Frontiers in Education: Digital Learning Innovations

BackgroundIn recent years, the attitudes of middle school principals toward virtual reality (VR) have received much attention from the educational technology community. As VR continues to gain popularity in education, researchers have begun to explore middle school principals’ perceptions of VR using the Technology Acceptance Model (TAM) (perceived usefulness, and perceived ease of use) and Technology Readiness Index (TRI) (optimism, innovativeness, discomfort, and insecurity) models to explore middle school principals’ perceptions of VR. This helps to reveal the influencing factors of middle school principals’ acceptance of VR, which in turn provides theoretical support and guidance for promoting the application of VR in education.MethodsTo explore the factors influencing the acceptance of VR by middle school principals. We searched several databases such as Google, Scopus, and Elsevier. We focused on peer-reviewed English-language publications on VR, TAM, TRI, and middle school education from 2013 to 2023.ResultsThrough the literature review, we found that middle school principals’ intention to use VR was significantly influenced by the TAM (perceived usefulness, perceived ease of use) and TRI (optimism, innovation, discomfort, and insecurity) models. In addition, there was some degree of intersection between the dimensions of the TRI and TAM models.ConclusionVR has been widely recognized by middle school principals as an educational tool. By providing an immersive and interactive experience, VR can be effective in improving the efficiency of school operations to a great extent.

BackgroundThe transformative potential of artificial intelligence (AI) in higher education is evident, with conversational models like ChatGPT poised to reshape teaching and assessment methods. The rapid evolution of AI models requires a continuous evaluation. AI-based models can offer personalized learning experiences but raises accuracy concerns. MCQs are widely used for competency assessment. The aim of this study was to evaluate ChatGPT performance in medical microbiology MCQs compared to the students’ performance.MethodsThe study employed an 80-MCQ dataset from a 2021 medical microbiology exam at the University of Jordan Doctor of Dental Surgery (DDS) Medical Microbiology 2 course. The exam contained 40 midterm and 40 final MCQs, authored by a single instructor without copyright issues. The MCQs were categorized based on the revised Bloom’s Taxonomy into four categories: Remember, Understand, Analyze, or Evaluate. Metrics, including facility index and discriminative efficiency, were derived from 153 midterm and 154 final exam DDS student performances. ChatGPT 3.5 was used to answer questions, and responses were assessed for correctness and clarity by two independent raters.ResultsChatGPT 3.5 correctly answered 64 out of 80 medical microbiology MCQs (80%) but scored below the student average (80.5/100 vs. 86.21/100). Incorrect ChatGPT responses were more common in MCQs with longer choices (p = 0.025). ChatGPT 3.5 performance varied across cognitive domains: Remember (88.5% correct), Understand (82.4% correct), Analyze (75% correct), Evaluate (72% correct), with no statistically significant differences (p = 0.492). Correct ChatGPT responses received statistically significant higher average clarity and correctness scores compared to incorrect responses.ConclusionThe study findings emphasized the need for ongoing refinement and evaluation of ChatGPT performance. ChatGPT 3.5 showed the potential to correctly and clearly answer medical microbiology MCQs; nevertheless, its performance was below-bar compared to the students. Variability in ChatGPT performance in different cognitive domains should be considered in future studies. The study insights could contribute to the ongoing evaluation of the AI-based models’ role in educational assessment and to augment the traditional methods in higher education.

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.

Investigating effective language learning methods has become increasingly relevant in the modern educational environment. This study aimed to examine the impact of using the mobile applications Duolingo and Memrise on vocabulary expansion, lexical retention, and increasing language confidence among students. A total of 203 students from Kazan Federal University participated in the study and were divided into three groups. Each group was given access to a specific mobile application (Duolingo, Memrise, or traditional teaching methods) for six weeks. The findings indicate that students who used Duolingo demonstrated significantly better outcomes in terms of vocabulary expansion, lexical retention, and increased language confidence compared to the other groups. These results can be valuable for teachers and students aiming to enhance the efficiency of acquiring new language skills. Prospects for further research involve expanding the analysis to include other mobile applications and their influence on the language learning process, as well as considering additional factors. Future studies will provide valuable insights into the influence of mobile applications on language acquisition and identify effective approaches to improve students’ language skills.

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.

IntroductionThe study focuses on addressing the gap between the perspectives of learners and the designers of Massive Open Online Courses (MOOCs), with a particular emphasis on asynchronous discussion forums within these courses. The primary objective of this study is to bridge the gap in understanding between MOOC designers and learners regarding the organization and usability of discussion forums.MethodsIt aims to achieve this objective through a navigation experiment that investigates three main factors: (1) Classification of Discussion Forum Posts: This involves how discussion forum posts are categorized or organized. (2) Design of Different Discussion Forum Patterns: The study explores the effectiveness of various discussion forum design patterns. (3) Evaluation of Learners’ Perspective: It assesses the learners’ experiences and viewpoints regarding the discussion forums. The study identifies a gap in prior research, where the learner’s perspective has often been neglected when examining discussion forum organization and usability in MOOCs.ResultsThe results of the study indicate that the redesigned discussion forum was successful in reducing the time required by learners to navigate and explore the discussion forum. This suggests that improvements in interactive user interfaces, design elements, usability, and time efficiency can enhance the design of asynchronous discussion forums in MOOCs. The study offers recommendations and insights that MOOC designers can implement to create more effective and engaging discussion forums. These recommendations are based on the identified features and design elements that are crucial for learner satisfaction and interaction efficiency. Implementing the study’s findings by considering learner perspectives, MOOC designers can enhance the overall quality of the learning process. This includes making the learning environment more engaging for both learners and instructors.DiscussionThe study contributes to the field of online education by emphasizing the importance of learner perspectives and offering practical guidance on optimizing the design, usability, and time efficiency of discussion forums in MOOCs. In summary, this study seeks to improve the design of asynchronous discussion forums in MOOCs by focusing on the learners’ perspective, usability, and efficiency. It not only identifies key factors but also provides recommendations for MOOC designers to enhance the learning experience and engagement within these online courses.

Despite the widespread use of synchronous technologies in online and distance learning environments, it is still challenging for distance educators to use effective pedagogical strategies and ensure the best possible interaction for undergraduate students. Within science disciplines, teaching and learning are particularly challenging due to not being co-located with actual experimental equipment in laboratory or field settings. Compared to face-to-face practical work, socio-emotional challenges can exist in distance practical work. For instance, face-to-face settings make feedback, rapport and relationship-building more readily available whereas interaction and support may be hampered, delayed, or require frequent fostering in an online or distance learning environment. Several interactive learning environments can mitigate these challenges. For example, students and lecturers can converse in real-time using webcasting technologies as a way to observe practical work and enhance cognitive and affective engagement. Team-teaching and effective communication strategies can provide pedagogical and social synergy as well as increased student interaction and engagement. This study investigates the teaching roles and communication strategies teaching teams used in interactive web broadcasts across five undergraduate practical science and technology modules at a distance-learning university. Using a qualitative approach, the study used interaction analysis methods to analyse 14 web broadcast transcripts and text-chat logs. Focus groups, semi-structured interviews and questionnaire data from the teaching teams and students were conducted to gain a fuller picture of experiences using and engaging with web broadcasts. Results show that affective communication strategies predominated the web broadcasts although the most frequent was a cognitive strategy. The use of these strategies varied depending on the role that the teaching team occupied during the web broadcasts. Triangulation, which was applied to confirm the results from various methods, showed that the strategies used satisfied the interests and expectations of the students. The results are applicable to other distance and conventional campus-based institutions that offer courses in practical science and technology as well as those that deliver courses via synchronous delivery methods with a focus on student engagement and practical work.

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.

In the past decade, learning design has become a widely adopted field of practice for higher education institutions (HEI) engaged with producing online and distance learning materials. To date, much has been written about the conceptual principles of guidance, representation, and sharing that underpin learning design, and the theoretical frameworks, models, tools, and instruments that have also been developed to support it. However, little analysis has been done to describe learning design in the specific sites of practice into which it has been introduced, or to describe the arrangements that might enable or constrain the embedding of this digital learning innovation by the people tasked with doing so. This original research article utilizes the Theory of Practice Architectures (TPA) as a theoretical approach to establish what learning design practice is composed of, and how that practice is shaped by its multiple sites of practice in the STEM faculty of a large open and distance learning HEI. The analysis draws on evidence—captured longitudinally over 4 years—from surveys (n = 43), learning design analytics (n = 20), in-depth interviews with key stakeholders (n = 14), document analysis, and learning design workshop data (n = 28) about the journey of 28 modules from conceptualization to faculty approval for full module production. The application of TPA to this extensive data set offers new and under discussed identification of key challenges experienced in the adoption of learning design approaches. In the sites of practice explored here, two specific arrangements are discussed: time, and the legacy of the Open University Learning Design Initiative (OULDI). Both can be seen to constrain and enable practice in different ways. This study will be relevant for scholars and researchers attempting to evaluate current learning design approaches or looking to explore more accurate ways of describing what it means to “do” learning design, both now and in the future.

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.

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.

This paper explores the potential use and limitations of ChatGPT in a programming course, specifically focusing on its evaluation in a Data Analytics course due to its broad applications. The study reveals that ChatGPT offers valuable assistance to teachers in creating class materials, facilitating teaching-learning activities, and designing assessments. Students also benefit from the technology, as it can generate R programming codes and serve as a learning companion. However, limitations were identified, including the generation of incorrect reference materials, the tendency to produce pattern-like content, and potential misuse. The paper encourages replication of the study in other courses to uncover additional strengths and limitations, contributing to the development of ethical guidelines for responsible utilization of this exciting technology.