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The purpose of this study was to investigate the effect of augmented reality (AR) using a 3D app in a smartphone on students' learning outcomes and satisfaction in teaching angle measurement error to vocational high school students with different spatial ability. A quasi-experimental pretest/posttest was employed. There were 197 students from three vocational high schools in the southern, northern, and eastern part of Taiwan participated in this study. To minimize the biased result, we established one control group and one experimental group in each school. The experimental group used multimedia teaching tools and AR technology as a supplement, while the control group was taught by multimedia teaching tools only. We assessed some factors that possibly affect the learning outcomes and learning satisfaction, including different spatial abilities and different digital materials as teaching tools. Our finding highlights that different teaching materials influence students' learning outcomes and satisfaction, whereas spatial ability does not affect. Further discussion and implementation are also identified in this study. [ABSTRACT FROM AUTHOR]

Around the world, the number of English speakers and the significance of the English language are constantly increasing. Among various technology-supported instructional styles, Mobile Learning (M-Learning) has been recognized as a promising approach to enhance students' competencies and skills in the English language. By examining previous literature, a number of reviews have been performed to investigate the role of M-learning in the English language. However, none of these studies has highlighted the trends, opportunities, and challenges identified in the most cited articles that focused solely on the English language. Therefore, to address these limitations, this study performed a review of the top 100 most cited articles, published between 2007 and 2020, indexed by the Web of Science, and addressing the English language only. The results revealed that most research in Mobile English Language Learning (M-ELL) followed an experimental design and employed a single mobile learning implementation. Additionally, the current study identified a number of research areas that require additional research attention. For example, further research is needed among students learning from home, more qualitative research is needed, and additional research is required to improve students' higher-order thinking skills. The outcomes of this study provide a reference to researchers and educators who intend to use mobile technologies in the area of language education, especially in the context of the English language. [ABSTRACT FROM AUTHOR]

Using computational methods to produce and interpret multiple scientific representations is now a common practice in many science disciplines. Research has shown students have difficulty in moving across, connecting, and sensemaking from multiple representations. There is a need to develop task-specific representational competencies for students to reason and conduct scientific investigations using multiple representations. In this study, we focus on three representational competencies: 1) linking between representations, 2) disciplinary sensemaking from multiple representations, and 3) conceptualizing domain-relevant content derived from multiple representations. We developed a block code-based computational modeling environment with three different representations and embedded it within an online activity for students to carry out investigations around the earthquake cycle. The three representations include a procedural representation of block codes, a geometric representation of land deformation build-up, and a graphical representation of deformation build-up over time. We examined the extent of students' representational competencies and which competencies are most correlated with students' future performance in a computationally supported geoscience investigation. Results indicate that a majority of the 431 students showed at least some form of representational competence. However, a relatively small number of students showed sophisticated levels of linking, sensemaking, and conceptualizing from the representations. Five of seven representational competencies, the most prominent being code sensemaking (η2 = 0.053, p < 0.001), were significantly correlated to student performance on a summative geoscience investigation. • Representational competencies (RCs) enable students to build domain knowledge. • Students developed knowledge of the earthquake cycle using the three representations. • Students can link, make sense of, and understand dynamically-linked representations. • RCs are significant indicators of performance on real-world investigation tasks. [ABSTRACT FROM AUTHOR]

• Using AI to improve dancing students' skills, motivation and self-efficacy • Benefits of the electronic dance skills teaching, evaluation and visual feedback (DSTEVF) system • AI technology enables dance students to obtain timely feedback on their performance, and received personalized guidance from dancing instructors • The DSTEVF system can improve teaching efficiency in other disciplines as well Despite the importance of artificial intelligence in education, its effectiveness in this field requires more empirical research for corroborating evidence. In this study, a dance skills teaching, evaluation, and visual feedback (DSTEVF) system was developed based on AI technology and applied in a dance classroom. Forty participants from a vocational school studying dance were randomly divided into two groups: DSTEVF-based learning (experimental group, n = 19) and traditional teaching (control group, n = 21). The DSTEVF-based learning approach significantly improved students' dance skills and self-efficacy. However, there was no significant effect on students' motivation. Students with higher levels of motivation and self-efficacy benefitted more from DSTEVF-based learning than those with lower levels. Evidently, it is possible to establish a smart classroom by applying DSTEVF to the teaching activities of dance education, physical education, and other disciplines. [ABSTRACT FROM AUTHOR]

This study explores the pedagogical use of adaptive learning to foster learner-content interaction, and its subsequent impact on student performance in a large first year Macroeconomics course in an Irish University. To increase student-content interaction, an adaptive learning tool (LearnSmart) is employed to create five weekly adaptive reading assignments, over a six-week period. We include two separate indicators of learner-content interaction (the amount of time spent and number of completed adaptive assignments) in our analysis. Results indicate that student performance is enhanced by the number of completed adaptive assignments, which captures learner-content interaction and adaptive learning. However, the amount of time spent studying was negatively associated with performance. This surprising result comes as a novel contribution, which extends our knowledge of how adaptive learning technology can be potentially used to drive learner-content interaction and student performance. Pedagogically, our findings suggest the need for more intentional design and personalisation of learning activities to enhance student-content interaction and subsequent performance. • Adaptive learning enhances learner-content interaction and performance. • The number of completed adaptive assignments increases student performance. • The amount of time spent studying is negatively associated with performance. • A certain time investment is required to realise benefits from adaptive learning. [ABSTRACT FROM AUTHOR]

Training and examining healthcare practitioners' nursing skills by situating them in a contextualized environment to interact with trained simulated patients and making required decisions based on the collected information is a widely adopted approach in nursing training. In a nursing skills course, the flipped learning method shifts the lecture time to the before-class time, allowing more time for teachers' guidance and skills practice in the class. However, if students do not have in-depth understanding in the individual learning space, their learning achievement is often not as expected. In this study, an ASQ (Annotation, Summarizing and Questioning)-based flipped learning strategy for nursing skills training is proposed to engage nurse practitioners (NPs) in deep and effective learning. Moreover, an experiment was conducted to evaluate the effects of the proposed approach on learners' learning achievement, nursing skills, self-efficacy, cognitive load, and critical thinking tendency. The experimental results showed that the approach not only improved NPs' nursing skills, but also significantly increased their self-efficacy and critical thinking tendency. • An ASQ-based flipped learning approach was proposed. • The approach helps students effectively identify key concepts before the class. • An experiment was conducted in a clinical nursing skills training course. • The approach improved the learners' nursing skills performance. • The approach improved the learners' self-efficacy and critical thinking tendency. [ABSTRACT FROM AUTHOR]

To situate students in authentic English learning and practicing contexts so as to facilitate their writing performance, in this study, a mind mapping-based contextual gaming approach was proposed. A quasi-experiment was implemented by recruiting two English tourism classes of students from a university of science and technology in northern Taiwan. One class was scheduled to learn with the proposed approach, and the other was arranged to learn with the conventional contextual gaming approach. The students' writing performance, learning perceptions and generative uses were measured to evaluate the effectiveness of the proposed approach. It was found that, compared to the control group students; the experimental group students who learned with the proposed learning approach had better writing performance in the aspects of fluency and elaboration with a small effect size. Additionally, it was found that most students considered the game to be beneficial and interesting, and they were in favor of the mind mapping strategy. Moreover, it was also found that the proposed learning approach is more likely to help students produce positive thoughts and feelings, generate diverse ideas, create a sense of exoticism and express actions or intent of actions. Finally, the limitations of the study and some suggestions for improvement of this proposed gaming learning environment and approaches are provided. • A mind mapping-based contextual gaming approach was proposed. • An experiment was conducted to evaluate the performance of the proposed approach. • The approach has been applied to an English tourism course. • The approach improved the students' writing performance and language use. • Some suggestions for improvement of this proposed approach are provided. [ABSTRACT FROM AUTHOR]

Abstract Understanding the emotional aspects of pedagogical approaches for primary-aged school children engaged in synchronous audio-led one-to-one online tuition is the focus of this qualitative research study. Data are drawn from the process evaluation element of a large randomized control trial of a 27-week, affordable online mathematics tuition intervention that involved 600 pupils spread across 64 schools in England. Focus groups and interviews conducted with pupils and school staff were used to investigate the pupils' emotional experiences of the mathematics intervention, with reference to the pupil–tutor relationship and the online environment. Our findings suggest that audio-led synchronous one-to-one online tuition provides variable and limited access to emotionally positive pupil–tutor relationships. Whilst our study largely supports the argument that synchronous technologies enhance the sense of communicating with a "real" person (social presence), we conclude that this does not necessarily have a positive effect. We found that the quality of social presence is contingent on the quality of the pupil–tutor relationship. This paper advances our understanding of social presence theory and highlights the need for program developers to facilitate, and tutors, to consider pupil-sensitive collaborative teaching approaches. Highlights • Synchronous 1-2-1 online tuition provided limited access to emotionally positive pupil–tutor relationships. • The emotional quality of the tutor–pupil relationship is interconnected with pupils' sense of their tutors as "real" people. • Social presence is dependent on the quality of the pupil–tutor interpersonal relationship. • Text-based technologies can alleviate emotional and social stress. • Pupil-sensitive collaborative teaching approaches can enhance the emotional and pedagogic experience. [ABSTRACT FROM AUTHOR]

Abstract In this study, we systematically reviewed the experimental mobile learning studies published in 2010–2016. Moreover, the activity theory framework was adopted to investigate the insights and trends of mobile learning. That is, the dimensions of context, tools, control, communication, subjects and objectives were employed to analyze the studies. It was found that most experimental mobile learning studies engaged students in real-world contexts, and the activities were conducted based on the existing school curriculums. This means that researchers and school teachers noted the value of situating students in meaningful learning by helping them link what they had learned from the textbooks to real-world scenarios or daily life environments. In the meantime, the studies frequently involved the students in actively using mobile systems with communication facilities to acquire knowledge via interacting with peers, events, and specified real-world learning targets in the environment. On one hand, many researchers proposed to raise students' motivation; on the other hand, they expected to observe more of what the learners, particularly novices and low-achievement students, had done when observing their past interactions. Even so, it was found that mobile devices were considered a main way of allowing students to acquire self-learning materials rather than only mediation learning across contexts. As the current studies can be considered to contain blended rather than purely self-paced learning, there is still a large space for mobile learning progress and development. Highlights • A review on experimental m-learning was done based on the activity theory framework. • The studies published in 2010–2016 were investigated to find the trends of m-learning. • The context, tool, control, communication, subject and objective aspects were analyzed. • The phenomena of the m-learning activities conducted in the studies were reported. • Possible research issues of m-learning in the future were proposed. [ABSTRACT FROM AUTHOR]

Computational Thinking (CT) is seen as an important competence that is required in order to adapt to the future. However, educators, especially K-12 teachers and researchers, have not clearly identified how to teach it. In this study, a meta-review of the studies published in academic journals from 2006 to 2017 was conducted to analyze application courses, adopted learning strategies, participants, teaching tools, programming languages, and course categories of CT education. From the review results, it was found that the promotion of CT in education has made great progress in the last decade. In addition to the increasing number of CT studies in different countries, the subjects, research issues, and teaching tools have also become more diverse in recent years. It was also found that CT has mainly been applied to the activities of program design and computer science, while some studies are related to other subjects. Meanwhile, most of the studies adopted Project-Based Learning, Problem-Based Learning, Cooperative Learning, and Game-based Learning in the CT activities. In other words, such activities as aesthetic experience, design-based learning, and storytelling have been relatively less frequently adopted. Most of the studies focused on programming skills training and mathematical computing, while some adopted a cross-domain teaching mode to enable students to manage and analyze materials of various domains by computing. In addition, since the cognitive ability of students of different ages varies, the CT ability cultivation methods and content criteria should vary accordingly. Moreover, most studies reported the learners' CT performance and perspectives, while their information society ability was seldom trained. Accordingly, the research trends and potential research issues of CT are proposed as a reference for researchers, instructors, and policy makers. [ABSTRACT FROM AUTHOR]

In recent years, flipped learning has received increasing emphasis; it engages students in deriving basic knowledge through instructional videos before the class, and hence more time is available for practicing, applying knowledge, or student-teacher interaction in class. Many scholars have pointed out that, with such a learning approach, teachers can design more effective in-class activities by guiding students to have higher order thinking as well as interactions with peers and teachers. In the meantime, researchers have also indicated that employing proper educational technologies or learning strategies could further improve students’ performance. Therefore, in this study, an Augmented Reality (AR)-based learning guiding mode is proposed for developing a flipped learning system. To examine the effectiveness of the proposed approach, an experiment was conducted in a natural science learning activity of an elementary school using the developed system. The participants were four classes of 111 fifth graders. Two classes were assigned to the experimental group, while the others were the control group. Those learning in the experimental group used the AR-based flipped learning mode, while those in the control group learned with the conventional flipped learning mode. From the experimental results, it was found that the AR-based flipped learning guiding approach not only benefited the students in terms of promoting their project performance, but also improved their learning motivation, critical thinking tendency, and group self-efficacy. [ABSTRACT FROM AUTHOR]

Second language (L2) vocabulary learning has been deemed a daunting task for many students. This meta-analysis study aimed to explore the effectiveness of applying digital games for L2 vocabulary learning. A total of 26 published studies (2001–2017) conformed with the inclusion/exclusion criteria. Due to diverse findings of previous meta-analysis research in the field, we propose a framework of four-condition research designs to differentiate the empirical studies in an attempt to disclose possible expositions for the diversity and to connect the specific learning mechanisms with the research evidence. The overall effect sizes of the studies in the four conditions are reported as follows: A large overall effect size for Condition 1 (10 studies) (experimental groups playing digital games versus control groups receiving alternative activities), medium for Condition 2 (experimental groups playing digital games with a feature added or changed versus control groups playing base-version games) (10 studies), medium to large for Condition 3 (experimental groups playing digital games and control/comparison groups receiving identical content via conventional means) (two studies), and non-significant for Condition 4 (all participants playing the same digital games but being grouped by a non-game related variable) (four studies). Next, a structure diagram is developed in which the four conditions of the research design are connected with their respective game-related factors based on their locality. Further, we conducted moderator analyses to examine how the eight potential moderator variables (game design, educational level, L2 proficiency level, linguistic distance, intervention setting, assessment type, game source and intervention length) influenced the effect sizes in Conditions 1 and 2 to illustrate various digital game-based L2 vocabulary learning scenarios. Finally, suggestions and implications are provided for game designers, educational practitioners, and researchers in the field. [ABSTRACT FROM AUTHOR]

This study reviewed the literature on mobile technology-supported collaborative learning from 2007 to 2016. Several issues, such as the distributions and research methods, learning devices and learning environments, participants, research issues, application domains, grouping methods and collaborative learning strategies, are addressed. In addition, the relationship between the learning strategies and measurement issues are investigated. The review found that the amount of research on mobile collaborative learning increased and the connection between new mobile technology and collaborative learning activities became tighter. College students received the greatest emphasis, but more focus should be put on junior and elementary school students. Few studies were conducted on teachers and adults. In the most recent five years, the research was focused on improving learners' performance in science, especially social science, and in natural scenarios outside of the classroom, but less emphasis was put on developing learners’ skills and higher order skills. There was little research focusing on different selection methods of group members and the teaching effects of grouping design. Most research adopted conceptualized collaborative learning strategies. Furthermore, some studies proposed that the collaborative learning activities conducted in mobile learning environments should be designed carefully to guide students to experience more effective collaborative constructivist learning. Based on the findings, in-depth discussion and suggestions for future studies are given. [ABSTRACT FROM AUTHOR]

In the past decades, the issues related to mobile learning have been widely discussed around the globe; however, the development and trends of applying mobile technologies in nursing education still lack systematic analysis. In this study, a meta review of the studies published in academic journals from 1971 to 2016 was conducted to analyze the application domains, subjects, adopted learning strategies, investigated research issues and findings of mobile technology-supported nursing education. From the review results, it was found that the use of mobile technologies in nursing education and training have made great progress in the past decades. In addition to the changes in mobile technologies and the increasing number of mobile learning studies in nursing education, the subjects and research issues have also become more diverse in recent years. It was also found that mobile learning has mainly been applied to the training of basic nursing concepts and skills as well as to long-term care and obstetrics and gynecology, while few or even no studies are related to other nursing education domains. In addition, several widely adopted mobile learning strategies, such as inquiry-based learning, contextual mobile learning, snychronous sharing, Mindtools, project-based learning and peer assessment, have seldom been adopted in mobile nursing education. This also reflects the fact that most of these studies focused on skills training and basic knowledge comprehension, while few were conducted in the domains aimed at fostering learners' higher order thinking competences, such as problem solving or critical thinking. On the other hand, it was found that the number of studies using an experimental design has increased in recent years; moreover, most studies reported the learners’ cognitive performance and perceptions, while their learning behaviors were seldom analyzed. Accordingly, the research trends and potential research issues of mobile nursing education are proposed as a reference for researchers, instructors and policy makers. [ABSTRACT FROM AUTHOR]

In this study, eye movement recordings and comprehension tests were used to investigate children's cognitive processes and comprehension when reading illustrated science texts. Ten-year-old children (N = 42) who were beginning to read to learn, with high and low reading ability read two illustrated science texts in Chinese (one medium-difficult article, one difficult article), and then answered questions that measured comprehension of textual and pictorial information as well as text-and-picture integration. The high-ability group outperformed the low-ability group on all questions. Eye movement analyses showed that both group of students spent roughly the same amount of time reading both articles, but had different methods of reading them. The low-ability group was inclined to read what seemed easier to them and read the text more. The high-ability group attended more to the difficult article and made an effort to integrate the textual and pictorial information. During a first-pass reading of the difficult article, high- but not low-ability readers returned to the previous paragraph. The low-ability readers spent more time reading the less difficult article and not the difficult one that required teachers' attention. Suggestions for classroom instruction are proposed accordingly. [ABSTRACT FROM AUTHOR]

Scaffolds in games have the potential to facilitate learning effects in addition to assisting the gaming process. However, studies on game-based science learning usually only adopt questionnaires to evaluate scientific concepts, and use interviews or observations to assess problem solving ability, neglecting the importance of investigating game-making outcomes. We customized a digital game, “Crayon Physics Deluxe,” with varied scaffolding designs to evaluate their effects on science learning. A total of 126 participants were divided into four groups: demonstration scaffolding, non-scaffolding, marking critical features scaffolding, and the no-game group. Learning outcomes were examined in terms of physics knowledge acquisition (in the form of concept maps) and design creativity (in the form of game episode designs). Students were asked to transform their roles from problem solvers to problem designers, which might not only demonstrate their ability to solve scientific problems, but also develop their creativity potential in designing scientific puzzles. The results indicated that the marking critical features scaffolding group performed significantly better than the demonstration scaffolding group in both conceptual knowledge acquisition and the sensitivity dimension of design creativity, while the group with demonstration scaffolding scored higher in the flexibility dimension of design creativity. These findings suggest that proper scaffolds could be designed to function as learning scaffolds rather than just as gaming scaffolds, and different learning purposes require various scaffolding designs. The content of the scaffolds, as well as the timing of their provision should be carefully designed according to the game features to achieve specific instructional purposes. [ABSTRACT FROM AUTHOR]

This paper presents a 10-year review study that focuses on the investigation of the use of Digital Card Games (DCGs) as learning tools in education. Specific search terms keyed into 10 large scientific electronic databases identified 50 papers referring to the use of non-commercial DCGs in education during the last decade (2003–2013). The findings revealed that the DCGs reported in the reviewed papers: (a) were used for the learning of diverse subject disciplines across all educational levels and leaning towards the school curriculum, in two ways: game-construction and game-play, (b) were mainly proposed by their designers as meaningful, familiar and appealing learning contexts, in order to motivate and engage players/students and also to promote social, rich and constructivist educational experiences while at the same time integrating modern technologies and innovative gamed-based approaches, (c) were implemented using a plethora of digital tools, (d) mainly adopted social and constructivist views of learning during their design and use, although the views were explicitly reported in only a few of these, (e) were evaluated – in more than half of the studies – with positive results in terms of: student learning, attitudes towards DCGs and enrichment of social interaction and collaboration, (f) appeared to support students to acquire essential thinking skills through DCG-play. However, despite the rich DCG-game experiences reported in the reviewed papers, some essential but under-researched topics were also specified. [ABSTRACT FROM AUTHOR]

Scientific modeling is thought to help students understand the world and scientific phenomenon. Science laboratory in school should provide well-designed activities to promote students' model building skills. Thus, this study aims to propose microcomputer based labs with several data acquisition tools and a modeling tool, which can assist students to collect and visualize data in faster and fancier ways, and generate mathematical models to fit the data, thus exercising their skills of scientific modeling. Thirty-two high school students participated in the science laboratory courses within two semesters for four labs. Results showed that students' overall success rates of model building were approaching 50%; the duration of participants' modeling time decreased with the increase of the experimental labs; the benefits of doing physics labs with smartphones were confirmed by the success rates, personal preferences, and students' feedback. Regarding students' spontaneous model building behavior in the first lab, almost 90% of the participants fitted data with linear equation; most participants adjusted coefficients to fit the data, instead of changing the highest degree of equation; and different strategies were used by successful participants and the others. These results indicated that the combination of modern data acquisition tools and fitting data with a modeling tool would provide an alternative and meaningful approach to doing physics labs at high school. [ABSTRACT FROM AUTHOR]

The modality effect occurs when people learn better from a combination of pictures and narration than from a combination of pictures and written text. Despite the strong empirical results in earlier studies, the modality effect has been less prominent in later studies of children in learner-paced settings. However, the generalizability of these results in practice may be limited because the studies included notable differences compared to a classroom context. The present study examined the modality effect in a learner-paced classroom context. In a within-subjects experiment, fifth graders learned from illustrated texts and videos and completed pre-, post-, and delayed tests on two science topics. The video group outperformed the illustrated text group in retention, delayed retention, cognitive load, and efficiency measures but there were no statistical differences in transfer. In both learning conditions, the cognitive load was moderate and did not correlate with any learning outcomes. The results suggest that while the modality effect can occur in a learner-paced classroom context, it may not be based on the avoidance of cognitive overload. Alternative explanations concerning the differences in settings and materials between classroom contexts and modality effect research are discussed. [Display omitted] • Modality effect (ME) has not been evident in learner-paced (LP) settings and children. • Fifth graders studied videos (V) and illustrated texts (IT) in a LP classroom context. • V led to better learning and less cognitive load than IT. • Unexpectedly, cognitive load did not affect learning outcomes in either condition. • The influences of the research settings and materials on ME are discussed. [ABSTRACT FROM AUTHOR]

While computer-mediated feedback (CMF) for vocabulary learning has been a focus of considerable attention among both practitioners and researchers, synthesized research to quantitively understand its pedagogical effect is still lacking, and the accumulation of abundant experimental studies also necessitates a meta-analysis. To fill the gap, this study aims to meta-analyze the effect of CMF on second language (L2) learners' vocabulary learning performance and which moderators may underline such effect. More specifically, drawing on the comprehensive categories of Activity Theory (AT), this paper reported meta-analysis results based on 28 valid effect sizes from 25 experimental studies published during 2000–2022. The results showed that the overall effect size was significantly large for vocabulary learning, suggesting that CMF for vocabulary learning is more effective than traditional methods. The moderating effects of a series of AT-related moderators were reported. Based on the results obtained, implications have been proposed for future studies. • Effects of CMF for vocabulary learning are largely inconclusive. • This meta-analysis reports results on CMF for EFL vocabulary learning. • The overall effect size was significantly large. • The moderating effects of a series of AT-related moderators were reported. [ABSTRACT FROM AUTHOR]

The main purpose of the study was to explore how different augmented 3D visualizations may affect the learning of complex science concepts using the eye tracking method. An Augmented Reality (AR) learning system incorporated with different 3D visualizations was developed to assist conceptual learning in the topic of "molecular shapes." Learners' visual attention during the AR learning was recorded using a mobile eye tracking system. Participants were 32 10th grade students. Pre- and post-tests were used to assess students' learning achievements. Learners were grouped into low and high achievers according to the posttest result. To analyze the associations between learners' visual attentions and learning achievements, correlation, t -test, correlation, and regression analyses were applied. Additionally, we conducted lag sequential analysis (LSA) to compare the visual transitions of different groups of achievers. The results showed that learners' conceptual understanding was improved after the AR learning activity. Among the different 3D visualizations, learners attended more to the static and dynamic types in the basic learning stage and to the static and interactive types in the advanced learning stage. Attention to the 3D static model was found to associate more to the attention to the interactive type. The correlation and regression analyses found that the cognitive effort to integrate information about the static 3D model was the key predictor for the learning achievement. LSA showed that high achievers displayed a higher chance of looking back to the static 3D model from other AOIs. The visual pattern analysis suggested that a guidance to connect information delivered by the static and the animated visual representations is necessary for complex conceptual learning. • Visual attention to the augmented 3D static objects predicted learning achievement. • Visual attentions to the 3D static and interactive models were highly correlated. • Low achievers attended more to the interactive 3D objects. • High achievers looked back to the static 3D object from other AOIs more frequently. • High achievers made more sequential transitions between text and 3D objects. [ABSTRACT FROM AUTHOR]

Innovation in pedagogy by technology integration in kindergarten classroom has always been a challenge for most teachers. This design-based research aimed to explore the feasibility of using Augmented Reality (AR) technology in early art education with a focus on the gains and pains of this innovation. A case study was conducted in a typical kindergarten in Hong Kong, with a class of four- to five-year-old children (N=30) and their class teacher, ICT teacher as well as two parent volunteers. A series of art education activities using AR was designed and implemented in the class. Effectiveness of the activities was evaluated through a triangulation of semi-structured interviews with teachers, principal and parents, and surveys administered to children. The results indicated that (1) all the children could design, control and interact with the animated objects generated by the AR application; (2) all the stakeholders interviewed were supportive of this pedagogical innovation and (3) the principal, teachers and parents were concerned about the side effects of using AR in early childhood education. Possible improvements and implications to AR-based art education were also addressed. [ABSTRACT FROM AUTHOR]

The aim of this study was attempting to investigate the outcome of critical thinking achievement of learners when its development is infused into subject teaching with pedagogical and technological support. A total of 124 junior secondary students participated in the three-year trial teaching in Integrated Humanities subject. Flipped classroom strategy was implemented to engage learners in online pre-lesson learning preparation, in-class group discussion inside digital classroom and after-class extended learning using social learning platform. The critical thinking tests found that the students had good performance in the tasks on hypothesis identification, induction and deduction; and some achievements in the tasks on explanation and evaluation. It was found that students needed more time to develop capacities of deduction, explanation and evaluation. The semi-structured interviews found that the teachers and students valued the pedagogical way of providing guidance for students' group sharing for fostering critical thinking skills development. Three implications are discussed to shed light on the infusion of critical thinking skills development into the process of domain knowledge learning, the deployment of appropriate pedagogy to mobilize learners to engage in learning process, and the use of appropriate technology to facilitate learning process inside and outside of classroom. [ABSTRACT FROM AUTHOR]

Computer simulations were used to teach students basic concepts associated with correlation. Half of the students were presented information in a sequential series of single frames in which each frame replaced the preceding frame while the other half were presented the information in simultaneous multiple frames in which each frame was added to the previous frames without replacement. It was hypothesized that if the isolated elements effect occurs, the single-frame condition should be superior. Alternatively, if the transient information effect dominates, the multiple-frame condition should be superior. Results confirmed the superiority of the single-frame presentation. Eye-tracking indicated that participants who learned with single frames paid more attention to the important representations than participants who learned with multiple frames. [ABSTRACT FROM AUTHOR]

Inclusive education has occupied a central role in educational planning especially over the last two decades of the 20th century. This article presents an evaluation of the virtual learning object (LO) Incluir—a digital resource designed to support learning. It was created to work as a complementary tool for teacher education that aimed at promoting reflection on inclusion and resignification of teachers' practice. We present some aspects of inclusive education in Brazil and our perspective on teacher education for inclusion. Then we explore the learning object, the pedagogical framework that guided its conception, and the survey that we conducted designed to evaluate the object in its technical and pedagogical aspects. A total of 163 participants answered a questionnaire comprised of 20 closed questions and 3 open-ended questions. Simple descriptive statistics allowed us to determine that participants rated the object very positively. Thematic content analysis was used to organize the qualitative data of the two open-ended questions in three analytical categories. Simple quantification and description was used to analyze the third open-ended question. We concluded that the LO is a valuable complementary resource that contributes to teacher education for inclusion. [ABSTRACT FROM AUTHOR]

Rigorous studies of the impact of digital games on student learning remain relatively rare, as do studies of games as supports for learning difficult, core curricular concepts in the context of normal classroom practices. This study uses a blocked, cluster randomized controlled trial design to test the impact of a digital game, played as homework prior to instruction, and associated supplemental instructional activities, on middle grade students' understanding of the process of photosynthesis. The role of the teacher as a potential moderator of the game's impact on student outcomes was also investigated, using Classroom Assessment Scoring System-Secondary Edition (CLASS-S) observations as a measure of instructional quality. Study findings demonstrate that the intervention did not have a significant impact on student understanding of photosynthesis. The interaction of treatment teachers' CLASS-S scores and students' average photosynthesis assessment scores approached significance. This study suggests that when digital games are used as a step in the process of learning difficult conceptual material, teachers may need support and guidance to make productive connections between in-game experiences and the target concepts. [ABSTRACT FROM AUTHOR]

A study was conducted for creating digital classrooms to support students to develop information literacy competency and critical thinking skills through domain knowledge learning in digital classrooms. A total of 107 students from four Secondary 1 classes were invited from a secondary school in Hong Kong to participate in the study. In the 13-week trial teaching, every three students shared a Tablet PC for learning two topics in the Integrated Humanities subject. The pre- and post-tests of the two target subject topics found that the students had a statistically significant growth in domain knowledge. The three identical information literacy tests and critical thinking tests throughout the trial teaching found that the students had a statistically significant growth in information literacy competency and critical thinking skills. The semi-structured interviews found that the students and teachers positively perceived the effectiveness of the pedagogical designs of the digital classrooms on supporting the development of information literacy competency and critical thinking skills. Three implications are drawn for enhancing the pedagogical designs in digital classrooms that put emphasis on fostering students' development of information literacy competency and critical thinking skills through day-to-day domain knowledge learning in class. [ABSTRACT FROM AUTHOR]

Abstract: Teachers and students often consider learning programming a difficult pursuit. Face-to-face learning alone cannot provide effective teaching or efficient solutions for learning. A case teaching model can make students active in programming courses, even as it relies on solid learning theory and pedagogical strategies. This paper reports a study based on a case teaching model in C/C++ programming. The Laboratory Animal System (LAS) is a standalone case for management of laboratory animals. This paper includes an overview of LAS architectural design and user interface by C/C++ and presents the design, implementation, and evaluation of the model, as well as its implications for learning computer programming. The case method provides an interactive learning environment for students. Based on a survey of student feedback, students can learn C/C++ programming and gain knowledge more quickly and effectively using the case teaching model than through some traditional methods of teaching. [Copyright &y& Elsevier]

Two experiments examined the effects of prior knowledge on learning from different compositions of multiple representations in a mobile learning environment on plant leaf morphology for primary school students. Experiment 1 compared the learning effects of a mobile learning environment presenting text and photos of plants on a tablet PC, either in combination with or without real plants in the physical environment. Results indicated that there were no interactions between prior knowledge and experimental condition. Students who learned with tablet PCs only outperformed students who additionally learned with real plants on a comprehension and an application test. In addition, high prior knowledge students outperformed low prior knowledge students on both tests. To investigate whether these effects were caused by the specific characteristics of the combination of photos of real plants and real plants, Experiment 2 compared the differential effects of prior knowledge on learning with the combination of texts, photos and real plants to a combination in which the photos were replaced by schematic hand drawings. Results indicated that both low and high prior knowledge students, who learned with the combination of texts, schematic hand drawings and real plants performed better on a comprehension and an application test. High prior knowledge students performed better on both tests. It is concluded that the number and type of representations used is critical for the effectiveness of mobile learning environments. [Copyright &y& Elsevier]

The landscape of science education is being transformed by the new Framework for Science Education (National Research Council, A framework for K-12 science education: practices, crosscutting concepts, and core ideas. The National Academies Press, Washington, DC, ), which emphasizes the centrality of scientific practices-such as explanation, argumentation, and communication-in science teaching, learning, and assessment. A major challenge facing the field of science education is developing assessment tools that are capable of validly and efficiently evaluating these practices. Our study examined the efficacy of a free, open-source machine-learning tool for evaluating the quality of students' written explanations of the causes of evolutionary change relative to three other approaches: (1) human-scored written explanations, (2) a multiple-choice test, and (3) clinical oral interviews. A large sample of undergraduates ( n = 104) exposed to varying amounts of evolution content completed all three assessments: a clinical oral interview, a written open-response assessment, and a multiple-choice test. Rasch analysis was used to compute linear person measures and linear item measures on a single logit scale. We found that the multiple-choice test displayed poor person and item fit (mean square outfit >1.3), while both oral interview measures and computer-generated written response measures exhibited acceptable fit (average mean square outfit for interview: person 0.97, item 0.97; computer: person 1.03, item 1.06). Multiple-choice test measures were more weakly associated with interview measures ( r = 0.35) than the computer-scored explanation measures ( r = 0.63). Overall, Rasch analysis indicated that computer-scored written explanation measures (1) have the strongest correspondence to oral interview measures; (2) are capable of capturing students' normative scientific and naive ideas as accurately as human-scored explanations, and (3) more validly detect understanding than the multiple-choice assessment. These findings demonstrate the great potential of machine-learning tools for assessing key scientific practices highlighted in the new Framework for Science Education. [ABSTRACT FROM AUTHOR]

Abstract: The purpose of this study was to examine the effects of multimedia strategies for instructional techniques and practice on non-native novices' Chinese character learning performance and cognitive load. Two types of multimedia instructional presentations &#x2013; radical-highlighted and stroke-pronunciation &#x2013; and two types of practice &#x2013; visual cue and voice cue &#x2013; were implemented. Participants were 81 non-native novices randomly assigned to one of the four experimental groups, namely radical-highlighted visual-cue, radical-highlighted voice-cue, stroke-pronunciation visual-cue and stroke-pronunciation voice-cue. An Internet-based e-learning course on the basis of Chinese characters was implemented and delivered as experimental instruction using a Moodle platform. The results show that, for non-native novices, the stroke-pronunciation (SP) strategy of showing strokes with pronunciations is better than the radical-highlighted (RH) strategy, enabling the novices to achieve better performance in identifying Chinese radicals. The significant two-way interactions suggest that (1) the SP presentation should be delivered with the voice-cue (VoC) practice to elicit better performance in writing and in identifying characters and strokes, and (2) the RH presentation should be delivered with visual-cue (ViC) practice to elicit better performance in character writing. Furthermore, participants showed similar levels of perceived cognitive load toward the stroke-based task and the radical-based task. However, when the SP presentation was delivered with the VoC practice, participants revealed lower perceived cognitive load toward the writing task. [ABSTRACT FROM AUTHOR]

The purpose of the study was to investigate university learners' visual attention during a PowerPoint (PPT) presentation on the topic of “Dinosaurs” in a real classroom. The presentation, which lasted for about 12–15 min, consisted of 12 slides with various text and graphic formats. An instructor gave the presentation to 21 students whose eye movements were recorded by the eye tracking system. Participants came from various science departments in a national university in Taiwan, of which ten were earth-science majors (ES) and the other 11 were assigned to the non-earth-science group (NES). Eye movement indicators, such as total time spent on the interest zone, fixation count, total fixation duration, percent time spent in zone, etc., were abstracted to indicate their visual attention. One-way ANOVA as well as t-test analysis was applied to find the associations between the eye movement data and the students' background as well as different formats of PPT slides. The results showed that the students attended significantly more to the text zones on the PPT slides and the narrations delivered by the instruction. Nevertheless, the average fixation duration, indicating the average information processing time, was longer on the picture zones. In general, the ES students displayed higher visual attention than the NES students to the text zones, but few differences were found for the picture zones. When the students viewed those slides containing scientific hypotheses, the difference in attention distributions between the text and pictures reduced. Further analyses of fixation densities and saccade paths showed that the ES students were better at information decoding and integration. [Copyright &y& Elsevier]

E-learning storyboards have been a useful approach in distance learning development to support interaction between instructional designers and subject-matter experts. Current works show that researchers are focusing on different approaches for use in storyboards, and there is less emphasis on the effect of design and process difficulties faced by instructional designers and subject-matter experts. This study explores problem aspects of the cognitive task and the skills required of subject-matter experts by applying a cognitive task analysis approach from the expert point of view. The result shows that subject-matter experts face difficulties in making decisions on three elements during e-learning course development. The three elements are storyboard templates, prescriptive interactive components, and review process. It is found that the representation skills and decision making of the three elements allows subject-matter experts to decide on alternatives of the task process. The result also indicates that it is important to leverage the design and process skills of subject-matter experts as it affects their interaction with instructional designers. Three recommendations are made: training development, prescriptive interactive components development, and interaction design document development. A new framework can be recommended to train subject-matter experts as e-learning storyboard users, and in turn provide for effective interaction between them and instructional designers. [Copyright &y& Elsevier]

This study investigated split-attention and redundancy effects in a mobile learning environment on leaf morphology of plants as a function of different combinations of media. Eighty-one fifth-grade students were randomly assigned to the following three conditions: texts with pictures embedded in the mobile device (TP condition); texts embedded in the mobile device and real objects that are outside of the mobile device (TO condition); and texts with pictures embedded in the mobile device and real objects that are outside of the mobile device (TPO condition). Differences in performance on comprehension tests and learning efficiency were examined across conditions. The TP condition was expected to perform better than the TO condition due to a split-attention effect. The TP and TO conditions were expected to perform better than the TPO condition due to a redundancy effect. The results indicated no difference between the TP and the TO condition in comprehension and learning efficiency, but the TP and TO conditions performed better than the TPO condition on both measures. The implications of the results for research and design of mobile learning environments are discussed. [Copyright &y& Elsevier]

Observation of young children is commonplace in educational settings. For trainee practitioners however, gaining access at convenient times can be difficult. Even then, small snapshots of observable activity can only ever be captured. We describe the design and development of a cross-platform software application which can be used to support observations made by pedagogical practitioners. Our application Observation combines game-oriented technology: 3D graphics, animation, physics and classical game artificial intelligence. Simple, data-driven scripting capabilities, requiring no programming experience are also included, enabling the user to customise scenes of characters engaging in learning activities. The well-documented stages of blockplay have been used to represent the physical activity of characters, which is the focus of this paper. Positive feedback was received at a collaborating university in a pilot evaluation of early childhood lecturers and students, paving the way for further development and studies. Our prototype system is available for download and evaluation. [Copyright &y& Elsevier]

This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test data, survey data, and observational data collected during implementations in Taiwan and the United States with students in grades 7–9. Results demonstrate learning on some core disciplinary measures and high levels of learner engagement, indicating the potential benefits of this genre of conceptually-integrated games, but also suggesting that further research and development will be needed to more fully harness this potential. Encouragingly, striking similarities were observed across the two countries in terms of learning and engagement, suggesting that this genre of learning games may prove suitable for engaging students in active exploration of core science concepts across multiple countries. [Copyright &y& Elsevier]

Technology education in Irish post-primary schools is undergoing significant change. In recent years the syllabi of all technology-related subjects have been revised. A new subject, Design and Communication Graphics, has replaced the traditional Technical Drawing subject. This new subject aims to develop students' spatial awareness and graphical communication skills in the context of design. Parametric CAD forms a significant element of the subject. This research paper reports on a study into the use of parametric CAD by teachers in Irish post-primary schools. The research found that teachers were enthusiastic and welcomed the inclusion of the software as part of their teaching. However, the novel teaching environment was challenging which had a significant affect on their pedagogical approaches. The findings highlight the need for affective teacher professional development that explores the declarative as well as the procedural knowledge required for mastery of the CAD software. [ABSTRACT FROM AUTHOR]

This study is a ten-year critical review of empirical research on the educational applications of Virtual Reality (VR). Results show that although the majority of the 53 reviewed articles refer to science and mathematics, researchers from social sciences also seem to appreciate the educational value of VR and incorporate their learning goals in Educational Virtual Environments (EVEs). Although VR supports multisensory interaction channels, visual representations predominate. Few are the studies that incorporate intuitive interactivity, indicating a research trend in this direction. Few are the settings that use immersive EVEs reporting positive results on users’ attitudes and learning outcomes, indicating that there is a need for further research on the capabilities of such systems. Features of VR that contribute to learning such as first order experiences, natural semantics, size, transduction, reification, autonomy and presence are exploited according to the educational context and content. Presence seems to play an important role in learning and it is a subject needing further and intensive studies. Constructivism seems to be the theoretical model the majority of the EVEs are based on. The studies present real world, authentic tasks that enable context and content dependent knowledge construction. They also provide multiple representations of reality by representing the natural complexity of the world. Findings show that collaboration and social negotiation are not only limited to the participants of an EVE, but exist between participants and avatars, offering a new dimension to computer assisted learning. Little can yet be concluded regarding the retention of the knowledge acquired in EVEs. Longitudinal studies are necessary, and we believe that the main outcome of this study is the future research perspectives it brings to light. [Copyright &y& Elsevier]

The aim of this study is to investigate whether personalization of mathematical word problems affects student achievement; and if it does, to find out whether the outcomes vary depending on computer and class environment in the teaching of mathematics. The sample of the research, conducted in the 2006–2007 fall semester, consists of 90 seventh grade in four sub-groups. During the application in the classroom, paper-based personalized and paper-based non-personalized problems were given. As to the computer environment, web-based personalized and web-based non-personalized problems were presented. After the application, an achievement test was performed as an achievement post-test parallel to the pre-test. The results show no significant difference between the scores of the groups who used personalized materials and the groups who used non-personalized materials. The results also indicate that no significant difference exists between those who studied in the computer-based environment and those in the paper-based environment. [Copyright &y& Elsevier]

Abstract: The new technologies make the appearance of highly motivating and dynamic games with different levels of interaction possible, in which large amounts of data, information, procedures and values are included which are intimately bound with the social sciences. We set out from the hypothesis that videogames may become interesting resources for their inclusion in the education processes in formal contexts. Videogames become laboratories for social experimentation where the scenarios, conditions and situations affecting a given human phenomenon are reproduced. In this article, 35 videogames are analysed to find out which contents can be approached through them for the teaching of Social Sciences using problem-solving strategies. To this end, instruments for information gathering (data collection grid) and analysis (category system) were designed. The different contents of a social nature are analysed according to the study categories and in turn from the areas of social issues detected in them. We present a working proposal for the use of videogames in the classroom on the basis of resolution of relevant problems, determining which are the issues that we consider relevant, what questions the pupils can be asked to approach through videogames and what the characteristics, benefits and obstacles are in the use of these resources in the teaching of Social Sciences. [Copyright &y& Elsevier]

With an increasing number of studies evincing the effectiveness of simulation-based virtual laboratories (VLs), researchers have discussed replacing traditional laboratories. However, the approach of doing science endorsed by VLs has not been carefully examined. A survey of 233 online VLs revealed that hypothetico-deductive (HD) logic prevails in VL design. Most VLs convey an oversimplified view of scientific inquiry, which might handicap science education in terms of cultivating the ability to conduct authentic scientific inquiry and to solve everyday problems, or promoting students’ scientific literacy. Ever since Duhem and Kuhn, philosophers of science have learned that the relationship between hypotheses and evidence is holistic rather than deductive; however the pedagogical value of this point has not received enough attention in science education. Many science educators and VL-designers still uncritically adhere to the HD method. This article comments on the HD method and how VLs can avoid embracing it. [Copyright &y& Elsevier]

This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N =521), student attitudes could account for a 3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards mathematics positively predicted test scores. However, more able students who were well-disposed towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated to test scores. Detailed observation of a small number of students (N =8) revealed that positive attitudes towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to mediate this relationship. Promoting learning with mathematical computer tools needs to take several factors into account, including improving student attitudes, raising levels of learning behaviours, and giving sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical discourse. [Copyright &y& Elsevier]

Abstract: Information and Communication Technologies (ICT) have become an integral component of Physical Education (PE) and Sport Science (SS) curricula and professions. It is thus imperative that PE and SS students develop ICT skills, self-efficacy in ICT and positive attitudes towards ICT. This study was aimed at designing a computer literacy course targeted at equipping PE and SS students with core ICT skills, and at evaluating its impact on students’ computer and Internet self-efficacy, attitudes towards computers and the Internet, and computer anxiety. The study also explored students’ responses to the course, students’ perceptions of the relevance of ICT for PE and SS professionals as well as eventual differences in the course’s impact in relation to students’ prior ICT experience. Participants were 89 PE and SS undergraduate students. Both quantitative and qualitative data were gathered through pretest/posttest questionnaires and transcripts of an online discussion forum. Data analysis showed that the course significantly enhanced students’ computer and Internet self-efficacy and their positive attitudes towards computers and the Internet, while significantly reducing their computer anxiety. The course was very well-received by the students, who were found to fully perceive the pervasiveness of ICT in today’s PE and SS professions, and who felt that they had developed valuable ICT skills. The course elicited positive responses regardless of students’ prior ICT experience, although it had significantly more positive effects, in terms of computer self-efficacy, Internet self-efficacy and computer attitudes, with the students who were most in need of the course, namely those with low prior ICT experience. The findings are discussed in relation to training PE and SS students in ICT within academic settings. [Copyright &y& Elsevier]

The popularity of video games has transcended entertainment crossing into the world of education. While the literature base on educational gaming is growing, there is still a lack of systematic study of this emerging technology’s efficacy. This quasi-experimental study evaluated a teacher created video game on genetics in terms of its affective and cognitive impact on student users. While statistical results indicated no differences (p >.05) in student learning as measured by our instrument, there were significant differences (p <.05) found in the participants’ level of engagement while interfacing with the video game. Implications on this emerging line of inquiry are discussed. [Copyright &y& Elsevier]

In order to facilitate senior primary school students in Hong Kong to engage in learning by observation of the phenomena related to electrical circuits, a design of a specific courseware system, of which the interactive human–machine interface was created with the use of an open-source software called the LabVNC, for conducting online remote-controlled experiments was developed in this study. The statistically significant results of a pre-test–post-test evaluation study showed that the LabVNC-based system has potential to promote students to learn the target topic under the approach of learning by observation. The assertion of the teacher on the pedagogical value of the remote-controlled experimentation and the enthusiasm of students in using the LabVNC-based system reveal the potential to integrate the use of the LabVNC-based system with the practice of scientific experiments. Based on the feedback from the teacher and students, the existing LabVNC-based system will be refined under the design-based research approach. [Copyright &y& Elsevier]

This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement. [Copyright &y& Elsevier]

The idea of ‘interpretative flexibility’ underpins new approaches to studying technological artefacts and curricular resources in use. This paper opens by reviewing – in this light – the evolving design of dynamic geometry, its pioneering use within classroom projects, and early sketches of its mainstream use in ordinary classrooms. After examining curricular context and its instrumental dimension, the paper then reports a study of teacher constructions of dynamic geometry in classroom practice, conducted in professionally well-regarded mathematics departments in English secondary schools. From departmental focus-group interviews, four teacher-nominated examples of successful practice were selected for study in depth through lesson observation and post-lesson interview. Iterative thematic analysis was employed, first to establish a narrative outline of each case, and then the ideas and issues salient across cases. The study illustrates the interpretative flexibility surrounding the emergent use of dynamic geometry. It found important differences in practical elaboration of the widespread idea of employing dynamic geometry to support guided discovery. The process of evaluating the costs and benefits of student software use was influenced by the extent to which such use was seen as providing experience of a mathematical reference model, and more fundamentally as promoting mathematically disciplined interaction. Approaches to handling apparent mathematical anomalies of software operation depended on whether these were seen as providing opportunities to develop students’ mathematical understanding, in line with a more fundamental pedagogical orientation towards supporting learning through analysis of mathematical discrepancies. Such variation was associated with differences in positioning dynamic geometry in relation to curricular norms and in privileging a mathematical register for framing figural properties. Across all cases, however, incorporating dynamic manipulation into mathematical discourse moved implicitly beyond established norms when dragging was used to focus attention on continuous dynamic variation, rather than being treated as an efficient means of generating multiple static figures. [Copyright &y& Elsevier]

Abstract: The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper presents a model of how technology use can enhance mathematics achievement, a review of other instruments and a psychometric analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the power of the MTAS to provide useful insights for teachers and researchers. ‘Attitude to learning mathematics with technology’ had a wider range of scores than other variables studied. For boys, this attitude is correlated only with confidence in using technology, but for girls the only relationship found was a negative correlation with mathematics confidence. These differences need to be taken into account when planning instruction. [Copyright &y& Elsevier]

Abstract: The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in their lessons. The second study presented was part of the wider SET-IT project in Cambridge; 11 teachers in eight schools were observed using multimedia simulations, data logging tools and interactive whiteboards. Teachers were interviewed in all cases to elicit their pedagogical thinking about their classroom use of ICT. The findings suggest that teachers are moving away from only using ‘real’ experiments in their practice. They are exploring the use of technologies to encourage students to engage in “What If” explorations where the outcomes of ‘virtual’ experiments can be immediately accessed, for example through using a simulation. However, this type of activity can serve just as a mechanism for revealing – and indeed reinforcing – students’ informal conceptions if cognitive conflict is not generated or remains unresolved. The teachers in our studies used simulations, data logging, projected animations and other dynamic digital resources as tools to encourage and support prediction and to demonstrate scientific concepts and physical processes – thereby ‘bridging the gap’ between scientific and informal knowledge. They also integrated technology carefully with other practical activities so as to support stepwise knowledge building, consolidation and application. Research of this kind has design implications for both curriculum-related activities and emerging computer-based learning technologies, in terms of helping us to understand how teachers capitalise upon the technology available in supporting students to construct links between scientific theory and empirical evidence. [Copyright &y& Elsevier]