In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science

This predictive correlational study examines to what extent the constructs of the Theory of Planned Behavior and program factors (i.e., classification and program of study) can predict preservice teachers' intention to use technology-enabled learning (TEL), a student-centered approach to technology integration as a cognitive tool. A survey was distributed to preservice teachers enrolled in a college

Digital information skills are prerequisites for success in the information society. Previous research on 21st century skills has shown that digital skills evolve sequentially, building on digital information skills, making them the key to future skills that teachers should acquire and be able to pass on to future generations. In the research on digital skills, shortcomings of bivariate approaches

Interest in coding education has exploded in the past five years, especially in elementary and early secondary education. Teachers who are largely new to coding are expected to guide entire student bodies through the fundamentals of coding and computational thinking. But little is known about which coding and computational thinking (CT) concepts teachers feel most comfortable with and which concepts

Amid the coronavirus outbreak, many countries are facing a dramatic situation in terms of the global economy and human social activities, including education. The shutdown of schools is affecting many students around the world, with face-to-face classes suspended. Many countries facing the disastrous situation imposed class suspension at an early stage of the coronavirus outbreak, and Asia was one

The present study used a focus group methodology to qualitatively explore elementary writing teachers’ attitudes and experiences using an automated writing evaluation (AWE) system called MI Write as part of a districtwide implementation of MI Write in Grades 3-5 in 14 elementary schools. We used activity theory as a theoretical framework to answer the following research questions: In what ways do teachers

Several gaps exist in the literature on coding. First, little exploration has focused on early elementary school students. In addition, close description of the overall context of coding tasks at this level is rare. Further, there is a need for both teacher and student voices around coding experiences to be heard. Moreover, a task engagement framework has not been used to evaluate the process or outcomes

The purpose of this study was to explore the relationship and functioning mechanism between a blended synchronous learning environment (BSLE) and high school students’ cognitive engagement with a mediating role of motivation. This study surveyed 385 high school students enrolled in blended synchronous courses. Building on the quantitative results, 43 students in 23 small groups were selected to be

Advances in research on educational technologies and increasing access to computers offer teacher education providers numerous tools and opportunities for supporting student teachers. However, systematic investigations of online interventions using complex classroom scenarios (scenario-based learning activities) are currently lacking. This study tested whether an online scenario-based learning activity

There has been a growing interest in higher education to explore how learning analytics (LA) could be used to support student engagement. Providing actionable feedback with LA for students is an emerging area of research. Previous studies have commonly focused on course-level aspects of supporting engagement with LA, but students' perspectives have received limited attention. This study analyzed pre-service

Following the lockdown caused by the COVID-19 crisis, the forced digitization of teaching at all levels of education has highlighted the social problem of digital inequality at home. The article addresses this issue by looking at the role of both social background, as measured by socio-economic-status (SES), in this inequality, and that of schools. A multidimensional approach to digital inequality

The role that moderation plays in the effective functioning of online communities is relatively well studied in relation to both general free-time social media groups and discussion groups that are part of formal educational and professional learning initiatives. However, at the intersection of these domains, there are a growing number of large-scale informally-developed professional-learning groups

Growth mindset interventions foster students’ beliefs that their abilities can grow through effort and appropriate strategies. However, not every student benefits from such interventions – yet research identifying which student factors support growth mindset interventions is sparse. In this study, we utilized machine learning methods to predict growth mindset effectiveness in a nationwide experiment

This study was motivated by a need to understand the extent to which behavioral indicators of engagement from digital log data are associated with various student learning outcomes above and beyond self-reported levels of engagement, and whether the strength of these associations vary depending on the type of learning outcome. Student learning was assessed by way of four distinct learning outcomes

To provide students with high-quality, tailored content, higher education institutions face the challenge of helping their instructors produce their own materials. New learning objects are usually assessed when students actually use the materials. To improve quality assurance in the design of learning objects, this paper proposes systemically analyzing the user experience of new learning objects. This

Understanding the dropout phenomenon has advanced from viewing it as a sign of deficient quality to viewing it as an explicit sign of individual choice, which highlights the importance of investigating how dropouts learn in massive open online courses (MOOCs). Nevertheless, the short, limited and heterogeneous behaviours of individual dropouts create challenges for understanding how dropouts learn

Cyberbullying affects the majority of undergraduate women, contributing to withdrawal from social media and chilling their participation in the growing world of collaborative online discussions. This pilot mixed-methods study integrates surveys, observations, and interviews of nine undergraduate women at a Mid-Atlantic research university to investigate how the chilling effect of cyberbullying may

The purpose of this article is to explore physical education teachers' perspectives on their readiness to use and integrate wearable technology as an innovation in physical education. The article presents a case study grounded on an analytic induction logic with a constructivist epistemology and involves semi-structured interviews with 38 public school physical education teachers. Based on a thematic

Students' digital competencies are important for their academic performance. Although scholars have highlighted the importance of students' digital informal learning in developing their digital competence, the mediating role of digital informal learning between digital competence and academic performance have remained unexplored. Thus, this study aimed to investigate the mediating role of digital informal

Despite efforts for defining best practices for assessing Digital Game-Based Learning (DGBL) effectiveness, lack of scientific rigor is yet to be established. This has led to academics and educational practitioners doubting the quality of evidence and practical value of scientific research in educational settings. Hence, the present manuscript aims to test the feasibility of previously defined best

Increased reliance on online course-taking in high school may have a negative impact on educational opportunity gaps by exposing students belonging to marginalized subgroups to a pedagogy of poverty. Employing a mixed method design, I documented the prevalence and form of authentic work in asynchronous, vendor-developed online courses used primarily for credit-recovery in a large, urban school district

Critical thinking is embedded in 2 dimensions, critical attitude and ability, which may or may not mutually affect students' self-confidence in science inquiry learning. To understand this issue, we designed a website called Enriched Thinking Cloud based on the predict-observe-explain (POE) model of inquiry-based learning by providing themes for students to learn about moon science concepts. Moreover

This paper illustrates how process data can be used to identify behavioral patterns in a computer-based problem-solving assessment. Using sequence-mining techniques, we identify patterns of behavior across multiple digital tasks from the sequences of actions undertaken by respondents. We then examine how respondents’ action sequences (which we label “strategies”) differ from optimal strategies. In

Tablets are increasingly being used in classrooms, yet we know little about how students perceive instruction with tablets. Student perceptions come from the perspective of the learner and can reveal how technology-based teaching affects different learners. Using student ratings of supportive climate can show how supportive students perceive instruction with tablets and can begin to indicate effective

The open and massive characteristics of Massive Open Online Course (MOOC) lead to a lack of instructor presence, which potentially hinders learners' commitment and learning processes. As a result, the effectiveness of MOOCs is contingent upon the extent to which learners direct their own learning. However, learners' self-directed learning and commitment are largely influenced by course design factors

The growth in online professional development opportunities for teachers, due to the COVID-19 pandemic, prompts us to question what the most effective practices of facilitating professional development online are and what design elements of online professional development (OPD) programs improve teachers' content and pedagogical content knowledge (PCK). These questions are critical to the successful

This study applied the question-oriented problem-solving (QOPS) pedagogy in Statistics learning and addressed several methodological and theoretical gaps in SNA studies to inform instructional and learning implications for teachers and students. The limitations in SNA studies included the lack of theoretical support in the analysis, the homogeneous medium where the data for SNA is collected, the constraints

Self-regulated learning (SRL) has a predictable and instrumental effect on learning complicated knowledge. This study investigates the role of SRL in acquiring technological pedagogical content knowledge (TPACK), an important aspect of teachers' effective technology use. The present study identified several regulatory procedural patterns used by teachers in the context of their TPACK achievements.

Technology integration in the classroom is seen as an important educational innovation to enhance teaching and learning processes in the 21st century. Teacher motivation has been seen as a critical prerequisite for successful technology integration in the classroom, particularly in early phases of educational innovation. However, whether teacher motivation is a stable versus variable construct in such

Accuracy of peer review continues to be a concern for instructors in implementing computer-supported peer review in their instructional practices. A large body of literature has descriptively documented overall levels of reliability and validity of peer review and which factors across different peer review implementations impact overall reliability and validity of peer review (e.g., use of rubrics

This study examined whether experiencing a multiplayer serious game could foster cognitive empathy in adolescent bystanders of cyberbullying, empathic concern for these situations and affective empathy towards those involved during game play. We also explored the players' self-reflections about cyberbullying scenarios in the game. A quasi-experimental design was used. While participants in an alternative

Self-regulated learning (SRL) is useful for understanding self-directed learning practices. However, SRL behaviours - despite being deemed highly context-dependent - remain mostly unexplored for healthcare workers in low-income countries. This study details how SRL strategies vary and impact on healthcare providers' learning gains when using digital learning platforms. We apply Latent Profile Analysis

Virtual reality (VR) learning environments are highly visual and need instructional aid to help the learner. Presenting too much visual information can impair selection and organization processes by overloading the learner's cognitive capacity. Signaling could support these processes by highlighting relevant information. In this study we used signals in form of textual annotations. Research on multimedia

The current study examined the effects of digital escape room perceived by 528 elementary school students. Several precursors connected to those learning practices, namely, gameful experience, collaboration and motivation were examined. A game-based learning questionnaire applied in the study was validated. Findings indicated that students perceived the gameful experience as affecting their motivation

A fire can have serious economic and human consequences. However, in many cases, rapid intervention and appropriate behavior can significantly reduce this threat. For this it is important that people are properly trained. Faced with the economic, ecological and organizational requirements and constraints linked to fire safety training, virtual training environments appear to be a judicious alternative

Immersive Technology has dramatically changed the concept of teaching and learning. Its academic study is recent, so there is little to no background information that can explain how its stimuli and cognitive reactions can improve students' learning experiences. Therefore, this study set out to analyze the psychometric properties of a questionnaire to measure the stimuli and cognitive reactions inherent

Indicators of behavioral engagement derived from log data may provide insight about variation in participants' interactions with and the efficacy of digital cognitive skills training games. We first sought to determine whether distinct groups of adolescents (N = 163; Mean age = 14.1 years, SD = 1.3) could be identified based on variables derived from digital log data collected while participants played

Developing digital competencies is a critical component of preservice teacher training. However, this is a complex process which includes a range of different strategies. Moreover, little is known about how they come together as an integrated approach to prepare future teachers for educational technology use. Therefore, the aim of this study is to examine relationships among strategies to develop digital

Dashboards have been hypothesized to facilitate adaptive guidance in classrooms. Thus far, however, empirical studies in this domain are badly missing. We present a dashboard, which enables teachers to observe concurrent groups as they engage in mathematical tasks using Dynamic Geometry tools and to guide groups when their intervention is needed. We rely on a case study with this dashboard in which

In recent years, due to the advancement of digital learning and flipped learning (FL, a student-centered approach that reverses traditional pedagogy by providing students with content usually taught in class for their learning in advance), there have been some major changes in teaching models for various disciplines. Learning can be ubiquitous through utilization of technology so teaching is no longer

Smart Personal Assistants (SPAs; such as Amazon's Alexa or Google's Assistant) let users interact with computers in a more natural and sophisticated way that was not possible before. Although there exists an increasing amount of research of SPA technology in education, empirical evidence of its ability to offer dynamic scaffolding to enhance students problem-solving skills is still scarce. To fill

Learning with online video is pervasive in higher education. Recent research has explored the importance of student engagement when learning with video in online and blended courses. However, little is known about students' goals and intents when engaging with video. Furthermore, there is limited empirical evidence on the impact of learning context on engagement with video, which limits our understanding

We examined the use and effectiveness of an incentive system—one of the five elements of a theory-based motivational architecture in educational games that we proposed—in a computer-based physics game on students' learning and performance. The incentive system's purpose was to motivate students to access learning supports designed to facilitate content knowledge acquisition (i.e., content-related supports)

It is indisputable that young children are exposed to digital media since birth and start using them very early. This fuels debate that engages scholars and researchers, industry and brands, policymakers, and parents. Our study aimed to contrast these different perspectives, adding the view of children, who are frequently left out of this debate. Using an exploratory qualitative approach, we conducted

Massive Open Online Course (MOOC) platforms capture the digital traces of millions of learners and generate an avalanche of “numbers” on learner behavior in MOOCs. Yet little is known about the dynamics through which MOOCs can support individual learning as the cognitive and social constituents of this complex process and their interplay within this process do not clearly surface in this large mass

This thematic synthesis aims to analyze the qualitative evidence provided by earlier empirical studies to achieve a comprehensive and up-to-date understanding of the factors influencing students’ online learning experiences through the lens of the Community of Inquiry framework. Following a three-stage procedure specified by Thomas and Harden (2008), we started with 3641 potential studies and then

This study evaluates the validity of an algorithm for measuring the efficiency of social learning networks in discussion forums accompanying MOOCs of conventional format, which consist of video lectures and problem assignments. The algorithm models social learning networks as a function of users knowledge seeking and knowledge disseminating tendencies across course topics and offers a means to optimize

Virtual Reality (VR) has the potential to enrich education but little is known about how unique affordances of immersive technology might influence leaning and cognition. This study investigates one particular affordance of VR, namely environmental embeddedness, which enables learners to be situated in simulated or imagined settings that contextualize their learning. A sample of 51 university students

Peer assessments (PA) have been widely explored by researchers over the past few decades. However, their impact on various learning environments remains unclear. Based on a meta-analysis, this study aimed to analyze PA-based research performed across multiple learning environments. Unlike existing meta-analyses, however, this study integrated co-citation network analysis with the meta-analysis to examine

Immersive virtual reality (IVR) technology has demonstrated positive educational outcomes related to its use and is gaining traction in educational and training settings; IVR is expected to have widespread adoption within the classroom in the upcoming years. However, the educational potential of IVR with children has not been thoroughly investigated, especially as a tool for problem-solving skills

Empirical evidence on factors behind student success in secondary school online classes has been mixed and insufficient in its scope as well as data coverage. With a nationwide secondary school online class dataset with 26,345 students, this study attempts to identify factors of student success and first constructs a statistical model predicting the pass probability of online classes. The following

This study aimed to investigate the relationships among undergraduates' problematic information security behavior (PISB), compulsive internet use (CIU), mindful awareness, and demographic factors in Taiwan. The convenience sampling was performed at three universities in southern Taiwan, and 514 undergraduates were selected as participants. A cross-sectional survey research design was used, and a hierarchical

An inaccurate self-assessment might hinder the effectiveness of the self-management of one's learning, for example, people underestimating their knowledge might not utilize their capabilities. Inaccuracies in self-reported knowledge also hinder the comparability of the data across different respondents. The overclaiming technique (OCT) allows the identification of accuracy and exaggeration in self-reported

The science education community is increasingly valuing the use of mobile apps in inquiry-based learning (IBL) to improve learner’ attitudes and their understanding of science concepts. Although there exists a body of research on mobile apps used for IBL in science education, limited attention has been paid to linking apps' features with their pedagogical affordances. Our study addresses this research

Statistics is one of the most challenging courses for university students. The personal learning environment (PLE) pedagogical design was introduced to assist students' Statistics learning. With the PLE pedagogy, this study examined learners' demographic backgrounds, motivational measures (i.e., help-seeking and academic procrastination due to the use of Information and Communication Technologies,

This systematic review on massive open online courses (MOOCs) in higher education examined the research on the assessment of learning outcomes based on 65 peer-reviewed articles published between 2017 and 2019. This study aims to investigate the learning outcomes, related instruments, and assessment characteristics of these instruments in MOOCs. Learning outcomes that were examined in the studies that

Blended learning (BL) is an instructional design structure that facilitates the benefits of technology, paired with face-to-face instruction, to address the variance in student learning. BL has been widely utilized in education with the rapid development of technology. While the Every Student Succeeds Act (ESSA, 2015) of the United States emphasizes supporting states to implement BL by facilitating

The early prediction of students' performance is a valuable resource to improve their learning. If we are able to detect at-risk students in the initial stages of the course, we will have more time to improve their performance. Likewise, excellent students could be motivated with customized additional activities. This is why there are research works aimed to early detect students’ performance. Some

This systematic literature review focuses on digital reading in a second or foreign language. The reviewed literature (N = 31, published between 2008 and 2020) revealed several characteristics of second language digital reading environments, tasks, and readers. First, characteristics of digital environments were availability and choice of authentic texts, degrees of linearity, lay-out characteristics

In the present paper, we used supervised machine learning algorithms to predict students' cognitive engagement states from their facial behaviors as 61 students solved a clinical reasoning problem in an intelligent tutoring system. We also examined how high and low performers differed in cognitive engagement levels when performing surface and deep learning behaviors. We found that students' facial