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This study investigated the added value of real-time adaptive feedback on seventh graders' performances in tablet-based geometry learning. To isolate the effects of the medium (ie, tablet) from those of the feedback, three groups were compared: paper-and-pencil, pen-based tablet without feedback and pen-based tablet with feedback. The feedback was provided by a tutoring system based on an artificial intelligence that automatically interpreted students' pen strokes on the screen. A total of 85 French students drew three geometric shapes, either on paper or on a tablet, and then performed a transfer task on paper. Results showed that using a tablet without feedback did not improve learning but seemed to enhance interest in the task compared to the paper-and-pencil group. Students in the tablet with feedback group performed significantly better than the other two groups on learning, as well as on transfer. This study was the first to combine media comparison and added-value approaches to test the effects on students' geometry performances of using a new educational app on a pen-based tablet in a naturalistic classroom environment. Results showed that it was not the medium used but the intelligent tutoring system-based feedback that improved students' performance. Our data therefore indicate that artificial intelligence is a promising way of providing learners with real-time adaptive feedback in order to improve their performances.

The paper introduces the student-coined term "digital instinct" which describes students' disposition to resorting to digital technology for solving problems and doing school assignments. Taking cues from the term "digital instinct," the paper describes a student perspective on digital literacy emerging from 100 lived experience descriptions and interviews with 37 Danish upper secondary students. The findings show that students' digital practice is characterised by experience-based, intuitive and familiar use of technologies. Most notably, students employ digital technologies as cognitive partners that help them carry on with assignments that they initially did not understand, but that they were able to complete with the help of the computer. The study examines the nature of this partnership through the words of the students and identifies how technologies expand student agency but fall short of a reflective use of digital technologies. Recognising the strengths and weaknesses of students' digital practices may inform the concept of digital literacy and encourage teachers to acknowledge the digital instinct as a steppingstone to foster students' reflective use of digital technologies.

Previous literature has associated math literacy with linguistic factors such as verbal ability and phonological skills. However, few studies have investigated "linguistic synchrony," shown in mathematical discussions. This study modelled math literacy and examined the relationship of math literacy with linguistic synchrony between students and facilitators. We retrieved data from 20,776 online mathematical discussion threads at a secondary school level. First, we assessed students' math literacy based on their discussions and classified them into high- and low-math literacy groups. Then, we conducted Cross-Recurrence Quantification Analysis (CRQA) to calculate linguistic synchrony within each thread. The result implies that students with high math literacy are more likely to share common words (eg, mathematical terms) with facilitators. At the same time, they would paraphrase the facilitators' words rather than blindly mimic them as the exact sentences or phrases. On the other hand, students with low math literacy tend to use overlapping words with facilitators less frequently and are more likely to repeat the exact same phrases from the facilitators. The findings provide an empirical data analysis and insights into mathematical discussions and linguistic synchrony. In addition, this paper implies the directions to improve online mathematical discussions and foster math literacy.

Educational podcasts have become an increasingly prevalent media used to disseminate profession-specific information through easily accessible means. Despite the potential of educational podcasts as convenient and effective medium, there is a dearth of literature dedicated to the topic. Thus, using the Uses and Gratification framework, the psychometric properties of the "Educational Podcasts Motivation Scale" were examined, as well as the motivational factors that influence intention to listen to educational podcasts and recommend podcasts to others were explored. A sample of individuals in the field of education (n = 606), such as in-service K-12 teachers and higher education professors, were recruited for this study. This sample were randomly divided, and an exploratory factor analysis (EFA) was conducted with the first set (n = 312) to identify underlying constructs, and confirmatory factor analysis (CFA) and structural equation modelling (SEM) were employed with the second set (n = 294). The scale demonstrated strong psychometric properties and five distinct motivational factors were identified: Information Gathering, Flexibility in Use, Social Interaction, Entertainment, and Professional Encouragement. Several motivational factors had significant associations with the constructs of "intention" and "word-of-mouth". This paper demonstrates both the unique motivational factors related to listening to educational podcasts and the motivational factors that overlap with other forms of media. Further examination of the underlying motivations to listen to educational podcasts is warranted.

In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second-level education. This systematic literature review of n = 15 empirical studies selected from a wide-ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self-regulation and self-assessment, and on technology-mediated communication and collaboration. The paper highlights the potential for future cross-pollination of research in educational technology with UDL.

This paper provides an experience report on a co-design approach with teachers to co-create learning analytics-based technology to support problem-based learning in middle school science classrooms. We have mapped out a workflow for such applications and developed design narratives to investigate the implementation, modifications and temporal roles of the participants in the design process. Our results provide precedent knowledge on co-designing with experienced and novice teachers and co-constructing actionable insight that can help teachers engage more effectively with their students' learning and problem-solving processes during classroom PBL implementations.

The escape room game is an example of digital game‐based learning that has become a popular learning tool in recent years. However, not enough is known about enthusiasm for and promising reports of the use of escape rooms in education. The purpose of this study was to investigate the effects of escape room game‐based civics education on eighth grade students' learning motivation, critical thinking and flow experience. To explore the effects, a quasi‐experimental pretest–posttest with a control group design method was employed. The participants were 76 eighth grade students. The subjects were divided into two groups: the experimental group, which used an escape room game, and the control group which used the Google classroom digital platform. The results of the study indicated that there was a significant difference between the two groups in favour of the experimental group in terms of learning motivation. There was a significant difference between the two groups' critical thinking in favour of the experimental group for the ‘assumption’ and ‘interpretation’ subscales of the critical thinking test. Regarding flow experience, the experimental group performed significantly better than the control group. Finally, based on the research results, suggestions are made for the future use of escape room games for teaching and for future research. Practitioner notes What is already known about this topic Escape room games have substantial potential for enhancing learning, motivation and critical thinking. Studies promoting mental flow, integrating complex skills and using multiple strategies in a game context are limited. What this paper adds Students' mind flow experience and critical thinking were enhanced through escape room games. The escape room game made the learning process more varied, triggered students' interest, and improved their learning motivation. This study compared the effect of escape room game‐based learning with the Google Classroom platform, not the traditional teaching approach. Implications for practice and/or policy Escape room games offer learners innovative opportunities to develop critical thinking skills. Using an appropriately designed escape room as a game‐based learning environment is an effective and motivating game‐based learning approach. The realistic and interactive nature of escape room games is an important factor that influences learners' mind‐flow experiences. What is already known about this topic Escape room games have substantial potential for enhancing learning, motivation and critical thinking. Studies promoting mental flow, integrating complex skills and using multiple strategies in a game context are limited. What this paper adds Students' mind flow experience and critical thinking were enhanced through escape room games. The escape room game made the learning process more varied, triggered students' interest, and improved their learning motivation. This study compared the effect of escape room game‐based learning with the Google Classroom platform, not the traditional teaching approach. Implications for practice and/or policy Escape room games offer learners innovative opportunities to develop critical thinking skills. Using an appropriately designed escape room as a game‐based learning environment is an effective and motivating game‐based learning approach. The realistic and interactive nature of escape room games is an important factor that influences learners' mind‐flow experiences. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) chatbots are gaining increasing popularity in education. Due to their increasing popularity, many empirical studies have been devoted to exploring the effects of AI chatbots on students' learning outcomes. The proliferation of experimental studies has highlighted the need to summarize and synthesize the inconsistent findings about the effects of AI chatbots on students' learning outcomes. However, few reviews focused on the meta‐analysis of the effects of AI chatbots on students' learning outcomes. The present study performed a meta‐analysis of 24 randomized studies utilizing Stata software (version 14). The main goal of the current study was to meta‐analytically examine the effects of AI chatbots on students' learning outcomes and the moderating effects of educational levels and intervention duration. The results indicated that AI chatbots had a large effect on students' learning outcomes. Moreover, AI chatbots had a greater effect on students in higher education, compared to those in primary education and secondary education. In addition, short interventions were found to have a stronger effect on students' learning outcomes than long interventions. It could be explained by the argument that the novelty effects of AI chatbots could improve learning outcomes in short interventions, but it has worn off in the long interventions. Future designers and educators should make attempt to increase students' learning outcomes by equipping AI chatbots with human‐like avatars, gamification elements and emotional intelligence. Practitioner notesWhat is already known about this topicIn recent years, artificial intelligence (AI) chatbots have been gaining increasing popularity in education.Studies undertaken so far have provided conflicting evidence concerning the effects of AI chatbots on students' learning outcomes.There has remained a paucity of meta‐analyses synthesizing the contradictory findings about the effects of AI chatbots on students' learning outcomes.What this paper addsThis study, through meta‐analysis, synthesized these recent findings about the effects of AI chatbots on students' learning outcomes.This study found that AI chatbots could have a large effect on students' learning outcomes.This study found that the effects of AI chatbots were moderated by educational levels and intervention duration.Implications for practice and/or policyAI chatbot designers could make AI chatbots better by equipping AI chatbots with human‐like avatars, gamification elements and emotional intelligencePractitioners and/or teachers should draw attention to the positive and negative effects of AI chatbots on students.Considering the importance of ChatGPT, more research is required to develop a better understanding of the effects of ChatGPT in education.More research is needed to examine the mechanisms underlying the effects of AI chatbots on students' learning outcomes. [ABSTRACT FROM AUTHOR]