This study explores digital narrative as a computer-mediated simulation to enhance in-service teacher reflection. On the basis of the double-loop reflection–narrative generation model, a toolchain was designed to support script scaffolding, multimodal documentation, and peer mirroring. Over 12 weeks, 54 middle school teachers participated in a mixed-methods experiment. Results showed significantly deeper and more frequent reflections, with weekly reflection frequency rising from 1.4 to 2.6 times (p < 0.01). Qualitative analysis revealed that emotional externalization, peer mirroring, and context replay accounted for 67.3% of reflection initiation. Tool proficiency and self-efficacy significantly moderated reflection depth (β = 0.42). Findings confirm digital narrative as an effective simulation-based approach for fostering metacognition, emotional expression, and pedagogical growth in teacher training.

This study presents a framework integrating artificial intelligence, augmented reality, and neurophysiological assessment for preserving and digitizing Chinese Keju cultural heritage. Through the implementation of deep learning algorithms, including convolutional neural network with long short-term memory, Transformer with optical character recognition, YOLO-v8 with bidirectional encoder representations from Transformers, and GPT-4V with augmented reality, the authors achieved progressive accuracy improvements from 0.70 to 0.98 across 100 training epochs for cultural artifact recognition tasks. The 32-channel electroencephalogram experiments (n = 25) comparing physical and virtual reality product appreciation revealed distinct neural activation patterns, with physical interaction eliciting improved multisensory integration through enhanced parietal alpha (8–13 Hz) and sensorimotor cortex activation, while virtual reality demonstrated dominant occipital gamma activity, indicating visual processing emphasis. The augmented reality processing pipeline achieved 93.4% throughput with 85.9-ms latency, enabling real-time cultural heritage experiences.

Serious play for learning has gained popularity in recent years. The research belongs to the opportunity to engage pupils in innovative ways to attract and hold their attention. The purpose of this research is to offer a novel interdisciplinary strategy to identify English language possibilities using complex games that integrates psychological analytic theory, fuzzy reasoning, and neural networks. The study began with a Delphi approach to collect comments from students based on a matrix of the usage of complex games to speak English. A fuzzy logic-based personalized English learning (FLPEL) system is suggested in this article. It creates a fuzzy linguistic identification method that includes four basic input variables (strong points, weak points, possibilities, and risks) recognized through the matrix. It indicates the outcome (studying potentials of the second language) by considering some dynamic input characteristics. The outcomes of the implementation were acquired using the Matlab tool and revealed trustworthy insights and discoveries.

Serious games have been shown to be effective in engaging end-users for various types of training. However, the research in cybersecurity awareness training with serious games is scarce. The authors are interested in (1) the engagement factors that could predict users' intended behavior after learning and (2) whether or not playing a game repeatedly can affect engagement. They assessed players' coping and threat appraisal and measured their multidimensional (i.e., cognitive, affective, behavioral) engagement in cybersecurity awareness. The participants (N=122) in this experiment were randomly assigned to either three or five rounds of gameplay of a commercial cybersecurity awareness serious game. The findings revealed that users' engagement levels were significantly better sustained through five sessions of gameplay with cognitive (but not affective or behavioral) engagement. Serious game developers should include more activities in the cognitive dimension, rather than the affective or behavioral dimensions to assure high engagement and influence the intended cybersecurity awareness behaviors.

This study examines the impact on engagement and affective outcomes of playful learning in social virtual reality (SVR) for distance and open education settings and aims to provide a practical framework for playful learning design. Three case studies in the United States and Greece were examined where playful learning was organized for e-learning. Data collection methods include questionnaires, observation of online course meetings, reviewing of course communications and chat logs records, student and instructor interviews, student coursework assessments, and reflections. Findings indicated that playful learning experiences in SVR can increase academic interest, intrinsic motivation, engagement level, satisfaction, and completion rates. Instructor genuine investment in a thoughtful, sophisticated humorous approach was vital for student buy-in. Finally, guiding principles for playful learning design in SVR are summarized in a model involving four dimensions: theme, actions, narrative, and auxiliary components (TANC).

Implementing digital learning approaches in fragile contexts offers opportunities and challenges at the same time. The article describes an ongoing project by the German development cooperation organization GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit GmbH) with the target to reforest areas of Afghanistan and conduct corresponding capacity building activities in the country. The international and Afghan stakeholders are facing a variety of challenges such as threats on personal safety and security, connectivity, and electricity breakdowns as well as working with a partwise illiterate and digital illiterate target group. The three steps of the capacity building process of the project will be described and explained – the training of trainers, the training of the NGOs, as well as the training of the final target group. Elements of the digital training are gamified and adapted to the Afghan culture, specifically focusing on storytelling, roleplay, as well as social learning.

This study investigated the use of a virtual learning environment, TeachLivE, using pre-post group design to examine the effects of repeated virtual rehearsal sessions. Based upon past findings on the effectiveness of four 10-minutes sessions, the research team used refined methods to examine the effects of these sessions on 102 secondary science teachers. Teachers who took part in the simulated activities significantly increased their targeted behaviors compared to colleagues who had not taken part in the simulation activities. These results of behavior changes that occurred in the simulation were found to transfer back to the real classroom settings for the experimental group (simulation use). Results from this study further validates the impact of simulation in teacher education, showing professional learning in virtual-reality simulated classrooms can positively impact targeted teaching practices in a concentrated amount of time.