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Background Study: Virtual reality (VR) is becoming a popular technology for safety training in construction. Several VR training prototypes have been designed and tested, which show they can perform better than traditional training tools. However, most of these existing tools are not underpinned by clear pedagogical theory, and studies assessing the impact of pedagogical theories on the effectiveness of VR prototypes are still rare in the literature. Objectives: This study aims to investigate if and how the productive failure theory and the directive instruction theory have an impact on the effectiveness of VR safety training for confined space workers. Methods: The study used a randomized controlled method involving 74 participants. The effectiveness of these two training methods was assessed in terms of knowledge acquisition and retention. Results and Conclusions: The results illustrate that the productive failure training design performed better in terms of knowledge acquisition and retention. This paper introduces the Productive Failure Theory and shows the great potential of this approach for self‐service VR safety training in the field of construction. Lay Description: What is already known about this topic: PF has been proven effective in classroom‐based teaching practice.PF has been proven effective in non‐immersive virtual training.DI is a commonly used pedagogical method for VR training. What this paper adds: The present paper investigates the feasibility of applying PF theory in VR safety training.The present paper examines the pedagogical impacts of the two pedagogical approaches within VR serious games. Implications for practice and/or policy: PF can be applied to self‐help VR safety training, reducing the demand for resources such as teaching staff and venues.PF training design performed better in terms of knowledge acquisition and retention.PF has great potential for self‐help VR safety training in various fields. [ABSTRACT FROM AUTHOR]

Background: A practical test that measures the information and communication technology (ICT) skills students need for effectively using ICT in primary education has yet to be developed (Oh et al., 2021). This paper reports on the development, validation, and reliability of a test measuring primary school students' ICT skills required for effectively using ICT (the ECC‐ICT test). Objectives: Based on existing literature, three ICT use domains were identified for effectively using ICT: Effective, collaborative, and creativeuse of ICT. For these three domains, 24 corresponding teaching objectives were identified from a widely used digital literacy framework. Thirty‐four test items cover these teaching objectives in an online test. Methods: A mixed‐method approach was used for the ECC‐ICT test. Four pilot rounds (n=25) implemented qualitative interviews for cognitive validity and refining the test items, followed by a qualitative usability study(n=6). Confirmatory factor analysis and ANOVA provided quantitative insight into the large‐scale test administration(n=575). Results and Conclusions: Composite reliability of our conceptual 3‐factor confirmatory model showed that the test reliably measured primary school effective use of ICT (ω = 0.82), collaborative use of ICT (ω = 0.80) and creative use of ICT (ω = 0.64). Convergent validity (ranging from 0.41 to 0.46) was acceptable. Internal consistency (ranging from 0.84 to 0.91) and discriminant validity (HTMT values below 0.90) are good. ANOVA results show that mean test scores are higher for students in higher grade levels (p < 0.001). The post hoc Bonferroni results show that most grade‐by‐grade comparisons are significant (p < 0.001). Lay Description: What is already known about this topic: Information and communication technology (ICT) skills are finding their way into national curriculums as teachers implement more digital learning environments.Teachers currently do not have a measurement instrument for the ICT skills primary education students need to learn in a personalised way. What this paper adds: This paper gives teachers a test that reliably measures the effective, collaborative, and creative ICT skills required for primary school students to learn using ICT.To our knowledge, this test is the first of its kind.Al materials to reproduce the test are available digitally for teachers. The implications of study findings for practitioners: For policy, this test can be used to check if a student is ready to use ICT in a self‐regulated setting.With this test, teachers can assess and support students' growth on the effective, collaborative, and creative ICT skills required for primary school students using ICT. [ABSTRACT FROM AUTHOR]

Background: Augmented reality (AR) is receiving increasing interest as a tool to create an interactive and motivating learning environment. Yet, it is unclear how instructional support affects performance in AR. Objectives: This study sought to explore how varying the instructional support in AR can affect performance‐related behaviours of students with low cognitive abilities during assembly work. Methods: A total of 90 Belgian secondary school students repeatedly executed four different realistic assembly tasks. Three levels of instructional support (low, medium, and high) in AR as well as a control condition with paper instructions with a high level of detail were systematically varied across tasks and participants. Results and Conclusions: Multilevel regression analyses showed that AR instructions yielded lower assembly times and a lower perceived physical effort than paper instructions. Additionally, participants perceived tasks as less complex when given AR instructions with a high or a medium level of detail than when given a low level of detail. No effects of instructional support were established for other performance‐related behaviours, namely necessary assistance, error‐making, cognitive load, competence frustration, and stress. Effect sizes were small, at least among the instructional support conditions studied, yielding a limited base for adaptivity. Presumably, tailoring the instructional support in AR is only beneficial for highly complex tasks. The results might be useful for the design and implementation of AR in educational settings. Lay Description: What is currently known about the subject matter: Augmented reality is knowing increased use in education.Little is known about how to design effective instructional support in augmented reality. What this paper adds: This study represents an initial insight into how to personalize instructional support.The impact of instructional support on augmented reality performance of students with low cognitive abilities was investigated.The study suggests that varying instructional support may lead to differences in performance outcomes. Implications for practitioners: How instructional support is constructed may affect augmented reality learning.The results may inform the design of effective augmented reality learning environments for students with special needs.How individual, contextual, and task‐specific characteristics moderate the effectiveness of instructional support should be further investigated. [ABSTRACT FROM AUTHOR]

Background: The potential of learning analytics dashboards in virtual reality simulation‐based training environments to influence occupational self‐efficacy via self‐reflection phase processes in the Chemical industry is still not fully understood. Learning analytics dashboards provide feedback on learner performance and offer points of comparison (i.e., comparison with one's own past performance or comparison with peer performance) to help learners make sense of their feedback. Objectives: We present a theoretical framework for describing learning analytics reference frames and investigate the impact of feedback delivered through dashboards with different reference frames on occupational self‐efficacy, while controlling for workplace self‐reflection. Methods: This experimental study engaged 42 chemical operator employees, aged between 18 and 55 years, each with at least one year of experience. We utilised a two‐group design to ask two research question each with three competing hypotheses related to changes in occupational self‐efficacy, employing Bayesian informative hypothesis evaluation. Results and Conclusions: Results for the primary research question suggest that dashboards with progress reference frames do not elicit greater change to self‐efficacy than those with social reference frames, however, they may elicit equal change. Furthermore, dashboards with social reference frames may elicit greater change to self‐efficacy than those with progress reference frames. Exploratory results found that dashboards with progress reference frames may elicit greater positive directional change than those with social reference frames and that they may elicit equal directional change. These findings contribute to the understanding of self‐efficacy beliefs within the Chemical industry, with potential impacts on skill development. The research may inform the design of targeted interventions and training programs to influence self‐efficacy. From a practical perspective, this research suggests that careful consideration is needed when choosing reference frames in learning analytics dashboards due to their potential consequences on the formation of learner self‐efficacy. Lay Description: What is already known about this topic?: Learning analytics dashboards often aim to stimulate self‐regulated learning by providing feedback.Feedback plays a crucial role in simulation‐based learning and learning analytics dashboards can be a valuable tool to deliver feedback and facilitate the learning process by providing learners with insights into their performance and progress.Previous research has highlighted the importance of reference frames as critical design features of learning analytics dashboards, as they assist learners in making sense of learning analytics feedback.Self‐efficacy is a powerful determine factor of workplace performance and is influenced by mastery experiences and social modelling information. What the paper adds?: A theoretical framework describes the mediating role self‐reflection phase processes of the self‐regulated learning cycle plays in the formation of occupational self‐efficacy.This paper introduces the concept of three learning analytics reference frame components which include the performance outcome component, point of comparison component and score delta component.The paper indicates that learning analytics dashboards designed with a progress reference frame does not elicit greater change to occupational self‐efficacy than the social reference frame.Exploratory results suggest dashboards with progress reference frames might produce greater positive directional change compared to social reference frames or elicit equal change. Implications for practice?: Learning analytics system designers who use reference frames to help learners make sense of their feedback should carefully consider which reference frames they use as these decisions likely have consequences on the formation of learner self‐efficacy beliefs.For LAD designers and stakeholders, recognising the absolute change and directional shift in self‐efficacy is crucial, as LAD designs significantly influence these dynamics and guide the tailoring of effective tools.In industries like the chemical sector, where overconfidence can result in severe consequences, understanding the nuance of self‐efficacy changes is especially pertinent. [ABSTRACT FROM AUTHOR]

Background: Degree apprenticeships (DA) help employees gain new knowledge and skills by allowing them to study towards a university degree while working full time. For these programmes to be effective, the learning design should be adapted to the needs of these students, who are goal oriented (i.e. they want to gain only knowledge that can be applied within their workplace), have limited time for studying, and usually have not attended formal education for some time. As these programmes are relatively new, there is limited research on how these students can be supported to achieve the programmes' learning goals by using information and communication technologies. Objectives: This paper aims to understand whether a learning design that combines game‐based learning with online flipped classrooms can engage DA students in their learning and help them develop their reflective skills. Methods: Two focus groups were conducted with DA students that study at a UK Business School towards gaining the Chartered Manager status. The focus groups recordings have been analysed using reflexive thematic analysis. Results and Conclusions: The three main themes, "change can be helpful and challenging at the same time", "the ideal game", and "the effect of others", show that DA students find game‐based learning and online flipped classrooms useful, with the right support. Simulation games can be more fulfilling to DA students than quiz games, even if they take more of their out‐of‐class time. In addition, instructors are advised to work more closely with diverse teams to enable students share their work experiences and learn from each other. Lay Description: What is already known about this topic?: Online flipped classrooms offer flexibility in learning, but instructors need to find solutions to challenges, like students' limited e‐learning readiness and lack of motivation.Game‐based learning has been found to facilitate learning in general, but there is a need to identify the specific circumstances (i.e. settings, gaming elements) under which it is effective.Degree apprenticeship students need more support with their learning compared to traditional university students, as they face additional challenges in terms of family life‐work balance and connecting their learning to their working experience. What this paper adds?: Game‐based learning can be useful to degree apprenticeship students providing that focuses on the application of knowledge and provides feedback.Despite facing challenges related to maintaining work‐study‐life balance, degree apprenticeship students are willing to complete the flipped classroom's out‐of‐class activities, if they see a clear benefit from doing so.Online group activities can be challenging for degree apprenticeship students, if they are not able to form teams with other learners that work for the same organisation. The implications of study findings for practitioners: Avoid quiz‐like games and select the ones that use real‐life scenarios for degree apprenticeship students to help them link their learning to their practice.Formative feedback should be provided by both the instructor and the game to motivate degree apprenticeship students to spend the additional time to complete the out‐of‐class activities.Students should be reminded frequently of the purpose of any new learning elements (e.g. learning analytics) as they may not have the time to explore them on their own.When forming student teams based on students' workplace is not possible, spend more time in each breakout room to facilitate the online group discussion and help students bring their different working experiences together. [ABSTRACT FROM AUTHOR]

Background: Driven by the ongoing need to provide high‐quality learning and teaching, universities recently have shown an increased interest in using learning analytics (LA) for improving learning design (LD). However, the evidence of such improvements is scarce, and the maturity of such research is unclear. Objectives: This study is aimed to evaluate the maturity of research discussing LA‐driven LD improvements in higher education. Methods: The systematic review analyses 49 empirical papers, assesses their quality and suggests further research directions. The review elaborates on methodological (research questions, strategy and methods, LA‐LD integration theoretical backgrounds) and substantial (LA‐driven LD improvements, types of data used, LA software development) features of the papers. Results and Conclusions: The findings demonstrated the lack of theoretical alignment between LA and LD, with research tending towards user experience studies. The most frequently used research strategy was a case study; experiments were very rare. Researchers predominantly used parsing for collecting data and AI methods for analysing it; mostly used data types related to registering learners' engagement with learning activities as well as resources and tools provided in digital learning environments. Takeaways: The research area discussing LA‐driven LD improvements still has a way to go before attaining the level of full maturity. Only a third of the papers reported actual LA‐driven LD improvements; moreover, only three papers measured their effectiveness. The presented LA software was mostly at the beta or implementation stages and did not assess the impact of using this software. Lay Description: What is already known about this topic: Universities show an increased interest in using LA for improving LD.The evidence of such improvements being efficient is scarce.Learning analytics is weakly grounded in learning and teaching. What this paper adds: LA‐LD research presented in the reviewed papers cannot yet be considered fully mature.Almost half of the research was carried out using a case study approach, intrinsically challenging in terms of replication and validity. As few as three out of the reviewed studies applied an experimental approach, capable of stating the cause–effect relationship between LA and LD.All the studied papers mentioned improvements in LD, but only around a third of them reported actual improvements, another one‐third suggested potential improvements, and the rest did not come down to describing any.The LA software presented in the papers was mostly at the testing or implementation stages, and the impact of implemented software on LD has yet to be evaluated. Implications for practice and/or policy: Future LA‐LD research to become more mature may well elaborate on theoretical footing, contribute to the cause–effect relationship between LA and LD utilising experimental research design, ensure sufficient sample size.Practitioners' efforts should be directed to operationalising LD for efficient measurements, addressing pedagogical challenges when applying LA, and assessing LA‐driven improvements introduced into LD. [ABSTRACT FROM AUTHOR]

Background: Guided gaze is the instructor's gaze towards teaching materials to guide students' attention, and it plays a vital role in enhancing video‐based education. The duration of guided gaze, indicating how long instructors focus on teaching materials, varies based on the lecture design. Nevertheless, the impact of varying durations of guided gaze, especially concerning students' prior knowledge, remains inadequately understood. Objectives: This study investigates the influence of the instructor's guided gaze duration and students' prior knowledge on learning performance and affective experiences in video lectures. Methods: 145 fifth‐grade students participated and were divided into high and low prior knowledge groups based on a pre‐test. Within each group, students were randomly assigned to view one of three video lectures with different guided gaze durations (high vs. medium vs. low). Learning performance and affective experiences (learning experience, satisfaction, and emotions) were measured as dependent variables. Results and Conclusion: The results revealed that low guided gaze duration significantly improves learning performance for students with low prior knowledge. Conversely, high guided gaze duration negatively impacts learning experience, satisfaction, and positive emotions. Additionally, students with high prior knowledge reported higher learning experience and satisfaction. These findings highlight the interaction between guided gaze duration and prior knowledge in students' learning performance. Implications: Our findings provide valuable implications for the design of guided gaze duration in video lectures based on students' prior knowledge. By adjusting guided gaze duration appropriately, instructors can optimise students' learning performance and affective experiences. Lay Description: What is already known about this topic: Guided gaze is the instructor's gaze on teaching materials, guiding students' attention to relevant information.Guided gaze duration measures the amount of time instructors spend looking at teaching materials.Prior knowledge can modulate the impact of instructors' guidance on students' learning performance.It remains unclear whether guided gaze duration affects the learning outcomes of students with varied prior knowledge. What this paper adds: Guided gaze duration is divided into three levels (high, medium, and low), indicating the percentage of time the instructor looks at teaching materials.High guided gaze duration has negative effects on students' learning experience, satisfaction, and positive emotions.Students with high prior knowledge have higher learning performance, experience, and satisfaction.Low guided gaze duration improves learning performance for students with low prior knowledge. Implications for practice and/or policy: Instructors should use low guided gaze duration for students with low prior knowledge.Instructors should aim to reduce the use of high guided gaze duration. [ABSTRACT FROM AUTHOR]

Background: Learning analytics (LA) research often aggregates learning process data to extract measurements indicating constructs of interest. However, the warranty that such aggregation will produce reliable measurements has not been explicitly examined. The reliability evidence of aggregate measurements has rarely been reported, leaving an implicit assumption that such measurements are free of errors. Objectives: This study addresses these gaps by investigating the psychometric pros and cons of aggregate measurements. Methods: This study proposes a framework for aggregating process data, which includes the conditions where aggregation is appropriate, and a guideline for selecting the proper reliability evidence and the computing procedure. We support and demonstrate the framework by analysing undergraduates' academic procrastination and programming proficiency in an introductory computer science course. Results and Conclusion: Aggregation over a period is acceptable and may improve measurement reliability only if the construct of interest is stable during the period. Otherwise, aggregation may mask meaningful changes in behaviours and should be avoided. While selecting the type of reliability evidence, a critical question is whether process data can be regarded as repeated measurements. Another question is whether the lengths of processes are unequal and individual events are unreliable. If the answer to the second question is no, segmenting each process into a fixed number of bins assists in computing the reliability coefficient. Major Takeaways: The proposed framework can be a general guideline for aggregating process data in LA research. Researchers should check and report the reliability evidence for aggregate measurements before the ensuing interpretation. Lay Description: What is currently known about this topic: Aggregating learning process data is common in learning analytics.The psychometric pros and cons of aggregating process data are rarely examined. What this paper adds: If the construct of interest is stable during a period, aggregation over this period is desirable.Aggregation over a long period masks meaningful changes in learning behaviours.A guideline for choosing proper reliability coefficients for aggregate measurements is proposed.Methods for computing reliability estimates when processes vary in length are provided. Implications for practice: Report reliability evidence for aggregate measurements for the sake of psychometric rigour.A short period causes unreliable action‐related indicators in learning analytics dashboards.A long period causes inaccurate indicators of learners' current state. [ABSTRACT FROM AUTHOR]

Background: Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment. Objectives and Methods: With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students. Results and Conclusions: The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways: The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support. Lay Description: What is already known about this topic: Realistic mathematical practices frame learning as a sense‐making experience.Challenges arise when involving learners in realistic mathematical experiences driven by domain‐specific tasks. What this paper adds: Game‐based simulation of math tasks framed learning as sense‐making experience.Game‐based math experiencing promoted math contextual problem‐solving performance.Structuring features enhanced problematized experiencing with math tasks. Implications for practice and/or policy: Teachers can integrate and facilitate game‐based math experiencing in class.Efforts should be made to make game‐based math tasks meaningful for students. [ABSTRACT FROM AUTHOR]

Background: With the development of computational literacy, there has been a surge in both research and practice application of text‐based and block‐based modalities within the field of computer programming education. Despite this trend, little work has actually examined how learners engaging in programming process when utilizing these two major programming modalities, especially in the context of secondary education settings. Objectives: To further compare programming effects between and within text‐based and block‐based modalities, this research conducted a quasi‐experimental research in China's secondary school. Methods: An online programming platform, Code4all, was developed to allow learners to program in text‐based and block‐based modalities. This research collected multimodal data sources, including programming platform data, process data, and performance data. This research further utilized multiple learning analytics approaches (i.e., clustering analysis, click stream analysis, lag‐sequential analysis and statistics) to compare learners' programming features, behavioural patterns and knowledge gains under two modalities. Results and Conclusions: The results indicated that learners in text‐based modality tended to write longer lines of code, encountered more syntactical errors, and took longer to attempt debugging. In contrast, learners in block‐based modality spent more time operating blocks and attempt debugging, achieving better programming knowledge performances compared to their counterparts. Further analysis of five clusters from the two modalities revealed discrepancies in programming behavioural patterns. Implications: Three major pedagogical implications were proposed based on empirical research results. Furthermore, this research contributed to the learning analytics literature by integrating process‐oriented and summative analysis to reveal learners' programming learning quality. Lay Description: What is currently known about the subject matter: Programming has the potential to improve learners' higher‐order thinking skills.Block‐based and text‐based modalities are two major instructional methods.There has been a growing interest to understand how learning occurs in two modes.Most previous work has evaluated two modalities based on learners' knowledge, skills, and attitudes. What this paper adds: Code4all allows learners to programming in text‐based and block‐based modalities.Quasi‐experimental research was conducted to examine block‐based and text‐based programming modalities.Multimodal learning analytics were used to compare programming under two modalities.Learners' programming features, behaviouralbehavioral patterns, and knowledge gains were identified under two modalities. The implications of study findings for practitioners: Instructors should integrate text‐based and block‐based modalities into programming courses.Process‐oriented assessment should be integrated with summative assessment. Adaptive, timely scaffoldings should be provided with the external support (this should be marked like above two points). [ABSTRACT FROM AUTHOR]

Background: Deep discussions play an important role in students' online learning. However, researchers have largely focused on engaging students in deep discussions in online asynchronous forums. Few studies have investigated how to promote deep discussion via mobile instant messaging (MIM). Objectives: In this study, we applied learning analytical tools (i.e., KBdeX and word clouds) to enhance students' shared epistemic agency and thereby support their deep discussions in MIM. Methods: Forty Chinese college students participated in this study and reflected on their MIM engagement by participating in the learning analytics (LA)‐augmented meta‐discourse sessions. The study used multiple data analysis methods, including content analysis, statistical analysis, epistemic network analysis and lag sequential analysis. Results: We found that LA engaged students in deep discussions and shared epistemic agency‐related discourse, such as creating shared understanding, creating knowledge objects, and projective and regulative processes. In particular, word clouds engaged students in more complete shared epistemic agency discourse trajectory which started from creating awareness of unknowns, then progressed to setting projective plans and sharing information, and ultimately, creating shared understanding. Moreover, our analysis indicated that epistemic agency discourse moves of creating shared understanding led students to a high level of deep discussion. Implications: This study contributes to research by extending the 'comparison paradigm', which focuses on comparing (a)synchronous forums with MIM, to a 'design paradigm', which mobilises design features from (a)synchronous forums to MIM and using learning analytical tools to engage students in deep online discussions by promoting their epistemic agency. Lay Description: What is known in this subject matter: Supporting students' online deep discussions is important.Prior studies have shown multiple technological and pedagogical strategies to support deep discussions in (a)synchronous discussion forums, but few studies in mobile instant messaging (MIM).MIM is a quasi‐synchronous tool. It is difficult to transform the traditional external scaffolds (i.e., scripts or teachers' facilitation) which promote deep discussions from (a)synchronous forums to MIM. What this paper adds to this: We constructed a design framework which used learning analytical tools‐augmented meta‐discourse to engage students in shared epistemic agency discourse moves to promote their deep discussion in MIM.We conducted multiple types of analyses (content analysis, statistical analysis, epistemic network analysis and lag sequential analysis) on students' WeChat message (a major MIM in China).Results indicated both learning analytical tools helped engage students in shared epistemic agency discourse moves, such as creating shared understanding, creating knowledge objects, projective and regulative, thus, to promote students' deep discussions. Word cloud especially engaged students in more complete shared epistemic agency discourse trajectory. Moreover, analysis results indicated that shared epistemic agency discourse moves of creating shared understanding would lead students to a high level of deep discussions. Implications of study findings for practitioners: Our study provides a feasible way to educational practitioners who want to promote students' deep discussions in their online learning course (both fully online and flipped classroom mode).Knowledge Building Discourse Explorer (KBDeX presents the original analysis results of students' written messages in discussion forums as socio‐cognitive networks.) could be implemented in the classroom. The objective is to encourage students to understand the importance of connecting with peers' ideas in a one‐session implementation period.If time allows, teachers could use word cloud and meta‐discourse to engage students in socio‐metacognitive conversations in class to promote their shared epistemic agency discourse in online discussions. [ABSTRACT FROM AUTHOR]

Background: Even though monitoring and control enactment are key aspects of self‐regulated learning (SRL), Adaptive learning technologies (ALTs) may reduce the need for learners to monitor and control their learning. Personalized dashboards are effective in supporting learners' monitoring and can potentially support control behaviour. Allowing learners to enact control over their learning process, seems to hold potential for increasing their motivation. Objectives: Therefore, this study's aim was to investigate the relation between control enactment and motivation. We examined how learners enacted control while learning with an ALT with personalized dashboards and examined the relation between learners' enactment of control and their motivation. Methods: Seventy‐eight primary school learners (Grade 5) participated. During the lesson, learners worked on mathematics in the ALT and concurrently were shown personalized visualizations that supported monitoring and enacting control over their learning process. Learners could enact control to change problems' difficulty to easy, medium, or hard. Motivation was measured before and after learning. Results: The SEM analyses showed that how learners enacted control was related to their motivation. Choosing difficult problems was related to more enjoyment and competence while choosing easy problems related to more pressure and tension. Learners who complied with the suggested difficulty level experienced less choice, but also less pressure/tension and more enjoyment and competence. Conclusions: These results provide avenues to account for broader learner characteristics like SRL and motivation to optimize learning. This way, hybrid systems in which control enactment is a shared responsibility of the system and learner, can be improved to support SRL development. Lay Description: What is currently known: Monitor and control enactment are key aspects of self‐regulated learning (SRL).Adaptive learning technologies may reduce the need for learners to monitor and control their learning.Personalized dashboards support learners' monitoring behaviour and can potentially also support control enactment.Enactment of control could positively affect learners' motivation. What does this paper add: There is a large variation in how learners enact control and whether they comply with the scaffold.Learners who chose more difficult problems experienced more enjoyment, while learners choosing easy problems, experienced more pressure.Learners complied with the scaffold, experienced less choice, but also less pressure and more enjoyment.This study provides avenues to account for broader learner characteristics like SRL and motivation to optimize learning. Practical implications: Support control enactment by actively involve learners in choice during the learning process.Offer monitor and enactment in conjunction, as learners can only make well‐founded choices if they can monitor their learning process.Intrinsically and extrinsically motivated learners showed different choice patterns and learning experience.It is important to have an understanding and monitoring of learners' motivation. [ABSTRACT FROM AUTHOR]

Background Study: Previous systematic reviews concluded that online professional‐learning communities (OPLCs) have positive effects on teachers' development, but explored neither the technological affordances that make this possible nor the potential negative impacts of technology use in OPLCs. Objectives: The aim of this study is to systematically analyse previous research on teachers' OPLCs, and thus help answer the question of what technological affordances (dis)empower members of teachers' OPLCs, and how they do so. Methods: This study applied the systematic‐review method. A total of 28 studies were identified and analysed using rigorously defined inclusion and exclusion criteria. The results are reported as a synthesis. Results and Conclusions: First, in theme, the selected articles primarily focused on features of OPLCs and of teachers' knowledge. Second, mixed‐methods approaches were commonly used in the sampled research, and the number of studies employing advanced statistical methods and machine learning increased over time. And third, the reviewed studies' findings suggest that technology supports 'bottom‐up' teachers' communities (as distinct from 'top‐down' professional development organized by educational authorities) in seven ways: that is, by promoting collaboration opportunities, expanding the participants' networks, facilitating knowledge sharing, delivering support more rapidly, providing emotional support, allowing ubiquitous learning, and enabling multiple modes of participation. Lay Description: What is currently known about the subject matter: Previous reviews found OPLCs have positive effects on teachers' development. What their paper adds to this: What technological affordances empower teachers in OPLCs.How technological affordances empower teachers in OPLCs. The implications of study findings for practitioners: The sampled articles primarily focused on OPLC features and teacher knowledge.Mixed‐methods approaches were commonly used.Technology provides various affordances to 'bottom‐up' teachers' communities. [ABSTRACT FROM AUTHOR]

Background Study: Technology‐supported learning environments, act as significant observational and enabling indicators for evaluating and encouraging the digital revolution of education, are of vital importance in current educational research. Keeping track of the dynamics of technology‐supported learning environment research allows for the enrichment of theoretical studies and a prompt innovation of talent‐training environments. Objectives: The present study carried out a bibliometric analysis of the core collection of WoS database over the last two decades. Method: This study is a bibliometric research. We applied CiteSpace and VOSviewer for co‐occurrence and evolution analysis. In addition, we extracted the fundamental ideas and thoughts through reading and analysis. Results: First, the study found that technology‐supported learning environment research is in a growth phase, with core journals such as Interactive Learning Environments or Computers & Education. The findings show that a core research team comprised of such scholars as Hwang Gwo‐Jen, Lester James C. and Wong Lung‐Hsiang. Key nations of publishing and research strength are from China, the United States, the United Kingdom and the Netherlands. Second, the hot topics in research on technology‐supported learning environments were virtual learning environments, technology‐enabled learning environments and interactive learning environments. Nine study specifics were derived from these three topics such as moulding function, generating scenario, stimulating sensation, effect verification, design idea, research reflection, inquiry and research, virtual community, and mixed environment. Lastly, the frontier evolution offers a pattern of development from enhancing performance to changing mode to incorporating experience. Conclusion: Looking ahead, our research recommendations for the field of technology‐supported learning environments include a multifaceted approach. We should aim to enhance research designs and methodologies, develop contemporary guiding theories and strive for a balanced representation across various educational domains, expanding our scope to encompass all academic disciplines. In terms of practical application, it is imperative to focus on the design and implementation of technology‐supported learning environments from three critical perspectives: "change‐demand," "student‐learning" and "online‐offline." These approaches will collectively ensure that technology‐supported learning environments are both innovative and responsive to the diverse needs of the educational landscape. Lay Description: What is already known about this topic: Technology‐supported learning environments are currently a focal and hot research topic in the field of education.Although numerous studies have been conducted on the learning environment of technical support, there has yet to be a systematic and comprehensive review of the related research. What this paper adds: This study provides a comprehensive review of research on the technology‐supported learning environments over the past two decades.This study primarily presents an overview of research on the technology‐supported learning environments over the past two decades, focusing on main literature, research strength, hot topics and frontier evolution. Implications for practice and/or policy: Researchers need to further advance research on technology‐supported learning environments by enriching research designs and methods, constructing up‐to‐date guiding theories and achieving a balance across different educational domains while extending the reach to all disciplines.Educational practitioners need to pay attention to the design and implementation of technology‐supported learning environments from the three viewpoints of "change‐demand," "student‐learning" and "online‐offline." [ABSTRACT FROM AUTHOR]

Background: Research into enhancing the effectiveness of information delivery in asynchronous video lectures remains sparse. This study analyzes the nonverbal teaching behaviours in asynchronous online videos, drawing comparisons between pre‐service and in‐service teachers (ITs). Objectives: This research primarily aims to juxtapose the nonverbal teaching behaviours, such as arm extensions and body orientation, utilized by pre‐service teachers (PTs) and ITs within asynchronous online videos. Methods: Asynchronous video lectures from four pre‐service and four ITs across four diverse subject topics were scrutinized. Leveraging deep learning technology, teachers' poses during their instruction towards a video camera were quantified, with a particular focus on arm stretch range and body orientation in relation to the subject being taught. Results: The findings revealed that PTs were deficient in effectively employing pointing gestures. Their arm stretches and body orientation towards the board were not differentiated across subjects. Conversely, ITs demonstrated subject‐specific variations in their arm extension and body orientation, signalling their effective strategies for knowledge dissemination. Conclusions and Discussion: This study emphasizes the importance of assessing nonverbal teaching behaviours in the development of effective instructional training. It accentuates the need for nonverbal communication and subject‐specific teaching strategy training in PTs. Future investigations could broaden their scope to include larger sample sizes and expanded subject areas to discern more comprehensive trends in nonverbal teaching behaviours. Lay Description: What is already known about this topic: The proliferation of online and distance learning has been largely driven by the widespread utilization of asynchronous video lectures.However, the focus of video analysis regarding teaching practices has predominantly been on in‐class activities. This has resulted in the underdevelopment of methods for delivering knowledge through asynchronous video lectures.Research into enhancing the effectiveness of information delivery within asynchronous video lectures remains sparse. What this paper adds: This study contributes to the development of teaching techniques for asynchronous online lectures through a comparative analysis of nonverbal teaching behaviours between pre‐service and in‐service teachers within asynchronous lecture videos.The findings suggest that pre‐service teachers have a deficiency in knowledge regarding the effective use of demonstrative gestures. Implications for practice and/or policy: Considering the widespread use of asynchronous video lectures – including flipped and blend learning, the training of pre‐school teachers using video analysis is requiredThe creation of a robust metric for developing knowledge delivery methods is feasible and advisable, potentially by leveraging state‐of‐the‐art technology such as deep learning. [ABSTRACT FROM AUTHOR]

Background: While the effectiveness of tutoring‐style videos has been reported in previous studies conducted in laboratories, how these types of videos facilitate students' learning experiences and achievement has not been much explored in prior studies, which prevents discussion on how to design such tutoring‐style videos. Objectives: In this study, we addressed the limitations reported in studies conducted in authentic classes and attempted to explore students' learning patterns and experiences with tutoring‐style videos involving interactions between the instructor and agents. In addition, we attempted to reveal what instructional strategies can be used in tutoring‐style videos to enhance students' engagement and achievement. Methods: The study took place in an undergraduate introductory biology class offered at a university located in the Midwest of the United States. The same instructor taught two sections of this course which lasted for 15 weeks during a Spring semester. The two sections were randomly assigned to an experimental group in which participants watched tutoring‐style videos and a control group with participants watching traditional videos. The experiment was administered in a module lasting two and a half weeks focused on microbiology. Surveys and tests were conducted to determine whether the tutoring‐style videos had a positive impact on student engagement and achievement. In addition, a video content analysis was carried out to elicit insights on how to design effective tutoring‐style videos. Results: For students' emotional engagement and perceived usefulness, no significant difference was found between the two groups, even though the descriptive statistics indicated slightly higher scores from the experimental group than the control group on both subscales. In terms of achievement, the participants reported significantly more learned concepts from watching rich‐interactions in the tutoring‐style videos than the participants in the control group; and they also reported a significantly smaller number of learned concepts from watching one‐interactions in the videos than the control group participants. We also found that instruction in the tutoring‐style videos used effective strategies for facilitating students' participation and cognitive processing. Conclusions: Our findings indicate that tutoring‐style videos can be effective learning materials by allowing students to engage in interactions between instructors and agents in the videos. The more instructional strategies used to facilitate the interactions between the instructor and the agents, the higher engagement can be expected from viewers. Our study would inform the design and development of effective tutoring‐style videos. Lay Description: What is already known about this topic: One‐on‐one tutoring is the gold standard in teaching.Tutoring‐style videos are found to be effective in teaching as well. What this paper adds: Tutoring‐style videos that film rich interactions lead to better learning.Tutoring‐style videos that film limited interactions are ineffective.Students who see agents in tutoring‐style videos as helpful perform better. Implications for practice and/or policy: Tutoring‐style videos should film rich interactions of tutoring sessions.Strategies should be used in videos to facilitate perceived agents' usefulness.Tutoring sessions filmed in videos should encourage a participatory atmosphere. [ABSTRACT FROM AUTHOR]

Background: Undergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer‐supported collaborative inquiry approaches, such as KB—the focus of this study, and reflective assessment to foster collective epistemic agency. Objectives: This study used a quasi‐experimental design to examine the impact of reflective assessment on undergraduates' collective epistemic agency and the mechanisms of this impact. Methods: An experimental class, comprising 40 undergraduates, engaged in KB inquiry enhanced by analytics‐assisted reflective assessment, while a comparison class, comprising 41 undergraduates, engaged in portfolio‐supported reflective assessment in KB inquiry. Classroom observations, audio recordings of group discussions and reflections, and student artefacts were collected in both conditions. Results and Conclusions: The experimental class demonstrated significantly higher levels of collective epistemic agency than the comparison class, as indicated by their collective knowledge advancement and epistemic and metacognitive actions. Qualitative thematic analysis revealed that reflective assessment enhanced the undergraduates' collective epistemic agency through their collective monitoring and regulation of inquiry and ideas, negotiation and synthesis of the community's ideas, conceptualization of collective theories and identification of collective inquiry trajectories with an internal reflective structure. Major Takeaways: Higher‐level metacognitive actions are critical for productive collaborative inquiry and higher‐level epistemic agency that does not often occur naturally and should be promoted by appropriate scaffolding strategies. Students need data from learning analytics and accompanying prompt sheets to help them develop the internal metacognitive structure for agency and learning. Lay Description: What is currently known about this topic?: Undergraduates' collective epistemic agency (CEA) is critical for productive KB.Analytics‐assisted reflective assessment (AARA) are promising in fostering CEA. What does this paper add?: AARA has positive influences on students' CEAAARA helps students develop CEA through the following mechanisms.AARA supports students' collective regulation and negotiation of collective ideas.AARA enhances conceptualization and deepening of collective trajectories with an internal reflective structure. Implications for practice/or policy: Higher‐level metacognitive actions are critical for collaborative inquiry and CEAAnalytics‐assisted RA can enhance students' higher‐level metacognitive actions.Students should be provided with learning data and appropriate scaffolding strategies.These data and strategies can develop students' internal metacognitive structure crucial for agency and learning. [ABSTRACT FROM AUTHOR]

Background: Despite its obvious relevance to computer science, computational thinking (CT) is transdisciplinary with the potential of impacting one's analytical ability. Although countless efforts have been invested across K‐12 education, there is a paucity of research at the postsecondary level about the extent to which CT can contribute to sustainable learning outcomes. Objectives: The current study examines how a series of Arduino‐based robotics learning activities capture the fuller essence of concepts related to CT. Methods: College students (n = 50) completed a series of six robotics learning activities. Think‐alouds, student reflections and performance scores were used to assess students' CT through a robotics challenge in virtual and physical learning environments. Results and Conclusions: Students verbalized CT concepts related to algorithmic thinking much more than abstraction, problem decomposition and testing and debugging. Students exposed to active learning performed better in a virtual robotics challenge compared to their peers in a traditional‐oriented classroom. Students' scores on the physical robotics challenge increased as a function of the number of references they made to CT concepts during the think‐alouds. It is possible to design pedagogical experiences that tap into various dimensions of CT at incremental levels of complexity through a series of Arduino‐based robotics activities. With the integration of an online simulation, students can visualize and transfer their CT skills between a virtual and physical learning environment, thus leading to more sustainable learning outcomes. Lay Description: What is already known about this topic: Computational thinking (CT) is the conceptual foundation for problem‐solving.CT shifted from unplugged to plugged activities.CT concepts can be fostered through educational robotics. What this paper adds: A multi‐dimensional approach to assessing CT.Applications of CT provide insights into skill transfer.An integrative theoretical approach to study the 'how' and the 'what' of CT. Implications for practice: Educational robotics activities can cater to a fuller range of CT skills.Virtual simulations with constructive feedback are beneficial for students in traditional settings.Mixed learning environments contribute to making links between lectures and labs. [ABSTRACT FROM AUTHOR]

Background: Emotional design of multimedia lessons involves adding features that are intended to increase learner enjoyment and promote learning—such as adding narrative, anthropomorphizing non‐human elements, and using warm colours. Objective: The present study extends this work to examine the potential of Japanese animation (anime) for improving science learning. Method: Specifically, 134 English‐speaking students learned about cells in the human body by viewing the popular anime, Cells at Work, either in Japanese with English subtitles or dubbed in English with no subtitles (anime groups), or by viewing a slideshow containing the same information (slideshow group). The anime conditions were vibrant story‐driven lessons that depicted human‐looking cells working to fight off invaders in a human body that looked like a city. The slideshow used very similar wording as the anime groups, and displayed the cells without anthropomorphism or a storyline. Results and Conclusion: The anime groups did not differ significantly from each other on any dependent measures and were therefore combined. The anime groups scored significantly higher than the slideshow group on retention (d = 0.35) and transfer (d = 0.48) tests. The anime groups also had significantly higher ratings of motivation (d = 0.60) and enjoyment (d = 1.13), whereas, the slideshow group had significantly higher ratings of distraction (d = 0.59). These results support the cognitive‐affective theory of learning with media (CATLM) and demonstrate that anime may be an effective learning medium. Takeaways: Anime should be considered as a medium for science learning, especially when students might not otherwise be motivated to learn. Lay Description: What is currently known about this topic: Anime is a form of Japanese animation similar to an animated comic book.Cells at Work is a series of anime lessons on cells in the human bloodstream.Cells are represented with anthropomorphism, colours, and rounded shapes.Emotional design involves using anthropomorphism, colours, and rounded shapes. What does this paper add: Students viewed an anime or an equivalent slideshow on the human bloodstream.The anime group performed better on a post‐test and reported less distraction.Anime can be considered a form of emotional design for science lessons. What are the implications for practitioners: Anime can be used to teach about cells in the human bloodstream.Instructional designers should consider using anime as a medium for science instruction. [ABSTRACT FROM AUTHOR]

Background: Learning from video lectures with peers, that is, co‐viewing video lectures, is a common mode of learning across a wide range of ages and topics in the information age. Objectives: The present study tested the effects of learners' motivation on co‐viewing video lectures in terms of learning performance, mental effort, and interpersonal brain synchronization (IBS). Methods: The current study was quantitative experimental. In total, 142 participants were recruited and divided into 71 dyads to manipulate task motivation from three aspects: meaning, interest, and reward. Then, they were divided into three experimental conditions according to the level of task motivation: two low task motivation learners (LL condition), a combination of one low and the other high (HL condition), and two high task motivation learners (HH condition). Two participants in a dyad were asked to view a video lecture on a shared screen and not talk until the end of the video lecture, with both learners in full view. Simultaneously, we recorded the cortical hemodynamic activity of two participants in each dyad using functional near‐infrared spectroscopy (fNIRS). Results and Conclusions: The group‐level analysis showed that two high‐task motivation learners had better learning performance, greater mental effort, and stronger IBS than a combination of one low and one high‐task motivation and two low‐task motivation. The results from the individual assessment indicated that pairing a person with low task motivation with another with high task motivation resulted in benefits for the low‐task motivation learner in terms of their self‐perceived learning. However, it negatively affected the performance of the high task motivation learner. Implications: First, high‐task motivation learners were encouraged to co‐view video lectures. Second, instructors were encouraged to intervene between their interactions by providing timely feedback to avoid losses for high‐task motivation learners, as this composition benefits low‐task motivation learners. Lay Description: What is already known about this topic: Most studies consider viewing video lectures as an individual process and test the role of learners' motivation at the individual level.Co‐viewing video lectures is a common mode of learning across a wide range of ages and topics in the information age.Learners' task motivation is essential for optimal learning in various settings. What this paper adds: Having two high task motivation co‐viewers enhanced their learning, encompassing retention, transfer, and confidence in performing well.Having two high task motivation co‐viewers enhanced IBS in the rTPJ‐rTPJ and IPL‐SMA pairings.Pairing a low task motivation learner with a high task motivation learner could be beneficial for the low task motivation learner, but it may result in losses for the high task motivation learner. Implications for practice and/or policy: Future work should verify the conclusions of the current study in natural settings, allowing verbal interaction versus settings permitting only nonverbal interaction and avoiding experimenter expectations.Future research should continue to test the long‐term effects of pairing a low task motivation learner with a high task motivation learner.We encourage high task motivation learners to co‐view video lectures.Instructors are advised to intervene in the interaction of pairs of a low task motivation learner with a high task motivation learner, for instance, by providing timely feedback. [ABSTRACT FROM AUTHOR]

Background: Goal setting has been established in the literature as a critical component of self‐regulated learning and for effective problem‐solving. Yet, surprisingly little attention has been focused on goal‐directed behaviour in digital game‐based learning environments (GBLEs) despite their expanding use in educational contexts. Objectives: The current study examined the impact of goal assignment in a GBLE aligned with curricular objectives and played in a classroom context. Methods: Eighth‐grade students (N = 59) in the experiment were randomly assigned to either a mastery goal condition or a performance goal condition before playing Crystal Island—Outbreak. Goal orientation was measured before gameplay, monitoring judgements assessed during gameplay, and enjoyment was measured after game play. Results and Conclusions: Two important results emerged that contribute to the existing literature on goals and GBLEs. First, assignment to the mastery goal condition resulted in significantly higher enjoyment ratings and monitoring judgements but not game performance while considering the influence of pre‐existing goal‐orientation. Second, self‐reported mastery goal orientation and videogame play frequency predicted enjoyment in the game. Implications: The results suggest that enjoyment can be facilitated by orienting students to adopt mastery goals and that developers should consider integrating mastery‐based instructions in their GBLEs. Moreover, instructional goals can influence students regardless of incoming goal orientations. Lay Description: What is already known about this topic: Goal setting has been understudied in game‐based learning environments.Goal setting is a critical component of developing self‐regulated learning skills. What this paper adds: Evidence that assignment to a mastery goal leads to higher reported enjoyment.Evidence that assignment to a mastery goal leads to higher monitoring judgements.Evidence that incoming goal orientations predict enjoyment in a serious game. Implications for practice and/or policy: Enjoyment can be facilitated by orienting students to adopt mastery goals.Serious game developers should consider integrating mastery‐based instructions.Instructional goals can influence students regardless of incoming goal orientations. [ABSTRACT FROM AUTHOR]

Background: Little is known about the effectiveness of instructors when presenting content in videos alone. In recent years, researchers have increasingly begun to explore the effects of instructors' social cues (e.g., eye gaze, body orientation, etc.) on learning. However, previous studies exploring the effects of eye gaze have confounded the role of body orientation, while studies exploring body orientation have confounded the role of eye gaze. Objectives: To explore the role of direct gaze and body orientation in learning with instructional videos, absent an instructional screen, in a less confounded manner. Methods: A total of 63 subjects were presented select concepts regarding schizophrenia. Eye‐tracking technology combined with current theories of parasocial interaction and social agency was used to explore different social cues that affect learning performance. Students were randomly assigned to one of three experimental conditions: frontal body + direct gaze group (FD group), frontal body + no direct gaze group (FND group), and lateral body + no direct gaze group (LND group). Result and Conclusions: Direct gaze facilitated students' immediate retention and transfer scores, reduced learners' extraneous cognitive load, and guided students' attention to the instructor. However, counter to our expectations, parasocial interaction did not affect social cues. Implications: In both online and offline classes, instruction is expected to be enhanced by focusing on the camera to the extent possible, particularly when instructional screens are absent. Lay Description: What is already known about this topic: In recent years, how instructors' social cues (eye gaze, body orientation, gestures, etc.) can improve video learning has aroused widespread concern.Instructors' eye gaze and body orientation can increase society and improve learning in the online learning environment.The empirical research confounds the role of eye gaze and body orientation on video learning when only the instructors are present. What this paper adds: When only the instructor is present in the video, instructor's direct gaze can foster learner's learning outcome in the instructional video.When only the instructor is present in the video, instructor's direct gaze can draw the learner's attention to the instructor's face.When only the instructor is present in the video, instructor's direct gaze can reduce learner's extraneous cognitive load. Implications for practice and/or policy: In online teaching, educators should consider looking at the camera as much as possible, especially when there are no instructional screens. [ABSTRACT FROM AUTHOR]

Background: Haptic feedback has been shown to be an effective facilitator of the learning of scientific concepts in a series of studies. However, little is known about the underlying salient learning mechanisms, which are activated when learning from haptic feedback. Objectives: We investigate the learning mechanism in a higher chemistry education setting, in which the students learned about the abstract concept of potential energy in a quantum chemical context. Methods: In this work, we present a mixed‐methods problem‐solving prior to instruction (PS‐I) study with chemistry bachelor students. In an interactive quantum chemistry learning environment, the students explored the energetic profiles of nucleophilic substitution reactions and the corresponding activation barriers experienced as repulsion and attraction. We measured cognitive and affective mechanisms which have been shown to be activated in PS‐I designs, such as knowledge gap awareness, state curiosity, and positive affect as well as the learning outcome quantitatively and the learning trajectories qualitatively. Results and Conclusions: Planned contrasts revealed a small hindering effect of the haptic feedback on the learning outcome. Thematic analysis of the qualitative data lets us attribute this effect to the lack of scaffolding of the haptic feedback and the spontaneous atomic movements in the simulation, which may be interpreted as a visual representation of force in itself. This work highlights the importance of accurate mappings of the haptic feedback unto the target domain and further delivers insight into the prior conceptions of chemistry undergraduate students. Lay Description: What is already known about this topic: Haptic feedback can facilitate learning by grounding abstract concepts in sensory experiences.While previous studies have reported positive affective results, the cognitive results are ambiguous.Moreover, it was frequently reported that the learning of potential energy in a (quantum) chemical context is particularly difficult due to (i) the lack of grounding opportunities and (ii) the diverse previous conceptions. What this paper adds: A learning environment to interact with molecular systems in real‐time is proposed.The concept of activation energy is grounded in sensory experience of pushing and being pulled.The mixed‐methods design allows to explore cognitive and affective variables as well as the specific prior conceptions activated by the environment. Implications for practice and/or policy: We found a small negative effect of the haptic feedback on the learning outcome, potentially due to insufficient introduction of it to the students.The spontaneous movement of the atoms was identified as a more suitable external representation of the force.Future studies should investigate, if explicit introduction of the embodied metaphor can reverse this effect. [ABSTRACT FROM AUTHOR]

Background: Existing studies confirm that some video games can change players' attitudes. However, since we do not know the specific elements responsible for attitude change, the potential of video games to achieve desired educational or behavioural outcomes often remains unfulfilled. Objectives: To fill the research gap, our study examined whether the perspective‐taking game mechanic in the serious game Czechoslovakia 38–89: Borderlands, which had previously been shown to affect attitudes, would have the same effect on another sample of players with different characteristics. Methods: We have assessed the effect of a historical video game using a perspective‐taking mechanic on players' explicit and implicit attitudes. Explicit attitude changes were measured at a general level, meaning a broad evaluation of a depicted historical event, and at a specific level, meaning a more detailed evaluation of specific aspects of the event. Simultaneously, we measured the effect of players' perceived attitude importance on attitude change. The study used a sample of 137 young adults. Results and Conclusions: This study's results indicate a significant pretest‐posttest explicit attitude change on the general level and on a specific level in comparison to the control group. Perspective‐taking game mechanics is particularly important for explicit attitude change. No change was found in implicit attitudes. The effect of the perceived attitude importance on attitude change was not confirmed. Takeaways: As one of the first to focus on the effects of specific game mechanics on attitudes, this study confirmed that perspective‐taking has stable, short‐term effects on attitude change even across different research samples. Lay Description: What is currently known about the subject matter: It is unclear why some video games can change players' attitudes while others do not.Several studies confirm video games' effect on explicit, but not on implicit, attitudes.Research on the effects of game mechanics on attitude changes is in its infancy.Very few studies focus on what role player characteristics play in their attitude changes. What our paper adds to this: Perspective‐taking as game mechanics changes explicit attitudes across populations.Perceived importance of players' attitudes towards topics not necessarily affects attitude changes.We show that only some facets of attitudes are influenced by the video game. Implications of study findings for practitioners: Particular game mechanics seem to be essential for attitude changes in players.Attitude importance and other player characteristics need further research in the video game context.DIF‐C analysis can provide more detailed information on changes in more complex explicit attitude concepts.Video games can affect the way we interpret the world around us. [ABSTRACT FROM AUTHOR]

Background: Self‐assessment serves to improve learning through timely feedback on one's solution and iterative refinement as a way to improve one's competence. However, the complexity of the self‐assessment process is widely recognized, as well as that students can benefit from it only if their assessment is accurate enough. Objectives: In order to gain more insight into the self‐assessment process we analysed students' behaviour, accuracy, and question‐related characteristics that influence the capability of self‐assessment in two studies. Methods: The initial study examined 131 undergraduate students using voluntary self‐assessment questions in an online course in a B.Sc. Computer Science program while a year later a replication study with the same research settings was applied to a different cohort of 264 undergraduate students with minor modifications to the question design, in the light of the original findings. Results and Conclusions: Results from both studies show that similar patterns could be observed for usage and of accuracy and score distribution for almost all questions. Item difficulty and comprehensiveness of the sample solution were identified as features of self‐assessment questions affecting student's self‐assessment capability. The replication study showed that task design can be modified to affect students' accuracy. Recommendations to make self‐assessment tasks effective and efficient for learning are provided. Lay Description: What is already known about this topic: Students should be given the opportunity to self‐assess their knowledge during the learning process.Self‐assessment can increase students' motivation to learn and promotes academic achievement and self‐efficacy. What this paper adds: Both, the initial and replication, studies provide better understanding of learners' behaviour and task design characteristics to afford better learning support and maximize the potential for desirable outcomes.Task design (task complexity, scope and transfer requirements as well as quantitative measures such as text length and number of evaluation criteria) can be modified to affect students' accuracy. Implications for practice: Supporting students learning is not a one‐off activity, but part of a curriculum improvement and lifelong learning initiative, therefore we recommend that self‐assessment tasks are continuously monitored and, if necessary, improved to suit the needs of learners in a specific context.Self‐assessment should become a habit of the learning process rather than only a superficial and mandatory part of course design.Five practical suggestions are designed and discussed to help practitioners successfully facilitate an effective and efficient self‐evaluation process during learning. [ABSTRACT FROM AUTHOR]

Background: There are deficiencies in ensuring the permanence of some theoretical information taught in nursing education and transferring it to practice environment. Mobile‐assisted teaching can be useful to eliminate deficiencies. The aim of this study was to determine the effect of mobile‐assisted teaching on nursing students' learning ventrogluteal injection. Methodology: The study was conducted in Turkey between February and June 2022. This study is a single group pre‐posttest intervention. The study sample consisted of 354 students studying in the 2nd, 3rd and 4th grades in Turkey. After the students completed the Introductory Characteristics Form and Ventrogluteal Region Information Suggestion Form in the pre‐test, the researchers sent a ventrogluteal injection animation video to their mobile phones. The students who watched the video completed the Ventrogluteal Region Information Suggestion Form and Mobile Education Activity Form in the final test. Results and Conclusion: There was a statistically significant difference between the pre‐posttest score medians of the students (p < 0.001). While the preference of the students for the ventrogluteal region in intramuscular injection was 28.5% before mobile learning, it increased to 51.1% after the training. In this study, after the training given through mobile learning, the knowledge level of the students about ventrogluteal injection and their preferences for ventrogluteal injection increased. In line with these results, mobile‐assisted education should be used in nursing education. Lay Description: What is already known about this topicDue to the high number of students per teaching staff in Turkey, it takes time for the theoretical education of the students to turn into practice.It is recommended that students prefer and use the ventrogluteal (VG) region for intramuscular drug injection.The students had difficulties because the nurses guiding them in clinical practice did not use the VG area.There are difficulties in applying the VG region injection in practice. What this paper addsMobile‐based intramuscular injection skill application increased the knowledge level of the students.Mobile applications make it easier to remember the learned information and apply it in the clinic. Implications for practice and/or policyMobile applications demonstrating skill practice provide a resource for nursing students to watch and learn whenever they want.It ensures that the student is always ready for invasive procedures to be performed on the patient in the clinic. [ABSTRACT FROM AUTHOR]

Background: Tele‐collaborative projects serve as invaluable platforms for students from diverse countries to engage in cross‐cultural communication and exchange cultural knowledge. These projects offer immense benefits in terms of fostering intercultural competence among participants. However, one challenge arises when participants engage in spoken communication rather than written. Those who may not share a common first language often rely on a lingua franca such as English for intercultural communication. In such spoken exchanges, varying levels of language proficiency can lead to communication errors that hinder the intercultural learning process and impede the development of intercultural competence in their fellow participants. Objectives: In the present trial study, our primary objective was to tackle the language‐related challenge associated with spoken communication head‐on. Our focus centred on addressing the discrepancies arising in spoken communication, and we aimed to mitigate these discrepancies by utilizing speech‐enabled corrective feedback technology. Methods: In a tele‐collaborative project involving 28 graduate students from the People's Republic of China and Republic of Kazakhstan, the participants engaged in spoken communication and cultural exchange in English via the internet. Given the emphasis on spoken communication and the recognition that English was not their first language, we implemented a speech‐enabled corrective feedback (SECF) technology to ensure effective communication in terms of pronunciation, grammar, and word choice. The SECF technology detected and provided instant feedback on any speech mistakes, enabling participants to make corrections accordingly. The main aim of our study was to explore the potential benefits of integrating SECF technology into a tele‐collaborative project for the development of participants' intercultural competence. Additionally, we sought to gather insights into the students' perceptions of the SECF support. Results and Conclusions: The results of our study revealed significant improvements in the participants' intercultural competence across dimensions such as knowledge, skills, attitude, and awareness. Furthermore, the participants expressed positive perceptions of the SECF technology. Drawing from our findings, we offer valuable implications and recommendations for educators and researchers in the field, enhancing their understanding of the role of SECF technology in supporting intercultural competence development in tele‐collaborative settings. Lay Description: What is currently known about the subject matter: Tele‐collaborative projects are widely utilized to enhance intercultural competence.Low language proficiency of participants often poses a significant challenge in tele‐collaborative projects. What this paper adds: The present study addressed the language barrier by incorporating speech‐enabled corrective feedback (SECF) technology to support our tele‐collaborative project.The study explored how our tele‐collaborative project, supported by SECF, facilitated the development of intercultural competence. The implications of study findings for practitioners: Scholars and practitioners should consider implementing SECF technology to address language‐related barriers in tele‐collaborative projects.Guidelines based on our study can be utilized to design tele‐collaborative projects with SECF support.Training on technology and constant support needs to be provided to participants. [ABSTRACT FROM AUTHOR]

Background Study: As interest in programming education continues to grow, more educators are incorporating programming into K‐12 classrooms. There is evidence that programming can help develop essential skills for future societal advancement, known as 21st century skills. However, there has been limited research into which sub‐skills of 21st century skills are fostered through programming and the effect sizes thereof. Objective: This study presented a meta‐analysis to comprehensively understand the influence of programming instruction in K‐12 classrooms on the development of students' 21st century skills in different dimensions of sub‐skills. And further analysed the impact of key elements of programming instruction design on its effectiveness. Methods: A comprehensive meta‐analysis was conducted, covering 74 empirical studies published between 2000 and 2023, involving 136 effect sizes, and moderation analyzes on variables of instructional design. Results: This study indicated that implementing programming instruction in K‐12 schools can help develop students' multiple dimensions of 21st century skills, such as critical thinking, creativity, communication, collaboration, problem‐solving and decision, learning to learn, ICT literacy, and personal and social responsibility. Overall, programming demonstrates a moderate but significant effect on improving 21st century skills (Hedges's g = 0.621, p = 0.000 < 0.01). Furthermore, several best practices were identified to enhance students' 21st century skills, including initiating programming education from kindergarten, limiting the duration of programming interventions to 6 months, adopting interdisciplinary approaches to programming education, utilizing visual programming tools, and selecting appropriate assessment methods. Conclusion: Based on these findings, this study recommended the thoughtful design of programming education to maximize its advantages in various dimensions of 21st century skills. Lay Description: What is already known about this topic: Currently, 21st century skills have become critical skills that students should have.A popular practice in K‐12 schools is to use programming to develop students' 21st century skills, but results are inconsistent and quantitative synthesis of empirical research is lacking.Some factors of programming instruction may influence the effectiveness of programming on students' 21st century competencies. What this paper adds: A meta‐analysis of 74 studies was conducted to provide systematic evidence that programming has a moderate effect on improving K‐12 students' 21st century skills.Programming significantly improves students' eight sub‐skills in the 21st century.Educational level moderated the impact of programming on students' 21st century skills.Instructional duration moderated the impact of programming on students' 21st century skills. The implications of study findings for practitioners: Programming instruction is designed to be well‐planned and to take full advantage of technology to develop students' 21st century skills.Starting programming instruction at a younger age is more beneficial for students' 21st century skill development.Regarding intervention duration, it is noteworthy that interventions lasting within six months are more effective.Integrate programming across disciplines to promote students' multi‐dimensional 21st century skills. [ABSTRACT FROM AUTHOR]

Background: The global introduction of complex measures directed at the containment of the COVID‐19 spread has spurred a massive shift to distance learning among educational institutions. As far as such a learning mode is rather forced and, probably, only a few establishments faced no difficulties with it, the matter of assuring teaching activities' effectiveness in the practice of e‐learning is relevant. Objectives: The main purpose of this article was to assess the efficiency of online‐based tools and technologies in the context of distance education and develop a set of recommendations aimed at improving the effectiveness of online teaching. Methods: The research methodology was based on an empirical approach presupposing an exploratory questionnaire survey addressed to university students. As for the e‐learning platform used, the focus was set on Microsoft Teams. Results and Conclusions: In general, the conducted investigation unveiled that the perception of the role of the instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons. Given this, it is reasonable to pay more attention to the psychological well‐being of international students. The comprehensive analysis of survey outcomes allowed the development of a set of recommendations able to enhance the effectiveness of teaching in online settings. These encompass, for example, giving preference to small student group formations, setting greater emphasis on means increasing students' motivation to learn, involvement of instructors in the development and delivery of video lectures, the introduction of automated student assessment, use of multimedia information, and informing students about possible ways of interaction. Lay Description: What is already known about this topic: The comprehensive analysis of survey outcomes allowed developing a set of recommendations able to enhance the effectiveness of teaching in online settings.The most convenient digital features during e‐learning implementation were instant access to information and the availability of a shared chat room.Pre‐pandemic electronic learning was often criticized for insufficient student engagement and social interaction, leading to the need to increase student engagement through interactive online activities, virtual group projects, online discussion forums, and accessibility. What this paper adds: In general, the conducted investigation unveiled that perception of the role of instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons.It appeared that international students are more exposed to stress factors and are less likely to trust an educator to the degree allowing them to ask for help.It was possible to develop a set of recommendations aimed at improving the effectiveness of teaching activities during e‐learning through an in‐depth analysis of survey results. Implications for practice and/or policy: Several implications for future investigations can be identified, namely: conducting further studies on the psychological well‐being of international students in online learning, examining cross‐cultural differences, exploring the effectiveness of teaching practices, and addressing broader social issues and consequences.Further research should focus on institutions across China to generalize the results obtained and formulate more reliable inferences.Another limitation is related to the instructors themselves. This variation in specialization among participants could have had an impact on the study's results, but it was not possible to address this issue within the constraints of the current research design. [ABSTRACT FROM AUTHOR]

Background Study: As flipped learning is a flexible pedagogical methodology to tailor students' needs and maximize the learning effects, this study integrated peer learning with MosoTeach‐supported flipped mode in an undergraduate blended EFL course. MosoTeach is a popular online learning platform in China with a variety of learning resources. Objectives: The study aimed to test the impact of MosoTeach flipped learning (MTFL) mode on undergraduate EFL students' perceived motivation, participation, feedback, and test performance. Methods: A quasi‐experimental design was carried out in Z university during the spring semester of 2020, with the experimental group (n = 34) adopting the MTFL model and a control group (n = 33) the non‐flipped mode. Results and Conclusions: The independent t‐test results showed that the experimental MTFL group outperformed the control group in post‐test scores, and a positive correlation was found in the relationship between the experimental MTFL group's post‐test scores and MosoTeach learning experience points (LEPs). Moreover, the course perception questionnaire survey indicated a higher level of students' perceived motivation, participation, and feedback in the experimental MTFL group, which corresponded to the results of the content analysis of students' responses to open‐ended questions and reflective reports. But students in both groups experienced challenges such as isolation, procrastination and technological anxiety. Lay Description: What is currently known about this topicFlipped language learning is mostly reported to be effective in improving EFL learning.Peer learning is mostly reported to be effective in improving EFL learning.MosoTeach was investigated in English learning contexts before, but without experimental design. What this paper addsMosoTeach proved as a valid online learning platform in flipped language learning, and the learning experience points (LEPs) on MosoTeach could predict students' exam performance.Students in the experimental group (MosoTeach‐supported flipped) had better exam performance and a higher level of motivation, participation and feedback.Students in both groups experienced isolation, procrastination and technological anxiety. Implications for practice:Peer discussion boards in MosoTeach provide learning support effectively for students in pre‐class learning.Group projects and peer assessment in MosoTeach integrate pre‐class peer discussion into in‐class interaction successfully.MosoTeach provides equal opportunity for every student in the large‐size Chinese English classes, thus contributing to the equity of in‐class peer interactions. [ABSTRACT FROM AUTHOR]

Background: Integrating programming in K‐12 curriculum has become a global consensus. Teachers are central figures in programming instruction. But the majority of current research focuses on teachers' external teaching behaviours and less on teachers' attitudes towards programming. Objectives: The purpose of this study is to validate the K‐12 in‐service Teacher Programming Attitudes Scale (TPAS), to analyse teachers' programming attitudes and their differences in personal, teaching, and environmental factors, and further explore the predictive relationship. Methods: The sample is 888 K‐12 teachers from China. First, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were adopted to validate the availability and reliability of TPAS; Second, independent sample t‐test and one‐way Analysis of Variance (ANOVA) were adopted to explain the differences. Finally, correlation analysis and linear regression analysis were adopted to verify the correlation and prediction relationship. Results and Conclusion: TPAS possess good reliability and validity (χ2/df = 2.488, RMSEA = 0.055, CFI = 0.943, TLI = 0.935, and IFI = 0.943). Further analysis found that, first of all, male teachers possess more positive programming attitudes than female teachers; second, young teachers who are under 30 and the length of teaching under 5 years possess more positive programming attitudes; thirdly, in addition to Information and Communication Technology teachers, primary science teachers also possess high programming attitudes, followed by teachers of Humanities and Arts, reflecting the potential of teaching programming in integrated subjects and the humanities. Finally, primary school teachers possess the best programming attitudes. With the growth of grade, teachers' enthusiasm for programming has gradually decreased. Additionally, discipline, grade and gender factors were considered to predict K‐12 teachers' programming attitudes. Implications: The results of this study contribute to integrating programming teaching of teachers and promoting programming education in K‐12 classrooms. Lay Description: What is already known about this topic:.Integrating programming in K‐12 curriculum has become the consensus for most countries.Teacher is one of the core figures of K‐12 programming teaching.There is currently less attention paid to teachers' attitudes towards programming.K‐12 teachers' programming attitudes measurement tool is needed to analyze the impact of various factors on teachers' programming attitudes. What this paper adds: The K‐12 teacher programming attitude scale (TPAS) is developed and validated.Male teachers and teachers under the age of 30 and under the length of teaching of five years possess more positive programming attitudes.Information and Communication Technology teachers and primary school Science teachers possess high programming attitudes.Discipline, grade and gender factors are considered to predict K‐12 teachers' programming attitudes. Implications for practice and/or policy: The K‐12 Teacher's Programming Attitude Scale (TPAS) fills the gap in measurements of teachers' programming attitudes.The study results provide the guidance for interdisciplinary programming teaching for K‐12 teachers. [ABSTRACT FROM AUTHOR]

Background: Artificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children. Objectives: This study aimed to fill that gap by investigating how children were engaged in AI literacy activities that are supported by intelligent agents. These activities were implemented in a Hong Kong kindergarten with a class of six 5‐year‐olds (Mage = 62.83 months, SD = 2.91) over a 6‐week period. Methods: The study gathered data from multiple sources, including classroom observations, teacher interviews, and documents/artefacts. Results and Conclusions: The results showed that children could learn about AI through interaction with intelligent agents in embodied learning contexts. The findings of this study have implications for the broader field of digital technology education, particularly in the context of early childhood education. Lay Description: What is already known about this topic: Artificial Intelligence (AI) literacy is essential in today's world.Little research exists on engaging young children in learning AI literacy. What this paper adds: Technology‐enhanced embodied learning approach affords multimodality in enabling young children's learning with AI‐related agents.Project‐based learning and real‐life examples can enhance children's learning. Implications for practice and/or policy: Early exposure to AI can help children navigate the increasingly digital world.Practical approaches, such as embodied and multimodal learning, seem to be effective.Teachers can enhance children's digital learning by using pedagogical strategies like project‐based learning and real‐life examples. [ABSTRACT FROM AUTHOR]

Background: Students who are blind are integrated into public schools in many countries, yet are often excluded from full participation in science since most learning materials are visual. To create a compensatory route, an existing model‐based inquiry‐learning environment was adapted by means of sonification (addition of non‐speech sounds that represent dynamic information). The learning environment uses agent‐based models and a complex systems approach to teach the Kinetic Molecular Theory (KMT) and Gas Laws. The models are accompanied by a workbook consisting of text (printed or auditory) and images (printed or tactile). Objectives: The current research examined whether such perceptual compensation creates a comparable learning environment for learners who are blind compared with learners who are sighted using the original learning environment. The aim of the study is to expand knowledge about how the auditory channel may compensate the visual channel among individuals who are blind. Methods: Conceptual learning in science and reasoning about complex systems were assessed using pre‐ and post‐questionnaires. To explore learners' learning progression throughout the unit, four progression analysis 'windows' were selected. These were groups of adjacent or nearly adjacent items in the workbook that permitted a glimpse of learners' progression. Results: The sonified environment not only supported the learning of learners who are blind compared with the learning of learners who are sighted using visual material, but even furthered their learning with respect to diffusion, one of the more challenging concepts in KMT. It seems the types of sonified representations used in this study increased listeners' sensitivity to the micro‐level interactions in a way less accessible in visual representations. Takeaways: Sonified environments can be provide learners who are blind with equitable participation by compensating and complementing the visual channel. Sonification can have implications for students who are blind as well as students who are sighted. Lay Description: What is already known: Sonification is the use of non‐speech sounds to represent dynamic information. Sonification can potentialy be used to allow equitable participation for students who are blind. What this paper adds: To test this, the study compared the outcomes of learners who are blind who used a sonified learning environment (L2C) to that of learners who are sighted who used a visual environment. Implications for practice: Learners who are blind showed equal or better learning outcomes using the sonified models compared with the learners who are sighted using the visual models. There are major implications for integrating students who are blind in public school classrooms. [ABSTRACT FROM AUTHOR]

Background: Students often show unfavourable attribution: they attribute poor school performance to stable factors such as lack of ability and good school performance to variable factors such as effort. However, attribution can be influenced by individualized digital re‐attributional feedback leading to positive motivational effects and higher learning outcomes. This is very promising, but it still is unclear, whether this digital re‐attributional feedback can also be successfully integrated in everyday classroom activities. Objectives: The present field experiment investigated how integrating digital re‐attributional feedback into classroom instruction affects student attribution, motivation and learning outcomes. Methods: In the experiment, 8th–10th grade high school students (N = 322) worked with a digital mathematics learning program which was integrated in a three‐week teaching unit. Half the students in each classroom received only standard feedback after each practice task (SF group); the other half received additionally an individual re‐attributional feedback (RF group) after every third task. Attribution, mathematics self‐concept, and self‐efficacy were measured by an online questionnaire twice a week; learning outcomes in mathematics were measured weekly. Results and Conclusion: Hierarchical analyses showed that re‐attributional feedback led to a more favourable attribution in case of success on stable factors. Especially low‐performing students benefited from this feedback. No effects on attribution in case of failure, self‐efficacy or learning outcomes could be found. Further research could investigate if certain adaptations to the digital re‐attributional feedback is more effective in a real classroom setting and has a broader impact on different students. Lay Description: What is already known about this topic: Working with computers in the classroom and at home is becoming more common.Re‐attributional feedback can increase student's motivation when given directly after solving a task and at a high density.Digital re‐attributive feedback can be given in a high density.Re‐attributional training sessions have been shown to be effective in individual training sessions or outside the students' classroom. What this paper adds: The study took place within a real teaching environment during mathematics class for 4 weeks.Digital re‐attributional feedback sessions were directly integrated into the students' online learning which was part of the teaching plan. The implications of study findings for practitioners: Computer‐based re‐attributional training show some limited effects in regular classroom instruction and could be well integrated in student online learning—when adapted accordingly.Low‐performing students show less favourable attribution than better‐performing students in case of success and benefit the most from re‐attributional training. [ABSTRACT FROM AUTHOR]

Background: Collaborative learning can effectively promote the development of higher‐order competencies, where learners collaborate via social interactions to explore and solve complex problems. It has been found that the effective occurrence of collaborative learning requires appropriate external guidance and support. In particular, collaborative interactions in open learning environments are more complex and difficult, which makes it important to provide dynamic interventions for learners according to different collaborative situations. However, the role of facilitators and the characteristics and mechanisms of their interventions have yet to be thoroughly investigated. Objectives: The study aims to uncover the characteristics and patterns of interaction among groups with different collaborative performance and facilitator performance in an open learning environment, and to explore the differentiated role of facilitators in this process. Method: Groups are categorised as high or low based on their collaborative performance and facilitator performance. This study used lag sequential analysis (LSA) and content analysis to explore the interaction patterns of groups with different collaborative performance and facilitator performance. Also, the different roles of facilitators were analysed by comparing the differences in interaction patterns of different collaborative performance groups. Results: The study found that groups with different collaborative performances and facilitator performances showed significant differences in interaction patterns, and the two had crossover effects. There is also variability in the role of facilitators in groups with different collaborative performance profiles. Patterns of transition between different layers of interaction can indicate the level of groups' collaborative engagement. Specific interaction patterns exist that are conducive to enhancing collaborative learning. Conclusions: The results of the study pointed out that groups with different collaborative performance and facilitator performance showed different characteristics of interaction patterns. The role of the facilitator in online collaborative learning is characterised by compensatory and merit‐promoting. High‐quality online collaboration is the result of multiple factors, including learners and facilitators working together. This study has practical implications for the design of instructional interventions for group collaboration in online learning communities. Lay Description: What is already known about this topic: Deep instructional interactions help stimulate group intelligence and promote knowledge creation and deep connections.The facilitation strategies of the instructional implementer in online collaborative learning contexts play an important role in guiding students to engage in interactions and promoting efficient learning.Facilitators need to adopt different intervention strategies for different learners and learning stages to advance collaborative task completion. What this paper adds: Group collaborative performance is closely related to the strength of the connection and the depth of interaction of group members.Roles of facilitator in online collaborative learning can be characterised by strong support, compensation, and merit promotion.High‐quality online collaboration is the result of multifactor interaction between learners and facilitators. Implications for practice and/or policy: Course organisers' rating scale proposed in this study can help screen and train facilitators with excellent attributes.Examining different roles of facilitators can help curriculum designers rationalise the design and organisation of collaborative instruction.When group collaboration is active, learners should be guided through activities for deeper interaction and exploration.When group collaboration is low‐spirited, learners should be encouraged to focus on the stage tasks and explore the tasks step by step. [ABSTRACT FROM AUTHOR]

Background: Cultivating staff's professional English has become an imperative and challenging issue in English as a Foreign Language (EFL) countries. English for medical professionals is also the common language around the world for publishing new medical knowledge or reports. Therefore, Medical English for Health Professionals (MEHP) is a crucial required professional training program in nursing education. Its purpose is to improve nursing students' professional English so that they can directly understand the clinical medical information related to patients, thereby reading the latest international medical knowledge and participating in research themselves. Objective: The MEHP program is commonly conducted in a large‐scale class using the lecturing approach, which is a passive learning mode lacking opportunities for individual students to experience learning contexts and to receive advice and guidance from the teacher. To solve this problem, the present study proposed a motivation model‐based professional English gaming approach. Method: To verify the effects of the proposed approach, a quasi‐experiment was conducted in an MEHP program of a university to explore the effects of the approach on nursing students' learning achievements. In addition, the higher and lower achievers' behavioural patterns, as well as their perceptions of the learning approach, were investigated. Results and Conclusions: The results showed that the motivation model‐based digital gaming approach improved the students' professional English achievements in the "application" dimension as well as their positive perceptions of learning professional English more than the conventional learning approach. Moreover, when learning with the proposed approach, the higher achievers revealed more positive behavioural patterns than the lower achievers. The main contributions of the study are the proposal of a motivation model‐based digital gaming approach, and showing the effectiveness of the proposed approach in helping trainees gain a deeper understanding of professional English and facilitating their positive learning behaviours in a course for medical English. Practitioner notes: What is already known about this topic: Scholars have indicated the importance of situating learners in authentic contexts.Digital games can provide learning contexts for English as Foreign Language (EFL) learners.Digital games have potential to motivate EFL learners to actively learn and practice English. What this paper adds: A motivation model‐based digital gaming approach is proposed for professional English learning.A digital game has been implemented for Medical English for Health Professionals (MEHP) based on the proposed approach.An experiment has been conducted to examine the effectiveness of the approach and to analyse learners' behaviours using the proposed approach. Implications for practice and/or policy: The motivation model‐based digital gaming approach has great potential in improving learners' professional achievements.The motivation model‐based digital gaming approach can promote learners' positive behavioural patterns.It is recommended to apply the approach to other professional English courses for EFL learners. [ABSTRACT FROM AUTHOR]

Background: During the COVID‐19 pandemic, online collaborative problem solving (online CPS) has become one of the most crucial learning methods to develop students' learning performance. However, it remains unclear of the effectiveness of the online CPS method on students' learning performance. Objectives: To explore the overall effect of online CPS methods on students' learning performance and identify the moderating factors that influence this impact, we employed a meta‐analysis approach to analyse the combined effects of 31 articles. Results: The results showed that the online CPS method had a medium impact on students' learning performance, with an overall effect size of 0.526. The moderator analysis indicated that the online CPS method was more effective for (a) college preparatory learners, (b) the discipline of Economics, (c) grouping method of assigned, (d) teacher‐led instruction, (e) study duration of 2 to 4 weeks, (f) group size of 3–5 members, (g) synchronous online environment and (h) cognitive performance. Implications: Based on these findings, we recommend using the online CPS to improve students' cognitive and affective learning performance. To enhance students' social learning performance, instructors should design reasonably to use collaborative scaffolding to engage students purposefully and constructively in online CPS activities. Lay Description: What is already known: During the COVID‐19 pandemic, the online collaborative problem solving (CPS) method is gaining increased popularity.The impact of the online CPS method on students' learning performance has aroused the great interest of scholars.Research on the effectiveness of the online CPS method on students' learning performance is inconsistent. What this paper adds: Research on the influence of the online CPS method on students' learning performance, such as in cognitive, affective and social three‐dimensional learning performance.The online CPS method had a medium positive effect on students' cognitive performance and a moderate to low positive impact on students' affective and social performance.Considering some moderating variables (such as group size, educational level, group method, study duration, discipline, intervention measure and online environment), explore the effectiveness of the online CPS method on students' learning performance. Implications for practice: We recommend using the online CPS method to improve students' cognitive and affective learning performance.To enhance students' social learning performance, instructors should design reasonably to use collaborative scaffolding to engage students purposefully and constructively in online CPS activities. [ABSTRACT FROM AUTHOR]

Background: Virtual reality (VR) is becoming increasingly accessible and being utilized in various organizations to meet education and training needs. Despite its potential, research regarding VR applications has focused on measuring the effectiveness of VR programs relative to non‐VR programs; consequently, the ways in which VR programs are effective remain unclear. Objectives: Recognizing this research gap, this study examined whether task type‐dependent differences in training outcomes exist between VR training and non‐VR training groups. Methods: To examine the effects of VR technology for training purposes in a military setting, we conducted a quasi‐experiment focusing on how the effects vary based on task characteristics. A total of 90 military personnel were randomly assigned to either an experimental group (VR) or a control group (non‐VR). After completing their respective training, the two groups participated in four tasks simulating real battle scenarios and designed to evaluate the effectiveness of the VR‐based training. We analysed primary data collected through survey instruments and performance evaluation using a one‐way between‐group analysis of covariance (ANCOVA) and supplementary interview data using thematic analysis. Results and Conclusions: The quantitative analysis showed that the VR group performed better than the control group on three tasks in which communication, interaction and immediate situational judgements were critical. No difference was found between the two groups in the other task, which involved the routine operation of physical objects. Additional interview data revealed the extent to which trainees perceived the VR training as effective in understanding in‐situ conditions, preparing and practising their own and their team's reactions to emergent situations and in manipulating virtual objects. Implications: Our findings provide insight into VR technology's potential to enhance human performance in various training contexts. VR is specifically effective in training that aim to improve immediate judgement and group coordination. Our findings provide useful information for those seeking to design and develop training environments that maximize the effects of VR. Lay Description: What is already known about this topic: Virtual reality training is widely used to train personnel in high‐risk/cost occupations (e.g. surgeons and military personnel).Virtual reality education and training help to improve cognitive and affective function as well as psychomotor skills.The success of technology adoption depends on how well the task characteristics are aligned with technological characteristics. What this paper adds: The current study helps verify the generalizability of the TTF theory and provides an in‐depth framework that can be used to classify task types to optimize VR training.VR training programs are more effective when assigned tasks involve solving problems in groups and/or require spontaneous decision‐making than individual physical operations. Implications for practice and/or policy: When considering VR integration to an existing or new training program, the types of tasks to be designed in the program should be well‐aligned with the technological characteristics.At the organizational level, strategic adoption of VR in the training field should be initiated instead of replacing the existence of areas in current/traditional training (i.e. individual physical operation in this study). [ABSTRACT FROM AUTHOR]

Background: Video conferencing learning offers a more accessible and flexible learning mode for students who cannot attend face‐to‐face class in person. However, research about the video conferencing learning is still lacked, especially for students' engagement in this setting. Objectives: This study adopts the self‐system model of motivational development to uncover effects of the video conferencing learning environment (VCLE) to students' engagement. Methods: Two hundred and ninety‐eight primary school students involved in the VCLE were surveyed. The partial least square structural equation modelling was employed to explore the link between the VCLE and students' engagement with a mediating role of basic psychological needs satisfaction (BPNS). Results and Conclusions: Results showed that the BPNS played a mediating role in the processes from the VCLE to engagement. Both pedagogical and social affordance had a significant effect on the BPNS. However, their influences were different. Specifically, pedagogical affordance yielded a stronger effect on the BPNS for autonomy than social affordance. The predicting power of social affordance on BPNS for relatedness and competence was stronger than pedagogical affordance. Generally, social affordance yielded more contributions to behavioral and emotional engagement than pedagogical affordance. Moreover, BPNS for competence was the only significant mediator between the VCLE and behavioral engagement, and it owned the strongest mediating power on the relationship between the VCLE and emotional engagement, followed by autonomy, and the smallest of relatedness. This study suggests that practitioners and researchers should give more consideration to improve social affordance of the VCLE and to meet students' BPNS especially for competence in order to design and implement an engaged video conferencing course. Lay Description: What is already known about this topic: Video conferencing learning provides an accessible and flexible learning mode.Mechanism from learning environment to engagement is helpful to design an engaged video conferencing course.Less is known about how video conferencing learning affects students' engagement. What the paper adds: This study uncovered the functioning process of video conferencing learning to students' engagement.PLS‐SEM was employed to verify the mediating role of BPNS in this process.BPNS for autonomy, competence, and relatedness played mediating roles and their powers were different. Implications for practice and/or policy: More attention is needed to improve to social affordance to enhance students' emotional engagement.BPNS especially for competence deserves special consideration to improve students' behavioral and emotional engagement. [ABSTRACT FROM AUTHOR]

Background: It is crucial to use innovative tools to gain clinical reasoning skills through experiential learning in pharmacy education, and one of the most effective tools used in this is virtual reality. However, the lack of research that empirically demonstrates the instructional principles of virtual environment design, especially in the clinical setting, has resulted in a significant gap in the current literature. Aim: In this study, it was aimed to determine the instructional design principles of a virtual environment for the clinical pharmacy. Method: The study was conducted as a design‐based research. The data of the study related to three components of the developed virtual reality environment in pharmacy education (VRPE). These components, scenario development interface‐scenario development interface, virtual environment, and scenario, were collected through interviews, observation, document review, and a system usability scale. Instructional design principles for the VRPE were determined through analysis of the collected data. Results: The prominent instructional design principles of the VRPE were revealed as immersion, interaction, diversity, flow, aesthetics‐ergonomic‐universal design, informing, and retest availability. The significance of the study was the adoption of a holistic perspective in the design of a virtual reality environment for pharmacy education. In addition, one of the most critical features of the study was eliminating the expertise barrier in virtual environment design. Thus, it was concluded that the VRPE is an extraordinary tool that can be used for pharmacy education to promote experiential learning. Lay Description: What is already known about this topic: Enrichment of pharmacy education with innovative practices and educational technologies is encouraged.Theories to guide research and application development regarding virtual environment design are lacking.Features such as immersion, interaction and flow in virtual environment design have been studied in various studies. What this paper adds: The research brings a holistic perspective on the design of virtual environments in pharmacy education.The research removes the barrier of expertise in virtual environment design with the scenario development interface.The results expand the literature by revealing instructional design principles on the issues to be considered in virtual environment design. The implications of study findings for practitioners: Further studies on context‐specific design of multi‐user virtual environments and the factors and design principles required could be conducted.Future studies should explore the skills (e.g., cognitive, and affective) that would be developed by these design principles.The impact of virtual reality on professional life or whether the design principles are valid for these domains could be determined. [ABSTRACT FROM AUTHOR]

Background: Leaderboards are a highly popular gamification component used in student learning to enhance motivation, attentional engagement, and learning performance. However, few studies have examined the effects of individual leaderboard elements on English vocabulary learning through video lectures. Objectives: The present study aimed to examine how different leaderboard elements (i.e., points and rank) may affect students' English vocabulary learning through video lectures. Methods: A total of 34 students were assigned to groups using different leaderboard elements in a counterbalanced order. Participants' motivation, eye movements, and learning performance were measured and analysed. Results and Conclusions: Students' leaderboard rank was shown to increase their motivation regardless of whether other elements were present. Eye movement tracking revealed that the presence of the leaderboard increased students' saccades between the questions and the options, and lengthened their dwell time on the learning materials while reducing their dwell time on the non‐learning‐related screen areas. Presenting students' rank alone also improved their learning performance. Implications: Our findings strongly support the use of video lectures for English vocabulary learning, with the following recommendations: (1) Instructors should present students' rank on the leaderboard to enhance students' motivation and engagement; (2) Instructors should present only the students' rank on the leaderboard to also enhance students' learning performance. Lay Description: What is already known about this topic: While learning English vocabulary from video lectures, students might experience low levels of motivation and engagement, and pay less attention to the lectures.Leaderboards are a highly popular gamification component used in student learning to enhance motivation, attentional engagement, and learning performance.It remains unclear which leaderboard elements (i.e., points or rank) contribute most significantly to the effectiveness of the leaderboards. What this paper adds: Leaderboard elements have different effects on English vocabulary learning.The rank on the leaderboard benefited students' motivation and engagement.The rank also enhances students' confidence and learning performance. Implications for practice and/or policy: Instructors should present students' rank on the leaderboard to enhance students' motivation and engagement.Instructors should present only the students' rank on the leaderboard to also enhance students' learning performance. [ABSTRACT FROM AUTHOR]

Background: Students' tendencies to seek feedback are associated with improved learning. Yet, how soon this association becomes robust enough to make predictions about learning is not fully understood. Such knowledge has strong implications for early identification of students at‐risk for underachievement via digital learning platforms. Objectives: We sought to understand how early in the academic year students' end‐of‐year learning outcomes could be predicted by their performance and feedback‐seeking behaviours within a digital learning platform. We analysed data collected at different time points in the academic year and across different cohorts of students within the context of high school advanced placement (AP) Statistics courses. Methods: High school students enrolled in AP Statistics spanning three academic years between 2017 and 2020 (N = 726; Mage = 16.72 years) completed 3 or 4 homework assignments, each 2 and 3 months apart. Results and conclusions: Across the three cohorts, and even as early as the first assignment, a model consisting of demographic variables (gender, race/ethnicity, parental education), assignment performance, and interaction with the digital score report explained significant variation in students' final course grades (R2 = 0.314–0.412) and AP exam scores (κ = 0.583–0.689). Students' assignment performance was positively associated with end‐of‐year learning outcomes. Students who more frequently checked their digital score reports tended to receive better learning outcomes, though not consistently across cohorts. Implications: These findings further an understanding of how students' early performance and feedback‐seeking behaviours within a digital learning platform predict end‐of‐year learning outcomes. Lay Description: What is already known about this topic: Students' early academic performance predicts end‐of‐year success.Students' self‐regulated learning behaviours are another predictor of academic success.Clickstream data have been used as an indicator of the application of self‐regulated learning strategies, particularly behaviours associated with seeking feedback.Indicators of feedback‐seeking behaviours reflected via clickstream data have been shown to predict student learning.Yet, how soon associations between early performance and such indicators of self‐regulated learning as feedback‐seeking are robust across different groups of learners, different learning circumstances, and different types of learning outcomes has yet to be more fully understood. What this paper adds: We investigated whether performance and feedback‐seeking behaviours predict end‐of‐year learning outcomes at different points during the academic year across multiple cohorts of learners (2017–2018, 2018–2019, and 2019–2020) and using two different learning outcomes (class grades, AP exam scores).One cohort was affected by COVID‐19 during the 2019–2020 academic year, allowing us to examine whether differences emerge amidst unprecedented circumstances.We used assignment scores and online feedback‐seeking to predict end‐of‐year learning outcomes.Assignment scores were positively associated with end‐of‐year grades.First assignment performance predicted AP exam scores.Use of feedback (an indication of self‐regulated learning behaviours) tended to predict learning outcomes, though not consistently across cohorts. Implications for practice and/or policy: The findings from this study could improve understanding of how digital learning platform measurements predict end‐of‐year learning outcomes though also highlight the importance of context differences.Such findings hold implications for early identification of at‐risk students and appreciation for differences between learners and contexts.These findings also contribute to a growing understanding of the impact of the COVID‐19 pandemic on student engagement and learning. [ABSTRACT FROM AUTHOR]

Background: Online collaborative learning has been widely adopted in the field of education. However, learners often find it difficult to engage in collaboratively building knowledge and jointly regulating online collaborative learning. Objectives: The study compared the impacts of the three learning approaches on collaborative knowledge building, group performance, socially shared regulation, behavioural engagement, and cognitive load in an online collaborative learning context. The first is the automatic construction of knowledge graphs (CKG) approach, the second is the automatic analysis of topic distribution (ATD) approach, and the third one is the traditional online collaborative learning (OCL) approach without any analytic feedback. Methods: A total of 144 college students participated in a quasi‐experimental study, where 48 students learned with the CKG approach, 48 students used the ATD approach, and the remaining 48 students adopted the OCL approach. Results and Conclusions: The findings revealed that the CKG approach could encourage collaborative knowledge building, socially shared regulation, and behavioural engagement in building knowledge better than the ATD and OCL approaches. Both the CKG and ATD approaches could better improve group performance than the OCL approach. Furthermore, the CKG approach did not increase learners' cognitive load, but the ATD approach did. Implications: This study has theoretical and practical implications for utilising learning analytics in online collaborative learning. Furthermore, deep neural network models are powerful for constructing knowledge graphs and analysing topic distribution. Lay Description: What is currently known about the subject matter: Online collaborative learning has been widely adopted in the field of education.Learners often find it difficult to engage in collaboratively building knowledge and jointly regulating collaborative learning. What the paper adds to this: This study compared the impacts of three learning approaches, namely, the automatic construction of knowledge graphs (CKG), the automatic analysis of topic distribution (ATD), and the traditional online collaborative learning (OCL) approach.The findings revealed that the CKG approach could encourage collaborative knowledge building, socially shared regulation, and behavioral engagement in building knowledge better than the ATD and OCL approaches. Both the CKG and ATD approaches could better improve group performance than the OCL approach. Furthermore, the CKG approach did not increase learners' cognitive load, but the ATD approach did. Implications of study findings for practitioners: It is strongly recommended that the CKG approach can be employed to enhance collaborative knowledge building, socially shared regulation, and behavioral engagement in building knowledge in an online collaborative learning context. Both the CKG and ATD approaches contribute to improving group performance.Deep neural network models are powerful for constructing knowledge graphs and analysing topic distribution. [ABSTRACT FROM AUTHOR]

Background: Drawing is generally regarded as a promising learning strategy and has been explored in the touchscreen setting with different drawing modes. Although both a finger and a digital pencil can help individuals complete drawing activities effortlessly on touchscreen devices, there is no guarantee that they show the same effect on learning, which should be further tested. Objectives: This study paid attention to the influence of drawing mode on learning processes and outcomes. Methods: By means of the eye tracking technique, this study recruited college students as participants who were required to learn instructional materials consisting of actual (Experiment 1) or fictitious (Experiment 2) terms and definitions to test the effects of touchscreen‐based finger drawing versus pencil drawing on visual attention, learning performance as well as motivation. Results and Conclusions: Across both experiments, learners showed more fixation count in areas of interest, and also more transition count between these areas for the finger drawing condition as compared to the pencil drawing condition. Recall performance on the studied definitions in the finger drawing condition was better than that in the pencil drawing condition. However, learners were subjectively less motivated to use a finger to draw than a digital pencil. Implications: These findings show contributions to the emphasis of importance of drawing mode when the generative drawing activity is applied to touchscreens. Lay Description: What is already known about this topic: Drawing is generally regarded as an adequate learning strategy, though the empirical findings show inter‐study heterogeneity.Drawing has been explored in the touchscreen setting with different drawing modes.Touchscreen‐based finger drawing and pencil drawing may show different effects on learning, which should be further tested. What this paper adds: Finger drawing guides learners' visual attention better than pencil drawing.Finger drawing promotes learning performance better than pencil drawing.Learners are subjectively less motivated to use a finger to draw than a digital pencil. Implications for practice and/or policy: The importance of drawing mode should be taken into consideration.Finger‐based touchscreens can be properly selected as tools for learning by drawing. [ABSTRACT FROM AUTHOR]