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This paper’s aim is to conduct a systematic review of the state of scholarly research on smart mobile learning acceptance (SMLS) and suggest areas for future research. Fifty-five papers from 2019 to 2022 were used for the systematic literature review. The theories of the SMLS acceptance, publication patterns by region, industry, sample type, as well as the study methodology obtained from content analysis are presented. The results revealed about 18 different theories were identified with TAM being the most frequently employed model (n = 23). Three different methods (quantitative, qualitative and mixed-method) were used by the scholars, with questionnaire survey being the main method used to collect data (n = 50). Most of the researchers used structural equation modelling (SEM) to analyse their data. The Asian region has the most studies on SMLS (n = 33), while the education industry happens to be the main focus of the researchers (n = 45). This study's findings may be utilized to enrich theoretical and methodological advancements, as well as to provide important insights for policy creation by developing strategies and frameworks for the acceptance of SMLS. By putting all the relevant knowledge of SMLS together from diverse industries, this study enhances the academic landscape. [ABSTRACT FROM AUTHOR]

This study utilised the instant semantic analysis and feedback system (ISAFS) to assist learners in the online discussion learning activities of socio-scientific issues (SSIs) and to document their learning process behaviours for behavioural analyses. The aim was to understand the learners' discussion behaviours during the ISAFS assisted learning process and to guide them in exhibiting more effective discussion behaviours in order to facilitate the learning effectiveness of online asynchronous discussions. The research participants were 55 eleventh-grade students from a senior high school in northeastern Taiwan. A single pre-experimental group design was adopted to collect the learning process data. Eventually, 34 effective samples were considered following the online discussions. The results showed that learners with distinct computer-mediated communication competences and personality traits have different behaviour patterns. Overall, the behavioural analyses reveal that different learning behaviours would result in distinct learning effectiveness, and that learners with different computer-mediated communication competences and personality traits would present various learning behaviours. Based on the research results, suggestions for the application of ISAFS in teaching and implications for future developments are proposed. The findings could be instrumental in the improvement of the teaching process through online discussions. [ABSTRACT FROM AUTHOR]

Background Methodology Results and Conclusions Digital storytelling is a teaching tool that can help nursing students master the curriculum and improve their skills. This study investigated the effect of digital storytelling on nursing students' knowledge levels and compliance with isolation precautions.A pretest‐posttest open‐label randomized controlled trial. This study was conducted in the nursing department of the faculty of health sciences of a university in Türkiye. The sample consisted of 109 fourth‐year nursing students divided into experimental (n = 66) and control (n = 43) groups. Data were collected using a Demographic Characteristics Questionnaire (DCQ), the Isolation Knowledge Test (IKT), the Questionnaire of Students' Opinions on Digital Storytelling (QSODS) and the Scale of Compliance with Isolation Precautions (SCIP). The experimental group participated a digital storytelling activity, whilst the control group received an education based on the curriculum. The data were analysed using the Mann–Whitney U test, the Wilcoxon test, analysis of variance (ANOVA), and the Spearman correlation test.The experimental group had significantly higher posttest IKT and SCIP scores than the control group (p < 0.05). Both groups had lower IKT and SCIP scores 2 months after the experiment. However, the change was much smaller in the experimental group. Digital storytelling helped the experimental group participants learn about isolation precautions and how to comply with them. Digital storytelling also promotes learning retention. In conclusion, digital tools are effective in distance learning. [ABSTRACT FROM AUTHOR]

Instructional videos have the advantage of delivering visual and verbal learning materials simultaneously and they can be used for teaching. The aim of this study is to evaluate the learning outcomes in Mechanical Systems Analysis based on the Finite Element Method for video‐based teaching blended with face‐to‐face education. Forty‐five students whose first languages are English, Mandarin and others participated in a survey to evaluate learning outcomes. The learning outcomes were analyzed using the one‐sample Chi‐square test or binomial test. The correlation between the usefulness of the text‐based and video‐based learning materials and the first language of the students was analyzed using the Pearson Chi‐square test. P values smaller than 0.05 were assumed to be statistically significant. Overall 34 students found video‐based learning materials very useful whereas 10 students found them useful resulting in a statistically significant difference. Twenty‐four students found text‐based learning materials very useful whereas 20 students found them useful without statistically significant difference. Student cohorts speaking English and Mandarin as their first language found video‐based learning materials significantly very useful. Video‐based learning materials can be used to improve learning outcomes in courses with computer applications and students can benefit from a blended teaching strategy regardless of their first language. [ABSTRACT FROM AUTHOR]

Background Objective Methods Results Conclusions Digital simulations are emerging technologies in science education that allow students to visualise abstract concepts and enable science teachers to conduct laboratory work/experiments online.To determine teacher readiness, the study focused on their cognitive skills and knowledge and perceptions of the use of digital simulations as a pedagogical tool incorporating an intervention in its research design.The theoretical framework of this study combines the modified Technology Acceptance Model with the Cognitive Theory of Multimedia Learning. Snowball sampling was used to recruit 10 chemistry teachers from secondary schools and a mixed methods sequential explanatory research design was adopted. The data was collected through survey, interview, pre‐test and post‐test results before and after the intervention (training).Science teachers perceive digital simulations as valuable and easy to use and are ready to use them in future lessons. An increase in cognitive knowledge and skills coupled with a positive mindset was noted after the training. The teachers indicated the need for training and support at all levels to successfully integrate digital simulations in their classrooms. Additionally, parents' engagement to enhance their awareness of such initiatives was deemed crucial for their support.The study calls for a rethinking and a revision of science curriculum, policies and enhancement of infrastructure/general resources to support technology‐enabled learning, teaching and assessment practices in science classrooms; a continuous professional development program for teachers to keep up with the changing needs of 21st‐century education is imperative. [ABSTRACT FROM AUTHOR]

For plant identification in school biology, many digital and analogue identification methods have been developed to make this demanding and little motivating process more student-orientated. In this experimental field study, we examine two empirically developed tools: the digital identification app "ID-Logics' and the paper-based key, generated by the online platform 'Eikes Baumschule'. In line with Self-Determination Theory (SDT), an evaluation study with 251 students was conducted to investigate the effect of both tools on students' intrinsic motivation. The results of the study were unexpected, as the different media regarding the SDT did not present themselves as projected: While both tools influence students' intrinsic motivation positively, each displays specific effects regarding enjoyment, perceived competence, and perceived autonomy. Taking these effects into account, each tool under investigation offers different advantages and disadvantages for plant identification in the field. The resulting opportunities and challenges, for plant identification, of both tools are discussed critically against the background of SDT, and future directions for research on intrinsic motivation in the context of species identification are mapped. Furthermore, this study shed light on the process of species identification and thus indicates recommendations for practical use in biology lessons. [ABSTRACT FROM AUTHOR]

Student response system which allows bi-directional communication between instruction and students is considered as useful educational technology. It increases learners' attention, engagement, motivation, and achievement through constant interaction and immediate feedback. The purpose of the study is to assess the quantitative results of the previous studies concerning with the effectiveness of SRSs in cognitive and non-cognitive learning outcomes. Therefore, this study applies meta-analysis technique to synthesize the overall result and explains the controversial findings among the previously published studies. During the systematic review procedure, PRISMA checklist has been taken as a guideline. Initial data search yielded 12,605 articles from diverse databases. 142 raw data derived from 68 studies met the inclusion criteria of the meta-analysis; therefore, the analysis has been conducted with 142 independent effect sizes extracted from 68 articles. The meta-analysis yielded that SRS use has statistically significant small effect (i.e., combined effect size: Hedges' g = 0.47, k = 109, p < 0.001) on cognitive learning outcome whereas statistically significant medium effect (i.e., combined effect size: Hedges' g = 0.66, k = 33, p < 0.001) on non-cognitive learning outcome. Further moderator analyses provided evidence for the followings; (1) SRS use in K-12 is more effective than use in higher education, (2) use of SRS in some subject areas is more effective than in others, (3) some SRSs (i.e., Kahoot!) are more effective than others (i.e., Clicker). The meaning of the results was interpreted and discussed within the scope of reviewed literature. [ABSTRACT FROM AUTHOR]

GitHub, a widely used software development platform, facilitates organization of projects and collaboration. Its popularity extends to students who use it to host code and create open repositories for class projects. However, despite its potential benefits, the use of GitHub in education has often been unplanned and lacked structure. Consequently, the effectiveness of GitHub in improving student learning and project development skills remains unclear. This study explores the impact of using GitHub as a tool in a software engineering course on students' skill sets and perspectives. We present the results of an experiment conducted with 319 undergraduate students to assess whether using GitHub improves their engagement in teamwork and subsequently enhances learning. The study conducted pre‐ and postsurveys to capture students' perspectives and experiences. Additionally, we analyzed the number of commits, pull requests (PRs), and issues from group repositories to assess learning outcomes. Our findings revealed that most students had limited knowledge of collaborative development and teamwork before using GitHub in the course. However, after using GitHub, they demonstrated effective use of teamwork skills and collaborative development, resulting in significant improvements in their overall learning. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance. Design/methodology/approach – A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach. Findings – The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process. Practical implications – This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses. Originality/value – The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.

The study examines the effects of different questioning strategies on elementary school students regarding scientific knowledge, views of scientific inquiry, and scientific inquiry skills during scientific inquiry video learning. A quasi-experimental design was adopted involving 78 sixth-grade Taiwanese students from three classes. The three classes were randomly assigned into three groups: instructional video with embedded open-ended questions (G1), video with embedded closed-ended questions (G2), and video only (G3). All students were required to watch three scientific inquiry videos on different topics having already taken pretests and posttests on scientific knowledge, view of scientific inquiry, and scientific inquiry skills. The data suggested that G1 and G3 had significantly better performance regarding higher-level knowledge and views on scientific interpretation than did G2, with G1 displaying the best data interpretation skills. The study implies that open-ended questioning is better than the closed-ended approach, although neither is better or worse than having no questions at all in its videos. This study should, therefore, be of value to those interested in developing or implementing science videos for elementary students. [ABSTRACT FROM AUTHOR]

Abstract The education of autistic children presents significant challenges, compelling various educational stakeholders to seek solutions that can enhance teaching and learning experiences for these individuals. Among the most promising strategies are gameful approaches, including gamification, card games, and simulators. Despite recent efforts, understanding the development and application (i.e., the state of the art) of these approaches in the education of autistic children remains a complex task. To address this issue, we conducted a thorough systematic literature review and scientometric analysis to explore the design and implementation of gameful approaches for the education of children with autism. Our findings highlight the predominant use of 2D games designed for personal computers, focusing on natural, home, and urban settings. Additionally, we observed that the studies were primarily qualitative. Based on these results, we proposed a research agenda. We offer a comprehensive overview and a research agenda for the design, use, and assessment of gameful approaches in the education of children with autism.

Background Objectives Methods Findings Conclusions Active Learning with AI‐tutoring in Higher Education tackles dropout rates.To investigate teaching‐learning methodologies preferred by students. AHP is used to evaluate a ChatGPT‐based studented learning methodology which is compared to another active learning methodology and a traditional methodology. Study with Learning Analytics to evaluate alternatives, and help students elect the best strategies according to their preferences.Comparative study of three learning methodologies in a counterbalanced Single‐Group with 33 university students. It follows a pre‐test/post‐test approach using AHP and SAM. HRV and GSR used for the estimation of emotional states.Criteria related to in‐class experiences valued higher than test‐related criteria. Chat‐GPT integration was well regarded compared to well‐established methodologies. Student emotion self‐assessment correlated with physiological measures, validating used Learning Analytics.Proposed model AI‐Tutoring classroom integration functions effectively at increasing engagement and avoiding false information. AHP with the physiological measuring allows students to determine preferred learning methodologies, avoiding biases, and acknowledging minority groups. [ABSTRACT FROM AUTHOR]

This systematic review examines the role and efficacy of gamification in leadership education, addressing a significant void in contemporary literature. Recognizing the universally acknowledged significance of leadership in diverse sectors, this study highlights the pervasive challenges in post-secondary leadership curricula, such as unclear objectives, student motivation, lack of access and practical applications. This review dissects gamification's effectiveness, identifies key outcome determinants, and discusses the hurdles to classroom implementation, suggesting potential solutions or interventions by examining 23 peer-reviewed journal articles that are published in various locations and disciplines from 2012–2022. The results cover the roles of digital tools in facilitating gamification, recurring obstacles such as resource limitations, evaluation difficulties, and identifies the challenges in formulating a consensus of an operational definition between scholars. The paper suggests the need for future research focusing on refining gamification's definition, extending its scope, and crafting robust evaluation strategies, thereby catalyzing a transformation in pedagogical practices and should prioritize the development and implementation of robust evaluation strategies for gamified leadership training programs. [ABSTRACT FROM AUTHOR]

With long-term impact of COVID-19 on education, online interactive live courses have been an effective method to keep learning and teaching from being interrupted, attracting more and more attention due to their synchronous and real-time interaction. However, there is no suitable method for predicting academic performance for students participating in online class. Five machine learning models are employed to predict academic performance of an engineering mechanics course, taking online learning behaviors, comprehensive performance as input and final exam scores (FESs) as output. The analysis shows the gradient boosting regression model achieves the best performance with the highest correlation coefficient (0.7558), and the lowest RMSE (9.3595). Intellectual education score (IES) is the most important factor of comprehensive performance while the number of completed assignment (NOCA), the live viewing rate (LVR) and the replay viewing rate (RVR) of online learning behaviors are the most important factors influencing FESs. Students with higher IES are more likely to achieve better academic performance, and students with lower IES but higher NOCA tend to perform better. Our study can provide effective evidences for teachers to adjust teaching strategies and provide precise assistance for students at risk of academic failure in advance. [ABSTRACT FROM AUTHOR]

This study aims to explore the difference between on-line and off-line teaching and comprehensively evaluate the of elearning system operation effect as both technology-mediated learning and an open information system. This study develops "process-situation-result" (PSR) network, a comprehensive learning system evaluation model. It empirically analyzes the PSR models under off-line and on-line teaching, as well as the intermediary role of e-learning situation in the impact of e-learning process on elearning results. The results show: (1) Learners' perception of e-learning situation is obviously different between off-line and on-line teaching. (2) The eight dimensions of e-learning process have no significant direct impact on e-learning outcome Except in on-line teaching groups, SF (getting self-feedback) has a significantly positive influence. In off-line teaching, GA (gaining attention), IO (informing learner of the objectives), and PG (providing learning guidance) have indirect effects on e-learning. (3) GA, IO and PG have a direct impact on e-learning situation in both on-line and off-line teaching, and only RK (Stimulating recall of prior knowledge) has an impact only in on-line teaching. The other four dimensions have no direct impact on e-learning We provide a theoretical framework for the integration of technology and teaching, on-line teaching and off-line teaching. [ABSTRACT FROM AUTHOR]

Although research has touted the value of making in educational settings, scant work has been done in formal school contexts utilizing quantitative methods. This could be attributed to the various challenges in integrating making in school settings. To fill in the gap, this study presents an approach to integrate making into science classes at the 3rd to 5th grade levels in a U.S. public school for four consecutive years (2015–2019). We examined the effect of the program on students' self-beliefs (self-efficacy, motivation, and self-concept) using a longitudinal quasi-experimental design. We also examined the effect of making on students' knowledge and skills using state testing data. Results suggest that when averaged across post school year surveys, students in maker classes (vs. control) reported higher self-efficacy beliefs in science and making as well as more interests in STEM-related careers. Moreover, over two school years, we observed that students in the control group experienced declines on some of our variables while our maker students did not. Data thereby speaks to the potential value and promise of integrating making into formal school settings. Practical implications are discussed. [ABSTRACT FROM AUTHOR]

Background: TPACK is a widely used framework for assessing teachers' competence in integrating technology in education. However, previous studies have shown varying interpretations of the relationship between TPACK elements. Qualitative studies that assess the manifestations of TPACK by examining the practices of pre‐service teachers are rare. Objectives: This study investigates technology integration in innovative physics teaching and learning materials designed by pre‐service teachers and the manifestation of technological pedagogical content knowledge (TPACK) in empirical cases. Methods: We qualitatively extracted the components of PCK, TPK, and TCK from the innovative physics teaching and learning materials developed by 22 pre‐service teachers in their fourth year at a teachers' college in South Korea. We scored them based on the new evaluation criteria established in this study. Results and Conclusions: Based on the materials, we identified three types of technology integration: Learning Materials Providing, Learning Activity Providing, and Virtual Experiments Creating. This study identifies teachers' level of TK and integrates it with TPACK expression. Results confirm the connection between TK and TCK and show that a strong PCK can serve as a basis for TPK. The TPACK expression pattern can help achieve balanced development of TPACK in teacher education. Lay Description: What is currently known about the subject matter: TPACK framework combines pedagogical, content, and technological knowledge in teachers' professional expertise.Despite TPACK's widespread use, studies showed varied interpretations of the relationships between its elements.TPACK measurement often relies on self‐assessment, lacking a total reflection of technology use in teaching.Few qualitative studies explore TPACK manifestations through pre‐service teachers' practices. What the paper adds to the currently known about: There are three types of technology integration: Learning Materials Providing, Learning Activity Providing, and Virtual Experiments Creating.The study found that pre‐service teachers in the virtual experiments creating type exhibit strong subject‐specific TPACK.In physics education, TK is essential and can be divided into the use of ICT and programming.The study correlates TK levels with TPACK expressions, resulting in five patterns based on PCK, TPK, TCK, and TK. The implications of study findings for practitioners: The study presents empirical evidence of TPACK manifestation in pre‐service physics teachers, focusing on TK.High programming TK has a significant impact on subject‐specific TPACK.The study confirms the TK‐TCK connection and highlights PCK's role in TPK.TPACK patterns can guide teacher education, fostering balanced development. [ABSTRACT FROM AUTHOR]

Background: Painting is the foundational expression across all art forms and is one of the key creative practices for fostering students' aesthetic ability and creativity within fine arts courses. Collaborative painting in the form of socially shared regulation of learning (SSRL) can be recognized as an effective strategy for enhancing creativity in both individual and group work. However, the absence of contextual experiences and collaborative spaces poses challenges for students in cultivating their creativity in painting. Objectives: The present study explores students' creativity, socially shared regulation (SSR) and positive painting behaviours using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP). Methods: Via a quasi‐experimental design, a total of 40 Chinese students in fifth grade were recruited and were randomly divided into an experimental group and a control group, with 20 students utilizing the Meta‐CP approach, while the remaining 20 students followed the conventional SSRL‐based paper‐and‐brush collaborative painting (C‐CP) approach. The Meta‐CP approach not only offers an authentic painting context and a collaborative space but also facilitates the collaborative process through the SSRL framework. The data collection included students' creative tendency, painting works and painting process. Results and Conclusions: The Meta‐CP approach effectively enhances students' creativity concerning adventure, curiosity and imagination, as well as results in the creation of more distinctive and logical artistic works. Furthermore, the approach significantly improved the quality of students' SSR. Additionally, students utilizing the Meta‐CP approach displayed more positive painting behaviours compared with those employing the C‐CP approach. Lay Description: What is already known about this topic:Collaborative painting is an effective strategy for enhancing creativity.Socially shared regulation of learning (SSRL) fosters collaborative learning.Students in collaborative painting may lack a contextual and synchronized painting space.The metaverse benefits in terms of contextual experiences and collaborative spaces. What this paper adds:Using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP) is effective in improving students' creativity.The Meta‐CP approach has the potential to improve students' quality of socially shared regulation (SSR), and positive painting behaviours. Implications for practice and/or policy:The metaverse provides an immersive synchronized painting space for art education to stimulate students' creative potential.The metaverse with proper learning strategies (e.g., SSRL) provides an effective collaborative learning environment for creation. [ABSTRACT FROM AUTHOR]

Gamification is being incorporated into university classrooms due to its educational benefits for students learning, including encouraging student behavior and engagement, and consequently improving learning outcomes. Despite gamification being increasingly used in education, little has been developed related to Very-Large-Scale Integration (VLSI). In this article, we describe two different gamification experiences applied to integrated circuit processing and design in an introductory VLSI design course for Electronic Engineers. While gamification in universities is still not very mature and our experience spans only two academic years, we observed that, with the practice of gamifying part of our course, the topics treated in games were profoundly learned and the experience was very positive in every aspect of the teaching–learning process. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) has been promoted worldwide by educational systems and is an essential skill for technological citizens. Various strategies have been planned and developed to help in introducing, improving, and delivering CT. One of the strategies is by creating and developing the supporting tools for CT learning. In this article, educational robotics (ER) is chosen as the focus tool to support CT learning. Each CT and ER has a massive field of study. There are various available reports determining the suitability of CT subject integrated with ER for students' learning. However, all students do not develop similar style of learning and thinking. There is difference in their personal traits. There is a lack of research that designed CT learning through ER specifically based on student's preferences. Besides, it resulted in a challenge to determine the suitability of CT and ER for different kind of preferences. Therefore, this study aimed to develop an adaptive learning (AL) framework for students to deliver learning of CT through ER. The framework consists of three submodels: domain model, student model, and adaptation model. One case study is defined, which is learning the introductory level of CT through ER (CTER). At the end of the study, it can be observed that the AL framework produced positive results in performance and perception for various student categories. It was noted that students utilizing the AL framework had superior understanding of CTER. Individually or collaboratively, all students who applied or did not apply the AL framework in studying the CTER introduction had positive learning outcomes. [ABSTRACT FROM AUTHOR]

Background Study: Several meta‐analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance. Objectives: To address this gap, this study conducted a meta‐analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches. Methods: The software Comprehensive Meta‐Analysis V.3 was used for this meta‐analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed. Results: The results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project‐based learning (huge effect), while collaborative learning, situated learning and game‐based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry‐based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size. Conclusions: The findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study. Lay Description: What is already known about this topic: Mobile learning is widely adopted in education.Mobile learning can enhance learning outcomes. What this paper adds: Pedagogical approaches in mobile learning have different effects on students' learning performance.The most effective pedagogical approach in mobile learning is project‐based learning (huge effect).Which pedagogical approaches could be more effective in mobile learning under specific conditions. Implications for practice and/or policy: This study enriches the ongoing debate on how to design effective mobile learning interventions.This study provides substantial evidence about which pedagogical approaches in mobile learning would be more effective under which circumstances. [ABSTRACT FROM AUTHOR]

The education of autistic children presents significant challenges, compelling various educational stakeholders to seek solutions that can enhance teaching and learning experiences for these individuals. Among the most promising strategies are gameful approaches, including gamification, card games, and simulators. Despite recent efforts, understanding the development and application (i.e., the state of the art) of these approaches in the education of autistic children remains a complex task. To address this issue, we conducted a thorough systematic literature review and scientometric analysis to explore the design and implementation of gameful approaches for the education of children with autism. Our findings highlight the predominant use of 2D games designed for personal computers, focusing on natural, home, and urban settings. Additionally, we observed that the studies were primarily qualitative. Based on these results, we proposed a research agenda. We offer a comprehensive overview and a research agenda for the design, use, and assessment of gameful approaches in the education of children with autism. [ABSTRACT FROM AUTHOR]

Chatbots can have a significant positive impact on learning. There is a growing interest in their application in teaching and learning. The self-regulation of learning is fundamental for the development of lifelong learning skills, and for this reason, education should contribute to its development. In this sense, the potential of chatbot technologies for supporting students to self-regulate their learning activity has already been pointed out. The objective of this work is to explore university students' interactions with EDUguia chatbot to understand whether there are patterns of use linked to phases of self-regulated learning and academic task completion. This study presents an analysis of conversation pathways with a chatbot tutor to enhance self-regulation skills in higher education. Some relevant findings on the length, duration, and endpoints of the conversations are shared. In addition, patterns in these pathways and users' interactions with the tool are analysed. Some findings are relevant to the analysis of the link between design and user experience, but they can also be related to implementation decisions. The findings presented could contribute to the work of other educators, designers, and developers interested in developing a tool addressing this goal. [ABSTRACT FROM AUTHOR]

Introduction: Higher education institutions face persistent challenges of student retention and academic progress. Personalized adaptive learning has the potential to address these issues as it leverages educational technology to tailor learning pathways according to individual student needs. Objective: To elucidate the key characteristics of personalized adaptive learning in higher education and its impact on academic performance and engagement. Methods: The Joanna Briggs Institute scoping review methodology was followed. Key international databases were searched to retrieve articles. The titles and abstracts of selected studies were imported into Covidence. Peer-reviewed journal articles, theses, and dissertations focusing on undergraduate students engaged in personalized adaptive learning, published between 2012 and 2024 were included. Data was extracted and charted in Covidence. Results were summarised through a narrative synthesis and visually presented in a PRISMA-ScR flow diagram. Results: This review included 69 eligible studies. The findings reveal insights into the multifaceted nature of personalized adaptive learning, which include platforms, implementation strategies, perceived strengths and limitations by instructors and students. Pre-knowledge quizzes were reported as the most common indicator for activating adaptive content delivery, and McGraw-Hill's Connect LearnSmart and Moodle were the most utilized adaptive platforms. Improved academic performance was reported by 41 of the studies (n = 41, 59 %), and 25 studies (n = 25, 36 %) indicated increased student engagement. Conclusion: This study highlights the potential of personalized adaptive learning to positively impact academic performance, student engagement and learning, despite technological limitations. Further research is encouraged to address technological challenges, build on strengths and refine implementation and application of personalized adaptive learning in higher education.

Abstract Instructional videos have the advantage of delivering visual and verbal learning materials simultaneously and they can be used for teaching. The aim of this study is to evaluate the learning outcomes in Mechanical Systems Analysis based on the Finite Element Method for video‐based teaching blended with face‐to‐face education. Forty‐five students whose first languages are English, Mandarin and others participated in a survey to evaluate learning outcomes. The learning outcomes were analyzed using the one‐sample Chi‐square test or binomial test. The correlation between the usefulness of the text‐based and video‐based learning materials and the first language of the students was analyzed using the Pearson Chi‐square test. P values smaller than 0.05 were assumed to be statistically significant. Overall 34 students found video‐based learning materials very useful whereas 10 students found them useful resulting in a statistically significant difference. Twenty‐four students found text‐based learning materials very useful whereas 20 students found them useful without statistically significant difference. Student cohorts speaking English and Mandarin as their first language found video‐based learning materials significantly very useful. Video‐based learning materials can be used to improve learning outcomes in courses with computer applications and students can benefit from a blended teaching strategy regardless of their first language.

Abstract The COVID-19 pandemic forced the education sector to transform significantly in order to support students across the world. Technology played a crucial role in enhancing and adapting traditional learning to digital resources and networks, which are now an essential component of education. However, there is concern about the quality of teaching and its effectiveness in remote teaching due to the lack of real-life feel of more traditional face-to-face education. Our study analysed two separate groups of students enrolled in the same course but provided with either face-to-face or remote teaching. The results show that there is no statistically significant difference in students’ performance or gain, even for laboratory work and resulting reports. However, there was a statistically significant difference in Turnitin scores between these groups, with the remote students having higher levels of plagiarism compared to the traditional face-to-face students. These results support the theory that remote teaching can be a valid alternative, if not a substitute, to face-to-face teaching in the future. The study’s findings are expected to help instructors who are thinking about providing programs through blended learning in the post-pandemic era.

Immersive virtual reality (IVR) is a motivating new learning tool. However, discrepancies in results emerge regarding the type of knowledge, specifically factual knowledge. Moreover, to improve the instructional design, authors claimed to verify the impact of cognitive load and spatial abilities while learning in IVR. Sixty-one undergraduate students were recruited and divided into two groups in pre-post, test study design. Learning consisted of using “Google Earth” with a Head Mounted Display (HMD) or a desktop computer to improve general geographic knowledge. Pre-training and segmentation were included in the learning process, and levels of presence, spatial orientation and cognitive load were measured to evaluate their impact. Results show that the two groups significantly improved their performance between pre and post-test. HMD users felt more present than computer users. Overall cognitive load did not hinder the learning performance. The analysis of cognitive load dimensions reveals significant differences in the mental load and frustration levels between the two groups. Spatial orientation was not correlated to the learning process. The use of HMD is effective for learning geographic general knowledge. When managed overall cognitive load does not influence learning although the use of HMDs elicits high mental load levels. HMD users are experiencing less frustration indicating it may be suitable for long-distance learning. HMD technological features compensate for spatial orientation abilities. Finally, presence does not enhance learning, suggesting it should be combined with interactions eliciting feedback to be more effective.

Automatic reading level for detection and classification is a challenging problem in machine learning. A multilevel feature extraction-based self-organized model may be useful to overcome this hurdle without using deep learning, which requires an ultra-large sample size. In this work, a novel speech dataset was collected from 57 primary school students by reading a fixed paragraph, and experts labeled these speeches as good, moderate, or bad. We then developed a handcrafted, self-organized learning model. We constructed a novel method using a multilevel feature extraction method, termed improved orbital pattern (IOP) and wavelet packet decomposition (WPD). The proposed IOP generates textural features from the speeches and the used wavelet bands. These extracted features are input to neighborhood components analysis (NCA) to reduce feature dimension. Then the feature set is input to the support vector machine (SVM) classifier to obtain loss values. The output of ten feature vectors of the NCA and SVM classifiers are merged to provide the final feature vector. The most significant 512 features were selected using the NCA feature selection function. These 512 features are classified via the SVM classifier with tenfold cross-validation (CV) and leave-one-subject-out (LOSO) validation strategies. The proposed IOP and WPD-based model yielded an accuracy of 92.75% with a tenfold CV and a 76.18% accuracy using LOSO validation strategies in classifying bad, intermediate, and good reading levels. Our developed model is ready to be validated with more data before its actual usage in schools to aid the teachers. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic forced the education sector to transform significantly in order to support students across the world. Technology played a crucial role in enhancing and adapting traditional learning to digital resources and networks, which are now an essential component of education. However, there is concern about the quality of teaching and its effectiveness in remote teaching due to the lack of real-life feel of more traditional face-to-face education. Our study analysed two separate groups of students enrolled in the same course but provided with either face-to-face or remote teaching. The results show that there is no statistically significant difference in students' performance or gain, even for laboratory work and resulting reports. However, there was a statistically significant difference in Turnitin scores between these groups, with the remote students having higher levels of plagiarism compared to the traditional face-to-face students. These results support the theory that remote teaching can be a valid alternative, if not a substitute, to face-to-face teaching in the future. The study's findings are expected to help instructors who are thinking about providing programs through blended learning in the post-pandemic era. [ABSTRACT FROM AUTHOR]

Self-regulation has been found to be the outcomes of motivational beliefs, such as self-efficacy and task value in many previous studies. However, in this study, we suspect that self-regulation can be a motive affecting how nursing students value and formulate their confidence in online learning contexts. This is due to the fact that self-regulation is an ability being trained and developed since early childhood education and that individuals possess self-regulated ability by nature when advancing to a higher educational level, despite at varying levels. It is thus possible to assume that this fundamental ability would serve as a foundation for enhancing one's learning self-efficacy, confidence, and hardiness especially in a specific professional domain. The present study thus explored college students' self-regulation as antecedents that predict task value, and academic self-efficacy. Self-regulation and task value positively predicted academic self-efficacy. Moreover, task value yield a positive association with self-regulation and a mediating influence on the relationships between self-regulation and academic self-efficacy. Additionally, goal setting, consequential value, and personal value were found to be strongest predictors of academic self-efficacy. The findings of this study also reveal instructional implications to facilitate students' self-regulation and motivation for online learning environment. [ABSTRACT FROM AUTHOR]

Background: Gamification is a novel active methodology used in Physical Education to motivate students. Purpose: This study analyzed the impact of this method on the motivation of Compulsory Secondary Education students in Spain during an 8-session Physical Education Didactic Unit. Methods: A total of 275 students participated, divided into a gamified group (n = 133) and a control group (n = 142). The participants filled out 2 questionnaires, one aimed at assessing Basic Psychological Needs (BPNs) (Basic Psychological Needs in Exercise Scale) and the other at measuring the motivational component (The Sport Motivation Scale). Results: An interaction effect (Time x Treatment) was found, with the gamified group improving in BPNs (autonomy (F(1) 57.97, p = <0.001; η²p = 0.175); competence (F(1) 37.28, p = <0.001; η²p = 0.120); relatedness (F(1) 51.49, p = <0.001; η²p = 0.159), and intrinsic motivation (F(1) 39.65, p = <0.001; η²p = 0.127), while decreasing in amotivation (F(1) 21.42, p = <0.001; η²p = 0.073)). Conclusions: These data suggest that a gamified intervention enhances the satisfaction of the basic psychological needs, increases intrinsic motivation, while decreases amotivation in secondary education students. [ABSTRACT FROM AUTHOR]

Performing hand gestures such as pointing and tracing while learning is an area of increasing focus in educational research. Previous studies have demonstrated that learners who performed these gestures while engaging with static paper- or computer-based learning materials performed better on posttests in multiple learning areas, such as mathematics, health sciences and language learning. In this paper, the effects of mimicking pointing and tracing gestures during a timed multimedia lesson on an iPad are investigated. Participants were asked to mimic or observe pointing and tracing gestures while engaging with timed multimedia worked-examples in geometry. Results did not replicate previous findings and instead showed that participants who performed pointing and tracing gestures achieved lower test scores than those who did not. Factors leading to these results are discussed, including redundancy of presented and performed hand gestures, the management of multiple modalities, the timed nature of worked example videos used and the studying of optimised learning materials. When considering these results, future research may consider the effects of pointing and tracing gestures when engaging in complex multimedia learning environments. [ABSTRACT FROM AUTHOR]

The study investigated the influence of demographics, a wide range of motivations of new media use and constraints of its use, on the pattern of new media use for educational purposes by Nigerian university students. The rationale was to proffer appropriate strategies towards sustainable and effective deployment, integration, and utilisation of new media for a better educational experience of students in Nigerian universities. The philosophical perspective was based on positivism. The quantitative approach with survey research design was adopted, covering a cross-section of Nigerian university students using questionnaires as the data collection instrument, complemented with structured interviews. Three large and geographically central universities were purposively selected for the study: University of Ibadan, University of Nigeria, and University of Ilorin. Stratified random sampling was used to select students from the selected faculties in the surveyed universities as respondents. A sample size of 647 students was used for the study. The findings of the study reveal that information seeking and surveillance, convenience and low cost, social interaction, broadcast media involvement, personal utility and self-promotion, affection, maintaining connections, and escape and new trends were significant motivations for using new media for educational reasons. Nevertheless, infrastructure required to use these technologies, privacy and security concerns, confusing acronyms, economic issues, inadequate knowledge and skills, and timing-related issues constitute obstacles to the use of new media for educational reasons. The paper recommends appropriate strategies towards effective and sustainable deployment, integration, ease of access, and utilisation of new media technologies by Nigerian university students. [ABSTRACT FROM AUTHOR]

In the rapidly evolving landscape of digital competencies, the need for a robust and universal method to assess students’ algorithmic thinking (AT) skills has become increasingly pronounced. Algorithmic thinking refers to the ability to analyse a problem and develop a step-by-step process to solve it.This research investigates the efficacy of the Cross Array Task (CAT) as an assessment tool for AT skills within Switzerland’s compulsory education system. Originally conceptualised as an unplugged activity, where students performed the task without digital technologies (e.g., by using gestures on paper) and an administrator manually assessed them, the CAT evolved into a digital activity that runs on an iPad. The CAT’s digital transformation has automated the scoring of student responses and data collection, streamlining the assessment processes and facilitating efficient large-scale assessments. It has also enhanced scalability, making the CAT suitable for widespread use in educational settings. Furthermore, it provides immediate feedback to students and educators, supporting timely interventions and personalised learning experiences.Our study aims to comprehensively investigate algorithmic competencies in compulsory education, examining their variations and influencing factors. This research examines key variables, such as age, sex, educational environment and school characteristics (e.g., the level and grade of education), and regional factors (e.g., the canton of the school) in Switzerland, and characteristics related to the specific assessment tool, including the type of artefact used, the complexity of the algorithms generated, and the level of autonomy. Additionally, it seeks to analyse the effectiveness of the unplugged and digital approaches in assessing AT skills, specifically comparing the unplugged and virtual CAT versions, aiming to provide insights into their advantages and potential synergies.This investigation delineates the developmental progression of AT skills across compulsory education, emphasising the influence of age on algorithm development and problem-solving strategies. Furthermore, we reveal the impact of artefacts and the potential of digital tools to facilitate advanced AT skill development across diverse age groups. Finally, our investigation delves into the influence of school environments and sex disparities on AT performance, alongside the significant individual variability influenced by personal abilities and external circumstances.These findings underscore the importance of tailored educational interventions and equitable practices to accommodate diverse learning profiles and optimise student outcomes in AT across educational settings.

Amidst the COVID-19 pandemic, many universities shifted to fully online learning. This study contributes to the existing online learning literature by examining the connection between course success, student engagement, and levels of computer and computer-mediated communication anxiety. The research delves into understanding the impact of anxiety on course engagement and the relationship between engagement and overall course success. Regression analyses were used to test hypotheses, revealing an interaction between computer anxiety and computer-mediated communication anxiety. The study underscores the importance of student engagement with course materials, particularly for assignments that require higher-order thinking. In contrast, objective quizzes and tests that do not require higher-order thinking were unaffected by engagement. The findings emphasize the collective responsibility of professors, advisors, and universities to improve student engagement. Recommendations include structuring courses to address anxiety, employing gamification techniques for technical classes, and fostering connections through discussion boards in online courses. Increasing engagement emerges as a pivotal strategy for academic success.

This study evaluates several machine learning models used in predicting student performance. The data utilized in this study was collected from 253 undergraduate students participating in five classes within one of three courses offered by VnCodelab, an interactive learning management system, to provide insights into student performance. Leveraging the data-rich environment of the interactive learning management system proposed earlier, this study focuses on training a predictive model that forecasts student grades based on the comprehensive data collected during the teaching process. The proposed model capitalizes on the data obtained from students' engagement patterns, time spent on exercises, and progress tracking across learning activities. This study compared five different base classifiers— Random Forest (RF), Logistic Regression (LR), Support Vector Machine (SVM), Naïve Bayes (NB), and k-nearest Neighbor (k-NN), and an ensemble learning method Stacking Classifier —utilizing a dataset comprising 13 features. The research assesses the model's accuracy, reliability, and implications, contributing to the evolution of educational evaluation by introducing predictive assessment as a transformative tool. The results indicate that the Stacking Classifier accurately predicts students' grade ranges, surpassing individual base classification models by effectively combining their predictive capabilities. Integrating data-driven forecasting into the educational ecosystem can transform teaching methodologies and foster an informed, engaged, and empowered learning environment. This approach cultivates a proactive learning community by empowering students with real-time academic progress forecasts. Educators benefit from data-informed insights that facilitate more effective and objective performance evaluation.

This paper seeks to contribute to the emergent literature on Artificial Intelligence (AI) literacy in higher education. Specifically, this convergent, mixed methods case study explores the impact of employing Generative AI (GenAI) tools and cyber-social teaching methods on the development of higher education students’ AI literacy. Three 8-week courses on advanced digital technologies for education in a graduate program in the College of Education at a mid-western US university served as the study sites. Data were based on 37 participants’ experiences with two different types of GenAI tools–a GenAI reviewer and GenAI image generator platforms. The application of the GenAI review tool relied on precision fine-tuning and transparency in AI-human interactions, while the AI image generation tools facilitated the participants’ reflection on their learning experiences and AI's role in education. Students’ interaction with both tools was designed to foster their learning regarding GenAI's strengths and limitations, and their responsible application in educational contexts. The findings revealed that the participants appeared to feel more comfortable using GenAI tools after their course experiences. The results also point to the students’ enhanced ability to understand and critically assess the value of AI applications in education. This study contributes to existing work on AI in higher education by introducing a novel pedagogical approach for AI literacy development showcasing the synergy between humans and artificial intelligence.

In recent years, the field of learning analytics has gained significant attention as educators and researchers seek to understand and optimize the learning process in online learning systems. This paper presents a novel methodology for predicting learning performance in online learning systems by leveraging natural language processing (NLP) and embedding techniques. The study focuses on two online learning systems, namely BookRoll and Viscode, and aims to analyze the learning behaviors of students using system logs extracted from the databases. The logs are converted into semester and daily learning description documents to capture the daily activities and progress of the learners. To transform the natural language data into numerical representations, the transformer-based BERT model, Google Gemini, and OpenAI large text embedding methodology are employed to generate embeddings for the learning descriptions. Subsequently, k-means clustering is applied to identify distinct learning behaviors exhibited by students. These clusters are labeled with numbers, and the daily learning descriptions are combined into a sequence, referred to as the DNA of learning behaviors. By utilizing this DNA representation, the learning status of students is effectively captured, and a machine learning model is trained to predict learning performance. The experimental results demonstrate the efficacy of the proposed methodology in achieving highly convincing predictions. The contributions of this research lie in the adoption of a unique approach, integrating NLP methodologies and embeddings techniques, to enable accurate learning performance prediction in online learning systems.

This study aims to examine the effectiveness of online problem-based learning (PBL) tasks on problem-solving ability (PSA) and programming skills of secondary school students. A quantitative research design of a quasi-experimental research was adopted in this study. A purposive non-random sampling method was used to select two schools. Then, a clustered random sampling technique was carried out to select four classes, consisting of 120 students. The classes were divided equally into online PBL and non-online PBL. A problem-solving inventory questionnaire was used to measure PSA before and after the treatment, and pre-post performance tests were used to assess students’ performance. The students underwent 8 weeks of learning tasks by using online PBL via Facebook groups. The findings from this study proved that online PBL improved students’ PSA, and their higher-order thinking skills, and helped them to perform better in learning programming by using Facebook for interaction and participation in the online discussion with a facilitator and peers.

The TPACK framework has gained popularity in guiding research regarding the assessment and development of teachers' competencies to teach with technology. Since theoretically, the framework is about teachers' knowledge for teaching using technology, effective ways of assessing this TPACK have been a subject of interest among researchers. This paper is about a collaborative lesson design quasi-experiment study whose data collection was done using an observation rubric that was prepared and validated for this study. The study uses six video-recorded sessions to validate the instrument and assesses the level of TPACK of 30 participants. The observation rubric is found suitable to assess mathematics teachers TPACK, but users may need to contextualize it depending on content and technology. Findings of the study also imply that more engaging collaborative professional development activities may be more effective in developing teachers' TPACK. Furthermore, when planning such professional development, it is important to ensure that teachers have access to relevant technology. [ABSTRACT FROM AUTHOR]

"Immersive technology" is a broad and evolving term that encompasses various kinds of technologies and viewpoints, and has applications in various fields, such as education, healthcare, entertainment, the arts, and engineering. This research paper aims to compare the effectiveness of two teaching methods, namely the conventional method (using PowerPoint slides), and the immersive technology method (initiating a mixed reality with a HoloLens 2 device). The experiment involved two groups of students, aged between 19 and 52 years-of-age, who received different types of instruction: the first group viewed a PowerPoint slide with an image of the human muscular system, and the second group viewed a 3D hologram of the human body that displayed the same muscle groups as in the PowerPoint slide. The researchers wanted to examine if mixed reality devices could improve students' cognitive abilities and explore if the age of the participants had any impact on the effectiveness of the instruction method. The main findings of this study are that the instruction method that used mixed reality technology, the Microsoft HoloLens 2 device, was more suitable for younger participants, and that traditional instruction methods, such as PowerPoint slides, are more appropriate for older students. While this research provides some valuable insights into the factors that influence student performance in anatomy tests, it has some limitations that should be considered. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) technologies have been applied in various domains, including early childhood education (ECE). Integration of AI educational technology is a recent significant trend in ECE. Currently, there are more and more studies of AI in ECE. To date, there is a lack of survey articles that discuss the studies of AI in ECE. In this paper, we provide an up-to-date and in-depth overview of the key AI technologies in ECE that provides a historical perspective, summarizes the representative works, outlines open questions, discuss the trends and challenges through a detailed bibliometric analysis, and provides insightful recommendations for future research. We mainly discuss the studies that apply AI-based robots and AI technologies to ECE, including improving the social interaction of children with an autism spectrum disorder. This paper significantly contributes to provide an up-to-date and in-depth survey that is suitable as introductory material for beginners to AI in ECE, as well as supplementary material for advanced users. [ABSTRACT FROM AUTHOR]

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The interference of technology in education requires the development of new theories of learning. The paper analyzes connectivism as the most important representative of the theories related to the "digital age." From the point of view of the environment, called a remote experiment, learning occurs initially at the individual level, encompassing all three classic theories of learning: behaviorism, cognitivism, and constructivism. It shows that the virtual environment has introduced a powerful lever of imbalance for the real environment. This is how we arrived at the explanation of learning theories in real-virtual environments through the theory of chaos or complex environments. Like any knowledge storage network with nodes between which connections can be made, even the remote experiment is subject to random laws. The addition of knowledge is not simply the sum of the effects produced by each individual node (the system is not linear). A distinction is made between information and knowledge. Even if the information in the nodes can be read, this aspect does not represent learning. The remote experiment not only expanded the realm of knowledge but also emphasized the critical role of time. The time remained constant, while the amount of information increased. The teacher, as a knowledge synthesizer, can help orient the student to this vast amount of information, especially when time is limited. Additionally, the student can also play an active role in organizing and systematizing the information. Two examples of experiments are given, which, being inter- and transdisciplinary, can contribute to the introduction of the elements of non-linearity and unpredictability as a method of designing the educational environment, precisely to be able to transform it into a thinking system suitable for the mixture between real and virtual environments in which we live more and more intensely. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) in medicine and digital assistance systems such as chatbots will play an increasingly important role in future doctor - patient communication. To benefit from the potential of this technical innovation and ensure optimal patient care, future physicians should be equipped with the appropriate skills. Accordingly, a suitable place for the management and adaptation of digital assistance systems must be found in the medical education curriculum. To determine the existing levels of knowledge of medical students about AI chatbots in particular in the healthcare setting, this study surveyed medical students of the University of Luebeck and the University Hospital of Tuebingen. Using standardized quantitative questionnaires and qualitative analysis of group discussions, the attitudes of medical students toward AI and chatbots in medicine were investigated. From this, relevant requirements for the future integration of AI into the medical curriculum could be identified. The aim was to establish a basic understanding of the opportunities, limitations, and risks, as well as potential areas of application of the technology. The participants (N = 12) were able to develop an understanding of how AI and chatbots will affect their future daily work. Although basic attitudes toward the use of AI were positive, the students also expressed concerns. There were high levels of agreement regarding the use of AI in administrative settings (83.3%) and research with health-related data (91.7%). However, participants expressed concerns that data protection may be insufficiently guaranteed (33.3%) and that they might be increasingly monitored at work in the future (58.3%). The evaluations indicated that future physicians want to engage more intensively with AI in medicine. In view of future developments, AI and data competencies should be taught in a structured way during the medical curriculum and integrated into curricular teaching. [ABSTRACT FROM AUTHOR]