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Kitiya Promsron; Prachyanun Nilsook; Pallop Piriyasurawong – International Education Studies, 2025
The COVID-19 pandemic forced school closures globally, leading to significant learning regression in academic performance, skills, and ethical development. This study aims to: 1) synthesize and develop an adaptive micro-learning model based on Dhamma principles using mixed reality (MR), 2) compare pre- and post-test results, and 3) assess the…
Descriptors: Learning Activities, Electronic Learning, Learning Modules, Citizenship Education
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Jiahui Du; Khe Foon Hew; Long Zhang – Education and Information Technologies, 2025
Self-regulated learning (SRL) is a prerequisite for successful learning. However, studies have reported that many students struggle with self-regulation in online learning, indicating the need to provide students with additional support for SRL. This study adopted a design-based research methodology to iteratively design, implement, and evaluate…
Descriptors: Independent Study, Artificial Intelligence, Electronic Learning, Graduate Students
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Amarpreet Gill; Derek Irwin; Linjing Sun; Dave Towey; Gege Zhang; Yanhui Zhang – IEEE Transactions on Learning Technologies, 2025
The rapid changes in technology available for teaching and learning have led to a wide variety of potential tools that can be deployed to support a student's education experience. This article examines the learning interfaces for pedagogical virtual reality (VR) environments, including immersive VR (iVR). It also looks at how microlearning (ML)…
Descriptors: Computer Simulation, Learning Activities, Electronic Learning, Learning Modules
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Mauro Marino-Jiménez; Norma Sánchez-Chávez; Yenny Rivero-Fortón; Kelly Hernández-Sánchez – SAGE Open, 2025
Student performance, disciplinary innovation and teaching methodology occupy the main concerns of educational research. Therefore, there is a greater interest in gamification strategies, where digital tools facilitate the development of competitive activities and strengthening of learning. One example of this idea is the use of video games created…
Descriptors: Video Games, Cooperative Learning, Game Based Learning, Learning Strategies
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Pu Zhao – Journal of Education and Learning, 2025
Problem-based learning (PBL) has been widely acclaimed as an innovative pedagogical approach that nurtures students' problem-solving abilities, self-directed learning skills, and collaborative competencies. This systematic review examines the structure and implementation strategies of PBL courses in legal education. Through a comprehensive…
Descriptors: Problem Based Learning, Legal Education (Professions), Educational Strategies, Learning Objectives
John D. Egan; Steven Tolman; Juliann Sergi McBrayer; Emily Ballesteros – Experiential Learning and Teaching in Higher Education, 2023
Kolb's experiential learning cycle is typically applied in short-term, episodic snapshots of time, while understating the implications of continual, longer-term learning. This fixed-frame, episodic usage may diminish the knowledge that learners bring into an educational experience and the continued shaping of knowledge through future experiences.…
Descriptors: Experiential Learning, Lifelong Learning, Models, Learning Processes
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David Tomczyk; Atul Teckchandani – Management Teaching Review, 2025
Despite the many theories supporting experiential learning, there is little guidance on how to design effective experiential exercises. To address this gap, we adapt insights from gamification research to devise a step-by-step process that management instructors may use to design effective experiential exercises for use in face-to-face and virtual…
Descriptors: Experiential Learning, Gamification, In Person Learning, Electronic Learning
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Conrad Borchers; Jeroen Ooge; Cindy Peng; Vincent Aleven – Grantee Submission, 2025
Personalized problem selection enhances student practice in tutoring systems. Prior research has focused on transparent problem selection that supports learner control but rarely engages learners in selecting practice materials. We explored how different levels of control (i.e., full AI control, shared control, and full learner control), combined…
Descriptors: Intelligent Tutoring Systems, Artificial Intelligence, Learner Controlled Instruction, Learning Analytics
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Aleksandra Stalmach; Paola D'Elia; Sergio Di Sano; Gino Casale – Open Education Studies, 2024
This study investigates 14 digitally enhanced learning methods, shedding light on students with special educational needs (SEN) in inclusive digital learning environments. We seek to fill the gap in the literature by specifically investigating methods suitable for students with SEN. A survey among experts has been carried out to assess learning…
Descriptors: Inclusion, Learning Processes, Special Needs Students, Educational Technology
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Ruben Till Wittrin; Benny Platte; Christian Roschke; Marc Ritter; Maximilian Eibl; Carolin Isabel Steiner; Volker Tolkmitt – IEEE Transactions on Learning Technologies, 2024
Virtual environments open up far-reaching possibilities with respect to knowledge impartation. Nevertheless, they have the potential to negatively influence learning behavior. As a possible positive determinant, especially in the digital context, the moment "game" can be listed. Accordingly, previous studies prove an overall positive…
Descriptors: Game Based Learning, Learning Motivation, Academic Achievement, Electronic Learning
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Masaya Okada; Koryu Nagata; Nanae Watanabe; Masahiro Tada – IEEE Transactions on Learning Technologies, 2024
A learner can autonomously acquire knowledge by experiencing the world, without necessarily being explicitly taught. The contents and ways of this type of real-world learning are grounded on his/her surroundings and are self-determined by computing real-world information. However, conventional studies have not modeled, observed, or understood a…
Descriptors: Computation, Learning Analytics, Experiential Learning, Self Management
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Elizabeth Wood – Journal of Museum Education, 2024
Volunteer programs, especially those for docents, may often be overlooked as learning opportunities rather than as a strategy for program delivery. Thinking about docents first as learners themselves, and then as partners in creating learning experiences for visitors, can create a meaningful shift in the relationship. By integrating concepts from…
Descriptors: Museums, Volunteers, Volunteer Training, Adult Learning
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Yuqin Yang; Xueqi Feng; Gaoxia Zhu; Kui Xie – Journal of Computer Assisted Learning, 2024
Background: Undergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer-supported collaborative inquiry approaches, such as KB--the focus of this…
Descriptors: Undergraduate Students, Cooperative Learning, Epistemology, Inquiry
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Michael Kroth; Davin Carr-Chellman; Carol Rogers-Shaw – New Directions for Adult and Continuing Education, 2024
This chapter argues for the centrality of spirituality in lifelong and adult learning theory and practice. As embedded in human experience, the spirituality of learning, including exploring awe and wonder, is vital. We introduce the processes and outcomes of lifelong spiritual formation, profound learning, and human flourishing as underpinnings…
Descriptors: Religious Factors, Spiritual Development, Lifelong Learning, Adult Learning
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Jessica M. Karch; Nicolette M. Maggiore; Jennifer R. Pierre-Louis; Destiny Strange; Vesal Dini; Ira Caspari-Gnann – Science Education, 2024
Small group interactions and interactions with near-peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This…
Descriptors: Teaching Assistants, Interaction, Active Learning, Electronic Learning
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