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The objectives of this research are to study: (i) the history and development of knowledge of Yiwulv Mountain Manchu paper-cutting art, and (ii) the process of designing and developing digital media for learning about cultural heritage. This research used qualitative research methods. By studying documents and collecting field data by surveys, interviews, observations, group discussions, and workshops. The data was elicited from a group of 40 participants. The analysis was based on the objectives and the results were presented in a descriptive analytical manner. The results are as follows: (i) The art of paper-cutting is related to history and culture. There is a unique cultural identity of the Manchus on Yiwulv Mountain. The way of conveying knowledge is told orally. Currently, there is a problem due to the age of paper-cutting artists and lack of inheritance. Therefore, it is necessary to find ways to protect them as well as transfer them to youth and those who are interested. (ii) The art of paper-cutting is applied with 3D animation technology to inherit and learn the art of Yiwulv Mountain Manchu paper-cutting. The teaching materials created can be explained in detail from the perspective and content. The design combines virtual tour technology to make it interesting. Learners study through digital media and computer systems, which makes it convenient to access information.

Drill-and-practice flashcard interventions are often used when students display delays in sight word recognition and word reading fluency. Sight-phrase interventions connect two to three words together to teach connected text instead of words in isolation. Although studies have shown that students can learn to read sight phrases through a tablet-based intervention, there have been no studies comparing a tablet-based drill-and-practice sight-phrase intervention with a similar paper-based intervention. The current study used a multiple-baseline design across three students and implemented a sight-phrase intervention both using traditional flashcards and using an iPad app. Students were prompted to see the phrase, attempt to read the phrase, hear the phrase read, and then say the phrase again before moving to the next phrase. Results showed that all students quickly acquired all unknown phrases within two to five sessions. There was no difference in acquisition rate between the paper and iPad modalities. Discussion focuses on the applicability of the iPad intervention to increase efficiency in flashcard intervention delivery given that the intervention can increase student sight-phrase acquisition at a similar rate as traditional flashcard interventions.

There has been a policy push in K-12 educational settings towards personalized learning in the last decade. Commercial platforms and learning designers have responded, offering learning tools to support teaching and learning through data-driven insights and recommendations. Trending towards the augmentation or replacing human teachers with non-human technology, this paper argues that personalized learning with human teachers is an entirely different process from personalization with digital twins. Drawing on new materialist thinking, it explores the impacts and implications for discourse concerning teacher quality and disadvantages within educational systems. It clarifies the conflation of the terms "personalized learning" and "personalization" to illuminate the power, positionality, and privilege enabled for some, in conflating terms in Australian educational policy.

Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students' learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.

Students often recruit digital devices to complete their classroom activities. To determine best practices for the classroom, the present study explored the use of tablets relative to laptops and paper in the understudied context of brief, in-person, small group academic tasks. One-hundred twenty small groups of two to three undergraduate students were randomly assigned to one device (paper, laptop, or tablet) and one set-up (a single shared device or multiple individual devices) in a 3 × 2 between-subjects design. Data were collected in 2019-2021. Students completed one group task that culminated in a knowledge quiz and a second group task that culminated in writing their own quiz together. They then individually rated group members as well as reported their perceptions of satisfaction, effort, and difficulty. Open-ended questions further assessed their perceptions of technology and the three devices in question. Results showed equivalency in group outcomes and individual perceptions across devices and set-ups, with very few exceptions. Quantitative and qualitative data supported that students found advantages and drawbacks to each device and believed that all were effective tools in such a context. Educators must consider the affordances of different technologies when encouraging their use in the classroom but should be open to students using their device of choice for groupwork.

This study aims at understanding the role of the tools chosen throughout the processes of solving a non-routine mathematical problem and communicating its solution. In assuming that problem-solving is a synchronous activity of mathematization and expression of mathematical thinking we take our proposed Mathematical Problem Solving with Technology (MPST) model to analyze the processes of solving-and-expressing-problems. Resorting to qualitative methods for data collection and analysis, we report on the case of an 8th grader working on a covariation problem to examine the role that paper-and-pencil and digital tools play in the development of a conceptual model of the situation. We found that the resources used throughout the solving-and-expressing activity influenced the depth of the conceptual model developed, within a process of progressive mathematization. Whereas paper-and-pencil led to the emergence of a conceptual model based on exploring particular cases, the digital transformation of the solution was triggered by the process of communicating its mathematical justification and expanded the previous model. Moreover, the complexity of this activity is evidenced by its multiple sequences of processes. Finally, the integration process seems crucial as the concomitant use of technological and mathematical resources precedes major advancements in the expansion of the conceptual model.

Gender inequality is strongly linked with poor performance in science and mathematics for female students in secondary schools owing to socio-economic and cultural issues as well as learning strategies. According to the Certificate of Secondary Education Examination results of 2021 in Tanzania, the failure rate for female students was higher than that for male students, and such failure in chemistry was associated with inadequate knowledge about the tested concepts, failure to identify the requirements of the respective questions and lack of adequate mathematical skills. Real practical sessions are integral parts of chemistry to enhance the learning environments for both female and male students. However, the real laboratory practices especially for chemistry are challenged with the costs of the construction of physical laboratory infrastructure and reagents, and the time-consuming and physical demands on personnel during real practical sessions. Thus, this study explores gender-based effects of the chemistry virtual laboratory against a paper-based approach towards a real chemistry practical in Tanzanian secondary schools. The results indicate that the combined exposures of virtual laboratory and paper-based practicals improve real practical performance for both female and male students. Moreover, the performance of real practical practices progressively improved for female students when they were first exposed to the virtual laboratory and then the paper-based practical. Such improvements can be associated with the virtual laboratory providing interactive learning environments which support female students to connect and engage.

Today, as more and more people enroll to higher education, educational authorities, and institutions continually need to update their curricula and to find alternative and innovative ways to support the active participation of learners. Student Response Systems (SRSs) have become one of the most common tools used in today's classrooms. Along with the development of technology, several online tools were provided to a sample of teachers in order to conduct an assessment within the classroom environment as an alternative to classic SRSs. "Kahoot!" is one such tool used within the educational setting. The purpose of this study was to reveal the effects of using Kahoot! on preservice teachers' academic achievement, as well as on their retention when Kahoot! was used as a formative assessment tool. This quasi-experimental study was conducted with 91 preservice teachers during the fall semester of the 2019-2020 academic year. Data were collected via three quizzes, a midterm exam, and a retention test. The study's results indicate that the students who were applied paper-based quizzes had higher exam and retention test scores.

This paper explores the effects of gamification (a game-based student response system) on student learning in the United Arab Emirates (UAE). The data, collected through a series of semi-structured in-depth interviews with 32 learners, were analyzed using qualitative thematic analysis (i.e., template analysis). Based on an in-depth analysis of the data using NVIVO 10, the authors propose and apply the "PERI" model to develop multi-focal insights into gamification and its influences on student learning. The model proposed is original and comprehensive, encompassing (1) Preferabilities (P), (2) Experiences (E), (3) Recommendations (R), and (4) Impressions (I). Although most of the findings were positive with regard to application and receptivity across all dimensions of the PERI model for the gamification tool--a game-based student response system (GSRS) used for delivering education--they also reveal areas in need of development for the successful embedding of gamifying technology--enhanced learning provisions and their efficacy in teaching and learning pedagogy. The conclusions of this study outline implications for educators, students, education leaders, and gamification product developers.

In this study, we compared the effects of two media (Interactive Whiteboards and Paper) on both expository and narrative texts reading comprehension among 5th grade children of primary school. Two texts were constructed, according to the same controlled hierarchical structure. Comprehension was assessed by a multiple-choice questionnaire including three types of questions (surface, semantics, inferential). Results of the comprehension test revealed no difference between the two supports. Regardless of support, we found better performances for the narrative text, as well as an interaction between Text and Question factors, revealing that children had more difficulties to elaborate inferences when reading the expository text. These results are in line with previous findings underlying that texts with a similar structure, with a single-page presentation elicit similar performances on paper and electronic devices. They also provide interesting perspectives about the use and impact of Interactive Whiteboards during reading activities or lessons in classrooms.

Feedback is beneficial to students' learning process and overall achievement, but one of the common complaints from students about college education is regarding feedback. So, this study aimed to examine whether digital written feedback positively influences students' learning experience and attitude toward learning. Digital written feedback refers to feedback provided through a learning management system as handwritten feedback added to a scanned copy of the student's paper-based assessment using a smart pad and smart pencil. The study surveyed a diverse set of college students' (n = 175) perceptions regarding feedback satisfaction, learning satisfaction, the usefulness of digital written feedback, and perceived achievement via an online survey. A one-way analysis of variance found a significant difference between feedback satisfaction and learning satisfaction according to the feedback method. A multiple regression analysis indicated the satisfaction and perceived usefulness of digital written feedback predicted perceived achievement. From the students' open responses regarding the benefits of digital written feedback, five themes emerged, namely usability, psychological relief, accessibility, self-regulation, and acceptance. The implications for digital written feedback are discussed.

The aim of this research is to advance in the teaching-learning process of representing quadratic functions, both with pencil and paper and with a technological tool. For this purpose, a didactic experience is presented. Firstly, it is explained in the traditional way how to graph a quadratic function; secondly, students are introduced to the GeoGebra software. It provides a categorization of the different errors and difficulties of the students, the comparison between a graphic representation with paper and pencil and a representation with GeoGebra, and the improvement with the technological tool.

Most educators' inability to provide learning contents that suit different learning styles has caused a lot of problems in terms of performance. Thus, to cater to students' preferences in terms of access to learning contents, the distance learning regulatory body in Nigeria emphasized that course materials should be developed in mixed-media formats. This study was carried out to compare the effects of printed, video, and Moodle-based courseware on educational technology students' achievement, retention, and satisfaction in a distance learning course. A quasi-experimental design was employed for the study involving 108 participants from three experimental groups. The learning content and instruments, subjected to validation and reliability tests, where values of 0.78 and 0.86 were obtained using the Pearson product moment correlation and Cronbach's alpha for achievement and satisfaction inventory, respectively, were administered within a four-week period. Data collected were analyzed using descriptive and inferential statistics. Findings indicated that the printed, video, and Moodle-based courseware formats improved students' achievement with mean gain scores of 47.92, 40.89, and 43.03, respectively. A significant difference was observed in the achievement (F [subscript (2,104)] = 8.67, p < 0.05), retention (F [subscript (2,104)] = 29.406, p < 0.05), and satisfaction scores (F [subscript (2,104)] = 5.662, p < 0.05) of the three groups. Open and distance learning administrators in Nigeria are recommended to produce and deploy printed, video, and Moodle-based formats of courseware to meet different students' learning preferences.

Graphing is an important practice for scientists and in K-16 science curricula. Graphs can be constructed using an array of software packages as well as by hand, with pen-and-paper. However, we have an incomplete understanding of how students' graphing practice vary by graphing environment; differences could affect how best to teach and assess graphing. Here we explore the role of two graphing environments in students' graphing practice. We studied 43 undergraduate biology students' graphing practice using either pen-and-paper (PP) (n = 21 students) or a digital graphing tool GraphSmarts (GS) (n = 22 students). Participants' graphs and verbal justifications were analyzed to identify features such as the variables plotted, number of graphs created, raw data versus summarized data plotted, and graph types (e.g., scatter plot, line graph, or bar graph) as well as participants' reasoning for their graphing choices. Several aspects of participant graphs were similar regardless of graphing environment, including plotting raw vs. summarized data, graph type, and overall graph quality, while GS participants were more likely to plot the most relevant variables. In GS, participants could easily make more graphs than in PP and this may have helped some participants show latent features of their graphing practice. Those students using PP tended to focus more on ease of constructing the graph than GS. This study illuminates how the different characteristics of the graphing environment have implications for instruction and interpretation of assessments of student graphing practices.

This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.

Virtual reality (VR) is an emerging technology that is being used in a wide range of fields such as medicine, gaming, psychology and sociology. The use of VR is promising in the field of education and requires investigation, but research on the use of VR in education is still limited. This enables the exploration of new territories, and design education is one of them. Design education, an important part of the curriculum of architecture students who aim to conceptualize problem-solving, is still taught using traditional methodologies with touches of digital technologies. Thus, there is limited research into the implementation of VR. This study proposes using VR in basic design education and focuses on the usability of VR, especially for problem-solving activities. It presents the literature on basic design education of digital approaches, VR technologies, usability criteria and the technology acceptance model. In order to analyse the usability of VR, we conducted an experimental study with 20 first-year interior architecture and architecture students. We found that, statistically, there is a significant difference in terms of 'the intention to use' and 'the perceived enjoyment' between the VR group and the paper-based group. Moreover, there is, statistically, a difference in effectiveness within the paper-based group and the VR-based group when one compares the success of two types of design problems in the same group. Thus, one can summarize that using VR can strongly enhance problem-solving activities in interior architecture and for architecture students and that one can consider it to be a promising and complementary tool in basic design education.

Several researchers have compared the efficacy of digital flashcards (DFs) versus paper flashcards (PFs) to improve L2 vocabulary and have concluded that using DFs is more effective (Azabdaftari & Mozaheb, 2012; Basoglu & Akdemir, 2010; Kiliçkaya & Krajka, 2010). However, these studies did not utilize vocabulary learning strategies (VLSs) as a way to support the vocabulary development of those using PFs. This is significant because DFs often offer a range of features to promote vocabulary development, whereas PFs are much more basic; thus, learners who study via paper materials are at a disadvantage compared with those who use DFs. Given the success that VLSs have had in fostering L2 vocabulary enhancement (e.g., Mizumoto & Takeuchi, 2009), their incorporation could have influenced the previous studies. Therefore, one of the primary aims of this study was to find if there were significant differences in receptive and productive L2 vocabulary improvements between students who used PFs in conjunction with 3 VLSs -- dropping, association, and oral rehearsal -- and those who used the DF tools Quizlet and Cram. Additionally, the researchers examined the learners' opinions to see if there was a preference for either study method. A total of 52 EFL students at two Japanese universities participated in the 12-week study. Pre- and post-tests were administered to measure the vocabulary gains in the PF group (n = 26) and the DF group (n = 26). Results from a paired t-test revealed that both groups made significant improvements in receptive and productive vocabulary. However, the difference between the gains was not significant, which contrasts with past comparison studies of DFs and PFs and highlights the importance of VLSs. A 10-item survey with closed and Likert-scale questions was also administered to determine the participants' opinions towards the study methods. Higher levels of agreement were found in the experimental group, indicating that the students viewed DFs more favorably than PFs.

Integrating science learning with game experience and physical manipulatives not only overcomes the rigidity of traditional teaching, but also makes the learning experience pleasant for students and improves their science inquiry ability. Today, with the popularization of mobile devices and technology, both the value and feasibility of gamified science learning have increased significantly. However, several studies showed that students might get lost or feel bored during science inquiry. To let students enjoy the science inquiry process and improve their science process skills, the researchers combined mobile technology, game design elements, and science inquiry and designed the gamified science inquiry activity "we are aircraft designers". Here, students designed and manipulated a smartphone-controlled paper airplane by mobile devices connected via Bluetooth. To investigate the effects of the gamified science inquiry activity, the flow state and science process skills of 71 students of a junior high school in China were explored. The proposed gamified science inquiry activity enhanced flow and science process skills of students with high and middle level flow. No differences were found on flow and science process skills between males and females. Based on these results, the guidelines for the design of a gamified science inquiry activity are discussed.

Over the last two decades, the educational use of digital devices, including digital assessments, has become a regular feature of teaching in primary education in the Netherlands. However, researchers have not reached a consensus about the so-called "mode effect," which refers to the possible impact of using computer-based tests (CBT) instead of paper-and-pencil-based tests (PBT) to assess student performance. Some researchers suggest that the occurrence of a mode effect might be related to the type of device used, the subject being assessed and the characteristics of both the test and the students taking the test. The international TIMSS 2019 Equivalence Study offered the opportunity to explore possible performance differences between a PBT and a tablet assessment in mathematics and science among Dutch primary school students. In the spring of 2017, the TIMSS PBT and tablet test were administered to 532 grade-four Dutch students. Item response theory was used to explore potential mode effects. This exploration revealed no significant differences in the student ability scales between the paper and the tablet tests for mathematics and science. Also, no systematic mode effects were found for the items with high reading demand. A marginal difference was found for girls outperforming boys on the TIMSS tablet test, although no gender differences in achievement were found for the PBT.

Since the implementation of the Excellence Initiative and the Excellence Strategy, German higher education institutions have been restructuring university governance, especially those selected as Universities of Excellence. This study uses a holistic and mission-related integrated governance approach to conduct a qualitative analysis of the governance transformation of German Universities of Excellence, aiming to provoke discussion on transforming governance to optimize organizational effectiveness and sustainable development of German higher education institutions. Transforming governance of German Universities of Excellence involves mission statements, strategic goals, institutional strategies, research, teaching, the third mission, internationalization, global engagement, governance relationships and structures, institutional leadership, funding, autonomy, innovation, digital transformation, quality assurance, and sustainable development, aiming to enhance accountability, performativity, transparency, openness and organizational effectiveness with efficient administrative management in alignment with institutional missions, vision, core values, and strategic goals.

Virtual reality software has evolved to create ever more realistic virtual environments. Sophisticated virtual education laboratory experiments are now possible. Some educators and researchers question the value of hands-on laboratories relative to virtual laboratories. Researchers have investigated students' acceptance of virtual laboratories and the relative effectiveness of virtual laboratories compared to traditional hands-on laboratories. Research results indicated that students' attitudes toward virtual laboratory experiments are positive, and researchers found virtual laboratory experiments to be as effective as or more effective than traditional hands-on laboratories. However, researchers have not measured simulated laboratory effectiveness for all standard education laboratory goals. Simulated laboratory technology will be part of science education, but how to introduce laboratory simulations and the appropriate role for simulated laboratories remains a subject of debate. Are virtual laboratory experiments acceptable substitutes for hands-on laboratories in secondary education? To explore this question, laboratory goals and effectiveness criteria must be defined and measured for secondary education. This paper explores the goals and effectiveness of virtual and hands-on education laboratories. This paper also outlines the arguments for and against the replacement of traditional hands-on labs with simulated laboratories in secondary science education and makes a case for using laboratory simulations to supplement rather than replace traditional hands-on laboratories.

Highly cited papers can be representative of the latest changes in specific research issues, as they reflect the important issues or research trends that researchers have paid attention to recently. Through reading highly cited papers, researchers can identify some important issues for consideration in their own research, which can then catch other researchers' eyes easily and efficiently. In order to explore the feature of the latest changes in mobile learning, in this study, a review of the top 100 highly cited mobile learning papers was conducted. According to the review, four advantages were identified from the highly cited mobile learning studies: proposing new learning strategies, applying mobile learning to seldom-considered subjects, applying mobile learning to seldom-investigated domains and investigating seldom-discussed issues. It was found that the studies focused more on comparing different mobile learning modes for finding more effective mobile learning approaches rather than comparing the impacts of mobile learning with traditional instruction. Moreover, the studies focused more on learners' higher order thinking performance and learning behaviors. Some suggestions, differing from those presented by previous mobile learning reviews, are provided as reference for researchers to conduct related research.

E-textbooks have become more popular with college students, but there are concerns that reading is not as effective from screens as paper. In addition, students may not take advantage of tools afforded by e-textbooks. The purpose of this study was to determine if encouraging students to read from paper or modeling e-textbook tools would be better for students in terms of reading and using their textbooks. Two instructors randomly assigned students (N = 144) to view a video and answer an essay question about either the benefits of reading from paper, how to use e-textbook tools, or general information about open educational resources (control). Findings indicated that students told about the benefits of reading from paper were not more likely to read the textbook from paper. Students across conditions generally reported using the textbooks in a similar manner, except students in the e-textbook tools condition reported more notetaking while reading than students in the paper condition. Finally, student medium preference for studying did not change based on condition. Findings from this study provide guidance for how instructors should advise students on reading their course textbooks.

This paper presents an augmented reality-based Chinese character composition game (ARC) that employs augmented papers to engage lower primary school students in collaborative Chinese character learning. A design research approach was used to gain a holistic view of designing, enacting, and evaluating the ARC. The participants included four teachers and five classes of students from two primary schools. The school-based research findings suggested that: (1) the ARC was an effective system for improving beginning learners' orthographic knowledge of Chinese characters, particularly for those students with low Chinese language proficiency; (2) the tangible paper interface engaged students in group work and increased the game playfulness; and (3) students' language proficiency had a significant effect on their perceptions of ease of use and usefulness of the augmented paper game. This paper not only substantiated the potential of the augmented paper as a carrier of educational content, but also instantiated how to implement it to promote social and cognitive supports for interaction and collaboration.

Recently, electronic books (e-books) have become prevalent amongst the general population, as well as students, owing to their advantages over traditional books. In South Africa, a number of schools have integrated tablets into the classroom with the promise of replacing traditional books. In order to realise the potential of e-books and their associated devices within an academic context, where reading speed and comprehension are critical for academic performance and personal growth, the effectiveness of reading from a tablet screen should be evaluated. To achieve this objective, a quasi-experimental within subjects design was employed in order to compare the reading speed and comprehension performance of 68 students. The results of this study indicate the majority of participants read faster on an iPad, which is in contrast to previous studies that have found reading from tablets to be slower. It was also found that comprehension scores did not differ significantly between the two media. For students, these results provide evidence that tablets and e-books are suitable tools for reading and learning, and therefore, can be used for academic work. For educators, e-books can be introduced without concern that reading performance and comprehension will be hindered.

The purposes of this study were to investigate the effects of the use of paper-based and weblog-based electronic portfolios on the writing achievement of limited English proficiency students, to survey the students' attitudes towards the use of the portfolio assessment, and to compare the viewpoints of the students in the control and experimental groups. The study was conducted with 60 second-year hotel and tourism students enrolled in the Writing for the Service Industry course. They had limited English proficiency, as their previous English grades were C or below in average. The simple random sampling technique was used for subject selection and group assignment. Google's free weblog website (located at www.blogger.com) was used as a tool for creating and developing the students' personal electronic portfolios. At the beginning of the course, the students in the control group and the experimental group were trained in the concept of portfolios, and the purposes, content, and criteria used for assessment were discussed with the students. A writing achievement test and a closed-ended questionnaire were used for the quantitative data collection, while the qualitative data were gathered from the open-ended questions, interviews, and reflection. Descriptive statistics and t-tests were employed for the data analysis. It was found that the effects of the use of paper-based portfolios and weblog-based electronic portfolios on the writing achievement were not significantly different, but some promising results of the use of weblog-based electronic portfolios for language learning and assessment are indisputable.