Search

This study aimed to explore the linguistic factors that influence the development and diversification of World Englishes along with implications for language teaching, learning, and policy, and to examine the trends in research related to WEs. Using a systematic review process with MAXQDA 20.2.1, the findings indicate that research on World Englishes has focused on a variety of linguistic elements, with a particular emphasis on syntax, phonology, and discourse and pragmatics. The study also highlights the importance of understanding the cultural and linguistic contexts in which English is being used, as these contexts can have a significant impact on the linguistic features and pragmatic norms of different varieties of English. Regarding the challenges that learners face when learning WEs, the findings suggest that learners may struggle with the different semantic features and pragmatic norms of different WEs varieties. In terms of trends in research related to WEs, the findings show a growing interest in the study of WEs from various linguistic and cultural perspectives, including sociolinguistics, applied linguistics, and language education. However, there is a need for a more interdisciplinary approach to research on WEs, incorporating diverse perspectives and methodologies.

Over the past two decades, multiple empirical studies have examined how teacher audio feedback works in EFL/ESL writing courses. This review explores instructor audio feedback studies in higher education writing contexts. Seventy empirical studies were identified in literature searches published between 2000 and 2022 in several academic databases. Then, based on exclusion and inclusion criteria, thirteen relevant studies were reviewed. The results indicate that interest in instructor audio feedback research has risen since 2000. This overview presents what empirical studies on teacher audio feedback in L2 writing courses aimed to find out, how they were conducted, and what they found. As many research designs and findings were underexplored, more studies are required to investigate this feedback type to benefit L2 writing learning and teaching and enrich studies on audio feedback practices. The gaps identified in the selected studies offer ideas for future explorations of teacher audio feedback in L2 writing contexts.

Exploratory data analysis (EDA), data visualization, and visual analytics are essential for understanding and analyzing complex datasets. In this project, we explored these techniques and their applications in data analytics. The case discusses Tableau, a powerful data visualization tool, and Google BigQuery, a cloud-based data warehouse that enables users to store, query, and analyze large datasets. It also explored the benefits and applications of both tools and their integration with other platforms and services. The project offers an introductory insight into Tableau's functionalities, employing a data file from the US Census Bureau via Google BigQuery.

The purpose of this current study is to explore the move structure presented in abstracts of the research articles from Thai Scopus Journals (TSJ) and Top-Ranked Scopus Journals (TRSJ) in Applied Linguistics and English Language Teaching. Ninety abstracts were analyzed and separated equally between those two journals. The five-move framework established by Hyland (2000) was used to analyze the move pattern, showing different dominant patterns: I-P-M-Pr-C in Thai Scopus Journals and P-M-Pr-C in Top-Ranked Scopus Journals respectively. In Thai Scopus Journal, the results indicated that the introduction is optional, the conclusion, purpose, and method are considered conventional, and the product is obligatory. Similarly, in Top-Ranked Scopus Journals, the product is obligatory, while the purpose, method, and conclusion are conventional. These findings could offer practical insights into abstract structures and hold importance for educational purposes, offering guidance for the effective writing of abstracts in research articles.

Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators' comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers' professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.

This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these groundbreaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.

As a major shift in education technologies, Adaptive Learning Systems (ALS) use artificial intelligence and similar technologies, adapting the lessons to the needs of individual students. Emphasizing transformative pedagogy and teaching strategies that transform the learners' cognitive and interactive patterns, this study presents a comprehensive bibliometric analysis of ASL. Contrary to conventional teaching methods, ALS alters dramatically the way students think and interact with their environment. This research has utilized an all-inclusive bibliometric analysis to analyze the evolution, trends, and themes in ALS by using an extensive set of data from the Web of Science (WoS) and Scopus. The primary objective of Bibliometric analysis is to map the development of ALS in teaching and learning while marking the important trends, models, and thematic priorities. The relevance of this research lies in its comprehensive analysis of the Adaptive Learning Systems (ALS) field through bibliometric methods, offering critical insights into the trends, key contributors, and thematic developments over time. The systematic evaluation enables the appraisal of the impact created by major contributors like authors, organizations, journals, etc. The study also examines, using the advanced data collection technique, influential articles, and publications that enormously contributed to shaping ALS. Similarly, it does the rating effectively upon evaluating the mutual relationships among important terms, concepts, and factors through co-references and co-occurrences. It highlights the increasing scholarly output and identifies key contributors and influential works, underscoring the growing recognition of ALS's importance due to technological advancements. The study's findings on global research contributions, thematic analyses, and collaboration networks offer new insights into the field's dynamics, setting a foundation for future research directions. To visually represent bibliometric data, web analytic tools are used, explaining intricate relationships and thematic clusters. Identifying the unexplored areas and discussing the practical implications of ASL development, research, and analysis of combined data taken from WoS and Scopus provides a unique perspective. Consequently, researchers, educators, policymakers, etc., get valuable insights that enable advancing and understanding the area. This bibliometric analysis will undoubtedly guide future research in the area of transformative pedagogy as it is the most sought-after method in understanding the scholarly landscape of ALS.

STEM (Science, Technology, Engineering, and Mathematics) education is a 21st century learning approach that is extremely important to students and children nowadays. Many developed countries have emphasized this approach to early childhood education (ECE). Although there are some challenges in promoting children's cognitive development in preschool, there are some best practices that early childhood educators can use as a guideline in planning, implementing, and evaluating their development at school. Four databases were used to find the best practices consist of Scopus, ERIC, Web of Science, and Science Direct. These databases are consulted to analyze published articles that produce findings on the best practices and challenges of implementing STEM activities that have been recorded either in kindergarten or preschool environments. The findings revealed there were 23 themes for the best practices and 10 themes for challenges that were successfully analyzed. In order to ensure that STEM education can be implemented with better quality in the future, educators should know the best way to implement the activities by practicing the best practices. In addition, educators also need to take action wisely when there are challenges in implementing STEM activities so that children can acquire meaningful experience when participating in the activities.

Students' emotional engagement in the context of second language and foreign language classrooms can be seen as a multidimensional construct to include cognitive, behavioral, social, and emotional dimensions of engagement. In Applied linguistics research, however, the term "engagement" is shared intuitively and optimally for language learning. The aim of this study was to take a step forward and investigate the extent of emotional engagement in online learning environments, and whether such emotional engagement can be used as a quantitative indicator to measure the degree of students' emotional engagement in behavioral, cognitive and social interaction among language learners. The study employed a mixed method research design, with data collected through literature research, questionnaire survey, and in-depth interviews. The findings of the study revealed that online learning interactive experience was significantly and positively correlated with language learners' emotional engagement, particularly due to its ease of use, interactive content, and design. The study also found that the online learning experience indirectly affected emotional engagement by increasing students' motivation and interest in learning. Finally, the study also found factors such as gender, grade level and subject influencing the relationship between the interactive online learning experience and emotional engagement. These findings reveal the positive impact of online learning interactive experiences on language learners' emotional engagement and highlight the mediating role of motivation and interest in learning. The study recommends devising such strategies that enhance language students' learning engagement in online learning environments and facilitate their participation in the learning process. These findings have implications in the form of improvement of language learners' learning experience and emotional engagement, which can also enhance their academic performance.

This study aims to examine the studies on computer-assisted teaching in science teaching in terms of different variables with bibliometric analysis. Scopus database was used to collect the data. The phrase "science education and computer-assisted teaching" was written in Scopus on 11_07_2023, and 1232 publications were found. Since not all data is related to computer-assisted teaching in science education, the Scopus Social Science section was selected and filtered, and 454 publications were subjected to bibliometric analysis. VOSviewer program was used for bibliometric analysis. As a result of the research, most studies on computer-assisted teaching in science education were done in 2010, most articles were preferred as document type, the most frequently used keyword was computer-assisted instruction, the country with the most publications was the United States, and the most cited publication was Leidner and Jarvenpaa (1993) and the most frequently used term is student.

This study conducts a bibliometric analysis to map the research trends and intellectual landscape surrounding the development of scientific literacy assessments in educational contexts from 2019 to 2023. Scientific literacy, which encompasses the ability to comprehend, evaluate, and apply scientific knowledge, has emerged as a crucial competency in science education. However, existing assessment tools often prioritize factual recall over deeper conceptual understanding and critical thinking abilities. To address this gap, there is a need for innovative assessment approaches that holistically evaluate students' scientific literacy across multiple dimensions. Through a systematic analysis of 185 relevant publications from the Scopus database, this study investigates the numerical distribution of literature by year, document type, journal, author, institution, and country. Additionally, it explores the prominent themes, evolving topic trends, and emerging clusters within the scientific literacy assessment research domain. Bibliometric techniques, including citation analysis, coauthorship networks, and keyword co-occurrence mapping, are employed to provide a comprehensive perspective. The findings reveal a steady increase in publications focused on scientific literacy assessments, reflecting the growing recognition of this research area. The analysis identifies highly influential journals, articles, authors, and institutions actively shaping the field. Furthermore, it highlights key research themes, such as secondary education, teacher professional development, and information literacy. However, the integration of scientific literacy assessments with artificial intelligence remains an underexplored area, presenting opportunities for future research.

This contrastive corpus-based study aims to analyze the similarities and differences of two synonyms "important" and "significant" concerning on the degree of formality in their distribution across genres as well as their collocations and semantic preference. The corpus data derived from the Corpus of Contemporary American English (COCA) and the British National Corpus (BNC) which represent varieties of English usage across different cultures (American and British). This study analyzed the top 20 noun collocates with Mutual Information (MI) scores value of at least three. The corpus data from COCA and BNC explored some shared characteristics and contrastive features. The findings discovered that the two adjectives have the same core meaning and degree of formality since their highest frequency in academic texts whereas frequencies are the lowest in informal genres i.e. TV and movie subtitles and fiction. In certain conditions, these synonyms are different in terms of noun collocation due to the fact that these synonyms co-occur with particular noun collocates. Interestingly, the findings also confirm two adjectives are near synonyms as they share only two similar theme of semantic preference. In consequence, the two synonyms cannot be used interchangeably in all contexts. Moreover, it was found that the corpora provide some useful details that are deficient in the dictionary.

This research focuses on the survey and study of building architecture built in approximately 1932-1992, in Nakhon Nayok Province, Thailand with the three research objectives: (1) to study modern architecture buildings in Nakhon Nayok that reach the criteria of modern building value for conservation and lifelong learning, (2) to create a roster of modern buildings in Nakhon Nayok by studying the distinctive features of architecture and its historical, social, economic, educational, and other valuable significances; and (3) to create a valuable buildings database according to modern architecture criteria, to be uploaded to the micro-phishing system, and to publish modern architecture conservation database in digital and photographic files as the database of Nakhon Nayok. The main features of the buildings are consistent with the nature of modern architecture that shows the structure importance, and the use of technology of various materials which shows the advance construction technology in those days. The buildings are as simple as a box. They are useful, respond to the public, worth to society and culture, and contain of historical significance. From the survey and study in Nakhon Nayok, it was found that there were 43 buildings reaching the criteria of modern building value for conservation and were saved in the database in accordance with the micro-phishing model. The details of 43 modern buildings are presented in a digital file format and photo database of modern buildings in Nakhon Nayok to propagate the modern architecture conservation database as a lifelong learning resource for the benefit of interested people.

This study aims to map the landscape of the importance of previous research on computational thinking (CT) in mathematics learning over the last decade. This research is a literature review research, there are 113 publications collected from the Scopus database which are then analyzed using the bibliometric analysis method assisted by the Vosviewer application. The data taken from the Scopus database was refined so that it became 113 publications. The results of the study show that publications are spread across various continents, including America, Asia, Africa, and Europe. The United States and the United Kingdom are the most influential countries and have high cooperation with other countries in this field. The main conclusion from this study is that computational thinking has an important role in learning mathematics and STEM. The integration of computational thinking in the mathematics curriculum can improve students' understanding of mathematics and help them face the challenges of the digital age. In addition, the development of effective training methods for mathematics teachers as well as the assessment of good computational thinking learning tools and platforms can help improve the effectiveness of computational thinking teaching in mathematics contexts. These innovations will help better understand how computational thinking can be effectively integrated in mathematics learning and prepare students for a future filled with digital technologies.

In learning mathematics in the 21st century and after the COVID-19 pandemic, a multimodal role in the process of drawing conclusions involving mathematical symbols or signs is very much needed. This process is called multimodal semiotic reasoning. This research aims to study the literature on multimodal semiotic reasoning research articles. Until April 2023, there were 32 articles on the keyword multimodal semiotic reasoning with the subject of mathematics in the Scopus, Science Direct, and ERIC databases. Furthermore, it is identified based on a) suitability of criteria; b) the similarity of the articles in the three databases. Finally obtained 24 articles that meet the requirements for further research. A literature review on multimodal semiotic reasoning is explored based on a) kinds of mathematical reasoning involving symbols and signs using multimodal, b) multimodal used in research, c) the most researched mathematical concepts and the mathematization process that occurs, d) the role of multimodal semiotic reasoning in mathematics education. The results showed that a) the most dominant type of mathematical reasoning involving objects, symbols, and signs using multimodal was Algorithmic Reasoning (AR), b) the most multimodal source was verbal answers, c) the concept of geometry through a process of vertical-horizontal mathematization was the most researched, and 4) the biggest role of multimodal semiotic reasoning for the benefit of knowledge of mathematics education. In conclusion, multimodal semiotic reasoning has had a major impact on mathematics education and research on this multimodal semiotic reasoning will continue to thrive in the future. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct publication year is 2024.]

This study aims to create a comprehensive bibliometric map of published scientific articles on e-learning in mathematics education (ME). We used Web of Science (WoS) database to analyzed 341 articles published by 1018 authors representing 79 countries between 2012 and 2022. In this context, we examined scientific articles in terms of scientific production, network analysis, trend topics, thematic change, and conceptual structure. Bibliometric analysis was performed in the study. According to findings, the number of published articles differ according to the years, but the number of citations is constantly increasing. Albano, and Dello Iacono are the most prolific authors. The most productive institutions are Salerno and Black Sea Technical Universities. China, USA, and Russia lead the countries of the corresponding authors. According to the network analysis, the journals of Computers & Education and Computers in Human Behavior form strong links. The most used keywords are students, technology, and mathematics. The pandemic, COVID, reality, and process are trend topic titles. It determined that the best size reduction obtained in the conceptual analysis constituted approximately 31% of the total variability. We presented some suggestions based on the findings obtained at the end of the research.

GPT-3 is a neuronal language model that performs tasks such as classification, question-answering and text summarization. Although chatbots like BlenderBot-3 work well in a conversational sense, and GPT-3 can assist experts in evaluating questions, they are quantifiably worse than real teachers in several pedagogical dimensions. We present the first systematic literature review that analyzes the main contributions and uses of GPT-3 in the field of education. The protocols suggested in the PRISMA 2020 statement were followed for the drafting of the review. According to the results, 34 significant productions were identified through a systematic search in ISI Web of Science, SCOPUS and Google Scholar. GPT-3 has been considered in the academic, ethical and medical fields, in humanities and in computer science, in the formulation of questions and answers, and through cooperative educational dialogs. GPT-3 has been proven to have valuable applications in education, such as the automation of routine tasks, in making quick diagnoses of the students' weaknesses and in the automatic generation of questions, but it still faces challenges and limitations that require additional investigation. We discuss the educational possibilities and the limitations to the use of GPT-3.

This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically analyzed them. Results show that critical collaborative practices enabled teachers to develop a critical stance, implement pedagogically critical actions, and initiate social change regarding social awareness and power distribution. However, these changes, visible in teachers' pedagogical practices, have not expanded onto a macro-social level. Implications for language teacher development program planners and policymakers are discussed.

This article presents the life story of "Profile." The story is based on an ethnographic case study that aimed to understand the viewpoints of Profile's new writers and reviewers regarding the role of scientific journals in fostering communities in the knowledge society. To gather information, I relied on personal reflections from my experience as the creator and editor of the journal, along with documentary evidence (published issues, regularly collected statistics, editorial workflows, and communications with editorial teams and various bodies of Universidad Nacional de Colombia, which funds the publication). The story illustrates the inception, development, and primary challenges that need to be addressed to ensure its continuity.

A major pre-award administrative challenge research universities face is turnaround time for generation of high-quality NIH Data Training Tables for NIH training grants (e.g., T32, K12, TL1, KL2, R25s) which are required for training grant submission proposals to the National Institutes of Health (NIH). Universities with dedicated training grant submission offices generally require data preparation following a structured timeline of several months in advance of the grant submission due date, while other universities with less or no dedicated support for training grant submissions use an ad hoc approach. In these cases, department or program administrators may collect the data manually, in Excel or REDCap, or similar manually maintained methods for those tables requested by the specific NIH grant announcement for the relevant participating graduate predoctoral and/or postdoctoral (including clinical) training programs across the university, depending on the training focus and the "participating faculty" provided by the proposed program director (PD/PI) for the grant. We describe an efficient "federated" method of data collection and construction for NIH Tables (2, 4, 5A/B, 6A/B & -8A part III/8C part III) for new and renewal applications by combining the use of REDCap and NIH xTRACT, leveraging the strengths of each.

This paper investigates the integration of blockchain technology into core systems within institutions of higher education, utilizing the National Institute of Standards and Technology's (NIST) Cybersecurity Framework as a guiding framework. It supplies definitions of key terminology including blockchain, consensus mechanisms, decentralized identity, and smart contracts, and examines the application of secure blockchain across various educational functions such as enrollment management, degree auditing, and award processing. Each facet of the NIST Framework is utilized to explore the integration of blockchain technology and address persistent security concerns. The paper contributes to the literature by defining blockchain technology applications and opportunities within the education sector.

The aim of this study is to reveal the content analysis and trends of studies on misconceptions in biology education. Within the scope of the research, articles containing misconceptions about biology were accessed from the Scopus database. "Biology and misconception" was searched in the title, abstract and keywords in the Scopus database on September 13, 2022. A total of 410 publications about misconceptions in biology education were found in the search. The years of accessed publications were determined between 1970 and 2022. A total of 410 publications were analyzed in the research, regardless of language. According to the data obtained, 53 countries and 143 journals published articles on misconceptions in biology. However, in order to obtain clearer data, 3 articles were determined as the minimum number of articles for a country, and 31 countries and 27 journals were considered in this research. According to this research, in terms of the number of documents, the USA is the most published country with 199 articles, and Turkey is the second most published country with 39 studies. It was also revealed that the most cited countries were the United States, Australia and the United Kingdom, respectively. "CBE Life Sciences Education" and "American Biology Teacher" journals were determined as the journals with the most publications on the subject. In addition, Journal of Research in Science Teaching, CBE Life Sciences Education, International Journal of Science Education, Journal of Biological Education, Evolution: Education and Outreach were identified as the most cited journals in the studies. The results of this study are thought to be important for the future development of studies on misconceptions in biology education. Regarding the results obtained from the research; Different indexes can be used in future studies, and other types of publications such as theses, conference proceedings or books can be used in analyses.

This research aims to analyze the results of studies conducted in Turkey on reasoning skills in mathematics teaching and to reveal what kind of trend there is in this field. Within the scope of this study, databases were searched with the keywords "reasoning"(muhakeme, akil yürütme) and "reasoning skill" (Muhakeme becerisi, akil yürütme becerisi), and the results were examined in accordance with the inclusion criteria regarding mathematics teaching. One hundred sixty-three studies were included. Each of the studies included in the meta-synthesis study was analyzed descriptively according to type, year, method, sample type and size, data collection tools, statistical analysis, learning field, keywords, reasoning type and purpose. In addition, the studies' results were content analyzed and tabulated by coding the differences and similarities between them with a holistic approach. It has been determined that studies on the learning fields in the mathematics curriculum are mostly carried out in the field of learning numbers and operations in the secondary school mathematics curriculum. When evaluated in terms of reasoning types, almost half of the studies were conducted on mathematical reasoning. It has been observed that after mathematical reasoning, the most focus is on proportional reasoning. When the aims of the studies included in the research were examined, it was determined that the most focused ones were "examining the factors affecting reasoning skills", "measurement of reasoning skills" and "the effect of teaching practices on reasoning skills". In the studies examined, it was seen that there were 33 teaching practices whose effects on reasoning skills were examined.

The aim of this study is to conduct a content analysis of theses on the Turkish Language Teaching Curriculum conducted between 2002 and 2023 in Turkey. The study includes the theses available in the National Thesis Center database and accessible to other researchers. We employed a qualitative research approach and its e method of document analysis in this study. We identified 328 theses related to the Turkish Language Teaching Curriculum through a comprehensive search in the National Thesis Center database. However, upon closer examination, we determined that 238 of these theses were not directly relevant to the Turkish Language Teaching Curriculum and therefore we excluded from the study. We analyzed the remaining 90 theses using content and frequency analysis methods. The analysis involved determining the publication year, subject area, study group, methodology, and findings of the theses, and identifying the frequencies of the determined findings. Subsequently, we presented the findings in the form of figures, graphs, and tables for better understanding. According to the results of our study, we found many theses conducted between 2002 and 2023 focused on learning outcomes, predominantly employed qualitative research methods, and that 2019 had the highest number of thesis studies. We observed that teachers were the most preferred sample group in the studies.

It is important to prioritize intersectoral action at schools to prevent the use of alcohol and other drugs. This strategic act should be organized with multidisciplinary learning characteristics and with the involvement of different stakeholders. The aim of a recent scoping review was to identify the factors that benefit and hinder intersectoral actions at school resulting from the elaboration of policies to prevent drug use. It seems like the research study was a scoping review that used the P-population, C-context, and C-concept structure. The study searched for information in various databases like Embase, Proquest, Lilacs, Medline via Pubmed, PsycInfo, WHO-Iris, and PAHO-Iris on April 17, 2023. According to the results, there were 5 studies that were eligible to answer the research question. One of the advantages of intersectoral actions is the role of schools in creating a support network with different social actors, particularly with family involvement. On the other hand, one of the challenges is inconsistencies in legal regulations, which do not provide enough guidance to schools on how to prevent alcohol and drug use. While public and private schools may be affected differently by social and economic factors, it is essential to invest in developing policies that focus on drug prevention for children and adolescents who are learning in schools.

This paper presents the results of a systematic scoping literature review of higher education mathematics and statistics support (MSS) evaluation focusing on its impact on students. MSS is defined as any additional organised mathematical and/or statistical aid offered to higher education students outside of their regular programme of teaching by parties within the students' institution specifically assigned to give mathematical and/or statistical support. The objective of this review is to establish how MSS researchers investigate the effect of MSS on students and what that impact is. Based on a predefined protocol, five databases, the proceedings of eight conferences, two previous MSS literature reviews' reference lists, and six mathematics education or MSS networks' websites and reports were searched for publications in English since 2000. A two-round screening process resulted in 148 publications being included in the review which featured research from 12 countries. Ten formats of MSS, seven data sources (e.g., surveys), and 14 types of data (e.g., institution attainment, usage data) were identified with a range of analysis methods. Potential biases in MSS research were also considered. The synthesised results and discussion of this review include the mostly positive impact of MSS, issues in MSS evaluation research thus far, and rich opportunities for collaboration. The role MSS has and can play in mathematics education research is highlighted, looking towards the future of MSS evaluation research. Future directions suggested include more targeted systematic reviews, rigorous study design development, and greater cross-disciplinary and international collaboration.

Contribution: This research explores the effectiveness of a proposed teaching strategy in blockchain education, finding that it enhances learning outcomes, cognitive well-being, and student engagement in tertiary education, ultimately resulting in a shallower learning curve for STEM knowledge. Background: In the context of Industry 4.0, blockchain technology has emerged as a key driver of transformation in data management and system automation across a range of industrial applications. Despite its significance, the intricate theories and concepts associated with blockchain often serve as a deterrent for novice learners, inhibiting their ability to appreciate the value of industrial blockchain. Consequently, there is a pressing need to develop interactive teaching content that alleviates the steep learning curve. Intended Outcomes: The teaching strategy for the gamification in blockchain education is proposed, which positively influence students' cognitive well-being in terms of knowledge retention, cognitive curiosity, and heightened enjoyment. Application Design: Based on the experimental learning theory, the gamification of blockchain education, namely "BlockTrainHK", is implemented in the experimental learning cycle. Therefore, the gamified learning in experimental learning (GEL) strategy is proposed to examine the effectiveness of concrete experience, reflective observation, abstract conceptualization and active experimentation by two case studies. Findings: The results of the two-year study on the gamified blockchain education are encouraging: test groups using the GEL strategy were better in the cognitive well-being, and students' cognitive well-being is positively proportional to the level of individual technical knowledge and skills.

Young people growing up in England from a poorer background are less likely to progress into higher education compared to their better off counterparts. This is especially true with respect to more selective universities. This study used government administrative data to gauge the effectiveness of the 'Realising Opportunities' programme, which provides a package of support to prospective university applicants from disadvantaged backgrounds to facilitate their progression to more selective universities. Data was gathered concerning 769 16 to 18-year-old students who took part in the programme--which is delivered by a consortium of selective universities--between 2015 and 2017. This data revealed participants' personal characteristics (e.g., gender, ethnicity and socioeconomic status), school attainment and eventual university destination (or lack thereof). Additionally, national administrative data was sourced from the Department for Education's National Pupil Database and the Higher Education Statistics Agency for the entire cohort of state school pupils in England who turned 16 in the 2014-2015 academic year. This national data was used to generate a statistical model that could predict the likelihood of a young person in England progressing to a selective university based on their school attainment and other personal characteristics. Data concerning the programme participants was fed through the model and it was observed that the number of participants who had in fact progressed to selective universities greatly exceeded that predicted. Participation in the Realising Opportunities programme therefore appeared to be positively associated with an increased likelihood of progression to a selective university.

In its pursuit of global university rankings, Indonesia introduced a series of higher education policies, one in 2014 to grant autonomy to a select group of universities, and another in 2017 to tie financial and promotional incentives to scientific publications for all researchers. To examine scientific productivity surrounding these policies, we use bibliometric data from Scopus spanning three decades from 1990 to 2020. We investigate the patterns of publication and collaboration and analyze them across journal quartiles, academic fields, and researcher cohorts. Our findings reveal that publications increased dramatically for both autonomous and non-autonomous higher education institutions after 2014. Single-university authorship was common practice and skewed publication quality towards Q3 and Q4 journals, while co-authorships with foreign organizations pulled the shift towards Q1 journals consistently across all fields. New researchers starting in 2014 published fewer Q1 and more Q3 and Q4 publications than the earlier cohort. We highlight policy implications on the need for a balance between publication quantity and quality and call on Indonesian policymakers to introduce holistic higher education reforms rather than introducing reforms that focus on the performance of the university for ranking purposes.

The main purpose of this study is to investigate the best approaches to teaching a foreign language to older people to help them achieve the desired results and explore their benefits. This review strictly follows the PRISMA methodology for systematic reviews and meta-analyses to identify the core experimental studies that deal with the topic of foreign language learning approaches among the older generations. Altogether eight studies detected were included in the systematic review. The available sources were found in Web of Science and Scopus. The findings indicate that foreign language learning can promote seniors' welfare and successful aging despite their learning outcomes, which means that the key benefit for third-age foreign language learners while learning a foreign language is not the achieved proficiency level, but the feeling of subjective satisfaction. This can be a good incentive to achieve better learning outcomes, provided that learners have been offered a pleasant and safe learning environment, using suitable learning approaches during which they can build on their acquired knowledge and experience, as well as discuss the topics they are interested in. Thus, foreign language teachers play an important part in seniors' educational process because their teaching methods and materials when adapted to the elderly's educational needs can have a positive impact on the maintenance and possibly, enhancement of the older people's cognitive functions and on the improvement of their mental activity, which consequently maintains their healthy aging.

Background: The emergence of ChatGPT in the education literature represents a transformative phase in educational technology research, marked by a surge in publications driven by initial research interest in new topics and media hype. While these publications highlight ChatGPT's potential in education, concerns arise regarding their quality, methodology, and uniqueness. Objective: Our study employs unconventional methods by combining altmetrics and bibliometrics to explore ChatGPT in education comprehensively. Methods: Two scholarly databases, Web of Science and Altmetric, were adopted to retrieve publications with citations and those mentioned on social media, respectively. We used a search query, "ChatGPT," and set the publication date between November 30th, 2022, and August 31st, 2023. Both datasets were within the education-related domains. Through a filtering process, we identified three publication categories: 49 papers with both altmetrics and citations, 60 with altmetrics only, and 66 with citations only. Descriptive statistical analysis was conducted on all three lists of papers, further dividing the entire collection into three distinct periods. All the selected papers underwent detailed coding regarding open access, paper types, subject domains, and learner levels. Furthermore, we analysed the keywords occurring and visualized clusters of the co-occurring keywords. Results and Conclusions: An intriguing finding is the significant correlation between media/social media mentions and academic citations in ChatGPT in education papers, underscoring the transformative potential of ChatGPT and the urgency of its incorporation into practice. Our keyword analysis also reveals distinctions between the themes of the papers that received both mentions and citations and those that received only citations but no mentions. Additionally, we noticed a limitation that authors' choice of keywords might be influenced by individual subjective judgements, potentially skewing results in thematic analysis based solely on author-assigned keywords such as keyword co-occurrence analysis. Henceforth, we advocate for developing a standardized keyword taxonomy in the educational technology field and integrating Large Language Models to enhance keyword analysis in altmetric and bibliometric tools. This study reveals that ChatGPT in education literature is evolving from rapid publication to rigorous research.

There has been intense debate within the autistic and autism communities about the use of autism biobanks -- repositories containing biological and phenotypic materials -- and of genomic autism research more broadly. Here, we sought to understand the views and experiences of those contributing to one specific biobank, the Australian Autism Biobank. We adopted a multi-informant approach, conducting semi-structured interviews with 77 people, including 18 autistic probands, 46 parents and seven siblings, all of whom donated material to the Biobank, as well as six researchers employed on the project. Specifically, we asked: what motivated participants and researchers to contribute to the Australian Autism Biobank? And how did they feel about their involvement in that process? We analysed the data using reflexive thematic analysis, adopting an inductive approach within an essentialist framework. We identified three themes, which revealed a wide diversity of viewpoints, including positive conceptualisations of autism linked to neurodiversity and more negative conceptualisations linked to hopes for the development of genetic screening and reproductive choice. These findings have implications for the meaning, value and future directions of autism science. This research has been conducted using the Australian Autism Biobank resource.

Mainstream anti-bullying interventions can reduce primary school-level victimisation by 15-16% and bullying perpetration by 19%-20% ("Aggression and Violent Behavior," 2019; 45: 111-133). Less is known about anti-bullying interventions for pupils with special educational needs and disabilities (SEND) even though they are at least 2-4 times more likely to be involved in bullying. This systematic review aimed to identify reported anti-bullying approaches for pupils with SEND, what the evidence is for these approaches reducing bullying and which design factors are linked to a reduction in bullying. We searched 10 databases and four grey literature sources for articles that evaluated school-based anti-bullying strategies for children and young people aged 4-18 years with SEND. This review included 15 studies and used the Mixed Methods Appraisal Tool for quality and risk of bias. Ten reported a reduction in bullying involvement, but the evidence was variable. A further 27 articles formed a 'suggested strategies' review which synthesised articles without evaluations of interventions but that suggested anti-bullying strategies for use with pupils with SEND. The main suggestion was encouraging social skills and networks. Interventions should be evaluated for feasibility, acceptability and effectiveness. High-quality randomised controlled trials are required to build an evidence base to support pupils with SEND.

Background: The use of measurement instruments to assess the use of Evidence-Based Practice by health professionals has been frequently reported in studies. Aims: This systematic review aimed to summarize, describe, and evaluate the measurement properties of the instruments that evaluate the use of Evidence-Based Practice in health professionals. Methods: The search was carried out in four databases considering three groups of search terms: evidence-based practice, evaluation, and measurement proprieties. Studies were included that described the use of instruments to assess Evidence-Based Practice in health professionals, with the full-text publication, which analyzed the measurement properties, in English. The methodological quality of the studies was evaluated using COnsensus-based Standards for the selection of health Measurement INstruments. Results: In total, 6,429 were found and only 92 were eligible for data analysis. Forty new instruments were identified most were developed for nursing and physical therapist. The investigators performed at least 1 type of validity test on 73% of the instruments. Reliability was tested at 90%, through internal consistency. Responsiveness was tested on less than half of the instruments (30%). Most of the instruments identified are reliable and valid to measure evidence-based practice in health professionals. Conclusion: Although the Fresno Test remains the most complete instrument, and adequate for use. The COnsensus-based Standards for the selection of health Measurement INstruments checklist classified 7 (seven) instruments as suitable for the target audience.

Special Olympics promotes the health of their athletes year-round and offers their athletes options to obtain free health screenings. Following screening events, athletes often have difficulties finding needed referral care. Obstacles to finding a healthcare provider (HCP) for a referral is what necessitates the need for a state-wide HCP referral list in South Dakota. Creation of a HCP referral list was done via an online two-part survey and sent to HCPs throughout the state of South Dakota. Currently, this is the only database of healthcare providers that is accessible to individuals with intellectual and developmental disabilities (IDD) that are members of Special Olympics South Dakota (SOSD). While the created referral list offers increased opportunities to access HCPs in South Dakota, there are still limits to ensuring easy access to HCPs throughout the entire state.

This protocol serves as a guiding source for a Campbell registered systematic review aiming to assess the effectiveness of Public-Private Partnerships (PPPs) in education in Low- and Middle-Income Countries (LMICs). The primary question for this review is: What is known about the impact of PPPs on improving access (i.e., enrolment, attendance, drop-out, and completion) and quality (i.e., students' learning outcomes and teachers' teaching practices) of primary and secondary schooling in LMICs? Using a predefined search query, we will retrieve studies from various databases including Scopus, Campbell Library, EBSCO Education Research Complete, NBER, Dissertation and Theses Global (ProQuest), along with other sources of grey literature. Covidence will be used for screening and extraction. A bias assessment tool will be used for the included studies. A standardised mean difference (SMD) effect size of Hedges' g will be calculated for the outcome variables using RevMan.

Bibliometric mapping is widely used in educational technology research to visualize research field development (e.g. the current status and trend). However, there has been limited research examining the present state, challenges, and potential applications of bibliometric mapping techniques in the field of educational technology. In an effort to bridge this knowledge gap, this study conducted a systematic review of 71 articles on bibliometric mapping sourced from 24 journals specializing in educational technology. This review serves as a comprehensive analysis (i.e. a meta-review) of existing reviews in the field. The review focused on productivity, research topics, and research norms. The following key findings were obtained in the study: (1) The field has seen rapid development, with notable author groups, core journals, and major publishing countries; (2) Bibliometric mapping is mainly used for quantitative analysis in five research topics, including specific journals, emerging technologies, learning environments, online and distance learning, and subject concepts; (3) Statistics and evaluations of tools including Bibliometrix package of R language and VOSviewer, databases such as WoS and Scopus, as well as the procedural aspects of the research undertaken, were all considered. Additionally, the study investigated suggested benchmarks for these methods -- investigating the availability of recognized reporting guidelines like PRISMA or others, as well as the presence of specific criteria for determining what should be included or excluded when utilizing bibliometric mapping techniques. The study proposed standards for the application of bibliometric mapping techniques in research, accompanied by relevant examples. This study not only reveals the specific value and current applications of bibliometric mapping techniques in educational technology research but also provides clarity on the specific methodologies for their implementation and identifies potential areas for further exploration. Finally, this study puts forth a number of recommendations aimed at fostering the reasoned utilization of bibliometric mapping techniques in the field of educational technology.

This article comprehensively reviews motor impairments in children with autism spectrum disorder (ASD) to: (1) determine the prevalence of motor problems in children with ASD; (2) understand the nature of motor difficulties in ASD and whether they are consistent with developmental coordination disorder (DCD); and (3) determine if the term DCD was used as a co-occurring diagnosis in children with ASD after publication of the DSM-5 in 2013. The following databases were systematically searched: MEDLINE, EMBASE, CINAHL, and PsycINFO from 2010 to December 2021. Articles were included if they: (1) were peer-reviewed and published in a scientific journal; (2) included children with ASD who were between 5 and 12 years; (3) used motor or function measures to assess motor abilities in children with ASD. Studies that included children with intellectual disabilities were excluded. Two independent reviewers reviewed titles, abstracts, and full-text articles for inclusion. Twenty-seven studies met the inclusion criteria and were assessed for quality by two independent reviewers using the Appraisal tool for Cross-Sectional Studies. The majority of articles (92.5%) indicated that 50-88% of children with ASD had significant motor impairments on standardized motor assessments and/or functional questionnaires. The nature of motor and function problems in ASD were consistent with DCD; however, only three out of 20 papers (15%) that were published from 2014 described the motor problems as DCD. One study reported that 15.1% of children with ASD with motor impairments had a co-occurring diagnosis of DCD, suggesting that DCD is under-recognized in this clinical population.

Laboratories are considered to play a unique role in circuits teaching. Laboratories can be traditional, with physical components and desks, or virtual with graphical simulators. Applying these facilities in teaching, students can make experiments or measurements by exploring electric circuits' features. However, an intriguing research question is whether physical components or graphical simulators are more appropriate to build knowledge, enhance skills and improve attitudes. Thus, the aim of this article is: 1) to perform a review in order to explore the characteristics of the studies that compare the tangible and graphical user interfaces and 2) to apply a meta-analysis for the effects of the interfaces under study. The meta-analysis included 88 studies with pre/post-tests designs with 2798 participants, which were emerged from: a) 4 databases, b) forward snowballing method. The review showed that the majority of researchers have focused on the knowledge gaining, while a few researchers have examined skills and attitudes. The meta-analysis showed that the combination of user interfaces (tangible/graphical) appears to be the most beneficial for students in the domain of electric circuits teaching.

This scoping review aims to identify and systematically review published mapping reviews to assess their commonality and heterogeneity and determine whether additional efforts should be made to standardise methodology and reporting. The following databases were searched; Ovid MEDLINE, Embase, CINAHL, PsycINFO, Campbell collaboration database, Social Science Abstracts, Library and Information Science Abstracts (LISA). Following a pilot-test on a random sample of 20 citations included within title and abstracts, two team members independently completed all screening. Ten articles were piloted at full-text screening, and then each citation was reviewed independently by two team members. Discrepancies at both stages were resolved through discussion. Following a pilot-test on a random sample of five relevant full-text articles, one team member abstracted all the relevant data. Uncertainties in the data abstraction were resolved by another team member. A total of 335 articles were eligible for this scoping review and subsequently included. There was an increasing growth in the number of published mapping reviews over the years from 5 in 2010 to 73 in 2021. Moreover, there was a significant variability in reporting the included mapping reviews including their research question, priori protocol, methodology, data synthesis and reporting. This work has further highlighted the gaps in evidence synthesis methodologies. Further guidance developed by evidence synthesis organisations, such as JBI and Campbell, has the potential to clarify challenges experienced by researchers, given the magnitude of mapping reviews published every year.

Estimates of the price or value of the individual journals within a full-text database may be useful to librarians engaged in serials reviews or other collection development projects, to scholars investigating the determinants of journal prices, and to publishers seeking to rationalize their pricing strategies. This paper evaluates six methods of apportioning the cost of a full-text database among the individual journals in the database--methods based on variables such as journal size, total citations, Journal Impact Factor (JIF) percentile, and single-journal list price. Each method is evaluated based on how well the resulting prices can be predicted by the determinants of journal prices identified in previous research. Although the six methods yield similar results, the single best option is to use price estimates that account for JIF percentile. If citation data are not available and cannot be estimated, the best alternative is to rely on the equal-value assumption--to split the total price equally among the wanted journals in the database.

This article introduces the CELI corpus, a new learner corpus of written Italian consisting of ca. 600,000 tokens, evenly distributed among CEFR (Common European Framework of Reference for Languages) proficiency levels B1, B2, C1 and C2. The collected texts derive from the language certification exams administered by the University for Foreigners of Perugia all around the world. The corpus contains rich metadata pertaining to text-related and learner-related variables. It expands the domain of learner corpora by being, among other things, both freely available online to the research community, and by focusing on a target language other than English. The article also presents and evaluates the POS-tagging procedure, thus contributing to best practices in learner corpus annotation.

This meta-analysis examined literature from the last two decades to identify factors that correlate with teachers' classroom management self-efficacy (CMSE) and to estimate the effect size of these relationships. Online and reference list searches from international and Chinese databases yielded 1085 unique results. However, with a focus on empirical research the final sample consisted of 87 studies and 22 correlates. The findings cluster the correlates of CMSE into three categories: teacher-level factors (working experience, constructivist beliefs, teacher stress, job satisfaction, teacher commitment, teacher personality, and teacher burnout), classroom-level factors (classroom climate, classroom management, students' misbehaviour, students' achievement, classroom interaction, and student-teacher relationship), and school-level factors (principal leadership and school culture). The results of this meta-analysis show small to large correlations between these 15 factors with CMSE. How these factors are associated with teachers' CMSE and recommendations for future CMSE research are discussed.

This study provides a comprehensive overview of methodological aspects when using heart rate variability (HRV) measures in educational research. Following PRISMA 2020 guidelines, we searched four databases for relevant studies published until March 5, 2024. From the 48 studies reviewed, we extracted data across three analytical categories: (1) area of study interest and participant populations, (2) data collection and analysis methodologies, and (3) the concurrent and predictive validity of HRV measurement for educational research. Study quality was evaluated using QualSyst assessment criteria. Most studies measured stress and enlisted undergraduate students as participants. Data were predominately collected using wearable devices, measuring HRV for durations of less than 30 min, and in varied contexts, including during exams, while learning, and in experiments. The parameters analyzed varied within both time and frequency domains. HRV data had a moderate level of concurrent validity as a measure of stress in an educational context. The concurrent validity of HRV data for measuring attention remains uncertain with insufficient evidence. Limited correlations appeared between stress and performance. The findings, potentials, and limitations of HRV measures are discussed, and synthesized recommendations for educational research using HRV data are provided.

To review the longitudinal trajectories -- and the factors influencing their development -- of mental health problems in children with neurodevelopmental disabilities. Systematic review methods were employed. Searches of six databases used keywords and MeSH terms related to children with neurodevelopmental disabilities, mental health problems, and longitudinal research. After the removal of duplicates, reviewers independently screened records for inclusion, extracted data (outcomes and influencing factors), and evaluated the risk of bias. Findings were tabulated and synthesized using graphs and a narrative. Searches identified 94,662 unique records, from which 49 publications were included. The median publication year was 2015. Children with attention deficit hyperactivity disorder were the most commonly included population in retrieved studies. In almost 50% of studies, trajectories of mental health problems changed by < 10% between the first and last time point. Despite multiple studies reporting longitudinal trajectories of mental health problems, greater conceptual clarity and consideration of the measures included in research is needed, along with the inclusion of a more diverse range of populations of children with neurodevelopmental disabilities.

Large-scale assessments are rich sources of data that can inform a diverse range of research questions related to educational policy and practice. For this reason, datasets from large-scale assessments are available to enable secondary analysts to replicate and extend published reports of assessment results. These datasets include multiple imputed values for proficiency, known as "plausible values." Plausible values enable the analysis of achievement in large-scale assessment data with complete-case statistical methods such as t-tests implemented in readily-available statistical software. However, researchers are often challenged by the complex and unfamiliar nature of plausible values, large-scale assessments, and their datasets. Misunderstandings and misuses of plausible values may therefore arise. The aims of this paper are to explain what plausible values are, why plausible values are used in large-scale assessments, and how plausible values should be used in secondary analysis of the data. Also provided are answers to secondary researchers' frequently asked questions about the use of plausible values in analysis gathered by the authors during their experience advising secondary users of these databases.

Over the last few decades, a wide range of works have featured studies documenting successful pedagogic collaborations in the form of university-industry partnerships in engineering education. In light of this, we conducted a systematic literature review of these studies centred around five key research questions: (a) purposes of university-industry collaborations, (b) theories used to guide such work, (c) types of methods employed, (d) evidence-based best practices identified and (e) areas of future work to be explored. Publications were selected for inclusion by screening and appraising results obtained from databases and keywords refined through a scoping study. We conclude from our findings that future studies would benefit from better alignment with literature or theoretical frameworks and specific robust methods. Additionally, early and middle years of undergraduate engineering programs offer underutilised opportunities for partnership, in line with designing a more futures-focused educational curriculum.