Sources

Veranstaltungen Bildungsserver

Aktionstage #SchuleFürPressefreiheit

6 hours 18 minutes ago
05.05.2025. Anlässlich des Internationalen Tags der Pressefreiheit treten Medienexpertinnen und -experten mit Ihren Schülerinnen und Schülern in den Dialog. Die Workshop-Angebote greifen aktuelle Herausforderungen wie „Film- und Bildmanipulation“, „Fake News“, „Gefahren im Netz“ oder „Presse- und Meinungsfreiheit“ auf.  Veranstalter: Hessische Landeszentrale für politische Bildung. Link: https://hlz.hessen.de/veranstaltungen/aktuelle-veranstaltungen/aktionstage-schulefuerpressefreiheit-2025-05-05t000000z/ .

Online-Informationsveranstaltung zum Freiwilligen Internationalen Jahr

14 hours 26 minutes ago
07.04.2025. Das Freiwillige Internationale Jahr (FIJ) ist eine sinnvolle Möglichkeit für Jugendliche und junge Erwachsene zwischen 16 und 28 Jahren, Auslandserfahrung zu sammeln, die Perspektive zu wechseln und sich selbst von einer ganz neuen Seite zu erleben. Es kann bei der beruflichen Orientierung helfen und ermöglicht es, gemeinnützige Projekte in aller Welt kennenzulernen und zu unterstützen. Die Initiative FIJ vereint über 100 Mitgliedsorganisationen, die staatlich geförderte Freiwilligendienste im Ausland anbieten. Wir informieren darüber, wie man die passende Einsatzstelle findet, wie die Finanzierung funktioniert, was bei der Planung eines FIJ zu beachten ist und beantworten alle Fragen rund um den Freiwilligendienst. Veranstalter: Initiative Freiwilliges Internationales Jahr. Link: https://www.freiwilliges-internationales-jahr.de/ .

TTT – Semantic Scholar: KI-gestützte Literaturrecherche – Potenziale und Grenzen

14 hours 56 minutes ago
24.03.2025. Semantic Scholar ist ein KI-gestütztes Forschungstool für wissenschaftliche Literatur, das vom Allen Institute for Artificial Intelligence entwickelt wurde und seit November 2015 öffentlich zugänglich ist. In dieser Veranstaltung wird Semantic Scholar genauer untersucht, mit besonderem Fokus auf die Funktionsweise und Einsatzmöglichkeiten, die Datenbasis sowie eine kritische Evaluation der Leistungsfähigkeit und Grenzen. Informationsprofis erhalten die Möglichkeit, Semantic Scholar kennenzulernen und dessen Rolle in der modernen Literaturrecherche einzuschätzen. Veranstalter: Deutsche Gesellschaft für Information und Wissen e.V. (DGI). Link: https://dgi-info.de/event/ttt-semantic-scholar-ki-gestuetzte-literaturrecherche-potenziale-und-grenzen/ .

Kommissionstagung „Forsch(end)e Sozialpädagogik“

16 hours 23 minutes ago
19.03.2025. Die Kommissionstagung „Forsch(end)e Sozialpädagogik“ (19.-21. März 2025 in Augsburg) sie bietet  eine Plattform zum Austausch über aktuelle Themen wie das Verhältnis von Theorie und Empirie sowie ethische Fragestellungen in der Forschung. Die Veranstaltung umfasst Vorträge, Arbeitsgruppen und Networking-Möglichkeiten.TagungsgebührTagungsteilnahme: 60,-€ / Ermäßigt 30,-€Gesellschaftsabend: 60,-€ / Ermäßigt 40,-€ Veranstalter: Jahrestagung der Kommission Sozialpädagogik . Link: https://www.dgfe.de/fileadmin/OrdnerRedakteure/Sektionen/Sek08_SozPaed/KSozPaed/Forsch_end_e_Sozialp%C3%A4dagogik_Tagungsplan.pdf .

Diklusiv Lernen mit ChatGPTvon Anfang an

16 hours 49 minutes ago
05.05.2025. Dieses Seminar für Einsteiger und Einsteigerinnen richtet sich gezielt an Lehrkräfte insbesondere aus dem Bereich Inklusion und Sonderpädagogik, die erste Einblicke in die Nutzung von KI-gestützten Sprachmodellen wie ChatGPT gewinnen möchten. Veranstalter: Verband Sonderpädagogik e.V.. Link: https://www.verband-sonderpaedagogik.de/termine/diklusiv-lernen-mit-chatgptvon-anfang-an/ .

Plattformen, Portale, Perspektiven: Auf dem Weg zu einem OER-Ökosystem

19 hours 46 minutes ago
02.06.2025. Diese erste Veranstaltung des Projektes MOERFI (Demo-Tage und Mapping von (OER-förderlichen) BildungsInfrastrukturen) bringt verschiedene Bildungsbereiche zusammen und dreht sich um das Thema „Plattformen, Portale und Perspektiven“ der geförderten OER-Infrastruktur-Projekten. Es geht darum, Lücken und Bedarfe in digitalen Bildungsinfrastrukturen zu erkennen und daraus neue Maßnahmen abzuleiten. Ein zentraler Punkt ist hier der Austausch: Die Projekte stellen ihre bisherigen Ergebnisse vor, teilen Erfahrungen und vernetzen sich mit Praktikerinnen und Praktikern, die in ähnlichen Bereichen arbeiten. Zum Auftakt präsentieren sich die Demonstratorinnen und Demonstratoren an einem „Marktstand“. Anschließend finden Workshops statt, in denen wichtige Themen wie grenzüberschreitendes Lehren und Lernen, Zusammenarbeit, Barrierefreiheit, Inklusion, didaktische Konzepte zu OEP und Bildung mit OER diskutiert werden. Dabei wird erörtert, wie diese Themen in OER-förderlichen Infrastrukturen berücksichtigt werden und welche Lösungen sie für Herausforderungen im Bildungssystem bieten können – etwa für mehr Chancengerechtigkeit, die Modernisierung des Bildungswesens und die Entwicklung digitaler Kompetenzen. Ziel der Veranstaltung ist es, bestehende Lösungen zu vernetzen, um OER besser in Bildungsprozesse zu integrieren und Open Educational Practices (OEP) zu fördern. Das Projekt MOERFI, vom BMBF zur Umsetzung der OER-Strategie gefördert, ermöglicht den Erfahrungsaustausch verschiedener Projekte im Bildungsbereich und stärkt so die Diskussion gemeinsamer, teils bildungsbereichsübergreifender Fragestellungen. Zu diesem Zweck werden Veranstaltungen zur Demonstration von Lösungsansätzen der Bildungsinfrastrukturen (Demo-Tage) durchgeführt sowie Bildungsinfrastrukturen unter Anbindung an die OER World Map visualisiert. Veranstalter: Virtueller Campus Rheinland-Pfalz und FWU Institut für Film und Bild in Wissenschaft und Unterricht [...]

Innovativ – Exzellent – Sichtbar Frauen in Wissenschaft, Wirtschaft und Gesellschaft

5 days 12 hours ago
20.03.2025. Frauen forschen, entwickeln und schaffen Innovationen. Doch noch immer sind sie weniger sichtbar als ihre männlichen Kollegen. Am 20. und 21. März 2025 werden alle Interessierenden zu einer Fachtagung eingeladen, bei der gemeinsam Lösungen aus Wissenschaft und Praxis zur Erhöhung der Sichtbarkeit und Repräsentanz von innovativen Frauen diskutiert wird. Veranstalter: Metavorhaben - Innovative Frauen im Fokus. Link: https://www.innovative-frauen-im-fokus.de/fachtagung-2025/ .

Mutig, weiblich, talentiert: Junge Frauen in "klassischen Männerberufen“ -Fachtagung: Vorbilder berichten aus Beruf und Praxis!

5 days 13 hours ago
18.03.2025. Nachwuchs- und Fachkräftemangel sind wichtige Faktoren für die weitere wirtschaftliche Entwicklung in Deutschland. Leider ist die heutige Berufswahl noch oft sehr stereotypisch und wird den unterschiedlichen Geschlechtern zugeordnet. Typisch weiblich, typisch männlich?! Wer kennt diese Einteilung nicht? Körperlich, harte Arbeit sowie technisches Geschick wird in der Regel Männern zugeordnet, Frauen entscheiden sich häufiger für Berufe im Gesundheits-, Erziehungs- oder Sozialwesen, die hauptsächlich im Rahmen einer schulischen Ausbildung gelehrt werden. Der Fachkräftemangel ist in typischen Männer- und Frauenberufen besonders gravierend, doch Berufe haben kein Geschlecht und Menschen sind vielfältig.  Veranstalter: Logistikportal Niedersachsen e.V.. Link: https://www.eventbrite.de/e/mutig-weiblich-talentiert-junge-frauen-in-klassischen-mannerberufen-tickets-1223161391649 .

Berliner Demografiegespräch Gleichstellung von Männern und Frauen in Deutschland: Stand und Perspektiven

5 days 13 hours ago
06.03.2025. Die Gleichstellung von Frauen und Männern steht in verschiedenen Lebensbereichen vor unterschiedlichen Herausforderungen. Entsprechend zeigt sich heute ein heterogenes Bild. Gute und differenzierte Daten sind daher Grundvoraussetzung für wirksame politische Maßnahmen. Anhand ausgewählter Indikatoren geben wir einen Überblick über den in den letzten 15 Jahren erreichten Stand der Gleichstellung von Frauen und Männern und präsentieren aktuelle Forschungsergebnisse über die normativen Vorstellungen zu den Geschlechterrollen. Das Statistische Bundesamt zeigt zentrale Trends der Gleichstellung in ausgewählten Themenfeldern: Wie hoch ist der Anteil von Frauen und Männern an Führungspositionen in Politik, Wissenschaft und Wirtschaft? Welche Unterschiede gibt es bei Bildung und Berufswahl? Wie teilen sich Frauen und Männer Erwerbs- und Sorgearbeit auf? Vorgestellt werden Indikatoren anhand des Online-Gleichstellungsatlas des BMFSFJ, für den das Statistische Bundesamt die Datenakquise und Qualitätssicherung übernimmt, und der Gleichstellungsindikatoren des Statistischen Bundesamts.    Veranstalter: Statistisches Bundesamt . Link: https://www.klischee-frei.de/de/klischeefrei-exklusive-online-workshops-fur-partnerorganisationen-108313.php .

HackathOERn #1

5 days 19 hours ago
28.04.2025. Das Projekt HackathOERn veranstaltet im Jahr 2025 und 2026 jeweils zwei Hackathons zur Stärkung von Open Educational Resources (OER) und digitalen Infrastrukturen. Bedarfe, Ideen und Lösungsansätze werden in einem Innovationsprozess von der Community und Stakeholdern eingebracht und priorisiert. Dieser erste Hackathon richtet sich thematisch an der OE_COM Förderrichtlinie aus und hat das Ziel, Ideen und Prototypen zu erproben, die Community, Kooperation und Vernetzung im Bereich OER-IT stärken. Veranstalter:  OERinfo | Informationsstelle Open Educational Resources . Link: https://oerworldmap.org/resource/urn:uuid:79fea41f-93f7-4668-8c29-0b0e457332d5 .

Offene KI in der Schule

6 days 14 hours ago
16.06.2025. Das Landesinstitut für schulische Qualitätsentwicklung Niedersachsen und Wikimedia Deutschland e. V. lädt herzlich zur Teilnahme an ihrer zweitägigen Veranstaltung am 16. und 17. Juni im Meridian Hotel in Lehrte (Hannover) ein. Unter dem Titel „Offene KI in der Schule“ möchte das Institut bundesländerübergreifend, demokratische Akteure aus Bildung, Politik und Verwaltung zusammenbringen. Ziele der Veranstaltung sind die Vernetzung und der gezielte Austausch der Akteure untereinander, das Zusammenführen bestehender Erkenntnisse aus Empfehlungen, Positionspapieren und Projekten zu Offener KI in der Bildung. Dabei sollen Wissen und Erfahrungen der Teilnehmenden gebündelt und entsprechende Lösungswege formuliert werden, damit offene KI-Technologien für die Schulpraxis eine praktikable Alternative werden können. Neben fachlichen Impulsen sollen vor allem Workshopformate Zeit und Raum für thematische Vertiefung bieten. Interessierte möchten bitte berücksichtigen, dass eine Teilnahme auf eine bis max. zwei Personen pro Institution begrenzt ist, da nur ein begrenztes Platzkontingent zur Verfügung steht. Veranstalter: Landesinstitut für schulische Qualitätsentwicklung Niedersachsen und Wikimedia Deutschland e. V.. Link: https://www.wikimedia.de/veranstaltungen/offene-ki-in-der-schule/ .

Online Info-Session: Internationale MBA- & Masterprogramme

6 days 14 hours ago
29.04.2025. Die Hochschule für Wirtschaft und Recht (HWR) Berlin lädt herzlich dazu ein, ihre internationalen MBA- und Masterstudiengänge bei einer ihrer Online Info-Sessions kennenzulernen: 15:00 - 15:30 Uhr: Berlin Full-Time MBA 15.30 - 16.00 Uhr: Master International Business Management Die Teilnehmenden erhalten Informationen zu den Zielen und Inhalten des jeweiligen Studiengangs, zu Zulassungsmodalitäten, Bewerbungsverfahren, Karriereoptionen und ihren individuellen Fragen. Veranstalter: Hochschule für Wirtschaft und Recht (HWR) Berlin / Berlin Professional School. Link: https://www.berlin-professional-school.de/veranstaltung/detail/422-online-info-session-internationale-mba-masterprogramme .

Online Info-Abend: Berufsbegleitende Master im Fernstudium

6 days 14 hours ago
28.04.2025. In dieser Informationsveranstaltung lernen die Teilnehmenden die Masterstudiengänge in den Bereichen Verwaltungs- und Sicherheitsmanagement sowie Kriminologie & Kriminalprävention der Hochschule für Wirtschaft und Recht (HWR) Berlin kennen. Am 28.04.2025 haben sie die Gelegenheit, sich online über die Fernstudiengänge, den Master Public Administration, den Master European Public Management, den Master Sicherheitsmanagement sowie den Master Kriminologie und Kriminalprävention zu informieren. Teilnehmende erfahren mehr über die Studieninhalte, erhalten eine Einführung zum Fernstudium im Blended Learning-Format, lernen die Studiengangsteams kennen und können ihre Fragen stellen. Veranstalter: Hochschule für Wirtschaft und Recht (HWR) Berlin / Berlin Professional School. Link: https://www.berlin-professional-school.de/veranstaltung/detail/333-online-info-abend-berufsbegleitende-master-im-fernstudium .

Online Info-Session: Duale Master

6 days 14 hours ago
25.03.2025. Die Hochschule für Wirtschaft und Recht (HWR) Berlin lädt herzlich dazu ein, ihre dualen Masterstudiengänge bei einer ihrer Online Info-Sessions kennenzulernen: 17.30-18.30 Uhr: Dualer Master Digitale Transformation 18.30-19.30 Uhr: Dualer Master General ManagementTeilnehmende erhalten Informationen zu den Zielen und Inhalten des jeweiligen Studiengangs, zu Zulassungsmodalitäten, Bewerbungsverfahren, Karriereoptionen und zu ihren individuellen Fragen. Veranstalter: Hochschule für Wirtschaft und Recht (HWR) Berlin / Berlin Professional School. Link: https://www.berlin-professional-school.de/veranstaltung/detail/408-online-info-session-dualer-master-digitale-transformation .

Online Info-Session: Berufsbegleitende MBA & Master

6 days 14 hours ago
28.04.2025. Die Hochschule für Wirtschaft und Recht (HWR) Berlin lädt herzlich dazu ein, ihre berufsbegleitenden MBA- und Master-Programme bei einer ihrer Online Info-Sessions kennenzulernen:17.00 - 18.00 Uhr: Master Nachhaltigkeits- und Qualitätsmanagement 20:00 - 20:30 Uhr: Berlin Part-Time MBA Teilnehmende erhalten Informationen zu den Zielen und Inhalten des jeweiligen Studiengangs, zu Zulassungsmodalitäten, Bewerbungsverfahren, Karriereoptionen und zu ihren individuellen Fragen. Veranstalter: Hochschule für Wirtschaft und Recht (HWR) Berlin / Berlin Professional School. Link: https://www.berlin-professional-school.de/veranstaltung/detail/418-online-info-session-berlin-part-time-mba .

JuBi - Die Jugend­­­­­Bildungsmess­e in Berlin

6 days 15 hours ago
05.07.2025. Die JugendBildungsmesse JuBi ist bundesweit die größte Spezial-Messe zum Thema Bildung im Ausland. Austauschorganisationen, Veranstalter und Agenturen aus dem gesamten Bundesgebiet informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor, u.a. die WELTBÜRGER-Stipendien. Die Beratung zu Themen wie Schüleraustausch, High School Aufenthalte, Sprachreisen, Au-Pair, Work & Travel, Freiwilligendienste sowie Praktika im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Die JuBi ist von 10 bis 16 Uhr für Besucher:innen geöffnet. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jubi-berlin/ .

JuBi - Die Jugendbildungsmesse in Köln

6 days 15 hours ago
28.06.2025. Die JugendBildungsmesse JuBi ist bundesweit die größte Spezial-Messe zum Thema Bildung im Ausland. Austauschorganisationen, Veranstalter und Agenturen aus dem gesamten Bundesgebiet informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor, u.a. die WELTBÜRGER-Stipendien. Die Beratung zu Themen wie Schüleraustausch, High School Aufenthalte, Sprachreisen, Au-Pair, Work & Travel, Freiwilligendienste sowie Praktika im Ausland erfolgt persönlich an den Ständen der Aussteller:innen durch Bildungsexpert:innen und ehemalige Programmteilnehmer:innen. Die JuBi ist von 10 bis 16 Uhr für Besucher:innen geöffnet. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-koeln/ .

OERcamp Werkstatt 2025

6 days 17 hours ago
16.05.2025. Die OERcamp Werkstatt ist ein Format, das die Arbeit an eigenen Materialien in den Mittelpunkt stellt. Für 48 Stunden treffen sich Menschen aus allen Bildungsbereichen, um konzentriert an eigenen Lehr-Lern-Materialien zu arbeiten. Dafür gibt es nicht nur eine freundliche Arbeitsumgebung, Verpflegung und viel Austausch untereinander. Je nach Bedarf kann man sich vor Ort außerdem passgenauen Input und individuelle Beratung bei Expert*innen für Materialerstellung, Didaktik, Technik und Recht einholen.Die zu erstellenden Materialien können aus allen Themenbereichen kommen und verschiedenste Formen haben, von Videos bis Podcasts, vom Arbeitsblatt bis zum Kursreader, vom Onlinekurs bis zum KI-Chatbot. Wichtig ist nur, dass die Materialien noch im Rahmen der Werkstatt veröffentlicht werden als Open Educational Resources (OER), mit einer freien Lizenz im Sinne der Open Definition.Es sind sowohl Gruppen mit gemeinsamen Materialvorhaben als auch einzelne Lehrende willkommen! Veranstalter: Agentur J&K – Jöran und Konsorten. Link: https://oercamp.de/veranstaltungen/werkstatt-hessen-2025/ .

OERcamp Hannover 2025

6 days 18 hours ago
04.09.2025. Das OERcamp findet vom 4. bis 6. September 2025 in Hannover statt. Dabei werden zwei Locations genutzt: die Hochschule Hannover und die Multi Media BBS. Beide Orte liegen direkt nebeneinander an der Expo Plaza Hannover. Die Anmeldung wird für alle drei Tage oder gezielt für einzelne Schwerpunkte möglich sein, vom Community-Treffen über das große Barcamp bis zum Tag der Praxis-Workshops am Samstag.Drei Tage Programm mit zahlreichen Kooperationspartner*innen werden sich inhaltlich um offene Bildung, Open Educational Resources (OER), digitale Materialien und zeitgemäße Bildung drehen. Das Programm wird weitgehend von den Teilnehmenden selbst gestaltet, die aus allen Bildungsbereichen kommen. Veranstalter: Agentur J&K – Jöran und Konsorten. Link: https://oercamp.de/veranstaltungen/hannover-2025/ .

Führung im Wandel: Handlungs- und Sinnhaftigkeit stärken

1 week ago
16.09.2025. In diesem Workshop erhalten die Teilnehmenden praktische Impulse für mehr Gelassenheit und Souveränität im Umgang mit Situationen, die unübersichtlich, unklar und wenig kontrollierbar erscheinen. Wie können sie diesen mit mehr Offenheit und Flexibilität begegnen, darin Potenziale und Chancen zur Weiterentwicklung wahrnehmen? Mit Leitungskolleg*innen besprechen und reflektieren die Teilnehmenden gemeinsam , wie hilfreich an dieser Stelle eine Sowohl-als-auch-Perspektive anstatt einer Entweder-oder-Denkweise ist, um handlungssicher zu bleiben, Lösungen zu entwickeln und Entscheidungen zu treffen.Die Veranstaltung soll dazu beitragen, die Sinnhaftigkeit Ihrer Arbeit trotz aller Herausforderungen zu behalten, die persönliche Arbeitszufriedenheit zu steigern und das eigene Wohlbefinden zu stärken. Veranstalter: Niedersächsisches Institut für frühkindliche Bildung und Entwicklung e.V.. Link: https://www.nifbe.de/das-institut/veranstaltungen/veranstaltungsliste?view=item&id=1387:kita-leitung-meistern-celle-2025&catid=0 .

AJET

BJET

Cognition and Instruction

Distance Education

Micro-credentials and wellbeing

3 weeks 6 days ago
Volume 46, Issue 1, February 2025
.
Rebecca Ferguson IET, The Open University, Milton Keynes, UKRebecca Ferguson is Professor Emerita in the Institute of Educational Technology (IET) at The Open University in the UK, a senior fellow of the Higher Education Academy, and an editor-in-chief…

ETR&D

A case-based reasoning and ontology-based hybrid recommender system for student orientation in higher education

1 day 5 hours ago
The orientation programs in most of the schools do not mitigate the diverse necessities of students. In addition, the instability of the labor market and the complexity of life have a great impact on young people’s career choices. Faced with these concerns, high school students get confused when choosing a college major. Furthermore, the explosion of data on the Internet has caused most of the Internet users to make possible unsuitable decisions when browsing the Web, due to their inability to handle such large amounts of data. In this paper, the Case-based reasoning, and Ontology-based Hybrid Recommender System (COHRS) is proposed to assist high school students deciding the appropriate university/college, university major and career domain that best fit their preferences. COHRS uniquely combines case-based reasoning, collaborative filtering, knowledge base and ontology to explore the top N recommendations based on their fields of interest. The system has been evaluated on Lebanese students through a real-life dataset collected from different Lebanese cities. The first tests carried out on 60 high school students in Beirut city showed an average satisfaction level of 91.7% of the recommended results from the proposed system and 93.3% of them found the system very useful. The proposed system achieved an average accuracy level of 98% and 95% to retrieve the most similar cases and to extract appropriate recommendations respectively, which provides a very insightful capability to guide high school students in their future directions.

Developing digital formative assessment for deep conceptual learning goals: Which topic-specific research gaps need to be closed?

2 days 5 hours ago
For several decades, digital formative assessment tools and platforms have been promoted as promising for supporting adaptive teaching. For learning goals such as procedural fluency, this promise has been held across a range of subject-matter topics. For conceptual learning goals, however, the available digital formative assessment tools are much less widespread, and the research needed to develop them still seems to be underestimated. This paper reports on the design process of the Mastering Math Online-Check to illustrate approaches to a research-based design of targeted digital formative assessment tools that (a) are relevant, (b) are valid, and (c) provide in-depth, informative insights into students’ understanding of subject-matter concepts (in this case, basic arithmetic concepts such as the meaning of multiplication and division). The described research needs and the considerations about research-informed designs refer to improving the depth of insights into students’ understanding and their explanations of meanings. This conceptual (rather than empirical) paper discusses pivotal questions that must be addressed to fully leverage technological advances for the assessment of deep conceptual understanding, not only for mathematical concepts but also for other abstract concepts that rely on explanations and visual representations for the assessment of their understanding.

Enhancing Vocabulary Learning and Retention in EFL Students: A Comparative Study of ARLOOPA Augmented Reality App in Flipped Online and Flipped Face-to-Face Classes

2 days 5 hours ago
Augmented reality (AR) technology has risen as a promising instrument for enriching educational encounters across diverse learning environments. In the realm of English as a Foreign Language (EFL) instruction, AR applications have shown potential in improving vocabulary learning and retention among students. This research investigates the effect of the ARLOOPA augmented reality app on the countable and uncountable vocabulary learning and retention of EFL students at a high school level within the context of flipped instruction. The study focused on a cohort of 30 female EFL students, who were chosen based on their results in the Oxford Quick Placement Test. Prior to the intervention, a countable and uncountable vocabulary pretest was administered to assess the students' initial proficiency. Both the flipped online and flipped face-to-face groups received countable and uncountable vocabulary instruction using ARLOOPA augmented reality app. However, the flipped online group accessed the instructional materials through online platforms, while the flipped face-to-face group received them in traditional classroom settings. Following 12 sessions of the treatment, a follow-up assessment was carried out to evaluate the effects of the AR app on the students' countable and uncountable vocabulary proficiency. Additionally, a delayed vocabulary test was administered two weeks after the post-test to assess the participants' retention of the newly acquired countable and uncountable vocabulary. Analysis of the data indicated that the online flipped group performed better than the face-to-face flipped group. The findings suggest that the online instruction, coupled with the interactive and immersive nature of ARLOOPA, contributed to the enhanced countable and uncountable vocabulary learning outcomes in the flipped online group. These results underscore the potential of AR technology and flipped instruction in EFL classrooms, especially when delivered through online platforms, to create more engaging and effective learning environments.

Comparative analysis of GPT-4.0 and teacher feedback on student-generated questions in the flipped classroom

6 days 5 hours ago
To investigate the potential of GPT-4.0 feedback to substitute teacher feedback in flipped classrooms, we conducted research that GPT-4.0 and a course teacher provided cognitive, praise, and mitigating feedback weekly via a course discussion platform, respectively. At the end of each topic, 89 third-year university students majoring in Educational Technology completed a self-regulated learning questionnaire, learning satisfaction questionnaire, and learning performance test without knowledge of the feedback provider’s identity. The results indicate no significant difference between GPT-4.0 and teacher feedback in promoting students’ self-regulated learning skills in the context of cognitive feedback. However, students generally expressed higher satisfaction with traditional teacher feedback, and those receiving teacher feedback outperformed those receiving GPT-4.0 feedback. The findings suggest that while GPT-4.0 provides cognitive feedback efficiently, its effectiveness in praising and mitigating feedback is limited compared to real teachers. This study reveals the potential and limitations of GPT-4.0 as a supplementary, rather than a substitute, teaching tool in the flipped classroom.

Effects of an automated corrective feedback-based peer assessment approach on students’ learning achievement, motivation, and self-regulated learning conceptions in foreign language pronunciation

1 week ago
Oral practice is challenging for foreign language education, and Corrective Feedback (CF) is often used to point out learners’ pronunciation errors and to help them improve their oral skills in foreign language courses. CF is generally considered as a necessary condition for foreign language acquisition, and “reflection” and “correction” are imperative stages to realize the process from “input” to “output” to improve accuracy and deepen reflection on foreign language learning. In conventional courses, teachers have often used peer assessment (PA) to ask students to comment on each other’s performance during exercises so as to promote reflection. However, due to students’ varied levels of proficiency, correction from the teacher during PA activities is needed. Since a ratio of one teacher to many students is very common in most courses, it is almost impossible to provide immediate and detailed feedback for individual students during pronunciation practice. With the development of artificial intelligence, Automated Corrective Feedback (ACF) can provide more personalized, precise, and timely feedback for individual learners. Therefore, a quasi-experimental research design was conducted to explore if the ACF-based peer assessment (ACF-PA) approach would have a positive effect in a foreign language pronunciation course. The participants were 66 college students who were divided into an experimental group with the ACF-PA approach (N = 31) and a control group with the Conventional Peer Assessment (C-PA) approach (N = 35). The results indicated that when ACF-PA was adopted, it was helpful for improving students’ learning performance, intrinsic motivation, and self-regulated learning conceptions when learning French pronunciation. Additionally, discussion on students’ learning experience and their perceptions is also provided.

Computational thinking beyond coding: exploring student computational practices while playing and modifying a socio-scientific simulation game with integrated computational tools

1 week ago
Recently scientists have underscored a significant mismatch between the latest theoretical Computational Thinking conceptualizations as an upcoming literacy that goes beyond computer science, and its operationalizations in current empirical research and designs, which are limited to coding-centred and domain-specific tools and approaches. To achieve an integrated computational literacy CT research must study new approaches that from the one side utilize multiple computational tools beyond traditional programming, such as databases and modelling tools, and from the other side employ CT for dealing with both the scientific and the societal aspects of real-world problems. To this end, this article explores the development of 16 middle school students’ computational thinking practices as they collaboratively play and modify the socio-scientific simulation game “CT-Chef” with three interconnected affordances, i.e., map design, data editing and block-based programming, in “ChoiCo” environment. The in-depth thematic analysis of students’ interactions throughout the activities, revealed new, system and data related, dimensions of known CT practices that have not yet been explored or detected in traditional programming-centred approaches. Moreover, the results showed that the progressive transition of student roles from players to designers enabled the development of abstract reasoning about the simulation game system. Finally, as designers of the socio-scientific game content, students questioned, discussed and modified the subjective societal values and possible biases behind the simulation. Based on the findings, the article discusses a framework of three axes, i.e., computational tools, engagement process and content, for utilizing CT in socio-scientific contexts.

Improving nursing education through an AI-enhanced mixed reality training platform: development and pilot evaluation

1 week 1 day ago
Integrating Mixed Reality (MR) into nursing education and professional practice has recently captured significant interest as a transformative approach. This paper presents a comprehensive exploration and practical insights into designing and implementing an advanced MR training platform to provide nursing students with immersive experiences across various patient care scenarios. Further enhancing the platform’s utility is the incorporation of a unique conversational artificial intelligence (AI) module. This innovation breathes life into digital patients, enabling dynamic and realistic interactions that challenge nursing students to develop clinical reasoning skills in a controlled yet flexible MR environment. The AI’s capacity to understand and contextually react to the learner’s' verbal and behavioral inputs simulates authentic patient interactions. A total of 7 nursing students and 3 nursing faculty engaged in the pilot study, which served as a proving ground for the MR training system’s effectiveness. The study involved in-depth analysis, employing performance metrics, and evaluating situational awareness alongside cognitive workload using NASA Task Load Index (TLX) and learner’s thought verbalizations. The primary objective was to create a system that enhances nursing students' competencies and readiness for clinical healthcare practice. This system can potentially elevate the preparedness of new graduate nurses by providing a rich, interactive learning environment that mirrors the complexity of real-life clinical settings.

From analogy to reflective thinking: an observation-identification-analogy-based virtual learning approach

1 week 2 days ago
Science education aims to enhance students’ scientific knowledge and inquiry ability. In recent years, due to the advancements of computer and network technology, as well as the considerations of safety and cost, virtual reality (VR) has been gradually applied in scientific inquiry activities. When implementing inquiry-based learning in the past, students were usually guided to complete tasks by following the steps of observation, identification and summary. However, scholars have pointed out that observation, data collection and summary are not sufficient to promote students’ reflection and scientific knowledge construction. Analogy is an effective strategy to guide students to integrate old and new knowledge, to think from multiple perspectives, and to construct knowledge through inferences and examples. As a result, the present study proposed an analogy-based VR learning approach with the observation-identification-analogy (OIA) strategy to guide students to engage in analogy learning while collecting and organizing information in the VR scientific inquiry activity. In order to explore the effects of this learning approach, the present study employed a quasi-experimental design and recruited two classes of seventh graders in a junior high school in northern Taiwan as the participants. One class was the experimental group adopting the analogy-based VR learning approach, while the other class was the control group adopting the conventional VR learning approach. The results showed that the experimental group had significantly better learning achievement, self-efficacy, and reflection ability than the control group.

Perceptions of e-learning by deaf and hard of hearing students using asynchronous multimedia tutorials

1 week 2 days ago
Developing digital materials for learning purposes, or e-learning materials, is not as straightforward as it may seem. The traditional approach is multimedia instruction, the presentation of both pictures and words in an e-learning format to foster learning. However, multimedia instruction, to develop meaningful learning, needs to support the active processing of the learner who engages with those materials. The Cognitive Theory of Multimedia Learning (CTML) informs the development of effective multimedia e-learning materials. However, given the dearth of CTML studies directed at students of diverse and underrepresented populations, such as d/Deaf and hard-of-hearing students (DHH), it is unclear as to the extent that CTML principles may inform effective multimedia instruction for this group. We conducted a mixed methods study in which we recruited DHH students to view an asynchronous, online multimedia tutorial covering a general chemistry concept and complete a brief questionnaire that inquired about their e-learning perspectives. Students characterized their use of the tutorial’s features as broadly serving three different functions and suggested additional improvements to the tutorial. Within the context of both these self-described behaviors and feedback, findings suggest the CTML principle of segmenting may have strong applicability for the e-learning needs of this student population while the principle of redundancy likely conflicts with those needs. Additional feedback more broadly focused on the tutorial’s formatting and visuals suggests other CTML principles may be important to consider for multimedia designed for DHH students.

Assessing Chinese middle school students’ computational thinking: an evidence-centered design approach

1 week 2 days ago
Computational thinking (CT) is a core skill for students in the digital age, which refers to the use of fundamental concepts of computer science to analyze and solve real-world problems. However, it is a challenging task to accurately measure the CT levels of the students. The goal of this study is to explore a new CT assessment paradigm that combines a data-driven approach with evidence-based reasoning, and to verify the reliability and validity of this paradigm through an empirical study. Specifically, we examined middle school students’ CT by adopting an Evidence-Centered Design (ECD) approach. We first developed a CT evaluation framework based on ECD which included student, task, and evidence models. We then created several simulation-based tasks to gather evidence of CT levels; with these tasks, we extracted the observable variables in ECD model from clickstream data during the students’ answer process. Finally, a Bayesian network model was used for CT level prediction. Findings suggest that students’ clickstream data provide fine-grained, time-variant information on their interactions with tasks, thus promising more objective and richer insight into the performances of students with different CT levels. This study provides a paradigm reference for future CT measurement studies and proposes ideas for using process data in teaching to promote students’ CT development.

Scientific habits of arguing minds: enhancing online argumentation to foster SHOM

1 week 5 days ago
This paper reports on a study aiming at examining whether online argumentation enhance the teacher candidates’ scientific habits of mind (SHOM). The study was carried out as a pre-experimental design including pre and post-test. Scientific Habits of Mind scale, interviews and written arguments were used as data collection tools. Google Classroom, sentence openers, prompt questions and videos were used to facilitate the online argumentation process. Five different SSIs were given as discussion and argumentation tasks for the participants who worked in online groups. The results indicated that, the SHOM scores of the teacher candidates were slightly decreased while the argumentation skills were significantly increased. In addition, there was a medium, positive correlation between the levels of scientific habits of mind and levels of argumentation skills. Participants’ perspectives also showed the contributions of virtual argumentation strategy implemented in this study. Sentence openers, prompt questions, videos and feedback were the prominent factors shaped the online argumentation process. We believe that the findings of this study would assist in future design and implementation of online tools for enhancing argumentation.

Promoting young students’ knowledge co-construction: a concept mapping-based online cooperative problem-posing approach

1 week 5 days ago
Problem-posing has been regarded as a potential method to engage students in deeper thinking; however, without sufficient supports, most students could encounter difficulties in posing quality problems. In this study, a concept mapping-based online cooperative problem-posing (CM-OCPP) approach is proposed to guide students to complete problem-posing tasks in online collaborative learning contexts. To verify the effectiveness of the proposed approach, a quasi-experiment was conducted in a natural science class at a junior high school with two classes of seventh graders. Among them, one class with 29 students was assigned as the experimental group conducting the CM-OCPP approach; the other class with 29 students was the control group conducting the conventional online cooperative problem-posing (C-OCPP) approach. The research findings showed that the CM-OCPP group had better learning achievement, problem-solving skills, and problem-posing quality in terms of topic relevance and depth of questions than the C-OCPP group. The interactive pattern analysis results further showed that, with the guidance of the CM-OCPP approach, the students engaged more in knowledge sharing, discussion, knowledge co-construction, and diverse thinking.

Prompting scientific concept learning in augmented reality: impact of the concept map strategy on mental models and cognitive load

1 week 5 days ago
In science education, the abstraction and complexity of scientific concepts are usually stumbling blocks that prevent students from learning science. Recently, augmented reality (AR) has offered transformative potential to support scientific concept learning by visualizing scientific phenomena and enhancing students' experiences. However, the lack of appropriate pedagogical scaffolds might not ensure effective learning in the AR learning environment (ARLE). In this study, we developed an AR-based learning tool (PeachBlossom) to support students' scientific concept learning and integrated the concept map strategy into AR learning activities. We conducted a quasi-experiment to examine the educational effectiveness of the concept map strategy on students' mental models and cognitive load in an ARLE. Eighty-five seventh graders (aged 12–14) from Central China were assigned into two groups (AR and AR with a concept map [ARCM]). The results showed that when considering students' prior mental models, the positive effect of the concept map strategy was found only in students with low and medium levels of prior mental models. In addition, the concept map strategy reduced students' mental effort but did not significantly affect students' mental load. This study emphasises the importance of considering students' prior mental models when implementing the concept map strategy in ARLEs.

Advancing higher education students’ assessment experiences with conversational agents

1 week 5 days ago
Conversational agents have been designed to improve instruction quality and support student learning. In addition to their instructional use, they can be incorporated into assessment—conversation-based assessment (CBA). This study primarily introduces a CBA with selected-response and constructed-response tests as a formative assessment tool for higher education students, while also reporting student attitudes. CBA was designed using Rasa and deployed to Google Chat for students in two sections of an undergraduate-level course to use. Results show that CBA with both formats produces high standard performance measures and confidence scores for each student response. Most students reported positive attitudes toward CBA via the survey. Overall, accurate dialogue moves within CBA underscore its effectiveness in measuring higher education students’ knowledge and skill, while positive student attitudes toward CBA indicate the promise of conversational agents to enhance student assessment experiences by providing a more interactive assessment environment.

Promoting draft revision motivation and quality through technology-enhanced peer feedback workshops

2 weeks ago
In the context of process-oriented writing instruction, the significance of engaging students in draft revision is widely acknowledged (McGarrell and Verbeem, ELT Journal 61:228–236, 2007). Nevertheless, L2 learners often exhibit limited motivation for writing, leading to inadequate revision efforts. This quasi-experimental study investigates the use and efficacy of technology-enhanced peer feedback workshops (PFWs) in comparison to traditional teacher oral feedback (TOF) in promoting student motivation for draft revision and revision quality. Over a 10-week academic English course, 18 EFL business freshmen received TOF for 3 writing tasks while they participated in PFWs facilitated by PeerMark for another 3 writing tasks in the first and second halves of the term respectively. Analysis of survey responses, interviews, peer feedback, students’ written works, and the teacher’s field notes reveals that PeerMark-based PFWs were well-received by students and had a positive impact on their motivation for draft revision and revision quality. Implications for pedagogical practices are discussed.

Technology enriched teaching simulations

2 weeks 1 day ago
This paper explores the potential of new, technology enriched teaching simulations (Simulations) to support learning. Using the principles of evidence-centered design (ECD; Mislevy et al., Measurement: Interdisciplinary Research and Perspectives. 1:3–62, 2003), we provide a roadmap for the design of: (a) simulation-based assessments (SBAs) and (b) instruction-focused Simulations, and argue that the ECD framework can foster coherence between an instructional simulation and the larger educational efforts it is designed to support. This approach also helps ensure that Simulations target intended cognitions that might not otherwise be developed. Using teacher preparation as an example, we discuss how Simulations can be used to create focused approximations of practice opportunities that are tightly controlled and that target difficult to capture aspects of teaching, including responsiveness to student ideas through teacher noticing. Using our own work developing Simulations to foster teacher noticing skills, the paper outlines the stages of an ECD approach to Simulation design and also the role of various stakeholders in development processes. We conclude by highlighting the affordances of incorporating Simulations into educational efforts, both as instructional and assessment tools, and identify areas in need of further study.

Using gesture recognition with the memory strategy to improve preschoolers’ learning performance, motor skills, and executive function

2 weeks 1 day ago
Gesture recognition can create an interactive environment in which to train children to control their thoughts, gestures, and body postures when performing learning activities. This study integrated gesture recognition and a memory strategy to develop a physical learning activity for preschoolers to improve their English learning performance, motor skills (namely, stability and movement), and executive functions (namely, working memory). The study selected 67 kindergarten level 3 preschoolers. They were divided into either the experimental group (gesture recognition with memory strategy) or the control group (traditional activity learning with memory strategy). The experiment was conducted over a period of six stages for a total duration of 360 min. The results showed that the participants who used gesture recognition with the memory strategy demonstrated better learning performance, motor skills, and executive functions, and the statistics showed a significant deviation between the two approaches. With gesture recognition, the instructor enhanced the learning process of the children’s physical motions and cognitive knowledge by strengthening the connection between life experiences and specific tasks, and the children’s executive functions also improved. The research contribution of this study is a pedagogy manuscript for teachers who want to create a physical activity with gesture technology for preschoolers.

Role-playing monument exploration: an online educational game with a role-playing mechanism and multi-dimensional scaffolding for monument tours

2 weeks 2 days ago
The current monument guide teaching has proven to have many challenges, as the learning effectiveness may be reduced by external interference in the real guide activities, and online approaches may cause the problem of insufficient interaction. This study integrated role-playing and multi-dimensional scaffolding theories to develop a remote scaffolding-based educational game that involved a role-playing mechanism, in which guides and learners play the roles of historical characters and participate in historical events in an authentic game environment, with the aim of improving the problems of existing monument teaching and of enhancing the motivation to visit. The results showed that this learning model has advantages in flow and motivation compared to the traditional online guide. It was demonstrated that the multi-dimensional scaffolding formed by the guides, the game environment, and the peers could keep the learners quite engaged in the game, while the dynamic scaffolding of the guides could also be effective and even keep the learners interested in the monument after the activity.

Technology-based interactive guidance to promote learning performance and self-regulation: a chatbot-assisted self-regulated learning approach

2 weeks 2 days ago
Self-regulated learning (SRL) is an approach to learning which aims to improve learners' learning outcomes. In the SRL cycle, the quality of students' reflections is a critical factor in SRL performance that can improve learning outcomes. The feedback provided by teachers often has a significant impact on the quality of students' reflections. However, research has shown that teachers are often confronted with many students and so are unable to give individual feedback. To address this problem, this study proposed chatbot-assisted SRL, which provides personal and immediate feedback during the SRL process to promote the quality of students' reflection. This study applied this approach in the "Website Design" unit of an Introduction to Multimedia course. Two classes of second-year university students were the participants. One class with 23 students was the experimental group using the chatbot-assisted SRL mode, whereas the other class with 24 students was the control group using the conventional SRL mode. The experiment results showed that the proposed approach improved the students' performance, motivation, SRL, reflection, and meta-cognition tendency more than the conventional SRL approach.

Affective, behavioral, and cognitive engagement in ePIRLS: a latent profile analysis

2 weeks 2 days ago
Engagement in digital reading assessments has been underexplored in spite of its importance for assessment and instructional design. In this study, we used different engagement indicators in two ePIRLS tasks (n1 = 14,324, n2 = 15,026) to identify engagement profiles, and interpreted them using the three-dimensional model of engagement: affective, behavioral, and cognitive. In both tasks, we found profiles representing high, moderate, and low levels of engagement, as well as profiles with high behavioral-cognitive engagement but low affective engagement, high cognitive engagement, and high behavioral but low cognitive engagement. The students who took both tasks (n3 = 2658) were likely to be grouped into similar profiles in both of them, demonstrating the profiles’ stability and generalizability. These profiles significantly predicted students’ performance, self-efficacy, and reading engagement outside of school (all p < .001), with especially strong effects on performance (η12 = .22, η22 = .17). While most groups’ performance was as expected, high behavioral-cognitive and low affective engagement students had the lowest reading engagement outside of school. This study reveals the unique reading engagement patterns that readers exhibit in digital contexts, contributing to the literature on reading engagement. From the perspective of large-scale assessments, the study demonstrates the complex relationship between different forms of engagement and performance, suggesting that response time alone might not be enough to identify disengaged participants.

IEEE ToLT

Instructional Science

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

6 days 5 hours ago
Prior research has shown that Productive Failure (PF), where learners attempt (and fail) to solve a problem prior to receiving instruction, is more effective for conceptual knowledge acquisition than receiving instruction first (Direct Instruction; DI). Higher diversity in generated solution attempts seemed positively associated with conceptual knowledge acquisition. The present study investigated whether observing another student’s attempts to solve the problem prior to receiving instruction (i.e., Vicarious Failure; VF) is as beneficial as PF for conceptual knowledge acquisition in mathematics and whether this depends on the diversity in the observed solution attempts. In the high solution diversity condition (VF-high), students observed five solution attempts that (taken together) included all four components of the to-be-learned canonical solution, while in the low diversity condition (VF-low), the solution attempts included only two of these components. Secondary education students (n = 152) were randomly assigned to one of four conditions: PF, VF-high, VF-low, and Direct Instruction (DI). As expected, students in the VF-high condition significantly outperformed students in the VF-low and DI conditions and performed as well as students in the PF condition on the conceptual knowledge posttest. Surprisingly, the PF effect found in previous studies was not replicated, i.e., the PF condition descriptively seemed to outperform the DI condition, but this difference was not statistically significant. Our findings provide further insight into the mechanisms that explain why engaging with problems prior to instruction is effective, suggesting that students’ activation of prior knowledge is more critical than whether they experience failure first hand.

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

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

Why do people not desire to know all their unknowns? Exploring the potential of interest as a factor in arousing curiosity in science

2 weeks 6 days ago
Although previous studies have revealed that knowledge gaps, which refer to differences in what individuals want to know and what they already know, lead to curiosity, students may not experience curiosity for every phenomenon they believe they lack the knowledge of. Herein, we empirically examined the reasons for not feeling curious about the unknown when recognizing science-related knowledge gaps, with a specific focus on interest. Two consecutive studies were conducted. In Study 1, we investigated the association between curiosity arousal and a feeling of interest using the chi-square, Breslow–Day, and Cochran–Mantel–Haenszel tests. In Study 2, we utilized a mixed-method approach to examine whether students’ individual and situational interests could predict curiosity arousal. Twenty-five sixth-grade students participated in Study 1, and six of them participated in Study 2. Based on the results of our study, we observed a robust connection between curiosity and interest, irrespective of students’ level of science curiosity or knowledge gap. Notably, contextualized curiosity, which is aroused when recognizing knowledge gaps within specific contexts, presented a stronger association with situational interest. By contrast, decontextualized curiosity, which is aroused when recognizing knowledge gaps not specific to a particular context, exhibited an association with individual interest. However, interest alone does not account for all instances of curiosity arousal, as indicated by exceptions where it is challenging to attribute the arousal of curiosity solely to interest. We discussed the interpretation and limitations of these results, as well as their implications for education and future research.

Teacher noticing to scaffold knowledge-building inquiry in two grade 5 classrooms

1 month ago
In classrooms that implement student-driven, collaborative knowledge building, there is a lot for teachers to attend to in student work, alongside numerous ways of interpreting and responding to what is noticed, giving rise to countless possibilities of furthering students’ inquiry and discourse. The current study aims to make sense of these possibilities by identifying patterns in a veteran teacher’s reflective noticing of student inquiry in two Grade 5 classrooms. Using a Knowledge Building approach, the fifth graders studied the human body systems supported by a collaborative online environment (Knowledge Forum) over an eight-month period. The teacher kept weekly journals to record her reflective noticing of student inquiry and envisioning (planning) of possible ways to facilitate deeper knowledge building work. Using a grounded theory approach, we analyzed the teacher’s reflective journal entries to identify critical themes characterizing the teacher’s attention, interpretation, and planning of responsive moves. Visual network analysis further traced multiple pathways of teacher noticing and envisioning, each involving attending to specific changes in student inquiry and discourse, interpreting these changes within a temporal context, and envisioning responsive actions that could be taken up with her students. The teacher’s responsive moves focused on leveraging student-generated ideas to unfold new possibilities of deepening, expanding, or better co-regulating their inquiry and discourse. The findings shed light on how teachers may work with emergent processes of student-driven inquiry to scaffold ever-deeper knowledge building in a collaborative community.

Can whole-body tracing and hand tracing make any difference? Experimental evidence of learning outcomes, cognitive load, and intrinsic motivation on university students

1 month 1 week ago
Abstract

The purpose of the study was to investigate (a) whether the effects of hand tracing and whole-body tracing reported in the literature could be extended to adults, and (b) the relative superiority of whole-body tracing over hand tracing. Two experiments were conducted to investigate the potential effects of these two kinesthetic approaches on learning outcomes, cognitive load, and intrinsic motivation. The results of Experiment 1 revealed that hand tracing enhanced germane load contingent upon a low-to-medium level of perceived difficulty. This effect disappeared in Experiment 2 where additional measures were taken to improve treatment fidelity. The findings of Experiment 2 revealed the beneficial effects of whole-body tracing on germane load, extraneous load, interest, and self-monitoring, some of which were dependent upon learners’ perceived difficulty and invested effort. These findings, along with implications, limitations, and future research directions, were discussed within the framework of cognitive load theory and embodied cognition theory.

How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study

1 month 1 week ago
Abstract

Peer feedback is widely applied to support peer learning and accumulating studies pointed out that feedback features directly impact its learning benefits. However, existing peer feedback studies provide limited insights into group-level peer feedback activities in authentic classrooms. This study conducted group-level peer feedback activity in social studies classrooms of a Singapore secondary school. Fourteen groups of students (N = 61, Female = 61) participated in group-level peer feedback during the computer-supported collaborative argumentation activities. Students’ collaborative argumentation and peer feedback were collected. Paired sample t-test was conducted to compare each group’s argumentation performance before and after peer feedback activity. Qualitative content analysis was implemented to identify the cognitive and affective features of peer feedback given and received by more-improvement groups and less-improvement groups. A comparison of the feature networks between two student groups revealed the effective practices of peer feedback. The results demonstrated the key role of the specific solution when student groups gave and received peer feedback apart from problem identification and general suggestions. Besides, providing peer feedback at the overall argumentation level was found to be more beneficial than a word or evidence level. When receiving feedback, the use of hedge was found to bring more group improvement than mitigation language. These findings highlight the important features of peer feedback in group-level peer feedback activities, providing insights for the design and instruction of group-level peer feedback activities in authentic classrooms.

University students’ perceptions of using generative AI in translation practices

1 month 1 week ago
The rising application of Generative Artificial Intelligence (GenAI) tools like ChatGPT, Bing Chat, and Bard in language teaching and learning heralds a transformative era. Yet, the experiences and perspectives of university students on integrating these tools into their translation studies remain underexplored. This qualitative study, conducted in a research-intensive, Sino-foreign cooperative university in southern China, explored university students’ perceived benefits and challenges of utilizing GenAI in translation practices, as well as their preferred support mechanisms for addressing encountered issues. Data was collected through open-ended questionnaires and semi-structured interviews and analyzed by using reflexive thematic analysis. Results underscored the advantages of GenAI in enhancing translation efficiency, quality, learning, and practice, fostering a positive outlook and social benefits. Nevertheless, issues such as adequacy, prompt engineering efficacy, practical application, technical limitations, accountability, transparency, and potential AI dependency were noted. Beyond existing self-help strategies, there was an expressed need for additional guidance from educators and institutions. This study enriches our comprehension of how university students perceive and engage with GenAI tools in translation, offering insights for educators and academic institutions to optimize future teaching strategies. It also outlines the study’s limitations and proposes directions for subsequent research.

Comparing effectiveness of exploratory learning activities given before instruction: generating multiple strategies vs. inventing one strategy

1 month 3 weeks ago
Exploratory learning before instruction typically benefits conceptual understanding compared to traditional instruction-first methods. The current study examined whether different exploration prompts impact students’ exploration approaches and learning outcomes, using a quasi-experimental design. Undergraduate students (N = 164) in psychological statistics courses were taught the procedure and concepts of standard deviation. Students in the instruct-first condition received direct instruction then a practice problem. Students in the explore-first conditions attempted the problem before instruction, with exploration prompts differing between conditions. Students in the explore-first invent condition were asked to invent a formula; students in the explore-first generate condition were asked to come up with different ways of measuring consistency. Students in the explore-first generate condition scored significantly higher on procedural knowledge (problem solving) than in the explore-first invent condition, conceptual knowledge than in both other conditions, and preparation for future learning (transfer) than in the instruct-first condition. Students in the explore-first invent condition scored no differently on any learning outcomes than in the instruct-first condition. Students given the strategy generation prompt more broadly explored different strategies during the exploration activity, but used fewer correct solution steps than those given the invention prompt. Broader exploration—and not accuracy—was associated with higher conceptual knowledge. Conversely, students in the instruct-first condition used fewer, more accurate, strategies on the activity compared to the explore-first conditions. They also showed greater misconceptions during the activity and posttest, indicating superficial understanding. Both explore-first conditions induced greater awareness of knowledge gaps compared to the instruct-first condition. Generating multiple strategies likely helped students discern important problem features, deepening conceptual structures that supported learning even beyond the initial lesson.

Moderating effects of students’ dispositions on relationships between instructional activity and students’ science literacy using PISA 2015

2 months ago
Any teaching method may have both strengths and weaknesses concerning student learning outcomes. The current study investigated the moderating roles of student dispositions in the relationship between instructional activity and science literacy performance based on data from the Program of International Student Assessment (PISA) 2015. Using samples from the US (n = 7,875) and China (n = 9,081), we found the moderating role of student science self-efficacy in relationships between instructional activity and student science literacy. The findings suggested that instructional activity showed a differential association with science literacy outcomes depending on the level of student science self-efficacy across the two countries. In addition, all student disposition variables appear to be significantly associated with science literacy performance. These results suggest that student dispositions should be considered an integral part of science learning processes.

Effective learning through task motivation and learning scaffolding: analyzing online collaborative interaction with eye tracking technology

2 months ago
Discussion has become a crucial method of interactive learning in online collaborative environments. This study aims to identify the impact of different task motivation compositions and learning scaffolding on attention, learning performance, and behavioral patterns. The 90 Chinese undergraduate and graduate students (Mage=20.38, SDage=1.63) were told that they would be engaged in an online collaborative knowledge-building task with a virtual peer and a teacher. The peer and the teacher were actually simulated participant and their responses were pre-set. ANOVA results indicated that task motivation, but not learning scaffolding, had a significant effect on attention. Task motivation and learning scaffolding interactively accounted for learning performance. Furthermore, the result of mediation analysis shows that the association between task motivation and learning performance was mediated by attention, but the indirect effects of all the mediating variables were not significant between learning scaffolding and learning performance. In addition, students’ deep knowledge construction behavior in online discussion increased significantly in the conceptual and reflective scaffold conditions compared to just providing conceptual scaffolding irrespective of task motivation. These results suggest that although learning scaffolding does not significantly improve learners’ visual attention, the contribution of learning scaffolds to online discussion cannot be neglected. The practical implications of this study for online education are that learning scaffolding, especially reflective scaffolding, should be provided as a way to engage learners in productive, difficult conversations and improve the quality of their discussions in addition to enhancing task motivation.

Self-regulated learning and video annotation in a high school acting classroom

2 months 1 week ago
This research sought to answer the question about what students learnt from a self-regulated learning (SRL) video annotation tool in a hybrid secondary acting classroom. SRL is an important skill for students to self-direct their own learning processes. For the intervention, students engaged in a series of SRL activities through the video annotation tool, VideoAnt, for six weeks during the distance learning period. A convergent parallel mixed methods design was conducted. Quantitative data was collected using the International Thespian Society – Acting Rubric to assess students’ acting skills. Qualitative data was collected via semi-structured individual interviews. Quantitative findings demonstrated students gained proficiency in acting skills after using the video annotation tool in the acting classroom. Interview data about participants’ perceptions of the intervention were analyzed to triangulate quantitative findings. Implications of these findings for theatre/art educators and academics investing in SRL are discussed.

Problem-solving prior to instructional explanations when learning javelin throwing in primary school

2 months 1 week ago
Learning of motor skills in physical education classes occurs through different instructional approaches: via instructional explanations from the teacher (I), and via self-determined practice (problem-solving; PS). In our study, we explored whether the sequence of PS and I impacts performance enhancement among primary school children learning javelin throwing. Fifty 4th graders participated and were allocated to either I-PS or PS-I or PS-I with additional practice. Across groups, the children demonstrated improvements in executing movement features, yet there was no significant improvement in throwing distance. The temporal order of PS and I did not mediate these improvements. Additional practice did not lead to further improvements in performance. Our results contrast with earlier results in secondary school children in whom PS-I was more effective than I-PS Loibl & Leukel (2023). The lack of a significant advantage for PS-I over I-PS could stem from the primary children’s limited ability to develop declarative knowledge during PS that links to the content of I.

Go green: evaluating an XR application on biodiversity in German secondary school classrooms

2 months 1 week ago
One discussion in the context of education for sustainable development centers around the importance of suitable teaching materials for promoting pro-environmental attitudes. Especially applications that let learners travel to otherwise difficult to reach places seem promising for digital sustainability education that is both accessible and socially just. Applications for German-speaking learners are however rare, and it has often not been checked whether those that exist are fit for classroom use. Therefore, this paper focuses on an investigation of the Virtual Reality (VR) learning application "On Biodiversity’s Tracks", developed by greenpeace, with a focus on the environment of the Amazon rainforest. In an experimental study, (1) VR-based and (2) traditional lesson conditions were compared in terms of their effects on self-appraisal of knowledge, interest, and attitude. Pre- and post-questionnaires were used to uncover between-subject and within-subject effects. 172 students at eight secondary schools in Germany were recruited. The results revealed that both experimental conditions were effective regarding increase of self-appraised knowledge. An increase in interest was barely found in either condition. Changes at the attitudinal level could mostly not be discovered. Further analyses highlighted that, unlike the experimental conditions, there were significant differences in self-rated learning outcomes between the types of schools. In general, our results indicate that VR learning applications can contribute to the teaching of topics such as sustainability and biodiversity in a target group-oriented and meaningful way. However, further research is needed to adequately assess VR learning effectiveness, especially regarding affective learning outcomes, due to their importance for sustainable behaviors of subsequent generations.

Increasing contrasting cases during exploration or practice problems given before or after instruction

2 months 1 week ago
Instructors traditionally lecture on new content before providing practice problems, but learning is often superficial. Exploratory learning before instruction deepens conceptual understanding by giving students a novel activity to explore before direct instruction. We examined how increasing the salience of contrasting cases in exploration versus practice activities impacts these learning benefits. Undergraduate students in statistics courses (Experiments 1–2) or a lab study (Experiment 3) completed a problem-solving activity either before (explore-first condition) or after (instruct-first condition) instruction about statistical variance. In Experiment 1 (N = 116), the problem-solving activity included a dataset with minimally contrasting cases. In Experiment 2 (N = 143), the activity increased the contrasts between cases to highlight important problem features. In Experiment 3 (N = 225), students were randomly assigned to complete problems with either minimal or increased contrasts. Students completed a posttest measuring conceptual understanding. When contrasts were minimal (Exps. 1&3), posttest scores were equal between explore-first and instruct-first conditions. When contrasts were increased (Exps. 2&3), posttest scores were higher in the explore-first condition compared to the instruct-first condition. However, in Experiment 3, minimal contrasts led to middling scores that were neither better nor worse than increased contrasts. Students in the instruct-first conditions used fewer correct problem steps on the learning activity when given increased compared to minimal contrasts, suggesting disengagement. Exploratory learning before instruction may help deepen cognitive engagement, showing benefits only when students might otherwise disengage.

Feedback features and revision uptake in dialogic peer feedback: the moderating effect of self-efficacy and prior knowledge

3 months ago
The study examined the influence of feedback features on revision uptake in dialogic peer feedback activities, and the moderating effect of self-efficacy and prior knowledge on this relationship. Data were collected over a 10-week course at a comprehensive university in China, involving 29 students and resulting in 242 revision-oriented comments. To understand peer feedback features, we analyzed the feedback received by students in terms of cognition (identification, explanation, suggestion, or solution) and affect (positive, negative, positive-and-negative, or neutral). Binary logistic regression analysis revealed that: (1) explanation, suggestion and positive-and-negative evaluation negatively predicted revision uptake; (2) self-efficacy had a significant positive effect on revision uptake, and also played a role in moderating the relationship between explanation and uptake; (3) although prior knowledge could not directly predict revision uptake, it moderated the relationship between positive-and-negative evaluation and feedback uptake. These findings have instructional implications for designing and organizing peer feedback activities.

Investigating construct validity of cognitive load measurement using single-item subjective rating scales

3 months 1 week ago
Cognitive load studies are mostly centered on information on perceived cognitive load. Single-item subjective rating scales are the dominant measurement practice to investigate overall cognitive load. Usually, either invested mental effort or perceived task difficulty is used as an overall cognitive load measure. However, the extent to which the results of these two single-items differ has not yet been sufficiently investigated. Although subjective rating scales are widely used, they are criticized and questioned as their validity is doubted. This study examines construct validity of both cognitive load rating scales (invested mental effort, perceived task difficulty) using relative task difficulty and task demands (cognitive processes and availability of possible answer options) as criteria, adds further evidence supporting the validity of single-item subjective ratings as an indicator for overall cognitive load, and shows how ratings of cognitive load differ when the invested mental effort or the perceived task difficulty item is used. The results indicate that self-ratings might be influenced by the availability of possible answer options as well as cognitive processes necessary to work on a task. The findings also confirm the idea that self-ratings for perceived task difficulty and invested mental effort do not measure the same but different aspects of overall cognitive load. Furthermore, our findings clearly advise to precisely examine at which point and how frequently cognitive load is measured as delayed ratings are closely related to more demanding items within a set of items. Considering advantages of single-item subjective ratings (easy to implement even in huge samples, low time exposure, and suitableness for repeated measures) and disadvantages of alternative ways to measure cognitive load (regarding cost and time efficiency and problem of additional load), current results confirm the use of these items to get an impression of the overall cognitive load. However, the results also suggest that both items do not measure the same thing and researchers should therefore discuss carefully which item they use and how this may limit the results of their study.

Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes

3 months 1 week ago
Abstract

In learning journals, prompts were shown to increase self-regulated learning processes effectively. As studies on effects of long-term prompting are sparse, this study investigates the effects of prompting cognitive and metacognitive self-regulation strategies short-term and long-term in learning journals on learners’ strategy use, self-efficacy, and learning outcome. Therefore, 74 university students kept a weekly learning journal as follow-up course work over a period of eight weeks. All students’ learning journals included prompts for a short-term period, half of the students were prompted long-term. While self-efficacy was assessed via self-reports, strategy use was measured with self-reports and qualitative data from the learning journals. Learning outcomes were assessed via course exams. Short-term prompting increased self-reported cognitive and metacognitive strategy use, and the quantity of cognitive strategy use. Yet, it did not affect self-efficacy, which predicted the learning outcome. Irrespective whether prompting continued or not, self-reported cognitive and metacognitive strategy use, and self-efficacy decreased. Qualitative data indicate that the quantity of learners’ cognitive strategy use kept stable irrespective of the condition. The results indicate that short-term prompting activates cognitive and metacognitive strategy use. Long-term prompting in learning journals had no effect on strategy use, self-efficacy, and performance. Future research should investigate possible enhancers of long-term prompting like feedback, adaptive prompts or additional support.

Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis

3 months 1 week ago
Abstract

In teacher education, video representations of practice offer a motivating means for applying conceptual teaching knowledge toward real-world settings. With video analysis, preservice teachers can begin cultivating professional vision skills through noticing and reasoning about presented core teaching practices. However, with novices’ limited prior knowledge and experience, processing transient information from video can be challenging. Multimedia learning research suggests instructional design techniques for support, such as signaling keyword cues during video viewing, or presenting focused self-explanation prompts which target theoretical knowledge application during video analysis. This study investigates the professional vision skills of noticing and reasoning (operationalized as descriptions and interpretations of relevant noticed events) from 130 preservice teachers participating in a video-analysis training on the core practice of small-group instruction. By means of experimental comparisons, we examine the effects of signaling cues and focused self-explanation prompts on professional vision performance. Further, we explore the impact of these techniques, considering preservice teachers’ situational interest. Overall, results demonstrated that preservice teachers’ professional vision skills improved from pretest to posttest, but the instructional design techniques did not generally offer additional support. However, moderation analysis indicated that training with cues fostered professional vision skills for preservice teachers with low situational interest. This suggests that for uninterested novices, signaling cues may compensate for the generative processing boost typically associated with situational interest. Research and practice implications involve the consideration of situational interest as a powerful component of instructional design, and that keyword cueing can offer an alternative when interest is difficult to elicit.

Interactive Learning Environments

International Journal of Computer-Supported Collaborative Learning

Enhancing students’ dialogic reflection through classroom discourse visualisation

1 month 2 weeks ago
Fostering students’ dialogic reflection in the classroom entails promoting diverse perspectives and collaborative aspects of reflective thinking. However, few studies have developed visualisation tools to create a collaborative environment that fosters dialogic reflection, especially for young learners. This study aimed to investigate the efficacy of visualising classroom discourse to enhance students’ dialogic reflection. Two information and communication technology (ICT) teachers and their students (n = 53) from a Hong Kong primary school participated in a 3-month study. After engaging in visualisation-supported dialogic reflection, students’ subject knowledge of ICT improved, accompanied by an increase in the proportion of words spoken by students during lessons. Interviews with the two teachers and eight students underscored the positive impact of visualising classroom discourse, which enabled students to embrace alternative problem-solving approaches and actively engage in both collaborative group work and whole-class discussions. This study illuminates the advantages of employing classroom discourse visualisation as a reflective tool. Beyond mere revisiting, students can view experiences from multiple perspectives and reconstruct their knowledge. Furthermore, this approach fostered accountability for students’ contribution during classroom interactions, ultimately improving their learning outcomes. These findings advocate for the development of evidence-based, dialogic reflective tools specifically designed for young learners to optimise their learning experiences.

How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks

1 month 2 weeks ago
Computer-supported collaborative learning (CSCL) offers a modern setting for learners to engage in meaningful (meta)cognitive and socioemotional interactions. However, the task design, not technology alone, significantly shapes students’ learning interactions. This study investigates how a conceptual physics task and a hands-on robotics task promote collaborative knowledge construction (CKC) and group-level cognitive, as well as emotion–motivation, regulation among secondary school students. Utilizing video recordings of students’ collaborative interactions and process-oriented methods, we examined the occurrence and temporal interplay of these processes from the two tasks. Transmodal network analysis complemented by qualitative case examples revealed significant differences in the nature of CKC and regulation of learning during the tasks. Cognitive processes and strong interconnections between cognitive regulation and negotiation were more typical for the conceptual physics task. The hands-on robotics task featured more frequent, but shorter, sequences of initial CKC phases and emphasized socioemotional interactions for sustained positive collaboration. This study highlights task design’s importance in collaborative learning processes and provides insights for optimizing CSCL environments for effective collaboration.

How do new ideas come to be adopted during discourse?

1 month 4 weeks ago
Here, we present comparative case studies of two young adolescents engaged in electronic dialogs on a social issue with a sequence of partners. We trace how an individual coordinates existing ideas with new input the interaction provides. Tracing the evolution of an individual’s ideas entails close examination of the process by means of which it occurs. The skills the individual brings to the interaction shape this evolution, as well as undergo development themselves as a consequence of practice. The two case studies revealed strikingly different patterns, and their comparison provides insights into the processes involved. Their description encompasses not simply the knowledge but also the argument skills the individual brings to the activity and, underlying them, understandings of the purposes and objectives of argumentation. Metacognitive talk about their thinking may be key in conferring the benefit the dialogic activity provides; it aides in dissociating a belief from the holder of the belief, thereby promoting claims being situated in argumentative relation to one another. Text-only communication proved a beneficial condition for this to occur.

Disagreeing softly: Supporting students in managing disagreement in peer critique

2 months 1 week ago
Disagreement is often perceived negatively, yet it can be beneficial for learning and scientific inquiry. However, students tend to avoid engaging in disagreement. Peer critique activities offer a promising way to encourage students to embrace disagreement, which supports learning as students articulate their ideas, making them available for discussion, revision, and refinement. This study aims to better understand how students express disagreement during peer critique within small groups and how that affects moving their inquiry forward. It explores 5th-grade students’ management of disagreement within a computer-supported collaborative modeling environment. Using conversation analysis, we identified various forms of disagreements employed by students when engaging with different audiences. We observed a tendency for students to disagree softly; that is, disagreement was implied and/or mitigated. Students’ resolution of both direct and soft disagreements effectively promoted their collective knowledge advancement, including building shared scientific understanding and improving their models, while maintaining a positive socio-emotional climate. These findings have implications for designing CSCL environments with respect to supporting students in providing and responding to peer critiques at the group level.