Yanan Shen

Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Malaysia // shenyananriv@163.com 

Habibah Ab Jalil

Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Malaysia // habibahjalil@upm.edu.my

Rahimah Jamaluddin

Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Malaysia // imah_upm@upm.edu.my 

ABSTRACT: 

Digital gameplay and digital multimodal composition (DMC) are promising multimodal literacy practices. Nevertheless, research on their incorporation in literacy classrooms to foster students’ multimodal literacy skills is lacking. This qualitative case study explored how two groups of Chinese adolescents used multimodal literacy in digital game-based multimodal composition and assumed their role as critical and creative prosumers. Through a 16-session project, the participants used tablets to collaboratively produce short game videos based on design resources obtained during their digital gameplay. The students demonstrated multimodal literacy through understanding, interpreting and applying multimodal semiotic modes for representational, interpersonal, and compositional meaning-making. Furthermore, they played a multifaceted role as prosumers, including critical gamers, reflective video editors, creative designers, and knowledgeable contributors to the gaming community. This study suggested that incorporating digital games for DMC practice is a valuable opportunity for multimodal literacy learning, cultivating students’ criticality and creativity for active participation in the digital era.

Keywords: 

Multimodal literacy, Digital multimodal composition, Digital game, Critical thinking, Creative thinking

Ary Kiswanto Kenedi

Universitas Negeri Yogyakarta, Indonesia // arykiswanto.2022@student.uny.ac.id

Sujarwo

Universitas Negeri Yogyakarta, Indonesia // sujarwo@uny.ac.id

Fery Muhamad Firdaus

Universitas Negeri Yogyakarta, Indonesia // fery.firdaus@uny.ac.id

Yoppy Wahyu Purnomo

Universitas Negeri Yogyakarta, Indonesia // yoppy.wahyu@uny.ac.id

ABSTRACT: 

The increasing amount of research on the effects of digital technology-based learning on elementary school students’ computational thinking ability served as the motivation for this study, which sought to clarify the ambiguous difference in effect size between the variables of digital technology-based learning and computational thinking ability. This study sought to determine the moderating factors—such as location, size of the intervention group, learning media, and learning subject—that affect student’s aptitude for computational thinking and the extent to which technology-based learning has affected it. The research methodology used in this study was meta-analysis. To determine the effect size, thirty-three primary research studies that met the specified inclusion criteria were examined. Data analysis was aided by the OPENMEE application. The findings showed that the computational thinking skills of primary school students were greatly impacted by digital technology-based learning. The findings additionally indicated that the development of primary school students’ computational thinking skills through the use of digital technology-based learning was influenced by moderating factors such as location, learning media, group size, and learning subject. Academics and practitioners can utilize the research’s implication as a guide to help primary school students enhance their computational thinking skills through digital technology-based learning.

Keywords: 

Digital technology, Computational thinking, Primary school students, Meta-analysis

Yu Zhang

School of Modern Posts, Chongqing University of Posts and Telecommunications, Chongqing, China // lovezym2000@163.com

 Hongquan Ao

School of Modern Posts, Chongqing University of Posts and Telecommunications, Chongqing, China // ahq1015@163.com

ABSTRACT: 

Music is integral to the well-being of the elderly, and e-learning has become their primary avenue for music education. Grounded in flow theory, this study explores how the engagement of the elderly in music e-learning impacts their continuous music e-learning intentions and well-being. Analyzing valid responses from 357 elderly Chinese participants using SmartPLS, the study identifies three types of music e-learning engagement — behavioral, emotional, and cognitive — which positively influence their well-being but did not directly impact their continuous music e-learning intentions. In addition, flow experience mediated the effects of music e-learning engagement on well-being and continuous music e-learning intentions. The elderly’s perceived information and communication technology (ICT) competence and perceived ICT autonomy positively moderated the relationship between music e-learning engagement and the flow experience. This study shed light on the positive role of music e-learning in enhancing the well-being of the elderly, offering valuable insights for music-learning platforms and governmental institutions to bolster the well-being of the elderly by supporting high-quality online music education and strengthening the ICT competence and autonomy of this demographic.

Keywords: 

Elderly, Music e-learning, E-learning engagement, Well-being, Flow experience

Xinyan Lu

Wisdom Education Research Center, Jiangsu Normal University, Xuzhou, People’s Republic of China // xinyanlu1225@163.com 

Xudong Zheng

Jiangsu Engineering Technology Research Center of ICT in Education, Jiangsu Normal University, Xuzhou, People’s Republic of China // xdzheng1102@gmail.com

ABSTRACT: 

The adoption of the maker-centered method is gaining popularity in K-12 school curricula. However, a unified consensus on its effectiveness in enhancing K-12 students’ learning outcomes remains elusive. Therefore, the purpose of this meta-analysis was to synthesize the findings on the overall effects of the maker-centered learning method on K-12 students’ learning outcomes. We reviewed the literature published between 2010 and 2022 and identified 34 empirical studies on the maker-centered learning method that met inclusion criteria. The combined effect size was then calculated using a random effects model (REM). Results showed that the maker-centered learning method has a small effect on K-12 students’ learning outcomes with an overall effect size of 0.369. The outcome measure was also coded to study the potential moderating effects of various characteristics of the studies, including learning stages, research design, experimental duration, testing instruments, measuring moment, disciplines, learning outcomes, and educational resources. The moderator analysis revealed that the maker-centered learning method was more effective for (a) high school students, (b) mathematics, (c) a learning duration of 1 to 3 months, (d) with the assistance of traditional educational resources, and (e) in the psychomotor performance. These findings provide insights for future studies and practical applications of the maker-centered learning method for K-12 students’ academic development.

Keywords: 

Maker-centered learning method, Learning outcomes, K-12 education, Meta-analysis 

Rustam Shadiev

College of Education, Zhejiang University, China // rustamsh@gmail.com

Xuan Chen

School of Education Science, Nanjing Normal University, China // zhdtgla@126.com

Wayan Sintawati

School of Education Science, Nanjing Normal University, China // wayansintawati@gmail.com

Fahriye Altinay

Faculty of Education, Near East University, Turkish Republic of Northern Cyprus // fahriye.altinay@neu.edu.tr

Yan Li

College of Education, Zhejiang University, China // yanli@zju.edu.cn

Nurassyl Kerimbayev

Faculty of Information Technology, Al-Farabi Kazakh National University // n_nurassyl@mail.ru

Ahmed Tlili

Smart Learning Institute, Beijing Normal University, China // ahmed.tlili23@yahoo.com

ABSTRACT: 

Students are unable to view each other’s VR content created with 360-degree video technology using head-mounted displays and discuss it in real-time. This limitation may confine the application of 360-degree video technology in the field of intercultural learning to merely passive observation of cultural content on individual devices, thereby preventing simultaneous, interactive peer discussions about each other’s VR content, crucial for enriching intercultural learning experiences. Therefore, we aimed to address this issue in the present study by developing an interactive VR learning environment with such elements as (a) 360-degree video camera for creating cultural content, (b) 360-degree video viewing tool for viewing the created content, and (c) online video conference platform, enabling students to watch each other’s VR content and communicate about it simultaneously. We explored the feasibility of using such environment to facilitate cross-cultural competence development of students in a learning activity. To this end, we recruited 31 university students from China and Indonesia for this study. In this research, we explored whether the learning activity supported by technology can help to develop cross-cultural competence of the participants, types of interaction behavior among them, and the relationship between interactive behavior and cross-cultural competence. Finally, how the participants perceive the technology-supported cross-cultural learning activity was also investigated. The findings revealed that the activity was beneficial for the development of cross-cultural competence which was significantly improved. Guided by related research, the interactive behavior of students was categorized as cognitive, emotional, and social. Our results showed that only cognitive and emotional interactive behavior had relationship with student intercultural competence. Finally, the students positively perceived the activity because it was beneficial for cross-cultural learning. Our findings can be useful for educators and researchers in designing interactive learning activities in VR contexts, which have been found to impact students’ cross-cultural competence.

Keywords: 

Cross-cultural competence, Interactive behavior, Perception, Interactive VR learning environment, 360-degree video technology

Fidel Çakmak

Alanya Alaaddin Keykubat University, Turkey // fidel.cakmak@alanya.edu.tr 

Alberto Andujar

University of Almería, Spain // alberto.andujar@ual.es

ABSTRACT: 

This study investigates whether participating in digital storytelling (DST) activities improves language learning and the technical computer skills required for this type of project. Moreover, the present investigation also directly explored the learning benefits and elements of contextualization derived from maintaining a personal digital learning narrative (PDLN). Participants were given a term project as group work that involved creating collaborative digital stories. Each group member took responsibility for the group DST projects and concurrently reported contextual personal elements into their PDLNs. A mixed methods methodology was applied to investigate the learning outcomes of the digital story project in terms of language learning and technical knowledge of DST and to explore elements of contextualization that emerged in the PDLNs during student preparation for the collaborative tasks. The findings reveal improved performance on the DS vocabulary and comprehension test, and the DST knowledge test. In addition, elements of contextualization were identified as fitting into three subcategories: the use of the technology at hand, the story text, and spatiotemporal details during the realization of the group project. In addition, feelings of determination, frustration, and motivation were observed through self-reports, classroom notes, videos, and student narrations from the PDLNs.

Keywords: 

Digital storytelling, Contextualization, Personal digital learning narratives, Foreign language learning, Technical skills 

Merve Basdogan

Texas Tech University, USA // merve.basdogan@ttu.edu

Curtis J. Bonk

Indiana University, USA // cjbonk@iu.edu

ABSTRACT: 

This descriptive-interpretive qualitative study analyzed educational technology scholars’ written discourse with the goal of promoting sustainable terminology usage in the educational technology field. The study analyzed 105 conceptual definitions extracted from 191 doctoral dissertations on various forms of technology-based learning, including online learning, distance learning, e-learning, Web-based learning, virtual learning, computer-supported learning, open learning, computer-aided learning, and computer-assisted learning. Through critical discourse analysis, the study developed a framework called “Technology-based Learning Environments” (TLE) which focuses on understanding the nature of technology-based learning contexts by examining key aspects such as space, time, agents, levels of operation, rules, power, and culture. The study suggests that the TLE framework can be useful for improving both the design of learning environments and research into the effectiveness of technology-based learning settings from a sustainability perspective.

Keywords: 

Technology-based learning, Sustainability, Distance education, Online learning, Definition analysis

Yi-Ju (Ariel) Wu

Department of English Instruction, University of Taipei, Taiwan // yjarielwu@gmail.com

Hui-Chin Yeh

Department of Applied Foreign Languages, National Yunlin University of Science and Technology, Taiwan // hyeh@yuntech.edu.tw

ABSTRACT: 

This empirical investigation rigorously evaluated the teaching potential of Data-Driven Learning (DDL) for enhancing the ability of learners to apply 30 near-synonymous change-of-state verbs in two EFL Freshman English courses in a college setting across two semesters. In the study, 32 participants in the experimental group and 22 in the control group were involved in two distinct educational approaches: Data-Driven Learning (DDL) guided by constructivism, facilitated by the Corpus of Contemporary American English (COCA), and conventional rule-based instruction, respectively. The students’ skill levels were measured at three separate stages: pre-intervention, post-intervention, and a delayed post-intervention (3 months). The quantitative findings revealed that DDL notably strengthened learners’ collocational competence following the intervention, with the effect enduring even 3 months later. However, the impact was not substantial for high-complexity verbs. Additionally, DDL seemed to promote a varied utilization of collocates of a singular node word by students in the experimental group, a result maintained at the delayed posttest. The paper concludes with an exploration of the pedagogical consequences of DDL, specifically in relation to collocation instruction for English as a Foreign Language (EFL) learners. The insights emphasize the potential of DDL as an efficacious language education instrument, underscoring its importance in boosting the linguistic aptitude of EFL learners within academic contexts. Hence, the study accentuates DDL’s anticipated function in the instructional framework of second language acquisition, calling for additional scrutiny to refine its execution.

Keywords: 

Data-driven learning, Corpus-based learning, Collocation learning, Synonyms, L2 writing

Jing Yan 

Department of Chinese Language Studies, The Education University of Hong Kong, Hong Kong Special Administrative Region, China // yanj@eduhk.hk

Scott Grant

Chinese Studies, School of Languages, Literatures, Cultures and Linguistics, Monash University, Australia // scott.grant@monash.edu

Hui Huang

Chinese Studies, School of Languages, Literatures, Cultures and Linguistics, Monash University, Australia // hui.huang@monash.edu

ABSTRACT: 

Many studies have examined the factors that influence second language interaction, such as task type and communication mode, i.e., face-to-face and computer-mediated communication through online mode. However, there is a paucity of research that has investigated the effects of task type on negotiation of meaning (NoM), a specific type of interaction, via different online modes, such as video/audio/text-based tools and virtual worlds. This study examined how the task type and online modes (Zoom and Second Life, a 3D virtual world) influenced NoM strategies among thirty-four university students learning Chinese as a foreign language. Participants were paired up and then participated in either a Zoom group or a Second Life group. Both groups completed the same information gap task and decision-making task. The recorded oral interactions were analysed in terms of the amount of talk, time on tasks, and NoM strategies. The findings showed that the information gap task produced more target language and NoM strategies than the decision-making task. Additionally, Zoom elicited more target language than Second Life, whereas Second Life produced more NoM strategies than Zoom. A potential interaction effect between task type and online mode on NoM strategies was also identified. The study sheds light on the factors that affected foreign language interaction and provides insights into the affordances that different online modes could provide to foreign language teaching and learning.

Keywords: 

Negotiation of meaning strategies, Task type, Zoom, Second Life, Learners of Chinese as a foreign language

Jonathan Paris

Faculty of Education, Université de Sherbrooke, Sherbrooke, Canada // jonathan.paris@usherbrooke.ca

Sawsen Lakhal

Faculty of Education, Université de Sherbrooke, Sherbrooke, Canada // sawsen.lakhal@usherbrooke.ca

Joséphine Mukamurera

Faculty of Education, Université de Sherbrooke, Sherbrooke, Canada // josephine.mukamurera@usherbrooke.ca

ABSTRACT: 

The extensive adoption of online education by universities worldwide was further propelled by the coronavirus disease pandemic (COVID-19), giving rise to a key challenge: high dropout rates. Previous studies based on the Community of Inquiry (CoI) framework have examined the effects of social presence (SP), cognitive presence (CP), and teaching presence (TP) on student satisfaction and persistence in higher education. The aim of this quantitative study was to investigate the moderating effects of gender, age, and online course experience on these relationships. A total of 762 online questionnaires were completed by students enrolled in two French-language universities in Canada. Data were analyzed using partial least squares structural equation modelling (PLS-SEM) and partial least squares multigroup analysis (PLS-MGA). Results revealed that gender, age, and online course experience moderate the relationships between TP, satisfaction, and persistence, and that TP is a significant component of online courses when satisfaction and persistence are considered.

Keywords: 

Persistence, Online courses, Higher education, Community of inquiry, Learner characteristics 

Mirjam West

Research Group for Sustainability Communication and Environmental Education, Institute of Natural Resource Sciences, Zurich University of Applied Sciences (ZHAW), Wädenswil, Switzerland // mirjam@catta.ch 

Petra Baettig-Frey 

Research Group for Sustainability Communication and Environmental Education, Institute of Natural Resource Sciences, Zurich University of Applied Sciences (ZHAW), Wädenswil, Switzerland // petra.baettig-frey@zhaw.ch

ABSTRACT: 

Preserving biodiversity is vital, and early education plays a key role in fostering environmental awareness. An Augmented Reality Outdoor Mission (AROM) has been created as an innovative educational tool for children between the ages 7 and 11. AROM combines entertainment and education and is designed to engage elementary schoolchildren and families in an immersive learning experience. A user-centered design approach was followed during the creation of AROM. The evaluation encompassed two phases: the first involved iterative prototype testing with the target group, revealing usability problems, while the second entailed a field study regarding the educational impact. During the latter, 107 children played the final version of AROM, accompanied by pre- and post-experience questionnaires. These efforts identified critical design elements, resulting in a final version of AROM that provides a good user experience and effectively conveys biodiversity knowledge. The project’s results underscore the potential of Augmented Reality in educational, informal environments, paving the way for future initiatives that harness the power of technology to educate and inspire environmental consciousness.

Keywords: 

Augmented reality, Serious game, UCD, UX design, Scientainment

Tingting Wang

School of Education, Renmin University of China, China // tingtingwang2024@ruc.edu.cn

Juan Zheng

Department of Education and Human Services, College of Education, Lehigh University, USA // juz322@lehigh.edu

Susanne P. Lajoie

Department of Educational & Counselling Psychology, Canada // susanne.lajoie@mcgill.ca

ABSTRACT: 

Previous studies have confirmed the pivotal roles of student engagement in predicting learning achievements; however, only a few emphasized the patterns of different engagement dimensions within individuals (i.e., co-occurrences of behavioral, cognitive, and emotional engagement). Thus, this study identifies engagement profiles and explores their potential antecedents (i.e., achievement goal orientations, academic self-efficacy, and perceived task difficulty) and consequences (i.e., task performance). One hundred and eleven (N = 111) medical students solved a diagnostic task in BioWorld, a technology-rich learning environment that simulated virtual patients to improve students’ diagnostic skills. Behavioral engagement was extracted from computer trace data, whereas both cognitive and emotional engagement were measured by questionnaires. Using a latent profile analysis (LPA), this study revealed four engagement profiles: Cognitively Disengaged, Behaviorally Engaged, Moderately Engaged, and Cognitively and Emotionally Engaged. Subsequent multinomial logistic regressions showed that mastery-approach goals and academic self-efficacy significantly increased the likelihood of being memberships in the Cognitively and Emotionally Engaged profile. Moreover, higher perceptions of task difficulty led students to be more cognitively and emotionally engaged. Additionally, students in the Cognitively and Emotionally Engaged profile tended to achieve a higher diagnostic accuracy (i.e., whether students achieved a correct diagnosis), whereas Behaviorally Engaged students were more likely to obtain higher scores in diagnostic efficacy (i.e., the overlaps between students’ and medical experts’ diagnostic processes). These findings support the multidimensional engagement perspective, and the implications of these profiles for students’ motivation and instructional designs are discussed.

Keywords: 

Student engagement, Achievement goal orientation, Self-efficacy, Technology-rich learning environment

Xieling Chen

School of Education, Guangzhou University, Guangzhou, China // xielingchen0708@gmail.com

Haoran Xie

School of Data Science, Lingnan University, Hong Kong SAR // hrxie2@gmail.com 

Di Zou

Department of English and Communication, The Hong Kong Polytechnic University, Hong Kong SAR // dizoudaisy@gmail.com

Lingling Xu

School of Science and Technology, Hong Kong Metropolitan University, Hong Kong // xxiao199409@gmail.com

Fu Lee Wang

School of Science and Technology, Hong Kong Metropolitan University, Hong Kong // pwang@hkmu.edu.hk

ABSTRACT: 

In massive open online course (MOOC) environments, computer-based analysis of course reviews enables instructors and course designers to develop intervention strategies and improve instruction to support learners’ learning. This study aimed to automatically and effectively identify learners’ concerned topics within their written reviews. First, we examined the distribution of topics in 13,660 reviews related to a Chinese programming MOOC and identified “instructional skills,” “perceived course value,” “instructor characteristics,” and “perceived course difficulty” as primary concerns among learners. Second, we proposed a GPTaug-BERT model that integrates fine-tuned bidirectional encoder representations from Transformers (BERT) models with augmented data generated using generative pre-trained Transformers (GPT) and applied it to classify learners’ concerned topics automatically. Results showed that compared with machine learning and other deep learning architectures, the GPTaug-BERT model improved the F1 scores of the MOOC review topic recognition task by 7%. Third, we compared the effectiveness of the GPTaug-BERT model with the BERT-Chinese model in distinguishing between topics, showing that the GPTaug-BERT model achieved better performance with an accuracy of above 67% across all categories even for “online programming tools,” “feedback and problem-solving,” and “course structure” that were largely misclassified by the BERT-Chinese model. Findings offer insights into the effectiveness of combining fine-tuned BERT models with GPT-augmented data for facilitating accurate topic identification from MOOC reviews.

Keywords: 

Massive open online courses, BERT, Multilabel classification, GPT, Data augmentation

Hui-Chun Chu

Department of Computer Science and Information on Management, Soochow University, Taiwan // carolhcchu@gmail.com 

Yi-Chun Lu

Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan // Empower Vocational Education Research Center, National Taiwan University of Science and Technology, Taipei City, Taiwan // shgaelaine@gmail.com

Yun-Fang Tu

Department of Educational Technology, Wenzhou University, Wenzhou, China // Empower Vocational Education Research Center, National Taiwan University of Science and Technology, Taipei City, Taiwan // sandy0692@gmail.com

ABSTRACT: 

This study guided 97 undergraduates using generative artificial intelligence (GenAI) to conduct multimodal digital storytelling (M-DST) learning activities. Furthermore, the study examined the differences in M-DST ability and critical thinking awareness among undergraduates with different levels of learning motivation and their perceptions of this learning approach. The study demonstrated that the high learning motivation level (HLM) group exhibited significantly superior M-DST performance compared to the low learning motivation level (LLM) group, particularly regarding story structure, accuracy, completeness, appearance, creativity, and interactivity. Furthermore, the HLM group demonstrated a significantly higher level of critical thinking awareness than the LLM group. Regarding learning attitudes, the HLM group demonstrated a greater interest in and receptivity of using GenAI for artistic creation, and a higher curiosity about course satisfaction and AI technology. Irrespective of learning motivation, undergraduates rated GenAI and traditional digital storytelling as being similarly interesting. Nevertheless, some undergraduates stated their concerns regarding the possibility of over-reliance on AI, which might lead to poor learning outcomes or even ethical problems. Some of them highlighted the problems encountered when using AI, such as inaccurate information and challenges in expressing emotions. Despite these issues, most of them considered that mastering AI technology as well as critical thinking and creativity are essential competences nowadays. They also emphasized the importance of collaborating with AI to complete tasks in a more efficient and effective manner. Based on these findings, several recommendations and some guidance are provided to educators for designing and implementing GenAI-based teaching and learning activities.

Keywords: 

Critical thinking awareness, Digital storytelling, Generative artificial intelligence, Learning motivation, Multi-modal presentations

Ching-Yi Chang

School of Nursing, College of Nursing, Taipei Medical University, Taiwan // frinng.cyc@gmail.com

Hui-Chen Lin

School of Nursing, College of Nursing, Taipei Medical University, Taiwan // ceciliatsgh@gmail.com

Chengjiu Yin

Research Institute for Information Technology, Kyushu University, Japan // yin.chengjiu.247@m.kyushu-u.ac.jp 

Kai-Hsiang Yang

Department of Mathematics and Information Education, National Taipei University of Education, Taipei, Taiwan // khyang.sinica@gmail.com

ABSTRACT: 

The emergence of Generative AI such as ChatGPT—a cutting-edge pre-trained language model—has garnered unprecedented attention from educational researchers worldwide. Its remarkable performance in knowledge generation and natural language dialogue has sparked global scholarly interest in its implications for education. Research on higher-order thinking skills (HOTS) has predominantly been conducted in K-12 education. However, despite our aging society, there has been scant investigation into students’ HOTS regarding supportive caregiving for elderly adults, particularly from the perspective of Embodied Cognition Theory (ECT). This study examined the potential of ChatGPT to enhance students’ reflective writing skills. We investigated how ChatGPT assists students in exploring “Conflicts of Roles in Home Care for the Elderly” through reflective writing to understand their perceptions of caregiving and analyze their HOTS. A quasi-experiment was conducted to compare learning attitudes and empathy between an experimental group and control group. Students’ reflective writing was coded into six categories. The results indicated that students using the ChatGPT-integrated ECT learning method demonstrated significantly better learning attitudes and empathy. Although there was no significant difference in HOTS scores between the two groups, the Epistemic Network Analysis (ENA) results revealed that the experimental group exhibited a more diverse and interconnected conceptual understanding. This study integrated ECT with ChatGPT and employed ENA, contributing to theoretical and practical adjustments in learning environment frameworks based on an analysis of students’ understanding of the material.

Keywords: 

ChatGPT, Generative artificial intelligence via the ChatGPT system, Embodied cognition theory, Epistemic network analysis (ENA), Higher order thinking skills

Zhuo Wang

Qingdao University, China // zhuowang@qdu.edu.cn

Zhaoyi Yin

University of San Francisco, United States // piperyin@163.com

Ying Zheng

Frostburg University, United States // yzheng@frostburg.edu

Xuehui Li

Qingdao University, China // happy6lxh@163.com

Li Zhang

Qingdao University, China // zhangli@qdu.edu.cn 

ABSTRACT: 

As AI technologies like GPT models continue to reshape various aspects of society, it is imperative to investigate the perceptions and ethical considerations of graduate students regarding GPT’s use in academic settings. This mixed-method exploratory study engaged 21 graduate students through surveys and focus group interviews. The findings revealed: (1) while engagement with GPT was limited and focused, incidents of unethical use were already present; (2) after experimenting with a designated GPT website, participants showed a statistically significant improvement in their Intention to use AI in research, whereas their research self-efficacy, course satisfaction, perception of AI, necessity of AI for career development, and perceived AI future remained unchanged; (3) graduate students are more likely to use GPT for academic misconduct under time pressure and challenging coursework, exacerbated by instructors’ limited AI awareness. The study advocates for clearer definitions of academic misconduct and a concerted effort toward responsible AI use.

Keywords: 

GPT, Attitude, Graduate students, Academic integrity, Academic misconduct 

Wei Li

STEM Education Research Center, Wenzhou University, Wenzhou, China // liweiwzu@wzu.edu.cn

Jia-Wei Ji

STEM Education Research Center, Wenzhou University, Wenzhou, China // jayvin_ji@163.com

Judy C. R. Tseng

Department of Computer Science and Information Engineering, Chung Hua University, Hsinchu, 300, Taiwan // judycrt@gmail.com

Cheng-Ye Liu

Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, N.T, Hong Kong // cheng_ye_liu@163.com

Ji-Yi Huang

Quxi No.1 Primary School, Wenzhou, China // hxiaoji_111@163.com

Hai-Ying Liu

STEM Education Research Center, Wenzhou University, Wenzhou, China // lhymail175@163.com

 Mo Zhou

STEM Education Research Center, Wenzhou University, Wenzhou, China // zhoumo2569@163.com

ABSTRACT: 

Education is an important way to achieve global Sustainable Development Goals (SDGs), while classroom engagement and collective efficacy are key factors that influence SDG learning outcomes. However, students’ in-depth thinking could be limited when they apply to search engines such as Google to support their learning of SDG-related topics. Large language models (LLMs) like ChatGPT show great potential to overcome the challenges. However, critical thinking is essential for the effective use of ChatGPT, and students with different levels of critical thinking may vary in classroom engagement and collective efficacy. Therefore, the study proposed the ChatGPT-AIPSS learning approach for an SDG course. A 6-week experiment was conducted to evaluate the effectiveness of the approach for students with different critical thinking levels. Ninety-three high school students were divided into an experimental group (learning with the ChatGPT-AIPSS approach) and a control group (learning with the Google-AIPSS approach). The results showed that learning approach and critical thinking level interacted with classroom engagement and collective efficacy. The ChatGPT-AIPSS approach significantly increased students’ critical thinking tendencies, classroom engagement, and collective efficacy, and was more effective for students with high levels of critical thinking.

Keywords: 

SDGs, ChatGPT, Critical thinking, Classroom engagement, Collective efficacy 

Naveed Saif

Institute of Management Science, University of Science and Technology Bannu // n.saif@ustb.edu.pk

Sadaqat Ali

National University of Modern Language Rawalpindi Branch Pakistan // sadaqat.ali@numl.edu.pk

Abner Rubin

Institute of Management Science, University of Science and Technology Bannu // abner.rubin@yahoo.com 

Soliman Aljarboa

Department of Management Information Systems, College of Business and Economics, Qassim University, Buraydah, Saudi Arabia // ssjrboa@qu.edu.sa

Nabil Sharaf Almalki

Department of Special Education, College of Education, King Saud University, Riyadh, Saudi Arabia // nalmalki@ksu.edu.sa

Mrim M. Alnfiai

Department of Information Technology, College of Computers and Information Technology, Taif University, Saudi Arabia // m.alnofiee@tu.edu.sa

Faheem Khan

Department of Computer Engineering, Gachon University, Seongnam-si, South Korea // faheem@gachon.ac.kr

Sajid Ullah Khan

Information Systems Department, College of Computer Engineering and Sciences, Prince Sattam bin Abdulaziz University, Alkharj, Saudi Arabia //  sk.khan@psau.edu.sa 

ABSTRACT: 

In the swiftly evolving landscape of education, the fusion of Artificial Intelligence’s ingenuity with the dynamic capabilities of chat-bot technology has ignited a transformative paradigm shift. This convergence is not merely a technological integration but a profound reshaping of the fundamental principles of pedagogy, fundamentally redefining the very essence of learning experiences. Hence, the current study tries to validate technology readiness and acceptance model (TRAM) through utilizing Chat-GPT (3.5) for designing MCQs by Universities academicians. For this purpose, data was collected from public and private sector universities in KP and Islamabad region of Pakistan. Data was analyzed through SEM via Smart PLS. Findings reveals that innovativeness and optimism are positively and significantly associated to perceived ease of use (PEOU) as well as perceived usefulness (PUSF) of Chat-GPT (3.5) for designing MCQs for university students. While Discomfort shows insignificant, relation with both PEOU and PUSE attributes of technology acceptance model. Results further indicate that both PEOU and PUSE leads to promote attitude of using Chat-GPT (3.5) among faculty members of public and private sector universities in Pakistan. Positive attitude of faculty member enhances behavioral intention to frequently use Chat-GPT (3.5) for designing MCQs among management science faculty members.

Keywords: 

TRAM, Chat-GPT (3.5), Universities, MCQs, Perceived usefulness, Perceived usefulness 

Junjie Gavin Wu

Macao Polytechnic University, Macao // gavinwu@mpu.edu.mo 

Di Zou

The Hong Kong Polytechnic University, Hong Kong // di-daisy.zou@polyu.edu.hk 

Jozef Colpaert

University of Antwerp, Belgium // jozef.colpaert@uantwerpen.be 

Minjuan Wang

The Education University of Hong Kong, Hong Kong // mwangcp@eduhk.hk

ABSTRACT: 

Virtual reality (VR) in teacher education remains a relatively under-researched topic. This special issue contributes to this field of knowledge by presenting 6 papers from various educational settings. These studies ranged from meta-analysis, replication research, to quasi-experimental research. By drawing on empirical data and evidence gathered from participants at different levels, the findings presented in these papers offer valuable insights and have the potential for generalization. In the end of this editorial, we discussed two major observations emerge from the editing process of this special issue.

Keywords: 

Virtual reality, Teacher education, Meta-analysis, Replication research, Quasi-experimental research 

Yuanyuan Li

Department of Education Information Technology, Faculty of Education, East China Normal University, China // 18201801607@163.com

Chengliang Wang

Department of Education Information Technology, Faculty of Education, East China Normal University, China // wcledutech@163.com

Xiaoqing Gu

Department of Education Information Technology, Faculty of Education, East China Normal University, China // xqgu@ses.ecnu.edu.cn

ABSTRACT: 

Recently, there has been a growing interest in the potential of virtual reality-based teacher training (VRBTT). Despite this surge, the impact of VRBTT on teacher training outcomes remains unclear and cannot be generalized from generic VR-based training approaches. This study aimed to evaluate the overall effects of VRBTT and explore potentially effective instructional design features during the planning, implementation, and evaluation phases of VRBTT, respectively, based on the NLN Jeffries simulation theory. To achieve this, data were collected from Web of Science, Scopus, and Google Scholar. A meta-analysis was constructed based on 58 studies across 29 articles, involving a total of 1421 participants, covering the period from 2013 to 2023. The findings revealed that VRBTT had a low-medium effect on teacher training outcomes. Notably, during the planning phase, three instructional design features of VRBTT—objective, learning design model, and learning loop—significantly moderated the effect sizes. During the implementation phase of VRBTT, three instructional design features—avatar autonomy, static feedback, and participant role—were significant moderators of effect sizes. No significant moderators were found during the evaluation phase of VRBTT. Following the detailed discussion of the findings, this study offered recommendations on instructional design guidelines for VRBTT.

Keywords: 

Virtual reality-based teacher training, Meta-analysis, Instructional design, The NLN Jeffries simulation theory

Lucas Kohnke

Department of English Language Education, The Education University of Hong Kong, Hong Kong, China // lucaskohnke@gmail.com, lmakohnke@eduhk.hk

Dennis Foung

School of Journalism, Writing and Media, The University of British Columbia, Vancouver, Canada // dennis.foung@gmail.com 

ABSTRACT: 

This study aimed to replicate and extend Buchner and Hoffman’s (2022) research on the Tell-Show-Enact-Do (TSED) approach to integrating augmented reality (AR) and virtual reality (VR) into teacher training. We conducted non-parametric Mann–Whitney U tests on the original dataset to examine the impact of age and learning design on the participants’ attitudes, skills, and access. Our results diverged from the original findings. TSED only increased two scores more than TSE (Tell-Show-Enact): Will (attitude) and Tool (availability). In addition, younger participants felt more strongly about the accessibility of digital tools. Overall, TSED appears more effective than TSE, though its specific benefits still need to be identified. This replication study highlighted the need to tailor teacher training based on age and confirmed the promise of AR/VR for professional development. Its insights will contribute to ethical, evidence-based AR/VR integration and enhance teacher training. The study also demonstrated that replication is useful for re-examining conditions and demographics in educational technology research to refine its conclusions. As technology evolves, further replication studies will be necessary.

Keywords: 

Augmented reality, Virtual reality, Professional development, Learning design, Exact replication

Yiling Hu

Department of Education Information Technology, East China Normal University, China // ylhu@deit.ecnu.edu.cn 

Yanjun Chen 

Department of Education Information Technology, East China Normal University, China // 904553829@qq.com

Bian Wu

Department of Education Information Technology, East China Normal University, China // bwu@deit.ecnu.edu.cn

ABSTRACT: 

As a key professional competence of teachers, empathy involves whether teachers can stand in the student’s position to pay attention, understand their behavior, and make reasonable judgment and explanation of it. Researchers have discovered that 360° virtual reality (360° VR), a relatively recent form of media, can be particularly powerful in encouraging individuals to adopt different perspectives and understand the world from others’ viewpoints. But few studies have explored the use of 360° VR in teachers’ empathy fostering and the influence of 360° VR on empathy are underexplored. Hence, this study aims to investigate the potential impact of 360° VR on the cultivation of pre-service teachers’ empathy, particularly in comparison to traditional media forms, and explored the impact of user experiences such as immersion, engagement, and discomfort in 360° VR. We use an experimental design to compare the impact of different media (i.e., 360° VR, 2D video, and text-image) on pre-service teachers’ empathy. Our main findings indicate that: (1) 360° VR group showed significantly higher level of empathy than 2D video and text-image groups; (2) immersion positively correlated with engagement and empathy, while engagement negatively correlated with discomfort. The study suggests the viability of utilizing 360° VR for training pre-service teachers’ empathy, but it requires an integration of effective learning activities and scaffolding design.  

Keywords: 

Empathy, 360° VR, Pre-service teacher, Teachers’ empathy, Education equity 

Chiu-Jung Chen

Department of E-learning Design and Management, National Chiayi University, Taiwan // chenc@mail.ncyu.edu.tw.com  

Pei-Lin Liu

Department of Foreign Languages, National Chiayi University, Taiwan // peilin@g.ncyu.edu.tw

ABSTRACT: 

This research examined the possibility of using Immersive Virtual Reality (IVR), Content and Language Integrated Learning (CLIL), and Total Physical Response (TPR) as a new method of teaching English as a Foreign Language (EFL) students. This study sought to explore the potential benefits of this integration of methodologies in order to facilitate students’ language learning experience through the use of interactive, context-embedded activities. It was a quasi-experimental design with a population of 130 elementary students divided into an experimental group, which used the IVR-based method, and a control group, which used the traditional approach. It turns out that the experimental group of students acquired significantly more vocabulary and sentences than the control group. The integration of IVR with CLIL and TPR creates a multisensory learning environment and increases the retention and understanding of a language. This study shows that IVR could be utilized as a language-learning tool. This paper proposes a theoretical model created using Mayer’s Cognitive Theory of Multimedia Learning and Embodied Cognition Theory to help explain this approach's cognitive benefits. More research should focus on long-term effects and generalizability to other educational environments (IVR).

Keywords: 

Immersive virtual reality, Content and language integrated learning, Total physical response

Wei Wei

Faculty of Applied Sciences, Macao Polytechnic University, Macao // weiweitesting@hotmail.com 

Rong Xia

School of Foreign Studies, Wenzhou University, China // 325000xiarong@wzu.edu.cn

Haoming Lin

Faculty of Applied Sciences, Macao Polytechnic University, Macao // haoming.lin@outlook.com 

Ziqi Chen

Faculty of Applied Sciences, Macao Polytechnic University, Macao // chenziqi0506@gmail.com

Xiaoshu Xu

School of Foreign Studies, Wenzhou University, China // lisaxu@wzu.edu.cn

ABSTRACT: 

The development of classroom-based formative assessment is crucial for preservice teachers. This study investigated the extent to which Virtual Reality (VR) simulation may improve teacher trainees’ self-efficacy and influence their preferences regarding classroom-based formative assessment practices. A total of 66 pre-service language teacher trainees from one of the largest teacher training centers in East China participated in the study. Random assignment was used, with half of the participants assigned to the experimental group and the other half to the control group. The quasi-experimental study revealed that teacher trainees in the VR experimental group reported significantly higher self-efficacy levels in designing and operating classroom-based formative assessment tasks. Additionally, they expressed stronger preferences for using such tasks in the post-test, compared to their pre-test ratings. In contrast, no significant difference was observed between the two tests in the control group. Furthermore, Analysis of Covariance (ANCOVA) test results confirmed this pattern even after controlling for teacher trainees’ pre-test ratings. These findings underscore the considerable potential of using VR-simulated activities as an effective means to enhance teacher assessment literacy and practice.

Keywords: 

VR, Teacher education, Classroom-based formative assessment, Self-efficacy

Yi-Ju (Ariel) Wu

Department of English Instruction, University of Taipei, Taiwan // yjarielwu@gmail.com

Dorothy M. Chun

University of California, Santa Barbara, USA // dchun@ucsb.edu

ABSTRACT: 

Although the number of studies investigating the use of immersive VR (iVR) for language learning is rapidly rising, only a few studies have examined how teachers learn to incorporate iVR into their lesson planning, and how they can take advantage of the unique affordances of the medium to aid language learning. This article reports on how 50 preservice teachers implemented an iVR app in their EFL lessons for elementary school students, the ways in which they focused on the specific affordances of presence and agency in their lesson plans and teaching videos, and their perceptions of teaching and learning in iVR as revealed in questionnaires and interviews. Both quantitative and qualitative data were collected and analyzed, with the results showing that although they encountered challenges, preservice teachers successfully utilized iVR to design their English lessons, which included multiple narratives, plots, social roles and social interactions for fulfilling various learning purposes. Preservice teachers also positively evaluated the use of iVR in both teaching and learning, leading to the conclusion that with sufficient teacher training in both teaching with iVR and guiding learners to use iVR, preservice teachers can effectively incorporate the two key affordances of presence and agency in their iVR lessons, despite the steep learning curve.

Keywords: 

Immersive virtual reality (iVR), Teacher training, VR enhanced language learning, English language learning, Elementary school students