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Background: Owing to the exponential growth of three‐dimensional (3D) environments amongst researchers and educators to create simulation games (SGs) in primary education, there is a growing interest to examine their potential support in computer science courses instead of visual programming environments. Objectives: This study explores the relationships between students' learning performance, focusing on computational thinking (CT) and programming skills development, in association with their cognitive load (mental load and mental effort) and emotions (happiness, anger, anxiety, sadness) by playing SGs. Methods: A total of two hundred and ninety participants (n = 290) in fifth‐grade classes (10–11 years old) of Greek primary schools completed all pre‐and post‐intervention tests. A quasi‐experimental study was conducted over a 14‐week timetable course and in two comparison conditions, in which a SG was created by using OpenSimulator&Scratch4SL and Scratch for the experimental group (n = 145) and the control group (n = 145), respectively. To further investigate the effectiveness of the proposed SG in each teaching intervention, an exploration of relationships between students' learning performance, cognitive load, and emotions through multiple analyses, depending on correlation, t‐tests, correlation, and hierarchal regression was delivered. Results and Conclusions: The findings indicate that the proposed SG created by using OpenSimulator&Scratch4SL positively affected students' emotions and cognitive load, whereas there was no significant difference in learning gain between the two groups. Implications: The study provides empirical evidence on the effects of SGs on students' knowledge acquisition, highlighting the importance of considering both cognitive and emotional components in the design of these games. The findings also offer valuable insights for implications policy and practice. Lay Description: What is already known: Interactive environments can support the development of students' computational thinking (CT) and programming skills due to a wide range of digital elements/features that expand the boundaries where learning can happen.CT is a 21st‐century skill to be on top with others, such as reading, writing, and arithmetic for future generations of students to tackle real‐life problems.Despite a broad consensus on the increasing number of interactive environments, there is no dedicated measurement of their effects on students' performance and their possible association with psychological constructs. What this paper adds: This study explores any possible relationships amongst students' CT skills, emotions, and cognitive load for programming courses in fifth‐grade (10–11 years old) classes of primary education by playing a simulation game (SG).The proposed SG was created by using two interactive environments that project different 2D/3D user interface and game elements (e.g., special effects, scenes, animations, feedback, challenges, goal clarity, and scripted interaction).A quasi‐experimental study was conducted over a 14‐week timetable course and in two comparison conditions, in which the proposed SG was created by using OpenSimulator&Scratch4SL and Scratch for the experimental group (n = 145) and the control group (n = 145), respectively. Implications for practice and/or policy: In‐game scenario and students' embodied experiences can increase CT vocabulary acquisition, understanding, and expression of solution plans via visual coding.A practical roadmap for practitioners and instructors proposed how to purposefully integrate elements/features into interactive environments.Problem‐solving exercises in a simulated reality can become interesting and reduce students' cognitive load, when they are taking part in enjoyable and playful settings. [ABSTRACT FROM AUTHOR]

Background: Considerable evidence suggests that students' achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students' emotional experiences to enhance online education, especially under the COVID‐19 context. However, to date, very few studies have investigated how students' achievement emotions might be affected by teaching and learning factors in online learning environments. Objectives: Based on Pekrun's (2006) control‐value theory of achievement emotions, this study examined the influence of students' perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID‐19. Methods: Data were collected using an online survey of 1503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables. Results and Conclusions: Results revealed that perceived teacher internet and communication technology competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and anxiety were fully and partially mediated by perceived control, respectively. Takeaways: Online teaching quality is critical for students' appraisals and emotions towards L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students' perceived control and value to temper their affective experiences associated with the crisis‐prompted online teaching practices. Lay Description: What is already known about this topic: Teachers' internet and communication technology (ICT) competence and pedagogical design can enhance students' e‐learning efficacy, motivation and interests.Students' perceived control and value can influence their achievement emotions in online learning.Teacher's ICT competence and pedagogical design can impact students' emotions in online learning. What this paper adds: Perceived teacher ICT competence and chaotic teaching structures can have differential impact on students' perceived control and value for e‐learning.Perceived control and intrinsic value differently mediated the effects of the two teaching factors on students' emotions for e‐learning.Perceived teacher ICT competence and chaotic teaching structures can have both direct and indirect effects on students' e‐learning emotions via perceived control and value. Implications for practice and/or policy: Teacher training and development programs should prepare teachers for varying teaching formats including unplanned online teaching due to a forced switch to remote teaching.Teachers should acquaint themselves with using various online platforms and software to communicate the goals, expectations, structures and requirements of their language lessons to students' in a clear manner.Online language teaching interventions aiming to increase or decrease a specific emotion could directly target specific combinations of teaching characteristics and appraisals. [ABSTRACT FROM AUTHOR]

This paper aims to identify neighborhood institutional resources (e.g., nonprofit organizations, libraries, and labor market conditions) that promote Mexican‐origin high school students' progress in the science, technology, engineering, and mathematics (STEM) pathway into postsecondary education. A nationally representative, longitudinal sample of 1340 Mexican‐origin students from the Educational Longitudinal Study of 2002 was used to investigate students' postsecondary education STEM outcomes. Neighborhood institutional resources, assessed during the high school years, were appended from multiple administrative data sources at the zip code level. Multilevel models utilizing the Heckman correction model, to correct for selection bias in postsecondary education pursuits, revealed that neighborhood resources during high school, specifically more minority‐ and immigrant‐serving organizations and a more STEM‐focused local labor market, support Mexican‐origin students' postsecondary STEM degree attainment, after controlling for risks and resources in the family and school contexts. We conclude by calling attention to how neighborhood institutional resources may facilitate Mexican‐origin students' STEM achievement and fulfill the labor market demands within high‐growth sectors of the economy. [ABSTRACT FROM AUTHOR]

Adaptive learning platforms are increasingly being used as part of varying instructional modalities. Particularly relevant to this paper, adaptive learning is a critical component of personalized, preclass learning in a flipped classroom. Previously inaccessible, data generated by adaptive learning platforms regarding student engagement with the course content provides an invaluable opportunity to gain a deeper understanding of the learning process and improve upon it. We aim to investigate the relationships between adaptive learning platform interactions and overall student success in the course and identify the variables most influential to student success. We present a comprehensive analysis of our adaptive learning platform data collected in a Numerical Methods course, including aggregate statistics, frequency analysis, and Principal Component Analysis, to determine which variables exhibited the most variability and, therefore, the most information in the data. Subsequently, we used the Partitioning Around Medoids clustering approach to investigate naturally occurring clusters of students and how these clusters relate to overall performance in the course. Our results show that overall performance in the course, as measured by the final course grade, is strongly associated with (1) the behavioral interactions of students with the adaptive platform and (2) their performance on the adaptive learning assessments. We also found distinct student clusters (as defined by success in the course) that exhibited distinctly different behaviors. These findings provide qualitative and quantitative information to identify students needing support and to craft an evidence‐based support strategy for these students. [ABSTRACT FROM AUTHOR]

The existing literature mainly examines the impact of academic self‐efficacy on academic achievement in educational psychology. Much less is known about the relationship between outcome expectations and adolescent academic achievement. This article applies the random intercept model to investigate the association between Chinese adolescent perceived value of effort as outcome expectations and academic achievement and employs the Karlson, Holm, and Breen (KHB) method to examine the underlying mechanisms. Additionally, this paper uses the random coefficient model to explore the heterogeneous association between the perceived value of effort and adolescent academic achievement across families and schools. Based on the Programme for International Students Assessment 2018 (N = 11751; 48.07% females), we found that the adolescent perceived value of effort was significantly and positively correlated with academic achievement. Adolescent educational expectations and academic engagement partially mediated the relationship between the perceived value of effort and academic achievement. Adolescents from disadvantaged families and schools benefited more from the perceived value of effort. These findings enhance existing literature by revealing how the adolescent outcome expectations contribute to academic achievement and provide a scientific basis for bridging the gap in academic achievement between families and schools to promote equity in education. Practitioner points: Adolescent perceived value of effort is positively associated with academic achievement.Adolescent educational expectations and academic engagement partially mediate the relationship between the perceived value of effort and academic achievement.Adolescents from disadvantaged families and schools benefit more from the perceived value of effort. [ABSTRACT FROM AUTHOR]

Emotion regulation is a principal task of early development. The failure to develop effective emotion regulation skills is associated with behavioural, academic, psychological and socioemotional difficulties. Although researchers have studied emotion regulation for decades, work on emotion dysregulation—defined as the inability to maintain emotional control, engage with the environment or recover from distress in a developmentally appropriate manner—is rare and there are discrepancies in its conceptualisation among very young samples. While some scientists refer to emotion dysregulation as if it were a discrete concept, it may be more accurately depicted as a multidimensional system of developmental processes. The National Institute of Mental Health's Research Domain Criteria (RDoC) is a framework that allows researchers to track dysfunction across multiple areas of analysis and may be an ideal system for exploring the multidimensional nature of infant emotion dysregulation. In this paper, we draw on empirical studies to describe how the RDoC framework can be used to support studies of emotion dysregulation in infancy. This proposed model can also serve as a roadmap for future researchers to follow to generate the evidence base for a multidimensional conceptualisation of infant emotion dysregulation and its underlying mechanisms. [ABSTRACT FROM AUTHOR]

Learning analytics is a fast‐growing discipline. Institutions and countries alike are racing to harness the power of using data to support students, teachers and stakeholders. Research in the field has proven that predicting and supporting underachieving students is worthwhile. Nonetheless, challenges remain unresolved, for example, lack of generalizability, portability and failure to advance our understanding of students' behaviour. Recently, interest has grown in modelling individual or within‐person behaviour, that is, understanding the person‐specific changes. This study applies a novel method that combines within‐person with between‐person variance to better understand how changes unfolding at the individual level can explain students' final grades. By modelling the within‐person variance, we directly model where the process takes place, that is the student. Our study finds that combining within‐ and between‐person variance offers a better explanatory power and a better guidance of the variables that could be targeted for intervention at the personal and group levels. Furthermore, using within‐person variance opens the door for person‐specific idiographic models that work on individual student data and offer students support based on their own insights. Practitioner notesWhat is already known about this topicPredicting students' performance has commonly been implemented using cross‐sectional data at the group level.Predictive models help predict and explain student performance in individual courses but are hard to generalize.Heterogeneity has been a major factor in hindering cross‐course or context generalization.What this paper addsIntra‐individual (within‐person) variations can be modelled using repeated measures data.Hybrid between–within‐person models offer more explanatory and predictive power of students' performance.Intra‐individual variations do not mirror interindividual variations, and thus, generalization is not warranted.Regularity is a robust predictor of student performance at both the individual and the group levels.Implications for practiceThe study offers a method for teachers to better understand and predict students' performance.The study offers a method of identifying what works on a group or personal level.Intervention at the personal level can be more effective when using within‐person predictors and at the group level when using between‐person predictors. [ABSTRACT FROM AUTHOR]

Background: Speech sound disorders (SSDs) are the most common form of communication disorders in children. SSD have an impact on children's abilities to make themselves understood to their listeners and can influence a child's social and emotional well‐being as well as their academic achievements. Therefore, it is important to identify children with an SSD early, in order to provide appropriate intervention. A wealth of information on best practice in the assessment of children with SSD is available in countries where the speech and language therapy profession is well established. In Sri Lanka, there is a paucity of research evidence supporting assessment practices that are culturally and linguistically appropriate in SSDs. Therefore, clinicians rely on informal assessment methods. There is a need to understand more about how clinicians in Sri Lanka assess this caseload in order to get general agreement regarding comprehensive and consistent procedures for assessment of paediatric SSD in Sri Lanka. This would support speech and language therapists' (SLTs') clinical decision‐making in relation to choice of appropriate goals and intervention for this caseload. Aim: To develop and gain consensus on an assessment protocol for Sri Lankan children with SSD that is culturally appropriate and based on existing research. Method: A modified Delphi method was utilised to gather data from clinicians currently working in Sri Lanka. The research involved three rounds of data collection, exploring current assessment practices in Sri Lanka, ranking these in order of priority and establishing consensus on a proposed assessment protocol. The proposed assessment protocol was based on the results of the first and second rounds as well as previously published best practice guidelines. Outcome and Results: The proposed assessment protocol achieved consensus in relation to content, format and cultural appropriateness. SLTs affirmed the usefulness of the protocol within the Sri Lankan context. Further research is required to assess the feasibility and effectiveness of this protocol in practice. Conclusions & Implications: The assessment protocol supports practicing SLTs with a general guide to assessing children with suspected SSDs in Sri Lanka. The application of this protocol built upon consensus enables clinicians to improve their individual practice patterns based on best practice recommendations in the literature and the evidence on culturally and linguistically appropriate practices. This study has identified the need for further research in this area, including the development of culturally and linguistically specific assessment tools that would complement the use of this protocol. What this paper adds: What is already known on the subject: The assessment of children with speech sound disorders (SSDs) requires a comprehensive and holistic approach due to their heterogeneous nature. Although there is evidence to support the assessment of paediatric SSDs in many countries where the profession of speech and language therapy is established, there is limited evidence to support the assessment of children with SSDs in Sri Lanka. What this study adds: This study provides information about current assessment practices in Sri Lanka and consensus on a proposed culturally appropriate protocol for the assessment of children with SSDs in this country. What are the clinical implications of this work?: The proposed assessment protocol provides speech and language therapists in Sri Lanka with a guide for assessment of paediatric SSDs to support more consistent practice in this area. Future evaluation of this preliminary protocol is required; however, the methodology used in this research could be applied to the development of assessment protocols for other range of practice areas in this country. [ABSTRACT FROM AUTHOR]

Background: Prior work has shown that middle school students struggle with algebra and that game‐based educational technologies, such as DragonBox and From Here to There!, are effective at improving students' algebraic performance. However, it remains unclear which aspects of algebraic knowledge shift as a result of playing these games and what game design features support algebraic learning. Objective: Using the data from a randomized controlled trial conducted in the 2020–2021 academic year, we (a) examined students' relative performance on assessment items measuring conceptual knowledge, procedural knowledge and procedural flexibility in algebraic equation solving, and (b) identified changes in these aspects of algebraic knowledge after playing DragonBox or From Here to There!. Methods: Eight hundred eighty‐seven seventh‐graders were randomly assigned to playing DragonBox or From Here to There! for nine 30‐min sessions throughout the school year. Students also completed a pretest, midtest and posttest measuring their algebraic knowledge. Results and Conclusion: First, prior to the intervention, students scored the highest on procedural knowledge and lowest on conceptual knowledge. Second, students significantly improved and maintained learning gains on conceptual knowledge throughout the intervention. Their performance on procedural knowledge and procedural flexibility items increased at midtest but decreased at posttest. Third, the pattern of results was consistent for students in the DragonBox and From Here to There! conditions, suggesting that both games may support students' conceptual understanding of algebra. The findings have implications for research and practice on supporting algebraic learning through game‐based technologies during and beyond educational disruptions. Lay Description: What is already known about this topic: Middle school students struggle with aspects of algebra.DragonBox and From Here to There! are two game‐based technologies designed to support students' algebraic learning.Both games implement point rewards and dynamic interactions; they differ in the uses of algebraic notation and problem structures. What this paper adds: Both games improved seventh‐graders' conceptual knowledge of algebraic equivalence.Students also improved on procedural knowledge and procedural flexibility, but the gains did not last to the end of the intervention. Implications for practice and/or policy: The games and their shared features may provide an engaging way to support students' conceptual understanding of algebra. [ABSTRACT FROM AUTHOR]

Background: The COVID‐19 lockdown forced students and teachers to adjust to remote lecturers and digital learning material and design criteria for online classes became the centre of discussion. Objectives: The purpose of this empirical study was to investigate the relationship between design principles of educational online practices in higher education and students' active engagement in the online learning process. Methods: A total of 127 students participated in the study after their first semester of fully online classes resulting from the COVID‐19 lockdown. The online classes enabled real‐time communication and allowed for the creation of professional learning communities or the collaborative creation of content, for example. To evaluate the classes and to indicate perceived student learning, the study applied scales for measuring academic student engagement, as well as the four distinct factors for assessing online teaching effectiveness. Results and Conclusions: Bivariate correlational analysis suggested that the two design elements Time on Task (TT) and Active Learning (AL) are related to emotional engagement at a meaningful level thus influencing student commitment and class activities. The results further indicated that TT and AL are significant design elements in relation to perceived usefulness and students' perceived learning. Implications: The results may identify effective means to support and enhance student engagement in online settings, thus improving the quality of online teaching and learning. Lay Description: What is already known about this topic?: Student Engagement is one of the main factors that influence student achievement and student motivation to learn. It is usually associated positively with desired learning outcomes.Active learning strategies are an effective means to engage students.Research on the quality of online learning is frequently directed at student learning outcomes or the attitudes of teachers and students towards online learning. What this paper adds?: Investigations on levels of student engagement in online learning (Student‐Faculty Interaction, Time on Task, Active Learning and Cooperation Among Students) instead of levels of achievement (learning outcomes).Relationships between levels of student engagement and design elements of online classes to inform good educational practice.Design criteria for online classes that students value as useful and that positively impact student learning. Implications for practice and/or policy: Time On Task and Active Learning share a strong relationship with emotional engagement. They influence student commitment and class activities.Time On Task and Active Learning are significant design elements in relation to perceived usefulness and students' perceived learning.The weakest correlations show for Cooperation Among Students and each of the three factors of academic engagement (behavioural, emotional and cognitive engagement). [ABSTRACT FROM AUTHOR]

This paper summarizes the main findings of population‐based studies of the academic outcomes of children with isolated orofacial clefts compared to peers, general samples, or siblings, published over the past decade. Most of the reviewed papers report that children with orofacial clefts, particularly children with cleft palate only or in some studies children with cleft lip and palate, may have on average lower achievement on certain outcomes like test scores when comparing to non‐siblings. However, there are important differences across studies including designs, populations, outcome measures, and findings. The paper also offers recommendations for future research priorities including controlling for confounding, examining mechanisms and potential heterogeneity across family sociodemographic and contextual factors, and understanding outcomes in less developed settings. [ABSTRACT FROM AUTHOR]

With Big Data revolution, the education sector is being reshaped. The current data‐driven education system provides many opportunities to utilize the enormous amount of collected data about students' activities and performance for personalized education, adapting teaching methods, and decision making. On the other hand, such benefits come at a cost to privacy. For example, the identification of a student's poor performance across multiple courses. While several works have been conducted on quantifying the re‐identification risks of individuals in released datasets, they assume an adversary's prior knowledge about target individuals. Most of them do not utilize all the available information in the datasets. For example, event‐level information that associates multiple records to the same individual and correlation between attributes. In this work, we propose a method using a Markov Model (MM) to quantify re‐identification risks using all available information in the data under a more realistic threat model that assumes different levels of an adversary's knowledge about the target individual, ranging from any one of the attributes to all given attributes. Moreover, we propose a workflow for efficiently calculating MM risk which is highly scalable to large number of attributes. Experimental results from real education datasets show the efficacy of our model for re‐identification risk. Practitioner notesWhat is already known about this topic? There has been a number of works/research conducted on privacy risk quantification in datasets and in the Web.Majority of them have strong assumption about adversary's prior knowledge of target individual(s).Most of them do not utilize all the available information in the datasets, eg, event‐level or duplicate records and correlation between attributes.What this paper adds? This paper proposes a new re‐identification risk quantification model using Markov models. Our model addresses the shortcomings of existing works, eg, strong assumption about adversary's knowledge, unexplainable model, and utilizing available information in the datasets. Specifically, our proposed model not only focuses on the uniqueness of data points in the datasets (as most of the other existing methods), but also takes into account uniformity and correlation characteristics of these data points.Re‐identification risk quantification is computationally expensive and is not scalable to large datasets with increasing number of attributes. This paper introduces a workflow for data custodians to use to efficiently evaluate the worst‐case re‐identification risk in their datasets before releasing.It presents extensive experimental evaluation results of the proposed model for quantifying re‐identification risks on several real education datasets.Implications for practice and/or policy? Empirical results on real education datasets validate the significance and efficacy of the proposed model for re‐identification risk quantification compared to existing approaches.Our model can be used by the data custodians as a tool to evaluate the worst‐case risk of a dataset. It empowers data custodians to make informed decisions on appropriate actions to mitigate these risks (eg, data perturbation) before sharing or releasing their datasets to third parties. A typical use case would be one where the data custodians is an online course/program provider, which collects data about students' engagement with their courses and would like to share it with third parties for them to run learning analytics that would provide value‐added benefits back to the data custodian.We specifically study the privacy risk quantification for education data; however, our model is applicable to any tabular data release. [ABSTRACT FROM AUTHOR]

BACKGROUND: Returning to learn following a concussion is the process of managing a student's recovery during the school day by implementation of academic supports with varying intensity. Due to a lack of consensus or even guidance on Return to Learn, this paper set out to establish cross discipline consensus on some essential elements of Return to Learn using a Delphi method. METHODS: Sixteen national organizations participated in a Delphi process to reach consensus on overarching themes of Return to Learn focused on: returning a student to school, composition of the school‐based concussion management team, progress‐monitoring, educational safeguards, neuropsychological testing, and legislation. Two rounds of questionnaires were disseminated via email using a Delphi process. Consensus was established during round 2. RESULTS: Twelve national organizations were able to reach consensus and endorse 13 essential elements of Return to Learn following a concussion. CONCLUSIONS: There continues to be limited research on concussion Return to Learn leading to confusion in the field. In this paper, we demonstrate consensus on a number of essential elements, from a wide variety of professional disciplines who participate in the care of students following a concussion, as a starting place for some guidance on Return to Learn. [ABSTRACT FROM AUTHOR]

A systematic literature review of international empirical research was conducted to understand the impact of primary‒secondary transition on children's experiences, outcomes and protective/risk factors. The review covered the period 2008‒2018 and met the gap in previous literature reviews. Using the EPPI‐Centre approach, authors included 96 studies in the review. Synthesis of the findings suggested that, in the main, perceived and real relationships with teachers and peers led to positive or negative experiences. Pupils and parents were primarily concerned with changes in relationships during the transition from primary to secondary school. Some studies reported that transition can also have a positive effect on opportunities for establishing new friendships. There was a decline in educational and wellbeing outcomes, and there was a link between the two. However, we cannot say with any confidence whether this impact on outcomes was as a result of the transition to secondary school, and whether it was sustained over time. Protective and risk factors were related to the child and significant others in their ecosystem. There were contradictory findings about the impact of organisational and educational systems. A limited number of studies examined the differential impact of transitions on children with additional support needs. This review is the first to bring together various aspects of transitions and as a result provides some unique insights and makes an original contribution. It became clear that it is difficult to predict the impact of interactions between experiences, outcomes and factors, given the gaps in existing literature. The paper concludes with recommendations for policy, practice and future research. [ABSTRACT FROM AUTHOR]

Over the past several decades, the Nobel Prize program has slowly but steadily been modified in both transparent and opaque ways. A transparent change has been the creation of the Nobel Prize in Economic Sciences, officially known as the Sveriges Riksbank Prize in Economic Sciences in Memory of Alfred Nobel. An opaque change has been the mutation of the Nobel Prize in Chemistry into what is effectively the "Nobel Prize in Chemistry or Life Sciences." This paper presents a detailed study of this opaque change, including evidence that the disciplines of chemistry and biochemistry cover, today, intellectually quite distinct and generally scientifically‐unrelated intellectual territory. This paper supports the evolution of the Nobel Prizes, and encourages the Nobel Prize program to move from opaque to transparent change processes for the next generations of achievement in the sciences. [ABSTRACT FROM AUTHOR]

Digital data are transforming higher education (HE) to be more student‐focused and metrics‐centred. In the UK, capturing detailed data about students has become a government priority, with an emphasis on using student data to measure, compare and assess university performance. The purpose of this paper is to examine the governmental and commercial drivers of current large‐scale technological efforts to collect and analyse student data in UK HE. The result is an expanding data infrastructure which includes large‐scale and longitudinal datasets, learning analytics services, student apps, data dashboards and digital learning platforms powered by artificial intelligence (AI). Education data scientists have built positive pedagogic cases for student data analysis, learning analytics and AI. The politicization and commercialization of the wider HE data infrastructure is translating them into performance metrics in an increasingly market‐driven sector, raising the need for policy frameworks for ethical, pedagogically valuable uses of student data in HE. Practitioner NotesWhat is already known about this topic Learning analytics, education data science and artificial intelligence are opening up new ways of collecting and analysing student data in higher education.UK government policies emphasize the use of student data for improvements to teaching and learning.What this paper adds A conceptual framework from "infrastructure studies" demonstrates how political objectives and commercial aims are fused to HE data systems, with data infrastructure becoming a key tool of government reform.A critical infrastructure analysis shows that student data processing technologies are being developed and deployed to measure university performance through student data.Implications for practice and/or policy Educators and managers in universities need to prepare robust institutional frameworks to govern their use of student data.Learning analytics practitioners, data scientists, learning scientists and social science researchers need to collaborate with the policy community and education technology developers on new policy frameworks to challenge narrow uses of student data as performance metrics. [ABSTRACT FROM AUTHOR]

Abstract: Mobile‐based micro‐learning has gained a lot of attention lately, especially for work‐based and corporate training. It combines features of mobile learning and micro‐learning to deliver small learning units and short‐term learning activities. The current study uses the lens of the Self‐Determination Theory of motivation and proposes a series of Mobile‐Based micro‐Learning and Assessment (MBmLA) homework activities to improve high school students' motivation and learning performance in science. An experiment was conducted to evaluate the effectiveness of the proposed approach. One hundred and eight students of a senior‐level high school in Europe were randomly assigned into either a control condition (conventional paper‐based homework approach) or an experimental (MBmLA approach) condition. The study carried out for a period of 5 weeks. From the experimental results, it was found that, in comparison to the conventional paper‐based approach, the proposed MBmLA approach enhanced students' basic psychological needs of self‐perceived autonomy, competence, and relatedness and improved students' exam performance in terms of factual knowledge. Moreover, students self‐reported greater learning satisfaction with the mobile‐based microassessment and micro‐learning homework tasks. Implications on educational practices as well as future research are discussed. [ABSTRACT FROM AUTHOR]

Background: Many medical students may encounter a range of academic and personal challenges during their course of study, but very little is known about their experiences. Our aim was to review the literature to inform future scholarship and to inform policy change. Methods: A scoping review was conducted searching PubMed, MEDLINE, EMBASE, PsycInfo, British Education Index, Web of Science and ERIC for English language primary research with no date limits. This retrieved 822 papers of which eight met the requirements for inclusion in the review. Data were independently reviewed by two researchers and underwent thematic analysis by the research team. Results: Three major themes emerged. Theme 1: 'Identity preservation' addressed students' aim to preserve their sense of self in the face of academic difficulty and their tendency to seek support. This connected the apprehension many students expressed about their educational institutions to Theme 2: 'The dual role of the medical school'—medical schools are required to support struggling students but are predominantly seen as a punitive structure acting as the gatekeeper to a successful career in medicine. Students' apprehension and attempts to protect their identities within this complex landscape often resulted in 'maladaptive coping strategies' (Theme 3). Conclusion: Understanding and exploring the academic challenges faced by medical students through their own experiences highlight the need for the development of more individualised remediation strategies. Educators may need to do more to bridge the gap between students and institutions. There is a need to build trust and to work with students to enhance their sense of self and remediate approaches to engagement with learning, rather than focusing efforts on success in assessments and progression. Kirtchuk et al review qualitative studies of students' experiences with academic challenges. Their results highlight a need for institutions to build students' trust, enhance their self‐esteem, and improve engagement. [ABSTRACT FROM AUTHOR]

Background: More than 20 million children in the United States lack access to primary health care. Practice Learning: Research shows that students with regular access to physical and mental health services have fewer absences, are more social, less likely to participate in risky behaviors, have improved focus and higher test scores. Implication For School Health Policy, Practice, And Equity: School‐based health centers (SBHCs) can be an important, valuable and viable health care delivery option to meet the full‐range of primary health care needs of students where they spend the majority of their wake hours, ie, in school. Children in rural and other underserved communities, as well as those underinsured, non‐insured, economically challenged, underserved, and the most vulnerable among us are especially at risk. Conclusions: This paper discusses the history, value, and importance of SBHCs from myriad perspectives, including physical and emotional wellbeing, academic and social success, and the promotion of a positive transition to adulthood. In addition, the authors' experiences that resulted in building the first SBHC in the Mid‐Hudson Valley Region of New York State are shared. These experiences form the foundation for creating an important roadmap for individuals and school leaders that are interested in bringing a SBHC to their school and district. [ABSTRACT FROM AUTHOR]

Carbon fibers/poly(ether‐ether‐ketone) (CF/PEEK) composites have the advantages of excellent impact resistance, good moisture and heat resistance, ultra‐short molding cycle and recyclable secondary processing. Therefore, the investigation on CF/PEEK composites is an important development direction of low‐cost and high‐performance polymer‐based composites. However, due to the strong surface inertness of CF and the poor interface compatibility between CF and PEEK matrix, the mechanical properties of CF/PEEK composites are low. Moreover, PEEK matrix has the high melting point and large viscosity, making the processing of CF/PEEK composites very difficult. In this paper, the factors affecting the interfacial properties of CF/PEEK composites, the surface functionalization modification methods of CF, and the design & synthesis of interfacial compatibilizer are reviewed. The research progress and related academic achievements in interfacial strengthening and additive manufacturing technology of CF/PEEK composites are emphatically discussed. Finally, the development trends and application prospects of CF/PEEK composites are summarized. Highlights: CF/PEEK composite is the key material for industry and infrastructure.The factors affecting the interface interaction between PEEK and CF.The methods of interface strengthening for CF/PEEK composites.The additive manufacturing technology of CF/PEEK composites.The development trends and application of CF/PEEK composites. [ABSTRACT FROM AUTHOR]

Academic stress among adolescents can undermine academic achievement and harm mental health. Levels of academic stress vary considerably across countries and education systems, but little is known regarding the causes of this variation. In this paper, I develop a theoretical framework positing that stress will be lower in education systems that reduce the stakes attached to academic achievements, temper competition and high aspirations, and weaken the link between achievements and self‐worth. I test observable implications of the framework by analysing if stress is influenced by the degree of external differentiation and vocational orientation of education systems, using harmonised survey data on pupils in more than 30 countries. The empirical analyses largely support the implications of the framework: pupils in more differentiated and vocationally orientated systems report significantly lower levels of stress, also in models adjusting for country fixed effects. Moreover, academic achievement is a less important predictor of stress in differentiated or vocational systems, possibly due to lower stakes attached to achievements. I end by proposing further predictions of the framework that can be tested in future research, and by discussing implications of the results with regard to possible trade‐offs between different goals of education policy. [ABSTRACT FROM AUTHOR]

Biomedical engineering is critical in improving people's lives through innovative solutions to biological and medical challenges. In the face of today's rapidly evolving climate, the field of biomedical engineering encounters numerous pressures that demand up‐to‐date skills and competencies. The (re‐)development of curricula aligning with industry and societal needs, students' expectations, and academics' expertise while outlining graduates' knowledge (that) and abilities (how) becomes indispensable despite the challenges and complexities presented by conflicting priorities, tight timelines, and scarce resources. This paper presents a qualitative study conducted by a biomedical engineering graduate school at an Australian university. The study engaged four key stakeholders—industry partners, recent graduates, current academics, and students—in a self‐auditing process of an existing biomedical engineering curriculum. This exercise aimed to identify priorities for the future development of the curriculum. The findings reveal the perspectives from the four stakeholder groups, with industry partners and recent graduates focusing on technical and transferable skills and current students and academic staff advocating for breadth and a more practice‐oriented curriculum, where transdisciplinarity should inform biomedical engineering education. We propose that this evidence‐based and bottom‐up approach with multiple stakeholders holds potential implications for fields beyond biomedical engineering education. It provides valuable guidance to educational institutions seeking to (re‐)develop their curricula to align with evolving industry and society demands. [ABSTRACT FROM AUTHOR]

Mobile learning (M‐learning), ChatGPT and social media are integral to university education, improving accessibility, personalization and interactive engagement in the learning process. This paper aimed to investigate the role of M‐learning, ChatGPT and social media in university students' academic performance. It was a cross‐sectional quantitative investigation, and data were collected from 600 university students through a self‐developed questionnaire having four subscales (M‐learning, ChatGPT, social media and academic performance). Simple linear regression and process macro were deployed to test study hypotheses. The analysis revealed that M‐learning is a significant contributor to students' academic performance at the university level (β =.460, t(598) = 12.663, p <.001). Social media were found to be significantly mediating the relationship between M‐learning and academic performance with coefficient B =.267, SE =.038, t(597) = 7.08, p <.001, 95% CI [0.193, 0.341]. ChatGPT was significantly contributing to academic performance (B =.288, t(596) = 2.50, p =.013), but the interaction term had an insignificant effect on the relationship between M‐learning and academic performance (β =.292, t(596) = −0.43, p =.668). The study suggests that M‐learning can improve students' performance. The influence of social media and the non‐moderating role of ChatGPT indicate the need for strategic integration of these tools to enhance university students' outcomes. It is recommended that university students should judiciously use social media to enhance M‐learning. In contrast, universities should foster this integration to achieve educational aims and explore how AI tools like ChatGPT can be optimally deployed to improve learning. [ABSTRACT FROM AUTHOR]

Background: Guided gaze is the instructor's gaze towards teaching materials to guide students' attention, and it plays a vital role in enhancing video‐based education. The duration of guided gaze, indicating how long instructors focus on teaching materials, varies based on the lecture design. Nevertheless, the impact of varying durations of guided gaze, especially concerning students' prior knowledge, remains inadequately understood. Objectives: This study investigates the influence of the instructor's guided gaze duration and students' prior knowledge on learning performance and affective experiences in video lectures. Methods: 145 fifth‐grade students participated and were divided into high and low prior knowledge groups based on a pre‐test. Within each group, students were randomly assigned to view one of three video lectures with different guided gaze durations (high vs. medium vs. low). Learning performance and affective experiences (learning experience, satisfaction, and emotions) were measured as dependent variables. Results and Conclusion: The results revealed that low guided gaze duration significantly improves learning performance for students with low prior knowledge. Conversely, high guided gaze duration negatively impacts learning experience, satisfaction, and positive emotions. Additionally, students with high prior knowledge reported higher learning experience and satisfaction. These findings highlight the interaction between guided gaze duration and prior knowledge in students' learning performance. Implications: Our findings provide valuable implications for the design of guided gaze duration in video lectures based on students' prior knowledge. By adjusting guided gaze duration appropriately, instructors can optimise students' learning performance and affective experiences. Lay Description: What is already known about this topic: Guided gaze is the instructor's gaze on teaching materials, guiding students' attention to relevant information.Guided gaze duration measures the amount of time instructors spend looking at teaching materials.Prior knowledge can modulate the impact of instructors' guidance on students' learning performance.It remains unclear whether guided gaze duration affects the learning outcomes of students with varied prior knowledge. What this paper adds: Guided gaze duration is divided into three levels (high, medium, and low), indicating the percentage of time the instructor looks at teaching materials.High guided gaze duration has negative effects on students' learning experience, satisfaction, and positive emotions.Students with high prior knowledge have higher learning performance, experience, and satisfaction.Low guided gaze duration improves learning performance for students with low prior knowledge. Implications for practice and/or policy: Instructors should use low guided gaze duration for students with low prior knowledge.Instructors should aim to reduce the use of high guided gaze duration. [ABSTRACT FROM AUTHOR]

Background: Learning analytics (LA) research often aggregates learning process data to extract measurements indicating constructs of interest. However, the warranty that such aggregation will produce reliable measurements has not been explicitly examined. The reliability evidence of aggregate measurements has rarely been reported, leaving an implicit assumption that such measurements are free of errors. Objectives: This study addresses these gaps by investigating the psychometric pros and cons of aggregate measurements. Methods: This study proposes a framework for aggregating process data, which includes the conditions where aggregation is appropriate, and a guideline for selecting the proper reliability evidence and the computing procedure. We support and demonstrate the framework by analysing undergraduates' academic procrastination and programming proficiency in an introductory computer science course. Results and Conclusion: Aggregation over a period is acceptable and may improve measurement reliability only if the construct of interest is stable during the period. Otherwise, aggregation may mask meaningful changes in behaviours and should be avoided. While selecting the type of reliability evidence, a critical question is whether process data can be regarded as repeated measurements. Another question is whether the lengths of processes are unequal and individual events are unreliable. If the answer to the second question is no, segmenting each process into a fixed number of bins assists in computing the reliability coefficient. Major Takeaways: The proposed framework can be a general guideline for aggregating process data in LA research. Researchers should check and report the reliability evidence for aggregate measurements before the ensuing interpretation. Lay Description: What is currently known about this topic: Aggregating learning process data is common in learning analytics.The psychometric pros and cons of aggregating process data are rarely examined. What this paper adds: If the construct of interest is stable during a period, aggregation over this period is desirable.Aggregation over a long period masks meaningful changes in learning behaviours.A guideline for choosing proper reliability coefficients for aggregate measurements is proposed.Methods for computing reliability estimates when processes vary in length are provided. Implications for practice: Report reliability evidence for aggregate measurements for the sake of psychometric rigour.A short period causes unreliable action‐related indicators in learning analytics dashboards.A long period causes inaccurate indicators of learners' current state. [ABSTRACT FROM AUTHOR]

Background Study: Several meta‐analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance. Objectives: To address this gap, this study conducted a meta‐analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches. Methods: The software Comprehensive Meta‐Analysis V.3 was used for this meta‐analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed. Results: The results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project‐based learning (huge effect), while collaborative learning, situated learning and game‐based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry‐based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size. Conclusions: The findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study. Lay Description: What is already known about this topic: Mobile learning is widely adopted in education.Mobile learning can enhance learning outcomes. What this paper adds: Pedagogical approaches in mobile learning have different effects on students' learning performance.The most effective pedagogical approach in mobile learning is project‐based learning (huge effect).Which pedagogical approaches could be more effective in mobile learning under specific conditions. Implications for practice and/or policy: This study enriches the ongoing debate on how to design effective mobile learning interventions.This study provides substantial evidence about which pedagogical approaches in mobile learning would be more effective under which circumstances. [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: 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: While the effectiveness of tutoring‐style videos has been reported in previous studies conducted in laboratories, how these types of videos facilitate students' learning experiences and achievement has not been much explored in prior studies, which prevents discussion on how to design such tutoring‐style videos. Objectives: In this study, we addressed the limitations reported in studies conducted in authentic classes and attempted to explore students' learning patterns and experiences with tutoring‐style videos involving interactions between the instructor and agents. In addition, we attempted to reveal what instructional strategies can be used in tutoring‐style videos to enhance students' engagement and achievement. Methods: The study took place in an undergraduate introductory biology class offered at a university located in the Midwest of the United States. The same instructor taught two sections of this course which lasted for 15 weeks during a Spring semester. The two sections were randomly assigned to an experimental group in which participants watched tutoring‐style videos and a control group with participants watching traditional videos. The experiment was administered in a module lasting two and a half weeks focused on microbiology. Surveys and tests were conducted to determine whether the tutoring‐style videos had a positive impact on student engagement and achievement. In addition, a video content analysis was carried out to elicit insights on how to design effective tutoring‐style videos. Results: For students' emotional engagement and perceived usefulness, no significant difference was found between the two groups, even though the descriptive statistics indicated slightly higher scores from the experimental group than the control group on both subscales. In terms of achievement, the participants reported significantly more learned concepts from watching rich‐interactions in the tutoring‐style videos than the participants in the control group; and they also reported a significantly smaller number of learned concepts from watching one‐interactions in the videos than the control group participants. We also found that instruction in the tutoring‐style videos used effective strategies for facilitating students' participation and cognitive processing. Conclusions: Our findings indicate that tutoring‐style videos can be effective learning materials by allowing students to engage in interactions between instructors and agents in the videos. The more instructional strategies used to facilitate the interactions between the instructor and the agents, the higher engagement can be expected from viewers. Our study would inform the design and development of effective tutoring‐style videos. Lay Description: What is already known about this topic: One‐on‐one tutoring is the gold standard in teaching.Tutoring‐style videos are found to be effective in teaching as well. What this paper adds: Tutoring‐style videos that film rich interactions lead to better learning.Tutoring‐style videos that film limited interactions are ineffective.Students who see agents in tutoring‐style videos as helpful perform better. Implications for practice and/or policy: Tutoring‐style videos should film rich interactions of tutoring sessions.Strategies should be used in videos to facilitate perceived agents' usefulness.Tutoring sessions filmed in videos should encourage a participatory atmosphere. [ABSTRACT FROM AUTHOR]

School districts serving newcomer English Learners (ELs) generally offer short‐term intensive English programs designed to teach foundational language skills and guide students' integration into the U.S. school system. Despite the growing popularity of newcomer programs, however, there is limited rigorous evidence of their efficacy. In this paper, we present evidence on the causal effect of an intensive English program on the academic achievement of newcomer EL students. Access to the program is determined by a test score cutoff which we leverage to employ a regression discontinuity design. On average, students who are eligible for the program in elementary grades experience a boost in their academic achievement for up to 3 years following initial eligibility. Conversely, newcomer EL students who are marginally eligible for intensive English language instruction in middle school grades see a decline in achievement that tends to exacerbate over time. [ABSTRACT FROM AUTHOR]

Formative assessment is essential for improving teaching and learning, and AI and visualization techniques provide great potential for its design and delivery. Using NLP, cognitive diagnostic and visualization techniques designed to analyse and present students' monthly exam data, we developed an AI‐enabled visual report tool comprising six modules and conducted an empirical study of its effectiveness in a high school biology classroom. A total of 125 students in a ninth‐grade biology course were assigned to a treatment group (n = 63) receiving AI‐enabled visual reports as the intervention and a control group (n = 62) receiving overall oral feedback from the teacher. We present the main statistical results of the within‐subjects design and the between‐subjects design respectively, to better capture the main findings. Repeated measures ANOVA revealed a significant interaction effect of intervention and time on learning achievement, and the paired‐sample Wilcoxon test indicated that the treatment group had experienced increasing learning anxiety (Cohen's d = 0.203, p = 0.046) and self‐efficacy (Cohen's d = 1.793, p = 0.000) over time. Moreover, we conducted a series of non‐parametric tests to compare the effects of AI‐enabled visual reports and teacher feedback, but found no significant differences except for an increased self‐efficacy (Cohen's d = 0.312, p = 0.046). Additionally, we had the students in the treatment group rate their favourable modules in the AI‐enabled visual report and provide evaluative feedback. The study results provide important insights into the design and implementation of effective formative assessment supported by artificial AI and visualization techniques. Practitioner notesWhat is already known about this topic Formative assessment is essential for improving teaching and learning.Traditional formative assessment tools lack accurate data‐oriented assessment and usability.AI and visualization techniques have great potential for formative assessment.What this paper adds This study designs and implements an AI‐enabled visual report tool that generates data‐driven, user‐friendly reports.The AI‐enabled visual report can not only enhance students' learning achievement and self‐regulated learning over time but also increase their test anxiety.The AI‐enabled visual report has a comparable effect with teacher feedback but leads to increased self‐efficacy.Implications for practice and/or policy We recommend using the AI‐enabled visual report in large‐size classes for its overall positive effects on both learning achievement and self‐regulated learning.We recommend using the AI‐enabled visual report over teacher feedback for its capacity to enhance students' self‐efficacy.We recommend prioritizing the modules of Performance Ranking, Personal Mastery and Knowledge Alert when designing the AI‐enabled visual report. [ABSTRACT FROM AUTHOR]

Purpose/objectives: Academic metrics and clinical performance are necessary but alone insufficient in describing success in dental education. This paper identifies themes critical for dental student success as commonly cited by both dental students and faculty. Methods: Dental faculty interviews and pre‐doctoral D2/D3/D4 student focus groups at two dental institutions generated data for thematic analysis. Themes were individually identified then merged, compared, and contrasted to establish a definitive list of key themes reflected in student and faculty comments. Results: Twenty‐five pre‐doctoral students participated in one of four focus groups (two focus groups at each dental institution). Thirteen dental education faculty across two institutions participated in structured interviews. Thematic analysis produced five overlapping themes identified by both students and faculty across the two institutions: seeking understanding, collaborative spirit, personal ownership, organization, and broadened perspective. Faculty‐specific themes identified long‐term retention, a strong moral compass, and self‐sufficiency as critical for student success. Student‐specific themes identified their most successful peers to have a positive attitude, a perspective focused on personal investment and self‐care, as well as access to professional mentors. Conclusion(s): Both faculty and students in dental education perceive behaviors illustrative of a growth mindset as hallmarks of success in the oral healthcare profession. Relatedly, students exemplifying resilience and/or grit must believe their efforts to be worthwhile and impactful. [ABSTRACT FROM AUTHOR]

Academic procrastination refers to individuals' unnecessary postponement of their coursework and is harmful for academic performance. When situated in self‐placed and remote learning environments, students' tendency to procrastinate increases. Therefore, understanding why students procrastinate and identifying who is more likely to delay unnecessarily in online learning environments is an important area to study. The goal of this study was to respond to this call by examining the structural relations between conscientiousness, prior online learning experience, achievement emotions and academic procrastination in online learning environments using structural equation modelling. In particular, two main facets of conscientiousness—proactive and inhibitive—were examined in order to understand which facet was more responsible for procrastination, how each facet was related to procrastination and to determine which facet of conscientiousness should be the primary target for intervention in future experimental research. A total of 746 students from 49 secondary and postsecondary schools participated in the current study. The results showed that the proactive aspect of conscientiousness was negatively related to academic procrastination through the pathway of enjoyment. The inhibitive aspect of conscientiousness was negatively related to academic procrastination through the pathways of negative emotions. Although prior online learning experience did not have a significant and direct association with academic procrastination, it was indirectly related to students' tendency to put off coursework through the pathways of enjoyment and negative emotions. Of all the paths, negative emotions had the strongest associations with academic procrastination in online learning environments. The findings of indirect effects suggest that students with low conscientiousness, the inhibitive aspect in particular, and few prior online learning experiences are more likely to procrastinate in online classes possibly owing to the suboptimal emotional experiences aroused during their learning processes. Practitioner notesWhat is already known about this topicConscientiousness has a direct association with academic procrastination in in‐person classes.Prior online learning experience has direct associations with students' adaptive regulatory processes in online classes.Achievement emotion is an integral part of online learning.What this paper addsConscientiousness has a direct association with academic procrastination in online learning environments.Prior online learning experience has no direct associations with academic procrastination in online learning environments.Conscientiousness indirectly relates to academic procrastination through achievement emotions in online learning environments.Prior online learning experience indirectly relates to academic procrastination through achievement emotions in online learning environments.Implications for practice and/or policyInstructors are suggested to pay attention to students with low conscientiousness and few prior online learning experiences since they are more likely to procrastinate in online learning environments.Students' tendency to procrastinate in online learning environments is strongly associated with their emotional experience. [ABSTRACT FROM AUTHOR]

The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi‐experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the 'Life and Evolution' module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low‐end mobile‐VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice. Practitioner notesWhat is already known about this topicResearchers' interest over the potential of Virtual Reality on different STEM disciplines is increasing consistently.An increasing number of efforts can be identified discussing the integration of multimedia learning resources in the secondary school context.Empirical studies on the subject of Biology are focusing on students' academic performance and achievement but not on learning motivation and satisfaction.What this paper addsThis quasi‐experimental study comparatively examines academic performance, with the focus being on learning motivation and satisfaction, across different modalities (stereoscopic 360° Virtual Reality applications‐VR, Video Learning Recourses‐VLR).The findings demonstrate that both instructional methods are sufficient in enhancing students' knowledge acquisition and academic performance.The adoption of stereoscopic 360° VR influences students' learning motivation and impacts long‐term memory retention.Implications for practice and policyEducators are advised to consider the systematic adoption of "immersive" multimedia tools to enhance the subject of Biology as they can greatly encourage scientific inquiry.Instructional designers are advised to adopt open educational resources aligned to the curriculum of the local context.Educational researchers are advised to integrate stereoscopic 360°‐VR solutions in the conventional classroom settings. [ABSTRACT FROM AUTHOR]

Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific characteristics need more encouragement to make use of this learning opportunity. Objectives: Using a supply‐use model, we analysed the predictive power of students' cognitive characteristics (prior mathematics knowledge), personality traits (conscientiousness), motivational‐affective characteristics (mathematics self‐concept and mathematics anxiety), and family background characteristics (socioeconomic status and migration background) for practising with an adaptive arithmetic learning program. Methods: We used longitudinal data from 203 fifth graders from seven non‐academic‐track schools in Germany. Practice behaviour, measured by completed tasks in the learning program, was recorded weekly for every student over a period of 22 weeks. Results and Conclusions: The results of our multilevel analyses showed that mathematics anxious students practised less with the program. We did not find any relationship with the other characteristics. Takeaways: Our results suggest that mathematics anxious students need more encouragement when practising with a mathematics learning program; otherwise, they do not get the chance to benefit from the use. Lay Description: What is already known about this topic: The use of mathematics learning programmes in mathematics education has recently intensified.It is important that students practice with such learning programmes regularly over a longer period of time in order for them to achieve learning success.Students differ in their mathematics learning behaviour. What this paper adds: Little is known about how person characteristics are related to practice behaviour with mathematics learning programmes.Students may differ in their use of a mathematics learning programme, which is why cognitive characteristics, personality traits, motivational‐affective characteristics, and family background characteristics may affect students' practice behaviour. Implications for practice: Mathematics anxious students practiced less with a mathematics learning program, and need more encouragement to benefit equally from the implementation in school.Teachers should keep in mind that after the initial enthusiasm, practice with a programme may decrease over time, especially after school holidays. [ABSTRACT FROM AUTHOR]

Background: Mobile‐based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile‐based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance. Objectives: This study aims to identify the determinants of student performance during students' use of a mobile‐based assessment application in a formative assessment activity as part of English as a Foreign Language (EFL) courses in higher education. Methods: A structural model based on hypotheses was validated using PLS‐SEM with data from the interaction of 127 students of eight EFL courses from the A1 and A2 levels of English that used a mobile‐based assessment system for a period of 4 weeks. Automatic data collection in the application and self‐reported instruments were applied. Results and Conclusions: Use of scaffolding mechanisms, time on‐task and reported effort are strong predictors of students' learning outcomes. The use of scaffolding strategies predicts students' time on‐task. The provision of corrective feedback is not a predictor of students' learning performance but predicts other constructs such as perceived usefulness and the behavioural intention to use. Implications: Mobile‐based assessment systems should include scaffolding mechanisms and integrate strategies to increase the perceived relevance of the formative assessment activity to increase the student learning performance. Scaffolding mechanisms are also useful to increase the student time on‐task in the formative assessment activity. In mobile‐based formative assessment activities more elaborated forms of feedback other than corrective feedback are needed to increase student performance. Lay Description: What is already known about this topic: Mobile‐based assessment increase students' learning outcomes and motivation.Mobile‐based assessment provides some advantages with respect to other modes of assessment.The determinants of mobile‐based acceptance have been identified. What this paper adds: Scaffolding, time on‐task and reported effort are strong predictors of student performace.The use of scaffolding strategies predicts students' time on‐task in mobile‐based formative assessment.Simple corrective feedback might not be useful for increasing student performance in mobile‐based formative assessment. Implications for practice and/or policy: Mobile‐based assessment systems should include scaffolding mechanisms to increase student learning performance.More elaborated forms of feedback other than corrective feedback are needed in mobile‐based assessment.Scaffolding mechanisms increase student time on‐task in mobile‐based formative assessment. [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: Assignments that involve writing based on several texts are challenging to many learners. Formative feedback supporting learners in these tasks should be informed by the characteristics of evolving written product and by the characteristics of learning processes learners enacted while developing the product. However, formative feedback in writing tasks based on multiple texts has almost exclusively focused on essay product and rarely included SRL processes. Objectives: We explored the viability of using product and process features to develop machine learning classifiers that identify low‐ and high‐performing essays in a multi‐text writing task. Methods: We examined learning processes and essay submissions of 163 graduate students working on an authentic multi‐text writing assignment. We utilised learners' trace data to obtain process features and state‐of‐the‐art natural language processing methods to obtain product features for our classifiers. Results and Conclusions: Of four popular classifiers examined in this study, Random Forest achieved the best performance (accuracy = 0.80 and recall = 0.77). The analysis of important features identified in the Random Forest classification model revealed one product (coverage of reading topics) and three process (elaboration/organisation, re‐reading and planning) features as important predictors of writing quality. Major Takeaways: The classifier can be used as a part of a future automated writing evaluation system that will support at scale formative assessment in writing tasks based on multiple texts in different courses. Based on important predictors of essay performance, a guidance can be tailored to learners at the outset of a multi‐text writing task to help them do well in the task. Lay Description: What is already known about this topic?: Both product and process features should be used to inform formative feedback on writing.Providing product‐ and process‐oriented feedback to learners is challenging.Automatic writing evaluation systems have mainly relied upon product features.Automated analysis of learners' trace data and their essay drafts is a promising venue. What this paper adds?: An accurate machine learning classifier that identifies low‐ and high‐scoring essays.The classifier utilized both product and process features.We obtained process features from learners' trace data in digital learning environment.We computed product features using state‐of‐the‐art text analytical methods. Implications for practice and/or policy: The classifier can be used as a part of a future automated writing evaluation system.We revealed learning processes and essay characteristics that influence performance.Based on important predictors of performance, formative feedback can be given to learners. [ABSTRACT FROM AUTHOR]

Background: Number line accuracy (NL accuracy) shows improvement over the course of a school education. However, there are practically no cross‐country longitudinal studies of NL accuracy over the whole course of elementary school. Aims: This study investigated the developmental trajectories of NL accuracy and its types across the elementary school years in two countries—Russia and Kyrgyzstan. Sample(s): The analyses were carried out on the data collected from the sample of 508 schoolchildren at Grades 1, 2, 3 and 4 (aged 6.4–11.9 years) from Russia and Kyrgyzstan, who were surveyed as part of the 'Cross‐cultural Longitudinal Analysis of Student Success' project. Methods: The participants were administered the 'Number Line' computerized test task and a paper‐and‐pencil 'Standard Progressive Matrices' test at the end of each academic year. Results: During the course of the elementary school education, NL accuracy increases nonlinearly in both samples from Grade 1 to Grade 4, with a pronounced increase in the rate of improvement from the first to the second year. Cross‐country differences in NL accuracy were observed during each year of schooling as well as in the growth of NL accuracy. The development of NL accuracy is described by a model with two developmental types: (1) 'high start and growth' (93% of the pooled sample) and (2) 'low start and no growth' (7%). Conclusions: Both NL accuracy and the rate of its growth during elementary school depend on educational conditions. Cross‐country differences in the distribution of schoolchildren by these two developmental types were statistically insignificant. [ABSTRACT FROM AUTHOR]

This paper estimates the difference in academic performance of the oldest (treated) and youngest (control) students in a given grade. We employ Queensland Department of Education school administration panel data for the population of 2008–2016 state school students. Academic performance is measured using standardised test scores (National Assessments Program in Numeracy and Literacy) and teacher‐assessed measures of performance and effort for individuals in grades 3, 5 and 7. The empirical analysis employs a regression discontinuity design based on birth date relative to administrative rules on age of school enrolment. The class‐assigning mechanism operates via a known cut‐off date and results in the oldest child in the grade being almost a year older than the youngest. However, lack of enrolment compliance implies the regression discontinuity design is fuzzy rather than sharp, identifying the local average treatment effect rather than the average treatment effect. In particular, given the one‐sided nature of non‐compliance, we employ the partially fuzzy estimator of Battistin and Rettore (Journal of Econometrics, 142, 715–30, 2008). Exploiting a 2008 enrolment cut‐off date reform, which delayed school starting age by 6 months, we find a large increase in enrolment compliance. This exogenous change in the enrolment age enables one to gauge the importance of enrolment non‐compliance in estimating the treatment effect of being older versus younger in cohort. We find that pre‐reform the treatment effect is small and generally statistically insignificant and post‐reform it is sizeable and statistically significant. [ABSTRACT FROM AUTHOR]

Equivalence‐based instruction (EBI) is an efficient and efficacious methodology to establish equivalence classes that has been used to teach various academic skills to neurotypical adults. Although previous reviews confirmed the utility of EBI with participants with developmental disabilities, it is unclear whether certain procedural parameters are associated with positive equivalence outcomes. We extended previous reviews by categorizing studies that used EBI with individuals diagnosed with autism spectrum disorder and assessed whether any procedural parameters were associated with better equivalence responding. Due to the wide variability of procedural parameters in EBI research, the best procedural permutations to form equivalence classes with individuals diagnosed with autism spectrum disorder are still unknown. Thus, this paper serves as a call to action for applied researchers. Specifically, we encourage and invite researchers to systematically investigate the necessary variables or combination of variables that may lead to successful equivalence class formation. [ABSTRACT FROM AUTHOR]

Absenteeism in higher education has motivated the investigation of its effect on academic performance. This paper examines the effect of implementing an incentive scheme on seminar PPA (prior preparation and attendance) and performance focusing on a cohort of international postgraduate students over two academic years in two conversion economics (quantitative and non‐quantitative) modules at a Scottish business school. The results show that the scheme leads to an increase in the class PPA in both modules and in the probability of passing the quantitative module, however academic performance is affected at a lesser extent. [ABSTRACT FROM AUTHOR]

Children of immigrants are generally disadvantaged in terms of educational outcomes in most European countries and this remains true even after controlling for their socioeconomic status. Factors affecting the long‐term educational careers among children of immigrants and natives have been broadly investigated in the literature, although limited attention has been paid so far to the role of subjective well‐being in this context. In this paper, we aim to fill this gap by analyzing how subjective well‐being in the school and family context is related to objective school outcomes of immigrant and native children residing in Italy, after controlling for several relevant socio‐demographic factors. We use rich and unique data from the 'Integration of the Second Generation' survey carried out by the Italian National Institute of Statistics (ISTAT) in 2015, that has not been used to analyse this relationship so far. The national representative sample includes 68,127 students interviewed in both lower and upper secondary schools. Around 47% of them are immigrant children without Italian citizenship. Our results show that subjective well‐being is positively correlated with school performance, but well‐being at school is much more important for immigrant students' achievements, as compared to their native peers, especially in the lower secondary school. The same result does not hold for well‐being in the family domain. [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]

This paper discusses the limitations and risks associated with the use of output‐oriented measures to assess public school performance. In particular, it questions the capability of the performance measures set by external institutions, with respect to schools, to support sustainable educational outcomes. To this end, the 'street‐level bureaucracy' theory is used in the paper as a basis to analyse the behavioural distortions generated by perceived public service gaps at school level policy implementation. Such unintended behavioural effects are often a major cause of disappointing outcomes when test‐based accountability systems are adopted. In the second part of the paper, an insight model referred to a hypothetic medium‐sized public school located in a poor area in Colombia is used to illustrate how a feedback approach to school performance measurement can support decision‐makers to pursue sustainable education outcomes and to prevent behavioural distortions from perceived public service gaps at 'street‐level' policy implementation. This analysis outlines an alternative approach to school performance measurement that might help policy makers in extending the domain of governmental benchmarks to performance measures and collaborative efforts that reflect the challenges of holistic education in the context where public schools are located. [ABSTRACT FROM AUTHOR]

Background: Research suggests that some speech–language pathologists are uncomfortable treating people who stutter. Accessing quality clinical education experiences in stuttering is difficult given the ongoing rise in students enrolled in speech–language pathology programmes and the limited number of stuttering‐specific placements available. Simulation‐based learning is a viable option for providing speech–language pathology students with practical experience in a safe learning environment. Whilst research has found that simulation‐based learning experiences in stuttering assist in the development of students' clinical skills, students' perceptions of participating in stuttering simulation‐based learning are yet to be explored. Aims: To investigate speech–language pathology students' comfort, anxiety, knowledge and confidence in the management of stuttering at the commencement of an academic stuttering course and before and following participation in a stuttering simulation‐based learning programme. Methods & Procedures: This study used a cross‐sectional survey design. Participants were 105 undergraduate and graduate entry masters speech–language pathology students enrolled at an Australian university. Students engaged in a stuttering simulation‐based learning programme embedded within an existing academic course on the management of stuttering. A purposefully developed survey was administered at three time points: pre‐course (T1), pre‐simulation (T2) and post‐simulation (T3) in order to explore students' comfort and anxiety levels, and perceptions of their knowledge and confidence in stuttering management. Descriptive statistics were used to report the medians and range of students' responses. Changes across all time points and between each of the time points were determined using the Friedman test and the Wilcoxon signed rank test, respectively. Outcomes & Results: Statistically significant differences (p < 0.001) were observed on all matched survey items (n = 96) across all time points. Between each time point, a significant difference in students' perceived knowledge levels was found with small to large effect sizes. However, there was no difference in students' perceived comfort and anxiety levels between the time points of pre‐course and pre‐simulation. Open‐ended responses on the post‐simulation survey revealed that students valued learning about stuttering within a simulation‐based learning environment. Conclusions & Implications: Simulation‐based learning experience in stuttering management was valued by students. When accompanied by theoretical content, participation in a stuttering simulation‐based learning programme supported students to feel more comfortable and less anxious about working with people who stutter. This finding has implications for the development of clinical skills in the assessment and treatment of adults who stutter. WHAT THIS PAPER ADDS: What is already known on this subject: Simulation is a teaching approach used within speech–language pathology to support the development of students' clinical skills. Simulation provides a safe learning environment for students, an opportunity for repeated practice and is valued by students. What this paper adds to existing knowledge: This study explored students' perceptions of their comfort, anxiety, knowledge and confidence in working with people who stutter before and following participation in a simulation‐based learning programme. It describes a stuttering simulation‐based learning programme that can be embedded into speech–language pathology programme curricula. What are the potential or actual clinical implications of this work?: The stuttering simulation‐based learning programme detailed in this study can be applied and embedded in speech–language pathology curricula. It can be used to support the development of students' confidence in the assessment and management of stuttering. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effect of a computer-based story, which was designed in anchored instruction framework, on sixth-grade students' mathematics word problem-solving achievement. Problems were embedded in a story presented on a computer as computer story, and then compared with the paper-based version of the same story and to a condition that presented the problems as typical, isolated word problems (i.e., a non-story condition including only problems). One hundred twenty-eight sixth-grade students from two public middle schools in Turkey participated in this study. In a pretest-posttest experimental design, students were randomly assigned to one of the treatment groups mentioned earlier in which they solved the same mathematics word problems. A one-way analysis of covariance was used to analyse students' achievement in the treatment groups. The results indicated that students who solved the problems in the computer story treatment had significantly higher achievement scores than students who solved the problems in the paper story and isolated word problems treatments. In addition, the story was found to be significantly more effective than the non-story treatment when it was presented on computer. [ABSTRACT FROM AUTHOR]

Affect can significantly influence education/learning. Thus, understanding a learner's affect throughout the learning process is crucial for understanding motivation. In conventional education/learning research, learner motivation can be known through postevent self-reported questionnaires. With the advance of affective computing technology, researchers are able to objectively identify and measure a learner's affective status during the entire learning process in a real-time manner, and then they are able to understand the interrelationship between emotion, motivation and learning performance. There are over 100 papers in the ScienceDirect database with the keywords 'affective computing in education' or 'affective computing in learning,' which reveals that this emerging technology has been applied to education/learning. This study intends to categorize and summarize those measurements so as to realize their applicability, feasibility and trends. Finally, some challenges and suggestions are then raised for helping educational researchers when applying affective computing technology. [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]