the two groups demonstrated similar gain scores and overall in‐game performance. Moreover, the results showed that the PAVL's learning performance was strongly associated with all aspects of in‐game performance in the learning activities. Conversely, the PAPL's learning performance was only associated with two aspects of in‐game performance in the competition activities. Implications: The findings of this study suggest that performance goal orientations play significant roles in both learning performance and in‐game performance, which could benefit the PAVL's in‐game performance, which is a substantial factor in promoting their learning performance via DGBL. Lay Description: What is already known about this topic: Digital game‐based learning (DGBL) has been widely adopted in various subject areas.DGBL is an effective learning approach for language learning.Performance goal orientations are influential motivational factors in predicting learning performance.Relevant empirical research on performance goal orientations in DGBL is scarce and inconclusive. What this paper adds: A game‐based English vocabulary learning system was developed based on the considerations of different characteristics of performance goal orientations.This study provides understandings of the impact of performance goal orientations on both learning performance and in‐game performance in DGBL.Performance‐approach learners outperformed performance‐avoidance learners, whereas the two groups demonstrated similar gain scores and overall in‐game performance.Performance‐avoidance learners' in‐game performance is a substantial factor in promoting their learning performance via DGBL. Implications for practice and/or policy: Educators should consider adopting game‐based assessment to reduce the gap between learners with different performance goal orientations.DGBL can be a potential approach to supporting different performance goal orientations, but it is particularly beneficial to learners with performance‐avoidance goals.Learners with different performance goal orientations need different types of learning activities to achieve better performance.A personalized DGBL system should be developed to accommodate the needs and preferences of learners with performance‐approach and performance‐avoidance goals. [ABSTRACT FROM AUTHOR]

Background: Online Collaborative Writing (OCW) has been reported to be useful to improve writing quality in higher education. However, challenges emerge during the collaborative processes, mainly centering on how to sustain active interactions and communications in order to complete a high quality of writing. Objectives: Using the design‐based research, this research designs and implements a student‐facing SLA tool that integrates multi‐method analytics to present social interactions, writing topics, and topic connections and to empirically investigate the effects of this tool on student engagement during OCW. Methods: This research uses both quantitative content analysis, statistical analysis, and qualitative analysis to examine the effects of the SLA tool on students' social and cognitive engagement as well as students' perceptions about the usefulness and usability of this tool. Results and Conclusions: Results showed that the SLA tool improved students' social and cognitive engagement, and most students perceived that the SLA tool was useful for the OCW activity. Based on the findings, implications of tool development and pedagogical design are proposed to foster students' online collaborative writing quality. Lay Description: What is currently known about the this topic: Online collaborative writing has been widely adopted in higher education.It is difficult for students to sustain active engagement in OCW.Learning analytics implementations have potential to foster student engagement. What this paper adds: A student‐facing SLA tool was developed to visually demonstrate student engagement.The SLA tool improved students' social and cognitive engagement.Students perceived the SLA tool useful for improving collaborative writing. Implications for practitioners: Tool implications include visualized representation, feedback contextualization, and influence of social comparison.Pedagogical implications include metacognition competency, instructional feedback, and collaborative characteristics. [ABSTRACT FROM AUTHOR]

Collaborative learning is perceived as an important component of Information Communication Technologies (ICT) integration in schools. The purpose of this study was to examine an initiative of the Ministry of Education that promoted intra‐school and inter‐school digital collaborative learning projects. The participants were 159 district ICT leaders, who designed 37 digital collaborative projects containing 73 learning activities to promote inter‐school student interactions. The study was conducted within the qualitative research paradigm through analysis of digital collaborative learning activities. Additionally, the participants were required to share their experiences regarding digital collaboration through an open‐ended online questionnaire. The thematic analysis revealed all four levels of the SAMR model, rating pedagogical changes during technological integration; the most common were the model's two middle levels: Augmentation and Modification. Moreover, we explored the degree of teamwork (information sharing, cooperation, or collaboration), complexity of collaboration (intra‐school vs. inter‐school) and sustainability of collaborative learning within the school culture. Most of the activities reflected the cooperation level of teamwork, while in the highest level—collaboration was less common. Surprisingly, complexity of collaboration and its sustainability in school culture were negatively interconnected. Regarding the extent of collaboration, some activities were categorized as "Islands of innovation," the majority were comprehensive and conducted on the organizational level, while only few involved the wider community‐parents or other stakeholders. Based on the bottom‐up analysis of pedagogical changes in digital collaboration activities, we suggested a comprehensive e‐CSAMR framework. The implications for educational theory and practice are discussed. Lay Description: What is already known about this topic?: Collaborative learning is an important component of ICT integration in schools and can be conducted in the form of within‐school and between‐school digital collaborative learning projects.SAMR model rates four levels of pedagogical change in ICT integration as either minor—Substitution and Augmentation, or substantial changes—Modification and Redefinition. What this paper adds?: We explored the degree of teamwork (information sharing/cooperation/collaboration), its complexity (within‐school/between‐school) and its sustainability in the school culture.The thematic analysis of e‐collaborative projects and teachers' reports revealed all levels of SAMR, while the most common were the model's two middle levels: Augmentation and Modification.Most of the activities reflected the cooperation level of teamwork, while in the highest level—collaboration was less common.Surprisingly, complexity of collaboration (within‐school/between‐school) and its sustainability in school culture were negatively interconnected.Regarding the extent of collaboration, some activities were "Islands of innovation," the majority were conducted on the organizational level, while only few involved parents or other stakeholders. Implications for practice and/or policy: Based on the bottom–up results, we suggested a comprehensive e‐CSAMR framework, which can be used by educators and policy‐makers for analysis of pedagogical changes in e‐collaboration.In between‐school collaboration, educators search for schools that share common parameters with them such as residential area, region, ethnicity, language and religion, students of the same age. [ABSTRACT FROM AUTHOR]

Summary writing is a useful instructional tool for learning. However, summary writing is a challenge to many students. This mixed‐method study examined the potential of the Student Mental Model Analyzer for Research and Teaching (SMART) system to help students produce summaries that reflect key concepts and relations in a text. SMART uses the students' summary to generate a multi‐dimensional 3S (surface, structure, semantic) evaluation of the students' mental model. This model is then used to drive feedback to help students revise their summary. The current study is an initial investigation examining whether writing and revising in SMART improves students' summary quality. Students (n = 38) in a graduate‐level online course used SMART for seven reading assignments. The 38 students submitted a total of 357 summaries in response to the seven readings. In 47 cases, students produced both an initial draft and a modified revision. These 47 cases were selected for analysis. In the quantitative phase, MANOVA results indicated that students' summaries improved along the 3S dimensions from initial draft to revision. In the qualitative phase, inspection of exemplar cases revealed how students' mental models changed towards more robust and cohesive knowledge structure for texts. Lay Description: Lay DescriptionWhat is already known about this topicTexts are the main means of acquiring new information.Writing a summary is frequently used as a tool for learning from text.Even proficient readers often struggle to learn from text due to insufficient support.Automated summary evaluation (ASE) can help students revise their summaries.What this paper addsWe introduce the Student Mental Model Analyzer for Research and Teaching (SMART) system.SMART uses a written summary to evaluate the quality of the learner's mental models.SMART analyses a student's mental model in surface, structural and semantic dimensions.SMART helps students improve content‐coverage and overall quality of their summaries.Implications for practiceSMART can be a supplement in classrooms to help students learn from complex texts.Teachers can use SMART to provide real‐time, personalized, formative feedback at a scale.Students can use SMART to comprehend the text to prepare for meaningful class discussion.Scholars can use SMART to investigate expertise development in summary via instruction. [ABSTRACT FROM AUTHOR]

The rise of modern socio‐digital technologies has fundamentally changed the everyday environments in which young people communicate with each other and cultivate interests. To gain a more sophisticated understanding of this phenomenon, this study provides in‐depth, qualitative insights into adolescents' experiences of their socio‐digital developmental ecologies. The 15 interview participants were recruited based on a previously conducted questionnaire. The semi‐structured theme interview addressed the socio‐digital aspects of the participants' interest‐driven behaviours and related networks with the aid of participant‐generated egocentric maps. The data not only qualitatively enrich the picture on adolescents' friendship‐ and interest‐driven socio‐digital participation but also provide new perspectives on the phenomena through the added network‐layer of analysis. The youth seem to vary in their motivational profiles related to their participation and the potential relevant psychological background factors for this variation are considered. Educational implications of these results are discussed when it comes to effective student engagement and connected learning. Lay Description: What is already known about this topic: The developmental ecologies of our youth are being transformed through the socio‐digital revolution.Adolescents participate in their digital media ecologies inFriendship‐ (hanging out with friends) andInterest‐driven ways (messing around and geeking out related to interests). What this paper adds: We describe the fine‐grained variance in the genres of socio‐digital participation (SDP) with the added layer of self‐perceived egocentric networks.Within each of these genres, there is variation of socially connected socio‐digital participation and the socioemotional depth of different size networks also varies.The youth also seem to vary in their motivational profiles related to their participation.The potential relevant psychological background factors behind different genres of participation are discussed. Implications for practice and/or policy: Instructors can compete for the limited attention span of students' with the ubiquitous personal interests byIncluding central motivational elements of youth socio‐digital participation in learning.Utilizing school subjects as conceptual tools to solve students‐relevant problems in a connected manner. [ABSTRACT FROM AUTHOR]

The present study introduced Ren'py software as a digital storytelling (DST) tool to explore the effective use of digital game design learning in promoting critical thinking among high school students. A sample of 46 high school students enrolled in "Thinking Utopia," an elective course in critical thinking for civics education, was put into groups of 3 to 4 for learning activities towards their collaborative designs of DST games. The course stretched across 9 weeks. Students' performance in critical thinking tests was also closely examined using paired‐sample t‐test analysis, which found no significant improvements; however, their interview responses were carefully studied using qualitative analysis and revealed that many of them agreed that the proposed collaborative activities for game script writing and for their collaborative designs of original hurdle questions have stimulated their critical thinking ability and contributed to the development of their other skills such as communication, problem‐solving and media literacy. Lay Description: What is already known about this topic: • Critical thinking is a key 21st century skill for students to arrive at an impartial judgement on controversial issues. • Digital storytelling and its practical value as an emerging technology may contribute to students' ability in critical thinking. • Collaboration and teamwork for design‐based learning may help students achieve deep learning. What this paper adds: • A model course plan on civics education featuring collaborative learning through digital game‐based design. • Further discussions on students' ability in critical thinking and their learning experience in a course involving collaborative design of digital storytelling games. Implications for practice and/or policy: • Collaborative learning through digital storytelling game‐based design may not promote critical thinking among high school students if they failed to initiate active discussions among themselves. • Collaborative learning through digital storytelling game‐based design among high school students may benefit other aspects of their learning, such as their skills in communication, problem‐solving, media literacy and test taking. [ABSTRACT FROM AUTHOR]

We examined teachers' pedagogical reasoning for and the technological knowledge underlying their most‐valued technology‐supported activities for teaching and learning. Data from 140 preservice and 100 inservice teachers included open‐ended, narrative responses to survey questions. Qualitative research methods guided analysis of the data that identified (a) the technology‐supported activities and (b) the technical tools, target users, types of uses, rationales for use, and the TPACK underlying each activity. Preservice teachers described mostly teacher‐focused and fewer student‐focused techno‐activities, and their reasoning for use focused on the technology's presentational and engagement effects. A majority of inservice teachers' techno‐activities were student‐focused, and their reasoning highlighted the technology's support for knowledge acquisition of higher‐order cognitive skills and collaborative learning. The knowledge underlying all teachers' techno‐activities was predominantly technological pedagogical knowledge (TPK), but inservice teachers also evidenced technological content knowledge (TCK). These results may reveal differences in the teachers' respective learning experiences in teacher education and professional development or reflect a professional maturation process in that it takes teachers time in the field as professionals to broaden their techno‐activity repertoires to prioritize student‐focus. Sharing the reasoning patterns in this study with teachers may assist them in developing deeper justifications for their technological work in the classroom. Lay Description: What is already known about this topic: The instructional use of technology in PK‐12 education is predominantly teacher‐focused and transmissive in nature.Teachers' perceived technological pedagogical content knowledge may not aptly reflect their behavioural intentions or smoothly translate into enacted, aligned actions in the classroom.Little is known about teachers' pedagogical reasoning underlying their choices of instructional technology use and its relationship to technological pedagogical content knowledge. What this paper adds: Pre‐service teachers described mostly teacher‐focused techno‐activities, and in‐service teachers described more student‐focused techno‐activities.Pre‐service and in‐service teachers used different pedagogical reasoning for the same categories of technology‐supported activities; thus they valued different technological features.Pre‐service teachers applied less content‐specific knowledge in their pedagogical reasoning as compared with in‐service teachers, but both groups relied predominantly on technological pedagogical knowledge. Implications for practice and/or policy: Pre‐service teachers' prominent use of and value for presentational technologies may indicate that modelling student‐ and/or content‐focused techno‐activities is needed within teacher preparation.Cultivating and sharing teachers' pedagogical reasoning for technology‐integrated lessons may increase teachers' awareness and support deeper justifications within their technological decision‐making. [ABSTRACT FROM AUTHOR]

This research develops a web‐based model, entitled the "intuitive claim, peer‐assessment, discussion, and elaborate claim argumentation training" (IPadE) model, and embeds with a Web‐based Interactive Argumentation System to enhance undergraduate students' socioscientific argumentation abilities. This research adopts a quasi‐experimental research design; the sample comprised 131 undergraduate students from two classes (69 in the experimental group and 62 in the control group). The socioscientific issue discussed were related to global health. This study collected and analysed quantitative and qualitative data, including the pretest and posttest of students' knowledge test scores and argumentation abilities questionnaire. The results generally confirmed the effectiveness of the IPadE model. First, in a comparison of the content knowledge and argumentation skills, the experimental group have statistically significantly improved than the control group. Second, regarding the number of reasoning modes proposed, the experimental group could propose multiple reasoning modes and reasoning levels on rebuttals increased after training. Lay Description: What is already known about this topic: In the traditional classroom setting, it is difficult to obtain a fair expression of opinions because dominant students lead the debate. With internet and communication technology (ICT) rapid development, that has been emerging as a useful supplement to traditional methods. Web‐based interactive learning environments have recently become a popular and effective tool in the education field worldwide.Argumentation skills are the critical reasoning abilities that a modern citizen should possess. Regrettably, the researchers have consistently demonstrated that adolescents' and young adults' insufficient competencies regarding argumentation, constructing weaknesses of two‐sided arguments, and difficulty justifying evidence in support of their claims (Brem & Rips, 2000; Driver, Newton, & Osborne, 2000; Kuhn, 1991, 2003; Naylor, Keogh, & Downing, 2007; Voss & Means, 1991). Students' inadequate knowledge of science and judgment capacity can cripple their competency to make satisfactory decisions and be responsible citizens in society (Fowler, Zeidler, & Sadler, 2009).The integration of argumentation activities into science‐related curriculum is currently upheld as a core factor for a successful science program. In addition, HIV/AIDS is a prominent global health problem in Taiwan. Research based on global health‐related content knowledge and argumentation is rarely.Most of the literature has focused on the learning of elementary and middle school students (Fowler et al., 2009; Jimènez‐Aleixandre, Rodriguez, & Duschl, 2000; Keselman, Kaufman, Kramer, & Patel, 2007; Lin & Mintzes, 2010; Wu & Tsai, 2007; Zohar & Nemet, 2002) and has rarely investigated pre‐service and in‐service teachers and undergraduate students. (Osborne, Erduran, & Simon, 2004; Chang & Chiu, 2008). What this paper adds: Research based on global health‐related content knowledge and argumentation is rarely. We develop the IPadE argumentation model with Web‐based Interactive Argumentation System to enhance argumentation abilities of undergraduate students toward globe health problem.We develop three research instruments, including HIV/AIDS knowledge test (HKT), Open‐ended SSI argumentation ability questionnaire (SAAQ), and Argumentation ability checklist (AAC).We added the metacognitive supports interface designs "context viewer" function of WIAS; on the left is the initial argumentation context of the user, in the middle is the Lakatos' argumentation model, and on the right is the peer assessment score. Students can view their own initial argumentation context and reflect upon it after interacting with their peers and group discussion to obtain a sounder argumentation in the argumentation stage (Figure 5). Implications for practice: Development of HIV/AIDS knowledge: The results confirm that experimental group students in the semester program using the IPadE model with WIAS performed better and significantly improved HIV/AIDS knowledge.Development of argumentation skills: The results confirm that undergraduate students using the IPadE model with WIAS performed significantly better than those in the control group.Changes in students' use of arguments modes: The majority of the reasons proposed by participants were science‐and‐technology‐oriented arguments, followed by law‐oriented and social‐oriented arguments in the PH. Additionally, the students' use of the major argument modes were proposed as law‐oriented in the NH and rebuttal; however, the number of students in the experimental group that could propose multiple argument modes in the PH, NH, and rebuttal increased after training.Design of online discussion boards: The students used the discussions to assess peer learning by looking at peers' viewpoints and ideas. Comparison of face‐to‐face classroom, the WIAS can provided students with opportunities at anytime and anywhere through asynchronous discussions board to record their thoughts then make peer learning. This study suggest that a well‐designed web‐based argumentation system is a critical part of the higher education experience when the goal is to improve students' argumentation ability. [ABSTRACT FROM AUTHOR]

This study compares four learning environments: face‐to‐face learning (F2F), fully e‐learning (EL), blended learning (BL), and flipped classroom (FC) with respect to students' learning performance. Moreover, this present research studies changes in perceived flexibility, intrinsic motivation, self‐efficacy beliefs of students, and the interaction effects in these student variables on learning performance. Two learning environment design elements: (1) lectures (2) group discussions building on guiding questions, were manipulated to create the four learning environments. Third‐year undergraduate students (n = 106), enrolled in the "Animal and Human Physiology" course at CanTho University (Vietnam), were randomly assigned to one of the four learning environments. The results suggest a significant positive differential effect on learning performance when studying in a FC and BL setting. No significant interaction effects could be observed regarding changes in perceived flexibility, intrinsic motivation and self‐efficacy. However, significant differences between learning conditions were observed in perceived flexibility. Analysis of focus group data corroborate the finding that students experience more flexibility in time and place when studying in FC, BL and EL environments. In addition, students in a FC environment reflect significantly larger positive changes in their self‐efficacy. But, the qualitative data show how positive perceptions about flexibility, motivation and self‐efficacy are often cancelled out by negative perceptions. Lay Description: What is already known about this topic: Research shows that blended learning – mixing online and face‐to‐face instruction – results in higher achievement, higher student satisfaction, stronger student persistence and larger flexibility in teaching and learning. But comparing research about alternative designs is marred by the weak controlled instructional design. What this paper adds: We compared four learning environments and controlled specific instructional design elements to be able to track specific differences: lectures, guiding questions, collaboration, and feedback.Theoretical assumptions are being put forward to underpin the alternative design of these instructional elements.We set up a qualitative study to triangulate the quantitative study.The specific impact of studying in a flipped classroom setting could be identified as being superior to the other alternative designs.The qualitative analysis explains why the expected interaction effect of motivation, flexibility and self‐efficacy is not found at this stage. Implications for practice and/or policy: Designing a successful flipped classroom requires a theory‐grounded blend of instructional design elements.Implementation of alternative instructional designs should consider the broader context to guarantee student familiarity with the new design elements. [ABSTRACT FROM AUTHOR]

This study investigated how students designed English academic oral presentations via a blended language learning environment. Data were collected from focus group interviews, observations of students, and instructor perspectives to explore how students develop academic presentation skills. In addition, a total of 36 oral presentations were assessed by a rubric and frequency counts of presentation language and features. By adopting an ecological approach, we identified the interactions between different factors that influenced learning. Interview findings and observations suggested students welcomed the immediacy of the technology and demonstrated signs of autonomous learning by self‐selecting the chat application Line for group collaboration. Participants preferred both online and face‐to‐face collaboration, as students discovered the limits of online communication. Results indicated that group oral presentations improved, with stronger introductions, linking devices, and visual elements. However, students had problems constructing conclusions and trouble linking the main ideas to the content. Lay Description: What is already known about this topic? Group oral presentation projects train students in 21st century competencies such as multimedia skills, critical thinking, problem solving, and collaboration.Cloud computing collaborative environments have the potential to help students develop language and communication skills.Users are aware of some of the affordances of mobile devices for language learning. What this paper adds? A description of the design and development of a blended language learning environment (BLLE) for English undergraduate oral presentations.Identified improvements in oral presentation introductions, cohesion, and visual elements from using this BLLE.Provides deep, qualitative insights on student perspectives for collaborative, mobile‐based learning from an ecological approach. Implications for practice and/or policy Oral presentation skills can be developed in a BLLE providing the instructor involves students in the design process.Instructors need to discover the right blend for language learners between online and face‐to‐face collaboration to facilitate project development.Collaboration, instruction, effective learning technology, and convenience are the four main factors that interact and influence how students develop and perform group oral presentations in a BLLE. [ABSTRACT FROM AUTHOR]

Across stages of acquisition, second language (L2) competencies are contingent on the variation among individuals learning the language, in both informal and formal learning contexts. This study investigates a group of outliers whose extreme test scores serve as a foundation to examine them as individuals. The study addresses the outliers' characteristics as good L2 readers but poor first language (L1) readers. Combining quantitative (test results, survey, and language logs) and qualitative (focus groups and interviews) data among 21 adolescents in Norway (aged 16–17 years), the study identifies dimensions of individual language use in L1 Norwegian and L2 English. Findings revealed that they explained their English proficiency by the role of interest and their extensive use of English technology and tools outside school. In‐depth analysis identified three profiles: the Gamer, who spends up to 8 hr daily playing online games while using English mainly; the Surfer, who spends hours on the Internet, searching for authentic language situations, commonly involving English; and the Social Media User, who produces and consumes information in English through social media. Additionally, the Gamers read printed novels voluntarily outside the classroom. This study offers unique perspectives and new directions for future L2 research. Lay Description: What is currently known: Most young people read better in their first language (L1) than in a second language (L2).Young people with an outlier profile read significantly better in L2 English than L1 Norwegian.Internet access facilitates opportunities to improve English skills outside formal schooling. What this paper adds: Outliers develop L2 English reading proficiency due to informal digital technology use.Three different outlier profiles are identified: Gamers, Surfers, and Social Media Users.Most online Gamers also read printed novels voluntarily outside the classroom. Implications of study findings for practitioners: Teachers should bridge English use in the classroom with young people's voluntary use of digital technology.Young people might profit from experiencing a bridging of virtual and physical realities.Their use of digital texts might extend to texts in school, which could help develop L2 reading proficiency. [ABSTRACT FROM AUTHOR]

A promising method to support game‐based learning is to facilitate learners' externalization of cognitive and metacognitive processes. Externalizing Problem Representation (EPR) refers to a cognitive behaviour in which a learner constructs her own representations overtly. The purpose of this study is to investigate whether learning supports promoting EPR enhance qualitative understanding and quantitative proficiency in ratios and proportional relationships in a learning game (i.e., E‐Rebuild) context. Specifically, this study investigated the effects of representation format in problem representation on qualitative understanding and quantitative proficiency in a learning game context. The results of this study indicate that (a) symbolic learning supports better facilitate comprehension of math concepts and their relations than iconic learning supports in video game contexts, (b) symbolic learning supports better facilitate players' reflection for implicit understanding and promote their math problem‐solving skills, (c) participants in the symbolic learning support group increased significantly in qualitative understanding but not in quantitative proficiency after gameplay, and (d) participants in the iconic learning support group experienced significant growth in quantitative proficiency but not in qualitative understanding after gameplay. Lay Description: What is already known about this topic: Video games potentially facilitate implicit qualitative understanding more than quantitative knowledge test performance.Educational game designers lack a good understanding of the design and development of effective learning supports in educational games. What this paper adds: Symbolic learning supports for problem representation better facilitate comprehension of math concepts and their relations than iconic learning supports in video game contexts.Participants experienced significant growth in quantitative proficiency after they processed the iconic in‐game learning supports in game‐based math tasks.Participants' qualitative understanding in the symbolic learning support group increased significantly after playing E‐Rebuild‐based math game task. Implications for practice and/or policy: This study informs scholars and designers of game‐based learning about designing learning support and its properties in video game contexts: Learning support design to promote math problem representation across problem translation and problem integration.This study provides design principles for learning supports in math learning game; symbolic learning supports facilitate qualitative understanding whereas iconic learning supports facilitate quantitative proficiency in math learning game. [ABSTRACT FROM AUTHOR]

This study investigates the effect of blended learning on the development of clause combining as an aspect of the acquisition of written discourse by Jordanians who are learning English as a foreign language. Sixty participants majoring in English language at the University of Jordan took part in this study. The participants were divided into treatment and control groups, and the experimental design of a pretest and posttest was employed to test the effectiveness of blended learning on the ability of these participants to combine clauses in English using parataxis or subordination through a writing task. The results reveal that the treatment group outperformed their control group counterpart on the posttest in terms of verb morphology, distinguishing between nucleus and subordinate clauses, use of parataxis, use of subordinate clauses for temporal reference and to structure information, among others. The results also show that the use of technological devices improved students' attitudes to learning clause combining and made the learning process easier and more enjoyable. We suggest that blended learning develops the techniques of clause combining by learners of English as a foreign language, which in turn enhances their discourse knowledge in the target language and positively affects their ability to package information. Lay Description: What is currently known about the subject matter Blended learning combines traditional teaching methods with online digital data. This gives students the chance to engage in online discussions or even to conduct research at home, introducing them to new concepts they can later discuss with their teacher inside the classroom.The flipped classroom technique frees up class time for activities, allowing a deeper exploration of content.The essential aim of this technique is to engage students in active learning in which there is more focus on students' applying and practicing conceptual knowledge instead of factual recall.The popularity of this technique has substantially grown as a potential method to improve students' engagement in class, to leverage technology, and to allow for active online learning (e.g., O'Toole & Absalom, 2003; Reasons et al., 2005; Graham, 2006; Adas & Bakir 2013; Al‐Qahtani & Higgins, 2013, among others). What our paper adds to this Although several studies examined the effect of blended learning as a teaching method on the various aspects of second language (L2), few studies examined the effect of blended learning on the acquisition of written discourse by Arabic‐speaking English as a foreign language (EFL) learners.Those few studies (e.g., Adas & Bakir, 2013) tested their students based on a rubric that contained several items, for example, coherence, punctuation, spelling, and grammar.These researchers did not fully explain how the online material they prepared could have affected each item on their rubric.Our study aims to focus on the effect of blended learning on only one aspect of written discourse acquisition, namely, clause combining as measured through syntactic integration and information packaging to determine whether this method can, in fact, have an impact on students' acquisition of written discourse in L2.Blended learning is relatively new in Jordan, and to the best of our knowledge, no study has been conducted in Jordan to investigate the effectiveness of this approach on the acquisition of written discourse by Jordanian EFL learners. The implications of study findings for practitioners We propose that blended learning develops EFL learners' techniques of clause combining, which in turn improves discourse knowledge in L2 and positively affects the ability to package information.We found that information packaging may override processing effects as far as clause combining is concerned. The way information is packaged in various cases makes the processing of information more difficult. Thus, we proposed that teachers need to help EFL learners establish a balance between these two factors in order to produce a good piece of writing. Thus, we recommend that more focus should be given to this area by English as a second language/EFL teachers.We proposed that blended learning can help teachers abandon ineffective teaching methods, such as grammar translation and deductive learning, and adopt more effective and modern methods, such as providing online real‐life examples and using inductive approaches to teaching L2 grammar.We recommend that this study be replicated to test the effect of blended learning on the acquisition of other linguistic phenomena such as compounds by Arabic‐speaking EFL learners. [ABSTRACT FROM AUTHOR]

Increasingly, student work is being conducted on computers and online, producing vast amounts of learning‐related data. The educational analytics fields have produced many insights about learning based solely on tutoring systems' automatically logged data, or "log data." But log data leave out important contextual information about the learning experience. For example, a student working at a computer might be working independently with few outside influences. Alternatively, he or she might be in a lively classroom, with other students around, talking and offering suggestions. Tools that capture these other experiences have potential to augment and complement log data. However, the collection of rich, multimodal data streams and the increased complexity and heterogeneity in the resulting data pose many challenges to researchers. Here, we present two empirical studies that take advantage of multimodal data sources to enrich our understanding of student learning. We leverage and extend quantitative models of student learning to incorporate insights derived jointly from data collected in multiple modalities (log data, video, and high‐fidelity audio) and contexts (individual vs. collaborative classroom learning). We discuss the unique benefits of multimodal data and present methods that take advantage of such benefits while easing the burden on researchers' time and effort. Lay Description: What is already known about this topic: When students use education software in the classroom, the software automatically logs their entries, clicks, and other submitted activity.Researchers can use this detailed software‐logged data to infer information about students' learning processes.However, software cannot log some important events that happen during students' learning experience.One example is students' interactions with others while they use the software.What this paper adds: We collected video and audio while students used educational software in the classroom, either individually or working with a partner.The audio and video provided information on students' learning processes and contexts that the software‐logged data could not provide.We were able to gain an improved understanding of students' learning processes through the audio and video data.Implications for practice and/or policy: Students who engage in productive struggle on difficult problems rather than taking an easier or more direct path to the answer show improved learning trajectories following those problems.Features of the language students use with each other when collaborating on math learning predict their math performance. [ABSTRACT FROM AUTHOR]

Understanding geographic changes has become an indispensable element in geography education. Describing and analyzing changes in space require spatial thinking skills emphasized in geography curriculum but often pose challenges for secondary school students. This school-based research targets a specific strand of spatial thinking skills and investigates whether students using geospatial technology, such as Google Earth, are able to develop their thinking about spatio-temporal changes. An experiment was conducted in a Singaporean secondary school in which skill development was framed within the formal geography curriculum. It compared the effectiveness of two pedagogical approaches: learning with Google Earth versus traditional instruction without the use of such a technology. Findings indicate that the use of Google Earth significantly increased students' ability to identify spatial and temporal changes and analyse these changes. Qualitative data complemented the results by showing that Google Earth could offer students more opportunities to observe and infer changes, thus facilitating their understanding about the dynamic and the complex nature of changes. Lay Description What is already known about this topic: The advantages of Google Earth utilized as a learning tool over traditional teaching means are obvious regarding building up skills in spatial thinking., Many studies have suggested that incorporating Google Earth into the classroom could help facilitate spatial thinking from the perspective of curriculum design and implementation., What this paper adds: Empirical evidence on the learning effects of using Google Earth in secondary geography education on students' spatial and temporal skills and higher order thinking is provided., Three factors that potentially influence the effects of utilizing geospatial technologies on developing spatial thinking are highlighted., The roles Google Earth plays to assist the development of students' spatial and temporal thinking are identified., Implications for practice and policy: Our findings support the policy to include geospatial technologies as an integral part of school curriculum for effective teaching and learning of spatial thinking., Teachers should be encouraged to incorporate geospatial technologies in classroom to promote spatial skills and higher order thinking., Improvement of the technology-based learning environment may benefit from considering students' prior knowledge on spatial concepts, the sequence of introducing spatial skills, the type of spatial stimulus used and the depth of technology-based learning activities. [ABSTRACT FROM AUTHOR]

Learning a foreign language requires interaction with language input while involved in a task. Given that problem‐based learning (PBL) offers hands‐on application in realistic contexts, and that virtual reality (VR) enables learners to interact with multiple modalities of information, this study examines how the integration of VR technology into PBL contexts affects students' motivation for, problem‐solving during, and vocabulary acquisition in learning English as a foreign language (EFL). A total of 84 engineering majors who enrolled in a course of English for specific purposes were randomly assigned to either an experimental group or a control group. Students in the experimental group participated in a VR‐assisted PBL context, in which they were to view a PBL scenario using VR technology and then to create VR videos about solving the given problems. Those in the control group participated in a PBL context without the use of VR technology for viewing and solving the identical scenario. After the intervention, all the students wrote a problem‐solving analysis, took a vocabulary knowledge test, completed a learning motivation questionnaire, and participated in individual interviews. The results showed that the students in the experimental group significantly outperformed those in the control group in terms of vocabulary acquisition, and were more motivated to learn English related to their future careers, whereas there was no significant difference in the problem‐solving performance of the two groups. Implications of these findings highlight the value of engaging EFL learners in immersive environments for contextualized learning through the integrated use of VR and PBL. Lay Description: What is already known about this topic?: Virtual reality (VR) technology has been shown to enhance students' knowledge and skills in STEM fields.Problem‐based learning (PBL) has been widely used in medical education but not so much in foreign language education.English as a foreign language (EFL) students usually have very limited access to the target language beyond the classroom, thus lack a motivating reason for them to learn English after graduation. What this paper adds?: The VR‐assisted PBL approach proposed in this study was found to significantly enhance the EFL students' specialized vocabulary knowledge.The VR‐assisted PBL approach was found to motivate and sustain the EFL students' interest in career English.Exposing the EFL students to PBL contexts was capable of developing their problem‐solving performance, regardless of VR integration. Implications for practice and/or policy: The proposed approach has the potential to facilitate student learning in EFL education, particularly English for occupational purposes.EFL educators may apply the VR‐assisted PBL approach to narrow the gap between language classrooms and workplace contexts by immersing students in authentic contexts that were relevant to their occupational knowledge and workplace English. [ABSTRACT FROM AUTHOR]

This paper reports on the investigation of the possibilities of enhancing the formal e-learning process by harnessing the potential of informal game-based learning on social networks. The goal of the research is to improve the outcomes of the formal learning process through the design and implementation of an educational game on a social network and its integration with a learning management system (LMS) of an educational institution. As a proof of concept, a Facebook educational game that enables students to learn and test their knowledge was developed. Furthermore, the game was integrated with the Moodle LMS and the evaluation was performed within the e-learning system at the Faculty of Organizational Sciences, University of Belgrade. The results show that the application of social network edutainment in an e-learning ecosystem has a positive impact on both the students' results and their satisfaction with the learning process as a whole. [ABSTRACT FROM AUTHOR]