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Background: A practical test that measures the information and communication technology (ICT) skills students need for effectively using ICT in primary education has yet to be developed (Oh et al., 2021). This paper reports on the development, validation, and reliability of a test measuring primary school students' ICT skills required for effectively using ICT (the ECC‐ICT test). Objectives: Based on existing literature, three ICT use domains were identified for effectively using ICT: Effective, collaborative, and creativeuse of ICT. For these three domains, 24 corresponding teaching objectives were identified from a widely used digital literacy framework. Thirty‐four test items cover these teaching objectives in an online test. Methods: A mixed‐method approach was used for the ECC‐ICT test. Four pilot rounds (n=25) implemented qualitative interviews for cognitive validity and refining the test items, followed by a qualitative usability study(n=6). Confirmatory factor analysis and ANOVA provided quantitative insight into the large‐scale test administration(n=575). Results and Conclusions: Composite reliability of our conceptual 3‐factor confirmatory model showed that the test reliably measured primary school effective use of ICT (ω = 0.82), collaborative use of ICT (ω = 0.80) and creative use of ICT (ω = 0.64). Convergent validity (ranging from 0.41 to 0.46) was acceptable. Internal consistency (ranging from 0.84 to 0.91) and discriminant validity (HTMT values below 0.90) are good. ANOVA results show that mean test scores are higher for students in higher grade levels (p < 0.001). The post hoc Bonferroni results show that most grade‐by‐grade comparisons are significant (p < 0.001). Lay Description: What is already known about this topic: Information and communication technology (ICT) skills are finding their way into national curriculums as teachers implement more digital learning environments.Teachers currently do not have a measurement instrument for the ICT skills primary education students need to learn in a personalised way. What this paper adds: This paper gives teachers a test that reliably measures the effective, collaborative, and creative ICT skills required for primary school students to learn using ICT.To our knowledge, this test is the first of its kind.Al materials to reproduce the test are available digitally for teachers. The implications of study findings for practitioners: For policy, this test can be used to check if a student is ready to use ICT in a self‐regulated setting.With this test, teachers can assess and support students' growth on the effective, collaborative, and creative ICT skills required for primary school students using ICT. [ABSTRACT FROM AUTHOR]

Background: Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment. Objectives and Methods: With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students. Results and Conclusions: The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways: The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support. Lay Description: What is already known about this topic: Realistic mathematical practices frame learning as a sense‐making experience.Challenges arise when involving learners in realistic mathematical experiences driven by domain‐specific tasks. What this paper adds: Game‐based simulation of math tasks framed learning as sense‐making experience.Game‐based math experiencing promoted math contextual problem‐solving performance.Structuring features enhanced problematized experiencing with math tasks. Implications for practice and/or policy: Teachers can integrate and facilitate game‐based math experiencing in class.Efforts should be made to make game‐based math tasks meaningful for students. [ABSTRACT FROM AUTHOR]

Background: Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain. Objectives: The study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation. Methods: A quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale. Results: The experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools. Conclusions: The findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes. Lay Description: What is already known about this topic: Technology's role, particularly online collaboration tools, in enriching science education is undebatable (Donkin & Rasmussen, 2021; Rahmawati et al., 2022). Such tools have been theorized to bolster student learning outcomes, motivation, and engagement (Donnelly et al., 2013; Ekici, 2017; Khazanchi & Khazanchi, 2019). Yet, the empirical evidence validating their efficacy in science educational settings remains sparse. What this paper adds: This research delves into the influence of online collaboration tools on science learning outcomes among middle school learners. Data indicates that employing these digital tools substantially elevates student performance, as gauged by a science achievement test. Furthermore, students navigating through these online collaborative platforms recorded elevated levels of both engagement and motivation. The primary effectiveness of online collaboration tools stems from their ability to foster specific behaviours, such as increased communication frequency and structured task management, which can amplify learning and group collaboration through their facilitated structured interactions. Implications for practice and/or policy: This study's conclusions offer pivotal insights for educators, academic institutions, policy framers, and curriculum architects. Online collaborative platforms exhibit promise in amplifying student outcomes and engagement within the realm of science education. It is imperative to broaden this research scope to discern the tools' potential across varied educational environments and diverse student demographics. There is a compelling case for stakeholders, especially educators and policymakers, to contemplate incorporating these online tools into science pedagogy, aiming to magnify student learning experiences and engagement levels. [ABSTRACT FROM AUTHOR]

Background: Undergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer‐supported collaborative inquiry approaches, such as KB—the focus of this study, and reflective assessment to foster collective epistemic agency. Objectives: This study used a quasi‐experimental design to examine the impact of reflective assessment on undergraduates' collective epistemic agency and the mechanisms of this impact. Methods: An experimental class, comprising 40 undergraduates, engaged in KB inquiry enhanced by analytics‐assisted reflective assessment, while a comparison class, comprising 41 undergraduates, engaged in portfolio‐supported reflective assessment in KB inquiry. Classroom observations, audio recordings of group discussions and reflections, and student artefacts were collected in both conditions. Results and Conclusions: The experimental class demonstrated significantly higher levels of collective epistemic agency than the comparison class, as indicated by their collective knowledge advancement and epistemic and metacognitive actions. Qualitative thematic analysis revealed that reflective assessment enhanced the undergraduates' collective epistemic agency through their collective monitoring and regulation of inquiry and ideas, negotiation and synthesis of the community's ideas, conceptualization of collective theories and identification of collective inquiry trajectories with an internal reflective structure. Major Takeaways: Higher‐level metacognitive actions are critical for productive collaborative inquiry and higher‐level epistemic agency that does not often occur naturally and should be promoted by appropriate scaffolding strategies. Students need data from learning analytics and accompanying prompt sheets to help them develop the internal metacognitive structure for agency and learning. Lay Description: What is currently known about this topic?: Undergraduates' collective epistemic agency (CEA) is critical for productive KB.Analytics‐assisted reflective assessment (AARA) are promising in fostering CEA. What does this paper add?: AARA has positive influences on students' CEAAARA helps students develop CEA through the following mechanisms.AARA supports students' collective regulation and negotiation of collective ideas.AARA enhances conceptualization and deepening of collective trajectories with an internal reflective structure. Implications for practice/or policy: Higher‐level metacognitive actions are critical for collaborative inquiry and CEAAnalytics‐assisted RA can enhance students' higher‐level metacognitive actions.Students should be provided with learning data and appropriate scaffolding strategies.These data and strategies can develop students' internal metacognitive structure crucial for agency and learning. [ABSTRACT FROM AUTHOR]

Background Study: The effects of the flipped classroom (FC) on students' academic performance remain ambiguous, and the use of pre‐class videos may be one of the main factors hindering students' progress. A software package called GeoGebra has been proposed as a substitute for pre‐class videos to aid students' learning. Objective: This study investigates the effect of the FC using GeoGebra (FCG) on mathematical performance and memory among senior secondary students. Methods: One hundred and sixty students of a senior high school in China were selected. A quasi‐experimental design was implemented in which the classes were split into the intervention group (FCG), control group A (FCV) and control group B (TL) by random assignment. Pretest, Post‐test 1 and Post‐test 2 were introduced. Results and Conclusion: The results indicate that both the FCG and the FC with pre‐class videos (FCV) were more effective than traditional lectures in enhancing students' academic test scores, and that the effect of the FCG was comparable to its video counterpart, F(2, 136) = 3.752, ρ = 0.026, η2 = 0.052. Although their effects were similar, the qualitative results revealed some hidden benefits associated with the replacement of pre‐class video with GeoGebra. Furthermore, although they were equally effective in promoting students' performance in the short‐term, the long‐term effects on academic performance of both forms of FC were non‐significant when compared with traditional lectures. Lay Description: What is already known about this topic: Flipped classroom is an effective strategy in teaching mathematics.Among those challenges, video may be one of the main factors hindering the effect of flipped classroom. What this paper adds: GeoGebra could be an effective alternative to video.Effect between the flipped classroom using GeoGebra and the flipped classroom using video were similar.Both the flipped classroom with GeoGebra and the flipped classroom with videos were more effective than traditional lectures. Implications for practice and/or policy: Students' short‐term performance could be enhanced by visualisation provided by flipped classroom.To enhance students' long‐term performance, an appropriate amount of homework is suggested. [ABSTRACT FROM AUTHOR]

Background Study: As flipped learning is a flexible pedagogical methodology to tailor students' needs and maximize the learning effects, this study integrated peer learning with MosoTeach‐supported flipped mode in an undergraduate blended EFL course. MosoTeach is a popular online learning platform in China with a variety of learning resources. Objectives: The study aimed to test the impact of MosoTeach flipped learning (MTFL) mode on undergraduate EFL students' perceived motivation, participation, feedback, and test performance. Methods: A quasi‐experimental design was carried out in Z university during the spring semester of 2020, with the experimental group (n = 34) adopting the MTFL model and a control group (n = 33) the non‐flipped mode. Results and Conclusions: The independent t‐test results showed that the experimental MTFL group outperformed the control group in post‐test scores, and a positive correlation was found in the relationship between the experimental MTFL group's post‐test scores and MosoTeach learning experience points (LEPs). Moreover, the course perception questionnaire survey indicated a higher level of students' perceived motivation, participation, and feedback in the experimental MTFL group, which corresponded to the results of the content analysis of students' responses to open‐ended questions and reflective reports. But students in both groups experienced challenges such as isolation, procrastination and technological anxiety. Lay Description: What is currently known about this topicFlipped language learning is mostly reported to be effective in improving EFL learning.Peer learning is mostly reported to be effective in improving EFL learning.MosoTeach was investigated in English learning contexts before, but without experimental design. What this paper addsMosoTeach proved as a valid online learning platform in flipped language learning, and the learning experience points (LEPs) on MosoTeach could predict students' exam performance.Students in the experimental group (MosoTeach‐supported flipped) had better exam performance and a higher level of motivation, participation and feedback.Students in both groups experienced isolation, procrastination and technological anxiety. Implications for practice:Peer discussion boards in MosoTeach provide learning support effectively for students in pre‐class learning.Group projects and peer assessment in MosoTeach integrate pre‐class peer discussion into in‐class interaction successfully.MosoTeach provides equal opportunity for every student in the large‐size Chinese English classes, thus contributing to the equity of in‐class peer interactions. [ABSTRACT FROM AUTHOR]

Background: Collaboration is a crucial concept in learning and has the potential to foster learning. However, the fact that collaborative groups act with a common understanding in a common task brings many difficulties. Therefore, there is a need for group regulation and guidance to support effective group regulation in collaborative learning. On the other hand, the focus should be on the effect of group regulation guidance intervention on the improvement of both individual and group performance, modes of motivational regulation strategies, and the progression of group metacognition. Objectives: In this study, group regulation guidance approaches were developed to support the collaborative learning of Computer Science university students. The developed group regulation guidance approach consists of feedback and a feedforward mechanism. The purpose of this study was to examine the effectiveness of these approaches on academic performance, group regulation performance perception, self‐, co‐, and socially shared regulation of intrinsic motivation, and group metacognition levels. Methods: The study was patterned with a quasi‐experimental design. 65 students participated in the study, and various scales were used to collect data. Data were analysed using paired sample t‐tests, analysis of covariance, and multivariate analysis of covariance. Results and Conclusion: According to the research results, academic achievement showed an increase in the experimental groups after the intervention compared with the pre‐intervention. The group in which the feedforward‐supported regulation guidance approach was used showed better learning success. In the group using the feedback‐supported regulation guidance approach, better group regulation, motivational regulation strategies, and group metacognition scores were obtained. Modes of motivational regulation strategies and group metacognition scores differed according to the experimental groups. Implications: While the results provide important clues for teachers and instructional designers, the developed approaches can be used as a framework for different fields. Lay Description: What is already known about this topic: Collaboration has the potential to foster learning.There are many obstacles for collaborative groups to act with a common understanding in a common task.Collaborative learning requires group regulation and guidance to support effective group regulation. What this paper adds: Academic achievement increased in the experimental groups after the intervention.Feedforward‐based group regulation guidance approach provides better learning success.Feedback‐based group regulation guidance approach provides better group regulation and metacognition.Modes of motivational regulation and group metacognition differ according to the groups. Implications for practice and/or policy: Teachers and instructional designers should not only focus on feedback‐based regulation processes, but also consider feedforward processes to ensure academic performance.Feedback and feedforward‐based regulation guidance approach can help computer science students, who gain first‐hand experiences through active participation, to establish more effective social interaction in their professional projects. [ABSTRACT FROM AUTHOR]

Background: Students who are blind are integrated into public schools in many countries, yet are often excluded from full participation in science since most learning materials are visual. To create a compensatory route, an existing model‐based inquiry‐learning environment was adapted by means of sonification (addition of non‐speech sounds that represent dynamic information). The learning environment uses agent‐based models and a complex systems approach to teach the Kinetic Molecular Theory (KMT) and Gas Laws. The models are accompanied by a workbook consisting of text (printed or auditory) and images (printed or tactile). Objectives: The current research examined whether such perceptual compensation creates a comparable learning environment for learners who are blind compared with learners who are sighted using the original learning environment. The aim of the study is to expand knowledge about how the auditory channel may compensate the visual channel among individuals who are blind. Methods: Conceptual learning in science and reasoning about complex systems were assessed using pre‐ and post‐questionnaires. To explore learners' learning progression throughout the unit, four progression analysis 'windows' were selected. These were groups of adjacent or nearly adjacent items in the workbook that permitted a glimpse of learners' progression. Results: The sonified environment not only supported the learning of learners who are blind compared with the learning of learners who are sighted using visual material, but even furthered their learning with respect to diffusion, one of the more challenging concepts in KMT. It seems the types of sonified representations used in this study increased listeners' sensitivity to the micro‐level interactions in a way less accessible in visual representations. Takeaways: Sonified environments can be provide learners who are blind with equitable participation by compensating and complementing the visual channel. Sonification can have implications for students who are blind as well as students who are sighted. Lay Description: What is already known: Sonification is the use of non‐speech sounds to represent dynamic information. Sonification can potentialy be used to allow equitable participation for students who are blind. What this paper adds: To test this, the study compared the outcomes of learners who are blind who used a sonified learning environment (L2C) to that of learners who are sighted who used a visual environment. Implications for practice: Learners who are blind showed equal or better learning outcomes using the sonified models compared with the learners who are sighted using the visual models. There are major implications for integrating students who are blind in public school classrooms. [ABSTRACT FROM AUTHOR]

Background: Video conferencing learning offers a more accessible and flexible learning mode for students who cannot attend face‐to‐face class in person. However, research about the video conferencing learning is still lacked, especially for students' engagement in this setting. Objectives: This study adopts the self‐system model of motivational development to uncover effects of the video conferencing learning environment (VCLE) to students' engagement. Methods: Two hundred and ninety‐eight primary school students involved in the VCLE were surveyed. The partial least square structural equation modelling was employed to explore the link between the VCLE and students' engagement with a mediating role of basic psychological needs satisfaction (BPNS). Results and Conclusions: Results showed that the BPNS played a mediating role in the processes from the VCLE to engagement. Both pedagogical and social affordance had a significant effect on the BPNS. However, their influences were different. Specifically, pedagogical affordance yielded a stronger effect on the BPNS for autonomy than social affordance. The predicting power of social affordance on BPNS for relatedness and competence was stronger than pedagogical affordance. Generally, social affordance yielded more contributions to behavioral and emotional engagement than pedagogical affordance. Moreover, BPNS for competence was the only significant mediator between the VCLE and behavioral engagement, and it owned the strongest mediating power on the relationship between the VCLE and emotional engagement, followed by autonomy, and the smallest of relatedness. This study suggests that practitioners and researchers should give more consideration to improve social affordance of the VCLE and to meet students' BPNS especially for competence in order to design and implement an engaged video conferencing course. Lay Description: What is already known about this topic: Video conferencing learning provides an accessible and flexible learning mode.Mechanism from learning environment to engagement is helpful to design an engaged video conferencing course.Less is known about how video conferencing learning affects students' engagement. What the paper adds: This study uncovered the functioning process of video conferencing learning to students' engagement.PLS‐SEM was employed to verify the mediating role of BPNS in this process.BPNS for autonomy, competence, and relatedness played mediating roles and their powers were different. Implications for practice and/or policy: More attention is needed to improve to social affordance to enhance students' emotional engagement.BPNS especially for competence deserves special consideration to improve students' behavioral and emotional engagement. [ABSTRACT FROM AUTHOR]

Background: Flipped classroom (FC) model has become increasingly popular in dental education (DE) with its strengths for students. However, major concerns are lack of interaction, unwillingness to complete the assignments, low engagement during the pre‐class activities because of an unwell‐designed instructional setting of FC. Objectives: The recent study aims to investigate the effects of video‐driven discussions integrated into the flipped classroom (VdDs‐FC) model on dental students' (DSs) learning achievement, practical performance, and higher‐order thinking skills in a restorative dentistry course. Methods: This study adopted a sequential explanatory design from mixed‐methods research. A total of 96 DSs participated in a dentistry faculty of Türkiye. They were randomly divided into two groups: VdDs‐FC group and the conventional flipped classroom (c‐FC) group. Results and conclusions: The results showed that the VdDs‐FC model had significant positive effects on the practical performance of DSs in practical subjects and their problem‐solving and critical thinking skills. However, there was no significant difference between the two groups in learning achievement and creativity. The use of FC in the c‐FC group did not lead to any difference in the students' achievements. Moreover, the qualitative results indicated that the VdDs‐FC model has the potential for enhancing peer learning, practical classroom activities, and higher‐order thinking skills. Implications: This study also includes several instructional implications and suggestions for educators, researchers, and practitioners on use of FC in dentistry. Lay Description: What is already known about this topic: Flipped learning has become a rapidly growing area of dentistry research.Discussion board could be beneficial to increasing dental students' higher order thinking skills, especially problem solving and critical thinking.Video‐driven discussions into flipped classroom provide several opportunities for practical performance in dental education, not for theoretical knowledge. What this paper adds: Video‐driven discussions into flipped classroom model is proposed.We compared two learning environments by including traditional flipped classroom.We found that the integrated model with flipped classroom can have a positive impact on students' achievement.Online discussions usage contributed to higher cognitive, affective, and behavioural learning outcomes.Based on interview data, the proposed model supports peer learning. Implications for practice and/or policy: Dental educators should integrated the digital discussion boards as out‐of‐class activities in the pre‐clinical dental training.From dental educators' perspective, they should be carefully trained in FC design (interaction elements, material design, integration with different methods, etc.).From instructional design perspective, micro videos should have case‐based or problem‐based activities to discuss.From learner perspective, an integration of the flipped classroom with different technologies could have a positive effect on increasing learning. [ABSTRACT FROM AUTHOR]

Background: The substantial growth in gamification research has connected gamified learning to enhanced engagement, improved performance, and greater motivation. Similar to gamification, personalized learning analytics dashboards can enhance student engagement. Objectives: This study explores the student experiences and academic achievements using a gamified dashboard in a large, introductory STEM course. Methods: We examined two groups of students enrolled in different sections of a one‐semester‐long physical geology course with a total enrollment of 223 students. The only difference between the groups was that one had access to the dashboard. The data collection included students' assignments, overall performances, and exam scores. Students in both sections completed a Science Literacy Concept Inventory survey at the beginning and end of the term. Additionally, students completed an end‐of‐term survey containing open‐ended questions on their experience and interactions with specific elements. Results: Students shared mostly positive comments about their experience with the dashboard, and the final grade of students with access to the dashboard was 13% higher, on average, compared to their peers in the non‐dashboard section. Conclusion: With low costs and little time invested, gamified dashboards could have a significant impact on student performance in large STEM lecture courses. Lay Description: What is already known about this topic: Leaner dashboards that provide personalized feedback are linked to improved student performance in undergraduate STEM courses. However, students may be reticent to adopt dashboards, especially students in the middle range of the performance distribution, for whom the impact of the dashboard may be most significant.Prior research on gamification in STEM courses suggests that adding gameful elements like progress trackers, badges, and rewards can increase students' engagement in undergraduate coursework.The combination of personalized learning in dashboards and the motivational experience of gamification should boost student engagement, dashboard adoption, and ultimately foster academic achievement. What this paper adds: In this paper, we examine the differences in academic performance between students with and without access to a gamified learning dashboard in an undergraduate Geology course.We observe that students with access to the dashboard (the treatment group), outperform students without access (the control group). The greatest benefit is observed for students who use the dashboard more frequently.Students reported that the progress tracker, the badges, and the rewards all incentivized their use and provided useful feedback about their performance. Students who did not adopt the dashboard expressed a need for more detail about the tool and its purpose. Implications for practice and/or policy: Instructors and instructional designers for large enrollment undergraduate STEM courses should consider the affordances of gamified learner dashboards for increasing engagement and for providing synchronous feedback about learners' strategies in the course.Aligning the dashboard to the content of the curriculum—by ensuring that badges reflect key concepts‐ encouraged participation and helped students identify the utility of the tool. Dashboards should be personalized to individuals and to the course.Adding gameful elements in a low‐cost intervention for increasing adoption and engagement of dashboards in large enrollment introductory courses. [ABSTRACT FROM AUTHOR]

Background: As adequate support, virtual reality (VR) has been increasingly introduced into the classroom to help students learn a new language. However, empirical studies exploring the educational potential of using 360° spherical video‐based virtual reality (SVVR) in high‐school Chinese language classrooms are still lacking. Objectives: A mind mapping‐based SVVR learning system is proposed for international high‐school students' Chinese courses and examines its effects on improving Chinese learning achievements and perceptions among Grade 10 students who learn Chinese as a foreign language. Methods: This study adopted a quasi‐experiment design. Participants (N = 66) were assigned to one of three conditions: mind mapping‐based SVVR (MMBSVVR), conventional SVVR (CSVVR), or traditional lecturing (TL). Our mixed‐method approach employed pre‐and post‐tests to measure Chinese learning achievements, questionnaires to measure Chinese learning motivation, problem‐solving ability, and self‐efficacy, and semi‐structured interviews to further explore students' feelings and attitudes about Chinese courses in corresponding learning environments. Results and Conclusions: The results showed that the MMBSVVR classroom significantly improved high students' Chinese learning achievements in Chinese vocabulary and making sentence, problem‐solving ability, and self‐efficacy. Moreover, SVVR stimulates students' learning interest and class participation, and mind mapping provides students with a clear guide to arrange the knowledge. These findings help interpret the relationships between MMBSVVR and learning achievements, Chinese learning motivation, problem‐solving ability, and self‐efficacy in an international high school Chinese courses, thus providing insight on integrating MMBSVVR into existing classrooms. Lay Description: What is Already Known about this Topic: By creating fully immersive 3D environments, 360° spherical video‐based virtual reality (SVVR) in promoting language learning has been confirmed by many scholars with a focus on English language learning.Mind mapping effectively enables second language learners to review and retain new words in the target language meaningfully. Also, it can create a more vivid learning atmosphere through images and graphics and promote learners' memory and learning motivation. What This Paper Adds: A mind mapping‐based SVVR learning system has been developed with the support of the constructivism theory.A mind mapping‐based SVVR learning system is proposed to facilitate international students' Chinese learning performance in Chinese vocabulary acquisition and sentence construction.In addition to promoting international students' learning outcomes, the proposed approach indicated promising results in learning motivation, problem‐solving ability, and self‐efficacy. Implications for Practice and/or Policy: This study provides an evidence base for further research through the utilization of VR learning environments in Chinese language classrooms.This study advocates introducing SVVR technology in the Chinese learning classrooms to increase the learning context for international students. It is also worth encouraging scholars to design VR learning systems with different learning strategies.Due to the cognitive requirements of the Chinese language learning process, it is necessary to introduce mind maps in the SVVR learning system to assist students in constructing knowledge and combining prior and new knowledge to generate long‐term memory. [ABSTRACT FROM AUTHOR]

Background: Measuring, assessing and managing outcomes in school practice environments is difficult due to the complex nature of school communities as well as the recent shift in service‐delivery models towards tiered approaches. In tiered approaches, multiple levels of service are offered to better match students' needs. Each level of service may require different outcomes and management techniques. Research to date on outcomes has focused on measuring outcomes in medical settings, leaving a substantive gap in the literature regarding practice in schools. Aims: The first aim was to explore how school‐based speech–language therapists approached outcomes management as their clinical programmes transitioned to tiered service‐delivery models The second aim was to describe the successes and challenges in outcomes management reported by clinicians in this context. Methods & Procedures: A secondary deductive‐inductive content analysis was performed using qualitative interviews with 24 clinical managers and senior therapists from schools across Ontario, Canada. Using a framework of outcomes measurement, assessment and management in schools based on previous research studies, data were grouped into broad categories deductively, and then the content of each category was further explored using inductive coding. Iterative peer debriefing and reflexive journaling were key strategies to increase the trustworthiness of the results. Findings & Results: Participants reported measuring and qualitatively assessing seven key outcomes for school‐based practice. These included: (1) student progress and achievement, (2) student participation and inclusion in the school community, (3) stakeholder perspectives, (4) 'buy‐in', (5) expanded capacities, (6) responsiveness to needs and (7) accountability to systems. Participants reported more challenges than successes in outcomes management during this transition to tiered services. Challenges were attributed to idiosyncratic organizational barriers, the transition to tiered models and the philosophy of working within the educational system. Conclusions & Implications: School‐based speech–language therapists measure, assess and manage multiple outcomes relevant to school‐based practice in tiered service‐delivery models. Many challenges remain. Solutions to support meaningful, systematic and proactive outcomes management in schools should address the broader set of outcomes relevant to tiered service‐delivery models and the unique practice context of the educational system, while remaining responsive to idiosyncratic organizational factors. Sustained clinical–research collaboration and knowledge exchange is recommended. What This Paper Adds: What is already known on the subject: Systematic, proactive collection and interpretation of outcomes has long been encouraged within speech–language therapy. However, implementing outcomes management in clinical practice remains a substantial challenge. Additionally, research on outcomes to date has focused on medical practice environments, to the exclusion of school‐based practice. What are the potential or actual clinical implications of this work?: Outcomes management is valued in school practice environments; however, the current repertoire of techniques for outcomes management are a poor match for school‐based practice. Clinicians in schools would benefit from the development of contextually relevant, meaningful and feasible outcomes management tools. [ABSTRACT FROM AUTHOR]

Background: Augmented reality (AR) is a widely used technology in science education today. Problem‐based learning (PBL) is one of the teaching methods employed in science education for a long time. Studies where AR and PBL are used together are new and rare. PBL and AR technology are used together in the study because it is believed that integrating AR technology with PBL increases the effectiveness of PBL. Objectives: In the present study, the effect of PBL supported by AR on academic achievement, reflective thinking skills towards problem‐solving, decision‐making abilities, and the permanence levels of the 7th‐grade students were researched. Methods: The embedded design from mixed methods was used in the study, which had two experimental groups and one control group. For the Experiment‐1, Experiment‐2, and Control Groups, respectively, PBL supported by AR, PBL alone, and the current teaching method were used. The sample consists of 92 students from the seventh grade. Results and Conclusions: In terms of academic achievement, reflective thinking skills towards problem‐solving, and decision‐making abilities, the Experiment‐1 Group outperformed the Experiment‐2 and Control Groups, and the Experiment‐2 Group outperformed the Control Group. It has been discovered that PBL supported by AR is more effective than solely PBL and the currently used teaching method in terms of improving reflective thinking skills towards problem‐solving and decision‐making abilities, as well as the persistence of academic achievement in a science course. Lay Description: What is already known about this topic: AR provides an engaging learning experience in educational settingsAR engages students in lessons and prevents the distraction among students in lessons, increases interaction, contributes to social development and ensures learning through experience.PBL is a learning approach that allows students to investigate and question problem scenarios chosen from daily life, as well as work collaboratively and from various perspectives. What this paper adds: There are no studies that examine reflective thinking toward problem‐solving and decision‐making abilities in a PBL environment enriched by AR.There are not enough studies on these variables in the science education field, even though there are many studies in medicine and management fields, the contribution of this study to the literature will be significant.PBL and AR technology are used together in the study because it is believed that integrating AR technology with PBL increases the effectiveness of PBL and helps us achieve the above‐mentioned objectives. Implications for practice and/or policy: In order to maximize the usefulness of both the PBL method and AR technology, groups of 3–5 students should be formed, rather than a small number that limits interaction or a large number that forms a crowd and decreases class participation.Tablet quality, screen clarity, classroom lighting quantity, colored or black‐and‐white images, printed quality, and camera resolution, among other factors, have a negative impacton applications. As a result, for an efficient process, these conditions should be managed as much as feasible.In AR applications, PBL scenario presentation and the evaluation of activities carried out in the process can be also performed as interactive using the AR application. [ABSTRACT FROM AUTHOR]

Introduction: Population health initiatives rely on the availability and skills of an appropriate workforce to meet required goals. One global workforce initiative with demonstrated ability to expand health care services and improve access to care is the development of Advanced Nursing Practice and Advanced Practice Nursing roles. Given the sparse published information about these roles in Low and Lower‐Middle‐Income countries, this study seeks to describe their development and application in these countries. Design: The researchers developed a descriptive cross‐sectional multilingual survey for online distribution to nursing experts within the targeted countries. Survey questions addressed demographic information on the population served, Advanced Nursing Practice and Advanced Practice Nursing titles, the time frame and rationale for creating the title, and how the roles relate to the International Council of Nurses' Advanced Practice Nursing guidelines characteristics of education, practice, and regulation. Results: Of the 167 responses received, only 24 participants met the inclusion criteria. This represented five low‐income countries and nineteen lower‐middle‐income countries from four World Bank regions. Seventy‐one roles were identified. Roles emerged predominantly over the last 20 years, focusing on care for underserved populations, with an almost even spread across primary and acute care settings. There were differences in education, practice, and regulation amongst the roles. Roles that required a master's education or higher with practice‐related characteristics had a broader scope of practice, which is consistent with international guidelines. Conclusion: This paper describes how Advanced Nursing Practice and Advanced Practice Nursing roles from Low and Lower Middle‐Income Countries have been implemented to address gaps in service and highlights disparities in education, practice and regulation compared to international guidelines. Maintaining and increasing support from organizations and universities internationally may be required to assist in developing and expanding educational programs for advanced nursing roles in these countries. Clinical Relevance: Understanding how these advanced nursing roles are operationalized in relation to education, practice, and regulation in Low and Lower‐Middle‐Income countries can provide baseline information that will inform workforce development policies to address healthcare needs in similar jurisdictions. [ABSTRACT FROM AUTHOR]

Background: The conventional classroom does not seem to adequately address the gender disparity in technology education. This could negatively affect the contributions of the female gender to national development. There was a need to advance a setting that enhances the participation of women in technology education. Aims: This study evaluated desktop Virtual Reality (VR) to know whether it enhances equal academic achievement and learning interests of female and male students. Materials and Methods: A toss of a coin was used to divide the six universities into two major groups; three universities were taught with ElectricVlab, while the other three universities were taught in the conventional classroom. Each of the six intact classes sat in clusters of five students and the whole class was taught the construction of an audio amplifier together using a demonstration method of teaching. A Vocational Interest scale and a researcher‐made achievement test with reliability coefficient=0.89 were used for data collection. Two‐way Analysis of Covariance (ANCOVA) was used to analyse means and test hypotheses at a 0.05 level of significance. Results: The study found no significant difference between the mean achievement and interests of female and male students in the VR group. There was a significant interaction effect between gender and teaching environment. This study predicts that VR could bring women up to the same level of interest and achievement as men, but conventional classroom methods could not. Conclusions: Curriculum planners should consider piloting virtual reality to enhance gender‐fair education, as it shows initial promise in the teaching of electronic technology education. Virtual reality for teaching and learning can be a part of postgraduate studies in universities, especially in academic fields where virtual reality has been found effective. This study may guide other studies and add to available literature. Lay Description: What is already known about this topic?: Enrolment of females in electronics technology education has been lower than that of males.Academic achievement of females in electronics technology education was lower than their male counterparts.Virtual reality has been used to improve teaching and learning in some educational fields, but it was not effective in some other fields.Some researchers used virtual reality to augment inadequate learning facilities.The evaluation of educational virtual reality applications might have primarily focused on the usability of the apps instead of learning outcomes.Gender gaps in human capital development are well‐documented, but it seems more evidence is required on how best to close those gaps. What this paper adds?: Suggest a potential learning environment for reducing the gender disparity in the achievement and interest of electronics technology students.Further contributions to the area of a learning environment in the teaching and learning process.This may be a piece of additional research‐based evidence on how best to close gender disparity in technology education.A virtual reality learning environment might bring female students up to the same levels of academic achievement as men, but the conventional classroom setting cannot.There could be a significant interaction effect between gender and the learning environment in the teaching and learning of electronic technology education. Implications for practice and/or policy: Curriculum planners might consider piloting virtual reality for reducing gender imbalance and enhancing gender‐fair technology education, as it shows initial promise in the teaching of electronic technology education.Virtual reality may be adopted to augment learning facilities in electronic technology education in universities, especially in laboratory practices.Budgets for funding universities could include resources for virtual reality equipment.The use of virtual reality for teaching and learning can be a part of postgraduate studies in universities, especially in academic fields where virtual reality has been found effective and competence in VR should be considered for the employment of technology education lecturers and support staff in higher institutions.This study may guide other studies and add to the available literature. [ABSTRACT FROM AUTHOR]

Background: Immersive virtual reality (IVR) applications that support student learning have gained increasing interest. However, empirical studies exploring the educational potential of using IVR in primary school science classrooms are lacking. Objectives: This study developed a series of IVR science lessons for primary school students and examined the effects of these lessons on learning outcomes. Methods: Our mixed‐method approach employed pre‐ and post‐tests to measure academic achievement, questionnaires to measure motivation and cognitive load, and semi‐structured interviews to further explore students' feelings and attitudes about IVR science lessons. Participants included 362 Grade 4 students assigned to either the experimental (IVR‐based classroom) or control (traditional classroom) groups. The experimental group engaged in IVR science lessons using Head‐Mounted Displays; the control group learned the same material through traditional methods. Results and conclusions: The results showed that the IVR‐based classroom significantly improved primary students' academic achievement and science motivation and decreased their cognitive load. Moreover, the experimental group reported positive experiences with the IVR science lessons. Takeaways: These findings help unpack the relationships between IVR and academic achievement, science motivation, and cognitive load in primary school science lessons, thus providing insight on integrating IVR into existing classrooms. Lay Description: What is already known about this topic: Non‐immersive virtual reality (IVR) has been used effectively in science learning.The 2D nature of non‐IVR can limit VR technology's educational effectiveness. What this paper adds: Evidence that IVR allows students to more fully engage in science educational subjects.Evidence that IVR can increase primary students' academic achievement.Evidence that IVR can increase primary students' science motivation.Evidence that IVR can decrease primary students' cognitive load. Implications for practice and/or policy: Adding IVR in primary classrooms can enhance science learning.Implementing IVR with head‐mounted displays can enrich primary school education.IVR‐based lessons can support primary students' successful learning in the future. [ABSTRACT FROM AUTHOR]

This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second‐grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus‐group and individual interviews, and document analysis. Digital gameplay, when used once daily over a 6‐day period, was found to enhance student engagement and interest in learning; many students, however, were concerned about its effect on academic achievement and eyesight. The teacher employed a "making thinking visible" approach using pencil and paper and problem‐solving strategies to help students understand the game's mathematical principles and master mathematical knowledge. Obstacles included large class size, difficulty evaluating learning outcomes, balancing fun and learning, and effective game–classroom integration. This study found that exam‐oriented education and traditional teacher‐centred teaching in China influenced participants' perceptions and experiences of digital game‐based learning. Lay Description: What is already known about this topic: Digital game‐based learning is effective and leads to a more relaxed learning environment that promotes students' engagement, interest, motivation, and confidence.Learning with digital games helps students acquire mathematics knowledge more effectively than traditional classroom lectures.Digital game‐based learning is helpful in math class as it makes students feel challenged and more capable, thereby improving self‐efficacy and task persistence. What this paper adds: Mathematics teachers and students have a contradictory attitude that shows both approval and concern towards game‐based learning.In the Chinese context, exam‐oriented culture is an important factor that influences the teacher's and students' perceptions and experiences of digital game‐based learning.While digital game‐based learning helps students' engagement and interest in math, it also faces numerous challenges such as large class size, balancing fun and learning, and effective game–classroom integration. Implications for practice and/or policy: Digital game‐based learning may be more effective when combined with pencil and paper to write down the process and make thinking visible.Fun and learning should be balanced in digital game‐based learning.Teachers need training and support for digital game‐centred programmes to succeed. [ABSTRACT FROM AUTHOR]

Tingir et al. (2017) concluded from their meta‐analysis that the subject areas taught through mobile devices had significantly higher achievement scores (d = 0.48) than the ones taught with traditional teaching methods. Given the relatively high positive effect of mobile devices on student achievement, we carefully analysed the selected research in this meta‐analysis. We reviewed Tingir et al.'s (2017) meta‐analysis based on analysis of the methodology of the selected research, while drawing on the work of Slavin (2003), Cheung and Slavin (2016), and Sung et al. (2019). Twelve of the 14 (86%) studies included in the meta‐analysis done by Tingir and his team (2017) present such major methodological flaws that they should not have been included. Our analysis leads us to believe that the conclusion of Tingir et al. (2017) is not justified. It is recognized that duration of experiment is negatively correlated with effect size: the shorter the duration, the higher the effect (Burston, 2015; Slavin & Lake, 2009). Although demanding more effort, the field of education must raise the bar if it is to have knowledge of acceptable value. Lay Description: What is already known about this topic?: Tingir et al. (2017) concluded from their meta‐analysis that: "the subject areas taught through mobile devices had significantly higher achievement scores than the ones taught with traditional teaching methods" (p. 366). What this paper adds?: We therefore reviewed the meta‐analysis by Tingir et al. (2017) and the underlying research. Our analysis leads us to believe that the conclusion of Tingir et al. (2017) is not justified.The data on reading used in the meta‐analysis by Tingir et al. (2017) do not make it possible to calculate a legitimate effect size for reading or to make a judgment about the effectiveness of mobile devices in the classroom.With respect to mathematics, the weakness and biases of the studies selected in the meta‐analysis by Tingir et al. (2017) should not have allowed them to calculate an effect size and do not provide a clear answer on the effectiveness of mobiles devices in the classroom.The studies in science selected by Tingir et al. (2017) demonstrate a set of methodological flaws that cannot provide a sound basis for determining a convincing effect of mobile device in the classroom on student achievement. Implications for practice and/or policy: Tingir and associates (2017) calculated an overall mean effect of 0.48 for mobiles devices on student achievement by combining research in reading (effect = 0.666; N = 3), mathematics (effect = 0.16; N = 3) and science (effect = 0.528; N = 8). The authors did not do a school‐level analysis (elementary, high school) in their school subject groupings due to the small number of studies, particularly in reading and mathematics.Twelve of the 14 (86%) studies included in the meta‐analysis done by Tingir and his team (2017) present such major methodological flaws that they should not have been included. As mentioned in the introduction, Slavin and his colleagues found different results in a related field. Slavin et al. (2009) found an effect size of 0.11 for the use of technology in the classroom, in computer‐assisted and computer‐based instruction, and an effect size of 0.05 for the use of digital tools 10 years later (Slavin, 2019). Given all the above, it is our opinion that the meta‐analysis by Tingir et al. (2017) cannot be used to justify the use of mobile devices in the classroom. [ABSTRACT FROM AUTHOR]

Over the past decade, the call to foster computational thinking (CT) in every child has received considerable attention. However, there is little understanding of whether children are developmentally ready to think computationally and what specific CT concepts and skills can be developed at various ages. This study explored the developmental and gender differences in CT skills of 197 Grade 4–6 students (aged 9–13) before being exposed to instruction and investigated the age–gender interaction effects on their CT acquisition in an intervention combining both programming and non‐programming (unplugged) activities. Results show that students' CT skills followed a developmental progression before instruction. Gender difference across ages was insignificant in conditionals, logical operators, pattern recognition and generalization skills. Additionally, students of different ages developed CT differently during the intervention, and their CT acquisition was unaffected by gender. Implications for practice and research in CT education were discussed. Lay Description: What is currently known about the topic: Learning progressions for computational thinking have been defined in K‐12 curricula globally.Engaging in programming and non‐programming (unplugged) activities can increase students' CT skills.Controversial results have been reported on the age–gender interaction effects on CT development.Lack of understanding on children's actual progressive development of CT. What this paper adds: A developmental progression was found in CT skills of students aged 9–13. Students aged 12 and above had some a priori understanding of CT.No gender difference across ages existed in conditionals, logical operators, pattern recognition and generalization skills before instruction.Students aged 9–11 benefitted the most from an intervention combining both programming and unplugged activities compared to older students. Students' CT acquisition in the intervention was unaffected by gender.Given the intervention, students aged 9 and above developed conditionals, logical operators and pattern recognition skills. However, generalization skill was developed only for students aged 12 and above. Implications for practice and policy: The findings lay the foundation for designing evidence‐based age‐appropriate CT learning progression and pedagogies.Age‐appropriate learning content: Given appropriate learning experiences, students aged 9 and above may be ready to learn certain CT concepts and skills, including conditionals, logical operators and pattern recognition.CT pedagogies: Using programming and unplugged activities to develop CT requires careful consideration of students' cognitive development and gender needs. [ABSTRACT FROM AUTHOR]

Background: Virtual reality can be a useful substitute to improve nursing education outside of the hospital setting. In the wake of COVID‐19, an opportunity to compare a virtual reality activity for nursing students in the traditional classroom and in an online environment took place. Objectives: The goal of this study was to examine the effects of incorporating a virtual reality activity into the traditional classroom and in an online environment to enhance nursing education. Methods: Fifty nursing students participated in an exploratory descriptive study. Twenty‐five students participated face‐to‐face while in the traditional classroom setting and 25‐students participated in an online environment using a communication platform. Through a virtual reality activity, nursing students successfully created a tour which demonstrated identifying infectious sites in a hospital room setting. Results and Conclusions: Results of the pre‐and post‐test showed students' positive perceptions and performances in both traditional classroom and online settings. However, the study revealed a statistical difference between the two group perceptions towards the use of the virtual reality tour creator. Nursing students who were in the traditional classroom group found that the use the virtual reality tour creator was easier. Implications: Designing a meaningful virtual reality activity has a positive impact of the student learning experience. Students may benefit from a more through orientation to the technology prior to engaging in the activity. A carefully constructed activity can enhance student learning outside of the hospital room. Lay Description: What is already known about this topic?: Virtual reality can be applied to nursing education with a positive impact on the student learning experience.Nursing students perceived the virtual reality learning activity useful to substitute for in‐hospital training. What this paper adds?: Virtual reality learning activities can help promote nursing performance in both the traditional classroom and online settings.Students can have similar academic performance between the classroom and online modes despite having different experiences. Implications for practice and/or policy: Virtual reality integration might be implemented by pre‐training to make sure students are comfortable with the technology before jumping into course activities.The instructional design and delivery of a virtual reality learning activity greatly influenced the students' learning experiences, rather than the use of virtual reality technology itself. [ABSTRACT FROM AUTHOR]

Background: The outbreak of the novel coronavirus (COVID‐19) at the beginning of 2020 forced most higher education institutions to shift immediately from traditional learning to distance learning and emergency remote teaching (ERT). Objectives: This research aimed to capture the authentic sounds of this unusual learning experience from the field while it was still fresh and to explore congruence with existing models of online learning success factors. We also aimed to examine the differences between freshman students and more advanced students (second year onwards) with regard to the emerging data and its respective model. Methods: During the second semester of 2020, 170 Tel Aviv university students majoring in various fields responded to an online questionnaire consisting of open‐ended questions. Results and conclusions: The researchers classified the themes retrieved from 1559 statements into a framework of critical success factors for distance learning. The framework included five dimensions: course, student, instructor, learning environment and institution. Well‐known benefits of distance learning emerged, among them flexibility and personalized learning pace. Nevertheless, the findings revealed that the rapid transition to distance learning posed challenges and difficulties, mainly concerning the readiness of students and instructors for this form of teaching and learning. The number of statements in instructor dimension indicated the importance of providing support and training to instructors and staff. Significant differences were found in students' perceptions according to the year standing. More advanced students made more 'internal' references, attributing more statements to student and learning environment dimensions. In contrast, freshman made more 'external' references, attributing more statements to instructor and course dimensions than students in their second year and onwards. Major takeaways: The results may help in planning and preparing for times of crisis. From a broader perspective, the findings may help in designing ways to incorporate distance learning. Lay Description: What is already known about this topic?There are several critical success factor models for implementing distance learning.Academic experience influences students' perceptions of distance learning.Year of studies is known to exert an influence on students' attitudes and degree of satisfaction from distance learning.At the onset of COVID‐19, higher education shifted immediately to ERT. What this paper adds?Authentic view of students' ERT experience in the first weeks of the COVID‐19 outbreak.Adaptive framework for Distance Learning Success Dimensions (DLSD).Advantages and disadvantages for students forced into ERT.Freshmen and advanced students have different perceptions of instructor and course DLSD.Advanced students focus on student dimension, while freshmen focus on Instructor dimension. Implications for practice and/or policyUsing developed DLSD framework for planning, designing and evaluating in crises and routine times.Providing empirical evidence for perceptual differences between freshmen and experienced students.Students' differing perceptions of helpful and unhelpful factors point to diverse needs.Flexible learning times and assignment due dates are crucial for students in ERT.Technical training for instructors may contribute to remote teaching effectiveness.Scaffolds for freshmen may enhance their ERT experience. [ABSTRACT FROM AUTHOR]

This paper reports on our participatory multi‐faceted community‐wide intervention to change gender perceptions and encourage support for girls' education to improve their school attendance and performance. The intervention involved community and education stakeholders in implementing a context‐specific multi‐faceted intervention to improve opportunities for girls in 123 primary schools in the rural Wolaita Zone, Ethiopia. We implemented a repeated‐measures quasi‐experimental design in a sample of 30 schools (15 project and 15 control schools) to evaluate the intervention's effectiveness. Over 3 years we assessed gender perceptions of a cohort of 750 Grade 6 girls, their parents and teachers in project and control schools. In addition, participative group discussions were conducted with various stakeholders. In project schools, we recorded significant changes (e.g., provision of sanitary pads, counselling, tutorial classes and community involvement). Teachers and parents reported improved gender attitudes and support for girls' education; while girls' self‐esteem scores and educational aspirations increased. The findings showed a change in community perceptions of the value of girls' education and some evidence of increased equality in gender perceptions. We concluded that these systemic changes marked the start of a long‐term change process. This intervention showed the value of a participatory approach in a systemic community intervention. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

Introduction: The OSCE is a sociomaterial assemblage—a meshing together of human and material components producing multiple effects. Materials matter because they shape candidate performance, with potentially calamitous career consequences if materials influence performance unjustly. Although the OSCE literature refers to materials, few papers study the sociomateriality of OSCEs. Therefore, we explored OSCE stakeholders' talk about sociomaterial assemblages to better understand their importance for candidate performance. Methods: We conducted 15 focus groups with OSCE candidates (n = 42), examiners (n = 20) and simulated patients (n = 17) after an Australian postgraduate nursing OSCE. Sociomateriality informed our team‐based framework analysis of data. Results: Participants identified a multiplicity of OSCE materials (objects, technologies and spaces) thought to matter for candidate performance. Candidates' unfamiliarity with materials and missing or malfunctioning materials were reported to yield numerous negative impacts (eg cognitive overload, negative affect, time‐wasting), thereby adversely affecting candidate performance. Both examiners and candidates made micro‐adjustments to sociomaterial assemblages during the OSCE in order to make it work (eg candidates saying what they would do rather than doing it). Sometimes, such tinkering extended so far that sociomaterial assemblages were ruptured (eg examiners ignoring rubrics to help pass candidates), potentially influencing OSCE standardisation. Discussion: Our novel empirical study extends previous conceptual work by illustrating wide‐ranging sociomaterial assemblages influencing OSCE candidate performance. Further research is now needed employing sociomaterial approaches to further elucidate sociomaterial entanglements in diverse OSCEs. We encourage OSCE stakeholders to become more attuned to the productive nature of materials within all stages of OSCE design and implementation. The authors demonstrate the extent to which materials really matter in shaping candidate performance in OSCEs [ABSTRACT FROM AUTHOR]

During the COVID‐19 crisis, digital informal learning is important for students' academic engagement. Although scholars have highlighted the importance of students' digital competence in improving digital informal learning (DIL), the mediating role of DIL between digital competence and academic engagement has remained ambiguous. The purpose of this study is to investigate the relationship between students' digital competence and their academic engagement with the mediating role of DIL in the higher education context. This study used a descriptive correlational design, and the data were analyzed using structural equation modelling (SEM). The study sample included 308 students from Shiraz University, Iran. The results showed that digital competence positively and significantly correlated with students' DIL and their academic engagement. Furthermore, DIL, as the mediator variable, was found to mediate the relationship between students' digital competence and their academic engagement. Since higher education institutions have a key role in improving students' academic engagement, particularly in the COVID‐19 pandemic, academic administrators should pay more attention to students' digital competencies and provide them with efficient and user‐friendly DIL platforms that can increase their academic engagement. Lay Description: What is already known about this topic: One of the challenges of online learning environments is students' engagement especially in the COVID‐19 crisis.The role of digital informal learning (DIL) in the students' engagement is ambiguous.Little work has been done to support the relationship between digital competence, DIL and academic engagement. What this paper adds: The structural equation model of academic engagement, digital competence, and DIL was examined.There is a significant relationship between digital competence and DIL of students.The engagement of students will increase both with the use of digital competencies and DIL. Implications for practice and/or policy: Administrators should provide efficient DIL platforms to increase students' academic engagement.Educators should consider students' digital competencies to increase their academic engagement. [ABSTRACT FROM AUTHOR]

Context‐aware ubiquitous learning (CAUL) technology provides language learners with interactive learning environments and has been found to increase learning effectiveness and self‐efficacy due to student interaction, discussion and evaluation of the entire learning process. This study used a mobile‐based ubiquitous learning system combined with a collaborative learning approach to develop Fitness‐specific English listening and reading, and fitness knowledge. The researchers recruited two groups of participants, an individual learning group (N = 31) and a collaborative learning group (N = 30), and evaluated their learning performance via pre‐and post‐tests. In addition, a questionnaire explored the perceived usefulness, usability, follow‐up intention of using the system and self‐efficacy regarding fitness‐specific English. The results show that both groups improved fitness‐specific English in terms of listening and reading comprehension. Moreover, collaborative learning was found to facilitate fitness‐specific knowledge, and those in the collaborative learning group improved their self‐efficacy more than those in the individual learning group. Lay Description: What is already known about this topic: Computer assisted ubiquitous language learning (CAULL) can assist English learners in developing receptive language skills.CAULL has been successfully applied in various authentic learning environments including university campuses, a fitness centre and a green technology building.CAULL has been accepted by university undergraduates as an effective, interesting and motivating learning system. What this paper adds: A Fitness‐based English ubiquitous learning (FBEUL) system was successfully adapted for collaborative learning.Collaborative learning is as effective or more effective than individual learning for developing receptive English skills and subject (fitness‐based) knowledge.The collaborative learning group improved their fitness‐based self‐efficacy significantly more than the individual learning group. Implications for practice and/or policy: A collaborative learning approach can be successfully integrated into CAULL to cultivate ESP listening and reading comprehension, and subject‐specific knowledge.Collaborative learning in a CAULL environment promotes student self‐efficacy which may result in better learning outcomes and increased autonomy.System designers and ESP instructor can apply the CAULL system to other environments to motivate students and develop authentic language. [ABSTRACT FROM AUTHOR]

Open Educational Resources (OER) aim to provide equal access to education. Yet, as the language level used in OER presents a barrier to many learners, there is a need to make these resources more comprehensible. This study combined eye‐tracking methodology and comprehension assessment to explore the effect of text simplification on English second language (L2) users, while also accounting for text organizational structure and individual predispositions. A total of 37 adult English L2 users took part in the study. They had to read either an authentic narrative, authentic expository OER or their linguistically simplified versions. The analysis showed that simplification led to better text comprehension, and text narrativity facilitated text recall, particularly at lower English proficiency levels. Eye‐tracking measures revealed that text simplification led to an increase in processing time during the initial reading of the text and a decrease in processing time during text re‐inspection. These findings have strong practical applications for online teaching with OER. Lay Description: What is already known about this topic: Open Educational Resources (OER) aim to increase access to education to all.Language level of OER in English was found to be very difficult, particularly to English L2 users.Text simplification that reduces the difficulty level of OER to English L2 users might be a potential solution.There is a lack of research that controls for the type of texts, individual predispositions and uses diverse behavioural measures to explore the effect of text simplification on English L2 users. What this paper adds: Text simplification led to better text comprehension, and text narrativity facilitated text recall, particularly at lower English proficiency levels.Text simplification slowed down processing during the initial reading of the text, and sped up processing during text re‐inspection.Final sentences, which were the likely locations for the integration of text information, received extended overall processing time in the simplified condition.Language proficiency played an important role both in text comprehension and text processing. Implications for practice and/or policy: Linguistic simplification of an OER text where possible – using higher frequency lexis, splitting long sentences, avoiding passive voice – benefits English L2 users, particularly at lower proficiency levels.There should be more narrative elements and cohesive links within and between sentences in the academic texts and OER, as these structures seem to be retained in readers' memory longer.OER publishers and material designers should be motivated to include the possibility for OER learners to access a simplified version of the OER materials [ABSTRACT FROM AUTHOR]

In the increasing pervasiveness of today's digital society, mobile devices are changing the face of education. Students can interact with mobile devices in context‐aware environment. This paper presents a mobile application based on expert system (Plant‐E) for students to acquire knowledge about plant classification by answering decision‐making questions. In order to study effectiveness of Plant‐E and cognitive load of students who experience different kinds of interaction in learning process, another mobile application (Plant‐G) only providing information pages of plants was developed. A quasi‐experiment was conducted with three classes of 137 seventh graders. The three classes, Class A with 46 students using Plant‐E in campus, Class B with 44 students using Plant‐G in campus, and Class C with 47 students using Plant‐G in a traditional classroom, constitute three groups with different interaction complexity. The research conducted pretest, posttest, and delayed test to evaluate learning performance of students in three classes and used a questionnaire to investigate their perceptions and attitudes towards proposed system. Results show that interaction complexity has an impact on students' learning performance and mental effort in mobile learning; the higher the interaction complexity is, the higher mental effort and the better learning performance in mobile learning will be. Lay Description: What is already known about this topic: Mobile devices can be used to meet the urgency of learning need and can provide guidance and clues for learners in context‐aware environment.During mobile learning in context‐aware environment, students need to interact with mobile devices and environment.Mental effort reflects cognitive load related to interaction complexity, and it can affect learning performance.Self‐efficacy affects the degree of mental effort by affecting the firmness of performance goal.Cognitive load and learning performance are the main concerns that need to be considered when evaluating the effectiveness of mobile learning. What this paper adds: Interaction complexity has an impact on students' learning performance and mental effort in mobile learning.In terms of the three levels of interaction complexity in this study, the higher the interaction complexity is, the better the results that students will get in mobile learning.The higher the interaction complexity is, the higher the mental effort that students invested into in mobile learning would be.The medium self‐efficacy group invested the most mental effort and got the best grades, rather than the high or low group.Rule‐based mobile learning expert system is feasible and effective for students to learn by interacting with learning objects in context‐aware environment. Implications for practice and/or policy: Efforts should be made to make mobile learning systems more interactive; for example, learners can learn more effectively by interacting with mobile system, which can improve the frequency of observing learning objects.Rule‐based mobile learning expert system can give learners more opportunities to know how experts do when solving problems and can provide a potential method for students to learn in context‐aware environment. [ABSTRACT FROM AUTHOR]

Scholars have suggested that flipped learning can be enhanced by designing effective in‐class learning activities to improve students' higher order thinking skills. Problem posing has been recognized as such a learning strategy that has great potential for improving students' higher order thinking skills. However, it has been reported as a challenging task for most students. Research evidence has indicated the potential of engaging students in group learning with step‐by‐step hints when conducting problem‐posing activities. Therefore, this study proposed a multilevel concept mapping‐based problem‐posing strategy to assist students in completing the problem‐posing tasks in flipped learning. To understand the effectiveness of the proposed strategy, a flipped learning system was developed and adopted in the science class of an elementary school. Seventy‐five fifth graders from three classes were divided into experimental group A, experimental Group B and a control group. Students in Group A used the concept map‐guided problem‐posing strategy for flipped learning (CMPP‐FL), students in Group B used the problem‐posing strategy‐based flipped learning, while students in the control group used the conventional flipped learning strategy. The results showed that the CMPP‐FL was effective in terms of improving students' learning performance, especially for students with higher levels of critical thinking tendency. Lay Description: What is already known about this topic: Flipped learning enabled teachers to have more class time to engage students in applying knowledge.Scholars have suggested that the value of flipped learning can be enhanced by designing effective in‐class learning activities to improve students' higher order thinkingProblem‐posing has been recognized as such a learning strategy that has great potential for improving students' higher order thinking. What this paper adds: This study proposed a multilevel concept mapping‐based problem‐posing strategy to assist students in completing the problem‐posing tasks in flipped learning.A flipped learning system was developed and adopted in the science class of an elementary school.It was also found that the results showed that the concept map‐guided problem‐posing strategy was effective in terms of improving students' flipped learning performance, especially for those with higher levels of critical thinking tendency. Implications for practice and/or policy: Employing concept maps as a guidance for problem posing is a promising approach.It is worth investigating the impacts of the concept map‐guided problem posing approach on the students with different personal characteristics, such as knowledge levels or motivational levels.It is worth applying the approach to other courses in the future to further explore its effectiveness. [ABSTRACT FROM AUTHOR]

This study compares the effects of object‐oriented and robot programming activities on programming achievement, abstraction, problem solving, and motivation. In the study, two consecutive experimental cases were conducted to examine the consistency of findings. The research sample comprises 81 tenth‐grade students undergoing vocational secondary education. A total of 41 students participated in the first case that spanned 12 weeks, and 40 students participated in the second that spanned 8 weeks. After computational activities, the programming achievement scores significantly increased in all test groups. However, the achievement scores did not differ significantly between the groups. For the comparison groups, there was no statistically significant difference in the pre‐ and posttest scores of the formal and descriptive abstraction in both cases. However, a statistically significant increase was found in the formal (only Case 2) and descriptive abstraction scores of the students in the experimental groups. The abstraction results revealed a significant difference in the descriptive abstraction scores of Case 2 in favour of the experimental group. No statistically significant difference was found in the problem‐solving scores within or between groups. In both cases, the motivation scores of the experimental groups were found to be statistically higher than those of the comparison groups. Lay Description: What is already known about this topic?: Programming activities that encourage how to think rather than what to think, have the potential to be effective instructional tools for cognitive processes.Despite the increasing research trend in computer science education, especially Computational Thinking (CT), there is a lack of studies investigating abstraction.Most of the studies on CT are based on a single cross‐sectional study shaped by relatively short‐term instructional activities and narrow‐scoped computational concepts. What this paper adds?: This study examined the effects of two programming modalities on tenth‐grade students' learning, intellectual skills, and motivation.Two consecutive interventions were conducted in order to examine the consistency of the findings.Robot programming is as effective as object‐oriented programming in the acquisition of programming concepts.Robot programming enhanced students' descriptive abstraction and motivation more effectively.Programming did not lead to any significant changes in students' problem‐solving approaches to daily‐life problems. Implications for practice and/or policy: The use of manipulative robotics can enrich learning outcomes in programming education.Robotic activities support the development of descriptive abstraction skills better than object‐oriented programming.Robotic technologies have great potential to increase student motivation regardless of the novelty effect.Problems used in programming activities should be chosen more relevant to the authentic world scenarios to connect computational approaches with daily life problems.Educational robots can be used as alternative tools to embody computational concepts in programming education. [ABSTRACT FROM AUTHOR]

Robotics education has received an increasing attention in recent years as a means to build students' motivation, team collaboration skills, and other valuable 21st century competencies. Yet there is a lack of experimental studies to investigate and identify strategies to facilitate robotics education. This study adopted a 2 × 2 quasi‐experimental design to investigate two strategies: the incorporation of augmented reality (AR) and the introduction of competition in robotics activities. Students' robotics task performance, team collaboration processes, 21st century learning competencies and learning motivation were measured as dependent variables. The results indicated that AR significantly improved students' motivation, team processes, and 21st century competencies. Moreover, the effects of AR were more pronounced with the competition groups. Implications are drawn to provide guidelines on the use of AR and competition in robotics education. Lay Description: What is currently known about the subject matter?Robots in education have been recognized as an effective approach to enhance learning competencies.The benefits of AR in learning gains and motivation. What their paper adds to this?To design robotics curricula that can be used in middle schools.To understand what middle school students can learn from the robotics curricula. The implications of study findings for practitionersHow to utilize AR in robotics education.What are the structure and pace of robotics curricula for middle school students? [ABSTRACT FROM AUTHOR]

Retrieval practice promotes retention more than restudying (i.e., the testing effect) and is applied to many educational settings. However, little research has investigated means to enhance this effect in educational settings. Theoretical accounts assume retrieval practice to be the most effective whenever retrieval is difficult but successful. Therefore, we developed a novel retrieval practice procedure, which adapts to learners' abilities and can be applied irrespective of learning content. This adaptive procedure aims to make retrieval gradually easier whenever students provide an incorrect answer. In a field experiment, students read book chapters as part of a weekly university course. In three consecutive weeks, they then practiced reading assignments by (a) adaptive testing, (b) non‐adaptive testing and (c) restudy. In Week 4, a surprise criterial test took place. Restudy outperformed both testing conditions, whereas adaptive testing performed equally well as non‐adaptive testing. However, exploratory analyses revealed that with increasing retention intervals, the superiority of restudy disappeared. Furthermore, whenever participants fully read the assignments and retention intervals increased, adaptive testing outperformed non‐adaptive testing. In sum, adaptive retrieval practice did not prove to be generally superior, but retention interval and students' preparation for class might be conditions rendering adaptive retrieval useful in educational settings. Lay Description: What is already known about this topic: Testing is a commonly used technique to assess progress in computer‐assisted learning environmentsStudents often benefit from the testing effect, that is practicing retrieval of information (testing) from memory benefits long‐term retention compared to restudyingCurrently, empirical evidence how to enhance the benefits of this technique in educational contexts is scarce What this paper adds: We propose a new approach to increase the benefit of the testing effect: For each question in retrieval practice the individual ability to retrieve this information from memory is consideredTo do so, cue informativeness of retrieval cues adapts to the individual ability level and thus makes the tests cognitively effortful but solvableThis adaptive approach is put to test in a higher education context and by using multiple‐choice questionsIn sum, adaptive retrieval practice did not prove to be generally superior to non‐adaptive retrieval practice or restudy However, retention interval and students' preparation for class might be conditions rendering adaptive retrieval useful in educational settings Implications for practice and/or policy: Findings can be implemented in educational contexts when multiple‐choice questions are used to enhance learningLearning can be optimized in computer‐assisted learning environments that allow adaptive testingWe advise adaptive retrieval only when students are well prepared for practice and when time between practice and final assessment exceeds two weeks [ABSTRACT FROM AUTHOR]

Students' use of prescription stimulants to enhance study performance is increasingly under the spotlight. Medical guidelines discourage general practitioners (GPs) from prescribing stimulants to students without a diagnosis; yet a considerable proportion of students acquire them from GPs. Building on Eisenberg's theoretical framework on clinical decision‐making and Conrad's sociological concept of biomedical enhancement, this study examined the social context of GPs' off‐label prescribing decisions for stimulants, using data from 21 semi‐structured interviews, including vignettes, undertaken with Flemish GPs. Results identified two groups of GPs: (1) hard‐liners who strictly follow medical guidelines and who would only prescribe in case of an appropriate diagnosis and (2) context‐dependent GPs who would prescribe stimulants depending on the patients' symptoms and extent of need. GPs' decisions depend on one‐on‐one doctor‐patient interactions (i.e. the extent of empathy from the doctor and the extent of assertiveness from the patient); the extent to which GPs define concentration problems as medical problems; GPs' interactions with fellow health care workers; as well as GPs' interaction with the wider community. By disentangling these influences, this paper advances both theoretical and practical understanding of the sociological context in which GPs' off‐label prescribing behaviour occurs. [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 exploratory experimental study investigates the impact of motivational strategies based on the Attention, Relevance, Confidence, Satisfaction, and Volition (ARCS‐V) model on online learners' academic performance, motivation, volition, and course interest. The research was conducted over an 11‐week semester with 122 undergraduate online learners within two groups. One group received a traditional e‐course, while the other group was offered the course with extra motivational strategies derived from the ARCS‐V model. The results revealed that the group who used motivational strategies showed significantly higher gains in motivation, academic performance, and course interest scores. However, there were no significant differences between the groups regarding the volition. Furthermore, the motivation and interest variables were measured with Attention, Relevance, Confidence, and Satisfaction subscales of the ARCS‐V model. In terms of interest variable, there was only a statistically significant difference on the Attention subscale. Regarding motivation variable, the results also showed a statistically significant difference on the attention, confidence, and satisfaction subsections of the ARCS‐V model. The findings of the present study offer insights into ARCSV model‐based research by examining the effects of the model as a valid and reliable framework for online learning environments. The implications and directions for future research are then discussed. Practitioner Notes/ Lay Description: What is already known about this topic: Learning motivation is the most vital factor that influencing effective and efficient learning process.The attention, relevance, confidence, and satisfactionARCS model of motivational design has been used myriad times to design motivational instructions in a wide range of educational settings (from traditional to computer‐assisted instruction and distance education).Few studies address the online learners" motivation through the attention, relevance, confidence, satisfaction, and volition (ARCS‐V) ‐based motivational strategies. What this paper adds to this: A quasi‐experimental study was conducted in online learning environment to research the effects of the ARCS‐V ‐based motivational strategies.The impact of the ARCS‐V ‐based motivational strategies on online learners" academic performance, motivation, volition, and course interest was investigated.The results showed that the ARCS‐V ‐based motivational strategies had positive effects on online learners' regarding to academic performance, motivation, volition, and course interest. The implications of study findings for practitioners: This research provided evidences for effects of the ARCS‐V motivational strategies on online learners.Online learners who took the ARCS‐V ‐based motivational messages had positive effects regarding to academic performance, motivation, volition, and course interest. [ABSTRACT FROM AUTHOR]

Because the microworld can create a learning environment that allows learners to interact with the real world, the view of the microworld has been widely used in education and training. In this study, the simulated transactional interactive concurrent system (STICS) was used to provide an environment that simulates the stock market trading of the Taiwan Stock Exchange; the goal is to explore the effectiveness of using STICS in enhancing the financial literacy of students. This study adopts a quasi‐experimental design approach and divides students into two groups. The intervention group was made up of 42 students who learned financial knowledge aided by STICS, with a comparison group consisting of 43 students who learned with traditional lecturing and dictating methods. The study found that learners who used the STICS as an aid to learn financial knowledge had significantly better learning effectiveness than those who did not use STICS, in terms of motivation, attitude, and achievement. The intervention group also made significant improvements in average scores in learning motivation and achievement after 8 weeks of experimental teaching and learning. Lay Description: What is already known about this topic This study employs the microworld perspective as a learning scaffold which simulates the real financial environment through computer assistant learning.By means of the computer assistant learning pattern of STICS, it not only enhances the financial literature of learners, but also increases the happiness and fun in the learning process. What this paper adds This allows learners can free from the barrier of insufficient investment funds by using STICS computer assistant learning.The STICS computer assistant learning system have the potential of promoting interactivity between learners and instructors, and improving the students' financial achievements. Implications for practice and/or policy The benefits of the STICS computer assistant learning are not only to enable students to deepen their understanding of the content of the textbook, but also to experience practical trading environment, such as profitability, risk, delivery and payment, long‐buying and short‐selling, etc.From this study, it is known that improving students' financial literacy not only contributes to personal wealth, but also avoids the recurrence of financial turmoil.In the future, we should devote ourselves to teach students how to apply knowledge to the real environment in an immersive learning, without being out of reality. [ABSTRACT FROM AUTHOR]

The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth‐grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi‐experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge. Lay Description: What is already known about this topic: Increasingly, K‐12 teachers around the world are using the flipped classroom approach (FCA) with their students.Previous studies have shown mixed results on the effects of flipped learning on academic achievements.Scholarly research is limited regarding the use of cognitive theory of multimedia learning (CTML) as a theoretical framework for designing instructional videos in flipped learning.Several flipped learning studies have not provided data of their outcomes or assessment as per level of cognition. What this paper adds: This study presents an improved approach for flipped learning by integrating CTML with flipped learning.A comparison was conducted for the effects of FCA designed according to CTML on the academic achievements of students with high and low prior knowledge.A proposed model has been introduced for the application of flipped learning in K‐12 education. Implications for practice and/or policy: Designing instructional videos in flipped learning should be based on a theoretical framework.Flipped learning research needs to employ Bloom's taxonomy to understand the outcomes or assessments according to cognition levels.Adopting FCA designed according to CTML may be more important for teachers whose students clearly suffer from poor academic achievements. [ABSTRACT FROM AUTHOR]

Virtual learning environments can now be enriched not only with visual and auditory information, but also with tactile and kinesthetic feedback. However, the way to successfully integrate haptic feedback on a multimodal learning environment is still unclear. This study aims to provide guidelines on how visuohaptic simulations can be implemented effectively, thus the research question is: Under what conditions do visual and tactile information support students' development of conceptual learning of force‐related concepts? Participants comprised 170 undergraduate students of a Midwestern University enrolled in a physics for elementary education class. Four experiments were conducted using four different configurations of multimodal learning environments: Visual feedback only, haptic force feedback only, visual and haptic force feedback at the same time, and sequenced modality of haptic feedback first and visual feedback second. Our results suggest that haptic force feedback has the potential to enrich learning when compared with visual only environments. Also, haptic and visual modalities interact better when sequenced one after another rather than presented simultaneously. Finally, exposure to virtual learning environments enhanced by haptic forced feedback was a positive experience, but the ease of use and ease of interpretation was not so evident. Lay Description: What is already known about the topic: Multimedia learning environments enrich learning by using verbal and non‐verbal modalities.Previous research about the impact of haptic feedback in the simulation of abstract phenomena has not provided concluding results.It has been hypothesized that exposure to diverse stimuli at the same time may cause cognitive overload.What this paper adds: Sequenced modality of haptic force feedback first and visual feedback second may provide a learning advantage to single modalities or combined modalities.Participants' interaction with haptic force feedback was perceived as a positive learning experience.Implications for practice and/or policy: Participants exposed to any haptic force feedback stimulus outperformed participants interacting with visual feedback only. However, the difference was not statistically different at ∝ = 0.05.The incorporation of haptic force feedback to a multimodal learning environment may improve students' performance when delivered via a sequenced approach. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effects of augmented reality (AR) activities on students' academic achievement and motivation in a biology course. For this purpose, a mixed study was conducted, and a pretest and posttest control group model was used. In addition, the opinions of the experimental group students and the teacher about the AR activities were taken, and classroom observations were made during the study. The study group consisted of 40 (22 female and 18 male) ninth‐grade biology course students. The control group followed the biology course programme, whereas the experimental group students conducted AR activities in addition to the course programme using tablets. Consequently, it was found that the motivation of the students in the experimental group increased more than that of the students in the control group. However, no significant difference was found between the academic achievement scores of the groups. The teacher and the students stated that AR activities might be effective in increasing course success and motivation. Lay Description: What is already known about this topic: Biology is one of the fields that cover too many abstract and invisible contents.Abstract and invisible course contents cause misunderstandings and low academic achievement.Augmented reality (AR) technology stands out with its visualization feature.AR appears to be an effective technology for making invisible subjects visible and giving concrete examples for abstract content in biology education.What this paper adds: AR activities could positively affect students' motivation in biology courses.Students' perceptions of the augmented reality into classroom are highly positive.AR activities raise students' participation to the course.However, AR does not significantly affect students' academic achievement.Implications for practice and/or policy: More long‐term and interaction‐based AR activities in a school with proper infrastructure might influence students' academic achievement positively.AR materials that have better image quality, more interesting design for students, and more interactivity will increase the effectiveness of instruction.It could be beneficial to use more AR technology when preparing curricula and textbooks. [ABSTRACT FROM AUTHOR]

Learning letters is an important area of language learning, conducive to the beginning of reading and writing. Indeed, today's generation prefers to learn through digital games rather than through formal teaching processes. Inspired by this need, the researcher designed this study (a) to test the effectiveness of an instructional digital game, "Kes Sesi," designed to teach letter recognition skills and (b) to briefly present its instructional development process, which was based on the ADDIE model. This was a quasi‐experimental study with two treatment groups and a control group involving 87 kindergarteners. Treatment groups played the game for 12–6 weeks for learning, 6 weeks for practice. The control group continued with its regular class activities. One treatment group played the game based on predefined sound categorization, the other without any categorization. A test on children's sound recognition abilities was administered three times as a pretest, a midtest, and a posttest. The treatment groups performed significantly better than the control group. The game enhanced the kindergarteners' ability to practice uncategorized content while it enhanced their ability to learn categorized content. The results are promising in that Kes Sesi can be useful in self‐supported learning contexts with little adult input and with minimum outside interference. Lay Description: What is already known about this topic: Learning letters is an important area of language learning, conducive to the beginning of reading and writing.There is a variety of research studies on digital games for learning in the literature.It is a challenge to teach preschool children letters. What this paper adds: There seems to be a gap when it comes to experiments on kindergarteners' early reading skills.Although there are many relevant games in the market, there are no studies investigating kindergarteners' sound recognition skills through game playing on mobile technology.This study has its unique feature in terms of providing a sample article on "Design, development and application of learning tools and systems," which is a topic within the Journal's scope. Implications for practice and/or policy: Digital educational games such as "Kes Sesi" can be useful in self‐supported learning circumstances with little adult input or intervention.Similar educational games can be designed by taking the current research study as an example, and it is believed that it will encourage production of many similar games.Students' performances reach an optimal level when educational games are used after the teacher helps them construct their learning and guide them in this endeavor. [ABSTRACT FROM AUTHOR]

The aim of this research is to determine the effects and experiences of the use of digital story design activities in teaching applications of programming on academic achievement, participation, and programming self‐efficacy. In the study, which is designed through the mixed method, quasi‐experimental design is used in the quantitative dimension. The study group of the research consists of 62 fifth‐grade students in a secondary school. During the 10‐week application process, the experimental group was engaged in digital story design activities in the programming learning process, and the learning process of the control group was carried out without any extra activity. As a result of the research, it is found that students' level of learning of programming concepts, programming self‐efficacy, and level of participation in teaching process change significantly and more positively depending on experimental process. In addition, various suggestions for application and research are presented in the research. Lay Description: What is already known about this topic: Programming skills are important for the acquisition of basic skills of the 21st century.Nowadays, programming education is beginning to be seen as important for junior high school and primary school studentsProgramming processes are a complex process involving more than one skill.In programming instruction, students have various difficulties.Digital story designing activities are used to solve problems in programming instruction and to develop various skills. What this paper adds: We aimed to determine the effects of the use of digital storytelling activities in programming instructional practices on academic achievement, participation, programming self‐efficacy, and learning experiences.We discussed what aspects of digital story designing activities could affect the variables discussed in the study. Implications for practice and/or policy: The level of students' learning of programming concepts, programming self‐efficacy, and level of participation were found to change more positively in the group using digital story designing activities in the programming education process of students. [ABSTRACT FROM AUTHOR]

Personality is generally considered to be biologically founded in temperament, and temperamental qualities have proven to be relatively stable across childhood and into adulthood (Caspi, Roberts & Shiner, ). Temperament predicts important developmental outcomes such as academic performance (Muris, ), and social functioning (Eisenberg, Fabes, Guthrie & Reiser, ), and it has also been found to be strongly related to the etiology and maintenance of internalizing and externalizing psychopathology in children (Muris, Meesters & Blijlevens, ; Nigg, ). To allow for the possibility of making early interventions, identification of potential risk factors (such as temperamental dispositions) is of great importance (Rettew & McKee, ). As temperament is multidimensional and has many different manifestations, parents and teachers are valuable sources in providing information about children's temperament (Rothbart & Bates, ; Tackett, Slobodskaya, Mar et al., ), and caregiver questionnaires are frequently used in child personality research. However, such questionnaires are only useful if their reliability and validity have been established. The aim of the present study was to examine the psychometric properties of the Temperament in Middle Childhood Questionnaire ( TMCQ; Simonds, Kieras, Rueda & Rothbart, ), which focuses specifically on the ages between 7 and 11 years. The TMCQ is the least validated of the Rothbart measures, and although reliability data have been presented, together with some validity data, for a computerized self-report version of the questionnaire (Simonds & Rothbart, ), information about the reliability and validity for the caregiver version is scant. In the present paper, we report such data for a Swedish sample. [ABSTRACT FROM AUTHOR]