Sources

27.07.2026. Wenn es darum geht zwischen den Möglichkeiten des Schulsystems und den Bedürfnissen autistischer Schüler*innen zu vermitteln, ist Fachkompetenz nur ein Aspekt. Es ist auch ein hohes Maß an Kreativität, Vermittlungs- und Kompromissfähigkeit gefragt, um neue Wege zu ermöglichen und Rahmenbedingungen anzupassen. In dieser Intensivwoche wird Autismus-Kompetenz vermittelt und Ansätze für die Unterrichtsgestaltung gezeigt, wie Inklusion gehen kann. Diese Intensivwoche ist besonders geeignet für Lehrer*innen, pädagogische Fachkräfte und Schulbegleitende, die ihre Kenntnisse vertiefen und ihren „persönlichen Handwerkskoffer“ erweitern möchten.  Veranstalter: ZAK Germany - Zentrum für Autismus-Kompetenz und Inklusion. Link: https://www.zak-germany.de/event/intensivwoche-schule/ .

07.05.2026. In einer Welt, in der digitale Tools und KI zunehmend den Alltag durchdringen, stellt sich die Frage: Wie können Schulen sicherstellen, dass Lernende und Lehrende nicht nur Konsumenten, sondern souveräne Gestalter ihrer digitalen Lernwelt bleiben? Dieses Panel beleuchtet, wie Schule eine Kultur des selbstbestimmten Lernens und Lehrens fördern kann – durch den verantwortungsvollen Einsatz digitaler Tools, kritische Medienbildung und die Entwicklung von Kompetenzen, die es ermöglichen, digitale Technologien im Unterricht reflektiert zu nutzen. Christopher Muhler und Eike Völker zeigen, wie dieser Ansatz in der Praxis umgesetzt werden kann und welche Rolle Lehrkräfte dabei spielen. Veranstalter: Friedrich Verlag. Link: https://www.friedrich-verlag.de/unternehmen/presseseite/learntec-2026/ .

17.06.2026. Teilnehmende dieser Fortbildung widmen sich der Innenperspektive betroffener Studierender und auch der Perspektive begleitender/beratender Fachkräfte der Frage, wie günstige Rahmenbedingungen für ein gutes Gelingen geschaffen werden können. Die Fortbildung ist geeignet für Studierende, Dozent*innen, unterstützende Fachkräfte und Eltern. Es gibt auch Raum für Fragen und interdisziplinären Austausch. Themen: Autismus und ADHS – unsichtbare Behinderungen im Studium? Kommunikation(-shilfen), Nachteilsausgleiche und Unterstützungsmöglichkeiten Tipps und wichtige Hinweise. Veranstalter: ZAK Germany - Zentrum für Autismus-Kompetenz und Inklusion. Link: https://www.zak-germany.de/event/univers/ .

09.06.2026. In diesem Afterwork-Seminar bekommen die Teilnehmenden einen Leitfaden an die Hand, mit dem sie Ihren autistischen Schüler*innen kompetent begegnen können. Stephanie Meer-Walter berichtet aus der eigenen autistischen Innensicht und Lehrerinnenperspektive. Sie vermittelt grundlegendes Wissen über das Autismus-Spektrum. Teilnehmende erleben einen ganz typischen Schultag aus der Perspektive autistischer Schüler*innen und erfahren, wie das autistische Sein Lernen und Verhalten beeinflusst. Die Referentin schenkt damit einen einzigartigen Perspektivwechsel.  Veranstalter: ZAK Germany - Zentrum für Autismus-Kompetenz und Inklusion. Link: https://www.zak-germany.de/event/autismus-und-schule-kein-problem/ .

08.06.2026. In dieser Intensivwoche beschäftigen sich die Teilnehmenden mit den Hintergründen des gehäuften Auftretens traumatischer Erfahrungen im Kontext Autismus. Biografische und gesellschaftlich bedingte Ursachen werden beleuchtet, und ein besonderer Fokus liegt auf stärkenden und ressourcenorientierten Handlungsansätzen, die in den jeweiligen beruflichen Kontext integriert werden können. Zielgruppe sind Therapeut*innen, Pädagog*innen, Systemische Therapeut*innen/ Berater*innen und vergleichbare Berufe, die für jugendlichen oder erwachsenen Menschen aus dem Autismus-Spektrum arbeiten.  Veranstalter: ZAK Germany - Zentrum für Autismus-Kompetenz und Inklusion. Link: https://www.zak-germany.de/event/intensivwoche-trauma-autismus/ .

18.06.2026. Die Erziehung autistischer Kinder stellt an betroffene Eltern besondere Herausforderungen und bringt sie oftmals im Alltag an ihre emotionale und praktische Belastungsgrenze. Um ihren Kindern eine Teilhabe am gesellschaftlichen Leben zu ermöglichen, handhaben Eltern viele Dinge im Alltag bewusst „anders“, werden als widerständig, wunderlich oder auch unbelehrbar wahrgenommen. Ihre alltäglichen Leistungen, persönlichen Ressourcen, individuellen Wünsche und Bedarfe bleiben dabei jedoch noch viel zu oft im Verborgenen. Veranstalter: ZAK Germany - Zentrum für Autismus-Kompetenz und Inklusion. Link: https://www.zak-germany.de/event/komische-eltern-komische-kinder/ .

06.06.2026. In dem Afterworkshop geht es darum, wie Mediennutzung bei Menschen mit Autismus und ADHS entsteht und warum sie sich oft intensiver entwickelt. Es geht um die Frage, unter welchen Bedingungen daraus ein suchtähnliches Verhalten werden kann. Auf Basis verschiedener Modelle (u. a. Belohnungssystem, Entstehung von Gewohnheiten) wird verständlich, weshalb digitale Medien besonders starke Verstärker sind. Gleichzeitig werden individuelle Bedürfnisse von Menschen mit Autismus und ADHS – wie Reizregulation oder Fokussteuerung – berücksichtigt. Der Workshop verbindet wissenschaftliche Grundlagen mit praktischen Strategien für Prävention, Selbstregulation und ein gesundes Medienverhalten. Veranstalter: ZAK Germany - Zentrum für Autismus-Kompetenz und Inklusion. Link: https://www.zak-germany.de/event/mediennutzung-autismus-adhs/ .

01.06.2026. Die Arbeit mit den ganz Kleinen bietet so viele Möglichkeiten, Entwicklung kreativ und mit viel Spaß zu begleiten. Gleichzeitig ist gerade in dieser sensiblen Phase viel Fingerspitzengefühl erforderlich – auch im Umgang mit der Familie. Diese Bildungswoche widmet sich intensiv der autismus-kompetenten Begleitung und Förderung im frühen Kindesalter. Die Intensivwoche ist geeignet für Fachkräfte, die in der Frühförderung, im Kindergarten, im therapeutischen Kontext oder in der autismusspezifischen Förderung tätig sind. Die Intensivwoche wird für die Weiterbildungen aut.IN-Coach und aut.IN-Kids-Practitioner angerechnet. Akkreditiert bei der Ärztekammer Niedersachsen. Anerkannt als Bildungsurlaub in Niedersachsen. Veranstalter: ZAK Germany - Zentrum für Autismus-Kompetenz und Inklusion. Link: https://www.zak-germany.de/event/intensivwoche-fruehfoerderung-online/ .

02.11.2026. Die Arbeit mit den ganz Kleinen bietet so viele Möglichkeiten, Entwicklung kreativ und mit viel Spaß zu begleiten. Gleichzeitig ist gerade in dieser sensiblen Phase viel Fingerspitzengefühl erforderlich – auch im Umgang mit der Familie. Diese Bildungswoche widmet sich intensiv der autismus-kompetenten Begleitung und Förderung im frühen Kindesalter. Die Intensivwoche ist geeignet für Fachkräfte, die in der Frühförderung, im Kindergarten, im therapeutischen Kontext oder in der autismusspezifischen Förderung tätig sind. Die Intensivwoche wird für die Weiterbildungen aut.IN-Coach und aut.IN-Kids-Practitioner angerechnet. Akkreditiert bei der Ärztekammer Niedersachsen. Anerkannt als Bildungsurlaub in Niedersachsen. Präsenztage am Donnerstag und Freitag in Hannover. Veranstalter: ZAK Germany - Zentrum für Autismus-Kompetenz und Inklusion. Link: https://www.zak-germany.de/event/intensivwoche-fruehfoerderung/ .

21.05.2026. Bei Jugendaustausch To Go stellen sich Organisationen und Initiativen aus dem Bereich internationaler Schüler- und Jugendaustausch mit kurzen und prägnanten Präsentationen in Form von Elevator Pitches (Kurzvorträge 90 Sekunden) vor. Damit erhalten Lehrkräfte einen schnellen Überblick über Fördermöglichkeiten und Projekte, mit denen Schulen internationale Begegnungen realisieren können. Im Anschluss an die Präsentationen können sich Lehrkräfte online beraten lassen und Impulse für die eigene Schule mitnehmen. Die teilnehmenden Organisationen sind auf der Website aufgelistet.  Veranstalter: Schule Global. Link: https://aja-org.de/schuleglobal/schuleglobal-jugendaustausch-to-go/ .

10.06.2026. The Barcamp Open Science is a barcamp dedicated to the Open Science movement. It is open to everybody interested in connecting with like-minded people embracing Open Science, unlocking new perspectives and networking on Open Science, and thriving Open Science together! The barcamp’s open format allows lively discussions, learning about and sharing experiences on practices in Open Science, and much time networking with the community. Specific knowledge on Open Science is not needed, participants are invited to bring in their topics. Veranstalter:  Leibniz Strategy Forum Open Science, Wikimedia Germany . Link: https://www.barcamp-open-science.eu/ .

07.05.2026. In einer zunehmend digitalisierten Welt wird die politische Bildung vor neue Herausforderungen gestellt. Künstliche Intelligenz und digitale Technologien bieten Chancen, aber auch Risiken. Wie können Lehrer:innen diese digitalen Werkzeuge sinnvoll einsetzen, um die demokratischen Fähigkeiten von Schüler:innen zu fördern? Kati Ahl und Nikola Poitzmann, Autor:innen des Buches „Upgrade: Demokratie lernen“, zeigen neue Perspektiven und erörtern, wie digitaler Wandel und Demokratiebildung zusammengehen können. Veranstalter: Friedrich Verlag. Link: https://www.friedrich-verlag.de/unternehmen/presseseite/learntec-2026/ .

01.10.2026. Der Niedersächsische Schulbibliothekstag ist die jährlich stattfindende Fachtagung in Niedersachsen zum Thema Schulbibliothek. Ziel der Veranstaltung ist die Vermittlung von zahlreichen neuen Anregungen und Impulsen für die Arbeit in der Schulbibliothek und der Austausch der Akteur:innen untereinander. Der 14. Niedersächsische Schulbibliothekstag findet am 01. Oktober 2026 im Gymnasium Tostedt statt. Programm: Verleihung des Preises beim Niedersächsischen Schulbibliothekswettbewerb  Lesung mit Live-Zeichnen  Workshop-Angebote zu Themen wie Living library, Bestandsaufbau, Medienpräsentation, Upcycling sowie Ganztag und digitale Tools etc.  Talkrunde Schulbibliothek  Markt der Möglichkeiten  Führungen in der Schulbibliothek des Gymnasiums und der Realschule Tostedt Veranstalter: Netzwerk Niedersächsischer Schulbibliotheken mit Unterstützung der Akademie für Leseförderung Niedersachsen und des Niedersächsischen Kultusministeriums. Link: https://www.alf-hannover.de/aktuelles/meldung/anmeldestart-zum-schulbibliothekstag-2026 .

20.05.2026. Angst und Ängste sind oft im Zusammenhang mit Autismus anzutreffen. Was steckt dahinter und was können wir tun? Viel. Und das schauen sich die Teilnehmenden gemeinsam an. Kirsten Hildebrand geht auf Ursachen von Angst im Kontext Autismus ein und vermittelt Handlungsansätze für den Umgang mit Ängsten. Veranstalter: ZAK Germany - Zentrum für Autismus-Kompetenz und Inklusion. Link: https://www.zak-germany.de/event/autismus-und-angst/ .

18.05.2026. Nicht alles ist defizitär! Warum ist Stimming hilfreich und nicht etwas, das man als repetitive, stereotype Verhaltensweisen gleich negativ sehen sollte? Warum hat mein Kind Meltdowns oder Shutdowns zu Hause, wenn doch eigentlich „nichts“ passiert ist? Diese Fragen und noch viel mehr erklärt Aleksander Knauerhase auf diesem Ausflug in die Welt des Autismus und dessen Besonderheiten. Nach dem Vortrag gibt es ausreichend Raum für einen Austausch und Fragen über Autismus.  Veranstalter: ZAK Germany - Zentrum für Autismus-Kompetenz und Inklusion. Link: https://www.zak-germany.de/event/autistische-besonderheiten-verstehen/ .

06.05.2026. Die Zusammenarbeit der Stadtbibliotheken mit Schulen und Schulbibliotheken gehört in den allermeisten Fällen zum erklärten Ziel der kommunalen Kultur- und Bildungspolitik, sollte es zumindest im Idealfall. Bei den bekannten Herausforderungen auf diesem Gebiet ist es stets motivierend sich die Erfolgsmodelle anzuschauen, um von diesen lernen zu können. Als ein Good-Practice-Modell einer Kleinstadt stellt Marieies Schuldt aus der Stadtbücherei Lauenburg/Elbe die engagierte Arbeit ihrer Preisträgerbibliothek vor, die den Bibliothekspreis des Jahres 2023 in kleinen Kommunen und Regionen erhielt. Für ihr beispielhaftes Modell einer Großstadtbibliothek, die eng mit Schulen und Schulbibliotheken zusammenarbeitet, begeisterten die Kolleginnen Min Tjoa-Schneider und Maura Leacche aus der Kinder- und Jugendbibliothek Berlin-Spandau das Fachpublikum bereits auf der BiblioCon 2025 in Bremen. Sie gestalten als Mitarbeiterinnen der Stadtbibliothek engagiert und ideenreich diese Zusammenarbeit. Nach den beiden Impulsvorträgen wird wie üblich Raum für Fragen, Erfahrungen, Ideen im Austausch miteinander geboten. Das Online-Treffen wendet sich an alle schulbibliothekarisch Interessierten. Anmeldung bis 04.05.26. Veranstalter: BIB - Kommission für OPLS. Link: https://eveeno.com/165617979 .

21.05.2026. Die Fachtagung richtet den Fokus auf die Inklusion besonders vulnerabler Beschäftigungsgruppen. In Vorträgen und Workshops soll die Teilhabe am Arbeitsleben vor allem junger Menschen und Frauen mit Schwerbehinderung sowie schwerbehinderter Menschen mit Einwanderungsgeschichte oder besonderen Beeinträchtigungen vertiefend betrachtet werden. Neben der Sensibilisierung für die Bedarfe der besonders vulnerablen Gruppen soll die Tagung auch einen Austausch über Strategien ihrer Beschäftigungsförderung und -sicherung ermöglichen. Die Fachtagung ist Teil des Projekts „Mit Vielfalt zum inklusiven Arbeitsmarkt – Aufgaben für das Reha- und Teilhaberecht“ (VinkA), das vom Bundesministerium für Arbeit und Soziales aus Mitteln des Ausgleichsfonds gefördert wird. Veranstalter: Deutsche Vereinigung für Rehabilitation e. V.Martin-Luther-Universität Halle-WittenbergZentrum für Sozialforschung Halle e. V.. Link: https://www.reha-recht.de/vinka/fachtagung-2026 .

05.05.2026. Die Fachstelle AbenteuerKindheit möchte mit den Fachkräften aus Kita und Kindertagespflege in einen fachlichen Austausch kommen. Es geht um konkrete Fragen aus der Praxis und aktuelle und relevante Naturthemen. Die Teilnehmenden wollen diskutieren und von- und miteinander lernen. Unter dem Oberthema «Mit Kindern in die Natur» gibt es sehr viele spannende und praxisrelevante Themen. Zu Gast im Digitalen Dialog sind die Regionalstellen für Waldpädagogik des Landesbetriebs HessenForst. Die Expert:innen stellen die waldpädagogischen Angebote des Landesbetriebs HessenForst für den frühpädagogischen Bereich vor.Um Anmeldung möglichst bis 03.05.2026 über das Formular auf der Website wird gebeten. Der Zoom-link wird am 04.05.2026 verschickt. Veranstalter: Zentrum für Frühe Bildung des bsj MarburgHessische Fachstelle AbenteuerKindheit. Link: https://www.bsj-abenteuerkindheit.de/aktuelles#panel-2253-0 .

11.05.2026. Zur digitalen Informationswoche rund ums Auslandsjahr lädt MyStudyChoice ein. Jugendliche, die von einem Auslandsschuljahr träumen und ihre Eltern erhalten im Mai in elf Veranstaltungen die ideale Gelegenheit, sich umfassend zu informieren: Die Online-Veranstaltungen sind kostenfrei. Es geht um Schulaufenthalte in Kanada, den USA, in Neuseeland und Australien. In den Zoom-Veranstaltungen stellen Repräsentanten der Bildungseinrichtungen aus dem Ausland ihre Programme an öffentlichen und privaten Schulen vor. Zum Start der digitalen Informationswoche gibt der langjährige Highschool-Experte Thomas Eickel aus Bonn Einblicke und praxisnahe Tipps für das Auslandsjahr. Anmeldung auf der Homepage von MyStudyChoice erforderlich. Veranstalter: MyStudyChoice. Link: https://www.mystudychoice.de/veranstaltungen .

16.05.2026. Welche unterschiedlichen Strategien gibt es im Umgang mit meinem Autismus und ADHS Hobby: Strategien zur Selbstregulation Zeit für Erfahrungsaustausch/Fragen/Gespräch Teilnahmevoraussetzungen. Vor der Anmeldung für einen Peer-Kurs anmelden, sind folgende Voraussetzungen für die Teilnahme zu erfüllen: 1. Die Peer-Kurse sind ausschließlich für Peers (Autismus, AuDHS). So soll sichergestellt werden, dass sich die Peer-Teilnehmer*innen untereinander austauschen können und dafür ist ein sicheres Kursumfeld vonnöten. Nach der Anmeldung ist einmalig per Mail ein Nachweis über die eigene Diagnose zu erbringen oder eine Bestätigung der Teilnehmenden, dass sie sich dem Autismus-Spektrum auch ohne Diagnose zugehörig fühlen. 2. Sichtbarkeit: Die Workshops sind auf eine vertrauensvolle, interaktive Zusammenarbeit ausgerichtet. Eine anonyme oder passive Teilnahme ist in diesem Kontext nicht möglich. Teilnehmende schalten während der Kursteilnahme bitte die Kamera ein. Die verbale und schriftliche Teilnahme ist dem Format gemäß erforderlich. Veranstalter: ZAK Germany - Zentrum für Autismus-Kompetenz und Inklusion. Link: https://www.zak-germany.de/event/die-zweite-seite-autismus-und-adhs/ .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Automated writing evaluation (AWE) technologies have emerged as promising tools that streamline the feedback process and strengthen students’ writing skills. This meta-review synthesized eleven systematic reviews and meta-analyses on AWE research published from 2015 to 2025. Before the main analyses, all selected reviews were evaluated using Many-Facet Rasch Model (MFRM) to determine the study quality. Next, syntheses methods employed narrative approach and text mining analysis. The results suggested the shift from rule-based AWE system to AI-driven AWE tools over three decades. The synthesized findings from meta-analyses supported the effectiveness of AWE on surface-level writing (e.g., grammar, spelling) but highlighted its limitations in improving high-order level of writing (e.g., argumentation). Further, drawing on moderator analyses, educational levels and duration deserve attention in the implementation of AWE. Finally, persistent challenges, future research directions, and practical pedagogy were also identified and discussed. Overall, the present meta-synthesis study supports the potential value of AWE as an adjunct tool rather than a replacement for human feedback in writing instruction.

Feedback is a crucial element in supporting student learning, yet little is known about how students’ perceptions—rather than just the quality and quantity of feedback—impact their experience. This study addresses this gap by first identifying four key dimensions of students’ perceptions of feedback: intimacy, intellectual respect, efficiency, and credibility. Using a 2 × 2 factorial design with 129 undergraduates in an online discussion context, we examined how feedback source (teacher vs. machine) and target (participatory vs. cognitive) influenced these perceptions. Furthermore, we assessed how these dimensions predicted two outcome variables: behavioral intention and perceived effectiveness. A two-way MANOVA revealed that students perceived teacher-generated feedback significantly more positively than identical machine-generated feedback. Interaction effects between source and target were also found, particularly regarding credibility. Multiple regression analyses revealed that efficiency was a key predictor of behavioral intention, while intellectual respect and credibility emerged as key predictors of perceived effectiveness. The findings suggest theoretical and practical implications for design and use of feedback in online learning, advocating for a future that values teacher–machine complementarity.

Generating creative ideas is essential for designers, as creativity underpins all subsequent stages of the design process. This study investigates the impact of Artificial Intelligence Generated Content (AIGC) and traditional methods on design ideation in the context of design education. A controlled experiment was conducted with 21 undergraduate industrial design students of similar academic backgrounds, divided into an experimental group (AIGC-engaged brainstorming) and a control group (traditional brainstorming). Students’ creative outputs were evaluated based on four criteria: novelty, feasibility, correlation, and utility. The study further examined how different design themes and students’ questioning strategies influenced outcomes. Results show that, overall, AIGC-engaged brainstorming outperformed traditional methods in enhancing the novelty, feasibility, and correlation of learners’ design ideas. However, variations in design themes affected AIGC’s creative effectiveness, suggesting the need to balance the strengths of both AIGC and traditional approaches in educational settings. About utility, different interaction patterns between student groups and AIGC led to divergent results. Drawing on the Geneplore model of creative cognition, this study proposes an AIGC-engaged cognitive–prompting model of design ideation, offering practical guidance for effective collaboration to enhance creative performance in design education.

This longitudinal study, grounded in Dynamic Systems Theory (DST), explores how language teachers’ integration of AI tools evolves over an 18-week period, revealing AI adoption as a complex pedagogical transformation rather than a simple technological shift. Drawing on these findings, the research introduces two models: (1) the DST-informed Pedagogical Content Knowledge (PCK) model, which specifies AI-empowered PCK by detailing the five domains of knowledge teachers draw upon, and how these inform teaching practice and scaffolding strategies for personalised student learning; and (2) the AI-in-PCK stage framework, which maps the trajectory of AI adoption, illustrating how teachers’ concerns and practices evolve from initial exploration and experimentation to strategic integration and ongoing learning, while responding to classroom realities and student feedback. Together, these models illuminate adaptive, multifaceted changes in PCK and teaching practice, highlighting how AI integration shapes decision-making and professional growth. The findings underscore critical implications for designing flexible, context-responsive professional learning and systemic support strategies, particularly in under-resourced rural contexts, and provide a foundation for future AI-in-PCK research.

Traditional cognitive training often relies on repetitive exercises, which can lead to boredom and diminished engagement. Game-based design has the potential to address this issue by making training more engaging and enjoyable. Nevertheless, many existing cognitive training games are not grounded in theoretical frameworks. In addition, many situational training games lack meaningful connections to real-life scenarios, which may influence training effectiveness and learner experience. To bridge these gaps, this study proposes a situational cognitive training game framework, which consist of cognitive training foundation (classic inhibition trainings), motivational design framework (game elements), and human–computer interaction framework (authentic contexts). Furthermore, a series of innovative situational training games was developed based on the framework. To ensure that training-oriented games could still retain the affective advantages of game-based learning, we compared these games with casual games from three perspectives: training outcomes, motivation, and game experience. A total of 38 university students from Taiwan participated in the experiment, engaging in both types of games. The findings revealed that the cognitive training games significantly increased inhibition ability, comparing post-test scores between groups and within group. Moreover, participants reported higher motivation, particularly in the dimension of confidence, when playing situational training games than when playing casual games. No significant difference was found in overall game experience between the two types of games. These findings suggest that situational training games can effectively enhance inhibition ability while sustaining motivation and providing a comparable game experience to casual games. The results highlight the importance of designing executive function training games grounded in theory and incorporating game elements such as real-life authenticity and appropriate challenges to support learners’ sense of relatedness and autonomy.

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

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

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

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

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

Mobile augmented reality (MAR) provides learners with an immersive and interactive experience. However, few studies have applied situated learning theory (SLT) to the design of MAR in educational contexts, and even fewer have explored its use in the learning of Tang poetry. This study aimed to address this gap by designing and developing a mobile augmented reality application (app) based on situated learning theory (SLT-MAR) to support primary school students in learning Tang poetry. The study involved 120 4th-grade students from a public primary school in central China. Using a QUAN-qual sequential mixed-methods experimental design, this study examined the effectiveness of the SLT-MAR app. The results indicated that students using the SLT-MAR app outperformed students in the MAR and traditional classroom learning (TCL) groups in terms of Tang poetry achievement, motivation, and technology acceptance. In addition, semi-structured interviews revealed that students perceived the SLT-MAR app as enhancing their motivation and found it beneficial to their Tang poetry learning. The study discusses both theoretical and practical implications, contributes to the literature on integrating SLT with AR technology in educational settings, and provides insights for future research and practice.

This design-based research study examines the implementation of inclusive pedagogy in an English as a Foreign Language (EFL) classroom in a Chinese elementary school, integrating the Teaching Proficiency through Reading and Storytelling (TPRS) method within the Multi-Tiered System of Support (MTSS) framework. Addressing a critical gap, it explores how inclusive pedagogy can be effectively applied within China’s exam-oriented education system, where such practices are often misunderstood or underutilised. Over three years, iterative cycles of planning, action, development, and reflection refined teaching strategies and assessed their impact on diverse learners. Data were collected through teacher field notes, classroom videos, parent and peer-teacher feedback, and student assessments, including standardised tests and reading evaluations using the Oxford Reading Criterion Scale. The findings indicate that inclusive pedagogy significantly enhanced students’ English proficiency, engagement, and sense of belonging, benefiting high-, mid-, and low-performing students alike. Additionally, the study highlights the transformative role of teacher collaboration and parental involvement in overcoming cultural and systemic barriers. By providing empirical evidence of the effectiveness of inclusive pedagogy in a non-Western context, this research offers valuable insights for educators and policymakers aiming to implement inclusive practices in diverse educational settings. The findings underscore the importance of evidence-based, culturally responsive approaches to inclusive education that support all learners.

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

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

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

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

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

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

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

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

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

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