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This work uses new materialist perspectives (Barad 2007; Lenz Taguchi 2014; Rautio in Children's Geographies, 11(4), 394–408, 2013) to examine an exploration of concepts as agents and the question how intra-action of human and non-human bodies lead to the investigation of scientific concepts, relying on an article by de Freitas and Palmer (Cultural Studies of Science Education, 11(4), 1201–1222, 2016). Through an analysis of video stills of a case study, a focus on classroom assemblages shows how the intra-actions of human and non-human bodies (one 5-year-old boy, a piece of paper that becomes a paper plane and the concepts of force and flight) lead to an intertwining and intersecting of play, learning, and becoming. Video recordings were used to qualitatively analyze three questions, which emerged through and resulted from the intra-action of researcher and data. This paper aims at addressing a prevalent gap in the research literature on science learning from a materialist view. Findings of the analysis show that human and non-human bodies together become through and for another to jointly and agentically intra-act in exploring and learning about science. Implications for learning and teaching science are that teachers could attempt to focus on setting up the learning environment differently, so that children have time and access to materials that matter to them and that, as "Hultman (2011) claims [...] 'whisper, answer, demand and offer'" (Areljung forthcoming, p. 77) themselves to children in the learning and teaching environment. [ABSTRACT FROM AUTHOR]

Five thousand six hundred ten scientific articles related to Learning Analytics (LA) are stored in Scopus and Web of Science from 2014 until 2019, as evidence of the importance and increasing interest in this new line of research. LA is the measurement, collection, analysis and reporting of data about learners and their contexts, for the purposes of understanding and optimizing learning and the environments in which it occurs. LA is widely used in universities; Ecuador has three hundred forty-five Higher Educational Institutions. One of the reasons why research in the area of LA does not increase is the lack of a baseline (cutting edge information that provides starting points for researching and publishing). This research discovers and analyses scientific documents in LA and answers the central question: What is the baseline of scientific documents on LA in Ecuador? The methodology used was a Systematic Review (SR) to answer eight research questions about scientific articles and theses in LA by Ecuadorian authors. The study presented in this paper was carried out from 2014 to June 2019; ninety-nine scientific documents about LA were found in Scopus, WOS, IEEE, RRAAE and Senescyt. Sixty-one scientific documents were downloaded, arranged and analyzed using Statistical Implicative Analysis (SIA) after removing duplicates, applying inclusion, exclusion and quality criteria. SIA was proposed by Regis Gras and discovers rules between variables and represents them through dendrograms. SR together with SIA was used for the first time in this paper. The built baseline will allow learning more about LA in Ecuador and increasing research and publications. [ABSTRACT FROM AUTHOR]

Touch-based interaction is increasingly a key feature of digital learning environments, yet we know little about the specific ways in which digitally mediated touch reshapes interaction for very young children. This paper examines how finger painting processes, a common activity in early years learning environments, might change in digital (iPad) versus physical (paper) learning environments. It draws on the observations of nursery school participants, from one and half to three years old, finger painting on paper and on the iPad, using similar digital painting/drawing activities. The analytical approach draws on multimodal methods of description and builds on multimodal procedures for working with video. In particular, the analysis focuses on different forms of touch-based interaction, to explore whether digital environments engender different kinds of touch and re-shape the character of the physical painting process. Findings indicate both quantitative and qualitative differences in types of touch across these two environments; and suggest that individual children demonstrate different repertoires of interaction, which may be linked to family practices and familiarity with technologies, such as touch screen and handheld devices. Findings are discussed in terms of the implications for learning and children's mark making development, future research directions, and methodological implications for multimodal research approaches. [ABSTRACT FROM AUTHOR]

This study examines the research landscape of smart learning environments by conducting a comprehensive bibliometric analysis of the field over the years. The study focused on the research trends, scholar's productivity, and thematic focus of scientific publications in the field of smart learning environments. A total of 1081 data consisting of peer-reviewed articles were retrieved from the Scopus database. A bibliometric approach was applied to analyse the data for a comprehensive overview of the trend, thematic focus, and scientific production in the field of smart learning environments. The result from this bibliometric analysis indicates that the first paper on smart learning environments was published in 2002; implying the beginning of the field. Among other sources, "Computers & Education," "Smart Learning Environments," and "Computers in Human Behaviour" are the most relevant outlets publishing articles associated with smart learning environments. The work of Kinshuk et al., published in 2016, stands out as the most cited work among the analysed documents. The United States has the highest number of scientific productions and remained the most relevant country in the smart learning environment field. Besides, the results also showed names of prolific scholars and most relevant institutions in the field. Keywords such as "learning analytics," "adaptive learning," "personalized learning," "blockchain," and "deep learning" remain the trending keywords. Furthermore, thematic analysis shows that "digital storytelling" and its associated components such as "virtual reality," "critical thinking," and "serious games" are the emerging themes of the smart learning environments but need to be further developed to establish more ties with "smart learning". The study provides useful contribution to the field by clearly presenting a comprehensive overview and research hotspots, thematic focus, and future direction of the field. These findings can guide scholars, especially the young ones in field of smart learning environments in defining their research focus and what aspect of smart leaning can be explored. [ABSTRACT FROM AUTHOR]

Recent negotiations of 'data' in schools place focus on student assessment and NAPLAN. However, with the rise in artificial intelligence (AI) underpinning educational technology, there is a need to shift focus towards the value of teachers' digital data. By doing so, the broader debate surrounding the implications of these technologies and rights within the classroom as a workplace becomes more apparent to practitioners and educational researchers. Drawing on the Australian Human Rights Commission's Human Rights and Technology final report, this conceptual paper focusses on teachers' rights alongside emerging technologies that use or provide predictive analytics or artificial intelligence, also called 'personalisation'. The lens of Postdigital positionality guides the discussion. Three potential consequences are presented as provocations: (1) What might happen if emerging technology uses teachers' digital data that represent current societal inequality? (2) What might happen if insights provided by such technology are inaccurate, insufficient, or unrepresentative of our teachers? (3) What might happen if the design of the AI system itself is discriminatory? This conceptual paper argues for increased discourse about technologies that use or provide predictive analytics complemented by considering potential consequences associated with algorithmic bias. [ABSTRACT FROM AUTHOR]

This article presents the implications of adopting the format of the Minute Paper, a classroom assessment technique used for obtaining regular feedback from learners about their learning. Student responses and reflections can provide instructors a way to identify learning needs in their classrooms and to improve instruction. Two questions are employed in the format for classroom assessment. The first question directs learners to focus on what is being learned. The second question seeks to determine how well student learning is proceeding.

The societal inability to respond accurately to the ecological crisis also requires a reflection on how universities can improve the impact of their practices. This paper reports on a prize-winning experiment aiming to strengthen the interaction of the university with the world of policymaking: a mixed classroom with students and policymakers. This classroom provides an environment in which policymakers and students co-produce insights, while giving policymakers direct access to academic knowledge and helping students to reflect on the dynamics of real-world contexts. The main goal of this study is to illuminate how learning in and through a mixed classroom experiment take places, for participants, teachers and organisational actors. To do so, we reflect on the continuous dialogue between our efforts as teachers and the experience of participants and others involved. To make sense of our teaching and institutional roles in this experiment, we suggest using the concept of 'tinkering'. Further, to conceptualise the learning dynamics in a mixed classroom, we deploy the concept of 'boundary crossing', which turns out to be helpful in elucidating both individual learning ('reflection') and organisational learning ('transformation'). Our study indicates that the notion of boundary crossing helps to effectively capture the learning situation we created and, as such, helps to redefine more generally how the science-policy interface can be understood and acted upon. For other educators interested in deploying mixed classroom-like approaches, we suggest that a tinkering approach can only work if there is sufficient room for experimentation, including failure and reflection, as well as ample time and funding. We also suggest critically looking at the constraints of the institutional logics and dynamics of higher education (e.g. the structure of semesters) and how their connection to the institutional logics and temporal dynamics of real-world contexts may be improved. [ABSTRACT FROM AUTHOR]

Educational outcomes remain highly unequal within and across nations. Students' mindsets—their beliefs about whether intellectual abilities can be developed—have been identified as a potential lever for making adolescents' academic outcomes more equitable. Recent research, however, suggests that intervention programs aimed at changing students' mindsets should be supplemented by programs aimed at the changing the mindset culture, which is defined as the shared set of beliefs about learning in a school or classroom. This paper reviews the theoretical and empirical origin of the mindset culture and examines its potential to reduce group-based inequalities in education. In particular, experiments have identified two broad ways the mindset culture is communicated by teachers: via informal messages about growth (e.g., that all students will be helped to learn and succeed), and formal opportunities to improve (e.g., learning-focused grading policies and opportunities to revise and earn credit). New field experiments, applying techniques from behavioral science, have also revealed effective ways to influence teachers' culture-creating behaviors. This paper describes recent breakthroughs in the U.S. educational context and discusses how lessons from these studies might be applied in future, global collaborations with researchers and practitioners. [ABSTRACT FROM AUTHOR]

Design-Based Learning (DBL) is a pedagogical approach where learning is situated in the context of design activities that are typically carried out in groups. During collaborative design inquiry, reflection is of vital importance for learning from design experience. The paper presents a research-through-design study with the intention to generate knowledge on how to design for supporting reflection-in-action during design-based learning. This study addresses the research question: how can a media tool support a group of students in externalizing reflection while they are engaging in DBL? This paper describes the design and evaluation of ReflectionSchema, a tool intended to support reflection-in-action in such a learning environment. The tool offers visualized guidance for coordinating a group of students' understanding of how they can combine reflecting with making design representations. The tool was trialed by 13 groups of students aged 12 to 13, who used the tool to record short reflection videos along their whole DBL process. We analyzed the efficacy of ReflectionSchema in terms of supporting collaborative reflection-in-action. Furthermore, we investigated the process of reflection-in-action during Design-based learning processes by examining the collaborative reflection patterns in the reflection videos that include the actions, roles, recording preference/style, and strategies employed. We discussed how these findings can inform the design of other reflection tools for similar settings. [ABSTRACT FROM AUTHOR]

Particularly for adolescent students, tools for measuring their experience of negatively consequential aspects of student-teacher relationships are limited even though evidence shows that keeping this group motivated in the classroom is especially challenging. Therefore, using basic psychological needs theory, this paper proposes a conceptualization of adolescent classroom psychological need thwarting by advancing a set of items to measure and empirically test the phenomenon. The outcome of this process is a new scale with psychometric properties that support its validity and usefulness for understanding an important dimension of adolescent classroom relational experiences. Specifically, empirical findings confirm the reliability and a priori hypothesized specification for the scale. Further, the new scale has the expected correlations with an external theoretically-related construct and demonstrates good measurement invariance. Together, the development of this type of instrument opens up the opportunity for more research, especially focusing on how the relational structure of the learning environment affects adolescent students. [ABSTRACT FROM AUTHOR]

A sustainable transdisciplinary research network was established through a research practice partnership (RPP) between an urban farm, faculty and staff from a Historically Black College (HBC), and researchers at a medium-sized private university. We investigate student-worker resilience at this urban farm situated on the HBC campus, drawing on literature that explores tensions between informal learning environments and formal spaces, equitable food systems and farming systems, as well as the resilience of farm work, and which is grounded critical food systems education theory. Utilizing a participatory design approach, we conducted semi-structured interviews and deductively analyzed the data. The research questions guiding this paper are: (1) What topics of discussion are most important to the student-workers and staff working on an urban farm, (2) How do student-workers and college staff members perceive and experience resilience on an urban farm? We found that what participants on an urban farm discuss, relating to their experiences, include (1) how participants were eager to engage with the local community, (2) how participants demonstrated resilience while working on the urban farm, (3) how power dynamics played a pivotal role informing the direction of the urban farm, (4) how participants consider community access to healthy foods an important mission for the farm, (5) how the college acted as a power wielding entity, perpetuating its privilege over the farmers and the farm operations. These findings have the potential to enable community organizing spaces to promote resilience for their volunteers and workers, and for urban farms top partner with their community to promote the mission of increasing access to healthy and affordable food options. [ABSTRACT FROM AUTHOR]

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

In recent years, smart learning environments have become central to modern education and support students and instructors through tools based on prediction and recommendation models. These methods often use learning material metadata, such as the knowledge contained in an exercise which is usually labeled by domain experts and is costly and difficult to scale. It recognizes that automated labeling eases the workload on experts, as seen in previous studies using automatic classification algorithms for research papers and Japanese mathematical exercises. However, these studies didn't delve into fine-grained labeling. In addition to that, as the use of materials in the system becomes more widespread, paper materials are transformed into PDF formats, which can lead to incomplete extraction. However, there is less emphasis on labeling incomplete mathematical sentences to tackle this problem in the previous research. This study aims to achieve precise automated classification even from incomplete text inputs. To tackle these challenges, we propose a mathematical exercise labeling algorithm that can handle detailed labels, even for incomplete sentences, using word n-grams, compared to the state-of-the-art word embedding method. The results of the experiment show that mono-gram features with Random Forest models achieved the best performance with a macro F-measure of 92.50%, 61.28% for 24-class labeling and 297-class labeling tasks, respectively. The contribution of this research is showing that the proposed method based on traditional simple n-grams has the ability to find context-independent similarities in incomplete sentences and outperforms state-of-the-art word embedding methods in specific tasks like classifying short and incomplete texts. [ABSTRACT FROM AUTHOR]

High-dimensional optimization problems are increasingly pervasive in real-world applications nowadays and become harder and harder to optimize due to increasingly interacting variables. To tackle such problems effectively, this paper designs a random elite ensemble learning swarm optimizer (REELSO) by taking inspiration from human observational learning theory. First, this optimizer partitions particles in the current swarm into two exclusive groups: the elite group consisting of the top best particles and the non-elite group containing the rest based on their fitness values. Next, it employs particles in the elite group to build random elite neighbors for each particle in the non-elite group to form a positive learning environment for the non-elite particle to observe. Subsequently, the non-elite particle is updated by cognitively learning from the best elite among the neighbors and collectively learning from all elites in the environment. For one thing, each non-elite particle is directed by superior ones, and thus the convergence of the swarm could be guaranteed. For another, the elite learning environment is randomly formed for each non-elite particle, and hence high swarm diversity could be maintained. Finally, this paper further devises a dynamic partition strategy to divide the swarm into the two groups dynamically during the evolution, so that the swarm gradually changes from exploring the immense solution space to exploiting the found optimal areas without serious diversity loss. With the above mechanisms, the devised REELSO is expected to explore the search space and exploit the found optimal areas properly. Abundant experiments on two popularly used high-dimensional benchmark sets prove that the devised optimizer performs competitively with or even significantly outperforms several state-of-the-art approaches designed for high-dimensional optimization. [ABSTRACT FROM AUTHOR]

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

This paper explores the adoption of an entangled eclecticism perspective in Learning Experience Design (LXD), integrating a sociotechnical-pedagogical systems approach. It emphasizes the significance of considering the sociocultural, technological, and pedagogical dimensions of learning as a cohesive, interconnected ecology to design effective learning experiences. The authors discuss the implications of this perspective on learning outcomes, methodologies, and the selection of relevant theories for design. The aim is to guide the creation of learning experiences that are not only effective, efficient, and appealing but also deeply empathetic, culturally sensitive, and responsive to the evolving dynamics of learning environments. Concluding that LXD is a complementary approach to traditional learning design, the paper underscores its evolution, drawing from multiple traditions to offer a holistic framework for educational design and technology. This approach strives for learning experiences that are not just effective and efficient, but also culturally sensitive and empathetic, adapting to the dynamic nature of learning environments. Broader implications of this approach and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

With the increasing complexity of products, the utilization of automated requirements classification in the process of requirement engineering is of positive significance to improve the efficiency of product development. There have been many experiments on the requirements classification based on artificial intelligence. However, many studies only use a single feature in semantic features or statistical features to classify requirements and put forward the problem of small-scale requirement datasets caused by the confidentiality of requirement data, which limits the application research of requirement classification in a large number of fields. Therefore, we propose a requirement classification model that integrates semantic and statistical features, and design a federated learning framework based on knowledge distillation without centralized servers in a ring architecture. In this paper, we extract a large amount of requirement data from a large number of requirement documents, and conduct experiments in the centralized learning environment and the federated learning environment respectively. The final experimental results show that our method can maintain the confidentiality of the requirement data and improve the communication efficiency in the process of model training with a slight decrease in the effect of requirement classification compared with centralized learning. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the impact of the indoor classroom environment on students' learning efficiency. The research is based on a classroom smart monitoring and a questionnaire about the students' assessment of the comfort conditions and learning efficiency. Multisensor devices are used to measure the indoor temperature, relative humidity, and CO2 concentration at the students' desks. Data analysis concerned an investigation of the spatial and temporal variation of the comfort parameters and their correlation with students' assessment of comfort conditions and learning efficiency. The results show a significant spatial variation in the indoor comfort conditions, particularly for temperature and CO2 concentration. The indoor temperature could exceed by up to 5 °C, the temperature threshold limits value in France's public buildings. At the beginning of the class, the learning efficiency correlates well with the students' assessment of comfort conditions. At the end of the class, the results show a weak correlation with both recorded comfort parameters and the students' assessment of the indoor conditions. The results indicate a decrease in learning efficiency during the class. However, students do not mainly attribute this decrease to the degradation in indoor conditions. [ABSTRACT FROM AUTHOR]

The paper presents an overview of challenges and demands related to teachers' digital skills and technology integration into educational content and processes. The paper raises a debate how technologies have created new skills gaps in pre-service and in-service teacher training and how that affected traditional forms of teacher education. Accordingly, it is discussed what interventions might be applicable to different contexts to address these challenges. It is argued that technologies should be viewed both as the field where new competences should be developed and at the same time as the method used in developing learning environments for teacher students. [ABSTRACT FROM AUTHOR]

Most studies of mathematics teacher noticing employ information-processing-based models of noticing. While information processing has been used productively to research the cognitive requirements of noticing, critics have argued that these accounts conceptualise noticing as a relatively passive and mental act. This paper demonstrates how an alternative perception/action cycle model of noticing can draw attention to how teacher noticing is supported by active interaction with the classroom environment mid-lesson. Data from two primary mathematics lessons were gathered using a head-mounted camera technique. These data are analysed using the perception/action cycle model to demonstrate the model's capacity to enable productive research. The model draws attention to aspects of teacher behaviour that support noticing that are given little weight when information processing informs analysis. By contrasting the noticing of one experienced and one beginning teacher, differences in the way that each teacher deployed their attention and looked for information mid-lesson can be ascertained. The experienced teacher took action that increased the likelihood that students would create mathematical representations that enabled perception of students' mathematical thinking and deployed their attention so that they were more likely to be in the right place at the right time to notice. The perception/action cycle model draws attention to these under-researched aspects of mathematics teacher noticing. [ABSTRACT FROM AUTHOR]

Although university students use their digital devices for almost everything, current studies shows that students have difficulties with digital learning because they lack in self-regulated skills which in return lead to low performance. Self-regulated learning strategies (SRLS) are used assist students to learn efficiently. While many researchers have investigated SRLS towards academic outcomes such as grades, little is known about the use of SRLS towards non-academic outcomes that are also essential to assist university students' learning progression. Hence, there is a need to understand how best to utilise SRLS to drive positive non-academic outcomes in digital learning within a blended learning environment. The systematic review methodology follows PRISMA guidelines to explore the current literature. Different sources were searched using predefined search items. A total of 239 retrievals were found which were screened for duplication. A closer screening was done on the abstracts and titles of 239 papers after duplication removal. 28 full text papers were evaluated for eligibility. Finally, 14 papers were then selected for the review. Most of the papers included in the review were peer-reviewed articles published in social science and educational journals. List of self-regulated learning strategies and non-academic outcomes used in a blended learning environment in higher education institutions were identified. Majority of the 14 reviewed papers investigated metacognitive knowledge, resource management and motivational belief strategies towards learning performance whereas cognitive engagement strategies was the least researched. Results revealed that generally, SRLS positively correlate with non-academic outcomes. At the end of the review, research gap and the future direction are presented. [ABSTRACT FROM AUTHOR]

In this commentary, I draw exclusively on the ten papers in this issue of ZDM focused on Mathematical Tasks and the Student. These papers represent various cultural and theoretical stances and when reading them I was looking for common themes across some or all the papers. Based on my readings, I argue that (a) each task has the potential to promote domain-specific as well as domain-transcendent goals potentially communicating a more coherent and connected picture of mathematics, (b) tasks cannot be considered independently from their enactment and prior enactments should inform future implementations, and (c) the context of the implementation of a task (i.e., the teacher, classroom norms, and student agency) is essential and needs to be considered in the design phase. [ABSTRACT FROM AUTHOR]

In this paper we report on a study of the impact of digital technology (DT) innovations on students' learning in a Western Australian University. The innovations were implemented by 42 course coordinators (CC) following two days of learning design workshops. In collaboration with nine CCs, we conducted an evaluation of their innovations. Data were collected through two structured interviews with each CC and an online questionnaire for 1500 students. Elements of students' course feedback were incorporated into the final analysis of the data. A model for improving students learning in a digital environment was used as a guide to the evaluation process. The findings indicated that DT interventions helped students prepare for laboratory activities and class participation, increased their levels of interaction and collaboration, and provided effective and timely management of feedback from lecturers. Students also reported greater access to learning resources, plus more motivation and engagement. CCs were generally pleased with their innovations; however, in their second interview, at the end of the semester, CCs identified several aspects of their course design that warranted improvement, including the need for more professional support in making those improvements [ABSTRACT FROM AUTHOR]

Computer-based learning environments (CBLEs) are powerful tools to support student learning. Increasingly of interest is the data that is recorded as learners interact with a CBLE. This process data yields opportunities for researchers to examine learners' engagement with a CBLE and explore whether specific interactions are associated with learner variables, with direct implications for improving learning outcomes and CBLE design. As CBLEs increase in number and complexity, researchers continue to seek more effective strategies to analyze process data. While a variety of strategies are in use, from visualizations to predictive modeling, none yet offer the capabilities to both uncover hidden, meaningful interactions and descriptively analyze those interactions rapidly across the complete data set. This paper details a method that addresses current challenges, and then applies the method to existing data from a prior study which investigated the effects of adding a visual scaffold to a chemistry-based CBLE. Using a biochemical coding approach through a cultural-historical activity theory (CHAT) framework, the method successfully identified 257 unique, meaningful patterns of interaction that were strategically grouped into nine categories of mediated actions. Though no differences in mediated actions were observed between learners in the experimental (visual scaffolds) and control conditions, three mediated actions were significantly and positively associated with higher learning outcomes in the visual scaffold condition. The results not only provide insight into why the addition of visual scaffolds led to higher learning outcomes among participants but have broader implications for filling a gap in the field of process data analytics for CBLEs in science education. [ABSTRACT FROM AUTHOR]

This study investigates how learners collaboratively construct embodied geometry knowledge in shared VR environments. Three groups of in-service teachers collaboratively explored six geometric conjectures with various virtual objects (geometric shapes) under the guidance of a facilitator. Although all the teachers were in different physical locations, they logged into a single virtual classroom with their respective groups and were able to see and manipulate the same geometric shapes as well as see their collaborators' avatars and actions on the shapes in real time in the shared virtual space. This paper introduces a novel multimodal data analysis method for analyzing participants' interactive patterns in collaborative forms of actions, gestures, movements, and speech. Results show that collaborative speech has a strong simultaneous relationship with actions on virtual objects and virtual hand gestures. They also showed that body movements and positions, which often focus on virtual objects and shifts in these movements away from or around the object, often signal key interactional collaborative events. In addition, this paper presents five emergent multimodality interaction themes showing participants' collaborative patterns in different problem-solving stages and their different strategies in collaborative problem-solving. The results show that virtual objects can be effective media for collaborative knowledge building in shared VR environments, and that structured activity design and moderate realism may benefit shared VR learning environments in terms of equity, adaptability, and cost-effectiveness. We show how multimodal data analysis can be multi-dimensional, visualized, and conducted at both micro and macro levels. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effectiveness of web-based biology learning environment in improving academic performance via a meta-analysis. In looking for the studies on web-based biology learning environment, several keyword patterns from the abstracts (e.g., Pattern 1: web-based learning and biology education) were recruited in well-known databases (e.g., ERIC, EBSCO, Springer Link). Finally, 22 papers were apparent for the current meta-analysis examining the effect of web-based biology learning environment on academic performance. All statistical data from the studies were initially inserted into an Excel sheet and then imported into comprehensive meta-analysis (CMA) statistics software to calculate Hedges' g values. The overall effect-size of web-based biology learning environment pointed to a medium effect. Also, it was found that the educational level and type of experimental design, as moderator variables, did not positively affect the students' academic performance along with web-based biology learning environment. In light of the findings, it can be concluded that web-based biology learning environment is somewhat effective at improving the students' academic performance. The current study recommends that further studies should be undertaken to deepen the implementation processes of the studies with extreme values and explore what makes them unique. [ABSTRACT FROM AUTHOR]

I approach this paper from a critical retro-reflective stance, which explores borders both physical and educational through my pedagogical experiences in a high school in India, home experiences in the geographical borderlands of Nepal and India, and my current work in Nepal and the United States. All of the anecdotes or data originate from my personal experiences that include my siblings, friends, neighbors, teachers, and students. Through these anecdotes, I attempt to show how multiple facets of border pedagogy influence what happens at the socio-psychological level and in science teaching and learning contexts. Critical retro-reflective pieces presented in this paper exemplify complex nature of complementarities and contradictories of identity, pedagogy, history, economics, culture, and experiences in classrooms, communities, and other cognitive spaces. Furthermore, what possibilities of border pedagogies and spaces exist that enhance science teaching and learning for equity and social justice. In the context of science education, there have always been struggles to find legitimate teaching and learning environments in which students are encouraged and supported to challenge dominant ways of knowing and understanding. Therefore, retro-reflective approach allows me to examine how geographical borders, in this case Nepal-India, and science classrooms as intellectual borders, present opportunities and struggles to deconstruct oppressive systems and reconstruct possibilities for socially just science learning spaces. The process of reflection aids in reexamining my own relationship to culture, language, history, and local economy with science education. [ABSTRACT FROM AUTHOR]

This paper is in response to Nacu et al.'s (Educ Technol Res Dev 66(4):1029–1049, 2018) guidelines to enable educators to fulfill learner support roles in online education from a contextual perspective and how their heuristic method can be utilized in today's current pandemic. It also explores how learner support roles can be leveraged to balance affordances offered by the learning environment and the learners themselves. Additionally, this paper discusses the implications for addressing social inequities in digital environments and education policy reform. [ABSTRACT FROM AUTHOR]

Quest-based learning (QBL) is a choice-driven approach that integrates game elements in a gamified or game-based learning environment. A scoping review of the research literature was conducted to examine the extent, range and nature of the QBL research activity, how the approach has been used in educational practice and what benefits or disadvantages have been reported. A sample of 17 journal articles and papers published from 2009 through 2020 were reviewed. Researchers studied the feasibility of implementing QBL in real-world learning environments (e.g., classrooms), how to design the quest structure or framework and how motivation is influenced by the choice-driven system of QBL. Benefits reported in the research include positive student response to the approach, flexible learning paths and options to revise and improve work. Disadvantages include mixed results for motivation, substantial time investment for teachers and challenges for students that include issues with time management, frustration with QBL design, limited social interaction and mixed perceptions of the merits of game elements in QBL design. [ABSTRACT FROM AUTHOR]

The importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has been emphasised by previous research in the field of Technology-Enhanced Learning (TEL). In addition, the benefits of Game-based learning approaches have been long documented in the educational research literature. The paper presents the design, implementation and evaluation of a card game that aims to support the design process of TEL activities in higher education. The game was tested by a group of 36 students and tutors (n = 36) in higher education during an interactive workshop. Feedback was asked by the participants using an anonymous survey. The results reveal that the participants a) are satisfied with the game process, b) appreciate the groupwork and interaction taking place, and c) believe that they used their communication and collaboration skills. The paper includes the description of the outputs of a group (i.e., the cards selected for their TEL scenario and their actual TEL scenario) to exemplify that it is possible to use the game in order to elicit or diagnose existing LD knowledge from the game participants. The paper concludes on the usefulness of the approach suggested, limitations, and plans for future work. [ABSTRACT FROM AUTHOR]

This paper qualitatively analyses the implication of urban sensorium as a pedagogic mode in the teaching of Urban Studies. Underpinned by the frames of smart learning environments, the paper reiterates experiencing urban ontologies as spatial learning environments. By drawing from a range of transdisciplinary and experiential modes of learning, this paper maps how an undergraduate course on Bangalore city in India served learners to critically engage with and experience spatial urban ontologies both digitally, and in real-world experiences of learning, furthering learner autonomy and reflection. The methodological prisms of this paper are autoethnography and critical reflection. It is organised around enabling learners recognize the experiential, embodied urban spaces through the urban sensorium via real-life engagements with urban spaces, and creation of digital portfolios that map this learning. Findings from the learners' knowledge of sensory learning, the city's intersectional aspects, and the student's embodied and emplaced self in built environments and digital spaces are analysed via cognitive and affective-reflection levels; the course instructor's reflection is analysed via a process-reflection level. These reflections hold implications for the pedagogy of urban studies in undergraduate classrooms by foregrounding spatiality and urban sensorium as significant critical and affective pedagogic tools. The paper has also accommodated critical engagement with an external faculty member as a co-author, in order to manage any bias or researcher subjectivity in the design. [ABSTRACT FROM AUTHOR]

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

Engaging students in processes of mathematizing and active knowledge organization (instead of telling and rehearsing ready-made mathematics) is a key demand for high quality mathematics instruction. Although many mathematically rich context problems have been designed and published in textbooks, their impact on regular mathematics classrooms remains limited, as teachers face challenges in shaping and enacting the important phase of knowledge organization. The 15-year project KOSIMA presented in this paper was aimed at supporting teachers in really enhancing these processes by means of a textbook for Grades 5–10. The paper provides an overview of different studies conducted during the project in order to show how the project developed a research base for the support of teachers. The paper also shows that different research approaches need to be combined to establish an appropriate research base: In iterative design research cycles of topic-specific didactical design research, learning environments were designed and investigated with the aim of understanding the obstacles encountered in implementing the desired processes. In this paper, we focus on an example of one particular obstacle, namely, teachers' need of support in engaging students in processes of active knowledge organization. This obstacle was overcome by developing new types of tasks for active knowledge organization. The theoretical outcome of the design research resulted in two hypotheses for improving relevant features of the design of these tasks, which were tested in two controlled trials. Finally, a longitudinal field study of 312 students gave first indications that the classes that worked with the textbook had significantly higher learning gains than classes using other textbooks. In sum, we can show that textbooks can support changes in classroom practices when the obstacles that occur for both teachers and students are carefully investigated and treated. [ABSTRACT FROM AUTHOR]

Extreme learning machine (ELM) has been extensively researched for its fast training speed and powerful learning abilities. Entering the era of big data, large-scale learning tasks, the universality of noisy data and data with distributed storage pose considerable challenges to ELM. The outlier robust ELM (OR-ELM) is an important variant of ELM that dramatically improves the robustness of the model by introducing the ℓ 1 -norm in the error term. Nevertheless, the solution of OR-ELM is fully dense, which requires a large amount of storage space and computational resources for massive learning tasks. In this paper, we extended OR-ELM to the sparse and outlier robust ELM (SOR-ELM) based on the elastic-net theory that can simultaneously improve the sparsity and stability of the model. We also proposed a distributed version of SOR-ELM (DSOR-ELM) for handling data with distributed storage and large-scale learning tasks. In addition, an effective iterative algorithm, the alternating direction method of multipliers (ADMM), was employed to train our proposed models. Even though extending ADMM to multi-block issues is not straightforward, its convergence can still be ensured for training SOR-ELM and DSOR-ELM. Finally, extensive numerical experiments demonstrate the superiority of SOR-ELM and DSOR-ELM in training data with outliers and distributed learning environments. [ABSTRACT FROM AUTHOR]

The paper investigates the motivational drivers and engagement of preschoolers to learn in a friendly environment on the basis of the conducted research. Using the simulation method, a program based on cutting-edge technology was developed for one group of preschoolers, while the second group was taught under a traditional program. After training based on the methodology developed by Berhenke, the motivation of preschoolers to learn was described. The results of the experiment show that the strongest motivation to learn was observed among preschoolers who were taught under a program based on cutting-edge technology and in an interactive environment, which gives a stronger impetus to learn as compared to a conventional setting. According to the motivation scale developed on the basis of the research findings, preschoolers of the first group have high (45%) or medium (39%) levels, whereas medium (42%) or low (39%) levels prevailed among preschoolers of the second group. The practical value and prospects for further research are explained by the possibility of using the developed program based on cutting-edge technology in teaching preschoolers to improve their motivation for learning. The proposed methodology for measuring preschoolers' motivation can be also used in the study of motivation not only among preschoolers, but also among students of various years of study, in a comparative aspect. [ABSTRACT FROM AUTHOR]

There is increasing recognition of the multimodal representational nature of science discovery practices and the roles of multiple and multimodal representations in students' meaning making in science (Lemke, 1998; Tytler, Prain, Hubber, & Waldrip, 2013; Tang, International Journal of Science Education, 38(13), 2069–2095, 2016). However, research in this area is only starting to explore how these different modal meanings interact (Tytler, Prain, Aranda, Ferguson, & Gorur, 2020) and particularly of the nature of the 'transduction' (Airey & Linder, Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(1), 27–49, 2009) or 're-description' (Lehrer & Schauble, 2013) of one modal representation to another and their coordination in model-based reasoning in science. This paper explores ways in which groups of secondary students orchestrated multimodal representations to gain an understanding of the lever principle in a collaborative learning environment of a Science of Learning Research Classroom. The analysis of video data and student artefacts suggests that mathematical formulations on their own were limited in allowing students to satisfactorily engage with science ideas and that a key feature of cross-modal translation is the flexibility in application of these ideas afforded by the different modes and understanding the nature of these interactions. Using a Peircean socio-semiotic approach (Peirce, 1992, 1998) and Pickering's notion of scientific research involving a 'mangle of practice' (Pickering, 1995, p. 23), this paper argues that a robust understanding of the lever principle necessarily involves students coordinating a range of modal representations, including visual-spatial, manipulative, embodied and abstract mathematical drawing on the distinctive affordances each brings to learning. We also describe the way these representations push back on learners in unexpected ways. [ABSTRACT FROM AUTHOR]

This paper explores orchestration support introduced to an online class to help students operate as a knowledge community. A technological design was introduced to provide a flexible, dynamic learning environment so that ideas and knowledge artifacts can flow across time, space, and people in the community. With support from a CSCL technology named FROG, we incorporated several general-purpose tools to support a variety of collaborative activities and relied on FROG as a backbone to connect these tools and orchestrate knowledge flows among them. Through a mixed-methods case study, we investigated the ways in which the design facilitated the flow of knowledge artifacts and idea development. Detailed analysis of a rich dataset revealed multiple ways in which ideas and artifacts flowed in the community, leading to growth in both individual learning and group projects. However, these phenomena varied across groups. This paper advances the community approach to learning by devising new technological and pedagogical supports. It also highlights the prospect of bringing guidance, control, and agency—long-standing issues of CSCL—into productive dialogues. [ABSTRACT FROM AUTHOR]

The inclusion of games in mathematics programmes is widely believed to foster the enjoyment of mathematics. The focus of this paper is on fluctuations in emotional climate during the playing of whole-class mathematics games. A multimethod approach drawing on the sociology of emotions was employed to explore changes in the classroom emotional climate that were associated with game playing. The event-oriented inquiry was conducted with two teachers and a class of 10- to 13-year-olds in a New Zealand classroom during mathematics sessions. Over a series of eight mathematics lessons, there were three noticeable fluctuations in emotional climate, all of which occurred during whole-class games. Our analysis of these three events identified a successful interaction with dramatic emotional energy associated with a positive emotional climate, a successful interaction with undramatic emotional energy associated with positive emotional climate, and an unsuccessful interaction associated with negative emotional climate with interactional repair. The third event also illustrated how the incomplete nature of a game's rules can provide an opportunity for a negative emotional climate to be associated with game playing. The taken-for-granted wisdom that whole-class mathematics games can enhance emotional aspects of a classroom learning environment is supported by some of our evidence. [ABSTRACT FROM AUTHOR]

Preschool children have the capacity to engage in scientific practices and inquiry and develop understanding at a conceptual level. While engaging in inquiry with preschool students, teachers transition from being transmitters of knowledge to facilitators in the educational process as students take on an active role in this learner-centered approach. Although studies have explored how preschool students can engage in inquiry-based science, there is a dearth of research on what teachers need to do to ensure their students are engaging in meaningful, inquiry-based science. Considering the nature of preschool students' play—curious exploration throughout the day—this study sought to review the literature on preschool scientific inquiry and report on significant themes. The purpose of this paper is to develop a research-based framework for inquiry-based science exploration in preschool settings that cuts across specific interventions, science concepts, or activities to provide teachers with strategies to build and sustain a culture of inquiry that permeates all aspects of their preschool program. To create this framework, 15 studies were analyzed, and five major themes were uncovered regarding how teachers engaged students in inquiry. With students' curiosity, wonderings, and interests as an essential starting point, the framework outlines these five themes as teacher strategies to support scientific inquiry in preschool. These strategies, rather than implemented in isolation, blend together to assist teachers in transforming play and teacher-initiated or child-initiated activities into rigorous learning and support the creation of a culture of inquiry that is part of their classroom environment. [ABSTRACT FROM AUTHOR]

Team cohesion is critical in driving successful outcomes for teams in collaborative learning settings. It shapes team behaviour, fostering shared perceptions, group synchrony and a common goal-oriented approach. This affinity becomes evident in dynamic interactions, offering insights into team behaviour through interaction data analysis. Interpreting interaction data proves complex, hampering our understanding and insights into shared team perceptions and task cohesion development. This paper used temporal motif analysis to examine the changes in team members' cohesive perceptions and behaviours, including task cohesion, performance outcomes, engagement and group synchrony. Trace data from an online work-integrated learning environment captured learning behaviours, while responses to a questionnaire at different stages of a study program captured task cohesion and cohesive perceptions. The findings reveal teams with strong task cohesion and high performance tend to share similar cohesive perceptions driven by interdependent interactions. Conversely, teams with different cohesion perceptions have lower interaction interdependence and poorer performance. Through analysing team interaction data, this study uncovered key insights to promote positive adjustments aligning team perceptions, enhancing collaborative learning and offering support for improved performance, engagement and synchrony among teams, ultimately benefiting learning outcomes and the cultivation of skills and competencies. [ABSTRACT FROM AUTHOR]

Concept evolution detection is an important and difficult problem in streaming data mining. When the labeled samples in streaming data insufficient to reflect the training data distribution, it will often further restrict the detection performance. This paper proposed a concept evolution detection method based on active learning (CE_AL). Firstly, the initial classifiers are constructed by a small number of labeled samples. The sample areas are divided into the automatic labeling and the active labeling areas according to the relationship between the classifiers of different categories. Secondly, for online new coming samples, according to their different areas, two strategies based on the automatic learning-based model labeling and active learning-based expert labeling are adopted respectively, which can improve the online learning performance with only a small number of labeled samples. Besides, the strategy of "data enhance" combined with "model enhance" is adopted to accelerate the convergence of the evolution category detection model. The experimental results show that the proposed CE_AL method can enhance the detection performance of concept evolution and realize efficient learning in an unstable environment by labeling a small number of key samples. [ABSTRACT FROM AUTHOR]

Video games' capacity to facilitate complex and interactive modes of engagement has led to their portrayal as particularly effective means for designing authentic and situated learning environments, which overcome the artificial and abstract nature of conventional teacher-centered schooling. Focusing on the intentional use of progressive-oriented video games (or "serious games") towards educational aims, this paper sets out to go beyond this dichotomy by introducing the designability paradox of educational video games—arguing that video games' designed nature both attenuates and accentuates the artificial and abstracted nature of conventional schooling. While video games are more authentic and situated in terms of the modes of participation available to players and intricateness of the simulative environment, they concurrently intensify the artificial and abstracted characteristics of conventional schooling as they represent an increase in the intentional design of learning environments and their separation from external contexts. Based on these analyses, the second part of the paper offers a more nuanced characterization of the types of authenticity and situatedness facilitated by educational video games along two axes: distinguishing between fictional and conceptual authenticity, and between situatedness that embeds or elicits learning. This classification is intended to offer a more nuanced understanding of learning in educational video games, and how they should be integrated into educational settings. Accordingly, the paper concludes by identifying three diverging foci of the integration of video games into classrooms: generalizing the learning taking place in the game, formalizing players' in-game experiences, and contextualizing gameplay via critical analysis of the game. [ABSTRACT FROM AUTHOR]

This paper investigates when and how children figure out the force of modals: that possibility modals (e.g., can/might) express possibility, and necessity modals (e.g., must/have to) express necessity. Modals raise a classic subset problem: given that necessity entails possibility, what prevents learners from hypothesizing possibility meanings for necessity modals? Three solutions to such subset problems can be found in the literature: the first is for learners to rely on downward-entailing (DE) environments (Gualmini and Schwarz in J. Semant. 26(2):185–215, 2009); the second is a bias for strong (here, necessity) meanings; the third is for learners to rely on pragmatic cues stemming from the conversational context (Dieuleveut et al. in Proceedings of the 2019 Amsterdam colloqnium, pp. 111–122, 2019a; Rasin and Aravind in Nat. Lang. Semant. 29:339–375, 2020). This paper assesses the viability of each of these solutions by examining the modals used in speech to and by 2-year-old children, through a combination of corpus studies and experiments testing the guessability of modal force based on their context of use. Our results suggest that, given the way modals are used in speech to children, the first solution is not viable and the second is unnecessary. Instead, we argue that the conversational context in which modals occur is highly informative as to their force and sufficient, in principle, to sidestep the subset problem. Our child results further suggest an early mastery of possibility—but not necessity—modals and show no evidence for a necessity bias. [ABSTRACT FROM AUTHOR]

Federated-Learning (FL), a new paradigm in the machine-learning approach, wherein the clients train the global model collaboratively across various computational distributed units. The participants of the FL-networks performs communication with the centralized server without the exchange of sample data. This mechanism permits the users to obtain the richer global model performing training upon the larger data points. In this study, various researches of federated learning in distributed environment have been analysed. The Federated-learning framework model is implemented in centralized, decentralized and heterogeneous approach. Further, the privacy of the data collaborations and maintenance of secured framework in FL is focused. Differential-privacy technique is highly concentrated in various researches as the standardized method for mitigating those privacy risks. In some FL models, such as DRL-Deep reinforcement learning model is evolved for assisting the edge computing in a distributed environment, are highly focused in various studies. FedGRU-algorithm for traffic-flow prediction, non-IID, non-balanced, sparse and distributed attributes of federated-optimization is also analysed. The federated-learning framework contributes to obtain the global model in distributed systems handling heterogeneous resources in certain researches. The latter section of the paper demonstrates the critical analysis of the study, and the parameters relying upon the federated learning model were analysed. [ABSTRACT FROM AUTHOR]

Nowadays, the evaluation of students' learning effect in colleges and universities mainly rely on manual management and supervision, which is inefficient and inaccurate. What's worse, it completely depends on the subjective judgment of the supervisors, many potential teaching quality data could be ignored. Using an unsupervised classroom monitoring system based on deep learning can master the learner's learning result. This paper mainly researched a learner's behavior evaluation method based on deep learning. Firstly, MTCNN is being used to detected learner's facial feature in order to confirm their identification. Then, collected the data set in learning environment and a Mosaic data enhancement had been done. Later, an improved method, is proposed. Identifying the students' actions of playing the mobile phone, moving to classroom, eating, reading, writing, this method has more advantages on classroom behavior detecting. In addition, by building a quantitative evaluation method–CFIndex (class focus index), the time of students' behaviors in classroom has been calculated. Therefore, CFIndex evaluation method can well reflect the real performance of students in the classroom. In this paper, compared with Fast R-CNN and classical algorithm on the same data set, the proposed method has better performance in classroom behavior detection, and it can better reflect the students' real actions in the classroom, it has certain meaning of theoretical guidance. [ABSTRACT FROM AUTHOR]

This study draws on the tradition of transdisciplinarity to extend the boundaries of interdisciplinary educational work. In this paper, we apply the concepts of liminality and third space to examine a case of a professional immersive experience (PIEx), designed in response to the catastrophic disruption of work-integrated learning opportunities by the COVID-19 pandemic. The study uses a participatory reflexive methodology to interrogate the range of ways liminality was manifest in PIEx. First, we examine liminal learning in the virtual environment, which facilitated the unfolding of connections between different spaces, locations and people. Second, we seek to understand the PIEx experience through the concept of third space, highlighting the fluidity of roles, where educators, students and industry partners generate new knowledge and practices together. Lastly, we examine the experience through the boundary-crossing lens of transdisciplinarity. We conclude by gesturing towards a new understanding of work integrated learning, as it could take place in the future, well beyond the walls of the university. [ABSTRACT FROM AUTHOR]

This paper is in response to the published article entitled "Success, failure and emotions: examining the relationship between performance feedback and emotions in diagnostic reasoning" (Jarrell, Harley, Lajoie, & Naismith, Education Technology & Research Development, 65, 1263–1284: 2017) focusing on its implications to inform educational practice and research as learning and instruction are shifted to digital environments in times of emergencies and crisis. The study explored the relationships between learners' retrospective performance outcome emotions and their academic performance (i.e., efficiency and accuracy). The results revealed that positive emotions were associated with higher performance while negative emotions were associated with poorer performance, and the low intensity emotions were associated with performance between high and low levels. A summary of the study reported by the article is provided, including the purpose, methods, measures, data analysis and findings. Following the summary, the paper focuses on the discussion about the focused perspective, values and impact of the study on digital learning environments with implications for education during the COVID-19 pandemic and other emergency situations. Based on Jarrell and her colleagues' study, suggestions are made for designing and developing instructional strategies to support students with negative or low intensity emotions and for creating learning environments to cultivate positive emotions. This paper concludes with recommendations for future research. [ABSTRACT FROM AUTHOR]

The paper presents RelFL, a Reliable Federated Learning system for collaborative and decentralized training of a deep learning model in a cloud-fog-Internet of Things (IoT) environment. Data generated by IoT devices is used at fog nodes for locally train a global deep learning model received from a cloud server. Further, a subset of reliable fog nodes is selected as the dominating set (DS) to act as local aggregators (LAs). A LA is responsible for aggregating its own locally trained model's weights with the weights shared by non-LA nodes in its vicinity. The locally aggregated weights are transferred by the LAs to the cloud server for updating the global model. The updated global model is then pushed back to the LAs, which transfer this model to non-LA nodes to start the next round of training. The selection of reliable fog nodes as LAs alleviates the risk of losing model updates due to fog nodes' failures. Results show that RelFL outperforms FedAvg, a widely established FL method, and its variant, FedProx in the presence of fog nodes' failures. RelFL also achieves the results of a centralized convolutional neural network (CNN) while preserving data privacy. [ABSTRACT FROM AUTHOR]

This study presents a novel standardized rating instrument for observing and measuring effective classroom management (ECM) as part of the teaching and learning environments in primary school. The instrument comprises eight high-inferent items on organizational aspects (lack of disruptions/discipline problems, withitness, effective time use, clear rules, clear routines, appreciation) and instructional aspects (structuring, goal clarity). It was applied in second grade classrooms of German primary school teachers (n = 35) providing early reading and writing instruction. Pairs of trained raters (student teachers) observed one to three lessons in each classroom over 3–4 months, reaching acceptable interrater agreement. The instrument showed acceptable internal consistency. Factor analyses revealed structures with good to acceptable fit indices, with confirming the differentiation into organizational and instructional ECM aspects. Correlations between observed ECM and facets of teacher knowledge (that were directly assessed by using paper–pencil tests) provide divergent and convergent validity evidence: Whereas no significant correlations could be found between pedagogical content knowledge for early reading and writing instruction and ECM, findings show significant correlations between general pedagogical knowledge and the ECM. The added value of the study is therefore to provide a novel instrument that can be applied in future empirical research on primary school classroom management. [ABSTRACT FROM AUTHOR]

This paper further explores the findings of a 2020 case study focused on the perspectives of parents of children aged 5–9 years old attending elementary schools in French language programs during the 2020 school closure and the potential legacy of the Coronavirus pandemic on education. In March 2020, the school learning of elementary school children in different school boards in Alberta moved to a novelty style of temporary 'homeschooling' format through virtual learning aided by parental support. Parents played an essential role during this learning process; ten parents shared their experiences in this study. Such experiences may be key to integrating more effective teaching and virtual learning practices and pinpointing potential shortcomings as students return to in-person learning. This paper focuses on three main aspects of coronavirus-induced 'homeschooling': The role of parental support, parents' perspectives of how young children learn in virtual learning environments, and pedagogical practices from curriculum design to implementation of differentiated learning practices. The study is significant as it may contribute to further understanding of how young children learn in virtual settings, the effectiveness of current educational practices, and the problematic legacy of the coronavirus for the future of education. [ABSTRACT FROM AUTHOR]