Sources

05.11.2024. In den vergangenen Jahren konnten durch eine Reihe von hochschulbezogenen und landesweiten OER-Initiativen wichtige Impulse und beachtliche Sammlungen von Open Educational Resources (OER) im Hochschulbereich aufgebaut werden. Dennoch blieb bislang die Nachnutzung und Wiederverwendung der erstellten OER weitestgehend hinter den Möglichkeiten und Erwartungen zurück. Welche Maßnahmen könnten aber eine stärkere Nachnutzung von freien Lehr- und Lernmaterialien begünstigen? Ist es ein Problem der ausreichenden Breite von fachdomänenspezifischen Materialien? Ist es die Suche nach und Auffindbarkeit von geeigneten OER? Werden dafür stärker angereicherte Metadaten, z.B. in Bezug auf didaktische Einsatzmöglichkeiten, benötigt? Ist es eine Unsicherheit hinsichtlich der Qualität, die einer Wiederverwendung im Wege steht? Bedarf es fachlicher Communities, die eine Nachnutzung von untereinander bereitgestellten Materialien befördern könnten? Oder ist es ein Spezifikum der Bildungsdomäne Hochschule, oder spielen nationale Bezüge eine Rolle? Diesen und weiteren Fragen möchte sich die Veranstaltung in zwei einleitenden Impulsvorträgen aus der Bildungsdomäne Schule und aus dem Hochschulkontext in Österreich, in unterschiedlichen Lightning Talks sowie einer abschließenden Podiumsdiskussion annähern. Veranstalter: OER-Portal twillo und Multimedia Kontor Hamburg (MMKH). Link: https://www.mmkh.de/digitale-lehre/oer-und-knoer/massnahmen-zur-nachnutzung-und-wiederverwendung-von-oer-im-hochschulbereich.html .

11.11.2024. Durch die verstärkte Nutzung sogenannter Unmittelbarkeitsmedien wie Instagram oder TikTok wandelt sich die Art, wie sich junge Menschen politisch informieren. Die Verantwortung, über die Zuverlässigkeit von Informationen zu urteilen, verlagert sich von professionellen Redaktionen dabei auf die Schultern jedes Einzelnen. Der Umgang mit digitalen Nachrichten muss im Politikunterricht gelernt werden: Wie können Lehrkräfte junge Menschen unterstützen, Quellenkritik und politische Urteilsfähigkeit in der digitalen Nachrichtenwelt zu entwickeln? In der Fortbildung des Projektverbundes DiSo-SGW durchlaufen, überblicken und reflektieren Lehrkräfte ein fachdidaktische Konzept zur Entwicklung von Nachrichtenkompetenz, welches Schülerinnen und Schüler werden dabei in die Rolle einer Nachrichtenredaktion versetzt und das Sie nach der Fortbildung in Ihrer Klasse erproben können (inkl. Zugang zum Material). Veranstalter: DiSO-SGW. Link: https://lernen.digital/veranstaltungen/nachrichten-im-digitalen-politischen-klassenzimmer-tiktok-youtube-instagram-und-co-kritisch-reflektieren-und-nutzen/ .

07.11.2024. Im Rahmen des Verbundprojekts ComᵉMINT-Netzwerk wird im Teilprojekt zur Physik ein Fortbildungskonzept zum fachdidaktisch begründeten Einsatz digitaler Medien im Physik­unterricht aus (Online-)Selbstlernmodulen und Präsenzfortbildungen entwickelt. Das Fortbildungs­konzept basiert auf Erkenntnissen vorausgehender Forschungsprojekte in der Lehrkräfte­ausbildung und auf einer Erhebung von Bedürfnissen praktizierender Physiklehrkräfte. Aufgrund der Heterogenität digitaler Kompetenzen von Lehrkräften wird ein Ansatz gewählt, bei dem Vorerfahrungen und Eingangskompetenzen diagnostiziert und die Selbstlernmodule des Konzepts adaptiv zugeordnet werden können. Im Vortrag wird die Gestaltung des Fortbildungskonzepts vorgestellt sowie ein Überblick über die erstellten Selbstlernmodule gegeben. Veranstalter: ComᵉMINT-Netzwerk. Link: https://lernen.digital/veranstaltungen/adaptives-fortbildungskonzept-zum-didaktisch-sinnvollen-einsatz-digitaler-medien-im-physikunterricht/ .

06.11.2024. In der Fortbildung des Projektverbundes MINT-ProNeD erkunden die Teilnehmenden das Potenzial von MuxBooks als Forschungshefte beim Experimentieren in der Grundschule.Das Fortbildungsangebot Experimentieren mit Hilfe von digitalen Forschungsheften (MuxBooks) richtet sich an Lehrkräfte, die ein digitales Konzept für ihren Unterricht kennenlernen möchten. MuxBooks sind digitale Arbeitshefte, die vielfältig genutzt werden können. In der Fortbildung wird ihr Potenzial als Forschungshefte beim Experimentieren in der Grundschule erkundet, da diese naturwissenschaftliche Arbeitsweise Schüler*innen und Lehrkräfte vor Herausforderungen stellt. Die Teilnehmenden lernen, wie die spezifischen Herausforderungen abgebaut werden können und erhalten Möglichkeiten, MuxBooks zu adaptieren und mit ihren Klassen auszutesten. Sie erhalten außerdem eine Vielzahl an Forschungsheften zu bildungsplanrelevanten Experimenten und MuxBooks zu vielen anderen Themen der Grundschule. Veranstalter: MINT-ProNeD. Link: https://lernen.digital/veranstaltungen/experimentieren-mit-hilfe-von-digitalen-forschungsheften/ .

05.11.2024. Das Erkennen und Unterscheiden fachlich richtiger und falscher Erklärungen von Schüler:innen in einer Unterrichtsstunde stellt eine der größten Herausforderungen für Lehrkräfte dar. Diese Diagnose ist jedoch entscheidend, um das Lernen von Schüler:innen gezielt, konstruktiv und individuell zu fördern. Die Fortbildung „Bewertungskompetenz: Erkennen, was noch nicht verstanden wurde!“ des Projektverbundes DigiProMIN richtet sich an Lehrkräfte, die Biologie oder Naturwissenschaften unterrichten und ihre Unterrichtsmethoden im Sinne der adaptiven und konstruktiven Förderung verbessern möchten. Veranstalter: DigiProMIN. Link: https://lernen.digital/veranstaltungen/bewertungskompetenz-erkennen-was-noch-nicht-verstanden-wurde/ .

01.11.2024. Die Fortbildung des Projektverbundes WÖRLD vermittelt grundlegende KI-Kenntnisse und präsentiert KI-Anwendungen, die Lehrkräfte bei ihren Tätigkeiten unterstützen. Im KIWI-MOOC wird erlernt, wie man Lernende auf eine von KI geprägte Arbeitswelt vorbereiten kann, um ihre Aufgaben effizienter zu bewältigen. Es werden grundlegende KI-Kenntnisse erworben und vielfältige KI-Anwendungen entdeckt. Es wird die Auseinandersetzung mit den Potenzialen und Herausforderungen von KI in der Bildung behandelt, wobei zahlreiche Anregungen für den Unterricht bereitgestellt werden. Veranstalter: BMBF. Link: https://lernen.digital/veranstaltungen/ki-kompetenzen-von-lehrkraeften/ .

24.02.2025. Die Werkstatt bietet Wissenschaftler:innen in Qualifizierungsphasen Raum für Austausch, Diskussion, kollegiale Beratung auf Augenhöhe und Vernetzung mit jenen, die an ähnlichen Fragen oder mit ähnlichen Methoden arbeiten. Gemeinsamen Bezugspunkt bilden Themen der Erwachsenenbildung/Weiterbildung.Forschende sind aufgerufen, ihr aktuelles Qualifizierungs-/Forschungsprojekt und daraus hervorgehenden Fragen hinsichtlich des Forschungsdesigns, der Methodologie, der Erhebungs- und Auswertungsmethoden oder der systematischen Theoriebildung im Rahmen von Projektwerkstätten zur Diskussion zu stellen. In Themenwerkstätten werden zudem methodologische Fragen und methodische Zugänge behandelt. Veranstalter: Pädagogische Hochschule Zürich (Zentrum Schulentwicklung). Link: https://phzh.ch/ueber-die-phzh/aktuell/veranstaltungen/veranstaltung/?anlassId=144643273 .

30.01.2025. Die Perspektiven auf Lernräume in der Erwachsenenbildung haben sich in den letzten Jahren gewandelt. Flexibilität, Individualisierung, Technologie und Digitalität und Nachhaltigkeit sind nur einige Aspekte, die die Diskussion um die Gestaltung und Entwicklung von (neuen) Lernräumen in der Erwachsenenbildung respektive in der Weiterbildung prägen und die Bildungsanbieter vor altbekannte, aber auch neue Fragen und Herausforderungen stellen: Wie müssen Lernräume gestaltet sein, um den Bedürfnissen der Lernenden gerecht werden zu können? Wie sehen zukunftsweisende Lernräume aus?  Wie gestaltet man gemischte Lernräume lernförderlich (hybrid, physische, virtuelle und Selbstlernräume)? Die Tagung «Gestaltung & Entwicklung von Lernräumen in der Erwachsenenbildung: Physische & virtuelle Dimensionen» nimmt sich diesen Fragen und Herausforderungen an. Ziel ist es, auf der Grundlage von Forschungsbefunden und Praxisbeispielen Ansätze und Konzepte zu Lernräumen in der Erwachsenenbildung zu erörtern und sich darüber auszutauschen.   Veranstalter: PH Zürich (Zentrum Berufs- und Erwachsenenbildung) mit dem SVEB (Schweizerischer Verband für Weiterbildung). Link: https://phzh.ch/ueber-die-phzh/aktuell/veranstaltungen/veranstaltung/?anlassId=144640430 .

19.11.2024. Wer kennt es nicht? Die Klasse ist unruhig schon zu Beginn des Unterrichts, Lehrer*innen haben das Gefühl sich Gehör verschaffen zu müssen und schon das kostet eine Menge Kraft? Die Schüler*innen zeigen ein herausforderndes Verhalten, bestimmte Verhaltensmuster wiederholen sich immer wieder und die Pädagog*innen führen den sprichwörtlichen Kampf gegen Windmühlen, wenn es um das Verhalten einiger Schüler:innen geht? In diesem Seminar wird betrachtet, inwiefern Lehrer:innenverhalten präventiv Unterrichtsstörungen begegnen und die Entwicklung eines lernförderlichen Klimas unterstützen kann. Die Teilnehmenden lernen anhand von konkreten Unterrichtssituationen und entwickeln einen Handlungsleitfaden, wie sie in Zukunft ein ruhiges und produktives Klassenklima herstellen können. SIe lernen, wie sie sich physische Präsenz zunutze machen können, um sich Gehör zu verschaffen, ohne laut werden zu müssen. Das Seminar gliedert sich in zwei Teile: Teil 1 beinhaltet die Vermittlung theoretischer Grundlagen, wie z.B. das Konzept der Neuen Autorität und gewaltfreien Kommunikation u.a.. Teil 2 wirft einen Blick auf die Erfahrungen der Teilnehmer:innen im Praxistest, es werden Probleme & mögliche Schwierigkeiten evaluiert der Blick auf den Methodenkoffer vertieft. Das Seminar ist über die hessische Lehrkräfteakademie akkreditiert, somit kann eine Bescheinigung nach erfolgreicher Teilnahme ausgestellt werden. Beitrag für BEIDE Seminartermine sind 49,90 €. Veranstalter: Alexandra Wendler. Link: https://www.kein-schulstress.de/online-fortbildungen .

29.11.2024. Die Tagung widmet sich den aktuellen Entwicklungen und Herausforderungen im Bereich Diversität und lädt dazu ein, Diversität als hochschulpolitische Herausforderung zu diskutieren. In zwei Fachvorträgen werden aktuelle Erkenntnisse zum wissenschafts- und hochschulpolitischen Umgang mit Diversität an nordamerikanischen Hochschulen, die auf langjährige Erfahrungen in diesem Bereich zurückblicken können, vorgestellt und in Bezug zur Wissenschaftslandschaft in Deutschland gesetzt. Im Anschluss an die fachwissenschaftlichen Vorträge findet eine hochschulpolitische Podiumsdiskussion statt, zu der Vertreter*innen verschiedener Wissenschaftseinrichtungen in Deutschland über die Chancen und Risiken im organisationalen Umgang mit Diversität diskutieren. Veranstalter: Dr. Matthias Schneider, Universität Potsdam (Lehrstuhl für Organisations- und Verwaltungssoziologie). Link: https://www.gesis.org/cews/news-events/veranstaltungskalender/einzelansicht/article/default-2707048350205d295bdf87fe906ad5cf .

05.11.2024. Ein Auslandsschuljahr in Ländern, wo andere gerne Urlaub machen, ist bei Jugendlichen sehr beliebt. Je nach Jahreszeit, Land und Region bieten sich vorzügliche Möglichkeiten, um Wintersport oder Sportarten im Wasser zu betreiben und gleichzeitig intensiv zu lernen an einer Schule. Jugendliche und ihre Eltern lädt MyStudyChoice zu neun verschiedenen Online-Informationsveranstaltungen über Highschools in Kanada, Australien und Neuseeland ein. Zu Gast sind live per Video-Schaltung Beauftragte von Schulen und Schulbezirken. Sie stellen ihre internationalen Programme an öffentlichen und privaten Schulen vor und berichten überdies, welche besonderen Sport-Angebote ihre Schulen und Regionen haben. Anmeldung zur Online-Veranstaltung auf der Hompepage erforderlich. Veranstalter: MyStudyChoice. Link: https://www.mystudychoice.de/veranstaltungen .

15.11.2024. Das Thema Künstliche Intelligenz ist allgegenwärtig. Aus der intersektionalen Geschlechterforschung wurde dabei insbesondere auf die Gefahr der Diskriminierung durch automatisierte Entscheidungssysteme und die Verstärkung antifeministischer Äußerungen durch Vorschlagssysteme sozialer Medien hingewiesen. Ziel der Jahrestagung ist es, polarisierte Verständnisse von Überwachung oder Ermächtigung, Normalisierung oder Kreativität zu unterlaufen, indem KI zwischen Technik, Gesellschaft und Kultur aus vielfältigen Perspektiven der Geschlechterforschung diskutiert und erprobt wird. Veranstalter: Netzwerk Frauen- und Geschlechterforschung NRW. Link: https://www.gesis.org/cews/news-events/veranstaltungskalender/einzelansicht/article/jahrestagung-des-netzwerks-frauen-und-geschlechterforschung-nrw .

13.11.2024. Fußball, das ist Männersache! Auch wenn dieses Narrativ unter anderem durch die wachsende Beliebtheit von „Frauenfußball“ ins Wanken gerät, verfestigt sich beim Blick auf die Tribünen oder die Vorstände der Vereine der Eindruck, dass dieser Sport weiterhin sehr männerdominiert ist.Diese und weitere Fragen wird die Sprachwissenschaftlern Dr. Solvejg Wolfers-Pommerenke (KickIn!) in ihrem Vortrag beleuchten. Daran anschließen wird eine Paneldiskussion, an welcher sich neben dem Fanbeauftragten der Fortuna Düsseldorf auch eine Sozialwissenschaftlerin sowie ein Sozialarbeiter aus dem Bereich Männerberatung beteiligen werden. Veranstalter: Dr. Solvejg Wolfers-Pommerenke. Link: https://www.gesis.org/cews/news-events/veranstaltungskalender/einzelansicht/article/einer-fuer-alle-alle-fuer-einen-die-soziale-konstruktion-von-maennlichkeit-im-fussball-online-vortrag-mit-anschliessender-paneldiskussion .

18.11.2024. Dadurch das Demokratie mündige Demokrat_innen braucht, soll Schule junge Menschen zur selbstbestimmten Teilhabe und zur aktiven gesellschaftlichen Mitgestaltung motivieren und befähigen. Sie zielt damit auch auf die Sicherung unserer demokratischen Grundordnung und den Zusammenhalt unserer Gesellschaft. Melden Sie sich bis zum 11.11.2024 an und entscheiden Sie sich bitte an welches der Foren Sie teilnehmen möchten. Veranstalter: Friedrich-Ebert-StiftungAnalyse, Planung und BeratungReferat Politische Beratung und Impulse. Link: https://www.fes.de/themenportal-bildung-arbeit-digitalisierung/bildung/demokratie-lernen#c388333 .

07.11.2024. In dieser Fortbildung des Arbeitskreis gemeinnütziger Jugendaustausch erhalten die Teilnehmenden einen Einblick in didaktische Lernkonzepte und Methoden rund um den virtuellen Schulaustausch. Es werden Kenntnisse zu Inhalten, Methodik und Organisation rund um interkulturellen Austausch vermittelt sowie Herausforderungen und Chancen von Online-Begegnungen beleuchtet. Ziel ist es, Möglichkeiten und Vorteile digitaler Austauschformate sichtbar zu machen und so die Lust auf virtuelle Projekte zu wecken. Veranstalter: Schule:Global | AJA Arbeitskreis gemeinnütziger Jugendaustausch. Link: https://aja-org.de/schuleglobal/lehrkraefte-workshops/workshop-internationaler-schulaustausch-mal-anders/ .

05.06.2025. In dieser Fortbildung setzen sich die Teilnehmenden interaktiv und praxisorientiert mit dem Thema Desinformation und Influencing auseinander. Anhand aktueller Beispiele erfahren sie mehr über die Funktionsweise von Fake News und Co und bekommen kreative Methoden an die Hand, um Jugendliche für die Gefahr durch Influencing und Desinfos zu sensibilisieren. Um Anmeldung unter hey@spreu-weizen.de wird gebeten. Es wird ein eigenes Smartphone, oder Laptop/Tablet benötigt! Anmeldeschluss ist am 08.05.2025. Veranstalter: spreuXweizen -ein Projekt von "Fakt oder Fake?" Die Rederei Agentur (haftungsbeschränkt) gUG, Dresden. Link: https://spreu-weizen.de/paedagoginnen/ .

26.11.2024. Management-Weiterbildung in Vollzeit oder berufsbegleitend, praxisorientiert und international In dieser Online Informationsveranstaltung lernen die Teilnehmenden den Berlin MBA, Lehrende, Studierende, Alumni und das Studiengangsteam kennen. Agenda: 18.00 - 18.10 Uhr Welcome to Berlin Professional School 18.10 - 18.20 Uhr Berlin MBA - Advanced Training for Ambitious Goals in Management 18.20 - 18.35 Uhr Student and Alumni Talk 18.35 - 18.40 Uhr Leadership and Life-Long Learning Approach 18.40 - 18.50 Uhr Interactive Teaching Methods and Digitalisation 18.50 - 19.15 Uhr Q&A Das praxisorientierte Studium vermittelt allgemeine Managementkompetenzen für Führungspositionen in Unternehmen und Organisationen. Der akademische Grad „MBA“ ist international anerkannt. Der Studiengang wird ganztags als Vollzeit-Programm (15 Monate) oder berufsbegleitend als Teilzeit-Programm (24 Monate) angeboten und komplett in englischer Sprache gelehrt. Die Info-Session findet in englischer Sprache statt. Veranstalter: Hochschule für Wirtschaft und Recht (HWR) Berlin / Berlin Professional School. Link: https://www.berlin-professional-school.de/veranstaltungen/veranstaltungen-details/186-online-info-session-berlin-mba/ .

06.11.2024. Im April 2025 ist der nächste Start des Programms für amtierende und angehende Aufsichtsrätinnen. Die Hochschule für Wirtschaft und Recht (HWR) Berlin lädt herzlich zu ihrer nächsten Online Info-Session am 7. November 2024 um 17.00 Uhr ein. Teilnehmende erhalten Informationen zu den Zielen des Programms, Lernebenen und Formaten (Fachvorträge, Coaching, Trainings, Kamingespräche), Zielgruppen und zu offenen Fragen.Um formlose Anmeldung unter bps-stratkomp(at)hwr-berlin.de wird gebeten. Die Zugangsinformationen erhalten die Teilnehmenden mit Ihrer Anmeldebestätigung. Veranstalter: Hochschule für Wirtschaft und Recht (HWR) Berlin / Berlin Professional School. Link: https://www.berlin-professional-school.de/veranstaltungen/veranstaltungen-details/395-online-info-session-strategische-kompetenz-fuer-frauen-in-aufsichtsraeten/ .

11.11.2024. In diesem kurzweiligen interaktiven Vortrag von spreuXweizen werden die Teilnehmenden mit einem Elektronischen Gerät (Tablet, Smartphone) einbezogen. Die neuesten Entwicklungen von Bild/Video/Ton und KI werden in den Blick genommen und deren Einfluss auf gesellschaftlich-demokratische Prozesse auf geklärt. Die Teilnehmenden stellen sich der Fragen ob sie KI von real unterscheiden können, ob Vertrauen und Verantwortung den Umgang mit diesen neuen Technologien prägen werden und ob sie deren Tragweite erfassen! Anmeldungen bitte unter becker@spreu-weizen.de. Veranstalter: spreuXweizen -Ein Projekt von "Fakt oder Fake?". Link: https://spreu-weizen.de/paedagoginnen/ .

23.01.2025. In dieser Fortbildung setzen sich die Teilnehmenden interaktiv und praxisorientiert mit dem Thema Desinformation und Influencing auseinander. Anhand aktueller Beispiele erfahren sie mehr über die Funktionsweise von Fake News und Co, bekommen kreative Methoden an die Hand, um Jugendliche für die Gefahr durch Influencing und Desinfos zu sensibilisiere. Um Anmeldung unter hey@spreu-weizen.de wird gebeten. Anmeldeschluss ist am 26.12.2024. Veranstalter: spreuXweizen -ein Projekt von "Fakt oder Fake?" Die Rederei Agentur (haftungsbeschränkt) gUG, Dresden. Link: https://spreu-weizen.de/paedagoginnen/ .

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Abstract

The present paper examines possible benefits of spatial audio guides on learning outcomes in the spatial learning setting of an experimental exhibition and attempts to differentiate between different mechanisms underlying such an effect. In Experiment 1, we examined whether the spatial contiguity principle may be such a mechanism. A spatial audio guide was used that allows for perception of audio explanations either at the location of the exhibit (audio-visuo-spatially close) or within the headphones (audio-visuo-spatially distant). The results showed that with the external, exhibit-located compared to headphone-located presentation, memory of audio explanations was significantly better. No significant differences were found regarding text-picture-integration. However, these results cannot only be explained by audio-visuo-spatial contiguity but also by externalization and audio-spatial cueing. In Experiment 2, we therefore tried to disentangle these possible mechanisms and compared three conditions (audio explanations perceptually located within the exhibits, behind the visitors at the opposite wall, always at the same location in the room), thereby keeping externalization constant while varying audio-visuo-spatial contiguity and audio-spatial cueing. No significant differences between the conditions were found regarding memory of the audio explanations and text-picture integration, whereby memory of audio explanations in all conditions was at the same level as in the picture-located audio condition in the first experiment. This excludes spatial contiguity effects and audio-spatial cueing as explanations for the results in Experiment 1 and indicates a general externalization effect needing closer examination. The results are discussed regarding future studies and the use of spatial audio guides in museums and exhibitions.

Abstract

This systematic review, utilizing the PRISMA framework, analyzes 248 international and 143 Iranian articles to provide an overview of studies on games in education. It examines five key themes: common terminology, methodology, type of study, variables studied, and technologies used, presenting findings in the same order of priority. Internationally, the term “serious games” is more prevalent, particularly among European scholars, while in the Americas and Asia, generic terms like “digital games” are more common. In contrast, Iranian research predominantly uses the term “computer games”. Methodologically, both international and Iranian studies primarily employ quantitative approaches, with questionnaires as the common data collection tool. However, international studies are more likely to employ experimental and quasi-experimental designs in explanatory-type research, while Iranian studies often use correlational designs to explore relationships between variables without intervention. In examining variables, both sets of literature frequently assess cognitive outcomes such as learning and motivation, with international studies showing a broader use of varied assessment tools. Technology-wise, international research shows a prevalent use of computer-based platforms and a rising interest in mobile technologies, reflecting a similar trend in Iranian studies but with a noticeable lag in adopting newer technologies. The findings of this study serve as a benchmark for scholars in various regions studying the use of games in education. Additionally, they provide new insights into how linguistic and cultural differences may influence scientific discussions. The paper concludes with key suggestions for future studies to improve research practices in the field and increase the generalizability of findings across contextual and regional boundaries.

Abstract

How is the academic community conceptualizing and approaching the integration of AI in education, considering its potential, complexities, and challenges? This study addresses this fundamental question by employing a multifaceted approach that combines co-occurrence network analysis, latent Dirichlet allocation (LDA), and sentiment analysis on a corpus of abstracts from academic publications from 2018 to 2024. The findings reveal key themes in the scholarly discourse, including the centrality of ethical considerations, the impact of global events on AI adoption, and the practical applications of AI in educational management and policymaking. Moreover, the study identifies the main factors discussed in literature as influencing successful AI integration, the challenges and opportunities associated with AI in education, and the evolving academic perspectives on AI’s role in educational settings. This comprehensive analysis of academic literature provides valuable insights into the current state of AI in education research, highlighting trends, challenges, and sentiments as they have evolved over time. By mapping the landscape of scholarly thought on this topic, this study aims to inform future research agendas, contribute to policy discussions, and provide a foundation for evidence-based decision-making in the development and implementation of AI technologies in educational contexts.

Abstract

The increased availability of low-cost, standalone and immersive virtual reality (VR) can facilitate adoption in autism education. An immersive VR implementation of the individual work system (IWS) from the TEACCH® approach has the potential to be a safe and predictable environment for autistic learners with or without intellectual disability. This study is a multi-site usability and safety trial examining an immersive VR implementation of the IWS co-designed with autistic pupils and their teachers from three educational centers in the UK, Spain, and Turkey. Twenty-one autistic students aged between 6 and 17 years were involved in the study, six of whom had an intellectual disability. The students tested a total of 164 customized tasks. All participants were able to finish all the tasks. No significant safety issues were identified. The student’s average score on the SUS Usability Scale was 85.36 points. A linear regression analysis showed that autistic children with intellectual disability scored significantly lower on feasibility than children without intellectual disability (p < 0.01) across all locations. This study concluded that an immersive VR-IWS proved usable and safe for the 21 students. However, our findings highlight the need for further adaptations and further research on those with an intellectual disability before recommending universal use. Our findings also have implications for game design for learners with special educational needs.

Abstract

This study advances the emerging research on shared metacognition through the lens of the community of inquiry framework. It seeks components and utterances of the community of inquiry and shared metacognition in online collaborative learning environments to bring an instructional design model to the fore. A three-cycle design-based research method was followed in two cases of university students by triangulating the quantitative and qualitative data sources. A coding scheme, the shared metacognition questionnaire, the community of inquiry questionnaire and one-to-one and focus-group interview protocols were used as data collection tools. Quantitative data were interpreted through descriptive, inferential statistics, and an open/selective coding process interpreted qualitative data. The findings pointed out that the community of inquiry framework presented a powerful theoretical ground to investigate and distinguish cognitive, social, and teaching presence episodes from shared metacognition episodes. Orientation-planning, monitoring, and evaluation-reflection were proved as three main components of the shared metacognition construct in online collaborative learning settings. This study further advances the specification of each shared metacognition component from the group-related regulative actions and task-related regulatory actions. Moreover, a set of six instructional design principles within an instructional design model that combines the components of shared metacognition were put forward. These guidelines are intended to aid practitioners and instructional designers in the development of online collaborative learning activities.

Abstract

E-textiles provide an interesting field of research as they “blend traditional craft with modern science” (Peppler, 2016) and help learners “broaden their own perceptions of computing” (Searle et al., 2016). Despite the promising findings by primarily long-term interventions structured around e-textiles, educational curriculum reform has been slow to materialize. Educators who embrace a STEAM philosophy are more likely to endorse short workshops, integrating them in existing courses or initiatives; this could serve as a steppingstone for longer interventions and bottom-up curriculum reform. This study examines whether shorter e-textile workshops (lasting four hours) can result in significant gains in understanding. We present an investigation of e-textiles with 22 young children who have no prior experience with e-textiles or working with microprocessors. We present details of our learning design, as well as findings related to circuitry knowledge and computational making skills. We find that the children advanced their circuitry knowledge and practice a range of computational making skills. We further document a series of emerging challenges, including the children’s unwillingness to engage or lack of adeptness with software, a tension between aesthetics and construction, creativity limited by samples of previous e-textile projects, and the difficulty in grasping the materiality of e-textiles. We propose that some direct instruction and facilitation is not incompatible with the making ethos; the approach can help address these challenges, allowing young children to benefit from their participation in short-duration e-textile workshops.

Abstract

Despite the efforts of instructional design (ID) to solve real-life problems, it remains challenging to adapt and be flexible in such situations. In particular, problems that require simultaneous knowledge of multiple domains and contexts are more challenging to solve because real-life problems do not reconstruct the learned experience. This is generally thought to stem from differences between learning and real-life practice, but it also stems from instructional designs that fail to reflect the problem's structure and cognitive processes. This study is based on the 4C/ID model and proposes an instructional design for developing and connecting cognitive processes across multidimensional domains and contexts. It employs a simple-to-complex method that combines emphasis manipulation sequencing with simplifying condition sequencing, exposing students to the entire domain and context from the beginning of the learning process to develop a holistic cognitive process. A quasi-experiment was conducted with 34 sophomore college students majoring in education who were asked to create a lesson plan using different teaching styles. The groups consisted of students learning using emphasis manipulation sequencing and single sequencing (emphasis + condition), and the experimental procedure consisted of a total of five sessions, with between-group and within-group analyses of the effects of cognitive strategies and structural models. In the between-group analysis, cognitive strategies and structural models using the single sequencing method were effective from sessions 2 through 5, while in the within-group analysis, the development of cognitive strategies and structural models occurred from sessions 1 through 3, when the simplifying condition sequencing principle was maintained. While the proposed instructional designs are not a foolproof way to develop cognitive processes, a combined approach that considers the nature of the task provides a starting point that can enhance real-life training.

Abstract

The relationship between technology and educational processes is a complex one. At this moment, increased digitization as well as efforts to limit the use of digital tools can be observed. In view of (a) deepening our understanding of the relationship between technology and educational processes and (b) strengthening the productive educational use of technological tools, elements of a relevant and comprehensive agenda for educational technology research agenda are proposed. The agenda refers to the following elements: educational goals, learners, technological tools, a tripartite relationship learner-tool-teacher, context, and designing learning environments. Recognizing the need for diverse methods and consistent descriptive frameworks can help make the research agenda more cumulative and coherent.

Abstract

Artificial Intelligence (AI) is driving ecological shifts and systemic reforms in education. As practitioners of educational reform, teachers’ behavioral intention to experience and accept the effectiveness of AI technologies will affect the quality of educational change. From an educational ecology perspective, this study explores the impact of core elements within three dimensions—technologies, pedagogies, and cultures—on teachers’ behavioral intention to use AI in an AI-enabled educational ecosystem (AI-e3) environment. The study uses a multi-level mediation model to analyze data of 4349 teachers from 189 primary and secondary schools from a western province of China. The results indicated that school-level dimensional elements, directly or indirectly, influenced teachers’ behavioral intention to use AI, mediated by teacher-level dimensional elements. The findings are relevant to school administrators and policy makers, who should consider the key influences on teachers’ behavioral intentions to use AI and promote the effective application of AI science for educational change.

Abstract

During COVID, HyFlex gained popularity and became a "new normal" that educators need to consider as an effective instructional approach. Previous research offers conflicting findings related to the impact of HyFlex instruction on students' basic psychological needs and academic performance. Our investigation provides insight into a specific variation of HyFlex we call "Interactive Synchronous HyFlex" as it is situated in a highly collaborative active learning environment. The investigation aimed to clarify relationships between students' academic performance, basic psychological needs, and demographics of a pre-pandemic face-to-face offering of an undergraduate project-based design course and the same course using an Interactive Synchronous HyFlex approach at the end of the pandemic. Demographic data were collected from university databases; academic performance was measured by end-of-semester grades; and a survey measured basic psychological needs. The findings revealed that students in the HyFlex offering perceived their basic psychological needs as being met as effectively or significantly more so compared to students in the face-to-face offering. Significant predictors of student academic success were different for face-to-face environments compared to predictors that were significant in HyFlex environments. In the HyFlex environment, relatedness to the instructor was a significant predictor of academic success as was class rank and gender. These findings point to the importance of instructor presence as a key factor in student success in the HyFlex model. Overall, the results indicate that the HyFlex environment is a viable educational model for the post-pandemic era.

Abstract

Artificial intelligence (AI) competence in education is a set of skills that enable teachers to ethically and responsibly develop, apply, and evaluate AI for learning and teaching processes. While AI competence becomes a key competence for teachers, current research on the acceptance and use of AI in classroom practice with a specific focus on the required competencies of teachers related to AI is scarce. This study builds on an AI competence model and investigates predispositions of AI competence among N = 480 teachers in vocational schools. Results indicate that AI competence can be modeled as combining six competence dimensions. Findings suggest that the different competence dimensions are currently unequally developed. Pre- and in-service teachers need professional learning opportunities to develop AI competence.

Abstract

Based on the assumptions of cognitive load theory, this study aims to utilize the eye movement data collected from multiple experts to scaffold novice graphic designers. The study has two main stages. In the first stage, eye tracking was used to record the eye movements of 7 experts, who covered eight topics explaining how to use Photoshop. The areas of interest and fixation durations were analyzed for each topic to extract the common patterns. Instructional videos were produced with the guidance of both eye movement patterns and multimedia design principles. In the second stage of this study, those videos were delivered to 30 university students. The experiment group watched the guided videos, whereas the control group watched straight videos, i.e., content without guidance. The guidance elements were reduced (faded) as students got familiar with the interface. All participants were assigned to perform tasks as soon as they completed the videos. The findings showed that the knowledge scores did not significantly differ between groups. Still, the average performance scores of the experiment group were considerably higher than that of the control group. Considering the transition process, the experiment group outperformed the others. The topics in which experts’ eye movements highly matched each other resulted in high-performance gaps among groups.

Abstract

The COVID-19 pandemic has accelerated digitization, access to IT resources, and digital inclusion in the Italian school system. This paper presents D-UDA (i.e., “unità didattica di apprendimento digitale”, in Italian), a digital didactic unit for learning mathematics concepts. The presented approach combines teaching methodologies and game-based activities (e.g., the escape room) with a multisensory approach to designing and developing digital and multimodal technologies. D-UDA is divided into two parts: the first part consists of logic puzzles that adhere to the guidelines set by INVALSI (the Italian Istituto Nazionale per la Valutazione del Sistema educativo di Istruzione e di formazione) for mathematics learning, while the second part involves a series of multisensory games designed to promote the development of transversal competencies, such as cooperation and engagement. Moreover, D-UDA encourages children to create their own adventure using the same tools employed by the designers to develop the experience. The children who participated in testing D-UDA in June 2020 were asked to complete usability questionnaires after the experience. Preliminary results indicate the effectiveness of the educational intervention presented, which integrates recent pedagogical theories and teaching methodologies with a multisensory perspective and a technological design.

Abstract

Group awareness tools have garnered significant interest within the realm of computer-supported collaborative learning (CSCL), as they foster collaborative learning behaviors. However, in the context of a CSCL environment devoid of rich technologies, supporting group awareness is challenging. Contextualized in a teacher professional development course in a large normal university in southwestern China, this study followed a minimalist approach to develop group awareness support through collaborating authoring software. An 8-week-long quasi-experiment was conducted to explore whether supporting group awareness in project-based learning (PBL) through a minimalist approach could (1) improve the quality of group project, and (2) improve students’ participation in collaborative learning. The sample consisted of 125 junior students. Students received regular instruction in stage 1 (week 1 to week 4) and instruction with group awareness support in stage 2 (week 5 to week 8). After each stage, students’ group projects and self-reported surveys were analyzed qualitatively and quantitatively. It was found that supporting group awareness led to significantly better group performance but did not significantly influence student participation. Group awareness support also contributed to equal involvement among group members. Furthermore, cross-group awareness encouraged students to co-construct knowledge across groups. These findings might help practitioners in economically disadvantaged and technologically underprivileged areas to design group awareness support. It might also benefit instructors who prefer a light-tech solution to support CSCL.

Abstract

Technological advancements in recent years have accelerated the development of information and communication technologies, introducing numerous innovations. One prominent innovation is the concept of the metaverse, which has gained significant popularity and is increasingly influencing various sectors, including the economy, art, entertainment, and education. Despite its growing relevance, there is a practical gap in understanding how management information systems students in Türkiye perceive the use of the metaverse for software education. This study aims to address this gap by exploring students’ perceptions and identifying the factors that influence their intentions to use the metaverse. The conceptual model includes adoption characteristics such as traibility, observability, compatibility, and complexity, as well as user satisfaction, personal innovativeness, and the structures of the technology acceptance model. The data of the study were obtained from 877 students, and the collected data were analyzed utilizing the structural equation modeling technique. The results indicate that personal innovativeness positively influences perceived usefulness and perceived ease of use. However, perceived observability, user compatibility, and perceived traibility did not significantly impact user satisfaction. Conversely, perceived usefulness, user satisfaction, and perceived ease of use positively affect students’ intentions to use the metaverse for software education. This study offers valuable contributions to the metaverse literature, educators, field experts, and researchers.

Abstract

The purpose of the present study was to analyze the impact of technology on student foreign language learning, as it has been widely used to enhance language instruction over the past few decades. This multivariate meta–meta-analysis study aimed to examine the effects of technology on various aspects of language learning, including listening, speaking, reading, writing and vocabulary, and explore how factors like educational level and technology type influenced these impacts. The researchers conducted a meta-analysis of 10 studies published prior to May 2023, using both qualitative and quantitative methods. They analyzed the descriptive and methodological characteristics of each study, and found a statistically significant overall effect size (g = .068, p < .001 with a 95% confidence interval of .595–.860) indicating that technology positively impacted language learning outcomes compared to traditional learning methods. The researchers identified educational level and technology type as important factors contributing to the variability in effect size. Specifically, both higher education and K-12 settings, as well as VR tools and computing resources, had positive impacts on students’ foreign language learning. Overall, the results suggest that using technology is an effective way to improve foreign language learning for students, and provide valuable recommendations for future research and practical applications in this area.

Abstract

Computational thinking is accepted today as a collection of cognitive and social skills required for functioning in the 21st century. The paper presents a conceptual view at computational thinking that encompass concepts, problem-solving skills, application skills, and social skills. To impart those perceptions and skills the paper proposes the Four Pedagogies for Developing Computational Thinking (4P4CT) framework, which relies on active learning, project-based learning, product-based learning, and context-based learning, and advocates implementing computational thinking across all the education system in all subject matters at all ages by all teachers. The framework is presented and its implementation in an academic course for preservice K-12 teachers, taught so far in 16 classes attended by 409 preservice K-12 teachers, is described in detail. To support the effective development of the expected competences among preservice teachers, two types of empirical qualitative evidence, related to student outcomes, are presented: (a) simulations of computational processes, and (b) reflections that indicate a change in preservice teachers' perceptions and the application of computational thinking in their future teaching work.

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Abstract

Computer-supported collaborative concept mapping (CSCCM), as one of the computer-mediated instruction and learning strategies, has been used to foster collaborative knowledge construction (CKC). Previous research has characterized groups based on final knowledge artifacts, products, or performances, rather than the temporal, process-oriented characteristics generated during the collaborative learning process. To fill this gap, this research clustered groups into distinct clusters based on the collaborative discourse data by using agglomerative hierarchical clustering approach, and examined the process characteristics of different clusters and associated performances. Four clusters were identified and labeled. Cluster 1, the high-performing cluster, was characterized as the actively-engaged, idea-centered, consensus-achieved, and socioemotional-engaged cluster. Cluster 2, the low-performing cluster, was characterized as the inactively-engaged, information-shared, goal-oriented, and reflection-revolved cluster. Cluster 3, the medium-performing cluster, was characterized as the inactively-engaged, problems-unsolved, and reflection-revolved cluster. Cluster 4, the medium-performing cluster, was characterized as the actively-engaged, idea-centered, and goal-oriented cluster. Based on the results, this research proposed instructional strategies and assessment implications for improving CSCCM research and practice.

Abstract

Peer feedback is regarded as playing a vital role in fostering preservice teachers’ noticing and reasoning skills during technology integration. However, novices in particular (e.g., pre-service teachers) tend to provide rather superficial feedback, which does not necessarily contribute to professional development. Against this background, we developed an online video-annotation tool, LiveFeedback + , which allows for providing peer feedback on the quality of technology integration during microteachings in a fine-grained manner. Applying a design-based research approach (2 design cycles, N = 42 pre-service teachers, quasi-experimental interrupted time-series design), we investigated whether the addition of prompts (Cycle 1) and strategy instruction combined with prompts (Cycle 2) contributed to the quality of peer feedback. Contrary to our predictions, piecewise regressions demonstrated that pre-service teachers provided more feedback comments with superficial praise and fewer feedback comments with substantial problem identification and solutions when prompts were available. However, when pre-service teachers were explicitly instructed in strategy use, the reasoning during peer feedback could be enhanced to some extent, as pre-service teachers provided less praise and more problem diagnosis in feedback comments when strategy instruction was available. These findings suggest that the addition of strategy instruction that explicitly models adequate feedback strategies based on prompts can help overcome mediation deficits during peer feedback in technology-based settings.

Abstract

With continued growth in online learning, motivation remains a key factor in persistence and achievement. Online mathematics students struggle with self-regulation and self-efficacy. As reported by Ryan and Deci (Self-determination theory: basic psychological needs in motivation, development, and wellness, Guilford Press, 2017, https://doi.org/10.3233/EFI-2004-22201), in their well-established self-determination theory, contended that satisfying the psychological needs of autonomy (involving self-regulation), competence (involving self-efficacy), and relatedness (involving a sense of belonging) creates a suitable environment for integrated extrinsic and intrinsic motivation to thrive. The purpose of this action research was to implement a self-determination theory-based online unit for mathematics students to improve their motivation levels. A convergent mixed methods action research design was employed to identify changes in the levels of autonomy, competence, and relatedness of the participants in an Algebra 2 course (n = 50) at a fully online school in the northeastern United States. Results from the motivation questionnaire and student interviews indicated a significant increase in competence and relatedness after completing the intervention. While no significant increase in autonomy was evident in the quantitative results, the qualitative findings showed some support for improved autonomy. Recommendations for online mathematics course design to support increased motivation are provided.

Abstract

Students’ individual characteristics influence the effectiveness of instruction and learning and, therefore, the depth of learning. This study brings forth the voices of middle school students regarding their science learning preferences through four modalities: visual, auditory, sensorimotor, and agency support. We examined the relationship between the students’ science learning preferences and three of their personal characteristics (gender, having or not having a learning disability, and level of scientific knowledge and skills). The study encompassed 305 students (166 girls) and applied a quantitative methodology employing two questionnaires: Scientific Knowledge and Skills and Learning Preferences. Analysis of variance and multiple regressions revealed that the participants favored all four learning modalities, with a significant preference for learning via visual and sensorimotor means. Girls significantly preferred learning preferences via visuals and agency support. A significant correlation was found between the level of preference for learning science via auditory means and the students’ level of scientific knowledge and skills. Hierarchical regression analysis showed a significant positive contribution of gender and preference for learning science via auditory means but no contribution of having a learning disability to the students’ level of scientific knowledge and skills. The study results show the importance of implementing multi-faceted instructional strategies to address students’ diversity and learning preferences. Our findings underscore the need for educators and policymakers to be attentive to the students’ voices when striving to narrow gaps, achieve equality among students, and elevate students’ knowledge and skills in science studies.

Abstract

The retention of fundamental mathematical skills is imperative to provide a foundation on which new skills are developed. Educators often lament about student retention. Cognitive scientists and educators have explored teaching methods that produce learning which endures over time. We wanted to know if using spaced recall quizzes would prevent our students from forgetting fundamental mathematical concepts at a post high school preparatory school where students attend for 1 year preparing to enter the United States Military Academy (USMA). This approach was implemented in a Precalculus course to determine if it would improve students’ long-term retention. Our goal was to identify an effective classroom strategy that led to student recall of fundamental mathematical concepts through the end of the academic year. The concepts that were considered for long-term retention were 12 concepts identified by USMA’s mathematics department as being fundamental for entering students. These concepts are taught during quarter one of the Precalculus with Introduction to Calculus course at the United States Military Academy Preparatory School. It is expected that students will remember the concepts when they take the post-test 6 months later. Our research shows that spaced recall in the form of quizzing had a statistically significant impact on reducing the forgetting of the fundamental concepts while not adversely effecting performance on current instructional concepts. Additionally, these results persisted across multiple sections of the course taught at different times of the day by six instructors with varying teaching styles and years of teaching experience.

Abstract

In this paper, we examine how researchers and teachers in a multi-year professional development program shifted their conceptualizations of equity. Following (Grapin et al (2023) Sci Educ 107:999–1032), we ground our analysis in two conceptualizations of equity that exist across fields: equity-as-access (learners should have access to disciplinary knowledge, practices, and career paths) and equity-as-transformation (learners should transform what it means to learn and participate in disciplines). In this study, we describe a professional development (PD) design initially intended to support equitable science teaching and learning by focusing on representations. This initial framing did not distinguish between conceptions of equity-as-access versus equity-as-transformation. As a result, the PD did not provide facilitators or teachers with resources for ideological sensemaking towards equity-as-transformation. Catalyzed by teachers’ request for PD focused on multilingual learners (MLs), we noticed aspects of our design that offered only images of equity-as-access. In response, we designed activities for teachers that offered space and resources for considering equity-as-transformation. As a case study (Yin (2014) Case study research: design and methods, SAGE) using interaction analysis (Jordan and Henderson (1995) J Learn Sci 4:39–103) of PD videos, we describe how we PD activities and facilitation strategies to integrate transformative conceptualizations of equity. These findings have implications for both research and practice. In terms of research, they demonstrate the importance of using multiple lenses to consider equity in science classrooms. In terms of practice, they underscore the importance of providing teachers with opportunities to explicitly connect new perspectives of equity with day-to-day experiences of classroom teaching.

Abstract

Promotion of students’ scientific literacy has long been and continues to be a central goal for reform efforts in science education. Although there is a great number of research conducted to evaluate student’s scientific literacy, less is known about how we can improve students’ scientific literacy through variety of scientific practices. In this study we aimed to refer to this shortcoming in the literature by examining the effect of argument driven inquiry (ADI) instructional model to promote 8th grade students’ scientific literacy. A mixed method quasi experimental design was used in this study. Sixty-seven eighth grade students from the same public school attended the study. Two intact classes were randomly assigned either in structured inquiry (SI) or ADI groups. The data sources included a Scientific Literacy Assessment (SLA) and semi-structured interviews. The results indicated that students experiencing ADI instruction scored higher on the SLA-D test and personal epistemology dimension of SLA-MB test than students experiencing SI instruction. The results propose that engaging students in meaningful scientific practices may support their scientific literacy.

Abstract

Advances in graphing technologies and learning sciences pedagogy have the potential to equitably support students when exploring complex systems depicting dynamic relationships across multiple disciplinary topics in Science, Technology, Engineering, and Mathematics (STEM). We report on the cumulative impact of science units designed in a Research Practice Partnership (RPP) that leveraged Knowledge Integration (KI) pedagogy to support middle school students to generalize insights to new graph representations and science topics. Teachers across 11 schools incorporated the graph-science units into their curriculum plans. We analyzed ~ 8000 responses to validated and reliable graph-science KI assessment items administered before the first year and after one, two, or three years of instruction aligned with KI pedagogy. With random coefficient, multi-level, mixed-effect regression modeling, we analyzed performance after one-, two-, and three-years of graph-science KI instruction. We also analyzed the growth trajectories of subgroups, i.e., multilingual learners. Data suggest two years of graph-science KI instruction is needed to make significant impacts on student learning and ameliorated the disparity between students with different native language fluencies. These results illustrate the value of technology-enhanced, pedagogically aligned K-12 science instruction that is designed to support connecting diverse graph data and science knowledge comprehensively and cumulatively.

Abstract

Comparison is an important mechanism for learning in general, and comparing two worked examples has garnered support over the last 15 years as an effective tool for learning algebra in mainstream classrooms. This study was aimed at improving our understanding of how Modified for Language Support-Worked Example Pairs (MLS-WEPs) contribute to effective mathematics learning in an ESOL (English to Speakers of Other Languages) context. It investigated a novel instructional approach to help English Learners (ELs) develop better understanding in mathematical reasoning, problem solving, and literacy skills (listening, reading, writing, and speaking). Findings suggest that MLS-WEPs not only enhanced ELs’ ability to solve algebra problems, but it also improved their written explanation skills and enabled them to transfer such skills to different mathematical concepts. Moreover, when controlling for ELs’ prior knowledge, the effectiveness of the MLS-WEPs intervention for performing and explaining calculations did not vary by their English proficiency.

Abstract

Research has shown that, in general, students are treated differently on the basis of their achievement levels and ethnicity. Such differential treatment might also result in the administration of different learning materials, and so far, not much is known about how teachers choose these materials for different students. In two vignette studies, we investigated which student factors influence teachers’ choice of materials. In Study 1, preservice teachers were asked to choose between an easy or difficult instructional video with the same content in response to vignettes that differed by students’ ethnic minority or majority background. In Study 2, preservice teachers could choose between text or video materials with the same content. The student descriptions varied systematically in achievement (high vs. low) and ethnic background (minority vs. majority). The results of Study 1 showed that ethnic minority background students were significantly more often given the easy video than ethnic majority background students. In Study 2, the results showed that student achievement was the crucial factor. Low-achieving students were given the video significantly more often, whereas high-achieving students were more often given the text. Both studies provide initial insights into how teachers’ material choice might be influenced by student characteristics.

Abstract

Discourse analysis, as a mainstream research method in classroom teaching, has gained widespread attention in education. Educators believe that children's thinking development requires support from interactive discourse. In this study, four primary school mathematics classes were segmented based on the form, frequency, content, and purpose of teacher-student interactions. A total of 73 dialogue segments were selected for coding, resulting in 338 codes. The coding process was based on the turn of talk and assigned corresponding coding numbers to the content of teacher-student discourse in the fragments according to the Bloom-Turney teaching questioning code list and the Hierarchical Framework of Student Thinking Level based on Biggs-Collis Structure of the observed learning outcome. The results show that Knowledge level question (Q1), Understanding level question (Q2), Application level question (Q3), Synthesis level question (Q5), and Evaluation level question (Q6) are related to students' low-level thinking. The questions of Analysis level (Q4), Synthesis level (Q5), and Evaluation level (Q6) are related to students' high-level thinking. We found that there are variety of interactive structures between teachers and students in the question and answer session, among which three interaction structures show significant performance, namely Q2 → M (Multiple-point structural level) → Q4 → C (Correlational structural level), Q3 → M → Q4 → C, Q3 → M → Q6 → A (Abstract-extension level), these structures can show how teachers timely adjust the types of questions according to students' answers to improve students' thinking level.

Abstract

This study investigated the role of co-teaching in the development of students’ mathematics motivation and achievement. More specifically, we examined how sixth-grade students’ (N = 146) mathematics self-concept and individual interest changed over one school year, how these changes were related to each other and to mathematics achievement, and, most importantly, whether they differed between co-teaching and solo-teaching conditions. The co-teaching condition included 70 students in three classes with mathematics taught by pairs of teachers, while the solo-teaching condition included 76 students in four classes with mathematics taught by individual class teachers. The design included three repeated measures of mathematics self-concept and interest as well as pre- and post-measures of mathematics test performance and teacher-rated mathematics grades. A series of latent growth curve analyses showed both self-concept and individual interest to decline over time, and these changes to be strongly correlated: as self-concept decreased, so did interest, and vice versa. The changes in self-concept and interest were independent of prior achievement and did not predict later achievement either. Students in the co-taught group received better grades at the end of the year, but no differences in the development of self-concept and individual interest were found between the teaching conditions. That is, co-teaching contributed to improvement in mathematics achievement, but this was not mediated by changes in mathematics motivation.

Abstract

Digital learning games have been increasingly adopted in classrooms to facilitate learning and to promote learning outcomes. Contrary to common beliefs, many digital learning games can be more effective for female students than male students in terms of learning and affective outcomes. However, the in-game learning mechanisms that explain these differences remain unclear. In the current study, we re-analyze three retrospective data sets drawn from three studies conducted in different years. These data sets, which involved 213, 197, and 287 students, were collected from a digital learning game that teaches late elementary and middle school students decimal concepts. We re-analyzed these data sets to understand how female and male students differ in the rates of gaming the system, a behavioral measure that reflects a form of disengagement while playing the game. Rates of gaming the system are compared between female and male students within each of the game’s two core instructional activities (i.e. problem-solving and self-explanation) as well as tested in a game vs. non-game condition. We found that female students game the system significantly less than male students in the self-explanation step in the game condition, in all three studies. This difference in the rates of gaming mediates the relationship between gender and learning outcomes, a pattern in which female students tend to learn more than male students, across all three studies. These results suggest that future design iterations of the game could focus on reducing gaming behaviors for male students, which might improve learning outcomes for female students as well. Understanding gender-based differences in game behaviors can inform future game design to promote better learning outcomes for all students.

Abstract

Transfer of responsibility for learning from the teacher to the learner has been considered the final aim of successful scaffolding. Despite this importance, few studies have been conducted in this area. The present conversation analytic study examined the scaffolding interactions of a sample of Iranian English language teachers to identify how responsibility for learning was transferred in scaffolding interactions. The teachers were divided into two groups of novice and experienced based on the criteria proposed in the extant literature. The results showed that the novice and experienced language teachers enacted transfer differently. The novice teachers used more high-support moves, like models and questions with scarce use of low-support moves, thereby mostly curbing the transfer process. However, the experienced teachers used a wider range of scaffolding strategies especially low-support moves to encourage learners to use their learning potentials. The novice teachers mismanaged repair-initiations while experienced teachers mainly ended repair-initiations in self-repairs. The study suggests that the teachers’ experience level can significantly impact their scaffolding interactions with students. Further, it highlights the significance of providing ongoing professional development and training opportunities for language teachers to improve their ability to provide effective scaffolding. Overall, the study highlights the need for continued research in this domain.

Abstract

Online reading for academic purposes is a complex and challenging activity that involves analysing task requirements, assessing information needs, accessing relevant contents, and evaluating the relevance and reliability of information given the task at hand. The present study implemented and tested an analytical approach to strategy training that combined a detailed, step-by-step presentation of each strategy with the integration of various strategies across modules and practice tasks. One hundred sixty-seven university students were assigned to either a treatment or a control condition. The training program was implemented as part of a digital literacy course. Instructors received background information and instructional materials prior to the beginning of the term. The intervention improved students’ performance on a set of search and evaluation tasks representative of the target skills, although to varying extent. The impact was higher for evaluation than for search skills, in terms of accuracy and quality of students’ justifications. The data provides initial evidence that an analytical approach may foster university students’ use of advanced reading strategies in the context of online reading. Implications for instruction and future research are discussed.

Abstract

To maximize our teacher candidates’ learning about culturally and linguistically diverse students, we developed and implemented Case-Based Instructional (CBI) Modules (Language, Identity, Family, Assumptions) in two teacher preparation courses at a US university. We examined the Modules’ impacts on teacher candidates’ learning, self-efficacy, attitudes, and transfer of learning to novel contexts. Examining the Modules’ effectiveness within and across two delivery modes indicated that both instructor-facilitated and instructor-supported approaches to CBI elicit similar positive attitudes and are effective in enhancing teacher candidates’ learning, but not transfer. When teacher candidates’ analyses of cases were not facilitated by instructor, however, there were some missed opportunities for learning.

Abstract

Relying on multiple documents to answer questions is becoming common for both academic and personal inquiry tasks. These tasks often require students to explain phenomena by taking various causal factors that are mentioned separately in different documents and integrating them into a coherent multi-causal explanation of some phenomena. However, inquiry questions may not make this requirement explicit and may instead simply ask students to explain why the phenomenon occurs. This paper explores an Activity Model Hypothesis that posits students lack knowledge that their explanation should be multi-causal and how to engage in the kind of thinking needed to construct such an explanation. This experiment, conducted on a sample of eigth grade students, manipulated whether students received a short 10-min lesson on the nature of scientific explanations and multi-causal reasoning. Students who received this causal chain lesson wrote essays that were more causally complex and integrated, and subsequently performed better on an inference verification test, than students who did not receive the lesson. These results point to relatively simple changes to instructions that can provide the support students need for successful multiple-document comprehension.

Abstract

Self-explanation prompts in example-based learning are usually directed backwards: Learners are required to self-explain problem-solving steps just presented (retrospective prompts). However, it might also help to self-explain upcoming steps (anticipatory prompts). The effects of the prompt type may differ for learners with various expertise levels, with anticipatory prompts being better for learners with more expertise. In an experiment, we employed extensive modelling examples and different types of self-explanations prompts to teach 78 automotive apprentices a complex and job-relevant problem-solving strategy, namely the diagnosis of car malfunctions. We tested the effects of these modelling examples and self-explanation prompts on problem-solving strategy knowledge and skill, self-efficacy, and cognitive load while learning. In two conditions, the apprentices learned with modelling examples and received either retrospective or anticipatory prompts. The third condition was a control condition receiving no modelling examples, but the respective open problems. In comparison with the control condition, modelling examples did not promote learning. However, we observed differential effects of the self-explanation prompts depending on the learner’s prior knowledge level. Apprentices with higher prior knowledge learned more when learning with anticipatory prompts. Apprentices with less prior knowledge experienced a greater increase in self-efficacy and a higher germane cognitive load when learning with retrospective prompts. These findings suggest using different self-explanation prompts for learners possessing varying levels of expertise.

Abstract

Academic self-concept plays a central role in successful learning and is substantially shaped by social comparisons. Research on the so-called Big-Fish-Little-Pond Effect (BFLPE) has yielded a highly robust and generalizable pattern of negative effects of higher class/school average achievement on students’ self-concept when controlling for individual achievement. However, most BFLPE studies have not provided information about the causes behind or the mechanisms underlying the proposed effects. To address this, we used a fully immersive virtual reality (IVR) classroom to experimentally test the extent to which students recognized performance-related classroom behavior as implicit social comparison information and how these perceptions explained differences in students’ self-concepts. Participants (N = 381 sixth-grade students) experienced an authentic yet standardized IVR teaching situation with virtual classmates who exhibited different performance levels (operationalized as 20% vs. 35% vs. 65% vs. 80% of classmates raising their hands). Hand-raising behavior had a significant positive effect on students’ perceptions of the class’ performance level (d20% vs. 65% = 0.60; d20% vs. 80% = 1.24). In line with the BFLPE, results showed a negative effect of higher performing classmates on students’ situational self-concept (d20% vs. 80% = 0.30). Students’ perceptions of the class’ performance level fully explained the effect of classmates’ hand-raising behavior on students’ situational self-concept. The study’s experimental approach provided new insights into the emergence of social comparison effects in the classroom, highlighting the major role of students’ perceptions of their classmates’ performance-related behavior, and moreover demonstrated the general potential of using IVR in classroom research.

Abstract

Teachers form expectations that can influence their students’ performance, and there are a variety of ways these expectations can be communicated. In the current study, we tested a novel method for communicating expectations via examples of student work—examples that contain basic, entry-level work and communicate low, but manageable expectations or examples that contain complex, advanced-level work and communicate high and challenging expectations. Across three semesters, 91 college students in a data management course completed a class assignment that involved exploratory coding activities. Prior to the assignment, students were randomly assigned to view basic or advanced examples of student work. Students assigned to the advanced-examples condition reported higher perceptions of task difficulty and frustration, but they also exhibited higher levels of performance in terms of the complexity of their own work. Results suggest that setting challenging expectations can create a desirable difficulty that ultimately benefits students’ performance in an authentic learning environment.

Abstract

There is abundant research on the use of concept maps in education. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning. In the less explored field of history, some studies have found positive effects of collaborative concept mapping. However, student interaction has not been analyzed. This study employed quantitative and qualitative methods based on classroom discourse analysis to examine the extent to which students engage in historical reasoning and transactive interaction when they collaboratively complete a semiempty concept map, versus when they collaboratively write a summary, about 19th-century Western imperialism.

The participants were 20 secondary education students from two history classes with an average age of 16 years. Within each class, the students were randomly assigned to the different conditions: collaborative concept mapping and collaborative summary writing. Student interaction was analyzed at two different levels: the content level and modes of co-construction. The results show that the students in the semiempty concept mapping condition engaged significantly more in causal explanation and argumentation and used more historical and metahistorical concepts in their reasoning than the students in the summary writing condition. Interaction in the semiempty concept mapping condition included a much higher percentage of utterances which denoted the convergence and integration of the knowledge contributed by the partners in the dyad. This kind of transactive interaction not only reflected co-construction but also historical reasoning.

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Abstract

While there are many documented approaches to using technological tools to support collaboration in remote environments, studies related to proof-based courses are overwhelmingly situated in the context of geometry. This study uses instrumental genesis theory to study how students in an introduction to proofs course operationalize the technological tools, namely Google Docs and Zoom, available to them to engage in collaborative proof activity during small group work. Results from our analysis found that students coordinate uses of different tools to develop instruments that can be used to (1) engage in collective argumentation by coordinating visual mediators and verbal communication and (2) co-construct a group solution by refining shared text. In particular, Google Docs was found to be a versatile and rich tool that supported the students’ collaborative activity and encouraged a more active approach to proof-related writing. We discuss implications of the students’ tool use on their collective mathematical proof activity.

Abstract

Collaborative learning in high-fidelity simulators is an important part of how master mariner students are preparing for their future career at sea by becoming part of a ship’s bridge team. This study aims to inform the design of multimodal learning analytics to be used for providing automated feedback to master mariner students engaged in collaborative learning activities in high-fidelity navigation simulators. Through a design ethnographic approach, we analyze video records of everyday training practices at a simulator center in Scandinavia, exploring (a) how feedback is delivered to students during collaborative activities in full-mission simulators and (b) which sensors are needed and why they are needed for capturing the multimodal nature of professional performance, communication, and collaboration in simulation-based collaborative learning. Our detailed analysis of two episodes from the data corpus shows how the delivery of feedback during simulations consists of recurring, multidimensional, and multimodal feedback cycles, comprising instructors’ close monitoring of student’s actions to continuously assess the fit between the learning objectives and the ongoing task. Through these embedded assessments, feedback that draws on the rich semiotic resources of the simulated environment, while considering aspects of realism and authenticity, is provided. Considering the multidimensional and multimodal nature of feedback in professional learning contexts, we identify technologies and sensors needed for capturing professional performance in simulated environments.

Abstract

Teaching with virtual worlds provides new means for collaborative learning but creates challenges for teachers in terms of IT skills. To address these challenges, we developed a teaching model for using virtual worlds in classroom practices and applied it to Minecraft in several rounds of design-based research experiments. Our conceptual framework combines ideas from software engineering (sociotechnical congruence) and social sciences (intersubjectivity and emergence). Empirically, we addressed the problem of how shared understanding evolves in computer-mediated learning activities. We video-recorded classroom activities and analyzed them using interaction analysis. The teaching model engaged the students in two interdependent processes, referred to as objects: (1) a social object (discussions) that led to a shared knowledge object (video-recorded role-play) and (2) a technology object (Minecraft buildings) for staging the role-play. Our findings include an empirical phenomenon that we call emergent group understanding, which arose from the complex social interactions between social and technology objects when Minecraft was used as a virtual world in a social studies classroom. This revealed two connected subprocesses: (1) a spontaneous act of providing information to assist learners in contextualizing their actions and interactions against a common background, and (2) setting localized goals to guide future actions and interactions. This finding extends previous research by identifying fine-grained processes of intersubjectivity that contribute to collaborative learning. More generally, our teaching model addresses the problem of balancing creative and instructional learning goals.

Abstract

Collaborative skills are crucial in knowledge-rich domains, such as medical diagnosing. The Collaborative Diagnostic Reasoning (CDR) model emphasizes the importance of high-quality collaborative diagnostic activities (CDAs; e.g., evidence elicitation and sharing), influenced by content and collaboration knowledge as well as more general social skills, to achieve accurate, justified, and efficient diagnostic outcomes (Radkowitsch et al., 2022). However, it has not yet been empirically tested, and the relationships between individual characteristics, CDAs, and diagnostic outcomes remain largely unexplored. The aim of this study was to test the CDR model by analyzing data from three studies in a simulation-based environment and to better understand the construct and the processes involved (N = 504 intermediate medical students) using a structural equation model including indirect effects. We found various stable relationships between individual characteristics and CDAs, and between CDAs and diagnostic outcome, highlighting the multidimensional nature of CDR. While both content and collaboration knowledge were important for CDAs, none of the individual characteristics directly related to diagnostic outcome. The study suggests that CDAs are important factors in achieving successful diagnoses in collaborative contexts, particularly in simulation-based settings. CDAs are influenced by content and collaboration knowledge, highlighting the importance of understanding collaboration partners’ knowledge. We propose revising the CDR model by assigning higher priority to collaboration knowledge compared with social skills, and dividing the CDAs into information elicitation and sharing, with sharing being more transactive. Training should focus on the development of CDAs to improve CDR skills.

Abstract

This study analyzed collaborative invention projects by teams of lower-secondary (13–14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams’ knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention.

Abstract

In online learning at scale, wherein instructional videos play a central role, interactive tools are often integrated to counteract passive consumption. For example, the forum or discussion board is widely used, and an emerging functionality, danmaku, which enables messages to be synchronized with video playback, has also been utilized recently. To explore how mass participation is accommodated and what categories of interaction learners implement, this study utilizes analysis of interaction and manual content analysis through learner-generated text data from two specific tools employed in a massive open online course (MOOC) setting: the discussion board (N = 739) and danmaku (N = 2435). Results of the analysis of interaction indicate that mass participation is managed differently by the tools: danmaku fosters a collective space for massive participants, while the discussion board organizes them into threaded small groups. In addition, results of the content analysis show danmaku primarily supports indirect interaction with a focus on the socio-emotional dimension, while the discussion board serves as a platform for direct discussions, particularly in the cognitive dimension. Furthermore, within the context of large-scale engagement, various levels of joint interaction, in addition to collaboration, are discerned and discussed in both socio-emotional and cognitive interactions. The findings offer insights for developing sociable and scalable socio-technical environments in computer-supported collaborative learning (CSCL), addressing emerging educational trends. Practical implications for educational design based on these findings are also discussed.

Abstract

Team cohesion is critical in driving successful outcomes for teams in collaborative learning settings. It shapes team behaviour, fostering shared perceptions, group synchrony and a common goal-oriented approach. This affinity becomes evident in dynamic interactions, offering insights into team behaviour through interaction data analysis. Interpreting interaction data proves complex, hampering our understanding and insights into shared team perceptions and task cohesion development. This paper used temporal motif analysis to examine the changes in team members’ cohesive perceptions and behaviours, including task cohesion, performance outcomes, engagement and group synchrony. Trace data from an online work-integrated learning environment captured learning behaviours, while responses to a questionnaire at different stages of a study program captured task cohesion and cohesive perceptions. The findings reveal teams with strong task cohesion and high performance tend to share similar cohesive perceptions driven by interdependent interactions. Conversely, teams with different cohesion perceptions have lower interaction interdependence and poorer performance. Through analysing team interaction data, this study uncovered key insights to promote positive adjustments aligning team perceptions, enhancing collaborative learning and offering support for improved performance, engagement and synchrony among teams, ultimately benefiting learning outcomes and the cultivation of skills and competencies.

Abstract

A key challenge in CSCL research is to find ways to support learners in becoming effective collaborators. While the effectiveness of external collaboration scripts is well established, there is a need for research into support that acknowledges learners’ autonomy during collaboration. In the present study, we compare an external collaboration script and a reflection scaffold to a control condition and examine their effects on learners’ knowledge about effective collaboration and on their groups’ interaction quality. In an experimental study that employed a 1× three-factorial design, 150 university students collaborated in groups of three to solve two information pooling problems. These groups either received an external collaboration script during collaboration, no support during collaboration but a reflection scaffold before beginning to collaborate on the second problem, or no support for their collaboration. Multilevel modeling suggests that learners in the reflection condition gained more knowledge about effective collaboration than learners who collaborated guided by an external collaboration script or learners who did not receive any support. However, we found no effect of the script or the reflection scaffold on the quality of interaction in the subsequent collaboration. Explorative analyses suggest that learners acquired knowledge particularly about those interactions that are required for solving information pooling tasks (e.g., sharing information). We discuss our findings by contrasting the design of the external collaboration script and the reflection scaffold to identify potential mechanisms behind scripting and collaborative reflection and to what extent these forms of support foster collaboration skills and engagement in productive interaction.

Abstract

In collaborative learning, students may follow different trajectories that evolve over time. This study used a multilayered approach to map the temporal dynamics of online problem-based learning (PBL) and the transition of students’ roles across time over a full year duration. Based on data from 135 dental students across four consecutive courses throughout a full academic year, the students’ discourses were coded based on the community of inquiry (CoI). A mixture model was used to identify students’ roles. The roles identified were leaders, social mediators, and peripheral explorer roles, and they were visualized using epistemic network analysis (ENA). Similar trajectories were identified and visualized using sequence and process mining. The results showed varying activity levels across three trajectories. Students in the active-constructive trajectory took on leadership roles, while the students in the social interactive trajectory were mostly social mediators, and the free rider trajectory showed a predominant peripheral explorer role. The students in all trajectories returned to their initial roles, showing features typical of stable collaborative dispositions. Both active trajectories (active constructive and social interactive) had very close levels of achievement, whereas the free riders demonstrated lower grades compared to their peers. This research suggests that understanding role dynamics and their evolving trajectories can help teachers better design future collaborative activities, assign roles, form groups, distribute tasks, and, more importantly, be able to support students.

Abstract

An in-depth analysis of collaborative problem solving (CPS) patterns contributes to understand team dynamics and effective paths to conflict resolution. However, there remains the lack of a perspective in the field of CPS research that organically combines the cognitive, meta-cognitive, and social-communicative dimensions. Moreover, the analysis of CPS sequences has primarily focused on the temporal dimension while overlooking the differences in spatial dimensions. To shed further light on the nature of CPS in computer-based environments, this study collected discourse data generated by 24 university students through an online synchronous chat tool. They were student teachers from a variety of disciplines (math, history, English, etc.) who were required to accomplish two tasks: instructional design and multimedia courseware development. Specifically, a three-stage analytical framework was proposed to code, cluster, and analyze these discourse data to further explore the differences in CPS patterns. We clustered time sequences by calculating the distance similarity metric via the dynamic time warping (DTW) method, which took into account both the spatial and temporal characteristics of the time sequences. Consequently, 16 time sequences of CPS processes were divided into 2 kinds of clusters (CPS subgroups), i.e., cluster 1 and cluster 2. From the statistical analysis, both clusters actively used the skills included in the meta-cognitive dimensions. Cluster 1 was oriented toward the solution of the problem whereas cluster 2 focused primarily on the requirements of the collaborative problem itself. From the process mining analysis, solution-driven cluster 1 tended to focus on expressing specific ideas and evaluating and summarizing them, intermittently monitoring and regulating task progress. Problem-driven cluster 2 tended to express specific ideas intermittently, and lacked the process of summarizing and evaluating different ideas to further filter out the best solutions. Finally, we summarized the implications of this study from theoretical and practical perspectives and discussed future research directions with regard to the limitations of this study.