Technological advancements, particularly those associated with artificial intelligence (AI), have significantly transformed the educational landscape. The ChatGPT tool, developed by OpenAI and launched in 2022, has garnered considerable interest from users globally. This study aims to characterize the perceptions of IT students regarding ChatGPT, exploring variations based on gender and employment status, while also examining the relationships between these perceptions, age, completed semesters, and usage intensity. A comprehensive literature review on AI, with a focus on the ChatGPT tool, was conducted. A questionnaire was distributed to 72 undergraduate IT students to assess their perceptions of ChatGPT usage. The questionnaire encompasses three key areas: confidence, intention to use, and current utilization of the tool. Findings indicate a weak to moderate correlation between the intensity of ChatGPT usage and the statement, “I am willing to make decisions based on ChatGPT recommendations.” Additionally, a weak relationship was observed between usage intensity and the perception that “ChatGPT is trustworthy in terms of reliability and credibility,” as well as between usage intensity and the willingness to use ChatGPT in the future.

This study examines the effectiveness of a multi-level assessment protocol for online learning, particularly the use of reflection and self-assessment as learning and assessment tools, by capturing and interpreting five graduate students’ experiences in an online assessment course. Data were collected through surveys, reflection questions, self-assessments, pre-assessments, and module assessments. Likert-scale survey questions and selected-response reflection questions or assessment items were analyzed by counting responses or tallying correct answers. Open-ended survey questions, reflection questions, and assessment items were analyzed qualitatively using thematic analysis. Results reveal that combining traditional tests with reflection enhances assessments as learning tools, emphasizing the necessity of carefully formulated reflection questions. For self-assessment with constructed-response tests, providing students with illustrative responses and detailed rubrics that clearly state the number and scope of key points expected in responses can help standardize students’ subjective judgments. Furthermore, the unanimous preference for hands-on projects among students and the frustration expressed by some regarding asynchronous discussions underscore the importance of offering diverse, flexible, and engaging activities across various modalities to support learning outcomes. Overall, the findings affirm the enhancement of assessments as learning tools through the amalgamation of traditional tests with reflection and self-assessment, while also pinpointing the need for thoughtful implementation.

This study examines the effect of robot-assisted problem-based learning (PBL) on learning outcomes in higher education. A quasi-experimental design was adopted, and the application was carried out over 16 weeks (48 hours) with two parallel branches. In the experimental group, a question-and-answer-focused educational robot was integrated into the project-based learning process, while in the control group, the same content was applied without robots. Measurements encompassed self-directed learning (including self-management), problem-solving, and comprehension/discovery dimensions. Bayesian comparisons showed that the level of evidence in favor of the experiment was in the medium-strong range for most variables; a significant increase was observed particularly in self-management. Problem-solving and comprehension/discovery scores were also higher in the experimental condition. Figures and tables report posterior effect sizes and 95% confidence intervals. The results indicate that robot-assisted PBL, which offers timely and elucidative feedback, improves the metacognitive processes associated with PBL and aids students in adhering to their study goals more consistently. In conclusion, robot-assisted PBL can significantly improve self-management, problem-solving, and comprehension outcomes, provided that appropriate feedback design and application fidelity are maintained. Future research should examine its effects across various fields by integrating long-term follow-up periods and behavioral performance assessments. The study enhances the reproducibility of results by evaluating the strength of evidence through open Bayesian reporting. This method makes design choices more transparent and establishes clear guidelines on how educational technologies should be used responsibly.

The current study evaluated the effect of technology-based self-management on disruptive behavior and academic engagement (AE) with a student with an emotional and behavioral disorder. A multiple baseline design across three general education settings was used to assess the effectiveness of the intervention, self-management using the CellF-Monitoring app. The use of technology based self-management resulted in an increase in AE across all three academic settings. Furthermore, students and teachers rated CellF-Monitoring app as highly social valid

With technological advancement, multimodality has received paramount importance in teaching and learning. Different technology-based assistance is available nowadays, and computer-assisted language learning (CALL) is one of them. It uses computer-based tools, materials, resources, and information to assist second language learning. Motivation keeps learners focused and persistent, making them more willing to communicate in a second language. This quantitative study unearths how the use of multimodal pedagogical resources motivates language learners and promotes their willingness to communicate (WTC). For this purpose, data is collected from the English language learners of three semesters from the department of English, University of Sahiwal. From the 3<sup>rd</sup>, 5<sup>th</sup>, and 7<sup>th</sup> semesters, the data is collected using Google Forms, and a five-point Likert scale questionnaire is utilized as the research instrument. The responses are analyzed descriptively using SPSS 29. The validity and reliability analysis of the questionnaire is also done to check the quality and strength of the instrument utilized. Inferential Statistical Analysis is done by using two non-parametric tests, the Mann-Whitney U Test and Kruskal-Wallis H test. From the responses received and the descriptive analysis, it is observed that the use of multimodal pedagogies motivates the learners and makes them more willing to communicate in the target language not only inside the classroom but also outside the classroom.

This research aimed to determine the effects of motivational scaffolding and adaptive scaffolding on academic and online self-efficacy in learners interacting with a multimedia learning environment within the field of technology. The study involved 146 students from four tenth-grade classes at a public institution in the municipality of Soacha (Cundinamarca-Colombia). The research followed a quasi-experimental design with two independent variables: (1) motivational scaffolding (static and faded by the student) and (2) adaptive scaffolding (fixed and differentiated), it also included two dependent variables; academic and online self-efficacy. A factorial MANCOVA statistical analysis showed a significant interaction of adaptive scaffolding and motivational scaffolding on self-efficacy for online learning. There was also evidence that differential adaptive scaffolding had a substantial effect on academic and online self-efficacy. These findings suggest that the use of motivational and differential pedagogical and/or didactic strategies in virtual learning environments, which integrate scaffolding faded by the student, enhances learners’ personal judgments about their abilities to learn content within the field of technology.

The systematic review permitted the characterization of training programs in digital teaching competence using an analysis of their structure, implementation, and results. A comprehensive search was conducted across five databases, namely Scopus, Web of Science, Redalyc, Science Direct, and LENS, to retrieve scientific articles published between 2017 and 2023. The search was conducted using the inclusion-exclusion criteria, and the articles were selected to answer five guiding questions. The review addressed five aspects: initiatives and practices, configuration, implementation, concrete results, and dimensions according to recurrent frames of reference. It was observed that there has been an improvement in digital competence and teacher motivation, with elements such as information literacy, communication, digital content creation, and information security. However, there is a lack of alignment with current needs. It is important to articulate with reference frameworks such as DigCompEdu. To prepare future teachers and train active ones, it is suggested that conceptual, procedural, and attitudinal aspects be considered.

The application of gamification methods is still complex for most Latin American teachers who apply gamified pedagogies. Many confuse their nature with cognitivist classes that are totally confusing when using gamified tools for active learning of their students. The background information states the reduction of academic obstacles for students to perform at a high level, especially when participating in an interactive and combinatorial way with gamification technologies offered by the teacher. We tested the effects of the D-S-F<sub>[IR]</sub> proposal (dynamics, strategies, feedback, and interactive reinforcement), replicating gamified pedagogical phases with virtual applications, the use of video games in academic underachievement; and a follow-up verbal interactive reinforcement. The method made it possible to develop between 1,600 and 1,800 verbal didactic interactions of knowledge (orientation, questioning, and reassuring). The approach consisted of 60 reinforcement sessions (± 8 months of implementation), for 140 students with low cognitive performance at school (range<sub>[age]</sub> = 8.5-12.5), who were previously selected and randomly assigned to three comparison groups (EG<sub>[1]</sub> = 47; EG<sub>[2]</sub> = 47; CG = 46). The results were evidenced by performance tests, reporting significant improvements in mathematics cognitive performance (F = 53.316; p < 0.05). A specific analysis of performance in science and communication allowed for significant improvement (F = 93.119; F = 85.770; p < 0.05), although no differentiating effects were evident between the experimental groups. It is important to conclude that mixed gamification was responsible for the reduction of the low level of school cognitive performance.

The COVID-19 pandemic began in the late months of 2019 and by Spring of 2020, in an effort to limit transmission of the virus, schools across the globe had closed and transitioned to emergency online teaching which may have disrupted their current learning procedures. In the United States, over 13,000 school districts completely closed down during this time. Schools began to offer multiple types and modes of instruction in order to continue providing instruction for their students. One of these was <i>emergency remote teaching</i>. During the emergency remote teaching environments (ERTE), teachers worked within the ERTE framework to design their online instructional strategies. The purpose of the study is to report instructional strategies teachers used to provide education to their students during the extremely constrained set of circumstances presented by the COVID-19 pandemic, and to examine their contextualized stories regarding why they used these strategies as well as their perspectives on the comparative success of those strategies.

This systematic literature review aims to offer an in-depth analysis of the existing research landscape regarding the application of the flipped classroom approach within the domain of language learning. The investigators methodically selected and analyzed 57 papers from 656 documents using a systematic and rigorous approach to literature selection. Our findings demonstrate the significant international impact of this field, with contributions from many countries and districts as well as globally excellent academic institutions. This review examines multiple areas of research, including improving students’ perceptions and attitudes in flipped classrooms, language proficiency, motivational factors, etc. In addition, the research methods employed were evaluated, with a particular emphasis on mixed methods which combined the quantitative method with the qualitative method. Even though the application of flipped classrooms in language learning has achieved some achievements, some limitations are obvious. The most notable are the problem of sample size, the difficulty of technology integration, the lack of teacher training, the singularity of language research, etc. The research gaps revealed in this literature review, indicate interesting possibilities for future research. The diversity of research languages, the multiplicity of research methods, the integration of advanced technologies, and intensive teacher training will be significant of the area focus. This systematic literature review not only enriches the existing knowledge system but also has the potential to the direction of the development of flipped classrooms in language learning.