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Background: In the digital environment, users' academic reading behaviour has changed, working with many articles simultaneously to search, filter, scan, link, annotate and analyse content fragments. The semantic enhancement environment has been widely set with semantic technologies to offer additional and handy support for users and thus facilitate the reading process. Despite many efforts devoted to developing a semantic enhancement environment, less attention has been paid to its actual effects. Objectives: This study aims to explore the effects of a semantic enhancement environment. Methods: Elaborating on cognitive load theory and focusing on academic reading, this study compared users' cognitive load and reading effect under the semantic enhancement environment and plain text environment and verified the three hypotheses. Results and conclusions: Through experiments and statistical analysis, this study found that, under a semantic enhancement environment, users had their cognitive load reduced and their reading effect improved. Consequently, a semantic enhancement environment promotes academic reading. Takeaways: This study adds to previous literature on semantic publishing by empirically corroborating the conducive effects of semantic enhancement environment in academic reading. Additionally, it justifies semantic publishing and provides a reference for the future design of semantically enhanced reading environments. Lay Description: What is already known about this topic?: The effects of a semantic enhancement environment are open to discuss.Academic reading is fundamental to researches and hence needs promotion.Limited studies investigated the effects of a semantic enhancement environment on academic reading.Publishers require effective reading environment designs. What this paper adds?: This study constructed a semantic enhancement reading environment to conduct a reading experiment.The experiment tested cognitive load, by using WP scale, and reading effects, by answer time and answer score.Semantic enhancement environment reduces users' cognitive load, promotes users' reading effects, and bolsters users' understanding of academic reading materials, especially in microstructure content.The design of semantic enhancement reading environments needs to fully consider the features of reading materials and give users a controllable way of interaction. The implications of study findings for practitioners: Compared to plain text environment, semantic enhancement environment is preferred in academic reading.Publishers are encouraged to add semantic enhancements to their publications.This study discussed how to design an effective learning and reading environment from the perspectives of reading resources, media forms of resources, and interaction modes. [ABSTRACT FROM AUTHOR]

Background: The use of e‐exams in higher education is increasing. However, the role of student diversity in the acceptance of e‐exams is an under‐researched topic. In the current study, we considered student diversity in terms of three sociodemographic characteristics (age, gender, and second language) and three dispositional student characteristics (computer anxiety, test anxiety, and technology openness). Objectives: The main objective of this study was to investigate the relationship between student diversity and acceptance of e‐exams. Methods: Our research combined cross‐sectional analyses (N = 1639) with data from a natural experiment on the introduction of e‐exams versus the established paper‐pencil exams (N = 626) and used both self‐report and institutional data. Sociodemographic and dispositional characteristics were indirectly related to pre‐exam acceptance via expectancy variables from the Technology Acceptance Model framework. Results and Conclusions: Comparisons of post‐exam acceptance showed that practical experience with the e‐exam led to a significant increase in e‐exam acceptance, and that students with low openness toward technology particularly benefited from this effect. Students' exam performance (i.e., grades) was unrelated to the exam format or their pre‐exam acceptance of the e‐exam format, and this was true across students' sociodemographic and dispositional characteristics. Takeaway: Student diversity plays a role in e‐exam acceptance, but its influence is mitigated by first‐hand experience with e‐exams. The practical implications for higher education institutions aiming to implement e‐exams are discussed. Lay Description: What is already known about this topic: The use of e‐exams in higher education is increasingThe role of student diversity for e‐exam acceptance is unclearTechnology acceptance is predicted by expectancies towards new system What this paper adds: We investigated students' sociodemographic and dispositional diversityDiversity predicted e‐exam acceptance via the expectanciesIn a natural experiment, first‐hand experience increased e‐exam acceptanceNo difference between performance in e‐exams and paper‐pencil‐exams found Implications of the study findings for practitioners: Higher education institutions implementing e‐exams should consider diversitySupport for older students and students with low technology openness neededNo student groups systematically disadvantaged by e‐exam implementationPractice rooms can increase experience with new system before exam [ABSTRACT FROM AUTHOR]

Background: In example‐based learning, examples are often combined with generative activities, such as comparative self‐explanations of example cases. Comparisons induce heavy demands on working memory, especially in complex domains. Hence, only stronger learners may benefit from comparative self‐explanations. While static text‐based examples can be compared easily, this is challenging for transient video‐based modelling examples used in complex domains because simultaneous processing of two videos is not feasible. Objectives: To allow for such comparisons, we combined video‐based modelling examples with static representations (i.e., summarizing tables) of the observed optimal and a suboptimal solution of the problem‐solving process. A comparative self‐explanation prompt asked learners to compare the different solution approaches. Our study investigated the impact of video‐based modelling examples versus independent problem‐solving on cognitive load and problem‐solving skill development. Moreover, we investigated the effects of comparative versus sequential self‐explanation prompts, depending on learners' prior knowledge. Methods: In an experiment, 118 automotive apprentices learned a car malfunction diagnosis strategy. Apprentices were divided into three groups: (1) modelling examples with comparative self‐explanation prompts, (2) modelling examples with sequential prompts, and (3) no examples or prompts. Diagnostic knowledge and skills were assessed before and after the intervention. Cognitive load was measured retrospectively. Results and conclusions: Despite no observed effects on cognitive load, modelling examples enhanced diagnostic knowledge and diagnostic skills with scaffolds, though not independent diagnostic skills without scaffolds. The need for more practice opportunities to foster independent diagnostic skills is assumed. Additionally, comparative prompts seem promising for learners with higher prior knowledge. Takeaways: Video‐based modelling examples were more beneficial for learning than practising to apply the diagnostic strategy. Static representations allow for comparisons of video examples and comparative prompts are promising for learners with higher prior knowledge (cf. expertise‐reversal effect). Further research, especially on the effects on cognitive load, is necessary. Lay Description: What is already known about the topic?: Text and video examples that model how to solve a problem are widely used in education.Text examples often include self‐explanation prompts that ask learners to compare several examples.For video examples, such comparison prompts have seldom been investigated, because comparisons are difficult to implement for transient videos. What does this paper add?: This paper shows that video examples combined with static summaries of processes that have been shown in the video example are effective and allow for comparisons of video examples.Such comparisons seem to be more promising for learners with higher prior knowledge. Implications for practice: Practitioners could combine video examples with static summaries of the processes shown in the video examples to allow for comparisons. [ABSTRACT FROM AUTHOR]

Background: Mindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and boost game‐based learning, yet this approach remains unexplored. Objectives: We investigated the learning benefits of integrating mindfulness exercises in a digital math learning game and examined how students' trait mindfulness might moderate the outcomes. Methods: Two classroom studies were conducted with 404 5th and 6th grade students from six public schools in the U.S. (nStudy 1 = 227, nStudy 2 = 177). The two randomized controlled experiments assigned students to one of the three conditions: passive control (playing the digital learning game Decimal Point), story‐enriched active control, or mindfulness‐enriched condition. Trait mindfulness, learning gains, and in‐game problem‐solving (including problem‐solving duration, error count and correctness after reminder) were assessed. Study 2 included a manipulation check to better understand the effects of the mindfulness intervention. Results: Findings showed no significant differences in learning gains, problem‐solving duration or error count among the conditions. Students' trait mindfulness did not moderate these outcomes. Mindfulness reminders in the mindfulness‐enriched game led to more correct answers after errors than jokes in the story‐enriched game. Study 2 revealed that we failed to induce higher state mindfulness through the mindfulness inductions. Conclusions: Mindfulness prompts could be especially beneficial for students experiencing frustration during gameplay, warranting more exploration for digital game‐based instruction. We highlight barriers and future directions for fostering mindfulness through computer‐based instruction in classrooms. Lay Description: What is currently known about this topic?: Researchers focus on digital games as productive learning environments for math, with potential for higher learning gains compared with traditional methods. However, results are mixed, and not all games lead to improved math outcomes.Executive function (EF) skills are crucial for math learning, and mindfulness‐based interventions show promise in enhancing EF skills in school‐aged students.Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and, in turn, boost EF skills and game‐based learning, yet this approach remains unexplored What does this paper add?: This paper presents the results of two randomized control trials investigating the feasibility and benefits of incorporating mindfulness exercises into a digital math game designed for middle school students. Benefits are compared to those of a story‐enriched and regular version of the same digital math learning game.The paper also explores variations in the effects of the mindfulness‐enriched game based on students' initial trait mindfulness levels.We observe that listening to mindfulness inductions at the beginning of game sessions do not induce mindfulness, and therefore does not benefit math learning.We find that mindfulness prompts received after recurrent errors can be beneficial for students' problem solving. Implications of study findings for practitioners: Our study provides important information on how digital learning game designers should attempt to induce mindfulness in a digital game to promote learning.Digital learning game designers should consider incorporating mindfulness exercises into their games strategically. Presenting mindfulness inductions in audio format at the beginning of game sessions may not induce mindfulness or benefit math learning. Instead, designers should focus on integrating mindfulness prompts at moments when students encounter frustration within the learning game.Beyond embedding audio mindfulness exercises in the game, learning designers should also consider alternative technological and game features to induce mindfulness within a learning game. [ABSTRACT FROM AUTHOR]

Background: Behavioural intention (BI) has been predicted using other variables by adopting the technology acceptance model (TAM). However, few studies have examined whether BI can predict learning performance. Objectives: The present study used an extended TAM to investigate whether students' BI is a predictor of their listening learning performance (LLP) through vocabulary learning performance (VLP) in the context of mobile vocabulary‐assisted listening learning by using two mobile learning tools. Methods: A total of 129 college students with a pre‐intermediate level of English were recruited as participants, and a 10‐week mobile vocabulary‐assisted, listening‐learning course was conducted in 2022. In each task of this course, the students had to learn target words from a listening passage on Quizlet and then engage in listening activities on Randall's ESL Cyber Listening Lab. Quantitative responses obtained through an online questionnaire were analysed through partial‐least‐squares structural equation modelling. Results: The analysis results indicated that BI significantly predicted LLP through VLP. Perceived ease of use (PEU) and perceived usefulness (PU) were significant antecedents of BI. However, PEU did not significantly predict PU because of the difficulty of navigating between the two technological tools used in this study. The extended model demonstrated its effectiveness in explaining listening learning performance, as evidenced by an explained variance (R2) of 69%. Conclusion: The extended model validates the influence of BI on learning performance and it can also draw teachers' focus toward the significance of enhancing students' BI to improve their listening learning performance. Pedagogical implications based on the results are provided in this paper. Lay Description: What is already known about this topic?: TAM was used to study learners' acceptance of mobile‐assisted language learning.TAM incorporates latent variables to explore mobile‐assisted language learning.Investigating factors influencing BI is a primary research focus in extended TAM literature.Mobile tools could improve listening learning and vocabulary retention. What this paper adds to that: Learning performance was considered as a dependent variable in an extended TAM.BI might predict students' learning performance in vocabulary and listening in an extended TAM.Teachers used two mobile tools to design mobile vocabulary‐assisted listening tasks.Pre‐learning the target words facilitate students' listening learning performance. Implications for practice and/or policy: We show the importance of BI on predicting listening learning performance.The impact of BI on other factors became another focus of TAM research.Results highlight pre‐learning target words' importance for better listening performance.Existing mobile tools improve listening performance, avoiding new system development. [ABSTRACT FROM AUTHOR]

The effectiveness of a video tutorial versus a paper-based tutorial for software training has yet to be established. Mixed outcomes from the empirical studies to date suggest that for a video tutorial to outperform its paper-based counterpart, the former should be crafted so that it addresses the strengths of both designs. This was attempted in the present study. Two consecutive experiments were conducted to examine the effect of tutorial type (video vs. paper based) on task relevance, self-efficacy, mood, flow and task performance. Participants were students from junior high school. Both studies reported significant, positive contributions of the tutorials to task relevance, self-efficacy, mood and flow. Both studies also found significant and substantial effects on task performance. A learning gain of about 30% was achieved in both studies. A retention task, completed only in Study 2, further revealed that the learning effect was stable. More importantly, performance on this task also indicated a significant interaction with tutorial type, favouring the video. The success of the video tutorial is ascribed to its design, which attended to and even incorporated key qualities of paper-based tutorials, while also capitalizing on the strengths of video. [ABSTRACT FROM AUTHOR]

Background: Virtual reality (VR) offers much potential for learning, but it challenges learners' orientation. Objectives: This paper investigates whether it is possible to use light or movement cues to facilitate orientation in a search task in a desktop‐VR environment so that participants can better attend to the learning content presented simultaneously. Methods: In two pre‐registered online experiments, we investigated the effects of cueing (light and movement) on search time, learning, and several evaluation variables. Participants were asked to find tools in a virtual workshop, while information about the respective tool was narrated. Experiment 1 (N = 60) used a within‐subject design, that is, the objects were alternately highlighted by light, movement or not. For Experiment 2 (N = 159) the narration was substantially shortened, and a between‐subject design was used. Cognitive load and presence were measured additionally. Results and conclusions: In Experiment 1, only the movement cue decreased search time, indicating automatic guidance of learners' attention. There was no effect of cueing on learning, which may be due to the average search time being substantially shorter than the narration, leaving sufficient time to attend to the narration exclusively. In Experiment 2 search times were significantly faster for both cueing methods, but only the light cue resulted in better learning outcomes, which could be explained by the slightly lower presence in the movement cue condition. Implications: Results imply that it is important to develop cues that automatically guide attention without reducing presence. Lay Description: What is already known about this topic: Virtual reality (VR) offers a lot of opportunities for the integration of educational scenarios.VR is challenging for learners with regard to orientation in a 360° environment.Regarding learning outcomes, research on the effects of cues to highlight important content in a 360° environment is still rare.Presence, defined as the feeling of being there in a VR environment, is an important prerequisite for learning in VR. What this paper adds: The influence of light and movement cues on search times and learning outcomes in a desktop‐VR environment was tested.Movement cues can reliably reduce search times (indicating successful orientation), whereas light cues only reduced search times in predictable scenarios.In a predictable scenario, light cues enhanced learning outcomes compared with movement cues.Movement cues reduced presence, which is one potential reason why movement cues did not improve learning. Implications for practice and/or policy: Using light cues might assist orientation and enhance overall performance in predictable scenarios (i.e., when learners know what kind of cue to expect).In an unpredictable setting with variable cues, light cues did not facilitate orientation, whereas movement cues did.However, movement cues reduced presence, which may have negatively affected learning outcomes. It is important to develop cueing methods that also work in more unpredictable settings, but that do not reduce presence. [ABSTRACT FROM AUTHOR]

Background: A practical test that measures the information and communication technology (ICT) skills students need for effectively using ICT in primary education has yet to be developed (Oh et al., 2021). This paper reports on the development, validation, and reliability of a test measuring primary school students' ICT skills required for effectively using ICT (the ECC‐ICT test). Objectives: Based on existing literature, three ICT use domains were identified for effectively using ICT: Effective, collaborative, and creativeuse of ICT. For these three domains, 24 corresponding teaching objectives were identified from a widely used digital literacy framework. Thirty‐four test items cover these teaching objectives in an online test. Methods: A mixed‐method approach was used for the ECC‐ICT test. Four pilot rounds (n=25) implemented qualitative interviews for cognitive validity and refining the test items, followed by a qualitative usability study(n=6). Confirmatory factor analysis and ANOVA provided quantitative insight into the large‐scale test administration(n=575). Results and Conclusions: Composite reliability of our conceptual 3‐factor confirmatory model showed that the test reliably measured primary school effective use of ICT (ω = 0.82), collaborative use of ICT (ω = 0.80) and creative use of ICT (ω = 0.64). Convergent validity (ranging from 0.41 to 0.46) was acceptable. Internal consistency (ranging from 0.84 to 0.91) and discriminant validity (HTMT values below 0.90) are good. ANOVA results show that mean test scores are higher for students in higher grade levels (p < 0.001). The post hoc Bonferroni results show that most grade‐by‐grade comparisons are significant (p < 0.001). Lay Description: What is already known about this topic: Information and communication technology (ICT) skills are finding their way into national curriculums as teachers implement more digital learning environments.Teachers currently do not have a measurement instrument for the ICT skills primary education students need to learn in a personalised way. What this paper adds: This paper gives teachers a test that reliably measures the effective, collaborative, and creative ICT skills required for primary school students to learn using ICT.To our knowledge, this test is the first of its kind.Al materials to reproduce the test are available digitally for teachers. The implications of study findings for practitioners: For policy, this test can be used to check if a student is ready to use ICT in a self‐regulated setting.With this test, teachers can assess and support students' growth on the effective, collaborative, and creative ICT skills required for primary school students using ICT. [ABSTRACT FROM AUTHOR]

Background: Driven by the ongoing need to provide high‐quality learning and teaching, universities recently have shown an increased interest in using learning analytics (LA) for improving learning design (LD). However, the evidence of such improvements is scarce, and the maturity of such research is unclear. Objectives: This study is aimed to evaluate the maturity of research discussing LA‐driven LD improvements in higher education. Methods: The systematic review analyses 49 empirical papers, assesses their quality and suggests further research directions. The review elaborates on methodological (research questions, strategy and methods, LA‐LD integration theoretical backgrounds) and substantial (LA‐driven LD improvements, types of data used, LA software development) features of the papers. Results and Conclusions: The findings demonstrated the lack of theoretical alignment between LA and LD, with research tending towards user experience studies. The most frequently used research strategy was a case study; experiments were very rare. Researchers predominantly used parsing for collecting data and AI methods for analysing it; mostly used data types related to registering learners' engagement with learning activities as well as resources and tools provided in digital learning environments. Takeaways: The research area discussing LA‐driven LD improvements still has a way to go before attaining the level of full maturity. Only a third of the papers reported actual LA‐driven LD improvements; moreover, only three papers measured their effectiveness. The presented LA software was mostly at the beta or implementation stages and did not assess the impact of using this software. Lay Description: What is already known about this topic: Universities show an increased interest in using LA for improving LD.The evidence of such improvements being efficient is scarce.Learning analytics is weakly grounded in learning and teaching. What this paper adds: LA‐LD research presented in the reviewed papers cannot yet be considered fully mature.Almost half of the research was carried out using a case study approach, intrinsically challenging in terms of replication and validity. As few as three out of the reviewed studies applied an experimental approach, capable of stating the cause–effect relationship between LA and LD.All the studied papers mentioned improvements in LD, but only around a third of them reported actual improvements, another one‐third suggested potential improvements, and the rest did not come down to describing any.The LA software presented in the papers was mostly at the testing or implementation stages, and the impact of implemented software on LD has yet to be evaluated. Implications for practice and/or policy: Future LA‐LD research to become more mature may well elaborate on theoretical footing, contribute to the cause–effect relationship between LA and LD utilising experimental research design, ensure sufficient sample size.Practitioners' efforts should be directed to operationalising LD for efficient measurements, addressing pedagogical challenges when applying LA, and assessing LA‐driven improvements introduced into LD. [ABSTRACT FROM AUTHOR]

Background: Previous studies have shown that dynamic illustrations, as compared to their static counterparts, lead to higher achievement levels, especially for hand‐based procedures. Other researchers have investigated how the presence of seductive details (i.e., appealing but irrelevant adjunct displays) influences students' interest positively but their learning negatively. Objectives: The purpose of the two present studies was to investigate the effects of animated versus static presentations, combined with the presence of seductive details, on student performance on a paper‐folding task (i.e., origami) in a naturalistic school environment. Methods: Fifty‐five children (5–6 years old) participated in the first study and were randomly assigned to one of four groups. The second study was conducted with older children (72 s or third graders) and a more complex origami task. Results and Conclusions: In the first study, results demonstrated negative effects of seductive details on children's performance and time on task, but no effects of presentation format. In the second study, no negative effects of seductive details on student achievement were found, but animated illustrations significantly improved children's performance and reduced time on task. However, seductive details tended to impair learning more greatly given the presence of static, as compared to animated, presentations. Task difficulties and pupils' ability to inhibit irrelevant information may explain these results. Lay Description: What is already known about this topic: Seductive details negatively influence young children's performance.Animated illustrations have been shown to improve students' learning for dynamic procedure. What this paper adds: This is the first study investigating the influence of animated vs. static illustrations combined with seductive details on children's learning performance.Animated illustrations improve children's performance for a challenging dynamic procedure.Seductive details tended to impair more learning from static than from animated presentations.Results are discussed in relation to the task's difficulty as well as students' ability to inhibit irrelevant information. Implications for practitioners: Animated illustrations should be used when presenting dynamic procedures.Instructors should use seductive details cautiously in pedagogical documents particularly when the task is difficult. [ABSTRACT FROM AUTHOR]

Background: There are only few guidelines on how instructional videos should be designed to optimize learning. Recently, the effects of social cues on attention allocation and learning in instructional videos have been investigated. Due to inconsistent results, it has been suggested that the visual complexity of a video influences the effect of social cues on learning. Objectives: Therefore, this study compared the effects of social cues (i.e., gaze & gesture) in low and high visual complexity videos on attention, perceived cognitive load, and learning outcomes. Methods: Participants (N = 71) were allocated to a social cue or no social cue condition and watched both a low and a high visual complexity video. After each video, participants completed a knowledge test. Results and Conclusions: Results showed that participants looked faster at referenced information and had higher learning outcomes in the low visual complexity condition. Social cues did not affect any of the dependent variables, except when including prior knowledge in the analysis: In this exploratory analysis, the inclusion of gaze and gesture cues in the videos did lead to better learning outcomes. Takeaways: Our results show that the visual complexity of instructional videos and prior knowledge are important to take into account in future research on attention and learning from instructional videos. Lay Description: What is already known about the topic: Instructional videos are widely used in education.Learners need to timely attend to relevant content to learn successfully.Learners' attention might be guided towards relevant content with social cues (gaze and gesture of a presenter or instructor) but findings regarding learning outcomes are inconclusive. What does this paper add: This paper is the first to examine the role of the visual complexity of an instructional video in the interplay between social cues (gaze and gesture), learners' attention allocation, and learning outcomes. Implications for practice: The results show that visual complexity influences the learners' attention allocation and learning outcomes.Social cues (i.e., gaze & gesture) improved learning outcomes when controlling for learners' prior knowledge. [ABSTRACT FROM AUTHOR]

Background Studies: Captioning and repetition are widely used multimedia instructional devices for non‐native students. Generally, studies in this area have tended to focus on second language literacy skills rather than on learning new content knowledge. Additionally, posttests were administered immediately after the treatments, while the delayed influences of captioning and repetition have never been investigated. Objectives: This paper addressed these research gaps in two separate studies. More specifically, this study attempted to examine the influences of captioning and repetition on non‐native students' immediate and relayed retention. Methods: In Study One, three captioning conditions; word‐by‐word captions, closed captions, and no‐captions; were compared to examine their efficacies in immediate and delayed content knowledge retention on 82 Chinese university students. To address the limitations in Study One as the multimedia lesson was short and played only once, Study Two incorporated captioning and two repetition types in its design. One hundred and eleven Chinese university students watch a video lesson in one of four captioning and repetition conditions. Results: The statistical analyses of Study One indicated that there were no significant differences in both immediate and delayed retention test scores across the three captioning condition. Similarly, in Study Two, there were no significant differences in retention tests scores across the four captioning and repetition conditions. Findings: Neither the availability of captions nor the repetition types had any impact on the Chinese students' immediate or delayed content knowledge retention, which lent support to existing studies. Based on the research results, the limitations and future study possibilities are discussed. Lay Description: What Is Already Known About This TopicEmpirical studies on captioning have focused on immediate learning right after the treatment, so have studies on repetition.Empirical studies on multimedia lessons for non‐native students have focused on English language learning. What This Paper AddsThree types of captioning were compared to examine their efficacies in both immediate and delayed content retention of Chinese students.Two types of repetition were compared to examine their efficacies in both immediate and delayed content retention of Chinese students. Implications for Practice and/or Policy:Neither the availability of captions nor the repetition types had any impact on the Chinese students' immediate or delayed content knowledge retention.The availability of textual keywords adjacent to their corresponding graphics might have compromised the efficacy of captioning. [ABSTRACT FROM AUTHOR]

Background: While the use of digital technologies in collaborative design tasks have gained acceptance amongst educational researchers and instructors, few studies have analysed the application of video‐supported collaborative learning‐by‐design (VSC‐LBD) in the authentic setting of professional education and training. Objectives: This study on VSC‐LBD investigated the learning processes and outcomes of nursing students who collaboratively used a hypervideo authoring tool to learn the procedure about urinary catheter insertion. We hypothesized that the students who collaboratively used a hypervideo authoring tool to learn about a professional procedure would outperform those exposed to a traditional lesson on the same procedure. Further, we assumed that the students who created an instructional video from scratch would obtain higher learning scores than those who worked on existing footage. Methods: Participants (N = 60) worked in groups and were assigned to three conditions: in the first each group recorded a video while simulating the procedure and then turned the footage into a hypervideo (VSC‐LBD1); in the second condition each group already received the raw video to turn it into a hypervideo (VSC‐LBD1); in the third participants attended a traditional lesson (control). Pre‐ and post‐tests measured procedural knowledge acquisition. The co‐regulation episodes within the groups that produced the best and worst videos were assessed and measured. Results and Conclusions: The students in the two VSC‐LBD conditions significantly outperformed those in the control condition. No differences were found between making an original video and using existing footage. More co‐regulatory processing episodes were found in the best video group compared to the other groups. Takeaways: This study supports theoretical assumptions on the value of VSC‐LBD in authentic learning environments and provide useful information to instructors willing to adopt collaborative use of interactive video tools. Lay Description: What is already known about this topic: Video‐based technologies, and more in particular hypervideo with its additional affordances, results an effective tool to support procedural learning.Hypervideo designing is a fruitful Learning‐By‐Design (LBD) activity that allows learners to transform and restructure knowledge.From a pedagogical point of view, giving students collaborative design tasks on video materials showed to be quite effective. What this paper adds: Few studies have investigated the application of video‐supported collaborative learning‐by‐design (VSC‐LBD) in the authentic setting of professional education and training. The same is true when it comes to procedural knowledge acquisition applied to clinical procedures, with most studies focussing on conceptual knowledge acquisition.When working with a learning‐by‐design approach, a clear distinction between the benefit of designing a video from scratch and of designing the hyper‐ components was lacking.Adopting a VSC‐LBD pedagogical approach to support learning of professional procedures in the nursing sector showed to be very effective both looking at the learning processes and the learning outcomes. Implications for practice and/or policy: This study proposes a collaborative design activity to learn professional procedures and demonstrates its affordances in terms of learning gains compared to a traditional lesson.Giving students a collaborative design task to build a hypervideo seems more important than just giving them a design task on the starting video depicting the procedureThe paper provides instructors with the necessary information to develop pedagogically sound design VSC‐LBD activities in time‐sensitive yet effective ways. [ABSTRACT FROM AUTHOR]

Background: In 2018, it was found that only a quarter of Grade 3 children in India were reading at grade level. A growing demand for English education has further limited children's literacy achievement. Despite a strong evidence base in favour of using systematic phonics for building English literacy skills, many teachers in India continue to use rote‐methods of literacy instruction. Objectives: We aimed to examine the efficacy of GraphoLearn (GL) English Rime, a computer‐assisted reading intervention, in improving the foundational literacy skills of 1st and 2nd grade students who were attending an English medium school in India. Methods: A total of 136 students across 6 classrooms were randomly allocated to play either GL or a control math game over a 5‐week intervention period. Students were pre‐ and post‐tested on various English literacy skills using tasks built into the GL software as well as through oral and paper‐based tasks. Results and Conclusions: Students who played GL showed significantly greater and faster development on in‐game measures of letter‐sound knowledge, rime unit recognition, and word recognition as compared to students who did not play GL. In addition, GL resulted in greater effects on these measures for students with stronger English literacy skills prior to the start of the intervention. No differences were found between groups on the oral and paper‐based tasks. Implications: GL was able to quickly and effectively teach critical sub‐skills for reading. However, a lack of effects on the out‐of‐game measures opens the door for further discussion on the successful implementation of such interventions. Lay Description: What is already known about this topic:India has an ongoing literacy crisis with many children failing to acquire functional literacy skills.Under‐resourced schools,outdated pedagogical methods, and a demand for English‐medium education are partially to blame.Globally, technology is being increasingly looked at to help improve student learning levels across all subject areas.There are a lack of studies examining the efficacy of various ed‐tech tools to improve literacy in the context of India.What this paper adds:The study aimed to test GraphoLearn English (GL), a mobile game designed to teach and practice early reading skills through phonics with first and second graders.Results showed that children who played GL outperformed those who did not play on critical literacy skills such as letter‐sound knowledge and word recognition.In addition, GL was more effective for those who had higher pre‐existing English literacy skills.However, improvements were only seen on measures assessed in the game and not on measures assessed orally or on paper.Implications for practice and/or policy:GL and other educational technologies can be extremely effective tools which allow for an individualized learning experience.However, it is important that for any educational game, learning moves beyond the game itself.Teachers are critical players in this process and must ensure that tech‐based instruction is integrated with teacher‐led instruction.Policy makers and school administration must ensure that teachers are adequately trained on when, with whom, and how to use such technologies before they are introduced. [ABSTRACT FROM AUTHOR]

Background: Holocaust memory and learning processes have become increasingly mediatised as a result of rapid technological advances. There is, however, little information available regarding how people learn about this topic informally through social media. Objectives: This paper explores how adult learners develop their learning ecologies by using social media to learn about the Holocaust informally. Methods: The study uses a learning ecology perspective to analyse the interests, expectations and learning process of a group of adult learners (N = 276). An online survey tool was developed to collect information on the interests, expectations, and benefits of learning about Holocaust‐related topics among online users of four Italian Holocaust museums' social media profiles (Facebook, Twitter, Instagram and YouTube). Descriptive and inferential statistics were used to summarise the characteristics of the sample and to answer the research questions. Results and Conclusions: The results show that most of the respondents are mostly women, with an average age of 50 and a higher level of education. In terms of interest and expectations, they are particularly interested in issues related to the intertwining of transnational and national memory. They also express a sense of civic responsibility with regard to the legacy of the Holocaust. Finally, components of the learning process show proactive behaviour and a preference for individual learning, while interaction with peers is considered less important. Takeaways: There is an urgent need to understand how learners' preferences influence the development of learning ecologies and the types of content they are most likely to be exposed to as a result. It is also important for social media content providers to understand that learners are looking for quality resources and trustworthy content to further their education. Lay Description: What is already known about this topic: Teaching and learning about the Holocaust is a field of study with an established scholarly tradition.Social media are information ecosystems that enable novel practices of Holocaust education and remembrance.The concept of lifelong learning ecologies has been developed to explain learning as a multidimensional and complex aspect of human life. What this paper adds: The study is the first to apply learning ecologies to the teaching and learning of the Holocaust through the use of digital technology.The study findings provide insight into how adults learn about the Holocaust informally using social media.The findings suggest that users are more proactive in their individual learning process and less active in interacting with peers. Implications for practice and/or policy: It is important to understand that learners' preferences have implications for the development of learning ecologies and the types of content to which they are most frequently exposed.In addition to providing opportunities for learners to critically reflect on their own learning practices, museum staff provide opportunities for learners to interact with each other and with Holocaust education specialists.Social media content providers should be aware that learners are looking for quality resources and trustworthy content to continue their learning. [ABSTRACT FROM AUTHOR]

Background: Writing is an important and complex skill, which could be enhanced by teaching students effective writing strategies such as outlining. Electronic outlining ‐ integrated feature in Microsoft® Word – has been shown to enhance students' writing performance. However, little is known about the optimal didactic approach for electronic outlining. Objective: This study examined the effects of learning to use electronic outlining either via observational learning or via learning‐by‐doing on students' argumentative writing performance. Methods: Students (N = 129, 10th‐grade) were assigned with their complete class to one of three conditions: a control (traditional pen and paper outlines via learning‐by‐doing), outline (electronic outlines via learning‐by‐doing) or observation (electronic outlines via observational learning) condition. Students followed an argumentative writing lesson‐series that differed across conditions in terms of planning strategies and didactic approaches used. To examine the influence of the different conditions on students' writing, argumentative texts were used as pre‐ and post‐tests, and the quality was evaluated with an analytic assessment protocol. In addition, data regarding students' perceived mental effort and the organisation of the writing process were collected. Finally, students' attitudes towards electronic outlining were assessed. Results and Conclusion: Although the overall text structure had improved after the lesson series, no significant differences were found between conditions. Electronic outlining increased the total amount of time dedicated to the texts as well as the revision ratio. Students in the observation condition showed a higher pause ratio and a lower fluency on the post‐test as compared to students who learned by doing (both control and outline conditions). With regard to perceived mental effort, students in the outline and control conditions perceived significant decreases over tasks, as opposed to those in the observation condition. In conclusion, the self‐reports indicate that students in the outline condition appropriated electronic outlining significantly better than those in the observation condition, suggesting that practice enhanced students' appropriation of electronic outlining. Lay Description: What is already known about this topic: Planning as a writing strategy helps students organise their writing and reduce mental effort.Electronic outlining is an effective and efficient tool to support a planning strategy.Observational learning is an effective didactic approach in writing education. What this paper adds: Traditional planning and electronic outlining via either observational learning or learning‐by‐doing affect writing products equally.Tool appropriation is greater for students who learned‐by‐doing. Implications for practice: Importance of elaborated and explicit (strategy) instruction.Advantage of video‐based modelling for teacher efficiency. [ABSTRACT FROM AUTHOR]

Background: Many instructors transitioned their courses from face‐to‐face environments to computer‐mediated learning environments (CMLEs) following the onset of the coronavirus disease 2019 (COVID‐19) pandemic. However, little was known about how teleconferencing platforms and their corresponding functions affect student learning when the COVID‐19 pandemic began. Objectives: The aim of this study was to provide more clarity on the conditions through which online teleconferencing platforms influence student achievement. More specifically, this study investigated how displaying lecture‐relevant and lecture‐irrelevant messages in a chat box during a video lecture delivered via the Zoom teleconferencing platform affected student learning and note taking. Methods: Participants viewed the video lecture either with (relevant or irrelevant) or without messages appearing in the chat box of the Zoom window. Participants completed a learning test immediately following the lecture. Results and Conclusions: No difference regarding student achievement was observed between the three groups. However, results revealed that students in the relevant‐lecture messages group reported a higher extraneous cognitive load than the other groups even if they reported positive attitudes about the messages appearing on the chat box. Students in the lecture‐relevant group also recorded more notes during the lecture compared to the two other groups, but this result did not reach significance. This study extends previous research that investigated how messaging influences learning in classroom settings. Findings suggest that allowing relevant discussions is not the best strategy to promote learning in CMLEs as this information seems to compete with the other relevant information being presented during the ongoing lecture. Lay Description: What is already known about this topic: In video lectures, the chat box has been identified as the function most often used to support students' learning.Responding to lecture‐relevant messages can enhance students' learning.However, it remains unknown how simply reading, but not responding to, lecture‐relevant and lecture‐irrelevant messages can affect learning and note taking. What this paper adds: In previous studies, researchers examined how messaging affects learning in a classroom setting, but not within a computer‐mediated lecture environment.The present study extends previous research that investigated how messaging influences learning in classroom settings.This study provides more clarity on the conditions through which online teleconferencing platforms affect student learning and note taking.Findings suggest that allowing relevant discussions is not the best strategy to promote learning in CMLEs as this information seems to compete with the other relevant information being presented during the ongoing lecture. Implications for practitioners: The features of video lectures are critical factors, as they influence students' learning and should therefore be taken into account when designing educational materials.Instructors should not allow students to engage in lecture‐relevant and irrelevant messaging and discussion during video lectures as it competes with the other relevant information being presented. [ABSTRACT FROM AUTHOR]

Background: Effective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included. Objectives: This study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data‐structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied. Methods: The study was conducted on computer engineering university students following a pretest‐intervention‐posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges. Results and Conclusions: Gamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects. Lay Description: What is currently known about the subject matter?: Gamification has been explored as a strategy to enhance learning motivation in various educational contexts, including computer programmingLiterature shows mixed quantitative results on learning improvements under gamification.Few studies cover formative exercises, deal with computer programming tasks, or use a LMS like Moodle.Lack of literature exploring the conditions for effective gamification use, and involving learning objective complexity. What does this paper add to the existing body of research?: Quantifies the impact of gamification techniques on learning outcomes, specifically focusing on computer‐programming in university.Provides empirical evidence on gamification significantly improving learning gains compared to non‐gamified data‐structures exercisesGamification is effective in tasks of diverse levels of taxonomic complexity, with consistent effectiveness regardless of learning difficulty. Implications of study findings for practitioners: Gamification techniques, can be used in higher education to enhance student engagement and learning outcomes in computer programmingThe gamification information (e.g. points and ranking) do not require an automatic update, can be processed manually and published daily.It is effective to use gamification for learning tasks of medium‐high difficulty in Moodle on computer programming topics.It is key a thoughtful instructional design when applying gamification, ensuring alignment with learning objectives and task complexity. [ABSTRACT FROM AUTHOR]

Background: Education is often the primary arena for exploring and integrating new technologies. AI and human‐machine communication (HMC) are prevalent in the classroom, yet we are still learning how student perceptions of these tools will impact education. Objectives: We sought to understand student perceptions of credibility related to written feedback attributed to a human or an AI grader (Study One). We also investigated how corrective messages containing verbal immediacy and social support influenced student perceptions of an AI grader's credibility based on feedback in an evaluated essay (Study Two). Methods: We used an online experimental design to assess the perceived credibility of a grader. In Study One, we randomly assigned students (N = 155) to a condition that contained a paragraph they were told was evaluated by a human or an AI grader. In Study Two (N = 222), we investigated ways of increasing perceptions of an AI grader's credibility by writing messages with higher/lower levels of immediacy and social support. Results: In Study One, the students rated both the human and AI grader as credible (yet rated the AI grader lower on goodwill). The data suggest that students in Study Two attributed more goodwill (i.e., caring) to the AI grader when the feedback included more verbal immediacy. Conclusions: Our results highlight the importance of student perceptions and communication styles when integrating technology into education. The two studies imply that students viewed the human and AI graders as competent, caring, and trustworthy, specifically when feedback included more immediacy cues. Lay Description: What is currently known about this topic: An instructor's use of verbal and non‐verbal behaviours is a crucial component of establishing credibility within a student‐instructor relationship.Non‐human actors (artificial intelligence and social robots) are perceived as credible when they use appropriate verbal and non‐verbal messages.Education plays a central role in exploring and integrating new technologies, but initial impressions and perceived utility impact acceptance and adoption. What does this paper add: Students perceived both human and machine graders as credible based on measures of competence, goodwill, and trustworthiness.This is the first study that sought to alter perceptions of a machine grader's credibility by manipulating verbal and non‐verbal immediacy cues.Results suggest that a machine grader's communication style, especially verbal immediacy, would influence student engagement. Implications for practice/or policy: This study offers initial insights into using machine grading as a supplementary engagement tool.Communication style is a key factor to consider when designing courses that include automated scoring systems or AI graders. [ABSTRACT FROM AUTHOR]

Background: Data literacy (DL) is vital for teachers, as it enables them to build on data and improve teaching and learning. Therefore, developing DL among pre‐service teachers is critical. Objectives: The purpose of this study is threefold: to evaluate whether a feedback visualisation of peer assessment‐based teaching approach (FVPA‐based teaching approach) can (1) promote pre‐service teachers' DL; (2) enhance their learning motivation; and (3) improve their cognitive load. Methods: The research was conducted based on a pre‐test‐post‐test control group quasi‐experimental design. With 20 participants in the experimental group and 21 in the control group, a total of 41 pre‐service teachers were included in the study. The pre‐service teachers in the experimental group adopted the FVPA‐based teaching approach, and those in the control group adopted the traditional peer assessment‐based learning approach. Results and Conclusions: The experimental group participants outperformed the control group participants in DL, learning motivation, and cognitive load. FVPA was conducive to helping pre‐service teachers critically interpret data, understand their teaching and learning issues, and improve self‐reflection. The findings indicate a reciprocal relationship between learning motivation and DL; improving the learning motivation of pre‐service teachers could promote their DL. Implications: This study contributes to current knowledge by providing empirical evidence on the benefits of an FVPA‐based teaching approach in improving pre‐service teachers' DL, motivation, and cognitive load. The study findings, limitations, and prospects for future research are discussed. Lay Description: What is already known about this topic?: Teacher data literacy has emerged as a crucial competency for the forthcoming generation of educators, gaining attention from education institutions globally.Peer assessment, a well‐established practice in pre‐service teacher education, has proven effective in enhancing the learning experience for disadvantaged students by fostering motivation and improving academic performance.Despite the acknowledged benefits of feedback visualisation in facilitating self‐reflection, motivation, and academic performance, creating meaningful visualisations remains a challenge for educators and learners. What this paper adds?: This study introduces feedback visualisation in peer assessment to enhance comprehension of feedback information among pre‐service teachers.Feedback visualisation augments the benefits derived from peer assessment, refining data literacy, improving learning motivation, and alleviating cognitive load among pre‐service educators.The analysis of data directly relevant to pre‐service teachers and the provision of timely feedback can motivate critical analysis and utilisation of data, facilitating the identification of pedagogical and learning challenges.The study explores intricate interactions among learning motivation, data literacy, and cognitive load within the context of peer assessment visual feedback. The implications of study findings for practitioners: We encourage teacher educators to implement peer assessment instruction grounded in visual feedback for a comprehensive understanding of learning outcomes, identification of pedagogical challenges, determination of causes, and evidence‐informed instructional decision‐making.Teacher educator should diversify strategies to augment the motivation of pre‐service teachers, cultivating their proactive engagement in data analysis, interpretation, and application to enhance overall data literacy.We recommend that teacher educators provide rich visual feedback or present complex data in a visually accessible format for pre‐service teachers who need additional assistance to mitigate cognitive load and facilitate successful learning outcomes. [ABSTRACT FROM AUTHOR]

Background: It is vital to understand students' Self‐Regulatory Learning (SRL) processes, especially in Blended Learning (BL), when students need to be more autonomous in their learning process. In studying SRL, most researchers have followed a variable‐oriented approach. Moreover, little has been known about the unfolding process of students' SRL profiles. Objectives: We present the insights derived from a study that measured motivation and the learning strategies used by 198 students of a university entry‐level, business school, BL course to develop an understanding of students' SRL processes. Methods: The Strategies for Learning Questionnaire (MSLQ) was used to survey 198 students three times during a semester to investigate SRL profiles and how they unfolded as the course progressed using a person‐oriented approach. Through a clustering approach, we focus on MSLQ's motivation aspects as its importance has been emphasised by different SRL theories, and extant research into motivation in learning analytics (LA) is still lacking. Results and Conclusions: Through the longitudinal clustering approach, we identified minimally, average, and highly SRL profiles. We acknowledged that students might change their SRL profiles as the course progressed as a result of feedback they received. What are the 1 or 2 Major Takeaways from the Study?: This study contributes to the SRL theory by examining students' SRL profiles adaptation longitudinally (addressing the challenge identified regarding the cyclical nature of SRL). This study contributes to LA by investigating motivational constructs currently lacking in the field and bringing forward theory based empirical evidence to inform theory and practice. Lay Description: What is currently known about the subject matter: Self‐regulated learning (SRL) is important for academic achievement, especially during online learning; more research is needed to understand students' SRL and its cyclical nature.Learning analytics (LA) is an advocate for gathering and analysing data for supporting students' learning. It lacks empirical evidence based on theoretical and students' motivational studies.Institutions will benefit from more research on evidence‐based practice in Blended Learning (BL). What this paper adds to that: Evidence for the understanding of students' SRL, identifying student subgroups (different SRL profiles), and observing the cyclical nature of SRL during BL courses.We enhanced LA through the use of empirical research into motivation and its mapping of students' SRL profiles.Contribute to knowledge within BL about the dynamics of students' motivation, strategy use, and SRL, and showing that successful students better self‐regulate their learning.Evidence to support the emerging role of LA in identifying at‐risk students during BL.Evidence shows the most important motivational and learning strategy constructs that are significantly correlated with the final score in BL. The implications of study findings for practitioners: Through LA, students, educators, and institutions can benefit when universities implement BL.Enabling educators to better understand their students' SRL and how students can adapt quite different SRL profiles over time. Through this information, they can help students adopt a better profile. They also can help students in their SRL process, for example, by applying appropriate interventions.Pedagogically helps lecturers when developing the instructional and interventional design. [ABSTRACT FROM AUTHOR]

Background: Prior work has shown that middle school students struggle with algebra and that game‐based educational technologies, such as DragonBox and From Here to There!, are effective at improving students' algebraic performance. However, it remains unclear which aspects of algebraic knowledge shift as a result of playing these games and what game design features support algebraic learning. Objective: Using the data from a randomized controlled trial conducted in the 2020–2021 academic year, we (a) examined students' relative performance on assessment items measuring conceptual knowledge, procedural knowledge and procedural flexibility in algebraic equation solving, and (b) identified changes in these aspects of algebraic knowledge after playing DragonBox or From Here to There!. Methods: Eight hundred eighty‐seven seventh‐graders were randomly assigned to playing DragonBox or From Here to There! for nine 30‐min sessions throughout the school year. Students also completed a pretest, midtest and posttest measuring their algebraic knowledge. Results and Conclusion: First, prior to the intervention, students scored the highest on procedural knowledge and lowest on conceptual knowledge. Second, students significantly improved and maintained learning gains on conceptual knowledge throughout the intervention. Their performance on procedural knowledge and procedural flexibility items increased at midtest but decreased at posttest. Third, the pattern of results was consistent for students in the DragonBox and From Here to There! conditions, suggesting that both games may support students' conceptual understanding of algebra. The findings have implications for research and practice on supporting algebraic learning through game‐based technologies during and beyond educational disruptions. Lay Description: What is already known about this topic: Middle school students struggle with aspects of algebra.DragonBox and From Here to There! are two game‐based technologies designed to support students' algebraic learning.Both games implement point rewards and dynamic interactions; they differ in the uses of algebraic notation and problem structures. What this paper adds: Both games improved seventh‐graders' conceptual knowledge of algebraic equivalence.Students also improved on procedural knowledge and procedural flexibility, but the gains did not last to the end of the intervention. Implications for practice and/or policy: The games and their shared features may provide an engaging way to support students' conceptual understanding of algebra. [ABSTRACT FROM AUTHOR]

Background: How to improve learning with online multimedia lessons has attracted widespread concern. Prior studies have attempted to help students learn by breaking a video lesson into several segments. However, there has been a debate about whether learners can use pause time effectively and whether prompting them to engage in different types of generative learning activities during pauses can better facilitate learning. Objectives: This study aimed to explore how to maximize learning by asking students to engage in generative processing activities during pauses in segmented narrated video lessons. Methods: Three experiments explored the effectiveness of segmenting, and whether adding summaries between segments can improve learning performance. In Experiment 1, participants were asked to view a segmented video or a continuous video. In Experiment 2, we examined whether adding summarizing activities during pauses can improve the effects of segmenting. In Experiment 3, we further investigated the effects of adding different types of summarizing activities during pauses. Results and Conclusions: In Experiment 1, segmenting improved performance on retention tests, but not on transfer tests. In Experiment 2, the effects of segmenting on the retention and transfer tests were enhanced when learners were asked to produce written summaries during the pauses. In Experiment 3, asking participants to imagine or write summaries during the pauses in segmented lessons improved retention and transfer test performance, but providing a summary only helped on retention. Takeaways: Adding generative learning activities (i.e., summarizing) during pauses prompted learners to learn the material more deeply. Results are consistent with the ICAP framework and the cognitive theory of multimedia learning. Lay Description: What is already known about this topic: Video lessons are being widely used in online learning environments.Previous studies explored the effectiveness of video lessons by adding a pause between segments of an animation.Students' generating learning activities (e.g., summarizing) could affect students' learning.Previous studies on summarizing have mostly focused on science texts. What this paper adds: The study investigated the effects of segmenting (pause vs. continuous) and summarizing (i.e., student‐generated written summaries, student‐generated imagined summaries, and instructor‐provided summaries) in an instructional animation.The results showed the benefits of adding generating learning activity (i.e., summarizing) between segments of an instructional animation.Student‐generated imagined summaries were similar in effectiveness to student generated written summaries during pauses in a segmented multimedia lesson.Instructor‐provided summaries during pauses were most likely to improve retention rather than transfer performance. The implications of study findings for practitioners: It would be better for instructional designers to provide pauses and encourage students to engage in appropriate cognitive processing during pauses to improve learning performance in video lectures.Instructional designers should adopt appropriate strategies according to different teaching objectives. [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]

Background: Despite the many advantages of flipped learning, it is challenging for educators to ensure that students complete the pre‐class learning assignments before the in‐class session. Objectives: Using a learning analytics approach, this study analysed students' pre‐class video‐watching behaviour in flipped learning with a focus on learners' resource management strategies, procrastination, and repeated video‐watching. Methods: For the empirical study, three types of data (i.e., log data, survey and exam) were obtained from 70 undergraduate students who were enrolled in pre‐service teacher program designed in a flipped classroom including pre‐class videos and in‐class session. Results and conclusions: The findings showed significant differences between the non‐procrastination group and procrastination group in their video watching time and resource management strategies. Those who watched the pre‐class videos at home/dorm greatly outnumbered those who did not, and they performed better than students who watched the pre‐class videos in other locations. What are the major takeaways from the study?: This finding highlights the importance of resource management strategies in terms of the time and study environment to promote success in flipped learning courses. However, the number of times students accessed the pre‐class videos or watched the videos before class was not correlated with learning achievement. The reason for re‐watching pre‐class videos is a suggested future direction so instructors can design effective flipped learning courses. Lay Description: What is already known about this topic?: Flipped learning is a type of blended learning that combines two teaching and learning modes: face‐to‐face learning and online learning. The effectiveness of flipped learning has also been demonstrated in many empirical studies and meta‐analyses.Despite the many advantages of flipped learning, it is challenging to ensure that students complete the pre‐class materials before class.Data‐driven decisions based on the learning analytics approach can help instructors revise the in‐class activities more adoptively and individual learners can be more engaged in flipped learning. What this paper adds?: Using a learning analytics approach, this study analysed students' pre‐class video‐watching behaviour in flipped learning with a focus on learners' resource management strategies, procrastination, and repeated video‐watching.We also examined the correlations among pre‐class video‐watching behaviour variables and learning achievement.This study highlights the following: (1) The no‐procrastination group had better resource management strategies than the procrastination group; (2) students who watched pre‐class videos at home outperformed those who watched them in other locations: (3) the number of times students accessed pre‐class videos was not correlated with learning achievement; and (4) whether or not students watched pre‐class videos prior to the in‐class sessions was not correlated with learning achievement. Implications for practise and/or policy: Although flipped learning gives students considerable autonomy in terms of when and where to watch pre‐class videos at their convenience, it is necessary to help students develop resource management strategies by providing role models, best practises, and statistics in previous flipped learning classes.Research findings suggest that instructors should provide guidelines and learning strategies on how to review or repeat the pre‐class videos to improve the quality of learning.To encourage students to repeat the videos, the pre‐class videos should be short and concise. [ABSTRACT FROM AUTHOR]

Background: Limited research on the effectiveness of additional online and face‐to‐face practise opportunities for promoting active learning among Chinese EFL learners in higher education. Current understanding of self‐regulated and collaborative learning theories in educational contexts. Objectives: To establish the efficacy of interactive online and face‐to‐face practise opportunities for enhancing active learning among Chinese EFL learners. Methods: Employed mixed methods research to assess the impact of different types of practise opportunities on 116 EFL learners. Utilised methodological triangulation of QUAN + QUAL data and one‐way ANOVA for interpretation. Results and conclusions: The study demonstrated the effectiveness of integrating online and face‐to‐face practise opportunities to enhance active learning. Empirical evidence supports the pedagogical and theoretical benefits of these opportunities for promoting active learning among EFL learners. Lay Summary: What is currently known about this topic: Limited scholarly exploration of supplementary practise opportunities for active learning among Chinese EFL learnersExisting understanding of self‐regulated and collaborative learning theories in educational contexts What does this paper add: Establishes the effectiveness of interactive online and face‐to‐face practise opportunities for promoting active learningProvides empirical evidence supporting the integration of these opportunities to enhance active learning Implications for practise/or policy: Advocates for the combined use of online and face‐to‐face practise opportunities to enrich engagement, problem‐solving, feedback, and motivation among EFL learnersSuggests the development of instructional frameworks based on self‐regulated and collaborative learning theories for enhanced CALL courses [ABSTRACT FROM AUTHOR]

Background: Deep discussions play an important role in students' online learning. However, researchers have largely focused on engaging students in deep discussions in online asynchronous forums. Few studies have investigated how to promote deep discussion via mobile instant messaging (MIM). Objectives: In this study, we applied learning analytical tools (i.e., KBdeX and word clouds) to enhance students' shared epistemic agency and thereby support their deep discussions in MIM. Methods: Forty Chinese college students participated in this study and reflected on their MIM engagement by participating in the learning analytics (LA)‐augmented meta‐discourse sessions. The study used multiple data analysis methods, including content analysis, statistical analysis, epistemic network analysis and lag sequential analysis. Results: We found that LA engaged students in deep discussions and shared epistemic agency‐related discourse, such as creating shared understanding, creating knowledge objects, and projective and regulative processes. In particular, word clouds engaged students in more complete shared epistemic agency discourse trajectory which started from creating awareness of unknowns, then progressed to setting projective plans and sharing information, and ultimately, creating shared understanding. Moreover, our analysis indicated that epistemic agency discourse moves of creating shared understanding led students to a high level of deep discussion. Implications: This study contributes to research by extending the 'comparison paradigm', which focuses on comparing (a)synchronous forums with MIM, to a 'design paradigm', which mobilises design features from (a)synchronous forums to MIM and using learning analytical tools to engage students in deep online discussions by promoting their epistemic agency. Lay Description: What is known in this subject matter: Supporting students' online deep discussions is important.Prior studies have shown multiple technological and pedagogical strategies to support deep discussions in (a)synchronous discussion forums, but few studies in mobile instant messaging (MIM).MIM is a quasi‐synchronous tool. It is difficult to transform the traditional external scaffolds (i.e., scripts or teachers' facilitation) which promote deep discussions from (a)synchronous forums to MIM. What this paper adds to this: We constructed a design framework which used learning analytical tools‐augmented meta‐discourse to engage students in shared epistemic agency discourse moves to promote their deep discussion in MIM.We conducted multiple types of analyses (content analysis, statistical analysis, epistemic network analysis and lag sequential analysis) on students' WeChat message (a major MIM in China).Results indicated both learning analytical tools helped engage students in shared epistemic agency discourse moves, such as creating shared understanding, creating knowledge objects, projective and regulative, thus, to promote students' deep discussions. Word cloud especially engaged students in more complete shared epistemic agency discourse trajectory. Moreover, analysis results indicated that shared epistemic agency discourse moves of creating shared understanding would lead students to a high level of deep discussions. Implications of study findings for practitioners: Our study provides a feasible way to educational practitioners who want to promote students' deep discussions in their online learning course (both fully online and flipped classroom mode).Knowledge Building Discourse Explorer (KBDeX presents the original analysis results of students' written messages in discussion forums as socio‐cognitive networks.) could be implemented in the classroom. The objective is to encourage students to understand the importance of connecting with peers' ideas in a one‐session implementation period.If time allows, teachers could use word cloud and meta‐discourse to engage students in socio‐metacognitive conversations in class to promote their shared epistemic agency discourse in online discussions. [ABSTRACT FROM AUTHOR]

Background: Research into enhancing the effectiveness of information delivery in asynchronous video lectures remains sparse. This study analyzes the nonverbal teaching behaviours in asynchronous online videos, drawing comparisons between pre‐service and in‐service teachers (ITs). Objectives: This research primarily aims to juxtapose the nonverbal teaching behaviours, such as arm extensions and body orientation, utilized by pre‐service teachers (PTs) and ITs within asynchronous online videos. Methods: Asynchronous video lectures from four pre‐service and four ITs across four diverse subject topics were scrutinized. Leveraging deep learning technology, teachers' poses during their instruction towards a video camera were quantified, with a particular focus on arm stretch range and body orientation in relation to the subject being taught. Results: The findings revealed that PTs were deficient in effectively employing pointing gestures. Their arm stretches and body orientation towards the board were not differentiated across subjects. Conversely, ITs demonstrated subject‐specific variations in their arm extension and body orientation, signalling their effective strategies for knowledge dissemination. Conclusions and Discussion: This study emphasizes the importance of assessing nonverbal teaching behaviours in the development of effective instructional training. It accentuates the need for nonverbal communication and subject‐specific teaching strategy training in PTs. Future investigations could broaden their scope to include larger sample sizes and expanded subject areas to discern more comprehensive trends in nonverbal teaching behaviours. Lay Description: What is already known about this topic: The proliferation of online and distance learning has been largely driven by the widespread utilization of asynchronous video lectures.However, the focus of video analysis regarding teaching practices has predominantly been on in‐class activities. This has resulted in the underdevelopment of methods for delivering knowledge through asynchronous video lectures.Research into enhancing the effectiveness of information delivery within asynchronous video lectures remains sparse. What this paper adds: This study contributes to the development of teaching techniques for asynchronous online lectures through a comparative analysis of nonverbal teaching behaviours between pre‐service and in‐service teachers within asynchronous lecture videos.The findings suggest that pre‐service teachers have a deficiency in knowledge regarding the effective use of demonstrative gestures. Implications for practice and/or policy: Considering the widespread use of asynchronous video lectures – including flipped and blend learning, the training of pre‐school teachers using video analysis is requiredThe creation of a robust metric for developing knowledge delivery methods is feasible and advisable, potentially by leveraging state‐of‐the‐art technology such as deep learning. [ABSTRACT FROM AUTHOR]

Background: Vocabulary learning in a second language (L2) encompasses crucial aspects, including single words and collocations. Research indicates that L2 learners can incidentally learn single words from captioned videos, but less is known about the incidental learning outcomes of collocations, let alone the differences in learning gains for single words and collocations under different captioned conditions, as well as individual differences that may account for such differences. Objectives: This study aimed to fill this gap by comparing the learning gains of single words and collocations while investigating the influence of vocabulary knowledge (VK) and working memory (WM) on the learning results within diverse forms of captioning conditions: full captions, keyword captions, and no captions. Methods: The study involved 129 young Chinese ESL learners who completed vocabulary tests assessing their meaning recall before, immediately after, and 2 weeks after the study, as well as tests for VK and WM. Results and Conclusions: The results showed that full captions are the most efficacious condition for enhancing both single word and collocation learning. The depth of VK, as well as phonological and complex WM, were significant factors in the learning of new language items. Takeaways: Different types of captioning (full or keyword) contribute differently to the learning of various language items. Individual differences in WM and depth of VK among learners should be considered when utilizing captioned videos for language learning. Lay Description: What is already known about this topic: The type of captions employed does influence incidental single word learning.Incidental collocation learning from captioned videos is worth to be investigated due to the essential role of collocation knowledge in L2 development and the limited classroom time.The breadth of prior vocabulary knowledge (VK) does impact the incidental learning of single words across different captioned conditions. However, the findings remain inconclusive.Working memory (WM) plays a vital role in single word learning. However, limited emphasis has been placed on the examination of how WM affects the incidental learning of collocations across various captioning conditions. What this paper adds: Different captioned conditions play different roles in the incidental learning of different language units: single word learning benefits most from full captioning, whereas both full and keyword captioning lead to significant improvements in incidental collocation learning.The depth of VK is a key determinant of both single word and collocation learning from captioned videos, but its impact is greater for collocations.The breadth of VK is more relevant to collocation learning than single word learning.Both phonological and complex WM play an important role in learning both single words and collocations, but their contribution is greater for collocations. Implications for practice and/or policy: L2 policymakers can incorporate short storytelling videos into the EFL curriculum to facilitate vocabulary learning among young learners and ultimately enhance their L2 proficiency.Teachers can strategically design and implement various types of captioned videos (full or keyword) as out‐of‐class extensive viewing activities, targeting different language components such as single words and collocations.Teachers should be mindful of individual differences (e.g., VK and WM) among learners when utilizing captioned videos for language learning, particularly when it comes to incidental collocation learning.Parents are encouraged to include short storytelling videos with captions as part of their children's home entertainment activities. [ABSTRACT FROM AUTHOR]

Background Study: The effects of the flipped classroom (FC) on students' academic performance remain ambiguous, and the use of pre‐class videos may be one of the main factors hindering students' progress. A software package called GeoGebra has been proposed as a substitute for pre‐class videos to aid students' learning. Objective: This study investigates the effect of the FC using GeoGebra (FCG) on mathematical performance and memory among senior secondary students. Methods: One hundred and sixty students of a senior high school in China were selected. A quasi‐experimental design was implemented in which the classes were split into the intervention group (FCG), control group A (FCV) and control group B (TL) by random assignment. Pretest, Post‐test 1 and Post‐test 2 were introduced. Results and Conclusion: The results indicate that both the FCG and the FC with pre‐class videos (FCV) were more effective than traditional lectures in enhancing students' academic test scores, and that the effect of the FCG was comparable to its video counterpart, F(2, 136) = 3.752, ρ = 0.026, η2 = 0.052. Although their effects were similar, the qualitative results revealed some hidden benefits associated with the replacement of pre‐class video with GeoGebra. Furthermore, although they were equally effective in promoting students' performance in the short‐term, the long‐term effects on academic performance of both forms of FC were non‐significant when compared with traditional lectures. Lay Description: What is already known about this topic: Flipped classroom is an effective strategy in teaching mathematics.Among those challenges, video may be one of the main factors hindering the effect of flipped classroom. What this paper adds: GeoGebra could be an effective alternative to video.Effect between the flipped classroom using GeoGebra and the flipped classroom using video were similar.Both the flipped classroom with GeoGebra and the flipped classroom with videos were more effective than traditional lectures. Implications for practice and/or policy: Students' short‐term performance could be enhanced by visualisation provided by flipped classroom.To enhance students' long‐term performance, an appropriate amount of homework is suggested. [ABSTRACT FROM AUTHOR]

Background: Little is known about the effectiveness of instructors when presenting content in videos alone. In recent years, researchers have increasingly begun to explore the effects of instructors' social cues (e.g., eye gaze, body orientation, etc.) on learning. However, previous studies exploring the effects of eye gaze have confounded the role of body orientation, while studies exploring body orientation have confounded the role of eye gaze. Objectives: To explore the role of direct gaze and body orientation in learning with instructional videos, absent an instructional screen, in a less confounded manner. Methods: A total of 63 subjects were presented select concepts regarding schizophrenia. Eye‐tracking technology combined with current theories of parasocial interaction and social agency was used to explore different social cues that affect learning performance. Students were randomly assigned to one of three experimental conditions: frontal body + direct gaze group (FD group), frontal body + no direct gaze group (FND group), and lateral body + no direct gaze group (LND group). Result and Conclusions: Direct gaze facilitated students' immediate retention and transfer scores, reduced learners' extraneous cognitive load, and guided students' attention to the instructor. However, counter to our expectations, parasocial interaction did not affect social cues. Implications: In both online and offline classes, instruction is expected to be enhanced by focusing on the camera to the extent possible, particularly when instructional screens are absent. Lay Description: What is already known about this topic: In recent years, how instructors' social cues (eye gaze, body orientation, gestures, etc.) can improve video learning has aroused widespread concern.Instructors' eye gaze and body orientation can increase society and improve learning in the online learning environment.The empirical research confounds the role of eye gaze and body orientation on video learning when only the instructors are present. What this paper adds: When only the instructor is present in the video, instructor's direct gaze can foster learner's learning outcome in the instructional video.When only the instructor is present in the video, instructor's direct gaze can draw the learner's attention to the instructor's face.When only the instructor is present in the video, instructor's direct gaze can reduce learner's extraneous cognitive load. Implications for practice and/or policy: In online teaching, educators should consider looking at the camera as much as possible, especially when there are no instructional screens. [ABSTRACT FROM AUTHOR]

Background: Digital texts are progressively becoming the medium of learning for students, but research has indicated that students tend to process information more superficially while reading on screen. It is therefore relevant to examine what strategies can support digital text comprehension. Objectives: This study aimed to investigate the effects of highlighting—both learner generated and experimenter provided—when reading digitally. Methods: University students (N = 170) were randomly assigned to the condition of learner‐generated highlighting, experimenter‐provided highlighting, or control. Reading outcomes were measured as literal and inferential text comprehension, transfer of knowledge, and metacognitive calibration of comprehension performance at immediate and delayed post‐tests. Individual differences in prior knowledge, cognitive reflection, and reading self‐efficacy were taken into account. The quality of the information highlighted by students in the condition of active highlighting was also measured. Results: From linear mixed‐effects models, the main effect of condition did not emerge for any of the outcomes. However, an interactive effect of condition and cognitive reflection emerged for literal text comprehension that favoured readers in the condition of experimenter‐provided highlighting with higher ability to resist automatic thinking. Inferential text comprehension, transfer of knowledge, and calibration of performance were only predicted by cognitive reflection or reading self‐efficacy. Finally, the quality of information highlighted significantly contributed to students' literal text comprehension and transfer of knowledge in the learner‐generated highlighting condition. Takeaways: Active highlighting is not effective per se during digital reading. The "amplification" effect of already highlighted text and higher cognitive reflection suggests that readers who are more able to resist automatic thinking may also invest more effort in the task, taking more advantage of the provided support. Even if active highlighting may not be effective per se compared to other reading conditions, what students highlight contributes to literal text comprehension and their learning from text. Lay Description: What is already known about this topic: Reading on a screen to learn new content for academic assignments is a typical learning activity for todays' students.For digital reading students tend to adopt a more superficial approach compared to traditional reading.Reading strategies can help readers to comprehend complex digital texts.Highlighting is a technically simple strategy to use for digital reading, which can at least support the selection of relevant information for text comprehension. What this paper adds: When considering digital reading neither learner‐generated highlighting nor experimenter‐provided highlighting is effective by itself.Experimenter‐provided highlighting is more effective for literal text comprehension than learner‐generated highlighting when combined with readers' ability to cognitively reflect and resist more automatic responses.The individual differences of cognitive reflection and reading self‐efficacy predicted inferential text comprehension and transfer of knowledge.Reading self‐efficacy also predicted readers' metacognitive calibration of comprehension performance (accuracy of self‐judgements of comprehension performance). The implications of study findings for practitioners: The effective use of highlighting for text comprehension probably requires some explicit instruction and practice in learning devices.The potential benefits of either learner‐generated highlighting or experimenter‐provided highlighting should be considered in relation to cognitive and motivational individual differences.It is important to create or refine readers' awareness that the quality of the information they highlight matters as it is associated with their text literal text comprehension and transfer of knowledge. [ABSTRACT FROM AUTHOR]

Background: Augmented reality has been widely applied in various fields, and its benefits in language learning have been increasingly recognized. However, the investigation of effective learning behaviours and processes in augmented reality learning environments, taking into account temporality and analysis of differences in learning behaviours between learning achievements from the perspective of learning strategies, is still a topic that requires further research. Objectives: The goal of this research is to explore effective learning processes in AR language learning environments and learning behavioural patterns of learners with different performance levels via LA taking into account temporality. Methods: We used the learning application designed and developed in previous studies to understand the learning process and behavioural patterns of acquiring Japanese compound verbs with augmented reality. Lag sequential analyses were conducted to analyse the learning behavioural transitions using learning data. Additionally, frequent sequences were analysed using frequent sequence mining to compare the learning behavioural patterns of learners with different learning performances. Results and Conclusions: We investigated the learning process and behavioural patterns and discussed the language learning strategies employed in the augmented reality learning environment. The results indicated that learners primarily performed strategies of performed expressions, recombining, and structured reviewing in AR compound verb learning activities. Furthermore, the results revealed the different types of strategies applied by different learning performance learners, whereby the low group learners used the least variety of strategies, and the middle and high group learners employed repeating and deductive reasoning strategies that were not followed by the low group. Lay Description: What is already known about this topic: The development of information and communication technologies have made augmented reality (AR) technology gradually known and applied.The use of AR is increasingly gaining attention in language learning owing to advantages of increasing motivation and satisfaction, learning performance of language skills and improving interaction among materials, learners and teachers.Learning Analytics (LA) plays a key role in analysing learning data.LA studies in language learning are almost always used to monitor data such as attendance and amount of learned vocabulary. What this paper adds: Employing temporal LA techniques of lag sequential analysis and frequent sequence mining to investigate learners' behavioural patterns and processes.Learning behavioural patterns in AR learning environments were discussed from the perspective of language learning strategies.The three main learning behavioural patterns of analysing expressions, recombining, and structured reviewing in the learning process were confirmed.High performance level learners used the greatest variety of learning strategies. Implications: A new category of language learning strategies under technology‐enhanced language learning is required.Different learning strategies should be instructed for the learner's performance in the AR learning environment.Based on a full understanding of the role of AR system features, it is crucial to conduct instructional designs for language learning using language learning strategies. [ABSTRACT FROM AUTHOR]

Background: Mobile‐assisted language learning (MALL) has long been advocated to promote students' language study outcomes. However, little is known about how using instant messaging applications (an example of MALL) affect student motivation, language anxiety, and actual achievement. Objectives: To help close this gap, we have conducted a quasi‐experimental study, in which we have used self‐determination theory to test a mediational process model, in an effort to understand the psychological mechanisms that underlie the effect of instant messaging applications on student outcomes. Methods: Two groups of Saudi undergraduate students (N = 447) were recruited to participate in the study. Participants under the experimental condition were invited to engage in language‐related tasks with their teacher outside of class through the WhatsApp application, whereas participants under the control condition received standard teaching. We applied partial least square structural equation modelling (PLS‐SEM) to test our model. Results and Conclusions: The results of the PLS‐SEM showed that the total effects of using instant messaging applications on autonomous motivation and L2 achievement were significant but that language anxiety was influenced only indirectly and negatively through language achievement. Also, the PLS‐SEM showed that our results have strong predcitive power indicating support for external validity. Implications: Our results show that instant messaging applications can be used to facilitate interest and achievement and to decrease anxiety. Furthermore, we are contributing to L2 methodological literature by using applications of PLS‐SEM in experimental designs that can help researchers and practitioners of motivational processes. Lay Description: What is already known about this topic: Using WhatsApp and more broadly instant messaging applications are conceived to be motivating in language teaching contextStudies indicate students are inclined toward using these applications in language learningResearch shows that using WhatsApp is easy to apply for language teaching purposes What this paper adds: The study examined the effect of using WhatsApp on language learners' motivation, achievement, and language anxietyA pre‐ and post‐test approach with experimental and control condition has been used to evaluate the effect more accuratelyThe study employs Self‐determination Theory as a theoretical framework for testing a motivational process modelResults show that using WhatsApp predicted the outcomes directly and indirectly Implications for practice and/or policy: WhatsApp can significantly encourage university students to better learning of the language skills especially in times where face‐to‐face communication is limitedWhatsApp is conditioned by the guidance of instructors, their ongoing formative and summative assessmentWhatsApp appears to allow students enjoy their learning process due to the opportunities for collaborative work and constant exchange of content [ABSTRACT FROM AUTHOR]

Background: The coronavirus pandemic has affected education worldwide. Estonian schools moved to distance learning on March 16. Objectives: This paper outlines the stages of unexpected and temporary changes affecting different stakeholders based on activity and content of the messages in the Facebook group 'Homeschooling with technology'. Also the applicability of the concerns‐based adoption model was explored to explain these changes. Methods: The investigated timespan includes the week before the emergency situation and the weeks of the school term and school holidays during the emergency situation, with 52 days in total, divided into seven periods. The 872 messages were coded by two researchers and changes were examined. Results and Conclusions: Four stages were identified, from low exposure and involvement with the change to focusing on collaboration and skipping the consequence stage. Furthermore, the new changes in the educational system might focus people again on personal concerns. Implications: The results help capture the changes in teaching and learning situation caused by the coronavirus pandemic in order to learn from these changes and be prepared for such situations in the future. Lay Description: What is already known about this topicIn the emergency situation, even well‐experienced teachers were not sure what and how to teach.There are several models and there are different models on handling the changes in education.Concerns‐based adoption model (CBAM) looks at how change affects people.Emotions have changed from negative to neutral in social media during school closures What this paper addsPrevious studies have been based mostly on surveys, but this paper adds an in‐depth analysis of messages from social media.Four stages describing how changes affect people have identified.New changes brought back personal concerns and no impact concerns raised.CBAM model is applicable in explaining unexpected temporary changes Implications for practice and/or policyIn teacher training, curricula courses about distance learning methodologies and tools should be added.National guidelines about the management of distance learning situations should be prepared. [ABSTRACT FROM AUTHOR]

Background: The conventional classroom does not seem to adequately address the gender disparity in technology education. This could negatively affect the contributions of the female gender to national development. There was a need to advance a setting that enhances the participation of women in technology education. Aims: This study evaluated desktop Virtual Reality (VR) to know whether it enhances equal academic achievement and learning interests of female and male students. Materials and Methods: A toss of a coin was used to divide the six universities into two major groups; three universities were taught with ElectricVlab, while the other three universities were taught in the conventional classroom. Each of the six intact classes sat in clusters of five students and the whole class was taught the construction of an audio amplifier together using a demonstration method of teaching. A Vocational Interest scale and a researcher‐made achievement test with reliability coefficient=0.89 were used for data collection. Two‐way Analysis of Covariance (ANCOVA) was used to analyse means and test hypotheses at a 0.05 level of significance. Results: The study found no significant difference between the mean achievement and interests of female and male students in the VR group. There was a significant interaction effect between gender and teaching environment. This study predicts that VR could bring women up to the same level of interest and achievement as men, but conventional classroom methods could not. Conclusions: Curriculum planners should consider piloting virtual reality to enhance gender‐fair education, as it shows initial promise in the teaching of electronic technology education. Virtual reality for teaching and learning can be a part of postgraduate studies in universities, especially in academic fields where virtual reality has been found effective. This study may guide other studies and add to available literature. Lay Description: What is already known about this topic?: Enrolment of females in electronics technology education has been lower than that of males.Academic achievement of females in electronics technology education was lower than their male counterparts.Virtual reality has been used to improve teaching and learning in some educational fields, but it was not effective in some other fields.Some researchers used virtual reality to augment inadequate learning facilities.The evaluation of educational virtual reality applications might have primarily focused on the usability of the apps instead of learning outcomes.Gender gaps in human capital development are well‐documented, but it seems more evidence is required on how best to close those gaps. What this paper adds?: Suggest a potential learning environment for reducing the gender disparity in the achievement and interest of electronics technology students.Further contributions to the area of a learning environment in the teaching and learning process.This may be a piece of additional research‐based evidence on how best to close gender disparity in technology education.A virtual reality learning environment might bring female students up to the same levels of academic achievement as men, but the conventional classroom setting cannot.There could be a significant interaction effect between gender and the learning environment in the teaching and learning of electronic technology education. Implications for practice and/or policy: Curriculum planners might consider piloting virtual reality for reducing gender imbalance and enhancing gender‐fair technology education, as it shows initial promise in the teaching of electronic technology education.Virtual reality may be adopted to augment learning facilities in electronic technology education in universities, especially in laboratory practices.Budgets for funding universities could include resources for virtual reality equipment.The use of virtual reality for teaching and learning can be a part of postgraduate studies in universities, especially in academic fields where virtual reality has been found effective and competence in VR should be considered for the employment of technology education lecturers and support staff in higher institutions.This study may guide other studies and add to the available literature. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates the effectiveness of the segmentation principle from the cognitive theory of multimedia learning as well as the effectiveness of the generative learning strategy of summarization in immersive virtual reality (IVR) within a sample of preadolescents. Although previous research has supported the effectiveness of these instructional methods in multimedia learning, it remains unclear whether segmentation, summarization or the combination of both are superior to a stand‐alone IVR lesson in facilitating learning. Methods: To address this gap, 190 sixth to seventh grade students learned about the human body in an IVR lesson. Students were randomly assigned to one of four experimental conditions: (a) an IVR lesson divided into four segments (segmentation condition); (b) an IVR lesson, where students summarized after the entire lesson (summarizing condition); (c) an IVR lesson presented in four segments, where students summarized after each segment (combined condition); and (d) an IVR lesson without any manipulation (control condition). Results: Results indicated that, compared to the control condition, adding segmentation or summarization to an IVR lesson leads to better transfer, but not to acquiring more factual knowledge. Combining the two methods did not improve learning. Conclusion: The findings support the evidence that choosing appropriate instructional methods for IVR lessons can foster transfer. Lay Description: What is currently known about the subject matter: The use of immersive virtual reality (IVR) in classroom settings is increasing rapidlyThere are mixed results related to the efficiency of using IVR for learning facts and conceptsFew studies have investigated if efficient instructional design guidelines generalize to IVRFew studies have investigated the efficiency of IVR within a children sample What their paper adds: A class‐room investigation of the value of using different instructional design methods for designing IVR lessons within a children sampleResults indicated that, compared to the control condition, adding segmentation or summarization to an IVR lesson leads to better transferAdding segmentation or summarization did not lead to more factual knowledge Implications of study findings for practitioners: Choosing appropriate instructional methods for IVR lessons can foster transferStudents profit most from IVR lessons when they are given opportunities for refection during or following the immersive experience [ABSTRACT FROM AUTHOR]

Background: Learning to use software using screencast videos with worked examples in the corresponding practice files presents a classic split‐attention problem that requires learners to mentally integrate information from the video with a target application. While there is evidence that splitting attention either temporally or spatially adversely impacts learning, it is unclear if there is a meaningful difference in the load imposed by splitting attention in different ways. Furthermore, while much is known about effective screencast design, little is known about how learning environment features, such as the monitor configuration, influence learning from this form of instruction. Objective: An experiment was conducted with 42 novice learners to compare the effects of two common monitor configurations that divided attention differently on three physiological measures of cognitive load. Methods: Effects due to the monitor setup were assessed using a 2 × 2 study design that controlled for task order and working memory capacity. In one condition, subjects split attention temporally by toggling back and forth between the video and target application on one monitor. In contrast, the other condition required subjects to split attention spatially by shifting their gaze between the video and target application displayed on two side‐by‐side monitors. Results and Conclusions: Results indicated that cognitive load as measured through task‐evoked pupil response was significantly higher, p < 0.05, for groups with two monitors during both instruction and testing, even after controlling for working memory capacity. Lay Description: What is currently known about the subject matter: Splitting attention between information sources negatively impacts learningInstructional media that splits attention temporally or spatially increases cognitive loadEnvironmental factors such as monitor configuration also contribute to cognitive loadPrior research suggests integrating the mutually referring information sources What the paper adds: Compares cognitive load in two monitor configurations designed to split attention differently – temporally and spatiallyCognitive load increased when attention was split spatially across two monitors during an encoding phaseCognitive load also increased when attention was split spatially across two monitors during a retrieval phaseWorking memory capacity did not explain variances in cognitive load Implications for practice: To reduce cognitive load, learners should consider working on one monitor while engaging with screencast software tutorials and the related practice filesFocus on studying worked examples in the video before attempting to replicate them in the practice filesWhen designing instructional videos, structure opportunities to practice closest to the point where they are taught in the video to avoid added cognitive load [ABSTRACT FROM AUTHOR]

Background: It is crucial to use innovative tools to gain clinical reasoning skills through experiential learning in pharmacy education, and one of the most effective tools used in this is virtual reality. However, the lack of research that empirically demonstrates the instructional principles of virtual environment design, especially in the clinical setting, has resulted in a significant gap in the current literature. Aim: In this study, it was aimed to determine the instructional design principles of a virtual environment for the clinical pharmacy. Method: The study was conducted as a design‐based research. The data of the study related to three components of the developed virtual reality environment in pharmacy education (VRPE). These components, scenario development interface‐scenario development interface, virtual environment, and scenario, were collected through interviews, observation, document review, and a system usability scale. Instructional design principles for the VRPE were determined through analysis of the collected data. Results: The prominent instructional design principles of the VRPE were revealed as immersion, interaction, diversity, flow, aesthetics‐ergonomic‐universal design, informing, and retest availability. The significance of the study was the adoption of a holistic perspective in the design of a virtual reality environment for pharmacy education. In addition, one of the most critical features of the study was eliminating the expertise barrier in virtual environment design. Thus, it was concluded that the VRPE is an extraordinary tool that can be used for pharmacy education to promote experiential learning. Lay Description: What is already known about this topic: Enrichment of pharmacy education with innovative practices and educational technologies is encouraged.Theories to guide research and application development regarding virtual environment design are lacking.Features such as immersion, interaction and flow in virtual environment design have been studied in various studies. What this paper adds: The research brings a holistic perspective on the design of virtual environments in pharmacy education.The research removes the barrier of expertise in virtual environment design with the scenario development interface.The results expand the literature by revealing instructional design principles on the issues to be considered in virtual environment design. The implications of study findings for practitioners: Further studies on context‐specific design of multi‐user virtual environments and the factors and design principles required could be conducted.Future studies should explore the skills (e.g., cognitive, and affective) that would be developed by these design principles.The impact of virtual reality on professional life or whether the design principles are valid for these domains could be determined. [ABSTRACT FROM AUTHOR]

Background: Video lectures which include the instructor's presence are becoming increasingly popular. Presenting a real human does, however, entail higher financial and time costs in making videos, and one innovative approach to reduce costs has been to generate a virtual speaking instructor. Objectives: The current study examined whether the use of a virtual instructor in video lectures would facilitate learning as well as a human instructor, and whether manipulating the virtual instructor's characteristics (i.e., voice and appearance) might optimize the effectiveness of the virtual instructor. Methods: Our study set four conditions. In the control condition, students watched a human instructor. In the experiment conditions, students watched one of (a) a virtual instructor which used the human instructor's voice and an AI image, (b) a virtual instructor which spoke in an AI voice with an AI image made to speak using text‐to‐speech and lip synthesis techniques, or (c) a virtual instructor with used an AI voice and an AI likable‐image of an instructor. Results and Conclusions: The AI likable instructor condition had a significant positive effect on students' learning performance and motivation, without decreasing the attention students paid to the learning materials. Implications: Our findings suggest that instructional video designers can make use of AI voices and AI images of likable humans as instructors to motivate students and enhance their learning performance. Lay Description: What is already known about this topic: Video lectures which include the instructor's presence are becoming increasingly popular.Presenting a virtual instructor (i.e., a pedagogical agent) in video lectures has been shown to reduce costs of video production, both financially and in terms of time. What this paper adds: An AI‐generated voice and an AI‐generated image facilitated more students' transfer performance than a human instructor.The AI likable instructor condition had a significant positive effect on students' learning performance and motivation, without decreasing the attention students paid to the learning materials. Implications for practice and/or policy: We encourage instructional designers to use AI‐generated voices and AI‐generated images connected to a virtual instructor instead of a human instructor in video lectures.We encourage instructional designers to use likable human images (as defined by the students themselves) as a way to motivate students more and enhance their learning performance. [ABSTRACT FROM AUTHOR]

Background: Eye movement modelling examples (EMME) are demonstrations in which learners' not only see a model's (e.g., a teacher's) task performance on a computer screen (as in regular video examples) but also the model's eye movements (represented as moving coloured dots overlaid on the screen). Thereby EMME help guide learners' attention towards the relevant information and can model cognitive strategies which are otherwise unobservable for learners. Objectives: This study investigated whether EMME can help to learn deductive reasoning strategies and how the presence/absence of a teacher's verbal explanation affects learning from EMME. Methods: Secondary education students (N = 137) were randomly assigned to study video examples under one of four conditions in a 2 (EMME: yes/no) x 2 (verbal explanations: yes/no) between‐subjects design. Results and Conclusions: Results revealed only a beneficial effect of the presence of verbal explanations on performance on the practice problems, but no pretest‐to‐posttest learning gains. Implications: Seeing the teacher's eye movements does not appear to enhance learning of deductive reasoning. The presence/absence of the teacher's verbal explanation does not seem to affect learning deductive reasoning. Lay Description: What is currently known about the subject matter?: Eye movement modelling examples (EMME) are demonstrations in which learners not only see a teacher's task execution on a computer screen (as in video examples) but also the teacher's eye movements.The eye movements in EMME were visualized as moving coloured dots overlaid on the screen recording.EMME help direct attention to relevant information and enhance learning; it is not yet known if this also applies to reasoning problems.It is unknown if and how presence/absence of a teacher's verbal explanation affects learning from EMME. What our paper adds to this?: Secondary education students watched EMME or regular video examples with/without a teacher's verbal explanation.The examples demonstrated how to solve deductive reasoning problems (adapted version of the Mastermind game).Performance and learning gains were examined and revealed no differences between conditions. The implications of study findings for practitioners: Seeing the teacher's eye movements does not appear to enhance learning of deductive reasoning.The presence/absence of the teacher's verbal explanation does not seem to affect learning deductive reasoning. [ABSTRACT FROM AUTHOR]

Background: Morphological awareness (MA) is the awareness and ability to manipulate morphemes, the smallest units of meaning in a language. It is identified as a strong cognitive precursor of word reading and reading comprehension. The current MA instructions are limited to classroom settings and delivered by teachers or experimenters. Few studies have included technology and its novel features to deliver MA instructions. Objectives: This study proposes a gamified learning approach embedded with self‐regulated learning support for MA learning and examines its effects on improving English reading performance and intrinsic motivation among junior secondary grade students who learn English as a foreign language. Methods: This study adopted a randomized controlled trial design. Participants (N = 104) were randomly assigned into one of three conditions: self‐regulated gamified programme, gamified programme, or non‐gamified programme. Students received 16 sessions of instructions (30 min/session) and were evaluated on reading abilities (i.e., MA, word reading and reading comprehension) and intrinsic motivation before and after the programme implementation. Results and conclusions: Results from repeated measures ANOVA and follow‐up ANCOVA showed that while the two gamified groups demonstrated greater improvement in MA (i.e., near transfer effect) and intrinsic motivation than non‐gamified group, only the self‐regulated gamified group showed more gains in multisyllabic word reading (i.e., far transfer effect) than non‐gamified group. There was no significant time X group interaction effect on reading comprehension. Implications: Taken together, this research suggests gamification leads to better morphology learning and increases students' intrinsic motivation. The incorporation of self‐regulated learning in gamification is recommended to achieve the far transfer effect on multisyllabic word reading. Lay Description: What is already known about this topic: Morphological awareness is an important reading‐related skill that predicts students' word reading and reading comprehension. However, existing morphological awareness instructions are mostly delivered by teachers or experimenters.Gamification, which is emerging as an effective approach that enhances learning and motivation, has not yet been widely applied to improve students' reading‐related skills, such as morphological awareness.Gamification is usually implemented in online learning environments where students' self‐regulated learning critically affects their online learning performance. However, few studies have provided self‐regulated learning support in a gamified learning environment. What this paper adds: We proposed a self‐regulated gamified approach specifically targeting morphological awareness and compared its effectiveness with gamified learning and non‐gamified learning.The two gamified groups led to significant gain in students' morphological awareness and intrinsic motivation than the non‐gamified group.Only the self‐regulated gamified group led to significant gain in multisyllabic word reading than the non‐gamified group. Implications for practice and/or policy: The self‐regulated gamified approach represents an effective way for learning morphological awareness. [ABSTRACT FROM AUTHOR]

Background: In view of the widespread use of digital technologies in English as a foreign language (EFL) learning and the importance of students' approaches to learning (SAL) and digital competence, as well as the threats of technostress in digital settings, digital EFL learning requires a critical examination. Objectives: This study sought to investigate the interrelationships among of SAL, students' digital competence, and the emerging technostress in digital learning of EFL. Methods: Survey and EFL test data of 477 university students taking EFL courses were collected. Partial least square structural equation modelling and cluster analysis were employed to analyze these data. Results and Conclusions: The results indicate that a surface approach to learning was significantly positively associated with technostress while negatively associated with digital competence. The deep and organized learning approaches positively predicted digital competence, which further negatively predicted technostress and burnout in digital learning of EFL. Technostress was found to be positively related to exhaustion and cynicism, with cynicism being negatively related to EFL learning outcomes. The cluster analysis identified three clusters of EFL learners and revealed that, overall, high scores in the deep and organized approaches to learning were generally aligned with strong digital competence, low technostress, low burnout, and high EFL learning outcomes. Takeaways: The findings of this study carry important implications for practitioners of EFL learning and teaching in the design of strategies, pedagogies, and EFL learning technologies that improve EFL learning in digital settings while maintaining learners' wellbeing. Lay Description: What is already known about this topic?: Computer‐assisted language learning (CALL) is often perceived as rote learning through a surface approach such as memorization and repetition.Technostress may arise if learners cannot manage their approaches to digital learning properly, but has rarely been studied in CALL.Digital competence enables learners to leverage digital technologies for maximal learning prospects. However, little is known whether and how students' approaches to learning are related to digital competence in CALL. What this paper adds?: A surface approach to CALL was significantly positively related to technostress while negatively related to digital competence.The deep and organized learning approaches positively predicted digital competence.Digital competence negatively predicted technostress and burnout in CALL.High scores in the deep and organized approaches to learning were generally aligned with strong digital competence, low technostress, low burnout, and high CALL outcomes. Implications for practitioners: Authentic and safe CALL environments should be created for students to flourish.Deep and organized approaches to CALL are conducive to digital competence and help reduce technostress. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Multiple external representations (MERs) play an important role in the learning field of mathematics. Whereas the cognitive theory of multimedia learning and the integrative text and picture comprehension model assume that the heterogeneous combination of symbolic and analogous representations fosters learning; the design, functions, and tasks framework holds that learning benefits depend on the specific functions of MERs. The current paper describes a conceptual replication study of one of the few studies comparing single representations, heterogeneous, and homogeneous MERs in the context of mathematics learning. In a balanced incomplete block design, the participants were provided single representations (a graphic, text, or formula) or a heterogeneous (e.g., text + graphic) or homogeneous (text + formula) combination of these to solve linear system of equations problems. In accordance with previous research, performance was superior in conditions providing MERs compared to single‐representation conditions. Moreover, heterogeneous MERs led to time savings over homogeneous MERs which triggered an increase in cognitive load. Contrary to previous research, text was the least fixated representation whereas the graphical representation proved to be most beneficial. With regard to practical implications, experts should be fostered through more challenging homogeneous MERs whereas novices should be supported through the accessible graphic contained in heterogeneous MERs. Lay Description: What is already known about this topic: Providing multiple instead of single representations can foster mathematics learning.However, some combinations of representations hamper the performance of novice learners.The classical multimedia view explains the positive effect of combining text with picture.Recent research suggests the combination of multiple symbolic representations (text and formula). What this paper adds: The study replicated the effect of multiple symbolic representations for equation solving.In contrast to former research, each representation (text, formula, and graphic) was functionally equivalent.Tasks with differently coded representations were solved faster and with less mental effort.Gaze behavior indicated that students mostly used the graphical representation. Implications for practice and/or policy: Beginners should be supported with a graphic when solving equations.Experts should be challenged with a combination of symbolic representations to benefit the most. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Performance monitoring plays a key role in self‐regulated learning, but is difficult, especially for complex visual tasks such as navigational map reading. Gaze displays (i.e. visualizations of participants' eye movements during a task) might serve as feedback to improve students' performance monitoring. Objectives: We hypothesized that participants who review their performance based on screen recordings that also display their gaze would have a higher monitoring accuracy and increase in post‐test performance and would remember more executed actions than participants who review based on a screen recording only (i.e. control condition). Methods: Sixty‐four higher education students were randomly assigned to a gaze‐display or control condition. After watching an instruction video, they practiced five navigational map‐reading tasks and then reviewed their performance while thinking aloud, either prompted by a screen recording with gaze display or a screen recording only. Before and after reviewing, participants estimated the number of correctly solved tasks and finally made a five‐item post‐test. Results and conclusions: Analyses with frequentist and Bayesian statistics showed that gaze displays did not improve monitoring accuracy (i.e. estimated minus actual performance), post‐test performance, or the number of reported actions. It is concluded that scanpath gaze displays do not provide useful cues to improve monitoring accuracy in this task. Takeaways: Gaze displays are a promising tool for education, but scanpath gaze displays did not help to enhance monitoring accuracy in a navigational map‐reading task. Lay description: What is currently known?: Monitoring performance is central in self‐regulated learning.Monitoring is often difficult for learners, in particular in complex visual tasks.Gaze displays visualize viewing behaviour that was measured with eye tracking.Gaze displays can improve task performance, but effects on monitoring are unknown. What does the paper add?: We expected gaze displays to help learners to monitor their performance on a map‐reading task.However, dynamic gaze displays did not help to improve monitoring accuracy in this study.Further research should investigate whether other types of gaze displays improve monitoring. Implications for practitioners: Eye tracking provides promising ways to support monitoring and learning.However, not all forms of using gaze displays enhance monitoring or learning.The specific implementation of gaze displays might matter. [ABSTRACT FROM AUTHOR]

Background: Continuous advances in mobile and multimedia technologies have increased interest in the use of e‐books in educational settings. Objectives: The current study investigated how the e‐book technology and different types of feedback influenced the learning, motivation, and cognitive load of students within the differentiation unit of mathematics class. Methods: Participants targeted for this study consisted of 125 first‐year students randomly assigned into one of four experimental conditions formed by a 2 (interactive e‐book vs. static PDF book) x 2 (simple feedback vs. video feedback) factorial design. Results and Conclusions: The findings showed that there is a significant main interaction effect between the use of interactive e‐book and video feedback when students' achievement scores are measured. While no interaction effects on intrinsic motivation between the type of e‐book and type of feedback were found, the findings revealed interactive e‐book and video feedback separately increased intrinsic motivation. With regard to cognitive load, the results revealed that the use of interactive e‐book that delivered video feedback significantly reduced students' extraneous and intrinsic cognitive load. Lay Description: What is already known about this topic: The e‐books have begun to be utilized in schools and homes all around the world for the last two decades.The literature suggested that the e‐book use support students' learning performance.There is little knowledge about the effects of the interactive e‐books based on effective educational theories. What this paper adds: We investigated the impacts of the e‐book technology and type of feedback on the learning, motivation, and cognitive load of students within a multimedia‐learning environmentLecture videos, question solution videos, and interactive problem‐solving applications were designed and imported into the e‐book.Video feedback applications were designed and imported into the e‐book Implications for practice and/or policy: The students generally believe that video feedback is more beneficial and more useful for their understanding of the topicThe results suggest that students believe that interactive e‐book activities are valuable for them.The findings will contribute to understanding the cognitive and motivational influences of incorporating the interactive e‐book and video feedback into lessons, individually or together. What are the 1 or 2 major takeaways from the study?: According to these results, it can be said that the interactive e‐book, when combined with video feedback, is an effective way both supporting learning achievement and also fostering students' intrinsic motivation. In addition, such a combination can contribute to the creation of one's own knowledge by reducing the load on the limited cognitive capacity of the individual.The implications of the educational practice are discussed, and the direction of future studies in this field are also addressed. [ABSTRACT FROM AUTHOR]

Given the widespread use of touch screen devices, the effect of the users' fingers on information processing and learning is of growing interest. The present study drew on cognitive load theory and embodied cognition perspectives to investigate the effects of pointing and tracing gestures on the surface of a multimedia learning instruction. Learning performance, cognitive load and visual attention were examined in a one‐factorial experimental design with the between‐subject factor pointing and tracing gestures. The pointing and tracing group were instructed to use their fingers during the learning phase to make connections between corresponding text and picture information, whereas the control group was instructed not to use their hands for learning. The results showed a beneficial effect of pointing and tracing gestures on learning performance, a significant shift in visual attention and deeper processing of information by the pointing and tracing group, but no effect on subjective ratings of cognitive load. Implications for future research and practice are discussed. Lay Description: What is currently known about the subject matter? Pointing and tracing gestures enhance learning with multimediaThe effect is true for paper based and digital learning instructionsLess is known about the cause of this effect with regard to complex learningDifferent theoretical explanations are currently discussed What our paper adds to this A detailed analysis of the effect using eye‐tracking and touch screen dataEvidence that the effect of pointing and tracing is mediated by eye‐movementsRelevant information concerning the discussion about theoretical explanations The implications of study findings for practitioners Pointing and tracing gestures can guide the learners' visual focus of attentionPointing and tracing gestures can increase the learners' visual attentionPointing and tracing gestures foster information processing when learning with multimediaLearners can or even should use pointing and tracing gestures to support learning [ABSTRACT FROM AUTHOR]

Background: This study is the first to address the topic of schematic versus realistic dynamic visualization with particular focus on the human movement effect (HME) when the content to be learned takes the form of a computer algorithm. An AlgoRythmics dance choreography illustration (HM‐realistic) was compared with an abstract computer animation (schematic). Previous research in the field of dynamic visualizations found schematic illustrations to be more effective, but the examined realistic representations did not include HME. Objectives: The objective of this study was to explore the process of comprehension of computer algorithms from these two types of representations (abstract animation vs. dance choreography illustration). Methods: The experiment (pre‐test, study phase, post‐test) involved 84 undergraduate students and included the following conditions (2 × 2 between‐participants‐design): HM‐realistic → HM‐realistic, schematic → schematic, HM‐realistic → schematic, schematic → HM‐realistic. Results and Conclusions: The results reveal that: (i) the group of participants who saw the dance choreography twice outperformed those who saw the computer animation twice; (ii) dance choreography illustration is only beneficial if it is presented as the second visualization. These findings are apparently contrary to the conclusions of some relevant previous research in the field, but they are in line with recent results regarding the HME. Takeaways: Realistic dynamic visualizations can be more effective than schematic ones if they involve human movement. To benefit maximally from realistic visualization, students need to have previously viewed it or to have previously viewed the isomorphic schematic presentation of it. Lay Description: What is already known about this topic: Studies that researched whether animation aids learners' understanding of dynamic phenomena have reported mixed results.When human movement is used to illustrate the learning content, dynamic visualizations have consistently proven to be superior to static visualizations.Various studies have explored dynamic visualizations under different combinations of schematic and/or realistic representations. Participants who were exposed exclusively to realistic animations exhibited significantly lower performance compared to their counterparts in the other conditions. What this paper adds: Realistic dynamic visualizations can be more effective than schematic ones if they involve human movement.This result is apparently contrary to the conclusions of some relevant previous research in the field of schematic versus realistic dynamic visualizations, but it is in line with recent findings regarding the so‐called human movement effect.To benefit maximally from realistic visualization, students need to have previously viewed it or to have previously viewed the isomorphic schematic presentation of it. Implications for practice and/or policy: The study provides a new insight into the research field of dynamic visualizations and valuable guidelines for instructional design. [ABSTRACT FROM AUTHOR]