Online learning is in high demand due to benefits such as convenience, flexibility, cost efficiency, and improved accessibility. In online learning, video conferencing is an effective technology for collaboration and increasing online student engagement. This study is part of a larger study conducted using design-based research (DBR) to develop a video annotation tool using artificial intelligence (AI) methodologies such as machine learning and deep learning. This systematic literature review is the foundation of the process which identifies the characteristics and indicators of engaging teaching videos. The studies included in this systematic literature review have been gathered from seven databases and selected by applying inclusion/exclusion criteria in accordance with the Preferred Reporting Items for Systematic Reviews. From the selected studies, we identified, categorised, and explained the characteristics and indicators of engaging teaching videos based on teachers’ behaviours and movements. In this study, we identified 11 characteristics and 47 associated indicators of the characteristics critical in enhancing student engagement. Teachers and higher education institutions can use these characteristics and indicators as a benchmark to improve the quality of engaging teaching videos and later improve teaching and learning. In the final stage of DBR, the identified indicators can be used to train a machine learning tool, a form of AI. This tool can provide a report on engaging teaching videos by highlighting the teachers’ behaviours and movements.

This qualitative study is one of the early attempts to provide empirical evidence to inform Interest-Driven Creator (IDC) theory through a discrete Educational Technology course. In this study involving 64 undergraduate students who majored in education, we focused on the interest loop (triggering, immersing and extending) as it acts as an impetus to nurturing habitual learners. Qualitative data were sought to answer two research questions that explored student teachers’ initial interest in learning educational technology and to understand the development of their interest using IDC as the underpinning theory. The findings indicated that they initially showed little interest in the course. However, others felt good about and were drawn towards educational technology. The findings also indicated that interest development begins when situational interest is triggered and they become aroused by the course contents. The student teachers then willingly spend time accomplishing the given task when immersed in the learning process with a clear goal. They then progress to extend their interest, making sense of their newly acquired knowledge and connecting with other previously known knowledge to expand it further. Overall, our findings suggested that the interest loop of IDC was able to describe the development of student teachers’ interest in educational technology.

This research examined the pedagogical characteristics of emergency online learning in elementary schools. The study adds to the educational technology literature, exploring the opportunities and challenges for students by triangulating analysis of learning activities with perspectives of teachers, students, and parents. Thematic analysis of the interviews with 22 teachers, 21 students, and 10 parents revealed 913 statements grouped into categories and subcategories. Furthermore, 93 learning activities were analyzed based on the recent e-CSAMR framework that combines the SAMR and collaboration models. Participants reported development of student independence, responsibility, and learning autonomy, while adversely mentioned feelings of disconnection and lack of social communication. However, analysis of learning activities reflected mostly basic rather than advanced techno-pedagogical levels of the original SAMR model and revealed that they did not sufficiently incorporate collaborative activities or design of learning artifacts. Theoretical implications supported the e-CSAMR framework and identified optimal components for emergency learning within the framework. The results highlight the need to integrate collaborative learning into distance online learning and suggest that appropriate support and training can transform challenges into pedagogical opportunities.

The aim of this study is to design and implement an e-learning course for distributors of fast-moving consumer goods using gamification. In the first step, the components of the in-store assortment are extracted using a systematic literature review, and customer preferences in each of these factors were determined as users’ opinions of 387 customers. In the next step, the game is designed based on the persuasive game design (PGD) model, and the mechanics, dynamics, and aesthetics (MDA) of the game were determined by an experts’ panel, and a mobile app is designed as a learning tool. In the following step, the designed game was carried out by the distributors and the game prizes are awarded to the winners. Finally, the effects of the gamified e-learning are evaluated using the IMI questionnaire and analyzing the players’ points. Findings show that enjoyment, perceived competence, effort importance, pressure tension, perceived choice, and usefulness of this course are significantly higher than average. Besides, the average of points gets higher during repetition rounds while the dispersion of the points gets lower. As a result, it seems that gamification could be a valuable alternative to learning operational tricks for marketing staff, especially distributors.

During the COVID-19 pandemic, universities worldwide were forced to close, causing a shift from presential to remote classes. This situation motivated teachers to find suitable tools to evaluate students remotely, fairly, and accurately. However, currently available systems are either survey or exercise evaluation based, not suitable for competency-based assessments. Faced with this context and limitations of available evaluation systems, we developed TestsOverSSH, a system to devise, deliver, and automatically correct assessments performed in a Command Line Interface (CLI) environment. Unique assessments are generated per student when they access the proposed system via Secure SHell (SSH). TestsOverSSH is composed of shell scripts that orchestrate a series of tools and services that come pre-installed in Linux distributions. It can be used to construct multiple-choice or direct answer questions while also requiring students to perform tasks in the environment per se, namely computer programming or CLI manipulation-related assignments. We present examples of the question types in this system, explaining question formats and operating guidelines. Since the assessments are directly performed in the system, logs and command history can be easily retrieved while keeping information within student devices uncollected. We performed evaluations using this system in a real context and obtained student feedback through a custom survey and the System Usability Scale (SUS). Survey results and SUS score suggest that TestsOverSSH is an intuitive evaluation tool, with eased access and usage, making it applicable for e-learning.


 
 
 We thank the seven scholars who have provided commentaries to our paper on the Interest-Driven Creator (IDC) experimental school in Taiwan. We provide replies to their commentaries in the interest of continuing the productive discussions that we hope to see in the further pursuance and refinement of the IDC theories. We also use the opportunity here to provide replies to the commentaries written by Dillenbourg et al. (2019) and Roschelle and Burke (2019), specifically written for the original IDC paper (Chan et al., 2018).
 
 

Undergraduate students are expected to regulate their learning processes and overcome knowledge-related obstacles. Academic help-seeking (HS) is a social strategy to acquire missing information or explanations. As mobile devices are a popular means for communication between students, services on those devices are of interest for computer-mediated academic HS. The goal of the presented study is to determine requirements for the design of digital services that support asking for and receiving help. The article presents students’ perspectives on the knowledge-related obstacles that cause them to seek help through computer-mediated communication via mobile devices. Moreover, it presents respondents’ perceived inhibitions about asking peers for help. Finally, the perceived technical drawbacks of popular services are outlined. Data acquired from N = 59 semi-structured interviews were analyzed using qualitative content analysis. The students reported that they experience knowledge-related obstacles while working on assignments and that they avoid HS when they are worried about social humiliation. They also reported that a messenger service was used most frequently for HS. The results are valuable for designers and practitioners in the field of computer-mediated academic HS.

Learning scenarios building on disagreement in a learning group or a whole classroom are well established in modern pedagogy. In the specific tradition of collaborative learning, such approaches have been traced back to theories of socio-cognitive conflict and have been associated with argumentative learning interactions. An important premise for these types of learning scenarios is the identification of disagreement. In the spirit of learning analytics, this calls for analytic tools and mechanisms to detect and measure disagreement in learning groups.Our mathematical analysis of several methods shows that methods of different origin are largely equivalent, only differing in the normalization factors and ensuing scaling properties. We have selected a measure that scales best and applied it to a target scenario in which learners judged types and levels of “toxicity” of social media content using an interactive tagging tool. Due restrictions imposed by the pandemic, we had to replace the originally envisaged classroom scenario by online experiments. We report on two consecutive experiments involving 42 students in the first and 89 subjects in the second instance. The results corroborate the adequacy of the measure in combination with the interactive, game-based approach to collecting judgements. We also saw that a revision of categories after the first study reduced the ambiguity. In addition to applying the disagreement measure to the learner judgements, we also assessed several personality traits, such as authoritarianism and social closeness. Regarding the dependency of the learner judgements on personality traits, we could only observe a weak influence of authoritarianism.

The presence of the technology in the lives of young students does not guarantee that they know how to use it as a learning resource. Likewise, doubts remain about the role of teacher support in the digital literacy of their students. Assuming the moderating capacity of educational level, the aim of this study was to understand to what extent teacher support can determine students’ ability to use technology as a learning resource. In order to respond to this objective, the Model for Developing Effective e-Learners (MDEeL) was used. A multigroup analysis with structural equations and a simple quota sample of secondary education (N = 300) and higher education (N = 300) students in Spain were used. The results showed that the influence of teaching support on basic digital skills associated with the use of the Internet as a learning resource was moderated by educational level. The study provides an approach that allows teacher support for digital literacy to be evaluated in the context of student learning practices.


 
 
 Learning is socially constructed, influenced by the norms of the learning environment as well as the relationships within it. As higher education students continue to access their learning through online platforms during the pandemic, some find the experience stressful and intimidating. Higher education students develop four key relationships during their studies: to self, to teachers, to peers and to subject. Might the shift to online learning have impacted the development of these key relationships? And if so, could adjustments to the design of online learning help? Thematic analysis of student feedback about online learning provision (n=496) indicates peer relationships are disrupted by limited interactional opportunity during some online learning formats, and that the peer relationship plays a mediating role in the development of other key relationships. Problematic synchronous teaching formats are identified and mitigations suggested. These findings are of interest to all seeking to optimise the design and delivery of online learning.