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Supporting productive disciplinary engagement (PDE) in low-achieving students is an important but challenging goal in education. This study used a knowledge-building inquiry approach augmented by reflective assessment to facilitate low-achieving students' PDE. A quasi-experimental design method was employed to examine the effects of reflective assessment in supporting low-achieving students' PDE. The experimental class of tenth graders (n = 20) conducted inquiries in the visual arts in a knowledge-building design augmented by reflective assessment, while the comparison class of tenth graders (n = 14) conducted inquiries in a regular knowledge-building design without reflective assessment. This study lasted approximately 4 months and the primary data source was the online discourse. A comparative analysis of the knowledge-building discourse characteristics and the sequential patterns of the discourse moves revealed higher cognitive, emotional and epistemic engagement in the experimental class compared with the comparison class. Epistemic network analysis showed that reflective assessment facilitated low-achieving students' collective reflection, monitoring and regulation, as shown by their metacognitive discourse moves. Their metacognition further helped them to achieve higher levels of cognitive, emotional and epistemic engagement than the comparison class. This study provides insights into the connections between inquiry, engagement and assessment. Moreover, it has implications for designing technology-supported collaborative inquiry environments to support low-achieving students' engagement and higher-level skills.

Due to the challenges of all-round development, higher-education students are increasingly demanding more flexible learning that goes beyond the on-campus/online dichotomy. However, university students miss learning opportunities because of the conflict of time and space. Blended learning is an effective way to create more learning opportunities and support university students' flexible learning, but its implementation varies across contexts. This study proposed an alternative blended teaching and learning approach to solve practical problems defined in the context of a traditional classroom in a university in Hong Kong when students pursue flexible learning and global learning. A three-round action research approach was used to improve the effects of blended synchronous teaching and learning. Data collection and analysis in each round showed that the students positively rated the implementation of blended learning according to their needs, the quality of the technologies adopted, and the benefits gained. This blended synchronous teaching and learning mode was structured based on the implementation of different actions in three rounds, bridging the gap between research and practice in blended synchronous learning.

Student motivation and engagement have been complex issues in basic mathematics education. Based on the theory of Motivation and Engagement Wheel, this study examined the relationships among student motivation, engagement, and mathematics achievement. A sample of 1,538 Chinese primary school students participated in the survey, and motivation and engagement were assessed through their responses to the Motivation and Engagement Scale. The results largely confirmed the hypothesized relationships between motivation, engagement, and mathematics achievement. Some consistent patterns of individual differences related to gender and grade level were also revealed. Cluster analysis revealed that the category of "struggling students" showed high levels of adaptive engagement in learning, but their mathematics scores were still low, which may be correlated to their high level of maladaptive motivation and engagement. These findings provide implications for developing a more comprehensive knowledge of the nature of students' mathematics learning motivation and improving their engagement in mathematic learning.

Gamification is becoming increasingly popular in primary education due to the widespread use of digital technology. However, gamified reading is new, and there is little empirical evidence regarding its effectiveness. The sustainability of the effects of gamification pedagogy is also in doubt as some scholars think that such effects are short-term and not sustainable. This paper presents the results of three sub-studies of examining the effects of an online gamified reading platform and the sustainability of these effects. Study 1 examined the change in students' academic performance between two groups divided based on their different participation levels. Study 2 addressed the question of how students/parents/teachers perceive students' motivation and gaining in the use of the gamified platform. Study 3 explored the sustainability of the effects of the gamified platform from a longitudinal perspective. Findings suggest that students' deep engagement in the gamified e-learning platform can help increase their reading motivation and improve their reading abilities. Such effects can be sustained for several semesters.

A brain–computer interface (BCI) bridges brain and computer activities through the computer engineering technique of capturing and analysing a person's biological and neurological response signals. This article reviews 37 empirical studies published in the past five years regarding the application of BCIs in mainstream education contexts for students' learning regulation. The characteristics of the research methodology, technologies, targeted application scenarios and main outcomes of the reviewed studies are presented in detail and summarised. The results show that most of the research in this area has concentrated on the effects of neurofeedback on the learning regulation process, optimising data-processing algorithms, developing criteria, and designing BCI-based instructional environments. Neurofeedback- and biofeedback-based BCI approaches can help to monitor learning states and have positive effects on learning regulation. The paper also discusses the future development of BCIs as an effective technique for learning analysis and regulation, and it proposes a prototype of neurofeedback- and biofeedback-based BCI learning regulation systems and their application scenarios. By highlighting the current applications and possible future trends of the use of BCIs in mainstream education and identifying the challenges involved, this review can guide the development of smart education in the age of artificial intelligence. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach: The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings: The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students' learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students' motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value: The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards.

In order to address the rising concerns about undergraduates' plagiarism in academic writing practices, a blended learning scenario (a combination of face-to-face learning with online learning) was designed and the effectiveness of it was tested. Results indicated that the students became more capable of distinguishing plagiarism cases in different scenarios, and their writing performance significantly improved by engaging in the blended learning scenario, i.e. the extent of plagiarism substantially decreased and writing quality greatly increased. Furthermore, the students mostly provided positive feedback towards the learning intervention. This study contributes to existing literature on instructional solutions to plagiarism issues by focusing on how students' understandings of plagiarism and source use can be achieved during their writing in a blended learning scenario. [ABSTRACT FROM AUTHOR]

In order to provide theoretical basis of roof water disaster prevention of No.3 coal seam in a working face after fully-mechanized top-coal caving, empirical formulas in Regulations of building, water, railway and leaving coal pillar and mining pressed coal in main shaft and drift, numerical simulation and underground up-hole water injection method by intervals were respectively adopted to study height of water flowing fractured zone of overburden strata of working face. Estimated values by empirical formulas are 51.1 m and 59.0 m respectively, calculated value by numerical simulation is 63.5 m, and measured value is 65.4 m. Height of water flowing fractured zone under the researched geological condition is about 63.5-65.4 m after comprehensive comparison and analysis. Sandstone aquifer of Shanxi formation is in the water flowing fractured zone and belongs to direct water filling aquifer. The water flowing fractured zone is not spread to Shihezi sandstone aquifer and Neogene loose aquifer. Normal fully-mechanized top-coal caving will not influence on water gushing in working face directly.