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Background: Virtual reality (VR), augmented reality (AR) and mixed reality (MR) have sparked recently in improving the effectiveness of teacher education. However, there is a lack of review regarding the utilisation of these technologies in this field. These three technologies, namely VR, AR and MR, can be collectively referred to as extended reality (XR) (as mentioned in reference Tang et al., 2022). Objectives: Remarkably, the utilisation of XR‐based technologies in teacher education needs to be explored. Moreover, research questions related to the training objectives, methodological features, and the effects of XR‐based teacher education remain unanswered. Methods: To this end, the present study conducted a systematic review to analyse 52 articles from six databases (including Web of Science, Scopus, IEEE Xplore, ERIC, ScienceDirect, and ACM Digital Library). Results: The results indicate that XR technologies have been primarily used to train teachers' procedural knowledge, for instance, classroom management. Furthermore, most studies have primarily focused on pre‐service teachers (PSTs) rather than in‐service teachers and utilised small sample sizes, with VR emerging as the most frequently employed tool. Finally, the majority of the studies reported that XR‐based training affected teachers positively. Conclusions: It urges researchers and developers to consider theory‐driven training design, which increases the potential to better understand what features of XR promote in‐service teachers' and PSTs' learning and how they do so. This article additionally conducts a SWOT (strengths, weaknesses, opportunities, and threats) analysis of XR‐based teacher education to offer more insightful recommendations and foster further discussion. Lay Description: What is already known about this topic: Numerous empirical studies have shown the great potential of virtual reality (VR), augmented reality (AR) and mixed reality (MR) technologies utilised in teacher education.This rapidly growing field calls upon a synthesis of the use of extended reality (XR) technologies in teacher education. What this paper adds: Presents a systematic review of XR‐based teacher education, which provides a thorough overview of how previous research utilised XR technologies to promote teacher education.Conducted a SWOT analysis and pointed out the strengths, weaknesses, opportunities, and threats of XR‐based teacher education. Implications for practice and/or policy: A depth of understanding of previous research on this topic may enable educators to better plan and promote teacher education programs.It can guide researchers to optimise the multisensory immersion and interactivity of the virtual systems and platforms and develop suitable materials and tasks to be used in such learning environments. [ABSTRACT FROM AUTHOR]

Background: This research is inspired by the challenges encountered in interpreter training, changes in learning needs in the technological era, the educational paradigm shift caused by the COVID‐19 pandemic, the lack of studies on combining virtual reality (VR)_and mobile technologies, and literature gaps in the field of the incorporation of technology in interpreter education. Objectives: This research aims to develop a mobile‐based VR application for bi‐directional English‐Chinese and Chinese‐English interpreting learning named 'Virtual Interpreting Practice' (VIP) based on an interpreting competence model and to investigate its impact on students' self‐rated language and interpreting proficiency levels as well as their declarative knowledge and operative skills as reflected in different interpreting modes (sight and consecutive) and language directions (English‐Chinese and Chinese‐English). The VIP app contains learning resources, including 13 learning modules covering both interpreting modes, practical topics and contexts, video lectures and demonstrations, fully immersive VR and non‐VR practice, glossary lists, source texts, translated texts and an online feedback platform. Methods: Thirty‐one native Chinese‐speaking English as a second/foreign (ESL/EFL) undergraduate students used the app for self‐directed learning. The data were collected by the pre‐study and post‐study questionnaires as well as the pre‐test and post‐test. Results and Conclusions: The results indicate that the use of VIP significantly raised the students' self‐rated language and interpreting proficiency levels as well as their interpreting performance in both modes and language directions. While the students performed better in sight interpreting and Chinese‐English interpreting, they achieved a significantly higher improvement rate in consecutive interpreting and English‐Chinese interpreting. Lay Description: What is already known about this topic: A number of studies have demonstrated the use of virtual reality (VR) provides users with senses of multiple presence, enhances learner engagement and motivation, and facilitates collaborative, situated, immersive and experiential learning that is not often available in traditional learning environments.The increasing availability of VR has created new opportunities in the area of mobile‐assisted language learning (MALL), paving the way for a new research area called VR‐assisted language learning (VRALL).Using VRALL, numerous benefits in various language skills have been identified, such as listening, speaking, writing and vocabulary acquisition. What this paper adds: While blending VR and mobile technologies may play a more significant role in education settings and create more advantages, the impact of this combination for interpreting learning has remained an unexplored area in higher education. This paper has addressed the research gaps in which there is a lack of VR language learning apps that are bilingual, mobile‐based and specifically designed for interpreting practice in highly immersive learning environments.The results indicate that the use of VIP significantly raised the students' self‐rated language and interpreting proficiency levels as well as their interpreting performance in both sight and consecutive interpreting and language directions (English‐Chinese and Chinese‐English).While the students performed better in sight interpreting and Chinese‐English interpreting, they achieved a significantly higher improvement rate in consecutive interpreting and English‐Chinese interpreting. Implications for practice and/or policy: The results have implications for the roles of students and teachers. The app developed in this study shifts the teacher‐led approach to student‐centred learning. While it allows more learning autonomy, its effectiveness may largely depend on students' ability to self‐regulate and engage.It appears that the effectiveness of VRALL depends on a number of individual and contextual factors, e.g. the design and functionality of the apps, availability of the internet connection and smartphones as well as learning needs and motivation. [ABSTRACT FROM AUTHOR]

Background: Collaborative learning has become a crucial approach to promoting online in‐service teacher training. Appropriate peer recommendation for group composition is the basis to ensure productive learning outcomes of collaborative learning. However, there is a lack of understanding of the impact of peer recommendation on in‐service teachers' online training. Objectives: Therefore, based on the collaborative filtering approach, a peer recommendation mechanism for in‐service teachers was constructed in this study. We investigated the effects of the constructed mechanism on in‐service teachers' online learning performance, interactive knowledge construction behavioural patterns and social networks. Methods: In this study, 82 in‐service teachers were recruited to participate in the study. Participants under the experimental condition (n = 41) were invited to apply collaborative filtering‐based peer recommendation mechanism for grouping, while participants under the control condition (n = 41) were invited to use random grouping method. Participants' interaction data were collected from online collaborative discussion activities in a 5‐week asynchronous online course. The pre‐post knowledge test, content analysis, lag sequential analysis and social network analysis were used to analyse the differences between groups. Results and Conclusions: The following findings were revealed: (1) the experimental group performed better than the control group in terms of online learning performance; (2) interactive knowledge construction behavioural patterns generated in collaborative activities showed that the experimental group achieved deeper level of knowledge construction in collaboration than the control group; (3) social networks generated in collaborative activities showed that the experimental group had tighter interaction relationships than the control group. Therefore, the peer recommendation mechanism could be useful to improve peer recommendation for group composition and had positive effects on in‐service teachers' online training. Implications: This study can shed light on the construction of peer recommendation mechanism in recommending appropriate peers for in‐service teachers and different learners in online collaborative learning. Lay Description: What is currently known about this topic: Appropriate learning peers are conducive to promoting effective online collaborative learning. What this paper adds: This study constructed a collaborative filtering‐based peer recommendation mechanism for recommending appropriate learning peers to improve online collaborative learning of in‐service teachers. The implications of study findings for practitioners: The study findings provide insights into the construction of mechanisms for recommending learning peers in online teacher training and computer‐supported collaborative learning. [ABSTRACT FROM AUTHOR]

Background: The professional knowledge of pre‐service teachers is highly important for effective and successful teaching. In recent years, many research groups have been engaged in developing simulated classroom environments to capture especially the pedagogical knowledge (PK) of pre‐service teachers, neglecting the content‐related facets of professional knowledge such as pedagogical content knowledge (PCK). Objectives: In the present study, we describe the development of a simulated classroom environment—the Simulated Classroom Biology (SCRBio)—and provide evidence regarding its validity to assess pre‐service biology teachers' action‐oriented PCK in the area of evolution. Methods: This study examined the evidence supporting the validity of using the SCRBio to investigate action‐oriented PCK of pre‐service biology teachers. The (1) evidence based on test content (expert ratings) and the (2) evidence based on relation to other variables (known‐groups comparison) was obtained. We tested the SCRBio with N = 76 German pre‐service biology teachers. Results and Conclusions: Our results show the successfully operationalized PCK in the SCRBio through explicit allocation of specific misconceptions to each virtual student's answer and the valid measurement of pre‐service biology teachers' action‐oriented PCK. This results in a validated simulated classroom environment for pre‐service but also in‐service teachers. In the future, the SCRBio will be developed from an assessment instrument to a training tool to simulate explicit teaching situations. This allows to complement the predominantly theoretical components of university‐based teacher education with practice‐based simulated classroom environments. Lay Description: What is already known about this topic: The professional knowledge of pre‐service teachers is a prerequisite for quality teaching in the future, as well as student achievement.Simulated classroom environments are already being used, primarily to examine and train the pedagogical knowledge of pre‐service teachers.The action‐oriented character of simulated classroom environments can bridge the theory‐practice gap of university‐based education programs. What this paper adds: Description of an innovative simulated classroom environment—the Simulated Classroom Biology.Ability to capture several domains of professional knowledge in an action‐oriented setting.Validation of the Simulated Classroom Biology using various validity aspects.Implications of study findings for practitioners.Description of validation steps for developing simulated classroom environments.A validated simulated classroom environment is provided to capture various knowledge domains of professional knowledge in an actionable setting.The Simulated Classroom Biology can be adapted to new subjects and teaching topics by changing the content. [ABSTRACT FROM AUTHOR]

Background: To purposefully integrate information and communication technologies (ICT) into contemporary teaching, teachers must have complex technological, pedagogical and content‐related knowledge (TPACK). TPACK could be fostered through diverse learning environments such as working in a makerspace as part of university teacher training. The development of TPACK in (preservice) teachers depends on how effectively they can assess their own knowledge and adapt their own learning process. Self‐assessment tools can be used to identify and assess their individual TPACK. Objectives: The study presents data on TPACK development through project work in a makerspace. It examines the consistency of self‐assessment and performance tests in relation to TPACK and discusses the applicability of self‐assessment scales to self‐regulated learning. Methods: TPACK self‐assessment takes place among preservice teacher students (N = 327) in a pre‐post design. This is complemented and contrasted with an external assessment in form of a self‐developed performance test (teaching vignettes). Results: Self‐assessment and performance test show a TPACK‐increase resulting in the project work in the makerspace, with higher performing students benefiting more from the intervention than lower performing students. All students tend to overestimate their TPACK before and after the intervention, with low‐performing students overestimating themselves more than high‐performing students. Existing TPACK scales can serve as readily available self‐assessment tools, but should be complemented by other knowledge assessment measures. Furthermore, depending on the results of the self‐assessment, different learning opportunities should be made available so that preservice teachers with a lower TPACK still benefit from the project work in the makerspace. Take Away: Self‐assessments accompanying the work in the makerspace could provide feedback information about TPACK‐related knowledge, learning processes and learning outcomes and thus support students in structuring their work. For this purpose, it seems necessary to improve the quality of self‐assessment to enable reliable reflection on preservice teachers' own learning process. Lay Description: What is already known about this topic: The opportunities for using ICT in schools are developing rapidly, and with them, the demands on teachers' skills (TPACK; e.g., Becker et al., 2020; Eickelmann & Gerick, 2020; Redecker, 2017).Many studies measuring TPACK largely use measurement instruments that required students to self‐assess their TPACK (e.g., Handal et al., 2013; Kaplon‐Schilis & Lyublinskaya, 2019; Lee & Tsai, 2010; Willermark, 2017).Research on TPACK emphasizes that self‐testing TPACK via self‐assessment should be complemented by performance tests in order to better understand the domain‐specific nature of TPACK and its complexity (e.g., Akyuz, 2018; Graham et al., 2009; Voogt et al., 2013). What this paper adds: The research provides information on the extent to which TPACK changes triggered by an intervention can be captured using self‐assessment scales and a self‐developed performance test.The data shows how consistent students' self‐assessments are compared to their demonstrated performance.Furthermore, we critically discuss to what extent scales developed to measure TPACK in scientific studies can also be applied to self‐directed learning. Implications for practice: Prospective teachers must acquire TPACK competences for the implementation of contemporary teaching, which will enable them to produce digital teaching and learning materials in the future, for example. This TPACK is to be trained through self‐organized project work in the pedagogical Makerspace within the framework of university subject teaching.Self‐assessment instruments for TPACK can be more easily used in the field to accompany projects so that students can receive feedback on knowledge, learning process, and learning outcome. However, our study shows that existing self‐assessment instruments can be used mainly in self‐directed learning processes when learning gains on the complexity levels 'remembering' and 'understanding' are to be captured, even though feedback especially in the area of 'applying' TPACK is of great importance for teaching practice. Combining self‐assessments (based on work samples) and performance tests is therefore a promising approach, as the complementary use of performance tests provides insights into preservice teachers' abilities to 'apply' TPACK.The moderate correlation between self‐assessment and performance in our study also shows that self‐assessment is a skill that needs to be learned. Therefore, the use of self‐assessments for self‐regulated learning should be more accompanied by learning opportunities for learning self‐assessment (Bol et al., 2012). [ABSTRACT FROM AUTHOR]

Background: Previous research has shown that teachers hold misconceptions about multimedia learning (e.g., multimedia instruction needs to be adapted to students' learning styles), which may be at odds with evidence‐based teaching. Objectives: Refutation texts are a classical method to reduce misconceptions and thus to stimulate conceptual change. We wanted to know whether making use of a computer algorithm to personalize refutation texts would best initiate teachers' conceptual change. Methods: We designed an online experiment, in which N = 129 in‐service teachers read either (1) expository texts (without direct refutation), (2) common refutation texts, or (3) personalized refutation texts. The teachers filled in a misconception questionnaire pre and post to assess their conceptual change. Results and Conclusions: Statistical analyses revealed that personalized refutation texts initiated the strongest conceptual change, which was driven by increased feelings of guilt and shame. Common refutation texts did not foster teachers' conceptual change as compared to expository texts. These findings indicate that refutation texts should be personalized for experienced practitioners such as teachers. Takeaways: Personalized refutation seems to be promising in the context of online teacher training programs. Further research should test to which extent the present findings also apply to other groups of experienced learners or practitioners. Lay Description: What is already known about this topic?: Teachers hold misconceptions about multimedia learning (e.g., learning materials should be adapted to students' individual learning styles, such as visualizers or verbalizers).Refutation texts, naming a commonly held misconception, disproving it and introducing a scientific explanation, are a common means to reduce misconceptions.Personalization fosters learning by drawing the learner's attention toward the discrepancy between their own beliefs and the learning material, further creating an impasse experience.Said impasse experience may trigger teachers' conceptual change, as, for teachers' conceptual change, a certain degree of discomfort is required. Yet, anger, caused by lessoning teachers on their topic may cause repulse and hamper learning. What this paper adds?: With a computer algorithm, we can efficiently personalize refutation texts by automatically matching them to teachers' answers in a pre‐test. Such a personalized refutation instruction may especially foster conceptual change.Within a randomized experiment, the personalized refutation instruction worked best compared to common refutation texts and expository texts.Feelings of guilt and shame moderated the effect of a personalized refutation, as teachers felt more addressed in their misconceptions and thus experienced the required impasse experience.Feelings of anger did not play an important role within our experiment. The implications of study findings for practitioners: Computer algorithms enable efficient personalization of instruction to better deal with heterogeneous groups of learners (e.g., with big differences in prior knowledge or experience, such as in the case of in‐service teachers).Refutation texts work better for teachers when they are personalized. Common refutation texts do not work better than expository texts.An advantage of digital instruction is the use of algorithms to efficiently personalize instructions even for larger groups. [ABSTRACT FROM AUTHOR]

Background: Although some researchers have applied both cooperation and competition in the practice of robotics education, most of these practices were not systematic, and there was no integration design for intra‐group cooperation and inter‐group competition. Objectives: The study aims to examine the effects of different coopetition designs on students' intragroup cooperation and intergroup competition. Methods: A two‐stage study was conducted in two elementary schools. In the pilot study, two coopetition designs were developed by combining rewarded and unrewarded competition. In the follow‐up study, three coopetition designs (i.e., zero‐sum with real‐time reward, zero‐sum with delayed reward, and social‐comparison) were examined. Results and Conclusions: The study showed that both social‐comparison coopetition and zero‐sum real‐time reward coopetition can be more effective than zero‐sum delayed reward coopetition in teaching knowledge and skills in robotics education. Social comparison coopetition turned out to have a larger effect on affective outcome than the zero‐sum delayed reward coopetition. Implications: Social comparison coopetition seems to be a more advantages method for both cognitive and affective learning. However, more research is needed to confirm the difference in effectiveness between the three models of coopetition. Lay Description: What is already known about this topic: Pair learning as a form of cooperation learning is helpful to improve students' confidence, productivity, achievement and the quality of cooperation.How to combine cooperation and competition is a key issue. What this paper adds: New coopetition models were designed by combining rewarded and unrewarded competition with pair learning.Social‐comparison coopetition based on pair learning shows great potential to promote intragroup cooperation and intergroup competition.Zero‐sum coopetition with real‐time reward was superior but not overwhelming to the zero‐sum coopetition with delayed reward. Implications for practice and/or policy: Social‐comparison coopetition and zero‐sum with real‐time reward coopetition can be effective teaching methods for robotics learning.Both social‐comparison coopetition and zero‐sum real‐time reward coopetition may be effective methods for teaching knowledge and skills in robotics education.For affective outcome, social comparison coopetition seems to be slightly more effective than zero‐sum delayed reward coopetition. [ABSTRACT FROM AUTHOR]

Nowadays, patients' safety is the top priority for medical services around the world. However, it is believed that many of the adverse events in hospitals are preventable. Type and screen (T&S) procedures require intense practical training by each medical practitioner in each hospital. This study applied an interactive Virtual Reality (VR) technology to supplement the traditional approach to facilitate procedural training. The VR system made use of the Unity3D for application development. To investigate the reliability and validity of the conceptual medical training model, a survey was conducted to measure the content, motivation and enhanced readiness of practitioners. The partial least squares (PLS) modelling was carried out to investigate the correlation between each pair of measured variables. The study results indicated that the learning model has good reliability for each measurement factor and validates the survey study. The PLS modelling also indicated a significant correlation between each pair of measured variables. The project developed a VR training program for training in T&S procedures. The study provides important implications on the development of a practical VR training program for medical practitioners, as well as valuable insights for the development of similar VR training programs in the future. Lay Description: What is already known about this topic: Patients' safety is the cornerstone of high‐quality medical services around the worldPractical skill training no matter whether a student in a medical degree programme at university or as a medical intern is very importantType and screen (T&S) is an essential protocol and diagnostic procedure for patients, and it requires intense practical training by each medical practitioner, and is essential to doctors, nurses, and medical interns in all hospitalsVR offers benefits to the learners, as well as educators. It is cost‐effective, and provides safe, repeatable, standardized and interactive training to medical practitioners. What this paper adds: An interactive Virtual Reality (VR) training program is developed to supplement the traditional approach to facilitate procedural training for medical practitionersA conceptual model to investigate the relationship between content (C), motivation (M), and enhanced readiness (E) for medical practitioners under VR trainingThe PLS modelling has indicated a significant correlation between content, motivation, and enhanced readiness. Implications for practice and/or policy: In the training of medical practitioners, besides considering the gaming elements in the training program, more emphasis should be put on the design of the content to enhance their motivation for learningThe motivation of medical practitioners has positive impact to their readiness for participating the VR trainingThe study has important indication in the design of similar practical VR training programs in the future. [ABSTRACT FROM AUTHOR]

The present study evaluated the effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write. A sample of pre‐service teachers and in‐service teachers from Mexico, Guatemala, Ecuador, Colombia, and Spain participated in the online course. Findings suggest that teachers may improve their knowledge of transcription skills (i.e., handwriting/typing, spelling), text production, and strategies for composing as necessary components of quality writing instruction. Effects were also found on the teachers' implicit beliefs. Finally, both pre‐service and in‐service teachers positively rated the online course received. Lay Description: What is currently known about the subject: Teaching children how to write demands a high degree of specialization.The benefits of web‐based training to professional development have been well‐documented in the literature.Preparing of pre‐service and in‐service teachers through an online context is limited in the field of writing.Teachers' knowledge, satisfaction, and beliefs have been commonly used as outcome measures to define high‐quality e‐learning instruction. What this paper adds: A Spanish web‐based training was developed to improve professional development in writing instruction.The Trazo web‐based training changed teacher's beliefs about learning to write.Teachers learned more about the essential component of the writing process.Teachers' rating of the training and support website was highly positive. Implications for practitioners: Web‐based training allows teachers to learn at their own pace.Teachers can improve their knowledge from virtually at any geographic location with an Internet connection.The Trazo web‐based training offers research‐based knowledge to Spanish‐speaking teachers. [ABSTRACT FROM AUTHOR]

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

The aim of this study is to outline the development and changes in pre‐service teachers' technological pedagogical content knowledge (TPACK) assessments during the first 3 years in teacher education. Specifically, research was conducted at three measurement points over a 3‐year teacher education period. The target group consisted of pre‐service teachers (N = 148) from three Finnish universities. Results indicate a growth in confidence related to all TPACK areas during the research period. The strongest gains were in pedagogical content knowledge. In addition, the gains were larger in other areas related to pedagogical knowledge than areas related to technology or content knowledge. In areas without pedagogical knowledge, the changes were more moderate. In the discussion section, recommendations are provided on the potential of longitudinal use of the TPACK model to study and improve the development of pre‐service teachers' TPACK. Lay Description: What is already known about this topic: There are several studies focusing on pre‐service teachers' self‐perceived technological pedagogical content knowledge (TPACK) areasThere are differences amongst pre‐service teachers based on their confidence with different TPACK areasThere is a lack of longitudinal studies focusing on changes in pre‐service teachers' TPACK profiles during teacher educationWhat this paper adds: This research provides 3 years perspective for changes in pre‐service teachers' TPACK during teacher educationConfidence for different TPACK areas evolve at different paces during teacher educationHighest gains were for TPACK areas related to pedagogyThe relation of TPACK areas change during teacher education, that is, how differently or similarly TPACK areas are assessed compared with each otherImplications for practice and/or policy: There is a need for better support for pre‐service teachers' technological content knowledge and technological knowledge in teacher educationIn future studies, it is important to outline factors affecting the changes in TPACK profilesProfiling of pre‐service teachers' TPACK is needed for targeting appropriate support. [ABSTRACT FROM AUTHOR]

This study combined 3D printing technology with experiential learning strategies (ELS) to design a hands‐on curriculum for preengineering students. The participants learned interdisciplinary knowledge and abstract scientific concepts through the curriculum. The study implemented a quasi‐experimental design to examine whether the students who learned using the 3D printing technology with ELS demonstrated better learning performances regarding the comprehension of abstract scientific concepts and hands‐on ability. This study selected 184 10th‐grade students from five classes, which were divided into three groups. The experimental process was conducted over a period of 11 weeks (for a total duration of 960 min). It was found that all of the preengineering students improved their comprehension of abstract scientific concepts. The students who learned using the 3D printing technology understood abstract scientific concepts better than those who learned using the traditional hands‐on tools, and the students who learned using the 3D printing technology with ELS demonstrated better hands‐on ability than the other two groups. Using 3D printing technology with ELS resulted in significant positive effects on the participants' handmade processes, in which the students reinforced the connection between knowledge and handmade products, resulting in better comprehension of abstract scientific concepts and hands‐on ability. Lay Description: What is already known about this topic: Applying 3D printing technology to a hands‐on curriculum offers many benefits, such as smoother and easier progress, and a shortened product development cycle and reduced development costs.Preengineering students must understand the impacts of engineering developments and become literate about the technological world around them, but disciplines that are too abstract for students at the high school level can easily lead to myths, and it can affect students' learning outcomes. What this paper adds: Combining 3D printing technology with ELS to design a learning activity.Through the process of this course design, students gained scientific knowledge about energy and produced a hands‐on windmill generator that converted wind energy into electricity. Implications for practice and/or policy: This study used 3D printing technology with ELS to help senior high school students improve their comprehension of abstract scientific concepts and hands‐on ability.By bridging the gap between interdisciplinary knowledge and a hands‐on curriculum, this study provided evidence of engaging in experiences when using 3D printing technology. [ABSTRACT FROM AUTHOR]

Most massive open online courses (MOOC) use simple schemes for aggregating peer grades, taking the mean or the median, or compute weights from information other than the instructor's opinion about the students' knowledge. To reduce the difference between the instructor and students' aggregated scores, some proposals compute specific weights to aggregate the peer grades. In this work, we analyse the use of students' engagement and performance measures to compute personalized weights and study the validity of the aggregated scores produced by these common functions, mean, and median, together with two others from the information retrieval field, the geometric and harmonic means. To test this procedure, we have analysed data from a MOOC about Philosophy. The course had 1,059 students registered, and 91 participated in a peer review process that consisted in writing an essay and rating three of their peers using a rubric. We compared the aggregation scores obtained using weighted and nonweighted versions of the functions. Our results show that the correlation between the aggregated scores and the instructor's grades can be improved in relation to peer grading, when using the median and weights are computed according to students' performance in chapter tests. Lay Description: What is already known about this topic: Several MOOC platforms introduce peer review to grade their large number of students enrolled.Peer review makes learners evaluate and grade the work of their equals.MOOCs use unweighted aggregation schemes, for example, mean or median, or compute weights from information other than the instructor's opinion about the students' knowledge. What this paper adds: Different weighted aggregation schemes are applied and analysed to reduce the difference with the grades of a potential instructor.We compute weights proportional to students' engagement or learners' marks on questionnaires.Our approach is also compared with a recent approach for aggregating peer scores. Implications for practice and/or policy: Our approach produced marks closer to those of the instructor with regard to the unweighted aggregations and a recent approach.Contrary to other approaches, our proposal does not increase students' workload. [ABSTRACT FROM AUTHOR]

This paper examines changing models of pedagogy by drawing on recent research with teachers and their students as well as theoretical developments. In relation to a participatory view of learning, the paper reviews existing pedagogical models that take little account of the use of information and communications technologies as well as those that are focused more specifically on technology-rich learning environments. A possible framework for understanding pedagogy is beginning to emerge, which can be applied to both face-to-face and online learning. This framework combines individual and group regulation of learning where pedagogical reasoning is transparent and shared between students, teachers, and others involved in students' learning. The framework needs to integrate the purposeful elements and sharing of roles characteristic of formative assessment in pedagogy as well as a learning culture that could enable supportive interaction. [ABSTRACT FROM AUTHOR]

This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design-based research to take into account the embeddedness of interactions within digitally mediated work-based contexts. The approach is demonstrated through the design, implementation, and evaluation of software tools supporting a particular type of informal learning called knowledge maturing. The paper: introduces and presents the rationale for, and concept of, knowledge maturing; presents a new design methodology for developing social media that support informal learning and knowledge maturing; focuses on one prototype, for 'people tagging for organisational development', that was produced by the methodology (and concisely describes two others); presents the formative evaluation of the highlighted prototype; and finally, discusses the implications and insights arising from this work. [ABSTRACT FROM AUTHOR]

The paper reports on the outcomes of a study that utilized a graphical tool, Digalo, to stimulate argumentative interactions in both school and informal learning settings. Digalo was developed in a European study to explore argumentation in a range of learning environments. The focus here is on the potential for using Digalo in promoting argumentative interactions of students in primary science, first, in a school-based context of students investigating and learning about electricity, and second, in a hands-on science discovery centre where students are interacting with different scientific phenomena. Data sources included observations of students using Digalo in the two contexts and the resultant Digalo maps. Analysis of observations focused on students' engagement and interactions, and of Digalo maps in terms of the process and content of argumentation. A previously developed level system was used to evaluate the process of argumentation. The study has revealed some limitations of Digalo as a teaching resource, but has provided insights into ways in which students build their knowledge with the help of Digalo as they interact with each other and with scientific phenomena. [ABSTRACT FROM AUTHOR]