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The challenge of creating reliable technology-based resources for science learning is a perennial challenge in Philippine education, with limited learning materials accessible to all learners. This study is about the development of a videocast embedded with physics education technology (PhET) simulation that served as supplementary learning material for grade 9 science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysisdesign-development-implementation-evaluation (ADDIE) model as the developmental framework. The vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and teachers were used in the data collection, while the Kendall's W statistic, mean, percentage, and gain score were used in the data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty, with Kendall's W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts, which implies that the vodcast can be very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded a low normalized gain, which can be accounted for by unfocused attention during the pandemic. Nevertheless, the voicecasts were found very useful in learning projectile motion, as perceived by both students and teacher-observers.

Representation plays an important role in helping students understand chemistry learning. This is due to the many chemical concepts that require visualization. Representation is something that still needs to be studied. So this study aims to see the development of representation research in chemistry education. The articles used in this study are articles from 2018 to 2022. This Systematic Literature Review research used Publish or Perish software, then filtered and extracted data according to the criteria for the research objectives to create 30 relevant articles and combined using the Prisma Protocol. The results showed that research related to representation in chemistry learning is still frequently conducted in the last 5 years. This research often discusses related to cognitive ability, which is most associated with chemistry concepts and conceptual understanding. Students and teachers are commonly used samples in research. In addition, stated of matter is most widely used subject in chemistry research.

Visual Learning Analytics (VLA) uses analytics to monitor and assess educational data by combining visual and automated analysis to provide educational explanations. Such tools could aid teachers in primary and secondary schools in making pedagogical decisions, however, the evidence of their effectiveness and benefits is still limited. With this scoping review, we provide a comprehensive overview of related research on proposed VLA methods, as well as identifying any gaps in the literature that could assist in describing new and helpful directions to the field. This review searched all relevant articles in five accessible databases -- Scopus, Web of Science, ERIC, ACM, and IEEE Xplore -- using 40 keywords. These studies were mapped, categorized, and summarized based on their objectives, the collected data, the intervention approaches employed, and the results obtained. The results determined what affordances the VLA tools allowed, what kind of visualizations were used to inform teachers and students, and, more importantly, positive evidence of educational interventions. We conclude that there are moderate-to-clear learning improvements within the limit of the studies' interventions to support the use of VLA tools. More systematic research is needed to determine whether any learning gains are translated into long-term improvements.

This paper presents a teacher dashboard intervention study in secondary school practice involving teachers (n = 16) with their classes (n = 22) and students (n = 403). A quasi-experimental treatment-control group design was implemented to compare student learning outcomes between classrooms where teachers did not have access to the dashboard and classrooms where teachers had access to the dashboard. We examined different points in the impact chain of the "LA Cockpit," a teacher dashboard with a feedback system through which teachers can send feedback to their students on student learning. To investigate this impact chain from teacher use of dashboards to student learning, we analyzed 1) teachers' perceived technology acceptance of the LA Cockpit, 2) teacher feedback practices using the LA Cockpit, and 3) student knowledge gains as measured by pre- and post-tests. The analysis of n = 355 feedback messages sent by teachers through the LA Cockpit revealed that the dashboard assists teachers in identifying students facing difficulties and that teachers mostly provided process feedback, which is known to be effective for student learning. For student learning, significantly higher knowledge gains were found in the teacher dashboard condition compared to the control condition.

Classroom sensing systems can capture data on teacher-student behaviours and interactions at a scale far greater than human observers can. These data, translated to multi-modal analytics, can provide meaningful insights to educational stakeholders. However, complex data can be difficult to make sense of. In addition, analyses done on these data are often limited by the organization of the underlying sensing system, and translating sensing data into meaningful insights often requires custom analyses across different modalities. We present Edulyze, an analytics engine that processes complex, multi-modal sensing data and translates them into a unified schema that is agnostic to the underlying sensing system or classroom configuration. We evaluate Edulyze's performance by integrating three sensing systems (Edusense, ClassGaze, and Moodoo) and then present data analyses of five case studies of relevant pedagogical research questions across these sensing systems. We demonstrate how Edulyze's flexibility and customizability allow us to answer a broad range of research questions made possible by Edulyze's translation of a breadth of raw sensing data from different sensing systems into relevant classroom analytics.

This research focuses on how designing, implementing, and evaluating didactic strategies and activities based on scaffolding with visualization and the use of graphic organizers guide the process of reading comprehension in an eighth-grade public school course placed at A1 level. The research methodology was framed as action research with a mixed-method approach and a quasi-experimental design with no control group. There were 31 participants aged 12 to 18. The research design implied (1) a pretest, (2) a diagnostic analysis, (3) intervention, (4) a posttest, and (5) final analysis. After gathering information from the pretest initial diagnostic data, the pedagogical intervention with ten task-like scaffolding activities was applied and assessed with rubrics. Posttest data were collected and accounted for from the researcher's journal notes. Both reading comprehension tests, the pretest, and the posttest had 21 questions divided into literal, inferential, and evaluative levels. Results obtained using descriptive statistics exposed, from the posttest, some improvement in the literal and evaluative level questions but a slight decline in inferential level questions contrasted with the pretest results. Data demonstrated that some external factors like time, academic aids, and responsibility influenced the outcome positively or negatively.

Social media is one of the platforms that is popular and familiar to various circles. This technology has penetrated multiple fields, especially education. Many studies have shown the use of social media in the learning process. This study aims to explore the use of social media in science learning environments and their impacts. The method used is a Systematic Literature Review with several stages: Identification, Screening, and Inclusion. This systematic literature review used several databases, including Springer, Wiley, and ERIC. The study was limited to the last eight years, from 2016 to 2023. After screening using the PRISMA method, 30 articles were obtained and used as literature material. The study results show that social media can be one of the media used in learning science. Social media, which are often used in learning, include Facebook, Instagram, YouTube, Twitter, and WhatsApp. Science learning that requires visualization is suitable if learned using social media. The use of social media in this learning also needs to be adjusted to the characteristics and features owned. The findings in the article report that social media positively affects collaboration skills, knowledge, motivation, and student-centered learning. However, there are negative impacts of using social media that disrupt privacy. In addition, there is a need for training at each institution so that the use of social media is more optimal.

The biological concept has a broad scope and requires the visualisation of bioprocesses to provide complex understanding. Learning media can help visualise bioprocesses to enhance students' cognitive abilities. The study aimed to develop, test the practicality, and test the effectiveness of video animation in improving grade XI high school students' understanding of the coordination system. This study involved 66 high school students in grade XI of the science department at State Senior High School 2 Malang, Indonesia. This research used the Lee & Owens Multimedia-Based Instructional Design method, which consisted of analysis, design, development, implementation, and evaluation stages. In the evaluation stage, we conducted face validity by media experts and content validity by material experts, successively getting results of 97% and 100%. Then, the concurrent validity test was obtained from student assessments of the media interface with a result of 97%, the user-friendly with a result of 100%, and the appropriateness of the material with a result of 95%. In the final stage, construct validity was carried out through an effectiveness test using a quasi-experimental design with a pretest-posttest control group design. Data analysis was performed using the Independent T-test, with the results showing a significance of 0.006 < 0.05, which showed a significant difference in the average post-test between the control and experimental classes. The average score in the experimental class increased from 76.32 to 89.03, but the control class increased from 76.38 to 84.56. The results showed that the video animation media effectively improved students' abilities. Therefore, this learning media can be a recommendation in the learning coordination system.

As textiles continue to feature heavily in discussions of sustainability, and young students continue to be positioned as saviors of the planet, this paper joins the call for assemblage thinking in early years research that decenters humans and foregrounds relationships. What follows is a subset of a larger study, where one preschool classroom engaged with textile themed provocations, and I had the honor of listening deeply to the children. This work borrows from sociomaterialism and artistic listening to consider what themes emerged when I considered child/textile as entangled in meaning making in one senior preschool classroom. I highlight ways in which the themes of "connect," "know," and "perceive" all surface in one richly detailed narrative of children making meaning with textiles. Finally, I offer a way in which research can support this kind of assemblage thinking in the classroom, by looking to relationships between themes and how we might represent those relationships in more nuanced, illustrative ways.

This study explores how pre-service mathematics teachers' spatial visualisation skills evolved during a Cognitive Load Theory (CLT) based education. The study used the qualitative theory-testing case study method, which guided the identification of participants, the design of technology-supported education, and the data collection and analysis process. The four participants meeting specific criteria were selected as the study sample. A CLT-based education equipped with technology was provided to help participants overcome difficulties in spatial visualisation problems, improve their existing schemas, and build higher-order schemas. Various teaching approaches (e.g., worked examples) were applied to optimise participants' learning in CLT-based education. The study data (e.g., transcripts of interviews) were analysed using the pattern-matching technique, in which the observed patterns were compared with the derived hypotheses from the theoretic models regarding the problem-solving process and novice-expert schemas. The study achieved remarkable results: In CLT-based education, where teaching approaches have an important role, the improvement in their spatial visualisation skills happened as the participants overcame their challenges in problem-solving steps throughout their cyclic problem-solving processes and gained more knowledge and skills. The participants' acquisition of expertise in spatial visualisation skills went through various developmental stages. They strengthened their initial spatial problem-solving schemas by completing the deficiencies in their prior knowledge. They gained practicality in same category tasks and constructed higher-order problem-solving schemas when dealing with high-category tasks by activating their assimilation and adaptation processes.

GeoGebra is a dynamic software that is frequently used and of increasing importance in mathematics teaching processes in our digital age. Accordingly, in this study a new perspective has been brought to the proofs of the "two square difference identity" expressed for the square, which is a flat polygon, made with different approaches. With side lengths a, b, and a>b, it has been shown that the identity given by the equation (difference of area) a[superscript 2] - b[superscript 2]=(a-b)(a+b) is true for other regular polygons as well. In the study, direct proof method was used within the framework of the principle of conservation of measure, which is one of the basic principles of geometry teaching. GeoGebra program, which is a dynamic geometry software, was preferred for drawing geometric shapes used in proofs. In order to generalize the number n, a different fragmentation technique was preferred to the proofs made using different drawings for equilateral triangle and square, which are the simplest regular polygons. It has also been shown that this identity is true for circles viewed as polygons with an infinite number of sides.

Research in self-compassion has rapidly increased. Providing a comprehension of the scientific knowledge landscape will be helpful for researchers to identify the gaps and develop future research ideas in this field without subjectivity. Thus, overarching structures in self-compassion Scopus-indexed research were sought to be analysed here. Bibliometric techniques were used to extract documents indexed in Scopus under the domain of self-compassion (N = 1,764 articles) using bibliophily, a web interface of the Bibliometrix 3.0 and VOSviewer to conduct analysis and visualisation. The number of published articles shows an upward trend; the United States occupies the leading position in publication volumes and citations. Undoubtedly, K. D. Neff and her sustained cited model were reported as a prolific author and influential article in self-compassion literature. The top affiliation was the University of Texas at Austin, which was the leading university in both production and citation. Mindfulness was a key journal that was considered in publication volume and received citations; however, authors tended to publish from diverse selected sources. The top 50 most frequently used terms were related to individual differences and psychological status. Finally, the thematic mapping provided a comprehensive illustration showing significant themes and knowledge gaps in self-compassion research, which categorised individual differences as basic, measurement validation as niche and PTSD as emerging themes. The current findings presented scientific mappings and extensive tables containing information that usefully proposes future directions and the critical broader scope of research in self-compassion.

Augmented Reality (AR) has emerged in our educational paradigm as a new tool to accelerate change in the teaching and learning process. This technology can improve students' visualisation skills, which helps them understand abstract concepts, especially in Chemistry. Furthermore, visualisation skills help improve students' critical thinking. This study was conducted with 16 secondary students. Before and after the intervention, students were required to complete a Purdue Spatial Visualisation Test to measure their visualisation skills. During four weeks of intervention, students explored the content using a mobile augmented reality application for learning chemical bonds (called CBOND) and completed critical thinking tasks each week. This study employed data mining using a decision tree to predict the path to improving students' visualisation and critical thinking skills in learning chemical bonds. The results revealed that CBOND had a significant effect on students' visualisation and critical thinking development. Therefore, this study proved that augmented reality technology could help students to visualise abstract concepts, especially in Chemistry, and in turn, foster their higher level of critical thinking.

Scholarly writing for academic publication follows discipline-specific constraints where alpha-numeric forms of text are common modes of communication. While figures can be integrated into scholarly publications, graphics are required to fit specific style guides depending on the established criteria for the academic journal. When preparing teaching materials, constraints on communication and production can limit thinking and understanding. In this paper, we outline how we incorporate graphic creations called sketchnotes into our academic writing practices. Sketchnotes are one-to-two-page, free-form, image-rich documents focusing on a topic, concept, or presentation. For our purposes, academic writing is defined as not only peer-reviewed publications but also web-published scholarly works, including research outputs and writing relating to and including our teaching materials. With this definition, we hope to open up a model for expanding the landscape of academic writing, which supports our sketchnoting as part of an open educational practice. Our open practices using sketchnotes include peer-reviewed journal publications, open web publications on our blog sites, and the learning objects we have created as alternative readings of course content.

The anthropological theory of didactics (ATD) provides a lens to view mathematics education by placing mathematical practices within socio-cultural and historical contexts. The significance of institutions, in what regards with educational establishments, societal structures, cultural norms, and historical contexts, influences the perception and practice of mathematics in both students and teachers. This perspective is relevant for understanding the complexities of teaching multivariate calculus. Traditional approaches to this subject have been lecture-based, but with the evolution of educational paradigms, active pedagogies have emerged as vital. These include among others inquiry-based learning, collaborative learning, the flipped classroom approach, technology-enhanced active learning, and project-based learning. The challenges students face in multivariate calculus range from conceptual complexities to visualization challenges and over-reliance on memorization. In this work, we propose a holistic approach for defining class activities in multivariate calculus with emphasis in integrating visualization techniques, real-world applications, collaborative activities, and feedback mechanisms. Accordingly, four class activities, grounded in the principles of ATD and tailored to address challenges in multivariate calculus, are proposed. These activities aim to foster significant understanding, relevance, and engagement in students.

Design thinking is a way to create solid designs that responds to design problems and solve it in a creative and suitable way. However, it is not widely recognized in architectural education pedagogy in Egypt for undergraduate. Despite being very efficient in several business avenues but not in architectural pedagogy. So, this paper aims to spot the light on design thinking and the possibility of its usage in design process to help students have a successful architectural project that solves the design problems and face the site challenges through the use of visualization design thinking tool. Where students face a challenge in translating the verbal language of their collected data in the research phase to the architectural language in the schematic phase. There is a recognized gap between the research students perform in the beginning of design project and the schematic designs that students deliver. The study proposes the possibility of using visualization as a tool for design thinking to have a sufficient and successful schematic design phase. The study will explain how students could apply design thinking in architectural design to benefit from their research phase in their schematic design. Moreover, come up with solutions and variable ideas using the tools of deign thinking as a way for helping in delivering design problem solution and have a more effective schematic design. At the end of the research paper the study concludes how the students can use visualization tool to translate the verbal language to architectural language and the possibility for using design thinking. That to help students realize the importance of analysis phase in synthesis. The research follows descriptive method and quantitative analysis where first the descriptive method is used in illustrating design process and design thinking. Then the quantitative analysis in the experiment is done followed by a survey to prove research problem and help in proposing the solution.

Contribution: This research provides insights into the applications of virtual reality (VR) in learning spatial reasoning, which could be utilized and developed in educational frameworks and settings, especially in science, technology, engineering, arts, and mathematics (STEAM), and other aspects. Background: Spatial reasoning and VR are essential for an effective STEAM strategy. Thus, professionals must constantly research to help learners explore spatial-reasoning perception. This research's objective is to explore how VR can enhance spatial-reasoning consent of learning, specifically toward mental rotation and spatial visualization skills. Research Question: How does VR help learners embrace spatial-reasoning perception and experiences? Methodology: This study proposes a two-phase comparison experiment to explore the potential improvement of learning spatial-reasoning perception toward spatial abilities and experience in VR. In the first phase, participants experienced conventional hand drawing techniques before moving to the VR environment with the "Gravity Sketch" application, followed by a perceptional assessment in motivated strategies for learning questionnaire (MSLQ) and immersive evaluation with immersive tendency questionnaire (ITQ). In the second phase, participants are invited to conduct the conventional drawing session again, followed by interviews to gain further insights. A galvanic skin response (GSR) device is attached to collect reflection patterns during the whole experiment. Findings: The results support the hypotheses and reveal that VR can help to improve the learning experience and perception of spatial reasoning. Nevertheless, some limitations have been found, such as the small sample size of participants and the need to consider the level of complexity as a future concern.

Research has highlighted the important role that the senses play in mathematics thinking and learning, particularly in the area of visualisation, but also in relation to physical movement. Recent scholarship suggests that sensory experiences are not limited to the five cardinal senses but involve a range of other specific senses as well as combinations of senses. The aim of this article is to explore how this expanded understanding of the senses matters to mathematics education research. We frame our argument in terms of "aestheticizing mathematics" education research, focusing not only on mathematics knowing, but also on implications for investigating the mathematical sensorium; for the latter, we propose the use of "re-enactments" as powerful research methods. To empirically elaborate on this argument, we illustrate the use of this method to investigate how senses matter in developing multiplicative thinking around/with multitouch technology.

A central topic in Bioelectricity is the generation of the extracellular potential that results from the propagation of a transmembrane action potential along the muscle fiber. However, the way in which the extracellular potential is determined by the propagating action potential is difficult to describe, conceptualize, and visualize. Moreover, traditional quantitative approaches aimed at modeling extracellular potentials involve complex mathematical formulations, which do not allow students to visualize how the extracellular potential is generated around the active fiber. The present study is aimed at presenting a novel pedagogical approach to teaching the generation of extracellular potentials produced by muscle fibers based on the convolution operation. The effectiveness of this convolutional model was tested using a written exam and a satisfaction survey. Most students reported that a great advantage of this model was that it simplifies the problem by dividing it into three distinct components: 1) the input signal (associated with the action potential), 2) the impulse response (linked to the system formed by the fiber and the recording electrode), and 3) the output signal (the extracellular potential). Another key aspect of the present approach was that the input signal was represented by a sequence of electric dipoles, which allowed students to visualize the individual contribution of each dipole to the resulting extracellular potential. The results of the survey indicate that the combination of basic principles of electrical fields and intuitive graphical representations largely improves students' understanding of Bioelectricity concepts and enhances their motivation to complete their studies of biomedical engineering.

Online learning and teaching, accelerated by the global pandemic and rapid advancement of digital technology, require novel conceptual and analytical tools to understand better the evolving nature of online teaching. Drawing on the classical model of the instructional triangle and previous attempts to extend it, we propose the "Instructional Technology Tetrahedron" (ITT)--a conceptual framework that integrates technology into the instructional triangle to represent the role of technology, as a learning tool and a mediator between teachers, students, and content. Combining the ITT framework with network visualization strategies allowed for representing the intensity of interactions within the tetrahedron. We illustrate the affordances of the ITT framework by analyzing reflective noticing patterns of three prospective secondary teachers (PSTs) who reflected on the video recordings of their own online teaching, with each PST teaching four online lessons to groups of high-school students. We demonstrate the utility of the ITT framework to characterize individual noticing patterns, in a particular lesson and across time, and to support a variety of cross-case comparisons. The discussion sheds light on the broader implications of the ITT framework.

In this article, student video visualization profiles are analyzed with two objectives: 1) to identify difficult sections in videos and 2) to predict student performance based on their video visualization profiles. For identifying critical sections in videos two novel indicators are proposed. The first one is designed to measure the complexity of the concept being described. The second proposal, identifies video sections that are more visually complex. For the first indicator, the average number of forward and backward passes are used. The higher the number of backward (forward) passes over a region, the more challenging (easy) the section is. For identifying sections with complex visuals, the number of pauses is recorded. Finally, the student performance prediction is carried out with the purpose of detecting the alignment between videos and their related questions. The results show that video visualization profiles are a good tool to identify video and question alignment.

People with autism spectrum conditions (ASC) have difficulties mentally simulating events, perhaps due to a difficulty mentally generating and maintaining a coherent spatial scene -- that is, 'scene construction'. The current study compared scene construction ability between autistic adults (N = 55) and age-, gender- and Intelligence Quotient-matched neurotypical adults (N = 63), using a task in which participants were asked to vividly imagine and describe fictitious scenes. Results showed that scene construction was diminished in autistic compared to neurotypical participants and was negatively associated with autistic traits. ASC diagnosis did not influence the frequency of self-reference or sensory experiences, which followed the same pattern in both groups: sight was referenced more than sound, sound was referenced more than both touch and smell, which were both referenced more than taste. Exploratory analysis of some of the cognitive predictors revealed that scene construction ability was associated with individual differences in Theory of Mind and alexithymia.

A single discrete random variable is depicted by a stick diagram, a 2D picture. Naturally, to visualize a bivariate discrete distribution, one can use a bivariate stick diagram, a 3D picture. Unfortunately, many students have difficulty understanding and processing 3D pictures. Therefore, we construct an alternative 2D disc plot to depict the bivariate distribution of (X, Y), from which we obtain graphically the conditional distributions of Y given X=a, and X given Y=b; the marginal distributions of X, Y, X+Y, X-Y. Furthermore, we depict the mean and the standard deviation of each distribution using a single-headed arrow. We hope these visualizations will help students better comprehend these concepts and avoid some misconceptions.

Individual differences in spatial thinking are predictive of children's math and science achievement and later entry into Science, Technology, Engineering, and Mathematics (STEM) disciplines. Little is known about whether parent characteristics predict individual differences in children's spatial thinking. This study aims to understand whether, and to what extent, mother's intrinsic (i.e., mental rotation) and extrinsic (i.e., spatial scaling) spatial ability directly and indirectly, via the variation in home spatial environment, predicts children's intrinsic and extrinsic spatial ability. A total of 165 mothers and their 4-6-year-old children were recruited to participate in a remote video session with an experimenter. Mothers were administered a forced-choice "Intrinsic Spatial Toy Preference Task" gauging their preference for highly spatial versus less spatial toys and asked questions with the "Home Intrinsic Spatial Environmental Questionnaire" about the frequency with which they engage their child in spatial activities at home. Mothers completed a "Mental Rotations Test" and a "Spatial Scaling Task" adapted for adults. Children were administered the "Picture Rotation Task," the "Spatial Scaling Task," and the "Peabody Picture Vocabulary Test." Structural equation modeling was used to examine direct and indirect, via home spatial environment and toy choices, influences of mother spatial ability on child spatial ability. Contrary to our predictions, we did not find direct, nor indirect, relations between mother and child spatial ability. These findings suggest that researchers should consider alternative conceptualizations of the early home spatial environment beyond the frequency of spatial play in the home.

This study was grounded in the spatial computational thinking model developed by the "3D Weather" project funded by the NSF STEM+C program. The model reflects a discipline-based perspective towards computational thinking and captures the spatial nature of computational thinking in meteorology and the reliance of computational thinking on spatial thinking for geospatial analysis. The research was conducted among nineteen teachers attending the summer workshop offered by the project in its third project year to prepare them for teaching spatial computational thinking with IDV ("Integrated Data Viewer," downloadable at https://www.unidata.ucar.edu/software/idv/) visualization of weather data. Quantitative survey data were collected measuring these teachers' meteorology content knowledge, spatial computational thinking, self-efficacy for teaching spatial computational thinking, and epistemic cognition of teaching meteorology. The data were analyzed to examine the effects of the workshop in terms of these variables and the correlations among them were also explored.

The field of language learning and technology is an ever-growing field as new technologies are constantly developed, and it is important to understand the impact these new technologies may have on language learning. The purpose of this work-in-progress study was to investigate the effects of virtual reality (VR) simulations on a specific second language (L2) theory of motivation--the L2 Motivational Self System (L2MSS). VR simulations were implemented in an intermediate level course on medical Spanish, and this study follows the cases of six participants who completed a pre- and posttest consisting of questions about the Ideal L2 Self, the Ought-to L2 Self, and the L2 Learning Experience. Participants completed 12 VR simulations and wrote a journal entry about their experience. Results showed a significant increase in the Ideal L2 Self, a significant decrease in the Ought-to L2 Self, and no significant change in the L2 Learning Experience. Participants highlighted the visualization component of the L2MSS and the connection to their future ideal professional selves in their journal entries.

Universities aim at increasing student retention, with evidence-based and data-based governance of universities becoming best practice. In this context, managing large amounts of data in university management is a challenge. Sankey diagram visualizations of student flows per time unit (e.g. semesters) have been used as method for structuring but lacked the ability to go beyond program level. This study aims to advance this method by displaying multiple student lifecycles from school to doctorate, while including user-based input. Data of 83,264 students enrolled into 140,593 programs between 2012/13 and 2022/23 with 657.615 distinct rows in the raw data were used. A self-synchronizing web interface was provided, including filter and stratification variables. The diagrams could be mapped to students' lifecycles and extended over all degree levels and fields of study. Limitations were data availability and the lack of indicators for each stage of the student lifecycle. Improvements in the mapping are warranted.

This article introduces an innovative teaching and learning tool called "Edelman Gamblegrams" that aims to help medical learners better understand disorders related to water/plasma tonicity homeostasis, i.e., hyponatremia and hypernatremia. Gamblegrams, named after physician James L. Gamble, are bar diagrams displaying the relative abundance of extracellular anions and cations and are commonly used in the analysis of acid-base disorders. The Edelman equation represents the physiological variables that determine plasma sodium concentration, namely, total body sodium mass, total body potassium mass, and total body water volume. Edelman Gamblegrams inspired by traditional Gamblegrams but using the components of the Edelman equation, visually demonstrate how sodium, potassium, and water contribute to plasma sodium concentration under normal and pathological conditions. Scenarios that lead to hypotonic hyponatremia and hypernatremia in Edelman Gamblegrams are also discussed. Furthermore, examples of how these visual aids can enhance understanding of the pathogenesis of dysnatremias are also presented. Overall, the use of Edelman Gamblegrams has the potential to improve comprehension and retention of concepts related to water/plasma tonicity homeostasis.

This paper presents a cartography of the digital literacy academic field. Such cartography is comprised of two sections: a categorization of the field through literature review and analysis, and an exploration of its main issues through thematic and network analysis. On the one hand, five conceptual categories of digital literacies are found: functional, sociocultural, critical, transformative, and sociomaterial. On the other, main issues are described with 21 recurring themes of digital literacy and a few networks depicting its most salient matters of concern, concluding with an interpretation of these in the composition of 8 encompassing issue spaces: digital literacies conceptions and practices, digital literacy in education, access and digital divide, digital texts and literacy, websites and social networks, digital technologies at the workplace and healthcare, digital technologies users and uses, and information issues. Finally, a few paragraphs are dedicated to the limitations of categorizing and issue mapping.

Constructing a consensus problem space from extensive qualitative data for an ill-structured real-life problem and expressing the result to a broader audience is challenging. To effectively communicate a complex problem space, visualization of that problem space must elucidate inter-causal relationships among the problem variables. In this article, we demonstrate extraction of a problem space through text mining in R. Text mining, an artificial intelligence form of natural language processing, synthesizes and summarizes vast quantities of verbal data. Text mining provides visualization of large narrative datasets to illustrate the structure and connections within the problem space of an ill-structured problem. The Gates Open Research data set of 11,979 verbal autopsy responses (Flaxman et al., 2018) informs the ill-structured problem space of childhood death from infectious disease in developing nations. In this article we apply text mining to automate the process of identifying connections that efficiently illustrate this problem space.

The trace plot is seldom used in meta-analysis, yet it is a very informative plot. In this article, we define and illustrate what the trace plot is, and discuss why it is important. The Bayesian version of the plot combines the posterior density of [tau], the between-study standard deviation, and the shrunken estimates of the study effects as a function of [tau]. With a small or moderate number of studies, [tau] is not estimated with much precision, and parameter estimates and shrunken study effect estimates can vary widely depending on the correct value of [tau]. The trace plot allows visualization of the sensitivity to [tau] along with a plot that shows which values of [tau] are plausible and which are implausible. A comparable frequentist or empirical Bayes version provides similar results. The concepts are illustrated using examples in meta-analysis and meta-regression; implementation in R is facilitated in a Bayesian or frequentist framework using the bayesmeta and metafor packages, respectively.

Coping with evolution and the changes it brings to the workplace remains a major concern for organizational leaders. This study explores the hotspots, trends, and future directions of the field of organizational unlearning to complement the extant research. A bibliometric analysis based on the literature collected by the Web of Science database was used to categorize or cluster different authors, their countries, institutions and different keywords (cooperation among authors, co-citation, co-occurrence of keywords), to discover their uniqueness or determine the relationship between them while using CiteSpace software to draw knowledge graphs and then results. This study advances the debate on sustainable knowledge acquisition in organizations and its interaction with organizational unlearning. It directly aids the process of radical change in workplace learning and training models and provides a clear view of the previous literature on organizational unlearning by laying a solid foundation for future research in the field of learning.

The nature of education has been transformed by technological advances and online learning platforms, providing educational institutions with more options than ever to thrive in a complex and competitive environment. However, they still face challenges such as academic underachievement, graduation delays, and student dropouts. Fortunately, by harnessing student data from institution databases and online platforms, it becomes possible to predict the academic performance of individual students at an early stage. In this study, we utilized knowledge graphs (KG), clustering, and machine learning (ML) techniques on data related to students in the College of Information Technology at UAEU. To construct knowledge graphs and visualize students' performance at various checkpoints, we employed Neo4j-a high-performance NoSQL graph database. The findings demonstrate that incorporating clustered knowledge graphs with machine learning reduces predictive errors, enhances classification accuracy, and effectively identifies students at risk of course failure. Additionally, the utilization of visualization methods facilitates communication and decision-making within educational institutions. The combination of KGs and ML empowers course instructors to rank students and provide personalized learning interventions based on individual performance and capabilities, allowing them to develop tailored remedial actions for at-risk students according to their unique profiles.

An important approach for developing children's algebraic thinking involves introducing them to generalized arithmetic at the time they are learning arithmetic. Our aim in this study was to investigate children's attention to and expression of generality with the subtraction-compensation property, as evidence of a type of algebraic thinking known as relational thinking. The tasks involved subtraction modelled as difference and comparing the heights of towers of blocks. In an exploratory qualitative study, 22 middle primary (9-11-year-old) students from two schools participated in individual videoed interviews. The tasks were designed using theoretical perspectives on embodied visualization and concreteness fading to provide multiple opportunities for the students to make sense of subtraction as difference and to advance their relational thinking. Twelve out of 22 students evidenced conceptual understanding of the comparison model of subtraction (subtraction as difference) and expression of the compensation property of equality. Four of these students repeatedly evidenced relational thinking for true/false tasks and open equivalence tasks. A proposed framework for levels of attention to/expression of generality with the subtraction-compensation property is shared and suggestions for further research are presented.

The goal of this paper is to present several methods of visualizing student activity and collaboration in problem-based learning (PBL) in ways that can augment understanding of the complexity within PBL classrooms as well as to provide insights into the use of specific visual representations to address research questions in PBL. Grounded in sociocultural theory, we consider these representations to be an aid to mediate researchers' interpretation of the multiple data streams generated in PBL. For quantitative analysis, we introduce social network system (SNA), structural equation model (SEM) and path modeling. In terms of qualitative analysis, we exhibit chronologically-ordered representation of discourse and tool-related activity (CORDTRA), event maps, and spatial representations of physical activity. By reviewing articles that utilized these representations in PBL, we present several examples of how these visualizations were helpful in interpreting complex data and illuminating how students learn in PBL and other forms of collaborative inquiry. Although such visual representation methods enable us to visualize and trace complex dynamics and communicate findings with readers, they are not self-explanatory. We further discuss potential pitfalls of using visualizations and how to fully take advantage of those tools in PBL research studies.

The definition of creativity among professional mathematicians and the definition of mathematical creativity in the classroom context are significantly different. The purpose of this study was to investigate the relationship between students' mathematical creativity (i.e., cognitive flexibility) and figure apprehension when solving geometric problems with novel auxiliary features such as straight lines and curved lines. In other words, this study determined if geometry knowledge influenced mathematical creativity (cognitive flexibility) in problem-solving. Grade-12 students participated in the intervention. The high school that is the research topic attempts to equip students with academic abilities and is, except for vocational schools, the most popular form of high school among all other types. Such a school was chosen for the study so that a significant proportion of students in Makassar could be represented. In this study, we discovered a relationship between cognitive flexibility and the geometric ability of pupils while solving problems involving auxiliary lines. This indicates that the usage of auxiliary lines as a reference for developing pupils' creative thinking skills must be advocated. In addition, good geometric abilities (e.g., visual thinking, geometrical reasoning) will encourage pupils to generate various problem-solving concepts. This finding contributes significantly to future research by focusing on auxiliary lines.

The aim of this study is to examine whether the structural model that Sahin and Ates (2020) put forward about the relationship among students' scientific literacy levels, logical thinking ability, cognitive styles, mental capacity, and mental rotation ability differ in terms of gender. A causal-comparative model approach was used in this study. The sample of the research was 823 seventh-grade students in the central districts of Ankara. This sample was created using the random stratified sampling method. In the study, it is seen that 64% of the variance in the scientific literacy scores of the females and 48% of the variance in the scientific literacy scores of the males are explained by the cognitively based variables. Comparing male and female students in the data analyses, the predictive effect of the mental rotation ability of female students on the logical thinking ability was not significant. In male students, when only the direct effects were examined, the effect of cognitive styles on scientific literacy was not significant. Based on the results of the study, it is thought that examining the interactions among the activities related to learning, teaching, and assessment process used in science classes, and cognitive styles will play an important role in the process of removing inequalities of opportunity arising from possible gender-cognitive style interaction in the process of raising scientifically literate individuals.

This study aimed to investigate the effectiveness of 360-degree panorama-based Virtual Reality (360VR) as a tool to simulate real-world site visit experiences in interior design education. In the first stage of evaluation, the online survey was implemented to ask students about their learning experience of using 360VR. The second stage of 360 VR effectiveness evaluation focused on the objective comparison of students learning outcomes between the 360VR method and the traditional approach. The students' experience survey results indicated that 360VR and virtual walkthrough experiences benefited students' understanding of the site during the design process. Students reflected positive 360 VR experiences on their engagement in learning, special layout, visualization, and educational effectiveness. The result of the student learning outcome evaluation showed no significant difference between 360 VR compared to no site visit. However, there was a significant improvement in students' spatial planning, finish selection, and total scores when using the 360 VR method compared to an on-site visit.

This study explored college students' experiences drawing an educational journey map. The stories revealed students' educational experiences from freshmen to junior/senior years. Five themes emerged through semi-structured interview questions. Through the students' stories about their educational experiences, researchers could better understand students' daily life, joyful moments, challenges, resilience, and wishful messages to their professors and university administrators.

This study aimed to develop a useful test to measure university students' spatial abilities validly and reliably. Following a sequential explanatory mixed methods research design, first, qualitative methods were used to develop the trial items for the test; next, the psychometric properties of the test were analyzed through quantitative methods using data obtained from 456 university students. As a result, a multiple-choice spatial ability test with 27 items and five options was created, divided into three subtests: spatial relations, spatial visualization, and spatial orientation. The results suggested that scores obtained from the spatial ability test and its subtests are valid and reliable.

This study examines how visual thinking may affect Jordanian female ninth-graders reading abilities. The design had an experimental feel about it. The study included 66 ninth-grade female students who were studying English as a foreign language (EFL). An instructional program was created and put into place, and a pre-post reading exam was created to help the study reach its objective. The results were examined using SPSS. The findings show that there are statistically significant changes in the steps of the visual thinking strategy (VTS) modality between the two groups, with the experimental group benefiting more. VTS has been proven to be a successful strategy for greatly enhancing student attainment of good marks and having an impact on student achievement of course learning outcomes. This study triggered the following reading sub-skills: vocabulary acquisition, imaging, building and activating schema, identifying the main idea and details, questioning, inferring, communicating through oral language, and comprehension. VTS has a real impact on teaching reading sub-skills, which is important for both teachers and curriculum designers. Longitudinal research data is required to further analyze and refine this teaching strategy.

The adoption of digital technologies in higher education offers new opportunities for student learning but also adds complexity to course design and development processes. Although practice varies across institutions and nations, a common response is that teams of people are now involved in the development and creation of blended and online courses. Members of such teams typically include instructional designers, academics, learning designers and technologists, and production teams, and courses are developed over time, often across separate locations and organisations. These factors are creating a need for tools that support the sharing of design information in distributed course design teams. This paper introduces such a course design tool, EdVee, which supports pedagogical innovation through the sharing and visualisation of constructive alignment of learning outcomes, content, learning, and teaching activities and assessment. Key concepts that underpin EdVee are drawn from systems engineering and product development. We demonstrate its value to course design through two case studies: the design of a new course and the evaluation of an existing course.

This article makes a case for SoTL practitioners to engage in what we term a pedagogy of slow. Here, "slow" connotes with waiting and patience. It takes time to learn and acquire the skills that a SoTL scholar needs. "Doing SoTL" we therefore argue, requires a pedagogy that takes time and sees time as an ally instead of as an opponent. In what the university has become, there seems little room for a pedagogy of slow that both offers and allows for time. In this article we present a case for considering engagement with the visual arts as part of a pedagogy of slow and the development of SoTL. By making the familiar strange, we acknowledge the implications of visual thinking strategies for social engagement by highlighting teaching and learning as relational. Working with colleagues in the context of continuing professional development, we collected data via focus groups and written reflections within physical and virtual gallery spaces to glean insight into participant experiences of slow looking as the antithesis to fast-paced and pressurised environments. We highlight how learning to become a SoTL scholar is an iterative process that requires time and generates what we term "productive friction." This is the iterative process which creates dislocation and uncertainty within participants, but which also has the capacity to nudge towards a transformation of the professional self.

In the present-day competitive landscape, the importance of image has increased significantly, whether it is on an individual level, within organizations, or on a larger scale. Image refers to the overall impression that a person holds in their mind regarding a concept, object, person, group, organization, institution, geographical region, or country. This mental representation is shaped by their past experiences and sensations, and it greatly influences the choices individuals make. The research aims to provide a systematic literature review on image research to promote image research. This research was carried out with a systematic review approach. The data of the research were obtained from the image articles published in the field of education in the journals scanned in Web of Science (SCIE, SSCI, AHCI). In the analysis of the data, bibliometric analysis and descriptive analysis technique, one of the content analysis techniques, were used. 48 research articles from 2002 to 2022 were critically reviewed and analyzed by applying a systematic literature review approach. The results showed that image studies were grouped under three themes: concept image, teacher image, and organizational image. The results also revealed what the inputs and outputs of corporate image were.

Infographics can improve understanding and enhance critical thinking skills in readers. However, while research has been done on the importance of infographics, a gap exists regarding how creating infographics enhances student engagement and knowledge retention in higher education. Therefore, this study used a mixed-methods approach to analyze undergraduate responses after creating an infographic. Of the 189 students, 71% agreed that creating an infographic helped them retain, examine, and analyze information more thoroughly, and 62% intended to use the infographic process again. These results suggest that it is advantageous to educate students on how to create infographics to learn and convey information.

This study aims to develop a new spatial visualization test (SVT) for second grade primary school students. The study employed the survey design, and the test was developed in accordance with the test development steps. According to the findings obtained as a result of the pilot study, the items were generally high difficulty levels, and they were very good items. Exploratory and confirmatory factor analysis findings confirmed the three sub-dimensions (mental integration, mental rotation and paper folding) measuring spatial visualization skills. SVT, which was reduced to 10 items, was administered to 396 students; the KR-20 internal consistency coefficient was 0.63, the average difficulty index was 0.35 and the average discrimination index was 0.48. As a result of the study, a valid and reliable test on spatial visualization for second grade primary school students was obtained and it was concluded that students' spatial visualization was at a low level.