Frontiers in Education: Digital Learning Innovations

The rapid evolution of knowledge requires constantly acquiring and updating skills, making lifelong learning crucial. Despite decades of artificial intelligence, recent advances promote new solutions to personalize learning in this context. The purpose of this article is to explore the current state of research on the development of artificial intelligence-mediated solutions for the design of personalized learning paths. To achieve this, a systematic literature review (SRL) of 78 articles published between 2019 and 2024 from the Scopus and Web or Science databases was conducted, answering seven questions grouped into three themes: characteristics of the published research, context of the research, and type of solution analyzed. This study identified that: (a) the greatest production of scientific research on the topic is developed in China, India and the United States, (b) the focus is mainly directed towards the educational context at the higher education level with areas of opportunity for application in the work context, and (c) the development of adaptive learning technologies predominates; however, there is a growing interest in the application of generative language models. This article contributes to the growing interest and literature related to personalized learning under artificial intelligence mediated solutions that will serve as a basis for academic institutions and organizations to design programs under this model.

Online learning and teaching during the COVID-19 pandemic had mixed impacts on students’ accessibility and performance. It benefited the concerned stakeholders, including management, teachers, and the students, to retain in the system, but it reinforced pre-existing discrimination among students from various disadvantaged groups. Studies reveal that the online learning system created an environment that facilitated students’ motive and interest in learning who disengaged themselves from classrooms due to various socioeconomic reasons during the pandemic. The present study explored students’ experience and perception of online learning in Nepal and analyzed the predictors of their interest in participating in the new learning environments. More specifically, it studied how the online modes of learning were associated with the interests of disadvantaged higher education students in their academic pursuits during the COVID-19 pandemic and how online learning impacted the pre-existing discrimination among them. The study generated concepts and variables drawing from the technology acceptance model (TAM) and a review of existing literature. A survey among 324 higher education students and a follow-up interview among nine selected respondents were conducted in Nepal between April and June 2021. The sample represented students from all social classes, genders, financial status, and geographies. Using a logistic regression model of the survey data and thematic analysis of interviews, this study found that compared to others, students from disadvantaged groups were significantly motivated by the online learning system. Their perception of online learning was positive despite the shortcomings of the system, such as the lack of internet infrastructure and the continuous flow of electricity. Students’ motivation toward the online learning system was triggered by their perception, which helped them to retain and continue in the higher education system. Based on the findings, this study concludes that in a developing country like Nepal, where students face social, economic, and geographical challenges in accessing higher education, the online learning system could be an effective alternative to traditional face-to-face learning to minimize pre-existing discrimination.

Addressing a critical gap in the understanding of virtual reality (VR) in education, this study develops and validates a predictive model to elucidate the influence of usability and spatial ability on learning satisfaction among art and design undergraduates. Utilizing structural equation modeling on data from 105 art and design students in Mexico, we demonstrate that enhanced usability and spatial ability in VR significantly predicts increased learning satisfaction, which in turn, positively affects motivation, cognitive benefits, reflective thinking, and perceived learning. Our findings reveal a direct correlation between VR environment design and educational outcomes, suggesting that meticulous attention to usability and spatial navigation can substantially elevate the learning experience in art and design students. This research contributes to educational technology by offering empirical evidence on optimizing VR for higher education, with implications for curriculum design and pedagogical strategies in creative disciplines.

National trends indicate a pressing need for more impactful civic and history instruction in U.S. secondary education settings. To address this need, we developed an innovative, game-based curriculum, called iThrive Sim, that uses tech-supported role-plays and evidence-based civic and social and emotional learning practices to support high school students in engaging with and comprehending civic and history texts and concepts while developing their social and emotional skills. In this article we describe the need, rationale, and co-design process for this game-based curriculum, its theoretical underpinnings, and its advantages for adolescent learners. We review preliminary pilot and playtesting data that demonstrate initial support for its efficacy and feasibility. Finally, we discuss barriers and additional enhancements and supports that could aid in confirming efficacy and scaling the approach.

Advancements in the generative AI field have enabled the development of powerful educational avatars. These avatars embody a human and can, for instance, listen to users’ spoken input, generate an answer utilizing a large-language model, and reply by speaking with a synthetic voice. A theoretical introduction summarizes essential steps in developing AI-based educational avatars and explains how they differ from previously available educational technologies. Moreover, we introduce GPTAvatar, an open-source, state-of-the-art AI-based avatar. We then discuss the benefits of using AI-based educational avatars, which include, among other things, individualized and contextualized instruction. Afterward, we highlight the challenges of using AI-based educational avatars. Major problems concern incorrect and inaccurate information provided, as well as insufficient data protection. In the discussion, we provide an outlook by addressing advances in educational content and educational technology and identifying three crucial open questions for research and practice.

As artificial intelligence (AI) increasingly permeates educational landscapes, its impact on academic writing has become a subject of intense scrutiny. This research delved into the nuanced dimensions of authorship and voice in academic writing, specifically focusing on the application of OpenAI’s ChatGPT. In this study, the research team compared and contrasted an essay written by one second-year English student for a course on English literature with a similar essay produced by ChatGPT. The current research also, tried to clarify whether artificial intelligence can satisfy the formal requirements of academic writing and maintain the distinctive voice inherent in human-authored content. The examination hinges on parameters such as assertiveness, self-identification, and authorial presence. Additionally, the researchers shed light on the challenges inherent in producing AI-generated academic text. While ChatGPT presented an ability to generate contextually relevant content, the results highlighted its need for support in guaranteeing factual accuracy and capturing the complex aspects of authorship that are common in human writing. Notably, when compared to human-generated text, the AI-generated text was deficient in terms of specificity, depth, and accurate source referencing. While AI has potential as an additional tool for academic writing, this study’s findings indicated that its current capabilities—particularly in producing academic text are limited, and remain constrained. This study emphasizes upon the imperative for continued refinement and augmentation of AI models to bridge the existing gaps in achieving a more seamless integration into the academic writing landscape.

In the ever-evolving landscape of educational technology, it is vital to understand the empirical relationships of teachers' Technological Pedagogical and Content Knowledge (TPACK) and its interplay with explanatory factors such as cyber wellness, school climate, and digital nativity. This study employs Covariance-Based Structural Equation Modeling (CB-SEM) to analyze self-reported data from 311 basic education teachers in Central Visayas, Philippines. The model demonstrates robust validity and reliability, showing diverse direct impacts on the antecedent variables to the seven constructs of TPACK. The findings reveal 16 significant hypothesized paths, with digital nativity has a significant effect on all three core knowledge domains of TPACK while school climate and cyber wellness have a significant effect on two knowledge domains. Another significant finding shows that content knowledge emerged with the highest significant effect on technological content knowledge (β = 0.621). This connection highlights the fundamental role of content knowledge in successfully integrating technological competencies among teachers, especially from a developing economy. The study provides policy insights tailored to post-pandemic educational management.

IntroductionThe negative consequences of climate change are widespread and have a global impact. An industrialized region of Germany must adapt to the effects of climate change and comply with political regulations. Previous studies indicate that economic actors who are not directly affected by climate change approach climate change mitigation and adaptation primarily based on legal requirements and often feel discouraged by the absence of data-based reports. Addressing this challenge, game-based learning emerges as a promising pathway.MethodsTo examine game-based learning’s applicability and potential for climate adaptation, we developed a business simulation game, simultaneously identifying didactically effective elements for managers who would participate in it. Using expert interviews and focus groups, we conducted a qualitative study with three HR developers from larger companies and nine managers and founders of startups to develop a business simulation game on climate adaptation. Based on the Grounded Theory methodology, theoretical coding was used to analyze the qualitative data.ResultsThe derived core categories indicate that personnel development in companies is evolving in response to economic changes. Individual resources such as motivation (especially for managers), personnel and time play a crucial role in establishing a business game as an educational offering. The identified game elements can also be used theoretically and practically in the development of other educational games.DiscussionWe discussed common human resource development measures in companies and compared them with more innovative approaches such as a simulation game. The study underscores the importance of innovative approaches, such as game-based learning, in fostering climate adaptation efforts among economic actors. By integrating theoretical insights with practical applications, our findings provide valuable guidance for the development of educational games aimed at addressing complex challenges like climate change. Further research and implementation of such approaches are essential for promoting proactive climate adaptation strategies within industrialized regions and beyond.

The increased access to artificial intelligence (AI) applications has made it possible to develop more engaging and complex educational activities for students in different disciplines. This research explored expanding university students’ knowledge of scientific entrepreneurship skills using an Artificial Intelligence application. The students participated in a training experience using the conversational ChatGPT language model to generate narrative scripts for various topics on scientific discoveries and technological advances to create new products or services that offer cost-effective solutions based on science. The experience was designed employing the i4C model (identify, ideate, invent, inform). The study used a two-sample design with repeated measurements based on a pre-test and post-test. One hundred five graduate students from two master’s degree programs at the Bolivarian University of Ecuador participated during the 2022–2023 academic period. The results indicate that the students notably improved in acquiring the knowledge necessary for scientific entrepreneurial skills. The study concluded that applying AI ChatGPT with a narrative scripting strategy can create new learning opportunities for students.

Online education has become an integral part of everyday life. As one form of online education, traditional Massive Open Online Courses mostly rely on video-based learning materials. To enhance accessibility and provide more variety of the learning content, we studied how podcasts can be integrated into online courses. Throughout three studies, we investigated the acceptance and impact of podcasts made available to learners on the online education platform openHPI. Throughout the studies we applied different methodologies, such as a Posttest-Only Control Group study, and a Static-Group Comparison. In the initial two studies, we identified that podcasts can serve as reasonable addition to MOOCs, enabling additional learning just as well as videos, and investigated the optimal podcast design for our learners. In one of our six-week courses on cybersecurity with more than 1,500 learners, alongside the third study, we identified that consuming an additional podcast can increase learning outcomes by up to 7.9%. In this manuscript, we discuss the applied methodologies and provide reasoning behind design decisions concerning, e.g., the podcast structure or presentation to be taken as inspiration for other educators.

As educational paradigms evolve, the integration of multi-sensory theory into the design of children’s educational toys presents a promising avenue for enhancing learning experiences. This paper explores the efficacy of multi-sensory toys in improving children’s attraction, interest, and learning efficiency through a systematic review and a pilot empirical study. The study specifically assesses the hypothesis that multi-sensory educational toys significantly increase children’s engagement and learning outcomes compared to traditional toys. Conducted with a diverse group of children aged 3–6 in Guangzhou and Shenzhen, China, the research employs both quantitative and qualitative methodologies, including engagement metrics and observational studies. The findings suggest that multi-sensory toys not only hold the potential to augment learning experiences but also require careful consideration of individual learning styles and preferences. The paper concludes with a discussion on the implications for future research and toy design, emphasizing the need for continued innovation and personalization in the development of educational toys to cater to the multifaceted needs of young learners.

IntroductionIn recent years, educational institutions worldwide have increasingly embraced technology as a means of enhancing the learning experience and adapting to the demands of the modern era. This trend toward digital transformation has become even more pronounced in the wake of the COVID-19 pandemic, which necessitated a rapid shift to remote learning modalities. Learning Management Systems (LMS) have emerged as crucial tools for educational continuity, enabling institutions to deliver course materials, facilitate communication, and manage student progress in virtual environments. However, the success of LMS implementation varied among educational institutions, with some achieving seamless transitions while others encountered challenges stemming from students' reluctance to fully embrace the technology. This paper contributes to the understanding of LMS adoption in higher education institutions in Dubai, UAE, by proposing a comprehensive model based on the Technology Acceptance Model (TAM) and enhanced with modern factors that fit the nature of virtual learning.MethodsEmploying a quantitative research approach, the study utilized the main structure of the Technology Acceptance Model (TAM) to propose an enhanced version of factors that might influence students' acceptance of online learning management systems. To collect the necessary data, a self-administered survey questionnaire was distributed to 500 students, ensuring a comprehensive dataset for analysis. The analysis was conducted using Partial Least Square Structural Equation Modeling (PLS-SEM), a robust statistical technique suitable for complex models with latent variables. This method allowed the researchers to empirically validate the proposed model, assessing the impact of various modern factors tailored to the nature of virtual learning environments.ResultsThe study's empirical findings revealed several significant factors influencing students' intentions to use LMS, including personal innovation, perceived utility, system quality, service quality, and information quality. While system quality encompasses the technical aspects and functionalities of the LMS, information quality focuses on the relevance, accuracy, completeness, and timeliness of the system's content.DiscussionThese insights provide valuable guidance for educational institutions in Dubai and beyond, offering actionable recommendations for optimizing LMS implementation strategies to enhance student engagement and educational outcomes in the digital learning landscape.

ObjectiveThis systematic review aims to synthesize current knowledge on integrating immersive technologies, namely Virtual Reality (VR) and Augmented Reality (AR), in Science, Technology, Engineering, Mathematics (STEM) education, and to lighten their impact on student performance and engagement.MethodsAdhering to PRISMA guidelines, a detailed search strategy across Scopus and Web of Science databases identified relevant peer-reviewed journal articles published from 2002 to 2023. The PICOS approach informed our inclusion criteria, focusing on empirical studies that assessed the application of VR and AR technologies in Science, Technology, Engineering, Mathematics (STEM) educational settings. Studies were evaluated for methodological quality, and data extraction was meticulous, with variables categorized as engagement, performance, or a combination of both.AnalysisA descriptive and statistical analysis using chi-square tests was employed to examine the relationship between the type of technology (AR, VR, XR, MR) and the educational outcomes. This quantitative assessment provided a nuanced understanding of the interplay between various immersive technologies and their pedagogical effectiveness.ResultsOut of 143 initially identified articles, 22 met the inclusion criteria for detailed analysis. Findings revealed that AR was the most studied technology, followed by VR. Most studies reported positive effects on student engagement and performance, with increased effectiveness being less frequently observed. A notable portion of the studies specifically investigated the combination of performance and engagement, underscoring the multifaceted benefits of immersive technologies in education.ConclusionsImmersive technologies are reshaping STEM education by enhancing engagement and performance. Integrating VR and AR offers promising educational benefits, including improved comprehension of complex concepts, increased student motivation, and enriched collaborative learning experiences. However, the field requires a globally inclusive and adaptable framework for rapid technological evolution and diverse educational contexts. Future research should broaden its scope to include multilingual literature and non-traditional academic channels, ensure ethical standards are upheld, and focus on personalization and adaptability to maximize the educational potential of these technologies.

This study investigates the perceptions of K-12 science teachers regarding the implications of ChatGPT on school assessments and the quality of students’ education. A questionnaire was administered to K-12 science teachers from public and private schools across the five regions of Brazil: North, Northeast, South, Southeast, and Midwest. More than 400 teachers responded to the questionnaire. The conclusions regarding the opinions of the teachers who responded to the questionnaire were based on the Likert-type scale. The investigation covered various aspects, including the types and frequency of assessment methods used with their students. Additionally, the research delved into their opinions on whether ChatGPT would impact the quality of education and assessment methods, as well as their views on whether ChatGPT use should be deemed plagiarism or a similar infraction. The potential benefits of its use, as well as the challenges arising from it, are discussed in the context of the evolution of teaching and learning. As one of the results, it was found that among K-12 science teachers, there remains some skepticism regarding whether ChatGPT will enhance the quality of students’ education and whether its use constitutes plagiarism or a similar infraction.

With the integration of information and communication technologies (ICT) into curricula, teachers are responsible for promoting ICT literacy among secondary school students, which requires in-depth technological knowledge (TK) and technological-pedagogical knowledge (TPK) on the part of teachers. This study uses a multilevel analysis to examine how teachers’ professional knowledge at TK and TPK influences secondary school students’ ICT literacy. Using data from n = 1,566 students from a larger sample taught in N = 134 classes by N = 220 teachers in N = 39 schools, our results show contrary to our hypotheses, no significant relationship between teachers’ professional knowledge regarding TK and TPK and students’ cross-curricula ICT literacy. Furthermore, we did not find any significant relationship in our model between students’ study-related ICT use and ICT literacy. By analyzing the relationship between teachers’ TK and TPK and students’ ICT literacy, our study provides new insights into the relationship between teachers’ cross-curricular knowledge and students’ cross-curricular achievements. It discusses further possible explanations and directions for future research.

IntroductionThis article highlights the innovative approach of incorporating spatial visualization tools in mathematics education, specifically focusing on the exploration of virtual environments and 3D printing. By integrating these advanced technologies, educators can enhance the learning experience and facilitate a deeper understanding of mathematical concepts. This research delves into the potential benefits and practical applications of these tools, shedding light on their effectiveness in fostering spatial reasoning skills and promoting active student engagement. The study aims to uncover new avenues for leveraging technology in the mathematics classroom and re-imagining the teaching and learning process.MethodsTo assess the progress in spatial visualization ability, the Revised Purdue Spatial Visualization Test (Revised PSVT: R) was administered as both a pre-test and a post-test to a sample of 255 students divided into control and experimental groups.ResultsThe findings indicate that the control group exhibited no significant development (p = 0.163) and had a minimal effect size of change (g = 0.035), whereas the experimental group demonstrated a substantial improvement in spatial visualization ability (p < 0.05) with a noteworthy medium effect size of change (g = 0.325). Furthermore, an analysis of variance was conducted to compare the mean normalized change in spatial visualization ability between the control and experimental groups. The results, with 95% confidence, establish that the normalized spatial visualization change is significantly higher in the experimental group. Specifically, the experimental group witnessed a 25% increase in spatial visualization skills, while the control group only experienced a 5% increase.DiscussionOur study demonstrates the significance and effectiveness of integrating spatial visualization tools in mathematics education to enhance students’ spatial reasoning skills and mathematics understanding.