Search

Treatment adherence is one of the milestones in the care of hypertensive patients, with new information and communication technologies as potential educational tools. This study aimed to evaluate the add-on effect of a digital cartoon educative video on the therapeutic observance of patients followed up in the General Hospital Yaoundé compared to standard of care. We conducted a randomized simple blind clinical trial at the cardiology unit of the Yaoundé General Hospital over a 6-month period from 1st March to 30th August 2022. We enrolled 110 patients and randomized them in blocs of 4 creating two groups of 57 and 53, respectively, without (group 1) and with (group 2) intervention. Preintervention treatment adherence was assessed using the Morisky Medication Adherence Scale (MMAS). In the standard group (G1), we provided standard paper-based clinical counselling, including oral advice, and in the intervention group (G2), we did the same and added a digital cartoon video containing exactly the same message as images and audio. The primary outcome was medication adherence after three months. The mean age was 56.65 ± 10.98 years in group 1 (paper) and 56.42 ± 10.46 years in group 2 (paper + video), without any significant difference. The two groups were similar regarding the proportion of females (36.8% in G1 and 49.3% in G2) and educational levels. According to the Morisky medication adherence scale, before the intervention, the proportions of patients with good, medium and low treatment adherence in groups 1 and 2 were 7%, 25.6%, 67.4%, and 5.1%, 43.6%, 51.3%, respectively, without any significant difference. After interventions, the proportion of patients presenting a good observance moved from 7 to 11% in group 1 (paper) and 5.1 to 20% in group 2 (paper + video). The intragroup variation in treatment adherence in the intervention group (before-after) tended to be significant, with a p-value = 0.0572, while this p-value was 0.712 in the standard group. Our results provide insight into how digital cartoon videos can help to have an add-on effect on the treatment adherence of hypertensive patients, with clinical significance.

Science subjects at pre-tertiary and tertiary education levels are important for socio-economic and industrial development of any country; however, they are difficult for students to construct their concepts. In Tanzania, insufficient or lack of practical experiments are major challenges for science subjects due to insufficient or lack of laboratories, apparatus, expertise or reagents. Thus, this research assesses the effectiveness of paper-based against virtual laboratory experiences towards improvement of real (hands-on) chemistry practical in Tanzanian secondary schools focusing in Dodoma region. Chemistry virtual laboratory was developed and being deployed at Dodoma Secondary School for students who were never done practical sessions before to avoid biasness towards the study. The students were divided into three groups, namely paper-based and real laboratory as control groups (CG) and virtual laboratory as the experiment group (EG). Each group was further divided into two groups for the rest approaches forming six (6) groups. For EG, students were taught based on instructional approach which was enriched by computer animations in the computer laboratory. Results indicate that students who firstly attended virtual laboratory performed better in real laboratory than those who firstly attended real laboratory. Furthermore, the best progressive learning and performance for real experiments appears when the virtual laboratory preceded paper-based practical experiments. Thus, virtual laboratory is a very useful tool for learning chemistry practical not only to schools without laboratories but also to those with laboratories; and it should be considered by all the pre-tertiary schools in Tanzania and other schools in similar situations.

Video games are the digital entertainment resource most in demand by young people, which has led an increasing number of education experts to study their possible benefits. In particular, in this research, we set out to identify the potential of 'Papers, Please' to promote moral learning. Thus, we have tried to identify those objectives that go beyond the success in the video game and could favor moral learning. For this purpose, we have investigated what types of moral discourses arise from playing 'Papers, Please', a video game where you adopt the role of a customs inspector in a totalitarian state who must obtain the necessary money to fund their family. To do this, we analyzed the moral content of 1,560 player reviews. Results showed that only 4.94% of the reviews presented Moral Intuitions (moral content), which occurred more in the players who had played longer and had declared more Negative Emotions. As for the analysis of the Moral Intuitions, results showed that the players mainly made references to Care for both Family and Immigrants and point out the Authority of the State. However, Fairness/Cheating is less represented, despite the many events related to Immigrant discrimination. Through Exploratory Factor Analysis, we identified three dimensions, one of them pragmatic, oriented to success in the video game, and the others aimed at epistemic aspects beyond the objectives of the video game and that delve into the moral aspects of the game events. Hence, although spontaneous video game use is oriented toward pragmatic goals, 'Papers, Please' can guide players to think about the morality of the video game. Nevertheless, if we want to favor moral learning with 'Papers, Please', it is necessary to promote epistemic goals aimed at the explicitation of the morality that underlies the video game. To this end, we propose the application of scaffolding that favors these objectives.

The diversity and advance of information, communication, and analytical technologies and their increasing adoption to assist instruction and learning give rise to various technology-driven conferences (e.g., artificial intelligence in education) in educational technology. Previous reviews on educational technology commonly focused on journal articles while seldom including mainstream conference papers which also contribute to an important part of scientific output in computer science and emerging disciplines like educational technology and are equally and even more important than articles in knowledge transmission. Hence, conference papers should also be included in bibliometric studies to produce a complete and precise picture of scientific production concerning educational technology. This study, therefore, uses bibliometrics and topic modeling to analyze papers from mainstream conferences, including Artificial Intelligence in Education, Learning Analytics and Knowledge, Educational Data Mining, Intelligent Tutoring System, and Learning at Scale, focusing on contributors, collaborations, and particularly research topics and topic evolutions to inform relevant stakeholders about educational technology's development and its future. Results indicate promising areas like affective computing and behavior mining for adaptive instruction, recommender systems in personalized learning recommendations, eye-tracking for cognitive process diagnosis, videos for feedback provision, and natural language processing in discourse analysis and language education.

This paper is an experiential report describing the faculty and student experiences and knowledge gained from developing an Internet of Things (IoT) course within an Information Technology (IT) Department at a large southeastern United States public university. The paper contributes insights gained developing the introductory IoT course, and it recommends the inclusion of IoT technology within an IT curriculum due to its disruptive and transformative nature. Many industries are deploying IoT applications making it imperative that IT graduates have the knowledge and skills needed to work with this emerging technology. The faculty leveraged the use of the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) Instructional Design Model to develop a pilot course in the summer of 2022 and then, based on the pilot feedback and analysis using ADDIE, refined the course design for spring 2023. The continuing course development draws on IT undergraduate curricula guidelines in "Information Technology Curricula 2017 (IT2017)," research into how industry uses IoT applications, and the use of hands-on educational technologies to identify and apply IoT knowledge and skills needed for IT graduates. The pervasive nature of IoT requires IoT faculty to have knowledge of each of the IT Pillars (programming, networking, human-computer interaction, databases, and web systems) as well as the IT Supplemental IoT Domain guidelines developed in "IT2017."

Online learning has grown due to the advancement of technology and flexibility. Online examinations measure students' knowledge and skills. Traditional question papers include inconsistent difficulty levels, arbitrary question allocations, and poor grading. The suggested model calibrates question paper difficulty based on student performance to improve understanding assessment. The suggested student assessment system paradigm involves determining difficulty, creating the exam, and assessing the student. Based on the previously established relationship between question difficulty and right responses, questions are computed and then divided into difficulty categories. This model improves testing by adapting to the student's ability in real-time. This method ensures that all students are graded uniformly and fairly using pre-determined questions and criteria. The methodology can also cut exam creation and administration time, freeing up teachers and administrators to focus on other assessment tasks. It considers more evidence, learner-centered assessment can help employers evaluate candidates more accurately and meaningfully. It might boost academic productivity by letting assessors quickly write high-quality papers and save up time for deeper investigation and experimentation. This may accelerate scientific progress. Automatic paper generation raises ethical questions about research validity and reliability.

The need for data-driven decision-making primarily motivates interest in analysing Big Data in higher education. Although there has been considerable research on the value of Big Data in higher education, its application to address critical issues within the sector is still limited. This systematic review, conducted in December 2021 and encompassing 75 papers, analysed the applications of Big Data and analytics in higher education. The focus was on their usage in supporting learning, teaching and administration as reported in papers indexed in SCOPUS, Web of Science and IEEE Xplore. The key findings from the review revealed that Big Data and analytics are predominantly used to support learning and, to a lesser extent, guide teaching and informing administrative decision-making processes. The review also identified a set of studies focused on supporting student well-being. Further, we extend the use of Big Data in higher education to include the well-being of students and staff. This paper contributes to the growing debate on the practical use of Big Data and analytics to provide valuable insights for solving systemic challenges facing high education in the twenty-first century.

In our post-pandemic world, where the majority of higher education institutions have transitioned back to in-person classes, this paper argues that we must not return to pre-COVID teaching practices. Instead, we have the obligation and opportunity to create an educational experience and environment that better facilitates learning and instruction. This paper presents post-COVID best practices for employing technology in higher education based on an original survey and follow-up interviews of seventeen computing instructors at our institution. After a literature review, we describe four general categories of practices that enhance the post-COVID classroom: online student activities, digital instructor notes, remote classroom participation and collaboration, and a paperless classroom. For each of these categories, we provide vignettes to illustrate scope and intent. We also offer recommendations for addressing digital dishonesty, required infrastructure, institutional support, and being prepared to seamlessly return to a blended or fully remote environment in the event of another crisis. Finally, we identify additional emerging technological challenges and opportunities that require further effort. Overall, this paper emphasizes the need for a shift towards improved practices in the classroom rather than just a return to pre-pandemic norms. We believe implementing these recommendations will result in a more flexible, accessible, and robust post-COVID educational experience.

The aim of this paper is two-fold: firstly, to provide an overview of emerging digital practices that support collaborative learning, competency development, and digital literacy for student-centered learning environments in higher education during the rapid digital transition caused by pandemic-related lockdowns across the world, and secondly, to analyze and discuss how systematic reviews of generalized themes and trends can be combined with contextualized experiences and the lessons learned from the COVID-19 crisis to inform the digital transformation of higher education, with a particular focus on bridging the gap between campus-based teaching and online learning and on the identification of the digital competencies that teachers and students must acquire during the continuing shift into a 'new normal' for post-pandemic educational practices. This study was motivated by questions and findings emerging from an early reactive case study conducted by three of this paper's co-authors (Lyngdorf et al., 2021a). By reviewing the full texts of 18 articles, this study provides a systematic literature review which maps the general landscape of the online, hybrid, and blended digital practices applied in existing student-centered learning environments in higher education since the onset of the pandemic. Furthermore, this mapping is used to revisit data and findings from the earlier reactive study of emerging digital practices in a specific problem- and project-based learning (PBL) environment. This study's findings highlight critical factors and barriers related to emerging practices which support students' interactions with teachers, content, and each other, as well as the emerging competencies that these practices will require. The paper concludes with a discussion of the main findings and their implications for further research and practice.

This paper investigates the efficacy of integrating micro-credentials into teaching 21st-century skills to equip students with soft skills required for optimal productivity in the workplace and industry. A mixed-method research design with an experimental approach was used to elicit information from 90 students on the effectiveness of micro-credentials learning spaces in developing students' critical thinking, problem-solving, and communication skills. After collecting and analyzing data from post-tests and interviews, the paper unveiled that although traditional classrooms improved students' communication skills, micro-credential learning spaces were more effective in improving students' critical thinking, problem-solving, and communication skills. Other novel findings of the study were used to make insightful conclusions on the study's objective. This paper contributes to ongoing discussions on graduate work readiness. This paper further advances scientific knowledge by providing empirical evidence to support the efficacy of micro-credential as technological support for equipping students with employability skills required in 21st-century workplaces and industries.

Based on the purpose of improving the communication power of the computational intelligence short videos of China Communist Youth League, this paper takes six typical computational intelligence short video IDs and their popular computational intelligence short videos of the Communist Youth League at the provincial level as the research object investigates the characteristics along with the influencing factors of communication power from four aspects: expression form, content presentation, title text, and local characteristics through content analysis of Communist Youth League computational intelligence short videos. China communist youth league is the organization of young people between the ages of 14-28 which is run by chinese communist party with the purpose of training upcoming party members as well as officials. These six specific IDs of Communist youth league are selected as these accounts have consistently excellent performance in the ranking of government affairs TikTok accounts, and they have certain typicality and research significance. The novelty of this paper is an empirical analysis of Computational Intelligence short video communication. The methodologies that are included in this research are Release frequency that describes video update frequency, word frequency analysis that describes the keywords to follow in the short videos and statistical analysis of coding strategies. These Analysis were carried out through content and case study which was done using python 3.0's pandas, snownlp and other functional packages. The criterias which are used to evaluate the videos are views, likes, content, video format, form of expression, title form, local specialities show the engagement of the viewers in content as well as it helps in reaching the audience. Through the research, it is found that the computational intelligence short videos' communication power of the provincial Communist Youth League is related to video duration, expression form, video content, title text, local characteristics, and audience psychological behavior, but has no obvious positive correlation with title form. The advantage of computational intelligence short videos of the provincial Communist Youth League is that the party media has clear positioning, rich content, and innovative forms, but at the same time, there are some problems, such as unclear "youth" features, lack of local characteristics and audience interaction. This paper refines the characteristics of excellent computational intelligence in short videos of the Communist Youth League and puts forward countermeasures and suggestions for the shortcomings.

The Human Resources Development Service of Korea developed a digital exam for five representative engineering categories and conducted a pilot study comparing the findings with the paper-and-pencil exam results from the last three years. This study aimed to compare the test efficiency between digital and paper-and-pencil examinations. A digital examination was conducted with 93 participants through two rounds of test-status measurements. We collected the following data: early check-out rate, pass rate, and the average total response time per grade. The composition ratio of each question type in the digital exam was determined per the "Exam Operation Regulation" and selected from a databank spanning five years by experienced instructors. The early check-out rate of the digital exam at the Engineer level was 90% (percentage points), approximately 15%p higher than that for the paper-and-pencil exam, but the pass rate was low (9.8%p); the response time per question for the digital exam was approximately 0.2 min shorter. The results for both exams were similar in the Industrial Engineer category. The early check-out rate did not positively affect the exam pass rate, but the time taken depended on the number and characteristics of the subjects. It is necessary to improve the simplification and convenience of digital examinations, optimize test environments, and establish operation and management systems in line with the change in the Korean Technical Qualification Framework. We also suggest a gradual shift to digital examination by developing questions and tools using technologies to accurately measure individual abilities.

Lately, there has been a rising trend towards integrating sustainability issues and implementing sustainable development (SD) goals into higher education, especially in the Information and Communication Technology (ICT) field. This paper presents the challenges of the introduction of education for sustainability in higher education institutions, analyzes how these challenges could be addressed, and records the essential principles that can guide the incorporation of SD education in higher education. At the same time, this paper advocates the concept of sustainability integration into undergraduate ICT curricula and provides indications for developing ICT curricula that integrate sustainability issues. This paper also examines the contribution of education to the environmental awareness of the students at a Greek University while it captures their perceptions regarding the necessity for the inclusion of sustainability in the ICT curricula. The results are based on the processing of two questionnaires (pre-test and post-test data) distributed during two lectures regarding sustainability at a two-week interval. The findings of the study prove that the direct effect of the educational intervention on the intention of the students to engage in sustainability is significant. Furthermore, it is observed that students show a positive attitude towards integrating sustainability issues into their ICT education. In addition, although students had a deficient level of understanding of the concept of SD goals before the intervention, they showed a significant increment in their previous knowledge regarding sustainability and the environmental impact of ICT studies. The research also reveals that the students are not satisfied with the engagement of the university towards sustainability, and they propose various awareness activities to support their engagement with sustainability issues in an inclusive manner.

Embedded in society, digital infrastructure has changed citizens' lives. Young people therefore need to develop digital competence and digital citizenship, and schools have an important role in this regard. To prepare new schoolteachers for this role, teacher educators (TEDs) need professional digital competence (PDC) that includes knowledge, competences, and a conceptual understanding to teach teaching for digital citizenship. In light of the limited body of research on theorizing digital citizenship in relation to TEDs' PDC, this paper critically analyzes three conceptualizations of digital citizenship. Being potentially normative and part of the latest phase of development in the field, these conceptualizations could shape TEDs' PDC and practice. In a qualitative content analysis of the selected conceptualizations, this paper uses a postdigital lens to bring into focus and critically analyze aspects of philosophical underpinnings related to socio-technical relations. The results show that conceptualizations of digital citizenship convey different understandings of human--technology relations and the knowledge and competences necessary to exercise digital citizenship. These differences have far-reaching implications for TEDs' PDC in ways that could impact students' opportunities to develop digital competence and digital citizenship. Therefore, TEDs' PDC needs to include a critical understanding of digital citizenship, and the post-pandemic juncture of "new normal" provides opportunities to rethink and reframe PDC. To this end, a postdigital lens can shift the focus to how PDC is contingent on the shifting entanglements in which pedagogical activities are situated and orchestrated, and how these relate to broader issues of injustice in society.

Information systems are increasingly using artificial intelligence (AI). However, AI can be tricked into misbehaving, showing bias, or committing abuse. The root causes of these errors and uncertainties can be hidden away while parallelizing AI algorithms on high-performance computing (HPC) infrastructure. The project outlined in this paper aims to use artificial intelligence from the ground up to generate teaching materials and curricula for student-teachers. Students embark on a journey of discovery, taking calculated risks in a learning environment. The main purpose of this document is to present the primary research results of the two-year pilot project. A secondary purpose of this paper is to disseminate information about this exciting endeavor to encourage like-minded educators and researchers to participate in this project.

This paper documents the process and outcomes of redesigning an online research methods module for taught postgraduate students using Universal Design for Learning (UDL). It also explores the effectiveness of UDL-informed design and practice to support the development of social, cognitive and teacher presence as defined under the Community of Inquiry (CoI) framework. The paper is based on findings from an online survey with students taking a research methods module as part of their Master of Arts (MA) programme. The findings point to a number of UDL-informed structures and practices that supported students' engagement on the module. These include (a) accessibility of the online learning resources (b) weekly structure and signposting (c) online peer connection and collaboration and (d) lecturer communication. It was also established that UDL, as applied in the redesign of this module, supported the development of cognitive, teaching and social presence. The conclusion of this paper is that UDL-informed design and practice has the potential to influence online learning in multiple and interdependent ways; in its own right and through its application in developing cognitive, social and teaching presence. The findings highlight the benefits of adopting UDL for wider application, particularly in the context of growing diversity in student populations in higher education.

This paper discusses the importance of definitions in the context of academic discussion, highlights the inconsistent terminology used to describe e-learning, and examines a range of different definitions of e-learning used by academic authors since 2011. Following an outline of the methodology, the paper identifies 15 unique definitions of e-learning in peer-reviewed papers published between January 2011 and December 2022. The 15 definitions are analysed for significant properties, and these properties are reviewed to assess whether they are essential components of e-learning. The paper then proposes a functional definition of e-learning, including all essential elements of e-learning and eliminating elements that may be present in some, but not all, instances of e-learning.

This paper aims to provide evidence on student teachers' perceptions of Flipped Classroom (FC) to help teacher educators (TEs) to make informed decisions about implementing FC and support student teachers to reflect on the value of FC in their teaching practice. FC, a pedagogical model requiring digital competence of students and teachers, has been a popular teaching approach for nearly two decades in K-12 and higher education. After the outbreak of Covid-19, more teachers have started to implement FC. In post-COVID-19, with the possibility of reusing video lectures made during the pandemic and the familiarity of digital skills to create digital lectures, a question for teachers is whether to continue with this approach. This paper follows an explanatory sequential mixed methods research approach. Insights from student teachers (STs) in the field of English as a foreign language (EFL) in Norway are the primary data, and surveys and focus group interviews are the main instruments to collect the data. FC's advantages and challenges perceived by STs are reported, and the possibility of STs becoming future flippers is explored. Findings from this paper indicate that STs would like to have more courses flipped in their studies, yet STs seem hesitant about flipping their courses in their teaching practice. STs also provide some practical suggestions on implementing the FC approach.

In a digital society, teachers are required to carry out policy directives on both core knowledge and more vaguely described cross-curricular competences, one being digital competence. This paper reports on the findings of a study in which 41 teachers from three lower secondary schools in Sweden engaged in focus group interviews where they participated in sensemaking processes on students' digital competence. The questions targeted what the teachers knew of their students' digital experiences and how to facilitate and further develop these students' digital competence. Based on the focus group interviews, four themes were identified: "critical awareness," "tool management," "creativity," and "avoidance of digital usage." Absent were themes related to democratic digital citizenship. The paper discusses the importance of moving away from a one-sided focus on individual teachers' professional digital competence in favour of focusing on how school organizations can negotiate and facilitate students' digital competence in local situ. Otherwise, there is a risk of overlooking students' cross-curricular digital competence and digital citizenship. This paper is a starting point for further research on how school as an organization can support teachers in facilitating various areas of students' digital competence in a digital society.

A discussion forum is an indispensable part of a massive open online course (MOOC) environment as it enables knowledge construction through learner-to-learner interaction such as discussion of solutions to assigned problems among learners. In this paper, a machine prediction model is built based on the data from the MOOC forum and the depth of discussion of solutions to assigned problems on the topic among students was analyzed. The data for this study was obtained from Modern educational technology course through Selenium with Python. The course has been offered to a total of 11,184 students from China seven times since February, 2016. The proposed model includes the formula of the depth of problem-solving discussion in MOOC forum and its prediction probability. The efficiency of the prediction model and the most important factor of the depth of problem-solving discussion in MOOC are explained in the paper. Based on the results, useful suggestions for effective teaching in MOOC forums are provided in the article.

Now a days with the rapidly increasing development of technology and communication system, the implementation of blockchain is continuously increasing in various sectors. With the increase in massive data in educational sectors there arise a requirement of handling such enormous data. This can be easily and securely handled by blockchain technology due to its scalability, robustness, and resilience characteristics. In this paper, a methodology is presented for systematic meta-analysis of the blockchain applications, technologies, and integration of next-gen technologies for the deployment of education 4.0. The bibliometric analysis, the methodology is divided into three steps: selection strategy, inclusion strategy, and meta-analysis of research contributions are provided based on PRISMA-P. In the selection strategy, different research sources are searched. Selection and sorting of contributing research articles are performed in the inclusion strategy and finally, in a meta-analysis, the critical assessment of the educational management system and security aspects with blockchain deployment is performed. It was observed that most of the research contributions are theoretical concept based without any practical validations. From the results, it was also observed that the blockchain designs presented mainly focus on confidentiality, integrity, and availability. But apart from these, other security concerns such as scalability, flexibility, authorization, mutual authentication, attack resistant, etc. are not explored most. Further, the paper presented a critical analysis of next-gen technologies with blockchain for future education 4.0. This paper is focused to analyze the growing demand of the educational blockchain paradigm (EBP). For this paper presented a meta-analysis of existing research contributions concerning the application area, technology used, real-world examples, and next-gen technologies in education 4.0. Therefore, this paper will enlighten the focus of researchers for future research innovations.

In K-12 education, Computational Thinking (CT) has been a trendy issue in mathematics education, but the approach and results of CT + Math are not yet clear enough. This paper systematically reviewed 22 SSCI journal papers from three perspectives: the current status, outcomes, and implications of mathematics and CT integration. Results indicate that: (1) The empirical studies were more inclined to be carried out in primary school; (2) The sample size inversely proportional to the duration, the same as the duration and the learning phase; (3) the integration of mathematics and CT were gradually emerging in kindergartens, while the empirical studies in junior and senior high schools still needs to be improved; (4) The experimental type prioritizes case studies and lacks mixed research; (5) Most research designs employ a variety of measuring instruments but limited in multimodal data; (6) Through the teaching model of plug-in programming, the integration of mathematics and CT was centred on the field of geometry and number operations; and (7) The CT skills involved are mainly Problem decomposition, Pattern recognition, Abstraction, Algorithm design and Debugging. The limitations and future directions are also discussed in this paper.

Though considerable research has been reported on COVID-19-related distance education, some dimensions of remote foreign language teaching experiences during the pandemic crisis remain to be explored. The study reported in this paper investigated Saudi university foreign language teachers' accumulated experiences and reflective beliefs of emergency remote instruction. The study focused specifically on: (a) the general educational challenges the teachers encountered and their attempts to overcome them; (b) the teachers' perceived difficulties in remotely teaching and assessing foreign language areas and their strategies for coping with them; and (c) their reflective evaluation of remote foreign language teaching after doing it for three academic terms. Questionnaire data was collected from 112 teachers of Arabic and English as foreign languages, and semi-structured interviews were conducted with 14 teachers. The analysis of both data types showed that the participants had a number of general educational and language-teaching-specific challenges in their COVID-19-related remote teaching. The teachers generally viewed the remote assessment of language areas is a more challenging task than teaching them. Reading was rated as the least difficult language area to teach and assess remotely, whereas writing was the most difficult one. The teachers reported using various coping strategies to overcome the educational and language teaching-specific challenges. They perceived their remote teaching experiences positively, but reported their needs for further training in developing better online assessment methods, using different teaching platforms and technological tools, and managing classroom interactions. The paper ends by discussing the results of the study and their implications.

Compulsory school-dropout is a serious problem affecting not only the education systems, but also the developmental progress of any country as a whole. Identifying the risk of dropping out, and characterizing its main determinants, could help the decision-makers to draw eradicating policies for this persisting problem and reducing its social and economic negativities over time. Based on a substantially imbalanced Egyptian survey dataset, this paper aims to develop a Logistic classifier capable of early predicting students at-risk of dropping out. Training any classifier with an imbalanced dataset, usually weaken its performance especially when it comes to false negative classification. Due to this fact, an extensive comparative analysis is conducted to investigate a variety of resampling techniques. More specifically, based on eight under-sampling techniques and four over-sampling ones, and their mutually exclusive mixed pairs, forty-five resampling experiments on the dataset are conducted to build the best possible Logistic classifier. The main contribution of this paper is to provide an explicit predictive model for school dropouts in Egypt which could be employed for identifying vulnerable students who are continuously feeding this chronic problem. The key factors of vulnerability the suggested classifier identified are student chronic diseases, co-educational, parents' illiteracy, educational performance, and teacher caring. These factors are matching with those found by many of the research previously conducted in similar countries. Accordingly, educational authorities could confidently monitor these factors and tailor suitable actions for early intervention.

This paper proposes the BP-CM teaching model to solve the problems of lagging classroom feedback, poor learning initiative of students and students rapidly forgetting what they have learned in Internet of Things (IoT) hardware technology courses. This BP-CM(BOPPPS, PAD, cyclic memory, memory system) teaching model is based on BOPPPS(Bridge in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary), PAD(Presentation, Assimilation, and Discussion), and the memory system model. This paper compares the BP-CM teaching model with the traditional teaching model by having research participants teach and learn separately in each teaching model. Taking the Microcontroller Unit (MCU) course as an example, this paper introduces each link of the teaching design of this model. It also explains the design method and intention of each link. Finally, the practical results indicate that the BP-CM teaching model proposed in this article positively impacts students' learning initiative and memory. In addition, teachers can obtain timely feedback using the BP-CM model, and the model significantly improves students' knowledge and ability levels. It enhances the teaching quality of IoT hardware technology courses and is conducive to cultivating students' sustainable learning abilities. This research not only promotes education and teaching reform but also provides a reference case.

The replacement of existing technology or the introduction of novel technology into the day-to-day routines of higher education institutions is not a trivial task. Currently, many higher education institutions are faced with the challenge of replacing existing procedures for administering written exams with e-exams. To guide this process, this paper proposes the novel technology-based exams acceptance model (TEAM) and empirically evaluates its model structure and usefulness from the perspective of higher education teachers. The model can be used to guide the transition from paper-based exams to e-exams and the implementation of innovative (e.g., adaptive) e-exam formats. The model includes perceived usefulness, computer self-efficacy, computer anxiety, prior experience, facilitating conditions, and subjective norm as predictors of the behavioral intention to use e-exams. To test the model empirically, the responses of 992 teachers at 63 German universities to a standardized online questionnaire were analyzed using structural equation modeling. The model fit was acceptable. With 77% (conventional e-exams) and 82% (adaptive e-exams), a large proportion of the variance of the intention to use these types of exams was explained. With TEAM, a highly predictive model for explaining the behavioral intention to use e-exams is now available. It offers a theoretical basis that can be used for the successful implementation of e-exams in higher education.

External audit is undergoing rapid changes where more and more routine tasks are automated with analytics and artificial intelligence (AI) instruments. The paper addresses a research problem of mapping data analytics to audit tasks and develops a framework aligning audit phases and AI and using data analytics in teaching audit with AI. The paper contributes to the literature on using data analytics with AI in knowledge specific areas and particularly critical for emerging audit analytics, which is data analytics in external financial audit application. The paper employs the process model methodology (Wynn and Clarkson, Research in Engineering Design 29:161-202, 2018) and the hybrid approach of curriculum development (Dzuranin et al., Journal of Accounting Education 43:24-39, 2018). The framework is extended further by inclusion of knowledge areas and skills recommendations for each identified stage. This inclusion is linked to the peak accounting body guidelines to ensure compliance with course certification and future job prospects. The developed framework is implemented using audit management platform MindBridge AI. The developed teaching and learning materials show implementation of the framework on the practical level. The developed framework was evaluated in a focus group with accounting academics and industry professionals. Its implementation was evaluated in a series of workshops and a survey with participants.

Mobile language learning (MLL) is an emerging field of research, and many MLL applications have been developed over the years. In this paper, a systematic literature review (SLR) was conducted to establish a body of knowledge on the development of MLL applications. The SLR analyzed forty seven papers from seven different digital libraries reporting on the development of MLL applications. The objective was to consolidate information on; (i) requirements elicitation, (ii) design and implementation, and (iii) evaluation processes. The results highlighted literature reviews and interviews as the main source for gathering requirements, while app development technologies, speech technology, and gamification technology are widely used in the design and implementation process. Usability testing is the most commonly used evaluation method. Finally, future work is recommended to scientifically strengthen the field.

This study conducted a scoping review of publications in mobile Computer-Supported Collaborative Learning for mathematics. Papers published between 2007 and 2021 inclusive were retrieved from research databases to achieve this goal. Twenty-eight papers met the inclusion-exclusion criteria of the study. It was shown that two papers were published on average over the last 15 years. The majority of the papers were published in peer-reviewed journals. Intending to improve mathematics pedagogy, the two most popular math mCSCL contents were general elementary mathematics and geometry. The review also revealed that math mCSCL benefited elementary students the most. The majority of math mCSCL software was custom-built and designed for synchronous sharing. The research designs were consistent with the existing reviews. The effects on social and attitude skills, as well as mathematics competency, were the most frequently mentioned benefits of math mCSCL. Usability issues, device unfamiliarity, inability to track students' activities, synchronization, and coordination concerns were among the problems highlighted during the implementation of math mCSCL. The implications for future research are discussed.

The advancement of artificial intelligence in education (AIED) has the potential to transform the educational landscape and influence the role of all involved stakeholders. In recent years, the applications of AIED have been gradually adopted to progress our understanding of students' learning and enhance learning performance and experience. However, the adoption of AIED has led to increasing ethical risks and concerns regarding several aspects such as personal data and learner autonomy. Despite the recent announcement of guidelines for ethical and trustworthy AIED, the debate revolves around the key principles underpinning ethical AIED. This paper aims to explore whether there is a global consensus on ethical AIED by mapping and analyzing international organizations' current policies and guidelines. In this paper, we first introduce the opportunities offered by AI in education and potential ethical issues. Then, thematic analysis was conducted to conceptualize and establish a set of ethical principles by examining and synthesizing relevant ethical policies and guidelines for AIED. We discuss each principle and associated implications for relevant educational stakeholders, including students, teachers, technology developers, policymakers, and institutional decision-makers. The proposed set of ethical principles is expected to serve as a framework to inform and guide educational stakeholders in the development and deployment of ethical and trustworthy AIED as well as catalyze future development of related impact studies in the field.

In second or foreign language (SFL) education, oral corrective feedback (OCF) is widely used to individually correct students' erroneous utterances during classroom hours. However, students cannot have sufficient opportunities for oral production and personalized feedback during classroom hours if a class is large-scale with many students. This paper addresses the lack of OCF opportunities in a large-scale class, assuming the causes to be the severe time constraints and the teachers' labor intensiveness in examining students' utterances and generating OCF. This research proposes using computer-mediated feedback (CMF) outside classroom hours to complement OCF in an online, semiautomated, and scalable fashion. This paper implements Oral Repetition Practice (ORP) Gym to provide students with sufficient opportunities for speaking practice through two types of CMFs; Hybrid Recast to enhance the recognition of errors and Explicit Error Correction to make errors detectable and correctable. Online External Assistant (OEA) is a mechanism used to increase the amount and quality of feedback by distributing the workload for scoring and generating CMF. The evaluation was conducted as a classroom observational study by introducing ORP Gym to a spoken Japanese SFL basics course with 55 students at an Indian university. Compared with the students who did not utilize ORP Gym, those who utilized ORP Gym performed more ORP and exhibited significant score improvement in the posttest. This research contributes to enabling CMF in large-scale SFL classes and empirically and statistically proving the improvement of the learning effect, including uptake and repair, by CMF using ORP Gym and an OEA.

Collaborative design approaches have been increasingly adopted in the design of learning technologies since they contribute to develop pedagogically inclusive and appropriate learning designs. Despite the positive reception of collaborative design strategies in technology-enhanced learning, little attention has been dedicated to analyzing the challenges faced in design processes using a collaborative approach. In this paper, we disclose the collaborative design of a chatbot for self-regulated learning in higher education using an action research approach. We analyze the design process of EDUguia chatbot, which includes diverse evidence from questionnaires and workshops with students and lecturers, as well as intermediary design objects. Based on the qualitative analysis, we identify several challenges that are transversal to the co-design work, as well as specific to the design phases. We critically reflect on the strategies deployed to overcome these challenges and how they relate to decision-making processes, highlighting the need to make stakeholders' tacit knowledge explicit, cultivate trust-building and support democratic decision-making in technology design processes. We believe that the recommendations we present in this paper contribute to developing best practices in the collaborative design of chatbots for the self-regulation of learning, as well as learning technology in general.

Educational technology is a discipline that has a lot of roles to play in the global education system yet, its services had been neglected over the years in Nigeria. The new global reality that was occasioned by the upsurge of COVID-19 has made educational technology a very consequential discipline with conspicuous roles to play in the face of such a global pandemic. COVID-19 has halted many human activities across the globe. Its effect in the education system has resulted to re-adjustment in the school calendar, prolonged graduation dates, and reduced research output. To combat this, many education systems now adopt the services of educational technology thereby changing the old norm. But for this new norm to be sustainable, this paper argues that the education system must show a pragmatic attitude towards the adoption of such innovation rather than a conservative attitude. Therefore, using the diffusion theory of innovation, this paper argues that necessity called for compulsory adoption of innovation in the Nigerian education system. This new opportunity, however, looks bleak as many educational practitioners lack the required skills and attitude to adopt the innovation. It, therefore, concludes that educational practitioners need in-service training to be part of these changes. The government is suggested to apply a systematic approach in procuring and installing ICT facilities that will enhance the diffusion of this innovation into the school system.

In this paper, we empirically examine and assess the effectiveness of a chatbot workshop as experiential teaching and learning tool to engage undergraduate students enrolled in an elective course "Doing Business with A.I." in the Lee Kong Chian School of Business (LKCSB) at Singapore Management University. The chatbot workshop provides non-STEM students with an opportunity to acquire basic skills to build a chatbot prototype using the 'Dialogflow' program. The workshop and the experiential learning activity are designed to impart conversation and user-centric design know how and know why to students. A key didactical aspect which informs the design and flow of the chatbot workshop is that novice learners with no or very little knowledge about A.I. recognize and create the important linkage between knowledge inputs and outputs of conversational agents powered by natural language processing (NLP) so that user queries can be effectively addressed. According to the study results, 90.7% of all surveyed students (n = 43) were satisfied with the experiential learning chatbot workshop; 81.4% of the respondents felt engaged while 81.3% of the participants reported moderate to high levels of competencies (81.3%) as result of the hands-on workshop. Almost all students surveyed (97.7%) felt that the experiential chatbot workshop had met the expected learning outcomes. Besides presenting empirical data that underscore the pedagogical usefulness of conducting an experiential Chatbot workshop in basic A.I. classes with special reference to NLP, we are trying to corroborate a conceptual model developed from learning theories and technology mediated learning (TML) models aimed at measuring the effects of a chatbot practicum on students' engagement and motivation as potential drivers of successfully acquiring basic NLP skills and learner satisfaction. The paper provides useful practical information for instructors interested in deploying a practical chatbot workshop as effective TML tool in a tertiary educational context aimed at making learners 'future-ready'.

Today, with the extension of learning management systems (LMSs) and the diversity of learners' needs for online learning, instructors have to be assisted to adapt their syllabus to meet learners' needs. Therefore, it is necessary to tailor course instruction to meet individual needs and determine how well they serve the learners using these online platforms. In this case, technological advances are used to enhance e-learning by personalizing the learners' learning styles. For instance, gathering traces of systemic and contextual knowledge about learners and their learning preferences contribute to the design of a meaningful learning experience for learners. Our study, based on a questionnaire and learning traces, focuses on predicting learners' styles. The Felder Silverman Learning Style Model (FSLSM), among the best models in technology-enhanced learning, was applied to run an unsupervised clustering technique to cluster learners by preference degree in terms of profile and context for sequential/global dimension of the FSLSM. This paper presents the attributes of the learning contextual data-driven model which can be auto-populated and the appropriate data source determined to fill this model. To reach our aim, the data gathered from three agronomy courses taught in winter 2018, 2019, and 2020 in an LMS at the Hassan II Institute of Agronomy and Veterinary Medicine was analyzed. This paper concludes with the results achieved during the application of the proposed method in which most learners expressed their preferences as strong, balanced, or moderate for global and sequential learning styles in a predefined learning context.

Designing strategic pedagogical change through the lens of a student experience that is "yet to be experienced" offers a critical frame for embedding the impacts of transition, uncertainty, belonging and the complexity of the student journey into the co-design of teaching and learning. A digital storytelling approach extends the notion of the student experience beyond the singular and metricised descriptions common in online student satisfaction survey instruments into a rhizomatic, resonant living community that resides in the intersecting spaces of work, life, play and learning. This paper describes an ethnographic-like model of collecting and evaluating the student experience through a semi-structured digital storytelling methodology that supports both co-design and cogenerative dialogue as a form of curriculum enhancement. The paper outlines how the Student Experience Digital Storytelling model was iteratively designed, deployed, and then evaluated through participatory action research-informed case studies at the University of Sydney Business School (Australia) and the London School of Economics and Political Science (United Kingdom) that embedded the student experience into the co-design of curriculum and assessment interventions.

The study aimed to examine how emotional design and digitalization/mobilization of textbooks influence students' emotion, cognitive load, and cognitive performance. Research samples were 147 undergraduate students enrolling in the "Introduction to Internet" course at a university. They were randomly divided into three groups: 51 students in the control group using traditional paper textbooks; 49 students in the experimental group I using e-textbooks with emotional design; 47 students in the experimental group II consisted using e-textbooks without emotional design. The MANCOVA was adopted to analyze gathered data. The results revealed learners' positive emotion was significantly higher when using e-textbooks with emotional design than when using paper textbooks. Three types of cognitive load was significantly better when using e-textbooks with emotional design than when using e-textbooks without emotional design and paper textbooks. Cognitive efficiency was significantly better when using two types of e-textbooks (with and without emotional design) than when using paper textbooks. In a word, "emotional design and digitalization/mobilization" of textbooks (i.e. e-textbooks with emotional design) would significantly improve positive emotion; emotional design would significantly decrease intrinsic and extraneous cognitive load when using e-textbooks, and significantly increase germane cognitive load; digitalization/mobilization of textbooks (i.e. e-textbooks) significantly improved cognitive efficiency. What the study learned was that learners might firstly adopt e-textbooks with emotional design, and those without emotional design secondly, and paper textbooks rank last; viz., digitalized/mobilized textbooks (namely e-textbooks) were better than paper textbooks. Practical and theoretical implications and suggestions were raised for practitioners and researchers to take as references.

Cybersecurity professionals need hands-on training to prepare for managing the current advanced cyber threats. To practice cybersecurity skills, training participants use numerous software tools in computer-supported interactive learning environments to perform offensive or defensive actions. The interaction involves typing commands, communicating over the network, and engaging with the training environment. The training artifacts (data resulting from this interaction) can be highly beneficial in educational research. For example, in cybersecurity education, they provide insights into the trainees' learning processes and support effective learning interventions. However, this research area is not yet well-understood. Therefore, this paper surveys publications that enhance cybersecurity education by leveraging trainee-generated data from interactive learning environments. We identified and examined 3021 papers, ultimately selecting 35 articles for a detailed review. First, we investigated which data are employed in which areas of cybersecurity training, how, and why. Second, we examined the applications and impact of research in this area, and third, we explored the community of researchers. Our contribution is a systematic literature review of relevant papers and their categorization according to the collected data, analysis methods, and application contexts. These results provide researchers, developers, and educators with an original perspective on this emerging topic. To motivate further research, we identify trends and gaps, propose ideas for future work, and present practical recommendations. Overall, this paper provides in-depth insight into the recently growing research on collecting and analyzing data from hands-on training in security contexts.

With the rapid application of blended learning around the world, a large amount of literature has been accumulated. The analysis of the main research topics and development trends based on a large amount of literature is of great significance. To address this issue, this paper collected abstracts from 3772 eligible papers published between 2003 and 2021 from the Web of Science core collection. Through LDA topic modeling, abstract text content was analyzed, then 7 well-defined research topics were obtained. According to the topic development trends analysis results, the emphasis of topic research shifted from the initial courses about health, medicine, nursing, chemistry and mathematics to learning key elements such as learning outcomes, teacher factors, and presences. Among 7 research topics, the popularity of presences increased significantly, while formative assessment was a rare topic requiring careful intervention. The other five topics had no significant increase or decrease trends, but still accounted for a considerable proportion. Through word cloud analysis technology, the keyword characteristics of each stage and research focus changes of research were obtained. This study provides useful insights and implications for blended learning related research.

Electronic learning (e-learning) has become inevitable for higher education institutions during the Corona Virus pandemic. This paper presents a systematic literature review on e-learning in Malawi's higher education institutions with comparable analysis from findings in other developing countries across the globe. The aim was to highlight some benefits and challenges of implementing a sustainable e-learning programme in higher education institutions. Methods for the review included a qualitative analysis of literature and employed the Bandara et al. (2011) framework and NVIVO 10.0 for windows for data analysis and management and incorporated the Preferred Reporting Items for Systematic Reviews and Meta-Analyses to help define the question, the inclusion and exclusion criteria, and the proposed methods, including a comprehensive search strategy. Sources for the review included research articles from databases such as Sage, Emerald, Science Direct and Elsevier. The paper has unearthed several benefits of online learning especially during the coronavirus pandemic. Despite the few publications and sustainable e-learning research in Malawi, the review has found that technological, individual, financial and managerial challenges, impede the development of best practice standards for e-learning implementation. The review has suggested recommendations of a sustainable e-learning programme to provide quality learning through technology. The paper provides further ideas for developing and implementing a sustainable e-learning program to provide quality learning through technology.

Compared with the application of Digital Twin (DT) in the industrial field, the application of DT in the field of education is still in its infancy. In this paper, a Digital Twin Campus (DTC) for teaching and learning is proposed. It is argued that DTC possesses two characteristics. First, DTC has a wide variety of employment orientations for students or teachers. Second, teaching-learning resources in DTC system is huge but divisible. These characteristics result in the optional difficulty for teaching-learning objects, i.e., curriculum resources, book information resources, and electronic-article resources. To solve this problem, this paper proposes a Double-layer Collaborative Filtering Algorithm Framework (DCFAF) to recommend teaching-learning objects for digital twin teachers or students in DTC. The recommended objects will be further optimized by simulation and prediction in the virtual space of DTC. DCFAF is designed based on the principle that similar teachers (or students) may prefer similar teaching-learning resources, and for the first time, it is given double-layer property by applying the divisible characteristics of teaching-learning resources. The double-layer property can effectively solve the problem of data sparsity in collaborative filtering algorithms. Finally, the superiority of DCFAF is verified on benchmark data sets including MovieLens100k and MovieLens1M which possess the above two characteristics of DTC. DTC constructed in this way can be expected to carry out simulation, prediction, optimization and feedback continuously with the help of DCFAF, so as to realize deep integration of the teaching-learning process between real campus and virtual campus to some extent.

National policies on school digitalisation take shape in their local contexts. Consequently, to understand the outcome of national policy, the local translations must be set within a contextual perspective. This article explores how four contextually different municipalities in Sweden translate national school digitalisation policy. It draws on a comparative cross-case study with data gathered from interviews, and over 150 local documents dating from 2018 to 2020. The results show how contextual aspects affects responses to national policy, and that municipalities approach school digitalisation in two distinct ways. The first, general approach, emphasises competitiveness and the creation of an enabling environment for the teachers. This is manifested in the development of special support organisations, and generous access to digital technology. The second, specific approach, emphasises local consensus in policy translations along with unity in policy adherence. Here, critique of national policy is explicit. The two approaches exemplify how translational power may be distributed differently, the former prioritising individual translational precedency for teachers over a unifying policy translation controlled through local governance. The paper suggests that contextual factors matters in the choice of approaches, one in which size matters. The paper concludes that policy makers need to acknowledge contextual dimensions within governance by weighing translational power in relation to translational coherence.

In order to understand the real situation of classroom teaching under the environment of information technology and the problems existing in the integration of information technology and curriculum in actual classroom teaching, this paper takes multimedia, interactive electronic whiteboard and Moodle platform as the research and analysis object and uses ITIAS to describe the real situation of classroom teaching. This paper makes a quantitative analysis of the classroom teaching behavior and technology using behavior of 3 teachers and 151 students in the integrated teaching of information technology and curriculum, and makes a comparative analysis with the data obtained from the questionnaire survey of the information education behavior of 213 teachers and a lot of students in 36 middle schools in southern Henan. After investigation and research, three findings have been found: firstly, the initiative of many Chinese teaching is still in the hands of teachers. Secondly, the interaction between teachers and students in classroom teaching has an important impact on teaching and learning. Thirdly, implication of information technology can effectively promote students' autonomous learning and teachers' reflection. Therefore, under the background of artificial intelligence, this paper puts forward the following teaching countermeasures: firstly, it is imperative for teachers to use information technology for effective teaching. Secondly, teachers ought to encourage students to use information technology to improve their cognitive ability and inquiry ability. Thirdly, teachers are encouraged to pay attention to the formative evaluation of the learning process and individual students. Fourthly, middle school Chinese teachers need make effective use of information technology to create an interactive teaching environment. Fifthly, teachers are supposed to focus on indirect influence to make the classroom atmosphere more democratic and harmonious in classroom teaching.

Universities focus on digital transformation strategy to stay competitive in global education, staying competitive is taking on quite a different meaning in the 21st century -- it includes the long-term implications of COVID-19 -- the interaction of politics and economics, the emergence of China as a superpower, the end of neoliberalism, the emergence of distributed autonomous organisations particularly in the area of research and education. The impact of sustainable digital transformation in universities could be perceived as system and systematic. When the intangible but impactful influence is identified/recognized as a system, an applicable conceptual model could become designable and implementable. Conceptual models of digital transformation are vital to universities and business schools to gain sustainability amid rapid technological changes. However, there is paucity of practical, implementable and simple digital transformational models combining technologies, system and educational phenomena. This theoretical gap is sizeable, impactful and non-ignorable. To fulfil this gap, this paper critically examines the need and the association between sustainable digital transformation and its impact in the universities, using an innovative qualitative grounded theory approach which uses three distinct coding procedures namely open, axial and selective followed by transcribing qualitative data. The researchers have proposed a conceptual model for sustainable digital transformation, new propositions by critically reviewing the latest but multiple cases on (a) sustainability (b) digital transformation (c) green technologies and (d) implementable approaches in the education industry/universities. How fast universities could develop dependable business models to cater for the rapid changes amid globalization of education has become an important issue. If the universities can explore a scientific approach to the design-developing conceptual model, then it becomes straightforward for the academic leaders to implement digital transformation process effectively without resource burnouts. The adoption sustainability in digital transformation/information technology is remaining an underdeveloped area. There is a need to develop an innovative architectural design (blueprint) to stimulate sustainable practice, reporting mechanism and its leadership implication. Once universities recognize the digital transformational capabilities, then they could transform into operational effectiveness, which is vital to their business sustainability. This research study points to the effectiveness of using a sustainable blueprint while designing, developing and implementing digital transformation projects in universities. Also, this paper developed numerous value propositions for green implementation of digital transformation as new research studies/potential studies.

There has been increasing use of interactive technologies in the classroom today and a rising popularity of employing virtual environments as a means to engage students in sensorially rich contexts for more embodied forms of experiential learning. In particular, virtual reality (VR) or immersive virtual environments (IVEs) facilitated by head-mounted displays (HMDs) have been used in the teaching of subject content such as history, geography and science. This article presents the findings of an exploratory study of immersive technology, specifically immersive virtual environments (IVES), for the purpose of social and emotional learning (SEL), in the context of Character and Citizenship lessons in the Singapore classroom. The social and emotional competencies (SECs) examined in this project were specifically empathy and perspective-taking, and responsible decision-making. The study involved a sample of n = 75 students from a cohort of students in a Singapore school, averaged at 15 years of age. Students were randomly divided into three treatment conditions: IVEs, pen-and-paper mental simulation and video-viewing. Each treatment contained a problem scenario, told from a first-person perspective, involving a social and ethical dilemma young people today face. A quasi-experimental, pre-test post-test, non-equivalent group design was employed, and the study adopted a mixed-method approach to data collection. The findings reveal that IVEs are not necessarily more effective than the "pen-and-paper" and video viewing approaches to teaching SECs but they can better facilitate perspective-taking and empathy for a higher percentage of students.

In distance learning, recommendation system (RS) aims to generate personalized recommendations to learners, which allows them an easy access to various contents at any time. This paper discusses the main RSs employed in E-learning and identifies new research directions to overcome their weaknesses. Existing RSs such as content-based, collaborative filtering-based and knowledge-based recommendations reveal significant softness due to their incapacity to collect accurate information about learners, especially new ones which is identified as cold start problem. In this paper, we are working on both, the new user cold start problem, which is considered as a big issue in E-learning system, and the recommendation based on updating information. This complication can be reduced by including other learners' information in the process of recommendation. The objective of this study is to propose an E-learning Recommender System based on Dynamic Ontology. Our recommended approach describes semantically course and learner, which will be integrated into Collaborative and content-based filtering techniques to generate the top N recommendations using clustering methods. The experiment's measures are done using the famous "COURSERA" dataset mixed to our university USMBA dataset. The results obtained demonstrate the effectiveness of our proposed method in the process of recommendation compared to content-based method.

Given the increasing prevalence of web technology, web-based mathematics environments have been increasingly widely used in mathematics education for the past two decades. The COVID-19 pandemic has led to an urgent transition from traditional mathematics instruction (TMI) to web-based mathematics instruction (WBMI) at all levels of mathematics education. At this point, it is crucial to scrutinize the effects of WBMI on K-16 students' mathematics learning comprehensively. This meta-analysis research contained a total of 63 studies with 115 effect sizes, which aimed to investigate the effectiveness of WBMI on K-16 students' mathematics learning by incorporating potential moderators, namely mathematics topics, mathematical content standards, feedback status, type of instructional features, age (i.e., grade level), and assessment methods. Based on findings, WBMI has a significantly strong effect on K-16 students' mathematics learning (g = 1.10, p = 0.01, 95% CI [0.95, 1.27]). Moderator analyses reveal that the effect sizes of WBMI on K-16 students' mathematics learning varied significantly depending on all these potential moderators. Additionally, higher-level mathematical concepts, statistics and probability, WBMI with providing feedback, tutorial systems, undergraduate students, and traditional paper-pencil assessment are the strongest moderators in their context. The most notable results of this research are that WBMI is significantly more effective on students' mathematics learning than TMI, while even in the context of WBMI, traditional paper-pencil assessment is significantly more effective than online assessment. This meta-analytic research provides a comprehensive and up-to-date perspective on the effectiveness of WBMI on K-16 students' mathematics learning.

Due to the outbreak of COVID-19, digital learning has become the most efficient learning and teaching technique adopted across the world. The pervasiveness of Personalized and Adaptive Context-Aware Mobile Learning (PACAML) technologies is improving the academic performances of learners by providing an efficient learning platform that supports social interactivity, context sensitivity, connectivity, and individuality in a ubiquitous manner. Several studies have demonstrated the efficacy of PACAML in a modern and innovative educational environment. Based on the recent studies and development of mobile learning technologies, there is clearly a gap in the research that provides a comprehensive body of knowledge on PACAML. In this paper, a review has been conducted on the existing PACAML, analyzing the recent research and development progress using Kitchenham et al. (2009) for systematic reviews. The review was conducted on 25 papers which were selected using the PRISMA technique to put forward the quality criteria that are based on the research aims, objectives and knowledge relevant to the study of PACAML. The results identified the contextual information used in the PACAML studies, the infrastructural requirements of PACAML, the application of PACAML in functional educational settings and the major methodological approaches applied in the studies of PACAML. Finally, the paper presents challenges and future directions that will be of interest to researchers in the educational technologies in the context of PACAML.

Digital storytelling (DST) is a novel approach that uses modern computer technology to amplify language learning and teaching. The present study aims to review how the published DST research utilizes visuals and audio to influence the learning environment and engage adolescent and adult language learners. This was measured through their improvement in the four main language skills: reading, writing, listening, and speaking. A total 71 journal papers were identified using the Scopus database. The papers studied both first and second language learning and were coded in full-text screening for the research topics and methods adopted, theories or frameworks adopted, outcomes across the language skills, and reliability investigation of the studies. The results showed a range of research used in the studies, with 39.7% of the total studies using a mixed number of methods. The theories adopted in these studies were limited to components of DST, age group, and the type of study. Most studies neither tested nor mentioned the use of the three theoretical variables mentioned above. Notably, a majority of the studies reported positive outcomes when DST was used in the learning environment. However, not all claims were supported with evidence. Lastly, only a handful of the studies reviewed reported reliability, highlighting a lack of verification of the precision of the measurement instruments used. Implications of these findings and recommendations for designing DST and language learning research in the future will be discussed.

With the development of mobile communication technology and the widespread popularization of mobile devices, mobile learning (m-learning) as a new learning model has achieved rapid development in many fields. Therefore, it is essential to clearly describe the knowledge development trajectory and research topics in the field of m-learning. This paper reviews 1396 articles associated with m-learning since 1992 to explore the knowledge trajectories. The global main path and the key-route main path reveal that higher education has become the leading research field of m-learning. The majority of researches focus on personalized guidance and acceptance and adoption of m-learning. Multiple main paths obtain three subareas, including "design and development of m-learning," "factors affecting the acceptance and adoption of m-learning," and "comprehensive application of m-learning." This paper contributes to the m-learning domain by providing research directions and making implications for future researchers.