Frontiers in Education: Digital Learning Innovations

This mixed-method quasi-experimental study investigated the effects of virtual reality immersion (VRI) in biology classes on East Jerusalem high school students' scientific habits of mind, specifically self-regulation, critical thinking, and creative thinking. The study was grounded in the Cognitive Affective Model of Immersive Learning (CAMIL), which emphasizes how immersive environments enhance cognitive and affective engagement. A random cluster sample of 207 male and female students from three East Jerusalem high schools (two male and one female) participated in the study. Over a four-month period, participants were exposed to VRI-based biology content designed according to CAMIL principles. Data were collected using pre- and post-tests to measure changes in students' self-regulation, critical thinking, and creative thinking. A mixed-method design was employed to capture both measurable outcomes and students' lived experiences, integrating quantitative results with qualitative insights to ensure methodological triangulation. Quantitative analysis using the non-parametric Wilcoxon Signed-Rank Test revealed statistically significant and substantial improvements in students' self-regulation, critical thinking, and creative thinking following the integration of VRI. Qualitative findings supported these outcomes, highlighting students' positive perceptions and experiences with immersive biology learning. The findings demonstrate that incorporating VRI into biology instruction can meaningfully enhance students' higher-order thinking skills and scientific habits of mind. These results suggest the potential of VRI to encourage greater student interest and enrollment in scientific tracks. However, further research is recommended across other science subjects (e.g., physics, chemistry, and mathematics) to validate the broader applicability of these results. Educators and researchers are encouraged to explore VRI integration to foster students' cognitive growth and promote pursuit of higher education in scientific domains.

Recently, various approaches have been adopted to cultivate environmental literacy, and prior studies have confirmed the value of digital games in this domain. Nonetheless, concrete discussions of specific elements such as environmental sensitivity and attitude remain limited. Accordingly, the present quasi-experimental study investigates whether Digital Game-Based Learning (DGBL) can enhance the environmental literacy of Taiwanese elementary school students. Thirty-four sixth-graders were assigned to a DGBL group (n = 17) and a Web group (n = 17). Quantitative data were collected with an Environmental Literacy Scale covering knowledge, sensitivity, and attitude, while qualitative insights were gathered through semi-structured interviews. Post-test scores were analyzed via ANCOVA with pre-test scores as covariates. Results indicate that the DGBL intervention significantly improved students’ environmental knowledge and attitude, whereas gains in environmental sensitivity, though evident, did not reach statistical significance. Qualitative responses echoed these findings, suggesting that immersive gameplay fosters deeper affective engagement with ecological issues even when measurable sensitivity improvements are modest.

The usefulness and ease of use of generative artificial intelligence (GAI) technology serve as the necessary technical foundation for its rapid proliferation. However, within the current educational landscape, students have raised growing concerns and apprehensions regarding the ethical governance of GAI technologies and their potential to disrupt employment opportunities through job displacement effects. This study investigated the relationship between perceptions of threats and hesitancy concerning the use of GAI technology among college students. A survey of 805 participants revealed a positive correlation between perceived technological threat and use hesitancy. Importantly, perceived avoidability and fear of GAI were found to serve as sequential mediators in this relationship. These findings elucidate the psychological mechanisms that underlie students’ reluctance to adopt emerging GAI technologies and suggest that interventions aimed at addressing threat perceptions, increasing avoidability, and reducing fear may promote greater acceptance of such techniques among students.

IntroductionThis study examines the integration of Artificial Intelligence (AI)-based tools into university-level accounting education in Medellín, Colombia. The objective was to identify the factors that influence students' intention to adopt these technologies, using theoretical frameworks such as the Theory of Planned Behavior (TPB) and the Technology Acceptance Model (TAM).MethodsAn experimental methodology was applied, which included the development of an educational video incorporating AI and an accounting simulator. A total of 105 students participated in the study and completed a Likert-type questionnaire designed to evaluate constructs including attitude, perceived usefulness, ease of use, subjective norm, and behavioral control.ResultsThe analysis revealed that perceived ease of use significantly influenced both perceived usefulness and behavioral control. Additionally, subjective norm had an impact on attitude and intention to use. However, perceived usefulness did not translate into favorable attitudes toward AI adoption, indicating a gap between the functionalities students recognized and their expectations of the technology.DiscussionThe findings highlight the importance of contextualizing AI functionalities within educational settings. They suggest the need for pedagogical strategies that align technological tools with students' expectations and foster a more receptive environment toward digital innovation in accounting education.

IntroductionArtificial intelligence tools like ChatGPT and DeepSeek are increasingly shaping higher education. However, their integration into student learning remains underexplored. This study investigates how university students in South Africa use AI-based tools in their academic practices and the specific tasks these tools support. It also examines the ethical challenges and considerations arising from their use, highlighting the need for structured institutional guidelines.MethodsA qualitative approach was employed, involving in-depth semi-structured interviews with 50 students from four South African universities.ResultsFindings reveal that students widely but informally use AI tools for tasks such as essay writing and assignment preparation. The absence of formal institutional guidance has led to ethical ambiguities and inconsistent usage practices.DiscussionThe study accentuates the urgency for universities to develop institutional AI frameworks. These frameworks should promote the responsible and effective use of AI tools while addressing academic support needs and ethical considerations in higher education.

ChatGPT empowers instructors to provide interactive, individualized attention and enhance student engagement. It is used to understand the learners so that the teaching materials and assessments can be contextualized. ChatGPT can enrich the learning experience, motivate the learners, and improve academic performance. No study in Saudi Arabia surveyed law educators on the intention to use ChatGPT. To fill the gap in this area, this research investigated the intention of law educators to use ChatGPT. To achieve the research objective, the researcher used a survey method to collect information from law educators in Saudi Arabia. The research revealed that law educators will use ChatGPT in legal education as the constructs of the performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioral intention are found to be significant. The finding has policy, practical, and theoretical implications. The finding can be used to understand the factors that influence ChatGPT adoption by law educators. Accordingly, teaching and learning policies can be strengthened, and the learning institutions can introduce training for the proper and acceptable use of ChatGPT in legal education. The research also expanded the technology adoption model to understand the intention to use ChatGPT among law educators in a developing country.

Despite the increasing integration of technology in education, digital inequities persist among ESL students, particularly in under-resourced academic settings. This explanatory mixed-methods study examined digital equity among undergraduate ESL students in the English Department of an Afghan public university, drawing on data from 78 questionnaires and six in-depth interviews. Thematic and statistical analyses revealed that while students reported high access to personal technological devices for language learning, they faced significant constraints in accessing computer laboratories and developing digital English learning materials. Additionally, limitations were observed in their engagement with technology-enhanced educational research. The findings indicated no statistically significant correlations between digital equity and gender, academic year, or socioeconomic status. Both students and instructors encountered these challenges, underscoring the urgent need for institutional strategies to mitigate digital disparities in higher education. Ultimately, the study concluded with several pedagogical implications.

IntroductionRemote teaching often feels unnatural and restricted compared to on-site lectures, as traditional teaching aids are reduced to a 2D interface. The increasing adoption of VR expands online teaching platforms by offering new possibilities for educational content and enables teachers to teach more intuitively. While the potential of virtual reality (VR) for learners is well-investigated in the academic literature, VR tools for educators have hardly been explored. In this paper, we introduce the tool VRTeaching, a platform designed for presenters to enable immersive lectures using VR glasses and integrated tools such as an interactive whiteboard that can display slides, built-in chat integration to enable communication, and interactivity features such as polling tools or audience questions.MethodsThe presented study includes an expert evaluation assessing the usability and the potential of the teaching and learning platform and an investigation of the mental demand and psychophysiological responses on teachers and students giving presentations depending on the teaching environment.ResultsThe results indicate a significantly higher mental demand for the VR environment than the online environment, with no significant effects on the psychophysiological measures.DiscussionDespite the increased perceived mental demand, participants recognized the VR lecture room as having strong potential for enhancing teaching and learning experiences. These findings highlight the potential of VR-based platforms for remote education while underlining the importance of considering cognitive load aspects in their design.

IntroductionVirtual learning systems (VLS) have become increasingly significant in agricultural education, especially for enhancing accessibility and flexibility. However, their effectiveness in improving learners’ engagement, satisfaction, retention, and overall outcomes remains uncertain, particularly within the Indian agricultural education context.MethodologyA cross-sectional study was conducted among 400 students from Undergraduate (UG), Postgraduate (PG), and PhD programs across randomly selected agricultural universities. Effectiveness Index was constructed using entropy method. Multiple linear regression analysis was employed to identify key predictors.ResultsThe findings indicate that 50.5% of students perceived a medium level of VLS effectiveness. Postgraduate and PhD students reported higher engagement and satisfaction than UG students. Self-regulation was the most significant predictor of learning effectiveness, followed by learners’ attitudes and e-learning design. Gender differences were also observed, with female students performing better in virtual learning environments.Discussion and conclusionThe study highlights the critical role of self-regulation, positive learners’ attitudes, and well-structured e-learning design in enhancing the effectiveness of virtual learning. These insights can inform the development of strategies aimed at optimizing virtual platforms for agricultural education.

BackgroundDeep learning (DL), a subset of machine learning and artificial intelligence (AI), is transforming engineering by addressing complex problems with innovative solutions. Despite its growing influence, a comprehensive review of current trends, applications, and research gaps in engineering disciplines is essential to understand its full potential, limitations, and potential educational implications.PurposeThis study systematically explores the state, trends, and future directions of deep learning applications in engineering, and potential educational implications. The primary research question is: “What are the current applications, trends, and research gaps in the use of deep learning across engineering disciplines, and how can these insights guide future innovations in engineering practice?”MethodA systematic literature review (SLR) was conducted in three phases: identification, screening, and synthesis. Articles were retrieved using the search term “deep learning + engineering” from databases like IEEE Xplore, Web of Science, and Google Scholar. After removing duplicates from an initial pool of 346 articles, abstracts and full texts were screened based on predefined exclusion criteria, narrowing the selection to 101 relevant studies. The synthesis categorized data into four themes: strategic methodologies, practical implementation, system optimization, and emerging applications.ResultsThe analysis revealed DL's significant impact on engineering disciplines, especially mechanical and electrical engineering, with applications such as predictive maintenance and automated grid management. Key trends include strategic deep learning model development, practical evaluation frameworks, and the optimization of efficiency. However, research gaps remain in scalability, model interpretability, and real-world implementation.ConclusionsThis study underscores DL's transformative potential in engineering while identifying critical research gaps and opportunities. It provides a framework for future research and industry applications, emphasizing the importance of strategic innovation and interdisciplinary collaboration to advance deep learning in engineering.

This research contributes to the growing field of technology-enhanced learning by demonstrating how gamification and connected technologies can address gaps in bilingual education and language therapy. It investigates the design, development, and evaluation of Olly’s Adventures: The City of Two Languages, a novel, gamified language intervention tool for bilingual Maltese-English-speaking children aged five to eight. The tool merges a physical board game with a companion mobile application, creating an engaging phygital experience that supports language acquisition across clinical, educational, and home settings. Developed by a multidisciplinary team, the tool was iteratively refined through a user-experience-driven process involving speech and language pathologists, caregivers, educators, design engineers, and children. Mixed-methods data were gathered via focus groups, observations, surveys, and a case study. Findings highlight the tool’s potential to foster language development and increase motivation, with users reporting high levels of engagement, satisfaction, and relevance. Despite limitations related to sample size and the need for clinical validation, the study demonstrates the promise of user-centered connected tools in delivering inclusive, motivating, and linguistically responsive interventions.

IntroductionThis study explores how the synergy between Artificial Intelligence (AI) and Experiential Learning enhances students’ creativity through motivation.MethodsA quantitative survey with 200 purposively selected students was conducted. A structured questionnaire was used to collect data on AI usage, motivation, and creativity.ResultsAI integrated with experiential learning significantly boosts motivation, which in turn increases creativity.DiscussionThe findings support incorporating AI-based experiential practices in education to foster student innovation and engagement.

The shape of classroom and learning in higher education has transformed during the COVID-19 pandemic in a way of increasing learners' socialization and connectedness in the virtual setting. This study examines 4 years' work of design, development, and refinement for a two-semester-long undergraduate first-year writing (FYW) course during and after the pandemic, throughout the transition from online to offline mode in India. Undergraduate FYW courses in India have multiple functions such as learning English as a second language and academic/social integration, and they were placed in an optimal position to compensate the lack of physical interactions and socialization during the pandemic. First, we discuss three designing principles that have been constant from the establishment of the curriculum: authentic learning with digital literacy, maximizing socialization, and empowering students' voice. Second, an online survey was conducted to measure students' perception and perspective on their adapted learning environments—online only, mostly online, mostly offline, and offline only conditions. The results indicate that the offline mode was overall more satisfactory for writing practice and learning, while some functions in the online mode provided meaningful support for an interactive writing experience.

This study addresses the advancement of rural science education (RSE) through a focus on water education in Chile’s Los Lagos Region. Employing a Design-Based Research approach with four rural communities, the research first aimed to characterize local rural knowledge (LRK) and identify educational needs regarding local water sources, quality, and infrastructure challenges. Second, it focused on the collaborative co-design with teachers of a contextually relevant teaching and learning sequence (TLS) for water education. The developed TLS emphasizes water quality and utilizes a Place-Based Inquiry for Modeling approach, encouraging students to engage in authentic inquiry using sensor technology to gather and analyze real-time data about their local water. This process integrates LRK with national science standards in Chile to enhance students’ understanding and participation in water-related issues. The study underscores the critical importance of local contexts, community involvement, and participatory design in creating effective RSE. Findings have implications for educators, researchers, and curriculum designers seeking to integrate place-based learning, technology, and LRK in rural educational settings.

BackgroundThe study examined university faculty members’ perspectives on Generative Artificial Intelligence (GenAI) tools, focusing on their awareness, perceived benefits, concerns, and uses and applications in education.MethodsThe study employed a cross-sectional descriptive research design in which data were collected using a questionnaire instrument in the summer semester of the 2023/2024 academic year. The number of participants was 102 Kuwaiti faculty members.ResultsThe results showed that participant had a moderate awareness of GenAI tools, with some key areas standing out, i.e., their impact on education, ethical implications, and ease of use. Faculty members had positive and high perceptions of the benefits of GenAI tools and their applications in education, particularly in reducing administrative tasks, supporting research, fostering innovation in curriculum design, and enhancing online learning. In addition, results showed that faculty members had a moderate concern regarding GenAI and their application in education. The key problems were related to the contrary effect of GenAI on academic integrity, the potential for plagiarism, over-reliance on these tools, over-dependence on technology, and ethical implications. The participants reported moderate but lower utilization of GenAI tools than their awareness and perceptions. The results revealed significant gender-based differences in participants’ awareness, perceived benefits, and utilization of GenAI tools. In contrast, no significant variations were found in faculty members’ awareness, perceived benefits, concerns, and utilization levels based on academic rank.ConclusionBased on the findings, the study recommended providing professional development programs for faculty members and students and issuing guidelines and policies to ensure the efficient and ethical use of GenAI tools for educational purposes.

IntroductionDigital informal learning (DIL) has become increasingly important in higher education, providing a flexible complement to traditional instruction and supporting students’ academic and personal development. This study explores how Chinese university students engage with DIL through the lens of ‘possible selves’, examining how their envisioned identities motivate their informal learning behaviours.MethodsA mixed-methods design was employed at a Chinese university, combining quantitative survey data from 514 undergraduate students with qualitative data from in-depth interviews with 18 participants. The survey assessed students’ conceptual understanding, attitudes, and usage frequency of DIL, while interviews provided deeper insights into their motivations and experiences.ResultsSurvey findings indicated that although students had limited conceptual knowledge of DIL, the majority recognised its significance and routinely integrated it into daily learning practices. Interview data further revealed that students predominantly utilised DIL to compensate for formal education shortcomings, such as limited classroom time, outdated materials, and insufficient teaching quality. Additionally, students’ engagement with DIL was strongly influenced by their aspirations (ideal academic selves) and their fears of academic failure (feared selves), shaping DIL use as both a remedial strategy and a proactive measure for self-improvement.DiscussionThe findings underscore the dual role of DIL in addressing formal curriculum gaps and fostering self-directed personal growth, while also highlighting potential risks such as fragmented knowledge acquisition and information overload. The study extends the ‘possible selves’ theoretical framework into the digital learning context and offers practical implications for curriculum development, teacher professional development, and digital literacy initiatives. Ultimately, this research advances the understanding of leveraging digital learning innovations to create more responsive and equitable educational environments.

This research on Continuing Professional Development (CPD) was conducted through a meticulous and structured systematic review. Initially, four academic databases were explored, merging key terms in both Spanish and English, identifying 1,942 articles. After a preliminary screening, publications were discarded for various reasons: duplication, access restrictions, irrelevance, or exceeding the 10-year age limit, reducing the corpus to 722 articles. A subsequent content review pinpointed only 100 articles directly relevant to CPD studies. A final review assessed thematic depth, research status, and educational relevance, leading to further exclusion and a consolidated set of 81 publications ready for an in-depth review. These articles, selected through a rigorous process, represent current and significant contributions to CPD knowledge in the academic context. All information is organized following the PRISMA 2020 guidelines. The methodology employed ensures the relevance and timeliness of the selected literature, providing a solid foundation for future research in the field and for the design of a Professional Development Program. It is concluded that implementing a CPD program focused on scientific and socially relevant topics requires a strategic combination of pedagogical innovation, expert collaboration, technological integration, and research orientation. These elements prepare teachers to face contemporary challenges and position them as agents of change in their disciplines and communities.

This study explores the profound impact of COVID-19 quarantine on social media usage among university students in the West Bank, revealing a dramatic surge in engagement driven by the shift to remote learning and the need for digital socialization. With motivations for entertainment (52%) and social communication (28%) dominating, students reported increased social media use, which coincided with heightened study hours, reflecting its dual role as both a tool for academic adaptation and a potential distraction. Quarantine conditions also fostered stronger family relationships, with students spending more time with their families, yet satisfaction with academic performance and daily achievements remained low, highlighting the challenges of balancing increased digital engagement with productivity. This research underscores the complex interplay between social media, academic performance, and social dynamics during an unprecedented period of global disruption, offering valuable insights for educators, policymakers, and mental health professionals aiming to optimize social media’s role in academic and personal development.

IntroductionDespite their many advantages, group activities can result in participation imbalance, especially when a participant joins the activity remotely. In this experimental study, we address the issue of imbalance in small groups, which consist of two co-situated participants and one remote student on a telepresence robot. The aim is to investigate whether using a robot to moderate group activities can affect engagement and balance participation.Methods84 participants were recruited and assigned to two conditions, namely baseline (without a robot moderator) and experimental (with a robot moderator). As participants engaged in completing a language learning task, the moderator implemented verbal and nonverbal interventions.ResultsData analysis shows that while nonverbal interventions mostly failed, verbal interventions had a success rate of 88.24% in encouraging participants to start speaking. Regarding the talking time of group members, results show significant differences between the mean scores in both conditions, indicating a more balanced participation of group members in the experimental condition. Participants also formed positive attitudes toward the robot moderator.DiscussionIn conclusion, using the robot moderator positively affected group dynamics by encouraging quiet participants to be more active and rendering the interaction to be more balanced.