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

The purpose of this study was to examine the impact of COVID-19 and remote learning on education for college students with disabilities. A qualitative research method, interpretative phenomenological analysis (IPA), was used to investigate participants' learning experiences during the pandemic. A total of 10 U.S. participants were divided into three focus groups for data collection. Data were analyzed using the standard IPA process, and four themes were identified. Discussion of and implications for online instruction and related policies are presented.

Self-determination has been a primary focus of efforts to enhance quality of life for individuals with disabilities. Learning self-determination enables individuals to assume greater responsibility and control in their lives. The primary causal agency perspective on self-determination highlights the importance of learning self-determination for all individuals regardless of the severity of their disabilities. Examination of the perspectives of adults who have disabilities on their experiences of learning self-determination can provide valuable insights that can be applied to children and youths. In this study, we interviewed 10 participants from Taiwan, all of whom had severe to profound physical disabilities or multiple disabilities. Data were analyzed thematically, and the following themes regarding participants' self-determination experiences emerged: (1) beliefs about self-determination, (2) challenges from external interference, (3) challenges from societal and cultural influences, (4) peer support for self-determination, and (5) family support for decision-making. Findings are discussed along with implications for the teaching of self-determination practices to relevant stakeholders.

Students with disabilities are an increasing subpopulation in higher education. Recently, research has put an emphasis on students' voices to explore their academic learning experiences, as well as the learning strategies they use to overcome learning barriers. This study aimed to investigate the academic learning experiences of students with disabilities in college or graduate studies and the learning strategies they used when faced with insufficient or delayed support. This study used interpretative phenomenological analysis to gather data from three online focus groups, with a total of 10 participants. The results demonstrated three themes: experiences or issues related to university resources and accommodations, building influence through advocacy and education, and being an independent learner. Some participants continued to face academic learning challenges despite their active seeking of accommodations and support. Some participants utilized study strategies, especially when support was inadequate or not immediately provided. This study highlighted the urgent need for higher education institutions to establish support services and resources for all students. Related discussions and implications are presented.

With the rapid advancement of information technologies, automated writing evaluation technologies have developed so fast that they can be applied to writing assessments. However, scanty studies have pooled the effects of automated writing evaluation on writing performance. Through a PRISMA protocol-based meta-analysis, this study concludes that automated writing evaluation technologies can significantly reduce anxiety such as writing anxiety and computer anxiety compared with those without the assistance of automated writing evaluation. Automated writing evaluation can also significantly improve writing motivation and second language (L2) writing skills. Educators and designers should highlight how to combine automated writing evaluation with human rating methods and maximize the improvements in L2 writing skills. In the future, artificial intelligence may be integrated into automated writing evaluation to develop advanced automated writing evaluation to address higher-level issues in writing practice.

There is a growing awareness of the importance of financial management skills. However, few studies have systematically examined this topic in China's current higher education (HE) system. In this study, we examine whether enrolling in a finance-related program, either as a degree program or as an elective, improves students' financial literacy and habits. We conducted a mixed-method study with a sample of 1334 students from seven universities in central China. Multivariate regression, matching methods, and the inverse-probability-weighting methods were used for quantitative analysis. The results indicate that college students are generally dissatisfied with their financial situation. Enrolling in finance-related majors has little effect on improving students' financial habits, despite a substantial improvement in their financial literacy. In the current HE system, there is a significant lack of personal finance management training. Therefore, curriculum design and field practices regarding students' personal finance management skills should be introduced to enhance their financial habits.

Based on the theoretical approaches to interlanguage and discourse cohesiveness, this study examines international students' growth in discourse awareness and discourse competence in the teaching of elementary Chinese reading and writing, and explores a set of assessment methods for teaching discourse. The learners' knowledge and production of Chinese conjunctive words were assessed with multiple test methods, including the sentence sequencing test for testing learners' cognitive understanding of discourse cohesiveness, the elicitation tasks for assessing learners' production of conjunctive words, the tests of picture-based sentence writing and essay writing for evaluating learners' discourse awareness of the cohesiveness in form and meaning. 13 students were recruited by us to participate in these tests. A comprehensive discussion of the data supports that appropriate reading and writing instruction can develop learners' discourse competence and enhance their discourse awareness to a certain extent.