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Veranstaltungen Bildungsserver

Tagung „Künstliche Intelligenz in der Lehrkräftebildung“

1 day 22 hours ago
16.09.2025. Die Tagung „Künstliche Intelligenz in der Lehrkräftebildung“ des Projektverbunds KISS-Pro beleuchtet, wie KI sinnvoll in die universitäre Ausbildung von Lehrkräften eingebunden werden kann. Sie bietet eine Plattform für Austausch und Diskussion über innovative Ansätze zur Vorbereitung angehender Lehrkräfte auf den lernförderlichen Einsatz von KI im Schulkontext. Veranstalter: Forum Bildung Digitalisierung e. V.. Link: https://lernen.digital/veranstaltungen/tagung-kuenstliche-intelligenz-in-der-lehrkraeftebildung/ .

Jobfestival für Klimaschutz 2025

2 days 1 hour ago
04.07.2025. Auf dem Jobfestival für Klimaschutz können sich Jugendliche über Berufsperspektiven in nachhaltigen Berufsfeldern informieren und zum Berufseinstieg coachen lassen. Ein vielfältiges Programm gibt in Workshops und Vorträgen Antworten auf die Fragen: Welche Chancen und Perspektiven bietet die nachhaltige Arbeitswelt? Wie findet man eine sinnerfüllte Arbeit, die zu einem passt? Mit welchen Lösungen reagieren Unternehmen auf die Herausforderungen des Klimawandels? Wie kann jeder Job zu einer zukunftsfähigen (Arbeits-) Welt beitragen?  Veranstalter: Kommunikationsbüro Ulmer GmbH im Auftrag des Ministeriums für Umwelt, Klima und Energiewirtschaft Baden-Württemberg . Link: https://www.wir-ernten-was-wir-saeen.de/jobfestival-fuer-klimaschutz-2025 .

89. Jahrestagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) "Veränderte Bildung - Veränderte Bildungsforschung?"

3 days ago
22.09.2025. Die Sektionstagung empirische Bildungsforschung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) sowie der Kommission Bildungsplanung, Bildungsorganisation und Bildungsrecht (KBBB) in der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) findet vom 22.- 24. September 2025 unter dem Motto "Veränderte Bildung - Veränderte Bildungsforschung?" an der Universität Duisburg-Essen statt.Für die bevorstehende Tagung werden spannende Präsentationen, wertvolle Einblicke in aktuelle Forschungsprozesse und -ideen sowie anregende Diskussionen erwartet. Besonders wichtig ist dabei der kollegiale Austausch und das persönliche Miteinander, das durch das vielfältige kulturelle und soziale Begleitprogramm bereichert wird. Veranstalter: Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Link: https://www.uni-due.de/aepf2025/aepf2025.php .

Fachforum MINT - Kompetenzverbund lernen:digital

3 days ago
24.06.2025. Die Projektverbünde des Kompetenzzentrum MINT beschäftigen sich mit der forschungsbasierten Entwicklung von Fort- und Weiterbildungsangeboten für die Gestaltung digitalen und digital gestützten Unterrichts in den Fächern Biologie, Chemie, Informatik, Mathematik, Physik, Sachunterricht und Technik. Ebenso wird die beruflich-technische Bildung adressiert. Vorgestellt werden unter anderem Angebote zu Computational Thinking im Informatikunterricht, zu Grundlagen von Virtual Reality und Augmented Reality im beruflich-technischen Unterricht oder zu interaktiven Videoexperimenten im Chemieunterricht.Als virtuelles Messeformat bieten die lernen:digital Fachforen Einblicke in die erarbeiteten Inhalte der vier Kompetenzzentren MINT, Sprachen/Gesellschaft/Wirtschaft, Musik/Kunst/Sport und Schulentwicklung. Die Projektverbünde des Kompetenzverbund lernen:digital informieren in den Veranstaltungen konkret zu ihren digitalen und digitalisierungsbezogenen Unterrichtskonzepten und Fortbildungsangeboten, die im Rahmen des Kompetenzverbunds entstanden sind.  Veranstalter: Kompetenzverbund lernen:digital. Link: https://live.letsgetdigital.com/4443-kzm/virtualevent/ .

Recherchestrategie – wo kann KI unterstützen?

3 days 1 hour ago
25.06.2025. Das Seminar vermittelt Methoden zur Planung und Durchführung komplexer Recherchen und beleuchtet dabei den sinnvollen Einsatz textgenerativer KI. Es wird diskutiert, welche Aufgaben KI übernehmen kann etwa bei der Strukturierung oder Ideenfindung und wo ihre Grenzen liegen, z. B. bei der Bewertung von Quellen. Voraussetzung sind Grundkenntnisse zur Funktionsweise von KI und Erfahrung mit KI-gestützten Recherchetools. Veranstalter: Deutsche Gesellschaft für Information und Wissen e.V. (DGI). Link: https://dgi-info.de/event/recherchestrategie-wo-kann-ki-unterstuetzen/ .

Labs4Future-Präsenz-Fachtag zum Thema Sozialraum: „Wie wollen wir HIER leben?“

3 days 1 hour ago
10.07.2025. Im Fachtag „Wie wollen wir HIER leben?“ laden wir pädagogische Fachkräfte zu einem interaktiven Austausch, u. a. zu folgenden Fragen, ein: Was verstehen wir unter „Sozialraum“? Welche Bedeutung haben Sozialräume für Kinder und Jugendliche in Risikolagen oder aus dem ländlichen Raum? Wie können Kinder und Jugendliche gestärkt werden, sich Räume anzueignen und sie mitzugestalten? Nach einem fachlichen Input werden verschiedene Methoden aus der Praxis zur partizipativen Raumentwicklung vorgestellt und gemeinsam ausprobiert. Veranstalter: JFF – Jugend Film Fernsehen e. V. . Link: https://www.jff.de/veranstaltungen/aktuelle-veranstaltungen/details/praesenz-fachtag-in-muenchen-zum-thema-sozialraum-am-10072025-wie-wollen-wir-hier-leben-sozialraeume-von-und-mit-kindern-und-jugendlichen-entdecken-und-gestalten .

Fachtagung "Prävention und Gesundheitsförderung in Schulen – Psyche und Gesundheit"

3 days 3 hours ago
17.09.2025. Die Bildungsministerkonferenz, das Bundesinstitut für Öffentliche Gesundheit und die Deutsche Gesetzliche Unfallversicherung e. V. widmen sich 2025 in ihrer gemeinsamen Fachtagungsreihe "Prävention und Gesundheitsförderung in Schulen" dem Thema "Psyche und Gesundheit". Die Veranstaltung findet im Tagungszentrum des IAG in Dresden statt. Entsprechend der Leitidee "Gute gesunde Schulen entwickeln" richtet sich die Veranstaltung vor allem an die Fachebenen aus den Bereichen Schulentwicklung, Gesundheitsförderung und Prävention. Es werden Tagungsgäste von Kultusministerien bzw. Schulsenatsbehörden, Unfallversicherungsträgern, Ministerien, politischen Gremien, aber auch von gesetzlichen Krankenkassen und bundesweit agierenden Organisationen erwartet. Veranstalter: Die Bildungsministerkonferenz (Bildungs-MK), das Bundesinstitut für Öffentliche Gesundheit (BIÖG) und die Deutsche Gesetzliche Unfallversicherung e. V. (DGUV) . Link: https://www.dguv.de/de/mediencenter/termine/veranstaltungs-details_650177.jsp .

ARD Jugendmedientag 2025

3 days 4 hours ago
12.11.2025. Der diesjährige ARD Jugendmedientag am 12. November steht unter dem Motto Demokratie und Du! Es geht darum, wie Medien in unserer Demokratie wirken und welche Rolle junge Menschen dabei spielen. In einer Zeit, in der Debatten häufig im Netz eskalieren und Fakten umkämpft sind, setzt die ARD mit diesem Format auf Aufklärung, Dialog und Teilhabe – und macht transparent, wie öffentlich-rechtlicher Journalismus funktioniert und warum er für eine lebendige Demokratie unverzichtbar ist. In ganz Deutschland laden die ARD-Medienhäuser Schülerinnen und Schüler ab der achten Klasse ein. Es gibt Workshops, Diskussionen und die Gelegenheit zum Selbermachen: Die Jugendlichen erleben Arbeitsabläufe in Redaktionen, produzieren selbst Medienbeiträge und treffen die Macher von ARD-Angeboten auf Instagram und TikTok. Veranstalter: ARD-Landesrundfunkanstalten . Link: https://www.ard.de/jugendmedientag/ .

Erfolgreich durch das Referendariat: Erfahrungsberichte für angehende Lehrkräfte

3 days 5 hours ago
24.06.2025. In dieser Veranstaltung teilen Referendar:innen ihre persönlichen Erfahrungen und beleuchten sowohl die positiven Aspekte als auch die Herausforderungen, die ihnen im Referendariat begegnet sind. Sie geben Einblicke, welche Unterstützungsmöglichkeiten ihnen geholfen haben, diese anspruchsvolle Phase auf dem Weg zum Lehrer:innenberuf erfolgreich zu meistern. Wir wollen angehenden Referendar:innen durch die Erfahrungsberichte eine Orientierung geben und ihnen durch positive Impulse Mut machen. Veranstalter: Robert Bosch Stiftung. Link: https://campus.deutsches-schulportal.de/event/erfolgreich-durch-das-referendariat-erfahrungsberichte-fuer-angehende-lehrkraefte-698 .

Online Info-Session: Berufsbegleitende MBA & Master

3 days 5 hours ago
30.06.2025. Die Hochschule für Wirtschaft und Recht (HWR) Berlinlädt herzlich dazu ein, ihre berufsbegleitende MBA- und Master-Programme bei einer ihrer Online Info-Sessions kennenzulernen: 17.00 - 18.00 Uhr: Master Nachhaltigkeits- und Qualitätsmanagement 20:00 - 20:30 Uhr: Berlin Part-Time MBADie Teilnehmenden erhalten Informationen zu den Zielen und Inhalten des jeweiligen Studiengangs, zu Zulassungsmodalitäten, Bewerbungsverfahren, Karriereoptionen und zu ihren individuellen Frage. Veranstalter: Hochschule für Wirtschaft und Recht (HWR) Berlin / Berlin Professional School. Link: https://www.berlin-professional-school.de/veranstaltung/detail/418-online-info-session-berlin-part-time-mba .

Online Info-Session: Berufsbegleitende Master im Fernstudium

3 days 5 hours ago
26.06.2025. Die Hochschule für Wirtschaft und Recht (HWR) Berlinlädt herzlich dazu ein, ihre berufsbegleitenden Masterstudiengänge im Fernstudium bei einer ihrer Online Info-Sessions kennen zu lernen: 17.00-18.00 Uhr: Master Kriminologie und Kriminalprävention 18.00-19.00 Uhr: Master European Public Management 19.00-20.00 Uhr: Master Sicherheitsmanagement Teilnehmende erhalten Informationen zu den Zielen und Inhalten des jeweiligen Studiengangs, zum Blended Learning-Konzept, zu Zulassungsmodalitäten, Bewerbungsverfahren, Karriereoptionen und zu Ihren individuellen Fragen. Veranstalter: Hochschule für Wirtschaft und Recht (HWR) Berlin / Berlin Professional School. Link: https://www.berlin-professional-school.de/veranstaltung/detail/412-online-info-session-berufsbegleitende-master-im-fernstudium .

Aktionstag Gesunde Erde. Gesunde Kinder.

3 days 5 hours ago
09.10.2025. Der Aktionstag: Gesunde Erde. Gesunde Kinder. soll Kinder für die Themen Umwelt- und Klimaschutz sowie deren Bedeutung für ihre Gesundheit sensibilisieren. Die Kinder durchlaufen verschiedene Lern- und Spielstationen zu den Elementen Feuer, Erde, Wasser und Luft. Der Aktionstag richtet sich an alle Grund- und Förderschulen, die Bildung für nachhaltige Entwicklung (BNE) und Umweltbildung erlebbar machen möchten. Gemeinsam mit vielen weiteren Schulen wird er am 9.10.2025 oder an einem beliebigen Tag der Wahl durchgeführt. Er bringt Klima- und Gesundheitsbildung direkt in die Klassenzimmer – praxisnah und kostenfrei. Der Tag ist auf ca. vier Stunden angelegt und kann flexibel an die Gegebenheiten vor Ort (Turnhalle, Klassenzimmer, mehrere Räume) angepasst werden. Sie führen den Aktionstag eigenständig an Ihrer Schule durch. Die Ziele des Aktionstags sind: 1. Kinder stärken und aktiv einbinden. 2. Spielerisch lernen: Umwelt-, Klima- und Gesundheitsschutz begreifbar 3. Nachhaltig handeln: Kinder zu reflektiertem und nachhaltigem Verhalten befähigen. 4. Schule und Familie verbinden: Eltern einbinden und Umweltthemen fest im Schul- sowie Familienalltag verankern. Veranstalter: fit4future foundation Germany . Link: https://gesunde-erde-gesunde-kinder.de/projektportal/aktionstag-gesunde-erde-gesunde-kinder/ .

Online Info-Session: Internationale MBA- & Masterprogramme

3 days 5 hours ago
26.06.2025. Die Hochschule für Wirtschaft und Recht (HWR) Berlin lädt herzlich dazu ein, ihre internationalen MBA- und Masterstudiengänge bei einer ihrer Online Info-Sessions kennenzulernen: 15:00 - 15:30 Uhr: Berlin Full-Time MBA 15.30 - 16.00 Uhr: Master International Business Management Teilnehmende erhalten Informationen zu den Zielen und Inhalten des jeweiligen Studiengangs, zu Zulassungsmodalitäten, Bewerbungsverfahren, Karriereoptionen und zu Ihren individuellen Frage. Veranstalter: Hochschule für Wirtschaft und Recht (HWR) Berlin / Berlin Professional School. Link: https://www.berlin-professional-school.de/veranstaltung/detail/422-online-info-session-internationale-mba-masterprogramme .

Online Info-Session: Duale Master

3 days 5 hours ago
24.06.2025. Die Hochschule für Wirtschaft und Recht (HWR) Berlin lädt herzlich dazu ein, ihre dualen Masterstudiengänge bei einer ihrer Online Info-Sessions kennenzulernen: 17.00-17.45 Uhr: Dualer Master Digitale Transformation 18.00-18.45 Uhr: Dualer Master General Management Teilnehmende erhalten Informationen zu den Zielen und Inhalten des jeweiligen Studiengangs, zu Zulassungsmodalitäten, Bewerbungsverfahren, Karriereoptionen und zu ihren individuellen Fragen. Veranstalter: Hochschule für Wirtschaft und Recht (HWR) Berlin / Berlin Professional School. Link: https://www.berlin-professional-school.de/veranstaltung/detail/408-online-info-session-dualer-master-digitale-transformation .

Hochschulübergreifend Weiterbildung gestalten

3 days 5 hours ago
16.06.2025. Die Weiterbildung für Hochschullehrende entwickelt sich stetig weiter: Neue Formate, digitale Medien und innovative Technologien wie Künstliche Intelligenz spielen eine immer größere Rolle in der Qualifizierung von Lehrenden. Doch wie können diese Elemente sinnvoll integriert und hochschulübergreifend genutzt werden? Welche digitalen Strategien und Strukturen haben sich bewährt? Diese und weitere Fragen stehen im Mittelpunkt des Online-Events. Dr. Sabine Hemsing und Prof. Dr. Konrad Faber (Virtueller Campus Rheinland-Pfalz) sowie Uwe Cämmerer-Seibel (eTeach-Netzwerk Thüringen) geben praxisnahe Einblicke in zwei unterschiedliche Ansätze: Virtueller Campus Rheinland-Pfalz (VCRP): Mit 25 Jahren Erfahrung in der e-didaktischen Weiterbildung stellt der VCRP den Wandel von Formaten, Themen und Erwartungen der Teilnehmenden vor. Im Fokus stehen gewonnene Erkenntnisse und zentrale Fragestellungen zur aktuellen Bildungstechnologie Künstliche Intelligenz (KI), insbesondere im Kontext kooperativer Kompetenzentwicklung. Außerdem wird das Zusammenspiel zentraler und dezentraler Lernangebote im hochschulübergreifenden Landeskontext beleuchtet. eTeach-Netzwerk Thüringen: Das Netzwerk verbindet alle staatlichen Hochschulen in Thüringen und begleitet die digitale Transformation von Lehren, Lernen und Prüfen. Uwe Cämmerer-Seibel gibt einen Einblick in das Zusammenspiel von Strategierat, Fach- und Kontaktstellen sowie hochschulübergreifenden Expertengruppen. Anhand praxisnaher KI-Kurse zeigt er, wie digitale Weiterbildungsangebote konzipiert, umgesetzt und weiterentwickelt werden. Das Online-Event ist Teil des Themenspecials „Digital qualifiziert – Weiterbildung an Hochschulen gestalten“. Veranstalter: e-teaching.org. Link: https://www.e-teaching.org/community/communityevents/ringvorlesung/hochschuluebergreifend-weiterbildung-gestalten .

Green At Home, Harm Abroad: Germany’s Role in Global Resource Exploitation

3 days 6 hours ago
18.06.2025. Anlässlich der UN Klima-Zwischenverhandlungen in Bonn laden die Universität Bonn, die Rosa-Luxemburg-Stiftung (RLS) und die Romero Initiative (CIR) zur Diskussion mit Forscher*innenn und Aktivist*innen zum Thema gerechte Energiewende und Energiekolonialismus ein. Im Rahmen der Veranstaltung wird die neue RLS-Studie «Green At Home, Harm Abroad: Germany's Role in Global Resource Exploitation» vorgestellt, die anhand von Fallbeispielen aus sechs Ländern das Agieren von deutschem Kapital und Politik bei der Akquise von Rohstoffen für die Energiewende untersucht. Veranstaltungssprache ist Englisch. Alle Interessierten sind willkommen teilzunehmen. Veranstalter: Rosa-Luxemburg-Stiftung (RLS) und Romero Initiative (CIR) . Link: https://nrw.rosalux.de/veranstaltung/es_detail/2XGLC/green-at-home-harm-abroad-germany’s-role-in-global-resource-exploitation .

Zuwanderung über Berufsanerkennung - wie gelingt Fachkräfteeinwanderung und wo gibt es Unterstützung? Kick-Off UAB-Netzwerk

3 days 21 hours ago
18.06.2025. Das neue Netzwerk des Projekts „Unternehmen Berufsanerkennung“ (UBA) wird vom ehem. Bundesministerium für Bildung und Forschung gefördert. Es bietet verständliche Informationen zum Einwanderungsprozess und zur Berufsanerkennung, individuelle Beratungsangebote sowie Raum zum Erfahrungsaustausch. Interessierte Unternehmen können sich dafür kostenlos registrieren und erhalten außerdem Zugriff auf den Matching-Service UBAconnect, um gezielt Fachkräfte aus dem Ausland zu finden. Anlässlich des Netzwerk-Starts diskutieren Vertreter*innen aus Unternehmen, der Bundesagentur für Arbeit, der IHK FOSA, dem ehem. Bundesministerium für Bildung und Forschung* sowie der DIHK auf einem Panel die Frage: „Wie gelingt die qualifizierte Fachkräfteeinwanderung, welche Unterstützungsstrukturen sind nötig und was haben wir noch vor uns?“.Weiterhin erwarten Sie Kurzimpulse von Unternehmensvertreter*innen mit Einblicken in ihre Rekrutierungspraxis sowie Tipps für die nachhaltige Arbeitsmarktintegration. Veranstalter: Projekt Unternehmen Berufsanerkennung/DIHK Service GmbH. Link: https://event.dihk.de/b?p=ubanetzwerk-kickoff .

28. Informatica Feminale - Sommerstudium

5 days 1 hour ago
20.08.2025. Vom 20. August – 4. September 2025 veranstaltet die Universität Bremen das 28. internationale Sommerstudium der Informatica Feminale – Sommeruniversität für Frauen in der Informatik. Es werden über 60 Lehrveranstaltungen zu aktuellen Fachthemen sowie zu interdisziplinären Themen angeboten. Das breite Spektrum an Unterrichtsthemen richtet sich sowohl an Fachstudentinnen und Fachfrauen in der Informatik als auch an Studentinnen aller Fächer. Es gibt Grundlagen und Spezialthemen der Informatik, interdisziplinäre Themen sowie Angebote rund um Studium, Beruf und Karriere. Wir bieten Reisestipendien für Studentinnen an. Das Sommerstudium findet auf dem Campus der Universität Bremen statt. Veranstalter: Universität Bremen . Link: https://www.informatica-feminale.de/ .

PartWiss 25 Gemeinsam forschen – Impulse aus Citizen Science, partizipativer und transdisziplinärer Forschung

5 days 1 hour ago
12.11.2025. Die PartWiss 25 bietet die Möglichkeit zum Austausch darüber, wie transdisziplinäre und partizipative Forschungsprojekte und Citizen Science-Akteur:innen mit- und voneinander lernen können, um gemeinsam Innovation und Wirksamkeit in Wissenschaft, Politik und Praxis zu ermöglichen. Das zentrale Thema der Konferenz lautet "Gemeinsam forschen – Impulse aus Citizen Science, partizipativer und transdisziplinärer Forschung". Themenschwerpunkte: Impulse für Innovation in der Wissenschaft, Impulse für Zivilgesellschaft, Politik und Demokratie, Impulse für Bildung, Schule und Lehre, Impulse für ausgewählte Anwendungsbereiche: Neue Technologien; Natur, Klima und Umwelt; Gesundheit. Veranstalter: Das Helmholtz-Zentrum für Umweltforschung und das Deutsche Zentrum für integrative Biodiversitätsforschung . Link: https://www.partizipation-wissenschaft.de/konferenz_2025_leipzig/ .

AJET

BJET

Cognition and Instruction

Distance Education

ETR&D

Uncovering variations in learning behaviors and cognitive engagement among students with diverse learning goals and outcomes

5 days 14 hours ago
The recent surge in the use of learning analytics in education has led to the development of more adaptive and personalized learning environments (APLE). A key feature of APLE is its capability to support learning tailored to various student needs and goals. Although educational studies emphasize goal setting as essential for effective student learning and self-regulation, current empirical research on APLE lacks clarity on how different learning activities (such as text reading and interacting with various task types) vary among students with different learning goals and outcomes, as well as what the specific thresholds and values for these activities are. To address this gap and support further research in APLE, this study aimed to examine how students with different learning outcomes (mastering, passing, and non-passing the course) differ in their learning behaviors and cognitive engagement with course materials, as indicated by their digital trace data obtained from APLE. Conducted within a formal asynchronous distance higher education program, the study grouped students based on their final exam scores and analyzed their digital traces. The findings highlight which aspects of digital trace data correlate effectively with student performance and identify parameters of various indicators that can be useful for guiding students’ behaviors towards desired academic goals. Additionally, the study offers valuable insights by challenging conventional assumptions about the uniform efficacy of different learning tasks (quiz tasks, self-assessment tasks and expert corrected tasks) in assessing student learning progress and outcome. It prompts a discussion about the role of student self-assessment, suggesting that while it is crucial for the self-regulation and learning process, it may not be the best indicator for students’ goal attainment.

Beyond boundaries: leveraging technology for differentiated professional development with lesson study video club

5 days 14 hours ago
In an educational landscape marked by diversity, from district mandates to curriculum, teachers’ needs vary based on school and classroom contexts as well as their experiences, necessitating tailored support. This study investigates the efficacy of a hybrid Lesson Study with Video Clubs (LSVC) professional development (PD) model over a year-long period. LSVC leveraged technology to address the distinct requirements of teachers across varying experience levels. Traditional PD modalities often struggle to accommodate the nuanced demands of educators in specialized contexts. Recognizing the pivotal role of technology in reshaping professional development, this study stresses the imperative of targeted, sustainable initiatives for bolstering teacher professionalism and improving student outcomes amid increasing classroom diversity. The LSVC hybrid model emerges as a promising framework, catering to educators' needs across the experience spectrum within specialized teaching contexts through the intentional use of technology. This study illustrates how novice and seasoned teachers experienced transformative professional learning, through synchronous and asynchronous collaboration with peers of diverse experiences, facilitated by the technology-enhanced PD format of LSVC. This model, characterized by adaptability, sustainability, and affordability through the strategic integration of technology, fosters the establishment of vibrant professional communities that propel long-term career development pathways for educators and administrators.

Precision diagnosis in virtual learning contexts: a predict-observe-explain-diagnose-based approach to scientific inquiry

6 days 14 hours ago
Virtual reality (VR) has been widely adopted in natural science education for learners to engage in inquiry-based learning in a safe and immersive environment. Also, the Predict-Observe-Explain-Evaluate (POEE) strategy is often used in inquiry-based activities to guide learners to understand and delve into their acquired knowledge during the inquiry process. However, the evaluation phase in conventional inquiry-based activities only provides feedback and solutions based on learners’ answers to the learning questions. Researchers have pointed out that without analysis and feedback on learners’ misconceptions, the learning effects of inquiry-based learning activities may be worse than expected. As a result, the present study proposed a Predict-Observe-Explain-Diagnose (POED)-based VR approach which could diagnose misconceptions and provide guidance. In VR learning activities, in addition to judging whether students’ answers are based on accurate reasons, it is helpful to further diagnose the possible misconceptions due to their wrong judgments so as to provide learning guidance. To explore the effectiveness of the proposed approach, the present study adopted a quasi-experimental design and recruited two classes of eighth graders as participants. One class was the experimental group adopting the POED-based VR approach, while the other class was the control group adopting the conventional POEE-based VR approach. The results showed that the experimental group had significantly better performance in learning achievement, problem-solving tendency, critical thinking tendency, and metacognition tendency than the control group. Besides, based on the behavioral analysis results, the POED-based VR approach could help students better understand their own misconceptions in learning, and then have more learning behaviors of reading supplementary materials, which was conducive to constructing accurate knowledge and improving learning performance.

Hybrid technological literacy intervention during COVID-19: impact on kindergarteners' language abilities

1 week 3 days ago
The current study aimed to investigate the effectiveness of a technology-integrated hybrid literacy program on children's language abilities. One hundred fifty-nine kindergarteners from low SES backgrounds participated in the study. The intervention combined face-to-face and online lessons, delivered to 27 kindergarteners during the COVID-19 isolation period. Their results were compared to those of 71 children who learned in a face-to-face program before the pandemic. The performance of each intervention group, technology-integrated hybrid and face-to-face, was compared with that of a control group matched by demographic background and method of learning (27 for the technology-integrated hybrid, and 34 for the face-to-face). The findings indicated no significant differences in the positive changes observed in the language abilities of the technology-integrated hybrid and the face-to-face intervention programs. However, the score change in the examined language abilities of the comparison group was greater when the program was delivered face-to-face than in the technology-integrated hybrid program. Educational implications regarding the effectiveness of tailored intervention programs development, that take into account the use of technological tools, on children’s language development, are discussed.

Being proactive about anthropogenic environmental changes: augmenting students’ decision making with artificial intelligence (AI) technology

1 week 4 days ago
Decision-makers are challenged by the inherent complexity and dynamic nature of human-induced changes when dealing with environmental issues. The process of thinking about the future and developing a ‘proactive strategy’ can better inform sustainability decision-making in the present. The use of AI-based models, particularly machine learning algorithms, may enable us to more accurate forecasting and response to future environmental change through the development of a series of scenarios. Therefore, we propose the application of AI technology in the formal school geography curriculum as a means of envisaging options for the future and evaluating such options to develop a set of alternative plans. Through the design experience of pedagogical ideas and learning activities, we identify how AI can be used to present options for the future, thereby engaging different teaching modes that encourage high school learners to make data-informed decisions and be more proactive in regard to anthropogenic environmental changes.

Development and validation of a learning analytics rubric for self-regulated learning

1 week 5 days ago
This study presents the development and validation of a Learning Analytics Rubric for Self-Regulated Learning (SRL) in higher education. The rubric aims to measure students’ SRL processes within learning management systems (LMS) in a scalable, consistent, and explainable manner. The research follows a design-based approach, mapping validated SRL scales to LMS data indicators, developing the rubric for a Canvas LMS, and validating it with postgraduate students. The study identifies challenges in measuring SRL, such as the dynamic nature of SRL and the limitations of translating traditional self-report methods to digital environments. By leveraging learning analytics, the study proposes a novel approach to measure SRL behaviors using LMS data. The validation process reveals that five of the seven indicators accurately reflect students’ SRL skills, with strong alignment between student self-assessments and system-generated scores for indicators related to reviewing content, integrating information from multiple sources, following study schedules, pacing learning, and reading assessment instructions. However, significant discrepancies were observed in indicators measuring completion of extra activities and early semester engagement with the LMS, highlighting the need for further refinement. The findings suggest that integrating learning analytics with rubrics can provide valuable insights into students’ learning processes, particularly measuring SRL, while supporting the development of effective educational interventions from a student-centered approach.

The influence of pre-reading purpose and extra-textual networks with summary writing on multiple document concept network integration: a replication of Wei et al. (2024)

1 week 6 days ago
Theories and practices to enhance multiple document comprehension and integration are crucial in both personal and work contexts, especially with the proliferation of printed and online sources. This experimental investigation replicates and extends (Wei et al., Educational Technology Research and Development 72:661–685, 2024) to examine how multiple documents integration is influenced by reading purpose, summary writing, and extra-textual networks (pre-reading, Study 1, and post-writing, Study 2). In Study 1 (N = 102), participants were randomly assigned to a pre-reading purpose set by a prompt (integrative or detailed) and by a network (an integrative or else an intra-text network) and then read three documents about Alzheimer’s disease to complete a writing task with revision (but no feedback). Three days later, they completed a delayed writing task and an inference verification test. In Study 2 (N = 90), the same procedure was used except that the network was used as feedback after writing to support revision. Results from the two studies agree with the previous research that the quantity and structural quality of integration can be improved by external cues and by delayed repeated writing. This research further confirms an innovative approach for evaluating different aspects of knowledge integration and contributes to the literature from the concept network perspective as a measure and an intervention of multiple-text reading.

Comparing the effects of unplugged activities and plugged activities on the development of students'computational thinking: a meta-analysis

1 week 6 days ago
Unplugged activities (UA) and plugged activities (PA) are two primary teaching approaches used to develop students' computational thinking (CT). However, reaching an academic consensus regarding which approach is more effective remains elusive. This study presents a meta-analysis of 37 studies published between January 2006 and March 2025. These studies are used to compare the effectiveness of UA and PA for developing students' CT. The results indicate that, overall, PA (g = 0.606) is more effective than UA (g = 0.501) in developing students' CT. This study also compares the effects of UA and PA across the four moderator variables of educational level, intervention duration, type of course, and learning model. The results show that UA is better than PA in terms of developing students’ CT in game-based learning. However, PA is better than UA in secondary school and college, in interventions lasting less than four weeks, humanities and arts courses, and problem-based and project-based learning. The effect of UA and PA on students' CT development may be quite similar in the primary education stage, when the intervention duration exceeds four weeks, in information and technology courses, and in natural science courses.

Course designers at work: a critical case study of optimization in online course design

1 week 6 days ago
In this paper, I report a critical case study of optimization in online course design within the context of higher education. Through ethnographic work conducted at a university in the United States, I studied an office of online course design, investigating how the office (comprising course designers, administrators, other staff, and the faculty they worked with) enacted optimization as a practical concern. The analysis revealed that optimization was not only the result of interactions between various actors, but also the influence of multiple artifacts that mediated the transformation of educational ideas into concrete learning resources, presumed to be calibrated for a specific purpose. However, since optimization was not a singular construct, course designers regularly found that optimizing along one dimension (perhaps to comply with a policy) caused damage in another (such as providing an engaging learning experience). Furthermore, the practices of course design tended to deemphasize matters purely associated with the quality of learning, while trending towards forms of optimization related to organizational efficiency: streamlining, standardization, reliance on quantified measurements, and developing mechanisms of interchangeability. I conclude by discussing how these findings complicate our understanding of course optimization as well as of course design itself, and what implications this understanding holds for the field.

Facilitating EFL students’ class engagement, motivation, self-efficacy, and achievements: adopting differentiated instruction in self-regulated flipped learning

2 weeks 2 days ago
The crucial role that student-related factors play in the effect of flipped learning has been emphasized, and self-regulated mechanisms have been integrated into flipped classrooms to promote students’ learning; however, self-regulatory skills are of no use if learners cannot be stimulated to utilize them. In this study, a differentiated self-regulated flipped learning approach (namely DSR-FL), which integrated differentiated instruction and self-regulation into a flipped classroom, was designed to support EFL students’ learning. Furthermore, a three-group experiment was conducted to evaluate the influence of the three different flipped learning models, namely the DSR-FL approach, the SR-FL (incorporating self-regulation into flipped learning) approach, and the C-FL (conventional flipped learning) approach. The results indicated that both the DSR-FL and SR-FL approaches were capable of promoting students’ class engagement, motivation, and perceptions of self-efficacy, in comparison with the C-FL approach; furthermore, the students who learned with the DSR-FL approach outperformed those who learned with the C-FL approach in terms of improving their learning achievements. This could be a valuable reference for teachers to promote EFL students’ learning.

Determining mobile learning acceptance outside the classroom: an integrated acceptance model

2 weeks 3 days ago
Mobile learning can positively impact learning in different aspects, but the retention rate of mobile learning applications could be better. Based on the Technology Acceptance Model and the updated DeLone and McLean Information System Success Model, this study develops a novel model to examine the determinants of learners’ acceptance of mobile learning outside the classroom. Learning outside the classroom refers to voluntary learning activities that occur beyond the physical classroom and scheduled instructional time, including activities performed by both students and non-students (e.g., those not currently enrolled in educational institutions). Six hundred eighty-one adults in the U.S. participated in this study. We utilized structural equation modeling for data analysis. Results indicate that two quality dimensions, namely system quality (mobility and compatibility) and service quality, and two learners’ beliefs, namely perceived usefulness and perceived ease of use, play an essential role in m-learning acceptance outside the classroom.

Learning analytics in inquiry-based learning: a systematic review

2 weeks 4 days ago
Inquiry-based learning (IBL) is a practice-oriented approach where students pose questions, conduct investigations, and interpret data to develop scientific knowledge and exploratory skills. Learning analytics (LA) holds great potential to capture these dynamic processes, which provides valuable insights to understand student inquiry behaviours and support their practical performance. However, limited studies have systematically examined how LA can be applied to understand and support IBL, limiting its practical applications for both teachers and students. This study synthesises findings from 51 studies to explore research trends, theoretical foundations, LA implementation in understanding IBL processes, and the impacts of LA-supported IBL. The findings reveal that most studies, guided by IBL-related or broader learning theories, focus on tracking students’ general inquiry engagement (individually and collaboratively) and specific investigation behaviours, with limited attention to critical stages of inquiry, such as hypothesis generation, data interpretation, group collaboration, and their interactions among these multistage tasks. Some studies demonstrate that LA-based tools, like dashboards and resource recommendations, have significant potential to enhance students’ inquiry processes and empower teachers in designing and implementing effective inquiry activities, while empirical evidence remains insufficient to understand how these LA-supported IBL shape student inquiry processes and outcomes. This review identifies several research gaps and proposes future directions to advance the integration of LA in understanding and supporting both students and teachers in IBL contexts, aiming to promote more effective and evidence-based applications of LA in inquiry activities.

Understanding and managing the complexities in situated learning in immersive virtual environments

2 weeks 4 days ago
Situated learning has been widely promoted in educational practice, where students are encouraged to learn by exploring real-world problems in authentic contexts. To expand the opportunities for situated learning, immersive virtual environments have been explored by presenting problem contexts in vivid and interactive formats and enabling a variety of exploration activities. However, there are multiple challenges surrounding situated learning. The challenges can be caused by the complexities of real-world problems, the complexities in exploring real-world problems, and the complexities in reflecting on the exploration experience. This paper presents a conceptual framework outlining three types of complexities surrounding situated learning and six strategies for coping with these complexities. A case of situated learning curriculum in an immersive virtual environment is used to illustrate how the framework works in practice. By presenting a high-level and holistic picture of the challenges in situated learning along with the coping strategies, the proposed framework enriches the understanding of situated learning. It can serve as a guide for designing situated learning curricula, evaluating situated learning practices, and addressing situated learning challenges.

A multimodal representation framework for collaborative knowledge-building in an immersive astronomy simulation: using transmodal ordered network analysis

2 weeks 4 days ago
The complex processes of collaborative knowledge construction require a multimodal approach to capture the interplay between learners, tools, and the environment. While existing studies have recognized the importance of considering multiple modalities, there remains a need for a comprehensive framework that explicitly models the dynamics of knowledge representation and construction. Drawing on theoretical perspectives from collaborative knowledge-building, distributed cognition, and multiple representations in science education, we propose a multimodal representation framework that captures the diverse ways in which learners externalize, negotiate, and advance their understanding. We employ Transmodal Ordered Network Analysis to examine the interplay between knowledge representations across three distinct yet interconnected spaces: the virtual space of the digital environment, the conceptual space of internal knowledge, and the physical space of gestures. This approach enables a more granular and accurate modeling of the temporal dynamics and influences associated with different modalities. Investigating 16 groups of college students (n = 77) who utilized an immersive astronomy simulation in their introductory astronomy course, results reveal distinct patterns between high- and low-learning groups. Notably, high-learning groups demonstrated more frequent and stronger cross-modal connections, linking verbal explanations with digital representations within the simulation and with embodied representations through gestures. It extends the theory of multiple representations by demonstrating its importance not only for individual learning but also for collaborative processes. The findings highlight the need for designing learning environments and analytic approaches that can support and capture the rich multimodal interactions through which students co-construct scientific understanding.

Validating student AI competency self-efficacy (SAICS) scale and its framework

2 weeks 5 days ago
Nurturing student artificial intelligence (AI) competency is crucial in the future of K-12 education. Students with strong AI competency should be able to ethically, safely, healthily, and productively integrate AI into their learning. Research on student AI competency is still in its infancy, primarily focusing on theoretical and professional discussions, along with qualitative investigations. This two-stage study aims to propose an AI competency framework for students and confirm the reliability and validity of its scale—student AI competency self-efficacy (SAICS)—in K-12 education. In stage 1, we used a three-round Delphi study to propose the framework and its scale. The framework has eight dimensions: interdisciplinary learning with AI, assessment with AI, decision-making with AI, data, ethics and AI, designing AI, multimedia creation with AI, human-centric learning, and confidence with AI. Each dimension contains four items. In stage 2, we involved 448 students to validate the scale using confirmatory factor analysis and model comparisons. The analyses showed that the scale is consistent across male and female students. The SAICS scale comprises 32 items and addresses eight dimensions of AI competency. Researchers can use the framework and SAICS to design their interventions and correlational research associated with student AI competency. Teachers can use them to develop learning outcomes for AI-based learning activities, and policymakers can use them to establish national AI standards.

Instructional design for tutoring on interactive platforms: creating educational interventions overcoming the digital gap

2 weeks 5 days ago
This article proposes an instructional model based on psycho-pedagogical theories to serve as a basic structural unit for the creation of educational reinforcement platforms aimed at strengthening quantitative competences with which students enroll mathematics and statistics subjects (or other subjects that draw on this knowledge) at university. Although there are Intelligent Tutoring Systems (ITS) that are beneficial for students, the difficulty of manipulation and programming, together with their high economic cost when lacking programming skills, have prevented a widespread use of this type of interventions. Following the first steps of the ADDIE model, this article develops an instructional model that can be easily replicated by instructors lacking in programming and digital skills, designed to be applied in free and easy-to-handle interactive tutoring platforms, such as Genially.com or Canva, among others. The main foundations on which the pedagogical guideline is based are extracted through an extensive review of academic literature on psycho-pedagogical theories such as scaffolding, effective learning, metacognition, educational reinforcement, or feedback. Through it, students will be able to strengthen their quantitative conceptual foundations and reflect on their own learning process.

Design mobile computational thinking-integrated mathematics lessons based on the 5E instructional model for primary students

2 weeks 5 days ago
In recent years, studies have discussed how to introduce computational thinking (CT) concepts in mathematics education through mobile app development. In this study, the design of mathematics lessons based on the 5E instructional model to extend the idea of CT in a mobile technology environment (i.e., mobile CT) was investigated. Twenty-three primary five students in Hong Kong participated in this study. The teacher taught the students how to develop a mobile calculation game to learn the mathematical concept “area” through paper prototyping and mobile app development activities. Using a design-based research approach, the study examined students’ performance and behavior in the classroom to acquire mathematics knowledge and mobile CT. Qualitative conversation analysis was used to interpret teacher-student interaction, code files, and screen captures of students’ work. The analysis provided evidence on how students constructed mathematics concepts about “area” and built their mobile calculation games using mobile CT concepts, practices, and perspectives. The results propose the use of the 5E instructional model to enhance students’ engagement in and motivation for mathematics learning and strengthen their problem-solving skills, critical thinking, and communication and collaboration skills. Mobile CT-integrated mathematics lessons suggest ways for future educators to incorporate other mathematics topics into CT education. This study recommends that the 5E instructional model could be suitable for the instructional design of primary school CT-integrated mathematics curriculum. A set of design principles for integrating CT into mathematics curriculum is recommended.

An exploration of instructional designers' prioritizations for integrating ChatGPT in design practice

3 weeks 5 days ago
In this study, Q methodology was employed to explore instructional designers’ perceptions of integrating ChatGPT in their design practices. Compared with traditional survey-based instruments that rely heavily on Likert-scale items, open-ended questions, interviews, or focus groups, Q methodology has the potential to systematically reveal and study subjectivity within a certain group of participants with both quantitative and qualitative techniques. The participants of this study consisted of 19 practicing instructional designers, who were asked to sort a total of 25 statements regarding the integration of ChatGPT into instructional design practices. Findings revealed three distinct types of factors: (1) Pessimistic Evaluators, (2) Optimistic Advocates, and (3) Wary Thinkers. Characteristics are discussed with direct quotes from representative participants from each of the three factors. The study also revealed that instructional designers mainly used ChatGPT to generate content, help improve writing and problem-solving, communicate, and engage in information searching. Regarding the challenges instructional designers encounter, the study reported that they were primarily bothered by the low quality of the ChatGPT-generated content, the limitation of ChatGPT itself, and their unpreparedness to embrace the tool. Limitations of the current study, as well as recommendations for future studies were also mentioned.

Writing for the greater good: what do educators think about using Wikipedia as a teaching tool?

3 weeks 6 days ago
This research presents the results of a questionnaire survey (N = 222) exploring teachers’ experiences with using Wikipedia as a teaching tool, mostly in higher education, across various global contexts. The sample comprised educators from diverse regions, with a focus on those actively integrating Wikipedia and additional Wikimedia projects such as Wikidata, into their curricula. A mixed-methods approach was employed, combining quantitative analysis of structured questions with qualitative thematic analysis of open-ended responses. The findings reveal no significant gender or age biases among educators using Wikipedia; however, there is evidence of a global digital divide, with greater adoption observed in English-speaking countries. Most instructors reported assigning students to write or improve Wikipedia articles, typically accounting for about a quarter of the final course grade. Educators frequently utilized support tools and resources developed by the Wikimedia Community. Overall, participants reported positive teaching experiences, often linked to increased student and instructor motivation, as well as the achievement of multiple learning objectives related to academic and digital literacies. Nonetheless, the assignment was noted to be time-consuming. The study also found that Wikipedia assignments were well-suited for the transition from traditional to distance learning during the COVID-19 pandemic.

Using hidden Markov model to detect problem-solving strategies in an interactive programming environment

1 month ago
Problem-solving strategies are crucial in learning programming. Owing to their hidden nature, traditional methods such as interviews and questionnaires cannot reflect the details and differences of problem-solving strategies in programming. This study uses the Hidden Markov Model to detect and compare the problem-solving strategies of different groups in an interactive programming environment. The results suggest that high- and low-performance students have significant differences in their problem-solving strategies in programming. High-performance students had more “blank behaviors” in programming than low-performance students in video recordings. Low-performance students spent more time “searching teaching materials” than high-performance students. In the transfer task, high-performance students began the task by “identifying the problem,” while low-performance students were involved in the “implementing of strategies.” Additionally, high- and low-performance students improved from basic to transfer tasks. These findings shed light on why students performed differently in programming and how and when teachers needed to provide instructions to students in programming education.

IEEE ToLT

Instructional Science

Reciprocal interactions between teachers’ instructional moves and students’ social reasoning during collaborative small group discussions

14 hours 24 minutes ago
This study examined the moment-by-moment reciprocal relationships between teachers’ instructional moves and students’ social reasoning during collaborative small-group discussions. Social reasoning refers to students’ justification of knowledge and understanding of complex issues from the social world. Participants included 131 fifth-grade students and their teachers from two public schools. Students and teachers engaged in six weekly collaborative small group discussions. Students’ social reasoning and teachers’ instructional moves were coded from 24 discussions that occurred in the middle of the intervention. Statistical discourse analysis revealed that teachers’ high-level prompting, specific praise, and management moves immediately triggered students’ social reasoning, while specific praise and high-level prompting triggered social reasoning in later turns. Conversely, students’ social reasoning was less likely to be followed by teachers’ high-level prompting but was more likely to be followed by teachers’ use of specific praise. The findings extend our understanding of teacher-student interactions during the collaborative small-group discussion as a dynamic process driven by various pragmatic purposes.

Discussion patterns in a middle school mathematics classroom: a case of implementing formative assessment lessons

1 day 14 hours ago
This study examined how a middle school mathematics teacher implemented formative assessment lessons and how the classroom gradually transformed into an environment that encourages students' participation in mathematical discourse practices. Data were collected through year-long observations of a seventh-grade mathematics classroom and interviews. Using a discourse practice framework, the study analyzed the verbal interactions between the teacher and students. The findings draw a picture of the evolving dynamics of mathematical discourse, where students increasingly mirrored the teacher’s talk patterns and engaged in mathematical practices. The data suggest that while the teacher made efforts to develop discourse practices, the class exhibited varying levels of mathematical discourse, with more engagement in discourse occurring during closing sessions compared to opening sessions. These findings highlight the teacher’s important role in shaping students’ collective mathematical communication and the importance of strategically implementing discussions throughout different phases of a lesson to support students’ mathematical reasoning and cultivate discourse practices within the classroom community.

Teaching biology with narratives: examining the impact of affective and cognitive variables on undergraduate student learning

3 days 14 hours ago
Despite the challenges posed by expository instruction materials, including unfamiliar text structure and abstracted and isolated representation of the contents, they constitute a primary means of studying scientific concepts in higher education. Conversely, utilizing narratives to present the to-be-learned content was conjectured to mitigate some of these limitations. Yet, empirical evidence at the undergraduate level remains inconclusive. In this design-based research experimental study, we examined the effects of expository and narrative instruction on the recall, understanding, and transfer of core biological concepts among 109 undergraduate natural science students. Moreover, we investigated diverse affective and cognitive mechanisms that may be differently influenced by the instruction. To enhance our analyses beyond traditional significance testing, we conducted complementary bootstrapped effect size comparisons and Bayesian analyses to be able to additionally quantify the results, estimate the uncertainty of the findings, and incorporate means to compensate for potential violations of normality and homogeneity assumptions. We found that learning with narratives resulted in higher knowledge transfer. Further, there was tentative evidence that students with less prior biology knowledge may benefit more from narrative instruction concerning understanding and recall, while expository materials appeared to rather support those with more background in biology. Furthermore, examining the learning mechanisms revealed that narratives may lead to higher self-efficacy and more effective working memory resource allocation. There was also some evidence for higher levels of satisfaction, cognitive engagement, and situational interest with less prior knowledge and narrative instruction. In contrast, the learning mechanism-related results for students with more prior biology education were comparable when reading the expository text. Overall, the study offers preliminary insights into when and why narratives might be better suited to teach scientific concepts than expository texts, also in light of closing achievement gaps in education, but underscores the need for additional research in this field.

Learners’ understandings of peer relationships in inquiry: the role of friends versus acquaintance peers in collaboration

3 days 14 hours ago
In recent years, more science classrooms include inquiry-based approaches to learning in response to advances in education theory and science curriculum reform efforts. Yet, extant research indicates there are hurdles to fully actualizing those benefits: learners’ regulation of cognitive, social, and motivational processes can be challenging. To help clarify processes implicated in inquiry-based science learning, the current study integrated developmental psychology research on adolescents’ peer relationships and friendships to investigate early adolescents’ understandings of the role of peer social relationships and friendships in collaboration in middle school inquiry classrooms. We thematically analyzed 32 interviews with 7th grade students from a U.S. middle school. Interviews occurred at the end of a semester-long inquiry-based curriculum implementation designed to promote authentic inquiry and argumentation. Results suggest that early adolescents primarily viewed both peer relationships generally and friendships specifically as beneficial to prosocial behaviors such as helping and ensuring fair consideration of one’s ideas, supporting argumentation, and supporting motivation by minimizing the adverse impact of competence and peer group belonging concerns on learning and promoting group cohesion. Early adolescents viewed peers as important resources regarding accessing alternative perspectives, explanations, and counterarguments. Early adolescents also distinguished between types of friends, favoring those who support group function and noting greater prosocial behavior with friends than other peers in collaboration. Findings suggest a need to develop scaffolds to counteract favoritism toward friends and status problems, as well as intervention on broader school norms to support forms of motivation that are conducive to inquiry dialogues.

Conceptual socialization in debriefing: tactics as an object of knowledge in wargame interactions

1 week 6 days ago
Debriefing sessions play a crucial role in enhancing the effectiveness of simulations for learning in professional education and training. In this paper, we focus on post-game debriefing sessions in military officer education, where wargames are used with the goal of enhancing students’ understanding of military tactics. The central focus of this article is how the concept of tactics is used in the debriefings. The study was undertaken at the Swedish Defence University, where video data were collected from a variety of wargaming-based tactics courses for navy and marine cadets (officer students). Using a microethnographic approach, we analyze a set of video-recorded post-wargaming debriefing sessions. In the examination of the practical reasoning present in the discussions, we find that participants engage with the concept of tactics in three main ways: (1) Delineating it from other forms of related but separate areas of military knowledge (such as team communication and leadership); (2) as part of “tactical reflections” on specific events in the game, by both students and teachers; and (3) as a generalizable and transferable military skill. The adversarial nature of wargaming plays a significant role, where the goal of creating dilemmas for the opponent is important throughout. Knowledge of tactics is found to not be transparently communicated through participation in the wargame, but to require unpacking in reflective discussions. The analyses show how the concept of tactics is articulated by teachers and appropriated in students’ post-game reasoning. We discuss these findings in terms of conceptual socialization.

Mountain rescuers’ experiences with video-assisted and verbal debriefings: a qualitative study

2 weeks 2 days ago
The reflection on previous performance during debriefing plays an important role in learning from simulations. While debriefings are traditionally held as verbal debriefings (VD), advancements in video and software technology led to an increased use of video-assisted debriefings (VAD). Although VAD is nowadays considered to be the gold standard, prior research has found mixed results concerning the experiences connected to this form of debriefing. This study sheds light on the experiences of all the actors involved in the process, by including both participants and facilitators. A distinction between their experiences within VD, lower-tech and high-tech VAD was made. In total, 42 mountain rescuers and five facilitators participated in this study during three one-day-long simulation trainings. While participants shared their experiences in focus group interviews, the facilitators were invited for individual interviews. The results indicate that both participants and facilitators preferred high-tech VAD for its ability to objectively review their performance in detail. It was seen as beneficial to gain a deeper understanding of how mistakes occurred during the simulation and the visualisation improved the acceptance of feedback. However, it has also been found that VAD in general can be intrusive and cause additional cognitive demand, stress, and unpleasant emotions. The study shows that VAD can have advantages over VD but requires careful implementation by the facilitators to prevent the possible drawbacks.

The learning effects of first, second, and third order interventions in a rule-based and open simulation game

3 weeks 1 day ago
The aim of this study is to find out what the effects of facilitated learning interventions in a simulation game (SG) are and what type of SG renders which type of learning. Therefore, we research the effects of facilitator interventions on learning in an analogue open SG (in which there are as few rules as possible) and an analogue rule based SG (in which every decision is rule based). In both SGs the learning goal was to increase participants’ adaptivity to changes in their environment. Qualitative coding was used to trace which interventions rendered which learning results during two reflective moments in the two SGs. The open SG mainly results in second order learning (process) and third order learning (learning to learn and how to add value from your role). The rule based SG rendered mainly first order learning (content/procedural), and second order learning (process level). Participants perceived the rule-based serious game as demanding, as learning and applying its procedures and rules often hindered them from investing their efforts in achieving their learning goals. This extraneous cognitive load triggered both participants and facilitators into more first order responses leading to a less optimal learning environment. Open SGs are more likely to provide opportunities for third order interventions, resulting in third order learning.

Understanding interactions between scientists and elementary school students in a citizen science project

1 month 1 week ago
Participation in citizen science enables students to gain authentic research experience through collaboration with expert scientists. The purpose of this exploratory study was to investigate how the interactions between expert scientists and student citizen scientists were mediated through the collaborative investigation and co-creation of knowledge artifacts within a computer supported collaborative learning environment. Approximately 38 elementary students participated in a public citizen science project at the end of a school year. Their data (posts, comments, and photos) were downloaded for a post-hoc analysis. A mixed methods design, which merged quantitative SNA analyses and contextualized qualitative descriptions, provided an understanding of the interactions on the site. This analysis found that discussions related to knowledge artifacts that were novel or unexpected engaged a higher number of participants, but that the quality of scientific discussion was not related to the level of engagement. Expert scientists fulfilled a crucial role in generating scientific discussions about the artifacts. Students appeared to play moderating roles by asking questions and making assertions. However, they also were sometimes sidetracked by non-scientific interactions. The use of citizen science projects shows promise in engaging students in authentic research and providing a platform for expert scientists to demonstrate science practices for students. Recommendations for future research are offered to further enhance scientific discussions between all participants.

Keeping worlds apart to put them back together: VET teachers’ instructional patterns in simulation-based training

1 month 2 weeks ago
This study investigates how vocational education and training prepares students for future professions characterized by technological advancements and demands for sustainability and innovation. Specifically, it examines simulator-based learning in the Natural Resource Program at three upper secondary schools in Sweden. Using a sociomaterial perspective, the study aims to investigate the strategies used by the participants (both students and teachers) in a simulated activity to make sense of the task at hand when dealing with different kinds of situations and activities therein, and in what ways these may be conducive to the development of vocational knowledge. An ethnographic approach is used, employing various methodological tools to create rich datasets, including observations, video recordings, and fieldnotes. The focus is on teachers’ feedback, students’ questions, and task handling during simulation-based training. The analysis explores the relationships between these environments and how feedback and assessment practices affect students’ task performance. When dealing with simulation-based learning in the context of this study, the instructional processes seem to involve, rather than handling specific high-stakes and risky situations, the design of activities that aim at volume training. These activities are entangled with the training sessions included in the simulators but also with other practices and environments. We argue that the instructional work of the vocational teacher deals with making sense of how such entanglements work and are conducive to learning on the one hand, but also to making choices that imply unravelling such entanglements and keeping the worlds apart to put them back together again.

Do teachers self-report teaching more effectively during team teaching? A large-scale survey study with multilevel analysis

1 month 2 weeks ago
In the literature, there is a general assumption that teachers teach more effectively during team teaching compared with solo teaching. Although effective teaching behaviour is imperative for students’ academic outcomes, only scarce research exists on this difference. Therefore, it remains mainly unknown whether teachers teach more effectively during team teaching compared with solo teaching. This study aims to address this gap by providing a general picture of the differences in teachers’ self-reported effective teaching behaviour during solo teaching and team teaching. To achieve this, a large-scale cross-sectional survey study was performed among teachers (n = 453) in compulsory education. The SET questionnaire was administered to teachers who team teach. Overall, results show that teachers reported to be more capable of displaying effective teaching behaviour during team teaching compared with solo teaching. Furthermore, results show a positive relationship between teachers’ self-reported effective teaching behaviour and education type, teaching experience, and with team teaching percentage.

Does inquiry-based learning work better in regular classrooms or computer-based settings?

1 month 2 weeks ago
Enhancing students’ conceptual understanding and improving their inquiry skills and motivation for learning science are the goals of science instruction in learning environments. The current study investigated how different inquiry-based learning environments (regular classroom and computer-based environments) affect middle school students’ conceptual understanding of force and energy, inquiry skills, and motivation for learning science. A quasi-experimental pretest-posttest research design was used, with a total of 306 seventh-grade participants. A conceptual understanding test, an inquiry skills test, a motivation scale, and interviews were used to gather data. The findings revealed that the students in the computer-based learning environments showed significantly greater improvement than their counterparts in regular classroom environments in terms of conceptual understanding and inquiry skills. However, there was no meaningful difference in their motivation for learning science. Furthermore, the number of misconceptions about the topic of force and energy held by the students who learned in computer-based learning environments was relatively high. Possible reasons for the results including the advantages of instructional technologies, students’ inquiry abilities, and factors affecting motivation are discussed.

Constructive alignment of a mathematics methodology module

1 month 3 weeks ago
As the demands of society are changing, a continuous adaptation of modules is needed on what to teach, how it should be taught, and ways to assess it. Therefore, the aim was to investigate how to constructively align learning outcomes, teaching-and-learning activities, and assessment tasks of a mathematics methodology module. The sample consisted of three mathematics teacher educators and 42 mathematics pre-service teachers purposively selected from a South African university. This qualitative study adopted the three phases of design-based research (DBR) (preliminary, teacher experiment, and retrospective) to collect data from learning guides, literature, surveys, and online reflections. Qualitative data were inductively coded, whereafter responses were quantified at a descriptive level. The findings revealed six learning outcomes sequenced from lower to higher levels of understanding, comprising affective, psychological, epistemological, pedagogical, curricular, and sociological dimensions. Eight teaching-and-learning activities allowed mathematics pre-service teacher involvement in achieving the learning outcomes. These activities were evaluated through various assessment tasks that mirrored the learning outcomes. This alignment provides information about knowledge, skills, and values to consider in preparing mathematics pre-service teachers for the teaching profession. This study contributes to existing studies on constructive alignment (CA) by showing how the phases of DBR can assist in redesigning a mathematics methodology module, simultaneously enhancing theory and practice, and so paving the way for course amendments to improve learning in diverse contexts. This study opens doors for further investigation in establishing design principles for implementing CA in university-level modules.

Problem-solving before instruction for learning linear algebra in university mathematics

1 month 3 weeks ago
Problem-solving before instruction has been shown to be a more effective learning design than traditional tell-and-practice for several mathematical concepts at the secondary school level. In particular, the more a problem-solving before instruction design follows the productive failure principles, such as comparing and contrasting student-generated solutions, the higher the effect on students’ conceptual understanding and transfer. University mathematics education poses several inherent constraints that complicate the implementation of these principles. In the present study, we implemented a problem-solving before instruction design in a university linear algebra course adhering to the productive failure principles as closely as possible. Participation in the preparatory problems was voluntary. We investigated the effect on students’ learning over four one-year iterations in a design-based research approach. Compared to the baseline (aggregate of cohorts prior to the intervention), we observed a significant increase in final exam performance for all four cohorts with effect sizes between Cohen’s d = 0.28 and d = 0.59. For students who agreed to further analyses, our results show that up to 16% of the variance in students’ performance can be explained by variance in their participation in the problem-solving before instruction design. As our design did not include a control group, we refrain from conclusions regarding any design components that might have caused these effects. However, these results are promising, given that our implementation involved only minor changes to the original course structure and required little extra time for students.

Promoting future teachers’ pedagogical knowledge: The role of self-generated vs. provided illustrative examples after instruction

1 month 4 weeks ago
Illustrative examples demonstrate how abstract information can be applied in real-world. In the context of advancing evidence-informed teaching practice, the current intervention study investigated to what extent student teachers should be supported in learning educational theories and findings by different example-based approaches. Conducting a 1 × 3-factorial design, N = 105 student teachers were randomly assigned to three experimental groups: After a pre-test, all groups received the same learning instruction on the topic of cooperative learning. Then, (1) n = 35 students were prompted to generate own examples for the instructional text, (2) n = 35 students received examples along with the text, and (3) n = 35 students studied the text only, without any prompts or examples. In a post-questionnaire, it was retrospectively assessed how students perceived their learning control in engaging with the material; in a post-test, knowledge retention and knowledge transfer were measured. As assumed, findings revealed that generating examples enhanced perceived learning control and learning outcomes compared to studying provided examples. Students who learned with the instructional text only achieved lowest learning outcomes; but contrary to the expectations, these students perceived their learning control comparably high as those who generated examples. Mediation analyses indicated that for students who received illustrative examples or the instructional text only, a greater learning control perception was positively associated with knowledge retention, subsequently enhancing knowledge transfer. The study underscores the benefits of illustrative examples in teacher education, particularly when students engage in generating them. It suggests further examination of how and why example generation facilitates learning.

The scripted computer-supported collaborative argumentation in a secondary school classroom: an exploratory study

3 months ago
Computer-supported collaborative argumentation (CSCA) is an effective pedagogy to help deepen the learners’ understanding of content knowledge and develop their 21st-century competencies such as communication and collaboration skills, as well as creative and inventive thinking. In this study, the Spiral Model of Collaborative Knowledge Improvement (SMCKI) was employed to script learners’ CSCA in a secondary school classroom in Singapore. This exploratory study examined whether students’ argumentation artifacts, English language writing, and argumentation writing improved through the scripted CSCA activity. The results showed that students improved in both English language writing and argumentation writing quality across the various phases of SMCKI. The implications of these findings for the design and implementation of scripted CSCA in authentic classroom teaching and learning settings are discussed.

When is observing failure productive? Investigating the role of solution diversity in vicarious failure

3 months 1 week ago
Prior research has shown that Productive Failure (PF), where learners attempt (and fail) to solve a problem prior to receiving instruction, is more effective for conceptual knowledge acquisition than receiving instruction first (Direct Instruction; DI). Higher diversity in generated solution attempts seemed positively associated with conceptual knowledge acquisition. The present study investigated whether observing another student’s attempts to solve the problem prior to receiving instruction (i.e., Vicarious Failure; VF) is as beneficial as PF for conceptual knowledge acquisition in mathematics and whether this depends on the diversity in the observed solution attempts. In the high solution diversity condition (VF-high), students observed five solution attempts that (taken together) included all four components of the to-be-learned canonical solution, while in the low diversity condition (VF-low), the solution attempts included only two of these components. Secondary education students (n = 152) were randomly assigned to one of four conditions: PF, VF-high, VF-low, and Direct Instruction (DI). As expected, students in the VF-high condition significantly outperformed students in the VF-low and DI conditions and performed as well as students in the PF condition on the conceptual knowledge posttest. Surprisingly, the PF effect found in previous studies was not replicated, i.e., the PF condition descriptively seemed to outperform the DI condition, but this difference was not statistically significant. Our findings provide further insight into the mechanisms that explain why engaging with problems prior to instruction is effective, suggesting that students’ activation of prior knowledge is more critical than whether they experience failure first hand.

Walking the number line: towards an enactive understanding of integer arithmetic

3 months 1 week ago
Early mathematics education presents middle-school students with the challenge of adding and subtracting negative integers. This paper reports on results from the experimental implementation of a proposed educational design for integer arithmetic that utilized the number-line (NL) form as a resource for students to enact simple addition and subtraction problems under two conditions: (1) a body-scale floor-based NL, where arithmetic operations are enacted by walking; and (2) a regular desk-based NL supplemented with an action-figure for re-enacting the floor-based solutions. This design is the first iteration of a design-based research project and was developed based on the experience of the first author’s five years teaching in this topic. 15 Grade 7 students participated in the project’s pilot study that centered on how students coordinate procedurally analogous calculation activities across the large and small NL. The activity elicited students’ implicit confusions surrounding integer subtraction, thus creating opportunities for corrective intervention. Analyses also generated operative inferences shaping the subsequent design iteration. Implications are drawn more broadly for enactive mathematics pedagogy, particularly through the lens of comparing students’ egocentric orientations toward immersive instantiations of cultural–historical mathematical forms to their allocentric perceptual orientations toward the normative forms of the same concepts. As Extended Reality (XR, e.g. virtual reality, augmented reality) experiences enter mathematics classrooms, it may become vital to develop pedagogical methodologies in support of coordinating conceptually complementary perceptual perspectives.

Interactive Learning Environments

International Journal of Computer-Supported Collaborative Learning

Understanding the role of I-positions facilitating knowledge construction in a computer-supported collaborative learning environment

1 month ago
This study qualitatively develops further understandings regarding knowledge and identity construction within computer-supported collaborative learning (CSCL) research by applying discourse analysis and the dialogical self theory (DST) to investigate the role of interpersonal and intrapersonal voices in facilitating knowledge construction. We analyzed and compared the audio recordings of ten students separated into two groups of five (group A and group B) as they engaged in dialogue to construct knowledge for a learning task on physics in a CSCL environment. We divided the dialogue of each group into dialogues by identifying their discourse functions (DF) on the basis of interactional events related to knowledge construction. We then grounded the I-positions of I–it, I–me, I–you and I–we at the utterance level so that we could visualize and describe them within the dialogues that were relevant during knowledge construction in each group. Results showed that the process of knowledge construction for collaborative learning related to DF as well as their use of I-positions. Group A, who failed the learning task, often employed interpersonal voices (I–it/I–me) in dialogues that focused on reviewing directions and strategies at the individual level rather than collective clarification and elaboration or empirical evaluation of knowledge. Group B, who succeeded with the learning task, employed both interpersonal (I–it/I–me) and intrapersonal voices (I–you/I–we) with intrapersonal voices peaking in usage during collective empirical evaluation of knowledge. Our findings underscore prior research that CSCL involves not only knowledge but also identity negotiation as well as demonstrating that DST can aid this exploration.

Activity-based collaborative virtual reality: Conceptualising immersive virtual reality for collaborative learning

1 month 1 week ago
The development of immersive virtual reality (IVR) hardware and software has accelerated in recent years. The conceptual vocabulary has, however, not received the same amount of attention, especially in the context of collaborative learning settings. Existing concepts such as immersion, presence and interactivity focus predominantly on the individual user’s experience, neglecting the social and collaborative dimensions of learning supported by IVR. This limitation is particularly evident in the context of collaborative 360-degree virtual reality (360VR), in which learners must interact with each other to understand the recorded activity rather than interact directly with the environment itself. This paper challenges the current conceptualisations of IVR learning processes and proposes a new conceptual framework: Activity-based collaborative virtual reality (ABC-VR). ABC-VR builds on activity theory and is aligned with a dual sense of activity – the ‘original’ activity recorded with 360-degree video cameras and the activity produced by learners collaboratively and interactively immersing themselves in an ABC-VR session. In this dual sense of activity, ABC-VR is oriented to activities and the ways learners inhabit activities from educational, social and work practices, where actions and operations occur in a situated context shaped by the learners’ embodied actions and use of material resources. In ABC-VR, learners can question each other and imagine future actions – but they can also figuratively reason, imagine and reflect with the participants in the original activity. Through this paper, we unfold a conceptualisation of collaborative 360VR that can support the design of pedagogical activities and future research on IVR in collaborative learning activities.

Measuring the quality of collaborative group engagement: Development and validation of the QCGE self-assessment scale (QCGE-SAS)

2 months ago
Quality of collaborative group engagement (QCGE) is conceptualised as a complex, shared, and multidimensional construct critical to learning outcomes in collaborative learning. It is currently measured in a variety of ways, including rich observation-based methods. However, a standardised self-assessment method for the construct of QCGE has not yet been developed. This contribution presents a pragmatic self-assessment approach to QCGE for higher education contexts and a new self-assessment scale: the QCGE-SAS. Our findings from a study with N = 246 students support the four-factor structure of QCGE originally proposed by Sinha et al. (2015), namely behavioural, social, cognitive, and conceptual-to-consequential collaborative group engagement, and demonstrate that the QCGE-SAS can successfully capture the multidimensional nature of QCGE. Construct and criterion validity were supported by significant correlations with related scales and with self-reported and objective learning outcomes. However, while three subscales proved reliable, the social engagement dimension subscale showed unsatisfactory reliability, indicating further refinement of the scale in future research. Overall, our findings contribute to an accurate operationalisation of the QCGE construct and complement existing methods and comprehensive multi-method approaches to measuring QCGE, thereby informing CSCL research and practice.