Search Results (302)

The rise in online learning, accelerated by the COVID-19 pandemic, has led to greater use of synchronous hybrid learning (SHL) in higher education. SHL allows simultaneous teaching of in-person and online learners through videoconferencing tools. Previous studies have identified various benefits (e.g., flexibility) and challenges (e.g., student engagement) to SHL. Whilst systematic reviews have emerged on this topic, few studies have considered the experiences of staff. The aim of this review was threefold: (i) to better understand how staff experiences and perceptions are assessed, (ii) to understand staff experiences in terms of the benefits and challenges of SHL and (iii) to identify recommendations for effective teaching and learning using SHL. In line with the PRISMA guidance, we conducted a systematic review across four databases, identifying 14 studies for inclusion. Studies were conducted in nine different countries and covered a range of academic disciplines. Most studies adopted qualitative methods, with small sample sizes. Measures used were typically novel and unvalidated. Four themes were identified relating to (i) technology, (ii) redesigning teaching and learning, (iii) student engagement and (iv) staff workload. In terms of recommendations, ensuring adequate staff training and ongoing classroom support were considered essential. Additionally, active and collaborative learning were considered important to address issues with interactivity. Whilst these findings largely aligned with previous work, this review also identified limited reporting in research in this area, and future studies are needed to address this. Full article

Artificial intelligence (AI) holds considerable promise to transform education, from personalizing learning to enhancing teaching efficiency, yet it simultaneously introduces significant concerns regarding ethical implications and responsible implementation. This exploratory survey investigated the perceptions of 376 teachers, university students, and future educators from the University of Salerno area concerning AI integration in education. Data were collected via a comprehensive digital questionnaire, divided into sections on personal data, AI’s perceived impact, its usefulness, and specific applications in education. Descriptive and inferential statistical analyses, including mean, mode, standard deviation, and 95% confidence intervals, were applied to the Likert scale responses. Results indicated a general openness to AI as a supportive tool for personalized learning and efficiency. However, significant reservations emerged regarding AI’s capacity to replace the human role. For instance, 69% of participants disagreed that AI tutors could match human feedback efficiency, and strong opposition was found against AI replacing textbooks (81% disagreement) or face-to-face lessons (87% disagreement). Conversely, there was an overwhelming consensus on the necessity of careful and conscious AI use (98% agreement). Participants also exhibited skepticism regarding AI’s utility for younger learners (e.g., 80% disagreement for ages 0–6), while largely agreeing on its benefit for adult learning. Strong support was observed for AI’s role in providing simulations and virtual labs (89% agreement) and developing interactive educational content (94% agreement). This study underscores a positive inclination towards AI as an enhancement tool, balanced by a strong insistence on preserving human interaction in education, highlighting the need for thoughtful integration and training. Full article

This research analyzed university students’ perceptions of the use of generative artificial intelligence (hereafter Gen-AI) in a higher education context. Specifically, it addressed the potential benefits and challenges related to the application of these web-based resources. A mixed method was adopted and the sample consisted of 407 teacher training students enrolled in the Early Childhood and Primary Education Degrees in the Region of Murcia in Spain. The results indicated a clear recognition of the relevance of these technological tools for teaching and learning. Respondents highlighted the potential to engage them in academic tasks, increase their motivation, and personalize their learning pathways. However, participants identified some challenges related to technology dependency, ethical issues, and privacy concerns. By understanding learners’ beliefs and assumptions, educators and educational administrations can adapt Gen-AI according to learners’ needs and preferences to improve their academic performance. In learning practice, these adaptations could involve evidence-based interventions, such as AI literacy modules or hybrid assessment frameworks, to translate findings into practice. In addition, it is necessary to adjust materials, methodologies, and the assessment of the academic curriculum to facilitate student learning and ensure that all students have access to quality education and the adequate development of digital skills. Full article

This paper presents the development, implementation, and outcomes of the ELEVATE-US-UP (Engaging Learners through Exploration of Visionary Academic Thought and Empowerment in UnderServed and UnderPrivileged communities) teaching methodology, an equity-centered, culturally responsive pedagogical framework designed to enhance student engagement, academic performance, and science identity among underrepresented learners. This framework was piloted at Northern New Mexico College (NNMC), a Hispanic- and minority-serving rural institution. ELEVATE-US-UP reimagines science education as a dynamic, inquiry-driven, and contextually grounded process that embeds visionary scientific themes, community relevance, trauma-informed mentoring, and authentic assessment into everyday instruction. Drawing from culturally sustaining pedagogy, experiential learning, and action teaching, the methodology positions students not as passive recipients of content but as knowledge-holders and civic actors. Implemented across upper-level environmental science courses, the method produced measurable gains: class attendance rose from 67% to 93%, average final grades improved significantly, and over two-thirds of students reported a stronger science identity and a newfound confidence in their academic potential. Qualitative feedback highlighted increased perceptions of classroom inclusivity, community relevance, and instructor support. By centering on cultural context, student voice, and place-based application, the ELEVATE-US-UP framework offers a replicable and scalable model for educational transformation in underserved regions. Full article

ICT tools are fundamental for promoting educational inclusion, as they allow for flexible teaching practices adapted to the diversity of students. Their appropriate integration into teaching makes it easier to respond to different paces, styles, and needs, promoting the active and meaningful participation of all learners. However, this inclusive potential is only fulfilled if equitable access to and use of ICT is guaranteed, both at school and at home. This qualitative study explores the digital divide in its three main dimensions: access to technology, digital skills, and the meaningful use of ICT in educational settings. Through focus groups and semi-structured interviews, the study gathers the perceptions of different members of the educational community. The sample consists of 89 participants, including teachers, students, families, and school administrators from the Communities of Madrid and Castilla-La Mancha. The results reveal a common concern about inequalities in ICT access and use, related to economic, geographical, and educational factors. These findings emphasise the need for targeted public policies to bridge digital gaps and highlight the importance of promoting digital competence across the entire educational community to achieve true educational inclusion. Full article

This study investigates the interplay between adaptive online learning, students’ digital intelligence, sustainable learning, and digital mental well-being among female university students in Saudi Arabia. In response to the growing reliance on digital platforms in higher education, a structured questionnaire was distributed via social media to capture student perceptions of their online learning experiences. Using Partial Least Squares Structural Equation Modelling (PLS-SEM), the analysis revealed that while adaptive online learning is a critical enabler, its influence is most effective when mediated by students’ digital intelligence. The findings highlighted that students with higher digital intelligence are more likely to engage in sustainable learning practices and maintain better mental well-being in digital environments. Furthermore, innovative teaching practices were shown to strengthen these relationships, underscoring the importance of interactive and adaptive pedagogies. This research contributes to the growing discourse on digital education by emphasizing the importance of indirect pathways and learner-centred dynamics in shaping positive educational and psychological outcomes. This study offers practical and theoretical implications for educators, institutions, and policymakers aiming to create inclusive, resilient, and psychologically supportive digital learning environments. Future research is encouraged to examine these relationships across different cultural and institutional contexts and explore the longitudinal impacts of digital learning strategies. Full article

Ubiquitous blended learning, leveraging mobile devices, has democratized education by enabling autonomous and readily accessible knowledge acquisition. However, its reliance on traditional interfaces often limits learner immersion and meaningful interaction. The emergence of the wearable metaverse offers a compelling solution, promising enhanced multisensory experiences and adaptable learning environments that transcend the constraints of conventional ubiquitous learning. This research proposes a novel framework for ubiquitous blended learning in the wearable metaverse, aiming to address critical challenges, such as multi-source data fusion, effective human–computer collaboration, and efficient rendering on resource-constrained wearable devices, through the integration of embodied interaction and multi-agent collaboration. This framework leverages a real-time multi-modal data analysis architecture, powered by the MobileNetV4 and xLSTM neural networks, to facilitate the dynamic understanding of the learner’s context and environment. Furthermore, we introduced a multi-agent interaction model, utilizing CrewAI and spatio-temporal graph neural networks, to orchestrate collaborative learning experiences and provide personalized guidance. Finally, we incorporated lightweight SLAM algorithms, augmented using visual perception techniques, to enable accurate spatial awareness and seamless navigation within the metaverse environment. This innovative framework aims to create immersive, scalable, and cost-effective learning spaces within the wearable metaverse. Full article

Background/Objectives: While machine learning has made substantial strides in pronunciation detection in recent years, there remains a notable gap in the literature regarding research on improvements in the acquisition of speech sounds following a training intervention, especially in the domain of perception. This study addresses this gap by developing a deep learning algorithm designed to identify perceptual gains resulting from second language (L2) phonetic training. Methods: The participants underwent multiple sessions of high-variability phonetic training, focusing on discriminating challenging L2 vowel contrasts. The deep learning model was trained on perceptual data collected before and after the intervention. Results: The results demonstrated good model performance across a range of metrics, confirming that learners’ gains in phonetic training could be effectively detected by the algorithm. Conclusions: This research underscores the potential of deep learning techniques to track improvements in phonetic training, offering a promising and practical approach for evaluating language learning outcomes and paving the way for more personalized, adaptive language learning solutions. Deep learning enables the automatic extraction of complex patterns in learner behavior that might be missed by traditional methods. This makes it especially valuable in educational contexts where subtle improvements need to be captured and assessed objectively. Full article

This cross-sectional study investigated the interconnected roles of university students’ mindsets (growth and fixed), perceptions of writing feedback, and academic emotion regulation in shaping self-regulated writing ability. Data were collected from 313 undergraduate students in South Korea. A serial mediation analysis was conducted using the PROCESS macro (Model 6). The results indicated that the indirect effect of a growth mindset on self-regulated writing ability via writing feedback perception was B = 0.0883, 95% CI [0.0414, 0.1489] and that via academic emotion regulation was B = 0.0724, 95% CI [0.0256, 0.1316]. In addition, a significant sequential mediation effect was identified in both mediators—writing feedback perception and academic emotion regulation—(B = 0.0215, 95% CI [0.0044, 0.0435]). The total indirect effect was B = 0.1822, 95% CI [0.1069, 0.2686], supporting a robust mediating mechanism. These findings highlight the psychological and emotional pathways through which a growth mindset facilitates writing development. Implications for writing pedagogy include the integration of feedback literacy and emotion regulation training to support learners’ self-regulated writing in higher education contexts. Full article

Background: A transfer of learning effects across speech perception and production is evident in second-language (L2)-learning research, suggesting that perception and production are closely linked in L2 speech learning. However, underlying factors, such as the phonetic cue weightings given to acoustic features, of the relationship between perception and production improvements are less explored. To address this research gap, the current study explored the effects of Mandarin tone learning on the production and perception of critical (pitch direction) and non-critical (pitch height) perceptual cues. Methods: This study tracked the Mandarin learning effects of Indonesian adult learners over a four-to-six-week learning period. Results: We found that perception and production gains in Mandarin L2 learning concurrently occurred with the critical pitch direction cue, F0 slope. The non-critical pitch height cue, F0 mean, only displayed a production gain. Conclusions: The results indicate the role of critical perceptual cues in relating tone perception and production in general, and in the transfer of learning effects across the two domains for L2 learning. These results demonstrate the transfer of the ability to perceive phonological contrasts using critical phonetic information to the production domain based on the same cue weighting, suggesting interconnected encoding and decoding processes in L2 speech learning. Full article

Linguistically and culturally responsive pedagogies (LCRPs) recognize students’ multilingual and cultural resources as central to inclusive and equitable learning. While such approaches are increasingly promoted in English language education (ELE), there remains limited understanding of the complexity of students’ multilingual trajectories—particularly in contexts marked by migration and linguistic diversity. This article addresses this gap by presenting findings from the Udele project, which explores the lived experiences of multilingual learners in urban Austrian middle schools. Using an embedded case study design, we draw on a rich set of qualitative methods—including observations, interviews, fieldnotes, student artifacts, and language portraits—to explore how two students navigate their linguistic repertoires, identities, and learning experiences. Our analysis reveals that students’ language-related self-positionings influence their classroom engagement and broader identity narratives. The findings demonstrate how shifts in self-perception affect participation and motivation, and how the students actively negotiate their multilingual identities within and beyond the classroom context. The complexity uncovered in their multilingual repertoires and life experiences underscores the critical need for longitudinal, multilingual research approaches to fully capture the dynamic and nuanced trajectories of language learners. These findings challenge prevailing conceptualizations of multilingualism in ELE, highlighting the importance of incorporating students’ lived linguistic experiences into pedagogical frameworks. Full article

Lifelong learning, particularly in adult education, has gained considerable attention due to rapid lifestyle changes, including pandemic-induced lockdowns. This research targets adult learners returning to higher education after gap years, emphasizing their preference for technology with clear, practical benefits. However, many still need help operating digital media. This research aims to identify best practices for sustainably providing digital scientific materials to students by examining respondents’ tendencies in viewing journal article pages and scientific posters, with a focus on layout designs that include both textual and schematic elements. The research questions focus on (1) identifying the characteristics of Areas of Interest (AoI) that effectively attract learners’ attention and (2) determining the preferred characteristics for each learner group. Around 110 respondents were selected during the experiments using web tracking technology. Utilizing this web-based eye-tracking tool, we propose eight activities to detect learners’ perceptions of text-based learning object materials. The fact that first language significantly shapes learners’ attention was confirmed by time-leap analysis and AoI distances showing they focus more on familiar elements. While adult learners exhibit deeper engagement with scientific content and sustained concentration during reading, their unique preferences toward digital learning materials result in varied focus patterns, particularly in initial interest and time spent on tasks. Thus, it is recommended that lecturers deliver digital content for adult learners in a textual format or by placing the important parts of posters in the center. Full article

The tonal system of Cantonese is very different from that of Mandarin, which creates potential challenges for Mandarin speakers when learning Cantonese. The aim of this study was to explore second language (L2) production of Cantonese tones by advanced learners whose first language (L1) is Mandarin. Forty-one informants participated in a recording experiment to provide production data of Cantonese tones. The speech data were measured acoustically using the computer software Praat (Version 6.3.10) and were evaluated perceptually by native Cantonese speakers. The relationship between the acoustic analysis and perceptual evaluation was also explored. The acoustic and perceptual evaluations confirmed that, while the tones that the Mandarin learners of Cantonese produced were non-native-like, their production of the Cantonese T1 and T2 was good in general. Furthermore, the accuracy of the perceptual evaluations could be predicted based on the acoustic features of the L2 tones. Our findings are in line with hypotheses in current speech learning models, and demonstrate that familiar phonetic categories are easier to acquire than are unfamiliar ones. To provide a more complete picture of L2 speech acquisition, future research should investigate L2 tone acquisition using both production and perception data obtained from participants with a greater variety of L1s. Full article

This paper presents the design and evaluation of e-SoundWay, a cross-platform serious game developed to improve English phonetic competence through a multimodal and narrative-driven approach. While the platform is specifically tailored to meet the needs of Spanish-speaking learners, it is adaptable for a wider range of English as a Foreign Language (EFL) users. e-SoundWay offers over 600 interactive multimedia minigames that target three core competencies: perception, production, and transcription. Learners progress along a gamified version of the Camino de Santiago, interacting with characters representing diverse English accents. A mixed-methods evaluation combining pre- and post-tests with a user experience questionnaire revealed statistically significant improvements across all domains, particularly in perception. Reduced post-test variability indicated more equitable learning outcomes. User satisfaction was high, with 64% of participants reporting satisfaction with their phonetic progress and 91% stating they would recommend the platform. These findings highlight the educational effectiveness, accessibility, and motivational value of e-SoundWay, reinforcing the role of serious games and multimodal technologies in delivering inclusive and engaging pronunciation instruction. Full article

Background: Participation in sports offers children with intellectual disabilities (IDs) crucial opportunities for development. However, they often face barriers to inclusion in school-based sports, especially in under-resourced areas. This study aimed to (1) assess the level of participation in school sports among learners with IDs, and (2) explore teachers’ perceptions of the benefits and barriers to such participation in special schools within the Vhembe District of South Africa. Methods: A qualitative, descriptive research design was employed. Face-to-face semi-structured interviews were conducted with 20 teachers from four special schools. Thematic analysis helped identify key themes and interpret responses. Results: All schools offered weekly sports activities, as required by the Department of Education. Teachers viewed sports as vital for social interaction, physical fitness, and psychological well-being. However, barriers such as insufficient adapted equipment, inadequate facilities, and limited family support hindered meaningful participation, particularly for learners with profound disabilities. Conclusions: School sports have the potential to transform the lives of learners with IDs, but systemic barriers restrict access. Increased investment in inclusive infrastructure, adaptive equipment, teacher training, and community awareness is essential to align policy with practice in special education. Full article