This study explores how access, management and use of Information and Communication Technologies in secondary schools are related to the subjective well-being of adolescents. The central hypothesis of this work is that students attending schools with high digital development have higher levels of subjective well-being. To test this hypothesis, two quantitative empirical studies carried out in Chile

In this study we investigate the effect of manipulating intrinsic goals, relative to extrinsic goals, in a mobile learning tool and traditional textbook for biology students. Using Self- Determination Theory, we hypothesized that framing intrinsic goals in a need-supportive mobile learning app would enhance motivation, intentions, effort, and achievement, relative to extrinsic goals in a traditional

Several previous studies have indicated that secondary school students face problems in digital situations. Digital citizenship is therefore an essential conception for fostering students' correct behaviour and safe daily life habits while using computer and communication technologies. However, scholars have indicated the challenges of promoting students' digital citizenship owing to the lack of opportunities

Digitization and automation across all industries has resulted in improvements in efficiencies and effectiveness to systems and process, and the higher education sector is not immune. Online learning, e-learning, electronic teaching tools, and digital assessments are not innovations. However, there has been limited implementation of online invigilated examinations in many countries. This paper provides

Recent evidence shows that adolescents across the globe are increasingly encountering hateful material on the Internet. However, the factors that lead adolescents to fall victim to cyberhate are still not well understood. To address this gap in the literature and assist media education campaigns in developing theoretically-grounded prevention programs, the present study utilizes Routine Activity Theory

We examined the effectiveness of touchscreen media for teaching children to tell time from a clock. Experiment 1 was conducted with 123 preschoolers (M = 70.15 months, SD = 4.41) using two learning media: touchscreen and video, and three test media: iPad, toy, and paper, with between-subjects pre-and post-test design. After 10 minutes of exposure to the touchscreen or video learning media designed

To understand the relationship between smartphone addiction and academic procrastination and the mechanisms at work within this relationship, this study constructs a mediation model to examine the impact of college students' smartphone addiction on their academic procrastination and the mediation effect of academic self-efficacy. A total of 483 college students were surveyed using the Smartphone Addiction

Experimentation with learning designs in practical subjects has been given little attention in extant research literature on online and blended learning in teacher education. To meet this scarcity, the present paper presents findings from two learning design experiments in the subjects of art and craft & design in teacher education in Denmark. The purpose of the experiments is to investigate how subject-specific

Digital games for learning are one of the most prominent examples of the use of technologies in the classroom, where numerous studies have presented promising results among children and adolescents. However, scarce evidence exists regarding different ways of implementing games within the classroom and how those affect students' learning and behaviors. In this study we explore the effect that collaboration

The main objective of this study was to analyze how the use of digital resources contributes to improving cognitive flexibility, inhibitory control and basic math skills in early childhood education. Ninety children, aged 5–6 years, were divided into three groups. One group received the intervention in paper and pencil format, another group received the same intervention in digital format, and a third

Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends

Science, Technology, Engineering, and Mathematics (STEM) is faced with challenges, resulting in learners’ poor performance especially in rural areas. Previous studies have shown that mobile learning can be used to alleviate the challenges faced in STEM education in rural areas. Despite the opportunities that mobile learning can bring to STEM education, very little is known about high school STEM learners’

In this digital era, information and communication technology (ICT) has become an essential component of school education. Students' self-efficacy in using ICT has been shown to contribute to their ICT literacy. However, research on the correlates of ICT self-efficacy has been insufficient, resulting in often oversimplified causal statements. This study investigated the relationship between adolescents'

The purpose of this phenomenological study was to better understand children's perception of their school-based educational technology use and its role in their well-being. Children (N = 23) from the Midwestern U.S. completed an interview and mapping exercise focused on the contexts and factors that impact their well-being, including schools and teachers. Phenomenological analyses of interview transcripts

Despite the increasing use of social media, very little is known about its consequences for students of graduate research training. The purpose of this study is to look into the outcomes of social media usage while answering when and how the use of social media may lead to students' creativity and engagement. Primary data were collected from 383 research students studying in different universities

Immersive Virtual Reality (VR) is in its early days of educational adoption. This research aims to explain the benefits of VR in transforming learning and student experiences in classrooms. The experiment involved students using an educational VR experience that features an immersive narrative that puts students in the centre of a historical moment in World War Two. Two separate studies were conducted

The use of mobile devices in education is becoming standardized at the higher education stage. However, it is necessary to evaluate good teaching practices of mobile learning (m-learning) in order to set proper application of mobile devices and favourable learning outcomes for students. The purposes of this paper were, on the one hand, to determine the degree of implementation of m-learning and good

As technology access and use increases in early childhood classrooms and at home, there is an increased need to support students’ understanding of how to be safe, responsible, and cooperative digital media users. While teaching media literacy in education has some historical context, it is only relatively recently that school districts have expanded their efforts to teach other digital citizenship

In flipped learning, students study learning material before class and apply the content of the learning material during class. This requires self-regulated learning (SRL) behavior due to the increased autonomy in this instructional approach. Providing students with video-embedded SRL support (i.e., prompts and explicit instruction) during the learning activities before class has proven to be an effective

Prediction models that underlie “early warning systems” need improvement. Some predict outcomes using entrenched, unchangeable characteristics (e.g., socioeconomic status) and others rely on performance on early assignments to predict the final grades to which they contribute. Behavioral predictors of learning outcomes often accrue slowly, to the point that time needed to produce accurate predictions

From a network perspective, self-regulated learning (SRL) can be conceptualized as networks of mutually interacting self-regulatory learning behaviors. Nevertheless, the research on how SRL behaviors dynamically interact over time in a network architecture is still in its infancy, especially in the context of STEM (sciences, technology, engineering, and math) learning. In the present paper, we used

Digital game making is becoming an increasingly common means of learning in schools due to the appeal of delivering curriculum-based learning objectives while tapping into the popularity of videogames. Indeed, research suggests that digital game making may improve cognitive and behavioral skills in learners and this may have significant impact on learners with special education needs and disabilities

As an emerging technology in K-12 education, 3D printing has gained much attention from educators and researchers. However, meaningful 3D printing integration in K-12 curricula is still scarce, and little is known about how teachers' beliefs and the integration in science classrooms may influence student motivation. This study examined the influence of teachers' beliefs and 3D printing integration

It is argued that Khan Academy (KA) is a useful platform for learning math. However, little research has been conducted on how learners perceive using KA. The case study examined the effectiveness of KA combined with traditional learning, as perceived by secondary students (N = 27) in math. Qualitative tools included a reflective diary accompanied by semi-structured interviews. Main categories emerging

The aim of this study is to explore the effect of digital writing instruction with tablets on fourth-year primary school students' writing performance and writing knowledge. This study, in which quantitative and qualitative data are collected together, is based on the simple view of writing and a new literacies perspective. The participants consisted of 96 students, of whom 47 were in the control group

This study aimed at investigating how the factors across the student and school levels would influence students' performance on a technology-based assessment (TBA). TBAs not only enable teachers to evaluate their students' complex abilities, but have also been adopted by large-scale and international evaluation programs in recent years. Although some factors such as students' engagement or teachers'

In the digital age, reading literacy, and particularly, higher-level reading comprehension involved in making sense of information from multiple sources online is an important educational challenge. This study explores designs for teaching reading to third graders in Taiwan. Over the course of a semester, the experimental group engaged in an innovative technology-supported approach called Knowledge

This study examined the level of parental resistance to the use of smartphones in schools, as well as the predictors and the factors underlying parental resistance. Data was collected from a sample of 220 parents of elementary and secondary school students who completed an online questionnaire. The participants ranked four different factors for resisting and rejecting the use of smartphones in schools:

The current meta-analysis examined the relationship between student outcomes and teaching presence, and its three sub-dimensions (i.e., design and organization, facilitation, and direct instruction) and identified the conditions that moderate the strength of the relationships. We retrieved 82 independent and dependent effect sizes from 30 studies. The results revealed (a) a moderately strong correlation

HyperDocs are interactive, digital teaching and learning materials created, disseminated, and remixed by educators. To date, HyperDocs have not been the subject of published, peer-reviewed research. To address this research gap, we engaged in exploratory, primarily qualitative research to systematically examine how and why teachers use HyperDocs. We used an online survey to gather data on educators’

Drawing on literature from organizational stress, teacher stress, and technostress, and on the stressor-strain and P-E Fit, theoretical lenses this paper builds and empirically tests a model of technostress in the context of kindergarten through 12th grade (K-12) education. Technostress is framed conceptually as a process that includes techno-stressors, strain, and outcomes, as well as mechanisms that

The impact of ICT on educational achievements is a controversial issue which has attracted increasing attention from both policy makers and researchers. Policy makers have shown great enthusiasm over the positive impact of ICT on teaching and learning, investing substantially in this area. However, scientific evidence does not clearly support this effort. This paper analyses the impact of the use of

Collaborative discussions should engage all students, not just a few who dominate (“leaders”) while others participate as “followers” (Zhu, 2006). Cunningham (1991) noted that collaborating learners bring, discuss and debate multiple perspectives to develop their own position while acknowledging others' views. Higher levels of knowledge construction emerged when posts stimulated frequent reply by multiple

Currently student feedback is mainly evaluated with quantitative methods since qualitative analysis has been highly effort intensive. In this article, we present a process for tapping into the resource of responses to open-ended feedback questions by using a topic-modelling approach that goes beyond listing modelling outcomes. The objective of this study is to present a streamlined, yet rigorous, process

Game-based learning environments (GBLEs) are increasingly present in school settings, primarily because they have been associated with improved academic and motivational outcomes. However, recent research found that GBLEs were no more motivational than conventional instructional methods. Yet, the disproportionate use of self-report measures may not be accurately representing children's motivation in

Research shows promising results of educational robots in language and STEM tasks. In language, more research is available, occasionally in view of individual differences in pupils’ educational ability levels, and learning seems to improve with more expressive robot behaviors. In STEM, variations in robots’ behaviors have been examined with inconclusive results and never while systematically investigating

Serious games are an effective and highly motivational educational tool that has proved to be capable of changing users’ attitudes and raising awareness in a great variety of fields, including mental health. A couple of decades ago, new technologies in general, and serious games, in particular, started to be incorporated into prevention programs, serving as both prevention and detection tools. This

Digital literacy (DL) is an important capacity for students’ learning in a rapidly changing world. However, tension exists between the theoretical conceptualizations of DL as a multidimensional construct and empirical studies reporting unidimensional DL scores. Also, little is known about how DL may vary among different age cohorts, and whether and at which age do performance gaps emerge with respect

Learning in contemporary knowledge societies requires using multiple information sources, or documents, to understand important phenomena and events. However, students can find it difficult to evaluate and integrate multiple documents. The aim of this study was to examine new approaches for promoting multiple document literacy using digital epistemic scaffolds that support evaluation and integration

Technological Pedagogical Content Knowledge (TPACK) is regarded as one of the most important models describing teachers' competencies for successfully teaching with technology. TPACK is most frequently assessed by means of self-report questionnaires, which beside their inherent methodological limitations present constraints related either to the validity, reliability, or practical applicability of

As an innovative educational paradigm, the massive open online course (MOOC) has received extensive attention from both academia and industry. Extant literature has made much effort to investigate the technological supports of MOOCs but how learners understand and master these technologies is still unclear. Moreover, given the collaborative features (e.g. discussion forum and peer assessment) of MOOCs

The Programme for International Student Assessment (PISA) is the world's most extensive assessment of student's scholastic and general abilities, featuring assessments in over 70 countries. In the program's 2015 cycle, the assessment included a computerized measure of collaborative problem-solving skills (CPS) using virtual agents. Studies on the validity of this approach are sparse, however. To firstly

The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019

The online discussion format has proven itself to be useful for promoting student collaboration and for accomplishing better learning outcomes. As a popular instant message software in China, WeChat has been commonly adopted for supporting academic group discussions. Many studies have explored how teacher facilitation affects students' learning performance in the synchronous or asynchronous discussion

This study primarily examined whether belief generation had effects on indicators of cross-cultural competence measured within a game-based social simulation. Participants (N = 433) played a game simulating an artificial culture with norms embodying two cultural concepts: hierarchy and collectivism. Participants were randomized into one of three conditions and completed three game quests: (1) Beliefs

Online learning platforms integrating open educational resources (OERs) are increasingly adopted in secondary education as supplemental resources for teaching and learning. However, students report difficulties sustaining their engagement because of the self-paced nature of OER-supported learning environments. We noted that little attention has been paid to factors related to student perseverance and

Given the focus on boosting retention rates and the potential benefits of proactive and early identification of students who may require support, higher education institutions are looking at the data already captured in university systems. Student early alert systems are part of formal, proactive, early intervention communication initiatives that institutions have put into place to help with the timely

The use of classroom videos has become an increasingly popular topic in teacher education and educational research. Usually, video-based classroom observation is done using a "normal" 4:3 or 16:9 video recording from a given camera angle. By contrast, 360-degree videos do not predefine a specific camera angle during the recording, and the observer is able to choose the viewing direction while watching

Lecturers in educational videos often use gestures to emphasize what has been said or highlight learning relevant information, which is visible on the screen. However, differences in types of lecturer gestures, such as rhythmic (beat) gestures and signaling (deictic) gestures, have not been investigated thoroughly yet concerning human lecturers in educational videos. In two experiments (N1 = 108; N2 = 121)

Enriching e-book systems with some features from social networking sites, such as Facebook, has the potential to affect the learning process for students. In this study, we investigated the behavioral patterns of students learning with a Facebook-based e-book approach. An experimentation was conducted in which data were collected from students’ log and then the lag sequential analysis was adopted to

Scholars postulate that mobile devices can be used to transform learning. However, there is a paucity of evidence to determine if mobile learning is redefining learning or if these devices are being used to replicate past teaching practices. To fill this gap in scholarly understanding, this systematic review was conducted to examine studies from 2014 to 2019 involving mobile devices in PK-12 (2–18

Contemporary educational research has increasingly pointed to socioemotional dimensions of learning as important in promoting academic progress and sociocognitive developments. Epistemic Network Analysis, a methodology for producing quantitative ethnographies based on complex learning environments, has only begun to examine socioemotional facets of learning in classrooms. The aim of this research is

As the number of mobile educational applications for foreign language learning grows, mobile English learning applications play a vital role in helping non-native English speakers learn English. However, the role of check-in services in mobile English learning remains to be explored. Mobile English learning check-in services allow learners to show their learning records on social networking sites,

Internet and social media platforms such as YouTube are an emblem of information on demand, but, their educative value, especially for conceptually rich domains, such as science, remains unclear. Many people perceive YouTube as a good resource for learning about science, yet viewing many of the available videos can be akin to learning through transmission models, which are considered inferior when

The purpose of this study was to examine the effects of teacher education courses for technology integration (TECTI) on pre-service teacher knowledge. Knowledge is both the practical and conceptual knowledge that goes into technology integrated teaching and learning in PK12 classrooms. Subgroup analyses were executed to examine literature-based course design features (e.g., lesson planning) for TECTI

The purpose of this study was to analyze the design characteristics of game-based learning environments in the research literature through a content analysis. Article text was coded in 194 sampled publications on six primary characteristics and 14 secondary characteristics from 2007 to 2017. The results revealed associations between four groups of primary characteristics for a framework including leveled

More and more students are learning via online academic discussions, posting messages in an attempt to discuss their learning problems. However, many messages do not receive responses. Posting messages that elicit responses is essential to students' experiences of learning through online discussions, but the characteristics of such messages are seldom studied. To fill this gap, this paper examines

This study adopted the design-based research (DBR) method to explore whether the integrated technology-enhanced learning mode could help college teachers design more interactive classes, and to assist undergraduate students in achieving active learning. The study lasted for 4 semesters and consisted of 3 research phases, in which the issues of how to use learning technology tools to promote active

Facilitation of social interactions in Massive Open Online Courses can benefit from conceptualizing forum sub-populations through a networked lens. Such a lens implies that forum interactions represent a network of learners with heterogeneous levels of commitment to forum activity. A networked lens helps capture forum communities, so-called forum residents, as well as the rest of the crowd, also known

In this study, a training program, which aimed to develop pre-service teachers' digital competences, was designed. After the training, pre-service teachers’ opinions in terms of digital competence development, how they planned to use the digital competence knowledge and skills that they gained in the training program for their future professional careers, and pros and cons of the training were examined