The evolving landscape of educational technologies has ushered Virtual Reality (VR) in the forefront of higher education. As the COVID-19 pandemic propelled a rapid shift toward e-learning, the demand for high-quality distance education has surged, prompting an exploration of VR as a viable solution. While existing research indicates that VR supports student engagement and learning experiences compared

Engaging students in online discussion forums with social support holds significant potential for preventing and alleviating student burnout. However, the mechanisms by which different types of social support influence learning burnout remain poorly understood. Additionally, existing methods for detecting social support detection are limited in both practical application and theoretical advancement

Self-regulated learning has significant importance in blended learning, necessitating an exploration into the effects of metacognition on SRL. Furthermore, SRL exhibits interdependence, thus highlighting the urgent need for research that can capture the temporal processes of SRL in multi-task activities during blended learning. Over 18 weeks, 44 students participated in three SRL tasks designed for

Scholars have recommended the application of an intelligent tutoring and instant feedback system (ITIFS) to enhance students' motor skills performance by automatically evaluating their learning performance and providing personalized guidance and feedback. However, solely providing personalized evaluation and feedback may not necessarily attract students' active and sustained engagement in practice

Digital games can help students learn how to cope with misinformation. However, misinformation games typically include multiple game mechanics, making it hard to identify which mechanics contribute to learning. Hence, the aim of this study was to clarify how misinformation games promote learning by examining the effects of two promising misinformation game mechanics– simulating evaluation strategies

Personalized learning, a topic that has garnered significant attention in education, is known for its potential to cater to student's unique needs and improve educational outcomes. However, most large-scale longitudinal studies on personalized learning have primarily focused on middle school students and above (age ≥11). This study, in contrast, delves into the uncharted territory of how personalized

Advancing knowledge in educational technology requires a diverse array of research designs, methodologies, and data sources. Mixed methods research, particularly valuable for studying intricate issues, remains scarce in educational technology. The purpose of this study is to examine the prevalence of mixed methods research studies published in the top 10 educational technology journals between 2018

Help-seeking is an active learning strategy tied to self-regulated learning (SRL), where learners seek assistance when facing challenges. They may seek help from teachers, peers, intelligent tu-tor systems, and more recently, generative artificial intelligence (AI). However, there is limited empirical research on how learners’ help-seeking process differs between generative AI and hu-man experts. To

This paper presents a meta-analysis that investigates the impact that the educational use of digital technologies has on less advantaged students’ achievement. We use a comprehensive definition for this group of students that includes all students in less developed countries as well as more disadvantaged students in more developed countries. 740 estimates from 72 studies employing experimental and

Information and communication technology (ICT) have become indispensable in contemporary schools in post-industrialized countries. Whether schools have succeeded in vesting students with the needed digital skills important in today's highly digitalized societal landscape however remains unclear. In this paper, we examine whether school resources in terms of ICT infrastructure, use of ICT in education

Leaderboards are among the most prevalent game elements and are widely used in educational gamification. However, most research has primarily compared learning scenarios using leaderboards with those not using leaderboards, ignoring the role of specific components of leaderboards such as rankings. Given that learners’ perceptions of leaderboards depend on their rankings, this study investigated how

The study posits that both concrete and abstract words are crucial for effective communication, particularly in educational contexts where the interplay between these forms of language intersects with linguistic, cognitive, and social stratification theories. A key challenge is balancing the efficiency of abstract language in conveying complex concepts with the accessibility of concrete language, which

Storytelling has been used for years in educational practice and Educational Robotics is a rapidly growing field worldwide. Accordingly, researchers have attempted to combine Storytelling and Robotics in education. However, no systematic record exists on this combination. Therefore, we conducted a scoping review of 82 papers out of 5272 articles published in 5 Databases in the last 20 years to map

In the digital age, where media proliferation challenges traditional reading habits, this study investigated the impact of digital platforms on critical thinking (CT) and reading practices. Some conventional e-books may not sufficiently encourage reflective thinking or foster CT skills due to their linear nature and lack of engaging elements. Employing the Practical Inquiry Model (PIM) within the Community

Adaptive e-learning systems (AeLS), which emerged in the late 1990s, offer an alternative to the 'one-size-fits-all' approach by addressing the demand for individualized learning experiences. These systems typically consist of five elements, including a domain model, a media space, an adaptation model, a user interface, and a learner model. Despite the increasing academic interest in this topic and

Computational thinking has become an integral component of curricula worldwide, necessitating teachers to develop this competence in their students. To effectively meet these curricular requirements, teachers themselves need a solid foundation of computational thinking content knowledge, which refers to the understanding and skills they possess in this area. However, despite widespread recognition

Young children are extensively datafied today even from before birth where families may share information about them or allow them to use digital technologies at a very young age. Schools typically collect children's data for compliance and to construct a set of norms and deviance in predicting risks and educational outcomes, often without children's knowledge and consent. Yet, children's understanding

In-service elementary school teachers need training to teach computational thinking (CT). A common model for CT professional learning programs includes an initial workshop followed by ongoing support. However, little research has examined the efficacy of ongoing support, the most effective types, and its impact on classroom practices. The current study details a multifaceted CT professional learning

Students' multitasking during lectures or academic assignments is a common activity that may have negative effects on performance. It is therefore relevant to investigate under what conditions such negative effects can be reduced. The current study brought together two separate lines of research to examine the effects of on-screen multitasking and text disfluency. Multitasking required students to

Collaborative knowledge construction (CKC) is advanced by group members' cognitive engagement across three levels: individual-level knowledge processing and proposing, the peer-level social interactions and knowledge exchanges between two group members, and the group-level coordination and construction of knowledge across multiple group members. The interconnected and transformative relationship among

Escape rooms (ERs) have gained traction in higher education over the past decade, but studies on ERs for statistics education are scant. In this study, a virtual ER was developed, piloted, and implemented in an undergraduate introductory statistics class, and its impact on learning was evaluated over three iterations. The escapED framework informed the design of the ER. A quasi-experimental pre-test–post-test

Personalized technology-enhanced learning (TEL) has emerged as a prominent tool used by universities to cater to students' diverse individual needs. Many higher education researchers and educators have explored the adoption of personalized TEL as an important tool to foster student learning outcomes from diverse perspectives. However, despite its significance and the substantial body of existing research

Technologies have the potential to support and enable teacher professional development (TPD) programs for inclusive and equitable quality education and lifelong learning for all (United Nations, 2023). This paper reviews the technology-enabled TPD programs that took place during the COVID-19 pandemic and investigated their effectiveness on teachers' learning and professional growth. Drawing on the

This study experimented with four design elements and examined their impact on feedback quality—anonymizing feedback writers, providing teacher-made rubrics and a feedback template, and making feedback traceable. The study adopted a quasi-experimental design and involved 75 undergraduates who produced 362 feedback entries on peers' presentations over eight weeks. The feedback comments were scored against

In the age of generative AI, can teaching videos be efficiently and effectively generated by large language models? In this study, the authors used generative AI tools to develop four short teaching videos for a management course and then compared them with human-generated videos on the same subjects in an online experiment. In an across-subject experimental design, 447 participants completed two treatment

Educational data mining (EDM) applied to the wealth of data generated from international large-scale assessments (ILSAs) shows potential for identifying successful educational initiatives. Despite limited research on clustering methods in ILSAs, leveraging these methods to uncover student profiles can help decision-making in designing tailored programs. This study aims to identify and characterize

Pedagogical agents (PAs) are increasingly being integrated into educational technologies. Although previous reviews have examined the impact of PAs on learning and learning-related outcomes, it still remains unclear what specific design features, social cues, and other contextual elements of PA implementation can optimize the learning process. These questions are even more prevalent with regards to

In the last couple of years, feedback research has shifted towards a feedback-as-process approach, taking a learner-centered perspective and focusing on the proactive role of the learner in feedback effectiveness. Process measures can provide new insights into the role of the learner by making learners’ actual behavioral engagement visible. We conducted an experimental study, comparing two groups (feedback

Online learning has been gaining a broad notoriety in society in the last years. The ease with which users from all over the world can learn is one of its main attractions. MOOCs are one of these technologies, which have enabled users to learn almost any subject of their interest. The use of MOOCs generates a massive amount of data that has been used by researchers with different goals: to predict

Teachers' views impact if and how technologies are integrated into classroom practice, and research demonstrates that digital game-based learning can support student learning across content areas. Yet, quantitative examinations of teachers' views on digital game-based learning in literacy education are limited. This study establishes the Gaming and Literacy Education (GALE) Scale as a reliable and

Anthropomorphism is the act of attributing human-like characteristics to non-human objects and has played a key role in the field of emotional design in multimedia learning. Despite its significance, the relationship between animacy and anthropomorphism, particularly facial animacy, remains underexplored albeit its potential impact on learning engagement and emotional responses. Hence, this study aims

Co-teaching, a partnership between professional peers with different expertise to jointly deliver instruction and divide teaching responsibility, is recognized as an effective teaching strategy that has been widely implemented. The increased use of information and communication technologies in educational practices may expand the opportunities for potentially beneficial teacher collaboration across

Blended synchronous classrooms (BSCs) play a critical role in narrowing the educational gap between urban and rural areas in China, promoting educational equity. In BSCs, the quantity and quality of interactive teaching behaviours of urban and rural teachers may significantly influence the learning experiences of students in both urban and rural settings, and they are supposed to be different from

As societies are increasingly digitalised, digital competences are required—for citizens in general and within professions. In education, professional digital competence (PDC) for teachers has been on the research agenda for years. However, less is known about what constitutes PDC for school leaders. This paper adopts a qualitative approach to explore what constitutes school leaders' PDC. It builds

Using computational methods to produce and interpret multiple scientific representations is now a common practice in many science disciplines. Research has shown students have difficulty in moving across, connecting, and sensemaking from multiple representations. There is a need to develop task-specific representational competencies for students to reason and conduct scientific investigations using

Videos are one of the most widely used teaching and learning modalities and form the backbone of many online courses. Therefore, understanding what influences video-watching behavior has been an area of intense interest to educators and course designers. Exploration of video engagement in online courses has focused primarily on factors intrinsic to each video, such as video length and production style

Pedagogical agents (PAs) communicate verbally and non-verbally with students in digital and virtual reality/augmented reality learning environments. PAs have been shown to be beneficial for learning, and generative artificial intelligence, such as large language models, can improve PAs' communication abilities significantly. K-12 education is underrepresented in learning technology research and teachers'

Asking questions on social media acts as a stimulus for professional learning among educators, while the answers can offer them valuable resources. Framed by the concept of digital social support and using a cross-cultural comparative approach, we investigate what type of digital social support educators seek when using educational social media spaces, and what they receive from other users who answer

Technological aids are ubiquitous in today's educational environments. Whereas much of the dust has settled in the debate on how to validate traditional educational solutions, in the area of technology-enhanced learning (TEL) many questions still remain. Technologies often abstract away student behaviour by condensing actions into numbers, meaning teachers have to assess student data rather than observing

Virtual reality (VR) head-mounted displays (HMDs) offer an immersive learning experience that could replicate real-life training. Our review identifies and critically analyses studies of interventions designed to provide procedural training via these media and to test learning outcomes associated with these interventions. We undertook a systematic search of the literature published between January

While Immersive Virtual Reality (IVR) technology has been predominantly employed in technical and medical academic education, it also holds significant potential for Vocational Education and Training (VET). IVR's unique properties, such as high immersion could be especially beneficial in VET, where action-oriented skills, domain-specific knowledge, and their application in new work contexts are crucial

Recent studies identify Self-Regulated Learning (SRL) as a key factor in enhancing cognitive development, particularly within Computational Thinking (CT) literature. However, research gaps remain in understanding how SRL and CT interact from a developmental perspective. Our study designed a program with tailored animations and worksheets to specifically foster students' learning and cognitive development

In the field of environmental education, it is crucial to obtain a profound understanding of students' learning about ecosystem concepts, particularly with regard to the intricate processes of material cycling. Material cycling involves the movement and transformation of elements and compounds within ecosystems and serves as a cornerstone for effective instructional techniques aimed at improving learning

Collective intelligence is a theoretical construct that focuses on results stemming from a workgroup dealing with complex tasks. Our goal was to determine whether a group of pre-service teachers presented with a case of adolescent cyberbullying could improve their capacity for action. The experiment was carried out with 221 pre-service teachers at the University of Zaragoza, Spain, and using Collective

In the past decade, drones have become another cutting-edge technology for educators, especially those in STEM-related domains. Accordingly, there is a significant need to thoroughly examine how drones are integrated into current pedagogical practices. This study scopes the domain of drone-based learning based on a collection of forty-eight articles identified via systematic searches across the (WoS)

English as a foreign language (EFL) writing is vital in interpersonal and cross-cultural communication. Writing refers to a complicated, dispersed, dialogic, and mediated process of discovery and creation, generally considered to be one of the most challenging skills for EFL learners. Nowadays, some students struggle to create words that resonate with readers since they lack real-life experience and

Emotions play an important role in the learning process. With intelligent technology support, identification and intervention of learners’ cognition have made great achievement, but the care of emotion has been in the absence for a long time. In recent years, the use of affective computing technology to solve affective loss in online education has become a key research topic. To date, a growing number

Generative artificial intelligence (GAI) and automatic speech recognition (ASR) have ushered in promising tools for foreign language learning, notably GAI chatbots. This study investigated the impact of GAI chatbots on elementary school English as a foreign language (EFL) learners' speaking skills, focusing on two interaction configurations—individual and paired. Eighty-five elementary school EFL learners

Co-viewing video lectures, where students watch lectures simultaneously with one or more remote peers and engage in interpersonal communication on learning tasks online, is becoming increasingly popular. However, there is a dearth of studies examining students' behavioral and cognitive patterns during the co-viewing process. This study employed eye-tracking and screen recording methods to examine undergraduate

In the Massive Online Open Course (MOOC) forum, learning engagement encompasses three fundamental dimensions—cognitive, emotional, and behavioral engagement—that intricately interact to jointly influence students' learning achievements. However, the interplay between multiple engagement dimensions and their correlations with learning achievement remain understudied, particularly across different academic

Adaptive teaching is regarded to address students' heterogeneity in schools and to individually support their learning. Technology may help to teach adaptively. However, it is still unclear whether realizing adaptive teaching with technology is a feasible teaching practice in real-world classrooms. More importantly, it is an open question which boundary conditions constrain the feasibility of adaptive

With the increasing prevalence of digital devices such as smartphones, tablets and e-readers, more and more reading is happening in digital formats – also in classrooms across the world. The present study focuses on lower secondary school students and their reading comprehension and attitudes toward reading on paper and screens. The students read a selection of texts and answered questions from the

The recent Covid-19 pandemic made universities rethink their traditional educational models, shifting, in some cases, to pure online or hybrid models. Hybrid settings usually involve onsite (, in the classroom) and online (, in a different classroom, at home) students simultaneously under the instruction of the same teacher. However, while these models provide more flexibility to students, hybridity

Engaging children in describing real-life scenes provides an effective approach to fostering language production and developing their language skills, enabling them to establish meaningful connections between their language proficiency and authentic contexts. However, for such learning tasks, there has been a lack of research focusing on promoting self-directed language learning by using artificial

Prior research has suggested that participation in peer feedback activities, specifically the giving and receiving of comments, and the implementation of suggested ideas helps to improve writing quality. However, it is not always the case that received feedback is implemented. Currently, there is uncertainty regarding how the total number of comments received during a peer feedback activity interacts

Blended learning offers a learner-centred approach that employs both in-class learning and digital technology to facilitate online learning. Such an approach is especially advantageous to adult-learners in higher education as it meets their educational needs. However, adult-learners’ participation in blended learning programmes remains challenging due to a general lack of online interaction, and no

ChatGPT, a state-of-the-art artificial intelligence (AI) chatbot, has gained considerable attention as a transformative yet controversial tool for enhancing teaching and learning experiences. Several reviews and numerous articles have been written about harnessing ChatGPT in education since its release on November 30, 2022. Besides summarising its strengths, weaknesses, opportunities, and threats (SWOT)