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Background: Over recent years, interest towards the use of immersive technologies has grown in parallel with the lowering of equipment costs: educators have started embedding them into their teaching practices at different levels of the educational system, from primary school to higher education. In general, immersive technologies are seen as suitable tools to live vicarious experiences, when the reality is hardly accessible, for instance due to safety issues. Objectives: In this paper, we focus on 360° videos with the aim of developing a more systematic and evidence informed approach to the understanding of the educational uses of 360° in different educational contexts. Methods: A scoping literature review approach has been adopted in order to obtain a comprehensive insight based on objective, replicable and transparent procedures. Results and conclusions: The review includes studies published from 2016 onwards. According to the findings, 360° videos are more suitable for disciplines requiring careful observation of how knowledge is transferred into practice and where practical scenarios are involved: 360° videos have positive effects on learning, especially referring to motivation, attentiveness, information retention and transfer of knowledge. However, as for learners' reactions, physical discomfort is reported, mainly associated with the use of HMD. In addition, challenges, and barriers to the educational use of 360° video should be further analysed, since up to now logistical constraints have limited the studies to a very small sample population, without the possibility of providing suggestions for a wider adoption at organisation and institution level. Implications: As 360° videos are reported to be promising in fostering learning processes, students' engagement, and information retention, further studies are recommend to cover the current gaps in the literature, particularly focusing on drawbacks and organizational challenges. Lay Description: What is currently known about the subject matter?: Immersive technologies are knowing increased use in recent years.Some evidence on their positive influence on learning emerged.Empirical research on the pedagogical affordances of 360° video is still limited. What the paper adds?: It identifies the most common teaching methods combined with 360° video.It provides a systematic understanding of 360° video learning gains.It helps catching possible drawbacks of 360° video. Implications of study findings for practitioners: It encourages an aware use of 360° video to increase students' engagement.It may inspire the design of effective learning experiences.It focuses on suitable solutions when physical experiences are not possible—as in a pandemic. [ABSTRACT FROM AUTHOR]

Instructor–student interaction and regular feedback are seen as teaching strategies designed to support effective learning. These days, there is increasing reliance on technology to support this in the classroom; one such technology is a student response system or its more recent development of this, that is, a game-based one. This study investigates the potential of using game-based student response systems for formative assessment through the analysis of learning outcomes and students' perceptions of the gamified experience in terms of engagement and pleasantness. A quasi-experiment was conducted within an undergraduate course on educational technologies, involving about 400 students. Learning improvements were measured through a pre- and posttest, and students' perceptions were elicited through a questionnaire. Data analysis showed a high level of student satisfaction and an overall improvement of learning outcomes due to the use of game-based student response systems. However, differences in terms of effectiveness were found according to the nature of the topics dealt with in the course, that is, whether or not they were used in the development of theoretical knowledge rather than the use of that knowledge in a more practical context. [ABSTRACT FROM AUTHOR]

Digital systems are increasingly becoming central to the running of contemporary schools. A range of digital tools are also adopted by teachers to facilitate face to face teaching and learning and more recently to accommodate remote schooling. Similarly, digital technologies lie at the heart of how students support their learning but also interact with peers. These digital practices raise questions in relation to teachers’ own critical digital literacies as well as their role in developing students’ critical digital literacies. This paper presents the findings of a qualitative study that aimed to develop an understanding of teachers’ current experiences and future needs relating to critical digital literacies within school contexts. Drawing on empirical data collected during focus group interviews with primary and secondary school teachers in Finland, Italy, Spain and the UK this paper looks at teachers’ perceptions of critical digital literacies and explores whether and how these are manifested in their practices. Findings revealed that different dimensions of critical digital literacies were more prevalent for each national group and highlighted the disjuncture between how Critical digital literacies (CDL) is defined and perceived in academic research with a stronger emphasis on the “critical” and between the more “twenty-first century skills” oriented policy agendas and curricula which inform teachers’ practice. The paper goes on to discuss the implications of these findings and identifies gaps in relation to teachers’ understandings of critical digital literacies. Last, it offers original insights for future policymaking, research and practice regarding the challenges of supporting teachers with developing critical digital literacies. [ABSTRACT FROM AUTHOR]

The reuse of waste in civil construction brings environmental and economic benefits. However, for these to be used in concrete, it is necessary a previous evaluation of their physical and chemical characteristics. Thus, this study aimed to characterize and analyze the waste foundry exhaust sand (WFES) for use in self-compacting concrete (SCC). Foundry exhaust sand originates from the manufacturing process of sand molds and during demolding of metal parts. It is a fine sand rich in silica in the form of quartz collected by baghouse filter. Characterization of WFES was conducted through laser granulometry, scanning electron microscopy (SEM) in the energy dispersive spectroscopy (EDS) mode, X-ray diffraction (XRD), X-ray fluorescence (XRF), Fourier transform infrared spectroscopy (FTIR), thermogravimetry (TG) and derivative thermogravimetry (DTG) techniques. The waste was classified as non-hazardous and non-inert, with physical and chemical properties suitable for use in SCC composition, as fine aggregate or mineral addition. Five mixtures of SCC were developed, in order to determine the waste influence in both fresh and hardened concrete. The properties in the fresh state were reached. There was an increase in compressive strength and sulfate resistance, a decrease in water absorption of self-compacting concrete by incorporating WFES as 30% replacement. [ABSTRACT FROM AUTHOR]