Sources

13.11.2026. Das 43. Forum Kommunikationskultur widmet sich der Rolle der Medienbildung bei der Stärkung demokratischer Werte und öffentlicher Debattenkultur in digitalen Medienumgebungen. Im Mittelpunkt steht die Frage, wie Medienpädagogik dazu beitragen kann, gesellschaftliche Spaltungen zu überwinden, digitale Ungleichheiten zu reduzieren und Beteiligung an digitalen Öffentlichkeiten zu ermöglichen. Die Tagung bietet Raum für Austausch, Beteiligung sowie Transfer zwischen Wissenschaft und Praxis. Diskutiert werden unter anderem Fragen danach, wie pädagogische Räume gestaltet werden können, in denen demokratische Aushandlungsprozesse stattfinden, welche Beteiligungsformen junge Menschen benötigen, um digitale Öffentlichkeiten aktiv mitzugestalten, und wie Medienpädagogik Selbstwirksamkeit fördern kann – insbesondere bei Menschen, die von Ausgrenzung oder Diskriminierung betroffen sind.  Veranstalter: Gesellschaft für Medienpädagogik und Kommunikationskultur e.V. (GMK). Link: https://www.gmk-net.de/veranstaltungen/43-forum-kommunikationskultur-2026/ .

07.05.2026. Beim Online-Barcamp „Medienpädagogik und Bildung für nachhaltige Entwicklung“ kommen Akteurinnen und Akteure aus Medienpädagogik und Bildung für nachhaltige Entwicklung (BNE) zusammen, um ihre Perspektiven und Erfahrungen auszutauschen. Ziel ist es, zu diskutieren, wie sich Medienbildung und nachhaltige Bildung miteinander verbinden lassen. Teilnehmende können eigene Projekte, Ideen und Fragen einbringen, gemeinsam weiterentwickeln und neue Kooperationen anstoßen. Das Barcamp lebt davon, dass alle Teilnehmenden aktiv Inhalte gestalten und Sessions vorschlagen. Veranstalter: Fachgruppe Medienpädagogik und Nachhaltigkeit der Gesellschaft für Medienpädagogik und Kommunikationskultur (GMK) in Kooperation mit Kommunikation & Medien e.V.. Link: https://www.gmk-net.de/veranstaltungen/mubne26/ .

10.06.2026. Die 3. Fachtagung Politische Medienbildung beschäftigt sich mit der Frage, wie Machtverhältnisse und gesellschaftliche Dynamiken in digitalen Medienumgebungen kritisch reflektiert werden können und welche Rolle politische Medienbildung für die Förderung demokratischer Mündigkeit spielt. Die Tagung bringt Akteurinnen und Akteure aus Medienpädagogik, politischer Bildung, Wissenschaft und Praxis zusammen, um aktuelle Entwicklungen, Herausforderungen und Perspektiven der politischen Medienbildung zu diskutieren. In Vorträgen, Workshops und Diskussionsformaten werden theoretische Ansätze, Forschungsergebnisse und Praxisbeispiele vorgestellt, die sich mit Themen wie digitaler Öffentlichkeit, Desinformation, demokratischer Teilhabe und der Bedeutung von Medienkompetenz in einer digital geprägten Gesellschaft befassen. Ziel der Veranstaltung ist es, den Austausch zwischen Forschung und Praxis zu stärken, neue Impulse für die Bildungsarbeit zu geben und Strategien für eine kritisch-reflektierte Medienbildung zu entwickeln. Veranstalter: Gesellschaft für Medienpädagogik und Kommunikationskultur e.V. . Link: https://www.gmk-net.de/veranstaltungen/nrw-fachtag-2026/ .

21.09.2026. Die 3. Fachtagung Politische Medienbildung widmet sich der Frage, wie Machtverhältnisse in digitalen Medienumgebungen reflektiert und demokratische Mündigkeit gestärkt werden können. Sie bietet einen Raum für Austausch zwischen politischer Bildung und Medienpädagogik sowie für Diskussionen über Perspektiven, Praxisbeispiele und wissenschaftliche Erkenntnisse zur politischen Medienbildung. Veranstalter: Die Veranstaltung wird von den Landeszentralen für politische Bildung der Länder Baden Württemberg, Hessen, Niedersachsen, Nordrhein-Westfalen, Saarland, Sachsen und Thüringen sowie der Bundeszentrale für politische Bildung (bpb) in Zusammenarbeit mit der Gesellschaft für Medienpädagogik und Kommunikationskultur (GMK), dem JFF - Institut für Medienpädagogik in Forschung und Praxis, mediale pfade und dem Fachbereich Medien der Akademie der Kulturellen Bildung umgesetzt. . Link: https://www.gmk-net.de/veranstaltungen/3-fachtagung-politische-medienbildung/ .

05.11.2026. Die Veranstaltung widmet sich aktuellen Entwicklungen und Herausforderungen im Bereich der Schuldnerberatung. Sie bietet Raum für fachlichen Austausch, Diskussion über sozialpolitische Entwicklungen sowie Praxisfragen der Schuldnerberatungsstellen. Veranstalter: Deutscher Verein für öffentliche und private Fürsorge e.V. . Link: https://www.deutscher-verein.de/events/detail/forum-schuldnerberatung-2026/ .

20.05.2026. Die Erwerbsintegration geflüchteter Menschen ist eine zentrale Herausforderung für Arbeitsmarkt, Bildungssystem und Integrationspolitik. Sprache, berufliche Qualifizierung und Beschäftigungsmöglichkeiten spielen dabei eine entscheidende Rolle. In der Veranstaltung werden aktuelle Entwicklungen, rechtliche Rahmenbedingungen sowie praktische Erfahrungen aus verschiedenen Handlungsfeldern vorgestellt und diskutiert. Veranstalter: Deutscher Verein für öffentliche und private Fürsorge e.V.. Link: https://www.deutscher-verein.de/events/detail/erwerbsintegration-gefluechteter-sprache-berufsausbildung-und-beschaeftigung/ .

07.11.2026. Im Auftrag des Hessischen Sozialministeriums und des Hessischen Jugendrings organisiert weltweiser unter dem Motto „Gemeinsam die Welt entdecken“ seit mehreren Jahren die Infobörse „Hessen total international“. Am 7. November 2026 lädt die 20. Infobörse „Hessen total international“ Schüler*innen herzlich dazu ein, gemeinsam die Welt zu entdecken. Hier können sie sich mit anderen Jugendlichen aus der ganzen Welt austauschen, andere Kulturen erleben und über die vielfältigen Wege informieren, die ins Ausland führen. Internationale Jugendbegegnungen, weltweite Freiwilligendienste, Schüleraustausch, Praktika im Ausland, Au-Pair-Aufenthalte, Auslandsstudium oder Work & Travel: Auf dem ‚Markt der Möglichkeiten’ können sich alle Interessierten an den vielseitigen Ständen einen Überblick über internationale Programme verschaffen. Für den einzigartigen internationalen Flair von „Hessen total international“ sorgen die ausländischen Gäste aus den hessischen Partnerregionen. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/weltweiser/hessen-total-international/ .

21.11.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jubi-muenchen-fernweh/ .

05.12.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-frankfurt-jubi/ .

05.12.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jubi-berlin-winter/ .

28.11.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-karlsruhe/ .

28.11.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jubi-fernweh-koeln/ .

21.11.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-muenster-jubi/ .

14.11.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jubi-hamburg/ .

14.11.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jubi-messe-hannover/ .

14.11.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jubi-messe-bonn/ .

07.11.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-berlin/ .

07.11.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-bochum/ .

24.10.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-erlangen/ .

10.10.2026. Die JugendBildungsmesse JuBi ist die bundesweit größte Spezial-Messe zum Thema Schule, Reisen, Lernen und Leben im Ausland. Über 100 Austauschorganisationen und internationale Bildungseinrichtungen informieren auf der JuBi-Tour über alle Facetten von Auslandsaufenthalten und stellen ihre Programme und Stipendienangebote vor. Die Beratung zu Themen wie Auslandsjahr, Schüleraustausch, High School-Aufenthalte, Gastfamilie werden, Sprachreisen, Au-Pair, Work & Travel, Freiwilligenarbeit, Praktika und Studium im Ausland erfolgt persönlich an den Ständen der Aussteller*innen durch Bildungsexpert*innen und ehemalige Programmteilnehmer*innen. Schüler*innen, Azubis oder Student*innen, die ins Ausland möchten sind eingeladen zur Jubi zu kommen, wo Träume zu Plänen werden! Mütter, Väter, Lehrer*innen und alle, die sich für die vielfältigen Bildungs- und Erfahrungsoptionen interessieren, die sich Jugendlichen und jungen Erwachsenen im In- und Ausland bieten, sind bei der Jubi genau richtig. Veranstalter: weltweiser – Der unabhängige Bildungsberatungsdienst. Link: https://weltweiser.de/jugendbildungsmesse-potsdam/ .

Promoting students’ collaborative discussions has consistently been a focal topic in the field of computer-supported collaborative learning. Productive collaborative discussions rarely happen spontaneously without external support, and student groups usually encounter challenges in developing a high-quality collaborative knowledge construction. To address this gap, this research designed a group knowledge awareness (GKA) tool by using knowledge graph approach to promote collaborative discussions in China’s higher education. A within-subject design research was conducted to investigate the effects of the GKA tool on groups’ collaborative knowledge construction. The findings revealed that the GKA tool had positive effects on collaborative knowledge construction, students’ domain understanding, and collaborative cognitive load. In addition, students reported positive collaborative learning experiences with the support of the GKA tool. Based on the results, this research provided technological implications for developing and applying the GKA tools in education and pedagogical implications to promote collaborative learning supported by GKA tools.

Computer vision is the automated analysis of visual imagery by computer algorithms that includes, but not limited to object detection and identification, three-dimensional shape estimation, material recognition, and segmentation. The intervention consisted of two to three weeks of professional development that emphasized computer vision technologies with middle school teachers from Title I schools/districts in the states of Arizona and Georgia. Each location trained six in-service teachers. The questions answered through this research were: After in-service teachers engage in professional development emphasizing computer vision: (a) how do their perceptions of computer vision change? (b) how do their perceptions of human vision change? And (c) what are the differences between their perceptions of computer vision and human vision? Personal Construct Theory (Kelly, 1955) was used to explore our research questions. Elements (n = 2; computer vision and human vision) were defined and pairwise comparisons yielded constructs (n = 18) administered in the form of repertory grids. Hierarchical cluster analysis was performed, and clusters were identified. Results showed that in-service teachers’ perspectives of computer vision changed with construct shifts within all four dendrograms that contained between one to eight constructs; all clusters yielded mean increases. Perspectives of human vision stayed relatively consistent across two clusters. The element human vision had a 6% (n = 1) shift in cluster membership, and the element computer vision generated a 72% (n = 13) change in the number of constructs that shifted clusters. Comparisons of computer vision and human vision indicated that in-service teachers had richer perspectives of computer vision after professional development. The significance of this study rests in its contribution to the limited research on computer vision in teacher education. The results show that a relatively short (two to three weeks) professional development experience can have an impact on in-service teachers’ perspectives of computer vision classroom use.

Automated writing evaluation (AWE) technologies have emerged as promising tools that streamline the feedback process and strengthen students’ writing skills. This meta-review synthesized eleven systematic reviews and meta-analyses on AWE research published from 2015 to 2025. Before the main analyses, all selected reviews were evaluated using Many-Facet Rasch Model (MFRM) to determine the study quality. Next, syntheses methods employed narrative approach and text mining analysis. The results suggested the shift from rule-based AWE system to AI-driven AWE tools over three decades. The synthesized findings from meta-analyses supported the effectiveness of AWE on surface-level writing (e.g., grammar, spelling) but highlighted its limitations in improving high-order level of writing (e.g., argumentation). Further, drawing on moderator analyses, educational levels and duration deserve attention in the implementation of AWE. Finally, persistent challenges, future research directions, and practical pedagogy were also identified and discussed. Overall, the present meta-synthesis study supports the potential value of AWE as an adjunct tool rather than a replacement for human feedback in writing instruction.

Feedback is a crucial element in supporting student learning, yet little is known about how students’ perceptions—rather than just the quality and quantity of feedback—impact their experience. This study addresses this gap by first identifying four key dimensions of students’ perceptions of feedback: intimacy, intellectual respect, efficiency, and credibility. Using a 2 × 2 factorial design with 129 undergraduates in an online discussion context, we examined how feedback source (teacher vs. machine) and target (participatory vs. cognitive) influenced these perceptions. Furthermore, we assessed how these dimensions predicted two outcome variables: behavioral intention and perceived effectiveness. A two-way MANOVA revealed that students perceived teacher-generated feedback significantly more positively than identical machine-generated feedback. Interaction effects between source and target were also found, particularly regarding credibility. Multiple regression analyses revealed that efficiency was a key predictor of behavioral intention, while intellectual respect and credibility emerged as key predictors of perceived effectiveness. The findings suggest theoretical and practical implications for design and use of feedback in online learning, advocating for a future that values teacher–machine complementarity.

Generating creative ideas is essential for designers, as creativity underpins all subsequent stages of the design process. This study investigates the impact of Artificial Intelligence Generated Content (AIGC) and traditional methods on design ideation in the context of design education. A controlled experiment was conducted with 21 undergraduate industrial design students of similar academic backgrounds, divided into an experimental group (AIGC-engaged brainstorming) and a control group (traditional brainstorming). Students’ creative outputs were evaluated based on four criteria: novelty, feasibility, correlation, and utility. The study further examined how different design themes and students’ questioning strategies influenced outcomes. Results show that, overall, AIGC-engaged brainstorming outperformed traditional methods in enhancing the novelty, feasibility, and correlation of learners’ design ideas. However, variations in design themes affected AIGC’s creative effectiveness, suggesting the need to balance the strengths of both AIGC and traditional approaches in educational settings. About utility, different interaction patterns between student groups and AIGC led to divergent results. Drawing on the Geneplore model of creative cognition, this study proposes an AIGC-engaged cognitive–prompting model of design ideation, offering practical guidance for effective collaboration to enhance creative performance in design education.

This longitudinal study, grounded in Dynamic Systems Theory (DST), explores how language teachers’ integration of AI tools evolves over an 18-week period, revealing AI adoption as a complex pedagogical transformation rather than a simple technological shift. Drawing on these findings, the research introduces two models: (1) the DST-informed Pedagogical Content Knowledge (PCK) model, which specifies AI-empowered PCK by detailing the five domains of knowledge teachers draw upon, and how these inform teaching practice and scaffolding strategies for personalised student learning; and (2) the AI-in-PCK stage framework, which maps the trajectory of AI adoption, illustrating how teachers’ concerns and practices evolve from initial exploration and experimentation to strategic integration and ongoing learning, while responding to classroom realities and student feedback. Together, these models illuminate adaptive, multifaceted changes in PCK and teaching practice, highlighting how AI integration shapes decision-making and professional growth. The findings underscore critical implications for designing flexible, context-responsive professional learning and systemic support strategies, particularly in under-resourced rural contexts, and provide a foundation for future AI-in-PCK research.

Traditional cognitive training often relies on repetitive exercises, which can lead to boredom and diminished engagement. Game-based design has the potential to address this issue by making training more engaging and enjoyable. Nevertheless, many existing cognitive training games are not grounded in theoretical frameworks. In addition, many situational training games lack meaningful connections to real-life scenarios, which may influence training effectiveness and learner experience. To bridge these gaps, this study proposes a situational cognitive training game framework, which consist of cognitive training foundation (classic inhibition trainings), motivational design framework (game elements), and human–computer interaction framework (authentic contexts). Furthermore, a series of innovative situational training games was developed based on the framework. To ensure that training-oriented games could still retain the affective advantages of game-based learning, we compared these games with casual games from three perspectives: training outcomes, motivation, and game experience. A total of 38 university students from Taiwan participated in the experiment, engaging in both types of games. The findings revealed that the cognitive training games significantly increased inhibition ability, comparing post-test scores between groups and within group. Moreover, participants reported higher motivation, particularly in the dimension of confidence, when playing situational training games than when playing casual games. No significant difference was found in overall game experience between the two types of games. These findings suggest that situational training games can effectively enhance inhibition ability while sustaining motivation and providing a comparable game experience to casual games. The results highlight the importance of designing executive function training games grounded in theory and incorporating game elements such as real-life authenticity and appropriate challenges to support learners’ sense of relatedness and autonomy.

The integration of computational thinking (CT) and mathematics learning in K–12 education has garnered increasing scholarly interest; however, its application within the domain of probability remains underexplored. This study designed and implemented a seven-week Scratch-based probability module and investigated its effects on students’ CT and mathematics learning, as well as influencing factors: gender and prior programming experience. Using a mixed-methods approach, data were collected from 31 seventh-grade students at a Shanghai middle school via pre- and post-tests, interviews, and students’ digital makings. The results revealed that the Scratch-based probability module significantly enhanced students’ CT concepts (particularly the ‘conditionals’ concept), CT perspectives: ‘expressing’ and ‘connecting’, and facilitated students’ mathematics learning, with notable improvements in ‘classical probability’ and ‘compound events’. While gender moderately influenced CT concept mastery, no significant difference existed in mathematics concept performance. Prior programming experience showed no significant influences on performance in either CT concepts or mathematics concepts. These findings contribute to the growing body of literature on CT integration in mathematics education by broadening the scope of mathematical content suitable for CT integration, offering practical implications for curriculum-aligned CT integration, and shedding light on the complex interplay between CT and mathematical learning.

As online learning continues to grow, understanding how learners regulate their cognition both individually and collaboratively is critical to designing meaningful online learning experiences. While the Community of Inquiry (CoI) framework provides a well-established model for designing quality online courses, its relationship with online learners’ metacognitive development in collaborative settings remains underexplored. This study investigated the relationships between online learners’ shared metacognition—including self-regulation and co-regulation—and their perceived social, teaching, and cognitive presences, as outlined in the CoI framework. Before investigating these relationships, we evaluated the psychometric properties of the partially validated Shared Metacognition Questionnaire (Garrison and Akyol, The Internet and Higher Education 24:66–71, 2015) and provided additional validity and reliability evidence. The study included 348 graduate students enrolled in 25 fully online courses in the United States. Data were analyzed using confirmatory factor analysis and structural equation modeling. The findings revealed that (1) the SMQ is a valid and reliable instrument for assessing learners’ metacognition in online collaborative settings, (2) shared metacognition significantly correlates with social, teaching, and cognitive presences, (3) cognitive presence demonstrates the strongest correlation with shared metacognition, followed by social and teaching presences, and (4) compared to self-regulation, co-regulation is more influential across social, teaching, and cognitive presences. These findings contribute to the measurement of online learners’ metacognition, advance the understanding of the CoI framework by linking it to metacognitive processes, and offer practical implications for designing collaborative online learning environments that foster metacognitive development.

Effective teaching plays a vital role in fostering cognitive and psychological development in humans. Virtual reality simulations, along with the embedded, artificial intelligence (AI)-powered virtual student agents, offer opportunities for preservice teachers to practice teaching iteratively in a dynamic, context-rich manner. However, preservice teachers face challenges when practicing in these AI-enhanced VR simulations. In this study, we designed and investigated model-based supports aimed at scaffolding preservice teachers during simulation-based pretraining, in-simulation, and post-simulation stages. This experimental study with 57 preservice teachers indicated significant positive impacts of model-based support on teaching knowledge and skills development. Furthermore, significant improvements in knowledge of teaching were observed in the experimental groups using model-based support in the AI-enhanced VR simulation, from pre- to post-test. However, the difference between the experimental and control groups in teaching self-efficacy was nonsignificant. The implications of these findings and potential future directions for designing learning support in VR simulation-based teacher education are discussed.

Students often struggle to stay engaged and effectively regulate their learning in online environments, which can negatively impact their learning experiences. Despite the established importance of self-regulation of learning skills (SRLs) in maintaining engagement, many students face significant challenges in developing and implementing these skills due to a lack of adequate feedback. This is primarily due to tutors' high workloads and the difficulties inherent in engaging students in online settings. This study examines the impact of Learning Analytics (LA)-driven interventions to improve students' SRLs in online learning environments. Specifically, it compares the impact of feedback from Generative Artificial Intelligence (GenAI) and human tutors in a nine-week statistics course delivered via MOODLE at a higher education institution, employing LA and clustering techniques to model SRLs based on Ye & Pennisi’s (2022) framework. In a quasi-experimental design, participants with varying SRLs were assigned to either a tutor-feedback or GenAI-feedback group. Feedback readability and reliability evaluations indicate that LA-driven GenAI-produced feedback was significantly more readable than human tutor feedback (p < 0.01) and demonstrated higher reliability than tutor-generated feedback. Results show that students in the low SRLs cluster receiving GenAI feedback exhibited statistically significant improvements in goal-setting skills (p < 0.05) and overall SRLs levels (p < 0.05) compared to the tutor-feedback group. In contrast, no significant differences were observed among high SRLs cluster students. This study underscores the potential of LA-driven GenAI feedback to be able to develop tailored, scalable feedback, improving SRLs performance of low SRLs students in online higher education contexts. Future research should explore these effects across diverse student groups and investigate the collaborative potential of semi-automated feedback systems that include tutors.

This study examined social networks and self-regulation in two different co-creation environments (2D digital and 3D VR co-creation) through SNA and ANCOVA. The study utilized a quasi-experimental research design with 44 tenth-grade students, 24 males (55%) and 20 females (45%), from an English class at a public senior high school in northern Taiwan. To assess the effects of the environment, the classes were divided into a control group and an experimental group, with a valid sample of 22 in each group. As the results showed, 3D VR co-creation manifested more restricted social networks with fewer cliques but higher cohesiveness, reciprocity and betweenness. This suggests not only greater community solidarity and stability in 3D VR co-creation but also greater needs of 3D VR co-creators for interconnection when facing the novelty effect. Such dependence on interaction corroborated the dominance of lower-level cognitive strategies in 3D VR communities and echoed the ANCOVA results showing that strategy use was the most prominent self-regulatory skill in 3D VR co-creation. The limitation on gender composition was specified. Further implications are discussed, and suggestions for increased co-creation time, coworking strategies, and the development of a predictive model as scaffolding are offered.

This study examines the evolving relationship between AI chatbots and academic integrity and students’ AI chatbot usage in high schools one and a half years after the release of ChatGPT. Through a comprehensive survey of students across six schools (N = 4,354) in the United States, we investigated students' self-reported cheating behaviors, patterns of AI use across different school-related tasks, and student perspectives on appropriate AI use in academic settings. Our findings revealed that overall cheating rates remain stable at 72.06%, consistent with historical baselines and prior studies, suggesting that AI availability has not changed overall cheating prevalence in high school. Additionally, more students reported using AI chatbots for support tasks like concept explanation and idea generation. Regarding students' reported preferences for allowing AI chatbots for school-related tasks, at this point, they still strongly supported using AI for conceptual understanding and brainstorming, and they maintained clear boundaries against using it for completing entire assignments. These findings suggest that while AI’s prevalence has not altered the patterns of academic integrity at schools, students' evolving perspectives on appropriate AI use provide valuable insights for schools and administrators integrating AI into traditional school settings.

Gamification shows promise for enhancing student engagement in higher education; however, most research employs traditional experimental designs that fail to capture the iterative, context-sensitive process necessary for effective implementation. This study demonstrates how Educational Design Research (EDR) provides a robust methodological framework for gamification research, moving beyond effectiveness questions to understand how game-based interventions can be systematically designed and refined over time. Responding to persistent engagement challenges in a graduate instructional design course where students reported content as “dry and uninteresting,” a collaborative research team employed EDR methodology across six iterations. Using the Werbach and Hunter framework, the team systematically integrated gamification dynamics (space exploration narrative), mechanics (mission-based progression), and components (leaderboards, badges, interactive multimedia). Data from 188 participants included performance metrics and satisfaction surveys (n = 143, 76% response rate), analyzed through mixed-methods approaches, including systematic qualitative coding. Findings reveal students engaged most actively with narrative-driven missions and collaborative discussions. Students reported enhanced motivation compared to traditional course formats, with qualitative analysis revealing appreciation for coherent storylines, meaningful progression, and authentic connections between game elements and learning objectives. The iterative EDR process enabled continuous refinement, resulting in five empirically grounded design principles: collaborative design, narrative continuity, interactive technological ecosystems, peer-to-peer interaction, and flexible engagement strategies. This study provides practical guidance for gamification implementation and methodological innovation in educational technology research, demonstrating how EDR’s systematic approach captures complex contextual factors influencing gamification success and generates transferable theoretical understanding about game-based learning design.

This article introduces a Strategic, Co-created, and Iterative Learning Design and Development (SCILDD) process, based on models drawn from the literatures of instructional design, design-based thinking, and design-based research. SCILDD includes five essential design components: the initial establishment of strategy, the evolution of that strategy throughout the process, iterative cycles of development, co-creation with target learners, and three clear phases of work that approximately align with analysis (A), design and development (DD), and implementation and evaluation (IE). When utilized together, these components function to leverage the benefits of previous models while mitigating their challenges. SCILDD is intended to invite flexibility and adaptability while maintaining strategic focus, to support design processes situated within a wide range of contexts. The Classroom Pivotal Response Training (CPRT) case study illustrates the application of SCILDD to create (a) a web-based tool to help teachers determine which CPRT components should be prioritized for individual students or instructional settings, and (b) a virtual training module to allow hands-on application of CPRT concepts while supporting large-scale training tailored to teachers and paraprofessionals. This initial application of SCILDD resulted in products perceived to be engaging, usable, and useful. Considerations for future SCILDD application are discussed.

Engaging in independent learning during self-study time is an essential part of learning in higher education. The ubiquity of mobile devices and their applications offer students a flexible, on-the-go learning experience. However, flexible learning environments require students to self-regulate their learning. The current study examined student engagement with a mobile study app intended for students to engage in retrieval practice with feedback as part of self-regulated learning (SRL). Three research questions were addressed: (1) What are the student engagement profiles that can be identified based on students’ activity with the study app? (2) Do the profiles differ in SRL and academic performance? and (3) What is the relationship between the identified student profiles, SRL, and academic performance? Through a learning analytics approach, results identified three distinct student profiles: active, disengaged, and utilitarian. Self-efficacy and time-management positively predicted exam grades, while self-evaluation showed an inverse effect. Active engagement positively influenced exam grades, underscoring individual differences in SRL.

In recent years, significant advances in brain imaging technologies, artificial intelligence (AI), and neuroscience have significantly improved our understanding of how the brain functions in the learning process. This research aims to explore the role of neuroscience and AI in designing effective feedback mechanisms by investigating their impact on learning-teaching processes. To achieve this goal, the study addresses the following questions: "1) What are the objective orientations, thematic patterns, methodological approaches, and key findings of neuroscience research investigating feedback processes?" and "2) What are the objective orientations, thematic patterns, methodological approaches, and key findings of AI research investigating feedback processes?" This research adopts a systematic review methodology that encompasses four key stages: planning, searching, selection, and synthesis. Using specific keywords, relevant studies in educational sciences, educational psychology, and neuroscience were systematically identified from the Web of Science (WOS) database, specifically targeting publications indexed in SSCI, ESCI, and SCI-E. Through comprehensive thematic analysis, we systematically mapped the research landscapes in both domains. The systematic review reveals that neuroscience and AI research provide complementary insights into feedback effectiveness. The findings suggest that optimal feedback design requires integrating neurologically-informed principles with AI-enabled delivery systems to create developmentally appropriate and individually adaptive learning environments. This study further highlights a notable deficiency in interdisciplinary research that integrates neuroscience and AI approaches to optimize feedback for performance and learning. Limited collaboration between these fields hinders knowledge exchange and prevents mutual enhancement of feedback methodologies. These fields have developed independently with limited integration and a lack of comprehensive theoretical exploration and investigation into various feedback types and strategies.

Developing sculpting and carving skills among art college students remains a critical problem in art education, where the conventional approaches are not very constructive for creativity, skill generation, and spatial conception development. To overcome this challenge, 3D Virtual Reality (VR) technology was developed for the enhancement of sculpture and carving skills. This research examined the difference between sculpting in a VR environment and traditional clay modeling, including their impact on creativity, skill acquisition, student motivation and participation, learning time, spatial ability, and creativity. A mixed method was used that involved quantitative questionnaires and qualitative interviews, with 532 undergraduate students who were a part of both VR and clay models, focusing on data collection. The result showed that the students were able to perform better in VR environments with enhanced creativity, technical skills, spatial thinking, and higher levels of engagement and motivation when compared to clay sculpting. It was found that VR allowed students to learn and perform complex sculpting processes in a short time, and students were more innovative in the ways they designed sculptures. It was also shown that VR facilitated the acquisition of 3D space and, more importantly, provided an interactive setting that was immersive and promoted creativity. This study demonstrates the use of VR in the field of arts education, providing evidence that VR can change the course of traditional sculpting and carving. The results highlight the VR’s ability to improve technical skills as well as artistic skills. The research indicates that VR improves the process of teaching sculpting techniques and provides a better understanding of the creative function and faster learning of the sculpting process.

The online inquiry-based learning (OIBL) environment enhances autonomy and provides a safe context for implementing science education. It facilitates the development of students’ inquiry skills and understanding of scientific concepts. However, the effectiveness of OIBL is often compromised by students’ limited metacognitive abilities, particularly in planning, monitoring, and evaluating their inquiry processes. To address this challenge, this study designed a metacognitive scaffolding-supported online inquiry-based learning (MS-OIBL) approach to enhance students’ self-regulation and support effective inquiry learning in OIBL environments. A quasi-experimental study was conducted with fifth-grade students at two similar-level schools in Beijing, China. The study evaluated the impact of the MS-OIBL approach on students’ science achievement, metacognitive ability, and inquiry skills. Data were collected through surveys and log entries. A total of 236 students participated; 121 in the experimental group used the MS-OIBL approach, and 115 in the control group used a traditional OIBL approach without metacognitive scaffolding. The results revealed that the MS-OIBL group significantly outperformed the traditional OIBL group in terms of science achievement, metacognitive regulation ability, and inquiry skills. However, no significant differences were found between the two groups in overall metacognitive ability or metacognitive knowledge. These findings suggest that the MS-OIBL approach effectively improves students’ science performance and inquiry skills. It also promotes metacognitive regulation behavior and enhances metacognitive regulation ability. This study provides valuable insights for teachers, students, and researchers in the fields of science education and metacognition. It highlights the potential of metacognitive scaffolding to optimize online inquiry learning environments.

Teacher training often incorporates observable examples of focal teaching practices – models. Yet there is currently little empirical evidence on the effects of modelling. We tested the effects of video models on trainees’ skills, knowledge, and self-efficacy in relation to using an evidence-based teaching technique: retrieval practice. We recruited 89 first-year trainee teachers, gave them a document containing evidence-based guidance on how to use retrieval practice and then collected pre-test data on how well they were able to do this in a classroom simulator scenario. Participants were then randomised them to one of three groups: an active control group in which they restudied the document (no model), a video model of effective practice, or a similar video model annotated with the underpinning theory. We then collected post-test data in a second simulator exercise. Exposure to video models improved participants’ use of retrieval practice methods relative to no model. However, adding the annotation to the models did not yield additional benefits. Models did not improve teachers’ knowledge or self-efficacy. Findings support the theory that incorporating models in initial teacher training can help new teachers make use of evidence-based teaching practices.

Seductive details, which are interesting but irrelevant digressions included in a learning environment (e.g., fun facts), have been shown to impair the learning performance of students. However, to date, it is unclear whether the amount of seductive detail content is crucial for the extent of this detrimental effect, or whether it is more a phenomenon of presence or absence, as other studies have been inconclusive in this regard. Hence, in the present studies (N = 191 and N = 101), learners were presented with a varying amount of seductive detail content embedded within a learning text. Instead, the number of text interruptions by seductive content was kept constant between conditions. Both studies consistently showed a linear negative effect of the seductive detail amount on recall performance. Furthermore, Study 2 indicated a polynomial trend regarding transfer performance, suggesting that small seductive detail amounts could improve transfer, even though cross-validation showed that this model is rather unstable. Prior knowledge and working memory capacity did not significantly attenuate the seductive details effect. The results imply that the extent of the seductive detail effect is dependent on the amount of seductive detail content presented. Especially the inclusion of large amounts of digressions should be avoided by teachers and instructional designers, while the inclusion of small amounts might have rather negligible effects.

Students’ socioeconomic background is a strong predictor of academic achievement. Likewise, teaching quality is considered an important prerequisite influencing students’ educational opportunities and their academic achievement and affective outcomes. Empirically, there is still a need for research on these presumed relations. Especially on the associations between younger students’ perceptions of teaching quality and students’ mathematics achievement and mathematics confidence. Drawing theoretically on educational effectiveness research, this study investigated relationships between aspects of teaching quality (classroom management and instructional clarity) and mathematics achievement and mathematics confidence. These relationships were explored in a secondary analysis of students’ perceptions of their teacher’s activities and instructions as indicators of teaching quality. The rationale is that students experience and perceive the teacher’s actions in the classroom, and they may be influenced differently. Aggregating students’ perceptions at the classroom level will decrease the bias of individual ratings. The sample comprised grade four data from the Swedish 2019 cycle of the IEA Trends in Mathematics and Science Study (TIMSS) (N = 3,965). Multilevel structural equation modelling was used to keep classroom variation separate from individual variation when exploring associations between classroom management and instructional clarity and mathematics achievement, and mathematics confidence. Results showed that at the classroom level, mathematics achievement is strongly related to aggregated classroom management. At the individual level, classroom management was associated significantly with mathematics achievement, and instructional clarity with mathematics confidence. Additionally, teaching quality could be beneficial for students with lower SES backgrounds, as findings indicated an achievement gap between classrooms in Sweden. Limitations and implications are discussed.

Understanding nanoscale phenomena poses significant challenges for students because it requires reasoning about emergent behaviours that are invisible and highly abstract. Agent-based models (ABMs) can function as embodied learning environments, enabling students to manipulate individual agents and observe system-level outcomes while engaging embodied processes such as perspective taking, causal inference, and motor-supported thinking. In this study, two treatment conditions were developed: (a) working with ABMs and (b) watching visualization videos. The aim was to investigate whether ABMs are associated with greater engagement in embodied reasoning strategies than videos, and whether such engagement is associated with conceptual understanding in nanoscience education. Twenty-seven undergraduate students were assigned to one of the two conditions, and their conceptual understanding was assessed through pre- and post-tests alongside process data. Results showed that ABM students demonstrated greater gains in explanatory knowledge, knowledge transfer and engaged more frequently in embodied reasoning strategies. Beyond nanoscience, the findings illustrate how technology-enhanced instructional designs that leverage embodied processes—such as gesture, spatial transformation, and active manipulation—may support students’ reasoning about complex scientific phenomena across STEM domains.

Mobile augmented reality (MAR) provides learners with an immersive and interactive experience. However, few studies have applied situated learning theory (SLT) to the design of MAR in educational contexts, and even fewer have explored its use in the learning of Tang poetry. This study aimed to address this gap by designing and developing a mobile augmented reality application (app) based on situated learning theory (SLT-MAR) to support primary school students in learning Tang poetry. The study involved 120 4th-grade students from a public primary school in central China. Using a QUAN-qual sequential mixed-methods experimental design, this study examined the effectiveness of the SLT-MAR app. The results indicated that students using the SLT-MAR app outperformed students in the MAR and traditional classroom learning (TCL) groups in terms of Tang poetry achievement, motivation, and technology acceptance. In addition, semi-structured interviews revealed that students perceived the SLT-MAR app as enhancing their motivation and found it beneficial to their Tang poetry learning. The study discusses both theoretical and practical implications, contributes to the literature on integrating SLT with AR technology in educational settings, and provides insights for future research and practice.

This design-based research study examines the implementation of inclusive pedagogy in an English as a Foreign Language (EFL) classroom in a Chinese elementary school, integrating the Teaching Proficiency through Reading and Storytelling (TPRS) method within the Multi-Tiered System of Support (MTSS) framework. Addressing a critical gap, it explores how inclusive pedagogy can be effectively applied within China’s exam-oriented education system, where such practices are often misunderstood or underutilised. Over three years, iterative cycles of planning, action, development, and reflection refined teaching strategies and assessed their impact on diverse learners. Data were collected through teacher field notes, classroom videos, parent and peer-teacher feedback, and student assessments, including standardised tests and reading evaluations using the Oxford Reading Criterion Scale. The findings indicate that inclusive pedagogy significantly enhanced students’ English proficiency, engagement, and sense of belonging, benefiting high-, mid-, and low-performing students alike. Additionally, the study highlights the transformative role of teacher collaboration and parental involvement in overcoming cultural and systemic barriers. By providing empirical evidence of the effectiveness of inclusive pedagogy in a non-Western context, this research offers valuable insights for educators and policymakers aiming to implement inclusive practices in diverse educational settings. The findings underscore the importance of evidence-based, culturally responsive approaches to inclusive education that support all learners.

Design-based research (DBR) is a widely adopted methodology in the learning sciences. As an alternative to the conventional experimental studies in controlled lab settings, DBR recognizes the intricate dynamics of the naturalistic educational settings and distinguishes itself through well-defined contexts and iterative design cycles that generate findings to inform both theory and practice. A significant advancement in DBR is Sandoval’s introduction of conjecture mapping (CM) in 2004 and subsequently refined in 2014. CM provides a visual framework to elucidate the DBR designs, with the primary objective of identifying the most critical features of a learning design. This paper reports on a case of adopting CM in a three-cycle DBR study of Character Education Learning through Digital Storytelling in Primary 5 classrooms in Singapore. It refines the conjecture formulation and introduces a generic conjecture statement to reinforce the robustness of DBR design logic. Design principles, intervention evidence, and complementary evidence are incorporated as new components to strengthen the links between DBR and CM frameworks. Additionally, it enhances the visual notations of the map to systematically distinguish conjectures by their status and prominence within each cycle. This paper exemplifies the application of CM. It contributes to the ongoing discourse on CM, while advancing the discussion of DBR as a meta-methodology and proposing future directions for DBR and CM research.

Effective socially shared regulation of learning (SSRL) in computer-supported collaborative learning (CSCL) often fails to occur because students lack awareness of their peers’ and groups’ activities, thus leading to unsatisfactory learning outcomes. While both group awareness (GA) support and students’ self-regulated learning (SRL) levels are critical to CSCL, previous research has considered them separately, and investigation of their combined effects, especially on students’ SSRL, remains limited. Addressing these gaps, the present study conducted an 18-week experiment with a two-level factorial design to examine the main and interaction effects of GA support (present versus absent) and students’ SRL levels (high versus low) on perceived SSRL skills, observed SSRL behaviors, group task performance, and individual knowledge achievement. A total of 54 undergraduates enrolled in an Educational Research Methods course were randomly assigned to either a GA+ class (n = 28) or a GA− class (n = 26). The results revealed that: (1) GA support showed significant positive effects on all four measured variables, (2) SRL levels showed no significant main effects on these core measures, and (3) interaction analyses suggested that GA support substantially improved overall perceived SSRL skills among low-SRL students, whereas high-SRL students showed greater gains in the monitoring and adapting dimensions of observed SSRL behaviors. No interaction effect emerged for individual knowledge achievement. On the basis of these findings, several practical implications for facilitating successful collaborative learning are proposed.

Research on online problem-based learning—and computer-supported collaborative learning at large—has mostly focused on either the order of group members’ interactions (using time-oriented methods) or the co-occurrence of interactions (using network methods) within the same collaborative episode, while work on longitudinal dynamics has so far been lagging. In this study, we implement a novel method that combines the advantages of both approaches: the relational and temporal dimensions, which is temporal network analysis. Additionally, to capture changes at different temporal scales, we use sequence analysis and multilevel growth models to study how interactions and patterns unfold across time. Our results showed that students who used interactive socioemotional or regulated constructive patterns were more productive in terms of cognitive and knowledge productivity. Explicit group regulation was infrequent and emerged in response to challenges, questions, or disagreements, often with teacher support. Most groups settled into stable regulatory patterns early on, with limited change over time, and transitions—when they occurred—were usually between similar patterns. Our results also suggest that regulation does not naturally improve with time alone, underscoring the importance of early, targeted instructional support to foster more productive regulatory approaches.

Since the beginning of computer-supported collaborative learning (CSCL) research, collaborative writing has been playing a pivotal role as a tool for learning and knowledge construction. In the study presented here, we ask to what extent large language models may not only assist individuals in their writing processes but also serve as a collaboration partner. For this purpose, we analyzed the writing process of individuals supported by ChatGPT. We introduce the use of recurring n-grams as a means for textual uptake, that is, the extent and granularity with which human writers adopt and adapt artificial intelligence (AI)-generated text. On the basis of the overlaps between the ChatGPT output and participants’ final texts, we identified clusters of text reproducers, integrators, and reconstructors. Participants in these clusters differed not only in their subjective contributions and authorship but also in their prior use of ChatGPT and their affinity toward technology interaction. Referring to the conceptualization of interindividual interactions as uptake events, we suggest that n-grams are adequate means to analyze the uptake process in AI-supported human writing. Our findings show that AI-supported writing comprises distinct uptake patterns that differ systematically in the degree of textual reuse and perceived authorship, thereby revealing varying modes of engagement in human–AI co-writing, ranging from passive uptake of AI-generated text to more active and integrative forms of collaboration.

The formation of effective collaborative programming groups is vital for collaborative knowledge innovation. Previous research has predominantly examined the influence of group composition approaches from a computational perspective, yet there remains a limited resolution of their real-world educational impacts. This study offers empirical insights into the effects of homogeneous versus heterogeneous groups on student performance within collaborative programming contexts. The group composition system was established using a genetic algorithm, with the inclusion of socio-emotional competence, learning styles, and academic achievement. A total of N = 478 students aged between 13 and 15-years-old voluntarily participated in the study and were divided into 42 heterogeneous groups (n = 166), 40 homogeneous groups (n = 163), and 36 random groups (n = 149) with a group size of four. All participants were subjected to identical pedagogical conditions under a double-blinded study design. Collaborative programming performance was assessed both summatively and formatively, incorporating multi-source evidence from teacher observations, student self-reports, and peer evaluation scores. The results indicate that heterogeneous groups notably outperform homogeneous groups and random groups across most measurements. Implications for implementing collaborative programming in real-world classroom settings are provided.

As smart technologies become part of daily life, families face new opportunities and challenges in learning together. This paper introduces FamiData Hub, a speculative computer-supported collaborative learning (CSCL) prototype that supports families in building critical data literacy within smart homes. Through workshops with 17 families, the study explores how collaborative learning emerges through interaction, storytelling, and shared problem-solving, with family roles shifting dynamically. The findings challenge traditional adult-to-child teaching models, proposing instead a multidirectional learning space where anyone—including children and digital tools—can be the “more knowledgeable other.” The study highlights the value of family centered, socially embedded approaches to critical data literacy and offers insights for designing intergenerational CSCL systems to foster critical data literacy.

Mutual engagement, the dynamic process through which collaborators reciprocally take up and sustain one another’s ideas and actions, is crucial to collaborative problem solving (CPS). However, existing research has yet to fully specify concepts or methodologies needed to capture these dynamic characteristics. This gap highlights the need to examine how these patterns evolve across different CPS phases to inform more sophisticated instructional strategies that enhance collaborative learning. This exploratory study integrates multimodal and content analyses to examine phase-sensitive patterns of mutual engagement in small teams. In total, 28 college students participated in video-recorded CPS activities across four distinct phases. The findings revealed that high-performing teams displayed structurally complete elaborative sequences, in which invitations to contribute were taken up, elaborated, and reciprocated. Low-performing teams, by contrast, exhibited fragmented sequences that failed to return to elaboration. These interactional differences co-occurred with distinct multimodal signatures. High-performing teams exhibited greater interest, less frequent neutral emotions, and early posture synchrony, patterns that were especially pronounced during the ideation phase. Conversely, low-performing teams showed lower interest, persistent neutral emotions, and late, reactive posture synchrony. The findings elucidate the socio-cognitive characteristics of mutual engagement and demonstrate the potential for integrating emotional and behavioral indicators for a richer understanding. These insights can inform the design of instructional scaffolding and phase-sensitive support systems to enhance successful collaborative learning.

Productive collaborative discourse requires students to continuously advance ideas, often through the creation, modification, and integration of digital artifacts in a communal space. Without these processes, ideas remain isolated, fragmented, and unable to advance shared understanding. To support such discourse processes, this study proposes a knowledge synthesis (KS) intervention to facilitate a process of creating knowledge syntheses from ideas represented in digital artifacts and then leveraging these knowledge syntheses, represented in new digital artifacts, to deepen student collaboration. To examine the enactment of this intervention in a graduate-level course, we asked: What were the key characteristics of students’ knowledge synthesis artifacts? How did student groups use the synthesis artifacts during their discourse? To what extent did the synthesis artifacts facilitate collaborative discourse? We analyzed multiple data sources—including student-created synthesis artifacts, perception data, classroom video recordings, and co-constructed group artifacts—using a combination of descriptive, content, and interaction analyses. Findings revealed diverse approaches to knowledge synthesis and showed that synthesis artifacts facilitated discourse progression, fostered a range of knowledge practices, and supported the evolution of group artifacts. By promoting knowledge synthesis and examining its role in collaborative discourse, this study contributes to computer-supported collaborative learning (CSCL) by advancing the theoretical understanding of knowledge synthesis and offering pedagogical strategies for supporting this practice in classrooms.

In collaborative learning game environments where competition and collaboration coexist, conflicts among students are not uncommon. While conflicts of ideas and opinions are prevalent during collaborative learning, they are often perceived as elements to be avoided. One of the main concerns about conflict is its ability to trigger negative emotions, such as anger, which can compromise effective peer interaction, collaborative learning, and, in turn, diminish the quality of group discussions. However, this raises the question of whether anger always negatively affects collaborative learning. Most studies on negative emotions are related to test anxiety or boredom, while the impacts of emotions such as anger on learning are less explored. Especially within computer-supported collaborative learning (CSCL), there is limited research on how anger impacts students’ collaborative activities and learning. To address these issues, this paper aims to explore the potential relationship between anger and its impact on students’ collaborative discourse in a hybrid game-based simulation. Our findings suggest that anger has the potential to facilitate diverse and productive collaborative discussions. Students, driven by their anger, delved deeper into game mechanics, linked concepts to real-life situations, and employed various forms of logical reasoning to substantiate their opinions. However, the moment a student exhibited “tilting“ behavior, the quality of their collaborative discussions plummeted. Our findings provide important preliminary insights into the concept of “tilting” within immersive collaborative learning games and how it may manifest; they also offer guidance on the timing for educators’ intervention in collaborative discourse when anger arises among students.

Background: Online hate speech on social networks and the Internet is an increasingly pervasive phenomenon to which both children and adolescents are exposed. Objective: Our study’s main objective was to ascertain whether collective intelligence can improve their handling of hate speech. Methods: We conducted the study on the Collective Learning platform, comparing results between three groups of Spanish adolescents aged 15–16 years. The groups were of different sizes: one large group (G1, n = 123) and two smaller groups (G2, n = 18; G3, n = 23). Results: The experiment showed that the conditions for the emergence of collective intelligence were met within the large group (G1) but not in the two small groups (G2 and G3). The large group, as a collective, acquired capacities to deal with hate speech; however, this did not occur in the two smaller groups. Conclusions: Our study explains how the emergence of collective intelligence in online environments helps group members acquire a series of competencies. In particular, collective intelligence can help adolescents learn to deal with hate speech.

The increasing availability of multimodal sensing technologies has opened new avenues for studying human interactions. However, there remains a lack of systematic synthesis regarding which multimodal metrics are most predictive of productive collaborations. This study addresses this gap by conducting a systematic literature review of 163 studies published since 2000. Grounded in the theoretical framework of multimodal collaboration analytics (MMCA; Schneider et al., 2022), we examine how different data modalities—verbal, gaze, body, head, log, and physiological—are used to assess collaboration. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework (Liberati et al., 2009), we categorize studies on the basis of the types of collaborative indicators, the metrics extracted from multimodal data, and the methods used to establish relationships between them. We find several gaps, including an over-representation of lab-based studies with small sample sizes, reliance on simplistic individual or group synchrony metrics, and a lack of standard indicators for collaboration. We discuss related Grand Challenges for MMCA, including scaling up research through field-based studies, developing interpretable models that contribute to theory, computing sophisticated sensor-based metrics that better capture the temporal dynamics of interaction, and designing interventions that support collaboration using fine-grained, high frequency sensor data.

Collaborative learning deepens understanding by elaborating knowledge and facilitating memory-related information processing through interactions with others. In computer-supported collaborative learning (CSCL), mechanisms identified in collaborative learning are scaffolded through tools such as group awareness and scripted collaboration. While collaborative learning is considered effective, it remains unclear how older adults learn in collaborative environments using concept maps, and how cognitive decline may hinder their learning. Therefore, this study investigates differences between younger and older adults in collaborative learning with concept maps, focusing on learning performance, concept map performance, and the collaborative learning process. Learning performance was assessed using test scores, concept map performance through concept map evaluations as a tool for externalizing knowledge, and the collaborative process using the Interactive-Constructive-Active-Passive (ICAP) framework, which captures cognitive engagement. Results showed that younger adults had higher learning performance than older adults, while older adults showed no significant improvement, indicating a lack of learning gain. Similarly, younger adults outperformed older adults in concept map performance, and no improvement was observed in older adults for concept map scores. This suggests that older adults found it more difficult to elaborate knowledge, such as integrating new information. Regarding the collaborative learning process, younger adults were more likely to engage at the active, while older adults showed higher engagement at the constructive and interactive levels. Epistemic network analysis (ENA) revealed stronger connections between constructive and interactive behaviors in younger adults, and between active and interactive behaviors in older adults. These findings suggest that while younger adults progressively deepen their engagement during collaborative learning, older adults may require the reactivation of memory to engage in elaboration. These results offer insights into designing effective CSCL environments tailored to the learning needs of older adults.

Dialogic education is largely advocated as a means to promote dialogue and reduce polarization. Chatbots based on large language models (LLMs) carry the potential to scale dialogic education by serving as conversation partners and sustaining a dialogic space on various topics. They combine human-like conversational abilities with machine patience. To explore this potential, we fine-tuned an LLM-based chatbot, LlamaLo, using a corpus of productive discussions. We analyzed ten discussions with LlamaLo on contentious topics, such as liberalism and cultural appropriation. Our findings show that LlamaLo effectively opens dialogic spaces by questioning interlocutors’ assumptions, presenting alternative perspectives, and providing relevant knowledge. However, challenges, such as negative tone and bias, could undermine the dialogic space and should be addressed computationally and pedagogically. We conclude that dedicated LLM-based chatbots have the potential for enhancing dialogic education and enabling seamless scripting responsive to real-time needs.