Frontiers in Education: Digital Learning Innovations
19 hours 1 minute ago
In higher education, lecturers experience difficulties motivating their students. Within the scope of this project, learning outcomes are intended to be enhanced by an innovative teaching and learning method: digital educational escape games. Exploring the design of digital escape games as a modern and constructivist approach to enhance teaching and learning in STEM (science, technology, engineering, mathematics) higher education, this paper outlines evidence-based research based on semi-structured expert interviews and qualitative content analysis. Experts’ insights into these thematic areas provide valuable perspectives on how digital escape games can effectively contribute to the teaching and learning experience in STEM disciplines. The results show expert opinions regarding key didactic aspects like the integration of educational content and learning processes into game design. It was found that the didactic and educational aspects of a game are inextricably linked and cannot be separated. In order to create an effective educational game, it is essential to establish the learning objective as the foundation for the game’s narrative. In addition to the consensus on the integration of didactics and games, there were also aspects on which educators and learners held opposing views. Hence, controversially discussed game design elements need to be subject of further research.
Melissa Gruber
1 day 14 hours ago
This systematic review, conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, evaluates the efficacy of emerging digital technologies—namely virtual reality (VR), augmented reality (AR), and adaptive learning technologies (ALT)—in enhancing vocabulary acquisition within English as a second language (ESL) education. By addressing a notable gap in the literature, this review explores how these technologies mitigate common learning challenges and improve educational outcomes. Through a critical analysis of recent empirical studies across diverse educational stages, it synthesizes findings to assess their impact on vocabulary retention and overall academic performance. The results indicate that these technologies enhance vocabulary acquisition and increase student motivation and engagement, significantly impacting educational practices and policymaking. This review highlights the transformative potential of VR, AR, and ALT in ESL education by providing immersive and personalized learning experiences that address traditional barriers in language acquisition.
David Pérez-Jorge
6 days 17 hours ago
The paper takes the evolution of China’s aesthetic education policy as its entry point to elucidate the intrinsic driving forces behind the development of aesthetic education. Political ideology, labor, and moral education are often interwoven, and these aims have simultaneously provided an opportunity for new media art to engage with aesthetic education. Under the policy support of the Ministry of Education’s new round of aesthetic education immersion initiatives, new media art has undertaken a series of reforms, innovations, and experiments—employing interactive and immersive methods—to enhance and expand aesthetic experiences. Due to the alignment of certain concepts with those in traditional philosophy, it has garnered institutional favor. Research indicates that new media art-based aesthetic education possesses notable advantages in cultivating imagination, creativity, and other capacities in the digital age; however, despite its rapid development propelled by policy momentum, it still faces challenges such as a shortage of qualified educators and a narrow understanding of aesthetic education—issues that may paradoxically give rise to a dilemma rooted in deeper systemic contradictions.
Xiaorong Zhao
6 days 21 hours ago
Nidhu Neena Varghese
1 week 1 day ago
Due to the rapidly improving capability of large language models such as Generative Pre-trained Transformer models (GPT), artificial intelligence (AI) based tools have entered use in education at scale. However, empirical data are largely lacking on the effects of AI tools on learning. Here, we determine the impact of four GPT-based tools on college-aged participants’ reading comprehension of standardized American College Test (ACT)-derived passages using a randomized cross-over online study (n = 195). The four tools studied were AI-generated summaries, AI-generated outlines, a question-and-answer tutor chatbot, and a Socratic discussion chatbot. Consistent with our pre-registered hypotheses, we found a differential effect of AI tools as a function of baseline reading comprehension ability. AI tools significantly improved comprehension in lower performing participants and significantly worsened comprehension in higher performing participants. With respect to specific tools, low performers were most benefited by the Socratic chatbot while high performers were worsened most by the summary tool. These findings suggest that while AI tools have massive potential to enhance learning, blanket implementation may cause unintended harm to higher-performing students, calling for caution and further empirical study by developers and educators.
Hudson K. Etkin
1 week 1 day ago
Artificial intelligence is revolutionizing industries including institutions of higher learning as it enhances teaching and learning processes, streamline administrative tasks and drive innovations. Despite the unprecedented opportunities, AI tools if not used correctly, can be challenging in education institutions. The purpose of this study was to comprehensively review the AI innovations, opportunities and challenges associated with the use of AI in higher Education of learning. A systematic literature review methodology was adopted and used to locate and select existing studies, analyze and synthesize the evidence to arrive at clear conclusion about the current debate in the area of study. Following the PRISMA, the study analyzed a total of 54 documents that met the inclusion and exclusion criteria set for selection of the documents. The review unveiled many opportunities including enhanced research capabilities, automation of administrative tasks among others. Artificial Intelligence tools are found to refine and streamline the administrative tasks in different units in higher institutions of learning. The challenges include ethical concerns, integrity issues and data fabrication issues. With the challenges notwithstanding, the benefits of Artificial Intelligence cannot be over emphasized. Artificial intelligence remains a powerful tool for research, automation of administrative tasked, personalized learning, inclusivity and accessibility of educational content for all. Emphasis should be put in regulatory frameworks detailing how such tools can be used while maintaining the level of ethical standards required.
Samuel Ocen
2 weeks ago
IntroductionDigital technologies are widely integrated with teaching and learning, and examining these technological interventions in the classrooms has become an active research area. Existing reviews are often constrained, relying on qualitative methods like meta-analysis, scoping review, or systematic review, which tend to cover a limited number of studies. We conducted a bibliometric analysis of 1,128 articles published between 2014 and 2023 from the Web of Science database to provide a comprehensive overview of this field.MethodsThis study used Biblioshiny and VOSviewer tools to perform performance analysis and scientific mapping. In this study, performance analysis was performed, including descriptive statistics, publication trends, and identification of key actors. Furthermore, scientific mapping has also been done to visualize the prevalent structural aspects and hot research topics to observe the evolving dynamics over the past 10 years.ResultsThe findings indicate a significant rise in publications over the past decade, with an annual growth of 21.5 per cent. We identified prolific authors, institutions, journals, countries, articles, and keywords that encapsulate the domain of digital technologies in the classrooms. The prospective challenges were also identified, including a need for a more technology-driven culture, limited teacher assistance, user interface design issues, proper training, and a technological divide.DiscussionThe findings could encourage the use of digital technologies in the classrooms and offer insights for policymakers to (re)allocate resources. Furthermore, this work is valuable for informing scholars and practitioners about the current state of research, helping them to identify and focus on trending topics when deciding which areas to explore.
Talha Mahboob Alam
3 weeks ago
The landscape of higher education is continuously evolving, with online learning emerging as a prominent educational modality. This cross-sectional study, conducted at the Holy Spirit University of Kaslik (USEK) in Lebanon from January to October 2023, aimed to assess Lebanese students’ perceptions regarding the effectiveness of online learning as a mode of education and to develop strategies and recommendations for enhancing online learning in Lebanon. Using a convenience-sampling method, we collected 309 responses, focusing on educators’ preparedness, student satisfaction, adaptability in online learning, and preferences for future learning modalities. The results highlighted a pressing demand for innovative course design strategies that promote engagement and interactivity, with 41.4% of respondents expressing this need. Additionally, 34.6% of learners emphasized the need for accessible technical support. Furthermore, 38.8% of participants underscored the necessity of comprehensive training programs for educators and learners in navigating online learning environments effectively. Moreover, the preference for online or hybrid learning models (55%) emphasized the importance of flexibility while preserving the value of in-person interactions. The study also highlighted the potential of educational advances to further enhance online learning environments. These technologies could provide opportunities for personalized learning experiences, tailoring course content, delivery methods, and assessments to meet the diverse needs of students, thus fostering a more adaptable and inclusive learning ecosystem. These insights are crucial for refining online education strategies and addressing the evolving needs of students in Lebanon.
Najib Najjar
1 month 1 week ago
Education is one of the many sectors in which augmented reality has been successfully implemented. To determine how Augmented Reality (AR) supports education, this bibliometric study analyzes 1734 articles extracted from the Scopus database between 2010 and mid-2023. The study aimed to determine patterns in productivity, authorship and collaboration patterns, publications, citation structures, general research tendencies, and bibliographic coupling. Biblioshiny and VOSviewer were employed in this investigation. The outcomes of the study indicate an ongoing trend of increasing publication counts or more contributions since 2016, and still a trending topic studies on interactive learning environments and AR in education and knowledge constitute niche areas, while epidemiology, science education, and mobile augmented reality are important research topics that were underdeveloped and indicate a relationship that is both emerging and declining, based on a thematic analysis of the papers. Furthermore, the outcomes demonstrate that the USA, Spain, and the United Kingdom have the strongest global cooperation despite the USA writing more articles. To offer an ideal road map for scholars who would like to carry out research in this area, this paper also looks at the trendsetting in augmented reality in education.
Swati Singh
1 month 1 week ago
The effective integration of Generative Artificial Intelligence (GenAI) into educational practices holds promise for enhancing teaching and learning processes. Examining faculty acceptance and use of GenAI implementation can provide valuable insights into the conditions necessary for its successful application. This study consisted of a survey to measure the acceptance and use of GenAI in the educational practice of 208 faculty members at a private university in Mexico. The survey instrument used integrates elements of the Technology Acceptance Model (TAM) and the Theory of Reasoned Action (TRA). The original questionnaire was translated into Spanish and validated by experts to ensure reliability and validity in the new context. Overall, acceptance dimensions obtained middle-high results. Behavioral intention obtained the highest values whereas Subjective norm obtained the lowest values. Significant differences in GenAI acceptance regarding faculty disciplines and sociodemographics were not identified. Also, faculty GenAI acceptance is positively moderate correlated with faculty GenAI use to produce text. The identified acceptance level among faculty toward the use of GenAI in educational environments leads to expect a promising future for its integration into teaching and learning practices. In addition, further research on GenAI integration for student use and the impact of faculty training on the effective use of GenAI in educational settings are encouraged.
Julián Nevárez Montes
1 month 2 weeks ago
IntroductionInclusive digital education is a growing field that aims to provide equitable learning opportunities for all students, including those with special educational needs (SEN). This study investigates the effectiveness of three pedagogical methods - problem/project-based learning (PBL), cooperative learning (CL), and service learning (SL) - in promoting inclusive digital education.MethodsWe adopted a quantitative approach, collecting data through a structured questionnaire administered to nine media education and pedagogy experts from Italy and Austria.ResultsResults showed that PBL, CL, and SL are generally effective but require differentiated implementation approaches to maximize inclusivity. Practical implementation in the inclusive context of PBL requires promoting student reflection and self-assessment adapted to students’ individual needs; in CL, group projects supported by digital collaboration tools (e.g., Google Docs) facilitate structured dialogue, peer collaboration, and shared responsibility, thereby increasing engagement; in SL, linking learning to real-world practice and designing experiences that reflect students’ abilities and interests emerge as crucial, especially for students with SEN.DiscussionThe implications of these findings suggest that educators should adopt flexible and adaptive strategies to successfully implement PBL, CL, and SL to ensure that they meet the diverse needs of students in digital environments. Limitations of the study and recommendations for future investigations are discussed to further develop this area of research.
Paola D’Elia
1 month 2 weeks ago
IntroductionThis study explores the motivators to use learning management systems (LMS) adopted and used in eLearning by Hong Kong universities among Mainland Chinese postgraduate students amid COVID-19 pandemic.MethodsAn adapted and extended UTUAT2 model was first proposed and tested using the structural equation modeling approach. Through self-report online questionnaire, data were collected in 2022 from 352 Mainland Chinese postgraduate students of nine universities in Hong Kong. The reliability and validity of the data were tested using the confirmatory factor analysis, followed by path analysis to test the hypotheses in the proposed model.ResultsThe study revealed nine motivators which explained 50% of the variance in LMS use intention. Trust (0.204), instructor characteristics (0.202), performance expectancy (0.181), and facilitating conditions (0.181) were identified as strong motivators of behavioral intention. Other factors such as effort expectancy (0.148), learning value (0.118) and social influence (0.115) also had significant positive effects on LMS use intention. Habit (0.014) and hedonic motivation (−0.016) had no significant direct effect on it.DiscussionThese findings provide inspirations for educational stakeholders to promote the acceptance of LMS platforms among distance and online learners who adopt the cyberspace as the only means of learning. They also offer insights about instructor recruitment and evaluation methods.
Chung Yee Lai
1 month 2 weeks ago
This article examines a project dedicated to comprehensively addressing the social impact of digital transformation. The project also emphasizes the effects of digital transformation on marginalized populations, especially forced migrants and individuals with special needs. The project involves the development of open-access course materials titled “Digital Life 1–2–3-4,” which are shared as open-access resources through four MOOCs on the iMooX platform. The primary goal is to increase awareness of the effects of digital transformation in daily life, such as algorithmic bias, inaccessibility, robots and digital divide, digital inclusion, and digital discrimination. By integrating ethical considerations, promoting digital literacy, and considering bringing users into the design process, the course mitigates the impact of digital transformation and promotes an equitable and empowering digital environment for the everyday use of technology, particularly for marginalized communities. In this article, we discuss specific course content, including digital inclusion, algorithmic bias, and emerging inequalities. The key goals are to understand and mitigate the risks of algorithmic bias, inaccessibility, and digital discrimination in educational technologies affecting diverse and vulnerable populations, and to promote digital literacy, access, and motivational design to encourage forced migrants’ active and safe participation in technology-enabled education. We conclude that it is essential to prioritize ethical principles in their design and application, elevate underrepresented voices, and foster a more equitable and inclusive digital landscape.
Pelin Yüksel-Arslan
1 month 2 weeks ago
Our daily lives are undergoing a major transformation before our eyes. Digitalisation and digital content, social media platforms, the unlimited amount of information available on the internet, require a whole new set of people and knowledge. We need new competences to thrive that our parents and grandparents of the previous generation did not even know about. A different dimension of awareness has emerged, raising many questions from the digital, financial, consumer and sustainability perspectives. The messages and lessons from various studies and articles suggest that many individuals are not adequately prepared for these challenges, for a variety of reasons. Inherited patterns, lack of awareness-raising, some aspects of exclusion are all factors working against the process, which is also influenced by the openness, receptiveness and willingness of individuals to embrace new things. The emergence of awareness as a competence is clearly an expectation of the 21st century, without which we become very vulnerable in our challenging lives and our ability to succeed is therefore questionable. Agility as an individual competence is also a child of the 21st century. A few years ago, agility was understood more at an organisational level, but for an organisation to become agile, it needs to have agile people. Many education, training and training courses are trying to develop this approach, but the education system can also do a lot to achieve this. In this study, we analysed the generational characteristics of identification with the agile approach by processing 5,067 evaluable questionnaires in a quantitative primary research. The research found that Generation X identifies most with the agile approach. Generations Y and Z, although they have a positive view of agility, are willing and able to identify with it, but in their case there is still a strong lack of concrete knowledge and understanding. The aim of our study is to present the state of competences in modern times, including the different dimensions of awareness through the ability to be agile, in order to highlight the differences and identities in different generational, educational and other aspects, based on the results of a primary research conducted in Hungary. The literature used for this study will help to evaluate the research findings and to understand the relationship between education, agility and competences. They also help to understand why the study links these three areas, illustrate the cause and effect relationship, and in all cases studies are closely linked to the interpretation of these three areas and their impact on each other.
János Varga
1 month 2 weeks ago
IntroductionThis study investigates the perceptual differences between ChatGPT and human tutors in fostering critical thinking among students, highlighting the effectiveness of Socratic tutoring methodologies in modern educational contexts.MethodsConducted with a sample of 230 university students in Taiwan, the research employed a mixed-methods approach, combining quantitative surveys and qualitative interviews.Results and discussionResults reveal that while a significant portion of students appreciates the benefits of ChatGPT—namely its non-judgmental nature and accessibility—human tutors are acknowledged for their capability to provide tailored feedback and emotional support. Through threshold analysis conducted via a Multilayer Perceptron (MLP) model, the study identified key features affecting student preferences, emphasizing the need for a balanced integration of AI and human tutoring methods. Findings underscore the importance of developing hybrid educational models that leverage both the strengths of human facilitators and the efficiencies of AI tools to enhance student learning and critical thinking skills.
Hoda Fakour
1 month 3 weeks ago
Sustainability has become an essential factor in the field of education as the world evolves toward digitization. Technology is a valuable educational tool for sustainable development and it is rapidly adopted worldwide, leading to substantial educational innovations and findings. Technology such as Interactive Whiteboards, Learning Management Systems (LMS), and Mobile Assisted Language Learning (MALL), enhance self-directed learning among the learners. According to the goals of UNESCO, the 2030 Agenda for Sustainable Development Goal-4 (SDG4) focuses on quality education that endorses equity and equal opportunity for all. Mobile Learning is an educational method that can improve a teaching-learning context. However, limited studies have focused on utilizing MALL in the context of self-directed learning. The present study discusses the use of mobile applications for sustainable language learning. It provides a systematic review of the findings of 16 empirical studies published between 2019 and 2023 from Scopus and the Web of Science, based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020. The study analyzes the use of mobile apps for self-directed learning and highlights the importance of digital abilities in promoting lifelong learning. The result indicates the benefits of self-directed learning in promoting sustainable learning and discusses the potential of Mobile-Assisted Language Learning (MALL) in providing lifelong learning opportunities.
S. Shalini Roy
1 month 3 weeks ago
Shirley Miedijensky
1 month 4 weeks ago
Most live broadcast work in education operates with an expert to novice delivery mode, and in indoor settings such as surgical teaching environments. Those few examples of live broadcasts from outdoor locations have heavy resource requirements, limiting their uptake within Higher Education. Working with undergraduates in a students as partners approach, this research aims to test the feasibility of a low-cost and low-tech solution to co-produce a live fieldwork broadcast within the biosciences. The co-production partnership successfully produced a live broadcast from conception to delivery in 2022–2023 with three placement students and in 2023–2024 with two placement students and three mentors. The students were involved in all aspects of design, development, and delivery of the live fieldwork broadcast. A pocket wireless modem creates an outdoor wireless network with a mobile device and wireless microphones used to deliver the broadcast. Semi-structured interviews, student self-assessments, and a reflective researcher diary explored the impact of this approach to co-produce a live fieldwork broadcast. Enjoyable aspects of the placement identified were the opportunity for new experiences and a sense of achievement. The live fieldwork broadcast placement enabled the placement students to develop 28 skills, with 73% of skills identified by at least two of the placement students. Most skills developed were transferable (54% of student identified skills), including teamwork and project planning. The simple and low-cost technology used provides a solution to address the barriers of technology integration within fieldwork and offers insight into the experience of working in partnership during a live fieldwork broadcast.
Janine Maddison
2 months ago
IntroductionReal-life project-based courses aim to enhance student learning by integrating authentic projects into the curriculum. However, the complexity of these projects, due to their VUCA (Volatile, Uncertain, Complex, and Ambiguous) nature, can pose significant challenges, especially for students new to the concepts and skills being taught. This study addresses the overarching question: “How can a systematic model be developed and implemented to effectively manage teaching and learning through developing a real-life project in a hybrid cross-cohort environment?”.MethodsThe study was conducted within an Instructional Systems Design (ISD) course in a hybrid cross-cohort class structure. A diverse class of 27 students with varying backgrounds participated in the course. Data were collected through surveys, interviews, and instructor observations. The implementation process involved multiple student cohorts, primary stakeholders of the project, subject matter experts, and instructors.ResultsThe study resulted in the development of the proposed 3 Square model to manage hybrid cross-cohort learning environments. Students engaged in developing a real-life project—a public awareness website for Persons with Disabilities (PwD) in a university environment. They navigated the complexities of coordinating within a cross-cohort classroom and developed critical skills such as autonomous decision-making and effective communication. Outcomes included efficient time management, achievement of project objectives, and tangible learning outcomes such as mastering ISD topics, using new tools, and working collaboratively in a group.DiscussionThe findings highlight the importance of leveraging diverse student knowledge and experience to manage challenges in cross-cohort classrooms for complex projects. Practical implications are discussed for instructional design and teaching strategies in diverse educational settings, emphasizing the need for systematic approaches to facilitate real-life problem-based learning tasks.ConclusionThis study provides a retrospective evolution of a systematic model for hybrid cross-cohort learning environments. It identifies teaching-learning challenges, determines appropriate instructional strategies, and evaluates the effectiveness of solutions in facilitating real-life project-based learning. The insights gained contribute to managing diverse educational settings and enhancing instructional design practices.
Syaamantak Das
2 months 1 week ago
We live in an increasingly digitalized and competitive world, so the use of technological resources in continuing education is essential. The objective was to determine the impact of the MOOC based on the flipped classroom methodology on the level of information competence and information literacy in primary school teachers. The approach was quantitative, pre-experimental design. The sample consisted of 810 teachers from the Lambayeque region. After the MOOC application, it was found that the competency of navigation, search and filtering of information, data and digital content obtained the highest score, with 2.84 in the pretest and 3.67 in the posttest on a scale of 1 to 5. The conclusion is the need to train teachers so that they are able to respond effectively and efficiently to the new challenges of this digital society.
Fiorela Fernández-Otoya