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Yang, Yuqin; Zheng, Zhizi; Zhu, Gaoxia; Salas-Pilco, Sdenka Zobeida – British Journal of Educational Technology, 2023
Preparing data-literate citizens and supporting future generations to effectively work with data is challenging. Engaging students in Knowledge Building (KB) may be a promising way to respond to this challenge because it requires students to reflect on and direct their inquiry with the support of data. Informed by previous studies, this research…
Descriptors: Elementary School Students, Grade 6, Information Literacy, Data
Lachheb, Ahmed; Abramenka-Lachheb, Victoria; Moore, Stephanie; Gray, Colin – British Journal of Educational Technology, 2023
Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences…
Descriptors: Design, Ethics, Privacy, Instructional Design
Gibson, David; Kovanovic, Vitomir; Ifenthaler, Dirk; Dexter, Sara; Feng, Shihui – British Journal of Educational Technology, 2023
This paper discusses a three-level model that synthesizes and unifies existing learning theories to model the roles of artificial intelligence (AI) in promoting learning processes. The model, drawn from developmental psychology, computational biology, instructional design, cognitive science, complexity and sociocultural theory, includes a causal…
Descriptors: Learning Theories, Artificial Intelligence, Learning Processes, Evaluation Criteria
Pi, Zhongling; Zhang, Yabo; Yu, Qiuchen; Zhang, Yi; Yang, Jiumin; Zhao, Qingbai – British Journal of Educational Technology, 2022
Instructors' speech and gestures are tightly integrated. However, little is known about the neural mechanisms by which different types of gestures affect learning. We conducted two experiments on the effects of gestures in video lectures that included an instructor and slides, with English vocabulary as the topic. In Experiment 1, we manipulated…
Descriptors: Teacher Behavior, Nonverbal Communication, Video Technology, Lecture Method
Veldkamp, Alice; Rebecca Niese, Johanna; Heuvelmans, Martijn; Knippels, Marie-Christine P. J.; van Joolingen, Wouter R. – British Journal of Educational Technology, 2022
This study investigates the influence of the educational game design elements "immersion," "collaboration" and "debriefing," on fostering learning with educational escape rooms. We based the design of the escape room on an educational game design framework that aligns the learning goal and the game goal, that is,…
Descriptors: Educational Games, Instructional Design, Learning Processes, Game Based Learning
Matuk, Camillia; DesPortes, Kayla; Amato, Anna; Vacca, Ralph; Silander, Megan; Woods, Peter J.; Tes, Marian – British Journal of Educational Technology, 2022
Data-art inquiry is an arts-integrated approach to data literacy learning that reflects the multidisciplinary nature of data literacy not often taught in school contexts. By layering critical reflection over conventional data inquiry processes, and by supporting creative expression about data, data-art inquiry can support students' informal…
Descriptors: Information Literacy, Data, Art, Inquiry
Sailer, Michael; Sailer, Maximilian – British Journal of Educational Technology, 2021
For higher education, the question of how in-class activities can be supported in large lectures is of great relevance. This paper suggests a gamified flipped classroom approach to address this challenge. In an experimental study, N = 205 educational science students performed either gamified in-class activities using a gamified quiz with points…
Descriptors: Higher Education, Game Based Learning, Educational Games, Class Activities
Hummel, Hans G. K.; Nadolski, Rob J.; Eshuis, Jannes; Slootmaker, Aad; Storm, Jeroen – British Journal of Educational Technology, 2021
Introductory Psychology courses in Higher Education lack application of knowledge in solving work-based problems. We develop and study mini-games that support a more active and experiential way of learning to increase professional awareness. This paper describes the instructional design and the factors under study: learner control and…
Descriptors: Educational Games, Game Based Learning, Introductory Courses, Psychology
Butler, Deirdre; Leahy, Margaret – British Journal of Educational Technology, 2021
Research relating to the development of computational thinking (CT) at primary school level is still in its infancy despite indications that it is most effective when introduced in primary/early secondary education. Teachers are pivotal to ensuring children develop CT, so it is essential they are effectively prepared, starting at preservice level,…
Descriptors: Preservice Teachers, Computation, Thinking Skills, Electronic Learning
Kucirkova, Natalia; Gerard, Libby; Linn, Marcia C. – British Journal of Educational Technology, 2021
Advances in technology have increased the opportunities for designers to personalise instruction based on student actions. We conducted semi-structured interviews with an international sample of educational professionals including researchers, teachers and designers, and reviewed interdisciplinary literature on personalisation to propose a…
Descriptors: Individualized Instruction, Instructional Design, Educational Research, Problems
Serra, Judit; Gilabert, Roger – British Journal of Educational Technology, 2021
Recent years have seen a surge of calls for personalization of education. Automatised adaptivity in serious games has been advocated as a potential instantiation of such calls. Yet little is known about the extent to which personalised learning through automatised adaptivity poses an advantage for language learning over generalised teacher-led…
Descriptors: Educational Games, Computer Games, Second Language Instruction, English (Second Language)
Benton, Laura; Mavrikis, Manolis; Vasalou, Asimina; Joye, Nelly; Sumner, Emma; Herbert, Elisabeth; Revesz, Andrea; Symvonis, Antonios; Raftopoulou, Chrysanthi – British Journal of Educational Technology, 2021
The use of learning games within the classroom is becoming increasingly common because of their potential to positively impact learning. Recent developments in adaptivity offer further possibilities to personalise learning by tailoring the game to an individual child's level or particular learning needs. However, designing an adaptive learning…
Descriptors: Literacy Education, Game Based Learning, Elementary School Students, Learner Engagement
Caskurlu, Secil; Richardson, Jennifer C.; Alamri, Hamdan A.; Chartier, Katherine; Farmer, Tadd; Janakiraman, Shamila; Strait, Marquetta; Yang, Mohan – British Journal of Educational Technology, 2021
This multiple case study investigates instructional designers' perceptions of online course quality, their use of cognitive load strategies when designing online courses, and whether utilization of these strategies contribute to online course quality. The participants of this study were instructional designers (n = 5) who worked in various campus…
Descriptors: Instructional Design, Educational Quality, Cognitive Processes, Difficulty Level
Callaghan, Melissa N.; Reich, Stephanie M. – British Journal of Educational Technology, 2021
Guiding hints and challenge can help scaffold learners to progress beyond what they would achieve independently. The interactive and adaptive capabilities of mobile devices allow educational applications (apps) to support learning through scaffolding designs. However, little research has tested the effects of scaffolding features in apps on young…
Descriptors: Computer Oriented Programs, Handheld Devices, Scaffolding (Teaching Technique), Preschool Education
Huang, Lingyun; Li, Shan; Poitras, Eric G.; Lajoie, Susanne P. – British Journal of Educational Technology, 2021
Past research shows that both teachers' technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers' TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing…
Descriptors: Metacognition, Teaching Methods, Technology Integration, Technological Literacy