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This study investigated the impact of problematization-oriented scaffolding and structuring-oriented scaffolding, incorporated within instructional videos, on students' computational thinking and their performance in programming education. We recruited 86 participants from three senior classes at a high school. Each of the three classes was assigned to one of the experimental conditions: the problematization-oriented scaffolding group, the structuring-oriented scaffolding group, and the control group, which received no scaffolding. Pre- and post-tests were conducted to assess students' computational thinking and programming performance during a three-week period. We observed significant improvements in the computational thinking skills of the problematization-oriented scaffolding group, particularly in the algorithmic thinking and cooperativity subdimensions, when compared to the control group. Structuring-oriented scaffoldings in videos also helped enhance students' computational thinking, especially in the algorithmic thinking subdimension. In contrast, students in the control group primarily improved their problem-solving skills, although the difference across the three groups was not significant. Furthermore, this study revealed that the use of learning scaffolds, whether problematization-oriented or structured, significantly contributes to students' learning achievements in comparison to the control group. These findings emphasize the importance of selecting the appropriate scaffolding approach to enhance specific dimensions of computational thinking. [ABSTRACT FROM AUTHOR]

Extensive research has been conducted to investigate the role of emojis in interpretation, impression, perceptions, personality and relationship building. However, in the higher education sector, few studies have examined how emojis influence the learning motivation and performance of students. Using the theories of source credibility and stimulus organism response, a model was created to explain how the emojis used in text-based electronic-mediated communication (TEMC) impact instructor credibility, learning motivation, and learning performance. Data obtained from students (N = 348) indicates that the use of emojis in TEMC affects their perceptions of instructor credibility (expertise, trustworthiness, likability) and learning motivation. Furthermore, perceived instructor credibility was found to mediate the relationship between the use of emojis in TEMC and students' learning motivation. Finally, the study also demonstrates that students' learning motivation significantly enhances their learning performance. The research findings illustrate the importance of emoji use in TEMC between instructors and students in enhancing students' learning motivation and performance at higher education institutions (HEIs). The findings have significance for instructors and HEIs who engage in TEMC with students. This paper also discusses the implications and limitations of the study, along with potential future research. [ABSTRACT FROM AUTHOR]

This paper reported an exploratory study that examined secondary school students’ understanding of collaborative discourse in a computer-supported knowledge building environment in characterizing and scaffolding their engagement in productive online discourse. The participants were thirty-eight secondary school students in a visual arts course. A designed computer-supported knowledge building environment supported by Knowledge Forum®, an online discussion platform, was applied to the class, and knowledge-building talk was integrated into the classroom. The knowledge-building talk in the classroom involved the students’ reflections on their online participation through the explicit discussion of knowledge-building principles to scaffold the students’ understanding of collaborative discourse. Quantitative analysis indicated that the students’ views and understanding of collaborative work and discourse were related to their engagement in online discourse and domain knowledge. Qualitative analysis showed how the Knowledge Forum and the classroom knowledge-building talk supported students in developing an understanding of collaborative discourse. The implications of examining students’ understanding of collaborative discourse in a computer-supported collaborative learning environment are discussed. [ABSTRACT FROM AUTHOR]

This study investigated the impact of students’ background variables (gender, grade level, and major) on their self-regulated learning in a flipped classroom setting. This study implemented the flipped classroom method in a general education course, “Data Science with Excel.” The “self-regulated learning skill scale” questionnaire was used to examine the impact of students’ self-regulated learning skills (goal setting, learning environment setting, learning strategy, time management, and help-seeking) in a flipped classroom for 66 valid participants. The results indicated that, in terms of the gender factor, females reported more help-seeking behaviors than males. It was also found that major had a significant influence on self-regulated learning. Students from the College of Humanities and Applied Science were more likely to manage their time and set goals to learn the course content in comparison with students from other colleges. However, the results did not show a significant difference between grade levels. [ABSTRACT FROM AUTHOR]

With the popularization of informal learning styles in universities, building overheads in hot and humid regions of China has become one of the main spaces for informal learning among college students in the region due to their improved thermal environmental conditions relative to outdoor spaces. However, the effects of thermal environmental changes on students' learning performance on the overhead floors are not yet clear. Therefore, we recruited volunteers to conduct several tests, including the Stroop test, the Go/No-go test, the 2-back test, and the 3-back test, in the overhead space of a building in September and October. This was followed by a questionnaire survey, which yielded a total of 500 samples. Learning performance was quantified as a total of accuracy, response time, and final performance metrics. The results show that in hot and humid regions of China, the thermal perception of college students in the overhead was mainly related to Ta and Tmrt, and the relationship with Va was not significant; the maximum acceptable physiological equivalent temperature of college students in the overhead space was 30.3 °C; the change in the thermal environment had an effect on the learning performance of the four tests, and under neutral to slightly warm temperature (22.1–31.2 °C physiological equivalent temperature), the learning performance of the perceptually oriented and short-term memory task types increased by 2.5% and 1.1%, and the relationship between thermal environment and learning performance was not significant when the short-term memory task became more difficult. Attention-oriented learning had a relationship between the spatial thermal environment and learning performance in overhead spaces in hot and humid regions and suggests a basis for future overhead retrofitting. [ABSTRACT FROM AUTHOR]

The fast development of engineering technologies forces a wide range of students to choose the technological path for their careers. Universities focus on theoretical study with limited practical exposure. To ensure students are prepared for the industry requirements, engineering universities set a core industrial experience for all students. This industrial experience aims to bridge the gap between academia and industry and to ensure students have gained the required industrial. The work in this paper highlights the importance of continuous professional development (CPD) hours for engineering students. The paper studies the impact of CPD hours on the critical skills of the student learning outcomes. A descriptive analytical methodology is applied to examine this impact. Thus, a survey of 34 questions was created and distributed to students at engineering schools in different universities across the MENA and Gulf Region. A sample of 234 answers is collected and analyzed using a statistical package for the social sciences (SPSS). The results show that students agree that CPD activities can enhance their learning outcomes, teamwork skills, public speaking, and technical competencies. The results show that student believes that CPD activity may enhance their chance of securing employment within a short timeline after graduation. [ABSTRACT FROM AUTHOR]

The current study aims to develop an efficient, reliable and valid assessment, the affective states for online learning scale (ASOLS), for measuring learners’ affective states during online learning using a sample of 173 young learners. The assessment consists of 15 items which assess five affective states, including concentration, motivation, perseverance, engagement, and self-initiative. To improve efficiency, five items (one for each affective state) are randomly selected and presented every 30 min during online learning. In addition, 14 among the participants were further invited to perform on-site online learning, and their affective states were validated by observations conducted by two psychologists. The ASOLS was found to be reliable and valid, with high internal consistency reliabilities and good construct, convergent and criterion validity. Confirmatory factor analyses showed that the hypothesized five-factor structure demonstrated a satisfactory fit to the data. Moreover, engagement was found to be positively associated with learning performance. Our findings suggest that the ASOLS provides a useful tool for teachers to identify students in upper primary and junior secondary schools with deficits in affective states and offer appropriate remedy or support. It can also be used to evaluate the effectiveness of interventions aimed at enhancing students’ affective states during online learning. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to examine the effectiveness of an online inquiry-based learning (IBL) environment on secondary school students' behavioral engagement and performance in science. In this quasi-experimental design, 90 second year secondary school students from two classes in the Shandong Province region of China were recruited as participants. To gather the data, an online behavioral engagement questionnaire investigation and pre- and post-performance tests were administered to the experimental group (EG) and control group (CG) students. This study result shows that online IBL has a significant impact on secondary school students' behavioral engagement and performance in science subjects. [ABSTRACT FROM AUTHOR]

Technological advances in video‐based education practices have led to the creation of pedagogical agents (PA), and an important question now is how to optimize their visual presence. This study explored how different PA presence forms in instructional videos influence children's learning. Four videos were created, each featuring a different type of PA presence: continuous presence of a realistic or a virtual panda, alternative or interactive presence of human and panda PAs. In the experiment, 112 third‐grade students were randomly assigned to watch one of the videos. Results showed that the interactive presence video led to the highest scores in retention, transfer, learning motivation, social presence, and germane cognitive load. Social presence mediated the influence of interactive presence on retention, whereas social presence and germane cognitive load mediated the influence on transfer. The findings confirm and better clarify the benefits of introducing interactive PA presence design in children's video learning. [ABSTRACT FROM AUTHOR]

Instructional videos for teaching second language (L2) vocabulary often feature an instructor onscreen. The instructor in the video may involuntarily produce beat gestures with their hands, as occurs in real teaching settings. Beat gestures highlight key information in speech by conveying the rhythm of the language, but do not themselves convey semantic meaning. However, little is known about how the instructor's beat gestures affect L2 vocabulary learning. We conducted two experiments on the effects of the instructor's purposeful (scripted) beat gestures in instructional videos that included an instructor and slides, with English L2 vocabulary as the topic. In Experiment 1, using a within-participant design, we tested the hypothesis that an instructor's gestures (beat gesture vs. no gesture) would improve learning performance. The results showed that the instructor's use of beat gestures increased learners' accuracy and reduced reaction time on an L2 learning performance test. In Experiment 2, using a between-participants design, we tested the assumption that the benefits of beat gestures in L2 vocabulary learning are in part due to reductions in cognitive load while learning. This assumption was supported by both a self-report measurement of cognitive load and electroencephalogram (EEG) data showing lower theta power and lower alpha power when the instructor used beat gestures. The results of this study have applied value for designing effective instructional videos on the topic of L2 vocabulary learning. [ABSTRACT FROM AUTHOR]

Instructors' attention to students is vital for teaching. However, instructors' level of attention to students, which has the potential to influence students' learning across different lecture types, has yet to be fully explored. The aim of this study was to examine the impacts of the instructor's attention to students and lecture type on students' learning performance and perceptions. This study used a 3 × 2 (instructor's attention: high vs. medium vs. low; lecture type: video lecture vs. traditional lecture) between-subjects design. Traditional lectures were conducted in the classroom by the instructor, whereas video lectures involved playing pre-recorded videos of the instructor. Each type of lecture contained three levels of the instructor's attention. A total sample of 285 primary school students was randomly assigned to one of six classrooms to view a lecture. A posttest was administered to measure learning performance, while post-lecture questionnaires were used to assess perceptions, including learning experience, learning satisfaction, and affects. ANOVAs were used to analyze the data. Results showed that the instructor's attention had effects on students' learning performance and perceptions regardless of lecture type. Specifically, the instructor's high attention enhanced students' learning performance. Furthermore, the instructor's medium attention promoted students' learning experience, learning satisfaction, and positive affect, while the instructor's low attention restrained it. Our results highlight the fact that an instructor's visual attention influences students' learning performance and perceptions in video lectures and traditional lectures. The study recommends that instructors should strategically allocate their attention to optimize students' learning. [ABSTRACT FROM AUTHOR]

Today, immersive technologies like Virtual Reality (VR) are regarded as disruptive tools in many domains, including education. While the body of literature in the field is growing, studies that present contrasting findings are not uncommon. In fact, although there is evidence of the benefits brought by VR in the educational processes, in some cases the effects of a possible trade-off between learning effectiveness and quality of the learning experience (or QoLE) may be observed. The two dimensions are difficult to disentangle, as besides learning effectiveness, other factors like motivation, technology acceptability, workload, presence, immersion, engagement, and usability come to play. This paper digs into the above scenario by focusing on the QoLE of immersive VR-based learning and comparing it with that of two conventional approaches (a physical prop-based one and a 3D desktop application). Separation of the two dimensions is pursued by imposing equality of the learning performance achieved with the three approaches, aiming at getting rid of possible confounding factors. From the results of the user study performed in the context of a STEM-related laboratory activity, the VR-based approach appeared to be generally superior to the prop-based approach and showed several advantages over the 3D desktop application. [ABSTRACT FROM AUTHOR]

This study examines the relationship between the teaching strategies employed by Technology and Livelihood Education (TLE) teachers and the learning performance of Senior High School students in the Division of Valenzuela under the "New Normal" context. With the educational shifts due to the pandemic, this research aimed to identify the impact of different teaching methods such as entrepreneurial, contextualized, experiential, constructivist, and authentic approaches on student learning outcomes, including deep understanding, reasoning, skills, and product creation. The study utilized a quantitative research design, employing questionnaires distributed to 181 students and 24 teachers from selected high schools. Statistical tools, including Pearson's correlation and ANOVA, were used to determine the relationships and differences among the variables. The findings revealed a significant relationship between the teaching strategies of TLE teachers and the students' learning performance. However, no significant differences were found when the teaching strategies were grouped according to teachers' demographic profiles. Recommendations for enhancing TLE teaching strategies and addressing challenges like inadequate training and internet access were provided, emphasizing the need for continuous professional development and support for teachers. [ABSTRACT FROM AUTHOR]

Many advanced learning tools have been recently developed; however, demand for interactive environments that can enhance learning performance in a blended setting is growing. This study designed an interactive approach by integrating a learning tool, interactive sessions, and a variety of interaction types, and the effects of the types of interactions on learning performance were evaluated. Specifically, the WeChat-based app Rain Classroom was used to enhance learning. Rain Classroom has learner–learner, learner–teacher, and learner–content interaction sessions before, during, and after class; the method was denoted the Rain Classroom interactive approach. Analysis of covariance results revealed that the experimental group using Rain Classroom significantly outperformed the control group participating in conventional learning. A Pearson correlation analysis was conducted on Rain Classroom system log data, and learner interaction features, namely self-practice tests, Danmu discussion, and the instant response system (IRS), were positively related with learning performance; however, attendance was unrelated. Multiple regression analysis was conducted to determine which Rain Classroom interaction types predict learning performance; all interaction types predicted learning performance, but learner–content interactions had the greatest effect. Teachers could refer to the proposed Rain Classroom–based interactive approach when developing methods to improve student learning performance in a digital interactive environment.

Abstract The current study aims to develop an efficient, reliable and valid assessment, the affective states for online learning scale (ASOLS), for measuring learners’ affective states during online learning using a sample of 173 young learners. The assessment consists of 15 items which assess five affective states, including concentration, motivation, perseverance, engagement, and self-initiative. To improve efficiency, five items (one for each affective state) are randomly selected and presented every 30 min during online learning. In addition, 14 among the participants were further invited to perform on-site online learning, and their affective states were validated by observations conducted by two psychologists. The ASOLS was found to be reliable and valid, with high internal consistency reliabilities and good construct, convergent and criterion validity. Confirmatory factor analyses showed that the hypothesized five-factor structure demonstrated a satisfactory fit to the data. Moreover, engagement was found to be positively associated with learning performance. Our findings suggest that the ASOLS provides a useful tool for teachers to identify students in upper primary and junior secondary schools with deficits in affective states and offer appropriate remedy or support. It can also be used to evaluate the effectiveness of interventions aimed at enhancing students’ affective states during online learning.

Abstract The physical characteristics of classrooms can significantly impact the physical and mental health as well as the learning performance of college students. This study investigates the effects of classroom size and ceiling height on learning performance using virtual reality technology. Four classroom settings were created: two small classrooms (40.5 m2) with ceiling heights of 3.0 m and 3.9 m, and two large classrooms (62.1 m2) with ceiling heights of 3.9 m and 4.8 m. 34 students participated in task tests while their subjective evaluations and physiological data were recorded. Results showed higher subjective ratings in larger classrooms with the same ceiling height. Classroom size did not significantly affect task test scores. However, there is a significant difference in Task test scores for ceilings of different heights with the same size classroom. The task test improved by 17.3% in the Big and High Room (BHR) and by 20.1% in the Small and Low Room (SLR). Physiological data revealed significant effects of ceiling height, with HRV-nLF/nHF and EEG-β power increasing by 26.5% and 53.9% in BHR, and by 10.7% and 22.8% in SLR, respectively. This study concludes that classroom size and ceiling height plays a crucial role in learning performance and provides insights for classroom design. It also establishes a framework for future research on the interplay between heart rate variability, EEG, and learning performance.

Abstract Spatial ability is an important skill for art students, and its learning difficulty lies in the students' need to form abstract three-dimensional thinking and spatial perception. Common digital learning media (DLM) consume many cognitive resources and result in a limited spatial ability for students to learn. Previous studies have shown that virtual reality (VR) technology has unique advantages in improving spatial ability and training design thinking. This study uses VR technology to design an immersive learning environment (ILE) and discusses the differences between students' learning performance and cognitive load in DLM mode based on slides and ILE mode based on VR technology. Twenty-eight first-year university students participated in the experiment, divided into control and experimental groups based on their entrance grades and gender. The student's learning performance and cognitive load were obtained through academic ability tests and questionnaires. The experimental results show that the main effect of the learning environment is significant. Students in ILE have lower cognitive load and higher learning performance, and gender does not significantly influence cognitive load and academic performance. However, DLM increases students' cognitive load, and the cognitive load of females is higher than that of males. The results of this study provide a reference for future spatial ability learning and the impact of cognitive load on learning performance while also supporting efforts towards sustainable development by promoting innovative educational approaches aligned with the Sustainable Development Goals (SDG).

Involvement of parents is crucial in students' lives. The level of parental participation that a pupil receives at school and/or at home can influence how successful they will be in school. To better understand how parent involvement with children who have intellectual disabilities might improve their academic achievement, this research intended to raise parents' knowledge of it. The study used a correlational research approach, and the findings indicated that parental involvement in their children's learning performance while they are experiencing intellectual obstacles will always offer significant or exceptional relationships. Based on providing learners' improvements in their learning, the parental involvement or participations will supply an instant increase or well-supported advancement in some way. Meanwhile, it was discovered that the most frequent responses from the parents were as follows: parents watch over their children's screen time, playtime, and internet use; they make sure to have time to participate in their children’s school activities; they attend every orientation the school calls for online/modular classes; and they are the kind of parents who place limits on what their children can and cannot do. Most of the parents who responded to the dichotomous questions about the performance of students with intellectual disabilities over the past three years agreed that there had been an improvement or rise in their children's performance. Many parents disagreed with the addition that there had been little to no progress made in their children's academic performance. This research focuses on strengthening the experience of families participating in the education of children with intellectual impairments and addresses the chances for families to engage in their children's learning journey. [ABSTRACT FROM AUTHOR]

Preparing high‐quality graduates is a pressing challenge in teacher education, particularly among vocational high school graduates in Indonesia who face elevated unemployment rates. This experimental study explores the impact of integrating augmented reality (AR) and higher order thinking skills (HOTS) into vocational teacher education, empowering future educators with essential skills to meet evolving educational demands. The proposed learning media served to assist students in better comprehending abstract content through HOTS‐based learning activities, improving subject mastery. We investigated the effects of AR‐based HOTS learning media on learning performance based on self‐regulated learning, digital literacy, and critical thinking, using a mixed‐method research design with 241 participants. Our results demonstrate a positive impact on these factors, underscoring the significance of effective AR‐based learning tools in enhancing the quality of vocational teacher education. [ABSTRACT FROM AUTHOR]

Although video-based flipped learning is a widely accepted pedagogical strategy, few attempts have been made to explore the design and integration of pre-class instructional videos into in-class activities to improve the effectiveness of flipped classrooms. This study investigated whether question-embedded pre-class videos, together with the opportunity to review these questions at the beginning of in-class sessions, affected student learning processes and outcomes. Seventy university students from two naturally constituted classes participated in the quasi-experimental study. The experiment adopted a pre-test/post-test, between-subjects design and lasted for six weeks, with the same instructional content for the experimental and control groups. Students' age, sex, pre-experiment motivation, prior knowledge, and perceived knowledge were controlled for in the study. The results indicate that the educational intervention significantly strengthened learning performance, likely due to the increased regularity of engagement with pre-class materials. The intervention did not influence student satisfaction with the pre-class videos or the video viewing duration. Overall, the findings suggest that instructors should consider embedding questions in pre-class videos and reviewing them at the beginning of in-class sessions to facilitate student learning in video-based flipped classrooms. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions Self‐regulated learning (SRL) is a predictive variable in students' academic performance, especially in virtual reality (VR) environments, which lack monitoring and control. However, current research on VR encounters challenges in effective interventions of cognitive and affective regulation, and visualising the SRL processes using multimodal data.This study aimed to analyse multimodal data to investigate the SRL processes (behaviour, cognition and affective states) and learning performance in the VR environment.This study developed a VR‐based immersive learning system that supports SRL activities, and conducted a pilot study in an English for Geography course. A total of 21 undergraduates participated. Face tracker, electroencephalography, and learning logs were used to gather data for learning behaviour, cognition and affective states in the VR environment.First, the study identified three categories of learners (HG, MG and LG) within the VR environment who presented different behavioural engagement and SRL strategies. The HG exhibited the highest level of cognition and affective states, which resulted in superior performance in terms of vocabulary acquisition and retention. The MG, despite possessing a higher level of cognition, performed inadequately in other aspects, leading to no difference in vocabulary acquisition and retention from the LG. By collecting and mining multimodal data, this study helps to enrich the visual analysis of SRL processes. In addition, the results of this study help to dissect the problems of students' SRL in a VR learning environment. Furthermore, this study provides a theoretical basis and reference for the study of SRL development in immersive learning environments. [ABSTRACT FROM AUTHOR]

Background: Artificial intelligence–generated content (AIGC) has stepped into the spotlight with the emergence of ChatGPT, making effective use of AIGC for education a hot topic. Objectives: This study seeks to explore the effectiveness of integrating AIGC into programming learning through debugging. First, the study presents three levels of AIGC integration based on varying levels of abstraction. Then, drawing on extended effective use theory, the study proposes the underlying mechanism of how AIGC integration impacts programming learning performance and computational thinking. Methods: Three debugging interfaces integrated with AIGC by ChatGPT were developed for this study according to three levels of AIGC integration design. The study conducts a between‐subject experiment with one control group and three experimental groups. Analysis of covariance and a structural equation model are employed to examine the effects. Results and Conclusions: The results show that the second and third levels of abstraction in AIGC integration yield better learning performance and computational thinking, but the first level shows no difference compared to traditional debugging. The underlying mechanism suggests that the second and third levels of abstraction promote transparent interaction, which enhances representational fidelity and consequently impacts learning performance and computational thinking, as evidenced in test of the mechanism. Moreover, the study finds that learning fidelity weakens the effect of transparent interaction on representational fidelity. Our research offers valuable theoretical and practical insights. Lay Description: What is currently known about the subject matter?: In the present information era, programming and computational thinking are important.AIGC has attracted remarkable attention from both academics and managers.If it is appropriately utilised, AIGC can facilitate education. What this paper adds: Three forms of AIGC integration based on the level of abstraction, which enhance programming learning and computational thinking.Application of extended effective use theory to propose an underlying mechanism for how AIGC integration affects learning performance and computational thinking.Concrete information on the utilisation of AIGC in the education domain.Evidence that shows the importance of interaction transparency and representational fidelity for leveraging information technologies in education. Implications of the study findings for practitioners: AIGC can be an effective tool for teachers, learners, and institutions.Platform designers and teachers should carefully design AICG integration.Platform designers and teachers could make use of various methods and other forms of AIGC integration to promote interaction transparency. [ABSTRACT FROM AUTHOR]

Online supplementary education has been prevalent in recent years due to the advent of technology (e.g., live streaming) and the COVID-19 pandemic. However, the performance of students in this mode of education varies greatly, and the underlying reasons are yet to be investigated. This study aims to understand the impact of various factors and giving their quantified importance, including student information, family information, and course information by applying Machine Learning method to one of the world's largest online learning platforms. Big data analysis is employed for this purpose via leveraging the abundance of data generated from online education platforms, providing insights that are not attainable through conventional methods such as panel surveys or questionnaires used in offline education. The findings indicate that the most significant factor affecting student performance is the disparity in access to educational resources and the socioeconomic status of families. Finally, we predict students' online learning performance by using explainable machine learning with different groups of features. Our results indicate approximately 70% accuracy in predicting students' performance progress. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate how the use of green screen technology affects vocabulary acquisition in LOTE (languages other than English) learners, particularly Chinese students learning French as a second foreign language. Two groups (a control group and an experimental group) with a total of 58 students participated in the study. Data were collected through in-class and delayed vocabulary tests, learning questionnaire, and semi-structured interviews. The study results demonstrate significant benefits in terms of providing an authentic learning experience, improving understanding, increasing motivation, and facilitating interaction. The results also confirm the technology's effectiveness in enhancing both immediate and long-term vocabulary retention. The effectiveness is particularly evident for location-related words, as the technology provides visual context that facilitates recall of these words, which may not have easily retrievable mental images compared to more concrete words with tangible references. Further research can also be undertaken to compare the impact of virtual background on vocabulary retention with other immersive technologies. Nevertheless, virtual backgrounds are likely to be a cost-effective and accessible tool that can already offer promising improvements in learning outcomes and can be easily implemented with existing software like Zoom (5.2.0 or higher) and Tencent Meeting (1.3.0 or higher). [ABSTRACT FROM AUTHOR]

This study explores whether the psychological proximity of the student to the question (Q-proximity) versus to the answer (A-proximity) affects the student's learning preference and performance. Construal Level Theory (CLT) suggests that proximity versus distance elicits different levels of preference and performance in the learning context. Based on the ownership of the Q, A, neither or both, we developed seven learning modes and tested them in the student population of a Chinese university in a Business school. An instrument based on seven proximity vs. distal modes was distributed to 2,000 students, and we received 1,142 useful responses through non-random sampling. With mixed-effect methods and path analysis, we discovered that the Q-proximity and A-proximity increase both preference and performance. Between the two, the A-proximity enhances performance more than the Q-proximity regarding the student's self-reported score. The A-proximity has a marginal difference (factor of 0.3) from the Q-proximity in the preference; however, the A-proximity has a large difference (factor of 1) from the Q-proximity in the context of university students in management education in China. This finding aligns with theories that Asian students are more inclined to answer for high scores than to questions. The insight from this study can enhance our understanding of learning conditions, contexts, and structures within the framework of construed evaluation in China. Furthermore, these findings offer practical guidance for designing learning systems that lead to optimal and balanced educational outcomes. [ABSTRACT FROM AUTHOR]

As a result of the pandemic, but also of the rapid advancement of technology in general, e-learning has emerged as a popular method of education, providing students with flexibility and accessibility. Understanding the factors that influence students' levels of learning and accomplishment in this digital learning environment is therefore critical for teachers and institutions seeking to increase the effectiveness of teaching and knowledge transfer via e-learning platforms. A number of variables that might improve or impair student use, learning, and performance affect how successful e-learning actually is. In order to maximize the benefits of e-learning and guarantee successful student results, educators and policymakers must have a thorough understanding of these elements. The purpose of this study is to investigate the impact of extrinsic and intrinsic factors on students' use, learning level, and performance in the setting of e-learning in higher education in two countries. This study evaluates the impact of extrinsic elements such as course content, e-learning system quality, institutional and teacher support, as well as intrinsic aspects such as personal innovativeness, self-efficacy, and information sharing in two countries. The study takes a quantitative approach, and the analysis was carried out using the structural equations method to examine the combined influence of numerous extrinsic and intrinsic elements on the use of e-learning, as well as learning level and performance.The research results show that the course content and e-learning system, personal innovativeness, self-efficacy, and knowledge sharing have a positive influence on the intention to use e-learning. Also, the intention of using an e-learning system will increase the actual use of e-learning technologies, which will ultimately result in better learning performance. The findings of this study will help educators, policymakers, and e-learning platform developers create effective ways for optimizing student experiences and promoting good learning outcomes in higher education settings. [ABSTRACT FROM AUTHOR]

Background Study Objectives Methods Results Conclusions Peer feedback has been used as an effective instructional strategy to enhance students' learning in higher education.This paper reports on the findings of an explorative study that aimed to increase our understanding of the nature and role of peer feedback in the students' learning process in a computer‐supported collaborative learning (CSCL) setting. Exploring what types of feedback are used, and how they relate to each other and are related to academic performance has important implications for students and teachers.This study was conducted in the higher education setting. It used a dataset consisting of student peer feedback messages (N = 2444) and grades from 231 students who participated in a large engineering course. Using qualitative methods, peer feedback was coded inductively. Epistemic network analysis (ENA) was used to analyse the relation between peer feedback types and performance.Based on the five types of peer feedback (i.e., ‘management’, ‘cognition’ ‘affect’, ‘interpersonal factors’ and ‘suggestions for improvements’), the results of the ENA showed that student feedback categories ‘management’, ‘cognition’ and ‘affect’ were positively related to student performance at the formative assessment phase.The findings and the ENA visualizations also show that ‘suggestions for improvement’ and ‘interpersonal factors’ were not a significant part of student learning in peer assessment and feedback in the studied context. [ABSTRACT FROM AUTHOR]

The physical characteristics of classrooms can significantly impact the physical and mental health as well as the learning performance of college students. This study investigates the effects of classroom size and ceiling height on learning performance using virtual reality technology. Four classroom settings were created: two small classrooms (40.5 m2) with ceiling heights of 3.0 m and 3.9 m, and two large classrooms (62.1 m2) with ceiling heights of 3.9 m and 4.8 m. 34 students participated in task tests while their subjective evaluations and physiological data were recorded. Results showed higher subjective ratings in larger classrooms with the same ceiling height. Classroom size did not significantly affect task test scores. However, there is a significant difference in Task test scores for ceilings of different heights with the same size classroom. The task test improved by 17.3% in the Big and High Room (BHR) and by 20.1% in the Small and Low Room (SLR). Physiological data revealed significant effects of ceiling height, with HRV-nLF/nHF and EEG-β power increasing by 26.5% and 53.9% in BHR, and by 10.7% and 22.8% in SLR, respectively. This study concludes that classroom size and ceiling height plays a crucial role in learning performance and provides insights for classroom design. It also establishes a framework for future research on the interplay between heart rate variability, EEG, and learning performance. [ABSTRACT FROM AUTHOR]

This study aims to determine the relationship between student motivation and teacher performance and student learning performance in adaptive and productive subjects. As a respondent, there were 34 teachers of SMK Putra Pertiwi, South Tangerang, Banten. Data was collected using three sets of closed questionnaires. The results of the data analysis showed that the learning motivation of students was in the sufficient category, the teacher's performance was in the high category and the student's learning performance was in the high category, and a correlation between the student's learning motivation in the high category and the correlation between the teacher's performance and the student's learning performance was in the high category. It was concluded that students and teachers are the main actors in improving student learning performance. It is recommended that school principals and school supervisors routinely carry out classroom supervision so that teachers always improve their teaching performance. Schools are advised that teachers intensify learning assistance and schools increase industrial visits and industrial work practices as a form of extrinsic motivation for students. [ABSTRACT FROM AUTHOR]

Many advanced learning tools have been recently developed; however, demand for interactive environments that can enhance learning performance in a blended setting is growing. This study designed an interactive approach by integrating a learning tool, interactive sessions, and a variety of interaction types, and the effects of the types of interactions on learning performance were evaluated. Specifically, the WeChat-based app Rain Classroom was used to enhance learning. Rain Classroom has learner-learner, learner-teacher, and learner-content interaction sessions before, during, and after class; the method was denoted the Rain Classroom interactive approach. Analysis of covariance results revealed that the experimental group using Rain Classroom significantly outperformed the control group participating in conventional learning. A Pearson correlation analysis was conducted on Rain Classroom system log data, and learner interaction features, namely self-practice tests, Danmu discussion, and the instant response system (IRS), were positively related with learning performance; however, attendance was unrelated. Multiple regression analysis was conducted to determine which Rain Classroom interaction types predict learning performance; all interaction types predicted learning performance, but learner-content interactions had the greatest effect. Teachers could refer to the proposed Rain Classroom-based interactive approach when developing methods to improve student learning performance in a digital interactive environment. [ABSTRACT FROM AUTHOR]

Tiny and affordable computers (e.g. Raspberry Pi and Arduino) have been widely applied to technology-enhanced hands-on learning (THL). However, little scholarly attention has been devoted to the key factors behind students' performance in THL contexts. Therefore, this study not only helped the participants learn computer science through THL, but also devised a research model to investigate the major factors affecting their learning performance. In this model, self-efficacy and social support serve as the independent variables, and perceived usefulness, perceived enjoyment and behavioral intention act as the mediating variables, while learning performance functions as the dependent variable. The research findings reveal that (1) self-efficacy is a more significantly influential factor than social support behind learning performance; and (2) perceived enjoyment is more significantly influential than perceived usefulness in affecting learning performance via the mediation of behavioral intention. These findings imply that students' self-efficacy in using technologies is more important than others' assistance in THL contexts, since the latter may not be offered in a timely manner, whereas the former will prompt students to solve problems independently and ergo deliver better performance. [ABSTRACT FROM AUTHOR]

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. HIGHLIGHTS We studied the position of AR interface presentation and AR multichannel learning for high-speed train-driving training. Whether or not the AR interface was presented next to the target did not have a significant effect on learning performance for that target. Auditory-dominant interfaces outperformed visual-dominant interfaces in complex learning tasks. Visual-dominant interfaces outperformed auditory-dominant interfaces in simple recognition tasks. [ABSTRACT FROM AUTHOR]

In recent years, 3D holographic technology (3DHT) has attracted more and more attention from the field of education, bringing new opportunities to reform the delivery of instruction and learning. Whether the application of 3D holographic technology can effectively improve student learning performance has become a pendent issue. In this study, a meta-analysis method was used to provide a scientific answer based on 15 experimental or quasi-experimental studies that investigated the effect of 3DHT on student achievement between 2016 and 2021. The result showed that 3DHT has a large positive effect on student learning (SMD = 0.835, 95% CI [0.516, 1.153], p = 0.000). Moreover, the sample size, the treatment duration, the learning stage, the subject, the study design, and the type of 3DHT moderated the effectiveness of 3DHT on student learning insignificantly, while the sample region had a moderating effect. Even so, controlling the class size to less than 50 students, controlling the treatment duration to less than 3 months, and using naked eye holography are more conducive to promoting students' learning performance. [ABSTRACT FROM AUTHOR]

Chatbots represent a promising technology for engaging students in math learning. Guided by Jerome Bruner's constructivism and Lev Vygotsky's Zone of Proximal Development, we designed and developed a chatbot that incorporates scaffolding strategies and social-emotional considerations, and we integrated it into ASSISTments, an online math learning platform. We conducted an experimental study to examine the influence of learning math with the chatbot compared to traditional learning with hints. This study involved 85 middle and high school students from three diverse school settings in the United States. The results revealed no significant differences in students' math learning performance and perceived helpfulness and interest between the chatbot and traditional hints conditions. However, students in the chatbot condition displayed significantly lower confidence in solving a similar problem after the intervention, likely due to the removal of the high level of support provided by the chatbot. Despite this, students' open responses indicated that a significantly higher number of students had positive attitudes towards chatbots. They appreciated the chatting feature, breaking down a problem into steps, and real-time support. The study concludes with a discussion of the findings and implications for chatbot designers and developers and presents avenues for future research and practice in chatbot-assisted learning. In support of Open Science, this study has been preregistered and both the data and the analysis code used in this study are publicly available at https://osf.io/am3p8/. [ABSTRACT FROM AUTHOR]

Educational robots represent a unique form of teacher presence. Exploring how the communication features of robot instructors affect student learning experience could contribute to the advancement of educational robots. This study examined the impact of speech rate, voice type, and emotional tone of robots on students' cognitive load, attitudes toward robot-assisted teaching, and learning performance. We recruited 477 Chinese primary school students assigned to either the speech rate, voice type, or emotional tone experiment. The results indicate that speech rate significantly influenced students' cognitive load, with the medium speed condition resulting in higher germane load compared to both fast and slow speed conditions. Moreover, students had a lower preference for adult male voices over adult female, boy, or girl voices. However, voice type did not significantly impact attitudes toward robot-assisted teaching or learning outcomes. Emotional tone did not affect students' cognitive load, attitudes, or learning performance. These findings provide valuable insights for instructors and designers when configuring the communication features of educational robots in classroom environments. Additionally, students generally prioritized the intelligence of the robot over its communication features, and they did not perceive the teaching content as difficult in all experiments. This study has methodological and practical significance. [ABSTRACT FROM AUTHOR]

Spatial ability is an important skill for art students, and its learning difficulty lies in the students' need to form abstract three-dimensional thinking and spatial perception. Common digital learning media (DLM) consume many cognitive resources and result in a limited spatial ability for students to learn. Previous studies have shown that virtual reality (VR) technology has unique advantages in improving spatial ability and training design thinking. This study uses VR technology to design an immersive learning environment (ILE) and discusses the differences between students' learning performance and cognitive load in DLM mode based on slides and ILE mode based on VR technology. Twenty-eight first-year university students participated in the experiment, divided into control and experimental groups based on their entrance grades and gender. The student's learning performance and cognitive load were obtained through academic ability tests and questionnaires. The experimental results show that the main effect of the learning environment is significant. Students in ILE have lower cognitive load and higher learning performance, and gender does not significantly influence cognitive load and academic performance. However, DLM increases students' cognitive load, and the cognitive load of females is higher than that of males. The results of this study provide a reference for future spatial ability learning and the impact of cognitive load on learning performance while also supporting efforts towards sustainable development by promoting innovative educational approaches aligned with the Sustainable Development Goals (SDG). [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results Conclusion Numerous higher education institutions worldwide have adopted English‐language‐medium computer science courses and integrated online problem‐solving competitions to bridge gaps in theory and practice (Alhamami Education and Information Technologies, 2021; 26: 6549–6562).This study aimed to investigate the factors influencing the use of online competitions in machine learning courses and their impact on student learning. We also analyse disparities in learning outcomes and instructional language effects (Chinese vs. English).Among 123 participants at northern Taiwan university, 74 chose Chinese instruction (CMI), and 49 opted for English instruction (EMI). The course spanned 18 weeks: team formation in week one, data analysis, machine learning, and deep learning from week 2 to 8, draft proposals and oral presentations by week 9, instructor guidance in weeks 9–17, followed by off‐campus competitions. In week 18, students presented projects for evaluation by judges.The results showed improved scores in competition proposal writing and oral presentations, especially for CMI students, who excelled in these areas and in terms of creativity. CMI students emphasized domain knowledge, implementation completeness, and technical depth in proposals. The EMI students focused on implementation completeness and artificial intelligence model accuracy, along with creativity.CMI students achieved superior outcomes in machine learning courses, particularly in terms of competition proposals, oral presentations, and increased creativity. Instructional language choice significantly influenced learning trajectories, leading to distinct knowledge development focuses for CMI and EMI. [ABSTRACT FROM AUTHOR]

AbstractThe rapid emergence of Generative Artificial Intelligence (GAI) heralds a significant shift, opening new frontiers in how education is delivered. This groundbreaking wave of technological advancement is poised to redefine traditional learning, promising to enhance the educational landscape with unprecedented levels of personalized learning and accessibility. Despite GAI’s progressive infiltration into various educational strata, limited empirical research exists on its impact on students’ learning performance. Drawing on the Theory of Planned Behavior (TPB) and Behavioral Reasoning Theory (BRT), this study investigates the determinants affecting students’ use of ChatGPT and its influence on learning performance. The data were collected from 357 university students and were analyzed using the PLS-SEM technique. The results supported the role of ChatGPT in positively affecting students’ learning performance. In addition, the results showed that reasons for and against adoption are pivotal in shaping students’ attitudes. ChatGPT use is found to be significantly affected by attitudes, subjective norms, and perceived behavioral control. Besides the theoretical contributions, the findings offer various implications for stakeholders and underscore the necessity for educational institutions to foster a conducive environment for GAI adoption, addressing ethical and technical concerns to optimize learning experiences. [ABSTRACT FROM AUTHOR]

Background: Guided gaze is the instructor's gaze towards teaching materials to guide students' attention, and it plays a vital role in enhancing video‐based education. The duration of guided gaze, indicating how long instructors focus on teaching materials, varies based on the lecture design. Nevertheless, the impact of varying durations of guided gaze, especially concerning students' prior knowledge, remains inadequately understood. Objectives: This study investigates the influence of the instructor's guided gaze duration and students' prior knowledge on learning performance and affective experiences in video lectures. Methods: 145 fifth‐grade students participated and were divided into high and low prior knowledge groups based on a pre‐test. Within each group, students were randomly assigned to view one of three video lectures with different guided gaze durations (high vs. medium vs. low). Learning performance and affective experiences (learning experience, satisfaction, and emotions) were measured as dependent variables. Results and Conclusion: The results revealed that low guided gaze duration significantly improves learning performance for students with low prior knowledge. Conversely, high guided gaze duration negatively impacts learning experience, satisfaction, and positive emotions. Additionally, students with high prior knowledge reported higher learning experience and satisfaction. These findings highlight the interaction between guided gaze duration and prior knowledge in students' learning performance. Implications: Our findings provide valuable implications for the design of guided gaze duration in video lectures based on students' prior knowledge. By adjusting guided gaze duration appropriately, instructors can optimise students' learning performance and affective experiences. Lay Description: What is already known about this topic: Guided gaze is the instructor's gaze on teaching materials, guiding students' attention to relevant information.Guided gaze duration measures the amount of time instructors spend looking at teaching materials.Prior knowledge can modulate the impact of instructors' guidance on students' learning performance.It remains unclear whether guided gaze duration affects the learning outcomes of students with varied prior knowledge. What this paper adds: Guided gaze duration is divided into three levels (high, medium, and low), indicating the percentage of time the instructor looks at teaching materials.High guided gaze duration has negative effects on students' learning experience, satisfaction, and positive emotions.Students with high prior knowledge have higher learning performance, experience, and satisfaction.Low guided gaze duration improves learning performance for students with low prior knowledge. Implications for practice and/or policy: Instructors should use low guided gaze duration for students with low prior knowledge.Instructors should aim to reduce the use of high guided gaze duration. [ABSTRACT FROM AUTHOR]

Practice testing (i.e., practice retrieval) has been established as an effective learning strategy. Uncovering potential factors influencing self-testing usage is a prerequisite to promote its practical use. The present study reports five experiments exploring whether test anxiety (TA) and test stake (1) affect self-testing usage (Experiments 1–5) and (2) influence learning performance through their negative effects on self-testing usage (Experiments 1, 4, and 5). Experiment 1 analyzed data from 459 high school students collected via a survey and found both that TA negatively predicted students’ daily use of self-testing and that self-testing usage mediated the negative association between TA and academic performance. The negative association between TA and self-testing usage was further replicated in a laboratory experiment (Experiment 2). Another quasi-experiment (Experiment 3) showed that students were less likely to test themselves when preparing for a high-stake than a low-stake exam. Experiment 4 replicated this finding and additionally demonstrated that a high-stake test led to poorer learning via its negative influence on self-testing usage. Experiment 5 demonstrated that a high-stake test provoked high state anxiety, which then induced avoidance of self-testing and ultimately impaired learning. Overall, these findings demonstrate a negative effect of TA on self-testing usage, in turn leading to poor learning. Practical implications are discussed. [ABSTRACT FROM AUTHOR]

Portfolios have often been promoted as a tool to enhance learning performance. Thus, creating a portfolio is a way for teachers to help increase students' learning performance. This study aims to determine the effect of portfolio assessment on the learning performance of Ninth Grade Learners in the Filipino subject, especially in the fourth quarter, with the topic "Noli Me Tangere". Specifically, it aims to (1) determine the level of academic performance of students in Filipino subjects using portfolio assessment, (2) identify significant differences in the level of academic performance of students, (3) identify the effect of portfolio assessment on the learning performance of the student, and (4) to assess the attitude and feelings of students towards portfolio assessment. This mixed method, sequential explanatory research design was utilized with fifty (50) competency-based questions to determine the outcome of using portfolio assessment for student learning performance. The quantitative method was used to determine students' learning performance level and mean, frequency count and percentage distribution were used. T-test was used to determine the significant difference between pre-test and post-test scores. Cohen's D was used to determine the effect size of portfolio assessment on students' learning performance. The qualitative method is used to explain and interpret free presentations and focus group discussions made to determine the feelings and attitudes of the students while using portfolio assessment. In light of the results of this study there was an increase and significant difference and above effect size in the level of learning performance of students who used portfolio assessment. It also helped and guided their learning performance, increased their grade, and felt motivated by their best output. Thus, it is recommended that teachers participate in seminars or workshops to expand their teaching skills, such as using students' portfolios; parents can monitor and support their children in carrying out tasks such as portfolios by helping them in their tasks and providing their student's materials that they need, those in the LGU can support school programs to promote the good and orderly learning of students and other researchers can further conduct studies about the development of the academic performance of the students. [ABSTRACT FROM AUTHOR]

The popularity of digital civic education has gained the attention of educators, policymakers, and public administrators worldwide across the globe. Research scholars have also been focused on understanding how young citizens' motivation and learning outcomes can be stimulated. Based on gamification affordances and self-determination theory, this study examines how three gamification affordances (i.e. reward affordance, competition affordance, and self-expression affordance) affect young citizens' intrinsic motivation and learning performance in digital civic education. In addition, the study examines the moderating effect of the modularity of gamified learning activities on the relationship between intrinsic motivation and learning performance. Data for this research were collected from 454 young citizens of a digital civic education platform through an online survey. Structural equation modeling (SEM) was used to analyze the proposed research model. The empirical results indicate that the three gamification affordances exert different degrees of influence on the satisfaction of young citizens' intrinsic psychological needs, which in turn, facilitates their learning performance. Further, the results indicate that the modularity of gamified learning activities impedes the impact of psychological need satisfaction on learning performance. This study is important in that it helps educators and politicians understand the needs of young citizens through gamified digital civic education modes. [ABSTRACT FROM AUTHOR]

Dynamic difficulty adjustment of serious games is a field of research seeking to assist participants attain an ideal learning state. To achieve this, the difficulty of a game is adjusted in real-time to approach the capabilities of the player. Many dynamic difficulty adjustment systems only measure a few variables, often solely player performance, and adjust a limited number of in-game aspects. Little research has sought to ascertain if measuring a combination of cognitive load with measures of performance in real-time leads to a more effective dynamic difficulty adjustment system. Building on research which defined ‘mental efficiency’, we conducted a novel experiment to address this gap. This is achieved by comparing two versions of a surveillance training serious game; one a linear approach and the other with our unique cognitive load and performance-based dynamic difficulty adjustment system. Our experiment included n=52 participants (26 per treatment group). The experiment demonstrates that our approach achieved similar performance outcomes with lower cognitive load, in less time than the linear difficulty approach. These results indicate that our system enhances learning capacity and may prove beneficial for future serious games.