Video games’ capacity to facilitate complex and interactive modes of engagement has led to their portrayal as particularly effective means for designing authentic and situated learning environments, which overcome the artificial and abstract nature of conventional teacher-centered schooling. Focusing on the intentional use of progressive-oriented video games (or “serious games”) towards educational

Redundancy effect has been investigated in many controlled experimental studies, however, it is seldom investigated whether the same redundant material may cause different results in classroom, which is a major learning place for students. Considering that it is not easy to control the internal validity in classroom environment, this study proposed a new research approach with the use of virtual reality

The competences of making good use of digital information and technology as well as making critical judgments and communicating with others have been considered as important educational objectives, in particular, for teacher education. Peer assessment is a frequently adopted learning strategy to assist students in rating and offering instant feedback to peers from the perspective of instructors, which

Games can be rich environments for learning and can elicit evidence of students’ conceptual understanding and inquiry processes. Illuminating students’ content-specific gameplay decisions, or methods of completing game tasks related to a certain domain, requires a context that is open-ended enough for students to make choices that demonstrate their thinking. Doing this also requires rich log data and

Between 2010 and 2019, ETR&D experienced increased publication of a specific type of research that does not provide useful knowledge to the instructional design field. This type of research is research to prove, which entails pitting an incumbent, “traditional” learning experience against a new, innovative learning experience that lacks maturity. Additionally, under closer inspection, these new, innovative

Twelve papers representing 59 authors from 16 different nations are included in this special issue addressing the theme of ‘Learners and Learning Contexts: International Perspectives on New Alignments for the Digital Age’. Collectively, the papers represent a synthesis of international perspectives on next steps for bringing educational technology research findings into policy and practice that will

Social-Media-Based Learning (SMBL) is the use of social-media-based platforms, such as Twitter, Google Plus, Facebook, and YouTube, for learning purposes. It facilitates interactive, participative, and cooperative learning among people in real time. This study aimed to determine the factors influencing SMBL in higher education institutions and to assess the mediating effect of trust on the target platform

In-game learning supports aim to help students solve game levels (i.e., game-related supports), and connect to underlying content (i.e., content-related and hybrid supports). Students with different levels of prior knowledge may have different needs for in-game supports. In this study, we designed a 2D physics game with game-related, content-related, and hybrid supports to explore the relationships

Cognitive and metacognitive processes during learning depend on accurate monitoring, this investigation examines the influence of immediate item-level knowledge of correct response feedback on cognition monitoring accuracy. In an optional end-of-course computer-based review lesson, participants (n = 68) were randomly assigned to groups to receive either immediate item-by-item feedback (IF) or no immediate

Currently, the research on the overall effect of flipped instruction on K-12 students’ academic achievement has been insufficient, especially across various subject areas and grade levels. To redress this research gap, this study first synthesised five aspects of research on flipped instruction, including theoretical underpinnings, application across disciplines, implementation benefits of FI, challenges

Knowledge Building is a socio-constructivist approach that aims to engage students in a knowledge-creation environment as early as possible to get them ready for the knowledge society. Rather than following fixed procedures or scripts, the twelve Knowledge Building Principles, such as collective responsibility, real ideas and authentic problems, and improvable ideas, have framed the Knowledge Building

Interactive features of the hyper-video environment, such as indexing, bookmarks, links to learning materials, multiple-choice questions, and personal and shared annotations, can enhance learning processes. This paper examines integration of the Annoto hyper-video platform in three large undergraduate courses (A, B & C) at a large university. The study combines learning analytics of video-recordings

Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n = 171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load

Given the great importance of integrating computers into kindergartens and the fact that today such integration has been implemented only partially, there is a need for research to examine the factors that make it difficult to achieve this end. Thus our study focused on the attitudes of preservice kindergarten teachers regarding the integration of computers into early learning environments. We sought

This study examined the affordances of an embodied humanoid robot to engage children in play and learning from the perspective of embodied cognition in two studies as part of multiyear design research. In Study One, we observed how the robot’s embodiment, accompanied by its sensors and movements, elicited embodied reactions of eleven children (aged 3 to 6) while they played and learned with the robot

Prior research has focused extensively on how emotion tendencies (e.g., duration, frequency, intensity, and valence) affect students’ performance, but little is known about emotion variability (i.e., the fluctuations in emotion states) and how emotion variability affects performance. In this paper, emotion variability was examined among 21 medical students in the context of solving two patient cases

This study investigates the effect of sequenced, time-delayed, multimodal Chinese language and communicative literacy supports on the ability of learners of Chinese as a Foreign Language [CFL] to recognize characters and acquire literacy via writing in Chinese. A multimodal web application was designed and developed as a writing platform and supplementary teaching tool—leveraging second language [L2]

While online learning resources are proliferating in all education delivery modes, from traditional classes to distance learning, institutions may have not recognized their potential for addressing diverse student populations, providing them online with learning experiences according to their individual needs. If teachers embrace online learning and customize their approaches to make online resources

Instructional methods in higher education are changing in response to the growing popularity for distance learning courses. Investigating methods of instruction that will assist in the manner that coursework is taught in online courses is therefore a significant enterprise to research. Specifically, examining the relation between theory and practice in programs of teacher education where application

A correction to this paper has been published: https://doi.org/10.1007/s11423-021-09971-w

During the COVID-19 pandemic, higher education institutions have been faced with a rapid shift to remote digital learning across courses. The resultant proliferation of online learning in traditional, hybrid, and distance higher education courses has enhanced the possibilities for technology-supported student-centered learning design. The prominence of feedback in student-centered teaching could be

Learning analytics (LA) collects, analyses, and reports big data about learners to optimise learning. LA ethics is an interdisciplinary field of study that addresses moral, legal, and social issues; therefore, institutions are responsible for implementing frameworks that integrate these topics. Many of the ethical issues raised apply equally to educational data sets of any size. However, in this study

Recent research has shown a great interest in supporting self-regulated learning (SRL) strategies in online learning. However, there is hardly any study that has investigated how students’ self-regulation of behavior could be promoted in online environments for programming learning and assessment, despite the proliferation of automated programming evaluation systems. This study examined the ways our

The purpose of this study was to develop a mobile learning acceptance model for pre-service teachers and to examine the relationships among technology acceptance factors. The literature on mobile learning acceptance lacks studies on pre-service teachers and studies that include concrete mobile learning scenarios. To overcome these problems, we have developed and implemented a mobile-technology-enabled

This article presents a conceptual model of cross-cultural alignments in education in the digital era. The intention was to explore and respond to urgent questions regarding learners and the learning environments in today’s networked society. The model explores the enabling or constraining influences of educational systems, digital environments, learners, and educators on other learners and is based

Emotions have been theoretically and empirically linked to engagement and learning outcomes in many domains and settings. A recent quasi-experimental study measured medical students’ emotions after completing four diagnostic tasks in a computer based learning environment (Jarrell et al., Educ Technol Res Dev 65:1263–1284, 2017). Cluster Analysis showed three distinct groups and students in the positive

Identifying and understanding factors influencing the adoption of a specific technology in various educational settings is critical for maximizing the effectiveness of using the technology. Research based on Technology Acceptance Model (TAM) in education provides an extensive insight into constructs that influence the adoption of learning technology. Most of these constructs represent either the utilitarian

Current online learning approaches are sometimes criticized for a “one- size- fits -all” approach and insufficient feedback, which may result in low levels of satisfaction and high dropout rates. To mitigate these shortcomings, we implemented a set of principles for designing personalized motivational feedback based on students’ achievement goals. A sequential explanatory mixed-methods design was used

This study examined how instructional librarians can incorporate principles from cognitive load theory to engage students in research and improve learning outcomes for a common library instructional delivery model. The study employed a between-subjects, quasi-experimental design to compare how instructional sessions would impact information literacy competency and response time, using a dual-task measurement

Four scholars provide their perspectives in response to Tracey and Hutchinson’s (Educ Technol Res Dev 67(5):1259–1272, 2019) article describing the utilization of an empathic design framework. Researchers investigated the association between designers' imagined cognitive and emotional experiences of their learners and the actual learners’ representation of the final designed activity.

Digital learning environments are dynamic systems that require learning designers to leverage environmental conditions and the needs of their learners. While many frameworks and studies have explored pedagogical reasoning, little emphasis has been placed on the dynamic decision-making processes of learning designers. To advance the exploration of pedagogical reasoning and dynamic decision-making in

Concept mapping facilitates the externalisation and internalisation of knowledge by individuals during collaborative knowledge construction. However, not much is known about the individual and collaborative learning processes during collaborative concept mapping (CCM) in interdisciplinary knowledge construction. Premised on literature on collaboration scripts to scaffold the collaboration process,

Six scholars provide their perspectives in response to Lee and Hannafin’s (Educational Technology Research and Development 64: 707–734, 2016) article describing the Own It, Learn It, Share It design framework. The framework combines constructivist, constructionist, and self-determination theories to address student-centered learning.

In this special issue, we have gathered seven scholarly responses to Hilton’s 2016 article, representing leading edge perspectives on OER in terms of research, theory, and practice to help the field to better understand how to design, use, and research OER moving forward.

In an age of ready access to people, online spaces and information, canonized formal knowledge acquisition is being disrupted. The emergence of socially constructed knowledge based on connected learning is democratising education and re-framing how formal and informal learning is considered. What we currently understand connected learning to be is limited to a combination of individual interests, networked

Bennett et al.’s (2017) work on teachers design practices addresses the exact activities that teachers had to complete in order to quickly shift to a digital form of delivery. The pandemic required teachers to modify their pedagogical designs and deliveries to reduce the risk of harm to themselves and those in their care. For many, switching from one mode of delivery (i.e., face to face) to a digital

This paper explores and describes the current initiatives, barriers, and opportunities for formal, non-formal, and informal networked learning experiences using social media in Latin America. It focuses on networked learning initiatives such as the use of institutional social media accounts, educational hashtags, social media in the classroom, educational channels via video hosting platforms, and government

The Every Student Succeeds Act supports personalized learning (PL) to close achievement gaps of diverse K-12 learners in the United States. Implementing PL into a classroom entails a paradigm change of the educational system. However, it is demanding to transform traditional practice into a personalized one under the pressure of the annual standardized testing while it is unclear which PL approaches

This article focuses on preservice and in-service teachers’ pedagogical reasoning, decision making and action concerning technology integration for learning. We examine this topic in light of three contemporary barriers in policy, practice and research, namely: the lack of an integrative model that considers how teachers come to shape their reasoning and decisions on technology integration, the lack

In this section, we have responses to Joo, Kim and Kim (2016)’s study, from two scholars with international and inclusion perspectives. They have discussed the current situation with mobile learning management systems and the current mobile learning experiences.

As the pandemic affected many institutions where practical learning occurred in physical laboratory spaces, investigations into online labs surged. Zacharias et al.’s (Educational Technology Research and Development 63(2):257–302, 2015, https://doi.org/10.1007/s11423-015-9370-0) literature review became a guiding point to those choosing to invest deeper into practical online learning experiences. Whilst

In this section, we have seven responses from several scholars for Nacu et al. (Educ Technol Res Dev 66:1029–1049. https://doi.org/10.1007/s11423-018-9603-0)’s study. They have presented their perspective under the 21st century skills and educator roles in the context of online learning environments.

During reading, students construct mental models of what they read. Summaries can be used to evaluate the latent knowledge structure of these mental models. We used indices from Student Mental Model Analyzer for Research and Teaching (SMART) to explore the potential of a global index, Graph Centrality (GC), as a measure to describe mental model structure and its relation to the quality of student summaries

Mobile serious games are increasingly utilized as educational tools in elementary schools, and a considerable body of research has focused on evaluating such games’ educational effectiveness. However, such work has generally ignored learning processes, and especially how knowledge is constructed. Given the important role of knowledge construction in various educational settings, this study examines

Learning in Massive Open Online Courses (MOOCs) requires learners to self-regulate their learning process or receive effective self-regulated learning (SRL) interventions to accomplish personal goals. Much attention has thus been paid to how SRL influences learner performance in MOOCs, but research has overlooked a person-centered analysis of how online learners perform SRL in this setting. Without

In this special issue, we have collected three responses from scholars who are currently doing work in learning analytics to react to, better explain, and expound upon the Ifenthaler and Schumacher’s findings in their own settings as researchers and practitioners.

This article examines practical implications of the work by Bennett et al. (Educational Technology Research and Development 65(1):125–145, 2017) entitled, “The process of designing for learning: Understanding university teachers’ design work”. It addressed the knowledge gap of design practices of university faculty by conducting an extensive qualitative study with 30 interviewees. Three design practices

Abstract This paper is in response to the manuscript entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review” written by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67, 1145–1174. https://doi.org/10

Mobile microlearning platforms have increased over the years. Literature shows that platforms use specific instructions or media, such as videos or multiformat materials (e.g., text, audio, quizzes, hands-on exercises). However, few studies investigate whether or how specific design principles used on these platforms contribute to learning efficacy. A mobile microlearning course for journalism education

In response to Bennett, Agostinho, & Lockyer's (Educational Technology Research and Development, 65(1), 125–145: 2017) article, The process of designing for learning: understanding university teacher’s design work, we describe a way forward targeting an identified crucial gap in supporting teacher design practice. We argue that society is in a period of liminality (Turner, Betwixt and between: Patterns

This review is in response to “Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review,” by Zacharia et al. (Educ Technol Res Dev 63:257–302, 2015). This review is focused on the perspective of a high school teacher or college professor attempting to provide a computer supported inquiry learning (CoSIL) environment for

This paper is in response to the manuscript entitled, “Success, failure and emotions: Examining the relationship between performance feedback and emotions in diagnostic reasoning,” (Jarrell, Harley, Lajoie, & Naismith, Educational Technology & Research Development, 65, 1263–1284: 2017) from a K-12 teacher and administrator educational perspective. Jarrell et al.’s (Educational Technology & Research

This piece is a short response to Loizzo and Ertmer’s (2016) MOOCocracy: the learning culture of massive open online courses for the special issue: Shifting to Digital: Informing the rapid development, deployment, and future of teaching and learning. Key ideas, value, and future research implications are addressed in relation to MOOC design using the MOOCocracy themes.

In the midst of a global pandemic, higher education saw a modality shift to online learning that caused panic and discomfort as many instructors lacked the skills, resources, and didactic aptitude in this response (Lederman, The shift to remote learning: The human element. Retrieved from https://www.insidehighered.com/digital-learning/article/2020/03/25/how-shift-remote-learning-might-affect-students-instructors-and

Combining wiki technology with the literature circles could be powerful and beneficial for promoting the learning of English as a foreign language (EFL). However, little research has been conducted to investigate the role of EFL students’ social forms of regulatory strategies in their learning performance in the context of wiki-supported literature activities. This research explored how students’ social

The aim of this study was to develop a badminton teaching system using the wearable technology for improving badminton teaching and learning. This system can provide the similarity scores automatically by comparing a student’s movement and strength while playing badminton with a well-trained expert model. A quasi-experiment was conducted for eight weeks to evaluate the effectiveness of the developed

This paper is in response to the article entitled A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share (Lee and Hannafin in Educat Technol Res Develop 64(4):707–734, 2016). In this article, the authors proposed a theoretical framework to provide guidelines for promoting engagement in student-centered learning (SCL) based on relevant principles from different

This paper is in response to the article entitled “Open educational resources and college textbook choices: a review of research on efficacy and perceptions” (Hilton, 2016). In the article, Hilton synthesized the results of 16 studies, and proposed a statement that the decision to employ and adopt open textbooks in higher education has appeared to have financial benefits to students without decrease

Considerably more research needs to be done to understand how successful technological innovations and change processes are sustained and scaled to new learning contexts. Without a better understanding of successful technological innovation, the wider field and education community are unable to benefit and build capacity. A model is presented that explores how research can better inform sustainability

This phenomenological study opens up the embodied nature of play, adding to the field’s understanding of embodiment as it manifests in a non-standardized (outside formal education) realm of human experience. The location-aware, augmented reality mobile game, Pokémon Go, provided a viable context to consider the ways the game/device, players, play spaces, and even non-players come together in lived