Background: Although human-robotic interaction is a rapidly burgeoning area of study within education, and social robots are being widely tested for use in schools, few studies have focused on early adolescent interactions with robots under actual classroom conditions. Objectives: We introduced an autonomous, social robot ('Pepper') into a…

Background: Students often show unfavourable attribution: they attribute poor school performance to stable factors such as lack of ability and good school performance to variable factors such as effort. However, attribution can be influenced by individualized digital re-attributional feedback leading to positive motivational effects and higher…

Background: Goal setting has been established in the literature as a critical component of self-regulated learning and for effective problem-solving. Yet, surprisingly little attention has been focused on goal-directed behaviour in digital game-based learning environments (GBLEs) despite their expanding use in educational contexts. Objectives: The…

Background: Integration of digital technologies in schools raises the need of students to master technological, cognitive, and social digital literacy (DL) competencies. Objectives: Based on Hofstede's dimensional paradigm for defining culture, we address the cultural context and examine perceived and actual DL of Arabic-speaking minority students…

Background: Owing to the exponential growth of three-dimensional (3D) environments amongst researchers and educators to create simulation games (SGs) in primary education, there is a growing interest to examine their potential support in computer science courses instead of visual programming environments. Objectives: This study explores the…

Background: The present study analyses the design of programming literacy in the sixth grade of Primary Education, starting from the use of simple activities with visual block-based programming, through "Scratch," and progressively linking difficulty to the use of the "Unity" engine, and the "C#" language, with simple…

Background: Socially shared regulation is a vital factor that affects students' collaborative programming performance. However, students' weak group metacognitive skills or inability to adopt shared regulation mechanisms lead to unsatisfactory collaborative programming learning. Objectives: This study proposes an approach to support socially…

Background: Digital game-based learning is gaining increased attention from both researchers and educators for improving mathematics instruction. However, the evidence for game-based learning is mixed and research with rigorous research design and analyses are limited. Objective: Here, in a pre-registered randomized controlled study, we…

Background: In recent years, the importance of emotions in learning has been increasingly recognized. Applying emotional design to induce positive emotions has been considered a means to enhance the instructional effectiveness of digital learning environments. However, only a few studies have examined the specific effects of emotional design in…

Background: Globally, digital skills are a crucial aspect of education that schools should develop systematically. Research on digital skills tends to be measured using self-reports, performance tests or interventions. There is less knowledge about student and teacher uptake of technology in school, making it important to investigate the actual…

Background: Providing adaptive scaffolds to help learners develop effective self-regulated learning (SRL) behaviours has been an important goal for intelligent learning environments. Adaptive scaffolding is especially important in open-ended learning environments (OELE), where novice learners often face difficulties in completing their learning…

Background: YouTube is widely used for learning about scientific issues in and out of school. However, much of the scientific information on YouTube is inaccurate. Prior studies have mostly focused on how students evaluate textual online information sources and have not yet systematically examined how they evaluate authentic scientific YouTube…

Background: Research suggests that head-mounted displays (HMD) can spark situational interest when they are used to provide science learning experiences that are not possible in traditional classroom settings. However, few studies have investigated the lasting effects of using HMDs in an authentic instructional intervention. Objectives: We…

Background: Augmented reality (AR) is a widely used technology in science education today. Problem-based learning (PBL) is one of the teaching methods employed in science education for a long time. Studies where AR and PBL are used together are new and rare. PBL and AR technology are used together in the study because it is believed that…

Introduction: Virtual worlds (VWs) are immersive three-dimensional environments, accessible simultaneously to multiple users, and described as shared, simulated spaces, whose inhabitants represented as avatars. VWs enable freedom of expression. Using VWs in educational contexts requires a shift from teacher-centered instruction to facilitation of…