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At present, with the rapid development of the internet and the gradual promotion of online collaborative learning, the social regulation of learning is receiving increasing attention, which involves socially shared metacognition, one facet of social metacognition. To date, social regulation of learning or socially shared metacognition have been widely studied using qualitative approaches. Although a variety of scales have been developed to measure metacognition in traditional individual learning, little work has been done to develop a scale to measure social metacognition in collaborative learning contexts. This study originally developed a social metacognition inventory consisting of 24 indicators by referring to the literature for assessing beliefs of other persons (BOP), awareness of other persons' thinking (AOPT), judgment of other persons' emotions (JOPE), co-regulation of each other's thinking (CREOT), and evaluation of other persons' thinking (EOPT). After EFA using 218 undergraduates' questionnaires of social metacognition in collaborative argumentation on a social psychological issue from a Sino-Foreign Cooperative Educational Institution, 17 indicators showed good factorability and reliability. After CFA using another 300 questionnaires on social metacognition in collaborative argumentation about the pandemic received from undergraduates who come from 52 countries in the International College of Education, among the 17 indicators derived from the first sample's EFA, three indicators had high correlation with others. Finally, based on the reviews of three experts, these three indicators were deleted. The remaining 14 indicators formed good construct validity with acceptable convergent and discriminant validities. In addition, the multi-group invariance test demonstrated that the structural model of the Social Metacognition Inventory has better configural invariance, which indicates that it can be generalized to other online collaborative argumentation contexts. The Social Metacognition Inventory can be used to quantify social metacognition in online collaborative argumentation when administering a large-scale experiment.

At present, environmental issues are of concern to all countries, especially for developing countries, and education on waste sorting is urgent. However, it remains a challenge to improve students' learning achievement and engagement in environmental education. Researchers have pointed out the potential of digital games for promoting students' learning motivation. In addition, the two-tier testing mechanism has been recognized as an effective tool for correcting students' misconceptions and promoting their in-depth thinking. Therefore, this study proposed a two-tier testing-based digital gaming approach. To verify the effectiveness of the approach, a digital game was developed and a quasi-experiment was conducted. The participants were two classes of fifth graders, with one class as the experimental group using the two-tier test-based digital game and the other class as the control group learning with the conventional digital game. The results showed that the digital game-based learning with two-tier testing model was conducive to students' improved academic performance compared with the conventional digital game-based learning model, especially for students in the low-level group, who were able to make greater progress. In addition, the approach was effective in terms of reducing students' cognitive load and improving their flow experience.

As one of the core skills of the 21st century, computational thinking has received increasing attention from educators and researchers. Although some research has been conducted on computational thinking, few studies examined the impact of learning activities on students' computation thinking skills from the perspective of cognitive development. Based on the theory of scaffolding instruction, a progressive thinking training approach with flowcharts was proposed to cultivate students' computational thinking skills. A quasi-experiment was designed to evaluate the effectiveness of the training. Forty-nine Chinese tertiary students undertaking a programming course were randomly assigned into two groups -- the experimental and control groups. During the course, the experimental group received progressive training, and the control group received non-progressive training. The results showed that the experimental group gained a significantly higher level of academic achievement than the control group. Meanwhile, the experimental group showed a remarkable improvement in programming self-efficacy. Furthermore, the participants in the experimental group showed a higher level of computational thinking skills, including cooperative learning, critical thinking, and problem solving skills. In summary, the progressive thinking training approach with flowcharts could not only improve the participants' computational thinking skills and programming self-efficacy, but also help them to achieve better academic outcomes.

Pottery making in technology education aims to foster students' practical and creative ability. In a typical pottery making class, students receive the teacher's instruction on the fundamental techniques used in pottery making and have opportunities to practice. It is meaningful to construct an observation-doing-reflection process for students in a pottery making class to promote their learning experience and performance. Therefore, in this study, a Virtual Reality (VR)-based pottery making approach was applied to technology education in a junior high school to examine its effects on students' creativity and learning engagement. A total of 97 seventh graders from three classes participated in pottery making in class. One class of 34 students was assigned to be the experimental group learning with the VR-based approach, while the other two classes were assigned to be the control groups, with 30 students learning with the paper-and-pencil approach and 33 students with the clay-based approach. The results showed that the students learning with the VR-based approach were not only more creative in terms of their products, but also had higher cognitive engagement than those in the control groups. Moreover, the VR-based approach improved the students' behavioral, emotional and social engagement compared to the paper-and-pencil approach.

Writing is a recording process involving complex dynamic behaviours, which is closely connected with authentic contexts. A free authentic context can form a link with students' life experience and their prior knowledge, so that students' deep writing skills can be stimulated. However, in traditional writing activities, the lack of authentic experience is an important reason for students' poor writing achievements and low behavioural engagement. To address this problem, the current study used a spherical video-based virtual reality (SVVR)-supported Chinese composition writing approach, which can provide authentic contexts to support students' deep writing. An SVVR experiential learning model was developed and a quasi-experiment was conducted in a primary school to verify the effectiveness of the proposed approach. A total of 59 fourth-grade students from China were recruited and were randomly divided into the experimental group, which adopted the SVVR-supported learning approach, and the control group, which adopted the non-SVVR-supported learning approach. The results show that the proposed approach can promote students' transition of learning behavioural engagement from medium to high, as well as the development of deep writing skills. It was found that students learning with the SVVR approach who acquired better deep writing skills tended to demonstrate better writing performance in relation to linguistic expressiveness and creative thinking than the students learning with the non-SVVR approach.

Scholars believe that computational thinking is one of the essential competencies of the 21st century and computer programming courses have been recognized as a potential means of fostering students' computational thinking. In tradition instruction, PFCT (problem identification, flow definition, coding, and testing) is a commonly adopted procedure to guide students to learn and practice computer programming. However, without further guidance, students might focus on learning the syntax of computer programming language rather than the concept of solving problems. This study proposes a peer-assessment-supported PFCT (PA-PFCT) approach for boosting students' computer programming knowledge and computational thinking awareness. A quasi-experiment was conducted on a computer programming course in a high school to evaluate its influence on students' learning achievement, computational thinking awareness, learning motivation, and self-efficacy. An experimental group of 51 students learned with the proposed approach, while a control group of 49 students learned with the traditional PFCT (T-PFCT) approach. The experimental results show that the proposed approach significantly enhanced the students' computational thinking awareness, learning motivation, and self-efficacy, while not having significant impacts on their computer programming knowledge test scores.

Due to the lack of life experience and situational experience, it is difficult to arouse pupils' inner motivation and interest in writing. Therefore, the early stage of Chinese writing may be a challenge for Chinese pupils. In order to solve this problem, a spherical video-based virtual reality (SVVR) experience learning system was developed to help pupils improve their writing performance and interest. To evaluate the effectiveness of the proposed approach, an experiment was carried out in a primary school in Zhejiang province, China. First, a writing pretest was administered in two grade 4 classes. The researchers then randomly selected 40 pupils of about 10 years old with similar writing abilities, and assigned them to an experimental group, which used the SVVR learning method, and a control group, which used the traditional learning method. The researchers observed and recorded the pupils' writing process and then, interviewed them. The results showed that there was a significant difference in the comprehensive writing performance of the two groups (F = 6.272; p = 0.017 < 0.05). The mean of the experimental group (Mean = 73.85) was higher than that of the control group (Mean = 70.00). Moreover, there were significant differences between the two groups in terms of the thematic coherence, structural integrity and linguistic expressiveness of their writing performance. However, there was no significant difference in the achievement of creative thinking. In the experimental group, different levels of learning behavior engagement could affect the structural integrity and language expression of writing achievements, and the degree of writing learning behavior engagement was highly correlated with reading time. Through the interviews, it was found that the pupils in the experimental group were more satisfied with the SVVR learning method than the control group pupils were with the traditional learning method.

Background: Painting is the foundational expression across all art forms and is one of the key creative practices for fostering students' aesthetic ability and creativity within fine arts courses. Collaborative painting in the form of socially shared regulation of learning (SSRL) can be recognized as an effective strategy for enhancing creativity in both individual and group work. However, the absence of contextual experiences and collaborative spaces poses challenges for students in cultivating their creativity in painting. Objectives: The present study explores students' creativity, socially shared regulation (SSR) and positive painting behaviours using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP). Methods: Via a quasi‐experimental design, a total of 40 Chinese students in fifth grade were recruited and were randomly divided into an experimental group and a control group, with 20 students utilizing the Meta‐CP approach, while the remaining 20 students followed the conventional SSRL‐based paper‐and‐brush collaborative painting (C‐CP) approach. The Meta‐CP approach not only offers an authentic painting context and a collaborative space but also facilitates the collaborative process through the SSRL framework. The data collection included students' creative tendency, painting works and painting process. Results and Conclusions: The Meta‐CP approach effectively enhances students' creativity concerning adventure, curiosity and imagination, as well as results in the creation of more distinctive and logical artistic works. Furthermore, the approach significantly improved the quality of students' SSR. Additionally, students utilizing the Meta‐CP approach displayed more positive painting behaviours compared with those employing the C‐CP approach. Lay Description: What is already known about this topic:Collaborative painting is an effective strategy for enhancing creativity.Socially shared regulation of learning (SSRL) fosters collaborative learning.Students in collaborative painting may lack a contextual and synchronized painting space.The metaverse benefits in terms of contextual experiences and collaborative spaces. What this paper adds:Using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP) is effective in improving students' creativity.The Meta‐CP approach has the potential to improve students' quality of socially shared regulation (SSR), and positive painting behaviours. Implications for practice and/or policy:The metaverse provides an immersive synchronized painting space for art education to stimulate students' creative potential.The metaverse with proper learning strategies (e.g., SSRL) provides an effective collaborative learning environment for creation. [ABSTRACT FROM AUTHOR]

In language education, the development of writing capability is an important and challenging teaching objective. Writing performance is related not only with students' comprehension and expression of texts, but also their experience and perceptions of the contexts. Descriptive article writing is a basic writing activity; the content includes concrete understanding and perceptions of space, time, and contexts. However, in the traditional language teaching activities, there is usually no chance for students to have in-depth feelings about the contexts of a topic. This usually results in low learning motivation and limited expression during the writing process. Therefore, the present study attempted to adopt spherical video-based virtual reality (SVVR) to enable students to have in-depth experience and perceptions and to facilitate their learning effectiveness. Based on this approach, a Chinese writing SVVR learning system was developed and a quasi-experiment was conducted to compare the effects of the proposed approach and the conventional technology-supported learning approach in a senior high school writing class. The findings show that the proposed SVVR writing approach could improve students' writing performance in terms of content and appearance as well as their creativity tendency and writing self-efficacy, while also reducing their cognitive load.

Extensive studies have been conducted to diagnose and predict students' academic performance by analyzing a large amount of data related to their learning behaviors in a blended learning environment. But there is a lack of research examining how individualized learning interventions could improve students' academic performance in such a learning context. In this study, a quasi-experiment was designed to investigate the effect of an individualized intervention approach on students' course performance and learning behaviors in a blended course. Forty-nine Chinese tertiary students undertaking the course were randomly assigned into two groups -- the experimental and control groups. During the course, the experimental group received individualized interventions, while the control group received undifferentiated interventions. The data about these participants' learning behaviors were collected over 15 weeks. The results indicated that, compared with the control group, the experimental group showed significantly better academic performance, a higher level of learning motivation, attitude and self-efficacy, more active learning behaviors, and fewer passive learning behaviors. The control group revealed similar online learning time, but significantly more resource utilization and forum access. It is concluded that personalized learning intervention can effectively improve students' learning behaviors, attitude, motivation, self-efficacy, and academic performance in a blended learning environment.

Vocabulary mastery is critical to English as Foreign Language students. Mobile technologies enable students to learn vocabulary without space and time limitations. However, existing mobile-assisted vocabulary learning research often employed teacher-directed activities that increased instructors' workload, undermined student motivation or targeted individual cognitive outcomes only. In this study, a Contribution-oriented Self-Directed Mobile Learning Ecology (CSDMLE) model is proposed for developing student-directed and motivational vocabulary learning activities in groups. Through a mixed-method design, we administered a survey and a vocabulary test to 55 freshmen students in a Chinese university, and conducted follow-up interviews. We found that students in the CSDMLE group outperformed those not in the group in the post-test vocabulary test, but there was no statistically significant difference between the two groups' delayed vocabulary test or L2 motivation. However, the treatment group displayed a highly favorable attitude toward the learning approach and a strong intention to use it continuously. The findings have implications for technology-supported vocabulary learning activities.

Writing is a recording process involving complex dynamic behaviours, which is closely connected with authentic contexts. A free authentic context can form a link with students' life experience and their prior knowledge, so that students' deep writing skills can be stimulated. However, in traditional writing activities, the lack of authentic experience is an important reason for students' poor writing achievements and low behavioural engagement. To address this problem, the current study used a spherical video‐based virtual reality (SVVR)‐supported Chinese composition writing approach, which can provide authentic contexts to support students' deep writing. An SVVR experiential learning model was developed and a quasi‐experiment was conducted in a primary school to verify the effectiveness of the proposed approach. A total of 59 fourth‐grade students from China were recruited and were randomly divided into the experimental group, which adopted the SVVR‐supported learning approach, and the control group, which adopted the non‐SVVR‐supported learning approach. The results show that the proposed approach can promote students' transition of learning behavioural engagement from medium to high, as well as the development of deep writing skills. It was found that students learning with the SVVR approach who acquired better deep writing skills tended to demonstrate better writing performance in relation to linguistic expressiveness and creative thinking than the students learning with the non‐SVVR approach. Practitioner notesWhat is already known about this topic There is an urgent need to use immersive technologies to promote deep learning and stimulate students' learning behavioural engagement in writing.Spherical video‐based virtual reality (SVVR) is one of the immersive VRs with a low technical barrier and low cost, which meets the needs of school settings.SVVR has been applied in areas of language, engineering, science, etc., while its impacts on students' composition writing achievements have generally been ignored, especially in primary schools.The characteristics of immersion, interaction and imagination in SVVR that allow students to have opportunities of experiential learning can potentially promote students' writing performance.What this paper adds A novel experiential learning model supported by the SVVR learning system was developed.An SVVR‐supported composition writing approach based on the proposed experiential learning model was used to promote primary school students' deep writing.It was found that students' composition writing performance, learning behavioural engagement and deep writing skills can be improved by applying the SVVR‐supported learning approach in writing courses.Implications for practice and/or policy It is worth promoting the application of SVVR in school settings because it is a low‐tech and low‐cost method of creating immersive learning environments.The SVVR‐supported composition writing approach is useful for promoting primary school students' deep writing.Further investigations on the effects of employing this approach in writing, with careful consideration of the development for interactivities of SVVR, are expected. [ABSTRACT FROM AUTHOR]

Due to the lack of life experience and situational experience, it is difficult to arouse pupils' inner motivation and interest in writing. Therefore, the early stage of Chinese writing may be a challenge for Chinese pupils. In order to solve this problem, a spherical video‐based virtual reality (SVVR) experience learning system was developed to help pupils improve their writing performance and interest. To evaluate the effectiveness of the proposed approach, an experiment was carried out in a primary school in Zhejiang province, China. First, a writing pretest was administered in two grade 4 classes. The researchers then randomly selected 40 pupils of about 10 years old with similar writing abilities, and assigned them to an experimental group, which used the SVVR learning method, and a control group, which used the traditional learning method. The researchers observed and recorded the pupils' writing process and then, interviewed them. The results showed that there was a significant difference in the comprehensive writing performance of the two groups (F = 6.272; p =.017 <.05). The mean of the experimental group (Mean = 73.85) was higher than that of the control group (Mean = 70.00). Moreover, there were significant differences between the two groups in terms of the thematic coherence, structural integrity and linguistic expressiveness of their writing performance. However, there was no significant difference in the achievement of creative thinking. In the experimental group, different levels of learning behavior engagement could affect the structural integrity and language expression of writing achievements, and the degree of writing learning behavior engagement was highly correlated with reading time. Through the interviews, it was found that the pupils in the experimental group were more satisfied with the SVVR learning method than the control group pupils were with the traditional learning method. Practitioner NotesWhat is already known about this topic? Spherical video‐based virtual reality (SVVR) set a simulated environment enabling students to have in‐depth experience in learning contexts.Most SVVR studies focused on speaking and writing in middle schools and colleges, while its impacts on young children's writing performance is generally ignored.What this paper adds? An SVVR system based on experiencing learning theory was developed to promote young students' in‐depth experience and perception in descriptive paper writing.The proposed approach promoted students' writing performances, writing experience and learning behavior engagement.Implications for practice and/or policy SVVR is a potential technology for implementing experiential learning activities, especially in improving thematic coherence, structural integrity and linguistic expressiveness.It is worth promoting such a low‐tech and low‐cost experiential learning approach to other courses. [ABSTRACT FROM AUTHOR]

The capability of reading comprehension is one of the essential skills for learning different topics, and has been recognized as a challenging objective in the Chinese curriculum. In this study, a concept mapping‐based summarization strategy was incorporated into flipped learning to improve students' reading comprehension. The participants of the study were 45 fifth graders from two Mandarin Chinese classes at an elementary school in Taiwan. None of the students had previous flipped learning experience. A pretest and posttest of reading comprehension as well as pre‐ and post‐questionnaires for measuring the students' reading motivation, self‐efficacy, and cognitive load were conducted. The experimental results show that the proposed approach improved the students' summarization skills, while the impact of the approach on students' reading comprehension was not significant. Moreover, reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic and extrinsic motivation. Consequently, it is concluded that employing concept mapping with the summarization strategy in flipped learning and students' summarization ability are directly related, but there may be an indirect relationship with reading comprehension. Practitioner NotesWhat is already known about this topic The capability of reading comprehension has been recognized as a challenging objective in the Chinese curriculum.It is time‐consuming and difficult to train students in all kinds of reading skills in class.Flipped learning could be one of the approaches to solving this dilemma as it provides more practice and interaction time with peers and teachers in class.The acquisition of new skills can be technically demanding.The difficulty levels of the skills to be acquired should be considered.What this paper adds A concept mapping‐based summarization strategy for flipped learning is proposed to enhance students' summarization and reading comprehension in a Mandarin Chinese course.The proposed approach improved the students' summarization skills.When learning with the proposed approach, students' reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic motivation and extrinsic motivation.Implications for practice and/or policy Combining concept mapping with the summarization strategy in flipped learning mode has good potential to improve students' summarization skills.Dynamic instructional strategies in reading should be promoted to stimulate critical and creative thinking.Flipped video assignments at students' own levels should be considered. [ABSTRACT FROM AUTHOR]

The ability to write is one of the key literacies required by students in relation to 21st century skills and is an emphasis of early education. Although the ability to write is a vital foundation for further education, due to the lack of authentic experience and limited instructional methods, cultivating writing ability in the early stage of education is still a significant challenge for students in elementary schools. Therefore, the majority of students are not able to actively engage in the process of learning to write. To address these problems, this study proposes a motivational AR-based (MAR) learning approach to support students in learning to write, which not only provides an authentic learning environment, but also aims to motivate students' active writing. Its effects were verified through a quasi-experiment. A total of 47 elementary school students from China were invited to participate, and were assigned to either an experimental group (EG) which was exposed to the MAR approach or the control group (CG) which was exposed to the motivational learning approach in a conventional environment (MC). The results showed that the proposed MAR learning approach improved the students' writing performance in terms of feature descriptiveness and thinking innovation. It can be found that, compared with the CG, the achievement gaps between the low- and high-engagement students were much larger in the EG. In addition, the sequential pattern analysis results showed that students who learned with the MAR learning approach concentrated more on the process of observation than those who learned with the MC learning approach, and they tended to exhibit less distracted behaviours. To sum up, the proposed MAR learning approach was effective in terms of facilitating elementary school students' writing education. The main contribution of our study is that it provides evidence for the effectiveness of the proposed MAR learning approach and opens up opportunities for future studies which aim to further explore its impacts in different designs of writing learning activities. • A motivational AR-based learning approach for Chinese writing education is proposed. • The approach is proposed based on motivational (ARCS) model. • An experiment was conducted in an elementary school writing course. • The approach improved students' writing creativity and performance. • The approach improved students' learning behaviors. [ABSTRACT FROM AUTHOR]

The advancement of mobile technologies enables students to learn English without being limited by space and time. Recent studies investigated affective factors and personality traits in English as a Foreign Language (EFL) learning. However, few studies have explored the mediating factors on the relationship between their perfectionism and English learning burnout levels in mobile learning contexts. To fill the gap, this study investigated the association between self-oriented perfectionism and English learning burnout under the influence of grit and language learning anxiety among Chinese college-level EFL learners (N = 544) through the means of structural equation modeling. The results indicated that 1) self-oriented perfectionism did not directly predict English learning burnout in mobile learning contexts, but the relationship was mediated by grit and language learning anxiety; 2) self-oriented perfectionism positively predicted grit, whereas grit negatively predicted English learning anxiety; 3) grit negatively predicted reduced academic efficacy in mobile EFL learning. • This study has focused on the affective factors of mobile EFL learning. • the relationship between perfectionism tendencies and learning burnout in mobile EFL learning has been investigated. • The survey was conducted in China with a cross-section design, which is different from western countries' culture. • The mediating roles of anxiety and grits have been confirmed. [ABSTRACT FROM AUTHOR]

This paper primarily aims to provide a citation-based method for exploring the scholarly network of artificial intelligence (AI)-related research in the information science (IS) domain, especially from Global North (GN) and Global South (GS) perspectives. Three research objectives were addressed, namely (1) the publication patterns in the field, (2) the most influential articles and researched keywords in the field, and (3) the visualization of the scholarly network between GN and GS researchers between the years 2010 and 2020. On the basis of the PRISMA statement, longitudinal research data were retrieved from the Web of Science and analyzed. Thirty-two AI-related keywords were used to retrieve relevant quality articles. Finally, 149 articles accompanying the follow-up 8838 citing articles were identified as eligible sources. A co-citation network analysis was adopted to scientifically visualize the intellectual structure of AI research in GN and GS networks. The results revealed that the United States, Australia, and the United Kingdom are the most productive GN countries; by contrast, China and India are the most productive GS countries. Next, the 10 most frequently co-cited AI research articles in the IS domain were identified. Third, the scholarly networks of AI research in the GN and GS areas were visualized. Between 2010 and 2015, GN researchers in the IS domain focused on applied research involving intelligent systems (e.g., decision support systems); between 2016 and 2020, GS researchers focused on big data applications (e.g., geospatial big data research). Both GN and GS researchers focused on technology adoption research (e.g., AI-related products and services) throughout the investigated period. Overall, this paper reveals the intellectual structure of the scholarly network on AI research and several applications in the IS literature. The findings provide research-based evidence for expanding global AI research., Competing Interests: The authors have declared that no competing interests exist.