This study explores teachers' practice and aims to understand the complexity of and the difference between teacher-centred teaching and student-centred learning in the one-to-one computing classroom. Generally, prior research has examined moving from teacher-centred teaching to student-centred learning. Here, we scrutinise one-to-one computing practices in Grades 1–6 in Finland by analysing how power

There is a tendency to think of the impact of educational technology in a vacuum. However, it is likely that the instructional context in which educational technology is used affects student learning. For instance, outcomes may differ when using educational technology in a classroom versus at home, in a quiet versus noisy environment, or in a context where support is readily available versus not available

Virtual reality exposure therapy (VRET) is a promising tool to reduce public speaking anxiety in adults, while treatment and prevention of public speaking anxiety in children has been largely neglected. We examined whether repeated brief exposures to a virtual audience embedded in a prototype of the Virtual Reality (VR) SpeakApp-Kids! helped to reduce (1) self-reported state anxiety during three public

Recognizing the research gap involving the lack of equity considerations in new technology implementation, this study compares students' learning experiences when using a question and answer (Q&A) chatbot with using an FAQ webpage. We train a natural language processing-based chatbot utilizing content from an FAQ webpage and deploy it in two journalism massive open online courses (MOOCs) with 46 students

Despite evidence promoting simulation platforms as effective modes of learning, virtual simulation is underutilised in Australian Initial Teacher Education (ITE) programs, and as such, casts doubt on the sustainability of next generation simulation platforms. As a case example, we present findings from a systematic review of the literature on the benefits and limitations of Second Life as one of the

Malaysia has introduced computational thinking skills as part of a curriculum integration update to meet the global trends in 21st-century education, focusing on empowering digital literacy. Nevertheless, a preliminary investigation revealed an apparent lack of understanding of computational thinking skills in general among teachers. The study explores the feasibility of developing a localized E-learning

This study aims to examine students' experience of augmented reality learning applications (AR.LRP). Uses and gratifications theory was proposed as a theoretical foundation of the current study's conceptual model. Four dimensions of UGT benefits were proposed as key antecedences of the students' experience with AR.LRP: personal interactive benefits, social interactive benefits, affective benefits,

Drawing on Pierre Bourdieu's framework of cultural capital, the study explored whether family cultural capital contributed to adolescents' digital inequality regarding both digital skills and usages of digital media and could further explain the relationship between social origins and youth's digital diversity. Cultural capital was operationalized as family cultural resources, cultural practices and

Serious games have emerged as a promising new form of education and training. Even though the benefits of serious games for education are undisputed, there is still a further need for research on the efficacy of such games. The main goal of our research is to examine the effectiveness of a serious moral game—uFin: The Challenge—that was designed to promote moral sensitivity in business, a precondition

In order to stimulate students' active participation and thirst for knowledge, researchers have attempted to integrate flipped learning into courses, which aims to solve the problems in the traditional stereotypical physical skills learning mode (e.g., imitation and repeated practice) as well as to increase peer and teacher-student interaction. However, most of the flipped learning approaches use text

The impact of information technologies has radically transformed the classroom in less than a generation. One potentially not so welcome technology into the classroom has been social networking sites. While social networking sites can help foster relationships among students, too much of a good thing can negatively impact course performance. This study surveys 219 college aged students and investigates

Online assignment is a global and growing phenomenon in higher education that presents significant motivational challenges for many online students. Yet, little is known on the motivational beliefs of students towards online assignment, and none on how in combination they affect student behavior when it comes to online assignment. This present study aims to identify online assignment motivation profiles

Can mobile games foster the early literacy skills of children in poverty? This pioneering study examines the barriers faced to implement an evidence-based, game-enhanced educational phonological and phonemic awareness program in 12 public schools serving students in poverty in a developing country. The deployment team adequately mitigated barriers such as the lack of proper information and communication

This study aims to determine the risk factors that predict online game addiction of gifted and non-gifted high school students. The causal comparison research model was used in this study. The study group consists of 245 high school students, 113 gifted and 132 non-gifted. Personal information form and 4 different scales were used to collect the data. Multinominal logistic regression analysis was used

Many educators ask their students to conduct research using online information sources. Such sources vary in trustworthiness and quality and despite conventional wisdom, students are not naturally adept at vetting these sources. Empirical research has shown that successful online learning often requires effortful activities such as self-regulation and epistemic cognition. Frequent exertion of such

Collaborative problem-solving skills are required from learners in the 21st century, particularly in construction graduates upon entering the workforce. However, challenges associated with spatiotemporal contexts of construction sites and resource limitations of educational programs reduce the opportunities available for students to practice these skills. This study focuses on using 360-degree panoramic

Digital technology has a lot of potential in terms of teaching and learning. However, experimental and especially survey studies have provided mixed evidence on the impact of digital technology on educational outcomes. The correlation between students' reported use of digital technology and achievement has continually appeared to be of no significance or even negative significance. Instead of measuring

Creativity is widely described as a key ‘21st Century skill’. Science education in schools has emphasized the development of science inquiry and problem-solving skills with the support of technology, and paid insufficient attention to creative thinking skills for producing innovative ideas or solutions. This paper presents an exploratory study aiming to investigate how secondary school students engage

This study examined the relationship between students’ teamwork competency and satisfaction in a synchronous online flipped group project-based course, focusing on the possibility of group collective efficacy and flipped learning to moderate this relationship. We collected data from 19 teams (N = 75 college engineering students) at a science and technology university in Cebu, central Philippines, through

We propose cognitive absorption as a mental state that influences the processing of multimedia messages such as animations. An experiment was designed to assess (1) whether cognitive absorption is experienced when individuals view whiteboard animations; (2) the relationship between cognitive absorption and message elaboration; (3) the relationship between cognitive absorption and outcomes such as perceived

Cultivating students' information literacy is becoming increasingly important for teachers in the 21st century; however, teachers' competence to develop students' information literacy (TCDSIL) is far from satisfying. To foster TCDSIL, its influencing factors and promotion strategies need to be studied. However, prior studies on TCDSIL mainly investigate the influencing factors from a single-level perspective

Teachers' digital competence (TDC) is an important condition for the effective integration of technologies in education, and it depends on personal and context-related factors. Different frameworks and instruments have been developed to measure TDC. However, research on digital competence in vocational education and training (VET) is still scarce. Therefore, this study aims: (a) to provide a snapshot

With the recent surge in digitalization across all levels of education, online video platforms gained educational relevance. Therefore, optimizing such platforms in line with learners’ actual needs should be considered a priority for scientists and educators alike. In this project, we triangulate logfiles of a large German online video platform for educational videos with behavioral data from a laboratory

The goal of the present study was to extend the scope of previous reviews on cyberbullying to focus on elementary and middle school students, ages when research indicates that children begin to use mobile phones and social media. From 2016 to 2020, a total of 43 articles were included in the final selection, and purpose/s, sample, design/instruments, and main findings/conclusions were assessed on each

New ubiquitous technologies and interaction paradigms can play a key role in facilitating social interaction processes among children. A class of systems named “enactive” aims to support fluid interaction between technology and people via feedback cycles — the effect of technology on the human agent is fed back by the human action on the technology — based on the use of data sensors. We have extended

This study evaluates the first years of the full-scale flipped learning implementation process that began with an authority innovation-decision at the world's first fully flipped university in terms of departmental differences. The study employs an explanatory sequential mixed-method research. The primary respondents were 69 freshmen enrolled in the Faculty of Education at a private university in Istanbul

Both computational thinking (CT) and creativity have been recognized as key skills for today's learners. Over the last decade, research of both skills in a single context has emerged. In this paper, we present a scoping review of 62 such empirical from 2011 to 2020. Our goal was to have a thorough understanding of the educational settings in which research on both CT and creativity was conducted, the

MOOC platforms have seen significant membership growth in recent years. MOOCs are leading the education world that has been digitized, remote, and highly competitive, and the competition is intense in the MOOC world. Based on the observation for top-rated MOOCs, this study proposes a research question, “What makes a great MOOC? What makes a hit?” To explore the answers, this study applies a crowdsourcing

As they encounter new ideas, students need to make integrated revisions to their science explanations, a key aspect of science learning. This involves filling gaps, resolving inconsistencies with evidence, and strengthening connections among ideas. Rather than making integrated revisions, even after automated, adaptive guidance, students typically add disconnected ideas or fix mechanical errors. The

Developing and maintaining constructive engagement is a crucial challenge in learning by watching videos. AVW-Space is an online video-based learning platform which enhances student engagement via note-taking and personalised support. Previous studies with AVW-Space show that students who write comments, especially high-quality comments, learn more. The goal of the study reported in this paper is to

Body movements such as gestures and facial expressions are an essential part of human communication. While first results show that body movements of pedagogical agents in educational videos foster learning when they are learning-related, the impact of unrelated gestures and facial expressions is still not fully examined. This study investigated whether learning-unrelated gestures and facial expressions

This critical review responds to an international call for research review on the mechanism by which online peer feedback (OPF) optimises learning effectiveness. The review focuses on the studies in Chinese contexts, with which OPF may appear culturally incompatible. The review analyses 28 empirical studies from 2010 to 2020 and found that (a) a clear pathway from specific OPF design elements to particular

The increasing importance of digital reading and the prevalence of social media among adolescents necessitate further investigations into the effects of social media on the development of students' digital reading proficiency, which could foster proper behavior and attitudes regarding social media and help narrow achievement gaps in reading education. Thus, this study aimed to investigate the effects

In this paper we study if feedback strategies during formative assessment with polling technology have an impact on learning gains. We conduct a randomized experiment in physics class in upper secondary education with the web-based polling system Socrative comparing three conditions. In the cooperative condition students receive a combination of peer discussion and teacher feedback, while in the individual

Large university classes often face challenges in enhancing active learning, repetition and feedback in the classroom which are essential for promoting student learning. In this study, we evaluated the implementation of digital tools (lecture recordings, question tool, classroom response system and virtual reality) regarding their perceived impact on active learning, repetition, and feedback in a large

The purpose of this research was to investigate how learning to code, using Google's CS First's Storytelling lessons, impacted elementary students' writing skills, writing stamina, and perceptions of writing abilities. In this mixed methods study, 49 fifth grade students participated in Google's CS First's Storytelling lessons focused on developing stories through coding during a school district's

Student engagement has a trajectory (a timeline) that unfolds over time and can be shaped by different factors including learners’ motivation, school conditions, and the nature of learning tasks. Such factors may result in either a stable, declining or fluctuating engagement trajectory. While research on online engagement is abundant, most authors have examined student engagement in a single course

Online teaching has been implemented in response to the COVID-19 pandemic. Nonetheless, teaching online consumes considerable time and adds pressure to teachers' daily lives. Teachers have to not only acquire technical skills but also provide engaging instruction online. Meanwhile, privacy breaches occasionally occur in online teaching. The objective of the current study is to analyze the factors underlying

Professional identity shapes teachers' sense making of how to understand and behave in their teaching work, and thus may play a significant role in determining how teachers position and appropriate technology in the teaching process. However, how different aspects of teacher professional identity might influence teachers' approaches to technology integration is not well understood. SEM analysis of

Learning to code and to develop a range of digital skills has been purported to help nations remain economically competitive. Development of these skills has been touted as a way to prepare workers for tech jobs and increase their social mobility. However, this focus is quite narrow and does not recognize the benefits of learning to code beyond the economic benefits. In this paper, we present results

As 21st century skills have become increasingly important, Collaborative Problem Solving (CPS) is now considered essential in almost all areas of life. Different theoretical frameworks and assessment instruments have emerged for measuring this skill. However, more applied studies on its implementation and evaluation in real-life educational settings are required. In this sense, pre-post experimental

This paper aims to provide research-based evidence for highlighting the paradigm shifts of e-book research. The most popular e-book-related keywords (e.g., electronic book, e-book) were used to retrieve the most relevant and quality journal articles published in the recent decade (2010–2109) from the Web of Science. Unlike most e-book review studies based on content analysis, this present paper employed

This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample

Implementing backward evaluation as part of the peer assessment process enables students to react to the feedback they receive on their work within one peer assessment activity cycle. The emergence of online peer assessment platforms has brought new opportunities to study the peer assessment process, including backward evaluation, through the digital data that the use of these systems generates. This

Over the past two decades, there has been increased interest in understanding the prospects of virtual reality laboratories (VR Labs) in science education. VR Labs are designed to emulate a physical teaching laboratory through an immersive computer experience that affords intimate and intuitive interaction. According to a recent literature review, there is a scantiness of varied theoretical and methodological

Students’ behavioral engagement is critical for flipped classroom success. Research on flipped and non-flipped classrooms has provided mixed findings regarding students’ behavioral engagement. Using the motivation-opportunity-ability perspective and self-determination theory, in this study, we aim to empirically test how student-level motivation (i.e., autonomous and controlled), student-level ability

How can students in a large classroom benefit from virtual reality (VR)-based instruction despite limited equipment? Group debriefing based on observed VR experiences provides a potential solution. This study employed a two-by-two factorial design to empirically investigate the feasibility and effectiveness of debriefing and types of VR experiences on enhancing VR learning outcomes. Second and third

This study examined university students’ online learning profiles in terms of activities, purposes, and engagement, and how the different profiles related to metacognitive regulation and internet-specific epistemic justification. Three questionnaires were used to collect data from 389 undergraduate and graduate students in Thailand. The results indicated five emergent clusters as follows: highly-engaged

Social robots are a promising new technology for primary education. However, they also introduce practical and moral challenges and there is an increasing demand for guidelines for a responsible, safe introduction of social robots. In this study, we identified and compared the moral considerations associated with the introduction of social robots in primary education from the viewpoint of direct and

The analysis of the processes and elements articulating effective Computer Supported Collaborative Learning (CSCL) constitutes a focal research stream in education. Following these streams, satisfaction and perceived impact on learning have already been stablished as determining aspects of any type of learning and, particularly, of CSCL. The goal of this study was to identify factors affecting students'

Creativity is one of the most essential skills for success in life in our dynamic, complex world. For instance, we are currently facing major problems with the COVID-19 pandemic, which requires creative thinking for solutions. To increase the pool of creative thinkers, we need tools that can assess and support people's creativity. With advances in technologies, as well as in computer and learning sciences

An important function of positive emotional design is protecting learning from negative impacts by promoting self-regulation. The present study examines the effects of the emotional design principle in the situation of ego depletion, which reflects a period of self-regulation failure due to a lack of mental resources. Based on a sample of 120 students from a Chinese university, two groups of participants

Massive Open Online Courses for Educators (MOOC-EDs) provide a new avenue for teaching teachers to use educational technology in classrooms, but a lack of individualized learner-instructor interaction in MOOCs may lead to dropouts. The interaction equivalency theorem implies that MOOCs have the potential to provide a virtually unlimited number of learners with meaningful experiences. Rich opportunities

Mastery assessments are used in many digital learning environments to control learning progression and support low-achieving students relearning important content. But research on personalized feedback following a mastery assessment is scarce and yielded ambiguous effects. Therefore, this study seeks to contribute to this area of research by investigating the effect of two different feedback messages

Background This exploratory study engaged teams of elementary and middle school students in the collaborative design of digital games. Game design is theoretically examined in this study as a form of knowledge-creating learning that is characterized by collaborative efforts to advance a shared object of activity, i.e., the game being designed. Using mixed methods, we examined how students experienced

Advancements in data technology provide easy access to open data sets that can act as raw material to promote data competencies in the education domain. In this study, we investigate how open data can be used to develop digital and data literacy skills among secondary school students (ages 11–15). Using qualitative and quantitative research methods, we identify how data collection and analysis can

While game-based learning (GBL) environments have been shown to facilitate learning, in culturally diverse populations (e.g., university classrooms), GBL may only appeal to a subset of the population. We investigated how culture may relate to acceptability of GBL in undergraduate students. We performed online, survey-based research with 489 undergraduate students (66.9 % female) at a Canadian university

A new school subject, Leaving Certificate Computer Science, was introduced in September 2018 into Irish schools in a period of curriculum reform and change. Drawing on concepts of teacher agency and learner agency, and viewed through a figurational sociology lens, this paper explored the realities of teaching LCCS and the role teacher agency and learner agency played in such enactment. Through a case

Against the backdrop of preparing students for a digitalized future, supporting pre-service teachers' development of technological pedagogical content knowledge (TPACK) has become paramount in pre-service teacher education. Whether and how pre-service teachers' acquisition of TPACK could be supported is still an open question, as previous research predominantly relied on correlational data and/or self-report

Online communities and social-network sites are used to deliver professional-development services for teachers. Professional development should help teachers to reflect on their practice and improve in helping them to guide students' growth. Peer and community models, such as coaching and sharing knowledge in network and knowledge communities, have been proposed. Recently these practices have been