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In this study, we adopt an ecological perspective to reflect on how a specific Italian school cluster adapted to the challenges of the COVID‐19 pandemic by focusing on how students experienced the interplay between continuity and change in school teaching and learning practices caused by the pandemic. Specifically, the study investigates how the school's physical/virtual learning system was (re)configured to provide new opportunities for learning to a thousand‐plus population of primary and secondary students, and how they reacted to the transition to distance learning in terms of participation, autonomy, motivation and engagement. The research adopts a mixed method approach, based on school management system data and a survey tool, and analyses the students' response to the emergency from the perspectives of the students themselves, their teachers and their parents. While these converged in positive evaluation of the experience, a number of lessons were learnt, such as the importance of building on favourable pre‐existing conditions and leveraging a solid shared school culture to promote a prompt reaction to the emergency. Significantly, students with an immigrant background displayed varying degrees of participation in online activities. Overall, for each of the three stakeholder groups surveyed, solid pre‐existing digital competence levels and close collaboration within the school community were the most important factors for non‐traumatic transition to distance learning. Practitioner notesWhat is already known about this topic? Research on the relationship between the COVID‐19 pandemic and the effects on teaching and learning processes is constantly increasing.Most recently published studies focus on higher education, while very few investigate the impact of the COVID‐19 pandemic on K‐12 education.Very few papers have studied the interplay between change and continuity within an educational ecosystem in times of crisis.What this paper adds? This is one of the first studies to analyse the process of systematic transition from onsite learning to online learning within the Italian school system in response to the pandemic.This study employs a multiple perspective research approach to analyse Emergency Remote Education in a sizeable school cluster, with a specific focus on student response.Teachers, students and their families all saw solid pre‐existing digital competence and close school community collaboration as key factors facilitating rapid adjustment to the emergency.Implications for practice and policy Having a solid common school culture to rely on facilitates prompt emergency reaction.Encouraging the creation of professional communities of practice that comprise both expert and novice teachers can help prepare educators to deal with an educational emergency through adoption and appropriate use of technological solutions.Collaboration between school and families proves to be a key factor for dealing with emergencies. [ABSTRACT FROM AUTHOR]

The use of 3D printing in science, technology, engineering and mathematics (STEM) learning is a promising way for integrated STEM education. This study examined the influence of 3D printing infused STEM integration on students' interest in STEM careers, which is essential for students to participate in STEM disciplines and future STEM careers. The participants included 26 teachers across six states in the United States and their 1455 students in primary and secondary classrooms. Teachers' lesson plans were analysed to examine the level of 3D printing and STEM integration. Students' interest in STEM careers was measured using a previously validated career interest scale. Cluster analysis and multiple regression analysis indicated that girls were more interested in empathetic STEM careers, whereas boys were more interested in analytic STEM careers. While 3D printing integration level was not a significant predictor, teachers' STEM integration level positively predicted students' interest in both analytic and empathetic STEM careers. Practitioner notesWhat is already known about this topicStudent career interest in primary and secondary school predicts college degree and career choice.3D printing has the potential to improve students' interest in STEM careers.STEM career interest is associated with student gender.What this paper addsThis study examined the role of 3D printing and STEM integration level and student gender in students' STEM career interest.Teachers' 3D printing integration level was not a significant predictor, but STEM integration level positively predicted students' interest in STEM careers.This study confirmed that boys were more interested in Analytic STEM careers, whereas girls were more interested in Empathetic STEM careers.Implications for practice and/or policyStudent STEM career interest improves when teachers integrate STEM in their instruction.STEM instruction can be made relevant by focusing on empathetic aspects of STEM for girls, but caution should be exercised to minimise stereotyping. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the affordances of participatory simulations by comparing students' models of engagement and science learning outcomes in a multi‐team participatory simulated game (MPSG) and a single‐team participatory simulated game (SPSG). Two versions of a mobile‐based game about marine fishery management were created. Participants were 105 seventh‐grade students in Taiwan. Research instruments included a Science Game Engagement questionnaire and a Marine Ecosystem and Sustainability Test. Students' interviews and classroom videos were also collected. Students' models of engagement were analyzed by using Partial Least Squares Structural Equation Modeling, and comparisons of subscales of engagement and learning outcomes were made by Analysis of Covariance statistics. The results showed that the students in the MPSG group had a higher level of behavioral engagement and better learning achievement than the students in the SPSG group did. Also, in exploring the interrelationships among the subscales of students' engagement, we found that, in the SPSG group, students' behavioral engagement was positively predicted by their emotional engagement, while in the MPSG group, it was positively predicted by their social engagement. In both groups, behavioral engagement predicted cognitive engagement. This finding was supported by the video data in that more interactions among the group members were observed in the MPSG group. This indicated that the multi‐agent, dynamic modeling in the MPSG may have shifted the quality of the learners' social interactions. The affordances of participatory simulated games are discussed, and future research directions are provided. Practitioner notesWhat is already known about this topic Participatory simulations allow users to participate in simulations by controlling one of the roles in the system which models real‐life settings. Dynamic modeling is an essential feature of participatory simulations that allows the learners to see the exact impact of their participation on changes in the system.Students who learned with the participatory simulations showed significantly better reasoning in concept building and fewer misconceptions than with conventional simulations.However learners can overly emphasize racing to win in multi‐agent participatory simulations and tasks in participatory simulations can be too challenging for some learners.What this paper adds We compared students' engagement models in two versions of a participatory game–a multi‐team participatory simulated game (MPSG) and a single‐team participatory simulated game (SPSG). We found that in the MPSG social engagement predicted behavioral engagement while in the SPSG students' emotional engagement played an important role.Students who participated in the MPSG had better performance in system thinking than the students in the SPSG.Implications for practice and/or policy Dynamic modeling is not only authentic for simulating certain scientific phenomena but also it offers the affordances of improving the quality of learners' social interactions. This should be taken into account in the future design of educational simulations.A multi‐team design of participatory simulation taking advantage of competition among teams and collaboration within teams can help students to learn complex phenomena. [ABSTRACT FROM AUTHOR]

An increasing number of countries have recently included programming education in their curricula. Similarly, utilizing programming concepts in gameplay has become popular in the videogame industry. Although many games have been developed for learning to program, their variety and their correspondence to national curricula remain an uncharted territory. Consequently, this paper has three objectives. Firstly, an investigation on the guidelines on programming education in K‐12 in seven countries was performed by collecting curricula and other relevant data official from governmental and non‐profit educational websites. Secondly, a review of existing acquirable games that utilize programming topics in their gameplay was conducted by searching popular game stores. Lastly, we compared the curricula and made suggestions as to which age group the identified games would be suitable. The results of this study can be useful to educators and curriculum designers who wish to gamify programming education. [ABSTRACT FROM AUTHOR]

This paper addresses the need for enhancing our awareness of user-centered design in educational technology through a more explicit and systematic alignment between the needs of educational technology users (learners and educators) and the affordances provided by the technology. First, we define the term 'affordance' and discuss it from the perspectives of cognitive psychology and user interaction design. Next, we propose a taxonomy of functional affordances that builds on prior research and reflects the current trends in the design of educational technologies. The paper is concluded with an illustration of how explicit alignment of needs, abilities, and affordances can inform the evaluation of an educational technology designed to support dyslexic readers. The four-step framework applied in this analysis helps (a) define user needs, (b) identify a potentially appropriate technology, (c) understand the abilities the technology affords and (d) align technological affordances with the specific needs of the target users. This framework is a step toward increased recognition of the importance of user-centered design of educational technologies; it provides the needed guidance and structure for aligning needs, abilities, and affordances during the design, implementation, and evaluation of technologies for learning and teaching. [ABSTRACT FROM AUTHOR]