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

Rocío Blanco

University of Castilla-la Mancha, Faculty of Education Cuenca, Department of Mathematics, Spain // mariarocio.blanco@uclm.es

Melody García-Moya

University of Castilla-la Mancha, Faculty of Education Cuenca, Department of Mathematics, Spain // melody.garcia@uclm.es

Daniel Gómez-Atienza

University of Castilla-la Mancha, Faculty of Education Cuenca, Department of Mathematics, Spain // Vsion Studio Interactive, Spain // DeinolDani@gmail.com

ABSTRACT: 

This paper is devoted to the design, description and validation of the Android application TEAtreves, which focuses on structured arithmetic problem-solving for students with autism spectrum disorder (ASD). The application contains multiple adaptations to make it suitable for users with ASD. Validation was carried out with five students with ASD, obtaining positive results which confirm the strength of TEAtreves app for users with ASD. Results and future lines of work are discussed.

Keywords: 

Autism spectrum disorder, Mathematical problem-solving, Android application

Hsin-Yi Cyndi Huang

Center for Bilingual Education, Southern Taiwan University of Science and Technology, Taiwan // cyndihuang@stust.edu.tw

Ming-Fen Lo

Center for Bilingual Education, Southern Taiwan University of Science and Technology, Taiwan // mingfen@stust.edu.tw 

Chiung-Jung Tseng

Center for Bilingual Education, Southern Taiwan University of Science and Technology, Taiwan // zt7@stust.edu.tw

ABSTRACT: 

This study investigated the effectiveness of applying pedagogical translanguaging by utilizing Google Translate to facilitate college juniors in writing presentation scripts. Participants included 109 non-English major juniors divided into high- and low-proficiency groups, with 56 and 53 students, respectively. Each participant first drafted their scripts in Chinese, then translated them on their own and through Google Translate. Teacher and TA consultations were offered during the revision period. Three versions (self-written, Google-translated, and post-edited) of scripts from each participant were collected for analysis. Two online writing assessment software (VocabProfiler and Scribens) were used for quantitative analysis to compare the differences in writing quality and lexical features among the three-version texts. Three trained raters employed text analysis by examining improved grammar and word use changes from each participant’s self-written to post-edited versions of scripts. The findings indicated that incorporating GT improved the students’ content, word choice, vocabulary, grammar, and sentence patterns. The pedagogical gains were particularly notable in the low-proficient students’ scripts. Despite the advantages of GT, the results also showed that GT was insufficient in scaffolding the script-writing process. Based on the interviews and survey results, consulting with the TA and the instructor was indispensable, especially for sentence-level revisions or beyond. In addition to the improved changes in students’ PE scripts, we found that pedagogical translanguaging enhanced the students’ metalinguistic awareness and helped students develop a multimodal learning ability by engaging them in experimenting with various learning resources, including digital materials, textbooks, GT applications, and human assistance.

Keywords: 

Pedagogical translanguaging, Google Translate, EFL writing, Teacher consultation, Multimodal learning

Neha Rani

Department of Computer and Information Science and Engineering, University of Florida, Gainesville, FL, USA // neharani@ufl.edu

Sharon L. Chu 

Department of Computer and Information Science and Engineering, University of Florida, Gainesville, FL, USA // slchu@ufl.edu 

Yvette G. Williamson

Department of Computer and Information Science and Engineering, University of Florida, Gainesville, FL, USA // ywill20@outlook.com

ABSTRACT: 

Much of lifelong learning is driven by our curiosity to ask ourselves questions about the things around us in everyday life. Unfortunately, we often fail to pursue these questions to acquire new knowledge, resulting in missed opportunities for lifelong learning. We investigated two approaches to technological support for lifelong learning from question-asking in everyday life: an in-situ approach – reflecting and learning in the situatedness of the moment when a question is asked, and a post hoc approach – self-reflecting and learning after the question-asking moment when one is available to reflect. The in-situ approach may enable people to tap into their embodied experience to gain understanding, while a post hoc approach may allow people to allocate greater cognitive and material resources to explore and understand. We implemented two systems embodying each of the two approaches. A study was conducted to compare the use of the two learning support systems in an everyday virtual environment. Results showed that the post hoc approach produces more curiosity questions and reflection than the in-situ approach. We discuss the implications of our results for the design of systems to support lifelong learning.

Keywords: 

Lifelong learning, Question-asking, Situated Learning, Reflection, Context

Abdulaziz A. Alfayez

King Saud University, Saudi Arabia // aaalfayez@ksu.edu.sa 

ABSTRACT: 

This study investigated the potential impact of Internet connection quality and device compatibility on learners’ adoption of Massive Open Online Courses (MOOCs) by employing the Technology Acceptance Model as a framework. A descriptive cross-sectional research design was applied to data collected from 1,587 learners, followed by a two-way multivariate analysis of variance. The results showed that the Internet connection quality and device compatibility factors affected learners’ acceptance of MOOCs when the factors were tested together (p = .004), or separately (p < .001). Moreover, Internet connection quality and device compatibility factors affected learners’ perceived usefulness (p < .001), ease of use (p = .008), and their intention towards continued use of MOOCs (p = .006). This study provided significant evidence for the need to consider learners with low Internet connectivity and device compatibility when designing MOOCs. It thereby implies that designers of MOOCs should develop alternative learning modalities to accommodate individuals with limited Internet connectivity. This approach aims to not only augment the initial adoption of MOOCs but also ensure their long-term viability and endurance. Specifically, the study recommends the creation of low-bandwidth versions of MOOCs, and the implementation of offline viewing options to mitigate bandwidth constraints and enhance learners’ receptiveness to them. This strategic approach, in turn, is anticipated to facilitate the wider diffusion and sustainability of MOOCs.

Keywords: 

Internet connection quality, Device compatibility, MOOCs sustainability, MOOCs accessibility, MOOCs Adoption

Yuchen Chen

Department of Educational Technology, Wenzhou University, Wenzhou, China // oakleychen@foxmail.com

Xinli Zhang

Department of Educational Technology, Wenzhou University, Wenzhou, China // zhxl@wzu.edu.cn

Lailin Hu

Department of Educational Technology, Wenzhou University, Wenzhou, China // hll@wzu.edu.cn

ABSTRACT: 

In conventional ancient Chinese poetry learning, students tend to be under-motivated and fail to understand many aspects of poetry. As generative artificial intelligence (GAI) has been applied to education, image-GAI (iGAI) provides great opportunities for students to generate visualized images based on their descriptions of poems, and to situate students in a context similar to what a poem describes. In addition, the progressive prompt is a strategy that can progressively provide students with clues and guidance in technology-enhanced learning environments. Hence, this study proposed a progressive prompts-based image-GAI (PP-iGAI) approach to support students’ ancient Chinese poetry learning. To evaluate its effectiveness, the present study employed a quasi-experiment design and recruited 80 fifth-grade elementary school students to engage in one of two conditions: one class was assigned as the experimental group and adopted the PP-iGAI approach, while the other class was assigned as the control group and used the conventional prompt-based iGAI (C-iGAI) approach. The results revealed that the PP-iGAI approach could better promote students’ learning achievement, extrinsic motivation, problem-solving awareness, critical thinking, and learning performance. In addition, no significant differences were found in the two groups’ cognitive load. Moreover, the results of the interview disclosed the learning perceptions and experiences of both groups. Accordingly, the present study can provide a reference not only for ancient Chinese poetry learning but also for the application of GAI in educational fields for future research.

Keywords: 

Generative artificial intelligence, Image-GAI, Progressive prompt, Ancient Chinese poetry learning

Lucas Kohnke 

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

Di Zou

Centre for English and Additional Languages, Lingnan University, Hong Kong, China // dizoudaisy@gmail.com, dizou@ln.edu.hk

Benjamin L. Moorhouse

Department of Education Studies, Hong Kong Baptist University, Hong Kong, China // blmoorhouse@hkbu.edu.hk 

ABSTRACT: 

Technostress is a phenomenon in which rapid technological advancement affects teachers’ psychological well-being. It is an emerging concern in English language education, which may be exacerbated by the advent of generative artificial intelligence (GenAI) tools such as ChatGPT. This study explores the factors that influence technostress among English language teachers using GenAI tools and strategies that can alleviate it. Based on the analysis of qualitative data from semi-structured interviews with 16 instructors at higher education institutions in Hong Kong, the study identifies the rapid advancement of AI technology, inadequate training and lack of experience as contributors to technostress. It also names mitigating strategies including targeted professional development, online engagement and gradual integration. These techniques can foster Technological Pedagogical Content Knowledge (TPACK) and reduce the challenges of incorporating GenAI into English teaching. The findings align with existing literature on the impact of technostress and the role of TPACK. The practical implications include the need for comprehensive training, supportive communities and a balanced approach to AI integration. This investigation also expands the theoretical understanding of technostress in English language teaching and the use of GenAI tools, providing empirical support for existing frameworks. It also suggests directions for future research, which could investigate teacher well-being, effective AI integration and the impact of TPACK.

Keywords: 

Technostress, Generative AI, Higher education, English language education, TPACK

Unggi Lee

Korea University, Republic of Korea // codingchild@korea.ac.kr 

Yeil Jeong

Seoul National University, Republic of Korea // yell001@snu.ac.kr

Junbo Koh

Myogok elementary school, Republic of Korea // cjsn92@gmail.com

Gyuri Byun

Dangsu Elementary school, Republic of Korea // quty9711@gmail.com

Yunseo Lee

Pungnap Elementary school, Republic of Korea // lyseo9772@gmail.com

Youngsun Hwang

Seoul National University, Republic of Korea // hys9562@snu.ac.kr

Hyeoncheol Kim

Korea University, Republic of Korea // harrykim@korea.ac.kr

Cheolil Lim

Seoul National University, Republic of Korea // chlim@snu.ac.kr

ABSTRACT: 

Debate is a universally acknowledged competency for its vital role in fostering essential skills such as analytical reasoning, eloquent communication, and persuasive argument construction. This is relevant in both formal educational settings like classrooms and informal venues such as after-school clubs. Traditional debate training methods often face challenges in facilitating personalized learning, primarily due to the difficulty of securing a debate partner. However, the emerging field of generative AI offers a promising alternative. This study evaluates the effectiveness of DEBO, a debate education application that utilizes ChatGPT, an advanced language model by OpenAI. Focusing on university students actively involved in a debate club, six volunteers tested DEBO and participated in interviews to provide insights. The findings reveal that DEBO notably enhances divergent thinking and features a comprehensive analytics dashboard for in-depth performance analysis. However, there are few limitations including occasional shortcomings in debate quality, minor inaccuracies, and the need for faster response times. The study underscores the transformative potential of advanced language models like ChatGPT in reshaping debate education, while also identifying areas for further improvement.

Keywords: 

Debate education, Debate chatbot, ChatGPT, ChatGPT-based application

Yueh-hui Vanessa Chiang

Life Education M. A. Program, Dharma Drum Institute of Liberal Arts, Taiwan // vanessa.chiang@gmail.com 

Maiga Chang

School of Computing and Information Systems, Athabasca University, Canada // maigac@athabascau.ca

Nian-Shing Chen

Institute for Research Excellence in Learning Sciences and Program of Learning Sciences, National Taiwan Normal University, Taiwan // nianshing@gmail.com

ABSTRACT: 

Generative Artificial Intelligence (AI), especially machine learning models that autonomously generate human-like content, has recently attracted significant attention in the education sector. This paper explores the potential of generative AI, including tools like ChatGPT, to shift from traditional outcome-oriented educational practices to a more balanced approach that values both the learning process and its outcomes. Traditionally, education has emphasized achieving predefined results, but the advent of generative AI tools, which enable students to easily produce tangible results, calls for a reevaluation of these practices. This shift suggests a need for a broader focus that encompasses the entire learning process leading to the final product, thereby promoting an educational practice that equally emphasizes both the journey and the destination of learning. Recognizing that the implementation of such practices, facilitated by generative AI, still requires exploration, this paper proposes a solution that integrates the experiential learning cycle and learning portfolio. This approach is designed to demonstrate the realization of process-outcome-balanced educational practices through the use of a pedagogical AI agent.

Keywords: 

Generative artificial intelligence (GAI), Process-outcome-balanced educational practice, Experiential learning cycle, Multimodal learning portfolio, Pedagogical AI agent 

Hacer Güner

Department of Computer Education and Instructional Technology, Middle East Technical University, Turkey // hacergunerr@gmail.com

Erkan Er

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

Gökhan Akçapınar

Department of Computer Education and Instructional Technology, Hacettepe University, Turkey // gokhana@hacettepe.edu.tr

Mohammad Khalil

Centre for the Science of Learning and Technology, University of Bergen, Norway // mohammad.khalil@uib.no

ABSTRACT: 

The revolutionary breakthrough of ChatGPT has significantly impacted various fields, including education. To produce maximum benefit in education from this innovative technology, it should be properly integrated into educational settings to create effective ways for learning while paying attention to ethical considerations. Understanding students’ use and opinions of ChatGPT for educational purposes can provide valuable insight for practitioners and researchers to establish best practices for its proper adoption. In this regard, the aim of this study is to examine the attitudes and perspectives of university students toward using ChatGPT in their courses. A survey was conducted with 88 students from a Turkish state university. The hypotheses were constructed based on the Technology Acceptance Model (TAM). Partial-Least-Square-Structural-Equation-Model (PLS-SEM) was used to analyze the research hypotheses and confirm the research model. The findings of the study demonstrate that students mostly have a positive attitude toward using ChatGPT in education, affected by emotions, privacy concerns, and social influence. However, they also have ethical concerns about the way ChatGPT is used in classes and about the potential negative impacts of ChatGPT on creativity and productivity. The findings of this study have significant implications for re-considering traditional educational settings in light of contemporary technological advancements.

Keywords: 

ChatGPT, Attitude towards chatbots, Technology acceptance model, Generative AI in education, Learner-AI interaction

Chun-Chun Chang

Department of Nursing, Chang Gung University of Science and Technology, Taiwan // pure4985@gmail.com

Gwo-Haur Hwang

Graduate School of Intelligent Data Science, National Yunlin University of Science and Technology, Taiwan // ghhwang0424@gmail.com

ABSTRACT: 

Professional trainers are responsible for teaching novice employees. However, the conventional approach to training professional trainers is generally a lecture-based mode, implying that they often lack the opportunity to learn to make use of practical cases encountered by novice employees, to explore problem-solving methods, to objectively evaluate the performance of novice employees, and to provide timely feedback. To deal with this problem, a ChatGPT-based Question-Exploration-Evaluation (QEE) training mode was proposed in this study. An experiment was conducted in a “teaching evaluation skills and feedback” training program for clinical teachers in a hospital to explore the effects of the ChatGPT-based QEE (ChatGPT-QEE) training mode on clinical teachers’ learning achievement, critical thinking consciousness, and teaching evaluation skills and teaching feedback quality. It was found that the ChatGPT-QEE training approach was better than the conventional QEE training mode in terms of enhancing clinical teachers’ learning achievement and critical thinking consciousness. Moreover, the ChatGPT-QEE group showed better teaching evaluation skills in the knowledge and description dimensions than the conventional QEE group, and the clinical teachers’ teaching feedback quality in the aspects of skepticism and descriptiveness improved. Accordingly, several suggestions for future research are provided based on the findings of the present study.

Keywords: 

ChatGPT, Professional training, Nursing education, Novice employee, Critical thinking