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Emerging technologies such as augmented reality are impacting the field of education, it can be seen in the attention given to technology, specifically augmented reality. Systematic reviews on research related to learning through augmented reality aim to find gaps of augmented reality in learning. However, there is a limited number of systematic reviews that analyze current research articles that discuss learning experiences. Thus, this paper aims to analyze recent research articles on (1) the learning experience of augmented reality, (2) the usability of the applied method, (3) issues, and (4) the challenges of learning through augmented reality. Forty-eight articles in the recent five years, from 2018 to 2022, were selected, based on the designed query and PRISMA method. All articles were analyzed and the results show that the System Usability Scale (SUS) is the most popular usability questionnaire and qualitative method to evaluate learning experience. This scale was used in almost 70% of the research articles selected for this review. Several constructs to evaluate learning experience were identified including satisfaction, learning efficiency, assessment, and engagement. The limitations and challenges are summarized into three categories: respondent, data collection, and technical issues. [ABSTRACT FROM AUTHOR]

We designed a microbial science popularization product based on virtual reality technology, "Micro World – Exploring the Microbial Kingdom," and conducted usability tests. Participants used head-mounted VR glasses to experience virtual scenarios teaching microbiological knowledge. The product's user experience was evaluated through a User Experience Questionnaire (UEQ), and the results showed that our product provided both usefulness and enjoyment. In addition, the quality of participants' relevant knowledge acquisition was measured using the Student Education of Educational Quality (SEEQ). The SEEQ results show that "Micro World" is an effective tool for popularizing microbiology science and can actively promote students' independent learning and improve learning quality. [ABSTRACT FROM AUTHOR]

Although research has touted the value of making in educational settings, scant work has been done in formal school contexts utilizing quantitative methods. This could be attributed to the various challenges in integrating making in school settings. To fill in the gap, this study presents an approach to integrate making into science classes at the 3rd to 5th grade levels in a U.S. public school for four consecutive years (2015–2019). We examined the effect of the program on students' self-beliefs (self-efficacy, motivation, and self-concept) using a longitudinal quasi-experimental design. We also examined the effect of making on students' knowledge and skills using state testing data. Results suggest that when averaged across post school year surveys, students in maker classes (vs. control) reported higher self-efficacy beliefs in science and making as well as more interests in STEM-related careers. Moreover, over two school years, we observed that students in the control group experienced declines on some of our variables while our maker students did not. Data thereby speaks to the potential value and promise of integrating making into formal school settings. Practical implications are discussed. [ABSTRACT FROM AUTHOR]

The research aims to investigate the impact of augmented reality (AR) technologies developed within the framework of primary school students' on student achievement, attitudes towards the course, attitudes towards technology, and participation in classroom activities. The contents of AR-based learning materials have been developed by 4th-grade teachers and writers within the context of the existing curriculum. The study process was carried out based on the instructional design model. The research was performed in conjunction with the quasi-experimental design among the experimental designs of quantitative research methods. Using the cluster random sampling method, students in the experimental and control groups were selected among 11 primary schools. The findings indicate that contrary to the students in the control group, the students in the experimental group had higher academic achievement and participation in classroom activities, and also their attitudes to the course and applied technology were more positive. Moreover, concerning the experimental group students, a positive and significant correlation between their academic achievements, attitudes towards the course, attitudes towards technology, and their participation and participation in classroom activities have been observed. [ABSTRACT FROM AUTHOR]

Background: TPACK is a widely used framework for assessing teachers' competence in integrating technology in education. However, previous studies have shown varying interpretations of the relationship between TPACK elements. Qualitative studies that assess the manifestations of TPACK by examining the practices of pre‐service teachers are rare. Objectives: This study investigates technology integration in innovative physics teaching and learning materials designed by pre‐service teachers and the manifestation of technological pedagogical content knowledge (TPACK) in empirical cases. Methods: We qualitatively extracted the components of PCK, TPK, and TCK from the innovative physics teaching and learning materials developed by 22 pre‐service teachers in their fourth year at a teachers' college in South Korea. We scored them based on the new evaluation criteria established in this study. Results and Conclusions: Based on the materials, we identified three types of technology integration: Learning Materials Providing, Learning Activity Providing, and Virtual Experiments Creating. This study identifies teachers' level of TK and integrates it with TPACK expression. Results confirm the connection between TK and TCK and show that a strong PCK can serve as a basis for TPK. The TPACK expression pattern can help achieve balanced development of TPACK in teacher education. Lay Description: What is currently known about the subject matter: TPACK framework combines pedagogical, content, and technological knowledge in teachers' professional expertise.Despite TPACK's widespread use, studies showed varied interpretations of the relationships between its elements.TPACK measurement often relies on self‐assessment, lacking a total reflection of technology use in teaching.Few qualitative studies explore TPACK manifestations through pre‐service teachers' practices. What the paper adds to the currently known about: There are three types of technology integration: Learning Materials Providing, Learning Activity Providing, and Virtual Experiments Creating.The study found that pre‐service teachers in the virtual experiments creating type exhibit strong subject‐specific TPACK.In physics education, TK is essential and can be divided into the use of ICT and programming.The study correlates TK levels with TPACK expressions, resulting in five patterns based on PCK, TPK, TCK, and TK. The implications of study findings for practitioners: The study presents empirical evidence of TPACK manifestation in pre‐service physics teachers, focusing on TK.High programming TK has a significant impact on subject‐specific TPACK.The study confirms the TK‐TCK connection and highlights PCK's role in TPK.TPACK patterns can guide teacher education, fostering balanced development. [ABSTRACT FROM AUTHOR]

In recent times, science education has turned its attention toward computational modeling (CM). While there exists a substantial body of research on CM case design and practical applications, a notable gap exists in systematic reviews of these studies. Although systematic reviews of computational thinking in science classrooms exist, they diverge from the definition of CM, often omitting pertinent articles. This study adhered to the standardized process of systematic literature review, selecting Web of Science (WOS) and Scopus as the databases. It established search keywords and criteria for the inclusion and exclusion of literature. After multiple rounds of screening, this study ultimately obtained 70 works related to CM. For the results, this study begins with an analysis of publication distribution, research popularity trends, research types, and methodologies. Subsequently, it delves into participant profiles, encompassing their geographical distribution, educational levels, and sample sizes. Furthermore, it scrutinizes case types, modeling tools, and the fundamental functionalities within case design. Lastly, it explores the scientific disciplines and student competencies that researchers prioritize in CM’s practical application, along with the evaluation methods, collected data, and core empirical findings. The findings of this study offer valuable insights for future research directions, catalyzing deeper exploration within the field. [ABSTRACT FROM AUTHOR]

Families with disabled children in the Kingdom of Saudi Arabia (KSA) face unique challenges that impact their quality of life (QoL). Saudi Vision 2030 aims to empower all citizens, including those with disabilities. This research is a review that explores how the Semantic Web (SW), a technology enabling intelligent data interoperability, can be utilized to enhance the QoL for families with disabled children within the framework of Vision 2030. Two instruments were developed and administered by the researcher for data collection in addition to a review of the literature and related studies. First, needs assessment open interviews aimed to analyze the challenges and needs of the Saudi family caregivers. Second, an SW-QoL questionnaire was conducted to explore the key features and functionalities of SW that could fulfill those needs and improve the caregivers’ QoL accordingly within the context of Saudi Vision 2030. The findings of the study propose that SW has got the promising potentials, if applied, to improve the QoL among Saudi family caregivers of disabled children. The study pinpoints that SW’s ability to empower families, improve resource access, and promote social inclusion directly aligns with Saudi Vision 2030’s vision for a more inclusive and equitable society. Applying SW applications in QoL programs remains a suggested area of experimentation in KSA as this research is a call to action. To improve the QoL among Saudi family caregivers of disabled children, further research is recommended to examine the SW functions on the improvement of their QoL. The SW power of linked data could be designed for promoting powerful informed decision-making, as well as SW reasoning engines could be developed for personalizing resources among family caregivers. In addition, SW virtual communities of practice could be built for enhancing resource sharing and social inclusion among those families. Studies are also needed in alignment with the aspirations of KSA Vision 2030 for determining the effect of the information accessibility function of SW on enhancing caregiver families’ access to the target information and support services. Above all, the impact of coordinated care via SW could be investigated to reduce the administrative burdens among caregiver families via data connection from different government agencies. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effect of augmented reality (AR) using a 3D app in a smartphone on students' learning outcomes and satisfaction in teaching angle measurement error to vocational high school students with different spatial ability. A quasi-experimental pretest/posttest was employed. There were 197 students from three vocational high schools in the southern, northern, and eastern part of Taiwan participated in this study. To minimize the biased result, we established one control group and one experimental group in each school. The experimental group used multimedia teaching tools and AR technology as a supplement, while the control group was taught by multimedia teaching tools only. We assessed some factors that possibly affect the learning outcomes and learning satisfaction, including different spatial abilities and different digital materials as teaching tools. Our finding highlights that different teaching materials influence students' learning outcomes and satisfaction, whereas spatial ability does not affect. Further discussion and implementation are also identified in this study. [ABSTRACT FROM AUTHOR]

Writing an English research article for novice English as an additional language (EAL) writers is a challenging task that requires experience and training at both the sentence and meaning levels. One strategy that EAL writers employ when writing a research article is the use of formulaic sequences (FSs). However, available FS corpora are general purpose and are very limited in size. Previous studies have reported the effectiveness of FS usage in writing using a small set of FSs. The present work proposes an assistive environment for academic writing improvement through the use of domain-specific FSs. FSs are extracted from published articles and are classified under rhetoric categories using a machine learning technique. The user can then search for and add new FSs of his/her choice from any research article using proposed prototypes. The effectiveness of the proposed approach was evaluated in a real environment. The results show a positive impact of the proposal in terms of academic writing improvement. Novice writers who worked with the proposed prototype reported a significantly higher degree of perceived usefulness than those who worked with the traditional phrasebank approach. [ABSTRACT FROM AUTHOR]

In the age of generative AI, can teaching videos be efficiently and effectively generated by large language models? In this study, the authors used generative AI tools to develop four short teaching videos for a management course and then compared them with human-generated videos on the same subjects in an online experiment. In an across-subject experimental design, 447 participants completed two treatment conditions presenting different mixes of AI-generated and human-made videos. The participants were asked to rate their learning experiences after each video and had their learning outcomes tested in a multiple-choice exam at the end of the session (N = 1788 video treatments). The findings show that human-generated videos provided a statistically significant but small advantage to participants in terms of learning experience, indicating that the participants still prefer to be taught by human teachers. However, a comparison of exam results between the experimental groups implies that the participants eventually acquired knowledge about the content to a similar degree. Given these findings and the ease with which AI-generated teaching videos can be created, this study concludes that AI-generated teaching videos will likely proliferate. • This study compares the learning effects of AI-generated versus human-made teaching videos. • In an online experiment, 447 participants watched four teaching videos, filled out a survey, and took an exam. • Participants prefer human-made teaching videos in terms of learning experience. • When watching AI-generated videos, participants achieved equally high learning outcomes. • Teaching videos can quickly be made using generative AI tools and can be expected to proliferate. [ABSTRACT FROM AUTHOR]

Using computational methods to produce and interpret multiple scientific representations is now a common practice in many science disciplines. Research has shown students have difficulty in moving across, connecting, and sensemaking from multiple representations. There is a need to develop task-specific representational competencies for students to reason and conduct scientific investigations using multiple representations. In this study, we focus on three representational competencies: 1) linking between representations, 2) disciplinary sensemaking from multiple representations, and 3) conceptualizing domain-relevant content derived from multiple representations. We developed a block code-based computational modeling environment with three different representations and embedded it within an online activity for students to carry out investigations around the earthquake cycle. The three representations include a procedural representation of block codes, a geometric representation of land deformation build-up, and a graphical representation of deformation build-up over time. We examined the extent of students' representational competencies and which competencies are most correlated with students' future performance in a computationally supported geoscience investigation. Results indicate that a majority of the 431 students showed at least some form of representational competence. However, a relatively small number of students showed sophisticated levels of linking, sensemaking, and conceptualizing from the representations. Five of seven representational competencies, the most prominent being code sensemaking (η2 = 0.053, p < 0.001), were significantly correlated to student performance on a summative geoscience investigation. • Representational competencies (RCs) enable students to build domain knowledge. • Students developed knowledge of the earthquake cycle using the three representations. • Students can link, make sense of, and understand dynamically-linked representations. • RCs are significant indicators of performance on real-world investigation tasks. [ABSTRACT FROM AUTHOR]

• Using AI to improve dancing students' skills, motivation and self-efficacy • Benefits of the electronic dance skills teaching, evaluation and visual feedback (DSTEVF) system • AI technology enables dance students to obtain timely feedback on their performance, and received personalized guidance from dancing instructors • The DSTEVF system can improve teaching efficiency in other disciplines as well Despite the importance of artificial intelligence in education, its effectiveness in this field requires more empirical research for corroborating evidence. In this study, a dance skills teaching, evaluation, and visual feedback (DSTEVF) system was developed based on AI technology and applied in a dance classroom. Forty participants from a vocational school studying dance were randomly divided into two groups: DSTEVF-based learning (experimental group, n = 19) and traditional teaching (control group, n = 21). The DSTEVF-based learning approach significantly improved students' dance skills and self-efficacy. However, there was no significant effect on students' motivation. Students with higher levels of motivation and self-efficacy benefitted more from DSTEVF-based learning than those with lower levels. Evidently, it is possible to establish a smart classroom by applying DSTEVF to the teaching activities of dance education, physical education, and other disciplines. [ABSTRACT FROM AUTHOR]

In the field of environmental education, it is crucial to obtain a profound understanding of students' learning about ecosystem concepts, particularly with regard to the intricate processes of material cycling. Material cycling involves the movement and transformation of elements and compounds within ecosystems and serves as a cornerstone for effective instructional techniques aimed at improving learning outcomes. This study examines the synergistic potential of merging inquiry-based instruction with information literacy within the context of the "mini ecosystem" theme to increase seventh-grade students' comprehension of ecosystem concepts, material cycling, modeling design, and visual literacy. Utilizing a quasiexperimental design, the student cohort was divided into an experimental group that was exposed to inquiry-based instruction and information literacy and a control group that utilized integrated audiovisual media. Assessment tools included standardized tests, open-ended inquiries, design drawings, and evaluations of visual literacy. This study sheds light on students' comprehension of concepts related to ecosystems and material cycling and highlights the effectiveness of integrating inquiry-based instruction and information literacy. Notably, the experimental group surpassed the control group in several aspects, including understanding and higher-order thinking of ecosystem concepts, overall model design with material selection, and overall visual literacy, including aesthetic techniques and creative imagination. However, no significant differences were found in conceptual design or material cycling of model design or in theme composition in visual literacy. In both groups, students with higher pretest scores did not exhibit improvement in the understanding of ecosystem concepts. Despite the identified limitations, the results underscore the potential benefits of each individual component (i.e., inquiry-based instruction and information literacy) as well as their combined synergistic effect in bolstering students' grasp of ecosystem concepts. The study concludes by discussing its limitations and providing suggestions for future research. • Examine impact of integrating 5E inquiry with information literacy into ecosystem understanding. • Analyze grasp of ecosystem and material cycling, modeling design, and visual literacy. • Experimental group outperformed control group in various ecosystem concepts. • Low-scoring students notably improve in the ecosystem and material cycling concepts. [ABSTRACT FROM AUTHOR]

In the Massive Online Open Course (MOOC) forum, learning engagement encompasses three fundamental dimensions—cognitive, emotional, and behavioral engagement—that intricately interact to jointly influence students' learning achievements. However, the interplay between multiple engagement dimensions and their correlations with learning achievement remain understudied, particularly across different academic disciplines. This study adopts an automated configurational approach that integrates bidirectional encoder representation from transformers (BERT) and fuzzy set qualitative comparative analysis (fsQCA) to explore the configurations of learning engagement, their connections with learning achievement, and variations across disciplines. Our analysis reveals a nuanced profile of learners' learning engagement, indicating the high-achieving individuals demonstrated more frequent posting and commenting behaviors and the high-level cognitive engagement than low-achieving individuals. Second, our analysis revealed multiple configurations where the coexistence or absence of factors at different levels of the cognitive, behavioral, and emotional dimensions significantly impacted learning achievement. Learners who conducted posting and replying behaviors, expressed positive emotions, and engaged in deep cognitive engagement tended to achieve superior learning outcomes. Third, there were significant differences in behavioral and emotional engagement among learners across different academic disciplines. Specifically, pure discipline learners were more inclined to engage in postin g behaviors than the applied discipline learners. Across academic disciplines, positive emotions correlated strongly with higher achievement. These findings deepen our understanding of the multifaceted characteristics of learning engagement in MOOCs and highlight the importance of disciplinary distinctions, providing a foundation for educators and designers to optimize learners' MOOC effects and tailor learning experiences in diverse disciplinary contexts. • Using automated configurational approach for analyzing learning engagement. • Building multiple configurations of learning engagement to identify achievement. • Revealing differences in configurations of learning engagement between disciplines. • Replying behavior, positive emotion and higher-order cognition linked to higher achievement. • Revealing behavioral differences between pure and applied subject learners. [ABSTRACT FROM AUTHOR]

The blended synchronous classroom fosters equitable and balanced educational development; however, challenges persist, including low motivation and suboptimal effects on the deep learning of remote students. This study employs a student-centered learning approach and incorporates the process-oriented guided inquiry learning (POGIL) strategy into the blended synchronous science classroom. In this study, 182 fourth-grade students from four primary classes in south China were allocated using a quasi-experimental approach; among these four classes, one class from the urban area (proximal end) and one from the remote area (remote end) were paired, forming two matched classes, which constituted experimental group and control group. The experimental group took POGIL instruction, while the control group took traditional synchronous classroom instruction. The results indicated that students in classes using the POGIL intervention scored significantly higher than those in non-POGIL classes and that the POGIL instructional intervention not only facilitated the learning of science knowledge of the remote students but also promoted proximal students’ learning of science knowledge. In terms of deep learning, remote students in the POGIL class demonstrated significantly higher abilities in problem-solving, collaboration, communication, autonomous learning, self-efficacy, and perseverance in learning. Students expressed satisfaction with this instructional strategy. This paper discusses the effectiveness of applying the POGIL instructional strategy in teaching and technology support in the blended synchronous science classroom. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to determine the effect of online social networks on university students' environmentally responsible behavior (ERB). This research aimed to develop and test a behavioral model in the context of online social networks, where students' attitudes, knowledge and behavior influence their ERB. Design/methodology/approach: This study used a quasi-experiment with a pretest-posttest design and a random parallelization control group. The research used a questionnaire to assess ERB, environmental attitudes and environmental knowledge. The researcher randomly assigned 120 students to an experimental and a control group of equal size. Both groups initially completed a pretest. The experimental group was trained in environmental issues over four months (an academic semester) via an online social network. Findings: The findings indicated that the social network had a significant effect on motivating ERB. Additionally, it improved environmental attitudes. According to the results, online social networks such as Facebook can significantly aid in teaching and learning environmental issues in formal academic settings. Originality/value: Online social networks facilitated significant cognitive progress in environmental education. The primary objective is to educate students about ERB. [ABSTRACT FROM AUTHOR]

Augmented reality (AR)-based learning environments are argued to foster cognitive and emotional involvement. Immersion has been identified as one of the driving forces that promote learning in technology-based learning environments. This study evaluated the learning effectiveness and immersion appeal of an AR-marker-based learning activity targeted at practicing basic chemistry concepts. Data were collected from a cohort of 124 middle school students in Mexico and analyzed using pretest–posttest comparisons and cluster analysis. The results suggest that students with higher immersive learning profiles achieve better learning outcomes compared with those with lower immersive profiles. [ABSTRACT FROM AUTHOR]

This study explores the pedagogical use of adaptive learning to foster learner-content interaction, and its subsequent impact on student performance in a large first year Macroeconomics course in an Irish University. To increase student-content interaction, an adaptive learning tool (LearnSmart) is employed to create five weekly adaptive reading assignments, over a six-week period. We include two separate indicators of learner-content interaction (the amount of time spent and number of completed adaptive assignments) in our analysis. Results indicate that student performance is enhanced by the number of completed adaptive assignments, which captures learner-content interaction and adaptive learning. However, the amount of time spent studying was negatively associated with performance. This surprising result comes as a novel contribution, which extends our knowledge of how adaptive learning technology can be potentially used to drive learner-content interaction and student performance. Pedagogically, our findings suggest the need for more intentional design and personalisation of learning activities to enhance student-content interaction and subsequent performance. • Adaptive learning enhances learner-content interaction and performance. • The number of completed adaptive assignments increases student performance. • The amount of time spent studying is negatively associated with performance. • A certain time investment is required to realise benefits from adaptive learning. [ABSTRACT FROM AUTHOR]

Numerous computer-based collaborative learning environments have been developed to support collaborative problem-solving. Yet, understanding the complexity and dynamic nature of the collaboration process remains a challenge. This is particularly true in open-ended immersive learning environments, where students navigate both physical and virtual spaces, pursuing diverse paths to solve problems. In response, we aimed to unpack these complex collaborative learning processes by investigating 16 groups of college students (n = 77) who utilized an immersive astronomy simulation in their introductory astronomy course. Our specific focus is on joint attention as a multi-level indicator to index collaboration. To examine the interplay between joint attention and other multimodal traces (conceptual discussions and gestures) in students' interactions with peers and the simulation, we employed a multi-granular approach. This approach encompasses macro-level correlations, meso-level network trends, and micro-level qualitative insights from vignettes to capture nuances at different levels. Distinct multimodal engagement patterns emerged between low- and high-achieving groups, evolving over time across a series of tasks. Our findings contribute to the understanding of the notion of timely joint attention and emphasize the importance of individual exploration during the early stages of collaborative problem-solving, demonstrating its contribution to productive knowledge co-construction. This research overall provides valuable insights into the complexities of collaboration dynamics within and beyond digital space. The empirical evidence we present in our study lays a strong foundation for developing instructional designs aimed at fostering productive collaboration in immersive learning environments. • Capturing joint attention dynamics through multimodal engagement using ONA. • Attention coordination behavior differences between students with varying performance. • Role of timely joint attention engagement during critical moments in CPS processes. • Analyzing data at various temporal granularities for unique insights. • Highlighting the interpretative loop for a deeper comprehension of joint attention. [ABSTRACT FROM AUTHOR]

Training and examining healthcare practitioners' nursing skills by situating them in a contextualized environment to interact with trained simulated patients and making required decisions based on the collected information is a widely adopted approach in nursing training. In a nursing skills course, the flipped learning method shifts the lecture time to the before-class time, allowing more time for teachers' guidance and skills practice in the class. However, if students do not have in-depth understanding in the individual learning space, their learning achievement is often not as expected. In this study, an ASQ (Annotation, Summarizing and Questioning)-based flipped learning strategy for nursing skills training is proposed to engage nurse practitioners (NPs) in deep and effective learning. Moreover, an experiment was conducted to evaluate the effects of the proposed approach on learners' learning achievement, nursing skills, self-efficacy, cognitive load, and critical thinking tendency. The experimental results showed that the approach not only improved NPs' nursing skills, but also significantly increased their self-efficacy and critical thinking tendency. • An ASQ-based flipped learning approach was proposed. • The approach helps students effectively identify key concepts before the class. • An experiment was conducted in a clinical nursing skills training course. • The approach improved the learners' nursing skills performance. • The approach improved the learners' self-efficacy and critical thinking tendency. [ABSTRACT FROM AUTHOR]

The present meta-analysis tested the effects of media literacy interventions on deviant behaviors, such as alcohol, smoking, body dissatisfaction, and eating disorders. A thorough literature search yielded a sample of 23 studies with 71 effect sizes. Results indicated that media literacy interventions showed a moderate effect size on reducing deviant behaviors. At posttest, Cohen's d = −0.32, 95% CI = [-0.43, −0.21]; at follow-up test, d = −0.23, 95% CI = [-0.31, −0.16]. There was no difference between the posttest and follow-up test. The present meta-analysis illustrates that media literacy interventions decrease deviant behaviors, and media literacy education is necessary for the positive development of children and adolescents. • Media literacy interventions reduces adolescent deviant behavior. • The effect sizes of media literacy interventions are moderate. • Media literacy intervention effects could maintain for a long time. [ABSTRACT FROM AUTHOR]

To situate students in authentic English learning and practicing contexts so as to facilitate their writing performance, in this study, a mind mapping-based contextual gaming approach was proposed. A quasi-experiment was implemented by recruiting two English tourism classes of students from a university of science and technology in northern Taiwan. One class was scheduled to learn with the proposed approach, and the other was arranged to learn with the conventional contextual gaming approach. The students' writing performance, learning perceptions and generative uses were measured to evaluate the effectiveness of the proposed approach. It was found that, compared to the control group students; the experimental group students who learned with the proposed learning approach had better writing performance in the aspects of fluency and elaboration with a small effect size. Additionally, it was found that most students considered the game to be beneficial and interesting, and they were in favor of the mind mapping strategy. Moreover, it was also found that the proposed learning approach is more likely to help students produce positive thoughts and feelings, generate diverse ideas, create a sense of exoticism and express actions or intent of actions. Finally, the limitations of the study and some suggestions for improvement of this proposed gaming learning environment and approaches are provided. • A mind mapping-based contextual gaming approach was proposed. • An experiment was conducted to evaluate the performance of the proposed approach. • The approach has been applied to an English tourism course. • The approach improved the students' writing performance and language use. • Some suggestions for improvement of this proposed approach are provided. [ABSTRACT FROM AUTHOR]

Abstract Understanding the emotional aspects of pedagogical approaches for primary-aged school children engaged in synchronous audio-led one-to-one online tuition is the focus of this qualitative research study. Data are drawn from the process evaluation element of a large randomized control trial of a 27-week, affordable online mathematics tuition intervention that involved 600 pupils spread across 64 schools in England. Focus groups and interviews conducted with pupils and school staff were used to investigate the pupils' emotional experiences of the mathematics intervention, with reference to the pupil–tutor relationship and the online environment. Our findings suggest that audio-led synchronous one-to-one online tuition provides variable and limited access to emotionally positive pupil–tutor relationships. Whilst our study largely supports the argument that synchronous technologies enhance the sense of communicating with a "real" person (social presence), we conclude that this does not necessarily have a positive effect. We found that the quality of social presence is contingent on the quality of the pupil–tutor relationship. This paper advances our understanding of social presence theory and highlights the need for program developers to facilitate, and tutors, to consider pupil-sensitive collaborative teaching approaches. Highlights • Synchronous 1-2-1 online tuition provided limited access to emotionally positive pupil–tutor relationships. • The emotional quality of the tutor–pupil relationship is interconnected with pupils' sense of their tutors as "real" people. • Social presence is dependent on the quality of the pupil–tutor interpersonal relationship. • Text-based technologies can alleviate emotional and social stress. • Pupil-sensitive collaborative teaching approaches can enhance the emotional and pedagogic experience. [ABSTRACT FROM AUTHOR]

Abstract There are a large variety of methodologies, contexts and perspectives that have been used to evaluate the use of technology in education. The vast array of literature involving learning technology evaluation makes it challenging to acquire an accurate sense of the different aspects of learning that are evaluated, and the possible approaches that can be used to evaluate them. This study conducted a systematic review of how technology use in education has been evaluated, based on 365 papers published in Computers and Education between 2015 and 2017. The papers analyzed encompassed a diverse range of education levels, disciplines and technologies, that were broadly commensurate with characterizations of the learning technology field from other studies. The analysis found that the evaluation of learning technology use tended to focus on eight themes: learning outcomes, affective elements, behaviors, design, technology elements, pedagogy, presence, and institutional environment. In the majority of studies (66.6%) at least one established instrument was used to evaluate the effectiveness of learning technology usage, however, a wide variety of instruments were observed within sub-themes of evaluation. The 22 instruments used to evaluate an aspect of learning technology usage in more than one study are identified. Evaluation trends for different disciplines, technologies and educational levels are also established. The findings provide an analytical framework that educators and researchers can utilize when evaluating the use of technology in education, and could potentially inform the development of new, more holistic and more robust evaluation methods. Highlights • Eight foci of learning technology evaluations emerged from a systematic review. • The main foci were learning outcomes, affective elements, behaviors and design. • Of the 365 papers analyzed, 66.6% used at least one instrument from a prior study. • The 22 instruments used in multiple studies to evaluate sub-categories are reported. • The results assist learning technology evaluation and characterize the field. [ABSTRACT FROM AUTHOR]

Abstract An experimental study was conducted with 8th grade students (N = 41), ranging from 13 to 14 years old, whereby they solved first-degree equations using a step-based intelligent tutoring system. The aim of the study is to assess the training of the metacognitive knowledge monitoring ability carried out by an animated pedagogical agent integrated into the tutoring system. Students from the experimental group received metacognitive instructions from the agent, as well as some hints and feedback, whereas those from the control group received only hint-messages and feedback. Pretest and posttest sessions were carried out in order to collect the metacognitive knowledge monitoring ability indexes, as well as the students' performance grades for first degree equations solving. The results indicated that students who received metacognitive instruction presented greater improvement on metacognitive knowledge monitoring ability indexes. The study also monitored students' performance in solving equations during experimental sessions and found that those who received metacognitive instructions completed more equations correctly. This paper also discusses the implications of the results for the theory of metacognitive knowledge monitoring ability. Highlights • An agent that trains the knowledge monitoring ability is evaluated. • The agent's training can improve students' knowledge monitoring ability. • The agent's training can improve students' learning performance. • A correlation between students' performance and metacognitive ability is found. [ABSTRACT FROM AUTHOR]

Abstract In this study, we systematically reviewed the experimental mobile learning studies published in 2010–2016. Moreover, the activity theory framework was adopted to investigate the insights and trends of mobile learning. That is, the dimensions of context, tools, control, communication, subjects and objectives were employed to analyze the studies. It was found that most experimental mobile learning studies engaged students in real-world contexts, and the activities were conducted based on the existing school curriculums. This means that researchers and school teachers noted the value of situating students in meaningful learning by helping them link what they had learned from the textbooks to real-world scenarios or daily life environments. In the meantime, the studies frequently involved the students in actively using mobile systems with communication facilities to acquire knowledge via interacting with peers, events, and specified real-world learning targets in the environment. On one hand, many researchers proposed to raise students' motivation; on the other hand, they expected to observe more of what the learners, particularly novices and low-achievement students, had done when observing their past interactions. Even so, it was found that mobile devices were considered a main way of allowing students to acquire self-learning materials rather than only mediation learning across contexts. As the current studies can be considered to contain blended rather than purely self-paced learning, there is still a large space for mobile learning progress and development. Highlights • A review on experimental m-learning was done based on the activity theory framework. • The studies published in 2010–2016 were investigated to find the trends of m-learning. • The context, tool, control, communication, subject and objective aspects were analyzed. • The phenomena of the m-learning activities conducted in the studies were reported. • Possible research issues of m-learning in the future were proposed. [ABSTRACT FROM AUTHOR]

Existing studies on MOOCs examine learners' engagement processes but have not explored links between them and motivations to enroll. In our previous work, we identified three motivation groups in a MOOC for educators: intrinsic, professional, and prosocial. In the current study, we used process mining to compare the course engagement patterns of these three groups. We found that throughout the course, the intrinsic group was the most engaged, but the prosocial group became the most engaged by the end of the course. We also identified rarely visited pages and page sequences that do not follow the intended course structure. Our findings enhance existing research on motivation and engagement in MOOCs by showing how motivation relates to fine-grained engagement metrics. They suggest that MOOC developers may want to consider why some groups are less engaged and why some pages appear less engaging and change the course structure accordingly. • We explored the engagement patterns of learners in a massive open online course • Learners with intrinsic, professional, and prosocial motivations were compared • Intrinsic motivation was associated with higher engagement overall • Prosocial learners were more engaged at the end of the course • We identified sequences of page visits that do not follow the intended structure [ABSTRACT FROM AUTHOR]

In today's digital age, incorporating technology in teaching has become increasingly important. To prepare future teachers, understanding the factors that influence the development of teachers' corresponding knowledge base is crucial. However, not only is there a small number of studies investigating the development of pre-service teachers' professional knowledge, but these studies also predominantly rely on cross-sectional and/or self-reported data. This pre-post study investigated the factors associated with the development of digital media Pedagogical Content Knowledge (PCK) in physics teacher education through a seminar-based approach with N = 66 pre-service teachers (PSTs). Investigated factors include PSTs' PCK about students' conceptions (PCK-SC), general motivation to use digital media, interest in digital media, and previous experience with digital media. The findings suggest that a strong foundation in various aspects of PCK is essential for the development of digital media PCK, as PSTs' PCK-SC has proven to be a positive predictor for the development of PTSs' digital media PCK. Surprisingly, the study found that higher motivation to use digital media negatively affects the development of digital media PCK, suggesting that excessive motivation may hinder the acquisition of digital media PCK. Additionally, the study found that PSTs' interest in digital media positively influenced the development of digital media PCK, while previous experience with digital media had a negative impact on its development. The study suggests that future research should focus on investigating the general professional knowledge of PSTs and identifying the proficiency levels of PCK needed for the development of digital media PCK. It also emphasizes the importance of considering both, cognitive and affective aspects of teacher preparation, as seminars that solely focus on motivation may not be adequate in fostering effective technology integration. The study recommends that seminars on digital media integration should be situated at later stages of teacher education or after introductory courses that cover other facets of PCK. Furthermore, integrated seminars addressing multiple facets of PCK alongside digital media PCK could be explored in future research. Overall, this study provides insights into the factors influencing PSTs' development of digital media PCK and suggests avenues for further research to improve the integration of digital media in teaching practices for enhanced student learning outcomes. • Pre-post study investigating the development of digital media PCK in seminars. • Digital media PCK was measured using an established, validated test. • Analysis was conducted in a Bayesian framework using Bayesian multiple regression. • PCK about student's conceptions and interest positively predicted digital media PCK. • Motivation to use digital media and previous experience with digital media negatively predicted digital media PCK. [ABSTRACT FROM AUTHOR]

Abstract Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learning science and cognitive and developmental psychology, we developed the Word Knowledge e-Book (WKe-Book) to improve children's calibration of their word knowledge, strategy use, and word knowledge overall; skills which are associated with reading comprehension. The WKe-Book, which is read on a tablet computer, is a choose-your-own adventure book where choices require choosing between two rare words (e.g., cogitate vs. procrastinate). Depending on the word chosen, the story follows a different plot. There are also embedded comprehension questions where students receive immediate feedback with consequences for incorrect answers, such as being sent back to reread a few pages. In a randomized controlled trial, we tested whether students (N = 603 in 25 third through fifth grade classrooms in Arizona in the US) reading the WKe-Book would demonstrate improved word knowledge, strategy use, and word knowledge calibration. Classrooms were randomly assigned to read the WKe-Book immediately (treatment) or later (delayed-treatment control), and within classrooms, students were randomly assigned to either participate in a 15-min weekly book club (book club treatment) or to read the WKe-Book independently with no book club (no book club control). Results revealed a significant treatment effect of the WKe-Book on students' word knowledge, word knowledge calibration, and strategy use, which predicted student performance on standardized reading comprehension and vocabulary measures. The effects were greater for students who participated in weekly book clubs compared to students in the no book club control. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can support students' development of metacognition, including word knowledge calibration, strategy use, and word learning skills. Graphical abstract Image 1 Highlights • Technology affordances of interactive e-books can promote 3rd-5th graders' metacognition. • How well students judge their knowledge of a word meaning (calibration) predicts stronger reading comprehension. • In a randomized controlled trial, the WK e-Book built word knowledge calibration, strategy use, and word knowledge. • 15-minute book clubs with a teacher doubled the treatment effect sizes of the WKe-Book on students' word knowledge gains. • Building metacognition with the WKe-Book is associated with stronger reading comprehension and vocabulary skills. [ABSTRACT FROM AUTHOR]

Abstract The aim of this study was to investigate how teachers interact with students in order to prepare them to conduct research with multiple online texts as part of the process of scientific inquiry in the classroom. The specific focus of this work was on understanding how teachers used classroom dialogue to create an environment that supports the use of multiple online text-based resources as part of the process of doing science. Data collection for this study occurred in the 6th grade classrooms of two teachers in a Midwestern school district. Each of the teachers taught three science classes for a total of 150 students. A test of students' content knowledge of physics was used in order to evaluate students' understanding of the physics concepts targeted in the curriculum. An analysis of covariance (ANCOVA) revealed that the students from one teacher's classes performed significantly better on the physics test than the students of the other teacher (p <.05). To qualitatively investigate the differences between the whole class dialogue used by the two teachers, teachers' interactions with students as they prepared them to engage in research with the multiple texts were coded. Coding of the dialogue revealed that the teacher whose students exhibited higher learning outcomes engaged in more deep level facilitation strategies during whole class discussion, including setting learning goals for text interactions, connecting to prior knowledge, and discussing the use of multiple texts as part of doing science. Highlights • Teachers differed in their facilitation strategies but not in discourse structure. • Deep level facilitation strategies were associated with better learning outcomes. • Setting learning goals for text interactions seemed to impact knowledge development. • Stressing personal and conceptual relevance helped students to connect with texts. • Discussing use of multiple texts as part of science was a key facilitation strategy. [ABSTRACT FROM AUTHOR]

Abstract With the proliferation of business simulation systems used in business education, an understanding of the factors of a simulation-based learning environment that contribute to learning performance within instructional settings is essential. This study aims to explore the effect of learning method (individual mode vs. collaborative mode) and learning motivation (low vs. high) on learning performance in a simulation-based business learning context by conducting an experiment with a 2 × 2 factorial design. Virtual Business Retailing (VBR) software, a business simulation system for convenience store operation, is adopted to build a retailer simulation-based learning environment. Our results reveal that the difference in students' learning performance between individual mode and collaborative mode is significant. However, learning motivation does not have a significant impact on learning performance. Further, learning motivation is an important moderator for the effect of learning method on learning performance. These findings provide several important theoretical and practical implications for the educational use of business simulation systems. Highlights • We explore the effect of learning method and learning motivation on learning performance in a business simulation context. • The difference in students' learning performance between individual mode and collaborative mode is significant. • Learning motivation is an important moderator for the effect of learning method on learning performance. • The findings provide important theoretical and practical implications for educational use of business simulation systems. [ABSTRACT FROM AUTHOR]

Computational Thinking (CT) is seen as an important competence that is required in order to adapt to the future. However, educators, especially K-12 teachers and researchers, have not clearly identified how to teach it. In this study, a meta-review of the studies published in academic journals from 2006 to 2017 was conducted to analyze application courses, adopted learning strategies, participants, teaching tools, programming languages, and course categories of CT education. From the review results, it was found that the promotion of CT in education has made great progress in the last decade. In addition to the increasing number of CT studies in different countries, the subjects, research issues, and teaching tools have also become more diverse in recent years. It was also found that CT has mainly been applied to the activities of program design and computer science, while some studies are related to other subjects. Meanwhile, most of the studies adopted Project-Based Learning, Problem-Based Learning, Cooperative Learning, and Game-based Learning in the CT activities. In other words, such activities as aesthetic experience, design-based learning, and storytelling have been relatively less frequently adopted. Most of the studies focused on programming skills training and mathematical computing, while some adopted a cross-domain teaching mode to enable students to manage and analyze materials of various domains by computing. In addition, since the cognitive ability of students of different ages varies, the CT ability cultivation methods and content criteria should vary accordingly. Moreover, most studies reported the learners' CT performance and perspectives, while their information society ability was seldom trained. Accordingly, the research trends and potential research issues of CT are proposed as a reference for researchers, instructors, and policy makers. [ABSTRACT FROM AUTHOR]

The continuing attention to the educational value of digital games highlights the need for more focused literature reviews in order to identify critical gaps and opportunities in domain-specific areas. The current study thus set out to provide a scoping overview of empirical evidence on the use and impacts of digital games in language education from 2007 to 2016, as a means to advance the emerging research on digital game-based language learning (DGBLL). A total of 50 selected studies were systematically analyzed, revealing the following findings: (1) Most of the selected DGBLL studies adopted mixed methods to examine the educational use of digital games; (2) Immersive games, notably massively multiplayer online role-playing games, were the most common genre in the current DGBLL literature; (3) Most of the games for language learning were custom-built by DGBLL researchers; (4) Personal computers were the most common platforms for playing games to support language learning; (5) Most of the DGBLL studies adopted games to facilitate the learning of English as a second or foreign language; (6) Most of the research on DGBLL investigated learners with mixed levels of language proficiency; (7) University students were the most frequently selected samples in the existing DGBLL literature; and (8) The majority of DGBLL studies featured positive outcomes in regard to student learning, with the most frequently reported ones being related to affective or psychological states, closely followed by language acquisition. Taken as a whole, these findings reflect the diverse nature of this field and suggest the overall feasibility of using digital games for promoting the language and literacy learning of both native and non-native speakers in various aspects. Several promising but under-researched areas were also identified in this review, along with discussions on their implications for future investigations. [ABSTRACT FROM AUTHOR]

In recent years, flipped learning has received increasing emphasis; it engages students in deriving basic knowledge through instructional videos before the class, and hence more time is available for practicing, applying knowledge, or student-teacher interaction in class. Many scholars have pointed out that, with such a learning approach, teachers can design more effective in-class activities by guiding students to have higher order thinking as well as interactions with peers and teachers. In the meantime, researchers have also indicated that employing proper educational technologies or learning strategies could further improve students’ performance. Therefore, in this study, an Augmented Reality (AR)-based learning guiding mode is proposed for developing a flipped learning system. To examine the effectiveness of the proposed approach, an experiment was conducted in a natural science learning activity of an elementary school using the developed system. The participants were four classes of 111 fifth graders. Two classes were assigned to the experimental group, while the others were the control group. Those learning in the experimental group used the AR-based flipped learning mode, while those in the control group learned with the conventional flipped learning mode. From the experimental results, it was found that the AR-based flipped learning guiding approach not only benefited the students in terms of promoting their project performance, but also improved their learning motivation, critical thinking tendency, and group self-efficacy. [ABSTRACT FROM AUTHOR]

Educators are increasingly turning to multimedia presentations as a means to convey complex information. Pharmacological mechanisms of action are dynamic processes that may be effectively represented as animations. Drug mechanisms of action were described in four different presentation formats: text only; text and static images; animation and text; or animation with narration. A comparison of these presentation modes found no significant difference on performance on a best answer multiple choice quiz. In addition, there was no significant effect of individual learning style. When learning about material related to their discipline of study, students may possess the ability to construct mental models that obviate the need for multimedia. Resources currently invested in the development of multimedia materials may be better diverted elsewhere. Furthermore, the results from this study do not support the routine assessment of individual learning styles in education. [ABSTRACT FROM AUTHOR]

Second language (L2) vocabulary learning has been deemed a daunting task for many students. This meta-analysis study aimed to explore the effectiveness of applying digital games for L2 vocabulary learning. A total of 26 published studies (2001–2017) conformed with the inclusion/exclusion criteria. Due to diverse findings of previous meta-analysis research in the field, we propose a framework of four-condition research designs to differentiate the empirical studies in an attempt to disclose possible expositions for the diversity and to connect the specific learning mechanisms with the research evidence. The overall effect sizes of the studies in the four conditions are reported as follows: A large overall effect size for Condition 1 (10 studies) (experimental groups playing digital games versus control groups receiving alternative activities), medium for Condition 2 (experimental groups playing digital games with a feature added or changed versus control groups playing base-version games) (10 studies), medium to large for Condition 3 (experimental groups playing digital games and control/comparison groups receiving identical content via conventional means) (two studies), and non-significant for Condition 4 (all participants playing the same digital games but being grouped by a non-game related variable) (four studies). Next, a structure diagram is developed in which the four conditions of the research design are connected with their respective game-related factors based on their locality. Further, we conducted moderator analyses to examine how the eight potential moderator variables (game design, educational level, L2 proficiency level, linguistic distance, intervention setting, assessment type, game source and intervention length) influenced the effect sizes in Conditions 1 and 2 to illustrate various digital game-based L2 vocabulary learning scenarios. Finally, suggestions and implications are provided for game designers, educational practitioners, and researchers in the field. [ABSTRACT FROM AUTHOR]

Student performance, student progress and student potential are critical for measuring learning results, selecting learning materials and learning activities. However, existing work doesn't provide enough analysis tools to analyze how students performed, which factors would affect their performance, in which way students can make progress, and whether students have potential to perform better. To solve those problems, we have provided multiple analysis tools to analyze student performance, student progress and student potentials in different ways. First, this paper formulates student model with performance related attributes and non-performance related attributes by Student Attribute Matrix (SAM), which quantifies student attributes, so that we can use it to make further analysis. Second, this paper provides a student performance estimation tools using Back Propagation Neural Network (BP-NN) based on classification, which can estimate student performance/attributes according to students' prior knowledge as well as the performance/attributes of other students who have similar characteristics. Third, this paper proposes student progress indicators and attribute causal relationship predicator based on BP-NN to comprehensively describe student progress on various aspects together with their causal relationships. Those indicators and predicator can tell how much a factor would affect student performance, so that we can train up students on purpose. Finally, this paper proposes a student potential function that evaluates student achievement and development of such attributes. We have illustrated our analysis tools by using real academic performance data collected from 60 high school students. Evaluation results show that the proposed tools can give correct and more accurate results, and also offer a better understanding on student progress. [ABSTRACT FROM AUTHOR]

Emotion regulation (ER) is key for children's development and it has recently been considered in many serious games and e-learning technologies. However, these tools have focused on children's efforts to change their own emotions (intrapersonal ER), overlooking how children may engage in modifying the emotions of others (interpersonal ER). To address this gap, we have developed a multiplatform online serious game, Emodiscovery, which evaluates whether children (8-11 year-olds) tend to use different adaptive and maladaptive regulation strategies to change others' negative emotions with the use of 3D animated characters. The game is organized into levels, each representing a different scenario, where the child is asked to interact with the character three times choosing an appropriate regulation strategy to cheer him or her up from four possible options, being two adaptive and two maladaptive strategies. To test the effectiveness of the game, a sample of English children played three scenarios depicting a character feeling sadness, anger, and fear, respectively. Results showed that most children chose adaptive strategies to improve the character's emotion across the different emotion scenarios. Furthermore, emotion recognition was not positively related to children's choices of regulation strategies. The implications and applications of the games are discussed. [ABSTRACT FROM AUTHOR]

In view of the increasing number of university students attending large statistics classes as a requirement for their degree courses, the use of an online learning environment is indispensable for delivering immediate and frequent feedback. However, results of research on the value of technological tools and blended courses in various academic disciplines are not consistent and only point to minimal effects on academic achievement. To fill this gap, in this study, participation in optional electronic quizzes and its effects on exam grades in large statistics classes depending on gender and previous statistics- and mathematics-related abilities are investigated. Overall, participation in the electronic quizzes yielded a positive effect on final grades. However, particularly the groups who participated less in the electronic quizzes – i.e. poor performing students and males - benefitted more from quiz participation than high performing and female students. The large variability in effect sizes of feedback on performance suggests that additional moderators such as specific situation- and task-related characteristics and individual affective preconditions such as effort, motivation, and self-esteem should be analyzed in future research. [ABSTRACT FROM AUTHOR]

This study reviewed the literature on mobile technology-supported collaborative learning from 2007 to 2016. Several issues, such as the distributions and research methods, learning devices and learning environments, participants, research issues, application domains, grouping methods and collaborative learning strategies, are addressed. In addition, the relationship between the learning strategies and measurement issues are investigated. The review found that the amount of research on mobile collaborative learning increased and the connection between new mobile technology and collaborative learning activities became tighter. College students received the greatest emphasis, but more focus should be put on junior and elementary school students. Few studies were conducted on teachers and adults. In the most recent five years, the research was focused on improving learners' performance in science, especially social science, and in natural scenarios outside of the classroom, but less emphasis was put on developing learners’ skills and higher order skills. There was little research focusing on different selection methods of group members and the teaching effects of grouping design. Most research adopted conceptualized collaborative learning strategies. Furthermore, some studies proposed that the collaborative learning activities conducted in mobile learning environments should be designed carefully to guide students to experience more effective collaborative constructivist learning. Based on the findings, in-depth discussion and suggestions for future studies are given. [ABSTRACT FROM AUTHOR]

Based on Festinger's theory of cognitive dissonance, this study aimed to explore whether arousing cognitive dissonance among game players can alter their attitudes and behavioral tendencies towards their favorite games. Sixty-six college students (Study 1) and 108 primary school students (Study 2) were randomly divided into a game-related dissonance group and a snack-related dissonance group to perform a short-term counter-attitudinal self-persuasion intervention task. The results suggested that college and primary school students in the game-related dissonance group experienced a significantly higher decrease in positive attitudes towards games and behavioral tendencies to continue playing games than those in the snack-related dissonance group. The participants' attitudinal change toward the games played a mediating role in the effects of the counter-attitudinal intervention on their changes in the behavioral tendency to continue playing the games. In addition, there was a significantly higher game-related dissonance-based intervention effect in the sample of college students than in the sample of primary students. The findings expanded the application of cognitive dissonance in the gaming field and provided implications for educational computer systems to change the attitudes and behaviors of students with excessive gaming behaviors. • Game-related dissonance led to higher internal changes towards games. • Snack-related dissonance led to smaller internal changes towards games. • Dissonance affected behavioral tendency changes by affected attitudinal changes. • Game-related dissonance intervention led to a better effect on internal changes among college students. [ABSTRACT FROM AUTHOR]

With the progress and development of education, teaching by means of computer becomes more and more popular. In this article, a novel virtual simulation system teaching method is presented for numerically controlled engineering training as it helps students acquire the theoretical knowledge, practical skills, and the problem troubleshooting techniques on the usage of numerically controlled machines and programming. The architecture underlying theoretical basis for numerically controlled teaching system based on virtual machining technology is described. Furthermore, we have designed a study to explore the project’s impact on students. The study is based on an experimental approach to evaluate the impact of virtual simulation system teaching on student results during the first year, and then the questionnaire surveys were performed to analyze students’ perception of the impact that virtual simulation system teaching had on the students’ learning efficacy and level of motivation during the development of numerically controlled machining course. The final results show that the proposed teaching system for numerically controlled machining in the paper has been proved effective and feasible in practical application. [ABSTRACT FROM AUTHOR]

A quasi-experimental, pretest-posttest, non-equivalent control group design was used to examine the effect of a mobile gamification application on third and fourth grade students’ Spanish language achievement and student academic self-efficacy. In this study, the treatment group's Spanish language instruction was through the use ofDuolingo®, a computer and mobile app that uses gamification and adaptive learning technology to teach foreign languages. Students in the control group received their regularly scheduled English L1/Spanish L2 class learning activities. The study was 12 weeks in duration. Students were assessed with a 50-question, multiple-choice English to Spanish and Spanish to English pretest covering vocabulary and grammar to control for prior Spanish language achievement. Students were assessed with the Pattern of Adaptive Learning Scales’ (PALS) Academic Efficacy subscale to control for prior academic self-efficacy. The same two instruments were used as posttests. An analysis of covariance showed no significant difference in students’ Spanish achievement or in academic self-efficacy between students who usedDuolingo® and students who were taught with traditional face-to-face instruction. This demonstrates thatDuolingo® is a useful tool for teaching Spanish to elementary students. [ABSTRACT FROM PUBLISHER]

Chinese texts contain the essence of traditional Chinese culture and humanistic spirit, although they are obscure and difficult to understand. The integration of e-books into language learning can play a positive role and improve reading comprehension because of the diversified support tools and features of multimedia interaction in e-books. Therefore, this study investigated the teaching of classical Chinese with a combination of e-books, reciprocal teaching, and mind mapping; the effects of this approach on reading comprehension and knowledge sharing were explored. The sample consisted of two tenth-grade classes of a vocational school. Both groups received the reciprocal teaching strategy with mind mapping. The control group received traditional paper books; the experimental group received e-books. Quantitative and qualitative analyses were used in this study. The results were as follows. (1) Classical Chinese reading comprehension aspect: The experimental group performed more satisfactorily than did the control group, indicating that the integration of the e-book resulted in this measurable improvement by enhancing learners’ reading comprehension. (2) Knowledge sharing aspect: The pretest and posttest scores significantly differed between the experimental and control groups, indicating that diversified support tools can promote knowledge sharing. (3) Mind-mapping aspect: the scores of the whole structure (color and image), association skills, and the contents of the articles were more satisfactory in the experimental group than in the control group. (4) Learners had a positive attitude toward the combination of e-books, reciprocal teaching, and mind mapping. [ABSTRACT FROM AUTHOR]

Instructional dynamic pictures (animations and videos) contain transient visual information. Consequently, when learning from dynamic pictures, students must process in working memory the current images while trying to remember the images that left the screen. This additional activity in working memory may lead dynamic pictures to be less suitable instructional materials than comparable static pictures, which are more permanent. In order to directly show the influence of transient visual information on dynamic learning environments, we designed a well-matched comparison between a permanent and a transient presentation of an abstract-symbol memory task on the computer. In the task, 104 university students (50% females) had to memorize the type, color, and position of the symbols in a rectangular configuration. In addition, an embodied cognition factor was included where the symbols in the task were either shown with a precision grasping static hand or not. We also assessed how individual characteristics (spatial ability, spatial memory span, and gender) influenced performance. Results showed that (a) permanent outperformed transient presentations, (b) observing hands hindered learning, and (c) high spatial ability and high spatial memory span were beneficial, but gender did not affect performance. [ABSTRACT FROM AUTHOR]

In the past decades, the issues related to mobile learning have been widely discussed around the globe; however, the development and trends of applying mobile technologies in nursing education still lack systematic analysis. In this study, a meta review of the studies published in academic journals from 1971 to 2016 was conducted to analyze the application domains, subjects, adopted learning strategies, investigated research issues and findings of mobile technology-supported nursing education. From the review results, it was found that the use of mobile technologies in nursing education and training have made great progress in the past decades. In addition to the changes in mobile technologies and the increasing number of mobile learning studies in nursing education, the subjects and research issues have also become more diverse in recent years. It was also found that mobile learning has mainly been applied to the training of basic nursing concepts and skills as well as to long-term care and obstetrics and gynecology, while few or even no studies are related to other nursing education domains. In addition, several widely adopted mobile learning strategies, such as inquiry-based learning, contextual mobile learning, snychronous sharing, Mindtools, project-based learning and peer assessment, have seldom been adopted in mobile nursing education. This also reflects the fact that most of these studies focused on skills training and basic knowledge comprehension, while few were conducted in the domains aimed at fostering learners' higher order thinking competences, such as problem solving or critical thinking. On the other hand, it was found that the number of studies using an experimental design has increased in recent years; moreover, most studies reported the learners’ cognitive performance and perceptions, while their learning behaviors were seldom analyzed. Accordingly, the research trends and potential research issues of mobile nursing education are proposed as a reference for researchers, instructors and policy makers. [ABSTRACT FROM AUTHOR]

In the seven years since the introduction of the tablet (Apple iPad) in 2010, the use of software for smart mobile devices has grown rapidly in popularity and has become a hotly debated issue in the field of education and child development. However, the rise in popularity of mobile applications (apps) mainly addressed to young children is not in line with a corresponding increase in their quality, as there is conflicting evidence about the real value and suitability of educational apps. The purpose of this study was to examine whether self-proclaimed educational apps for Greek preschoolers have been designed in accordance with developmentally appropriate standards to contribute to the social, emotional and cognitive development of children in formal and informal learning environments. The study results were discouraging. The majority of the apps aimed to teach children the basics about numbers and letters. Overall, they were drill-and-practice-style, based on a low level of thinking skills, thereby promoting rote learning, and were unable to contribute to a deeper conceptual understanding of certain concepts. [ABSTRACT FROM AUTHOR]

The present article introduces the concept of an educational game application aimed at providing training in predictive second language (L2) processing. The prototype of the game, focusing on Swedish tone-suffix associations, was tested during a two-week-period, with L2 learners whose native language lacked the targeted anticipatory linguistic cue. Results indicated that the game successfully promoted the learning of a novel L2 predictive strategy, as reflected in a general increase in accuracy throughout the test period and a gradually faster performance of the predictive task. More time spent on the highest level of the game was associated with greater accuracy gains. Furthermore, results suggest that perceptual training provided by the prototype even leads to improved production of the tonal cue. Implementation of the presented game concept in the form of a platform game is also discussed. [ABSTRACT FROM AUTHOR]

In English language teaching settings, the type of lecture is important since students should be exposed to instantly recognisable linguistic features in the target language through interaction. This quasi-experimental study was designed to compare the effectiveness of PowerPoint presentations (PPP) and conventional lecture/discussion sessions on the pedagogical content knowledge of the student-teachers of English. PPP were used in the experimental group and conventional lecture/discussion sessions were employed in the control group (CG). The findings revealed that the treatment process was effective on both groups, but the CG achieved better in the post-test. Following the treatment process, the efficiency of the applications was also tested by means of a questionnaire. The CG reflected more positive attitudes towards the conventional lecture/discussion in terms of the quality of instructional strategies, academic language use, professional development, professional perception and problem-solving. [ABSTRACT FROM PUBLISHER]

In this study, whether using Augment Reality (AR)-based learning materials could benefit high school students in the process of Chinese writing was explored, along with the pros and cons of using AR for acquiring Chinese writing skills. In order to reduce the gap between the designers and practitioner teachers, Chinese instructors were invited to co-design the AR-based writing materials to achieve the integration of learners, teachers and educational system technology developers in a collaborative process. The AR-based writing support system was provided to a total of 30 twelfth-grade students who participated in the experiment. The students in the experimental group participated in the writing activity using both AR-based learning material and paper-based supports, while the control group worked with only paper-based writing support materials. The results revealed that the AR techniques helped the intermediate-level students the most in their writing performance of content control, article structure and wording. The students, especially the low-achievers, reflected that the functions of the AR system supported them to start writing the first paragraph more quickly, and enriched their ideas. A possible mode for integrating AR techniques in writing courses is proposed. This paper could serve as a reference for educators and learning technology researchers who wish to design AR-guided writing learning materials or courses with the goal of encouraging learners to experience the writing process in a variety of settings. [ABSTRACT FROM AUTHOR]