Background: Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain. Objectives: The study aimed to investigate the impact of…

Background: As immersive virtual reality (IVR) is increasingly being used by teachers worldwide, it becomes pressing to investigate how this technology can foster learning processes. Several authors have pointed to this need, as results on the effectiveness of IVR for learning are still inconclusive. Objectives: To address this gap, we first…

Background: Implementing maker education in schools is on the rise, fuelled by its potential to move formal education towards a creative, technology-driven 21st century learning culture. In maker education, collaborative learning takes place through and around various digital and traditional technologies, which provide the means for students'…

Background: Goal setting has been established in the literature as a critical component of self-regulated learning and for effective problem-solving. Yet, surprisingly little attention has been focused on goal-directed behaviour in digital game-based learning environments (GBLEs) despite their expanding use in educational contexts. Objectives: The…

Background: Measurement of students' self-regulation skills is an active topic in education research, as effective assessment helps devising support interventions to foster academic achievement. Measures based on event tracing usually require large amounts of data (e.g., MOOCs and large courses), while aptitude measures are often qualitative and…

Background: This study was motivated by the need to enhance Mandarin learning through embodied interactions and physical engagement methods. While most studies confirm the positive effects of touchscreen devices on learning, mixed findings suggest a need for more engaging methods. This research addresses these gaps by exploring the benefits of…

Background: Morphological awareness (MA) is the awareness and ability to manipulate morphemes, the smallest units of meaning in a language. It is identified as a strong cognitive precursor of word reading and reading comprehension. The current MA instructions are limited to classroom settings and delivered by teachers or experimenters. Few studies…

Background: Collaborative learning offers benefits, but its potential is often undermined by motivational challenges. This study uses the situated expectancy-value theory to explore how students' expectancies for success relate to group-level regulation of learning during collaborative interactions. The study considers success expectancies both as…

Background: Robot programming can simultaneously cultivate learners' computational thinking (CT) and spatial thinking (ST). However, there is a noticeable gap in research focusing on the micro-level development patterns of learners' CT and ST and their interconnections. Objectives: This study aims to uncover the intricate development patterns and…

Background: Game-based learning can frame problem-solving as a sense-making experience with domain-specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem-oriented learning environment. Objectives and Methods: With an architecture-themed mathematics learning game, we…

Background: As the significance of artificial intelligence (AI) continues to increase, there is a need for effective scaffolding and support for novice learners. Educators have encountered challenges in effectively scaffolding novice learners AI concepts, and providing appropriate motivational support. Research evidence has shown the potential of…

Background: Although human-robotic interaction is a rapidly burgeoning area of study within education, and social robots are being widely tested for use in schools, few studies have focused on early adolescent interactions with robots under actual classroom conditions. Objectives: We introduced an autonomous, social robot ('Pepper') into a…

Background: Providing adaptive scaffolds to help learners develop effective self-regulated learning (SRL) behaviours has been an important goal for intelligent learning environments. Adaptive scaffolding is especially important in open-ended learning environments (OELE), where novice learners often face difficulties in completing their learning…

Background: Collaborative programming is important and challenging for K12 students. Scaffolding is a vital method to support students' collaborative programming learning. However, conventional scaffolding that does not fade may lead students to become overly dependent, resulting in unsatisfactory programming performance. Objectives: This study…

Background: Socially shared regulation is a vital factor that affects students' collaborative programming performance. However, students' weak group metacognitive skills or inability to adopt shared regulation mechanisms lead to unsatisfactory collaborative programming learning. Objectives: This study proposes an approach to support socially…