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Design education embodies distinctive pedagogical practices rooted in experiential learning, frequent interactions between students and instructors, reflective dialogues through project deliverables, and enculturation through activities and encounters facilitated by a physical studio setting. Contrasting the traditional lecture-based format, the design studio fosters a dynamic, participatory environment, making technology-mediated instructional delivery methods more rare and experimental than widely adopted. However, the COVID-19 pandemic forced a sudden shift to emergency remote teaching, which prompted a critical re-evaluation of both conventional and unconventional teaching methods, thereby leading to a reconsideration of traditional pedagogical approaches. This paper outlines common technology-enhanced approaches in design studios and advocates for blended learning as an effective mode of delivery. Multiple case study methodology was employed to elicit collective experiences, practices and future expectations of studio instructor teams from 12 architecture, design and planning departments across six universities. Findings of the thematic analysis are presented utilising Khan's octagonal framework. The themes are synthesised in an integrative model to aid instructors in planning and implementing blended design studios, and recommendations are made for delivering blended learning experiences. The distinctive contribution of this study is its effort to develop an inclusive, comprehensive, and overarching model that resonates across various studio-based fields. [ABSTRACT FROM AUTHOR]

The study aimed to investigate students’ multivariational reasoning regarding the concept of two-variable functions in a technology-enhanced learning environment. This study provided two main contributions. The first was to identify students’ mental actions in multivariational reasoning through technology-enhanced learning environment, and the second was to how their mental actions evolve in this environment. The participants of the study involved 15 university students enrolled in a mathematics education programme. The data collection tools included audio and video recordings of students, screenshots, dynamic mathematics software GeoGebra files, and written products. The collected data were analysed based on the framework of mental actions of multivariational reasoning. As a result of the data analysis, it was found that the technology-enhanced learning environments encouraged students’ multivariational reasoning by supporting their processes of creating graphs of two-variable functions, mathematically interpreting contour lines, and interpreting the intersection of a plane with a surface function in three-dimensional space. The use of GeoGebra tools in the stages of collaborative learning, scientific debate, and self-reflection (ACODESA method) promoted students’ mental actions in reasoning about multivariation. [ABSTRACT FROM AUTHOR]

This paper explores the impacts of integrating AI into the teaching of Chinese Opera using a mixed-methods approach, examining performance, engagement, and psychological factors in students. A quasi-experimental design involving 199 participants over a one-year period was conducted, involving teaching with and without AI enhancement. Quantitative data, derived from standardized tests and analytics provided by AI platforms, were supported by qualitative data from interviews and observational studies. These results suggest that there were significant increases in the AI-enhanced cohort in opera performance competencies (Δ = 13.6, p < 0.001); retention of cultural knowledge (Δ = 15.5, p < 0.001), and overall engagement levels (r = 0.73, p < 0.001). Time series analysis revealed nonlinear learning trajectories, with participants showing greatest gains during the intervention's midpoint. The psychological data showed a strengthening relationship between self-efficacy and in-performance outcomes, demonstrating an increase from r_initial = 0.38 to r_final = 0.67, p < 0.001. This study indicates both the potential of AI in the preservation and development of traditional artistic work and highlights some challenges in initial implementation. The findings facilitate the ongoing discussion of integrating technologies into arts education and provide valuable insights to support curriculum development, in addition to conserving cultural heritage in the modern-day digital world. [ABSTRACT FROM AUTHOR]

This study aims to examine the combination of educational data mining and learning analytics with virtual reality, augmented reality, mixed reality, and the metaverse, its role in education, and its impact on teaching and learning. Therefore, a systematic literature review, a bibliometric and scientific mapping analysis, and a content analysis are carried out based on 70 relevant documents identified from six databases, namely, ACM, ERIC, IEEE, ScienceDirect, Scopus, and Web of Science (WoS) following the PRISMA framework. The documents were separated into the following three categories, (i) Theoretical and Review studies, (ii) Proposal and Showcase studies, and (iii) Experimental and Case studies and were examined from different dimensions through an in-depth content analysis using both quantitative and qualitative approaches. The documents were further analyzed using scientometric tools, such as Bibliometrix and VOSviewer and topic modeling through Latent Dirichlet Allocation (LDA). The most prominent topics, areas, and themes were revealed and the outcomes regarding the influence of this combination on learning and teaching were summarized. Based on the results, this combination can effectively enrich education, positively affect learning and teaching, offer deep and meaningful learning, and support both students and teachers. Additionally, it can support different educational approaches and strategies, various learning styles, and special education and be utilized in both formal and informal learning environments. The real-time identification, tracking, monitoring, analysis, and visualization of multimodal learning data of students' behavior, emotions, cognitive and affective states and the overall learning and teaching processes emerged as a significant benefit that contributes greatly to the realization of adaptive and personalized learning. Finally, it was revealed that the combination of extended reality technologies with learning analytics and educational data mining can support collaborative learning and social learning, improve students' self-efficacy and self-regulated learning, and increase students' learning gains, academic achievements, knowledge retention, motivation, and engagement. [ABSTRACT FROM AUTHOR]

AbstractThe Internet of Things (IoT) represents a paradigm shift in medical education, offering solutions to long-standing educational challenges. IoT-based systems provide real-time data, simulate clinical environments, and enable personalized learning, critical for preparing future healthcare professionals. This study implemented an IoT-based learning platform for a preclinical Doctor of Medicine (MD) course launched for 56 third-year students in a medical school from a developing country. This IoT-enabled learning environment provided students with active, hands-on learning activities that simulated real-world clinical practice. In all, the application of IoT in medical education has revolutionized it into something much more effective, engaging, and student-centered. As an innovative attempt, sharing this process at an early stage of development may inspire enthusiasm for implementing this approach and open the field for further development. [ABSTRACT FROM AUTHOR]

This research evaluated the effectiveness of an online simulation-based serious game as a learning tool in diagnosis and treatment planning for oral lesions (SimOL) in comparison to a pre-recorded lecture-based approach and to determine its appropriate integration into the undergraduate dental curriculum. A crossover randomized control trial was conducted with a cohort of 77 dental undergraduates. They were randomly assigned into two groups. Group A underwent SimOL followed by a pre-recorded passive lecture, whereas Group B experienced the converse learning sequence. Pre-assessment, Post-assessment I, and Post-assessment II were administered to evaluate knowledge improvement, along with a satisfaction questionnaire to gather learner perceptions. Data were analyzed using descriptive statistics, independent t-test, and repeated measures ANOVA with the Bonferroni post-hoc test. With two dropouts, this research included 75 students (Group A: n = 38 and Group B: n = 37). The results demonstrated statistically significant score differences across the three assessments in both groups. Significant improvements in assessment scores were observed after the initial instructional approaches in both groups (P < 0.001). However, the additional SimOL or lecture did not significantly enhance Post-assessment II scores in either group (P > 0.05). No statistically significant score differences were found between Group A and Group B in all assessments (P > 0.05). Participants held a positive perception of SimOL. These findings demonstrated the effectiveness of SimOL in enhancing knowledge related to the diagnosis and treatment planning of oral lesions at a level equivalent to that of a pre-recorded lecture, highlighting its potential as an interactive learning tool in dental education. [ABSTRACT FROM AUTHOR]

AbstractGiven the positive impact of virtual reality (VR) learning environments on students’ learning satisfaction, it is imperative to identify the key features within these environments that contribute to such satisfaction. This study examined how persuasive features enhance students’ learning satisfaction via psychological outcomes within a persuasive immersive virtual reality learning environment (IVRLE). Using partial least squares structural equation modeling (PLS-SEM), quantitative data obtained from 115 IVRLE users were analyzed. The results show that by leveraging persuasive features, such as unobtrusiveness, design aesthetics, primary task support, credibility support, dialog support, and perceived persuasiveness, educators can create immersive learning environments that effectively engage students cognitively and emotionally, thereby enhancing learning satisfaction. Among the direct determinants of students’ learning satisfaction, perceived enjoyment exhibited the strongest impact. These results underscore the relevance of designing VR learning environments as persuasive educational environments that shape learning behaviors and also caters to the psychological needs of students. [ABSTRACT FROM AUTHOR]

The integration of digital technologies in higher education has revolutionized educational experiences, processes, and pedagogical methods, particularly in developing countries. Additionally, sustainability in education has become a critical focus, aligning with global efforts to promote sustainable development. This study conducts a comprehensive bibliometric analysis to investigate research trends and patterns in sustainable digital transformation (SDT) within higher education in the context of developing countries from 1991 to 2024. Employing the SCOPUS database, the analysis reveals a significant increase in publications on this topic, highlighting a growing scholarly interest. Key themes identified include digital transformation, innovation, sustainability, and technology-enhanced learning environments. Influential sources and journals contributing to this field are identified, with the Journal of Educational Technology & Society being the most cited. Collaboration networks among researchers are analyzed, showcasing the interconnectedness and interdisciplinary nature of this research area. Thematic evolution mapping indicates a shift from addressing challenges and barriers to exploring opportunities and benefits of digital transformation. The findings underscore the need for tailored approaches to address the unique socio-economic and cultural challenges faced by developing countries. This study fills a gap in the literature by providing a comprehensive overview of how SDT is being explored and implemented in higher education institutions in developing countries, offering insights into future research directions and practical implications for sustainable development in this sector. [ABSTRACT FROM AUTHOR]

This paper is an introductory article to the special issue (SI), "Innovative Uses of Technologies in Science, Mathematics and STEM Education in K-12 Contexts," in the International Journal of Science and Mathematics Education. In this SI, there are six papers (including five empirical studies and one meta-analytic study), underscoring the potential of technological approaches to maximising pedagogical benefits for students and teachers, as well as addressing emerging challenges in formal schooling. While various technologies (digital gamification, mixed reality, virtual reality, robotics, metaverse, and computational modelling) were harnessed to transform science, mathematics and STEM learning in primary and secondary school settings, the contributive implications unfolded from these studies for informing future educational practices and research can be categorised into four overarching themes: (i) enhancing students' engagement with technologies, (ii) improving students' conceptual understanding with technologies, (iii) fostering students' collaboration and communication with technologies, and (iv) building teachers' capacity in pedagogical uses of technologies. [ABSTRACT FROM AUTHOR]

Gaining familiarity with bedside procedures during medical school is essential for preparing medical students for intern year. However, this is often not a core component of undergraduate medical education, and students often feel unprepared to perform bedside procedures upon graduation from medical school. Extended reality technologies have rapidly developed in the past few years, become more accessible, and show great promise in education, most recently in healthcare. We aim to show the feasibility and usability of a mixed-reality lumbar puncture simulated experience. We created the mixed-reality simulation by filming a procedure conducted by an expert on a lumbar puncture simulator from the first-person view. We performed a study to assess the feasibility and usability of mixed-reality lumbar puncture training compared with traditional faculty-led high-fidelity mannikin-based simulation training. Fourth-year medical students were randomly selected to participate in the mixed-reality lumbar puncture training. Students watched the virtual first-person teaching via a virtual reality headset while mimicking hand movements on a lumbar puncture mannikin. Faculty taught students in the traditional high-fidelity group in small groups before practicing on the high-fidelity manikin. Students in both groups then performed the procedure entirely with performance assessed via a standardized checklist. Number of attempts to achieve a predetermined minimum passing score were recorded, and students were also surveyed regarding their experience with both simulations. Fifty-nine percent of students felt comfortable using mixed reality as a training modality with less than 6% having any prior extended reality experience. More than 55% felt the mixed-reality experience was as effective as the traditional high-fidelity simulation training. Many students (72%) desired more mixed-reality opportunities. In terms of performance, 58.8% of students in the mixed-reality group vs 65.5% in the traditional group completed the checklist in 1 attempt (P =.79). We demonstrate that mixed reality is an acceptable and effective modality to train health care professionals in lumbar punctures with opportunities to further enhance the immersive learning experience. [ABSTRACT FROM AUTHOR]

Previous research links personalized learning with gains in student motivation and learning outcomes. Understanding the methods and processes students use when they engage in informal learning can help instructors facilitate personalized learning more effectively and efficiently. Toward that end, our study develops a theoretical framework for understanding the role of technological affordances in self-directed, informal learning. Using a qualitative survey (N = 154), we document how learners perceive particular types of accessibility and adaptability and demonstrate how learners achieve personalization through a stepwise actualization of these affordances. Teaching students how to actualize the affordances of accessibility and adaptability, in that order, will help instructors meet the increasing demand for personalized learning. [ABSTRACT FROM AUTHOR]

This systematic review aimed to investigate the role of technology as a solution in Speech-Language Pathology (SLP). A total of 49 articles published between 2004 and 2023 were examined to gather information on general aspects, methodology, technology implementation, learning outcomes, and limitations and solutions related to technology-enhanced learning strategies in SLP research. The study focused on identifying the target participants, technological approaches, and the effectiveness of technology in SLP. The analysis revealed that the majority of studies included graduate students and general participants, highlighting a need for further exploration of technology's impact on babies and older adults in the field of SLP. Various technologies such as augmented reality (AR), virtual reality (VR), robots, and artificial intelligence (AI) were investigated, with computer-based, web-based, and online multimedia environments being the most used technology environments. Limitations of previous studies were identified, and potential solutions and advantages were suggested for guiding future research. The findings can be used as a reference for researchers, practitioners, schools, associations, and policy-makers intending to conduct SLP studies or implement technology-enhanced SLP solutions. The identified limitations and proposed solutions can serve as a reference for improving future studies in this field. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) can be developed in a multitude of ways. Well-known examples are plugged-in and unplugged applications that focus primarily on the (combined) usage of visual, textual, or tangible modalities. Less obvious are applications where CT development can be established via an auditory modality, to which the importance of creativity is attributed. When reasoning from such a different contextual perspective, it is interesting to investigate whether the self-creation of electronic music influences CT development and what added value can be attributed to creativity. Therefore, a mixed-methods study was conducted on primary school pupils aged 10 to 13 using FL-Studio Mobile© music-producing software. Quantitative data were obtained using a pre-test–post-test assessment administered via a validated Computational Thinking Test (CTt). Qualitative data were obtained by conducting interviews to ascertain identifiable effects on CT sub-characteristics to determine the influence of creativity and creative thinking and children's perceptions in this regard. Our results indicate that applying music-making software has measurable effects on CT development, particularly with respect to invoking and using auditory modalities. Notable findings were identified on the CT sub-characteristics "loops", "conditionals", "functions", "nesting", and "CT tasks required". Our study shows that producing music using technology stimulates creativity, which seems to be an important parameter for CT development. Differences between girls and boys were observable. Further research on the interaction between CT and creativity, combining different modalities, is recommended. [ABSTRACT FROM AUTHOR]

This study investigates the integration of digital technology in K-12 education by examining the practices of Estonian primary and lower secondary school teachers. Through latent profile analysis, we identified six distinct profiles of teachers' digital technology integration practices, each characterised by unique patterns of how and why technology is integrated. These profiles—Motivating Facilitators, Depth Facilitators, Efficiency Engineers, Engaging Innovators, Depth Divers, and Motivating Traditionalists—highlight the necessity for context-specific professional development that addresses teachers' diverse needs and motivations. The study contributes to the growing literature on technology-enhanced learning by providing valuable insights into designing effective professional development programs and promoting the strategic use of digital technologies to enhance student learning. [ABSTRACT FROM AUTHOR]

Digital competencies are critical to success in higher education, and yet these skills are often not explicitly taught to students. We have previously designed and evaluated a university-wide digital skills programme using quantitative methods. In the current study, we aim to better understand the student experience of this programme by conducting semi-structured interviews with those completing the programme. Twelve students were interviewed, and data were thematically analysed to reveal five themes. Firstly, students defined digital competencies in line with tridimensional models but also noted that these competencies were deployed in a goal-directed fashion. Secondly, prior learning was explored, with some students noting they had received training as part of specific qualifications at school but many relying on self and peer-teaching. This fed into the third theme, which related to motivations for training in which students noted the appeal of a comprehensive programme with certification on completion but also a need to address their lack of skills or confidence and maximise their university experience. The fourth theme revealed that the student learning journey through the programme varied considerably. Online learning was perceived as having strengths and weaknesses and whilst the diversity of resources was welcomed, pacing was mixed. Finally, the data demonstrated training was impactful, both in terms of teaching and learning and the wider student experience, allowing students to be more digitally aware and proficient in all areas of digital competency. The findings of the current study indicate that there is value in offering university-wide digital skills training. [ABSTRACT FROM AUTHOR]

This paper contributes to international debates about 'authenticity' in higher education, especially where this is embroiled in technology-oriented aspects of educational policy and practice. It describes activity theoretical research in a setting of engineering higher education, in industrial attachments taking place at distance, during which students and lecturers experience problems with technology-mediated interactions. Prior to the research-intervention that we describe in the paper, these interactions had been implemented through top-down policy, with work-related practices being conducted in the name of authenticity—a notion used in framing education as preparing students for economic work, in which digital technologies are increasingly embroiled. We describe an activity theoretical approach, and an online Change Laboratory methodology, through which students and lecturers envision and enact change to these practices. Their activity is thus reconfigured through their confrontation and renegotiation of authenticity. Our core contribution is to illustrate, through exposing and aggravating contradictions in technology-mediated activity, how practice in higher education can be considered authentic in and of itself, as distinct from solely having authenticity in preparing students for economic work. [ABSTRACT FROM AUTHOR]

This study investigates the evolving landscape of learning and innovation within organisations that are particularly affected by the increasing digitalisation and prevalence of remote work and trainings. Focusing on the police and technology sectors, in this research 20 individuals were interviewed, identifying both real-time and long-term challenges associated with remote learning and innovation. In the police sector, the real-time challenges included one-way efficiency, encompassing impracticality, unidimensional learning situations, and efficiency-driven multitasking. A long-term challenge was individualistic performance orientation, suggesting a shift in learning responsibility from the organisation to the individual. In the technology sector, the real-time challenges involved incomplete detections during remote innovation, encompassing missing artefacts, unlikely coincidences, and narrow observations. A long-term challenge was the weakening of social bonds, with subthemes such as community distancing and a decline in social skills. The study emphasises the critical need for appropriate remote workplace pedagogy, community reinforcement and well-planned training to address these challenges, emphasising that the values guiding remote work and virtual environments play a crucial role in shaping learning outcomes. [ABSTRACT FROM AUTHOR]

This article examines the role of Technology-enhanced Learning (TEL) and the development of eSkills in higher education. It delves into how digital tools influence teaching effectiveness, student engagement, and the acquisition of essential skills in a rapidly evolving digital landscape. The study used a mixed-methods approach to collect quantitative data from student surveys and qualitative insights from educator interviews. The analysis revealed that while TEL offers significant opportunities for improving student engagement and skill development, its effectiveness is hampered by several barriers. Key challenges include gaps in digital literacy, inadequate infrastructure, and the persistent digital divide affecting students and educators. The findings underscore the importance of addressing these obstacles to harness TEL’s potential fully. The article recommends targeted interventions to overcome these challenges, including tailored digital literacy training for educators and students, increased investment in digital infrastructure, and the strategic alignment of TEL tools with pedagogical goals. By doing so, higher education institutions can create more inclusive, equitable, and effective learning environments. The research contributes to ongoing discussions on the role of technology in education and provides actionable solutions to promote a more integrated and accessible TEL framework.

Abstract Background E-learning can be an effective and efficient mode of training healthcare practitioners. E-learning training for diabetes prevention program coaches was designed and developed with input from end users. Insight from those who deliver the training and coaches who have taken the training can provide critical feedback for further refinement of the e-learning training. The purpose of this study was to understand diabetes prevention coaches’ (i.e., those taking the training) and training delivery staffs’ (i.e., those overseeing the training) perspectives of the coach e-learning training. Individuals wishing to become diabetes prevention program coaches were required to complete and pass the e-learning training to become a certified coach. Methods A pragmatic paradigm guided the methodology for this study. Semi-structured interviews were conducted with a purposive sample of diabetes prevention program coaches (n = 8) and diabetes prevention program training staff (n = 3). Interviews were recorded, transcribed verbatim, and analyzed using template analysis. Themes were separately constructed from coach and staff data. Results There were seven high order themes constructed from the coach data: (a) training design, (b) “I didn’t know what to expect from the training”, (c) technology usability, (d) learning, (e) coaches’ backgrounds shaped their training experience, (f) support, and (g) coaches valued the training. Two high order themes were constructed from the staff interviews: (a) streamlining the training delivery, and (b) ensuring coaches meet the diabetes prevention program standard. Conclusions This study highlights the importance of exploring perspectives of both those receiving and delivering e-learning training to refine content and processes. Qualitatively evaluating the delivery of e-learning training and modifying the training based on the evaluation results can lead to a more acceptable, efficient, and effective e-learning training. Coaches and staff emphasized the benefits of having high-quality online components, and that the brief training promoted gains in knowledge and improvements in skills. Resultswere used to inform modifications to the coach e-learning training for this diabetes prevention program and can be used to inform other healthcare practitioner e-learning trainings.

This paper contributes to international debates about ‘authenticity’ in higher education, especially where this is embroiled in technology-oriented aspects of educational policy and practice. It describes activity theoretical research in a setting of engineering higher education, in industrial attachments taking place at distance, during which students and lecturers experience problems with technology-mediated interactions. Prior to the research-intervention that we describe in the paper, these interactions had been implemented through top-down policy, with work-related practices being conducted in the name of authenticity—a notion used in framing education as preparing students for economic work, in which digital technologies are increasingly embroiled. We describe an activity theoretical approach, and an online Change Laboratory methodology, through which students and lecturers envision and enact change to these practices. Their activity is thus reconfigured through their confrontation and renegotiation of authenticity. Our core contribution is to illustrate, through exposing and aggravating contradictions in technology-mediated activity, how practice in higher education can be considered authentic in and of itself, as distinct from solely having authenticity in preparing students for economic work.

Informal workplace learning is an essential part of lifelong learning. In recent years, digital technology has come to play an increasingly important role in enabling informal learning at work through various tools and resources. However, as little empirical research exists on informal learning in this context, more knowledge of digital work practices that promote informal workplace learning is needed. This paper describes a digital ethnography that was conducted to investigate informal learning in authentic work settings. The data were collected from a public sector workplace during the years 2020–2022 and included observations, interviews, and participant diaries, which were analysed using qualitative ethnographic content analysis. This study draws on practice theories to further understand digital work practices and how they are formed in people's daily activities and interactions in the social and material environments of digital technology and work. We present our findings in terms of five practice categories – work-related communication, relational communication, sharing, following and listening, and controlling the use of digital technology – to illustrate how informal learning takes place in everyday work. The detailed accounts of these practices contribute to understanding how digital technology can be used to foster informal learning in work. [ABSTRACT FROM AUTHOR]

Abstract Dental practice management is usually a mandatory course for both undergraduate and postgraduate programs. However, learners and educators may encounter challenges in gaining experiences in real-life dental practice. The concept of a gamified virtual tour could have potential to improve dental practice management skills. A quasi-experimental study was conducted to evaluate the educational impact of a gamified virtual dental clinic (GVDC) on dental practice management skills among dental undergraduates (UG) and postgraduates (PG). All participants were assigned to complete the GVDC. Pre- and post-knowledge assessments were administered to evaluate knowledge acquisition. A self-administered questionnaire was distributed to investigate user perceptions toward the use of GVDC. There were 20 dental undergraduates and 20 orthodontic residents participating in UG and PG groups, respectively. Both groups demonstrated statistically significant increases in their assessment scores after completing the GVDC (P 0.05). Overall, the GVDC demonstrated positive educational impacts on acquiring knowledge and understanding of dental practice management, with participants expressing favorable perceptions of this immersive learning intervention.

The paper discusses how Design Thinking and Technology-Enhanced Learning can support multidisciplinary teams in Higher Education working on creative projects. In particular, it proposes the integration of Design Thinking and AI-driven technologies into educational methodology to improve communication, engagement, personalized learning, and interactivity of students. The results of this approach are to address the challenges of Higher Education consisting in students’ assessment of the learning process, developing their creativity, critical thinking, and problem-solving skills. This educational project is designed in collaboration with the Department of Industrial Design and the Learning Mall at Xi’an Jiaotong-Liverpool University. The methodology includes a literature review on Design Thinking and analysis of surveys from the Design School students at Xi’an Jiaotong-Liverpool University and the AI assistants. Dynamic tools such as Articulate Rise 360 and AI have made it possible to visualize concepts and create interactive content for learners. The results include two educational prototypes that introduce a new thinking model to Design Thinking methodology and share experiments with interactive technological features. Applying this approach, teachers can create an environment conducive to the development of skills needed in the 21st century.

This study conceptualized Technology-Enhanced Distance Laboratory (TEDL) as a subset of Non-Traditional Laboratory (NTL) to best describe global STEM education practices after the COVID-19 pandemic. We systematically gathered and examined 141 empirical TEDL studies reported from March 2020 to August 2022. Most studies were contextually rooted in higher education, with a frequent focus on subjects such as Chemistry, Medical/Veterinary/Pharmacy/Nursing, and Electrical/Computer Engineering. The studies predominantly employed technologies such as video, simulations, web/apps, remote control, and virtual reality. Temporally, the majority of the studies utilized media responsive to student manipulation, with participant interaction predominantly synchronous. Spatially, most studies facilitated home-based learning. Data collection in most studies was quantitative, employing survey/questionnaire and/or quiz/exam. As a consequence of TEDL implementation after the COVID-19, many studies posited it positively impacted student learning. However, only about a half of the studies scrutinized the effectiveness of TEDL against comparison group(s). Moreover, the measured learning outcomes tended to favor student “perceptions” and “knowledge & understanding.” This review provides valuable insights into empirical TEDL studies and proposes future research topics that contribute to the evolution of post-COVID-19 STEM laboratory education research and practice.

This study examines the impact of mobile learning applications on the academic achievement of gifted students and their attitudes toward mobile learning. A quasi-experimental research design was employed. The study population consisted of all gifted eleventh-grade students in the Al-Ahsa region during the first semester of the 2023-2024 academic year. The study sample included 81 gifted male and female students. The experimental group received instruction based on a mobile learning strategy, while the control group participated in traditional classroom settings. Two instruments were developed to evaluate different aspects. The first tool aimed to examine the impact of mobile learning applications on student achievement and was designed based on the course content, while the second tool was a questionnaire to measure participants' attitudes towards mobile learning. The results revealed statistically significant differences between the average academic achievement of gifted students in the experimental group, who learned using mobile learning, and the average achievement of gifted students in the control group, who learned in the usual way. The difference was in favor of the experimental group. Additionally, there were statistically significant differences between the average level of attitudes toward mobile learning (including dimensions such as satisfaction, impact on learning, motivation, and ease of use) among gifted students in the experimental group and the average level of attitudes toward mobile learning among students in the control group. The difference was also in favor of the experimental group. These findings suggest that the integration of mobile learning applications can have a positive impact on the academic achievement of gifted students and their attitudes towards this learning approach. The study highlights the potential of mobile learning technologies to enhance the educational experiences and outcomes of gifted learners.

Introduction: Gamification integrates game-like elements, such as points, badges, and leaderboards, into the educational process. This study examines the influence of a gamified approach on improving graphic design education. By implementing this methodology, we aim to create a more dynamic learning environment that could lead to better academic outcomes. Methods: A quasi-experimental design was employed to compare students' average grades and academic achievements using the gamified technique with those taught using conventional methods. Thirty-two students participated in the study, with these students enrolled in three different terms. Data collection involved tracking students' grades, participation, and completion rates of gamified activities. Results: Participants in the August—December 2023 semester (Experimental 2 group) who experienced the gamified approach with the proposed platform showed significant improvement, with a p-value of 0.033, compared to those in the August—December 2022 semester (Control group), which used only conventional approaches. Furthermore, better learning outcomes were obtained when the Experimental 2 group was compared with the January-May 2023 semester (Experimental 1 group), which used only the gamification methodology (p-value = 0.025). Additionally, out of 15 students in the Experimental 2 group, 10 achieved certification in Adobe Illustrator and 13 in Photoshop, suggesting that gamification elements applied through a digital platform can improve academic performance and enhance students' practical skills and readiness for professional challenges in graphic design. Discussion: Results indicate that the gamified methodology can improve learning outcomes. Nevertheless, the proposed approach also has limitations and areas for improvement. Manual data capture, integration with external tools, the amount of teachers applying the approach, and the sample size of participants are limitations of the study that could have affected the accuracy of the results. Future work will focus on developing a proprietary platform that integrates course content and automates the tracking system to improve efficiency and accuracy. Moreover, a subsequent study will include a larger sample of students and professors to validate the present study's findings. [ABSTRACT FROM AUTHOR]

This study aims to investigate digital media in the context of informal educational activities to determine their impact on learning effectiveness and the level of participant engagement. It was assumed that the integration of digital media into informal education positively influences the effectiveness of learning, the level of student engagement, and their motivation toward educational activities. An experimental approach was employed in this research to assess the influence of digital media on participant engagement in informal educational activities, utilizing survey methods. The study was conducted with the participation of representatives from the Ural Federal University named after the first President of the Russian Federation, B. N. Yeltsin, and Al-Farabi Kazakh National University. The study compared the effectiveness of informal educational activities with and without the use of media technologies in terms of participant engagement. In summary, the use of digital media in informal educational activities has a positive impact on the behavioural and emotional completeness of participants, while cognitive completeness did not show statistically significant differences between the groups. The results of this study have practical significance for educational institutions and educators involved in organizing informal educational activities. It provides insights into how the integration of digital media into the learning process can influence participant engagement. It's important to remember that the research sample had a specific geographic coverage, so generalizing the obtained results should be exercised with prudence. This study has significant practical implications for educators and institutions involved in organizing non-formal educational activities. Educators can use the acquired information to create more diverse learning environments that promote student engagement. Additionally, they can develop and implement new teaching methods that maximize the use of digital technologies and create stimulating and captivating lessons, fostering a more active student involvement in learning. Teachers can optimize their pedagogical approach by adapting and integrating new means of interaction with students, contributing to their deeper understanding and active participation in the learning process. [ABSTRACT FROM AUTHOR]

Dental practice management is usually a mandatory course for both undergraduate and postgraduate programs. However, learners and educators may encounter challenges in gaining experiences in real-life dental practice. The concept of a gamified virtual tour could have potential to improve dental practice management skills. A quasi-experimental study was conducted to evaluate the educational impact of a gamified virtual dental clinic (GVDC) on dental practice management skills among dental undergraduates (UG) and postgraduates (PG). All participants were assigned to complete the GVDC. Pre- and post-knowledge assessments were administered to evaluate knowledge acquisition. A self-administered questionnaire was distributed to investigate user perceptions toward the use of GVDC. There were 20 dental undergraduates and 20 orthodontic residents participating in UG and PG groups, respectively. Both groups demonstrated statistically significant increases in their assessment scores after completing the GVDC (P < 0.001). Although the pre-knowledge assessment score of the PG group was notably higher than that of the UG group (P = 0.041), there was no statistically significant difference in their post-knowledge assessment score (P = 0.491). Participants had positive perceptions of GVDC in terms of usefulness, ease of use, and enjoyment, with no statistically significant differences between the two groups (P > 0.05). Overall, the GVDC demonstrated positive educational impacts on acquiring knowledge and understanding of dental practice management, with participants expressing favorable perceptions of this immersive learning intervention. [ABSTRACT FROM AUTHOR]

Single‐case experimental designs (SCEDs) may offer a reliable and internally valid way to evaluate technology‐enhanced learning (TEL). A systematic review was conducted to provide an overview of what, why and how SCEDs are used to evaluate TEL. Accordingly, 136 studies from nine databases fulfilling the inclusion criteria were included. The results showed that most of the studies were conducted in the field of special education focusing on evaluating the effectiveness of computer‐assisted instructions, video prompts and mobile devices to improve language and communication, socio‐emotional, skills and mental health. The research objective of most studies was to evaluate the effects of the intervention; often no specific justification for using SCED was provided. Additionally, multiple baseline and phase designs were the most common SCED types, with most measurements in the intervention phase. Frequent data collection methods were observation, tests, questionnaires and task analysis, whereas, visual and descriptive analysis were common methods for data analysis. Nearly half of the studies did not acknowledge any limitations, while a few mentioned generalization and small sample size as limitations. The review provides valuable insights into utilizing SCEDs to advance TEL evaluation methodology and concludes with a reflection on further opportunities that SCEDs can offer for evaluating TEL.Practitioner notesWhat is already known about this topicSCEDs use multiple measurements to study a single participant over multiple conditions, in the absence and presence of an interventionSCEDs can be rigorous designs for evaluating behaviour change caused by any intervention, including for testing technology‐based interventions.What this paper addsReveals patterns, trends and gaps in the use of SCED for TEL.Identifies the study disciplines, EdTech tools and outcome variables studied using SCEDs.Provides a comprehensive understanding of how SCEDs are used to evaluate TEL by shedding light on methodological techniques.Enriches insights about justifications and limitations of using SCEDs for TEL.Implications for practice and/or policyInforms about the use of the rigorous method, SCED, for evaluation of technology‐driven interventions across various disciplines.Contributes therefore to the quality of an evidence base, which provides policymakers, and different stakeholders a consolidated resource to design, implement and decide about TEL. [ABSTRACT FROM AUTHOR]

This paper presents the redesign process of FLIC, a web application developed for creating personal learning itineraries in higher education, now adapted for primary and secondary education as FLIC-IPAFLEX. This redesign meets the need for personalised learning through flexible pathways. It supports teachers in creating learning situations (LSs) as per the criteria set forth by the new Spanish Education Law (LOMLOE). The SCRUM model, integrated into Design-Based Research (DBR), was employed, implementing several iterative cycles involving teachers to validate the tool's utility. The platform facilitates the creation, publication, and reuse of LS by enabling the filtering of competencies, evaluation criteria, and basic knowledge, as well as integrating with Google Classroom, an application widely used by teachers. The results show a positive user evaluation, highlighting its ease of use and capacity to foster collaboration among teachers, thereby promoting the co-design of flexible and adaptive LSs. FLIC-IPAFLEX aims to contribute to the field of learning design technologies, aligning with the demands of compulsory education and supporting collaborative processes within the educational environment. [ABSTRACT FROM AUTHOR]

In an era where digital technologies are integral to daily life and sustainable education is increasingly critical, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial for achieving Sustainable Development Goals (SDGs). The purpose of this study was to examine synergies of systems thinking and technology-enhanced learning from the perspective of flow theory within the context of sustainable education. We surveyed more than 65 pre-service preschool teachers engaged in a design, technology, and engineering (DTE) course at the University of Ljubljana. Mapping of systems thinking revealed that pre-service preschool teachers needed support regarding feedback and understanding the interrelationship dimension of systems thinking—essential components of sustainable education. Predictive and mediation analyses yielded noteworthy results. Participants in the ICT-enhanced DTE course rated their cognitive and social engagement above the mid-point of the scale, with this higher engagement correlating with higher systems thinking crucial for sustainable education. In contrast, their aesthetic engagement was below the mid-point of the scale. Experiencing a flow state during ICT activities positively influenced systems thinking, particularly in terms of clear goals and autotelic experiences. Flow theory thus emerges as a solid and appropriate framework to use for studying synergies in technology-enhanced systems thinking for sustainable education. These findings underscore the importance of integrating systems thinking into curricula to enhance learning outcomes and prepare students for future challenges, thereby contributing to the achievement of SDGs through sustainable education. [ABSTRACT FROM AUTHOR]

To address the limitations of general-purpose artificial intelligence (AI) tools, we developed a task-oriented AI chatbot based on the 5E (i.e. “engage”, “explore”, “explain”, “elaborate” and “evaluate”) model to scaffold students’ instructional design process. We examined the impact of integrating the 5E instructional model-informed AI chatbot on students’ learning performance and perceptions. The results indicated that the AI chatbot, when combined with human teacher scaffolding, significantly improved the students’ instructional design performance relative to receiving human teacher scaffolding only. The chatbot provided valuable suggestions on instructional design frameworks, class activities and teaching topics during the “explore” phase. In the “evaluate” phase, the chatbot offered immediate feedback on the students’ design plans and proposed alternative instructional frameworks regarding areas for improvement. However, the students expressed concerns about the chatbot’s evaluation quality, noting that it needed to be better aligned with the course assessment rubric. We recommend using AI chatbots for instructional design conceptualisation, although we emphasise the critical role of human teachers in evaluating final design work and providing timely support. [ABSTRACT FROM AUTHOR]

Background: Knowledge of and understanding the palliative care approach should be a core competency in all healthcare settings. E-learning offers the potential to deliver palliative care education and meet this challenge. Aim: To examine hospice educator's perspectives of e-learning in palliative care education. Methods: Semi-structured interviews were conducted with a purposeful sample of hospice educators on the island of Ireland (Republic of Ireland and Northern Ireland). These were transcribed and the data was analysed thematically. Findings: Many factors were considered when using e-learning: objectives of the programme, learner's characteristics, topic suitability (as palliative care is very emotive) and organisational factors. Barriers to using e-learnning were the preparation time required and developing expertise in e-learning. Support mechanisms for hospice educators to share knowledge would be beneficial. Conclusions: Educators were keen to adopt a blended approach in their teaching. While acknowledging the challenges and limitations of e-learning, educators felt that e-learning has a positive role in palliative care education. [ABSTRACT FROM AUTHOR]

The onset of the COVID-19 pandemic has compelled a swift transformation in higher-education methodologies, particularly in the domain of course modality. This study highlights the potential for artificial intelligence and machine learning to improve decision-making in advanced engineering education. We focus on the potential for large existing datasets to align institutional decisions with student and faculty preferences in the face of rapid changes in instructional approaches prompted by the COVID-19 pandemic. To ascertain the preferences of students and instructors regarding class modalities across various courses, we utilized the Cognitive Process-Embedded Systems and e-learning conceptual framework. This framework effectively delineates the task execution process within the scope of technology-enhanced learning environments for both students and instructors. This study was conducted in seven Iranian universities and their STEM departments, examining their preferences for different learning styles. After analyzing the variables by different feature selection methods, we used three ML methods—decision trees, support vector machines, and random forest—for comparative analysis. The results demonstrated the high performance of the RF model in predicting curriculum style preferences, making it a powerful decision-making tool in the evolving post-COVID-19 educational landscape. This study not only demonstrates the effectiveness of ML in predicting educational preferences but also contributes to understanding the role of self-regulated learning in educational policy and decision-making in higher education. [ABSTRACT FROM AUTHOR]

The chatbot has been increasingly applied and investigated in education, along with many review studies from different aspects. However, few reviews have been conducted on chatbot-assisted learning from the pedagogical and implementational aspects, which may provide implications for future application and investigation of educational chatbots. To fill in the gaps, we reviewed relevant studies from the pedagogical and implementational aspects. Forty-six articles from Web of Science and Scopus databases were screened by predefined criteria and analysed step by step following the PRISMA framework. The finding showed diversified learning activities (i.e. exercise, instructions, role-playing activities, collaborative product design, independent writing, storytelling/book-reading, digital gameplay, and open-ended debates) that chatbots could support through presenting knowledge, facilitating practices, supervising and guiding learning activities, and providing emotional support. Chabot-assisted learning was applied in 14 disciplines, mostly in-class for one session, and had overall positive outcomes from academic and affective aspects. Based on the review results, we proposed a RAISE model of effective chatbot-assisted learning: Repetitiveness, Authenticity, Interactivity, Student-centredness, and Enjoyment. We identified eght theories that might be useful in analysing and supporting chatbot-assisted learning: constructivist theories, situated/contextualised learning theories, cognitive theories of multimedia learning, self-regulated learning theories, output hypotheses, flow theory, collaborative learning theories and motivation theories. Future studies on chatbot-assisted learning may be conducted on the use of theoretical frameworks, the application of various technological-pedagogical approaches and learning activities, and the long-term, out-of-class implementations in new areas. [ABSTRACT FROM AUTHOR]

Integrating remote Internet of Things (IoT) laboratories into project-based learning (PBL) in higher education institutions (HEIs) while exploiting the approach of technology-enhanced learning (TEL) is a challenging yet pivotal endeavor. Our proposed approach enables students to interact with an IoT-equipped lab locally and remotely, thereby bridging theoretical knowledge with practical application, creating a more immersive, adaptable, and effective learning experience. This study underscores the significance of combining hardware, software, and coding skills in PBL, emphasizing how IoTRemoteLab (the remote lab we developed) supports a customized educational experience that promotes innovation and safety. Moreover, we explore the potential of IoTRemoteLab as a TEL, facilitating and supporting the understanding and definition of the requirements of remote learning. Furthermore, we demonstrate how we incorporate generative artificial intelligence into IoTRemoteLab's settings, enabling personalized recommendations for students leveraging the lab locally or remotely. Our approach serves as a model for educators and researchers aiming to equip students with essential skills for the digital age while addressing broader issues related to access, engagement, and sustainability in HEIs. The practical findings following an in-class experiment reinforce the value of IoTRemoteLab and its features in preparing students for future technological demands and fostering a more inclusive, safe, and effective educational environment. [ABSTRACT FROM AUTHOR]

This study investigates the role of Midjourney intelligent drawing software in architectural design education, particularly its impact on design efficiency and creativity among sophomore architecture students. While Midjourney serves as a powerful tool for rapid visual concept generation, it does not replace traditional design skills but complements them by enhancing the visualization process. The study also identifies some key limitations of Midjourney, especially in areas of functionality and sustainable design, which require students to integrate additional tools for a more comprehensive design approach. The recommendation to expand the use of intelligent drawing technologies like Midjourney in future research is supported by the observed improvements in student performance, including enhanced creative expression and efficiency in design processes. These conclusions are based on qualitative data derived from student feedback, as well as quantitative measurements of their design outcomes before and after using the software. Furthermore, it highlights the need to broaden the scope of studies to include a wider variety of educational contexts and source materials to improve understanding of the software's potential in design education. [ABSTRACT FROM AUTHOR]

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Research shows that students who identify as low-income, first-generation, and/or racially diverse disproportionately underperform in college and earn fewer degrees than other students. This study explores the integration of adaptive learning courseware assignments as a tool to help close these outcome gaps and to ensure more equitable learning across diverse student groups. Adaptive learning courseware is an educational technology that requires students to master the same learning objectives but, for each student, the courseware determines the order and timing of content based on how that student interacts with the courseware, thus enabling an individualized learning path for each student. Adaptive learning assignments were implemented in five sections of a highly-enrolled Principles of Microeconomics course at a medium-sized state university in the United States. This study draws from student data ( n = 581 ), which includes adaptive learning assignment completion data, detailed exam and final grade data, and institutional demographic data. Descriptive statistics and regression analyses are used to explore if the completion of adaptive learning assignments disproportionately benefited low-income, first-generation, or racially diverse students, thus helping close the gap between students from different backgrounds. Findings include significant evidence that adaptive learning assignment completion was correlated with more exam questions answered correctly by all students, with this correlation being disproportionately stronger for students who identify as being from a minority background and for foundational (easy) exam questions. [ABSTRACT FROM AUTHOR]

Improving education through virtual reality is challenging due to the high costs of developing systems and the lack of teacher engagement in project conception. This project introduces and evaluates a system that enables teachers to create their own lessons in virtual reality without prior programming knowledge, addressing these challenges. By integrating Learning Management tools, Learning Analytics, and Multi-user Connection Servers, we developed a system that allows multiple users to coexist in the same virtual environment and perform various tasks. Our system also enables educators to evaluate students based on their behavior. In EduVR, teachers can configure activities in advance and retrieve results. Heuristic evaluations of EduVR’s integrated environment design have demonstrated its potential as a model for developing new educational platforms, setting a new standard for virtual reality educational systems.

This paper explores the impacts of integrating AI into the teaching of Chinese Opera using a mixed-methods approach, examining performance, engagement, and psychological factors in students. A quasi-experimental design involving 199 participants over a one-year period was conducted, involving teaching with and without AI enhancement. Quantitative data, derived from standardized tests and analytics provided by AI platforms, were supported by qualitative data from interviews and observational studies. These results suggest that there were significant increases in the AI-enhanced cohort in opera performance competencies (Δ = 13.6, p

Generative AI (GenAI) has had a disruptive effect on teaching and learning in Higher Education contexts. This paper addresses the need to examine students’ perceptions and acceptance of teacher GenAI usage in real world classroom settings. Using a qualitative research design, we explore the student acceptance and perceptions of AI-assisted learning materials (i.e., presentation slides generated by Microsoft PowerPoint Designer). The study draws its sample from one of the top transnational universities in China. Two rounds of focus group interviews with a total of 11 final-year undergraduate students majoring in Supply Chain Management were conducted in November 2023 in which students were asked to evaluate teacher PowerPoint slides created using AI assistance. Our analysis reveals that while students have a favourable opinion of instructor usage of AI-assisted PowerPoint slides, they are well-aware of the challenges and limitations of GenAI for PowerPoint creation and have substantial concerns with reference to the presentation slides’ design. Specifically, students expressed substantial concerns regarding AI-assisted PowerPoint content including structure, consistency between text and images, and even text font, size, and colour. This study contributes practical insights into the use of AI-assisted learning resources and the support needed for teachers and students to utilise these tools efficiently and in a way, which creates value.

One goal of mathematics education is to adapt features of digital learning materials to students’ characteristics. This paper presents a multi-layered research approach to identify key aspects of mathematics students within the persona approach. Data for this research was collected from 5,624 mathematics students using an instrument focusing on 15 scales addressing psychological constructs. The data was analysed using factor analysis. The results of our study show that mathematical self-confidence, aspiration towards mathematics, performance orientation, intra- and interpersonal aspects of learning mathematics, and actions and reactions are the most pronounced persona dimensions of mathematics students. The dimensions of student personas identified in this research – specifically aspiration towards mathematics, and intra- and interpersonal aspects of learning mathematics – are the most critical novelty brought by this study.

The purpose of this study was to explore the psychological mechanism of self-regulated learning in a technology–enhanced learning environment and to develop a comprehensive model of its function. As a theoretical approach, we used Pintrich’s model of Self-regulated learning. The mixed research methods were used in this study. First, we conducted focus-group discussions with students from higher education. Based on the results of the focus group, a questionnaire has been developed. A total of 307 BA students participated in the study, out of whom 213 (69.4%) were female students and 94 (30.6%) were male students. To explore the underlying factor structure of the questionnaire, items were subjected to principal component analysis (PCA). The principal component analysis revealed the presence of 14 components exploring the 61,77% variance respectively. After checking the factors similarity, the following scales were identified: Motivational scale, Cognitive strategies scale, and Deficit of SRL scale. Each scale reflects the area of positive and negative factors of technology use on the students’ self-regulated learning. To examine the factorial properties of the questionnaire, all scales were tested using structural equation modeling (SEM). Results show that the model fit of the empirical and theoretical models is satisfactory for all three scales. The reliability of the questionnaire was measured using Cronbach’s alpha. Coefficients ranged from .637 to .894. As for gender differences, male and female respondents showed statistically significant differences in the following factors: Self-efficacy in the task domain; Note-taking; Nonacceptance beliefs toward technology; and Blockages to technology integration.