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…

Background: The existing research on dialogue-based learning and teaching predominantly highlights its capacity to yield productive educational outcomes, yet it often overlooks the pivotal factor of participation equity, which is fundamental to ensuring the efficacy of dialogic teaching and learning. Objectives: In this study, participation equity…

Background: When interpreting medical images such as dental panoramic radiographs (Orthopanthomogram, OPT), errors are frequent. Previous research has shown that eye movement modelling examples (EMME) are a supportive training method for medical image interpretation to reduce errors. To date, EMME support for OPTs has not been verified.…

Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K-12 curriculum, however, there is no unified conclusion on how to design programming activities to promote the acquisition of CT skills more effectively. The purpose of this study is to determine the effectiveness of using…

Background: Motivation is an important factor in the learning process and supporting students' motivation in mathematics is a significant challenge for educators. Educational technologies, such as digital games, offer potential for engagement in mathematics learning activities. Objectives: To contrast the general decrement in student motivation in…

Background: To purposefully integrate information and communication technologies (ICT) into contemporary teaching, teachers must have complex technological, pedagogical and content-related knowledge (TPACK). TPACK could be fostered through diverse learning environments such as working in a makerspace as part of university teacher training. The…

Background: Students with disabilities are encouraged to achieve rigorous academic standards in science to enhance their understanding of the natural world, acquire life skills and prepare for their successful careers. Augmented reality (AR) enriches the physical world experiences benefiting all students, including those with Intellectual…

Background: Learning which letters correspond to which speech sounds is fundamental for learning to read. Based on previous experimental studies, we developed a serious game aiming to boost letter-speech sound (L-SS) correspondences in a motivational game environment. Objectives: The goal of this study was to determine the efficacy of this game in…

Digital distractions can interfere with goal attainment and lead to undesirable habits that are hard to get red rid of. Various digital self-control interventions promise support to alleviate the negative impact of digital distractions. These interventions use different approaches, such as the blocking of apps and websites, goal setting, or…

Technology-assisted instruction has potential for helping students improve their reading skills. In the current studies, "PowerPoint" software was used to supplement teacher-led reading instruction for elementary-aged students with disabilities who struggled with phoneme blending to read words. The effectiveness of the intervention was…

Background: Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game-based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable-based…

Background: Language assessment plays a pivotal role in language education, serving as a bridge between students' understanding and educators' instructional approaches. Recently, advancements in Artificial Intelligence (AI) technologies have introduced transformative possibilities for automating and personalising language assessments. Objectives:…

Background: While self-regulated learning (SRL) strategy-based writing instruction has been proposed in English as a foreign language (EFL) classrooms, there is insufficient evidence with Japanese EFL learners and little discussion on incorporating online resources into SRL strategy-based writing instruction, despite the availability of various…

The purpose of this review is to weigh the evidence of the effectiveness of tablet-assisted instructions (TAIs) at improving academic outcomes of students with disabilities. An extensive search process with inclusion and exclusion criteria yielded a total of 17 studies to be included in the present study: three group design studies and 14…

Background: Ambiguity prevails concerning the fundamental methodological characteristics of computer-assisted argument mapping (CAAM) learning environments, particularly in their capacity to facilitate critical thinking within tertiary education. Previous scholarly investigations have failed to furnish an exhaustive elucidation of the…