Background: Vocabulary learning is an essential dimension of foreign language learning. The learners have a huge responsibility in this task. Among other factors, time constraints and an overall lack of maintained motivation on the part of students makes it especially challenging. Consequently, improving vocabulary learning requires strategies to…

Background: In recent years, the widespread use of technology in classrooms has encouraged the transition from traditional lecture methods to digital-based learning environments. Technological game-based learning platforms, such as Kahoot!, which are used to encourage students' active participation and interaction in learning environments, are…

Background: Feedback as one of the most influential factors for learning has been subject to a great body of research. It plays a key role in the development of educational technology systems and is traditionally rooted in deterministic feedback defined by experts and their experience. However, with the rise of generative AI and especially large…

Background: The rising importance of digital technologies in everyday communication has played a key role in processes of political polarization and rising mistrust and intolerance. We suggest this crisis could be productively conceptualized as a crisis in perspective-taking--the tendency and competency to actively consider others' mental and…

Background: Dashboards play a prominent role in learning analytics (LA) research. In collaboration activities, dashboards can show traces of team participation. They are often evaluated based on students' perceived satisfaction and engagement with the dashboard. However, there is a notable methodological gap in understanding how these dashboards…

Background: University students need to self-regulate but are sometimes incapable of doing so. Learning Analytics Dashboards (LADs) can support students' appraisal of study behaviour, from which goals can be set and performed. However, it is unclear how goal-setting and self-motivation within self-regulated learning elicits behaviour when using an…

Background: Many studies have highlighted the positive effects of visual programming instruction (VPI) on students' learning experiences, programming self-efficacy and flow experience. However, there is a notable gap in the research on how these factors specifically impact programming achievement and learning intentions. Our study addresses this…

Background: Online videos featuring human-generated drawing are increasingly popular in education. However, their effectiveness may vary depending on learners' prior knowledge, and further research is needed to confirm their advantages over other common instructional videos. Objectives: The primary goal of this study is to investigate the impact…

Background: The affordances of technology, such as e-books, offer the opportunity to increase engagement and provide personalised feedback to promote students' learning outcomes. E-books that encourage the use of comprehension monitoring strategies in real time may support stronger outcomes. Objectives: The purpose of this feasibility study was to…

Background: Recent research has demonstrated the potential of mobile-assisted learning to enhance learners' learning outcomes. In contrast, the learning processes in this regard are much less explored using eye tracking technology. Objective: This systematic review study aims to synthesise the relevant work to reflect the current state of eye…

Background: In this paper, we extend findings from previous iterations of a design-based project called ThinkerSpaces design studios that promotes human-centred design among children. ThinkerSpaces design studios is a play-based afterschool club that follows principles of embedded design by prioritising learner agency, exploration and ongoing…

Background: The unprecedented access to information in the 21st century entails a deep understanding of information and communication technology (ICT)-related factors in education and their impacts on learning and teaching. The role of attitudes towards ICT is a proven factor in student achievement. However, there is no consensus about the…