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A 360‐degree video offers a novel visual experience for education. This immersive experience not only amplifies students' engagement and curiosity but also assists them in delving into and comprehending intricate concepts from a multitude of viewpoints. Given its novelty, there is a relative shortage of studies on 360‐degree video's overall effectiveness in education. This study conducted a meta‐analysis of 49 peer‐reviewed articles. Utilizing a random‐effects model to compute effect sizes (ES), the results showed that 360‐degree videos have a moderate impact on both learning (Hedges' g = 0.525) and non‐cognitive outcomes (Hedges' g = 0.527), with notable heterogeneity observed across the studies. Furthermore, the studies were coded to examine the moderating effects of their characteristics, such as the level of education, the field of education, the display types, experimental design, the sample size and the control treatment. The findings suggest a medium effect of 360‐degree videos on knowledge acquisition and a smaller effect on task performance. In terms of non‐cognitive outcomes, the least impact was noted in the domain of social and emotional qualities, while the most significant impact was in attitudes and beliefs. Based on these findings, the study proposed future research directions focusing on enhancing teaching strategies and improving research designs concerning the use of 360‐degree videos in educational contexts.Practitioner notesWhat is already known about this topic360‐degree videos in education are notable for their authenticity, flexibility and accessibility.They enhance learners' sense of presence, deepen understanding of subject matter and improve non‐cognitive skills.360‐degree videos have produced mixed results on learning and non‐cognitive outcomes.What this paper adds360‐degree videos have a medium effect on students' learning outcomes (g = 0.0.525) and non‐cognitive outcomes (g = 0.0.527).Significant heterogeneity is observed in the effects of 360‐degree videos on both learning outcomes and non‐cognitive outcomes.In terms of non‐cognitive outcomes, 360‐degree videos have the smallest effect size in the social and emotional qualities domain.Identifying key moderators that influence the effectiveness of 360‐degree videos, including participants' education levels, field of application, sample sizes, display types, experimental designs and control treatment.Implications for practice and/or policyEnhance social and emotional learning with 360‐degree video, and aid in understanding and managing emotional experiences.Develop learning strategies that align with the unique characteristics of different subjects.Teacher‐assisted approaches are encouraged to support learning and teaching in formal educational settings with structured courses.Multimodal data can be collected for analysis in future research to explore the learning process. [ABSTRACT FROM AUTHOR]

The education and training of electrical substations play an essential role for college students and engineers majoring in electrical engineering. However, to ensure the substation's safety production and equipment operation, it is difficult for personnel from external units to enter the site for learning. To overcome these limitations, this paper proposes a virtual interactive training technology method to author an interactive virtual maintenance education system (VMES) for electrical substations. The system aims to build a visual training and education platform for virtual substations to help learners master the station's equipment, operation, maintenance, evaluation, and other processes. Firstly, the system establishes a component‐level virtual interaction element to encapsulate an electrical substation virtual maintenance model that dynamically responds to user operations. The equipment structure and system environment are visually modeled using engineering modeling software. Secondly, a virtual interactive training system is created with the functions of 3D disassembly training, fault tree reliability evaluation, and AHP‐FCE maintenance assessment. Finally, through four operating systems, we evaluate the compatibility of the VMES, and we recruit learners to evaluate and discuss emerging and common educational models. The practical application results prove that the system can significantly improve students' learning efficiency and interest. Meanwhile, due to the increased number of interactive operations in VMES, participants can proficiently master the composition and working principles of equipment in substations, and cognitive load can be reduced. [ABSTRACT FROM AUTHOR]

This paper focuses on one of the aspects most investigated and monitored in recent years by the Digital Economy and Society Index on the digitisation process in Europe—human capital, with an in‐depth focus on primary school teachers. Human capital is one dimension underlying school digital capital, closely related to integrating digital into daily practices. Starting from this framework, the paper will present the results of a survey on the digital competencies of teachers from five European countries (Italy, Spain, Lithuania, Romania and Poland), carried out in the framework of the European project Erasmus+ CAVE (Communication and Visual Education in homeschooling). This survey is preparatory to a training intervention and didactic experimentation on digital education, foreseen in the project, and used as a theoretical framework of reference for the DigCompEdu survey, promoted by the European Commission. The teachers' profiles, as the output of the research, will be able to give stakeholders a picture of the investment of schools and teachers, in terms of the application of digital competencies on different educational processes: classroom teaching, assessment, professional training, preparation of teaching materials for the lesson and the implementation of competencies, including digital ones, of students. [ABSTRACT FROM AUTHOR]

Visual research methods are increasingly utilised in educational research and scholars have used them to develop accounts of sexuality in schooling contexts. This article advances this work with an analysis of secondary students’ drawings of their experiences with sexuality education. We performed a thematic analysis on 150 drawings created during participatory focus group discussions (FGDs) among students in 30 Thai general secondary and vocational schools. We present summaries of six key themes identified in the visual data (‘emphasis on puberty, anatomy, and reproduction’; ‘emphasis on preventing pregnancy and infection’; ‘emphasis on the negative consequences of sex’; ‘hidden curriculum of heteronormativity’; ‘absence of complexities in the images’; and ‘a traditional classroom environment’). Conducted as a part of a multi-method study that also included teacher and student surveys, the analysis of students’ drawings highlighted the nature of Thai sexuality education from a complementary vantage point. While our previously reported survey findings indicated relatively comprehensive topic coverage, our interpretation of the student drawings suggests that pregnancy prevention may be emphasised over other topic areas. Our analysis of the drawings also supported earlier survey findings pointing at a lecture-heavy approach to teaching and learning rather than more learner-centred pedagogy. [ABSTRACT FROM AUTHOR]

The aim of this research is to evaluate the effect of visual education for the basic needs of people with disabilities on the health literacy and life quality of caregivers. The study sample comprised 268 caregivers evaluated in a pretest-posttest pattern. The data were collected using a Personal Information Form, the Health Literacy Scale, and the World Health Organization [WHO] Life Quality Scale-Short Form. Data were evaluated with the Wilcoxon test and Spearman correlation analysis. Following the education given to caregivers, an increase was determined in the Health Literacy Scale sub-dimension of information comprehension and in the WHO Life Quality Scale-Short Form sub-dimension of social relations. Thus it was seen that the visual education increased the health literacy and life quality of the caregivers. [ABSTRACT FROM AUTHOR]

Conventional approaches to enhance movement coordination, such as providing instructions and visual feedback, are often inadequate in complex motor tasks with multiple degrees of freedom (DoFs). To effectively address coordination deficits in such complex motor systems, it becomes imperative to develop interventions grounded in a model of human motor learning; however, modeling such learning processes is challenging due to the large DoFs. In this paper, we present a computational motor learning model that leverages the concept of motor synergies to extract low-dimensional learning representations in the high-dimensional motor space and the internal model theory of motor control to capture both fast and slow motor learning processes. We establish the model's convergence properties and validate it using data from a target capture game played by human participants. We study the influence of model parameters on several motor learning trade-offs such as speed-accuracy, exploration-exploitation, satisficing, and flexibility-performance, and show that the human motor learning system tunes these parameters to optimize learning and various output performance metrics. Author summary: Examining the learning and acquisition of motor skills in humans when facing complex, high-dimensional tasks is vital for understanding human motor learning, optimizing the performance of human-in-the-loop systems, improving learning outcomes, and facilitating rehabilitation. Toward this goal, we develop a normative model of human motor learning in high-dimensional novel motor tasks and show that it explains experimental data reasonably well. Further, through a model-based investigation, we examine various motor learning trade-offs, such as exploration-exploitation, speed-accuracy, satisficing, and flexibility-performance. These findings provide a foundational insight into how the human brain may balance these trade-offs during learning. [ABSTRACT FROM AUTHOR]

This study examined the extent and nature of parental involvement in the education of students with visual impairment in the city of Woldia, Ethiopia, as well as the associated challenges these parents face. A qualitative approach was employed, utilising a case‐study design. A purposive sample of 14 participants, consisting of parents of students with visual impairment, was selected for in‐depth interviews and focus group discussions. The collected data underwent thematic analysis to identify key themes and patterns. The results indicate that parents of children with visual impairment actively engage in their child's education by providing materials, creating supportive environments and maintaining communication with schools. Challenges to parental involvement included poor communication with schools, a lack of involvement in at‐home learning, limited participation in volunteer activities and minimal involvement in decision‐making. These challenges were influenced by factors such as time constraints, false beliefs, scant knowledge of Braille‐related activities and negative attitudes towards parental involvement. Additionally, the study revealed a lack of collaboration between parents and communities in the education of children with visual impairment. These challenges need addressing and parental involvement in the education of these students should be enhanced. Improving communication, providing support and resources, fostering inclusivity, and promoting collaboration among parents, teachers, schools and the community are key to improving educational outcomes and societal inclusion for students with visual impairment. [ABSTRACT FROM AUTHOR]

The research investigated the obstacles faced by undergraduates with visual impairments while studying at a Nigerian university striving to establish an inclusive learning environment for students with disabilities. The aim was to generate empirical evidence that can inform policies at the university and other similar institutions. The research is anchored in Bronfenbrenner's ecological systems theory, and a qualitative descriptive research design was employed. Using purposive sampling, 11 (male = 7; female = 4) undergraduate students living with blindness were recruited. Data were collected using semi‐structured interviews and subjected to inductive data analysis. It was found that students encounter various challenges, emanating from peers, lecturers, the university and their families. The results demonstrate how different contexts influence the learning outcomes of students with visual impairments, warranting more comprehensive intervention programmes. [ABSTRACT FROM AUTHOR]

Understanding blindness or imagining being blind can be challenging for individuals without visual impairments. One of the affordances of high-immersion virtual reality (VR) is its ability to build empathy and facilitate perspective-taking. VR can be potent when providing narrative, experience-laden education that exposes users to ideas and settings that may be beyond their immediate reach. This paper reports on a pilot study based on a series of workshops conducted at a university intended to give participants the opportunity to experience a VR non-fiction story, documenting the experience of a man who became blind after years of deteriorating vision. The workshops intended to trigger participants’ interest in VR technology and brainstorm ways that VR can address equity and inclusion of individuals with visual disabilities in education and the workforce. Findings from survey responses and group discussions of 34 workshop attendees revealed that participants’ general empathy levels slightly increased after the VR experience. Participants’ perceptions of blind people’s productivity significantly increased following the VR experience, suggesting that immersive technology can be integrated in various educational and training settings to enhance empathy and understanding of the experiences of diverse populations, including populations that are underrepresented in higher education and the workforce. This pilot study is a stepping stone for a larger project aiming to confirm the preliminary findings and to derive more exhaustive recommendations for educators and educational policy makers to address inclusion of people with visual disabilities in education and the workforce. [ABSTRACT FROM AUTHOR]

This article charts a critical history of drawing, as it was taught within “general” schooling in colonial Bombay (now Mumbai), beyond the artisanal workshop, art, and industrial schools. Rather than children’s creative or subjective expression as it is commonly seen today, drawing’s presence in the school curriculum was a sign of the efforts being taken to create a workforce suitable for industrial capitalism, in Britain and in India. Analysing archival sources, and situating them within the broader discourses around colonialism, work, and the industrial subject, the article points out that when drawing was taught in Bombay it was hamstrung by issues metropolitan in origin, viz. course design, inconsistent pedagogic vision, lack of financial outlay as well as local conditions of low industrialisation. Similar problems plagued drawing in Britain. However, colonial power relations held Indian teachers and school-goers responsible for drawing’s “failures” in addressing the crisis of technical skilling and employment generation in India, while in Britain the critique was directed towards the system. Drawing – despite these “failures” – came to be valued as a practice necessary in and of itself. Drawing, the article contends, offered an embodied and verifiable response to wage labour, as seen in its unfolding in the colony, i.e. a moral technology geared towards wage labour. [ABSTRACT FROM AUTHOR]

This article discusses the importance of ensuring quality in education and fostering inclusive approaches for learners with special needs. It emphasizes the need for educators to focus on high standards, personalized evaluation, and the well-being and outcomes of learners. Inclusive education is highlighted as a means of promoting equality and empowerment, rejecting the use of special schools or classrooms to separate students with disabilities. The article also explores the challenges and strategies in creating inclusive learning environments, such as the need for teacher training programs to strike a better balance between theory and practice, the importance of neurodiversity-affirming practices in higher education, and the significance of digital accessibility. The integration of AI technologies and continuous reflection on inclusive practices are also emphasized as vital components in creating equitable educational environments. [Extracted from the article]

Purpose: This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context. Design/methodology/approach: This study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software. Findings: The findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind. Originality/value: This case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field. [ABSTRACT FROM AUTHOR]

Background: Graduate nursing education is the main way to train high-quality nursing personnel. Globally, the nursing education system has been gradually improved, forming a multi-level, multi-channel, and multi-specification education system including secondary, specialized, undergraduate, and postgraduate. Objective: To analyze the research hotspots and trends of nursing postgraduate education in China by using bibliometric methods, and to provide reference for scholars at home and abroad to understand the current status of this field. Methods: Literature related to graduate nursing education was searched in the Chinese full-text journal database (CNKI) from January 2000 to May 2022 and analyzed using CiteSpace software. Results: A total of 998 kinds of literature were included, with a growing trend in the number of articles issued. The research hotspots and trends of nursing graduate education in China are clinical practice, cultivation mode, and core competence. Conclusion: Chinese nursing graduate education is improving. Foreign experience should be drawn upon, combined with the hotspots and trends summarized in this study, to promote the development of nursing graduate education in China. [ABSTRACT FROM AUTHOR]

Biofeedback therapy is useful for treatment of functional defecation disorders but is not widely available and is labor intensive. We developed an Internet-of-Medical-Things (IoMT) device, enabling self-guided biofeedback therapy. This study assesses the safety and efficacy of self-guided biofeedback therapy using the IoMT device in comparison to standard operator-led therapy. Patients experiencing urge or seepage fecal incontinence (≥1 episode/week) were randomly assigned to either our IoMT system or to the conventional anorectal manometry-based therapy. Both interventions comprised six weekly sessions, focusing on enhancing anal strength, endurance, and coordination. The novel device facilitated self-guided therapy via visual instructions on a companion app. Primary outcomes included safety/tolerability, changes in Vaizey severity scores, and alterations in anorectal pressure profiles. Twenty-five patients (22 females, 3 males) participated, with 13 in the novel device group and 12 in the standard therapy group. Both groups showed significant reductions in symptom severity scores: IoMT device group -4.2 (95% CI: -4.06, -4.34, p = 0.018), and the standard therapy group -4.8 (95% CI: -4.31, -5.29, p = 0.028). Anal sphincter resting pressure and sustained squeeze time improved significantly in both groups, and the novel device group demonstrated an increase in maximum sphincter squeeze pressure. There were no significant differences between the therapy groups. Importantly, the experimental device was well-tolerated compared with standard therapy, with no serious adverse events observed. This study demonstrates the comparable efficacy of self-administered biofeedback using the IoMT device with traditional biofeedback therapy. The results demonstrates the potential of the IoMT device as a safe, self-guided method for FI therapy, offering convenience and effectiveness in fecal incontinence management. [ABSTRACT FROM AUTHOR]

AbstractIn Western industrialised contexts, ecological problems such as climate change are sensed and come largely to be known through media representations. In this article, we consider aesthetic practices as a concept for understanding the ways in which the visual sensible world relating to climate change is continuously distributed. Furthermore, we study photography as a pedagogical means to redistribute the sensible. Our data are gathered from a photography course in which participants explored four alternative aesthetic practices: revealing connectedness, recognising agency, compromising the attractions of consumerism, and illuminating alternatives. Through their photographic explorations, participants were encouraged to intervene in two problematic consensual frameworks: human-centredness and consumption-centredness. We found that exploring aesthetic practices through photography helped redistribute the sensible in two significant ways: participants recognised visible traces of the consensual frameworks and shifted the emphasis of perception beyond their personal viewpoints. [ABSTRACT FROM AUTHOR]

When asked to judge the duration of a face people typically overestimate the duration of angry compared with neutral faces. A novel feature of the current research was the inclusion of secondary manipulations designed to distort timing performance namely the effects of visual cues (Experiment 1) and action preparedness (Experiment 2). Furthermore, to establish whether the effects are multiplicative with duration, the effects were examined across two duration ranges (200–800 and 400–1,600 ms). Visual cues and instructions to prepare to act increased the tendency to judge faces as lasting longer. Experiment 1 revealed an unexpected underestimation effect for angry faces presented for short durations (200–800 ms). However, the effect was not replicated in Experiment 2 where the results were generally consistent with either an increase the speed of a pacemaker mechanism that resides within an internal clock or the widening of an attentional gate—the temporal overestimation effect for angry faces grew in magnitude from the short to long duration. Experiment 2 also showed that the temporal overestimation for angry faces was reduced in magnitude when participants were asked to prepare to either push or pull a joystick. [ABSTRACT FROM AUTHOR]

The present study investigated the effect of visual offset (visuo-proprioceptive mismatch) in joint repositioning task in a three-dimensional virtual reality (VR) environment when participants were instructed to ignore vision. Twenty-five physically healthy young individuals performed shoulder joint position sense test. Repositioning accuracy was tested under two visual conditions, accurate and offset visions, and two instructions, no guidance or ignore vision. In accurate vision trials, the virtual hand of the tested limb seen in VR was congruent with where the participant placed their hand. In the offset vision condition, the virtual hand was seen 8° above or below their actual hand in the vertical plane. Repositioning error (i.e. constant error) in offset vision trials was lower when the participants were instructed to ignore vision compared to when no instruction about the visual offset was given (p < 0.001). However, constant error in offset vision trials was larger than accurate vision trials when the participants tried to ignore vision in both visual conditions (p < 0.001). Our results suggest that humans may be able to down-weight vision to some extent by conscious effort, while the influence of vision is difficult to eliminate when vision is present. [ABSTRACT FROM AUTHOR]

Inspired by the natural shape-morphing abilities of biological organisms, we introduce a strategy for creating energy-efficient dynamic 3D metasurfaces through spatiotemporal jamming of interleaved assemblies. Our approach, diverging from traditional shape-morphing techniques reliant on continuous energy inputs, utilizes strategically jammed, paper-based interleaved assemblies. By rapidly altering their stiffness at various spatial points and temporal phases during the relaxation of the soft substrate through jamming, we enable the formation of refreshable, intricate 3D shapes with a desirable load-bearing capability. This process, which does not require ongoing energy consumption, ensures energy-efficient and lasting shape displays. Our theoretical model, linking buckling deformation to residual pre-strain, underpins the inverse design process for an array of interleaved assemblies, facilitating the creation of diverse 3D configurations. This metasurface holds notable potential for tactile displays, particularly for the visually impaired, heralding possibilities in visual impaired education, haptic feedback, and virtual/augmented reality applications. This paper introduces a load-bearing 3D dynamic metasurface that alters the stiffness of interleaved assemblies at various spatial points and temporal phases through jamming. This approach does not require continuous energy input and was demonstrated as a tactile display for the visually impaired. [ABSTRACT FROM AUTHOR]

Globally, education of children with disabilities increasingly occurs in inclusive school settings, requiring specialised teacher education. Scholars emphasise relational and instrumental skills, to overcome prejudice and exclusion. Visual impairment (VI) is emotionally evocative, presenting particular challenges to inclusion. Using data from in-service teacher education for VI inclusion in South Africa, this theoretical paper explores the personal and emotional barriers which teachers must negotiate surrounding the 'new reality' of VI in their classrooms if successful inclusion is to be achieved, and how teacher education may support this. We set qualitative data from an in-service short course for teachers of VI learners against ideas from disability studies, critical psychoanalysis and anthropology, conceptualising relational issues arising from VI in the classroom. Due to VI's evocation of unconscious anxieties in the observer, we argue that the experiences and needs of children with VI may be felt as 'matter out of place' in the classroom, confounding inclusion. Teacher anxiety threatens the capacity for containment and creativity, undermining the secure relationship which is elemental to successful learning. To manage the experiences, feelings and needs of VI learners, teachers require education which facilitates processing of their own emotions surrounding this evocative form of disability. [ABSTRACT FROM AUTHOR]

The optical lantern projector was first introduced as a teaching aid into schools all over the world at the turn of the twentieth century. Because slides were expensive, special slide lending services played an important role in supplying schools with images they could project. Existing studies on the use of this new medium in education have hinted at the influential position of these slide libraries but have never analysed them as a phenomenon in itself. Based on a wide variety of archival and published sources, this contribution charts the slide lending service "landscape" in Belgium. It demonstrates how these slide libraries were framed as weapons in the intense conflict between Catholics and free-thinking Liberals that occupied Belgium for most of the nineteenth and early twentieth centuries, and in which schooling was a main point at issue. By analysing the slide collections of these organisations by means of their catalogues, this article shows to what extent ideology influenced the topics that were represented in the materials they provided. It also shows that the opposing sides reached common ground when it came to their home country. Since the international trade did not offer the types of slides they wanted to show to their pupils, teachers working in slide lending services often created their own slide series. In their slide sets on Belgium, both non-confessional and Catholic lending services represented their relatively young country as one geographical entity of which its inhabitants could be proud. [ABSTRACT FROM AUTHOR]

This paper engages with Italo Calvino's lecture on Visibility, included in his last—and testamentary—volume Six Memos, by understanding it in an educational and pedagogical key. While the question of pedagogy is expressly addressed by Calvino himself in his lecture, the interpretation here provided is not merely an application of his tenets but an elaboration on and an autonomous development of them. In particular, in the spotlight there is the intimate bond image-cum-writing which seems to preside over Calvino's insights and is here suggested as key to tackling the challenges of the contemporary mediascape and the "tautological vision" dominating therein. While a part of the educational discourse invokes "homeostatic" pedagogical solutions, namely the (ultimately confrontational) deployment of writing to compensate for the iconic ruling regime, this paper explores the possibility of a specific kind of visual education (instantiated by comics and Otto Neurath's Isotype), which combines the role of the image with some features traditionally attributed to the pedagogy of writing (e.g. the cultivation of abilities of abstraction, of reflection etc.). A pedagogy of figuration is, accordingly, proposed as an interruption of the tautological vision of the new media and as conducive to educating readers of the unwritten world and of the world of digital images, Mr. Palomar—the hero of Calvino's last novel—possibly being the archetype of this kind of (new?) readership. By referring to two influential notions in the contemporary debate in educational philosophy and theory, this pedagogy is finally interpreted in term of (visual) thing-centredness rather than (visual) subjectification. [ABSTRACT FROM AUTHOR]

Using a verbal protocol, this study investigated how 38 second-grade students identify, describe, and interpret five types of commonly used visual graphics in science texts (i.e., cut-away diagrams, maps, captioned photographs, flow diagrams, and hybrids). Additionally, we explored the challenges students encountered when interpreting these visuals. Our findings demonstrated that, overall, a majority of second graders struggled to correctly name and identify the purposes of the selected visuals, with the exception of maps. Furthermore, there was significant variation in students' interpretations of the visuals in science texts. When interpreting the visuals, students' perceptions of the task's difficulty level were influenced by factors such as the amount of information, overall organization, concreteness of visuals, use of visual conventions, lack of prior knowledge, and vocabulary knowledge. We recommend that classroom teachers integrate more explicit visual literacy instruction into science education, incorporating a variety of visuals. [ABSTRACT FROM AUTHOR]

Academic integrity is important for any special education institution and its stakeholders to continue providing students with visual impairments with a high-quality education. Visually impaired students receiving special education in their respective institutions keenly observe their educational system. The study aimed to inquire about the status of academic integrity through visually impaired students' perception in their respective institutes of special education in Punjab. This study used an explanatory type of research through a qualitative approach. An independently created semi-structured interview served as the data collection instrument. Three (03) experts in the field validated the instrument. A thorough literature review was conducted to verify the questionnaire's reliability. According to the study questions, six major themes emerged from the data analysis. The study's findings revealed that visually impaired students consider their classmates a reliable source for sharing information during class assessments. This study recommends that teachers of visually impaired students should be trained enough to develop quality academic skills among visually impaired students to get rid of cheating in exams through copying or taking help from anyone. [ABSTRACT FROM AUTHOR]

Using games as educational tools has been a captivating subject in the academic domain. There is an increasing number of digital games designed to support architectural education. This paper introduces a serious game aimed at enhancing basic design knowledge for firstyear architecture students. The game focuses on teaching and testing visual design principles such as emphasis, balance, and rhythm. Based on these principles, it allows students to create 2D compositions on a grid pattern by placing and manipulating simple shapes in terms of color, shape, and size. The final composition is evaluated by an artificial intelligence (AI) tool integrated into the game. This AI tool predicts the design principles present in the composition, providing three possible outcomes with associated percentages. The game, currently in the testing phase, has been played by 126 first-year students, and user experience has been assessed through questionnaires, surveys, and basic game metrics. The use of this game to teach visual design principles has proven to be an effective method for engaging students in active learning and enhancing their understanding and application of design concepts. The innovative use of AI to provide realtime feedback and the interactive nature of the game have fostered a deeper, experiential learning process. Additionally, students have proposed various innovative ideas to improve the gaming experience, suggesting potential enhancements that could lead to a more refined and enjoyable gameplay. These insights highlight the potential of digital gamebased learning (DGBL) and AI-enhanced tools in creating an engaging and effective educational environment. [ABSTRACT FROM AUTHOR]

Multi-modal large language models (MLLMs), such as GPT-4, exhibit great comprehension capabilities on human instruction, as well as zero-shot ability on new downstream multi-modal tasks. To integrate the different modalities within a unified embedding space, previous MLLMs attempted to conduct visual instruction tuning with massive and high-quality image-text pair data, which requires substantial costs in data collection and training resources. In this article, we propose TOMGPT (Text-Only training Multi-modal GPT), a cost-effective MLLM tuned solely on easily accessible text data with much fewer resources. Along with pre-trained visual-linguistic coupled modality space (e.g., CLIP and ALIGN model), a text-only training strategy is devised to further project the aligned multi-modal latent space to that of LLM, endowing the LLM with visual comprehension capabilities in an efficient manner. Instead of enormous image-text training data required by previous MLLMs, we find that TOMGPT can be well-tuned with fewer yet diverse GPT-generated free-form text data, as we establish the semantic connection between LLM and pre-trained vision-language model. A quantitative evaluation is conducted on both MME and LVLM, which are recently released and extensively utilized MLLM benchmarks. The experiments reveal that TOMGPT achieved reliable performance compared to numerous models trained on a large amount of image-text pair data. Case studies are also presented, demonstrating TOMGPT's broad understanding and dialogue capabilities across diverse image categories. [ABSTRACT FROM AUTHOR]

This article investigates the challenges confronted by students with visual impairment at the University of Cape Coast. The researchers adopted the phenomenological design and utilised semi-structured interview guide and observation guide for the data collection. Through the purposive sampling technique, the views of students with visual impairment were elicited. The findings reflect the challenges that students with visual impairment encounter while succumbing to the demands of academic endeavours at the University. These challenges are based on the inauspicious physical environment, inordinate attitude of some members of the University community and unsupportive academic arrangements at the University. The study discusses the need for public education on students with special education needs and disabilities (SEND) and the need for lecturers to reconsider their pedagogic procedures to suit all students especially students with SEND. There is also a call for the modernisation of the physical environment and academic assistive devices by the management of the University with the co-operation of the government of Ghana and some NGOs. [ABSTRACT FROM AUTHOR]

Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. Although there are many studies on educational video games, limited approaches that enhance teachers' education have been explored. The current study focuses on stimulating pre-service teachers' design thinking skills and improving the quality of their video games that have a visual identity by incorporating a design thinking approach into a makerspace. This study followed a quasi-experimental approach, in which 38 pre-service teachers from the departments of Art Education, Early Childhood Education, and Educational Technology at the College of Education at King Faisal University in Saudi Arabia participated. They designed and produced educational video games that consider visual identity and completed the design thinking scale. The results showed that there was great cooperation between participants from all disciplines in the work team, which affected the generation of creative and innovative ideas and the quality of the educational video games. This is due to the use of design thinking elements such as empathy, identification, ideation, and prototyping with different tools in the makerspace. This study calls for the use of a design thinking approach in the classroom learning space for teachers' education, discusses implications for educational practices, and recommends further research in this area. [ABSTRACT FROM AUTHOR]

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the rapid advancement of robotics technology, an increasing number of researchers are exploring the use of natural language as a communication channel between humans and robots. In scenarios where language conditioned manipulation grounding, prevailing methods rely heavily on supervised multimodal deep learning. In this paradigm, robots assimilate knowledge from both language instructions and visual input. However, these approaches lack external knowledge for comprehending natural language instructions and are hindered by the substantial demand for a large amount of paired data, where vision and language are usually linked through manual annotation for the creation of realistic datasets. To address the above problems, we propose the knowledge enhanced bottom-up affordance grounding network (KBAG-Net), which enhances natural language understanding through external knowledge, improving accuracy in object grasping affordance segmentation. In addition, we introduce a semi-automatic data generation method aimed at facilitating the quick establishment of the language following manipulation grounding dataset. The experimental results on two standard dataset demonstrate that our method outperforms existing methods with the external knowledge. Specifically, our method outperforms the two-stage method by 12.98% and 1.22% of mIoU on the two dataset, respectively. For broader community engagement, we will make the semi-automatic data construction method publicly available at https://github.com/wmqu/Automated-Dataset-Construction4LGM. [ABSTRACT FROM AUTHOR]

Ying Wang, Huan Ren, Meng Li, Ling Xie, Lin Lin, Yan-Le Fang Department of Anorectal Surgery, The Second Hospital of Hebei Medical University, Shijiazhuang, 050000, People’s Republic of ChinaCorrespondence: Ying Wang, Department of Anorectal Surgery, The Second Hospital of Hebei Medical University, 215 Heping West Road, Shijiazhuang, Hebei, 050000, People’s Republic of China, Tel +86-031166002901, Email Wangying_0628@yeah.netObjective: This study aimed to analyse the impact of enterostomal therapist-led visual health education combined with peer education on the postoperative self-nursing ability, quality of life and peristomial complications in patients with a permanent colostomy.Methods: Patients with a permanent colostomy admitted to Second Hospital of Hebei Medical University between March 2021 and March 2023 were selected and divided into the study group (60 patients) and the control group (60 patients). Enterostomal therapist-led visual health education combined with peer education was adopted in the study group, and regular education was adopted in the control group. The clinical effects between the two groups were compared.Results: Repeated measurement analysis of variance showed that the two educational methods had different effects on the quality of life (Ftreatment = 342.734, p < 0.001), self-nursing ability (Ftreatment = 256.321, p < 0.001), adaptability (Ftreatment = 321.734, p < 0.001) of patients with a permanent colostomy. After the 3-month intervention, the differences in all aspects of the quality of life, self-nursing ability and adaptability between the two groups were statistically significant, and the score of the study group was higher than that of the control group (p < 0.05). Compared with the control group, the study group had a lower incidence of the five complications (p < 0.05) and higher nursing satisfaction (Z = − 2.968, p < 0.05).Conclusion: Enterostomal therapist-led visual health education combined with peer education can improve the quality of life of patients with a permanent colostomy, improve their positive mood, reduce their negative mood, improve their adaptability to the stoma, reduce complications and improve their daily living conditions. In the future, the clinical application of visual health education and peer education in patients with permanent colostomy should be increased.Keywords: peer education, visual education, self-nursing ability, quality of life, peristomial complications, permanent colostomy patients

This article explores whether the implementation of the B-Learning (BL) and Flipped Classroom (FC) methodologies, using the ICT tool Edpuzzle, in the mandatory subject of Didactics of Plastic Expression in the Early Childhood Education teacher training programme leads to improvements in their education as future teachers. To address this investigation, two different pedagogical interventions were proposed: Unit 1 (U1), implementing BL, and Unit 2 (U2) through traditional lectures. For the analysis, a qualitative methodology using the focus group technique was employed. The results revealed high satisfaction among students regarding U1, implying that the use of ICT through the implementation of BL and FC methodologies has created a more dynamic and enriching educational environment, thereby enhancing their learning. [ABSTRACT FROM AUTHOR]

The article discusses the importance of visual literacy skills, specifically in relation to the creation and understanding of infographics, for Generation Alpha (Gen A). Gen A, who are born into a visually intense digital world, need to develop these skills in order to effectively communicate and interact with their environment. The article explores different types of infographics, such as AR integrated infographics and interactive learning dashboards, and emphasizes the need for a transformation in visual literacy skills to effectively utilize these graphics. The article also highlights the responsibility of the Y generation to prepare Gen A for this visually intense world and discusses the challenges and benefits of collaborative infographic creation. Overall, the article emphasizes the significance of visual literacy skills in navigating the visually intense digital world of Gen A. [Extracted from the article]

This study explores the integration of key Transformative Learning Theory (TLT) principles into design education to foster Visual Literacy (VL) and promote awareness of environmental issues among undergraduate students. Through thematic analysis of 22 illustrated infographics, ideation sketches and supporting textual data created by art and design students, the study examines patterns and insights related to perspective transformation, critical reflection, and visual writing skills. Findings reveal pedagogical efficacy when prompting students to explore counter-narratives to the prevailing negative zeitgeist, resulting in perspective transformation and critical reflection of the design process. In turn, this perspective shift and critical reflection fostered the development of students' abilities to convey complex ideas visually, thus broadening their visual vocabulary to advocate for positive change. Three main categories were considered: Critical Reflection, Perspective Transformation, and Visual Writing Skills, and six sub-categories were identified: Implicit Reflection, Paradigm Shift, Alternative Narratives, Rhetorical Concepts, Intentional Visual-Verbal Communication, and Emotional Visual Language. Implications for scholars include insights into curriculum development and the promotion of ethical and sustainable design practices, while pragmatic applications for faculty offer actionable recommendations for enhancing teaching practices. The study underscores the importance of ethical considerations, diverse perspectives, and real-world applications in nurturing students' growth as innovative, ethical and sustainable designers. [ABSTRACT FROM AUTHOR]

In higher education, the popularity of using infographics as teaching and learning tools is increasing. However, their design is a demanding task and the majority of students are inexperienced in creating this form of visual. To help educators integrate tasks of creating infographics more successfully and thus enhance the development of visual literacy in higher education, this study seeks to identify challenges faced by university students while creating infographics for the first time. The study participants were students of Informatics attending the course of Academic and Technical Communication in English. Data sources were their initial drafts of infographics created in small groups during a multi-step project. The results of the content analysis revealed that the most commonly observed challenges were difficulties while applying titles and subtitles, too substantial amount of textual information, inability to put information in a story-like format, inappropriate layout of information, inaccurate spelling, lack of references or absence of their correct attribution and use of unjustified text. Importantly, the study includes lists of attributes and recommendations necessary to design infographics, the appliance of which together with the use of professionally designed templates could result in effective infographics. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine how infographics are used in the dynamics of designing or creating in the teaching and learning process. Utilising a bibliometric approach and content analysis, we examined a sample of 760 documents from the Web of Science and Scopus databases with no lower time limit until November 2023. The analyses aimed to identify trends, including main topics, authors, sources, most cited articles, institutional affiliations, and countries in the literature. This bibliometric approach allows for the observation of trends in the educational application of promoting visual literacy through students' design or creation of infographics in formal and informal learning settings. Initial publications emerged in 2007, gaining momentum from 2014 to the present. The most prolific fields were medical science, chemistry, and computer science. This investigation shows that educational institutions could employ infographics beyond present boundaries to prepare students—particularly Generation Alpha, digital natives—for a data-driven society. Institutions should expand their use of infographics to improve visual literacy and address the changing educational requirements of students in a dynamic learning environment. Overall, this paper provides insights into the readiness of educators and institutions to engage Generation Alpha, the digital natives, through visual literacy and infographics. [ABSTRACT FROM AUTHOR]

This research introduces an innovative intelligent model developed for predicting and analyzing sentiment responses regarding audio feedback from students with visual impairments in a virtual learning environment. Sentiment is divided into five types: high positive, positive, neutral, negative, and high negative. The model sources data from post-COVID-19 outbreak educational platforms (Microsoft Teams) and offers automated evaluation and visualization of audio feedback, which enhances students’ performances. It also offers better insight into the sentiment scenarios of elearning visually impaired students to educators. The sentiment responses from the assessment to point out deficiencies in computer literacy and forecast performance were pretty successful with the support vector machine (SVM) and artificial neural network (ANN) algorithms. The model performed well in predicting student performance using ANN algorithms on structured and unstructured data, especially by the 9th week against unstructured data only. In general, the research findings provide an inclusive policy implication that ought to be followed to provide education to students with a visual impairment and the role of technology in enhancing the learning experience for these students. [ABSTRACT FROM AUTHOR]

People tend to employ suboptimal attention control strategies during visual search. Here we question why people are suboptimal, specifically investigating how knowledge of the optimal strategies and the time available to apply such strategies affect strategy use. We used the Adaptive Choice Visual Search (ACVS), a task designed to assess attentional control optimality. We used explicit strategy instructions to manipulate explicit strategy knowledge, and we used display previews to manipulate time to apply the strategies. In the first two experiments, the strategy instructions increased optimality. However, the preview manipulation did not significantly boost optimality for participants who did not receive strategy instruction. Finally, in Experiments 3A and 3B, we jointly manipulated preview and instruction with a larger sample size. Preview and instruction both produced significant main effects; furthermore, they interacted significantly, such that the beneficial effect of instructions emerged with greater preview time. Taken together, these results have important implications for understanding the strategic use of attentional control. Individuals with explicit knowledge of the optimal strategy are more likely to exploit relevant information in their visual environment, but only to the extent that they have the time to do so. [ABSTRACT FROM AUTHOR]

This paper introduces the life and work of art educator and designer Kurt Rowland (1920–1980) who authored the first set of textbooks on visual education and played a role in the shifting world of art and design education in post‐war Britian. We detail the foundational experiences of his extraordinary life in the first half of the 20th century including surviving the Spanish Civil War and La Retirada, being a 'friendly enemy alien', and becoming one of the Dunera boys forced into Australian internment camps. He later went on to develop a new aspect of art and design education he called visual education. We explore Rowland's notion of a visual education, explicating its features, appraising its import, and situating Rowland's ideas to those of his contemporaries. We explore his motivations and how his work advanced art pedagogy. Finally, we argue that Kurt Rowland has been absent in recent literature on art and design education and that his work, which contains elements that have continued relevance today, should not be overlooked. [ABSTRACT FROM AUTHOR]

Background & Methods: The aim of the study is to evaluate benefit of visual aid in achieving proper positioning for neuraxial anaesthesia. The anaesthesiologist will prepare the spinal tray and drugs under aseptic conditions, prepare and drape the patient's back. A second person will start the timer and read out the standardized verbal instructions with or without visual aids, according to the allocation group of the patient. The patient will adopt the required position, and the anaesthesiologist will commence the procedure. Results: Group 1 required a second anesthesiologist to successfully complete the procedure in 25 patients out of 30 (90%) patient whereas 28 cases of group 2 (93.3%). The chi-square statistic is 1.4555. The p-value is .027643. The result is significant at p < .05. Conclusion: We concluded that the use of visual aids to assist positioning for neuraxial blockade reduced the time taken for the procedure by an average of 2 min and also reduced the number of skin punctures required. [ABSTRACT FROM AUTHOR]

This paper traces the making of Bamiyan Buddhas beyond the Bamiyan valley in Afghanistan since 2002. Recounting the building and rebuilding of a monastic complex in Bangkok, the study focuses on one of these new Buddhas, more complete than the "original" Bamiyan Buddha of the dually inscribed grotto, "Bamiyanguha-Bamiyan Museum", at Wat Saket. In their global manifestations, the Bamiyan Buddhas have emerged as mobile sites, as place holders with direct and indirect citations to the destroyed Buddhas of the valley. The building of Wat Saket's Bamiyan Buddha is situated within larger transnational histories of planned, projected, rejected, and reproduced Bamiyan Buddhas, within stylistic decisions related to questions of shifting material media, scale, and iconography involved in copying and reproductions, in the context of Thailand's changing engagements with itinerance, multiplication, and copying strategies around Buddha images, and in national and global circuits of collecting, exhibitions, gift, and piety. The museum, specifically the cave-museum of Wat Saket, as a site of retinal and haptic vision which continues to challenge and blur the distinctions between curatorial visions, specialist pedagogy, visual instructions, aesthetic contemplation, and rapidly shifting and evolving complex of ritual practices and leisure, remains at the heart of this study. [ABSTRACT FROM AUTHOR]

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Education for those who are visually impaired usually relies on modified materials and unique teaching methods. Nonetheless, the advent of Extended Reality marks a considerable change by providing immersive and interactive experiences that can surpass the challenges encountered in conventional learning due to visual impairments. This study aims to systematically review and analyse the existing literature on the use of extended realities in the education of individuals with visual impairment. This systematic review followed the Preferred Reporting Items for Systematic Reviews (PRISMA) statement as a formal systematic review guideline for data collection to ensure the quality and replicability of the revision process. Data were obtained from research studies over the period 2013–2023. The analysis included a total of 71 papers from Science Direct, ERIC, JSTOR, Taylor & Francis Online, and Scopus databases. The results show that Europe had the most publications on these topics during the past decade and that most papers were focused on higher education. Additionally, virtual reality was the most investigated topic. The findings indicate that extended reality has the potential to promote inclusion for the visually impaired in educational settings and provide them with enhanced educational experiences in many educational disciplines. [ABSTRACT FROM AUTHOR]

The aim of the article is to reflect on the theme of visual education through the analysis of digital storytelling practices conceived in a non-formal environment and subsequently carried out in mixed formal/non-formal areas. The reflection starts with educational and research projects involving an entire community within which an integrated educational environment was built (school, local area, municipal institution, university). On the basis of specific projects this environment was useful for the implementation of a dynamic educational/training process, thanks to the presence, in the formal didactic setting, of training practices specific to the non-formal setting. This path allowed the creation of an educational model useful for carrying out media education activities, focused on the educational potential of “doing”. The model is based on the classic audiovisual production process combining a series of indications coming from the paradigms of Media education, from the indications of the Digital civic education curriculum, from DigComp2.2, all the useful information for the world of schools in light of the recent National Cinema Plan for Schools.

Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support material. Based on a classroom study in a linguistically diverse Grade 4 classroom, we employed the perspective of discourse‐bridging interaction to develop three broad categories of interactional examples, which we related to three kinds of visual support material used in the instruction: generic visual support images, naturalistic images, and disciplinary images showing examples of natural selection. The findings show that the interaction moved in and out of science discourse in a way that reflected the images' properties. A generic visual support image illustrated the concept of "adaption" as puzzle pieces fitting together, which promoted everyday and anthropomorphic examples of animals and people striving to fit in. When the teacher used naturalistic images, the discourse shifted between a range of perspectives, while visual aids and whiteboard drawings showing the classic examples of giraffes evolving (a disciplinary image) were employed to clarify the notion of natural selection. We discuss the study's implications for using visual support material in a planned way that supports disciplinary understanding. [ABSTRACT FROM AUTHOR]

Dance is commonly taught through model observation, aided by verbal and gestural cues. Trained dancers are also capable of learning dance movements from verbal instructions in the absence of a visual model, using elaborate multimodal movement representations in long-term memory acquired through training. The role of vision in this situation remains unclear. To investigate the influence of vision on dance sequence learning from verbal instruction, we conducted an online study with 76 professional-level dancers. Participants filmed themselves while learning and subsequently recalling and reproducing a dance phrase from spoken verbal instructions presented as pre-recorded audio. They were randomly assigned to one of two conditions: closing their eyes and wearing a blindfold or keeping their eyes open during learning. As a measure of learning success, recall performance was evaluated with quantitative movement criteria. Motor imagery during learning and recall was assessed via self-report questionnaires. Results showed no differences between the two conditions in recall performance or motor imagery; however, external and kinaesthetic motor imagery quality and quantity showed large to medium positive correlations with recall performance. The findings suggest that vision may not be crucial for successful learning of movement sequences from verbal instructions alone. Motor imagery, however, could be a powerful tool in dance learning as it may enhance memory for movement sequences. Further research should focus on the use of imagery (especially dynamic imagery) in dance during different phases of movement learning and recall under varying sensory and task-based (artistic) conditions. [ABSTRACT FROM AUTHOR]

Objective: Visual arts-based exposure and training are effective tools to enhance medical education. The visual arts can increase emotional intelligence and critical thinking skills. This study, conducted at Georgetown University School of Medicine (GUSoM) and the National Gallery of Art (NGA) in Washington, DC, was designed to measure the effect of a visual arts elective course on medical students' self-perception of their communication skills. Methods: This 6-week course involved lessons at the NGA and GUSoM for16 second-year medical students. The intervention students were age and gender-matched to14 second-year medical student control participants who took different elective courses. Prior to and following the intervention, the participants completed the Communication Skills Attitude Scale (CSAS). Statistical analysis was performed with either the 2-sided t-test or 2-sided Wilcoxon rank-sum test. Results: There were no statistically significant differences in the presurvey scores between the groups. However, there were 6 CSAS questions in the postsurveys that had statistically significant differences between the 2 groups. Within each group, there were also numerous statistically significant differences between their presurvey and postsurvey responses, with positive changes occurring in the intervention group (IG) and primarily negative changes occurring in the control group (CG). The NGA course improved the self-perception of communication skills, with students reporting stronger views on the importance of communication skills in teamwork and patient rapport. The CG, on the other hand, did not have as many improved perceptions of communication skills and had stronger opinions regarding not needing the ability to communicate well to be a good physician. Conclusion: This study indicates that medical student communication skills can benefit from exposure to visual arts activities and experiences. Future physicians must become effective communicators, and this study paves the way for research investigating the relationship between visual arts education and the development of a physician's communication skills. [ABSTRACT FROM AUTHOR]

Objectives: The objective was to develop an innovative method of training emergency medicine (EM) resident physicians to perform the head impulse test (HIT) component of the HINTS (head impulse test, nystagmus, test of skew) examination using video‐oculography (VOG) device feedback. Methods: Using principles from motor learning theory and Ericsson's framework for expertise, we developed a training innovation utilizing VOG device feedback to teach the degree (10°–20°) and velocity (>100°/s) of head turn required for the HIT. We assessed the technical ability of participants to perform the HIT using the VOG device, without feedback, to count the number of successful HITs out of 20 attempts before, immediately after, and 2 weeks after the training innovation. Participants rated their confidence on a 1 to 5 Likert scale before and 2 weeks after training. Results: Most participants (11 of 14, 78%) were unable to perform even one successful HIT in 20 attempts before training despite brief verbal and visual instruction regarding the head turn parameters. However, most participants achieved more than one success, in fact, all with at least five successes, immediately after training (13 of 14, 93%) and again 2 weeks after training (nine of 11, 82%). The median (interquartile range) number of successful HITs was 0 (0, mean 0.79) during baseline testing, 7.5 (5.8) immediately after training, and 10 (8.0) 2 weeks after training (p < 0.01, Kruskal–Wallis). The median confidence rating increased from 1.5 (1) before baseline testing to 3 (1.5) after follow‐up testing (p = 0.02, Mann–Whitney U). Conclusions: Prior to motor training, most participants failed to properly perform the HIT. Feedback training with VOG devices may facilitate development of the skills required to properly perform the HIT. Further study is needed to assess the ability to train the interpretive aspect of the HIT and other components of the HINTS examination. [ABSTRACT FROM AUTHOR]

This study applies bibliometric and network analysis methods to map the literature-based landscape of gamification in online distance learning. Two thousand four hundred and nineteen publications between 2000 and 2023 from the Scopus database were analyzed. Leading journals, influential articles, and the most critical topics on gamification in online training were identified. The co-authors' analysis demonstrates a considerable rise in the number of nations evaluating research subjects, indicating increasing international cooperation. The main contributors are the United States, the United Kingdom, China, Spain, and Canada. The co-occurrence network analysis of keywords revealed six distinct research clusters: (i) the implementation of gamification in various learning contexts, (ii) investigating the application of gamification in student education to promote the use of electronic learning, (iii) utilizing artificial intelligence tools in online learning, (iv) exploring educational technologies, (v) developing strategies for creating a playful learning environment, and (vi) understanding children's learning processes. Finally, an analysis of the most cited articles identified three research themes: (a) gamification-based learning platforms, (b) measurement of users' appreciation and satisfaction, and (c) 3D virtual immersive learning environments. This study contributes to the subject discipline by informing researchers about the latest research trends in online education gamification and identifying promising research directions. [ABSTRACT FROM AUTHOR]