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07.10.2026. Die Frankfurter Buchmesse ist alljährlich der wichtigste Handelsplatz für gedruckte und digitale Inhalte und ein fest etabliertes gesellschaftliches und kulturelles Ereignis. Jedes Jahr im Oktober kommen in Frankfurt Publishing-Expert*innen und Vertreter*innen der Kreativindustrie, Autor*innen und Stars, Journalist*innen und Kulturbegeisterte aus aller Welt zusammen – zum Netzwerken und Diskutieren, zum Verhandeln und Entscheiden, zum Staunen und Feiern. Die Vorbereitungen für das nächste Branchentreffen laufen auf Hochtouren: Vom 7. bis 11. Oktober 2026 öffnet die Frankfurter Buchmesse erneut ihre Türen und freut sich auf den Ehrengast Tschechien. Veranstalter: Frankfurter Buchmesse GmbH. Link: https://www.buchmesse.de/themen-programm .

21.05.2026. Welche Potenziale zeigen sich in unterschiedlichen Lernumwelten, um soziale Ungleichheiten zu reduzieren, und was kann Zusammenarbeit bewirken? Auf der Tagung werden hierzu Befunde des Förderschwerpunkts Abbau von Bildungsbarrieren vorgestellt. Das Projekt ABIBA | Meta lädt Interessierte aus Bildungsforschung, Bildungspraxis und Bildungspolitik ein, gemeinsam über erfolgreiche Lösungsansätze zu diskutieren.Prof. Dr. Wolfgang Schröer (Universität Hildesheim) und Moderatorin Andrea Thilo geben Impulse für den Austausch. Veranstalter: DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation Stiftung des Öffentlichen Rechts Rostocker Straße 6 60323 Frankfurt am Main Postfach 900 270 60442 Frankfurt am Main. Link: https://www.abiba-meta.de/de/aktuelles-termine/veranstaltungen/save-the-date-bildungsbarrieren-und-k-ein-ende-eine-gemeinsame-aufgabe-von-forschung-praxis-und-politik .

07.05.2026. Die Jubiläumsveranstaltung am 7. Mai soll Gelegenheit bieten, Erfahrungen zu teilen und Bilanz zu ziehen. Der Blick soll aber auch nach vorne gerichtet werden mit dem Ziel, Entwicklungsperspektiven auszuleuchten. Das soll im Austausch mit Akteur:innen von Initiativen geschehen, die sich im Rahmen der Veranstaltung auf einem "Markt der Lese- und Schreibförderung" präsentieren können. Anmeldungen sind bis Ende April an die Adresse kontext-orga@hm.edu möglich.  Nähere Informationen zu KonTEXT unter  https://kontextleseprojekt.com/   Veranstalter: KonTEXT Leseprojekt Hochschule München – Fakultät für angewandte Sozialwissenschaften. Link: https://kontextleseprojekt.com/2016/01/17/termine/ .

12.05.2026. Bücher und Geschichten bieten sich im Besonderen an, um mit Kindern über Demokratie, (Kinder-)Rechte, Solidarität und gesellschaftliches Zusammenleben ins Gespräch zu kommen und Impulse zu setzen, demokratisches Handeln einzuüben. Das Projekt „Bilderbuchkoffer für Demokratie“ der Internationalen Jugendbibliothek setzt hier an. Es bietet Lehrpersonen eine sorgfältig kuratierte Auswahl an zwölf Buchtiteln, anhand derer Kinder- und Menschenrechte sowie Aushandlungsprozesse und das demokratische Prinzip der Mitbestimmung und Kompromissbildung kindgerecht, humorvoll und exemplarisch gezeigt werden. Der Koffer enthält zudem pädagogische Handreichungen mit spielerisch-kreativen Konzepten, die speziell auf die „Verfassungsviertelstunde“ abgestimmt sind.  In dieser Online-Veranstaltung wird Ihnen der Bücherkoffer vorgestellt:Exemplarisch zeigt die Literaturpädagogin Christine Wörsching (Erlesen lesen) einige Übungen aus den Handreichungen. Der Koffer kann ab dem Schuljahr 2026/27 über die Internationale Jugendbibliothek ausgeliehen werden. Bitte melden Sie sich bis spätestens 8. Mai für die Veranstaltung an.  Veranstalter: Stiftung Internationale Jugendbibliothek. Link: https://www.ijb.de/veranstaltungen/aktuelle-veranstaltungen/single/lesen-reden-mitbestimmen-bilderbuchkoffer-fuer-demokratie .

27.05.2026. Meinungs­­äußerungen und der Umgang mit ihnen werden in Schule und Jugend­­arbeit intensiv diskutiert und viele päda­go­gische Fach­kräfte sind vielerorts verun­sichert. Diese Fortbildung widmet sich Fragen wie: Was fällt alles unter Meinungs­­freiheit? Was ist davon nicht mehr gedeckt? Wann sollten päda­go­gische Fach­kräfte inter­venieren? Wie sollten sie dabei am besten vorgehen? Und wie ist politische Bildung im Unterricht oder in außer­­schulischen Bildungs­­veran­stal­tungen zu gestalten? Veranstalter: cultures interactive e.V.. Link: https://www.demokratie-vielfalt-respekt.de/veranstaltung/ci-fortbildung-von-wegen-neutral/ .

19.09.2026. Was soll ich bloß nach der Schule machen? Jugendliche, die Antworten auf diese Frage finden wollen, kommen am besten zur kostenlosen Erlebnismesse Einstieg Karlsruhe. Hier gibt es jede Menge Infos und Beratung rund um Ausbildung, Studium und Gap Year. Neben zahlreichen Ausstellenden gibt es interessante Bühnenvorträge, spannende Mitmachaktionen und ein Berufswahl-Speed-Coaching. Wer will, kann zudem freie Praktikumsplätze finden. Veranstalter: Einstieg GmbH. Link: https://www.einstieg.com/messen/karlsruhe.html .

08.06.2026. Bei I’m a Scientist geht es im Mai weiter mit der Themenrunde Künstliche Intelligenz. Ziel des Angebots ist es, Schüler*innen einen direkten Einblick in aktuelle Forschung zu ermöglichen. Sie erhalten die Gelegenheit, Fragen an Wissenschaftler*innen zu stellen und zugleich zu erfahren, welche Bedeutung Künstliche Intelligenz bereits heute für die Gesellschaft hat. Darüber hinaus geben die Forschenden Einblicke in ihren beruflichen Alltag sowie in ihren persönlichen Werdegang.Der Austausch findet in live moderierten, schriftlichen Chats von jeweils 30 Minuten Dauer statt. Die Klassen nehmen gemeinsam teil; pro Chat sind in der Regel drei bis fünf Forschende eingebunden. Zusätzlich begleiten eine Lehrkraft sowie eine geschulte Moderator*in den Austausch. Für die Teilnahme benötigen die Schüler*innen einen Internetzugang sowie einen Computer oder ein Tablet. Die Teilnahme ist kostenfrei. Eine Anmeldung ist bis zum 17. Mai 2026 über das Anmeldeformular auf der Website möglich. Veranstalter: Wissenschaft im Dialog gGmbH. Link: https://imascientist.de/ .

03.05.2026. Vom 3. bis 10. Mai 2026 findet die Woche der Meinungsfreiheit zum sechsten Mal statt. Unter dem Motto „Was ist wahr?“ bewegt sich die bundesweite Aktionswoche im Spannungsfeld zwischen Fakten, Meinungen und Wahrhaftigkeit. In Demokratien ist Meinungsfreiheit ein hohes Gut. Doch was passiert, wenn Menschen nachweislich falsche Informationen verbreiten? Dürfen sie das, solange sie „nur ihre Meinung“ äußern? Oder braucht eine Gesellschaft klare Grenzen, um nicht zuletzt Zusammenhalt und Demokratie zu schützen? Wie gehen wir im Diskurs miteinander mit unterschiedlichen „Wahrheiten“ um? Wie selektiv nehmen wir Wahrheit und Meinung in der digitalen Öffentlichkeit wahr – und wie unterscheide ich überhaupt „wahr“ von „glaubwürdig“ in Zeiten von Fake News, Deepfakes und KI?  Die Woche der Meinungsfreiheit 2026 greift u.a. folgende Fragen auf: Wo endet Meinung – und wo beginnt Verantwortung? Welche Rolle spielen Medien und wie beeinflussen sie unsere Wahrnehmung von Wahrheit?  Veranstalter: Stiftung Freedom of Expression. Link: https://woche-der-meinungsfreiheit.de/ .

19.09.2026. Wie können Lehrkräfte und pädagogische Fachkräfte in herausfordernden Situationen handlungsfähig bleiben, ohne in Machtkämpfe oder Ohnmacht zu geraten? Das Konzept der "Neuen Autorität" bietet einen klaren, beziehungsorientierten Ansatz, der Präsenz, Selbstkontrolle und Kooperation in den Mittelpunkt stellt. In dieser dreistündigen Online-Veranstaltung lernen Sie zentrale Prinzipien der Neuen Autorität kennen und auf Ihren beruflichen Alltag zu beziehen.  Veranstalter: Verband Sonderpädagogik e.V. . Link: https://www.verband-sonderpaedagogik.de/termine/das-konzept-der-neuen-autoritaet-fuer-die-schulische-praxis-ein-wundermittel-fuer-den-umgang-mit-herausforderndem-verhalten/ .

29.06.2026. In diesem Seminar wird erarbeitet, wo Mobbing am häufigsten auftreten kann und was Konflikte verstärkt. Welche Rolle die Lehr- und Fachkräfte spielen können/müssen. Welche möglichen Folgen von Mobbing auftreten können. Welche Handlungsmöglichkeiten es gibt. Wie die Zusammenarbeit mit Eltern und Angehörigen sowie mit außerschulischen Partnern aussehen kann. Veranstalter: Verband Sonderpädagogik e.V. . Link: https://www.verband-sonderpaedagogik.de/termine/was-ist-mobbing-und-was-koennen-wir-in-bildungseinrichtungen-dagegen-tun/ .

24.06.2026. Neben allgemeiner und spezifischer Förderung gehört der Nachteilsausgleich zu den grundsätzlichen pädagogischen Prinzipien, deren rechtliche Herleitung aus der Sozialgesetzgebung kommt und sich auf ein stärkenorientiertes Verständnis von Behinderung, Ausgleich von Einschränkungen im Lernen und in der Leistungserbringung zur Ermöglichung von Teilhabe stützt. In diesem Online-Seminar lernen Sie die Grundlagen des Nachteilsausgleichs kennen, erfahren Beispiele und Möglichkeiten für Nachteilsausgleiche und deren Übertragung auf die eigene Unterrichtspraxis. Veranstalter: Verband Sonderpädagogik e.V. . Link: https://www.verband-sonderpaedagogik.de/termine/nachteilsausgleich-in-der-allgemeinen-schule-11/ .

22.06.2026. Das praxisorientierte Seminar zeigt, wie sich literarische Lesekompetenz durch das Format des Lesetheaters motivierend und differenziert fördern lässt. Im Mittelpunkt steht die Entwicklung von Lernangeboten auf verschiedenen Niveaustufen, sodass alle Schülerinnen und Schüler aktiv am Leseprozess beteiligt werden können. Ein besonderer Fokus liegt auf der Verbindung von Lesen und szenischem Spiel. Veranstalter: Verband Sonderpädagogik e.V. . Link: https://www.verband-sonderpaedagogik.de/termine/lesetheater-mit-allen/ .

17.06.2026. Schulbegleitung ist eine von der Eingliederungshilfe finanzierte Maßnahme, die jungen Menschen die Teilhabe an Bildung bei vorliegender Beeinträchtigung ermöglichen soll. Neben Klärung der Rollen und Aufgaben der Schulbegleitung im jeweiligen Setting soll das Augenmerk auch auf die unterschiedlichen Aufträge gerichtet werden, die von diversen Akteuren im System an die Schulbegleitung adressiert werden. Veranstalter: Verband Sonderpädagogik e.V. . Link: https://www.verband-sonderpaedagogik.de/termine/schulbegleitung-leistungen-zur-gleichberechtigten-teilhabe-an-bildung-rollen-und-aufgaben-der-schulbegleitung-2/ .

15.06.2026. Das praxisorientierte Seminar vermittelt, wie sich Debattierkompetenzen schrittweise und differenziert im Unterricht aufbauen lassen. Im Zentrum steht die Entwicklung von Lernangeboten auf verschiedenen Niveaustufen, sodass alle Schülerinnen und Schüler aktiv und adressatengerecht am mündlichen Argumentieren teilnehmen können. Veranstalter: Verband Sonderpädagogik e.V. . Link: https://www.verband-sonderpaedagogik.de/termine/debattieren-in-der-sekundarstufe-i/ .

09.06.2026. In diesem praxisorientierten Seminar wird aufgezeigt, wie sich schriftliches Argumentieren schrittweise und differenziert im Unterricht verankern lässt. Im Zentrum steht die Entwicklung von Lernangeboten auf verschiedenen Niveaustufen, damit alle Schülerinnen und Schüler aktiv und erfolgreich am Schreibprozess teilnehmen können. Veranstalter: Verband Sonderpädagogik e.V. . Link: https://www.verband-sonderpaedagogik.de/termine/schriftliches-eroertern-in-der-sekundarstufe-i/ .

06.06.2026. Dieses Seminar beschäftigt sich damit, wie durch Classroom Management Stress vermieden werden kann und und zeigt konkret umsetzbare Strategien und Methoden für eine souveräne, stressarme Klassenführung, eine positive Lernatmosphäre und effektives Lernen in der Klasse auf. Das Seminar vertieft die Inhalte des Basisseminars vom 30.05.2026 "Classroom Management für Lehrerinnen und Lehrer“, aber ist zudem für Interessierte, die bereits Grundkenntnisse im Classroom Management haben und diese austauschen und intensivieren möchten, geeignet. Veranstalter: Verband Sonderpädagogik e.V. . Link: https://www.verband-sonderpaedagogik.de/termine/unsichtbares-classroom-management-sichtbar-machen-4/ .

08.06.2026. Im Umgang mit herausforderndem Verhalten von Kindern und Jugendlichen entsteht häufig ein Spannungsfeld zwischen „Raum geben“ und „klare, verbindliche Grenzen setzen“. Ziel dieses Onlineseminars ist es, eine professionelle Herangehensweise mit dieser Problematik zu fördern. Eine Anmeldung ist bis zum 02.06.2026 möglich.  Veranstalter: Verband Sonderpädagogik e.V. . Link: https://www.verband-sonderpaedagogik.de/termine/was-lasse-ich-zu-wo-muss-ich-reagieren-10/ .

03.06.2026. Dieser Workshop vermittelt grundlegendes Wissen über Alkoholismus und Drogenmissbrauch, deren Ursachen, Symptome und Folgen. Neben medizinischen und psychologischen Aspekten werden sozialpädagogische und schulische Perspektiven betrachtet. Ziel ist es, Fachkräfte zu sensibilisieren und praxisnahe Handlungsmöglichkeiten aufzuzeigen. Veranstalter: Verband Sonderpädagogik e.V. . Link: https://www.verband-sonderpaedagogik.de/termine/alkoholismus-und-drogenmissbrauch-2/ .

16.07.2026. Der Workshop vermittelt den Einsatz des ChangeCruiser als interaktive Methode zur Gestaltung von Veränderungsprozessen in Unternehmen. Im Mittelpunkt steht das Kennenlernen des Kartensets, das Herausforderungen im Wandel sichtbar macht und den Austausch zwischen Führungskräften und Teams unterstützt. Die Teilnehmenden erleben die Methode praktisch in Kleingruppen, reflektieren ihre Erfahrungen und erhalten Impulse für den Einsatz im eigenen Unternehmenskontext. Ergänzend wird der Transfer in die betriebliche Praxis sowie der Austausch mit anderen Führungskräften und Personalverantwortlichen ermöglicht. Veranstalter: Forschungsinstitut Betriebliche Bildung (f-bb) gGmbH. Link: https://www.f-bb.de/unsere-arbeit/veranstaltungen/changecruiser-erleben-veraenderung-gemeinsam-gestalten-workshop-fuer-fuehrungskraefte-und-personalver-2/ .

08.05.2026. Die Netzwerktagung „Tag der Erwachsenenbildung 2026“ widmet sich dem Thema „Zeit für Erwachsenenbildung“ und diskutiert die Bedeutung von Zeit im Kontext von Bildungsprozessen und Organisationen. Im Fokus stehen Austausch und Vernetzung zwischen Studierenden, Absolventinnen und Absolventen sowie Akteurinnen und Akteuren aus der Bildungspraxis. Ziel ist es, den Wissenstransfer zu stärken und Professionalisierungsprozesse in der Erwachsenenbildung zu fördern. Zudem wird das Thema Zeit als zentrale Kategorie für Organisationen, gesellschaftliche Entwicklungen und individuelle Bildungsbiografien reflektiert. Veranstalter: Johannes Gutenberg-Universität Mainz, Institut für Erziehungswissenschaft (Team Erwachsenen- und Weiterbildung). Link: https://eb.uni-mainz.de .

Although recommender systems have the potential to advance self-regulated learning (SRL) in online environments, implementation challenges impede their development. To systematically investigate the barriers to the effective use of recommender systems to enhance SRL, this study developed a three-tiered analytical framework that considers challenges in three areas: data and experiments, user experience/interface design, and technical factors. A systematic search of five bibliographic databases identified 33 empirical studies. The findings revealed the following key challenges in the three analytical levels: (a) data and experiments: scarcity, validity, and arrangement; (b) user experience and engagement: poor matching and inadequate scaffolding for SRL (e.g., weak feedback mechanisms) and suboptimal interface and function designs; and (c) technical factors: lack of stability and security of recommender systems and limitations in modeling complex learning behaviors and balancing personalization with pedagogical goals. These challenges interact dynamically to form a self-reinforcing recursive constraint, where poor user experiences lead to disengagement, resulting in sparse, low-quality data that further constrains algorithmic capabilities. Current algorithmic approaches typically address isolated problems, failing to break this cycle by overlooking these systemic interdependencies. This underscores the critical need to move beyond isolated fixes and develop comprehensive, pedagogically-aware algorithmic architectures. To address this, this study proposes a four-phase development roadmap for creating an SRL-Scaffolding Architecture. This roadmap integrates multi-modal data validation, hybrid algorithmic intelligence combining emotional and cognitive modeling, adaptive scaffolding interfaces, and a continuous human-in-the-loop feedback cycle. By mapping these interconnected challenges and proposing a structured architectural framework, this study proposes roadmap to address these barriers and develop recommender systems that effectively empower SRL in online environments.

Manual therapy mobilizations are common therapeutic practices for musculoskeletal conditions, but their acquisition presents significant challenges as it requires the precise, coordinated, and safe execution of specific movements. Traditional teaching approaches often rely on subjective feedback and offer limited real-time guidance, which may hinder skill acquisition. In recent years, immersive Virtual Reality (iVR) has emerged as a promising educational tool, showing potential to enhance learning experiences and increase student motivation. This study aimed to develop and validate a novel teaching approach for manual therapy mobilizations by integrating iVR as a complementary tool in undergraduate education, allowing students to practice techniques with greater precision and efficiency. A mixed-methods cluster randomized controlled trial was conducted with undergraduate students who had no prior experience with the technique. An iVR application for head-mounted displays was developed to teach a knee mobilization technique. Students in the experimental group used the iVR application alongside a traditional instructional session, while the control group received traditional teaching only. Quantitative and qualitative data related to usability, iVR experience, and learning experience were collected after the session. Results showed that students in the experimental group reported higher engagement and motivation when learning manual therapy techniques, although some perceived the traditional method as simpler. Learning experience outcomes indicated improved coordination of translational and rotational movements among iVR users, which is essential for effective manual therapy mobilization. Overall, these findings suggest that iVR can serve as an effective supplementary tool to conventional teaching methods, contributing to enhanced learning and performance outcomes.

Extended reality technologies are increasingly used in teacher education. For instance, innovations like 360 videos and virtual reality have been shown to be effective in improving future educators’ noticing, self-efficacy, and sense of presence, particularly in simulations of real classrooms. However, little is known about how presence is experienced in immersive recordings of educational gaming environments (i.e., Minecraft or Roblox). This study addresses that gap by examining how pre-service teachers experience presence when viewing a 360 video of a third-grade math lesson set within Minecraft.edu. Using Rasch analysis, we validated the eXtended Reality Presence Scale with a sample of 91 pre-service teachers. We also examined the correlation between presence scores and participants’ field of view (a proxy for visual attention) and compared presence ratings between immersive recordings of a real classroom and a Minecraft.edu environment. Results support the scale as a valid tool for measuring presence in game-based immersive environments. Presence was significantly correlated with participants’ field of view, suggesting that attentional engagement is linked to the experience of presence. However, participants reported lower presence in the Minecraft.edu lesson compared to the real classroom. These findings extend theoretical understanding of presence by demonstrating its variability across extended reality contexts and validating a tool for measuring it in educational gaming environments—an area previously underexplored.

Data is everywhere. Preparing students to navigate and succeed in a data-driven world is an increasingly important role for secondary education. Given its ubiquity, there is tremendous potential to situate data science in students’ lived experiences. Toward this goal, this paper investigates ways to make data science learning experiences authentic. We explore how high school students perceive the authenticity of the datasets, tools, and learning activities they engage with in an interest-driven data science curriculum. Drawing from student reflections, survey responses, and in-depth analysis of final projects, we examine how the curriculum aligns with the four dimensions of authenticity proposed by Shaffer & Resnick (1999). The analysis reveals that students recognized the value of working with real datasets and tools, which enhanced their understanding of data science as a meaningful and applicable discipline. Students reported feeling like data scientists when completing learning activities that mirrored real-world tasks. This was particularly true for their final projects, which involved identifying and analyzing data to answer self-generated questions. The paper also presents design characteristics that foster authentic learning and discusses the practical implications for designing such curricula. The insights from this study contribute to the growing body of literature on authentic learning and underscore the importance of designing relevant and authentic curricula that prepare students for the data-rich world that awaits them beyond the classroom.

Emerging roles and capabilities of artificial intelligence (AI) technologies have the potential to support andragogical education and enhance learning experience for adult learners (ALs). However, the effective use of AI to support multifaceted components of andragogy including involvement, experience, problem-centered, relevance remains under explored. Furthermore, research on AI design principles to support ALs and andragogy is limited. This study, therefore, aims to investigate ALs perceptions of AI applications in enhancing andragogy and to explore the essential design principles of AI systems for andragogy. To this end, the study conducted semi-structured interviews with 20 ALs facilitated by 11 scenarios of AI application storyboards and paper prototypes with 24 graduate students. The study findings reveal that ALs perceive various types of AI to support andragogy across different andragogical components. The study also found that ALs viewed AI as a collaborative learning agent, learning from and with AIs to solve complex problems, share knowledge, enhance understanding, and hone higher order thinking skills. Furthermore, the study identifies three key AI design principles for andragogy, including Human-in-the loop (building shared mental models between humans and AI; enabling human-AI co-creation), emotional design (calibrating an appropriate level of AI reliance, empathetic communication), and adaptability (continuous adaptation, interoperability).

Interdisciplinary lesson study plays a significant role in promoting pre-service teachers’ professional development, and has been recognized as a critical approach to improve high-level interdisciplinary education. However, due to the dynamic and complicated process of the interdisciplinary lesson study, there is a lack of research on its procedural mechanism and dynamics. As teachers’ collaborative talk gains attention, the framework of Pedagogically Productive Talk has been established to facilitate the talk analysis, with talk serving as procedural data that facilitates a deeper understanding of collaborative patterns among teachers. This study employed Social Epistemic Network Signature approach to analyze collaborative talk patterns and social ties within a team comprising 7 pre-service science teachers, 5 pre-service information technology teachers, and 3 faculty members during an offline interdisciplinary lesson study involved designing and implementing an AI-integrated science course. The findings reveal that this interdisciplinary lesson study team exhibited the characteristics of Community of Practice. A nuanced interpretation of the collaborative talk across different stages of the interdisciplinary lesson study revealed that the team focused primarily on identifying and resolving practical problems, while the faculty members played a crucial role in maintaining friendly team relationship. Suggestions are provided for facilitating collaboration in the interdisciplinary lesson study to effectively integrate AI into science curricula.

Synchronous online lectures often rely on static slide presentations and end-of-session quizzes, limiting sustained cognitive engagement and meaningful interaction. This study introduces quiz-based inquiry (QBI), an incremental, lecture-embedded instructional approach that distributes low-stakes quiz prompts across live sessions to regulate attention, stimulate reasoning, and integrate feedback within the progression of instruction. Rather than functioning as terminal assessments, quiz prompts serve as structural drivers of inquiry and dialogue. Using a quasi-experimental design, three groups of undergraduate students (N = 90) enrolled in an online public administration course were assigned to one control condition (LMS-based post-lecture quizzes) and two experimental conditions that implemented QBI via interactive presentation platforms (Mentimeter and AhaSlides). Data included online formative quiz performance, paper-based summative examination scores, technology acceptance, multidimensional engagement, perceived interaction, and course satisfaction. Students in the QBI conditions demonstrated significantly higher formative and summative performance compared with the control group. Formative performance strongly predicted final examination outcomes (β = 0.66, p < .001), accounting for a substantial proportion of variance. QBI also yielded significant gains in behavioural, emotional, and cognitive engagement, along with enhanced perceived interaction. Qualitative findings revealed sustained attentional readiness, dialogic reasoning, and real-time conceptual clarification. Minimal differences between platforms indicate that instructional sequencing, rather than technological variation, accounted for observed effects. This study advances instructional design theory by reframing formative assessment as a structural component of instructional architecture that sustains inquiry, engagement, and cumulative understanding in synchronous online learning environments.

The potential of strategic scaffolds to enhance spatial cognitive processing in virtual reality (VR) learning environments remains underexplored. This study aimed to assess the effectiveness of strategic scaffolds in VR contexts on students’ spatial cognition. A cohort of 88 college students was randomly assigned to one of four conditions, following a 2 × 2 factorial design that included two variables: problem scaffolding (yes vs. no) and summary strategy (yes vs. no). The findings revealed that: (a) the group utilizing problem scaffolding exhibited higher levels of students’ flow, cognitive load, attention, total fixation duration, and total fixation count; (b) the summary strategy significantly influenced spatial memory; (c) problem scaffolding effectively impacted the attention of students with both high and low spatial abilities, and (d) spatial ability moderated the relationship between problem scaffolding and attention. These results suggested that suggested that either problem scaffolding or the summary strategy in a VR learning environment can significantly affect spatial cognitive processes. The findings highlighted the importance of selecting appropriate strategies within virtual reality environments to enhance effective spatial cognition.

The rapid adoption of educational technologies such as mobile learning (m-learning) has revolutionised the higher education sector. However, the effectiveness of m-learning in developing country contexts, particularly with a focus on cultural differences, has not been well explored. Therefore, this study employed the Unified Theory of Acceptance and Use of Technology (UTAUT) to identify technological factors, and Hofstede’s Cultural Dimensions theory to understand the cultural factors influencing the acceptance of m-learning among university students in Tunisia, Morocco, and Libya. Data were collected from 588 respondents via a questionnaire, and results revealed that performance expectancy, effort expectancy, and social influence are key drivers of m-learning adoption. In contrast, the impact of compatibility, defined as the extent to which m-learning aligns with users’ values and existing familiarity, varies significantly across geographic contexts and is influenced by factors such as cultural orientation, poor infrastructure, digital illiteracy, and economic difficulties. These results emphasise the need to tailor m-learning programmes following the particular cultural and economic realities of developing countries to better understand the acceptance of technology in such contexts.

Social robots are specifically designed to interact with humans by engaging in social behaviors. In education, these machines are progressively adopted to support learning processes. Despite this trend, there is a lack of research that maps the implementation of social robots for education in real settings. To address this gap, we used a documentary research method to identify and classify cases of social robot deployments in educational contexts worldwide. In total, we traced back and analyzed 206 cases of social robots deployed in 28 countries, involving 43 different robot models. These robots were identified in kindergartens, primary and secondary schools, universities, and occupational therapy centers, among other institutions. The most prevalent functions of these robots are edutainment, entertainment, teaching programming skills, and offering psychological support. This study provides a comprehensive overview of social robots’ current applications in the educational sector, with implications for future adoption.

The integration of interconnected devices with artificial intelligence enables Artificial Intelligence of Things (AIoT) that can assist teachers in monitoring student learning and providing timely interventions in classrooms. However, limited research has examined the factors influencing the quality of teachers’ AIoT integration, established theoretical foundations to predict quality, or applied comprehensive methodologies to address this issue, leaving open questions about how to promote high-quality AIoT integration. This study draws on the Capability, Opportunity, Motivation, and Behavior (COM-B) model and the Interactive-Constructive-Active–Passive (ICAP) framework through both linear (structural equation modeling) and nonlinear analyses (regression tree analysis). Survey data from 930 teachers in primary and middle schools with the adoption of an AIoT system supported by generative AI were analyzed to examine the impact of their capability (technological pedagogical content knowledge), opportunity (perceived support on first-order barriers), and motivation (self-efficacy, utility value, enjoyment, and habit) conceptualized in AIoT integration contexts on the integration quality (interactive, constructive, active, and passive learning). The linear analysis showed that opportunity directly and indirectly through motivation enhances AIoT integration quality, whereas capability affects AIoT integration quality only indirectly through motivation. The nonlinear analysis uncovered multiple effects of opportunity (the quality balance scale and brake) and motivation factors (the brake and amplifier). The findings advance the understanding of predictors of AIoT integration quality, informing interventions towards the effective application of novel technologies in education.

The purpose of this research is to examine the relationship between metacognitive awareness and social media use on predicting and explaining adolescent students’ incidental information literacy. Using a conceptual framework, we organized literature about adolescents’ metacognitive awareness, social media use, and incidental information literacy and presented hypotheses and predictions about the likely outcomes of the study. Adolescent student participants (n = 452) were recruited from a K-12 developmental research school in the southeastern United States. Analyses included descriptive statistics, internal consistency reliability, correlation analysis, and multiple linear regression models. Our findings show that social media use is not related to adolescent students’ incidental information literacy. Metacognitive awareness was measured using two distinct constructs: knowledge of cognition and regulation of cognition. While knowledge of cognition was significantly and positively related to incidental information literacy, regulation of cognition had a smaller but still statistically significant negative relationship with incidental information literacy. These findings and possible explanations for their meaning are discussed, considering the limitations and delimitations of the study.

Mathematics is often challenging for young learners due to its abstract nature, making the design of age-appropriate instructional tools essential. This study investigated the effectiveness of a situation-based interactive e-book in a flipped mathematics classroom for first-grade students in China. A quasi-experimental pre-test–post-test design was employed with 90 students randomly assigned to an experimental group, which used the interactive e-book, and a control group, which learned with instructional videos. Both groups received the same in-class instruction. The situation-based interactive e-book was developed in alignment with the national first-grade mathematics curriculum and integrated real-world scenarios with interactive features such as immediate feedback and virtual agents. The findings indicated that the situation-based interactive e-book significantly improved students’ learning achievement, motivation, and satisfaction compared to the control condition, while no significant difference was observed in learning attitudes. These results suggest that embedding mathematical concepts in familiar contexts through interactive digital tools can enhance elementary students’ engagement and performance in flipped classrooms. This study highlights the pedagogical value of situation-based e-books in early mathematics education, but further research is needed to establish their long-term impact and potential application in more advanced mathematical domains.

This study proposes that teachers’ reading comprehension knowledge is multifaceted, consisting of identification-based and construction-based dimensions, and that effective professional development (PD) should improve both. We evaluated a PD program including an online workshop and in-person coaching aimed at enhancing these two dimensions and recruited 184 Grade 4 and 5 teachers from six districts in Arkansas, Texas, and Utah in the United States. These teachers used various reading comprehension curricula. The online workshop helped teachers learn about top-level–structure-based reading comprehension instruction, followed by scaffolded peer practice. Teachers then applied this instruction in classrooms and received follow-up coaching. Teacher knowledge was measured through an identification-based assessment, the vocabulary and comprehension knowledge survey, and a construction-based generative assessment using a main idea writing task. Latent class and transition analysis were used to examine how teacher knowledge changed across both knowledge dimensions. Results revealed three latent classes: Weak Overall, Strong Overall, and Weak in Solution and Organization. Teachers in the treatment group who initially were classified as Weak in Solution and Organization, typically linked to construction-based knowledge, had a higher chance of becoming Strong Overall compared to those in the control group (OR = 5.69, p < .001). Although some teachers did not respond to the online workshop, more teachers in the treatment group transitioned to stronger knowledge after in-person coaching, compared to the control group (OR = 2.90, p < .05). These findings emphasize the importance of providing a simulated, resource-rich, and sustainable environment for teachers to apply evidence-based practices and enhance their knowledge.

The impact of educational e-textiles on student outcomes in STEAM education programs is a growing area of interest. Despite the potential of e-textile projects to enhance STEAM education, their effect on K-12 teachers’ professional development remains underexplored. This study investigates middle school teachers’ perceptions of their experiences with wearable e-textile-supported STEAM projects, their ability to translate those experiences into classroom practices, and their attitudes toward integrating these projects into the curriculum. Mixed-methods research with a convergent design was employed in two e-textile-supported STEAM teacher training camps, involving 20 and 19 in-service science teachers, respectively. Qualitative and quantitative data were collected using post-intervention surveys, semi-structured interviews, and a follow-up survey. The findings revealed that the program increased teachers’ confidence in STEAM project design, fostered creativity and interdisciplinary learning, and improved STEAM knowledge and skills. In addition, teachers reported being well-equipped to integrate the learned practices in their classrooms, with a positive shift in their attitudes toward integrating such interdisciplinary approaches into the curriculum. The findings also revealed high teacher satisfaction with the program and a sustained interest in STEAM practices. This research provides valuable insights for future efforts to support the adoption of e-textiles in STEAM science classrooms by highlighting their role in teacher professional development.

Although there seemed to be an optimistic consensus about the use of Information and Communication Technologies to support teaching and learning, the negative effects of introducing technology into the classroom have become apparent in recent years. Evidence suggests that instead of using technological devices for the purpose for which they were introduced into the classroom, students are distracted by simultaneous multimedia activities. This is known as the multimedia multitasking tendency. This is not the only negative consequence of digital media in education. In line with this phenomenon, some authors have found that reading comprehension is lower when reading digitally (on screen) than when reading analogue (on paper). The aim of the present study is to investigate whether Multimedia Multitasking Tendency in the educational context plays a relevant role in the effect of the reading medium (analogue or digital) on reading comprehension. To this end, the responses of 97 participants in whom Multimedia Multitasking Tendency was measured, as well as their reading comprehension, were analyzed. Half of them took the reading comprehension test in an analogue medium (i.e. on paper; n = 50), while the other half took it in a digital medium (i.e. on a computer or mobile phone; n = 47). The results suggest that reading comprehension accuracy is lower in a digital medium than in an analogue medium. The results of this study also suggest that Multimedia Multitasking Tendency may play a substantial role in the effect of the reading medium on reading comprehension.

With the rapid development of artificial intelligence, digital technology-based error correction significantly improves the efficiency of error correction by automatically identifying and clustering students’ errors and then analyzing the types of errors. However, in China’s whole class teaching, teachers still rely on experience to randomly select students with representative errors for error correction, making it difficult to ensure that all students’ errors are corrected in a timely and effective manner. In addition, in Chinese primary classrooms, high-achieving students and low-achieving students learn together in the same class, making it difficult to ensure that each student achieves the learning goals. Therefore, this study proposes a peer teaching-based digital error correction approach, focusing on its effects on primary school students’ learning performance, learning engagement, and perceptions of error correction. A total of 63 primary school students were recruited for the study, with 31 in the experimental group using the PT-DEC approach and 32 in the control group using the E-DEC approach. The results showed that students using the PT-DEC approach performed better than the control group in terms of learning performance and learning engagement. The results of this study validate the effectiveness of peer teaching in digital error correction and provide valuable insights and guidance for exploring more efficient error correction in the future.

Increasingly ubiquitous access to Generative Artificial Intelligence (GenAI) presents many challenges, but also opportunities. The fundamental capacity of GenAI to mimic and augment human cognitive functioning, sets it aside from the myriad of previous technological ‘cognitive tool’ innovations that have been promoted as supporting human thinking, problem solving and knowledge construction. Indeed, GenAI has the potential to play a far more substantive and interactive role in knowledge building, founded on real-time dialogic discourse between humans and GenAI working in symbiotic knowledge building partnerships. This article draws on Scardamalia and Bereiter’s early work on human knowledge building communities and Krathwohl’s revision of Bloom’s Cognitive Domain, reconceptualising these to theorise how humans and GenAI might partner in processes of collaborative, joint knowledge construction. It presents a unique model identifying three flexible ‘Zones’, representing different but overlapping components of knowledge building, aligned with Bloom’s cognitive dimensions. It identifies a possible ‘division of labour’ within and across Zones, but argues the primacy of innately human capabilities operating in the Judgement Zone, as crucial to reasoned decision making and accurate knowledge building. The model and its discussion provide new insights into how human-GenAI knowledge building partnerships might be established and sustained.

Promoting students’ collaborative discussions has consistently been a focal topic in the field of computer-supported collaborative learning. Productive collaborative discussions rarely happen spontaneously without external support, and student groups usually encounter challenges in developing a high-quality collaborative knowledge construction. To address this gap, this research designed a group knowledge awareness (GKA) tool by using knowledge graph approach to promote collaborative discussions in China’s higher education. A within-subject design research was conducted to investigate the effects of the GKA tool on groups’ collaborative knowledge construction. The findings revealed that the GKA tool had positive effects on collaborative knowledge construction, students’ domain understanding, and collaborative cognitive load. In addition, students reported positive collaborative learning experiences with the support of the GKA tool. Based on the results, this research provided technological implications for developing and applying the GKA tools in education and pedagogical implications to promote collaborative learning supported by GKA tools.

Computer vision is the automated analysis of visual imagery by computer algorithms that includes, but not limited to object detection and identification, three-dimensional shape estimation, material recognition, and segmentation. The intervention consisted of two to three weeks of professional development that emphasized computer vision technologies with middle school teachers from Title I schools/districts in the states of Arizona and Georgia. Each location trained six in-service teachers. The questions answered through this research were: After in-service teachers engage in professional development emphasizing computer vision: (a) how do their perceptions of computer vision change? (b) how do their perceptions of human vision change? And (c) what are the differences between their perceptions of computer vision and human vision? Personal Construct Theory (Kelly, 1955) was used to explore our research questions. Elements (n = 2; computer vision and human vision) were defined and pairwise comparisons yielded constructs (n = 18) administered in the form of repertory grids. Hierarchical cluster analysis was performed, and clusters were identified. Results showed that in-service teachers’ perspectives of computer vision changed with construct shifts within all four dendrograms that contained between one to eight constructs; all clusters yielded mean increases. Perspectives of human vision stayed relatively consistent across two clusters. The element human vision had a 6% (n = 1) shift in cluster membership, and the element computer vision generated a 72% (n = 13) change in the number of constructs that shifted clusters. Comparisons of computer vision and human vision indicated that in-service teachers had richer perspectives of computer vision after professional development. The significance of this study rests in its contribution to the limited research on computer vision in teacher education. The results show that a relatively short (two to three weeks) professional development experience can have an impact on in-service teachers’ perspectives of computer vision classroom use.

Self-regulated learning (SRL) is a cyclical process essential for activating independent learners. Because SRL does not develop spontaneously, teachers need to learn about and experience its components and effective practices to stimulate students’ SRL. To support teachers in SRL practice implementation, we propose a unique professional development model that combines direct and indirect instruction of SRL. The model is based on Authentic, Interactive, and Dynamic Experiences in SRL context (SRL-AIDE), and involves live-actor simulations, where participants are highly engaged and immersed in the experience.The study aims to shed light on the relationships and characteristics of practices that promote SRL directly by metacognitive strategic support (MCS), and indirectly by activating students’ independent learning with knowledge construction (KC). This is a quantitative study with a quasi-experimental design. Two teachers’ intervention groups with a pre/post design (N = 70) were compared: an experimental group exposed to the SRL-AIDE model focused on MCS vs. a comparison group exposed to a practice program focused on KC. The study examined in-class SRL practice implementation of two measures: explicitness level and duration in the lesson, and investigated the relations between the MCS and KC practices using real-time in-class measurement methods. Differences emerged between the groups in the MCS and KC practices by time. The experimental group showed greater gains in both practices. This study contributes to the field by providing quantitative evidence on the relationships between MCS and KC practices, which were previously described as supportive mainly in qualitative studies, offering new insights into how these practices work together to support SRL development. Implications for teacher education and future studies are discussed.

Teacher training often incorporates observable examples of focal teaching practices – models. Yet there is currently little empirical evidence on the effects of modelling. We tested the effects of video models on trainees’ skills, knowledge, and self-efficacy in relation to using an evidence-based teaching technique: retrieval practice. We recruited 89 first-year trainee teachers, gave them a document containing evidence-based guidance on how to use retrieval practice and then collected pre-test data on how well they were able to do this in a classroom simulator scenario. Participants were then randomised them to one of three groups: an active control group in which they restudied the document (no model), a video model of effective practice, or a similar video model annotated with the underpinning theory. We then collected post-test data in a second simulator exercise. Exposure to video models improved participants’ use of retrieval practice methods relative to no model. However, adding the annotation to the models did not yield additional benefits. Models did not improve teachers’ knowledge or self-efficacy. Findings support the theory that incorporating models in initial teacher training can help new teachers make use of evidence-based teaching practices.

Seductive details, which are interesting but irrelevant digressions included in a learning environment (e.g., fun facts), have been shown to impair the learning performance of students. However, to date, it is unclear whether the amount of seductive detail content is crucial for the extent of this detrimental effect, or whether it is more a phenomenon of presence or absence, as other studies have been inconclusive in this regard. Hence, in the present studies (N = 191 and N = 101), learners were presented with a varying amount of seductive detail content embedded within a learning text. Instead, the number of text interruptions by seductive content was kept constant between conditions. Both studies consistently showed a linear negative effect of the seductive detail amount on recall performance. Furthermore, Study 2 indicated a polynomial trend regarding transfer performance, suggesting that small seductive detail amounts could improve transfer, even though cross-validation showed that this model is rather unstable. Prior knowledge and working memory capacity did not significantly attenuate the seductive details effect. The results imply that the extent of the seductive detail effect is dependent on the amount of seductive detail content presented. Especially the inclusion of large amounts of digressions should be avoided by teachers and instructional designers, while the inclusion of small amounts might have rather negligible effects.

Students’ socioeconomic background is a strong predictor of academic achievement. Likewise, teaching quality is considered an important prerequisite influencing students’ educational opportunities and their academic achievement and affective outcomes. Empirically, there is still a need for research on these presumed relations. Especially on the associations between younger students’ perceptions of teaching quality and students’ mathematics achievement and mathematics confidence. Drawing theoretically on educational effectiveness research, this study investigated relationships between aspects of teaching quality (classroom management and instructional clarity) and mathematics achievement and mathematics confidence. These relationships were explored in a secondary analysis of students’ perceptions of their teacher’s activities and instructions as indicators of teaching quality. The rationale is that students experience and perceive the teacher’s actions in the classroom, and they may be influenced differently. Aggregating students’ perceptions at the classroom level will decrease the bias of individual ratings. The sample comprised grade four data from the Swedish 2019 cycle of the IEA Trends in Mathematics and Science Study (TIMSS) (N = 3,965). Multilevel structural equation modelling was used to keep classroom variation separate from individual variation when exploring associations between classroom management and instructional clarity and mathematics achievement, and mathematics confidence. Results showed that at the classroom level, mathematics achievement is strongly related to aggregated classroom management. At the individual level, classroom management was associated significantly with mathematics achievement, and instructional clarity with mathematics confidence. Additionally, teaching quality could be beneficial for students with lower SES backgrounds, as findings indicated an achievement gap between classrooms in Sweden. Limitations and implications are discussed.

Understanding nanoscale phenomena poses significant challenges for students because it requires reasoning about emergent behaviours that are invisible and highly abstract. Agent-based models (ABMs) can function as embodied learning environments, enabling students to manipulate individual agents and observe system-level outcomes while engaging embodied processes such as perspective taking, causal inference, and motor-supported thinking. In this study, two treatment conditions were developed: (a) working with ABMs and (b) watching visualization videos. The aim was to investigate whether ABMs are associated with greater engagement in embodied reasoning strategies than videos, and whether such engagement is associated with conceptual understanding in nanoscience education. Twenty-seven undergraduate students were assigned to one of the two conditions, and their conceptual understanding was assessed through pre- and post-tests alongside process data. Results showed that ABM students demonstrated greater gains in explanatory knowledge, knowledge transfer and engaged more frequently in embodied reasoning strategies. Beyond nanoscience, the findings illustrate how technology-enhanced instructional designs that leverage embodied processes—such as gesture, spatial transformation, and active manipulation—may support students’ reasoning about complex scientific phenomena across STEM domains.

Collaborative digital game-based learning (DGBL) in mathematics education is a well-researched area. While non-game-related social interaction (NGI) has often been viewed as a potential source of distraction to learning, it is an integral part of gameplay. Gaining deeper insight into NGI helps leverage the tension arising from the conflict between learning and gameplay when implementing DGBL and advances scholarly work on the impact of off-task interaction in collaborative learning more broadly. Using a qualitative case study of four students engaged in a collaborative DGBL activity, this study examined how NGI is associated with collaborative learning quality, as inferred from group level flow experiences. The findings indicate that, in the context of groups with pre-established basic positive collaborative relationships, NGI enhances learning quality by sustaining supportive epistemic and relational spaces through a mechanism in coordination of shared affective states.

Multimodal learning analytics (MMLA) has improved our understanding of collaboration quality, yet current approaches often overlook students’ perspectives and fail to provide meaningful, student-centered feedback that enhances collaboration literacy. This study addresses these gaps by investigating students’ perspectives on collaboration quality indicators and their feedback utilization preferences. Through an open-ended survey of 290 university students who used a collaboration analytics (CA) tool over 12 weeks of collaborative activities, we identified key individual- and group-level indicators spanning the process, outcome, and review layers. These indicators articulate how learners conceptualize the interplay between individual behaviors, group dynamics, and collaborative outcomes. Additionally, we identified distinct approaches to real-time and post hoc feedback utilization, highlighting their complementary roles in supporting collaboration literacy. Findings led to the development of a conceptual collaboration literacy analytics framework (CLAF) that integrates evaluation metrics, indicator interdependencies, and feedback mechanisms. The framework captures the dynamic relationship between process and outcome measures, connects individual- and group-level indicators, and incorporates review mechanisms as student-driven quality assurance. By guiding future CSCL research and practice, the framework provides an analytical basis for examining collaboration quality and studying how assessment processes and integrated feedback support collaboration literacy.

This study illustrates how a teacher-researcher conducted content analysis and used its results as one source of evidence to evaluate the overall effectiveness of the strategies she implemented to promote creative idea development deliberately among ten students over 8 weeks of threaded discussions in her Moodle-based writing course. The analysis employed a new coding scheme, the Dialogic Idea Development (DID) model, which (1) assesses the quality of idea development across elaborative, (integrative-) argumentative, and creative levels consistently and explicitly in relational terms; (2) draws on these relational assessments as a direct basis for assessing knowledge construction in text-based discussion forums; and (3) was integrated with statistical techniques within a mixed-methods action research design to explore how the dialogic quality of students’ idea-developing moves evolved collectively over time. The results showed that her strategies appeared effective in encouraging exploratory contributions to a greater extent and across all students but insufficient in supporting or sustaining creative idea development among all in that course. This study offers philosophical, conceptual, and methodological insights into collaborative learning analytics. It represents an early relational attempt to generate valid and reliable inferences about the quality of learning in discussion forums. It also demonstrates how to aggregate these inferences using both contribution-based and contributor-based methods and to synthesize the patterns across iterative action cycles to evaluate the overall effectiveness of the pedagogical decisions aimed at promoting students’ equitable participation in creative knowledge work in educational collaboration.

Collaborative diagnostic reasoning (CDR) is a critical yet cognitively demanding skill in many professional domains and an example for problems that require collaboration for its solution. This study explores how novice diagnosticians—specifically automotive technician trainees—can effectively learn complex collaborative skills such as CDR through computer-supported instruction. Drawing on research on collaborative diagnostic reasoning, example-based learning and cognitive load, we compared two instructional approaches: learning by self-explaining worked examples and learning by problem-solving. Furthermore, we examined how the specificity of self-explanation prompts (specific versus general) of worked examples interacted with learners’ prior CDR skills. In a prepost experiment, 154 trainees (77 dyads) were assigned to one of three learning conditions: worked examples with specific prompts, worked examples with general prompts, and solving problems without worked examples. Knowledge of CDR strategies, quality of the CDR process and outcome, and cognitive load were measured. Our results demonstrated that self-explaining worked examples significantly improved declarative knowledge of CDR strategies and the quality of the process compared with solving problems. However, worked examples did not improve the application of CDR strategy knowledge or reduce cognitive load. Contrary to expectations, problem-solving resulted in a higher quality of the CDR outcome than self-explaining worked examples. The specificity of the prompts demonstrated no significant effects. Overall, our findings suggest that self-explaining worked examples support early stages of learning complex collaboration skills such as CDR, even in short-term interventions, while more supported practice in problem-solving seems necessary for the development of improved procedural skills.

Collaborative knowledge construction (CKC) is the process through which students jointly construct shared understanding and generate new knowledge through interactive discussion and collective reasoning. Scripted roles, as important external scaffolding, have been widely used in CKC to enhance collaborative learning outcomes and promote the learning processes in different learning environments. However, most existing studies have merely applied scripted roles in a single collaborative environment, with limited research exploring their effectiveness in promoting CKC across diverse environments. To address this research gap, this study proposed a scripted role framework (i.e., toastmaster, supporter, opponent, summarizer) and investigated the impacts of the four roles on undergraduates’ CKC processes in different learning environments (i.e., online environment, offline environment). Specifically, this study conducted a 14-week quasi-experiment and used epistemic network analysis and lag sequential analysis to compare students’ viewpoint depth and interaction patterns in four conditions (i.e., online with scripted role group, online without scripted role group, offline with scripted role group, offline without scripted role group). The results showed that the four scripted roles effectively enhanced the depth of CKC, although its efficacy exhibited significant context dependency. Moreover, compared with the online environment, scripted roles proved more effective in facilitating students’ viewpoint depth and deep-level behavioral transformation in the offline environment. Interestingly, there was no significant difference in opponent roles’ viewpoint depth between the two environments, and their behavioral shift exhibited from deep back to superficial interaction. On the basis of the findings, this study further provides empirical evidence for the effectiveness of scripted roles and offers practical implications for their design and implementation in different learning. environments.

Effective socially shared regulation of learning (SSRL) in computer-supported collaborative learning (CSCL) often fails to occur because students lack awareness of their peers’ and groups’ activities, thus leading to unsatisfactory learning outcomes. While both group awareness (GA) support and students’ self-regulated learning (SRL) levels are critical to CSCL, previous research has considered them separately, and investigation of their combined effects, especially on students’ SSRL, remains limited. Addressing these gaps, the present study conducted an 18-week experiment with a two-level factorial design to examine the main and interaction effects of GA support (present versus absent) and students’ SRL levels (high versus low) on perceived SSRL skills, observed SSRL behaviors, group task performance, and individual knowledge achievement. A total of 54 undergraduates enrolled in an Educational Research Methods course were randomly assigned to either a GA+ class (n = 28) or a GA− class (n = 26). The results revealed that: (1) GA support showed significant positive effects on all four measured variables, (2) SRL levels showed no significant main effects on these core measures, and (3) interaction analyses suggested that GA support substantially improved overall perceived SSRL skills among low-SRL students, whereas high-SRL students showed greater gains in the monitoring and adapting dimensions of observed SSRL behaviors. No interaction effect emerged for individual knowledge achievement. On the basis of these findings, several practical implications for facilitating successful collaborative learning are proposed.

Research on online problem-based learning—and computer-supported collaborative learning at large—has mostly focused on either the order of group members’ interactions (using time-oriented methods) or the co-occurrence of interactions (using network methods) within the same collaborative episode, while work on longitudinal dynamics has so far been lagging. In this study, we implement a novel method that combines the advantages of both approaches: the relational and temporal dimensions, which is temporal network analysis. Additionally, to capture changes at different temporal scales, we use sequence analysis and multilevel growth models to study how interactions and patterns unfold across time. Our results showed that students who used interactive socioemotional or regulated constructive patterns were more productive in terms of cognitive and knowledge productivity. Explicit group regulation was infrequent and emerged in response to challenges, questions, or disagreements, often with teacher support. Most groups settled into stable regulatory patterns early on, with limited change over time, and transitions—when they occurred—were usually between similar patterns. Our results also suggest that regulation does not naturally improve with time alone, underscoring the importance of early, targeted instructional support to foster more productive regulatory approaches.

Since the beginning of computer-supported collaborative learning (CSCL) research, collaborative writing has been playing a pivotal role as a tool for learning and knowledge construction. In the study presented here, we ask to what extent large language models may not only assist individuals in their writing processes but also serve as a collaboration partner. For this purpose, we analyzed the writing process of individuals supported by ChatGPT. We introduce the use of recurring n-grams as a means for textual uptake, that is, the extent and granularity with which human writers adopt and adapt artificial intelligence (AI)-generated text. On the basis of the overlaps between the ChatGPT output and participants’ final texts, we identified clusters of text reproducers, integrators, and reconstructors. Participants in these clusters differed not only in their subjective contributions and authorship but also in their prior use of ChatGPT and their affinity toward technology interaction. Referring to the conceptualization of interindividual interactions as uptake events, we suggest that n-grams are adequate means to analyze the uptake process in AI-supported human writing. Our findings show that AI-supported writing comprises distinct uptake patterns that differ systematically in the degree of textual reuse and perceived authorship, thereby revealing varying modes of engagement in human–AI co-writing, ranging from passive uptake of AI-generated text to more active and integrative forms of collaboration.

The formation of effective collaborative programming groups is vital for collaborative knowledge innovation. Previous research has predominantly examined the influence of group composition approaches from a computational perspective, yet there remains a limited resolution of their real-world educational impacts. This study offers empirical insights into the effects of homogeneous versus heterogeneous groups on student performance within collaborative programming contexts. The group composition system was established using a genetic algorithm, with the inclusion of socio-emotional competence, learning styles, and academic achievement. A total of N = 478 students aged between 13 and 15-years-old voluntarily participated in the study and were divided into 42 heterogeneous groups (n = 166), 40 homogeneous groups (n = 163), and 36 random groups (n = 149) with a group size of four. All participants were subjected to identical pedagogical conditions under a double-blinded study design. Collaborative programming performance was assessed both summatively and formatively, incorporating multi-source evidence from teacher observations, student self-reports, and peer evaluation scores. The results indicate that heterogeneous groups notably outperform homogeneous groups and random groups across most measurements. Implications for implementing collaborative programming in real-world classroom settings are provided.

As smart technologies become part of daily life, families face new opportunities and challenges in learning together. This paper introduces FamiData Hub, a speculative computer-supported collaborative learning (CSCL) prototype that supports families in building critical data literacy within smart homes. Through workshops with 17 families, the study explores how collaborative learning emerges through interaction, storytelling, and shared problem-solving, with family roles shifting dynamically. The findings challenge traditional adult-to-child teaching models, proposing instead a multidirectional learning space where anyone—including children and digital tools—can be the “more knowledgeable other.” The study highlights the value of family centered, socially embedded approaches to critical data literacy and offers insights for designing intergenerational CSCL systems to foster critical data literacy.

Mutual engagement, the dynamic process through which collaborators reciprocally take up and sustain one another’s ideas and actions, is crucial to collaborative problem solving (CPS). However, existing research has yet to fully specify concepts or methodologies needed to capture these dynamic characteristics. This gap highlights the need to examine how these patterns evolve across different CPS phases to inform more sophisticated instructional strategies that enhance collaborative learning. This exploratory study integrates multimodal and content analyses to examine phase-sensitive patterns of mutual engagement in small teams. In total, 28 college students participated in video-recorded CPS activities across four distinct phases. The findings revealed that high-performing teams displayed structurally complete elaborative sequences, in which invitations to contribute were taken up, elaborated, and reciprocated. Low-performing teams, by contrast, exhibited fragmented sequences that failed to return to elaboration. These interactional differences co-occurred with distinct multimodal signatures. High-performing teams exhibited greater interest, less frequent neutral emotions, and early posture synchrony, patterns that were especially pronounced during the ideation phase. Conversely, low-performing teams showed lower interest, persistent neutral emotions, and late, reactive posture synchrony. The findings elucidate the socio-cognitive characteristics of mutual engagement and demonstrate the potential for integrating emotional and behavioral indicators for a richer understanding. These insights can inform the design of instructional scaffolding and phase-sensitive support systems to enhance successful collaborative learning.

Productive collaborative discourse requires students to continuously advance ideas, often through the creation, modification, and integration of digital artifacts in a communal space. Without these processes, ideas remain isolated, fragmented, and unable to advance shared understanding. To support such discourse processes, this study proposes a knowledge synthesis (KS) intervention to facilitate a process of creating knowledge syntheses from ideas represented in digital artifacts and then leveraging these knowledge syntheses, represented in new digital artifacts, to deepen student collaboration. To examine the enactment of this intervention in a graduate-level course, we asked: What were the key characteristics of students’ knowledge synthesis artifacts? How did student groups use the synthesis artifacts during their discourse? To what extent did the synthesis artifacts facilitate collaborative discourse? We analyzed multiple data sources—including student-created synthesis artifacts, perception data, classroom video recordings, and co-constructed group artifacts—using a combination of descriptive, content, and interaction analyses. Findings revealed diverse approaches to knowledge synthesis and showed that synthesis artifacts facilitated discourse progression, fostered a range of knowledge practices, and supported the evolution of group artifacts. By promoting knowledge synthesis and examining its role in collaborative discourse, this study contributes to computer-supported collaborative learning (CSCL) by advancing the theoretical understanding of knowledge synthesis and offering pedagogical strategies for supporting this practice in classrooms.