Background: Both socially regulated learning and cognitive quality are important factors affecting collaborative knowledge building, but the current research lacks a joint quantified evaluation method that combines these two aspects. Objectives: Based on the existing framework, we proposed a joint evaluation method for regulated learning and…

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: Online Collaborative Writing (OCW) has been reported to be useful to improve writing quality in higher education. However, challenges emerge during the collaborative processes, mainly centering on how to sustain active interactions and communications in order to complete a high quality of writing. Objectives: Using the design-based…

Background: With the increasing availability of immersive technologies such as 360° videos for educational purposes, research needs to shift from media comparison studies to value-added studies in order to identify conditions for effective learning with such technologies. For the educational use of history-related virtual reality media, which are…

Background: Social annotation has emerged as a promising educational technology that fosters collaborative reading and discussion of digital resources among learners. While the positive impact of social annotation on students' learning process and performance is widely acknowledged, students' behavioural patterns in social annotation are…

Background: Virtual manipulatives (VMs) are increasingly adopted in inquiry activities. However, the effects of the ratio of mobile device-based VMs to students and external scripts (a guiding structure for prompting group process) provision on group interaction has not been detailed. Objectives: This study proposed four different technology…

Background: Given the advancement of mobile and sensing technology, the incorporation of augmented reality (AR) in context-aware ubiquitous learning (CAUL) has offered significant benefits to oral communication development in foreign language learning. Although a great number of studies have been dedicated in this field, only a little research was…

Background: Data-driven educational technology solutions have the potential to support teachers in different tasks, such as the designing and orchestration of collaborative learning activities. When designing, such solutions can improve teacher understanding of how learning designs impact student learning and behaviour; and guide them to refine…

Background: Mobile learning studies often focus on teachers' perspectives. This study instead considers students' experiences of learning with mobile devices (i.e., m-learning) in secondary school mathematics and science. Objectives: The research aims to describe the m-learning experiences of secondary mathematics and science students, and to…

We examined teachers' pedagogical reasoning for and the technological knowledge underlying their most-valued technology-supported activities for teaching and learning. Data from 140 preservice and 100 inservice teachers included open-ended, narrative responses to survey questions. Qualitative research methods guided analysis of the data that…

Background: With the recent pivot to online instruction and/or to mixed online/face-to-face (i.e., hybrid) models of teaching necessitated by the novel coronavirus pandemic, the uses of technology to support instruction would seem to have great importance. Whereas effective integration of technology in mathematics classrooms requires recognition…

This study examined affect during high school students' face-to-face collaborative inquiry learning in science, supported by the web-based software Virtual Baltic Sea Explorer. Self-reported affective states during the inquiry process in peer groups were related to evaluations of a group's collaboration and performance in three phases of…

Flipped learning is a pedagogical approach that uses technology to deliver instructional content outside of class (individual space) and class time to engage in collaborative activities (group space). In a flipped learning course, the traditional classroom paradigm shifts and teachers become more facilitator than lecturer. Research on flipped…

Previous research using collaborative mobile augmented reality games in science education revealed that such games can be used to promote learner engagement and have found that engagement in such mobile games is related to flow. This study investigated whether player's flow experience differed by achievement track, gender, or gender composition of…