In elementary education, virtual reality (VR) has been the subject of much-increased research over the last ten years, with developed and developing nations making significant contributions. This research used a bibliometric approach to examine all publications published between 1994 and 2023, depending on this information. This study uses the VOS viewer tool and the Scopus database to analyse 365 articles. The results show that developed nations significantly contributed to publications and citations, especially in research and development, whereas developing nations were more interested in using technology in education. Journals in computer science and education now receive the most citations, which indicates the current focus on Virtual Reality in Elementary Education. The trend of greater collaboration among authors may be attributed to several variables, including, but not limited to, enhanced financing, higher author competency, and the rise of transdisciplinary studies. This collaborative effort facilitates the exchange of many viewpoints, expands the scope of insights in articles, and improves the editing and revising process. The terms "child," "reality," "technology," "approach," "intervention," "teaching," "augmented reality," "difference," "patient," and "process" are the top 10 keywords linked to virtual reality in elementary school research. Research relevance, influence, and acknowledgment within the scientific community may be ensured by matching research to keyword trends. The findings of this study could help future investigators choose research topics and pinpoint areas of interest.

This quantitative-correlational study aimed to examine the relationship between online game addiction and mental well-being of high school students from Angeles City, in the Philippines, during the Covid-19 pandemic. To obtain data from the respondents, the Internet Gaming Disorder Scale-Short-Form and Depression, Anxiety, and Stress Scale (DASS-21) were utilised. After obtaining data from purposively selected 162 high-school students, it was observed that there was a positive and significant relationship between online game addiction and mental well-being. The study highlighted that individuals who are highly dependent on online games are more likely to experience higher levels of depression, anxiety and stress. Based on the findings, implications for theory and practice, particularly in learning and development, are presented, along with recommendations for schools, teachers, students, and future research directions.

This paper analyses the potential of micro-credentials in adult education through upcoming EU policies and initiatives, bearing in mind the increasing use of online learning platforms globally. Understanding national and international approaches to micro-credentials allows undergraduate programmes and teaching practices to flourish in economically less developed countries. The Republic of Serbia welcomes new approaches in the search for acceptable models of distance learning and equality in the labour market.

Changes in learning format between face-to-face, online, and blended learning impact learning convenience. Based on changes in learning formats, this research aims to reveal and explore information regarding the learning formats that postgraduate students feel is most convenient based on their experiences and conditions. This research used a phenomenological design to obtain comprehensive and in-depth data regarding the convenience of various learning formats and that are at the beginning of the transition between various instructional formats. Data sources were obtained from postgraduate study participants at various universities in Jawa, Indonesia, who had experienced changes in learning formats during their studies. Data was collected through direct observation and in-depth face-to-face and online interviews of 13 participants to capture real experiences and feelings. The data was then analysed using thematic qualitative analysis techniques with the help of the Atlas.Ti programme. The research results showed that all learning formats can optimise learning success if the resources are available and students are serious and focused on learning. For postgraduate students with good internet access, online learning was the most desired and convenient, both for those who were very busy and those who were just focused on studying. Ultimately, the choice of learning format should be based on carefully examining all available options to maximise their success in achieving their educational goals.

This study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy.

The JL4D focuses on research and case studies oriented to innovation and how does it contribute to development.In the past years, the dominant themes have been OER supporting TEL, the concept of L4D itself, and innovative technology applications to address contextual needs.As Mays (2023) points out "we need to keep thinking about the why (learning for development) and the how (technologyenabled) and keep evaluating what we are achieving (lessons of experience and research) in order to close the feedback loop into improved practice".Within this framework, a major focus of L4D is the learner, and how learners are innovating and leveraging resources (especially technology-enabled learning resources) for self and community development.The present issue of the Journal is devoted to focusing on learners in 'learning for development'.

The Handbook of Open, Distance, and Digital Education (ODDE) is a comprehensive publication covering key topics from open and distance education as well as digital education. This book establishes itself as colossus in the realm of distance education literature, spanning seven parts, 80 chapters and 1,437 pages. Covering such an extensive publication within the scope of a single review might not do justice to the significant individual contributions of this work. Consequently, this review pertains only to part I and part II of this book, which involves the first 14 chapters.

This paper attempts to describe the signifier choice of student artists in thematic representations of digital visual arts and determine its implications for digital pedagogy. Utilising a qualitative approach to research and covering a corpus of six digital artworks of student artists, the semiotic analysis utilising Peirce’s (1991) sign modes showed the student artists’ preference for mostly indexical and symbolic signifiers in thematic representations of Filipinos’ resiliency to the pandemic. This signifier choice of student artists was influenced by their experience, family, self, other artists, and their initiatives for finding information and drawing inspiration from online sources, as revealed in the conducted Focus Group Discussion (FGD) with the participants. Moreover, the individual interviews with the participants demonstrated that the student artists’ choice of signifiers served as a vehicle for expression, representation, and impression of ideas, themes, and abstractions dominating their artworks. This study calls for the integration of digital artmaking tools into pedagogy to provide opportunities for artistic expression and support diverse representation. Teachers can introduce various digital tools and platforms, create assignments that encourage creative experimentation, and foster a safe and inclusive classroom environment. Future research could explore the practical applications of digital pedagogy in visual arts education.

The encyclopedia of female pioneers in online learning is a fascinating compilation about the work of thirty leading educational experts who have lived and worked in eighteen countries across the globe.Their knowledge and contribution to the field has shaped and improved how people learn online.The women in this book were some of the first to introduce new ideas, concepts and applications in distance education and online learning, and they continue to contribute to Distance Education, elearning and Open and Distance Learning.As strong proponents for phenomenology, the authors, Bainbridge and Wark, have given these women a platform to share their subjective interpretation of experiences as pioneers in online learning.

This study examined African higher education students' digital media use for learning. A total of 64 papers were selected for final synthesis from 1046 publications between 2010 and 2021. The review was dominated by campus-based undergraduate studies in the STEM subjects. The synthesis confirmed a variety of digital media usage; however, learning management systems were mainly used for course delivery and primarily accessed by students through weak internet-enabled mobile devices. Digital-media learning activities include communication, information search, instruction, knowledge management, exploration, assessment, collaboration, and simulation. Subject areas were found to have no associations with type of learning activity. These findings suggest an emphasis on transmissive learning modes in digital environments, which may not promote active learning. Although African countries have leapfrogged the development of tethered devices and internet applications, connectivity cost, reported incompatibility, technical issues, and low digital proficiency still prevent the upscaling of technology-enhanced learning via mobile devices.