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Direct linkAlysha Ramirez Hall; Diana J. Meter; Demi Culianos; Aubrey Uresti; Michael Medina; Adrienne Nishina – Social Psychology of Education: An International Journal, 2025
Time online involves the risk of direct and vicarious online racial/ethnic discrimination. This study examined the day-to-day associations between online racial/ethnic discrimination and positive and negative affect, somatic symptoms, and anxiety. Participants were 208 fourth-year college students (25% men, 72.1% women, 2.9% not reporting gender;…
Descriptors: College Students, Student Experience, Electronic Learning, Online Courses
Matt Bower; Michael Henderson; Christine Slade; Erica Southgate; Kalervo Gulson; Jason Lodge – Australian Educational Researcher, 2025
Free access to powerful generative Artificial Intelligence (AI) in schools has left educators and system leaders grappling with how to responsibly respond to the consequent challenges and opportunities that this new technology poses. This paper examines the priorities and challenges that senior Australian educational leaders identify with relation…
Descriptors: Foreign Countries, Artificial Intelligence, Technology Uses in Education, Educational Policy
Verica R. Milutinovic; Ivana Obradovic; Suzana Ðordevic – Educational Studies, 2025
Many countries are revising their computing curricula, including Serbia, where coding became a core subject in primary schools in 2017/2018. Gamification is a common teaching method, yet little research explores primary students' motivation to learn coding through gamification. This study aims to investigate the factors that influence primary…
Descriptors: Foreign Countries, Elementary School Students, Gamification, Coding
Maya Usher; Ido Roll; Orly Fuhrman; Ofra Amir – International Journal of Artificial Intelligence in Education, 2025
Online Collaborative Writing (OCW) is a prevalent practice among undergraduate students, yet challenges arising from a lack of group awareness (GA) often hinder effective collaboration. To address such challenges, this study included three phases: (1) A preliminary study (n=9) aimed to identify challenges that undergraduate students face while…
Descriptors: Coordination, Peer Evaluation, Writing Evaluation, Editing
Therese M. Cumming; Hee Min Lee; Jordana Hoenig – Australasian Journal of Special and Inclusive Education, 2025
Mixed reality simulations such as TeachLivE and Mursion have been increasingly utilised to prepare teachers for inclusive classrooms. The use of mixed reality simulations, which combine elements of both virtual and augmented reality, offers immersive and interactive experiences that can enhance teacher training in various ways. These simulations…
Descriptors: Computer Simulation, Preservice Teachers, Preservice Teacher Education, Inclusion
Sophia Krause-Levy; Andrew Petersen; Oladele Oladunjoye Campbell; William G. Griswold; Leo Porter; Oluwatoyin Adelakun-Adeyemo; Jennifer Campbell; Michelle Craig; Adrienne Decker; Sebastian Dziallas; Carrie Demmans Epp; David R. Gibson; Yekaterina Kharitonova; Devorah Kletenik; David L. Largent; Emma McDonald; Brian M. McSkimming; Tina L. Peterson; Caroline Sih; Cynthia Taylor; Neena Thota – ACM Transactions on Computing Education, 2025
Motivation: In computing, Impostor Phenomenon (IP) has been viewed as a problem for many years, but little research has been done to show its prevalence. In 2020, IP in computing began to be explored at single institutions. The results showed that IP is prevalent among undergraduate and graduate students in computing courses and that the rates of…
Descriptors: Computer Science Education, Higher Education, College Students, Self Concept
Narong Kiettikunwong; Pennee Narot; Pongmanut Deeod – International Journal of Developmental Disabilities, 2025
Objectives: This study examines how artificial intelligence (AI) can enhance inclusion for individuals with intellectual disabilities in Thailand, addressing critical gaps in current policy frameworks and technological implementation strategies within the country's digital transformation agenda. Methods: A conceptual analysis approach was…
Descriptors: Foreign Countries, Artificial Intelligence, Inclusion, Intellectual Disability
Olha V. Barna; Olena H. Kuzminska; Serhiy O. Semerikov – Discover Education, 2025
This study investigates how integrating STEM content in computer science education enhances the implementation of Universal Design for Learning (UDL) principles and its impact on digital competence development in Ukrainian secondary schools. The digital transformation of education demands innovative pedagogical approaches that accommodate diverse…
Descriptors: STEM Education, Computer Science Education, Access to Education, Technological Literacy
Download full textBjörn Haßler; Bethany Huntington; Christopher Klune; Jennie Lester; Aditi Bhutoria; Hassan Mansour – Education Endowment Foundation, 2025
The EdTech sector has seen rapid growth in the past decade, further catalysed by the Covid-19 pandemic that required many teachers and schools to turn to technology-based solutions to support learning over periods of school closures (Karboul, 2020). Since the 2020s, over two-thirds of schools in England have increased their use of technology,…
Descriptors: Technology Uses in Education, Educational Technology, Technology Integration, Intervention
Liqaa Habeb Al-Obaydi; Marcel Pikhart; Md Kamal Hossain – Contemporary Educational Technology, 2025
Chatbots with artificial intelligence (AI) capabilities, such as ChatGPT, are an important tool for language learning because they provide an interactive and adaptive learning environment that can be adjusted to each learner's level of skill. This paper explores the application of ChatGPT, an advanced AI-powered chatbot, as a tool for language…
Descriptors: Artificial Intelligence, Computer Uses in Education, Language Skills, English (Second Language)
Unyaparn Sinlapaninman; Wannatida Yonwilad – Educational Process: International Journal, 2025
Background/purpose: This study addresses challenges in graduate research supervision by developing and evaluating an AI chatbot research coaching system designed through Design Thinking and Educational Design Research. The research aimed to examine system usability, perceived value, and alignment between user experiences and original design…
Descriptors: Foreign Countries, Graduate Study, Artificial Intelligence, Coaching (Performance)
Shilpi Taneja; Siddhartha Sankar Biswas; Bhavya Alankar; Harleen Kaur – Electronic Journal of e-Learning, 2025
This paper presents the design of a personalized learning agent powered by the Agentic RAG technique. The agent can interpret learners' queries and autonomously decide which tools should be used to generate the most suitable response. When the learner shares an Open Educational Resource (OER) they wish to learn from, the agent first breaks the…
Descriptors: Artificial Intelligence, Natural Language Processing, Open Educational Resources, Individualized Instruction
Militsa G. Ivanova; Hanna Eklöf; Michalis P. Michaelides – Journal of Applied Testing Technology, 2025
Digital administration of assessments allows for the collection of process data indices, such as response time, which can serve as indicators of rapid-guessing and examinee test-taking effort. Setting a time threshold is essential to distinguish effortful from effortless behavior using item response times. Threshold identification methods may…
Descriptors: Test Items, Computer Assisted Testing, Reaction Time, Achievement Tests
Benjamin Carcamo – Technology in Language Teaching & Learning, 2025
Multimodality is an important component of the English as a Foreign Language (EFL) classroom. Among its myriad elements, one that has not been addressed in recent research is the importance of engaging in the creation of multimodal texts in EFL classes. This study investigates how adding lessons focused on the creation of multimodal texts in EFL…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Creative Activities
Lei Wu; Ying Ma – Early Child Development and Care, 2025
Augmented reality (AR) technology can enrich preschoolers' picture book reading experiences. This study examined differences in reading quality and comprehension between children using AR and traditional paper picture books. Ninety 5- to 6-year-old children from City S, with no prior AR exposure, were randomly assigned to an AR group or a paper…
Descriptors: Preschool Children, Picture Books, Computer Simulation, Printed Materials
