Background: Collaborative lesson planning is a crucial practice in teacher education, supporting pre-service teachers in lesson design and fostering professional development. While generative AI (GenAI) is increasingly integrated into education, its role in collaborative lesson planning remains unclear. Objectives: This study aims to explore how…

Background: A resurgence in teaching coding in primary school classrooms has led to a pedagogical swing towards using physical computing and coding to develop students' use of algorithms, computational thinking, and problem-solving skills. Two obstacles impede the optimal development of these objectives: the availability of a suitable pedagogy and…

Background: Collaborative learning, which emphasises cooperative group techniques, intersects with the evolving role of social media as a tool. Understanding how cultural values influence these dynamics is crucial for effectively integrating and utilising social media into collaborative learning environments. Objective: This research aims to…

There is growing demand in our society to cultivate creativity and foster innovation. Design thinking has been successfully practiced as an educational framework for supporting innovation in educational and work contexts. However, research on design thinking education that facilitates the acquisition of knowledge related to design process and…

Background: Science, Technology, Engineering, and Mathematics (STEM) education in Asian universities struggles to integrate Knowledge, Skills, and Attitudes (KSA) due to large classes and student reluctance. While ChatGPT offers solutions, its conventional use may hinder independent critical thinking. Objectives: This study introduces PA-GPT,…

Background: Students experience higher-order thinking skills by finding ways to solve the problem, debugging errors while applying the solution, and testing the solution in programming. However, the inability to create schemas that will characterise programming structures is one of the difficulties during this process. Objectives: This study aimed…

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…

Computational thinking (CT) plays a vital role in the fields of science, technology, engineering and mathematics (STEM). However, whether students' learning attitude towards STEM is related to their CT skills remains unknown. Two studies were conducted to address this knowledge gap. In Study 1, we validated a newly developed STEM learning attitude…

Background: In recent years, computer science education has emerged as a necessary part of school curricula for students of all ages. With such momentum in this direction, it is essential that program designers, educators, and researchers ensure that computer science education is designed to be inclusive, effective, and engaging for all students.…

Suppose learners use their free time to go online to review course materials, and they do so by taking optional tests that consist of multiple-choice questions (MCQs). What will happen if, for every practice question, there is always a choice (out of four possible choices) that is marked as "the (current) hot choice?" Will this make any…

Problem-based learning can be an effective tool to develop clinical reasoning skills. However, it traditionally takes place in tutorial groups, giving students little flexibility in how and when they learn. This pilot study compared the effectiveness of generic reflective feedback (GRF) with tutorial-based reflective feedback on the development of…

Abstract Research has demonstrated girls outperform boys on conventional literacy tests. The present studies concern gender differences on computerised educational tests. Seventy-one children were tested using LASS Secondary and a set of seven conventional measures. No significant gender differences were found on any of the LASS Secondary modules,…