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Background: Learning‐by‐teaching is a generative learning strategy in which students are told they will have to teach what they are learning to others. Although learning‐by‐teaching has been shown to be effective in some cases, few studies have established guidelines for how to optimize the benefits of learning‐by‐teaching as a generative learning strategy from a social presence perspective. Objectives: This study seeks to clarify the learning‐by‐teaching hypothesis and to pinpoint the optimal level of social presence during learning‐by‐teaching that is most conducive to learning. Methods: In Experiment 1, college students received a lesson with instructions that afterwards they would explain the material to others by making a video, explain the material aloud to themselves, or restudy the material. In Experiment 2, college students viewed a multimedia lesson with instructions that afterwards they would explain the materials by making a video, explain to an onscreen student, or explain to a student in person. Results and Conclusions: Teaching by making a video was better than restudying, self‐explaining, and teaching face‐to‐face or online. Teaching quality was better in video teaching than self‐explaining and face‐to‐face or online teaching. Teaching by making a video is ideal because it primes generative processing while minimizing extraneous processing. Implications: This study is the first to manipulate different levels of social presence of oral teaching to determine the optimal form of learning‐by‐teaching, which preliminarily clarifies generative learning and social presence theory and has implications for both empirical and theoretical research. Lay Description: What is already known about this topic: Learning‐by‐teaching is a generative learning strategy in which learners are told they will explain the material in the lesson to others after the lesson.Although learning‐by‐teaching has been shown to be effective in some cases, few studies have established guidelines for how to optimize the benefits of learning‐by‐teaching as a generative learning strategy from a social presence perspective. What this paper adds: Teaching by making a video was better than restudying, self‐explaining, and teaching face‐to‐face or online.Teaching quality was better in video teaching than self‐explaining and face‐to‐face or online teaching.Making a video creates suitable and lower social presence but more generative processing.This work shows the importance of balancing the positive effects of a moderate amount of social presence as a motivator with the potential negative effects of too much social presence as a distractor. Implications for practice and/or policy: Instructors should encourage students to record an instructional video explaining what they learned from a lesson. This serves as a generative learning activity that is more effective than self‐explaining or restudying the materials.The sense of social presence during teaching activities should not be too high. Thus, asking students to teach face‐to‐face is not a recommended approach.Instructors should set an appropriate level of social presence and take care to avoid adding extraneous distractions when implementing learning‐by‐teaching to help students achieve an optimal learning performance. [ABSTRACT FROM AUTHOR]

Background: The present study analyses the design of programming literacy in the sixth grade of Primary Education, starting from the use of simple activities with visual block‐based programming, through Scratch, and progressively linking difficulty to the use of the Unity engine, and the C# language, with simple activities identical to those created in Scratch. Objectives: This research aims to evaluate future teachers' abilities and attitudes regarding programming and its educational possibilities. We intend to evaluate the viability of a teaching proposal that combines a visual block‐based programming environment and a more advanced one, based on C#. Method: In the settings of two public Spanish universities, we analyse the possibilities in the training of future teachers who are studying for a degree in Primary Education Teaching and a degree in Pedagogy. Based on a test and three scales, descriptive data and statistical inference are detailed through a quasi‐experimental design with a Student's t‐test in the first dimension, and a Wilcoxon test in the second dimension. Results: The participants improved their performance and attitudes towards programming with the intervention of the study in the use of coding. Conclusions: It can be concluded that coding is essential in teacher training, and that a greater presence of programming training in higher education is essential. The benefits are visible in the pedagogical approach of coding related to creativity, innovation, motivation, an active approach and interest, highlighting the fact that the implementation of visual block‐based programming by blocks and engines is feasible in Elementary Education. The training proposal—provided by appropriate progression, selection, and sequencing of content—fosters basic and practical teacher training, and this can be defined as an apt training solution. Lay Description: What is already known about this topic: Visual Programming Language (Scratch) provides benefits in educational contextsEducational Technology in classroom provides motivation and encouragement.Active methods and interactions are interesting and beneficial to elementary school students What this paper adds: Visual programming and game engine are feasible in Elementary Education, detailing significant improvements regarding academic outcomesWe found benefits in this pedagogical approach related to creativity, innovation, motivation, active approach and interest. Implications for practice and/or policy: Due to the benefits and positive results obtained in this research it is recommended to implement Visual Programming LanguageWe recommend the introduction to engine in educational settings in 6th grade in primary education though a cross‐curricular implementation.We recommend to apply an active approach, innovation, and learning computational concepts. [ABSTRACT FROM AUTHOR]

The overarching goal of this research project is to develop a set of theoretical and empirical based design principles to support student engagement in flipped mathematics learning. We used a design‐based research approach in which a series of studies was conducted in a secondary school. First, an analysis of practical problems was performed via exploratory studies (Studies 1A and 1B), randomized experiments (Studies 2A and 2B), and a literature review (Study 3). Second, a basic flipped lesson prototype was developed based on our empirical findings and relevant theoretical work of student engagement and self‐determination theory. Third, we refined and evaluated our practice with two empirical studies (Studies 4 and 5). Finally, we reflected on each stage of our research project to produce a set of design principles for future practice. This study thus contributes to our knowledge of methods to support student engagement in flipped mathematics learning. Lay Description: What is already known about this topic: Flipped learning can increase student achievement in mathematics education.After flipping, studies reported non‐significant or even negative results in terms of student engagement.Little work has been done to support student engagement in flipped learning. What this paper adds: This study investigated methods to support student engagement in flipped mathematics learning.A 2‐year design‐based research was conducted consisting of a series of five studies.Theoretical work of student engagement and self‐determination theory were drawn. Implications for practice and/or policy: The use of group competitions increased student engagement in flipped mathematics learning.Peer interaction inside the classroom fostered students' cognitive engagement.Design principles are proposed to support student engagement in future practice.The principles cover five major instructional activities of flipped learning. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the effect of students' flipped learning readiness (FLR) on engagement, programming self‐efficacy, attitude towards programming, and interaction intensity in the information and technology classrooms where programming is taught with the flipped classroom (FC) model. The study group of this research, which is designed by the relational screening method, consists of 371 students studying in middle school. Structural equation model was used for the data analysis. The results of the study revealed that FLR and its indicators in the programming teaching conducted with the FC model are significant predictors of engagement, attitude, programming self‐efficacy, and interaction intensity. FLR is most strongly related to programming self‐efficacy, whereas it is most weakly related to interaction. The most striking result of this study is that the FC model is an effective option in terms of providing engagement, interaction, self‐efficacy, and learner attitude, which are the key components for the success of the instruction. It is thought that this study assists to create an awareness on the impact of FLR on students, on subjects that frame in‐class attitudes, and behaviours of students. Lay Description: What is already known about this topic: Programming skills are important for the acquisition of basic skills of the 21st century.Flipped learning is an opportunity for effective programming teaching.Flipped learning readiness (FLR) has an important role in FC.However, in order for effective face‐to‐face learning to take place, it is crucial that students are able to take on the responsibility of learning outside the classroom, that is, the e‐learning readiness of their students. What this paper adds: We use FC applications in teaching programming to children.We have examined the key variables to be successful in a course involving the teaching of complex skills such as programming with FC.We brought proposals for practical education and researchers to be carried out programming instruction in FC. [ABSTRACT FROM AUTHOR]