Intelligent tutoring systems (ITSs) incorporate pedagogical agents (PAs) to scaffold learners' self-regulated learning (SRL) via prompts and feedback to promote learners' monitoring and regulation of their cognitive, affective, metacognitive and motivational processes to achieve their (sub)goals. This study examines PAs' effectiveness in…

Self-regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the…

Spatial perspective-taking (SPT) ability positively influences performance in STEM fields. While limited research studies have been done with school students, they have yielded inconclusive findings and, hence, here we report findings from our study with an augmented reality (AR) enhanced learning environment (ARELE), GeoSolvAR, on middle-school…

Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open-access, three-step framework for…

We argue in this paper that there is currently no adequate theoretical framework or model that spans the twelve odd year trajectory from non-reader to proficient reader, nor addresses fine-grain skill acquisition, mastery and integration. The target construct itself, reading proficiency, as often operationalized as an endpoint of formal secondary…

Game-based learning environments hold significant promise for facilitating learning experiences that are both effective and engaging. To support individualised learning and support proactive scaffolding when students are struggling, game-based learning environments should be able to accurately predict student knowledge at early points in students'…

Universities, significantly impacted by the shift to online learning during pandemic, must critically evaluate their teaching methods and outcomes to enhance performance in the post-pandemic era. However, there has been a limited examination of whether students achieved comparable levels in cognition and social interaction during the pandemic…

Adaptive learning technologies are closely related to learners' self-regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self-regulation and shared regulation of learning in collaborative settings. We…

Namibia, a southern African country with an Ubuntu culture that emphasizes interrelations, generally displays a low reading culture. In this study, we explored a social approach to reading to engage Namibian primary learners. Inspired by promising reading approaches, such as shared group reading enhanced by embodied actions, we created Spin Da…

Guiding hints and challenge can help scaffold learners to progress beyond what they would achieve independently. The interactive and adaptive capabilities of mobile devices allow educational applications (apps) to support learning through scaffolding designs. However, little research has tested the effects of scaffolding features in apps on young…

Scaffolds that support self-regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to…

Augmented reality (AR) is capable of providing students with proper situated scaffolding via overlaying rich media objects on the real-world learning context. This paper examines the potential of AR to address existing problems with insufficient scaffolding in video learning materials for English as a foreign language (EFL) learners. Thus, an AR…

Despite growing awareness of the importance of incorporating integrated science, technology, engineering and mathematics (STEM) learning into K-12 education, formal classroom implementation still faces obstacles. Teachers lack the knowledge and skills, especially design-thinking competence, required to design an interdisciplinary STEM curriculum.…

A learning community works with a collective knowledge space where members contribute and interact with one another's ideas to advance their community's knowledge. This study aims to explore designs of collective knowledge space to support cross-community interaction. A design experiment was conducted in four grade 5 classrooms with the support of…

Prior research has revealed resistance against wiki collaboration in higher education classrooms. Compared with small-group projects, whole-class knowledge building (KB) on a wiki is difficult, given students' lack of similar experiences, which requires scaffolding intersubjectivity and transfer of responsibility. This paper focuses on the second…