Cheng-Ji Lai

Language Center, National Chung Hsing University, Taiwan (ROC) // laicj1124@nchu.edu.tw

Vivien Lin

Graduate Institute of Technology and Adolescent English, National Changhua University of Education, Taiwan (ROC) // vivienster@gmail.com

George Martin Berry

Department of Applied English, Chaoyang University of Technology, Taiwan (ROC) // gmberr@gmail.com

Ying-Tung Lin

Graduate Institute of Technology and Adolescent English, National Changhua University of Education, Taiwan (ROC) // m1346007@gm.ncue.edu.tw

ABSTRACT: 

While immersive virtual reality (IVR) and generative AI (GenAI) each offers pedagogical potential, few studies have explored how their integration can support bilingual learners’ construction of scientific explanations in Content and Language Integrated Learning (CLIL) classrooms. This quasi-experiment investigates the effects of a pedagogical GenAI agent in IVR science review games on fifth-grade students’ CLIL science performance, as well as their perceptions on the Task-Technology Fit (TTF). Fifty CLIL learners experienced one of the three conditions: (a) IVR+GenAI review, (b) IVR-only review, and (c) teacher-led review. Data sources included a CLIL science test, oral explanations, surveys, interviews, rater reflections. Findings show that the IVR+GenAI group significantly outperformed the other groups in understanding scientific concepts, particularly for abstract and language-heavy content. For oral explanations, the IVR+GenAI group showed stronger performance in selected dimensions, particularly vocabulary usage, fluency, and communicative confidence in more abstract or language-demanding topics. Rater observations indicated clearer reasoning, more frequent integration of prior knowledge, and more explicit links between scientific concepts and real-world examples in this group. Survey responses further suggested higher perceived task–technology fit among IVR+GenAI students. This study supports the cognitive-linguistic fit in CLIL science IVR games, demonstrates the affordances of multimodal, dialogic GenAI scaffolds in IVR environments, and offers guidance for designing CLIL science IVR games.

Keywords: 

Content and language integrated learning (CLIL), Generative artificial intelligence (GenAI), Immersive virtual reality (IVR) games, Pedagogical agents, Task-technology fit (TTF), Scientific oral explanations

Bilge Has Erdoğan

Republic of Turkey Ministry of National Education, National Education Academy, Başöğretmen Atatürk Education and Practice Center, Türkiye // bilgehas@windowslive.com

Derya Acar Başeğmez

Republic of Turkey Ministry of National Education, Sincan Şehit Abdullah Büyüksoy Art and Science Center, Türkiye // deryaacar03@gmail.com

Yunus Emre Avcu

Balıkesir University, Gifted Education Department, Necatibey Faculty of Education, Türkiye // yunusemre.avcu@balikesir.edu.tr

ABSTRACT: 

In this study, a moderated mediation model was tested in which teachers’ differentiation skills served as the input, innovative practices as the output, grit as the mediator, and technology self-efficacy as the moderator of the relationship between differentiation skills and grit. The research data were collected from 577 teachers working in Türkiye. The latent moderated structural equations approach was employed to test the structural model. The research findings supported the proposed theoretical model. The results indicated that teachers’ instructional differentiation skills both directly and indirectly influenced their innovative practices through grit. Additionally, teachers’ technology self-efficacy was found to moderate the relationship between differentiation skills and grit. The study also revealed a positive relationship between teachers’ education levels and their innovative practices. These results suggest that teacher education should be regarded as a lifelong process and continuously adapted to the evolving demands of the era. By doing so, more innovative practices can be integrated into classrooms to enhance the overall quality of education. In this context, the research findings recommend that institutions and policymakers responsible for teacher education increase the availability of practical programs aimed at strengthening teachers’ pedagogical and technological competencies.

Keywords: 

Teacher innovative practices, Differentiated instruction, Grit, Technology self-efficacy, Teacher training

Adolfo Montalvo-García

Center for Research and Studies for Organizational Development. Universitat Autonoma de Barcelona, Spain // Adolfo.Montalvo@uab.cat

Santiago Ávila Vila

EAE Business School, Spain // Savila@eae.es

David Rodríguez-Gómez

Center for Research and Studies for Organizational Development. Universitat Autonoma de Barcelona, Spain // David.Rodriguez.Gomez@uab.cat

ABSTRACT: 

Teaching presence (TP) is crucial in online education, but its impact in videoconferencing contexts remains underexplored. This study aims to validate a framework that integrates various e-leadership strategies with personalized communication with webcams (PCW). A sample of 592 master’s students in management programmes participated in this research; all of these individuals were subjected to a pedagogical model that consisted of three weekly one-hour videoconferences. This study proposes that TP pertains to two key variables that were examined in this context—PCW and comprehensive e-leadership—on the basis of three different theories (i.e., situational, transformational, and socio-emotional). An exploratory factor analysis identified a valid four-factor model for e-leadership, and structural equation modelling was used to examine the associations between PCW and comprehensive e-leadership. A multigroup confirmatory factor analysis revealed significant group differences in the relationship between PCW-based teaching and situational e-leadership based on students’ learning approach (i.e., content acquisition, collaborative learning, and individual knowledge building through activities). The results also indicate that younger students tend to report higher valuations of comprehensive e-leadership, whereas female students indicate stronger appreciation for socio-emotional and situational e-leadership. The resulting model offers practical guidance for efforts to enhance teaching practices in videoconference-based learning environments.

Keywords: 

E-leadership, Teaching presence, E-communication, Videoconferences

Bo Zhang

Entrepreneurship and Enterprise Hub, XJTLU Entrepreneur College (Taicang), Xi’an Jiaotong Liverpool University, Suzhou, China // Bo.Zhang@xjtlu.edu.cn

Nigel Robb

Research Faculty of Media and Communication, Hokkaido University, Sapporo, Japan // nigelrobb@imc.hokudai.ac.jp

ABSTRACT: 

Children with autism spectrum disorder (ASD) often have difficulties with working memory, attention, inhibitory control, and emotion recognition. These challenges impact daily living and social growth. While computerized cognitive training shows promise, the use of augmented reality (AR) to increase engagement and transfer is not well studied. This randomized controlled trial compared two AR-based interventions—an AR 1-back task and an AR Stroop task—with a traditional 2D Stroop task and a no-training control. Eighty Chinese children with ASD (aged 4–15 years) were randomly placed in one of four groups (n = 20 per group), each completing 10 daily training sessions. Performance was measured before and after the intervention using four CANTAB subtests: Spatial Working Memory (SWM), Delayed Matching to Sample, Multitasking Test, and Emotion Recognition Task. All active training groups showed major within-task improvements and better emotion recognition. Only the two AR-task groups, however, showed notable reductions in SWM between-errors. The 2D Stroop group showed limited transfer, whereas the control group showed no improvement. Between-group analyses showed a significant advantage for the AR-task groups over the no-training control in SWM (ps < .05 after Holm correction). There were no group differences in emotion recognition. These results suggest AR-task-based cognitive training may support broader working memory transfer in children with ASD. However, because no 2D n-back comparison group was included, it's unclear whether the gains stem from the AR format, the task demands, or a combination of both. Replication with fuller designs is needed for definite conclusions.

Keywords: 

Augmented reality, Autism spectrum disorder, Computerized cognitive training, Working memory, Cambridge Neuropsychological Test Automated Battery

Yanyu Yang

Department of Public Courses, Guangdong Police College, Guangzhou 510230, China // 276134682@qq.com // 20130534@gdppla.edu.cn // 

Dan Hu

Department of Public Courses, Guangdong Police College, Guangzhou 510230, China // 13925087181@139.com

ABSTRACT: 

This qualitative study investigates how Chinese university English as a foreign language (EFL) learners strategically manage the visibility of their artificial intelligence (AI) tool use in classrooms. Through scenario-based tasks and interviews with fifteen undergraduates, the analysis revealed three interconnected patterns. First, students employed sophisticated strategies, such as preemptive window minimization and performing visible effort to manage how others saw their AI use. Second, these practices were mediated by significant emotional ambivalence, including anticipatory anxiety, AI guilt, and relief. Third, their technology use was profoundly shaped by cultural scripts valuing visible effort and group harmony. Interpreted through the integrated lenses of facework (Hwang, 1987) and dramaturgical theory (Goffman, 1959), the findings challenge simplistic notions of academic dishonesty by reframing such behaviors as complex cultural adaptations. The study advances theory by proposing three new concepts: pedagogical facework (the strategic performance of face concerns), affective mediation (the emotional process driving such performances), and ethical flexibility (the situated reasoning students use to negotiate AI’s legitimacy). These insights provide a foundation for educators and policymakers to develop more culturally responsive approaches to AI integration in education.

Keywords: 

Artificial intelligence (AI), Facework, Dramaturgical theory, Performative technology use, EFL learners