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For the fortieth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 19 papers dealing primarily with research and development topics. Fourteen papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. Volume 1 contains the following 19 papers: (1) Gamification for Change: A New Approach to Investigate Students' Attitudes toward Educational Gamification in Online Learning Environments (Sumayah Abu-Dawood); (2) Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Text Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums (Jenifer R. Marquis and Ginger S. Watson); (3) Online Learning Design and Implementation Models: A Model Validation Study Using Expert Instructional Designers (Ann Armstrong and Albert Gale); (4) Tracking the Design and Development of a Six Module miniMOOC for Quality Graduate Supervision (Hawazen Alharbi and Michele Jacobsen); (5) Diversity Training in Organization Settings: Effective and Ethical Approaches for Change Leaders (Ashley McArthur and Nancy B. Hastings); (6) Hey, Want to Play? "Kahooting" to Win the Learning Game (Papia Bawa); (7) An Examination of Prior Knowledge and Cueing Effects in an Animation (Ismahan Arslan-Ari); (8) Teacher Perceptions of the Adaptation of the New Computer Science (CS) Curriculum: An Evaluation of CS Curriculum Implementation (Suhkyung Shin, Jongpil Cheon, and Sungwon Shin); (9) Multimedia Video Resolution, Camera Angle, and the Impact on Instructor Credibility and Immediacy (Miguel Ramlatchan and Ginger S. Watson); (10) The Effects of Visible-Annotation Tool on the Learning Process and Learning Outcome in CSCL (Yoonhee Shin, Jaewon Jung, and Dongsik Kim); (11) Pre-Service ICT Teachers' Recommendations for School Internet Safety (Sanser Bulu, Melike Kavuk-Kalender, and Hafize Keser); (12) Turkish Schools' Readiness for Preventing Cyberbullying (Melike Kavuk-Kalender, Hafize Keser, and Sanser Bulu); (13) Examining Technology Integration Decision-Making Processes and Identifying Professional Development Needs of International Teachers (Medha Dalal, Leanna Archambault, and Catharyn Shelton); (14) Integrating Learning Analytics into Workforce Education to Develop Self-Assessment Competency (Lin Zhong); (15) Ensuring Academic Integrity in Online Courses: A Case Analysis in Three Testing Environments (Berhane Teclehaimanot, Sue Ann Hochberg, Diana Franz, Mingli Xiao, and Jiyu You); (16) Changing Student Performance and Perceptions through Productive Failure: Active Learning for Applied Chemistry in Pharmaceutics (Dan Cernusca and Sanku Mallik); (17) The Construction of Sentiment Lexicon in Educational Field Based on Word2vec (Xiang Feng and Longhui Qiu); (18) Blended Instruction by Using Simulation Method Teaching to Enhance Digital Literacy for Student Teachers in Thailand (Sumalee Chuachai); and (19) Social Network Use Preferences of Pre-Service ICT Teachers (Omer Faruk Islim and Nese Sevim Cirak). (Individual papers contain references.) [For Volume 2, see ED580817.]

This paper explores how learning analytics data provided by a math problem-solving educational technology platform informed 5th and 6th grade teachers' instructional decisions around socioemotional learning (SEL). MathSpring is an educational technology tool that provides teachers with data on students' effort, progress, and emotions while students are solving math problems. This paper presents findings from qualitative analyses of 11 classroom observations, 10 observation follow-up chats, and 35 teacher interviews that were collected as part of a randomized control trial conducted in the northeastern United States. The analyses include teachers who used the program with their students (treatment group) and teachers who implemented math instruction as usual (control group). Teachers in the treatment group viewed analytic data on students' effort and progress, which informed the discussions they had with their students around SEL topics including setting goals, the importance of effort, and using productive problem-solving strategies. Findings from these analyses suggest that analytic data on effort and progress can inform teachers' discussions of math-related SEL concepts with their students. [This paper was published in: "The 14th Learning Analytics and Knowledge Conference (LAK '24), March 18-22, 2024, Kyoto, Japan," ACM, 2024.]

The role of parents in the education of their children is a factor which has been acknowledged as one of the contributors to learners' success in schools. In addition, the nature of parental involvement and the benefits thereof, have been sufficiently treated in the corpus on school improvement. The purpose of this paper is to probe the support that schools, through their School Management Teams (SMTs), provide to parents to enable them to be closely involved in their children's education. Seen through the lens of Epstein's model, parental involvement is conceptualized and related to school environments in diverse South African contexts. The model of parental involvement reveals six areas of involvement, namely, parenting, communicating, volunteering, learning at home, decision-making and collaborating with the community. Accordingly, parental involvement as defined by Epstein and the inherent support that schools should provide to parents, form the thesis of this paper. The paper concludes with a recommendation of implementing proactive strategies of parental involvement in education. [For the complete Volume 21 proceedings, see ED629259.]

Our paper details the ways teachers understand and navigate equity-oriented dilemmas (Berlak & Berlak, 1981) when teaching mathematical modeling and how mathematics teacher educators can support teachers' learning of culturally responsive mathematics teaching. Using Zavala and Aguirre's (in press) framework for culturally responsive mathematics teaching, we explored the ways teachers describe and frame their choices when faced with dilemmas. Findings revealed that teachers identified dilemmas with Rigor and Support most often, followed by Knowledges and Identities. Dilemmas related to Power and Participation occurred far less frequently. Implications for teacher professional development are discussed. [For the complete proceedings, see ED658295.]

Mathematics teachers make numerous decisions that form lessons that in turn greatly influence what students learn. In making these decisions, teachers rely on their curricular reasoning (CR) to decide on what mathematics to teach, how to structure their lesson, and what problems or tasks to use to achieve their lesson goals. However, teachers differ with respect to the sophistication of their CR and the diversity of CR aspects used in their reasoning. In this paper, we detail two ways to classify teachers' CR: a leveled approach to capture the increasing sophistication of teachers' CR, and a heat map approach that highlights the extent to which teacher use various CR aspects in their planning. These methods provide stakeholders avenues by which CR can be studied and that teachers' CR abilities can be further developed. [For the complete proceedings, see ED657822.]

Indonesia is a democratic country where the majority of the population is Muslim. This constitution guarantees freedom of worship for all Indonesian people, according to their religion or belief. It was also stated that the state is based on faith in "Belief in the One and Only God" (former of the first precepts of Pancasila, the philosophy of the Indonesian state). This paper is the result of a mini-research to identify phenomena that occur in adolescents related to religious beliefs in everyday life. This belief is manifested through expectations and the learning process they experience. This study involved 268 students, 46 people (17.2%) were scholarship recipients from BAZNAS (zakat institution). The data shows that not all constructs (four statements) refer to religious beliefs, so they must be removed for further research. The results of the study showed a high level of religious belief, the routine of carrying out rituals of worship, so that belief as a source of life decisions can influence a person's learning process while studying. On the other hand, a person's faith in his religion can also affect the extent of a teenager's optimism in achieving his life goals. [For the full proceedings, see ED652261.]

The General Data Protection Regulation (GDPR) in the European Union contains directions on how user data may be collected, stored, and when it must be deleted. As similar legislation is developed around the globe, there is the potential for repercussions across multiple fields of research, including educational data mining (EDM). Over the past two decades, the EDM community has taken consistent steps to protect learner privacy within our research, whilst pursuing goals that will benefit their learning. However, recent privacy legislation may cause our practices to need to change. The right to be forgotten states that users have the right to request that all their data (including deidentified data generated by them) be removed. In this paper, we discuss the potential challenges of this legislation for EDM research, including impacts on Open Science practices, data modeling, and data sharing. We also consider changes to EDM best practices that may aid compliance with this new legislation. [For the complete proceedings, see ED630829.]

Knowledge components (KCs) have many applications. In computing education, knowing the demonstration of specific KCs has been challenging. This paper introduces an entirely data-driven approach for: (1) discovering KCs; and (2) demonstrating KCs, using students' actual code submissions. Our system is based on two expected properties of KCs: (1) generate learning curves following the power law of practice; and (2) are predictive of response correctness. We train a neural architecture (named KC-Finder) that classifies the correctness of student code submissions and captures problem-KC relationships. Our evaluation on data from 351 students in an introductory Java course shows that the learned KCs can generate reasonable learning curves and predict code submission correctness. At the same time, some KCs can be interpreted to identify programming skills. We compare the learning curves described by our model to four baselines, showing that: (1) identifying KCs with naive methods is a difficult task; and (2) our learning curves exhibit a substantially better curve fit. Our work represents a first step in solving the data-driven KC discovery problem in computing education. [For the complete proceedings, see ED630829.]

Clear knowledge of managerial roles allows for understanding the various functions and responsibilities that administrators undertake daily. Additionally, this knowledge offers a balanced perspective on management work, acknowledging that managers must do several responsibilities at once. This study reveals how the Public Education Center (PEC) vice-principals who work with a busy schedule perceive their managerial roles and how they operate their tasks rather than the statements on the formal regulations. This research study utilized a qualitative, phenomenological research design to explore the roles and workload of PEC administrators. We conducted in-depth interviews with four PEC vice-principals who all had worked in Izmir. We aimed to elicit detailed descriptions of their managerial experiences and thoughts on their work. The data were analyzed with the qualitative content-analysis method to identify the patterns and themes. Findings were shaped within the framework of Mintzberg's managerial roles and gathered under three main themes, namely Interpersonal, Informational, and Decisional responsibilities. These results showed that PEC vice-principals were active in all three primary responsibilities. Moreover, according to the participants, the most crucial roles were the roles of leadership, problem-solving, negotiation, dissemination, and representation. The study makes a few implications and recommendations, such as that PECs could use Mintzberg's managerial roles as a framework for assessing performance or that PECs could ensure that their managers have the necessary knowledge and abilities to carry out their duties successfully by understanding their managerial roles. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 449-462.]

This paper presents a mobile application aimed at enhancing the financial literacy of college students by monitoring their spending patterns and promoting better decision-making. The application is developed using the agile methodology with Android Studio and Flutter as development tools and Firebase as a database. The app is divided into sub-applications, with the home page serving as the program's integration point, displaying a summary of the user's financial progress. The app generates valuable insights into the user's current and future financial success, utilizing data analytics and machine learning to provide detailed and summary insights into the user's financial progress. The machine-learning algorithm used in this app is linear regression, which predicts the user's income and expenses for the upcoming month based on their historical spending data. In addition, the app highlights deals and student discounts in the user's vicinity and links to financial articles that promote better financial planning and decision-making. By promoting responsible spending habits and providing valuable financial insights, this mobile application aims to help students become financially literate and make informed financial decisions for future. [For the full proceedings, see ED654100.]

The context for this paper is the "Synthetic Training Environment Experiential Learning -- Readiness" (STEEL-R) project [1], which aims to estimate individual and team competence using data collected from synthetic, semi-synthetic, and live scenario-based training exercises. In STEEL-R, the "Generalized Intelligent Framework for Tutoring" (GIFT) orchestrates scenario sessions and reports data as experience API (xAPI)statements. These statements are translated into assertions about individual and team competencies by the "Competency and Skills System" (CaSS). Mathematical models use these assertions to estimate the competency states of trainees. This information is displayed in a dashboard that enables users to explore progression over time and informs decisions concerning advancement to the next training phase and which skills to address. To test, tune, and demo STEEL-R, more data was needed than was available from real-world training exercises. Since the raw data used to estimate competencies are captured in xAPI statements, a component called DATASIM was added. DATASIM simulated training sessions by generating xAPI statements that conformed to a STEEL-R "xAPI Profile." This facilitated testing of STEEL-R and was used to create a demo that highlighted the ability to map data from multiple training systems to a single competency framework and to generate a display that team leaders can use to personalize and optimize training across multiple training modalities. This paper gives an overview of STEEL-R, its architecture, and the features that enabled the use of artificial data. The paper explains how xAPI statements are converted to assertions and how these are used to estimate trainee competency. This is followed by a section on xAPI Profiles and on the xAPI Profile used in STEEL-R. The paper then discusses how artificial data were generated and the challenges of modeling longitudinal development and team in these data. The paper ends with a section on future research. [For the full proceedings, see ED623995.]

Technological and informational literacies, as described in the critical literacies advancement model are essential skills in today's technology-dependent society. In this paper, we illustrate how educators, by using social media (especially memes), can help students develop these and other literacies and thinking skills. These skills can lead to informed decision-making and actions that can advance equity and social justice and the ideals of global citizenship. The paper also discusses possibilities to foster student interest, enhance engagement, creativity, consumer consciousness, and emotional intelligence while creating opportunities for meaningful, challenging learning that invites dialog on difficult topics such as issues related to race, ethnicity, language, socioeconomic status, nationality, immigration status, family structure and so on. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]

In this methodology paper, we present a methodology for characterizing how teachers use coaches' suggestions. We identified suggestions from planning conversations and explored the extent to which the teachers implemented the suggestions in enacted lessons. The planning conversations took place within online content-focused coaching cycles. A primary challenge confronting content-focused coaches when working one-on-one with teachers is finding a productive balance between giving suggestions and inquiring into teachers' practices through reflective questioning. This paper articulates a process for identifying suggestions made by a coach during a planning conversation and an analytic process for examining how a teacher takes up the suggestion during lesson implementation. We discuss the methodological challenges we encountered and tradeoffs in our decisions related to low- and high-inference claims. [For the complete proceedings, see ED629884.]

Massive Open Online Courses (MOOCs) have become a prominent alternative source of learning for engineering and science students. This rising proclivity for MOOCs among students is based on multiple factors. Several studies have focused on factors that affect MOOCs usage, and most of them have used the Motivation theory. These studies have primarily focused on intrinsic motivations and tangible benefits of MOOCs. However, they have rarely examined why students spend on MOOCs. This paper examines why students are paying only for a certain courses on MOOCs. Our analysis uses the theory of consumption value (TCV) to explain this phenomenon. This study uses a survey method to investigate the students' pursuit of various courses on different MOOC platforms. The survey questionnaire elicited students to share information about MOOCs they have pursued, either free or paid. Our analysis reveals that personal motivations, negative classroom experiences and different learning reasons influence Indian students to pursue MOOCs. The expenditure analysis of students on MOOCs shows that students find Computer Science and Engineering (CSE) courses are more valuable than courses from any other discipline. Finally, we discuss the findings and interpret its implications with respect to future of learning in higher education. [For the full proceedings, see ED630948.]

In this paper we examine how facilitators' prior experiences as mathematics teachers frame their work when facilitating a practice-based professional development (PD) for the first time. We focus on the experiences of a novice facilitator of StoryCircles, a professional learning process in which teachers collectively script and visualize a problem-based lesson, arguing about their rationales for different decisions connected to discussions of students' work. We situate the challenges the facilitator encountered by identifying the expectations that were not met while she was facilitating and offer possible connections to the PD design. We close by suggesting a perspective to account for facilitation challenges. [For the complete proceedings, see ED630210.]

Education policies and innovations that aim to improve instructional quality often fail to produce any meaningful or sustained changes to teaching when implemented at scale because of the significant learning demands they place on the individuals, groups, and organizations that comprise an educational system. In this paper, we describe an implementation resource developed to promote professional learning and cross role discussions about new state mathematics standards and report on the ways educators at different levels of the state system used them. Results demonstrate how implementation resources designed to be a boundary object for educators at multiple levels of an educational system have the potential to support learning and create systemic conditions conducive of change. [For the complete proceedings, see ED630210.]

This paper explores how a professional learning community (PLC) redesigns high school mathematics lessons towards a shared commitment. We describe the nature of a PLC's collective curricular vision to illuminate how teachers can come to new understandings as a group in order to shift the ways students experience mathematics. Using the curricular noticing framework (attending, interpreting, and responding), we analyzed the meetings of a PLC with six teachers as they individually presented lessons to be redesigned with a focus on the group's shared commitment. Findings indicate three ways ideas were introduced that led to expansive responses, which suggests this analytic approach could identify ways in which a PLC can work towards new curricular decisions. [For the complete proceedings, see ED630210.]

How can we test whether state-of-the-art generative models, such as Blender and GPT-3, are good AI teachers, capable of replying to a student in an educational dialogue? Designing an AI teacher test is challenging: although evaluation methods are much-needed, there is no off-the-shelf solution to measuring pedagogical ability. This paper reports on a first attempt at an AI teacher test. We built a solution around the insight that you can run conversational agents in parallel to human teachers in real-world dialogues, simulate how different agents would respond to a student, and compare these counterpart responses in terms of three abilities: speak like a teacher, understand a student, help a student. Our method builds on the reliability of comparative judgments in education and uses a probabilistic model and Bayesian sampling to infer estimates of pedagogical ability. We find that, even though conversational agents (Blender in particular) perform well on conversational uptake, they are quantifiably worse than real teachers on several pedagogical dimensions, especially with regard to helpfulness (Blender: [delta] ability = -0.75; GPT-3: [delta] ability = -0.93). [For the full proceedings, see ED623995.]

This paper examines the newly introduced Induction Framework for teachers in England. The new term of early career teacher (ECT) has replaced the NQT label and the one-year programme has been extended to two, based on the "Early Career Framework." The reasons for the change are to aid recruitment, prevent high numbers leaving the profession early and to provide a better, more structured and statutory framework for new teachers' development in schools. However, this has resulted in considerable change and accompanying stress for school leaders and staff, with a greatly increased workload. Training materials have been provided, including programmes for induction tutors, mentors and for the ECTs, though schools may write their own. Funding has also been provided by government to cover the costs of providing meeting, observation and discussion times. The final decision as to passing of the Teachers' Standards is now in the hands of an external body, who will moderate the training provided and make the final decision on each ECT's induction success or failure. First results show agreement from most of those concerned that the more structured approach to induction and longer time is a plus, but there are grave concerns about the rigidity of the programme and the time management of a fluid situation plus, the added responsibilities for staff. The pressures of COVID infections at the present time being immense. [For the complete Volume 20 proceedings, see ED622631.]

Principals are confronted with an exceptional degree of difficult decisions. One of the key challenges that school principals are facing in many parts of the world today is how to maintain a balance between professional discretion and accountability with the legislative and policy framework in which they must perform their duties. Every judgement call made by a principal will inevitably be questioned. However, without discretionary powers it would be impossible to be a principal. This paper therefore explores the application of professional discretion by school principals by focusing on different components of professional discretion, principals' need for autonomy, discretionary power of principals, principles governing the application of professional discretion, and the factors that influence or limit discretion. [For the complete Volume 20 proceedings, see ED622631.]

We conducted a collective case study investigating two college algebra students' graph reasoning and selection on an online assessment. Students completed the assessment during individual, semi-structured interviews, as part of a broader validation study. The assessment contained six items; students selected Cartesian graphs to represent relationships between attributes in dynamic situations and explained their reasoning. Each student spontaneously wondered whether to select a piecewise-linear or nonlinear graph. Our qualitative analysis revealed that students' expectations about whether a graph "should" be linear or nonlinear impacted their graph selection. These expectations also influenced how they narrowed down between two graph choices that both represented the same gross covariation in attributes. We conclude with implications for course textbooks to promote students' covariational reasoning. [For the complete proceedings, see ED658295.]

To base teaching on student thinking requires analyzing and interpreting students' thinking, key components of the construct of professional noticing (e.g., Jacobs et al., 2010). Although substantial research has been conducted using this construct, less attention has been paid to teachers' evaluations of student work based on these analyses and interpretations. In this theoretical report, I argue that evaluation of student thinking is a key prerequisite for effective instructional decision making for responsive teaching. I then present a synthesized framework of evaluation criteria and an elaborated process for effective and responsive evaluation of student written work using these criteria. Finally, I analyze excerpts from two interviews with elementary prospective teachers to demonstrate the utility of these products. [For the complete proceedings, see ED657822.]

We examined changes in how mathematics coaches facilitated debriefing conversations after learning about a debrief conversational structure we created based on the principles of our content-focused coaching model. We compared participant coaches' first debriefing conversation, which occurred prior to learning about the debrief conversational structure to their second debriefing conversation, which occurred after learning about the debrief conversational structure. Findings indicate that in the second debriefing conversation, participant coaches participated more, prioritized different discursive moves, developed unique data collection systems to share observations from the co-taught lesson, and more frequently structured the conversation around content ideas related to the guiding principles of our content-focused coaching model. [For the complete proceedings, see ED657822.]

Teachers hold complex goals when making decisions about their curriculum. In particular, the proliferation of supplemental resources means teachers negotiate both how to use the adopted curriculum and how to supplement it with additional resources. Through a study of the language teachers use, the decision-making of three elementary classrooms is brought to life. This study highlights the unique curricular decisions each teacher makes within the context of their own classroom and reveals curricular decision-making themes that emerge across the teachers' classrooms. [For the complete proceedings, see ED657822.]

In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that pre-pandemic the percentage of teachers in Republican states reported higher levels of resources overall, and use of core and teacher-created curricular resources in particular. They also reported having greater control over their curricular decision-making during the pandemic. There were no state-level differences in teachers' level of preparation for pandemic teaching, but teachers in Democrat states reported a greater proportion of their students had sufficient resources for online learning. We discuss the implications of these findings in terms of teacher control and state policies. [For the complete proceedings, see ED657822.]

Research on pre-service teachers' discussion practices has focused on decompositions of practice into subskills, while acknowledging the importance of the role of context, identity, and relationships between interactive moves. We focused on 66 elementary preservice teachers' (PSTs') framing-launching moves in discussions after problem-solving in a Mursion[superscript TM] custom simulation. PSTs used five moves: gathering information about student processes, focusing on problem features, task and non-task oriented social interactions, and partner talk. Empirical findings of PSTs' intentions and tacit actions coupled with study findings of the diversity in PSTs' framing moves, highlight the complexity of teacher decision making involved in discussion subsills such as framing. We argue that PSTs' framing moves are motivated by an array of intentions including the mathematics aims of discussions. [For the complete proceedings, see ED657822.]

To developed an educational tool for an online OSCE to evaluate the practice readiness of the fourth-year nursing students. Online professional proficiency evaluation of nursing students can be a valid alternative to traditional methods. We designed a one group pre-posttest study. The 51 nursing students were recruited. We implemented a 3-stage of online Objective Structured Clinical Examination Midwifery Test Package (OSCEMTP). The package covered seven segments which developed to enhance the cognitive capability, clinical capability, and professional capabilities. The Practice readiness questionnaire was developed to assess the nursing students' readiness. Content validity index was 1, and reliability with Cronbach's alpha was 0.79. OSCEMTP contains 7 segments: 1) contraceptive; 2) antenatal care; 3) admission interview; 4) first stage of labor; 5) second and third stage of labor; 6) fourth stage of labor and 7) breastfeeding. Each segment has a scenario, a competency evaluation, and tools box for demonstration of clinical skills. Practice readiness was improved in the post-test (p<0.001). Performance OSCEMTP should be evaluated across diverse population of nursing students to ascertain its validity. An online OSCE Test package is an education tool to enhance the practice readiness before turning to be a professional nurse. [For the full proceedings, see ED652228.]

The purpose of this phenomenological study was to explore the construct of a profound moment. Interviews were conducted using a semi-structured interpretive phenomenological approach. Interviews were transcribed, coded, analyzed, and considered in the analysis. Four themes were identified from the analysis: accepting what is, change of life axis, human connecting, and a crystallizing process. Participants expressed a singular moment that changed their lives and became a referential point for life choices and actions as they developed profound learner practices. [For the full proceedings, see ED648717.]

Academic advising plays an important role in students' decision-making in higher education. Data-driven methods provide useful recommendations to students to help them with degree completion. Several course recommendation models have been proposed in the literature to recommend courses for the next semester. One aspect of the data that has yet to be explored is the suitability of the recommended courses taken together in a semester. Students may face more difficulty coping with the workload of courses if there is no relationship among courses taken within a semester. To address this problem, we propose to employ session-based approaches to recommend a set of courses for the next semester. In particular, we test two session-based recommendation models, CourseBEACON and CourseDREAM. Our experimental evaluation shows that session-based methods outperform existing popularity-based, sequential, and non-sequential recommendation approaches. Accurate course recommendation can lead to better student advising, which, in turn, can lead to better student performance, lower dropout rates, and better overall student experience and satisfaction. [For the complete proceedings, see ED630829.]

This study explores the potential of using screen time data in learning management systems (LMS) to estimate student learning time (SLT) and validate the credit value of courses. Gathering comprehensive data on actual student learning time is difficult, so this study uses LMS Moodle logs from a computer programming course with 490 students over 16 weeks to estimate SLT. The data was segmented into a minute for each record and total duration was calculated for each student on a weekly basis. The study found variations in SLT on a weekly basis and identified that the number of students who engaged with the LMS after midnight varied according to week, possibly due to assessment deadlines. These findings suggest that screen time data in LMS can be utilized for data-driven decision making for academic quality assurance in higher education. This study can help policy makers and academic institutions to make more informed decisions and promote personalized learning experiences. [For the full proceedings, see ED654100.]

This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs. [For the full proceedings, see ED654100.]

OECD (2019) defined student agency as the ability to set goals, reflect, and act responsibly to endorse change. It is quality of students' engagement and interaction with peers, teachers, parents and the wider community. The purpose of this research is to investigate and track the factors of promoting student agency and community engagement leading the change. Thirty nine students at a public high school in Lebanon were trained on STEAM activities such as: coding, robotics, electronics, crafts and 3D printing. Students took the initiative with continuous encouragement and facilitation from the principal and teachers to enrol and lead a community- based STEAM laboratory. A self-reflection questionnaire for students was administered in order to measure the characteristics and processes of the student agency. This case study used interviews, and focus groups in order to track the factors promoting this agency. The results of this study will inspire policy makers and school principals to promote student agencies and community involvement. [For the full proceedings, see ED654100.]

Music undoubtedly affects the visual and emotional sensitivity of a person. It stimulates various sensations, thoughts, images and sensations that cause a desire for free expression of the personality. Through the conscious perception of music, knowledge, skills and relationships are created that develop imagination, fantasy and creativity, especially in children of preschool and primary school age. This nurtures qualities and competences, preparing the future personal, professional and social development of the child. The proposed article examines in a theoretical aspect: categories of skills formulated by Seth Godin - self-control, productivity, wisdom, perception, impact; elements of the communicative process based on Lasswell communicator, receiver, channel of communication between the source and receiver, means of transmitting the message, effect of transmitting the message; phases of creative development according to Desev and Brik - logical analysis, intuitive decision, verbalization of the intuitive decision, formalization of the verbalized decision. The listed theoretical justifications have been transferred and adapted to the perception of music in preschool and primary school age. The development of figurative, emotional and logical thinking through listening to music provokes and activates children's curiosity and inquisitiveness to enrich and expand not only the informational sound field, but also to search for meaningful connections between phenomena, actions, relationships, to create skills and competencies in various life and, in the future, professional situations, to cultivate emotional intelligence and activate the desire for creativity. [For the full proceedings, see ED656038.]

Higher education institutions should rely on the success of educators to deliver quality education in an increasingly economic context. The definition of the competencies necessary for an effective educator rest on top higher education management. Institutions of higher learning may also enhance cognitive abilities. The development of cognitive talents can be aided by qualified teaching abilities. Educators should have a thorough understanding of the subjects they are teaching. Educators should also have real-world experience to enhance the attraction of their teachings. The purpose of this study is to evaluate the abilities of educators using self-assessment tests and to identify any training needs by applying a survey to the educators. The Decision Support System was used to assess the testing procedure and establish the proficiency of the higher education instructors. Decisions were made regarding the necessity of more educational training. ECOEDSS tool was developed using HTML, PHP, JavaScript, and a MySQL database. The philosophy of competency, competencies management, and the DSS concept are all covered in this study. Additionally, ECOEDSS may support and foster educator self-development of skills. [For the complete proceedings, see ED655360.]

Decision-making is one of the important skills that must be possessed by students in the 21st century. One of the topics that require the right decision to be made for each challenge and the impact it will cause is climate change which has already occurred. This study aimed to find out how students' decision-making and the importance of improving these decision-making skills, especially in making decisions on socioscientific issues about climate change. Data collection was carried out for one day through questionnaires that were distributed directly to students. In total, 44 junior high school student respondents filled out the questionnaire in this study. The results showed that students made decisions based on their personal feelings and there were indicators of good decision-making that had not been trained in students. Meanwhile, students' knowledge of issues related to climate change was still in the low category. The findings above have implications for teacher strategies in training students' decision-making skills that must be optimized to forge the next generation who can accomplish the problems and make good decisions, especially on issues related to climate change. [For the complete proceedings, see ED655360.]

Universities around the globe have begun implementing outcome-based learning (OBE). The curriculum will be revised, evaluated, and the outcomes of the assessments will be reported as part of this OBE implementation. Due to the importance of the evaluation method, several lecturers are searching for innovative approaches for assessing the effectiveness of the Program Learning Outcome (PLO) and Course Learning Outcome (CLO). This study examined outcome-based education for decision-making instruction and learning in the context of the COVID-19 pandemic. This pandemic has effects on the healthcare industry, such as the exhaustion of the healthcare system, disruption of the educational system, and harm to the economy and several other industries. E-learning platforms played a crucial role in helping schools and universities throughout the pandemic by allowing student learning while they were closed. There is a larger need for lifelong learning as a result of the rising need for qualified professionals in education. On the other hand, current trends favour the paradigms of social and practice-based learning. As a result of digitization, our methods of communication and education are changing. The teaching and learning that took place during COVID-19 had a substantial impact on outcome-based learning. We find it fascinating to show how COVID-19 affects outcome-based education (OBE) in a risk decision support system. [For the complete proceedings, see ED655360.]

"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on May 18-21, 2023 in Cappadocia, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

Billions of dollars have been injected to reform turnaround schools over the past decades with minimal tangible positive outcomes related to improving student achievement, if any. In this qualitative study, we investigated how using longitudinal external root cause analyses (RCAs) contributed to enhancing leadership instructional practices in thee turnaround schools in Texas. Direct and indirect data were collected from three rounds of RCAs conducted in the schools in 2016, 2018, and 2019. Findings indicated that participating in the RCAs provided the leadership teams with evidence about rooted problems at their schools leading to low student achievement, recommendations, and guidance on how to address those problems, which evidently contributed to enhancing their leadership instructional practices.

Just like physical skills, cognitive skills grow rusty over time unless they are regularly used and practiced so academic breaks can have negative consequences on student learning and success. The Keeping in School Shape (KiSS) program is an engaging, innovative, and cost-effective intervention that harnesses the benefits of retrieval practice by using technology to help students maintain proficiency over breaks from school by delivering a daily review problem via text message or email. A growth mindset is promoted through feedback messages encouraging students to try again if they get a problem wrong and to take on a challenge problem if they get a problem correct. This paper reports on the relationship between confidence, accuracy, and decision making during the implementation of the KiSS Program at a large university during winter break for students enrolled in an engineering introductory Calculus course sequence. [For the complete proceedings, see ED630060.]

In this paper we address the question, how do quantitative reasoning and covariational reasoning present as students build structural conceptions of real-world situations. We use data from an exploratory teaching experiment with an undergraduate STEM major to illustrate the explanatory roles quantitative reasoning and covariational reasoning play in, (a) coordinating more than two interdependent quantities, (b) conceiving of real-world situations in more than one way, (c) constructing networks of quantitative relationships, and (d) creating a mathematical expression. We make the case that looking at mathematical model construction through the lens of quantitative reasoning and covariational reasoning may provide insights into students' mathematical decisions as they structure complex real-world scenarios. [For the complete proceedings, see ED630060.]

A historical review of mathematics textbooks suggests a canonical method to solving equations that teachers often see as "the" way to solve equations. In this paper, we examine data from a nationally-distributed sample of 524 secondary mathematics teachers who responded to scenario-based survey items that represent the instructional situation of solving equations. The items featured scenarios in which students presented non-canonical solution methods and asked participants to share how they would respond. Using a framework that draws on systemic functional linguistics, we describe the linguistic resources teachers used. While closed moves are frequently used to avoid discussion of non-canonical solutions, our results suggest that teachers find ways to make regular use of: (1) closed moves for accommodating non-canonical solutions; and (2) open moves when steering the conversation back to the canonical method. [For the complete proceedings, see ED630060.]

The purpose of this paper is to share information on The Learning EMS Ethics Project, referred to as the LEEP project. LEEP is a long-term study of paramedic navigation of ethical dilemmas and decision making in prehospital care. The project additionally aims to contribute to the future development of future paramedic capacity building from education and licensure, to evolving expertise in the field, and continuing professional education. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]

The emergence of virtual worlds and simulation games provide ample opportunities for developing cultural competence by offering a visual, contextual, immersive, and interactive experience. Learners can benefit from contextual interactions and develop cultural competencies by fulfilling quests or exploring the environment. However, most of the existing systems contain few pre-designed scenarios, inadequate for covering unique aspects of different cultures. This study introduces a situation creation toolkit for teachers and learners to design their culture-specific scenarios in a 3D environment and share it with others to experience such situations. In a preliminary experiment, 37 English learners with different cultural backgrounds created a scenario, specific to their culture, and provided proper/improper communicative choices as well as cultural-related notes. Scenarios were then exchanged to those of different cultures for role-playing and decision-making. Results highlighted the influence of L1 culture and stereotyping when facing an unfamiliar cultural context, thus leading to culturally unacceptable behavior. Findings suggest that through real-life scenario design and experience, our platform can prepare learners to interact in culturally appropriate ways and encourages them to gain cross-cultural competence. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

The tendency in urban schools is that teachers hold incomplete understandings about their students (by virtue of difference in cultural, race, language, and social class) is a lingering challenge since "Brown v. Board of Education" desegregated students in schools while also casting out large numbers of Black educators (Walker, 2013). The mismatches between urban school teacher and student backgrounds translate into inadequate instructional practices. It has been wisely proposed that many teachers fail to notice opportunities to foster equity in their classrooms and that without the ability to witness those moments changing their teaching practices fall short of elevating equitable engagement (Patterson Williams et al., 2020). This paper describes ongoing collaborative efforts between university faculty and practicing teachers to collect information and interpret data in ways that advance more equity-centered education. Research-practice partnerships, which describes this study's structure, are used to address educational inequities (Welsh, 2021) even though critics suggest equity is not always inherent to those designs (Gutiérrez & Jurow, 2016). For all the promise of data-driven decision-making there is little guidance about how teachers might collaborate to implement culturally-responsive pedagogy despite the frequency with which assessments are administered. This study seeks to navigate between accountability and instruction in urban middle schools.

One of the most challenging issues for online courseware engineering is to maintain the quality of instructional components, such as written text, video, and assessments. Learning engineers would like to know how individual instructional components contributed to students' learning. However, it is a hard task because it requires significant expertise in learning science, learning technology, and subject matter pedagogy. To address this challenge, we propose an innovative application of reinforcement learning (RL) as an assessor of instructional components implemented in given online courseware. After students activities are converted into Markov decision process (MDP), a collection of actions (each corresponds to an instructional component) suggested as a policy is analyzed. As a consequence, the usefulness of individual actions with regards to achieving ideal learning outcomes will be suggested. The proposed RL application is invented for human-in-the-loop learning engineering method called RAFINE. In the RAFINE framework, a machine generates a list of the least contributing instructional components on the given online courseware by interpreting the whole policy. The courseware developers modify those suggested components. As a proof of concept, this paper describes an evaluation study where online learning was simulated on hypothetical online courseware. The results showed that over 90% of ineffective instructional components were correctly identified as ineffective on average. [For the full proceedings, see ED607784.]

Exploratory learning has become a widely applied, pedagogical concept. One approach to encourage exploratory knowledge creation are situated game experiences. Putting learners in quest-based environments can thereby support engagement through exploration and at the same time, allow for a variety of supportive learning strategies. However, examination of progress and investigation of success or motivational factors remain challenging in exploratory pedagogy. Evaluation in learning quests can interrupt the flow experience that supports engaging and successful learning in exploratory environments. This paper presents an approach for unobtrusive dialogic investigation in quest-based learning environments. Building on the results of an existing exploratory game quest to raise privacy awareness, the study conducts a dual between-subjects investigation to identify the motives of sharing fake news. The study, therefore, extends a mini-quest with a character to build a dialogic investigation for evaluating the intentions behind sharing of fake headlines. Concurrently, the impact on perception of flow and the robustness of the suggested dialogic inquiry is assessed by comparison to the prior non-dialogic evaluation. The results of the experiment with participating educators and students (N = 92) from two European universities confirm students more likely share fake news than educators and suggests hedonic rather than pragmatic motives as drivers of the sharing decision. The dialogic investigation with the mini-quest shows that students perceive fake news headlines as significantly funnier than educators while also spending less time reflecting if they are real or fake. Flow experience did not improve significantly by changing to dialogic questioning. However, positive tendencies in all flow sub-measures indicate that adding a character and inquiring with dialogue rather supports than breaks the sense fluency in exploratory learning quests. Implications for the design of analytical mini-quests as well as further research directions are outlined conclusively.

This paper deals with borrowing the German dual vocational training model in Kazakhstan. The aim of the paper is to identify the key issues and challenges of the transfer process. The analysis is based on the model proposed by Phillips and Ochs (2003, 2004) which outlines four stages of policy borrowing: (1) impulses, (2) decision, (3) implementation, and (4) internalization. Within this theoretical framework, a descriptive and comparative-historic method as well as content analysis are used to point out the development in Kazakhstan. [For the complete Volume 16 proceedings, see ED586117.]

Intelligent Tutoring Systems (ITSs) are aimed at promoting acquisition of knowledge and skills by providing relevant and appropriate feedback during students' practice activities. ITSs for literacy instruction commonly assess typed responses using Natural Language Processing (NLP) algorithms. One step in this direction often requires building a scoring mechanism that matches human judgments. This paper describes the challenges encountered while implementing an automated evaluation workflow and adopting solutions for increasing performance of the tutoring system. The algorithm described here comprises multiple stages, including initial pre-processing, a rule-based system for pre-classifying self-explanations, followed by classification using a Support Virtual Machine (SVM) learning algorithm. The SVM model hyper-parameters were optimized using grid search approach with 4,109 different self-explanations scored 0 to 3 (i.e., poor to great). The accuracy achieved for the model was 59% (adjacent accuracy = 97%; Kappa = 0.43). [This paper was published in: "Artificial Intelligence in Education: 19th International Conference, AIED 2018, London, UK, June 27-30, 2018, Proceedings, Part I," (Lecture Notes in Computer Science; Vol. 10947), (Lecture Notes in Artificial Intelligence), pp. 409-419.]

The transitional and adaptive process of studying abroad for international students is challenging. This study explores the motivation to study abroad (MSA) and the intercultural adaptation (IA) of international Chinese doctoral students (ICDS) at an Italian university by conducting a narrative inquiry approach through semi-structured interviews. Findings included: firstly, MSA has seven selecting principles, including the cooperation policies; social support; personal goals, beliefs, and values; the attraction of Italy; the attraction of Italian university; the doctoral program; Chinese sociocultural and educational system. Secondly, ICDS spans two cultures and experiences cultural disequilibrium. IA's attitudes toward ICDS comprise ideal, involute, Buddhist, and lying flat. Last, this study summarizes a dynamic virtuous and vicious cycle model to explain the role of MSA on IA. [For the full proceedings, see ED631897.]

Collaborative problem solving (CPS) is a 21st-century skill essential for learning gains, workplace success, and tackling increasingly complicated global problems. Group diversity plays a vital role during collaborative activities, especially in a digital space. Although CPS involves dynamic communication behaviors, few studies have considered the impact of cultural diversity on the complex and reoccurring discourse involved in CPS tasks. In this study, we explore team conversations during a CPS task to understand the role of cultural diversity on team communication patterns. First, we characterized team dialogues with an existing CPS framework; then used recurrence quantification analysis (RQA) to quantify group communication and capture recurrent patterns. Finally, we compared the patterns across groups with varying degrees of cultural diversity. Our results suggest that groups with higher levels of cultural diversity, compared to more homogeneous groups, had a higher number of group messages, spent more time in group discussions, and demonstrated greater convergence and complexity in communication patterns. These intricate and complicated communication patterns support the notion that cultural diversity can produce both positive and negative outcomes and may explain the perception of cultural diversity in teams as a "double-edged sword". [For the full proceedings, see ED623995.]