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This study aims to reveal the general trend by examining the publications made between 2007 and 2023 related to eTwinning under various themes. Meta-synthesis method, a qualitative research design, was employed in this study. It is aimed to reveal the big picture for eTwining. eTwining is a newer education platform. A few study is seen and no review article is published in the literature. The results are presented as frequency and percentages. The review revealed that the highest number of studies was carried out in 2021, and qualitative research was the most preferred method. In addition, the studies were primarily performed with teachers and students, and the most used data collection tool was the interview. Teacher opinions and language education were the most common subjects in publications. Based on these results, it was suggested to employ quantitative and mixed methods and include different sample groups in future research. [ABSTRACT FROM AUTHOR]

This study utilised the instant semantic analysis and feedback system (ISAFS) to assist learners in the online discussion learning activities of socio-scientific issues (SSIs) and to document their learning process behaviours for behavioural analyses. The aim was to understand the learners' discussion behaviours during the ISAFS assisted learning process and to guide them in exhibiting more effective discussion behaviours in order to facilitate the learning effectiveness of online asynchronous discussions. The research participants were 55 eleventh-grade students from a senior high school in northeastern Taiwan. A single pre-experimental group design was adopted to collect the learning process data. Eventually, 34 effective samples were considered following the online discussions. The results showed that learners with distinct computer-mediated communication competences and personality traits have different behaviour patterns. Overall, the behavioural analyses reveal that different learning behaviours would result in distinct learning effectiveness, and that learners with different computer-mediated communication competences and personality traits would present various learning behaviours. Based on the research results, suggestions for the application of ISAFS in teaching and implications for future developments are proposed. The findings could be instrumental in the improvement of the teaching process through online discussions. [ABSTRACT FROM AUTHOR]

GitHub, a widely used software development platform, facilitates organization of projects and collaboration. Its popularity extends to students who use it to host code and create open repositories for class projects. However, despite its potential benefits, the use of GitHub in education has often been unplanned and lacked structure. Consequently, the effectiveness of GitHub in improving student learning and project development skills remains unclear. This study explores the impact of using GitHub as a tool in a software engineering course on students' skill sets and perspectives. We present the results of an experiment conducted with 319 undergraduate students to assess whether using GitHub improves their engagement in teamwork and subsequently enhances learning. The study conducted pre‐ and postsurveys to capture students' perspectives and experiences. Additionally, we analyzed the number of commits, pull requests (PRs), and issues from group repositories to assess learning outcomes. Our findings revealed that most students had limited knowledge of collaborative development and teamwork before using GitHub in the course. However, after using GitHub, they demonstrated effective use of teamwork skills and collaborative development, resulting in significant improvements in their overall learning. [ABSTRACT FROM AUTHOR]

Abstract This study aims to reveal the general trend by examining the publications made between 2007 and 2023 related to eTwinning under various themes. Meta-synthesis method, a qualitative research design, was employed in this study. It is aimed to reveal the big picture for eTwining. eTwining is a newer education platform. A few study is seen and no review article is published in the literature. The results are presented as frequency and percentages. The review revealed that the highest number of studies was carried out in 2021, and qualitative research was the most preferred method. In addition, the studies were primarily performed with teachers and students, and the most used data collection tool was the interview. Teacher opinions and language education were the most common subjects in publications. Based on these results, it was suggested to employ quantitative and mixed methods and include different sample groups in future research.

This study examines whether the use of AI-Pengtalk, an AI-based Conversational English programme, provided by a broadcasting company (EBS) that specializes in public education can significantly improve conversational English skills and bridge the English language proficiency gap associated with parental socioeconomic status. Over the course of four weeks from April 27 to May 22 in 2020, 108 fourth-grade classes in 54 elementary schools voluntarily participated in this experiment. Two classes in each school were designated as a treatment group and a control group. For the treatment group, a tablet installed with a pilot version of AI-Pengtalk was provided and students were encouraged to make use of the programme. Two sets of surveys and English tests were placed pre and post hoc. After 4 weeks, test scores, log files, and survey responses of participants were analysed. A series of DID analyses demonstrate that the use of AI-Pengtalk improves the treatment group's self-evaluation of their English abilities, confidence in using English, preference on English itself, and amount of time spent on studying English during the pilot experimental period compared to the control group. When other variables were controlled, the use of AI-Pengtalk also helped the treatment group achieve higher test scores. This study implicates that the use of smart English education like AI-Pengtalk may especially be able to better compensate for academic setbacks caused by low parental SES or, in the case of English learning, the reluctance to converse in English with other students. [ABSTRACT FROM AUTHOR]

Innovative, pedagogically informed instructional design is instrumental in increasing student engagement and improving learning outcomes in online learning environments. Interactive learning resources provide students with the opportunity to engage with content in a more personalised manner. H5P (HTML 5 Package) is a collaborative platform that allows developers to create interactive content and has been regularly used in education settings. Some evidence suggests using interactive H5P resources in online education courses could lead to greater student engagement. However, to date, there has been little investigation into whether H5P resources can improve student learning outcomes. The current study aimed to assess whether using interactive H5P resources improved assessed learning outcomes in an online undergraduate psychology course. A randomized cross-over design was utilized to test whether students exposed to H5P interactive videos had improved assessment results when compared to a control group. This study found no meaningful differences in assessment scores between students exposed to H5P versus those that were not. There was low overall engagement with the interactive content. However, students who did engage with the resources reported a positive experience and indicated a preference for more interactive elements in future courses. Future research should extend on the instructional design obstacles identified in this study, for example, by examining whether improved accessibility and education on the benefits of interactive resources would increase engagement and grades. [ABSTRACT FROM AUTHOR]

AbstractThis study analyzed the effects of presentation format (digital text, no images video, decorative images video), and verbal ability and working memory capacity, on comprehension performance and metacomprehension judgments and bias. Two hundred and thirty-eight college students were tested in an experimental remote e-learning setting. For comprehension performance, decorative images hindered comprehension. Verbal ability was a predictor of comprehension for both text and video. For metacomprehension judgments, video led to lower and less precise judgments than text. Results are discussed in terms of seductive video versus emotional design effects in multimedia learning, and the multimedia heuristic and deception effect in metacomprehension. [ABSTRACT FROM AUTHOR]

This study explores the affective aspects -- willingness to communicate (WTC) and International Posture (IP) -- and speaking skills after using technological tools. Online synchronous meeting tool, Zoom, and the asynchronous tool, Padlet, were used as online learning platforms. Data were collected using an 8-item questionnaire on the WTC and a 20-item questionnaire on the IP. They were pre-existing questionnaires developed for the Japanese context and were administered to 34 college students before and after their lessons. Participants' speaking ability was tested twice (pre- and post-tests). Open-ended responses and participant reflections were also analyzed to gain further insights. Results showed significant effects on enhancing WTC, IP and speaking skills of participants with regard to ICT-based International Interactions. In addition, positive communication experiences with cross-cultural partners using Zoom and Padlet led to higher affective aspects and learning motivation. The findings suggest the viability of Padlet and Zoom as a tool for all proficient learners because of their relative ease of use and data management features. The implication of this study is relevant to a pedagogical tool in online exchanges for the current generation of students. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) has been promoted worldwide by educational systems and is an essential skill for technological citizens. Various strategies have been planned and developed to help in introducing, improving, and delivering CT. One of the strategies is by creating and developing the supporting tools for CT learning. In this article, educational robotics (ER) is chosen as the focus tool to support CT learning. Each CT and ER has a massive field of study. There are various available reports determining the suitability of CT subject integrated with ER for students' learning. However, all students do not develop similar style of learning and thinking. There is difference in their personal traits. There is a lack of research that designed CT learning through ER specifically based on student's preferences. Besides, it resulted in a challenge to determine the suitability of CT and ER for different kind of preferences. Therefore, this study aimed to develop an adaptive learning (AL) framework for students to deliver learning of CT through ER. The framework consists of three submodels: domain model, student model, and adaptation model. One case study is defined, which is learning the introductory level of CT through ER (CTER). At the end of the study, it can be observed that the AL framework produced positive results in performance and perception for various student categories. It was noted that students utilizing the AL framework had superior understanding of CTER. Individually or collaboratively, all students who applied or did not apply the AL framework in studying the CTER introduction had positive learning outcomes. [ABSTRACT FROM AUTHOR]

Background Study: Several meta‐analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance. Objectives: To address this gap, this study conducted a meta‐analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches. Methods: The software Comprehensive Meta‐Analysis V.3 was used for this meta‐analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed. Results: The results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project‐based learning (huge effect), while collaborative learning, situated learning and game‐based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry‐based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size. Conclusions: The findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study. Lay Description: What is already known about this topic: Mobile learning is widely adopted in education.Mobile learning can enhance learning outcomes. What this paper adds: Pedagogical approaches in mobile learning have different effects on students' learning performance.The most effective pedagogical approach in mobile learning is project‐based learning (huge effect).Which pedagogical approaches could be more effective in mobile learning under specific conditions. Implications for practice and/or policy: This study enriches the ongoing debate on how to design effective mobile learning interventions.This study provides substantial evidence about which pedagogical approaches in mobile learning would be more effective under which circumstances. [ABSTRACT FROM AUTHOR]

Massive Open Online Courses (MOOCs) can be considered an important tool for professionals to reskill and upskill as well as a cost-efficient way to stay relevant. However, evidence-based research is still needed to identify why specific categories of people, especially professionals, take paid MOOCs. The paper aims to analyze the factors that influence IT working Professionals to adopt paid MOOCs using the UTAUT 2 model. Based on a survey conducted on 250 respondents, the study uses multiple regression to understand the significance of factors affecting the intention to adopt paid MOOCs. A multigroup analysis was also done to understand the differences among different age groups and genders. The results establish that social influence, facilitating conditions, brand credibility and price value are significant in the adoption of MOOCs. Performance expectancy, effort expectancy, and curiosity were found to be insignificant. Based on the research findings, the implication of the study and future scope for research have been suggested. [ABSTRACT FROM AUTHOR]

Introduction: Higher education institutions face persistent challenges of student retention and academic progress. Personalized adaptive learning has the potential to address these issues as it leverages educational technology to tailor learning pathways according to individual student needs. Objective: To elucidate the key characteristics of personalized adaptive learning in higher education and its impact on academic performance and engagement. Methods: The Joanna Briggs Institute scoping review methodology was followed. Key international databases were searched to retrieve articles. The titles and abstracts of selected studies were imported into Covidence. Peer-reviewed journal articles, theses, and dissertations focusing on undergraduate students engaged in personalized adaptive learning, published between 2012 and 2024 were included. Data was extracted and charted in Covidence. Results were summarised through a narrative synthesis and visually presented in a PRISMA-ScR flow diagram. Results: This review included 69 eligible studies. The findings reveal insights into the multifaceted nature of personalized adaptive learning, which include platforms, implementation strategies, perceived strengths and limitations by instructors and students. Pre-knowledge quizzes were reported as the most common indicator for activating adaptive content delivery, and McGraw-Hill's Connect LearnSmart and Moodle were the most utilized adaptive platforms. Improved academic performance was reported by 41 of the studies (n = 41, 59 %), and 25 studies (n = 25, 36 %) indicated increased student engagement. Conclusion: This study highlights the potential of personalized adaptive learning to positively impact academic performance, student engagement and learning, despite technological limitations. Further research is encouraged to address technological challenges, build on strengths and refine implementation and application of personalized adaptive learning in higher education.

Mobile learning is increasingly popular due to its flexibility in timing and location. However, challenges such as small screen sizes and poor user interface design can elevate learners' cognitive load, especially extraneous cognitive load, which hinders learning. Extraneous cognitive load, stemming from user interface design complexity, must be minimized to enhance learning focus. Currently, there is no dedicated instrument for measuring extraneous cognitive load specific to mobile learning user interface design. This study aims to develop and evaluate a subjective instrument for measuring extraneous cognitive load caused by user interface design in mobile learning applications. Two sets of experiments were conducted: pretesting to establish the instrument's foundation with a small participant group, followed by pilot experiments to validate the instruments and refine experimental procedures. The NASA-TLX score was used to analyze the relationship between overall cognitive load and extraneous load across various user interface criteria. Understanding these relationships can guide user interface improvements to reduce extraneous cognitive load. Challenges encountered during pretesting and pilot experiments included participant fatigue, scale reliability issues, and incomplete data collection. To enhance reliability, adjustments were made: tasks were reduced, the scale was expanded from a 4-point to a 10-point format, and facilitators thoroughly verified data before participants concluded sessions. Creating a tool to measure how user interface design impacts users' extraneous load is important because it is the UI design, not the mobile app's content that affects extraneous load. However, general methods for measuring cognitive load may not accurately identify problems with user interface design. Therefore, an extraneous load-based method is needed. This will also eventually improve usability.

E-learning is a method that meets the time and distance needs of postgraduate medical education. The general workload of postgraduates and disasters such as the Covid-19 pandemic create a need for e-learning. Therefore, in recent years, e-learning has drawn the attention of researchers because of its potential as a practical instructional approach in PGME. Systematic review method was employed in this study aiming to examine the e-learning applications in PGME through a summary of several recent studies that meet predetermined criteria regarding e-learning for postgraduate medical education. The PICOS (population, intervention, comparison, outcome, study design) framework was used to decide on inclusion and exclusion criteria. On reporting the results of the study, The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used. The review examines the differences between the identified studies in terms of research methods, data collection tools, study duration, sample size, and data analysis method. In addition, it compares the learning technology used, the format of e-learning delivery, types of e-learning, e-learning delivery features, learning content, content type, knowledge type, and learning outcome components of the studies. 57 studies that matched the desired quality indicators were identified from 10 databases. The majority of the studies worked on knowledge, attitude, and satisfaction. The studies were based on various methodologies and were carried out in a wide range of subject areas. There is a need to conduct more studies to compare different methods, tools, and pedagogical approaches in future studies. [ABSTRACT FROM AUTHOR]

This study assessed the readiness and perceptions of 215 secondary school teachers in Taiwan regarding distance English as a foreign language (EFL) learning. Data collection encompassed survey questionnaires, which were refined based on a pilot study. The responses underwent analysis using descriptive statistics, one-way ANOVA, and the Pearson correlation coefficient in the most recent iteration of SPSS. In addition, content analysis was conducted on follow-up interviews. The findings indicated a noteworthy degree of readiness among teachers for distance EFL learning, nonetheless the challenges arising from the abrupt transition to distance education during the COVID-19 pandemic. While teachers exhibited confidence in their ability to navigate EFL distance learning, they also accentuated the necessity for specialized training and institutional support to effectively manage its demands. Despite their preference for traditional in-person classes, teachers acknowledged the importance of ongoing support and training to enhance the quality of instruction in digital EFL learning contexts, emphasizing the need for continuous development in this newly developed teaching trend to align with evolving educational landscapes. [ABSTRACT FROM AUTHOR]

Amidst the COVID-19 pandemic, many universities shifted to fully online learning. This study contributes to the existing online learning literature by examining the connection between course success, student engagement, and levels of computer and computer-mediated communication anxiety. The research delves into understanding the impact of anxiety on course engagement and the relationship between engagement and overall course success. Regression analyses were used to test hypotheses, revealing an interaction between computer anxiety and computer-mediated communication anxiety. The study underscores the importance of student engagement with course materials, particularly for assignments that require higher-order thinking. In contrast, objective quizzes and tests that do not require higher-order thinking were unaffected by engagement. The findings emphasize the collective responsibility of professors, advisors, and universities to improve student engagement. Recommendations include structuring courses to address anxiety, employing gamification techniques for technical classes, and fostering connections through discussion boards in online courses. Increasing engagement emerges as a pivotal strategy for academic success.

This paper investigates how lecturers’ connectedness with students affected their experience of online teaching during the first COVID-19 lockdown in the UK and Switzerland. We examined how this connectedness predicted lecturers’ self-efficacy in online teaching. This was in addition to other social context variables (connectedness with colleagues and perceived support from the university) and their previous experience with digital tools. The shift to online teaching in the lockdown period abruptly removed any in-person contact between lecturers and their students. Lecturers’ self-efficacy in online teaching is crucial to student motivation, achievement, and the lecturer's own teaching experience. Likewise, lecturers’ connectedness with students and colleagues has been identified as a key factor in learning. Consequently, this study explored how different forms of connectedness predicted lecturers’ self-efficacy in the new teaching environment. A total of 252 lecturers from UK and Swiss universities completed an online survey about their teaching experiences before and during the COVID-19 lockdown. Multiple regressions were used to predict lecturers’ online teaching self-efficacy. The results revealed that connectedness with students was a significant and positive predictor of online teaching self-efficacy. However, connectedness with colleagues and perceived support from the university did not. The perception that digital tools enhanced teaching prior to the lockdown was a significant predictor only for the UK lecturers, but not for the Swiss ones. These findings point towards lecturers’ connectedness with their students being a pathway to success in online teaching.

Despite the proliferation of education technologies (EdTech) in education, past reviews that examine their effectiveness in the context of low- and middle-income countries are few and rarely seek to include studies published in languages other than English. This systematic review investigates the effectiveness of EdTech on primary and secondary student learning outcomes in China via a systematic search of both English- and Chinese-language databases. Eighteen (18) unique studies in 21 manuscripts on the effectiveness of EdTech innovations in China met the eligibility criteria. The majority of these evaluate computer aided self-led learning software packages designed to improve student learning (computer assisted learning, CAL), while the rest evaluate the use of EdTech to improve classroom instruction (ICI) and remote instruction (RI). The pooled effect size of all included studies indicates a small, positive effect on student learning (0.13 SD, 95% CI [0.10, 0.17]). CAL used a supplement to existing educational inputs – which made up the large majority of positive effect sizes – and RI programs consistently showed positive and significant effects on learning. Our findings indicate no significant differences or impacts on the overall effect based on moderating variables such as the type of implementation approach, contextual setting, or school subject area. Taken together, while there is evidence of the positive impacts of two kinds of EdTech (supplemental computer assisted learning and remote instruction) in China, more evidence is needed to determine the effectiveness of other approaches.

Current literature suggests that one of the impressive benefits of digital game-based language learning is its potential to create engaging vocabulary learning experiences. However, this literature is dominated by game-play approaches, rather than game-making approaches. Drawing upon constructivist, motivation, dual-coding, and constructionist theories, this study examined elementary English language learners’ vocabulary learning experiences in a game-based learning context and investigated their experience as they built their own games based on their understanding of different non-fiction texts. This mixed-methods case study involved novel use of network analysis to examine student learning, investigate the relationships between various aspects of learner experiences, and evaluate the strengths and weaknesses of the program. Findings indicated that a complex set of interdependencies between enactments of theoretical principles including generativity, agency, tinkering, intrinsic motivation, and contextualized learning lead to enjoyment and powerful language learning experiences. Design principles for future digital game-based language learning include optimizing visual aspects, spending more time on technical skill development, increasing learner agency, and focusing more on generative and joyful learning experiences.

This study aims to examine the effectiveness of online problem-based learning (PBL) tasks on problem-solving ability (PSA) and programming skills of secondary school students. A quantitative research design of a quasi-experimental research was adopted in this study. A purposive non-random sampling method was used to select two schools. Then, a clustered random sampling technique was carried out to select four classes, consisting of 120 students. The classes were divided equally into online PBL and non-online PBL. A problem-solving inventory questionnaire was used to measure PSA before and after the treatment, and pre-post performance tests were used to assess students’ performance. The students underwent 8 weeks of learning tasks by using online PBL via Facebook groups. The findings from this study proved that online PBL improved students’ PSA, and their higher-order thinking skills, and helped them to perform better in learning programming by using Facebook for interaction and participation in the online discussion with a facilitator and peers.

Knowledge-sharing in forums is an integral part of many MOOCs (Massive Open Online Courses). However, forum usage for knowledge-sharing in MOOCs is often inadequate. This study adopts a mixed-methods approach to investigate problems behind MOOC learners’ problematic forum participation and propose real-time sharing-quality-monitoring mechanisms to mitigate the problems. We explore different designs and implementation of computerised nudges to enhance knowledge contribution, considering challenges such as vast data, user aversion to AI monitoring, and complex user interactions. Through testing graphical (Model A), numerical (Model B), and textual message (Model C) interface designs, we found that graphical and numerical designs were most effective in improving performance. However, Model C received conflicting judgments, with some users feeling controlled by the AI while others found algorithmic guidance valuable. Our findings shed light on leveraging computerised nudges for meaningful contributions and address concerns related to AI monitoring. The complex nature of user interactions, behaviours, and the abundance of data present significant challenges that require innovative approaches. This study contributes to understanding the issues in MOOC forum participation and provides insights into effective computerised nudges. We discuss directions for refining the current design, emphasising the need for more design science research in this domain. [ABSTRACT FROM AUTHOR]

Students' perceptions towards synchronous and asynchronous online delivery modes of three engineering courses, in a large UK university is conceptualised, inspired by the Community of Inquiry theoretical framework. Using a qualitative methodology, 76 written student narratives were analysed. An overwhelming focus on the elements that helped them to process the information being taught and to synthesise their understanding (cognitive presence) was found, regardless of the delivery mode. Furthermore, despite the perceived benefits in terms of time management, narratives of asynchronous learning lacked connectivity between such cognitive elements and those allowing them to interact, share, and communicate their understanding with their peers and teachers (social presence). Student reflections on which delivery mode best supported their learning were conflicting at times, but a balance between cognitive and social presence is recommended to integrate the opportunities that stem from both. [ABSTRACT FROM AUTHOR]

Background: Learning to use software using screencast videos with worked examples in the corresponding practice files presents a classic split‐attention problem that requires learners to mentally integrate information from the video with a target application. While there is evidence that splitting attention either temporally or spatially adversely impacts learning, it is unclear if there is a meaningful difference in the load imposed by splitting attention in different ways. Furthermore, while much is known about effective screencast design, little is known about how learning environment features, such as the monitor configuration, influence learning from this form of instruction. Objective: An experiment was conducted with 42 novice learners to compare the effects of two common monitor configurations that divided attention differently on three physiological measures of cognitive load. Methods: Effects due to the monitor setup were assessed using a 2 × 2 study design that controlled for task order and working memory capacity. In one condition, subjects split attention temporally by toggling back and forth between the video and target application on one monitor. In contrast, the other condition required subjects to split attention spatially by shifting their gaze between the video and target application displayed on two side‐by‐side monitors. Results and Conclusions: Results indicated that cognitive load as measured through task‐evoked pupil response was significantly higher, p < 0.05, for groups with two monitors during both instruction and testing, even after controlling for working memory capacity. Lay Description: What is currently known about the subject matter: Splitting attention between information sources negatively impacts learningInstructional media that splits attention temporally or spatially increases cognitive loadEnvironmental factors such as monitor configuration also contribute to cognitive loadPrior research suggests integrating the mutually referring information sources What the paper adds: Compares cognitive load in two monitor configurations designed to split attention differently – temporally and spatiallyCognitive load increased when attention was split spatially across two monitors during an encoding phaseCognitive load also increased when attention was split spatially across two monitors during a retrieval phaseWorking memory capacity did not explain variances in cognitive load Implications for practice: To reduce cognitive load, learners should consider working on one monitor while engaging with screencast software tutorials and the related practice filesFocus on studying worked examples in the video before attempting to replicate them in the practice filesWhen designing instructional videos, structure opportunities to practice closest to the point where they are taught in the video to avoid added cognitive load [ABSTRACT FROM AUTHOR]

Background: Formative online multiple‐choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple‐choice tests can discourage meaningful engagement and enable strategies, such as trial‐and‐error, that circumvent intended learning outcomes. These strategies will not prepare graduates as self‐regulated learners, nor for the complexities of contemporary work settings. Objectives: To investigate whether providing only a score after formative online multiple‐choice test attempts (score‐only feedback) increases the likelihood of students to engage in self‐regulated learning compared with more directive feedback. Measurable outcomes included deeper learning, collaboration, information seeking, and satisfaction. Methods: Data in this mixed methods study were collected from nursing students through surveys, test results, focus groups, and student discussion board contributions. A quasi‐experimental design was used for quantitative data, and qualitative data were analysed thematically against domains of self‐regulated learning. Results and Conclusions: Students receiving score‐only feedback were more cognitively engaged with the content, collaborated constructively, and sought out richer sources of information. However, it was also associated with lower satisfaction. In this study, minimal feedback created states of uncertainty, which resulted in the activation of self‐regulatory actions. Implications for Practice: Providing overly directive feedback for formative online multiple‐choice tests is conducive to surface‐level learning strategies. By minimising feedback and allowing for extended states of uncertainty, students are more likely to regulate their learning through self‐assessment and problem‐solving strategies, all of which are required by graduates to meet the challenges of real‐world work settings. Lay Description: What is already known about this topic: Formative online multiple‐choice tests are widely used in higher education.Feedback is a critical element in the design of effective online multiple‐choice tests.Formative feedback should promote self‐regulated learning.Feedback types used in multiple‐choice tests facilitate strategies not conducive to self‐regulation. What this paper adds: Online multiple‐choice test feedback can influence how students self‐regulate their learning.Less feedback can result in greater self‐evaluation and performance in summative assessment.Less feedback can encourage richer help‐seeking strategies (collaboration and information seeking).However, less feedback can result in student dissatisfaction. Implications for practice and/or policy: Judicious use of feedback is required in the design of online multiple‐choice tests.Educators should consider providing less feedback to promote learner self‐regulation.Satisfaction with online multiple‐choice tests does not necessarily equate to greater learning. [ABSTRACT FROM AUTHOR]

Cyberloafing can be defined as using technological devices for extracurricular activities during the lesson. The misuse of technological tools and facilities in educational environments causes many learning problems. One of the most important behaviors that cause this problem is cyberloafing. The explorative and main aim of the current study is to examine the reasons behind the cyberloafing behaviors of those who learn Turkish as a foreign language in terms of various variables and explore the phenomenological point of view of participants. The research was carried out in accordance with the convergent parallel mixed method design. The "Cyberloafing Behaviors Scale" was employed to collect quantitative data from a total of 207 students learning Turkish in 5 different TÖMER (Teaching Turkish Center); in the process of qualitative data collection, open-ended questions formed by the researcher were used. For examining mean differences in terms of categorical variables t-test and separate ANOVAs were run. In ANOVAs, in order to minimize the possibility of error that may occur in the ANOVA test, type I error was controlled with Bonferroni correction. To determine predictors of cyberloafing behaviors of the study group multiple regression analysis was utilized. According to the findings of the current study, there was no significant difference between gender and time spent on social media and cyberloafing behavior; in the real-time updating dimension, it was determined that there was a significant difference between the B1 level and B2 and C1 levels. Having devices such as laptops stands out as the variable that predicts cyberloafing the most. It was also observed that cyberloafing behavior decreased as speaking skill increased. When the qualitative data was examined, the students stated that they were cyberloafing due to reasons such as messaging, sharing photos and videos because of boring lessons. [ABSTRACT FROM AUTHOR]

The current digital transformation agenda connects beliefs/attitudes to behaviour/practice. Both of these elements are well established and continue to evolve. This paper conceptualizes the effects of digital transformation during the COVID-19 pandemic. It focuses on understanding the effects of causal factors (COVID-19 and digital transformation, on teachers' beliefs and practices. In the context of this conceptual paper, we delineate this to university education but argue that it is conceptually applicable to any educational setting. Our exploration of the phenomenon has yielded the conclusion that beliefs/attitudes are fluid, are formed cyclically, and that teachers' associated behaviour/practices are located along a continuum and are influenced by both technological and personal factors. We believe our arguments are valid because when COVID-19 fades as an "event", the world will have evolved new norms that include newer practices, inevitably informed by technological and personal factors. We provide a basis for understanding the effects of digitally transformed environments and how one might respond to such eventualities. We suggest a theoretical model that outlines the moderating constructs inherent in any digitally transformed environment. The theoretical model provides a hook for research into the beliefs-practice nexus and as a basis for supporting teachers in digitally transformed environments. [ABSTRACT FROM AUTHOR]

The interference of technology in education requires the development of new theories of learning. The paper analyzes connectivism as the most important representative of the theories related to the "digital age." From the point of view of the environment, called a remote experiment, learning occurs initially at the individual level, encompassing all three classic theories of learning: behaviorism, cognitivism, and constructivism. It shows that the virtual environment has introduced a powerful lever of imbalance for the real environment. This is how we arrived at the explanation of learning theories in real-virtual environments through the theory of chaos or complex environments. Like any knowledge storage network with nodes between which connections can be made, even the remote experiment is subject to random laws. The addition of knowledge is not simply the sum of the effects produced by each individual node (the system is not linear). A distinction is made between information and knowledge. Even if the information in the nodes can be read, this aspect does not represent learning. The remote experiment not only expanded the realm of knowledge but also emphasized the critical role of time. The time remained constant, while the amount of information increased. The teacher, as a knowledge synthesizer, can help orient the student to this vast amount of information, especially when time is limited. Additionally, the student can also play an active role in organizing and systematizing the information. Two examples of experiments are given, which, being inter- and transdisciplinary, can contribute to the introduction of the elements of non-linearity and unpredictability as a method of designing the educational environment, precisely to be able to transform it into a thinking system suitable for the mixture between real and virtual environments in which we live more and more intensely. [ABSTRACT FROM AUTHOR]

The acquisition of online interaction competencies is an important learning objective. The present study explored the relationships between the first-language heterogeneity of computer-supported collaborative learning (CSCL) groups and the development of students' online interaction self-efficacy via a pretest–posttest design in the context of a nine-week CSCL course. The research participants were 1525 freshmen receiving distance education who were randomly assigned to 343 CSCL groups. Independent of their own language status, students in CSCL groups featuring first-language heterogeneity exhibited lower precourse–postcourse gains in online interaction self-efficacy than students in groups without heterogeneity. Consistent with a theoretically derived moderation model, the relationships between first-language heterogeneity and self-efficacy gains were moderated by the amount of time that the groups spent on task-related communication during the initial collaboration phase (i.e., the relationships were significant when little time was spent on it but not when a great deal of time was spent on it). In contrast, the amount of time that groups spent on communication related to getting to know each other was ineffective as a significant moderator. Follow-up analyses indicated that time spent getting to know each other in first-language heterogeneous CSCL groups seems to have had the paradoxical effect of increasing rather than decreasing perceptions of heterogeneity among group members. Apparently, this effect impaired online interaction self-efficacy gains. [ABSTRACT FROM AUTHOR]

With the rapid development of international communication, the number of English courses has shown an explosive growth trend, which has caused a serious problem of information overload, resulting in poor teaching performance of recommended English courses. To solve this problem, this paper proposes a graph convolutional neural network model based on College English course texts, students’ major, English foundation and network structure characteristics. First, by analyzing the relevant data of College English courses and combining with graph neural network, an English course recommendation algorithm model based on the College English learning strategy of proximity comparison is proposed. Then, the College English texts are taken as feature input, and multi-layer graph convolutional neural network is used to process the above graph neural network structure. Attention mechanism is introduced to enhance the representation of graph features in College English skills. Finally, multi-layer attention model is used to process the courses that users have learned, and intelligent course recommendation is made by combining the multi-layer attention modeling of College English skills. The experimental data show that the proposed method achieves the best performance compared with the commonly used College English course recommendation method.

The COVID-19 pandemic's consequences have led to a global change in educational settings towards online learning. The utilization of virtual learning (VL) has increased significantly. This study aimed to extract the success factors of VL and also examine the relationships among them. The research method involves examining factors identified in the literature review and seeking confirmation from experts using the Content Validity Index (CVI) method. Ten success factors are extracted and confirmed, including Technological, Management, Learning Capability, Pedagogical, Ethical, Resource Support, Interface Design, Evaluation, Institutional, and Study Environment. Based on the Interpretive Structural Model (ISM) method and the fuzzy matrix of cross-impact multiplications applied to classification (MICMAC), which divides the factors into five levels, the relationship between these factors is examined. Level I emphasizes the importance of evaluation mechanisms. Level II stresses integrating pedagogical, ethical, resource support, and institutional aspects. Level III highlights the alignment of learner capabilities with platform interfaces. Level IV underscores the significance of the learning environment. Lastly, Level V emphasizes the interplay between technology and management in VL's expansion. The findings of this study can be developed and customized through collaboration among instructors, learners, and institutions. Moreover, the findings from correlating success factors can be applied in practical learning experiments or utilized to develop efficient modeling manuals.

As the pandemic spread throughout the world, Qatar too adopted online learning in an effort to manage the spread of the Covid-19 and ensure the continuity of the academic year. This paper investigates the attitudes, preparedness, and response of faculty members teaching in American higher education institutions in Qatar. While online learning as a teaching approach is not new, this study tries to explain how it was adopted and adapted to support emergency remote learning needs. Using Mezirow's transformative learning theory, this study argues that, under exceptional circumstances, faculty members experienced a reversed transformative learning situation while ensuring the continuity of the curriculum, capitalizing on students' engagement, and revisiting their assessment techniques. Using a questionnaire and one-on-one interviews with 13 faculty members, this study reconstructs their journey navigating through challenges while showing constant resilience and remarkable ability to question former assumptions, adapt to the current situation, and embrace this transformative journey. This study contributes to the current literature on online teaching and learning following the pandemic and emphasizes the importance of continuous faculty training and development.

This study explored the value of Adaptive Learning Technologies (ALTs) in K-12 education by examining the advantages and challenges these tools create for teaching and learning from the perspectives of stakeholders involved in the use (Teachers), implementation (Teacher Support professionals), and development (EdTech professionals) of ALTs. We conducted qualitative thematic analysis on 25 stakeholder interviews using the Teacher Response Model as a guide for examining stakeholders’ perceptions of the advantages and challenges of ALTs. Analysis resulted in three overarching concepts (i.e., learning management, student agency and engagement, and implementation challenges), under which themes regarding stakeholder perspectives on the advantages and challenges of ALTs could be organized and contrasted with one another. Learning management themes suggest that stakeholders perceive features such as real-time student data and tailored learning content as creating value for teachers by supporting efficiency in their learning management, however that value is impacted by stakeholders’ concerns with ALT grading and data collection processes. Student agency and engagement themes highlight how certain user interaction features can create value or challenges for learners depending on whether the features were designed with students’ developmental and competence needs in mind. Finally, the implementation challenges themes suggest that for ALTs to create value in K-12 settings, stakeholders need better alignment around their ALT implementation goals and expectations. We leverage these data to make recommendations for future research and development so stakeholders can maximize the affordances of ALTs for K-12 students and teachers.

This is a study of two populations of learners/teachers: Pre-service teacher students (i.e., formal education for teaching certification) and In-service teachers (i.e., engaged in professional development), and involves an examination of their use of internet-based instructional applications. In these studies, the technologies are: a) Online Learning [OL]; b) Blended Learning [BL] and c) Flipped Classrooms [FC]. Treatments were compared to standard face-to-face classroom instruction (CI) on three dependent measures analysed separately to produce 77 achievement measures in the first meta-analysis, 21 attitude/satisfaction measures in the second, and 22 studies of self-efficacy in the third. Achievement data yielded a statistically significant, moderate effect size (i.e., g+= 0.44) in favor of the combined OL, BL and FC approaches versus CI, although OL showed only a small positive effect versus CI. Attitude yielded a non-significant effect size comparing CI with technology-supported strategies (g+= 0.12). Interestingly, self-efficacy produced a significant and moderate average random effect size of g+ = 0.45. Perhaps the most impactful finding of this analysis is related to improved performance of BL/FC when contrasted with OL, yielding significantly positive differences in all three measures. This confirms that improved outcomes are the result of better pedagogy, not the mere presence of technology. Finally, self-efficacy was found to be meaningfully improved when using BL/FC. This is the first meta-analysis with this target population implicating self-efficacy. These two outcomes offer important implications for institutions regarding the future design of instructional delivery for both pre- and in-service teachers.

Searching information within the web for tasks differing in their knowledge dimension (e.g. conceptual or procedural) is essential for learners in the 21st century. However, little is known about how the underlying knowledge characteristics of learning tasks influence the preference for particular resource modalities (e.g., texts with pictures or videos) the web offers. Across two studies, we investigated how the preference for different resource modalities in hypothetical search scenarios is affected by the knowledge type (sensorimotor procedural, cognitive procedural, causal conceptual, and relational conceptual knowledge). Both studies found an influence of knowledge type on users' modality preferences. A significant preference for videos was found for sensorimotor procedural tasks, while texts with pictures were favoured for cognitive procedural and relational conceptual tasks. For causal conceptional tasks, no differences were found. The observed differences in modality preferences between knowledge types of the same knowledge dimensions (i.e., procedural vs conceptual knowledge) prompted us to investigate in Study 2 an additional knowledge classification, that is, the degree of spatiotemporal changes relevant to the knowledge type. Results showed that knowledge types with a low degree of spatiotemporal changes led to a preference for websites with text and pictures, regardless of their affiliation to procedural or conceptual knowledge. In contrast, videos were preferred only for tasks with a high degree of visuospatial changes and a procedural character. To conclude, the knowledge types and the degree of visuospatial changes of learning tasks seem to be promising classifications to consider regarding modality preferences in models of web-based learning.

This work was built on two strands of earlier research on the community of inquiry framework (CoI). The first strand was Biglan's seminal work on disciplinary epistemological structures and how these structures impact digital technology-enabled higher education teaching. In the other strand, some rare studies suggested that emotional issues are important to understanding higher education teaching. Nevertheless, research that links these two strands is even rarer. Therefore, this study aims to analyze the relationship between digital technology-enabled teaching in higher educational settings, the presences of the community of inquiry framework (CoI), and disciplinary epistemological structures. Survey responses from 143 teachers were analyzed through confirmatory factor analysis (SEM) and reflexive thematic analysis. Emotional presence was found to be a possible fourth element in the CoI. Disciplinary differences (coded as pure vs. applied sciences) were found to have an effect on the CoI, and that effect was particularly evident through the mediation of emotional presence. The differentiating factor was teachers’ views on the role of teaching. When guiding digital design, the recommendation is to consider such disciplinary differences specifically.

It is known that teachers commonly utilize learning platforms equipped with Learning Analytics Dashboards (LAD) to support students in their Self-Regulated Learning (SRL) endeavors. However, students may struggle to effectively employ LAD due to a lack of sufficient metacognitive skills. Co-regulation of learning (CoRL) has been proven to facilitate metacognitive knowledge sharing. However, the implementation of LAD with CoRL mechanisms in self-paced, asynchronous learning environments, aimed at enhancing students' SRL, remains unclear. Investigating how students utilize a LAD with CoRL and how such a system can promote SRL in selfpaced, asynchronous courses is an important topic. This study designed a gamified LAD utilizing a futures trading market interactive interface as the CoRL mechanism. A quasi-experimental design was adopted to assess the effects of the gamified LAD with CoRL on SRL, learning engagement, and academic achievement among 60 students from two Business Ethics classes over the course of a semester. The gamified LAD with CoRL had positive effects on the SRL and learning engagement of the asynchronous learners in the experimental group. Significant differences were observed in the academic achievement of the experimental and control groups. The gamified LAD with CoRL had positive effects on learners in self-paced, asynchronous courses. [ABSTRACT FROM AUTHOR]

However, this is not the case when comparing NOD completers and NOD dropouts (Graph HT ht ). Moreover, a significant main effect of Time (Graph HT ht ), revealed that the overall SUS score was slightly better at the end of the MOOC (Usability mid-term = 76, Usability end-term = 78.2) for both groups. However, this correlation is rather low (Graph HT ht ). [Extracted from the article]

Many learners of English as a foreign language often feel that learning spoken English is frustrating and quite difficult, especially when they have to talk to English-speaking foreigners. In general, because they are unfamiliar with the spoken mode of English and are worried about making grammatical errors, they often feel very scared to speak English. Furthermore, spoken language and reading differ in many ways. For instance, when seeing text containing new words, learners can stop and look up words in a dictionary. Additionally, a passage can be read multiple times by learners to understand it. Conversely, spoken language must be understood immediately in order to communicate effectively. The purpose of this study is to propose an interactive chatbot system named TPBOT which stands for "TOEIC Practice Chatbot" for EFL learners to eliminate their fear of speaking English and enable them to chat with online chatbots to practice spoken English at any time. This TPBOT would be very helpful to eliminate learners' anxiety about speaking a foreign language with foreigners. Participants in this study are Taiwanese students whose oral scores on the TOEIC® test are below 100. They hope to improve their oral English ability after participating in the four-month experiment. The results have shown that students are satisfied with using this TPBOT and believe that it has indeed helped them improve their English speaking skills. Obviously, the TPBOT was very effective for the intended purpose. For educators, the TPBOT is very useful to build learning content in the TPBOT, provide learners with interactive exercises and improve learning effects. [ABSTRACT FROM AUTHOR]

This study explored the interaction between cognition and emotion in blended collaborative learning. The participants (n = 30) of this study were undergraduate students enrolled in a 16-week course on information technology teaching. These students were divided into six groups of five people each. The behavior modes of the participants were analyzed using a heuristic mining algorithm and inductive miner algorithm. Compared with the groups with low task scores, the high-scoring groups exhibited more reflection phases and cycles in the interaction process and thus more frequent self-evaluation and regulation behavior for forethought and performance. Moreover, the frequency of emotion events unrelated with cognition was higher for the high-scoring groups than for the low-scoring groups. On the basis of the research results, this paper presents suggestions for developing online and offline blended courses. [ABSTRACT FROM AUTHOR]

Emerging technologies such as augmented reality are impacting the field of education, it can be seen in the attention given to technology, specifically augmented reality. Systematic reviews on research related to learning through augmented reality aim to find gaps of augmented reality in learning. However, there is a limited number of systematic reviews that analyze current research articles that discuss learning experiences. Thus, this paper aims to analyze recent research articles on (1) the learning experience of augmented reality, (2) the usability of the applied method, (3) issues, and (4) the challenges of learning through augmented reality. Forty-eight articles in the recent five years, from 2018 to 2022, were selected, based on the designed query and PRISMA method. All articles were analyzed and the results show that the System Usability Scale (SUS) is the most popular usability questionnaire and qualitative method to evaluate learning experience. This scale was used in almost 70% of the research articles selected for this review. Several constructs to evaluate learning experience were identified including satisfaction, learning efficiency, assessment, and engagement. The limitations and challenges are summarized into three categories: respondent, data collection, and technical issues. [ABSTRACT FROM AUTHOR]

An education system consists of imparting knowledge, assessing the learners, collecting feedback, analysing it, and taking proper measures to improve it. All these measures ultimately improve learner satisfaction which gets reflected in the learner performance and makes the course popular. Due to the corona pandemic, educational institutes and universities have shifted their activities online. In such a scenario, it is challenging to identify a course's popularity and the factors that make it popular. In this work, the authors have performed aspect-based sentiment analysis of learner feedback to identify the essential aspects of creating a popular course. The traditional methods for analysing feedback for sentiment analysis require manual intervention and are tedious. The authors have proposed a framework that identifies learner reviews' aspect level sentiment polarity and selected the significant aspects impacting a course's popularity. Experimental work is conducted over a large-scale real-world education dataset containing around 110 K learner comments (referred to as Educational Dataset now onwards) collected from Coursera1 and learner data from academic institution MSIT2. Different word embeddings viz., FastText, Word2Vec (Word2Vector), GloVe (Global representation of Vectors), and user-created embeddings are used for CNN (Convolution Neural Network) and LSTM (Long Short Term Memory) models. These models are further compared with BERT (Bidirectional Encoder Representation from Transformers), EvoMSA (Evolutionary Multilingual Sentiment Analysis) and ELMo (Embeddings from Language Model) classifiers to find the method that works best for identifying the aspects that impact the popularity of a course. Based on the experimental results over the collected Dataset, BERT based model provides the best results with an accuracy of 94.27%

Background: Providing feedback in massive open online courses (MOOCs) is challenging due to the massiveness and heterogeneity of learners' population. Learning analytics (LA) solutions aim at scaling up feedback interventions and supporting instructors in this endeavour. Paper Objectives: This paper focuses on instructor‐led feedback mediated by LA tools in MOOCs. Our goal is to answer how, to what extent data‐driven feedback is provided to learners, and what its impact is. Methods: We conducted a systematic literature review on the state‐of‐the‐art LA‐informed instructor‐led feedback in MOOCs. From a pool of 227 publications, we selected 38 articles that address the topic of LA‐informed feedback in MOOCs mediated by instructors. We applied etic content analysis to the collected data. Results and Conclusions: The results revealed a lack of empirical studies exploring LA to deliver feedback, and limited attention on pedagogy to inform feedback practices. Our findings suggest the need for systematization and evaluation of feedback. Additionally, there is a need for conceptual tools to guide instructors' in the design of LA‐based feedback. Takeaways: We point out the need for systematization and evaluation of feedback. We envision that this research can support the design of LA‐based feedback, thus contributing to bridge the gap between pedagogy and data‐driven practice in MOOCs. Lay Description: What is known about this topic: Learners' scale and diversity hinder timely feedback in massive open online courses (MOOCs).Learning analytics (LA) can optimise learners' support by scaling the feedback interventions. What this paper adds: We present a literature review on LA‐based feedback in MOOCs in the last 12 years.We focused on LA approaches that support instructors in providing feedback.Results show a scarcity of empirical studies related to these LA‐based tools.Results show that limited attention is paid to pedagogical and contextual aspects. Implications of the study findings for practitioners: We address knowledge gaps related to LA‐based tools for feedback in MOOCs.There is a need of LA‐based interventions to consider the course context.There is a need to evaluate the impact of LA‐based feedback in MOOCs empirically. [ABSTRACT FROM AUTHOR]

While this special pandemic period has been seeing an increasing use of blended learning, few studies have meta-analytically reviewed the effectiveness of blended learning in different countries. This meta-analysis summarizes previous studies on blended learning effectiveness in different countries in terms of students’ performance, students’ attitudes toward blended learning, learning achievement, and student engagement in different countries. Through the meta-analysis via Stata/MP 14.0, it is concluded that blended learning can improve performance, attitude, and achievement in most countries. However, in both China and the USA, blended learning cannot significantly improve student engagement in academic activities. No significant differences were revealed in student performance in the USA between blended and non-blended learning. Future research can extend the research into blended learning to more countries and areas across the world. [ABSTRACT FROM AUTHOR]

Online learning has been greatly widespread since the explosion of COVID-19. However, due to the lack of interaction between teachers and students in online courses, it is very difficult for students to focus on course content and complete the learning. Therefore, we developed a novel intelligent multilevel knowledge graph to help students quickly and systematically grasp the framework and key content of video lectures. Specifically, our method introduced cues into the interactive knowledge mapping. This approach not only allows students to interact with the graphs but also displays different levels of knowledge based on its importance. In addition, a quasi-experiment was implemented to verify the effectiveness of our method. Specifically, we compare the effects of knowledge graphs in three weighting strategies for cues with traditional manual concept maps on students' learning effectiveness and learning perception. Our study shows that although static artificial concept maps do enhance student learning to a certain extent compared to traditional learning, its development efficiency and enhancement of student learning outcomes are not ideal. In contrast, interactive graphs presenting overlay cues can effectively help students to restructure and systematize their knowledge, direct their attention and thus improve their learning outcomes. [ABSTRACT FROM AUTHOR]

Due to the effects of the COVID-19 crisis on educational institutions, schools had to close and switch to online education. Training in-service teachers to incorporate and utilize technology as part of Internet-based instructions was a challenge and pressing necessity. TPACK is an essential framework for comprehending how teachers employ technology in teaching. Despite the significance of adaptive learning environments in recent years, research has not addressed how to use these environments to improve the TPACK of in-service teachers, particularly during crises. Consequently, our objective was to design an adaptive learning environment that provides in-service math, science, and English teachers with substantial and continuing support for each TPACK component. A total of 173 in-service teachers were divided into two groups: an experimental group of 83 who used adaptive learning and a control group of 90 who used Zoom techniques. TPACK questionnaires were administered before and after the experiment. The experimental group improved TPACK more than the control group. All teachers believed that adaptive learning training helped them to build technology-integrated lesson plans. This study provides ideas and practices for developing an adaptive learning environment for the in-service teachers' TPACK development. The challenges to adaptive learning environments have been highlighted, identifying the potential for future investigations. [ABSTRACT FROM AUTHOR]

Architectural education requires students to work as a group under the supervision of a teacher in the same physical environment since they need interaction to learn how to do a set of measurements in practice. However, a number of obstacles, such as pandemic situations, weather conditions, and the crowdedness of working sites, do not allow them to be and work together in a physical environment. Existing digital solutions, such as online and distance education, do not provide the required immersive and collaborative learning environment to assist students to practice in the same virtual environment. Therefore, the main aim of this study is to develop an immersive architectural educational environment, named VRArchEducation, using Virtual Reality (VR). Specifically, we design and implement a system that allows students and teachers to enjoy direct and simultaneous interaction through their virtual avatars regardless of their current physical location. Furthermore, the proposed VRArchEducation will enable users to have hands-on immersive experience while performing a set of measurement tasks. VRArchEducation presents four virtual fundamental measurement tools: water level hose, plumb, measurement tape, and a sketching board. Using these tools, students can perform a building survey process together in the VRArchEducation system just like in a traditional class environment. We conduct a user study to evaluate the system's effectiveness, success, accuracy, and usability. The proposed VRArchEducation has a great potential to be used in architectural education as an alternative to the traditional environment. [Display omitted] • We moved the building survey process in architectural education to Virtual Reality. • VRArchEducation offers various measurement tools inspired by traditional education. • Our system outperforms traditional education in terms of measurement accuracy. • Proposed and traditional systems performed similarly in terms of measurement time. • Results show that it has great potential for remote architectural education. [ABSTRACT FROM AUTHOR]

Technology-driven interactions are becoming commonplace, particularly as online classes, telecommuting, and virtual meetings across distances and time zones have all increased in popularity. Platforms such as Google Meet, Skype, Webex, and Zoom use synchronous audio-visual communication supported by text-based chat, emoticon responses, and other supplementary functions. Given this uptick in the use of video conferencing with dynamic integrated features, it is important to understand how attention and cognitive resources may be taxed in these environments, and what that may ultimately do to participants' ability to comprehend the target content. In the current study, we investigated the impact of topically-relevant student-initiated text chat frequency on comprehension during an online lecture. The findings revealed that chat involvement alone does not affect learning itself. Chat activity was found to not be a distraction but in fact, a facilitator of increased confidence in learning in an online lecture environment when controlling for other outside distractions. Overall, the findings suggest that relevant chat content is not distracting and can be helpful in reinforcing concepts through supportive examples in adjacent modalities. [ABSTRACT FROM AUTHOR]