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This study aims to obtain data and information about the effectiveness and practicality of YouTube in learning German speaking for second-semester students of the German language education study program in terms of learning outcomes and student responses. This study was experimental research, and the experimental model used was a pre-experimental design. The design form used is a one-group pre-test posttest group. The sample selection was done using the purposive sampling technique. Data collection was done through a German-speaking skill test. The data were analyzed using t-test analysis. The findings of the research revealed that there was a significant difference before and after using YouTube media in learning German speaking, and student responses showed very positive results of 87.28%, so it was declared successful, effective, and practical to use in learning German speaking.

Online teaching has become an imperative approach in today's society. However, as an essential approach, using live streaming to teach students in small groups, particularly rural primary school students, has not been extensively studied. To address this gap, an inquiry-based model, predict-do/observe-quiz/discuss-explain-transfer (P-D/O-Q/D-E-T), was adopted for live streaming with action, and its performance was analysed. Reflection by teachers can lead them to a deeper understanding to capture the profound impact of an educational program. In the present study, eight teachers who had experience assisting rural students in this experiment were invited to rate their points of view on immersion, social interactivity, humanness, and value perception. Examining the consistency of teachers' viewpoints using the hermeneutic method, the results showed that they highly supported viewing these four constructs using live streaming to conduct inquiry-based science learning with action. As expected, using live streaming to deliver teaching with the P-D/O-Q/D-E-T approach can enrich other online science teaching.

The "chilly" science, technology, engineering, and mathematics (STEM) climate in undergraduate settings has been widely documented, as women in STEM majors frequently face discrimination, microaggressions, and implicit bias from their professors and peers. While undergraduate research experiences can help women in STEM overcome some of the barriers they face, these opportunities are not always accessible and inclusive. Although there is a breadth of literature on this topic, many studies utilize traditional quantitative and qualitative methods and do not take the authentic, individualized voices of these women into account. The present study integrates two arts-based participatory methodologies--Photovoice and collage inquiry--to explore the following questions: (1) What are the experiences of women in STEM majors at a large midwestern research-intensive university? (2) How do these women experience conducting and/or seeking research opportunities? Four themes emerged from the analysis of the triangulated data: (1) lack of equity in STEM, (2) lack of awareness of opportunities, (3) confidence in STEM abilities, and (4) passion for STEM. While the first two themes encompass barriers that women in STEM face, the second two themes demonstrate the strengths of women in STEM.

This paper reports a mixed-method study on the factors shaping language learning through didactic audiovisual translation. The aim is to analyse the determinants influencing the effective implementation of an integrative project, revealing the strengths and weaknesses of the learning process. Data from 172 students were gathered through initial and final questionnaires, which offered insights into their perceptions of didactic audiovisual translation. The results demonstrate a noticeable shift in learners' attitudes towards audiovisual translation as a language learning tool during the tasks. This transformation led to the recognition of potential benefits, not only in conventional modes like subtitling and dubbing but also in less recognised modes such as audio-description and subtitling for the deaf and hard of hearing.

This study aims to understand the effectiveness of online training for pre-service and in-service teachers by exploring any differences between pre-service and in-service teachers' satisfaction and learning following an online professional training video. Additionally, the study focused on evaluating any differences in satisfaction and learning of pre-service and in-service teachers based on age, experience, subject taught, and grade level, as well as nationality. An online 20-minute video session was shown to the participants and a survey questionnaire, based on the Kirkpatrick Model, was used to explore their reactions and learning. The study employed Exploratory Factor Analysis (EFA) with independent sample t-test and ANOVA techniques to compare the training outcomes in pre-service and in-service teachers' satisfaction and learning. The results showed that the teachers were highly satisfied with the video assessment, content, and content structure. Moreover, there was no significant difference found in satisfaction levels or learning between in-service and pre-service teachers. Furthermore, no impact of age, experience, grade taught, or subject taught was found, though nationality was found to impact satisfaction with the video. The study recommends the expansion of similar online professional development programs, considering the high levels of satisfaction among pre-service and in-service teachers alike. Personalization of content to accommodate diverse learner needs, learning preferences, and backgrounds is suggested to further enhance satisfaction and learning outcomes. Lastly, this study's findings emphasize the need to improve teacher training programs, especially in different geographic and cultural contexts, to increase teaching efficacy and address the unique challenges teachers face.

Analytical chemistry is one of the chemical materials that is considered difficult by students. The application of multi-representational proximity in delivering analytical chemistry material can make it easier for students to understand the material. The purpose of research and development is to produce Instagram- and TikTok-based learning media products on qualitative analysis materials for class I and II cations with a multi-representational approach, testing the feasibility of learning media in the form of Instagram and TikTok learning content, and to find out the response of students to the learning media. This research uses ADDIE research and development design. The ADDIE development model consists of five stages, namely analysis, design, development, implementation, and evaluation. At the development stage, validation of media and material experts by lecturers of the chemistry department, State University of Malang, as well as teacher chemistry SMKN 7 Malang continued the readability test on 52 students of class XI Analytical Chemistry 1 and 2. The questionnaires used are quantitative, processed with a Likert scale. The results of this research and development are in the form of learning content on the qualitative analysis material of group I and II cations uploaded on Instagram and TikTok, with a "very decent" validation value in general display, receiving a percentage of 84%; in presenting the material, 84%, the "very feasible" category; and in the results of the questionnaire, student responses are classified as "very good," with a percentage of 81%. Instagram- and TikTok-based learning media are very feasible to use, and students show that Instagram- and TikTok-based learning media are very interesting when coupled with explanations interspersed with songs, helping readers who have auditory properties, so that students understand, are interested, and have fun learning with digital methods.

In the modern age, we often consume content at faster than its normal speed. Prior research suggests that watching lecture videos at speeds up to 2x does not significantly affect performance, but the mechanisms by which comprehension is preserved at faster playback speeds are not fully understood. Therefore, we sought to investigate whether there is an effect of speed when the content is audio only, varies in modality (audio-only, audio-visual) and content (textual, pictorial), or is accompanied by distractions. In four experiments, we found that: (1) increasing playback speed to 2.5x speed did not impair test performance (though we still do not advise exceeding 2x speed); (2) having a visual aspect (i.e., presentation slides, instructor images) to learning can be advantageous, especially when processing information at faster speeds; (3) there was a small benefit of receiving textual over pictorial presentations, and the effect did not vary by speed; (4) computer-based distractions (i.e., phone calls, text messages, email notifications) did not impact performance at 1x or 2x speed. Hence, students are more adept at learning at faster speeds than conventional wisdom would suggest, even with distractions present, demonstrating intact comprehension at double the natural speed of to-be-learned material. Furthermore, multimedia presentations can help mitigate the negative costs of accelerated speeds, especially when information is processed by separate working memory components (i.e., narration in the auditory channel, text or pictures in the visual channel), which reduces cognitive load.

Background: Delivering effective feedback to large groups of students represents a challenge for the academic staff at universities. Research suggests that undergraduate students often ignore the Elaborated Feedback (EF) received via digital learning environments. This may be because instructors provide feedback in written format instead of using more engaging channels (e.g., audiovisual). Objectives: This quasi-experimental study examines the extent to which feedback format (video vs. written) influences students' perceptions of feedback, their decision to access EF messages related to high-stakes assignments in digital environments, and its impact on academic performance, while considering the effect of their academic engagement. Methods: A total of 171 undergraduate students received generic EF messages through a learning platform the day after submitting each course assignment. 78 students received EF in written format and 93 in video format. Results and Conclusions: Our results showed that feedback format influenced students' decision to access EF and their academic performance, but not their feedback perceptions. Students in the written-feedback group accessed EF messages more often, but students who received video-feedback performed better than their counterparts in the written-feedback group. Moderation analysis showed that the relationship between the feedback format and students' academic performance was moderated by their academic engagement, suggesting that students with lower levels of academic engagement may benefit from video-feedback. Takeaways: The results reveal that using video feedback in digital environments may influence students' decisions to process EF and their academic achievement, especially when it comes to students with lower levels of academic engagement.

Audio description (AD) plays a crucial role in making audiovisual media accessible to people with a visual impairment, enhancing their experience and understanding. This study employs an event segmentation task to examine how people without sight perceive and segment narrative events in films with AD, compared to sighted viewers without AD. Two AD versions were utilized, differing in the explicitness of conveyed event boundaries. Results reveal that the participants without sight generally perceived event boundaries similarly to their sighted peers, affirming AD's effectiveness in conveying event structures. However, when key event boundaries were more implicitly expressed, event boundary recognition diminished. Collectively, these findings offer valuable insights into event segmentation processes across sensory modalities. Additionally, they underscore the significance of how AD presents event boundaries, influencing the perception and interpretation of audiovisual media for people with a visual impairment and providing applied insights into event segmentation, multimodal processing, and audiovisual accessibility.

A substantial body of research shows that various types of audiovisual (AV) input such as videos and videos with second language (L2) subtitles can facilitate language learning. However, language teachers' day-to-day practices with regard to multimodal input is less understood. To bridge the gap in language education, this study investigates teachers' perceived use of four types of AV input (video only, video with subtitles, video with captions and video with enhanced captions) and factors influencing teachers' perspectives on these types of input for in-class and out-of-class learning. Questionnaire data were collected from 193 L2 teachers across the globe about their perceived use of AV input. Teachers reported that they use video and captioned video most frequently in both classroom and out-of-class contexts. Logistic regression analyses revealed that teachers' perceived importance and comfort using specific AV input types were the two most important factors explaining teachers' reported use. Complementarily, open-ended responses were analyzed qualitatively to identify teachers' additional reasons for (non)use of such input.

Augmented reality (AR) technology has opened up new possibilities for interactive and immersive learning experiences, where students can visualize abstract concepts and engage with digital objects in real-time. In this study, a real-time AR-based system is developed and, unlike other studies, incorporates sound effects that will play when the object is detected to support the teaching of English words to primary school students. Using the You Look Only Once (YOLO) v4 algorithm and the Common Objects in Context (COCO) dataset, the system was trained to detect objects with high accuracy. The proposed system was tested on 40 primary school students for 8 weeks and compared their learning outcomes with a control group using traditional teaching methods. According to the experimental results, students utilizing the AR-based system achieved an impressive 90% success rate in the end-of-term exam, whereas the control group attained a success rate of 65%. Our study demonstrates the potential of AR technology to enhance children's motivation and engagement in learning the English language.

This study examines cooperative collection development (CCD) for area studies and foreign language collections at Association of Research Libraries (ARL) libraries, based on a 2020 survey. Respondents provided details about cooperative collection initiatives (CCIs) at their libraries and their attitudes toward CCD. Most respondents had a favorable opinion of CCD, citing access to a broader collection of materials and cost savings as primary reasons. Challenges include the work and time involved in managing CCIs. This composite picture of how libraries build collaborative collections and the perceived benefits and challenges of CCD will inform librarians and administrators alike as they consider how best to build area studies and foreign language collections.

Editing techniques enable audiovisual producers to merge viewpoints of a single subject and condense time and space between scenes, leading to more engaging videos. However, for content aimed at young children, these techniques may compromise intelligibility if not correctly understood, thus posing a risk to the overall learning experience. This study investigates the impact of first-order editing techniques and various shot types on the effectiveness of educational videos for preschool children, comparing edited videos with continuous, unedited shots. A total of 92 Portuguese preschool children participated. Results showed no significant difference in learning outcomes between unedited videos (continuous shots) and edited videos (diverse shot types, such as wider and closer shots), with both groups demonstrating high success rates. These findings suggest that the cognitive load related to processing first-order editing techniques and different shot sizes does not hinder learning experiences. The study also highlights the importance of early exposure to audiovisual content in enhancing media sign literacy and promoting a better understanding of editing techniques. Our research supports the notion that preschool children can process and integrate first-order editing techniques and various shot types, thus enabling effective learning from edited videos when crucial visual information is centered on the screen. Future research should further explore the relationship between the comprehension of editing techniques and the level of exposure of children to audiovisual media across different content types.

This study aimed to examine how the levels of physical fidelity of controllers (high, mid and low) and task repetitions (four trials) influence undergraduate students' perceived task load and performance in an immersive virtual reality (VR)-based simulation. The simulation was developed using the Unity 3D engine. VR controllers were developed to reflect a real power tool in three fidelity levels: high (most realistic: weight and tactile engagement), mid (tactile engagement without weight) and low (control group: only controller). The tasks were designed to reflect complexities with four working postures: no walking & standing up, no walking & bending over, walking & standing up and walking & bending over. Thirty-six healthy undergraduate male students participated in the study. Participants were instructed to complete motor tasks accurately. Audio feedback (drill sound) and haptic feedback (vibration) were activated for three groups when the controller and a screw made contact. Each participant used all three fidelity controllers and repeated the four tasks in a counterbalanced order to account for order effects. The results of a one-way repeated measures MANOVA indicated that two dimensions of task load were significantly different among the three physical fidelity conditions. Also, task completion time, inaccurate operation time and inaccurate counts were significantly shorter when four tasks were repeated. The study findings provide design implications for VR-based training experiences for future workforce development.

Nanolearning represents an educational methodology rooted in personalisation and the individualisation of the educational process, leveraging contemporary information technologies. Nanolearning, closely intertwined with self-regulated learning, entails an individual's capacity to plan, monitor and regulate their learning process, objectives and strategies. In nanolearning, information is presented in small, discrete fragments, necessitating students to autonomously manage their time and educational progress, thereby determining when and what to study. Nanolearning and TikTok can synergistically intersect, yielding innovative pedagogical approaches. TikTok, a popular social platform for sharing concise video clips, introduces a novel mode of information dissemination and interpersonal communication. Background: The introduction of a flexible education system that meets the individual requirements of a student is a burning need of our time. The study hypothesis is as follows: Will nanolearning be able to change the self-regulatory competence of the experiment participants and how exactly? Objectives: The current study aimed to determine nanolearning effectiveness in the context of students' self-regulation development. Methods: This was done using a self-regulation questionnaire addressed to a sample of 120 students of the Kokshetau University named after A. Myrzakhmetov. As a nanolearning platform, this study benefited from the TikTok app. Results: The results showed that the experimental group achieved significantly higher scores than the control group on goal setting, environmental structuring, task strategies, time management, help-seeking and self-evaluation. Conclusions: The results obtained can help develop a set of activities for the optimisation of the educational process to improve student professional competence.

This critical policy discourse analysis examines how No Excuses charter schools communicate their school goals and environments, and how they represent and portray their current and prospective students in online materials. We also aim to understand how the No Excuses paradigm has evolved and how, if at all, it is currently represented by these charter networks. We focus on whether and how the discourse in these materials may reflect deficit perspectives or contain language that shapes the construction of students and their families as policy targets, and thus create discourses that may ultimately be harmful to racially-minoritized students.

The creation of educational audio-visual materials has recently become popular. It is an innovative and entertaining practice, which can reach millions of people through social networks and YouTube. For this reason, this specific was designed for students enrolled in the following three modules: The Spanish political system, public administration in Spain, and institutions and decision-making structures in both the of joint degrees in law and political science and in public management and economic sciences, as well as degrees in public management and degrees in political science. Educational audio-visual materials were co-designed and co-created to define a Municipal Council, its workings and its organization. This was a three phased experiment. In the first, under the supervision of teachers, students developed five videos showing how Municipal Councils work. This allowed university students to become involved in a collaborative learning activity through which they acquired a series of important skills for future use, in addition to reinforcing their learning by participating in creation of digital teaching material, and also establishing a new teaching methodology consisting of learning-by-doing. In the second, professors and students attended CEIP Severo Ochoa Primary School in Madrid showing videos and playing two practical games, thus promoting knowledge transfer. In the third, the teachers evaluated the impact of this activity and the degree of satisfaction of university and primary school students. The result was positive, because not only was an educational innovation successfully implemented, but also a large part of objectives were achieved.

Pre-service teachers are mostly trained with traditional methods in their institutions and as a result, they do not become competent in technology integration in education. To successfully integrate technology in education, it is necessary for teachers to have knowledge of the content and the pedagogical techniques to teach this content with technology (TPACK). The purpose of this study was to contribute to pre-service primary school teachers' TPACK. For this purpose, the content was selected as listening, the most ignored skill taught in language education. In a qualitative framework, a case study approach was utilized. Eight pre-service primary teachers were selected with convenience sampling from a public university in Turkey. For eight weeks, the pre-service teachers learned block-based visual programming and designed visual and audio listening texts in pairs. Their projects were undertaken with fourth grade students, and they observed the students' interactions with these projects. Upon the completion of this process, a semi-structured interview form, prepared by the researchers, was used to gather the pre-service teachers' views. Results showed that they increased their technological pedagogical content knowledge in the TPACK framework. They also developed a better sense of entertaining, active, and individual learning environments.

This study aims to develop and test the feasibility of audio-visual-based learning media in history learning class X in senior high school. This study is a research and development (R&D) type with the analyze, design, development, implementation, evaluation (ADDIE) model. The research involved 96 students of class X IPS or social science at State Senior High School 1 Bandar Lampung, Indonesia. The data collection techniques as well as the instruments employed questionnaires, observation, interviews, and documentation. Data analysis techniques employed qualitative and quantitative analysis. The results of the study show that: i) The development of audio-visual-based learning media on material about human life in Indonesia's literacy period was made using the Adobe Photoshop application; and ii) The feasibility of the validation results of media experts, material experts, and learning experts (history teachers) successively with an average result of 4.73 (very good), 4.28 (very good), 4.50 (very good) and the results of the assessment students at 4.37 (very good). Then, the audiovisual-based learning media is declared feasible to use. This audio-visual-based historical learning media has its charm in being able to encourage students to become higher in learning history.

The current paper reports on the results of a national research project investigating the use of didactic audiovisual translation (DAT) in foreign language teaching. Although previous research in this field concludes that there are positive outcomes in students' learning, most studies rely on small samples and analyse one language skill only. The TRADILEX project aims at examining the effect of several modes of audiovisual translation (AVT) -i.e., subtitling, dubbing, subtitling for the deaf and hard of hearing, audio description and voiceover- in oral and written skills of university students learning English as a foreign language. This article assesses the effectiveness of a didactic proposal that includes 30 lesson plans through an intervention carried out with 566 participants from eight universities in Spain. The study relies on a quantitative design, and statistical tests (descriptive statistics and Wilcoxon Test) were carried out to estimate the effect of DAT on oral and written reception and oral and written production of the students. Our results underline that there are statistically significant differences that confirm students improved in the four communicative skills in the foreign language. Besides, there is a positive evolution in students' achievement during the study, and participants report a favourable perception of the didactic intervention.

The informed consent process is integral to medical procedures, including skin biopsies, which are the definitive method for diagnosing challenging skin lesions. Educational videos are recognized for effective delivery of information for informed consent. This study aimed to evaluate the efficacy of an informed consent process using educational videos to improve patient understanding and reduce preprocedural anxiety. This multicenter, randomized controlled study was conducted during December 2021-June 2023. Participants were randomly assigned to either the video or verbal group in a 1:1 ratio. They completed knowledge and anxiety questionnaires before and after biopsy. The final analysis included 54 participants (verbal group: n=28; video group: n=26) with a mean age of 51.9 years (standard deviation [SD] 18.1), and a balanced gender distribution. Post-intervention knowledge scores (median 10.0; IQR 8.0-10.0) significantly increased compared to pre-intervention scores (median 6.0; IQR 4.0-9.0), p<0.001. Post-intervention Spielberger state-trait anxiety inventory (STAI) scores (median 5.0; interquartile range, IQR 5.0-6.0) significantly decreased compared to pre-intervention scores (median 7.0; IQR 5.0-10.0), p<0.001. Knowledge scores increased more in the video group (median, 2.5; IQR 1.0-5.0) than in the verbal group (median, 1.5; IQR 0.0-4.0), p=0.217. There was no significant difference in STAI score changes between the video group (median 1.0, IQR 0.0-4.0) and the verbal group (median 1.0, IQR 0.0-3.0), p=0.824. Despite statistical insignificance, educational videos exhibited greater effectiveness in enhancing comprehension and demonstrated comparable efficacy in reducing anxiety compared to conventional intervention.

This study examines a plática held by Latine teachers and pre-service teachers after watching the documentary "Precious Knowledge" in the U.S. Latino South. The study employed Chicana/Latina feminist theory as well as the use of testimonios as methodology. Results from this study show that Latine teachers were able to share their experiences with racism, discuss issues of white supremacy, and make connections from present to past events. Based on this study, it is recommended that teachers need opportunities to share their testimonios and engage in discussions about topics that impact them as Latine teachers in the U.S. Latino South.

The research aimed to assess the English reading comprehension skills of fifth-grade Bhutanese students through a comparison before and after implementing the audio-assisted reading strategy. Additionally, it aimed to investigate the extent of their learning satisfaction towards the use of this strategy. The research was carried out in one of the primary schools in Bhutan for a period of one month. The study adopted a quasi-experimental design employing both qualitative and quantitative methods. Lesson plans were used as the interventional tools while reading comprehension tests and semistructured interviews were used for the collection of quantitative and qualitative data, respectively. The quantitative data were analyzed using a paired sample t-test, and the qualitative data were analyzed using the thematic analysis technique. The analysis of the pretest and posttest scores revealed that the mean score of the posttest was greater than the mean score of the pretest. The data collected from the interviews revealed that the participants were motivated and satisfied with the use of audio-assisted reading strategy. The study recommends incorporating the audio-assisted reading strategy as an effective reading strategy to enhance the reading comprehension skills of the students.

This study aimed to reveal the relationship between the 3rd, 4th, 5th, 6th, 7th and 8th-grade science course outcomes and the first season of the cartoon "Luna's Science World." The document analysis method was used in the study, which was designed with a qualitative research model. The study group of research consisted of fifty cartoons in the first season of "Luna's Science World." The content analysis method was used in the analysis of the data. As a result of the research, it was determined that except for three parts, all the topics covered in the cartoon were related to the science course outcomes. Additionally, it was seen that each of the episodes could be directly related to the outcomes of the Science course. This shows that almost all levels can benefit from the educational feature of this cartoon. From this point of view, as an educational cartoon "Luna's Science World" can be associated with related disciplines and used actively in learning environments, and their effects can be discussed.

In this case study, we present our findings regarding a massive open online Scratch programming course. The course, which followed a project-based learning approach, was delivered from July 4 to 30, 2022 to 186 students in Brazil. The students were challenged to develop individual coding projects. Our research goal was to investigate teaching and learning course dynamics. We followed a convergent parallel mixed-method approach. We collected quantitative and qualitative data by means of questionnaires. We were able to identify five intertwined feedback loops that drove the educational process. Our main findings are as follows: 1) The development of coding skills was driven by the effort of watching video-lectures, remixing of peers' codes, and by sharing knowledge between the students. 2) The project-based learning approach created opportunities for the students to collaborate and exchange ideas.

The growth in online education has prompted a focus on ensuring students are engaged, persistent, and successful in their studies. A recognized challenge with online learning is developing a community of learners, where students feel connected to their peers and instructor and experience a sense of belonging. In this article, we highlight using the platform Flip to engage students in video-based discussions. We describe our use of Flip in two online asynchronous courses and provide recommendations for instructors seeking to embed this tool in the learning experiences they develop for their students. In addition, we present our students' perspectives on belonging within the course and their use of Flip, collected using an anonymous survey. Last, we examine the advantages and challenges of using this tool and discuss the implications for promoting connection and belonging in online courses.

This study discusses whether free-view media processing technology impacts individual student learning in everyday dance teaching practice in different ways. This study was conducted empirically by creating three groups: a traditional face-to-face group, a completely digital media online learning group and a blended model group. Results indicated that the blended learning model group achieved better results than the traditional face-to-face model group and the completely online group. In other words, this indicates that free-view media processing technology plays a positive role in dance teaching. It encourages students to reflect and think critically. With blended learning, students can embrace new technologies, learn and teach together, and avoid disruptions caused by removing technology from the classroom.

This article puts forward several proposals for replicating two well-known "First Exposure" studies dealing with the earliest stages of adult second language acquisition. Both of them enquire into the word-level knowledge that complete beginners are able to extract from minimal input when exposed to a new language for the first time. They also focus on several input variables that may enhance learning from minimal input. However, the first, by Gullberg et al. (2012), uses audiovisual input in Dutch learners of Chinese to assess word recognition and word meaning after watching a short video; while the second, by Shoemaker and Rast (2013), uses oral input with French learners of Polish to measure word recognition before and after 6.5 hours of intensive classroom exposure. Close and approximate replications of these studies can help to re-evaluate and generalise the findings, as well as contributing additional relevant data to the field.

The objective of this study was to determine the differential effects of the presentation position of the augmented reality--head worn display (AR-HWD) interface and the audiovisual-dominant multimodal learning material on learning performance and cognitive load across different learning tasks in training for high-speed train driving. We selected 48 participants to conduct an AR driving training experiment for high-speed trains. The results indicated that whether or not the AR interface was presented next to the learning target did not significantly affect learning performance and cognitive load. In complex learning tasks, such as learning to operate the controller of a high-speed train and to remember the steps of swapping the front and tail of the train, the auditory-led AR learning materials were effective in improving learning performance and reducing cognitive load compared with the visual-led AR learning materials. In the simple task of icon recognition, the visual-led AR learning materials performed better in terms of learning performance and cognitive load. The results of this study can guide the design of AR-HWD interfaces for different learning tasks in training for high-speed train driving, which can improve learning performance and reduce cognitive load during the learning process.

Since first airing on HBO in 2011, "Game of Thrones" (GOT) has proven to be a fruitful text for teaching and studying politics. In 2022 the prequal to GOT-House of The Dragon (HOTD) debuted on HBO. This paper conducts discourse analysis on the entire first season with two goals in mind. First, we demonstrate how pop culture is impacted by real world politics by examining the change in gender and racial representation in HOTD compared to GOT and argue that this change was a product of cultural backlash that GOT received and a result of changing political attitudes over the time of both shows airing. Second, we use the show's content as text to teach American and Comparative politics concepts. In the appendix we provide three examples of low, mid, and high-stake assignments that use show content in teaching political science courses.

In the rapidly evolving landscape of educational technologies, Immersive Virtual Reality (iVR) stands out as a transformative tool for teaching and learning. The learner must actively engage, particularly when visual and auditory knowledge information is presented simultaneously. Generative learning strategies support learners in processing and integrating the information provided effectively and help them select, organize, and integrate information into a coherent mental model. Yet, learners often do not use such strategies spontaneously, so pre-training of the learning strategy is recommendable. IVR provides a spatial context for learning, where an essential strategy for promoting learning is to integrate auditory knowledge information into visually perceived space. We hypothesize that this can be done effectively through imagination, i.e., learners mentally visualize auditory information. This study investigated an imaginative pre-training strategy that targets integrating visual-spatial and auditory knowledge information. In a pre-post between-subjects design, we tested the effects of imaginative strategy pre-training. Students received either a pre-training (EG = 30) or no training (CG = 30) before exploring an iVR learning environment. Against our expectations, the EG did not outperform the CG on semantic and spatial knowledge. These findings may be explained by the demands on learners to process sensory input, and focus directed attention in a spatial iVR environment, suggesting that imagination strategies need to be anchored and complemented by other selection and organization strategies. This study contributes to a critical understanding of the possibilities and limitations of iVR in education, shedding light on the learners' processes and needs.

This article examines the latest developments in the corpus language planning interventions in the implementation of the codification (Haugen, E. (1983). The implementation of corpus planning: theory and practice. In J. Cobarrubias & J. A. Fishman (Eds.), "Progress in language planning. International perspectives" (pp. 269-289). Mouton.) of Catalan by Catalan-language media corporations, taking into consideration that Catalan is a pluricentric language (Darder, L. (2015). La variació lingüística en els mitjans audiovisuals com a estratègia conscient. "Treballs de sociolingüística catalana," 25, 303-316. https://raco.cat/index.php/TSC/article/view/342907; Costa-Carreras, J. (2021). Compositionality, pluricentricity, and pluri-areality in the Catalan standardisation. In A. Cortijo Ocaña & V. Martines (Eds.), "History of Catalonia and its implications for contemporary nationalism and cultural conflict" (pp. 182-197). IGI Global; Mas Castells, J. À. (2021). Invitació al pluricentrisme. Notes per a l'estudi d'una llengua pluricèntrica en conflicte. "Treballs de sociolingüística catalana," 31, 15-30. https://raco.cat/index.php/TSC/article/view/386900) that is standardised both "de facto" and "de jure." It concludes that Muhr, R. (2020). European pluricentric languages in contact and conflict -- An overview. In R. Muhr, J. À. Mas Castells, & J. Rueter (Eds.), "European pluricentric languages in contact and conflict" (pp. 11-64). Peter Lang approach to language variation management does not fit with the Catalan communicative space, and that the proposals, both of the term "multi-standard" by Auer, P. (2021). Reflections on linguistic pluricentricity. "Sociolinguistica," 35(1), 29-47. https://doi.org/10.1515/soci-2021-0003, and of the term "location" by Dollinger, S. (2019). "The pluricentricity debate on Austrian German and other Germanic Standard varieties." Routledge are not needed, as Mas Castells's (2021) definition of 'centre' is fully pertinent for Catalan. A sociolinguistic and standardological perspective has been adopted (Joseph, J. E. (1987). "Eloquence and power. The rise of language standards and standard languages." Frances Pinter; Costa-Carreras, J. (forthcoming). On the epistemological status of comparative standardology and standardisation. "Caplletra," 79 (fall 2025)) to compare the style guides of three audiovisual media corporations, with an exemplification on a particular issue in relation to both prescription and use. An appropriate description of the linguistic pluricentricity of three Catalan-language media corporations (Darder 2015; Costa-Carreras 2021; Costa-Carreras, J. (2022, June 15-17). "What ideological factors are relevant to analyse language variation management for Catalan?" Talk presented at the Symposium Rules and incentives in language policy and planning: Economic, legal and sociolinguistic approaches; Mas Castells 2021) is therefore offered: the Catalan Broadcasting Corporation with headquarters in Catalonia, the Valencian Broadcasting Corporation with headquarters the Valencian Country, and the Broadcasting Public Entity of the Balearic Islands with headquarters in the Balearic Islands.

This article discusses whether digital visual and audio feedback in learners' own voices improves their perception and production of lexical tones in Chinese as a foreign language. Forty-four beginners participated in a four-week training focused on the pronunciation of Mandarin Chinese tones at the word level. Half received digital feedback generated by Praat, a phonetic research software, to visualize the contours of their tones while hearing corrected tones in their voices. The other half participants received visual and audio feedback given by the researcher. While both groups enhanced their tone perception and production skills during the training, the Praat-aided group made significantly larger progress than the control group. Post-training survey revealed participants' preference for the imitation of corrected tones in their voices and the direct visual comparison between their tone contours and those of corrected tones. The findings corroborate the importance of computer-assisted multimedia learning in foreign language pedagogy, which also has implications for employing research-oriented technologies and automated tonal feedback in the instruction of Chinese as a foreign language.

This exploratory analysis investigates the integration of ChatGPT in self-directed learning (SDL). Specifically, this study examines YouTube content creators' language-learning experiences and the role of ChatGPT in their SDL, building upon Song and Hill's conceptual model of SDL in online contexts. Thematic analysis of interviews with 19 YouTubers and relevant video contents reveals distinct constructs of ChatGPT-integrated SDL, suggesting a reconceptualization and refinement of the SDL framework in the consideration of generative artificial intelligence (AI). This framework emphasizes critical aspects of utilizing ChatGPT as an SDL tool on two distinct levels: 1) the interactive relationships and interplay between learners' personal traits and their ongoing learning processes (local) and 2) the evolving nature of SDL in the rapidly advancing landscape of generative AI, with socio-political-cultural foundations of AI constantly shaping the learning environment where SDL occurs (global). The study highlights the potential of ChatGPT as a tool for promoting self-directed language learning (SDLL) and provides implications for the development of learning technologies and research on AI-facilitated SDL.

The Explainer Video Project was developed to familiarize management students with evaluating explainer videos for credibility and quality. In addition, it provides students with unique options for creating video content. Today's workplace needs college graduates with entrepreneurial skills applicable to the gig economy enabled by online platforms. The demand for the perpetual creation of new video content generates a need for creators to develop explainer videos. Accordingly, consumers of such content require the necessary skills to evaluate them for credibility and quality. Through the phases of this project, students learn to evaluate explainer videos for quality and credibility and create credible, high-quality explainer videos using a visual communication platform.

The purpose of this study was to assess the impact of young students' prior attitude on source consideration when watching videos on controversial topics. Two hundred seventy-one seventh graders watched a series of videos in which two interviewees (one expert in the field, one layperson) expressed divergent positions on a socioscientific issue ("Will organic farming be able to feed the entire world population by 2050?"). After watching the videos, students were asked to recall the identity and arguments of the interviewees and indicate how far they had perceived them to be credible and convincing. If no effect of students' prior attitude was found on source recall, students were prompt to judge the interviewee who provided arguments that were congruent with their prior attitude as more credible and convincing that the interviewee that provided incongruent arguments. These results suggest that young students' beliefs contribute to their assessment of the credibility of an information source when watching videos.

Background: Students who are blind are integrated into public schools in many countries, yet are often excluded from full participation in science since most learning materials are visual. To create a compensatory route, an existing model-based inquiry-learning environment was adapted by means of sonification (addition of non-speech sounds that represent dynamic information). The learning environment uses agent-based models and a complex systems approach to teach the Kinetic Molecular Theory (KMT) and Gas Laws. The models are accompanied by a workbook consisting of text (printed or auditory) and images (printed or tactile). Objectives: The current research examined whether such perceptual compensation creates a comparable learning environment for learners who are blind compared with learners who are sighted using the original learning environment. The aim of the study is to expand knowledge about how the auditory channel may compensate the visual channel among individuals who are blind. Methods: Conceptual learning in science and reasoning about complex systems were assessed using pre- and post-questionnaires. To explore learners' learning progression throughout the unit, four progression analysis "windows" were selected. These were groups of adjacent or nearly adjacent items in the workbook that permitted a glimpse of learners' progression. Results: The sonified environment not only supported the learning of learners who are blind compared with the learning of learners who are sighted using visual material, but even furthered their learning with respect to diffusion, one of the more challenging concepts in KMT. It seems the types of sonified representations used in this study increased listeners' sensitivity to the micro-level interactions in a way less accessible in visual representations. Takeaways: Sonified environments can be provide learners who are blind with equitable participation by compensating and complementing the visual channel. Sonification can have implications for students who are blind as well as students who are sighted.

Background: Education is, after gaming, the second largest sector embracing augmented reality (AR) at an accelerated pace, yet studies on AR's potential as an efficient learning environment had mixed results. Objectives: This study's primary objective is to test students' interaction with graphical 3D elements in AR and its impact on information retention. The second objective is to compare information retention from AR engagement with information retention from exposure to identical 3D content delivered via instructional video. Finally, the third objective explores students' perceptions of AR as a learning environment. Methods: Sixty-five college students participated in a two-arm experiment followed by semi-structured interviews. Results and Conclusion: AR can efficiently deliver a meaningful learning experience and promotes information retention. Nevertheless, AR's interactive features and novelty may distract learners while they engage with the virtual environment. Objective data obtained through eye tracking and video monitoring showed similar levels of engagement with a 3D model for both environments. While both AR and video groups showed significant knowledge gain from pre to post-intervention, the video format was overall significantly more effective than AR in increasing topic-related information retention. However, participants preferred the AR learning environment significantly more than the video. Takeaways: Although effective, AR is still a distracting instructional environment. Designing learning experiences tailored explicitly for AR environments requires additional research to ensure its successful deployment as a learning tool.

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.

Background: The COVID-19 pandemic has brought significant changes to medical education, particularly for procedural and surgical skills, which inherently require face-to-face education. The utility of adding an instructional video remains uncertain. To guide future curricula, our aim was to assess whether the addition of an optional instructional video improves the acquisition and retention of one-handed surgical knot-tying. Methods: Naïve year one medical students were randomised to video before face-to-face instruction versus face-to-face instruction only. Blinded surgeons assessed their performance at the end of a workshop and 4 weeks later by counting the number of knots tied in 1 min and a global Likert score assessing knot quality. The students also completed surveys for qualitative assessment and feedback. Results: Students with access to the video tied significantly more knots in 1 min than the control group (median ± IQR: 15 ± 4 N = 14, vs 12.5 ± 10 N = 15, p = 0.012). After 4 weeks, the intervention group showed a non-significant trend towards being able to tie more knots (16.5 ± 6 N = 6, vs 3.5 ± 16 N = 8, p = 0.069), and the knots tied were of significantly better quality (global score: 3 ± 1.4 vs 1 ± 1.8, p = 0.027). Compared to the control group, the intervention group expressed greater confidence in their ability to retain their skills after the workshop and at follow-up (p = 0.04). Additionally, they experienced significantly less stress during the workshop (p = 0.028). Conclusion: A non-interactive video can improve learning and retention of single-handed knot tying. As medical education continues to evolve, supplementary videos should be considered an important part of new surgical skill curricula.

Instructional videos risk overloading learners' limited working memory resources due to the transient information effect. Learner control is one way to mitigate this concern, but has shown almost zero overall effect and considerable heterogeneity. Consequently, it is essential to identify when learner control is most beneficial. The present study examined the influence of cues on learners' behaviour, cognitive process, metacognition and learning performance in an interactive learning environment. Employing a 2 (temporal cues: without vs. with) × 2 (organizational cues: without vs. with) between-subject design, 117 participants were randomly assigned to one of four conditions: no cues, temporal cues, organizational cues and temporal cues + organizational cues. Among these, temporal cues (ie, progress bar) serve as time-related signals designed to regulate pacing, and organizational cues (ie, table of contents) provide a structural framework for the content. Significant cueing effects were observed for both cue types at germane cognitive load and transfer. Notably, our results indicate that organizational cues effectively guide learners' attention towards the underlying structure, thus promoting cognitive processing. These unique benefits are evident in improved topic recall, retention and monitoring accuracy. Importantly, combined temporal cues and organizational cues were seen to not only allow learners to exhibit more engagement behaviours (ie, skimming) but also assist learners in accurately judging their learning. These findings strongly support the recommendation to use cues to enhance the effectiveness of learner control.

This study investigated the effects of two types of oral explanations (ie, self-explanation vs. instructional explanation) and drawing activity (no drawing vs. drawing) on video learning outcomes. These outcomes were measured by visual attention to the video (indexed by fixation time on text and diagram areas), explanation quality (indexed by personal references, concepts, and elaborations), drawing quality, behaviour patterns and overall learning performance gain. A total of 116 undergraduate and graduate students watched a 4-min video on the human body's respiratory system. They were randomly assigned to one of four conditions (explanation generation: self-explanation vs. instructional explanation × drawing activity: no drawing vs. drawing). Results indicated that without a drawing requirement, students in the self-explanation condition displayed fewer personal references and exhibited a lower learning performance gain than those in the instructional explanation condition. Conversely, when drawing was required, self-explanation students demonstrated higher drawing quality and better learning performance gain. Additionally, students in the drawing condition directed more attention to the diagram area than those in the no drawing condition. These findings suggest that in video learning (1) educators should encourage students to produce oral instructional explanations and (2) if the goal is for students to generate self-explanations, they should also be prompted to draw to bolster their self-explanation efforts.

The rise of the student as prosumer (producer-consumer) of educational content is a novel development that has hitherto been the subject of very little research, especially in relation to the generation of digital contents and materials for online and hybrid education in particular. This article analyses whether there are patterns of behaviour and different perceptions associated with different groups of students in their role as producers and/or users in the field of active learning in hybrid university education systems. To this end, the research has been conducted with a group of engineering students at one of the largest blended learning universities in Europe. The results indicate higher levels of involvement in, and appreciation of, the experience in content producers compared with mere content consumers, but the students' environment and personal attitudes (such as their availability and degree of professional dedication) in relation to this type of education, the profile of which is often quite distinct from that of traditional learning, may differentiate their interest and appreciation of these activities, which are more creative and probably more demanding.

This controlled experimental study investigated the interaction of variables associated with rating the pronunciation component of high-stakes English-language-speaking tests such as IELTS and TOEFL iBT. One hundred experienced raters who were all either familiar or unfamiliar with Brazilian-accented English or Papua New Guinean Tok Pisin-accented English, respectively, were presented with speech samples in audio-only or audio-visual mode. Two-way ordinal regression with post hoc pairwise comparisons found that the presentation mode interacted significantly with accent familiarity to increase comprehensibility ratings ([chi-squared] = 88.005, df = 3, p < 0.0001), with presentation mode having a stronger effect in the interaction than accent familiarity ([chi-squared] = 59.328, df = 1, p < 0.0001). Based on odds ratios, raters were significantly more likely to score comprehensibility higher when the presentation mode was audio-visual (compared to audio-only) for both the unfamiliar (91% more likely) and familiar speakers (92.3% more likely). The results suggest that semi-direct speaking tests using audio-only or audio-visual modes of presentation should be evaluated through research to ascertain how accent familiarity and presentation mode interact to variably affect comprehensibility ratings. Such research may be beneficial to investigate the virtual modes of speaking test delivery that have emerged post-COVID-19.

Audiobooks allow language learners to read and listen to the same text simultaneously; yet the effects of this bimodal input (written and spoken) on learners' comprehension have been inconsistent, suggesting that the conditions under which audiobooks can help comprehension are not well understood. As such, I explored silent reading speed and text complexity as two potential variables that moderate reading-while-listening (RWL) comprehension. In a within-participant design, 46 English learners in an American university read, listened to, and simultaneously read and listened to two complexity versions of a fictional text. Mixed-effects regression modeling revealed that participants comprehended better in the RWL conditions than in the listening-only conditions, echoing findings from the captions literature. This effect was moderated by neither silent reading speed nor text complexity. There were also no main effects between RWL and reading-only conditions, indicating limitations in the use of audiobooks in language classrooms to promote written text comprehension.

In virtual laboratories, various cognitive aids are used to improve students' performance and assist them while completing experimental tasks. However, excessive use of cognitive aids in virtual laboratories can lead to a cognitive load on students which affects their performance. In this paper, we proposed the concept of adaptive aids virtual reality chemistry laboratory. User expertise, quantitatively measured in terms of errors and time spent, is used as an adaptation criterion to dynamically update adaptive aids (arrows, text or animations). The system modifies the contents of such aids for good, average, and weak students to give them the opportunity to improve their performance. In this manner, adaptive aids assist the users to perform an experiment in the proposed system correctly according to the correct procedure with high performance. For evaluation, we conducted a comprehensive user study with 59 participants from various institutions. These students were selected randomly by their teachers and contained different levels of students (i.e., weak, average, and good students). We also conducted a written quiz and based on their scores we divided them into three groups (i.e., good, average, and weak). The participants (students) were classified into three groups G1, G2, and G3 based on their expertise levels (i.e., good, average and low). Then each group conducted an experiment four times. Evaluations revealed that the proposed system consistently improved students' performance in four trials. In particular, weak students' performance greatly improved as compared to that of good and average students in terms of a variety of factors, including time and errors during the performance of experiments.