This scoping review investigates the side effects of using chatbots in the EFL context. While using chatbots is known to be beneficial in most cases, little is known about its drawbacks. Our review will guide future researchers in terms of the optimal language learning experience. Based on the five foundations of a technology-enhanced learning environment, we found several factors that adversely influence learners’ performance. For discussion, we provide four strategies to complement the learning experience with chatbots.

This systematic review provides an exploratory analysis of Human Information Behavior from the searchers’ affective perspective within the domain of Higher Education. Additionally, results of the review will guide discussion for the design of information systems in higher education and related teaching practices. The review seeks to reveal research gaps in the existing literature and identify new directions for further study. Overall, this review will provide a valuable contribution to the field of HIB and its implications for research, teaching, and learning.

The goal of this study is to investigate the perception of the application of facial recognition and augmented reality in the classroom. HoloLens 2, an AR device, and Microsoft Azure cognitive services were utilized to enhance teachers' classroom perception by displaying learning analytics information on the AR device in real time. A focus group interview was conducted to collect initial feedback from teachers and students regarding the benefits, challenges, and design concerns related to the proposed system. A refined interface was designed based on the feedback from the participants.

This project aims to share reflections and potential transformations for instructional design practice around accessibility. Prompted by a situation involving an instructional design unit at a large state university as a case study, the two goals are to understand how accessibility concerns are treated when confronted with a lack of time and resources; as well as find appropriate actions to take to transform how accessibility and equity is achieved within our sphere of influence.

In this mixed-methods study, we surveyed 23 international teaching assistants (ITAs) and interviewed eight at a public university. Preliminary findings suggest that ITAs find developing course materials, grading, and providing feedback most challenging. The language barriers, imbalance in work and study, uncertainty in professional identity, and feeling unacknowledged exacerbate the difficulty of performing their roles. Beyond mandatory institution-wide training, they voiced a need for more training to improve students’ motivation, engagement, and time management.

Retention has been considered a major issue in MOOCs. Although many studies have examined factors affecting the learners’ motivation to complete, there is still a need to examine these factors in different cultural and contextual circumstances. This study is intended to explore the factors affecting the learners’ motivations to complete MOOCs on a country-specific platform, AKADEMA, and to compare these factors as well as the participants’ characteristics with the literature. An online survey helped the researcher collect data. Instructor-learner interaction, instructor feedback, and course attendance were found to be the factors with the lowest mean scores, while perceived effectiveness had the highest mean score. Course content, technology, and instructor support were the factors that were most closely related to perceived effectiveness. Instructor-learner interaction and technology were the factors that were most closely related to course attendance.

This paper identifies the issues with implicit bias training (IBT) and its ineffectiveness to reduce biased behavior. We seek to transform implicit bias training from introductory and reactive information sessions to training that supports students in obtaining fundamental skills that promote behavior change. We seek to design and develop a professional open educational resource (OER) instruction to support IBT for cross-disciplinary organizations that incorporate more behavior-focused implicit bias training within their diversity, equity, accessibility, and inclusion (DEAI) initiatives.

Practice is essential for skill acquisition in any domain. Research in music education indicates that time spent practicing and effective strategies are both predictors of the achievement level in musical performance. However, many K-12 music students today lack the motivation and self-regulation skills to practice independently. Using design thinking, the researcher creates LessonLink, a gamified mobile application to motivate and cultivate K-12 music students’ self-regulation for independent practice. LessonLink serves multiple roles, including a learning management system, an interactive platform to enhance teacher-student-parent interaction, a gamified platform to motivate student practice, and an embedded self-regulation tool for goal-setting and self-monitoring.

The goal of instruction is to improve learning by enhanced quantity and quality of interactions between learners, instructors, and content. Several scholars have criticized the use of self-report approaches that collect perceptions of interaction quantity and quality as a measure of instruction and learning quality. To address this, an observational checklist was created based on the concept of Moore’s three types of interaction to collect learner interaction data during active instruction. The validation process included a review of existing literature, item development, and content validation. A high Content Validity Ratio of .91 indicated agreement among semi-experts and experts on the relevance and validity of the items included in the instrument.

This study aims to develop an online system called AIESTEP (AI for Elementary and Secondary Education Platform) to support teachers in designing AI-integrated lessons for a teacher education program. The online system provides learning content and hands-on experiences, such as taking notes and reflecting on the learning content, reviewing existing cases, practicing data analysis and simple coding, and designing courses. The online system was tested through two pilot-tests with 96 practicing teachers and was revised based on the results of the pilot-tests.

The purpose of this study is to examine the impact of digital distraction on student performance across courses, and to assess the moderation effect of the average student age, using Hierarchical Linear Modeling (HLM). Multilevel modeling analyses, conducted with 11,237 students across 95 courses revealed that digital distractions negatively affected student performance. However, there was no moderating effect of student average age within each course on the relationship between digital distraction and performance across courses.

Visualizing and sharing the others’ learning behavior is one way to support note- taking. However, in-class support is insufficient for students to write what the teacher wants. This study aimed to reveal the impact of visualizing others’ note-taking on learning behavior and thinking during note-taking revision. We added an after-class visualization function to a tablet-based note-taking support system (Kondo et al., 2023) that can visualize the location of learners’ notes and highlights in real time. Twenty-one undergraduate and graduate students participated in the experiment. The questionnaire results suggested that visualizing others’ important parts promotes note-taking. In contrast, visualizing unclear parts may promote self- monitoring. On the other hand, visualizing others’ notes may be difficult to reference because learners cannot see specific descriptions. We also found that 23% of the descriptions added during the revision process were written by referring to the visualization.

Online video-based content, such as massive open online courses (MOOCs) or educational videos on YouTube, are popular ways for individuals to learn outside of a traditional learning space. Video-based informal learning environments fit in the framework of community of inquiry (CoI), with unique teaching, cognitive, and social presence. Videos on the environment provide direct instruction representing teaching presence, and the feature of online discussion allows learners to comment on instructional materials and interact with other learners, which show social and cognitive presence. Multi-format informal learning environments bring learners diverse learning experiences and analyzing the content of online discussions can help us better understand learners’ experiences. This study uses Linguistic Inquiry and Word Count (LIWC) to evaluate learners' learning experiences on YouTube and edX through the construct of CoI. After matching LIWC’s keywords with social presence and cognitive presence, we analyze learners’ comments (N = 6,938) collected from YouTube and edX. Our findings reveal that there is a more differentiated cognitive presence and a more similar social presence between YouTube and edX.

Technological advancements continue to present a variety of learning opportunities for students. The purpose of this interpretative phenomenological analysis (IPA) study is to seek an understanding about students’ experiences with a virtual reality (VR) activity in an Advanced Placement English course. Analyzing the observations and interactions the participants undergo with VR informs the story of their journey with the technology. Additionally, their immersion in the VR environment emphasizes active learning and experiential learning theoretical concepts. The benefits of this study may help educators understand students’ interpretations of VR and ways in which they engage with interactive digital activities.

National Educational Technology (EdTech) policy analysis research is essential for various reasons. For example, identifying factors that influenced the formulation of policies, informing the use of EdTech for policymakers, investigating cost-benefit analysis and comparison of national plans across countries and regions. There is a lack of updated research on African nations’ educational technology (EdTech) policies analysis resulting in a lack of knowledge on current EdTech policy landscape of Africa. This paper examined the EdTech policies for selected African countries. By adapting Zhao et al. (2006) 's policy analysis framework, this study aimed to investigate what EdTech policy documents are in place, by which government bodies, and the role of teachers, students, and technologies in the education sector are depicted in these documents.

This review examines the intersection of faculty development frameworks in medical education and instructional system design (ISD) principles. A systematic review of existing literature follows the PRISMA guidelines, and data analysis combined inductive and deductive approaches to examine key framework components, strategies in faculty development frameworks, and alignment with instructional system design principles. The findings show a tapestry of shared components and diverse approaches, each offering unique value. Incorporating ISD principles can amplify the impact of medical faculty development programs. The study can deepen our understanding of medical faculty development frameworks and provide valuable insights for creating reliable solutions.

This study conducts a bibliometric analysis of 2,724 highly cited articles on simulation-based nursing education published between 2018 and 2023. The study evaluates the simulation-based nursing education research landscape using the Web of Science database and specialized bibliometric analysis. Various visualization techniques were applied to construct co-citation networks and conceptual maps, revealing an interdisciplinary landscape that includes higher education, virtual reality, and medical education as pivotal themes. These interconnected domains underscore their importance in crafting effective educational interventions. The study stresses the value of comprehending the evolving bibliometric trends for enriching nursing education and healthcare practice. The insights generated from this analysis are significant for academia and the healthcare sector, offering a structured understanding of the developments and emerging research avenues within simulation-based nursing education.

The purpose of this research is to build on the growing body of literature that seeks to identify how often open educational resouces (OER) material used in higher education references historically marginalized groups in matters pertaining to equity, diversity, and inclusion (EDI) with an emphasis given to the contexts in which they are mentioned. The guiding research question of the study posits that EDI discussions within OER tend to place added emphasis on certain marginalized population groups while others are routinely overlooked

This study outlines the design and implementation of an Immersive Makerspace (IM) using the Mozilla Hubs, an online Virtual Reality (VR) platform accessible across geographical boundaries through mobile devices, personal computers (PCs), and web-enabled VR headsets. This Design-Based Research (DBR) study explores the effectiveness and challenges of “making” in an IM. Learning from the challenges through different iterations, this study aims to platform to foster elementary students' learning of abstract science concepts.

Failure in serious games and its implications for scaffolding learning towards exploration remain understudied. We hypothesize providing more opportunities for safe failure leads to higher retention of concepts. Our case study examines the difference between including extra lives into a prototype serious game for geography through a quasi-experimental design that captured learning outcomes and failure rates. Participants reported more frustration when given fewer chances, and when having less familiarity with games in general. Our findings align with studies suggesting low-stakes environments allow comfortable experimentation and create opportunities for player persistence.

The objective of this pilot study was to understand to what degree making students aware of their metacognitive strategies impacts their metacognitive and academic performance. A quasi-experimental design, with a control and an intervention group, was used for this study. Scores from a metacognitive awareness survey were provided to the intervention group during a classroom activity. Our findings indicated the potential of this strategy in increasing students’ overall performance, enabling them to transform their own learning.

The objective of this study was to describe the implementation of two deep-learning strategies targeting the development of adaptive expertise skills in two first-year Doctor of Pharmacy courses. To stimulate the development of an environment conductive to building adaptive expertise skills, productive failure and concept mapping were integrated in two courses. The results showed the benefits of building an instructional structure that supports the development of adaptive expertise skills through high self efficacy and perceived value of the two tools on own learning.

This research investigates the use of generative artifical intelligence (AI) in elementary school STEAM education. The workshop involved 46 students and in-depth interviews with 7 participants. The results show  students found using AI for creative expression enjoyable and personalized, potentially improving the creative process. The study also highlighted concerns about ethics and bias in generative AI that need further investigation. This study suggests generative AI can enhance art education for elementary school students.

Researchers from Full Sail University decided to examine the effects of student performance in a higher education Instructional Design online class when integrating virtual reality (VR) into its curriculum. The researchers used Action Research as their methodology for the study with the notion that incorporating VR would better student performance. The researchers utilized quantitative analysis of course evaluation data and grades, and qualitative methods, including student-instructor communication and open-ended student surveys to measure VRs effect on student grades, course satisfaction, and feelings about performance. During their examination of the qualitative data, the researchers identified themes of learning styles, prior experiences, motivation, and inspiration when students specifically discussed VR. Quantitative results of the study indicated a small increase in student grades and course satisfaction. However, the researchers conclude that more research is needed in this area of study.

This study adopted a mixed-methods approach to investigate the innovative use of Grammarly feedback for improving the speaking skills of learners who speak English as a foreign language (EFL). We explored learners’ perceptions of the efficacy of Grammarly for enhancing their speaking abilities and how learners integrated Grammarly feedback into their everyday life experiences. The results revealed that Grammarly feedback significantly improved learners’ speaking skills. Additionally, it became evident that learners held positive views towards Grammarly. We also observed traces of motivated use, expansion of perception, and experiential value related to Grammarly feedback reflected in learners’ everyday lives.

Learning Management Systems (LMS) have been widely used by many universities to support teaching and learning. Extensive research has shown that LMS usage patterns are associated with learners’ outcomes, however, related studies from the pre-service teachers’ perspective are limited. This paper aims to further explore the association between pre-service teachers' LMS patterns and their learning outcomes using a quantitative method. After examining 172 pre-service teachers’ LMS log data and performance, the findings show that times participated and assignment on time percent are significant predictors of their grades. Moreover, pre-service teachers demonstrated distinct LMS behavioral patterns in LMS when engaging with the Virtual Field Experience theme. The findings provide insights into future curriculum and course designs to better support pre-service teachers.

This study explored pre-service teachers’ considered challenges regarding K-12 technology integration (TI) and their association with pre-service teachers’ TI self-efficacy. Using the content analysis approaches, the research team identified five challenges perceived by 212 pre-service teachers, and further found four significant associations between the challenges and their TI self-efficacy. Pre-service teachers’ considered challenges of differentiating students’ needs and using technologies to facilitate learning are positively correlated with their TI self-efficacy, while their considered challenges of applying theories and preparing technologies are negatively correlated with their TI self-efficacy. The results suggest that additional instructional modules should be designed to help pre-service teachers in distinguishing K-12 students’ needs and aligning TI with learning outcomes. Moreover, future TI instruction should incorporate practical TI cases, lesson plans, and technology evaluation training.

Using a cross-case thematic comparison of Virtual Learning Environment (VLE) studies we focused on distinctions among student reactions to validate the design of a browser-based virtual field experience. Results show that addressing higher-order learning through a given technology in the learning design creates comparable student responses to those received from more immersive experiences. This suggests that more democratized

Local Wisdom Incubator is a professional web application that uses a seamless learning model to enhance creativity and innovation skills by using wisdom knowledge and five design thinking processes. Local entrepreneurs were encouraged to invent innovation and create new products to meet the needs of customers. The web application allows local entrepreneurs to study and research data in real life that can practice creating innovative works based on the design thinking concept in order to innovate and create new products.

As per the National Equity Project, any system that produces inequities, injustices, and inequalities is often a product of design. Research has shown that systemic inequity often results from the design process and can rupture the power balance, producing inequitable relationships in the social justice arena (NEP, n.d.). Equity-centered systems design is pivotal in dismantling systems of oppression and empowering people of color, people with disabilities, the LGBTQ+ community, the indigenous, and other marginalized communities. An equity-centered liberatory design thinking approach can support instructional designers in identifying and addressing the problems of inequities in an existing system. By considering the ethos and strategies necessary to center equity by design, instructional designers can provide a platform and opportunity for all stakeholders to practice converging and divergent thinking.

Previous literature indicates that online learning has three issues and challenges - technological, pedagogical, and affective. Those issues and challenges are reflected in the following aspects: learning engagement, learning diversity, learning resources, learning assessment/feedback and learning environment. Among these, learning engagement is the most historical and central issue for online learning. This paper will share the vision for online learning trends beyond the Pandemic in Higher Education from an instructional design perspective by reviewing its potential issues and challenges. However, this study is more focused on discussing pedagogical and affective issues and challenges and how technological advancement potentially transforms students’ learning experience pedagogically and effectively.

This paper presents the schoolwide implementation and evaluation of an online social annotation tool (SA), Kami, used to provide personalized feedback to deepen learning and develop learner agency. Through a mixed-methods study, providing personalized video feedback using Kami could enhance learners' perceived individual learning, collaborative learning, learner agency, and deep learning. A strong correlation existed between learner agency and collaborative learning using Kami. Teachers' overall adoption rate and perceptions about using Kami provided evidence for the success of the implementation and professional development strategies based on the diffusion of innovation theory. The paper offers a glimpse of effective pedagogy using SA tools in a blended learning environment, strategies for technology professional development for large-scale implementation, and an evidence-based approach to evaluating an implementation outcome

In this preliminary research, qualitative research was conducted through interviews with employers of computing talent, recent computing graduates, and undergraduate computing professors. The findings indicate a concerning trend of decline in the quality of undergraduate computing programs in Nigeria, primarily due to graduates' dissatisfaction with the outcome of computing education. University professors and recent graduates have offered recommendations to enhance the quality of computing education in the country.

Middle school students who struggle with manipulating math expressions involving the negative sign have demonstrated difficulty learning pre-algebra content that prepares them for higher-level math courses. This study involved a multimedia intervention to improve middle school students' negative sign proficiency and math self-efficacy. A mixed-methods action research study was implemented involving 28 middle school students who participated in an intervention three days a week, working on 12 computer-based math learning modules. The module's learning goals focused on students evaluating negative sign expressions supported by Realistic Mathematics Education learning theory, cognitive theory of multimedia learning, and multimedia self-efficacy instructional strategies. The results showed a statistically significant improvement in negative sign math proficiency, a non-significant improvement in math self-efficacy, and that student perceptions of learning through the modules were favorable. This research contributes to understanding technology intervention learning environments that include middle school math self-efficacy instructional strategies.

Digital learning environments are used frequently in K-12 classrooms. Such use can require skillful orchestration as teachers need to understand the affordances of the learning environment, sequence of activities, and when and how to intervene with students. Using a digital learning environment in a multidisciplinary classroom context makes the design of support materials for teachers and students even more essential. To design for effective teacher orchestration in the classroom, we created a comprehensive set of materials for our multidisciplinary digital learning environment. We employ the design-based intervention research framework to trace the contextual and practical iterations these materials underwent. Additionally, we provide next steps for our work and considerations for the broader community.

Contemporary research in the realm of psychomotor skill learning uses sophisticated features of Extended reality (XR) technologies (VR/AR/MR), with promising implications towards accelerating learning process and enhancing learning outcome. A functional prototype is presented that replicates the potential representation of underlying PSL mechanism including both mental processing and motor movements. Rather than focusing on immersing learners in the virtual environment, this prototype aims at reversely immersing them in the intricate mechanisms of psychomotor skill to achieve deeper levels of PSL. The proposed prototype challenges the traditional emphasis on observable behaviors, informing the significant role of mental processing. The integration of mental and motor processing enables learners to completely immerse themselves in the psychomotor task leading to more effective and efficient PSL. Learners engaged in psychomotor tasks use external sensory stimuli to promptly refine their body movements for optimal performance. This paper contributes to PSL discourse offering practical insights and implications.

To address the evolving demand for modern-day classrooms and skills, there is a need to redesign the approach used for teacher training and professional development. This proposed research project aims to explore how teachers perceive the implementation of metaverse-based professional development, using qualitative research methods. The study's findings may provide insights for the redesign of teacher professional development practices, aiming to enhance their effectiveness in the classroom.

Although Anadolu University is a dual mode higher education institution, it has been acting as an open university since 1982 and offering quality undergraduate education to millions in Turkiye. In 2023-2024 Fall semester, over a million students registered to its traditional distance education programs. Over four decades many changes and advances have happened nationwide and globally. Anadolu has been in a constant transformation mode since the beginning. This paper aims to summarize the major transformations the institution experienced as well as reflections of the stakeholders concerning these transformations.

Three previous action research studies illustrated the transformative power Merrill’s First Principles of Instruction (FPI) had on three graduate-level Instructional Design and Technology courses. Data collected indicated statistical increases in overall student mastery, student course satisfaction, and student perception of course tasks. These studies included courses dealing with an introduction to audio, video, and interactivity, learning management systems and organization, as well as instructional design and evaluation. Encouraged by these results, the researchers desired to know if Merrill’s FPI could be applied to a master’s capstone project course (Media Asset Creation). Upon completion of this stage in the study, results indicated that Merrill’s FPI had a transformative positive influence on the Media Asset Creation course, although not as strong as the findings from the previous courses, due to the small numbers of students in the study. Indicators show that any course may benefit from the application of Merrill’s FPI.

This study examines making and learning processes in Pop-Up STEAM Studios often overshadowed by the final product. Through a community-based STEAM solar lantern challenge, researchers revealed valuable and hidden processes of making through dynamic interaction between “episodes” (planning, making, redesigning, and testing), Learning Practices of Making, and timestamp moments of creating solar lantern using a convergent parallel mixed methods design and data from the digital story.

In a world that is constantly changing, transforming, and growing, people's personal and professional development needs to be supported on an ongoing basis. The continuous updating of knowledge and the need for different qualifications have brought continuing education or lifelong learning to the agenda. In this context, Anadolu University Open Education System Second University Programs, an important indicator of openness in education, have been launched to meet these needs. This study aims to explore the reflections of the Second University programs of Anadolu University's open education system on the personal and professional development of learners. The data were collected from open and distance learners in Anadolu University Open Education System through an open-ended question. Content analysis was used to analyze the data. The results show that those enrolled in Second University programs benefit personally and professionally.

This mixed methods study focuses on a remote educational intervention using Quest 2 headsets to facilitate a virtual reality book club studying the works of William Shakespeare. Students engaged with one another, a teacher, and a live actor in virtual reality using VRChat and Bigscreen for this online learning experience. Social presence and academic growth were evaluated. Data was collected using a pre-post assessment test, writing prompts, multiple-choice questions, and student interviews to measure knowledge of Shakespearean works. Three quantitative measures, student interviews, and writing prompts were used to assess social presence. Results suggested that students can learn about Shakespeare while also building social presence in virtual reality. The majority of students interviewed stated it was easier to make friends in virtual reality than in an in-person setting. This study can serve as a model for future research on the social and academic elements of innovative educational technology.

The pandemic greatly impacted education, including how educators approach professional development (PD) and the people, spaces, and tools they access for resources and support. Our survey study explored changes and continuity in PD and professional learning networks of education professionals from the school year 2019 to 2022. Our findings from the survey responses and interview data indicate that while some aspects have changed, others remain unchanged regardless of the impact of the pandemic.

This paper presents a case study of smart campus development in a middle school in Wuhan, China. A smart campus leverages digital technology and connectivity to enhance user experience and operational efficiency in educational institutions. The study aligns with the smart education initiatives of the Wuhan municipal, focusing on key evaluation criteria, and aims to understand the perspectives of administrative staff, teachers, and students regarding the evolution of the smart campus. The research involved questionnaires and interviews, providing insights into various aspects of smart campus development. Results indicate positive feedback in areas such as management and support, digital literacy, digital resource access, and classroom innovation. However, challenges in implementing data-driven evaluation are observed, requiring further refinement.

Gender bias is considered an influencing factor that affects the decisions of female high school students to participate in STEM education. This action research used a convergent mixed method design to investigate perceptions of high school STEM educators pertaining to gender bias in STEM education. This descriptive study also sought to identify and examine the key factors that STEM educators perceived as influential factors for female high school students' participation in STEM education. Three main factors of influence - behavioral, individual, and environmental - were used to categorize the perceived factors of influence from the STEM educators’ perspectives. The perceptions of high school STEM educators regarding gender bias found biological influences, social norms, stereotypes of STEM students, and the underrepresentation of female students to be most significant.

In education, gamification applies game design elements to non-game contexts to engage learners. This preliminary study explored the feasibility of using data mining to analyze student engagement patterns in an asynchronous online course that utilized gamification. We conducted a series of exploratory data analysis approaches, including keyword extraction, clustering, concordance analysis, and sequential pattern mining. Results showed peaks in engagement aligned with gamified challenges and rewards. Students discussed both academic and non-academic topics, indicating community-building. Sequence pattern mining revealed more consistent academic engagement for highly engaged students. Findings demonstrate the viability of using data mining techniques to assess cognitive engagement based on discussion patterns in a gamified online course.

This study, presented as a research poster for the 2023 AECT conference, identifies critical online professional development (PD) resources to support the PD continuity of about 38,000 K-12 educators as part of an emergency remote teaching (ERT) resource. The 2019, 2020, and 2021 academic year forecasting analyses showed 84 of the 537 online modules for ERT curation. The findings have implications for program evaluation in day-to-day operations and long-term emergency planning.

This session presents reflections on the systematic process by which an Augmented Reality-related technology application coined as the Augmented Reality Rain Gauge (ARRG) was designed. After the design stage, ARRG was tested and deployed to support a citizen science initiative involving drought monitoring outreaches across Oklahoma public libraries. The goal of this initiative is to create awareness about drought and its related environmental conditions to educate volunteers on STEM library programs.

Whether you are considering full-time remote work or you are a remote instructor, instructional designer, administrator, or corporate professional development personnel, understanding the need for self-care in a home-based work environment is important. During this conversational session, participants identified their challenges and benefits to working remotely. What was shared has also been found in research to exist. Additionally, participants shared their strategies for self-care and Dr. Kolski offered from research as well as her own experiences, additional strategies for maintaining physical and emotional well-being when being a full-time remote worker.

This study explores the use of game-based learning to effectively teach moral and ethical values, employing the experiential learning theory). The research question seeks to understand how moral and ethical values can be taught through game-based learning. The literature review underscores the influential impact of games on behavioral patterns and cultural norms, emphasizing their relevance in teaching ethics. Engagement through game-based learning is discussed to enhance student involvement in the learning process, and the challenge of selecting appropriate games for ethical education is addressed, introducing the EPIC framework as a valuable tool for educators in game selection for teaching moral and ethical values.

ClassDojo is a widely popular PK-12 classroom management platform. Recently, critical Ed-Tech scholars have advocated for examining whether or not educational technology is designed ethically. As such, we adopt a technoethical approach where we ask five critical questions about ClassDojo (Krutka, Metzger, & Seitz, 2022) to examine its pedagogical and ethical impacts. Our findings indicate that ClassDojo can reinforce behaviorist teaching and learning practices in exchange for pedagogically-sound practices.

Teaching evaluation is an effective way to improve the quality of teaching. Nevertheless, traditional teaching evaluation has some problems, such as high labor costs, low efficiency and, based on experience or standards, etc. As well, EAIT has been highly developed in recent years. In this study, the automatic teaching evaluation system is adopted. Through focus group interviews, a comprehensive investigation is conducted on the views and improvement of teachers of various subjects in primary school on automatic teaching evaluation.

This study examines how AI, more especially ChatGPT, can help second language (L2) and non-native scholar (NNS) learners with academic writing. To comprehend its acceptance, it uses the diffusion of innovation (DOI) theory. The study looks into how ChatGPT affects NNSs' confidence and writing abilities. The study supports a balanced strategy in incorporating ChatGPT to help NNSs in academics while noting problems such as plagiarism.

Currently, there is a dwindling supply of highly qualified and diverse scientists, engineers, researchers, and scholars in the United States. The National Center for Science and Engineering Statistics (NCSES) within the National Science Foundation posits that “doctoral education trains[ed] scientists, engineers, researchers, and scholars, all [of whom] are critical to the United States' progress (NCSES, 2021, p. 5).” These professions contribute to economic growth, cultural development, and the standard of living in the United States (NCSES, 2017, 2018, 2021). Learning, Design, and Technology (LDT), a STEM field, is rapidly growing and requires more well-trained and diverse researchers to advance knowledge of the field. This research prospectus suggests a case study design to explore the experiences of successful underrepresented groups in LDT research and practice, particularly Black and Hispanic doctorate recipients.

The impact of critical theory on students has sparked false accusations, leading to book banning and restrictive policies in the classroom. While some argue that teachers are being radicalized, scholars advocate for integrating critical pedagogy in teacher education to address the influences of media messages on students’ thinking. Critical literacy involves recognizing and challenging societal power structures in media. To support diverse student perspectives, educators must understand social and cultural forces. Digital literacy is crucial for critically evaluating digital content and ensures safety and privacy. The graduate programs emphasize the application of critical pedagogy for infusing technology in schooling to prepare culturally diverse students. The importance of critical media education is emphasized by the essential task of fostering intelligent, critical thinkers among students as they interact with media.

This scoping review explores the relationship between self-efficacy and game-based learning (GBL). The study identifies the primary subject areas studied in GBL, such as STEM and language learning, and examines the instruments used to measure self-efficacy. While many studies measured self-efficacy as a dependent variable, some used it as an independent variable alongside other factors. The most commonly used self-efficacy scales are identified. The results suggest that GBL positively impacts self-efficacy, but the improvement in self-efficacy may not match the performance improvement. This review highlights the need for more precise and context-specific measurement of self-efficacy in GBL research, emphasizing the importance of reliable measurement practices.

Practitioners today are often tasked with designing learning experiences situated in increasingly complex contexts where defining the challenge, understanding learners and stakeholders, and being informed by theory and evidence must all be taken into consideration when planning and implementing a solution. The Learning Engineering Evidence and Decision (LEED) tracker is one possible tool for managing these various channels of influence by recording, revisiting, and iterating upon actionable design decisions in an evidence-grounded way. Emerging from specific examples of LEED tracker use by a learning engineering team at the Massachusetts Institute of Technology are general benefits for others engaging in design for learning: it concretizes decisions grounded in understandings of pedagogical approaches and context, facilitates iteration and improvement based on data, and serves as a communication tool among stakeholders.