Search Results (828)

Existing research in extended reality for education emphasizes learning outcomes rather than the process for developing their materials. Design thinking, a method in Research through Design, which often generates artefacts and systems, can help address this limitation. As such, this paper presents a process for developing 360° videos based on the six steps of the design thinking process with a new step for planning. The authors also propose a novel approach emphasizing co-creation and Indigenous Research Values throughout the process, showing respect, and minimizing misinterpretations, appropriations, and weak translations that often result from recording stories. Presented through an example titled ‘Tipi Teachings’, a digital story rooted in Indigenous Knowledge of Engineering, the authors demonstrate how design thinking and co-creation can be applied to digital storytelling, proposing a procedure which aims to provide guidance to future researchers utilizing digital storytelling, minimizing trial and error, and providing an opportunity for researchers to share and document lessons learned. While the proposed process was created within a Canadian Indigenous research context, and centers Indigenous storybasket values, these values require researchers to listen to and build relationships with the community, incorporating their core values, regardless of whether they directly align with the storybasket values, adjusting the process to their specific context. The decolonial design process aligned with design thinking also considers decolonization globally, rather than locally. Full article

This study analyzes the ICT infrastructure in teaching practice centers from the perspective of students enrolled in early childhood and primary education degree programs at a Spanish university during the 2024–2025 academic year. A quantitative, cross-sectional design was employed. A questionnaire was distributed to all first- to fourth-year students via the university platform, with a sample of 556 participants. The data collection instrument consisted of an ad hoc adaptation and extension of the validated EdSocEval_V2 questionnaire, ensuring factorial validity. It was used to examine the availability of technological resources for communication and digital management, together with personal and contextual variables to support data classification. Results indicate high availability of basic digital resources, including projectors, Wi-Fi, interactive whiteboards, printers, alongside limited access to robotics, digital tablets, and classrooms of the future. High homogeneity was observed in communication and digital management resources, such as websites, virtual learning environments and corporate email. MANOVA analyses revealed that students perceive ICT infrastructure to be more integrated at higher levels of primary education, with no significant differences based on school ownership. Binary logistic regressions showed that school ownership predicts the availability of certain ICT resources, with private schools exhibiting lower network presence. Full article

The present study explores the relationship between the systemic approach, educational innovation, and the use of digital technologies in higher education, with an emphasis on military academies. The aim of the research is to shed light on how systemic thinking can support strategic planning, the quality of education, and the effective integration of innovative practices, such as artificial intelligence, information and communication technologies, and virtual reality. The methodology was based on quantitative research using a questionnaire, which was distributed to 452 members of the Hellenic Non-Commissioned Officers Academy educational community (teaching staff, cadets, and recent graduates). Data analysis showed that the adoption of a systemic approach is positively associated with the readiness of trainers, including both instructors and future professionals (cadets), to support and implement educational innovations. Furthermore, it was found that the clarity of educational objectives and the alignment of critical elements of the educational system (resources, technology, instructors, trainees, and processes) significantly reinforce the intention to adopt innovative practices. The findings also show that educators’ positive perceptions of artificial intelligence and virtual/augmented reality are associated with a higher appreciation of learning benefits, such as improved performance, trainee satisfaction, and collaboration. In contrast, demographic and professional factors have a limited effect on attitudes toward innovation. Overall, findings indicated that innovation in military academies is not limited to the technological dimension, but requires a holistic, systemic approach that integrates organizational, pedagogical, and strategic parameters. The study contributes both theoretically and practically, providing empirical evidence for the role of systemic thinking in the design and implementation of innovative educational policies in military and broader academic education. Full article

Public schools often operate with shared devices, unstable connectivity, and limited support for digital tools, which can make feature-heavy platforms difficult to adopt and sustain. This study reports the first formal design iteration and formative evaluation of VLEPIC, a school-centred virtual learning environment (VLE) developed to support secondary English as a Foreign Language in a low-resource Ecuadorian public school. Using a design-based research approach with a convergent mixed-methods design, one Grade 10 cohort (n = 42; two intact classes) used VLEPIC for one month as a complement to regular lessons. Data were collected through questionnaires on perceived usability and motivation, platform usage logs, and open-ended feedback from students and the teacher; results were analysed descriptively and thematically and then integrated to inform design decisions. Students reported high perceived usability and strong motivational responses in attention, relevance, and satisfaction, while confidence was more heterogeneous. Usage logs indicated recurrent but uneven engagement, with distinct low-, medium-, and high-activity profiles. Qualitative feedback highlighted enjoyment and clarity alongside issues with progress tracking between missions, navigation on mobile devices, and task submission reliability. The main contribution is a set of empirically grounded, context-sensitive design principles linking concrete interface and task-design decisions to perceived usability, motivation, and real-world usage patterns in constrained school settings. Full article

The use of instruments for recording neurophysiological metrics is increasingly prevalent in natural settings, driven by advances in portability, reduced invasiveness, and the advantages these technologies offer for objective assessment of cognitive processes. A key application is the investigation of cognitive processes underlying human learning. In this context, the use of electroencephalography (EEG) in educational settings has grown in recent years. This systematic review examines how EEG has been utilized over the past decade to study teaching and learning processes in higher education. Its objectives were to identify the purposes for which EEG has been employed, its integration with other instruments, the cognitive processes analyzed, and the main findings reported. Bibliographic sources included Scopus and Web of Science databases. Results indicate that EEG has been primarily used to investigate attention, memory, and cognitive load, often combined with other neurophysiological and behavioral instruments. This integration provides objective insights into learning while highlighting methodological limitations and the need for standardized approaches. Despite variations in study designs, devices, and analytical methods, EEG demonstrates substantial potential for exploring cognitive processes in both face-to-face and virtual learning environments. In conclusion, EEG is an effective tool for investigating learning-related cognitive processes in higher education, providing objective data to guide future research, and the development of innovative educational programs. This review offers a comprehensive overview of current research, supports the design of evidence-based educational strategies, and lays the groundwork for future studies aiming to enhance learning outcomes through neurophysiological methods. Full article

This paper proposes E-MOTE (Emotion-aware Teacher Education Framework), an ethically grounded conceptual model aimed at enhancing teacher education through the integrated use of the Facial Action Coding System (FACS), Artificial Intelligence (AI), and Virtual Reality (VR). As a conceptual and design-oriented proposal, E-MOTE is presented as a structured blueprint for future development and empirical validation, not as an implemented or evaluated system. Grounded in neuroscientific and educational research, E-MOTE seeks to strengthen teachers’ emotional awareness, teacher noticing, and social–emotional learning competencies. Rather than reporting empirical findings, this article offers a theoretically structured framework and an operational blueprint for the design of emotion-aware teacher training environments, establishing a structured foundation for future empirical validation. E-MOTE articulates three core contributions: (1) it clarifies the multi-layered construct of emotion-aware teaching by distinguishing between emotion detection, perception, awareness, and regulation; (2) it proposes an integrated AI–FACS–VR architecture for real-time and post hoc feedback on teachers’ perceptual performance; and (3) it outlines a staged experimental blueprint for future empirical validation under ethically governed conditions. As a design-oriented proposal, E-MOTE provides a structured foundation for cultivating emotionally responsive pedagogy and inclusive classroom management, supporting the development of perceptual micro-skills in teacher practice. Its distinctive contribution lies in proposing a shift from predominantly macro-behavioral simulation toward the deliberate cultivation of perceptual micro-skills through FACS-informed analytics integrated with AI-driven simulations. Full article

This study analyzes how Spanish universities integrate inclusion, accessibility, digital competence, and artificial intelligence (AI) into the professional development of university teaching staff, in a context marked by rapid digital transformation. The research addresses the lack of comparative evidence on how these key dimensions of contemporary higher education are articulated, or remain disconnected, across institutions. Using a mixed-methods design, 83 training courses delivered between 2020 and 2025 in 24 public and private universities were examined through qualitative analysis, coding matrices, and hierarchical cluster analysis. The study adopts an explicitly exploratory and typological approach, aimed at mapping institutional patterns rather than establishing causal explanations. The results reveal a highly heterogeneous and weakly cohesive training landscape. Inclusion appears primarily as a normative discourse with limited pedagogical depth; accessibility is frequently reduced to technical compliance; and AI (particularly generative AI) is incorporated from instrumental, efficiency-oriented approaches. Ethical dimensions, algorithmic bias, and digital accessibility are virtually absent. The hierarchical cluster analysis identifies four institutional profiles: technocentric without inclusion, analogically inclusive, advanced hybrid, and low-density training models. These patterns show how institutional orientations shape the professional development trajectories of university teaching staff. The study highlights the need for comprehensive faculty development strategies that integrate inclusion, accessibility, and responsible AI use, and offers a structured typological baseline for future research assessing impact on teaching practice and student experience. Full article

Background/Objectives: Many elementary school-aged children (i.e., 5 to 12 years old) experience sleep difficulties that negatively impact their daytime functioning. Despite this high prevalence, sleep education is rarely included in school curricula and evidence-based interventions are limited. To better understand this gap, a needs assessment was conducted to inform the development of a sleep education program. Method: Semi-structured virtual interviews were conducted with 14 elementary school teachers in Nova Scotia, Canada. Participants were asked 20 questions about their students’ sleep and its impact, teachers’ needs and practices in sleep education, what a sleep education program would look like, and how it could be delivered. During the interview, participants watched the online ABCs of SLEEPING storybook as a potential foundation for developing a sleep education program, and interview themes were analyzed using deductive thematic analysis. Results: All teachers identified poor sleep as an issue impacting students’ behavior and learning, and reported that they had a lack of resources to teach sleep education. Teachers believed the storybook could be used with their students and integrated into the curriculum. Recommended modifications include making the storybook available for families, adding interactive activities and student discussions, providing teacher resources, and tailoring the content to be suitable for both lower and upper elementary school-aged students. Most teachers indicated that the storybook could be adapted for upper elementary students with more age-appropriate vocabulary and visuals. Conclusions: The findings from this needs assessment will inform the development of an elementary school sleep education program using the ABCs of SLEEPING storybook as the foundation of the program, while noting limitations such as sample diversity. Full article

Virtual Field Trips (VFTs) have emerged as an alternative to Traditional Field Trips (TFTs), addressing logistical, financial, and accessibility constraints in geoscience education. This study presents a comparative analysis of the educational impact of a VFT and a TFT implemented with the same 10th-grade class in a Portuguese secondary school. The VFT, focused on volcanism and its socioeconomic impacts, used Google Earth to explore the island of São Miguel in the Azores. The TFT, centred on the rock cycle, was conducted at the Lavadores Beach geological site. Both interventions followed the field-based learning model by Orion and were structured around three phases: preparation, field trip (virtual or traditional), and post-activity synthesis. Data was collected through diagnostic tests, schematization, observation grids, student reports (snapshot), group projects, and written responses to a fieldwork guide recorded on Padlet during the VFT and TFT. The results showed that both VFTs and TFTs enhance conceptual understanding and student engagement, though they foster different skills: VFTs strengthen digital literacy, improve accessibility and inclusion for students with mobility or geographic constraints, allow for content revisitation, foster collaboration among students, integrate multimedia resources, and enable virtual exploration of remote locations that would otherwise be inaccessible. They also offer reduced costs, greater scheduling flexibility, and allow for individualised pacing of student learning. In contrast, TFTs provide richer sensory and practical experiences that are essential for hands-on scientific inquiry and foster stronger connections with the natural environment. The study concludes that a complementary use of both strategies offers the most inclusive and effective approach to teaching geosciences. Full article

The prevailing challenges of fading characteristics and identity crises in historical and cultural districts of small and medium-sized cities have been identified. Traditional analytical methods have been found to be deficient in systematically capturing the unique forms and urban memory of these districts. The present study thus adopts the Shangcheng Historical and Cultural District of Huangling County as a case study, proposing a comprehensive analytical framework that integrates urban memory and multi-dimensional methods such as space syntax, grounded-theory-inspired coding, and urban image analysis. The district is subject to a systematic assessment of its spatial form, structural design, and the mechanisms by which urban memory is conveyed. The proposal sets out targeted renewal strategies for four aspects: paths, edges, nodes and landmarks, and districts. The research findings are as follows: (1) Paths with high integration and connection degrees simultaneously serve as both sacrificial axes and carriers of folk narratives. (2) Edges are composed of the city wall ruins, Loess Plateau landform, and street spaces. The fishbone-like street structure leads to significant differences in the connection degrees of main and secondary roads. (3) Nodes such as Guanyv Temple-Confucian Temple, the South Gate, and the North City Wall Ruins Square have high visual control, while the visual integration and visual control of the Qiaoshan Middle School and Gongsun Road historical nodes are relatively low, and their spatial accessibility is insufficient. (4) Based on the “memory–space” coupling relationship, the district is divided into the Academy Life Area, the Historical and Cultural Core Experience Area, and the Comprehensive Service Area, providing an effective path to alleviate the problem of functional homogenization. The present study proffers a novel perspective on the revitalization mechanisms of historical districts in small and medium-sized cities, encompassing both theoretical integration and practical strategy levels. It further contributes methodological inspirations and localized planning experiences for addressing the cultural disconnection and spatial inactivity problems of historical urban areas on a global scale. Full article

Although conventional lectures can provide a wide range of information to a large group of people, maintaining attention and ensuring knowledge transfer can be a challenge. Therefore, it is important to look for new, engaging, and effective approaches. This pilot feasibility study explores the effectiveness of virtual reality (VR) in increasing student engagement and knowledge transfer during lectures in the field of supply chain logistics and inventory selection systems. An educational VR game was developed through the systematic design of application logic, the creation of 3D assets, the construction of virtual scenes, and the implementation of gameplay. The application simulates three inventory picking methods: conventional selection, Pick by Light, and Pick by Vision systems. A total of 22 master’s students participated in the pilot study. They tested three different versions of the VR game, compared the time they needed to complete it, and participated in a guided discussion and questionnaire. The preliminary student reports indicated that students felt more engaged in the learning process and reported a perceived higher engagement with inventory picking systems compared to the traditional lecture format. On the other hand, participants mentioned concerns about nausea and the unavailability of VR headsets. The pilot results indicate that VR shows potential as an educational tool for teaching industrial logistics because it transforms the typical classroom environment into a more active and playful one, leading to a more natural understanding of the subject. Full article

Recent developments in higher education have transformed teaching–learning processes across disciplines, including structural mechanics in civil engineering programs. However, reports on innovative teaching practices in structural engineering are scattered, hindering their application in other contexts. This study consolidates and analyzes global research trends in structural mechanics education (from 2014 to 2023), complemented by insights obtained from surveys applied to students, instructors, and senior structural engineers in Colombia. The sample literature comprises 150 Scopus-indexed English articles analyzed with Bibliometrix. Eight guiding questions serve to characterize the literature, identify predominant pedagogical strategies, and outline future research directions. Results reveal limited collaboration networks, inconsistent keyword usage, and a strong concentration of U.S.-based authors and institutions. Most papers appear in engineering education journals, and the recurrent topics (active learning strategies, digital and virtual resources, and assessment methods) confirm the prevalence of experiential, student-centered approaches. Based on the findings, eight emerging areas should guide future research: sustainability, educational research, non-disciplinary competencies, digital resources, artificial intelligence, innovation, disciplinary competencies, and digital competencies. Also, it is recommended that engineering faculties focus efforts on clarifying competency frameworks, strengthening pedagogical and faculty development, investing in educational technologies and laboratory infrastructure, fostering collaborative networks, and enhancing the visibility of structural mechanics education research. Full article

Behavioral and educational researchers increasingly rely on rich datasets that capture how students respond to technology-enhanced instruction, yet few open resources document the full pipeline from experimental design to data curation in authentic classroom settings. This data descriptor presents a clustered quasi-experimental dataset on the impact of an instructional architecture that combines virtual reality (VR) simulations with artificial intelligence (AI)-driven formative feedback to enhance undergraduate students’ communication and problem-solving performance. The study was conducted at a large private university in Mexico during the 2024–2025 academic year and involved six intact classes (three intervention, three comparison; n = 180). Exposure to AI and VR was operationalized as a session-level “dose” (minutes of use, number of feedback events, number of scenarios, perceived presence), while performance was assessed with analytic rubrics (six criteria for communication and seven for problem solving) scored independently by two raters, with interrater reliability estimated via ICC (2, k). Additional Likert-type scales measured presence, perceived usefulness of feedback and self-efficacy. The curated dataset includes raw and cleaned tabular files, a detailed codebook, scoring guides and replication scripts for multilevel models and ancillary analyses. By releasing this dataset, we seek to enable reanalysis, methodological replication and cross-study comparisons in technology-enhanced education, and to provide an authentic resource for teaching statistics, econometrics and research methods in the behavioral sciences. Full article

Although emerging technologies are increasingly adopted in teaching and learning, their potential to enhance educational administration remains underexplored. In particular, few studies examine how conversational agents, virtual reality (VR), and robotic process automation (RPA) can jointly streamline administrative workflows in multilingual and multicultural university environments. This study addresses this gap by presenting an integrated solution deployed on the website of an engineering faculty where programs are delivered in foreign languages. The proposed system combines a multilingual chatbot, a VR-based administrative guide and virtual tour, and RPA modules supporting certificate generation, password resets, and exam scheduling. Through an A/B usability test, usage analytics, and qualitative feedback, we evaluate the effectiveness of these technologies in improving access to information, reducing response time, and lowering administrative workload. Results show that this triad significantly enhances efficiency and student experience, particularly for international students requiring continuous support. The paper contributes a replicable model for leveraging emerging technologies in educational administration and offers insights for institutions seeking scalable and student-centered digital transformation. Full article