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This small-scale pilot study aimed to establish how the mode of response in an examination affects candidates' performances on items that require an extended answer. The sample comprised 46 17-year-old students from two classes (one in a state secondary school and one in a state sixth-form college), who sat a mock A-level English Literature examination. The analysis compared writing produced on screen and on paper to try to uncover any systematic differences between the two modes of delivery. The study considered the linguistic features of the texts produced in each mode, the marks achieved and the views of the participants regarding the use of computers in essay-based examinations. The study found that the response mode had a small effect on the length of essay produced, in that students using a computer wrote more, and on the type of language used, in that students writing on paper used denser but less varied language. There was very little effect on the marks achieved. Participants expressed a variety of concerns about computer-based examinations, such as noisy keyboards, assessment of spelling, and unfairness towards those who are less comfortable with the technology. [ABSTRACT FROM AUTHOR]

Technology‐based, open‐ended learning environments (OELEs) can capture detailed information of students' interactions as they work through a task or solve a problem embedded in the environment. This information, in the form of log data, has the potential to provide important insights about the practices adopted by students for scientific inquiry and problem solving. How to parse and analyse the log data to reveal evidence of multifaceted constructs like inquiry and problem solving holds the key to making interactive learning environments useful for assessing students' higher‐order competencies. In this paper, we present a systematic review of studies that used log data generated in OELEs to describe, model and assess scientific inquiry and problem solving. We identify and analyse 70 conference proceedings and journal papers published between 2012 and 2021. Our results reveal large variations in OELE and task characteristics, approaches used to extract features from log data and interpretation models used to link features to target constructs. While the educational data mining and learning analytics communities have made progress in leveraging log data to model inquiry and problem solving, multiple barriers still exist to hamper the production of representative, reproducible and generalizable results. Based on the trends identified, we lay out a set of recommendations pertaining to key aspects of the workflow that we believe will help the field develop more systematic approaches to designing and using OELEs for studying how students engage in inquiry and problem‐solving practices. Practitioner notesWhat is already known about this topic Research has shown that technology‐based, open‐ended learning environments (OELEs) that collect users' interaction data are potentially useful tools for engaging students in practice‐based STEM learning.More work is needed to identify generalizable principles of how to design OELE tasks to support student learning and how to analyse the log data to assess student performance.What this paper adds We identified multiple barriers to the production of sufficiently generalizable and robust results to inform practice, with respect to: (1) the design characteristics of the OELE‐based tasks, (2) the target competencies measured, (3) the approaches and techniques used to extract features from log files and (4) the models used to link features to the competencies.Based on this analysis, we can provide a series of specific recommendations to inform future research and facilitate the generalizability and interpretability of results: Making the data available in open‐access repositories, similar to the PISA tasks, for easy access and sharing.Defining target practices more precisely to better align task design with target practices and to facilitate between‐study comparisons.More systematic evaluation of OELE and task designs to improve the psychometric properties of OELE‐based measurement tasks and analysis processes.Focusing more on internal and external validation of both feature generation processes and statistical models, for example with data from different samples or by systematically varying the analysis methods.Implications for practice and/or policy Using the framework of evidence‐centered assessment design, we have identified relevant criteria for organizing and evaluating the diverse body of empirical studies on the topic and that policy makers and practitioners can use for their own further examinations.This paper identifies promising research and development areas on the measurement and assessment of higher‐order constructs with process data from OELE‐based tasks that government agencies and foundations can support.Researchers, technologists and assessment designers might find useful the insights and recommendations for how OELEs can enhance science assessment through thoughtful integration of learning theories, task design and data mining techniques. [ABSTRACT FROM AUTHOR]

The growth of Learning Analytics (LA) as a research field has been extensively documented since its beginnings. This paper provides a broad overview of the publications that Latin American authors have published in the last years by performing a quantitative review of the literature (from 2011 to 2019). A total of 282 papers were collected and categorized according to a multidimensional model composed of seven dimensions (data collected, stakeholders targeted, goals of the paper, techniques employed, maturity of the tool, research approaches and ethical issues). The paper describes how the field has evolved over the years in Latin America, presenting the main characteristics of the papers from different perspectives (year, type of venue, language) together with the descriptives of the categorized dimensions and the relations between them. At last, papers are presented in number by countries and institutions, and we perform an authorship and coauthorship analysis with information extracted from the selected papers. [ABSTRACT FROM AUTHOR]

Mobile and Ubiquitous Learning (m/u‐learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u‐learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u‐learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes. [ABSTRACT FROM AUTHOR]

Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID‐19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners. Practitioner notesWhat is already known about this topic Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies.However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution.There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation.What this paper addsThis review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs).This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs.This review paper demonstrates that bottom‐up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs.Implications for practice and/or policyUniversities should create structures that enable innovation and creativity by promoting bottom‐up and opinion leadership as well as shared decision‐making processes as they are important for the successful implementation of educational technologies in HEIs.Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs.The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs. [ABSTRACT FROM AUTHOR]

This paper presents a case study on the adoption and the impact of new modules in a learning analytics dashboard supporting the dialogue between student advisors and students when advising on a study plan for the next academic semester in Escuela Superior Politecnica del Litoral, a higher education institute in Ecuador. The impact and the adoption of the new dashboard modules were assessed using a mixed‐methods approach. The quantitative approach builds on data of 172 advisors in 34 programs and 4481 advising sessions in 2019 (post) and 4747 advising sessions in 2018 (pre) to assess the adoption and use of the dashboard, the level of support experienced by the advisors, the impact of the new dashboard modules on the difference between the advised study plan and the plan students register for, and students' academic achievement. The qualitative approach with observations of 14 staged advising dialogues and semi‐structured interviews with eight advisors was used to assess how the dashboard was used and to get deeper understanding of the perceived usefulness and impact of the dashboard. The results show that an institution‐wide deployment of dashboard modules tailored to the needs of the advisors can be achieved and can increase the level of support perceived by the advisors and significantly decrease the gap between the suggested study plans in advising dialogues and the study plans that students actually register for. On the short‐term, however, no significant changes in academic achievement were observed. Practitioner NotesWhat is already known about this topic? Academic advising can positively impact retention, academic achievement and study completion.Learning analytics dashboards are promising pieces of educational technology for academic advising as they can trigger reflection and sense‐making of educational data.Evaluation of learning analytics dashboards is often still immature and not well‐connected to the actual goals of the dashboards. Large‐scale evaluations looking at impact of dashboards are even scarcer.What this paper adds? This paper adds, to the scarce scientific evidence on academic advising dashboards, a large‐scale case study on a dashboard supporting the advisor student dialogue during the composition of well‐balanced study plans.The paper presents research evidence of the impact of the dashboard on the support advisors experience, the study plans suggested by the advisors and the ones actually registered by the students and students' academic achievement. Evidence is based on a quantitative analysis, using data of 172 advisors from 34 programs representing more than 9000 advising dialogues, and a qualitative analysis using observations and interviews.Implications for practice and/or policy Dashboards to support academic advising dialogues can be realized institution‐wide at scale. Training of student advisors supports a large scale deployment.Well‐designed dashboards that focus on addressing needs of advisors increase the level of support that advisor experience when advising students.Dashboard accommodating the simulation of study plans and the workload associated with them, succeed in decreasing the variance in suggested plans between advisors and reduce the gap between the study plans that advisors suggest to student and the study plans that students actually register for. Short‐term impact on academic achievement was not observed. [ABSTRACT FROM AUTHOR]

This paper draws on a series of studies of design teams working on the creation and evaluation of novel complex learning spaces: spaces in which students' activity is situated and supported by rich mixtures of material and digital tools and resources. In most of the cases observed, students also played a substantial role in co‐configuring the learning spaces and/or the learning tasks they were set and the ways they worked with other students. The complexity of the design challenges involved revealed the inadequacy of normative models for design for learning. In other words, the people creating new spaces for hybrid learning are often doing so in ways that go beyond the capacities of existing design models. The paper draws on analyses of real‐world design practice to advance and illustrate an argument for higher level, more abstract, descriptions of how such work is done, and how design lessons learnt might be more easily shared. In so doing, the paper contributes to the literature on educational technology and learning space design by drawing out some relations between the pragmatics of design practice and the role of students' co‐configurative activity in realising instances of hybrid learning. The empirical research informing the paper was mostly undertaken in university settings, but the practical implications are of wider relevance to people who are professionally involved in shaping novel learning spaces in other areas of education and training. [ABSTRACT FROM AUTHOR]

This paper presents an implementation of Connected Spaces (CxS)—an ambient help seeking interface designed and developed for a project‐based computing classroom. We use actor network theory (ANT) to provide an underutilized posthumanist lens to understand the creation of collaborative connections in this Computational Action‐based implementation. Posthumanism offers an emerging and critical extension to sociocultural perspectives on understanding learning, by pushing us to decenter the human, and consider the active roles that human and non‐human entities play in learning environments by actively shaping each other. We analyse how students in this class adjusted their help‐seeking and collaborative habits following the introduction of CxS, a tool designed to foster (more inter‐group) collaboration. ANT proposes generalized symmetry—a principle of considering human, non‐human and more than human entities with equivalent and comparable agency, leading to describing phenomena as networks of actors in different evolving relationships with each other. Analysing collaborative interactions as fostered by CxS using an ANT approach supports design‐based research—an iterative design revision process highlighting understandings about design as well as learning—by providing a temporal and informative lens into the relationship between actors and tools within the environment. Our key findings include a framing of technologies in classrooms as bridging agentic gaps between students and becoming actors engaging in different behaviours; learners enacting new agencies through technologies (for instance a more comfortable non‐intrusive help seeker), and the need for voicing and teachers to connect help networks in CxS equipped classrooms. Practitioner notesWhat is already known about this topic Collaborative learning is a valuable skill and practice; opportunities to mentor others are critical in empowering minoritized learners, especially in STEM and computing disciplines.School norms solidify a power and expertise hierarchy between teachers and learners and fail to productively support learners in learning from each other.Additionally, lack of awareness about peers' knowledge is a common hindrance in students knowing who to ask for help and how.What this paper adds An example of a designed interface called Connected Spaces with potential to foster more inter‐student collaboration, especially outside of mandated within‐group collaboration—in the form of cross‐group help seeking and help giving.A design based research study using actor network theory highlighting the limitations of Connected Spaces in sparking notable behaviour change among students by itself but being retooled as a teacher support tool in enabling cross‐group collaborations.Presenting conceptions of collaboration through technologies as bridging agentic gaps and acting with new agencies in performing help‐seeking related actions.Provoking the idea of testing emerging technologies in classrooms along with sharing our analyses and reflections with the classroom as a key idea in computing education—surfacing the gap between designed intentions and the different kinds of extra social work needed in the on‐ground success of different technologies.Implications for practice and/or policy Designers and researchers should create and test more interfaces alongside teachers across different classrooms and contexts aimed at supporting different kinds of voluntary collaborative interactions.Curricula, standards and school practices should further center providing students with opportunities to engage as mentors and build communities of learning across disciplines to empower minoritized students.Researchers engaging in design based research should consider using more posthumanist lenses to examine educational technologies and how they affect change in learning environments. [ABSTRACT FROM AUTHOR]

Much attention in constructionism has focused on designing tools and activities that support learners in designing fully finished and functional applications and artefacts to be shared with others. But helping students learn to debug their applications often takes on a surprisingly more instructionist stance by giving them checklists, teaching them strategies or providing them with test programmes. The idea of designing bugs for learning—or debugging by design—makes learners agents of their own learning and, more importantly, of making and solving mistakes. In this paper, we report on our implementation of 'Debugging by Design' activities in a high school classroom over a period of 8 hours as part of an electronic textiles unit. Students were tasked to craft the electronic textile artefacts with problems or bugs for their peers to solve. Drawing on observations and interviews, we answer the following research questions: (1) How did students participate in making bugs for others? (2) What did students gain from designing and solving bugs for others? In the discussion, we address the opportunities and challenges that designing personally and socially meaningful failure artefacts provides for becoming objects‐to‐think‐with and objects‐to‐share‐with in student learning and promoting new directions in constructionism. Practitioner notesWhat is already known about this topic There is substantial evidence for the benefits of learning programming and debugging in the context of constructing personally relevant and complex artefacts, including electronic textiles.Related, work on productive failure has demonstrated that providing learners with strategically difficult problems (in which they 'fail') equips them to better handle subsequent challenges.What this paper adds In this paper, we argue that designing bugs or 'failure artefacts' is as much a constructionist approach to learning as is designing fully functional artefacts.We consider how 'failure artefacts' can be both objects‐to‐learn‐with and objects‐to‐share‐with.We introduce the concept of 'Debugging by Design' (DbD) as a means to expand application of constructionism to the context of developing 'failure artifacts'.Implications for practice and/or policy We conceptualise a new way to enable and empower students in debugging—by designing creative, multimodal buggy projects for others to solve.The DbD approach may support students in near‐transfer of debugging and the beginning of a more systematic approach to debugging in later projects and should be explored in other domains beyond e‐textiles.New studies should explore learning, design and teaching that empower students to design bugs in projects in mischievous and creative ways. [ABSTRACT FROM AUTHOR]

The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper presents details of how our initial research question (RQ1) has evolved to the one presented in the conclusions (RQ2); both RQs are summarised below in the section "Research Questions." To describe this evolution, the paper is presented as 3 cases (Confer, ZoP Stokes Croft and Google Lens in HE) that have provided insights to explore the concept of the ZoP and its implications for EDR. Specifically, one of the main conclusions is the importance of bridging positioning practices as "successful communication" and an understanding of social context in hybrid contexts (ie, the ZoP). [ABSTRACT FROM AUTHOR]

In artwork appreciation activities, visiting physical exhibitions in art museums is often limited by time, distance and cost. Thus, conventional teaching is mostly conducted through textbooks, presentation slides or videos. However, by presenting artwork appreciation through a lecture, it is difficult for students to feel the beauty of artworks, and they can hardly develop accurate appreciation knowledge and critical thinking. To tackle this problem, this study proposed an experiential learning‐based spherical video‐based virtual reality (EL‐SVVR) learning approach based on the experiential learning theory to guide students to browse world‐famous artworks and experience the features of artwork creation. This study developed an EL‐SVVR learning system and adopted a quasi‐experimental design to determine whether the EL‐SVVR learning approach improved students' performance in artwork appreciation in comparison with the conventional teaching approach. A total of 45 university students from two classes who participated in an elective art course were recruited in the study. One class was assigned to be the experimental group and adopted the EL‐SVVR learning approach, while the other class was assigned to be the control group and adopted the conventional technology‐supported learning (CTL) approach. The results showed that in comparison with the CTL approach, the EL‐SVVR learning approach enhanced students' learning achievement, learning motivation, self‐efficacy, critical thinking and performance in digital painting creation during artwork appreciation. Practitioner notes: What is already known about this topic Spherical video‐based virtual reality (SVVR) situates students in a simulated environment that enables them to have deep experience regarding the learning contexts.SVVR has great potential in promoting students' learning performance by providing them situational contexts. What this paper adds An SVVR‐based experiential learning approach is proposed to facilitate students' artwork creation.In addition to promoting students' learning outcomes, the EL‐SVVR learning approach could better facilitate students' learning achievement, learning motivation, critical thinking, self‐efficacy, and performance in painting creation. Implications for practice and/or policy SVVR is a potential technology for implementing experiential learning activities; in particular, in improving students' creative thinking for artwork creation.It is potentially worth trying to apply the SVVR technology to other courses related to artwork creation to promote learners' learning performances and perceptions.It is worth promoting the SVVR approach in school settings since it is a low‐tech and low‐cost solution with potentially positive impacts on students' learning outcomes. [ABSTRACT FROM AUTHOR]

Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings. Therefore, this study set out to increase participation in an online proctored formative statistics exam by digital nudging. We exploited targeted nudges based on the Fogg Behaviour Model, highlighting the relevance of acknowledging differences in motivation and ability in allocating nudges to elicit target behaviour. First, we assessed whether pre‐existing levels of motivation and perceived ability to participate are effective in identifying different propensities of responsiveness to plain untailored nudges. Next, we evaluated whether tailoring nudges to students' motivation and perceived ability levels increases target behaviour by means of a randomized field experiment in which 579 first‐year university students received 6 consecutive emails over the course of three weeks to nudge behaviour regarding successful participation in the online exam. First, the results point out that motivation explains differences in engagement as indicated by student responsiveness and participation, whereas the perceived ability to participate does not. Second, the results from the randomized field experiment indicate that tailored nudging did not improve observed engagement. Implications for the potential of providing motivational information to improve participation in online educational activities are discussed, as are alternatives for capturing perceived ability more effectively. Practitioner notes: What is already known about this topic Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings.Students' internal barriers to online participation and persistence in higher education are lack of motivation and perceived ability.Nudging interventions tackle students' behavioural barriers, and are particularly effective when guided by a theory of behaviour change, and when targeting students who suffer most from those barriers. What this paper adds This study examines whether the Fogg Behaviour Model is suited to guide a nudging intervention with the aim to increase student engagement in online higher education.This study examines whether students with different levels of motivation and perceived ability vary in their online behaviour in response to nudges.This study experimentally evaluates whether targeted nudges—targeted at students' motivation and perceived ability—are more effective than plain (not‐targeted) nudges. Implications for practice and/or policy The results indicate the importance of motivation for performing nudged behaviours regarding successful participation in an online educational activity.The results do not provide evidence for the role of perceived digital ability, yet do show prior performance on a similar educational activity can effectively distinguish between students' responsiveness.Targeted nudges were not more effective than plain nudges, but the potential of other motivational nudges and how to increase perceived performance are discussed. [ABSTRACT FROM AUTHOR]

In recent years, several studies have reported the potential of employing digital games in EFL (English as Foreign Language) courses to promote students' learning motivation. However, scholars have pointed out that students generally lack self‐learning ability, which is the key to the success of learning a foreign language. Therefore, it is crucial to foster students' self‐learning ability during the game‐based learning process. In this study, an expert system was developed to facilitate self‐regulated learning in digital game‐based learning contexts. To evaluate the effectiveness of the proposed approach, a quasi‐experimental design was employed in a university English course. The experimental group students learned with the self‐regulated English vocabulary game (SR‐EVG) approach, while the control group students learned with the conventional English vocabulary game (C‐EVG) approach. The experimental results indicated that the use of the SR‐EVG approach could improve learners' English vocabulary achievement and self‐regulation compared with the C‐EVG approach without increasing students' English learning anxiety. Moreover, through qualitative interviews, it was found that students who used the SR‐EVG approach would focus on their learning due to goal‐setting in the game and would pay more attention to the learning strategies they used. Practitioner notes: What is already known about this topic Digital game‐based learning situates students in a realistic situational environment, enabling students to learn by experiencing and interacting with the situations.Without appropriate scaffolding during digital game‐based learning, students may become overly focused on the game, or perform many non‐learning behaviorsSelf‐regulated learning refers to students' ability to learn on their own via goal setting, strategic planning, self‐monitoring, and self‐adjustment. What this paper adds An expert system‐guided self‐regulated learning approach was proposed to facilitate EFL students' performance in digital gaming contextsDue to goal‐setting step, students using the proposed approach would focus on their learning and pay more attention to the learning strategies they used. Implications for practice and/or policy It is potentially worth using the expert system‐guided self‐regulated learning approach in EFL training to facilitate students' performances and perceptions.The proposed approach can further analyze and compare the students' gaming and learning behaviors in the digital gaming contexts. [ABSTRACT FROM AUTHOR]

Socially shared regulation contributes to the success of collaborative learning. However, the assessment of socially shared regulation of learning (SSRL) faces several challenges in the effort to increase the understanding of collaborative learning and support outcomes due to the unobservability of the related cognitive and emotional processes. The recent development of trace‐based assessment has enabled innovative opportunities to overcome the problem. Despite the potential of a trace‐based approach to study SSRL, there remains a paucity of evidence on how trace‐based evidence could be captured and utilised to assess and promote SSRL. This study aims to investigate the assessment of electrodermal activities (EDA) data to understand and support SSRL in collaborative learning, hence enhancing learning outcomes. The data collection involves secondary school students (N = 94) working collaboratively in groups through five science lessons. A multimodal data set of EDA and video data were examined to assess the relationship among shared arousals and interactions for SSRL. The results of this study inform the patterns among students' physiological activities and their SSRL interactions to provide trace‐based evidence for an adaptive and maladaptive pattern of collaborative learning. Furthermore, our findings provide evidence about how trace‐based data could be utilised to predict learning outcomes in collaborative learning. Practitioner notesWhat is already known about this topic Socially shared regulation has been recognised as an essential aspect of collaborative learning success.It is challenging to make the processes of learning regulation 'visible' to better understand and support student learning, especially in dynamic collaborative settings.Multimodal learning analytics are showing promise for being a powerful tool to reveal new insights into the temporal and sequential aspects of regulation in collaborative learning.What this paper adds Utilising multimodal big data analytics to reveal the regulatory patterns of shared physiological arousal events (SPAEs) and regulatory activities in collaborative learning.Providing evidence of using multimodal data including physiological signals to indicate trigger events in socially shared regulation.Examining the differences of regulatory patterns between successful and less successful collaborative learning sessions.Demonstrating the potential use of artificial intelligence (AI) techniques to predict collaborative learning success by examining regulatory patterns.Implications for practice and/or policy Our findings offer insights into how students regulate their learning during collaborative learning, which can be used to design adaptive supports that can foster students' learning regulation.This study could encourage researchers and practitioners to consider the methodological development incorporating advanced techniques such as AI machine learning for capturing, processing and analysing multimodal data to examine and support learning regulation. [ABSTRACT FROM AUTHOR]

Gamification is typically implemented digitally. However, digital gamification is not always possible because of limited resources and logistical problems. It is thus necessary to explore low‐threshold gamification methods that can be easily adopted in classrooms. One such method is non‐digital gamification using physical game design elements. Currently, the literature provides a limited understanding of the design and effects of non‐digital gamification. It is also unclear whether mixed gamification (ie, a combination of digital and non‐digital gamification) is better than purely non‐digital gamification. We explored these topics using an explanatory sequential mixed‐methods design to compare the effectiveness of non‐digital gamification in a face‐to‐face course and mixed gamification in a blended course in terms of student learning achievement, cognitive engagement and course satisfaction. Two secondary grade classes were randomly assigned to the mixed (N = 52) or non‐digital (N = 52) gamification conditions. Contrary to our expectations, the quantitative results showed that the two approaches improved the students' learning achievement to the same extent. Although the students in the non‐digital gamification condition reported significantly higher‐course satisfaction than those in the mixed condition, the improvement in student cognitive engagement was significantly greater in the mixed gamification condition than in the non‐digital condition. Through focus group interviews, we analysed the students' learning experiences and synthesised the factors that influenced student cognitive engagement and course satisfaction. Practitioner notesWhat is already known about this topic Gamification is increasingly being used to increase student engagement and enhance learning.Gamification studies have mostly focused on digital modes, which often require gamified digital platforms or applications.Non‐digital gamification can be an effective method to foster learning, but the design and evaluation of non‐digital gamification is at an early stage.What this paper adds We designed non‐digital and mixed (ie, a combination of digital and non‐digital) gamification programmes and compared their effects using an explanatory sequential mixed‐methods design.Both gamification approaches led to a similar improvement in learning achievement.While non‐digital gamification fostered students' course satisfaction, mixed gamification was more effective in improving students' cognitive engagement.Implications for practice and/or policy Non‐digital gamification can be an effective low‐threshold solution for instructors. It is worth further improving the non‐digital gamification approach in school settings as it is cost‐effective and can be transferred between classrooms.The benefits of mixed gamification should not be ignored because of its affordances that improve students' cognitive engagement. [ABSTRACT FROM AUTHOR]

The flipped classroom (FC) is becoming an increasingly popular teaching method in mathematics education. However, few studies have rigorously evaluated its effectiveness, and less so in countries where students' level of mathematics achievement is low. In this study, we evaluated the impact of an FC intervention in Saudi Arabia, the country with the lowest level of maths achievement in the last iteration of the Trends International Mathematics and Science Study TIMSS. A total of 281 secondary school students received eight weeks of algebra training using either FC or traditional instruction, and were tested on algebra problems taken from past national standardised tests, as well as on a measure of self‐efficacy. Students who received the intervention showed higher self‐efficacy but no significant difference in maths achievement was observed. Students' and teachers' perceptions of the intervention were positive. Practitioner notes: What is already known about this topic The flipped classroom is an increasingly popular teaching method in mathematics education.There is evidence that the method is beneficial for students.However, there have been very few rigorous evaluation studies of flipped classrooms and most were conducted in the US, Taiwan and China.Whether the beneficial impact of flipped classrooms can be generalised to other countries, particularly countries with low proficiency in mathematics, remains unclear. What this paper adds We evaluated the impact of the flipped classroom in Saudi Arabia, a country with low proficiency in mathematics and limited technological resources.We used a rigorous design (with a control group) and educationally relevant outcome measures.We found that a flipped classroom can have a positive impact on students' self‐efficacy, and that the method was perceived positively by both teachers and students.Based on interview data, we also documented the perceptions and concerns of the participating teachers. Implications for practice and/or policy Flipped classrooms showed promising results in a context which differs markedly from previous evaluations, suggesting that the method can be beneficial in a range of contexts.This positive impact was observed despite the intervention being relatively short (six weeks) and implemented by teachers previously unfamiliar with the flipped classroom method. [ABSTRACT FROM AUTHOR]

Most constructionist efforts have focused on supporting learners with tools for designing with digital and/or physical media. Recent developments in life sciences now allow K‐12 learners to design with living materials, or to biodesign. In this paper, we report on the development of a biodesign studio activity called biocakes wherein teams of high school youth genetically modified a yeast strain to bake a nutrient fortified food product. Using a qualitative deductive analysis of classroom observations, interviews and projects, we examined high school youth experiences and reflections of these activities to answer three research questions: (1) What kind of artefacts did youth make with living media? (2) How did youth engage in biodesign? and (3) What did youth have to say about their biodesign experiences? We discuss how our analyses of biodesign applications highlight the importance of assembly practices, social engagement and imaginative design for constructionist learning. These insights provide compelling examples for designing with living media in K‐12 education. Practitioner notesWhat is already known about this topic? Constructionist perspectives shape important ideas about what we know about science learning, and notably in computer science fields.One widely taken up example includes making, where learners use crafts to make interactive computational objects.In life science, constructionism also provides insights about learning using digital media to model biological systems or interact with living materials.What this paper adds? This paper extends these perspectives by examining production and engagement when learners construct with living materials—an approach that has only recently been possible with the development of accessible wet lab tools.We frame learning activities as a studio model—that emphasised application design, iteration and critique—to better assess the roles assembly, construction and speculative design play in production that uses living materials.Our findings suggest that assembly is important for creating accessible points of entry to complex biological fabrication processes.We also find that speculative design provides an opportunity for learners to extend their existing abilities beyond what is otherwise available given their expertise or access to resources, and thus expansively explore related ideas.Implications for practice and/or policy Assembly and speculative design have important places in constructionist‐driven production with living materials and could, therefore, be leveraged in practice. [ABSTRACT FROM AUTHOR]

Supporting productive disciplinary engagement (PDE) in low‐achieving students is an important but challenging goal in education. This study used a knowledge‐building inquiry approach augmented by reflective assessment to facilitate low‐achieving students' PDE. A quasi‐experimental design method was employed to examine the effects of reflective assessment in supporting low‐achieving students' PDE. The experimental class of tenth graders (n = 20) conducted inquiries in the visual arts in a knowledge‐building design augmented by reflective assessment, while the comparison class of tenth graders (n = 14) conducted inquiries in a regular knowledge‐building design without reflective assessment. This study lasted approximately 4 months and the primary data source was the online discourse. A comparative analysis of the knowledge‐building discourse characteristics and the sequential patterns of the discourse moves revealed higher cognitive, emotional and epistemic engagement in the experimental class compared with the comparison class. Epistemic network analysis showed that reflective assessment facilitated low‐achieving students' collective reflection, monitoring and regulation, as shown by their metacognitive discourse moves. Their metacognition further helped them to achieve higher levels of cognitive, emotional and epistemic engagement than the comparison class. This study provides insights into the connections between inquiry, engagement and assessment. Moreover, it has implications for designing technology‐supported collaborative inquiry environments to support low‐achieving students' engagement and higher‐level skills. Practitioner notesWhat is already known about this topic Supporting low‐achieving students' productive disciplinary engagement (PDE) is an important but challenging goal in education and limited research has focused on it.Knowledge‐building inquiry design augmented by reflective assessment is promising in supporting low‐achieving students' PDE.Little research has examined the effects of reflective assessment‐augmented knowledge building inquiry on low‐achieving students' PDE and the mechanism through which reflective assessment supports their PDE.What this paper adds Reflective assessment‐augmented knowledge‐building inquiry is effective in supporting low‐achieving students' PDE.Portfolio‐supported Reflective assessment in Knowledge Forum facilitated low‐achieving students' enactment of collective reflection, monitoring and regulation, and these metacognitive processes further helped low‐achieving students to achieve higher levels of cognitive, emotional and epistemic engagement.This study provides insights into the connections between inquiry, engagement, and assessment.Implications for practice and/or policy It is crucial to create a collaborative and reflective community culture to help low‐achieving students gradually gain agency.It is critical to help low‐achieving students to develop a productive belief that idea improvement and reflection is a continuous and iterative process.The effectiveness of reflective assessment requires face‐to‐face knowledge‐building discussion and collaborative reflection opportunities scaffolded by assessment tools and analytics that encourage low‐achieving students to engage in meta‐level discussion. [ABSTRACT FROM AUTHOR]

Conversational agents can deepen reasoning and encourage students to build on others' knowledge in collaborative learning. Embedding agents in group work, however, presents challenges where groups may ignore the agents, and this calls for designs where students perceive agents as learning partners. This study examines group interactions with two text‐based agents (ie, chatbots) that posed as an expert and a less knowledgeable peer in a high school marine biology lesson. Student messages (N = 1764) from 18 groups (52 students ages 14–15) received codes for reasoning, building on prior ideas, and responsiveness to the agents. Results indicate no differences between agents in how often each discussion move occurred. Interestingly, sequential pattern mining suggests that the less‐knowledgeable‐peer agent prompted groups to show questioning and building on others' ideas, similar to how students may act as peer tutors to the agent. Meanwhile, sequences with the expert agent resembled student‐teacher exchange, where groups responded to the agent's nudges and then provided reasoning. Findings illustrate the affordances of embedding humanized features in technology designs to promote discussion. Practitioner notesWhat is already known about this topic Conversational agents can facilitate group discussions, but can get abused or ignored by student groups.To engage students, agent designs can simulate the characteristics of familiar classroom figures, such as peers or teachers.There are limited explorations of how student groups adapt their interactions to different agent designs in collaborative settings.What the paper adds Illustrations of the utilities of diversifying agent designs in collaborative learning.Insights into the unique interaction patterns that student groups displayed to different designs, such as questioning and building on others' ideas with a less‐knowledgeable‐peer agent.Implications for practice and/or policy Embedding signs of humanness in classroom facilitation and technology design can foster responsiveness among users.Pedagogy can consider adaptive designs to promote interaction sequences that contribute to learning (eg, questioning, expanding on prior ideas) at opportune moments. [ABSTRACT FROM AUTHOR]

Immersive virtual reality (IVR) is regarded as one of the contemporary technological innovations with rich educational potential. As a subset of IVR, spherical video‐based IVR (SV‐IVR) immerses users centrally in a human‐recorded real‐world environment, allowing them to explore the environment in any directions via mobile phones and cardboard goggles. We have proposed a pedagogical framework—Learner‐Immersed Virtual Interactive Expedition (LIVIE), which leverages SV‐IVR to integrate immersive and interactive virtual inquiry‐based fieldwork into learning and teaching of physical geography. Besides discussing the design of LIVIE, this paper reports on the quasi‐experimental study that we carried out to evaluate its pedagogical effectiveness. The research subjects were 566 students from upper, middle and lower academic‐category secondary schools in Hong Kong. The study showed that LIVIE had different degrees of positive effects on the high, moderate and low academic‐achieving subjects. Our work not only provides evidence for supporting wider adoption of LIVIE in geography education, but it also sheds light on how to design and implement the pedagogical use of SV‐IVR in school education. [ABSTRACT FROM AUTHOR]

A discussion forum is a valuable tool to support student learning in online contexts. However, interactions in online discussion forums are sparse, leading to other issues such as low engagement and dropping out. Recent educational studies have examined the affordances of conversational agents (CA) powered by artificial intelligence (AI) to automatically support student participation in discussion forums. However, few studies have paid attention to the safety of CAs. This study aimed to address the safety challenges of CAs constructed with educational big data to support learning. Specifically, we proposed a safety‐aware CA model, benchmarked with two state‐of‐the‐art (SOTA) models, to support high school student learning in an online algebra learning platform. We applied automatic text analysis to evaluate the safety and socio‐emotional support levels of CA‐generated and human‐generated texts. A large dataset was used to train and evaluate the CA models, which consisted of all discussion post‐reply pairs (n = 2,097,139) by 71,918 online math learners from 2015 to 2021. Results show that while SOTA models can generate supportive texts, their safety is compromised. Meanwhile, our proposed model can effectively enhance the safety of generated texts while providing comparable support. Practitioner notesWhat is already known about this topic Online discussion forums have been plagued by a lack of interaction among students due to factors such as expectations to receive no response and perceptions of topic irrelevance which lead to low motivation to participate.AI‐based conversational agents can automatically support students' interactions in online discussion forums at a large scale, and their generated responses can be human‐like, contextually coherent and socio‐emotionally supportive.Unsafe discourse exchanges between students and conversational agents can be dangerous as identity attacks, aggravation and bullying behaviours embedded in discourses can disrupt students' knowledge inquiry and negatively influence student motivation and engagement. However, few educational studies have paid attention to the safety of conversational agents.What this paper adds This study proposes and synthesized strategies to build AI‐based conversational agents that automatically support online discussions with safe and supportive discourses.This study reveals the relationship between discourse safety and social support, suggesting supportive discourses can also be unsafe.This study enriches the literature on educational conversational agents by synthesizing a conceptual framework on discourse safety and social support, and by proposing concrete algorithmic strategies to improve the safety of conversational agents.Implications for practice and/or policy Researchers and practitioners can adopt strategies in this study such as generation control, open‐sourced models and public API services to evaluate students' discourse safety for early intervention or modify existing conversational agents to be safety‐aware.Practitioners can utilize the proposed conversational agent to automatically support students both safely and socio‐emotionally at a large scale.Practitioners should be cautious when examining social support with automatic analysis, as not all supportive texts are safe. While unsafe texts can provide emotional support, it does not justify their appropriateness in a learning environment. [ABSTRACT FROM AUTHOR]

Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under‐explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities is conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision‐making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision‐making and advising tasks. [ABSTRACT FROM AUTHOR]

In this paper, we present an escape box as a means to introduce the escape room concept into classrooms. Recreational escape rooms have inspired teachers all over the world to adapt the popular entertainment activity for education. Escape rooms are problem‐based and time‐constrained, requiring active and collaborative participants, a setting that teachers want to achieve in their classroom to promote learning. This paper explores the adaptation of the escape room concept into educational escape game boxes. These technology‐enhanced escape boxes have become hybrid learning spaces, merging individual and collaborative learning, as well as physical and digital spaces. The design of the box with assignments on each side puts users face to face with each other and requires them to collaborate in the physical world, instead of being individually absorbed in a digital world. The developed box is a unique concept in the field of escape rooms; the content is adaptable. This paper describes the process leading to the design criteria, the design process, test results and evaluation, and provides recommendations for designing educational escape rooms. [ABSTRACT FROM AUTHOR]

This paper examines what new materialist and posthumanist frameworks can offer learning science research in diverse maker learning environments. We explore what is gained by grappling with the entanglements between humans, non‐humans and more‐than‐humans. To do this, we draw on Karen Barad's ethico‐onto‐epistemology and agential realism where she redefines connections to the shared world by attuning to the entangled matter that is created within intra‐actions. We use this framework across four international cases: digital media camps, a university‐level classroom‐based makerspace, a Saturday outdoor makerspace workshop and a classroom‐based museum makerspace. Each case study attends to how intra‐actions enact agential forces in maker education research—forces that posthuman and new materialist frameworks help us see. In so doing, these case studies challenge many of the assumptions prevalent in the learning sciences about mattering and its implications in research sites. [ABSTRACT FROM AUTHOR]

A Future Learning Space (FLS) is a dynamic and a technology‐rich learning environment that enables teaching and learning using innovative pedagogical methods. However, introducing innovation and technology into any educational setting, whether in K‐12 schools or higher education institutions, is known to be challenging. This paper introduces design patterns (DPs) for teaching in FLS. The patterns emerged from creative teaching in a college of education, which was preceded by mentoring for some of the lecturers. The patterns involve hybridity, including both formal and informal social structures and a combination of physical and digital tools mediating individuals' interactions with peers. Based on a process of mining patterns, we extracted four DPs for teaching in academic FLS. The patterns, which encapsulate threads of hybridity, are: convergent groups; teaching in an interactive orchestrated learning space; presentation fair; and Think‐Join‐Share. These patterns can be used as learning design scaffolds in a social constructivist approach in which pedagogy, technology and space interact. [ABSTRACT FROM AUTHOR]

Research into educational technology has evaluated new computer-based systems as tools for improving students' academic performance and engagement. Serious games should also be considered as an alternative pedagogical medium for attracting students with different needs and expectations. In this field study, we empirically examined different forms of serious-game use for learning on learning performance and attitudes of eighty 13-year-old students in the first grade of middle school. Divided into four groups of 20 students, each group practiced with a maths video game in three ways. The first group played the storytelling maths game, the second played the same game but with no story and the third played and modified the video game. Finally, a control group practised in a paper-based (traditional) way by solving exercises. Although only minor differences in learning performance were identified, we found significant differences in the attitudes of the students toward learning through the video game. Students who are not motivated by conventional paper-based assignments might be engaged better with the use of a video game. Our findings suggest that video game pedagogy could provide malleable learning for different groups of students using methods that move beyond the conventional tool-based approach. A video abstract of this article can be viewed at . [ABSTRACT FROM AUTHOR]

Based on two years of ethnographic engagement in a school‐based digital design studio in a high school on the West Side of Chicago, Illinois, this paper conceptualizes the development and maintenance of an ethos of care in teaching and learning through sustaining affective resonance. Adopting musical metaphors as a vocabulary for affective movements, we operationalize practical and practiced methods for sustaining (actively extending) affective (care‐giving and care‐taking intensities) resonance (shared meaning making and cultural production). Sharing examples across years, we show the specific ways that mentors and students in the digital design studio built and nurtured care‐full practices. The purpose of the paper is to explicate the development and enactment of mentoring practices that we observed in the design studio and then to consider how these practices might be shared, spread, and adapted across contexts of teaching and learning. [ABSTRACT FROM AUTHOR]

Contemporary young students in Asia and in the Nordic region are increasingly learning English outside the classroom by using technology (a.k.a. Informal Digital Learning of English [IDLE]). This comparative study examines to what extent IDLE influences Korean and Swedish students' willingness to communicate in a second language (L2 WTC), a critical antecedent affecting actual L2 communication behaviour. After having achieved a cross‐cultural equivalence of the research instrument, Korean (n = 388) and Swedish (n = 144) secondary school students were surveyed. Results of hierarchical regression analyses show that Frequency of IDLE (the total amount of IDLE activities) predicts both cohorts' L2 WTC, while Receptive IDLE activity (consuming English content) and Productive IDLE activity (producing English content) are predictors for only Koreans' L2 WTC. Results suggest that Korean and Swedish students tend to more frequently initiate English communication when engaging in IDLE activities. Results also suggest how Receptive and Productive IDLE activities could uniquely facilitate the L2 communication behaviour of Korean EFL learners, who learn English in a linguistically and culturally homogeneous society. Apart from context‐specific pedagogical implications, this study could provide insights for L2 learners worldwide who have been learning language remotely with minimal supervision. Practitioner notesWhat is already known about this topic Informal Digital Learning of English (IDLE) has been found to be beneficial in Korean and Swedish EFL students' communication skills and productive vocabulary knowledge.Diversity (a combination of form‐ and meaning‐focused activities), not frequency (amount of time) of IDLE activities, is a significant predictor of Korean learners' scores on a productive vocabulary test. These results stand in contrast to results found in Sweden that reported a positive relationship between frequency of IDLE activities and productive vocabulary test scores.After having achieved a cross‐cultural equivalence of the questionnaire, this comparative study aims to examine to what extent IDLE influences Korean and Swedish students' willingness to communicate in a second language (L2 WTC), which is a critical antecedent affecting actual L2 communication behaviour.What this paper adds Frequency of IDLE predicts both cohorts' L2 WTC.Receptive (consuming English content) and Productive IDLE activities (producing English content) seem to uniquely facilitate the L2 communication behaviour of Korean EFL learners, who learn English in a linguistically and culturally homogeneous society.Implications for practice and policy Informed by these results, L2 policymakers and teachers can design and implement socio‐culturally and contextually appropriate curricula and pedagogical practices to enhance learners' L2 WTC and, ultimately, L2 communicative competence.This study also provides insights for L2 learners worldwide who have been learning language remotely, with minimal supervision. [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]

In this study, we designed a game‐based English as a foreign language (EFL) learning activity for junior high school students for the application of newly learned knowledge to the real world. The learning activity was combined with physical exercises such as walking. Smartwatches were used to help students create learning content during the learning activity and monitor their physical activity. We aimed to explore how learning activity supported by smartwatches can facilitate cognitive processes such as Remembering (i.e., remembering new knowledge), Understanding (i.e., understanding new knowledge) and Applying (i.e., applying acquired knowledge in new situations). We also explored student learning experiences during the smartwatch‐supported language learning process. Our results showed that the posttest student's cognitive processes level was significantly higher than that of the pretest. From the interviews, we found that the students' learning experience can be categorised into EFL learning, physical exercise, smartwatch usage, learning satisfaction and problems. The results revealed that the learning activity supported by smartwatches was useful for language learning and physical exercise, and the students were satisfied with their learning experiences. The students used smartwatch functions such as texting, recording, sharing and monitoring their language practice in the real world. Based on our results, we suggest designing real‐world language learning activities supported by smartwatches as they may facilitate cognitive processes from a basic to a higher level because they enable students to learn new knowledge and apply it in everyday life. Practitioner notesWhat is already known about this topic?Acquiring new knowledge in class and then applying it to the real world is important.Smartwatches have the potential to facilitate cognitive processes associated with language learning.Exploring learning experiences is important in technology‐assisted language learning.What this paper adds?An understanding of how smartwatch‐supported language learning facilitates cognitive processes.A presentation of student learning experiences in a smartwatch‐supported language learning environment.Our study design and results might serve as a starting point in the research area of smartwatch‐supported learning.Implications for practice or policyThe design of learning tasks requires applying newly learned knowledge to the real world and combining it with physical exercise.To make learning experiences more successful, we need to design relevant and meaningful tasks.The use of our proposed eight‐step approach will make learning experiences fruitful. [ABSTRACT FROM AUTHOR]

Digital game‐based learning (DGBL) is a frequently adopted mode for facilitating teaching and learning, where learners are immersed in game contexts to engage in gameplay and to construct meaningful knowledge. However, without guidance, students might have difficulties organizing what they have experienced in gaming contexts. Thus, in this research, a multidimensional repertory grid (MDRG) approach was proposed, and a digital game was implemented accordingly. Moreover, an experiment was executed in a geography course to examine the effectiveness of the strategy. A total of 83 high school students (15.5 years old on average) participated in the experiment. The experimental group learned with the multidimensional repertory grid‐based educational game, while the control group learned with the conventional gaming mode. The analysis results revealed that the experimental group had better learning achievement as well as higher learning motivation, self‐efficacy and metacognition awareness. In addition, the behavioral analysis and interview results revealed that those learning with the proposed strategy had a greater tendency to promote higher order thinking. Accordingly, the limitations and suggestions for future research are provided. Practitioner NotesWhat is already known about this topic Digital game‐based learning is an effective teaching approach that enables learners to effectively acquire knowledge in joyful contexts, hence enhancing their learning achievement and learning motivation.Suitable strategies should be embedded in games to enable students to have a higher level of thinking ability and to improve their academic performance.In view of guiding students to observe from multi‐dimensional perspectives, a repertory grid is believed to be a suitable tool since it enables students to observe different learning objects according to different aspects and elements.What this paper adds A multi‐dimensional repertory grid‐based educational game (MDRG game) was developed to facilitate students' learning achievement, learning motivation, and self‐efficacy as well as their metacognition awareness.In addition to promoting students' learning outcomes, students' learning behavioral transition diagrams were presented and interview results were analyzed in this study.Implications for practice and/or policy Traditional graphs or tables could help students memorize and understand features of learning objects; however, it is not easy to promote students' higher order thinking skills of making comparisons and reflections from multiple dimensions.The multi‐dimensional repertory grid‐based feedback provides students with systematically organized information to make comparisons and reflections, which furthermore enhances students' higher order thinking competences.Embedding suitable strategies (e.g., multi‐dimensional repertory grid‐based feedback) in games can effectively improve students' learning performance without increasing their cognitive load. [ABSTRACT FROM AUTHOR]

Although a modality effect indicating better learning from an animation with spoken learning guidance than from an animation with written learning guidance has often been found in research on learning from animation, the effect has hardly been investigated for learning from computer simulation. This study examined the interaction effects between the multimedia types of animation and computer simulation, and the presentation modes of written and spoken learning guidance. Based on cognitive load theory and the specific characteristics of the multimedia types it was hypothesized that a modality effect would be replicated in the animation condition and a reverse modality effect would be found in the simulation condition. Results partially supported the hypotheses, indicating that participants learned more from animation when it was accompanied with spoken text, and from a simulation when it was accompanied with written text. However, no effect was found for cognitive load. Based on the results, spoken text is recommended to be used to guide learners in animations assisted learning environments, and written text is recommended to be used to guide learners in simulations assisted learning environments. Practitioner NotesWhat is already known about this topic Animation and computer simulation have been widely used in different learning fields.Modality effect means that students learn more from graphical representations when they are accompanied with spoken text instead of written text.The modality effect has been verified in different learning environments.What this paper adds Examined the interaction effects between the multimedia types of animation and computer simulation, and the presentation modes of written and spoken text in a learning guide.Provided recommendations for designing the leaning guide of animation and simulation based on cognitive load theory.Implications for practice and/or policy Modality effect was verified in animation, and thus, spoken text is more suitable for learning from animation.Reversed modality effect was found in simulation condition, and thus, written text is more suitable for learning from simulation. [ABSTRACT FROM AUTHOR]

Cardiopulmonary resuscitation (CPR) is a lifesaving emergency procedure. To increase survival rates, it is recommended to increase the number of high school students who know how to perform CPR. We have developed an immersive "Virtual Reality (VR) Resuscitation Training" to train the theoretical knowledge of CPR in which trainees must save the life of the patient in a virtual environment. This paper presents a randomized controlled study with a pre‐posttest design to explore whether a VR enhanced curriculum improves high school students' theoretical CPR knowledge. Forty students without previous CPR experience in the past year were randomly assigned to either the VR group or the standard group. The VR group had a significant higher increase of correct answers in comparison with the Standard group. More importantly, the gain in score on taking the correct sequence of CPR steps was significant favouring the VR‐enhanced protocol over the Standard protocol. Therefore, the use of a VR training for CPR training appears to be an effective learning method for non‐medical students and may be of great value skilling high school students in becoming adequate CPR providers. [ABSTRACT FROM AUTHOR]

Science‐related competencies are demanded in many fields, but attracting more students to scientific educations remains a challenge. This paper uses two studies to investigate the value of using Immersive Virtual Reality (IVR) laboratory simulations in science education. In Study 1, 99 (52 male, 47 female) seventh (49) and eighth (50) grade students between 13 and 16 years of age used an IVR laboratory safety simulation with a pre‐ to posttest design. Results indicated an overall increase in interest in science and self‐efficacy, but only females reported an increase in science career aspirations. Study 2 was conducted with 131 (47 male, 84 female) second (77) and third (54) year high school students aged 17 to 20 and used an experimental design to compare the value of using an IVR simulation or a video of the simulation on the topic of DNA‐analysis. The IVR group reported significantly higher gains from pre‐ to posttest on interest, and social‐outcome expectations than the video group. Furthermore, both groups had significant gains in self‐efficacy and physical outcome expectations, but the increase in career aspirations and self‐outcome expectations did not reach statistical significance. Thus, results from the two studies suggest that appropriately developed and implemented IVR simulations can address some of the challenges currently facing science education. [ABSTRACT FROM AUTHOR]

Given the pivotal role of parents in their children's educational development, numerous studies have examined the impacts of parents' information and communications technology (ICT) proficiency on adolescents' information literacy. However, previous research has tended to treat parents as a holistic unit, ignoring the individual uniqueness of each parent in analyses. Thus, the first aim of this study was to explore the parent profiles in terms of ICT proficiency, which were developed through a person‐centered approach employing latent profile analysis. Three distinct parent profiles were identified: quiescent users, compliant users and active users. The second aim of this study was to investigate the relationship between the parents' profile memberships and adolescents' information literacy. The results showed that, in general, adolescents whose parents were identified as active users and compliant users tended to perform better on an information literacy test than those of parents categorized as quiescent users. More specifically, those adolescents whose parents were classified as active users achieved significantly higher scores in the information literacy test than those of parents who fit within the profiles of compliant users and quiescent users. Based on the findings, this paper discusses several implications and strategies for enhancing the adolescents' information literacy. [ABSTRACT FROM AUTHOR]

This paper describes a decolonial perspective on material agency in the context of STEM education and application. Using the framework of generative STEM, we engaged in case studies with African, African American, South American, and Native American educational communities. This research shows that understanding material agency based on Indigenous knowledge systems can open a rich source of research and education content. Using a suite of simulations, Culturally Situated Design Tools, we apply this body of research to the classroom. One important theoretical conclusion is the contrast to a "content agnostic" position. A generative framework instead offers a robust blend of user agency and instructional guidance. The outcomes indicate statistically significant and notable improvement for STEM skills and interests. We conclude with a contrast to the quantum epistemology approach to posthumanism. We show that the Indigenous material agency framework in generative STEM is a better fit to decolonial aspirations, and that it offers a more transformative vision for the potential role of STEM in transitioning from an extractive to a generative economy. [ABSTRACT FROM AUTHOR]

In Latin American universities, Learning Analytics (LA) has been perceived as a promising opportunity to leverage data to meet the needs of a diverse student cohort. Although universities have been collecting educational data for years, the adoption of LA in this region is still limited due to the lack of expertise and policies for processing and using educational data. In order to get a better picture of how existing data‐related practices and policies might affect the incorporation of LA in Latin American institutions, we conducted a mixed methods study in four Latin American universities (two Chilean and two Ecuadorian). In this paper, the qualitative data were based on 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students; the quantitative data were collected through two surveys answered by 1884 students and 368 teachers, respectively. The findings reveal opportunities to incorporate LA services into existing data practices in the four case studies. However, the lack of reliable information systems and policies to regulate the use of data imposes challenges that need to be overcome for future LA adoption. [ABSTRACT FROM AUTHOR]

Graduate employment rates and self‐reported employability are increasingly a feature of higher education funding measures. However, graduate outcomes do not denote the whole learning experience of the student nor is the student experience reducible to a single statistic. This paper discusses a design‐centric approach to employability development which was enacted within a hybrid learning space. The study engaged 52 final‐year speech pathology students, their lecturer, the lead researcher and a career practitioner (advisor) at an Australian university. Students first created personalized employability profiles using an established online self‐reflection tool. The online tool produced a personalized report and enabled students to access developmental resources relating to employability and student success. The project team used anonymized student data to transform a previously generic "careers" workshop into a targeted workshop in which students explored individual and cohort findings and participated in developmental activities informed by the data. The initiative's contribution to learning space research is in its composition as a hybrid learning space in which educators and students engaged as learners and developers of their online learning spaces, and educators collaborated to analyze student data and inform learning and teaching enhancements within the same study period. It is anticipated that the data from subsequent years will inform the curricular review, particularly if subsequent student cohorts express similar concerns. Implications for higher education policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Teaching and learning in universities have shifted towards online education, and there is not enough scientific knowledge about suitable pedagogical design principles to guide the construction of hybrid learning spaces for today's university students. In this design‐based research, we studied the benefits and challenges in reaching the expected learning outcomes of an e‐course, "Collaboration and Professional Interaction Skills." The practical purpose was developing the pedagogical design of this e‐course. The scientific objective was to build on the research about design principles that guide teachers in constructing e‐courses, enabling in‐depth learning in hybrid learning spaces. The pedagogical design was guided by six design principles. Empirical data (21 students' assignments and reflections, teacher's observations, data from the digital learning management system) were collected in two research cycles. Students were from different degree programmes of educational sciences. Thematic analysis of students' individually and collaboratively authored assignments was carried out in both research cycles. The most emphasised benefits and challenges concerned the combination of working and creating knowledge together, virtually, in a multidisciplinary group. Based on the results, practical recommendations were made for university‐level pedagogical designs that facilitate effective and active collaboration and interaction, and learning of such competence. Practitioner NotesWhat is already known about this topic: In higher education, more emphasis needs to be placed on learning skills such as multidisciplinary teamwork and collaborative knowledge creation.There is a need for more personalised learning opportunities that offer flexibility in one's studies and take learners' diverse situations into account.Advanced understanding of suitable pedagogical design principles and knowledge from empirical cases is needed.What this paper adds: What to consider when technology is used to mediate the learning processes.How to tackle the demands of personalised study opportunities and demanding interaction skills by online collaboration.Implications for practice and/or policy: Pedagogical design exemplifying how students build shared knowledge objects iteratively.Students need guidelines and support for multidisciplinary collaboration and interaction online.Learning management systems are not fully tailored for iterative multidisciplinary collaboration; thus, the designer of the course must be aware of the limitations and develop ways of overcoming the discrepancies between the learning management system and learning objectives. [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]

Gamified Authentic Mobile Enquiry in Society (GAMES) is a GPS‐supported mobile application for gamifying social enquiry learning in outdoor environments. Teachers are always the "educational innovation gatekeepers" in schools. This paper reports on a 3‐year study in which the Stages of Concern model was employed as a quantitative diagnostic instrument to continuously understand and address the emerging concerns of 91 social humanities teachers (from 91 high schools in Hong Kong) about adopting GAMES in their teaching practice. With adequate interventions for addressing the participants' ongoing needs, their peak categorical concern shifted initially from "Management" (in Year 1) to "Consequence" (in Year 2), and finally to "Refocusing" (in Year 3). The results reveal that the participants largely intended to go on harnessing GAMES to facilitate outdoor social enquiry learning in their schools. This work provides the field with profound strategic insights into sustaining technological innovations in schooling from the perspective of teachers—an important stakeholder of education. [ABSTRACT FROM AUTHOR]

Most studies of Augmented Reality (AR) in education have considered students' learning outcomes and motivation. Previous studies have revealed that AR has the potential to help students learn abstract conceptions in mathematics. In this paper, a series of statistics and probability lessons using AR installed on tablets was designed and developed to examine the effect of the AR technology by comparing the conceptions and learning approaches of junior high school students with different levels of self‐efficacy. A total of 101 students were divided into two groups based on their mathematics learning self‐efficacy. The analysis of the results shows that AR applications in mathematics courses can help students with higher self‐efficacy to pay closer attention to higher level conceptions. It can also help higher self‐efficacy students to apply more advanced strategies when learning mathematics. [ABSTRACT FROM AUTHOR]

In recent years, the huge success of social network sites ( SNSs) has principally been determined by their ability to link people and their respective relationships. These relationships allow people to access different resources, information, emotional and social support, entertainment, as well as providing them with the opportunity to extend personal social ties. This paper investigates the way in which SNSs are used by emerging adults, defined as young people in the transition from adolescence to adulthood, and particularly those in their last year of high school or at university. The study focuses on different types of social capital and on the use of SNSs by emerging adults during this transitional phase in maintaining and developing relationships. Data collected from a questionnaire administered to 927 emerging adults show, first of all, the relevance of different types of social capital (bridging, bonding and maintaining) based on the student's position (high school, university first-year student or university student). Second, the data analysis indicates that SNSs can be conceived as part of functional organs that support emerging adults in their ability to connect and to be connected to a social network and to develop and maintain it over time. [ABSTRACT FROM AUTHOR]

Digital media have unique potential to amplify student voice in both high school teacher preparation and academic development for college faculty. This paper applies narrative analysis to participant descriptions of how three uses of digital media amplify student voice in the context of a single higher education consortium: (1) high school students and prospective high school teachers use email to engage in dialogue as part of a larger project within the consortium's secondary teacher preparation program, (2) undergraduate student consultants use visual mapping technology as a classroom observation tool through one of the consortium's academic development programs for college faculty and (3) graduate and undergraduate students, faculty and staff engaged in pedagogical partnerships within and beyond this consortium use on an online platform to publish reflective essays on their collaborative work. Amplifying student voice through these uses of digital media has the following actual effects: it creates the possibility for exchanges between students and teachers across space and time; it supports the development of reflective practice; and it encourages the embrace of a partnership approach to teaching and learning. [ABSTRACT FROM AUTHOR]

The challenge in serious games is to improve the effectiveness of learning by stimulating relevant cognitive processes. In this paper, we investigate the potential of surprise in two experiments with prevocational students in the domain of proportional reasoning. Surprise involves an emotional reaction, but it also serves a cognitive goal as it directs attention to explain why the surprise occurred and can play a key role in learning. In our experiments, surprises were triggered by a surprising event, ie, a nonplaying character who suddenly appeared and changed characteristics of a problem. In Experiment 1-comparing a surprise condition with a control condition-we found no overall differences, but the results suggested that surprise may be beneficial for higher level students. In Experiment 2, we combined Expectancy strength (Strong vs. Weak) with Surprise (Present vs. Absent) using higher level students. We found a marginal overall effect of surprising events on learning indicating that students who experienced surprises learned more than students who were not exposed to these surprises but we found a stronger effect of surprise when we included existing proportional reasoning skill as factor. These results provide some evidence that a narrative technique as surprise can be used in game-based learning for the purpose of learning. [ABSTRACT FROM AUTHOR]

This paper describes a dataset with data from three individually randomized educational technology experiments on differentiation, formative testing and feedback during one school year for a group of 8th grade students in the Netherlands, using administrative data and the online motivation questionnaire of Boekaerts. The dataset consists of pre- and posttest scores for each experiment, as well as background information on the students, such as gender, age, ability, grade repetition and neighborhood characteristics. It also includes motivation of students. The dataset, or parts of it, could be interesting to use in future studies, focusing on effects of the use of educational technology, for comparison with similar and/or slightly different experiments, and for studies such as meta-analyses or replication studies, especially given the individual experimental setup. [ABSTRACT FROM AUTHOR]

This study investigated whether design guidelines for computer-based learning can be applied to computer-based testing (CBT). Twenty-two students completed a CBT exam with half of the questions presented in a split-screen format that was analogous to the original paper-and-pencil version and half in an integrated format. Results show that students attended to all information in the integrated format while ignoring information in the split format. Interestingly, and contrary to expectations, they worked more efficiently in the split format. A content analysis of the ignored information revealed that it was mostly not relevant to answering the questions, unnecessarily taxed students' cognitive capacity and inefficiently increased the mental effort they expended. Further comparisons of different mental effort measures indicate that mental effort had an explicit (ie, self-reports, explicit utterances) and an implicit component (ie, silent pauses in thinking-aloud, eye tracking parameters). Consequently, when designing CBT environments, not only the design of the tasks but also the content of the given information and their effect on the different aspects of mental effort must be considered. [ABSTRACT FROM AUTHOR]

Tools for automatic grading programming assignments, also known as Online Judges, have been widely used to support computer science (CS) courses. Nevertheless, few studies have used these tools to acquire and analyse interaction data to better understand the students' performance and behaviours, often due to data availability or inadequate granularity. To address this problem, we propose an Online Judge called CodeBench, which allows for fine‐grained data collection of student interactions, at the level of, eg, keystrokes, number of submissions, and grades. We deployed CodeBench for 3 years (2016–18) and collected data from 2058 students from 16 introductory computer science (CS1) courses, on which we have carried out fine‐grained learning analytics, towards early detection of effective/ineffective behaviours regarding learning CS concepts. Results extract clear behavioural classes of CS1 students, significantly differentiated both semantically and statistically, enabling us to better explain how student behaviours during programming have influenced learning outcomes. Finally, we also identify behaviours that can guide novice students to improve their learning performance, which can be used for interventions. We believe this work is a step forward towards enhancing Online Judges and helping teachers and students improve their CS1 teaching/learning practices. [ABSTRACT FROM AUTHOR]

Little research has examined the critical components of successful K-12 online schools, due in part to the theoretical focus of current frameworks on higher education rather than characteristics of K-12 online learners and environments. Using K-12 online research, this paper examined teaching presence as explained by the Community of Inquiry framework and identified additional teacher roles that needed stronger emphasis. We termed the new construct teacher engagement. Teacher engagement was shown to be helpful in describing and identifying effective teacher practices at the Open High School of Utah ( OHSU), a successful online charter school. Through a series of 22 interviews with over half of the OHSU faculty, it was found that teachers worked to improve student outcomes by (1) designing and organizing learning activities, (2) facilitating discourse with students and parents, (3) providing students with one-on-one instruction, (4) nurturing a safe and caring learning environment, (5) motivating students to engage in learning activities and (6) closely monitoring student behavior and learning. These six elements describe the core of teacher engagement. [ABSTRACT FROM AUTHOR]

The effectiveness of demonstration‐based training (DBT) videos for software training has been investigated for a Western audience. These studies have generally found that the demonstration videos significantly enhanced self‐efficacy and task performance, but also that there was a gap between task practice and learning with the latter lagging behind. The present study investigated the effectiveness of DBT‐videos for software training of Chinese students. The control condition presented demonstrations only. In the experimental condition demonstrations were preceded with advance organizers that aimed to enhance learning. The 61 participants (mean age 11.8 years) came from a middle school in China. Data analyses revealed that self‐efficacy significantly improved in both conditions. Task performance success also increased significantly over time. The familiar gap between task practice and learning was found between task practice and outcomes on an immediate post‐test. However, on the delayed post‐test this difference had disappeared. An effect of the advance organizer was found for accuracy of the self‐efficacy appraisals, and for gain scores from pretest to delayed post‐test. It is concluded that DBT‐based demonstration videos are moderately effective for software training of Chinese students, and that it can be beneficial to precede these with advance organizers. [ABSTRACT FROM AUTHOR]