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The creative programming language Processing can be used as a generative architectural design tool, which allows the designer to write design instructions (algorithms) and compute them, obtaining graphical outputs of great interest. This contribution addresses the inclusion of this language in the architecture curriculum, within the context of digital culture and alternative approaches to how digital tools are used and learned. It studies the different processes related to Computational Thinking that are triggered in the prototyping of computer applications and that lead to creativity. The similarity between architectural design and programming is analysed, both in problem solving (abstraction, decomposition, iterative revisions--debugging--, etc.) and in the use of mechanisms of a digital nature (loops, randomness, etc.). The results of the design and testing of a pilot course are shown, in which the way of teaching, learning and using this programming language is based on the graphical representation of problems through sketches.

This research explores the development, execution, and student feedback on a multi-themed digital escape room (ER) activity, designed for teaching medicinal chemistry during the COVID-19 pandemic. It aimed to examine students' perceptions of the ER activity, focusing on its effectiveness in enriching students' understanding of medicinal chemistry and increasing their engagement level. Implemented in a synchronous online lecture for third-year pharmacy students, this ER activity was designed with the intention of fostering active learning and teamwork. A total of 184 students participated in various medicinal chemistry-themed challenges, using puzzles on a virtual whiteboard and breakout rooms for team discussions. The findings gathered from the post-implementation survey highlight the impactful learning outcomes associated with a replicable ER activity designed for online medicinal chemistry courses. This innovative teaching strategy not only cultivated a deeper understanding of key medicinal topics among students (mean=4.36) but also enhanced their collaborative skills through increased peer interaction (mean=3.73). They also reported higher level of engagement due to the interesting activities (mean=4.53). The quantitative results were affirmed by the qualitative feedback obtained from the open-ended questions, indicating a consistently positive learning experience and student reception towards the ER implementation. Although they encountered obstacles like stress, internet issues, and unfamiliarity with the ER format, more than 70% of the students agreed that the ER activity was a highly effective learning tool. This digital ER activity also demonstrates promise as an educational tool to encourage active learning and enhance students' motivation in learning medicinal chemistry. The study has showcased the potential benefits of integrating digital ERs into traditional teaching methods, especially for catering to the preferences of Generation Z students in a collaborative learning environment. In addition, the research offers valuable insights into the use of ERs in pharmacy education, contributing to the scarce literature on ER applications in medicinal chemistry and opening avenues for further research on ER-based educational strategies.

This study aims to develop a predictive model for predicting gifted students' engagement levels and to investigate the features that are important in such predictions. Features reflecting students' emotions, social-emotional learning skills, learning approaches and video-watching behaviours were used in the prediction models. The study group consisted of 36 gifted students between the ages of 12 and 14 who attended an information technologies course, where students engaged with Arduino-based learning tasks. Data related to only one task were analysed. Prediction models were developed using different machine learning algorithms, and information gain scores were used to investigate important features in the prediction models. The results show that all prediction models achieved a higher classification accuracy than the base model. The highest classification accuracy (83%) was achieved with the Support Vector Machine (SVM) algorithm. Students' self-reported emotions while performing the task were found to be the most important feature in predicting their level of engagement. Other important features in predicting engagement level were the students' social-emotional learning skills, deep and surface learning approaches and their video-watching behaviours. As a result, it was found that the engagement level of gifted students could be predicted with high accuracy. These results can be used to predict students' engagement levels and to develop interventions for low-engaged students. The obtained results are discussed within the scope of emotion-aware learning design and social-emotional learning.

STEM education is widely recognized as a powerful means of cultivating well-rounded future talent. However, challenges such as difficulties in observation, declining learning interests, and the lack of teaching resources present obstacles to the implementation of STEM education in China. Virtual Reality (VR), with its immersive, interactive, and imaginative capabilities, has the potential to enhance STEM learning by expanding the boundaries of the physical classroom. In light of these considerations and the fact that STEM activities frequently involve project-based learning (PBL), this research conducted a VR-integrated STEM PBL course entitled "Bird Feeder" at a primary school in Guangzhou. The main goal of this research was to investigate how the "VR + STEM" course affected students' comprehension of scientific knowledge, students' design and the acceptance of teacher and students. Twenty-seven Grade 6 students (aged 11-12) participated in the course which comprised four lessons. Two VR coursewares with specific content were developed and used as interventions during the course. Data was collected through pre- and post-tests of scientific knowledge, analysis of students' design drafts, observation of VR learning activities, and interviews. Results from the Wilcoxon matched-pairs signed-rank test (p = 0.000) and content analysis indicated that the "VR + STEM" course significantly improved students' understanding of scientific concepts, enhanced their design skills, and was well-received by both teachers and students. These findings suggest that VR-based STEM project in primary schools is both feasible and effective in addressing the challenges facing STEM education.

Software installation is an early barrier to success for graduate students in our online statistics class. To help them overcome this potential barrier, our instructional team created the SPSS Early Adopter Program (SEAP). The SEAP gamified the installation task with a discussion badge and bonus point; these external motivators encouraged students to avoid procrastinating on their SPSS installation. To document student experiences with the SEAP, we conducted a nonexperimental, descriptive study of 475 students enrolled in an online statistics course. Data collection and analysis consisted of descriptive statistics of the SEAP completion rate and a reflexive thematic analysis of students' spontaneous reactions to the installation process. Results showed that 205 of 475 students (43%) completed the SEAP challenge. In their unsolicited responses, 14 SEAP completers (7%) spontaneously expressed confusion and uncertainty; we coded this as a theme of academic vulnerability. Another 27 SEAP completers (13%) spontaneously expressed comments like, "I finally figured it out!" We coded these responses as a theme of academic resilience. For academically resilient students, the SPSS Early Adopter Program transformed a success barrier into a rewarding challenge.

Digital distance course materials can be used across different forms of education delivery. In particular, courseware designed for asynchronous digital distance education can serve as the basis for blended learning, which features a different teaching role and fuller interpersonal experience. Blended learning can be used to extend programme opportunities across population regions where a full, lecture-based model might not be viable. This case study explores the experiences of three regional polytechnics in New Zealand that adopted and modified courseware created for digital distance learners studying asynchronously. The courseware was used to provide local students with more flexible study options, drawing on high quality courseware that had been centrally created by a team of experienced courseware designers and Subject Matter Experts (SMEs).

While studies have extolled the value of using online rubrics, the benefits have usually been presented in terms of enhancing marking or delivery of teacher feedback. These benefits are welcome, but they nonetheless couch digital as simply an improved way for "old paradigm" transmission approaches to feedback that do little to help students develop feedback literacy. This study therefore investigates whether the affordances of online rubrics might also enhance students' metacognitive engagement with feedback. Five qualitative case studies followed students over 1-2 semesters as they submitted multiple pieces of work and received online feedback, including rubrics, via Turnitin Feedback Studio. Student perceptions were investigated through interviews and student-recorded screencasts in which students followed a think-aloud protocol as they engaged with their online feedback. The findings indicate that counter to our hopes for digital enhancement, the online rubrics in these cases tended to actually inhibit feedback literacy development. At the same time, participants' online behaviours showed a range of useful strategies for making sense of and acting on online feedback, even when the online rubrics themselves are lacking. This is something that programme and assessment teams should draw on in order to maximise learners' engagement with and learning from online rubric feedback.

Videos as instructional materials have become an important part of higher education. The ability of videos to be shared and used in social and educational settings demonstrates their increasingly significant contemporary impact. Identifying the video features that affect student engagement as a success indicator can therefore contribute to the effective use and design of educational videos. Panning is such a potential video recording and presentation feature/technique. The aim of this study is to reveal the ways panning is accomplished in videos and discuss implications for instructional design. Panning is to record a smaller section of a screen, relevant to the instructional activity, instead of recording the entire screen during video recording. It differs from regular video shots as it refers to the recording of the computer screen or any other display in that manner, whereas regular videos record everyday objects. It is a strategy used during the recording of educational videos developed for software education. It is a design consideration especially for creating educational materials to be displayed in mobile devices due to their small screens. To date, panning has not been comprehensively conceptualized as an educational technique for software education. In this study, the possible types of screen-recording in terms of panning are identified based on video review. Secondly, examples from one of the popular video-sharing sites -- YouTube -- are identified and presented using these panning types. Finally, a comparison is made between full-screen and panning videos. The implications of panning for instructional purposes are examined. A concise and useful guide is provided for instructional designers interested in creating more effective instructional videos.

Learning through mobile applications has become more relevant as mobile tools have evolved. The COVID-19 outbreak that spread across the globe in 2019 promoted to a brief period of distance learning. The purpose of the study was to investigate how the students' perceptions of distance learning were affected by the use of a mobile application designed for a seventh-grade mathematics course. The research was performed using quasi-experimental design. The study was conducted in the distance education process with 7th grade students studying in a secondary school in the 2020-2021 academic year. The mobile application was used to deliver the instruction to the students in the experimental group, whereas the control group received instruction based on the textbook. To collect the data for the study, Yildirim et al. (2014) designed the "Student Opinions Scale for Distance Education". T-tests were used to assess the data for dependent and independent samples, respectively. The study revealed a substantial difference in the post-test results of the students in the experimental and control groups. It was discovered that there was no significant difference between the pre and posttest scores of the control group students' opinions on distance education and that there was a substantial increase in the experimental group students' attitudes on distance education between the two assessments. According to the findings, it has been suggested that by creating mobile applications in various ways and including them into the distance learning process, the impacts of using them for mathematics classes on distance learning can be studied. [Note: The page range (254-274) shown on the PDF is incorrect. The correct page range is 253-274.]

Privatisation and commercialisation in education encompass a range of interrelated practices, including the outsourcing of educational services as well as increased reliance on commercially produced resources for the delivery of learning and assessment. An increase in these practices has accompanied the shift from centralised systemic management of schools and specific programs like English as an Additional Language/ Dialect (EAL/D), to school autonomy whereby principals control budget expenditure decisions, ostensibly in response to the needs of their school population. The intersection between school autonomy, commercialisation and delivery of the specialised service of EAL/D is the focus of this paper. This paper presents the findings of a survey with EAL/D teachers in Australia, in relation to the extent to which they are experiencing commercialisation and the impact this is having on the delivery of a longstanding service designed to ensure equity of outcomes for English language learners. The data suggests that the use of commercial products in schools may not be aligned with appropriate educational practices which target language learning needs. There is a strong need for further research in the uptake and use of commercial products for specialist language support. This will elucidate the extent to which EAL/D as a specialisation is being impacted by the use of commercial products both in the appropriacy of the products and in the deprofessionalisation of specialist EAL/D teachers.

Digital platforms have become integral to contemporary schooling. Google Classroom, Compass, Office 365, EdQuire, ClassDojo and Canvas are just some of the many platforms that litter students' and teachers' computers today. While students may have only one school to physically attend, there is a labyrinth of digital enclosures for them to navigate as part of their schooling. The rise of digital platforms in education has occurred at an erratic rate--sometimes through function creep, sometimes through whole system mandates, and certainly the global pandemic has accelerated their rise. In this article we consider how platforms have become an infrastructure in education and the implications this has for teaching, learning and the relationships between key stakeholders. We provide an overview of the education research into platforms to date, highlighting areas that require further empirical and theoretical investigation. We conclude the article by outlining a research agenda for critical platform studies in education.

Guided by the 5E framework (Engage, Explore, Explain, Elaborate, Evaluate), a buffer solution courseware was designed using "Articulate Rise," a content authoring tool. It was deployed in a freshman general chemistry course in the April semesters of 2022 and 2023. The courseware was a supplementary resource to support instructor-created lecture videos, along with other learning activities integrated under one roof. An opening YouTube video was used as a hook to interest learners by highlighting the application of buffer solutions in the COVID test kit. A "ChemCollective" virtual laboratory activity on buffer preparation was weaved into the package for learner exploration work, guided by a worksheet. The traditional lecture videos were also integrated into the Explain stage. Additional examples of industry uses of buffer solutions and the application of dilution factor in industry buffer formulations were designed into the Elaboration stage. Formative self-checks were included for evaluation of learning. Data collected from the self-check completion rate and a user experience survey showed favorable outcomes. About 43% of the cohort studied at least one part of the courseware. Of those who attempted the courseware, 80% attained full completion. Learners enjoyed the highly interactive content, particularly the virtual laboratory. Improvements to future course implementation were discussed.

The intervention of modern teaching media in classroom teaching activities has greatly extended the time and space of teaching practice, and new teaching methods, teaching models, and teaching designs have emerged one after another. Improving pertinence and effectiveness and cultivating high-quality talents with solid theoretical foundations provide something that many schools and related teachers have been exploring and researching. Multimedia teaching courseware has its excellent advantages and effects. However, when we enjoy the convenience brought by multimedia to basis of the existing teaching behavior analysis technology, it combines research methods such as residual calculation (residual calculation) and support vector machine (SVM), aiming at both teachers and students. It becomes intuitive, visualized, concrete, and contagious, which keeps students' attention, emotion, interest, and other psychological factors in the learning process in a good state.

Explanation of natural phenomena at one level of biological organisation almost always involves causes that are found at other levels. Although scientists thinking across levels find it easy to explain physiological phenomena, students often perceive this as a challenge. We developed a new graphic organiser called Zoom Map, which is a mode for structuring biological information along the levels of biological organisation and is designed to guide biology students when they need to consider the levels of organisation. The aim of this study is to examine how Zoom Map helps students explain a common phenomenon in plant physiology: leaves that are upright or wilted. Accordingly, we designed a teaching experiment covering 13 students. During the experiments, the students were videotaped. We used qualitative content analysis to examine the explanations. Our findings indicate that Zoom Map improved students' explanations of the phenomenon across multiple levels of organisation: The students used more levels than before, and they referred to lower levels that were lacking previously. Therefore, it can be concluded that students who use Zoom Map are supported in their ability to explain a biological phenomenon across the levels of biological organisation.

Interactive videos are frequently employed in education. Although several reviews and syntheses indicate that interactively engaging with videos might benefit learning, up until now no quantitative synthesis of the effectiveness of enhanced interaction features in educational videos has been published. Enhanced interaction features explicitly aim to encourage learning processes. Very often, they consist of domain-specific questions and tasks to promote retention and understanding. The presented research evaluates the effectiveness of enhanced interaction features in educational videos. A quantitative synthesis of research on learning from interactive videos was conducted. Sixteen articles reporting 17 studies with 22 effect sizes met the inclusion criteria. Based on a random-effects model, both a meta-analysis and a moderator analysis were conducted. Videos that include enhanced interaction features are significantly more effective than videos that comprise merely navigational interaction features or no interaction features. The analysis resulted in an overall effect size of Hedges' g = 0.522 in favor of videos that include enhanced interaction features. However, if a video is not paused while an enhanced interaction feature is offered to the learners, a split-attention effect occurs, and learning is impeded.

Statistical software is commonly used in undergraduate social sciences statistics courses. Due to the increase in online/hybrid courses and the cost of SPSS, instructors may wish to switch to another statistical software. We cover seven programs: Excel, Google Sheets, jamovi, JASP, PSPP, R, and SOFA. We compare programs using the following criteria: ease of download, quality of online instructions, availability of instructor resources, sophistication of analyses available, ease of use, operating system requirements, whether it uses point-and-click or code, and whether a VPAT is available. Adopting new course materials is a valuable part of instruction but time-consuming. Therefore, this review provides information about commonly available or free open-source programs so instructors can choose based on the needs of their students and/or institutions.

Background Study: The effects of the flipped classroom (FC) on students' academic performance remain ambiguous, and the use of pre-class videos may be one of the main factors hindering students' progress. A software package called GeoGebra has been proposed as a substitute for pre-class videos to aid students' learning. Objective: This study investigates the effect of the FC using GeoGebra (FCG) on mathematical performance and memory among senior secondary students. Methods: One hundred and sixty students of a senior high school in China were selected. A quasi-experimental design was implemented in which the classes were split into the intervention group (FCG), control group A (FCV) and control group B (TL) by random assignment. Pretest, Post-test 1 and Post-test 2 were introduced. Results and Conclusion: The results indicate that both the FCG and the FC with pre-class videos (FCV) were more effective than traditional lectures in enhancing students' academic test scores, and that the effect of the FCG was comparable to its video counterpart, F(2, 136) = 3.752, [rho] = 0.026, [eta][superscript 2] = 0.052. Although their effects were similar, the qualitative results revealed some hidden benefits associated with the replacement of pre-class video with GeoGebra. Furthermore, although they were equally effective in promoting students' performance in the short-term, the long-term effects on academic performance of both forms of FC were non-significant when compared with traditional lectures.

The purpose of this research is to evaluate the potential of use for computer science course designs (CSCD) created by game-based learning method. Qualitative case study was used as the research design. CSCDs created for Minecraft Education Edition (MinecraftEdu) were examined in the context of various criteria by document analysis method, and semi-structured interviews were conducted with teachers actively using MinecraftEdu in their classes. The research revealed that the CSCDs created for MinecraftEdu primarily aimed at developing coding and design skills, underscored interdisciplinary collaboration, laid more emphasis on cognitive-psychomotor achievements with curriculum eligibility. It was acknowledged that introduction, body and conclusion parts have an elaborate design in majority of course designs according to Gagné's Events of Instruction Model, and yet, more attention should be paid to gaining the learner's attention, stimulating recall of prior learning, giving feedback, and ensuring retention and transfer. Despite increasing interest and trend towards educational games and game-based learning environments, there are limited number of studies that can help teachers evaluate the games that can be most effective in their fields and different learning contexts. Therefore, it is anticipated that this study will contribute to the related literature on game-based course designs and applicability.

Despite all the efforts to increase the e-courseware presence in primary school classrooms, a below expectation of e-courseware integration is normally reported. However, the extent of this situation will differ in countries from different worlds, and it will lead to the suggestion of different modes of confrontation. This study was designed in the context of a developing country with the aim of examining the frequency of e-courseware integration and obstacles faced by teachers when integrating e-courseware into primary school classrooms. The cluster random sampling technique was used to select 442 survey participants. The results showed that the primary school teachers' frequency of e-courseware use in the classroom is not high (approximately 3-4 times per month), especially high--interactive e-courseware. Three sets of obstacles, including obstacles regarding e-courseware, obstacles regarding conditions in schools, and obstacles regarding teachers, were identified as having a significant impact on the extent of using types of e-courseware in primary school classrooms. In addition, significant differences as well as the relationship between teachers' characteristics and the extent of e-courseware use in the classroom were also confirmed. These findings provide evidence and useful information for policy-makers and educators in formulating strategic plans for increasing e-courseware presence in primary school classrooms.

It is well-known that digital learning materials influence the classroom curriculum and didactics. At the same time, few studies examine the role of the data visualizations offered by digital learning materials. Data visualizations signpost the emergence of students as data subjects who can be observed and compared on a computer screen. They thus shape teachers' socio-technical ways of seeing student learning and are likely to influence student assessments. Drawing inspiration from Science and Technology Studies (STS), this paper advances an analytical framework for eliciting the politics of data visualizations, focusing on automation, agencies, and aesthetics. The framework is exemplified through a case study of a popular Danish digital mathematics platform. In a concluding discussion, the paper considers the importance of addressing unsettled and ethical questions about the role of automated digital systems in teachers' knowledge practices.

The FATIH project was the largest K-12 level ed-tech integration project in Turkey. Its aim was to enhance the quality of education by improving technology in classrooms. To determine the outcome of the project a systematic literature review was carried out and the perspectives of in-service teachers were considered. The literature was searched for information between the years 2014 and 2022. A total of 22 studies were thematically coded, which yielded 170 codes. The results indicate that the project revolved around hardware and that the e-content was unsatisfactory. They also showed that the teachers were not prepared, that there were sustainability problems, and that classroom practice was disrupted. The underlying reasons for these issues were the sudden top-down start of the project and the recalcitrance of teachers towards it. As a result, it is recommended that ed-tech integration literature is referred to before launching such an initiative.

The objective of this research is to examine the impact of the Madrasati platform experience on acquiring mathematical concepts, and improving learning motivation from the point of view of mathematics teachers. To achieve the objective of the research, the researchers relied on the descriptive approach in its survey style. The sample of the study consisted of 613 mathematics teachers in the Kingdom of Saudi Arabia, and the study tool (questionnaire) was distributed to them. These data were processed through the use of quantitative methods and measures, such as the statistical packages program SPSS. The main results were as follows. First, there was a moderate level of agreement among participants regarding the impact of the experience of using the Madrasati platform. Second, there was a much stronger level of agreement regarding the degree to which using the Madrasati platform enabled students to acquire mathematical concepts. Third, there was almost universal agreement among participants that using the platform enhanced students' motivation to learn. Fourthly, the participants perceived there to be an extremely strong relationship between enhanced motivation to learn and the acquisition of mathematical concepts. The researchers recommend that students and mathematics teachers should continue to use the Madrasati platform in the everyday school environment.

While research in the learning sciences has spurred advancements in educational technology, the implementation of those learning resources in natural learning contexts advances teaching and learning. In this paper, two faculty members at the University of Central Florida used courseware generated with artificial intelligence as the primary learning resource for their students. The selection and enhancement of this courseware is contextualized for each course. Instructor implementation practices over multiple semesters are described and related to resulting student engagement and exam scores. Finally, benefits of the adaptive courseware are discussed not only for student outcomes, but the qualitative changes faculty identified and the impact that iterative changes in teaching practice had on instructors as well as students.

This study aims to examine the views of preservice social studies teachers on the use of Quizlet in a physical geography course. The participants of the study consisted of 56 preservice social studies teachers who were secondyear students in the social studies education program of the educational faculty of a state university and were taking the "physical geography of Turkey" course. At the end of a 5-week-long application of Quizlet, the qualitative data were collected using a questionnaire consisting of open-ended questions that were designed by the researcher. Participants' responses to the open-ended questions on the questionnaire were analyzed using qualitative descriptive analysis. Results showed that preservice social studies teachers found the use of Quizlet in the physical geography course as useful mostly because it was instructive and easy to use, allowed revising and permanence of knowledge, and the presentation of geography terms with visuals in Quizlet sets helped them to learn geography concepts. The most preferred modes among the categories in Quizlet sets by the participants were "flashcards", and their "match" in the games category. The majority of the participants did not have any problems when using the Quizlet study sets, but concerning the modes, some students had problems with the device, and they had problems with the internet connection. Based on the results of this research, using Quizlet in teaching the physical geography course and for teaching geography concepts are recommended.

This study looks at OpenCourseWare (OCW) in Spain, a country where most public universities have tried to promote that particular model of open educational resources (OER) provision among academics. Using three universities with varying levels of OCW activity as a case study, this article examines key drivers behind the implementation of OCW initiatives and unpacks what it means, as an academic practice, to engage in OCW authoring. Following a qualitative case study approach and a multi-methods design, this study offers a basis for theoretical generalisations that can be useful for understanding similar dynamics taking place within different organisational contexts in Spain and beyond. The findings reveal a major disconnect between the drive to implement OCW initiatives in Spain and actual opportunities for academics to engage with them as part of their work. The author concludes that the extrapolation of a highly prescriptive model of OER provision into institutional realities different from the context where it was originally devised--in this case, the Massachusetts Institute of Technology in the United States--is rather problematic. The article also provides some recommendations to university leaders and policy makers, encouraging the creation of alternative models that are mindful of the institutional and cultural specificities of their own contexts and also to take into consideration the social and material realities of the communities they aim to provide with lifelong learning opportunities.

Satisfaction is an important usability attribute in developing a courseware which involves end users. Measuring satisfaction among hearing-impaired students is different than measuring it among common students because they learn using sign language and have different learning styles. An educational courseware for hearing-impaired students is employed to measure this. The courseware uses the Augmented Reality technology and it is called PekAR-"Mikroorganisma." Hence, this article focuses on the methodology of measuring and the attributes that contribute to users' satisfaction. An adaptation of the System Usability Scale was used to identify the satisfaction value. Fifteen hearing-impaired students were employed as a case study. Findings show that the average satisfaction value of SUS in using PekAR "Mikroorganisma" is 87.8 per cent, and it consider as high or B grade. It is hoped PekAR-"Mikroorganisma" can help the hearing-impaired to understand lessons better through the enhancement of their comprehension on abstract concepts. The teaching and learning using AR able to assure equity in education for the students in understanding certain topics. The study suggested the used of AR for hearing-impaired students for various level up to the higher education.

The importance of materials in learning and teaching has prompted a substantial number of studies on English language learning/teaching materials (ELLTM). To date, the field seems largely unstudied when it comes to identifying the focus, themes, and challenges. Hence the present study endeavored to systematically review, analyze, and synthesize the scope and the coverage of the research articles (RAs) on the ELLTM. To this end, a comprehensive literature search was conducted in the top100 journals with the highest metrics in Scimago Journal Rank (SJR) categorized under "Language and Linguistic". The review identifies 661 studies based on the strings 'material(s)', 'textbook', 'coursebook', and 'courseware', of which 238 met the inclusion criteria. Analyses of content and statistical data indicated that the research direction has focused on three main themes: evaluation, production, and selection/adoption. The study concludes with recommendations and suggestions for future research into ELLTM.

A model that maps the requisite skills, or knowledge components, to the contents of an online course is necessary to implement many adaptive learning technologies. However, developing a skill model and tagging courseware contents with individual skills can be expensive and error prone. We propose a technology to automatically identify latent skills from instructional text on existing online courseware called SMART (Skill Model mining with Automated detection of Resemblance among Texts). SMART is capable of mining, labeling, and mapping skills without using an existing skill model or student learning (aka response) data. The goal of our proposed approach is to mine latent skills from assessment items included in existing courseware, provide discovered skills with human-friendly labels, and map didactic paragraph texts with skills. This way, mapping between assessment items and paragraph texts is formed. In doing so, automated skill models produced by SMART will reduce the workload of courseware developers while enabling adaptive online content at the launch of the course. In our evaluation study, we applied SMART to two existing authentic online courses. We then compared machine-generated skill models and human-crafted skill models in terms of the accuracy of predicting students' learning. We also evaluated the similarity between machine-generated and human-crafted skill models. The results show that student models based on SMART-generated skill models were equally predictive of students' learning as those based on human-crafted skill models--as validated on two OLI (Open Learning Initiative) courses. Also, SMART can generate skill models that are highly similar to human-crafted models as evidenced by the normalized mutual information (NMI) values.

This paper contains information on a study which investigated the use of GeoGebra software in teaching and learning circle geometry enhancing Grade 11 learners' academic achievement in South Africa. The study employed a quantitative methodological research design that included non-equivalent (pre-test and post-test) quasi-experimental research. One hundred and seven (108) Grade 11 learners participated in the study. Sixty (60) learners were in the experimental group while 48 learners participated as control group. The experimental group was taught with incorporated in the teaching and learning of circular geometry theorem using GeoGebra software. The control group was taught circle geometry by the teacher using traditional teaching methods (chalkboard, marker board and textbooks). The instruments used for the data collection for the study was pre- and post-test on circle geometry theorem for Grade 11. The result of the study showed that between the experimental and control groups, that there were statistically significant differences after using GeoGebra software to teach. GeoGebra software's intervention appears to increase learners' academic performance in circle geometry when compared to learners who are taught using traditional methods. The study recommends that teachers should integrate GeoGebra software in their teaching especially in circle geometry.

The purpose of this study was to investigate the effectiveness of using word clouds in brainstorming on developing design thinking skills through the web environment among Taibah University students in Saudi Arabia, and the degree of design thinking skills among students. The lesson of E-learning course was developed in two different modes, brainstorming via the web and virtual classes. Quasi experimental factorial design was adopted in this research. The independent variables were the two modes of courseware (the mode brainstorming through a word cloud, and the second mode virtual classes). The dependent variables were the design thinking skills. The study sample consisted of 72 students and were randomly (simple random sample) selected from ten classrooms. Descriptive and inferential statistics were conducted to analyse the collected data through the SPSS software. Analyses of covariance (MANCOVA) were performed to examine the main effects of the independent variables (Brainstorming) on the dependent variables (Design thinking skills). The findings of this study showed that students using the brainstorming via the web mode performed significantly better than those in the virtual classes mode. And that the students have a moderate degree of design thinking.

Developmental education, in which college students deemed unprepared for college-level coursework enroll in non-credit-bearing courses, is widespread in American higher education. This study evaluates the effect of mobile app courseware on the college outcomes of developmental education students. We used a research design that randomly assigned course sections to receive access to the apps or not. The results show that access to the apps significantly improved student performance in developmental education outcomes and marginally improved medium-term college persistence and performance but did not affect credential attainment in the study timeframe. Despite a number of barriers to implementation, the results suggest the intervention has the potential to improve the short-term outcomes of developmental education students in addition to being low-cost and scalable.

The programmed instruction helps each student gain knowledge with different time or sequences, depending on available knowledge, ability, and learning speed. With this method, students can perform self-evaluation and self-regulation in learning activities. This article presents the application of the programmed instruction method in designing the e-courseware to support Vietnamese students in self-review and self-consolidation knowledge related to fractions (4th grade mathematics). The e-courseware was designed with 6 sections: Identifying fractions; Transforming fractions; Comparing fractions; Calculations on fractions; Solving mathematical problems involving fractions; General tests. These sections cover all the knowledge on fractions that a 4th grade student in Vietnam is required to gain. This e-courseware was appraised by experts and primary school teachers for its quality and feasibility. The quantitative analysis method on scores of forty 4th grade students from 2 primary schools was utilized to clarify the effectiveness of the e-courseware. The results indicated that aspects related to the quality and feasibility of the e-courseware were assessed on the high level. In addition, the use of the e-courseware designed by programmed instruction method significantly increases learning outcomes on fractions for 4th grade students.

Satisfaction is an important usability attribute in developing a courseware which involves end users. Measuring satisfaction among hearing-impaired students is different than measuring it among common students because they learn using sign language and have different learning styles. An educational courseware for hearing-impaired students is employed to measure this. The courseware uses the Augmented Reality technology and it is called PekAR-Mikroorganisma. Hence, this article focuses on the methodology of measuring and the attributes that contribute to users' satisfaction. An adaptation of the System Usability Scale was used to identify the satisfaction value. Fifteen hearingimpaired students were employed as a case study. Findings show that the satisfaction level in using PekAR Mikroorganisma is high. It is hoped PekAR-Mikroorganisma can help the hearing-impaired to understand lessons better through the enhancement of their comprehension on abstract concepts.

A cornerstone activity in undergraduate organic laboratories revolves around students running instrumental analysis on their products and interpreting their spectra. They are left to link the theory they have learned in lecture to practical spectral interpretation. Students often memorize benchmark interpretations of peaks, such as the broad alcohol absorbance in infrared spectroscopy (IR). However, students often do not correlate the absorbance frequency to the actual vibrational mode. Given more nuanced spectra to interpret, like the difference between a hydrogen and a deuterium on an alcohol, students often miss the differences between the spectra. The GAMESS computational software package accessed through the Web interface ChemCompute is successfully used by students here to generate IR spectra of different isotopically labeled alcohols. This Web-based portal provides multiple benefits to the students: (1) The computational software is accessible through any browser on most common operating systems (including Chromebooks), (2) generating IR spectra for multiple products allows students to predict differences in spectra to compare to their actual IR data reinforcing prediction in the scientific method, and (3) the software links the differences in isotopes to structural vibrational modes visualized in the software allowing students to link theory to practice in spectral interpretation.

The purpose of this work is to examine the issue of pre-service science teachers' (PSST) Geogebra applications on misconceptions about projectile motion (PM) and the permanence of learning concepts. In this study, quantitative research method was used as scientific research method, and semi-experimental design with pre-test, post-test control group was used as a pattern. The accessible population of this study is PSST who study in a university located in Kayseri, Turkey in the 2019-2020 academic year. Sample of the study included 36 freshman PSST, studying at the university level in Kayseri. 18 of the participants are experimental-group (EG) and 18 of them are control-group (CG). Both groups learned the subject of projectile motion (PM) together in the classroom. In addition to the traditional teaching method, the EG participated eight-week in the Geogebra course based on the conceptual change model and prepared physics simulations with Geogebra. "Conceptual Questions on Projectile Motion" was used as a data collection tool and the data were analyzed by means of statistics (t-test) based on the difference between averages. The results revealed that both the post-test's and permanence test's mean scores of the EG PSST were significantly higher than the mean score of the CG PSST (post-test: t=2.525; p< 0.05) (permanence test: t=5.466; p< 0.05). Furthermore, in this study, many misconceptions about the PM were identified.