Formative assessment has been considered an essential concept for motivating and improving learning. However, implementing formative assessment has been confronted with challenges in Confucian-heritage culture (CHC) contexts such as Hong Kong and Shanghai, where the atmosphere of high-stakes tests dominates at policy and classroom levels. Whether…

Increasing student engagement and improving learning outcomes are ongoing issues in higher education worldwide. These issues were particularly pertinent during the COVID-19 pandemic when remote learning was selected as the primary instructional learning setting. This study aims to assess the impact of gamification-based quiz instruction in driving…

This three-article dissertation explores Learning by Evaluating (LbE), an educational approach that enhances student learning through the process of assessing and providing feedback on peer work. Leveraging principles of comparative judgement, students evaluate pairs of exemplars side-by-side to determine which is better and provide a rational for…

The impacts of a technology-integrated formative assessment technique on students' conceptual and procedural knowledge in studying chemical equilibrium are studied in this study. To attain the purpose, a quasi-experimental pretest-posttest strategy nested with a qualitative study method was adopted. The study has three groups: two experimental and…

The objective of this paper is to investigate the effects of digital competence and technology expectancy and how they interact with cultural differences on digital informal learning (DIL) of university students have different cultural backgrounds. Empirical data collected from a survey conducted both in China and Belgium, the total sample…

The prevalence of flipped blended learning, where part of the lecture and face-to-face class time is moved from the classroom to online instruction prior to class, has increased in prevalence on college campuses throughout the United States. One concern with flipped blended learning is the reduced student-instructor contact time, which could…

In this study we investigate the influence of ethnic differences on student motivation when learning from formative feedback. Interpersonal teacher behavior and student motivational needs are used to explain the effects of assessment for learning on intrinsic motivation by comparing students from different ethnic backgrounds. The final study's…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…