Sheng-Shiang Tseng

Department of Education and Futures Design, Tamkang University, Taiwan // u9241346@gmail.com 

Yun Zhou

Faculty of Education, Shaanxi Normal University, Xi’an, People’s Republic of China // zhouyun@snnu.edu.cn

ABSTRACT: 

Smart environments integrated with digital technologies have emerged as a powerful tool to support personalized, interactive, and adaptive learning experiences. The central objective of developing smart environment is to foster learner agency enabling learners to develop the ability to take ownership and manage their own learning process. However, developing learner agency presents a significant challenge. It requires researchers, practitioners, and system developers to understand the roles of teachers and students, the instructional design, and the affordances of technologies to transfer learners from passive recipients to active participants in their learning process. To address the need, this special issue collected twenty-nine articles which underwent a rigorous peer review process. The acceptance rate for this special issue was less than fifteen percent and only four papers were accepted and included. The four papers discuss the application of instructional approaches and various digital tools such as artificial intelligence, virtual reality, and mobile technologies to design smart learning environments which foster and evaluate learner agency. 

Keywords: 

Learner agency, Smart learning environments, Self-regulated learning 

Yu-Ju Lan

National Taiwan Normal University, Taiwan // yujulan@gmail.com

Mei-Feng Shih

Taipei Municipal JiLin Elementary, Taiwan // esperanzashyr@gmail.com 

Yu-Ting Hsiao

National Taiwan Normal University, Taiwan // indymajere@gmail.com

ABSTRACT: 

This study aimed to create a game as scaffolding in 3D virtual worlds to enhance linguistic communication skills (LCS) in children with attention deficit hyperactivity disorder (ADHD). Two ADHD children participated in the 17-week study. In 8 of the 17 weeks of the study, they logged in 3D virtual worlds to learn LCS through play twice a week, one hour every time. Before, after, and five weeks after the 8-week treatment, both children took the receptive and expressive vocabulary test (REVT). The REVT scores and their learning processes were recorded and analyzed. Both children’s opinions on the learning activities in the VR environment were obtained through interviews after the treatment. The results showed that both ADHD children made a great improvement in LCS and learning behavior. They enjoyed the learning activities with high motivation. Limitations and suggestions for future research are also provided.  

Keywords: 

Attention deficit hyperactivity disorder (ADHD), Language impairment, 3D immersive game, Scaffolding, Mandarin, Metaverse

Jian-Wei Tzeng

Department of Information Management, National Taichung University of Science and Technology, Taiwan // tjw@nutc.edu.tw

Nen-Fu Huang

Department of Computer Science, National Tsing Hua University, Taiwan // nfhuang@cs.nthu.edu.tw

Yi-Hsien Chen

Department of Computer Science, National Tsing Hua University, Taiwan // s38565@gmail.com 

Ting-Wei Huang

Department of Computer Science, National Tsing Hua University, Taiwan // wei84914@gmail.com 

Yu-Sheng Su

Department of Computer Science and Information Engineering, National Chung Cheng University, Taiwan // Department of Computer Science and Engineering, National Taiwan Ocean University, Taiwan // ntouaddisonsu@gmail.com

ABSTRACT: 

Massive open online courses (MOOCs; online courses delivered over the Internet) enable distance learning without time and place constraints. MOOCs are popular; however, active participation level among students who take MOOCs is generally lower than that among students who take in-person courses. Students who take MOOCs often lack guidance, and the courses often fail to provide personalized learning materials. Artificial intelligence (AI) has been applied to manage increasing amounts of learning data in learners’ online activity records. Driven by the trend in big data, AI technology has drawn increasing attention in various fields. AI-based recommendation systems (RSs) are powerful tools for improving resource acquisition through supply customization, and they can provide personalized learning materials as study guides. In this study, a personalized learning path for MOOCs based on long short-term memory (LSTM) was proposed to meet students’ personal needs for learning. According to students’ video-watching behaviors, we proposed an MOOC material RS that identifies students with similar learning behaviors through clustering and then uses the clustering results and the learning paths of each group of students to construct an LSTM model to recommend learning paths. The system’s learning path recommendations can effectively improve the online participation of learners, and students who received recommendations progressed from the slow-progress group to the medium-progress or fast-progress group. In addition, the learning attitude questionnaire results indicated that the proposed system not only motivated learners to continue learning and achieve high learning capacity but also supported their study planning according to their individual learning needs.

Keywords: 

MOOCs, AI-based recommender system, Knowledge map, LSTM, Individual learning

Xiao-Fan Lin

School of Education Information Technology, Guangdong Engineering Technology Research Center of Smart Learning, Guangdong Provincial Institute of Elementary Education and Information Technology, South China Normal University, Guangzhou, P.R. China // Guangdong Provincial Philosophy and Social Sciences Key Laboratory of Artificial Intelligence and Smart Education, South China Normal University, Guangzhou, P.R. China // School of Education Information Technology, South China Normal University, Guangzhou, P.R. China // linxiaofan@m.scnu.edu.cn

Wei Zhou

School of Education Information Technology, South China Normal University, Guangzhou, P.R. China // sbcd657@163.com 

Sirui Huang

School of Education Information Technology, South China Normal University, Guangzhou, P.R. China // 20182821008@m.scnu.edu.cn

Huijuan Huang

School of Education Information Technology, South China Normal University, Guangzhou, P.R. China // 793522756@qq.com

Xiyu Huang

School of Education Information Technology, South China Normal University, Guangzhou, P.R. China // 3347775091@qq.com

Zhaoyang Wang

School of Education Information Technology, South China Normal University, Guangzhou, P.R. China // m17754831067@163.com

Yue Zhou 

School of Education Information Technology, South China Normal University, Guangzhou, P.R. China // 15107152939@163.com

Jing Wang

Luosha Primary School, Foshan, P.R. China // jjw15683078248@163.com

Xiaoqing Xian

School of Education Information Technology, South China Normal University, Guangzhou, P.R. China // 20202821040@m.scnu.edu.cn

Weiyi Li

School of Education Information Technology, South China Normal University, Guangzhou, P.R. China // liwenyi@pku.edu.cn 

Zhong-Mei Liang

Zhixin South Road Primary School, Guangzhou, P.R. China // 2475317832@qq.com

ABSTRACT: 

There is research evidence that creative agency has attracted worldwide attention in mainstream education as it could foster learners’ active roles in taking control of their creative processes. However, without appropriate supporting tools, students may struggle to convey their ideas in complex creative practices. Digital storytelling and mobile technology are regarded as proper supportive tools to cultivate creative agency in English as a Foreign Language (EFL) learning. In addition, concept mapping could improve students’ creative thinking and knowledge activation. However, to the best of our knowledge, the effect of integrating mobile storytelling and concept mapping on promoting creative agency in EFL learning contexts remains unclear. Accordingly, this quasi-experimental study explored how a concept mapping-based mobile storytelling approach contributed to learners’ creative agency by examining 102 sixth-grade primary school students’ EFL performance and creative agency products, creative self-efficacy, agentic engagement, self-regulation, and motivation to learn English. The results of this study revealed that the experimental group with the concept mapping-guided mobile storytelling for creative agency approach outperformed the control group with the storyboard scaffolding-guided mobile storytelling for creative agency approach in all of the above aspects. This study provides new insights for teachers to motivate students’ creative agency in EFL learning from the process-oriented creativity and product-oriented perspectives (i.e., setting goals, designing creative plans with concept maps, reflecting on issues, and evaluating creation).

Keywords: 

Concept map, Mobile learning, Storytelling, Creative agency, English as a foreign language

Glenn Stockwell

Waseda University, Japan // gstock@waseda.jp

Yijen Wang

Waseda University, Japan // y.wang@aoni.waseda.jp

ABSTRACT: 

With mobile phones now in the hands of virtually all of our learners, it is becoming increasingly more difficult to imagine environments that do not include learning through mobile devices in even some small capacity. The interest in mobile learning is reflected in the enormous number of publications which have appeared over the past 10 to 15 years, but there are still questions about when, how, and why learners will choose to use or not use mobile devices as a regular part of their learning (Stockwell, 2022). Furthermore, the “disruptive” nature of mobile devices (see Hampel, 2019) has caused mixed reactions from teachers, some of whom feel that they are a distraction in the classroom, while others see a shifting of responsibility to the learners as a positive that can lead to autonomous behaviours that facilitate learning. Making the most of learning through mobile learning is dependent upon understanding the expectations of teachers, learners, and administrators, and to capitalise upon the affordances of the device, the learning ecology, and the short-term and long-term goals of the learners. This paper explores how mobile learning can play a role both inside and outside of the classroom, and the impact that it may have on both formal and informal learning opportunities. It includes a discussion of the shifting roles of teachers and learners, and then going on to explore the myths associated with technology in the development and sustainment of motivation and autonomy. 

Keywords: 

Mobile learning, Learning ecology, Teacher roles, Motivation, Autonomy

Jiachu Ye

Institute of Educational Sciences, Hunan University, Changsha, China // yejc@hnu.edu.cn

Xiaoyan Lai 

School of Educational Sciences, Guangdong Polytechnic Normal University, Guangzhou, China // lavielxy@gmail.com 

Gary Ka Wai Wong

Faculty of Education, The University of Hong Kong, Hong Kong SAR, China // wongkwg@hku.hk 

Nantian He

Heyuan High School, Heyuan, China // 358648706@qq.com

ABSTRACT: 

Computational thinking (CT) has attracted global research attention. However, the relationship between CT education and later aspirations in computing careers was less explored, and less attention was paid to understanding the intermediary role of computational identity. Based on social cognitive career theory, this study examined the relationships among CT learning experiences, computational identity, programming self-efficacy, and computing aspirations. Data were collected using questionnaires with 742 high school students from an urban city in China. A structural equation modeling analysis revealed the influencing factors of computing aspirations and the intermediary role of computational identity in bridging CT learning experiences to programming self-efficacy and computing aspiration. This study has implications for policies and research to further examine computational identity and understand the pathways to cultivating computing talents.

Keywords: 

Computational identity, Learning experiences, Self-efficacy, Aspiration, Computational thinking

Diego Addan Gonçalves

Federal University of Paraná, Brazil // dagoncalves@inf.ufpr.br 

Ricardo Caceffo

Virtual University of the State of São Paulo, Brazil // Institute of Computing, University of Campinas (Unicamp), Brazil // ricardo.caceffo@univesp.br

José Armando Valente

Nucleous of Informatics Applied to Education (NIED), Unicamp, Brazil // jvalente@unicamp.br

Rodrigo Bonacin

CTI Renato Archer, Brazil // Unifaccamp, Brazil // rodrigo.bonacin@cti.gov.br 

Julio Cesar dos Reis 

Nucleous of Informatics Applied to Education (NIED), Unicamp, Brazil // Institute of Computing, University of Campinas (Unicamp), Brazil // jreis@ic.unicamp.br 

Maria Cecília Calani Baranauskas

Federal University of Paraná, Brazil // Institute of Computing, University of Campinas (Unicamp), Brazil // cecilia@ic.unicamp.br

ABSTRACT: 

Learning environments can benefit from the enactive concept which considers human and technological aspects as coupled together so that interaction is seen as a cycle of perceptually guided actions. Although existing literature reviews have been conducted to address the use of technologies in enactive learning environments, we observe they do not address the relations of technology with core concepts of enactive systems and its social aspects. This paper presents a systematic literature review (SLR) to investigate if and how core concepts of enactive systems are being addressed by learning environments. The SLR was based on the PRISMA protocol, and considered relevant sources of studies (ACM DL, IEEE Xplore, SpringerLink, Scopus, Scielo). We based our analysis on a set of 104 selected articles (from 4514 raised), scrutinized with regards to contextual information, and a proposed set of categories of data related to subjects identified in the studies (e.g., embodiment, technology, social, among others). Our work reveals the types of technologies being used, the types of enactive interactions promoted by the technology-based environments, and the main challenges for a research agenda in the field. Our discussion raised open challenges related to a need for a common vocabulary, a framework to organize concepts in the field, and missing points that deserve further research, such as social aspects of enactive system.

Keywords: 

Enactive system, Embodiment, Interaction, Computational learning environment

Pumudu A. Fernando

Department of Computing, Informatics Institute of Technology, Sri Lanka // pumudu.research@gmail.com 

H. K. Salinda Premadasa

Centre for Computer Studies, Sabaragamuwa University, Sri Lanka // salinda@ccs.sab.ac.lk

ABSTRACT: 

Children born after 2010 are labelled as members of Generation Alpha, who currently pursue their primary education. Gamification and game-based learning methodologies have gained popularity in the global education sector in the recent past. The goal of this study is to investigate the present state of adopting gamification and game-based learning for primary education student cohorts, with the aid of recent peer-reviewed research publications. By employing a systematic mapping design, reviewed paper results are categorized and further evaluated in relation to the attributes such as type of gamification, game mechanics and elements used, evaluation context, type of experimental outcome, gamified academic subject area, and type of application. With the aid of review results, this study proposes a mapping of gamification learning mechanics, suited to address Generation Alpha traits. It also recommends future research directions, which include investigating the realistic learning preferences of Generation Alpha, the need for designing novel educational game elements and adaptive gamification learning strategies, and the importance of long-term studies with diverse learner samples. The findings of this study will support prospective stakeholders, such as researchers, educators, parents, and educational policymakers, to utilize gamification approaches effectively in educating Generation Alpha.

Keywords: 

Gamification, Game-based learning, Adaptive learning, Generation Alpha, Primary education

Sheng-Shiang Tseng

Department of Education and Futures Design, Tamkang University, Taiwan // u9241346@gmail.com 

Erkan Er

Department of Computer Education and Instructional Technology, Middle East Technical University, Turkey // erkane@metu.edu.tr

ABSTRACT: 

The absence of instructional support during peer feedback prevents students from engaging with peer feedback. This study adopted regulated dialogic feedback as the instructional foundation and investigated its impact on students’ engagement using an experimental research design. Students in the experimental group (n = 26) performed the feedback practice with a regulated dialogic feedback approach through three phases, each involving a different regulation type: 1. negotiation and coordination of feedback activities involving shared regulation of learning (SSRL); 2. feedback provision and discussion to support its uptake involving co-regulation of learning (CoRL); and 3. translation of feedback into task progress involving self-regulation of learning (SRL). Students in the control group (n = 25) performed the feedback practice without the regulated dialogic feedback approach in an online discussion forum. The study lasted for 10 weeks for both groups. The research data included students’ responses to peer feedback engagement surveys, students’ learning behaviors, and the transcripts of interviews with students. The survey results show that the regulated dialogic feedback led to a higher cognitive, emotional, and behavioral engagement with the feedback practice. Based on the feedback-related learning behaviors, this study found that the SSRL, SRL, and CoRL processes can potentially promote cognitive, emotional, and behavioral engagement. Extreme case analysis demonstrated how the support for SSRL, SRL, and CoRL promoted engagement in all three areas (cognitive, behavioral, and emotional). Pedagogical implications were provided for creating engaging dialogic feedback practices.

Keywords: 

Peer feedback, Dialogic feedback, Student engagement, Regulation of learning 

Pengjin Wang

Faculty of Education, The University of Hong Kong, Hong Kong SAR, China // wangpj@connect.hku.hk

Yuyao Tong

Faculty of Education, The University of Hong Kong, Hong Kong SAR, China // yyttong@hku.hk 

Chao Yang

Faculty of Education, The University of Hong Kong, Hong Kong SAR, China // chaoyang@connect.hku.hk 

Gaowei Chen

Faculty of Education, The University of Hong Kong, Hong Kong SAR, China // gwchen@hku.hk

ABSTRACT: 

During the COVID-19 pandemic, many online lessons for emergency remote teaching (ERT) were recorded. However, little is known about how these recordings can be reused as resources for students’ active learning. This study aimed to design a post-video learning approach that uses recorded videos of lessons to remediate students’ learning losses associated with the pedagogical challenges of ERT. Two classes (54 students in total) with two teachers of general studies and mathematics in a Hong Kong primary school participated in a quasi-experimental study in which they used an approach integrating video selection, visualizations of classroom dialogues, a discussion forum, and quizzes for 10 weeks. After the intervention, the students’ mathematics knowledge had improved significantly relative to a comparison group, while the general studies class did not show significant changes. Eight students and two teachers were interviewed about their experiences with the post-video learning approach. The approach appeared to be a pedagogically meaningful way of engaging students in active learning activities and addressing the challenges raised by ERT by recycling recorded lessons. The results of this study also suggest that recorded lessons can be useful learning materials beyond tertiary education as they cater to younger learners’ needs in video-based learning by, for example, segmenting class videos, using visualization for easier viewing, and including discussion forums and quizzes for enhanced interaction. The design implications of using video segments and visualized representations of classroom interactions as learning materials and how to foster knowledge co-construction through forums and quizzes are also discussed.

Keywords: 

Active learning, Emergency remote teaching (ERT), Mixed-method, Quasi-experiment, Video-based learning

Wu-Yuin Hwang

Graduate Institute of Network Learning Technology, National Central University, Taiwan (R.O.C.) // wyhwang1206@gmail.com

Nguyen Van Giap

Graduate Institute of Network Learning Technology, National Central University, Taiwan (R.O.C.) // University of Information and Communication Technology, Vietnam // giapnv.ictu@gmail.com

Chi-Chieh Chin

Graduate Institute of Network Learning Technology, National Central University, Taiwan (R.O.C.) // a0936636429@gmail.com

ABSTRACT: 

Different recognitions become more mature and have been widely applied for EFL learning. Each recognition also has its specific features useful for EFL descriptive writing. The pictorial and verbal representations and current context found in image-to-text recognition (ITR), translated speech-to-text recognition (TSTR), and location-to-text recognition (LTR) respectively could be beneficial for EFL descriptive writing concerning enriching lexical language resources, developing writing ideas, and the others. This study investigated the influences of multiple recognitions and their affordances for EFL descriptive writing in authentic context learning via their generations and usages. An experiment had been conducted for twelve weeks in a vocational high school in Taiwan. Three tests, 1291 essays, and open-ended questionnaires were collected and analyzed. The results revealed that multiple recognitions in the context improve the reasoning, organization, communication, and convention aspects of EFL descriptive writing. Although the ITR affordance is less than TSTR, it significantly influences the appropriate vocabulary usage, the detailed content developments, and the various sentence elaboration of the writing. The TSTR affordance is better than the other recognitions because of its convenience for making more sentences; however, it does not immediately influence EFL descriptive writing. The LTR affordance is similar to ITR, and it can be useful for the usage of other recognitions concerning the direction of the general ideas, main subjects, and related objects addressed in the writing. Although the recognition accuracy needs to be improved, the integration of multiple recognitions has big potential and should be widely applied for EFL writing considering the affordances and significant influences.

Keywords: 

Adaptive learning, Authentic learning, EFL descriptive writing, Multimedia learning, Technology adaption

Chih-Chang Yu

Department of Information and Computer Engineering, Chung Yuan Christian University, Taiwan // ccyu@cycu.edu.tw

Leon Yufeng Wu

Graduate School of Education, Chung Yuan Christian University, Taiwan // leonwu@cycu.edu.tw

ABSTRACT: 

This study presents a new blended learning model that combines a computer-assisted learning system called Cognitive Apprenticeship Programming Learning System (CAPLS) with instructor co-teaching in an introductory programming course. CAPLS, as its unique aspect, functions as a master in cognitive apprenticeship, guiding learners throughout their learning while also assessing their progress. In contrast, the instructor in physical class settings serves a supportive role, monitoring progress and articulating as needed to fill knowledge gaps. To investigate the impact of this learning model on students’ motivation, we used the Motivated Strategies for Learning Questionnaire (MSLQ) at the beginning and end of the semester. College Entrance Math score, midterm and final exams were also used to assess student learning outcomes. The study was conducted with first-year students in the Department of Information and Computer Engineering, and two key findings emerged. First, students’ programming proficiency was strongly correlated with their College Entrance Math scores. While math ability impacted programming learning, all students improved their final scores compared to their midterms, with high-scoring math students outperforming their peers. Second, the proposed blended cognitive teaching strategy significantly reduced students’ extrinsic goal and self-efficacy levels, but their learning outcomes still significantly improved. This suggests that the proposed teaching model promotes more conscious learning. These results can be used as a reference for improving student learning outcomes and experiences with computer-assisted learning systems.

Keywords: 

CAPLS, Blended cognitive apprenticeship, Student motivation, Computer-assisted learning, Learning programming 

Zhi Liu

National Engineering Research Center of Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, People’s Republic of China // National Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, People’s Republic of China // zhiliu@mail.ccnu.edu.cn

Huimin Duan

National Engineering Research Center of Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, People’s Republic of China // duanhuimin225@163.com

Shiqi Liu

National Engineering Research Center of Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, People’s Republic of China // liushiqi@mails.ccnu.edu.cn

Rui Mu

Shenzhen Senior High School (Yantian School), Shenzhen, People’s Republic of China // murui@mails.ccnu.edu.cn

Sannyuya Liu

National Engineering Research Center of Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, People’s Republic of China // National Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, People’s Republic of China // lsy.nercel@gmail.com

Zongkai Yang

National Engineering Research Center of Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, People’s Republic of China // National Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, People’s Republic of China // zkyang027@outlook.com

ABSTRACT: 

Conversational agents (CAs) primarily adopt knowledge scaffolding (KS) or emotional scaffolding (ES) to intervene in learners’ knowledge gain and emotional experience in online learning. However, the ill-defined design for KS and ES, as well as insufficient understanding of their interactive effects on learning outcomes, have hindered the advancement of CAs in theory and practice. This study proposed systematic KS and ES design principles based on Zone of Proximal Development and growth mindset theories. We investigated their individual and combined impacts on knowledge gain and emotional experience. A quasi-experiment was conducted with 128 undergraduate students divided into four groups, corresponding to four distinct CAs: a non-scaffolding control group (CG), ES, KS, and Knowledge and Emotional Scaffolding (K&ES) CA. The results showed that K&ES-based CA had a significant impact on knowledge gain and emotional experience, with both being slightly improved compared to CG. Besides, KS-based CA had a positive effect on knowledge gain and emotional experience, while ES-based CA only slightly improved emotional experience compared to CG. The results validated the effectiveness of the proposed ES and KS design principles. The fine-grained analysis revealed a significant correlation between the achievement positive emotion and knowledge transfer, highlighting the importance of integrating KS and ES. In conclusion, this study offers valuable theoretical, methodological, and empirical insights for utilizing CAs to optimize online learning experiences.

Keywords: 

Conversational agents, Online learning, Scaffolding, Zone of Proximal Development, Quasi-experiment