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Educational technology has exploded at a rapid pace, requiring educational institutions to select the most innovative techniques and platforms to complement instruction. Incorporating the latest technologies such as Open Educational Resources (OER) and Virtual Reality (VR) into curricula have proven to be beneficial in the areas of active engagement and student-centered learning. For instructors of higher education, it is not a matter of "if" the use of technology will increase in the classroom but "how." This paper discusses OER and VR and how these technology resources can be implemented into lesson design through a study conducted at two universities in North Carolina. [For the full proceedings, see ED596991.]

Recently, the number of learners of Japanese as a foreign language (JFL) has been increasing. In Japanese language acquisition, compound verbs (verbs that are composed of two verbs, e.g., tobikomu 'jump into') are frequently used in daily life; these present difficulties, including unclarity of combination and opacity of meaning. Matsuda (2001) proposed an image schema that applies core theory to Japanese compound verbs and the application of image schemas to Japanese language education. However, since image schemas are composed of simple diagrams and arrows and are highly sophisticated due to being intended for linguists, it has been suggested that they are not easy for JFL learners to understand (Tagawa and Yuizono, 2016). In this paper, we designed and developed a compound verb AR learning system with core theory and image schemas. Moreover, we discussed Japanese compound verbs acquisition, the image schema of compound verbs as well as the application of AR in learning, and also explained the design and development of the system based on problems in compound verb acquisition. [For the complete proceedings, see ED601100.]

In this research paper, we present an AR- and AI-based mobile learning tool that provides: 1.) automatic and accurate intelligibility analysis at various levels: letter, word, phrase and sentences, 2.) immediate feedback and multimodal coaching on how to correct pronunciation, and 3.) evidence-based dynamic training curriculum tailored to each individual's learning patterns and needs, e.g., retention of corrected pronunciation and typical pronunciation errors. The use of visible and interactive virtual expert technology capable of intuitive AR-based interactions will greatly increase student's acceptance and retention of a virtual coach. In school or at home, it will readily resemble an expert reading specialist to effectively guide and assist a student in practicing reading and speaking by him-/herself independently, which is particularly important for dual language learners (DLL) whose first language (L1) is not English as many of their parents don't speak English fluently and cannot offer the necessary help. Our human-AI teaming based solution overcomes the shortfall of conventional computer-based language learning tools and serve as a supportive and team-based learning platform that is critical for optimizing the learning outcomes. [For the complete proceedings, see ED601100.]

This paper presents an ongoing development process for an experimental application that aims to train an inexperienced user to operate a mobile device and receive Augmented Reality (AR) guidelines for basic pick-and-place operations. The purpose of the presented work is to offer a learning environment for placing multiple physical tools in specific places, as indicated by various guideline notes. The current phase represents the 9th experiment from a series of others (24) that are conducted in order to identify the proper specifications, challenges and development estimations for a training station (room) built for manufacturing industry workers. The application is developed from a gamified perspective allowing users to explore 2 different games. According to the rules of each game, the user advances to the next level if he manages to place each object in a corresponding placeholder until all the spaces from a 2X3 grid are occupied correctly. The process is timed and the user sees a custom countdown timer alongside with guiding messages and feedback. While most of technical challenges were successfully surpassed, the interaction together with the performance measuring are currently going through an improvement process meant to identify and assess the educational advantages offered by this type of solutions. [For the complete proceedings, see ED601100.]

In this paper we examine the kinds of mentoring models and practices employed in Finnish higher education and working-life to support continuous skill development, focusing especially on the working-life-centric digital mentoring of students. The theme interviews at 11 HE institutions and four enterprises were conducted as part of an eAMK project. The results show that classical and new implementations are employed in mentoring in HE and the workplace. While traditional pair mentoring continues to be the most widely used mentoring model, group and cross mentoring are increasingly utilised. Likewise, an agile combination of different mentoring models is identified as a feature of emerging mentoring practices. Digitalisation is increasingly part of the examined mentoring implementations and in HE especially trials are carried out to develop digital mentoring. Emerging learning ecosystems call for mentoring that is agile, adaptable and digitally accessible. We also examine the viable features and development needs of the presented mentoring models, especially from the perspective of digital devices. [For the complete proceedings, see ED601080.]

The article focuses on an overview of evolution, trends, methods, examples and analyses of the experience of e-learning. The author presents theoretical and practical aspects of the use of e-learning in higher education, based on her own long-time experience. The paper comprises a description of stages of e-learning evolution and discusses such aspects as current and future trends (in addition to the LMS system/Next-Generation LMS also Augmented and virtual reality, Artificial intelligence, Natural User Interface, Videos, Podcasts); methods (Problem-based learning; Project-based learning; Inquiry-based learning; Flipped Classroom; Digital Storytelling; Gamification; App-based learning, Video-based learning); examples of experience (projects (earlier, current, and future (UPGOW, IRNet, Faculty Distance learning platform, MOOCs, teacher training in the area of innovative technologies and methods)), analysis of E-learning and universities' electronic environment. [For the full proceedings, see ED621557.]

Fluid Mechanics is one of the most complex branches of science to learn. Traditionally, it has been taught from a positivism point of view. However, the latest technologies have led to the creation of new educational tools based on a constructivism approach as a complement to conventional teaching. This paper addresses the development of a course to spread knowledge related to Fluid Mechanics. It combines theoretical explanations with interactive applications to allow the student to assimilate the information easier. Computational Fluid Dynamic simulations have been performed to create the educational content shown in the applications. Users will be able to select from different boundary conditions, and the program will display the corresponding simulation results. Therefore, motivation is generated through gamification, retention is generated based on the Multimedia Learning Theory and transfer is generated by inductive teaching. A preliminary version of this course has been launched to a group of users with previous knowledge in Fluid Mechanics. The results indicate how users support the inclusion of multimedia and interactive tools in conventional teaching, because they help them to assimilate complex concepts. Furthermore, the created tool has been endorsed by the users in terms of organization and quality. The adaptation of current resources, such as CFD, to teaching Fluid Mechanics is an evident need that enriches both the student and the teacher. Thus, the educational goals of motivation and knowledge transfer are promoted under the auspices of a constructivism approach. [For the full proceedings, see ED621557.]

Technology-mediated simulations of teaching practice are becoming a more common way to introduce teachers to the dilemmas of teaching during professional development. In this paper, we show that the inclusion of markers of student emotions in cartoon-based scenarios of teaching changes teachers' appropriateness rating of the actions that the teacher took in the storyboard. Our results show that the inclusion of markers of student emotions in representations of practice could cue teachers into a particular judgments of action. [For the complete proceedings, see ED606556.]

This paper examines the learning success of the Virtual Reality course unit "So small! -- So big!" compared to conventional teaching. In the form of a field experiment and three random sample tests, the learning success of 67 subjects was examined. In the analysis of the collected data, the differences between the educational levels and the sexes were examined in addition to the overall comparison. In addition, the individual questions of the random sample tests were checked for anomalies. The analysis showed that the two learning units are to be regarded as equivalent. The subjects achieved short and medium-term learning success with both teaching methods. However, no differences could be found between the two teaching methods; they must be regarded as equivalent. The only exception is the difference between the educational levels in terms of medium-term learning success. [For the complete proceedings, see ED608557.]

Due to the development of artificial intelligence and language-based software, automatic machines, which can generate news contents from data, are starting to be used in the editorial practice. Despite the fact that this field of editorial work is currently at its advent, it has been developing and improving relatively quickly. At present, robots for production of contents are implemented in editorial offices of large media, and are able to process huge amounts of data, while saving journalists' work. Robo-journalism, which is the result of an effective interconnection among informatics, statistics and reporting, is being vividly discussed not only in media practice, but also in professional circles. The study deals with robot journalism that uses intelligent software to produce news articles. Its application fundamentally redefines editorial routines, journalistic practices and existing models of editorial work. Media and journalism theorists are interested in the influence of robojournalism on the editing process, the journalistic profession, the journalist as a creative person and their competences. The authors of the paper intend to broaden the awareness of this dynamically developing segment of new coverage and to point out its selected aspects in relation to media practice, but also theoretical reflection. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2," see ED603411.]

With the integration of new technologies in the foreign language classroom, the practice of collaborative writing has gained renewed attention, although some questions still remain unanswered regarding the extent to which these tools help learners in their writing when compared to more traditional learning contexts (Elola & Oskoz, 2010). In order to explore these issues, we analysed the written production of 84 undergraduate students of English as a Foreign Language (EFL) using the LIWC2015 software. The analysis revealed significant differences in categories such as word count, clout, emotional tone, or analytical thinking when comparing the texts written by an experimental and a control group. Moreover, regarding discourse, some differences were observed in terms of the way information was presented and structured. [For the complete volume of short papers, see ED590612.]

This study proposes a virtual reality platform for language learners to practice a Target Language (TL) and develop cross-cultural competencies through interaction with peers or an AI-agent (limited scope), followed by a scheme for engaging learners to envision their conversations by disclosing their thoughts, reasoning, feelings, and expectations. This platform, Virtual Reality Conversation Envisioning (VRCE), enables the learners to fully share a contextual, immersive environment, simulated in Virtual Reality (VR), to have free conversations by performing role-plays on proposed topics. VRCE is designed to provide first person views during conversation and third person views during envisioning so that learners can take the role of participants and meta-participants at each phase. Learners envision the conversation individually at certain points during the role-play review. Their envisioning is then shared with their conversational partner to detect the misunderstandings, observe the situation from each other's perspective, and to learn about sociocultural cues that led to the different viewpoints. Participants' envisioning revealed interesting differences in their understanding of a shared situation. Findings showed that VRCE is an effective medium to raise learner collaboration and develop cross-cultural competencies. [For the complete volume of short papers, see ED590612.]

This pilot study delivers a preliminary report on students' attitudes toward Virtual Reality Assisted Language Learning (VRALL). Learners (N=22) participated in a VRALL lesson and then completed a post-experience survey. Virtual Reality (VR) technology allows for learning experiences that increasingly remove geographic limitations to foreign language learners. Thanks to multisensory features of VR, including 360-degree, three-dimensional visualizations, students' experiences are highly immersive. Descriptive statistics provide preliminary evidence that VR technology is engaging and immersive for learners. Moreover, VR could play a role in Computer Assisted Language Learning (CALL), especially when pitfalls such as cybersickness are overcome. [For the complete volume of short papers, see ED590612.]

Increasingly, Massive Multiplayer Online Games (MMOG) and Virtual Worlds are being utilized for development of key competencies and 21st century skills in education. This paper is aimed at proposing a conceptual framework for the virtual world known as Second Life for potential application in Maritime Education & Training (MET). The need for developing collaboration as a competency for future seafarers and past applications of Second Life in supporting training and education is discussed. The expected outcomes from the proposed research activities will lead to establishment of a global MET community in Second Life that could facilitate communication and knowledge exchange across universities. [For the complete proceedings, see ED600498.]

This paper discusses a model for structuring resources for automatic assessment in scientific education by means of textual descriptions. This study aims to support instructors in extending teaching strategies and expanding formative assessment in virtual communities of practice. The strategy to achieve these goals involves the implementation of a system for adaptively providing the students with instructional activities based on Natural Language analysis and ontological knowledge bases. The model is presented, and the feasibility of its use is discussed taking into account the results collected from the experimentation with instructors. [For the complete proceedings, see ED600498.]

This paper examines the use of Virtual Reality (VR) at Swiss secondary schools. Despite many years of research, no well-founded data are available on the effects of the technology on children's learning success. It is assumed that VR is compatible with the learning theory of constructivism through the possibility of immersion, interaction, 3D representation and the possibility of adopting several perspectives. To investigate the topic, a vision has been developed for a learning unit within the competence area Nature and Technology on the subject "Plastics and its effects on the environment". Divided into five learning blocks, the learning unit provides the students with knowledge about the structure, production, recycling and environmental consequences with possible approaches to solutions. Ideas for possible VR applications were developed for each of these blocks. The vision was discussed in four interviews with teachers. The VR applications were commented and evaluated by 20 students of the same class. The topic "Environmental Problem Microplastics" selected for implementation is topical, fits into curriculum and is compatible with the specialist areas suitable for VR. In summary, it can be said that VR is still a long way from a nationwide deployment at the Swiss elementary school. Nevertheless, the educational institutions should observe the technology and develop an understanding of its possibilities through pilot tests. [For the complete proceedings, see ED600498.]

This paper describes how beginners of Icelandic as a foreign and second language responded to playing the first scene in Virtual Reykjavik, a video game-like environment where learners interact with virtual characters--Embodied Conversational Agents (ECAs). This game enables learners to practice speaking and listening skills, to learn about the language and culture by solving various tasks. A mixed-method pilot study examined how six learners responded. The results were divided into how learners perceived (1) playing the game in general; (2) interaction with virtual characters; (3) multimodal behaviour of the virtual characters, in particular the speech, facial expressions, hand gestures and body movements; and (4) what the game helped them learn. In conclusion, some learners reported they learned to start speaking in Icelandic and that the spoken behaviour of virtual characters resembled real Icelanders. [For the complete volume of short papers, see ED572005.]

Nowadays, Augmented and VR in teaching disciplines such as Human Anatomy has made it feasible to promote learning through a gamification process that allows the development of teaching-learning proposals that improve students' motivation significant learning and not merely memoirist. This new practice moves away from the traditional methods used in Human Anatomy subjects. This work shows the result of implementing a methodology based on Augmented and Virtual Reality (VR) in high school students within the subject of human anatomy. Specifically, this implementation was developed in students (n = 16), all of them belonging to a public education center. Moreover, they were involved in nursing care, primary nursing techniques. The results, derived from the analysis of the instrument used to assess their level of acceptance and their level of learning, showed a significant increase in both motivations for learning and the acquisition of knowledge in the area (significance * p <0.001, ANOVA). Our study concludes that the use of Augmented and VR improves the learning and motivation of students in daily practice. [For the full proceedings, see ED623569.]

The worldwide Corona pandemic has severely restricted student projects in the higher semesters of engineering courses. In order not to delay the graduation, a new concept had to be developed for projects under lockdown conditions. Therefore, unused rooms at the university should be digitally recorded in order to develop a new usage concept as laboratory rooms. An inventory of the actual state of the rooms was done first by taking photos and listing up all flaws and peculiarities. After that, a digital site measuring was done with a 360° laser scanner and these recorded scans were linked to a coherent point cloud and transferred to a software for planning technical building services and supporting Building Information Modelling (BIM). In order to better illustrate the difference between the actual and target state, two virtual reality models were created for realistic demonstration. During the project, the students had to go through the entire digital planning phases. Technical specifications had to be complied with, as well as documentation, time planning and cost estimate. This project turned out to be an excellent alternative to on-site practical training under lockdown conditions and increased the students' motivation to deal with complex technical questions. [For the full proceedings, see ED623149.]

Probability is generally considered one of the most challenging areas to teach in mathematics education due to its intricate nature. However, the simulation-based teaching method can increase students' accessibility significantly to the probability problems because it enables students to resolve the problems with minimal mathematical skills. By substantially reducing the stress caused by complex mathematical calculations, simulations help students focus on the key concepts of complex probability problems. Furthermore, the programming languages, such as R and Python, can be easily implemented in classrooms to perform simulations that allow students and teachers to discuss the idea to solve the probability problems step by step. This article presents a classical probability problem known as 'the broken stick problem' to show the efficiency of the simulations in teaching probability. It contrasts the effectiveness of mathematical and computational simulation approaches to the solutions of the broken stick problems with several variations. For concrete illustrations, a series of R codes and their examples are provided at the end of the article, which can be used for the simulation study in probability class with various versions of broken stick problems. The extension of the computational approach to other historic probability problems is also discussed. [For the complete proceedings, see ED626149.]

The essence of Genetics lies in the understanding of the concepts of Central Dogma of Molecular Biology. Although these ideas are fundamental to the field, they are notoriously difficult to understand and visualize. While simulation-based instructional materials are found to improve the teaching-learning process in science education, little has been done to assess their effectiveness in teaching and learning the concepts of Central Dogma of Molecular Biology. Hence, this study aimed to examine the effectiveness of simulation-based instructional materials towards the learning performance of Grade 12 learners on the concepts of Central Dogma of Molecular Biology. This study utilized a mixed-method approach. Results of the pretest and posttest showed that the learners demonstrated from approaching proficiency to advanced mastery level on the concepts of Central Dogma of Molecular Biology. Furthermore, it was revealed that the pretest and posttest mean scores of the learners on the concepts differed significantly (p<0.05). The result of the semi-structured interview revealed that the learners were engaged in experiential learning with the use of simulation-based instructional materials. An action plan was designed based on the study to utilize the simulation-based instructional materials in the teaching-learning process. [For the complete proceedings, see ED626149.]

Simulation-based learning environments have been proposed by researchers, as educational tools to support learning in complex business systems. However, studies have evidenced that subjects may nevertheless have great difficulty understanding and managing dynamic systems. Previous research has revealed positive learning and performance effects of using transparent simulations (that is, revealing users the structure and behaviour of the simulator model). This study explores the effects of combining exploratory guidance, learning goals, and performance goals in a transparent simulation of a dynamically complex system. We present a set of hypotheses about the influence of different goal-setting conditions on participants' performance and comprehension of the system dynamics. In a simulation experiment, participants interacted with a system dynamics model representing the growth of a business venture. Participants who previously worked higher learning goals under exploratory guidance and were then submitted to higher performance goals (compared to vague goals) achieved higher performance and demonstrated better comprehension of the model dynamics. However, participants who were only subjected to more specific, high performance goals (compared to vague performance goals) did not improve their outcomes and revealed larger differences within the treatment group. Two out of the four hypotheses were confirmed. In a transparent simulation of a dynamically complex system, setting specific, high learning goals, previously worked through exploratory guidance, positively moderates the impact of the level of performance goals on the comprehension of the model dynamics and performance. [For the full proceedings, see ED621108.]

Despite the positive effects of mobile augmented reality (MAR)-tools for learning, MAR-tools are not commonly used in classrooms. The scientific discourse identified a lack of concepts that guide the practical application of mobile augmented reality (MAR)-tools in education. Teachers often feel insecure when designing and applying digital learning settings and therefore need tools and concepts to support them. The present contribution outlines how to develop an easy-to-use mobile augmented reality learning setting (MARLS). Thus, a MARLS to foster artificial intelligence (AI)-literacy is developed and studied to explore what makes MARLS easy-to-use. AI-literacy serves as an exemplary topic. It appears to be suiting because MAR-technology is based on AI-systems and hence allows students to experience a positive form of human-AI-interaction first headedly. The educational design research is conducted by means of a conjecture map to enable the concurrent investigation of learning, teaching and its interdependence. Derived from the high-level conjectures, (I): AI-literacy is a set of competences, (II): a digital learning environment is crucial to foster it, (III): a good MARLS considers usability, user centeredness, conscious application, basic learning theories and cognitive load, the MARLS is developed. The MARLS and its conjecture map lay ground for the yet to follow measure and improvement of the learning design. [For the full proceedings, see ED621108.]

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]

Constructing effective and well-balanced learning groups is important for collaborative learning. Past research explored how group formation policies affect learners' behaviors and performance. With the different classroom contexts, many group formation policies work in theory, yet their feasibility is rarely investigated in authentic class sessions. In the current work, we define "feasibility" as the ratio of students being able to find available partners that satisfy a given group formation policy. Informed by user-centered research in K-12 classrooms, we simulated pairing policies on historical data from an intelligent tutoring system (ITS), a process we refer to as "SimPairing." As part of the process for designing a pairing orchestration tool, this study contributes insights into the feasibility of four dynamic pairing policies, and how the feasibility varies depending on parameters in the pairing policies or different classes. We found that on average, dynamically pairing students based on their in-the-moment wheel-spinning status can pair most struggling students, even with moderate constraints of restricted pairings. In addition, we found there is a trade-off between the required knowledge heterogeneity and policy feasibility. Furthermore, the feasibility of pairing policies can vary across different classes, suggesting a need for customization regarding pairing policies. [For the full proceedings, see ED615472.]

Recent years have seen significant interest in multimodal frameworks for modeling learner engagement in educational settings. Multimodal frameworks hold particular promise for predicting visitor engagement in interactive science museum exhibits. Multimodal models often utilize video data to capture learner behavior, but video cameras are not always feasible, or even desirable, to use in museums. To address this issue while still harnessing the predictive capacities of multimodal models, we investigate adversarial discriminative domain adaptation for generating modality-invariant representations of both unimodal and multimodal data captured from museum visitors as they engage with interactive science museum exhibits. This approach enables the use of pre-trained multimodal visitor engagement models in circumstances where multimodal instrumentation is not available. We evaluate the visitor engagement models in terms of early prediction performance using exhibit interaction and facial expression data captured during visitor interactions with a science museum exhibit for environmental sustainability. Through the use of modality-invariant data representations generated by the adversarial discriminative domain adaptation framework, we find that pre-trained multimodal models achieve competitive predictive performance on interaction-only data compared to models evaluated using complete multimodal data. The multimodal framework outperforms unimodal and non-adapted baseline approaches during early intervals of exhibit interactions as well as entire interaction sequences. [For the full proceedings, see ED615472.]