Creative teaching represents a novel approach that can be used to enhance higher education students' Self-Regulated Learning (SRL). At present, research on how creative teaching affects SRL is... Show More

Creative teaching represents a novel approach that can be used to enhance higher education students' Self-Regulated Learning (SRL). At present, research on how creative teaching affects SRL is relatively limited. Based on the Hierarchy of Effects (HoE) model and commitment-involvement theory, the study aims to investigate the comprehensive influence of creative teaching on SRL. Data were collected in China. Four novel findings were identified. First, creative teaching significantly influences cognitive involvement, subsequently impacting emotional involvement. Second, among humanities and social sciences majors, creative teaching directly influences emotional involvement. However, among science and engineering majors, creative teaching does not have a direct impact on emotional involvement. Third, emotional engagement can influence SRL both directly and indirectly through teacher-student interactions. Finally, the impact of creative teaching on SRL does not differ significantly between male and female students.

This study explores vocabulary assessment practices in Saudi Arabia's hybrid EFL ecosystem, leveraging platforms like Blackboard and Google Forms. The focus is on identifying prevalent test formats... Show More

This study explores vocabulary assessment practices in Saudi Arabia's hybrid EFL ecosystem, leveraging platforms like Blackboard and Google Forms. The focus is on identifying prevalent test formats and evaluating their alignment with modern pedagogical goals. To classify vocabulary assessment formats in hybridized EFL contexts and recommend the integration of AI-enhanced adaptive testing to improve assessment effectiveness and learner outcomes. A mixed-methods approach was employed, including analysis of 161 online test samples and semi-structured interviews with test designers. A taxonomy was developed to classify tests into multiple-choice and open-response paradigms, assessing their cognitive demands and contextual usage. Results highlighted the predominance of multiple-choice and cloze tasks, emphasizing recognition over retrieval. Digital platforms enabled test administration, but adaptive, AI-driven assessments were notably absent. The findings advocate for integrating AI technologies in vocabulary assessment to create adaptive and personalized evaluations.

This article presents a meta-analysis of the existing literature using Stata 18.0, focusing on the effects of ITSs on learning attitudes, knowledge acquisition, learner motivation, performance... Show More

This article presents a meta-analysis of the existing literature using Stata 18.0, focusing on the effects of ITSs on learning attitudes, knowledge acquisition, learner motivation, performance, problem-solving skills, test scores, and educational outcomes across different countries and educational levels (k = 30, g = 0.86). The findings suggest that while ITSs can significantly improve learning attitudes and test scores, their effects on knowledge acquisition, learner motivation, performance, and problem-solving skills are less conclusive. The impact of ITSs on educational outcomes also varies across different countries and educational levels, with no significant relationship observed between educational levels and ITS effectiveness. The use of specific ITS designs, such as game-integrated ITSs and ITSs with worked examples, appears to have a more positive impact on educational outcomes. Future research should consider the differential effects of ITS designs and explore ways to enhance their impact on diverse learners and educational contexts.

This study explored the relationships between English language proficiency and performance in online, asynchronous science courses. Each participant completed a Language Background Questionnaire... Show More

This study explored the relationships between English language proficiency and performance in online, asynchronous science courses. Each participant completed a Language Background Questionnaire (LBQ) to indicate if English was not their native language, thus categorizing them as an English Language Learner (ELL). The Combined English Language Skills Assessment (CELSA) measured English language proficiency. Of 25 ELLs 13 were interviewed to elicit their perspectives of learning strategies used in an online environment. Quantitative analyses involved t-tests and Pearson's correlation among 91 participants' CELSA scores and final exam results. For non-ELL students, there were weak to moderate, positive correlations for Bacteriology 2: r(57)=.47, p<.00, Clinical Chemistry 1: r(33)=.36, p=.04, and Clinical Chemistry 2: r(33)=.44, p=.01; no other significant correlations were found. This study may inform interventions and strategies that enhance learning and performance in science-based coursework in courses taught in asynchronous, online programs for all students, particularly ELLs.

The aim of the present paper is to explore students' perceptions of MOOCs in relation to their learning strategies. Drawing upon cognitive appraisal theory and learning strategies framework, the... Show More

The aim of the present paper is to explore students' perceptions of MOOCs in relation to their learning strategies. Drawing upon cognitive appraisal theory and learning strategies framework, the study examines the perception of MOOCs as threats or challenges and assesses students' learning approaches through the prism of deep and surface learning strategies. Survey data from 389 students enrolled in a MOOC form the empirical basis of the study. Analysis revealed that cognitive appraisal of MOOCs as a challenge is strongly related to the adoption of deep learning strategies. Conversely, perceiving MOOCs as a threat is associated with the use of surface learning strategies, although such strategies display a weaker yet significant relationship with perceiving MOOCs as a challenge. The implications of this research shed light on enhancing the quality of learning experiences and implementing learning strategies in MOOCs. Implementing these strategies can contribute to the improvement of MOOC design and instructional practices, ultimately fostering positive learning outcomes for students.

Language delay impacts children's social development. Game-based teaching has shown promise in enhancing language skills, however, the effectiveness of digital game-based teaching for children with... Show More

Language delay impacts children's social development. Game-based teaching has shown promise in enhancing language skills, however, the effectiveness of digital game-based teaching for children with language delay remains underexplored. This study, focusing on Chinese kindergarten students, investigated the impact of digital game-based teaching pedagogy on the language development of children with delay. Employing a mixed-method approach, quantitative data from teachers' assessment scale, while qualitative data from semi-structured interviews. A randomized controlled trial was conducted among 60 students. Results revealed a significant improvement in the experimental group post-intervention compared to the control group. Interview findings showed positive attitudes from teachers and parents towards digital game-based teaching, alongside concerns such as distracted academic attention, excessive reliance on games, and prolonged screen radiation. These findings indicate benefits for improving language abilities of children with delay, while calling for attention to potential threats.

This study adopted the Latent Dirichlet Allocation (LDA) to extract learners' needs based on 70,145 reviews from online course designed for software design and development in China and then applied... Show More

This study adopted the Latent Dirichlet Allocation (LDA) to extract learners' needs based on 70,145 reviews from online course designed for software design and development in China and then applied Quality Function Deployment (QFD) to map learners' differentiated needs into quality attributes. Taking national first-class courses as the benchmarking object to identify the key quality attributes expected from massive open online courses (MOOCs), the findings reveal that course video, exercise, teaching schedule, and presentation of course material are pivotal factors in the enhancement of online course quality. Among these, presentation of course material and teaching schedule are identified as priority factors of quality improvement, whereas course video and exercise are recognized as supplementary factors. The findings of this research provide effective guidance for MOOC educators to improve course quality.

Generative videos for educational purposes have become a cutting-edge tool that uses advanced technology to create dynamic and interactive content. This study aims to conduct a scientometric... Show More

Generative videos for educational purposes have become a cutting-edge tool that uses advanced technology to create dynamic and interactive content. This study aims to conduct a scientometric analysis of generative videos for educational purposes using both VOSviewer and CitNetExplorer. Results and conclusions: The research findings indicate that the number of publications and citations in generative video research has fluctuated over the years, indicating changing interest and impact in this field. Among the top 10 most cited authors, sources, organizations, and countries, several key entities stand out as significant contributors to the research landscape. Popular research topics include education, technology, performance, and student-generated videos. Furthermore, the research suggests that generative videos can result in mixed educational outcomes, but improve student engagement and comprehension. They can effectively enhance learners' participation, satisfaction, communication skills, and digital literacy, fostering active learning and visual communication.

This study discusses the value of applying the practical strategy of top-level design of artificial intelligence (AI) in the ideological and political theory courses (IPC) in China universities... Show More

This study discusses the value of applying the practical strategy of top-level design of artificial intelligence (AI) in the ideological and political theory courses (IPC) in China universities, aiming at improving the ideological and political literacy (PA) of college students. The research first implements IPC through AI network media, then combines it with communication, and finally verifies the effect through practical application. The subjects are 120 randomly selected freshmen and juniors. Through the comparative evaluation of education penetration rate, students' experience satisfaction and PA score (questionnaire score), it is found that after the introduction of AI, the education penetration rate reaches 93%, students' experience satisfaction reaches 92%, and the average PA score is 93 3, which are significantly higher than the data before practice. The verification results show that AI-assisted communication guidance can effectively improve the educational effect of IPC in colleges and universities in the new era.

Led by artificial intelligence (AI), digital technologies are acting as a lever for significant change in higher education. Innovative formats such as macrolearning, the concatenation of a... Show More

Led by artificial intelligence (AI), digital technologies are acting as a lever for significant change in higher education. Innovative formats such as macrolearning, the concatenation of a significant number of microlearning units, are consequently emerging. The purpose of this paper is to explore students' preferences for macrolearning programmes from a multidimensional perspective, identifying areas of improvement and how AI can be instrumental in enhancing the student experience. We contribute with evidence-based research to the exploration of how to design and implement an effective macrolearning. Results show that the most preferred dimensions of the macrolearning are those with a technical profile, first the technological platform, then the interface design, followed by institutional aspects, pedagogical aspects, and student support. We also explore the potential of AI to enhance multiple dimensions of macrolearning in the direction of the drawbacks identified, and we discuss how this can accommodate personalisation of training.

With the development of big data technology, higher education is transitioning towards intelligence and ecology. University English teaching, constrained by traditional models, faces challenges such... Show More

With the development of big data technology, higher education is transitioning towards intelligence and ecology. University English teaching, constrained by traditional models, faces challenges such as unmet student needs, inefficient resource allocation, and insufficient teacher-student interaction. Big data, through data collection, real-time analysis, and precise feedback, offers an opportunity for teaching innovation. Based on ecological classroom theory, this paper proposes a path for constructing a university English ecological classroom, integrating the dynamic, systematic, and adaptive features of ecological classrooms to form a data-driven teaching model. The study shows that big data can optimize resource allocation, increase student engagement, and improve teaching interaction, providing new ideas for the ecological transformation of university English classrooms. Additionally, it offers important insights for teaching reforms and the application of big data in other disciplines.