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Literature has suggested that digital literacies can enhance language learning through appropriate use of mobile technology since today's young learners are immersed in mobile technology. However, to support English language learning through digital literacies in specific contexts, a learning environment with mobile technology should be examined. This paper aimed to report on mobile use for English language learning through digital literacies in Thai school contexts. Empirical evidence was reported from the mixed method research project with 400 Thai EFL learners and a group of teachers and administrators. Results from the quantitative and qualitative analysis showed the divergence of mobile phone use between EFL young learners' everyday life and pedagogical practices and policy at school, affirming that mobile phone use for developing digital literacies at school was not favored for EFL learning on the basis of Web 2.0 components in the research context. This paper argues that a call for the development of digital literacies among Thai EFL learners needs to promote social practices of such literacies. Implications are discussed for future pedagogical practices and policy to promote digital literacies with mobile device use for EFL learning.

This paper presents a model for mastery learning. The framework for this model overlays the cognitive and knowledge dimensions from Krathwohl's revision of Bloom's Taxonomy, the Revised Taxonomy, with Polanyi's theory of personal knowledge. A simplified framework integrates Polanyi's concepts of subsidiary and focal awareness with the Revised Taxonomy levels of knowledge acquisition to form a new model consisting of two dynamic parts: base thought and elevated thought. The base/elevated thought framework serves as a model for mastery learning with regards to the usefulness, application, and integration of technology into the creative problem-solving process. Allocating base knowledge to other means of instruction (for example, online tutorials or flipped classroom techniques) frees up the instructor's time and allows the expert (teacher) to engage novices (students) in more direct student-instructor contextual learning requiring higher levels of cognitive thinking. While this paper proposes the use of the framework within the context of a technology-focused model, its application has potential for other learning scenarios.

This paper discusses the history of the instructional design and technology field in four major time periods: (1) 1900s-1930s, (2) World War II-1970s, (3) 1980s-1990s, and (4) 21st century. Since the 20th century has been discussed in detail in earlier works, this paper puts more focus on the 21st century section, which includes discussions of social media, online and blended learning, mobile learning, the open educational resource (OER) movement, massive open online courses (MOOCs), virtual reality (VR) and augmented reality (AR), digital game-based learning (DGBL), gamification, the maker movement, new instructional design process models, and instructional-design theory. While previous discussions of the history of the field focused on the history of instructional media and instructional design and the evolution of learning theories, this paper includes the discussion of the evolution of instructional-design theories and models, which have received relatively less attention.

The implementation of computer-assisted pronunciation training (CAPT) has been proven to be successful in improving learners' pronunciation abilities. Automatic speech recognition (ASR) software was used to provide mediated support to 103 pre-intermediate level students (62 males and 41 females). After experiencing a two-semester of CAPT instruction in their Freshman English course, students completed a questionnaire to assess their perceptions of and attitudes towards technology. This paper reports on the findings that examine the structural relationships using the Technology Acceptance Model (TAM). The findings indicate that students, generally, were in favor of using ASR-based pronunciation training, and although no statistically significant gender difference was found, female students appeared to view its use more favorably than were their male counterparts. The perceived effectiveness of the system, and the attitudes of students towards using it, were shown to be significantly correlated, which encourages the ongoing use of ASR-based CAPT. Based on these responses, it was established that the ASR function enhanced students' awareness of their pronunciation errors. Furthermore, they willingly engaged in individual, repetitive pronunciation exercises, allowing them to build confidence in speaking practices without fearing embarrassment in front of their peers. Recommendations were provided for EFL educators interested in implementing CAPT in EFL settings.

Adapting the Technology Acceptance Model (TAM) framework, this study investigates English teachers' perspectives on the intention to adopt and integrate ChatGPT in their classrooms. This study utilizes quantitative cross-sectional research with 114 respondents answering the online questionnaire. The Structural Equation Modeling (SEM) statistical analysis through SmartPLS 3.0 was employed to analyze the collected data. The result indicates that the proposed TAM model in this study can predict ChatGPT acceptance in English language teaching. Additionally, the structural model showed that perceived usefulness, ease of use, and attitude toward using significantly and positively influenced behavioral intention. Furthermore, attitude toward using and behavioral intention significantly and positively impacted actual system use. Teachers' perspectives on ChatGPT uptake and integration into English language learning are critical to technological innovation. This paper could assist teachers in Indonesia and comparable regions in understanding and adopting ChatGPT in English language teaching.

Virtual Reality (VR) as an interactive, illustrative, and immersive learning environment has ample opportunities for the development of language skills. Despite a growing literature on VR-assisted language learning, the benefit of VR for L2 listening is in need of further investigation. To fill this lacuna, the current study surveyed the impact of using 360° monoscopic VR videos as pre-listening tasks on language learners' development of listening comprehension. Sixty English as a foreign language (EFL) learners participated in the study as the control and the experimental groups. Their entry level of listening comprehension was evaluated by the B1 Preliminary listening paper before the study. Listening was taught to both groups by the comprehension-based model consisting of a pre-during-post listening cycle. The pre-listening activities of the experimental group included watching and working on 360° VR videos related to the topics of the listening parts of the textbook. The pre-listening phase of the control group included the warmup activities of the textbook. Both groups' listening comprehension was evaluated again at the end of the study. The quantitative data analysis revealed a significant difference between the participants' listening comprehension in favor of those who had worked with VR video as pre-listening tasks. Also, larger effect sizes for Parts 3 and 4 of the test that focused on understanding monologues were evident. The experimental group members were asked to express their perceptions of the experience of working with 360° VR videos in listening instruction by taking part in a structured interview. The results showed that almost all participants found the activities to be inspiring and pedagogically valuable.

With the increasing demand for STEM professionals, together with many of the current STEM professionals approaching or already gone over retiring age, there is a current shortfall which is now an urgent requirement to be addressed by Western countries as so much of activities and life in general is increasingly technology dependent. Actions that are currently being taken to address this shortfall in the UK by academic establishments, organizations and professional bodies are considered in this paper. Some of these include those actions that are directed at encouraging a better gender balance in the future as well as those involving actions to attract students to be aware of STEM from an early age to supporting women returning to the STEM profession. Parts of our research examines the learning and studying approaches adopted by some of the learners, their levels of attainment and attitude to learning to use technology and using technology to improve their learning. The paper reports on the developments and improvements from some of these initiatives and activities implemented. Some of these actions include details of competitions from primary to postgraduate students, women only training sessions, online support groups for STEM women, ranging from technical to career and social issues, and details of CAS (Computing At School) support for teachers, both face to face and online, currently with over 30,000 CAS participants. In conclusion the paper reflects on a roll out of some of these activities and potential impact on enhancing interest and uptake of STEM subjects by both the young and older learners and across diverse levels of education.

This study aims to build a bibliometric mapping of research on web-based language instruction. By identifying the elements of author, publication, keyword, journal, country, and citation, the bibliometric mapping approach was utilized to examine trends in web-based language instruction research from an international viewpoint. The Turkish Online Journal of Distance Education has published most of the research on the topic. According to the findings, Xie H. and Zou, D. are the most pertinent writers. The most significant university is Anadolu University. The USA leads the world in terms of total publications, co-authored publications, national publications, and cited articles. Frequently used keywords include "language," "students," "education," and "technology." The authors' cluster analysis revealed that the papers are mainly divided into 5 classes. The names of the web-based teaching methods are assigned to each group. It is anticipated that this study will significantly advance future research in web-based language instruction.

The purpose of this study is to determine the general trend of research in the field of educational robotics through bibliometric analysis. 1382 papers indexed in the WOS database between 1975-2021 were subjected to bibliometric analyses. The data of the study were analyzed using VOSviwer and SciMAT. At the end of the study, it has been concluded that in the field of educational robotics the most productive country was the USA, the most influential journal was Computers and Education, the most influential author was Bers, M.U., and the most influential institution was Tufts University. It has been also concluded that computational thinking, STEM, coding, programming, social robots, and communication themes have become a trend in the field of educational robotics in recent years.

This study examined the effectiveness of Memrise application in motivating American middle school students to learn Chinese as a foreign language (CFL). Participants (N = 27) in the study were middle school students enrolled in CFL courses in an urban public middle school in the Midwestern region of the United States. During the study, the experimental group used the Memrise application while the control group used the traditional paper-made flashcards to learn new Chinese characters. Results of the mixed-design ANOVA indicated that there was no significant (p > 0.05) difference in the scores between students in the experimental and control groups on Chinese characters acquisition. However, the Group main effect was significant (p < 0.001), indicating that the students in the experimental group had stronger motivation in learning CFL than those in the control group. It is suggested that further research should include a larger sample size and other types of CFL learning applications.

Good teachers are a major predictor of students' success in school and beyond it. Finding ways to increase the quality of teaching has been a concern for educational systems across various income contexts and, particularly, in the Global South. This paper discusses the iterative design of an online teacher professional development program geared to improving teachers' English language instruction by means of implementing early literacy software. The program was implemented in various modes (face-to-face, blended and online) with early primary teachers scattered throughout Kenya during the pandemic school closures and after reopening. Relying on the blended learning approach, a potentially effective technology-driven TPD offers multifaceted content, has adaptive and flexible design, and is ongoing until mastery of core concepts is achieved. Further, such solution develops motivational dispositions of teachers about teaching with early literacy software so that its perceived value and the likelihood of success are high, and the benefits outweigh the costs of implementation. The next step of this research is to learn about the specific outcomes of the blended TPD, including changes in literacy instruction and subsequent improvements in student literacy skills.

This research aims to create a bibliometric map of studies on the use of metaverse in education. We used the bibliometric mapping technique from an international viewpoint to assess trends in the area of metaverse research on education by disclosing the author, publication, keyword, journal, country, and citation factors. Most research on the topic was published in "Computers & Education." Results indicate that "Hwang G.J." is the most relevant author. "National Taiwan Normal University" and "National Taiwan University of Science and Technology" are the most relevant universities. "USA" has the most publications, co-authored publications, single-national publications, and cited articles overall. "China" is the nation with the greatest number of publications from other countries. "Denmark" is regarded as being at the top in the field of average citations per article. The terms "augmented reality", "virtual reality" and "second life" is sub-applications of the Metaverse environment, and are often used keywords. Over time, we can observe that prior research on "second life", "virtual worlds" and "virtual environments" were gradually superseded by studies on "augmented reality", "virtual reality", "immersive virtual reality", and "VR". Over time, the phrase "metaverse" may become one of these tendencies. The papers in this research were subjected to cluster analysis. All clusters appear to involve "virtual reality". Additionally, "augmented reality" was included in three clusters. Examining the measured network analysis of the authors reveals that they are clustered into five separate groups.

The assessment of learning and the assessment for learning are considered as an integral part of learning process. They provide information to improve the educational instructions and to boost the students' performances. It is a critical aspect of teaching and learning process and it requires teachers and learners to be prepared for the whole situation. The assessment is a complex process and its implementation poses many challenges to teachers. Online tools and learning management systems (LMS) help to overcome most of these challenges. During the COVID-19 pandemic, almost all schools and universities switched to distance learning and teachers had to change their way of teaching. However, many problems arose from this situation; The "new" teaching mode raised many discussions and needs to be analyzed thoroughly. In this paper, we discuss the usage of distance learning resources during the lock-down and the issues it generated. We focus on the assessment process in the circumstances of COVID-19. For the purpose of this study, future teachers were surveyed after their experience with distance teaching. It seems that platforms providing interactive assessment and those allowing automatic evaluation of learners are more required than others.

With the development of technology in education, various methods of teaching have been adopted across the world. Many countries have made technology an integral part of their classroom, and some nations have worked hard to incorporate it in various ways. Through a literature review, this paper investigates the challenges and opportunities of blended learning in rural and remote schools. This study finds how blended learning helps school districts balance teacher demand and supply issues in rural and remote areas. The present study revealed that blended learning is considerably more favorable than face-to-face only, home-schooling, and pure online education and offers several benefits for learners such as no teacher retention issues and schools available in their community. This research concludes that blended learning is an excellent approach to teaching and learning in rural areas regarding teachers? availability, students? time to travel to the city, and students? interaction with their teachers and colleagues.

This study aims to develop and evaluate an augmented reality microscope, "MicrosAR", for a middle school Science course, which was aimed for use both in and out of school, and to understand the users' perceptions about it. The study adopted design-based research to iteratively develop and evaluate the MicrosAR. Learning activities and working handouts in the application were grounded upon inquiry-based learning. The initial prototype was evaluated with 99 middle school students, as well as 18 preservice and six experienced in-service science teachers. The second prototype was then evaluated with 96 different middle school students. Accordingly, design changes were applied to the second prototype to present the final product development. Participants' experiences and perceptions were gathered through a self-developed, paper-based instrument after they practiced with the MicrosAR. The findings indicated that the MicrosAR was favored by and recognized as an effective and useful tool by the participants. The study highlighted the benefits that augmented reality technology and such an application can offer for learning purposes, and that it can be practiced at any place to deliver a "real" learning experience over virtual platforms, thereby saving costs, enhancing its availability, and improved learner interest.

Adoption of evidence based instructional practices is not widespread in American institutions of higher education. This is due in part to reforms focusing on individual teaching practices rather than conditions for system reform. Since measurement of organizational conditions is critical for widespread change, we developed and validated the Survey of Climate for Instructional Improvement (SCII). SCII has 30 Likert-scale statements, 5 supplementary questions, and 9 demographic items. It is designed to measure five aspects of organizational climate in postsecondary settings: leadership, collegiality, resources, respect for teaching, and organizational support. The goal of this paper is to describe (a) our development process, (b) steps in validation, and (c) patterns in the data from 917 instructors at six institutions of higher education in the United States. Our results indicate that the instrument is reliable and has the potential to differentiate among institutions, disciplines, departments, and other demographic variables. Although the survey is interdisciplinary, we highlight notable organizational climate differences between STEM and non-STEM disciplines. We also identify organizational climate differences for cis-gender women and graduate student instructors, highlighting unique professional support needs for these groups. We expect our findings and the instrument to be useful for campus change leaders, faculty developers, higher education researchers, and discipline-based education researchers.

A new approach to learning in the form of educational games has been adopted in recent years, especially in English language teaching. The educational game learning approach used to teach English to non-native English-speakers who use English as a second or foreign language has recorded great success. This study provides an innovative framework for the adoption of the educational games learning approach at university. This is done to ensure lifelong learning and interdisciplinary learning opportunities for students. The study introduces social skills and knowledge training to address topics of gaming and learning. It describes the point at which learning is expected to occur and the role that game elements play in relation to student engagement and educational gaming content interaction. The study further describes the principles governing collaborative learning which are the key pillars for acquiring cognitive and social skills. The contribution of game-based learning is further linked with mindset improvement and growth. The study further examines three theories that are essential to the development of the game-based learning approach: narrative-centered learning theory, problem-solving theory, and engagement theory. Upon providing the theoretical underpinnings, teachers' perceptions towards the game-based learning approach are further addressed in the paper. The advantages and disadvantages of game-based learning are also discussed.

Students, as digital natives, are fascinated by social media as they use it in their everyday lives. However, not only opportunities but also challenges for education have arisen with the new bottom-up approach of using social media for educational purposes. In order to investigate different aspects of social media adoption and use in higher educational learning environments, a longitudinal study starting in 2010 was conducted. This paper summarizes and analyzes our findings based on several studies with quantitative and qualitative data collected and presented in 16 different articles throughout the last decade. Based on our results, we reached the conclusion that when there is proper infrastructure, appropriate strategies are applied, security and privacy are of high priority and teachers become accustomed to using modern technologies, social media can be used as an effective educational tool which improves the overall educational process and learning outcomes. Specifically, by using social media in a creative and student-centered manner in educational settings, students' engagement, motivation, interactivity, soft skills, communication and collaboration are promoted and improved. Finally, social media can be used as a means to help create virtual communities in which students will be able to exchange ideas, opinions and knowledge in both academic and extracurricular environments, mature and flourish. The aim of this ongoing longitudinal study is to enhance teachers' comprehension of social media and its use as an educational tool to create interactive learning environments for students of various disciplines in geographically and culturally distributed environments.

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.

The value of Science, Technology, Engineering, and Mathematics (STEM) education and the significance of conducting research motivated the conduct of this study. As teachers take on a more active role in knowledge generation, studying their research attitudes, motivations, and challenges has become more relevant and timely. This paper aimed to describe Filipino STEM education researchers based on the three aforementioned parameters. To achieve this goal, a total of 46 STEM teacher-researchers were purposively sampled to answer an online survey. Three of the responses, however, were excluded due to incomplete answers. Results revealed that the respondents held a positive outlook towards research and consider it as an avenue for professional growth. They also recognized the positive impacts of research on their teaching skills and in their students? learning experiences. Both extrinsic and intrinsic motivations were reported to be the main stimuli in doing research. Time and financial constraints, heavy workload, and lack of exposure and experience in research were some of the challenges identified by the respondents. Suggestions for future research and policy directions were provided.

The learning environment in 21st century schools has become the focus of attention for specialists in the educational field by equipping them with the right technologies to create an attractive and interactive learning environment. The purpose of this study was to find out university students' attitudes toward technologies used in online courses and how employing these technologies benefit the learning environment. This paper reports the results of a quantitative research study examining university students' attitudes toward technologies used in online courses. A total of 496 eligible students (268 male and 228 female) participated in the online survey through Social Networking Sites (SNS). This study found that, because of the complexity of the technologies used in these online courses, university students experienced difficulties using these tools and needed additional experience prior to their use in the online courses. The findings revealed that the most activities used in online courses in universities have largely focused on reading materials and online discussion forums, unlike other activities such as audio, social networking, online conferencing and games has not been widely used.

This exploratory study researched the effectiveness of a graduate level blended learning course on the development of teachers, and educational leaders in Kazakhstan studying a Master?s of Science in Educational Leadership at Nazarbayev University Graduate School of Education (NUGSE). All of the student participants in this course were invited to participate in a survey and an interview. The findings include an analysis of the pedagogical practices which promote educational leadership skills among students via blended learning courses as well as the challenges both faculty and students faced during this course. Finally, the paper makes recommendations for policy and practice in relation to enhancing effectiveness of blended learning courses in higher education. It may be of particular interest to schools in the early stages of implementing blended learning.

Problem solving techniques are one of the primary topics introduced to the computing and information technology students in tertiary education. In general, those techniques are presented using a collection of traditional tools, such as texts, graphs, illustrations, procedural steps, pseudocodes, algorithms, and flowcharts. In many cases, there is no direct link between problem-solving from one side and the techniques and the programming structures used from the other side. This paper presents an approach that exploits computer interactive animations and graphics to implement learning objects for teaching and learning problem-solving based on computer programming. The main feature of this approach is its smoothness in associating the programming concepts and structures provided to the solution of a designated problem. Moreover, the developed learning objects are featured by the characteristic of reusability and possibility of inclusion in e-learning systems. The designed learning object can function as a workable hands-on model for the learners to get experience in programming. The technique we developed for the design and implementation of the learning objects for programming-based problem-solving can be utilized in other problem-solving disciplines.