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Background: Despite the many advantages of flipped learning, it is challenging for educators to ensure that students complete the pre‐class learning assignments before the in‐class session. Objectives: Using a learning analytics approach, this study analysed students' pre‐class video‐watching behaviour in flipped learning with a focus on learners' resource management strategies, procrastination, and repeated video‐watching. Methods: For the empirical study, three types of data (i.e., log data, survey and exam) were obtained from 70 undergraduate students who were enrolled in pre‐service teacher program designed in a flipped classroom including pre‐class videos and in‐class session. Results and conclusions: The findings showed significant differences between the non‐procrastination group and procrastination group in their video watching time and resource management strategies. Those who watched the pre‐class videos at home/dorm greatly outnumbered those who did not, and they performed better than students who watched the pre‐class videos in other locations. What are the major takeaways from the study?: This finding highlights the importance of resource management strategies in terms of the time and study environment to promote success in flipped learning courses. However, the number of times students accessed the pre‐class videos or watched the videos before class was not correlated with learning achievement. The reason for re‐watching pre‐class videos is a suggested future direction so instructors can design effective flipped learning courses. Lay Description: What is already known about this topic?: Flipped learning is a type of blended learning that combines two teaching and learning modes: face‐to‐face learning and online learning. The effectiveness of flipped learning has also been demonstrated in many empirical studies and meta‐analyses.Despite the many advantages of flipped learning, it is challenging to ensure that students complete the pre‐class materials before class.Data‐driven decisions based on the learning analytics approach can help instructors revise the in‐class activities more adoptively and individual learners can be more engaged in flipped learning. What this paper adds?: Using a learning analytics approach, this study analysed students' pre‐class video‐watching behaviour in flipped learning with a focus on learners' resource management strategies, procrastination, and repeated video‐watching.We also examined the correlations among pre‐class video‐watching behaviour variables and learning achievement.This study highlights the following: (1) The no‐procrastination group had better resource management strategies than the procrastination group; (2) students who watched pre‐class videos at home outperformed those who watched them in other locations: (3) the number of times students accessed pre‐class videos was not correlated with learning achievement; and (4) whether or not students watched pre‐class videos prior to the in‐class sessions was not correlated with learning achievement. Implications for practise and/or policy: Although flipped learning gives students considerable autonomy in terms of when and where to watch pre‐class videos at their convenience, it is necessary to help students develop resource management strategies by providing role models, best practises, and statistics in previous flipped learning classes.Research findings suggest that instructors should provide guidelines and learning strategies on how to review or repeat the pre‐class videos to improve the quality of learning.To encourage students to repeat the videos, the pre‐class videos should be short and concise. [ABSTRACT FROM AUTHOR]

Background: This study aims to establish the mechanism by which virtual reality (VR) media characteristics affect learning transfer in a VR‐based job‐training environment. The two main determinants of learning transfer are the technology and the learner, but not many studies have considered both factors simultaneously. Objectives: This study aims to ascertain the mechanism by which VR media characteristics affect learning transfer with flow as a mediator, and to explore whether presence moderates the effect of VR media characteristics on flow. Methods: A survey of semiconductor facilities engineers who received VR‐based job training was conducted. A total of 106 responses were used in the statistical analysis. A path analysis was conducted to determine the promotional mechanism that connects VR media characteristics, flow, and learning transfer. Results and Conclusions: The results were as follows. First, VR media characteristics had a positive impact on learning transfer. Second, flow acted as a mediator in the relationship between VR media characteristics and learning transfer. Third, presence played a moderating role in the relationship between VR media characteristics and flow. Key takeaways: This study is significant as it identifies elements to consider in relation to both the technological and learner aspects of VR while designing a VR‐based job‐training programme. A corporation should consider VR media characteristics from a technological perspective, and flow and presence from a learner's perspective. Lay Description: What is already known about this topic: Corporations provide virtual reality (VR)‐based job training because of its positive impact.Interactions between the VR environment and learners impact flow.Presence is important as learner's subjective awareness affects efficacy. What this paper adds: VR media characteristics influence learning transfer in VR‐based job training.VR media characteristics affect flow, which, in turn, affects learning transfer.Presence moderates the relationship between VR media characteristics and flow. Implications for practice and/or policy: VR media characteristics influence learning transfer in VR‐based job training.VR media characteristics affect flow, which, in turn, affects learning transfer.Presence moderates the relationship between VR media characteristics and flow. [ABSTRACT FROM AUTHOR]

Background: Immersive VR is still rarely used as an intervention for meeting the affective end goals of student learning despite its positive impact on affection. Also, studies regarding the use of immersive VR as an intervention for affective achievement in broader educational contexts are still lacking. Objectives: This study aimed to examine the effect of immersive VR and perspective‐taking on presence and empathy. Methods: A total of 148 pre‐service teachers participated in experiments, using either a head‐mounted display or a flat screen device to view two VR videos with different perspective‐taking affordances. This study used a mixed design with one between‐subject variable of immersion level and one within‐subject variable of perspective‐taking to explore how immersive VR experiences influenced participants' perceived level of presence and empathy. Results and Conclusions: The results showed that the level of immersion affects perceived presence, but it was the type of perspective‐taking that affects empathetic reactions. We also found an interaction effect between immersion levels and perspective‐taking. The direct embodiment in VR combined with high immersion produced stronger empathy than with low immersion, while the perspective of an observer was better in evoking empathy when experienced with low immersion. Implications: This study gives a guidance on how to take advantage of this new technology in educational settings, and apply it to instructional activities to enhance students' empathy. In addition, it could serve as a reference when developing or introducing educational contents with respect to the types of contents that are more effective in educational settings. Lay Description: What is already known about this topic: The use of immersive virtual reality (VR) has gained increasing attention for its potential to increase students' engagement, interest, and motivation in education.The use of head‐mounted displays (HMDs) increases the level of perceived presence.Perspective‐taking promotes the development of empathy.The importance of empathy has been recently emphasized more in education. What this paper adds: The high immersive VR with an HMD increased the level of perceived presence among pre‐service teachers.The type of perspective‐taking provided in VR content affects the level of empathic reactions.The direct embodiment in VR combined with high immersion produced stronger empathy than with low immersionThe perspective of an observer was better in evoking empathy when experienced with the low immersive VR. Implications for practice and/or policy: Immersive VR when integrated into instructional practices would help students to develop empathy.It is important to select appropriate VR devices and content for designing interventions and maximizing educational benefits. [ABSTRACT FROM AUTHOR]

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

Background: Due to the global COVID‐19 pandemic, online learning became the only way to learn during this unprecedented crisis. This study began with a simple but vital question: What factors influenced the success of online learning during the COVID‐19 pandemic with a focus on online learning self‐efficacy? Objectives: The purpose of this study was to examine the structural relationship among self‐efficacy (SE) in time management, SE in technology use, SE in an online learning environment, and learning engagement. Methods: The participants of the study were 1205 undergraduates who were enrolled in a residential undergraduate program in South Korea in spring semester, 2020. The online survey was administered to collect data for this research and the survey results were analyzed using structural equation modeling. Results and Conclusions: SE in technology use had a significant but negative influence on learning engagement and had a positive impact on SE in an online learning environment. SE in time management had a significant positive impact on SE in an online learning environment and learning engagement. SE in an online learning environment also significantly influenced learning engagement. Implications: SE in technology use itself did not enhance learning engagement. In addition, indirect effects of SE in technology use and SE in time management on learning engagement through SE in an online learning environment were confirmed in this study. This indicates the influential role of SE in an online learning environment on learning engagement of online learners. Lay Description: What is already known about this topic: COVID‐19 forced almost all students to learn online.Time management plays a major role in the success of online learning.Technology self‐efficacy is a requirement in online learning.The learning engagement variable explains learning achievement and attitudes. What this paper adds: Self‐efficacy (SE) in time management and SE in technology use enhanced SE in an online learning environment.SE in technology use itself did not enhance learning engagement.SE in time management and in SE an online learning environment significantly influenced learning engagement.SE in an online learning environment mediated the relationship between SE in technology use and learning engagement as well as between SE in time management and learning engagement. Implications for practice and/or policy: It is important to promote students' online learning self‐efficacy to enhance learning engagement in online learning.Practitioners should be aware that SE in technology use improves learning engagement through SE in an online learning environment.SE in time management should be promoted for successful online learning. [ABSTRACT FROM AUTHOR]

Flipped learning recently gained attention as an effective instructional approach to enhance learning engagement, causing many universities to implement it. To enhance student engagement in large university classes, this study examined the effects of self‐efficacy, self‐regulation and social presence on learning engagement in a large university class using a flipped learning approach. A total of 390 undergraduates who were enrolled in a large general education class using flipped learning at a university in Korea participated in this study. The learners completed an online survey measuring the variables of this study. The research findings indicated that self‐regulation affected social presence as well as learning engagement. Self‐efficacy affected social presence and indirectly affected learning engagement through social presence. Finally, social presence affected learning engagement. Social presence also mediated the relationship between self‐efficacy and learning engagement as well as between self‐regulation and learning engagement. This study confirmed the significant effects of self‐regulation and social presence on students' learning engagement in large university classes. Lay Description: What is already known about this topic: Self‐efficacy is an important influential factor in learning.Self‐regulation plays a major role in the success of flipped learning.The establishment of social presence is an important factor to enhance learning engagement. Learning engagement has a significant impact on learning achievement and attitudes.Many universities still offer large classes despite students' low learning engagement. What this paper adds: Self‐efficacy indirectly affected learning engagement through social presence in flipped learning.Self‐regulation influenced both social presence and learning engagement in flipped learning.Social presence directly and indirectly affected learning engagement in flipped learning.Social presence mediated the relationship between self‐efficacy and learning engagement as well as between self‐regulation and learning engagement in flipped learning. Implications for practice and/or policy: It is important to promote students' self‐regulation for enhancing learning engagement in large university classes with flipped learning.Students' self‐regulation skills should be checked as a prerequisite for enrolling in a large flipped class. [ABSTRACT FROM AUTHOR]

In case library learning, an instructional method that promotes case‐based problem solving, learners often struggle with indexing cases. Poor case indexing may hamper retention and retrieval of cases, hindering the construction of mental libraries in learners. To address this issue, the authors developed two indexing prompt types, explanation‐based and difference‐based, and explored their effects on self‐explanation and problem solving in case libraries. A total of 105 students across three sections of a career development course participated in the study. Each section was assigned to one of three conditions: explanation‐based indexing, difference‐based indexing and no indexing prompt. Both indexing prompts facilitated self‐explanation, which elaborated corresponding aspects of cases on which the prompts mainly focused. In arguing for a solution, learners relied more heavily on domain knowledge regardless of prompt types. However, both indexing prompt groups outperformed the control group in rebuttals. The authors discussed the theoretical and practical implications of the study. Lay Description: What is already known about this topic:A case library learning is a favorable learning environment that delivers authentic decision‐making problems and facilitates argumentation skill acquisition.Learners often struggle with indexing cases without sufficient guidance, and subsequently, have difficulties in retrieving and reusing the cases to solve problems.Promoting high‐quality self‐explanations has been proved effective in learning from cases and improving subsequent problem‐solving.What this paper adds:Indexing prompts that direct learner's attention to either anomalous or different features between cases can foster self‐explanations that elaborate the corresponding aspects of cases on which the prompts focused.Learners in case libraries tend to rely more heavily on domain knowledge they could gain from instructional materials than direct lessons from the cases.Learners who engage in indexing cases with prompts can construct their argumentation better by rebutting well for their contentions.Implications for practice and/or policy:Prompting self‐explanations on anomalies, differences, or similarities between cases can maximize the benefits of case‐based learning environments.ICase libraries will demonstrate the full potential when learning materials that contain domain knowledge related to the case lessons are incorporated into the case libraries. [ABSTRACT FROM AUTHOR]

The present study aims to investigate the effects of smartphone use by college students on their perceived academic performance. Using five hypotheses derived from the literature related to smartphone use, the initial model was set up for path analysis to reveal the relationships among variables regarding college students' smartphone use in the academic setting. Moreover, multiple group analyses were additionally conducted to verify whether students exhibited different relationships in the hypothesized model depending on their majors. The results from path analyses showed that all path coefficients were positive and statistically significant, which indicated that all five hypothesized paths were supported. Above all, the results from multiple group analysis showed that one path (from Behavioural Intention to Use Smartphone to Academic Performance) differed significantly across groups. The findings from the current study provide educational policymakers and educators with information on how smartphone utilization in learning activities influences students' academic performance. Lay Description: What is already known about this topic: Smartphones foster interaction with people and multitasking.College students use smartphones as learning aids in e‐learning and web‐based learning.College students have high smartphone self‐efficacy.Smartphones have both positive and negative effects on academic performance.What this paper adds: College students' interaction competency influences behavioural intention for using smartphones for academic activities.College students' smartphone self‐efficacy has positive impacts on their behavioural intention for using smartphones for academic purposes.College students' behavioural intention to use smartphones positively influences perceived academic performances.Students' behavioural intention to use smartphones presents distinct impacts on academic performances depending on their major fields: natural science and humanities.Implications for practice and/or policy: Educational policymakers and educators may benefit information on how smartphone utilization in learning activities influences students' academic performances.The instrument developed in the present study could be used for future studies on smartphone use and students' psychological factors such as self‐efficacy and behavioural intention to use smartphones. [ABSTRACT FROM AUTHOR]