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ORCIDInteractive Learning Environments, Volume 33
Volume 33, Number 1, January 2025
- Nurul Fitriah Alias, Rafiza Abdul Razak
:
Revolutionizing learning in the digital age: a systematic literature review of microlearning strategies. 1-21 - Haodong Chang, Bo Liu, Yipeng Zhao, Yan Li, Fujun He:
Research on the acceptance of ChatGPT among different college student groups based on latent class analysis. 22-38 - Pfuurai Chimbunde, Godfrey Jakachira:
Threading through the needle of digital education in Sub-Saharan Africa: understanding the concerns of university lecturers. 39-51 - Yuhui Jing, Jian Dai, Chengliang Wang, Shusheng Shen, Rustam Shadiev:
Unleashing the power of virtual learning environment: exploring the impact on learning outcomes through a meta-analysis. 52-69 - Yujuan Guo, Luoying Huang, Xiaoyu Xie:
How do learners' content network characteristics evolve in cMOOC from the perspective of clustering and comparing learners? 70-87 - Hui-Chin Yeh:
The synergy of generative AI and inquiry-based learning: transforming the landscape of English teaching and learning. 88-102 - Keunjae Kim, Kyungbin Kwon:
A systematic review of the evaluation in K-12 artificial intelligence education from 2013 to 2022. 103-131 - Wayan Sintawati, Rustam Shadiev:
Promoting UAV autonomous aerial video to improve cross-cultural understanding, historical knowledge, and students' perception. 132-153 - Jozef Hvorecký, Petr Rozehnal, Tatána Funioková, Petr Gurný:
3D desktop virtual reality as a facilitator of the learning quality and of strengthening students' results. 154-169 - Hanlin Hu, Geping Liu, Tao Xie:
Multimodal interaction in virtual reality supported education: a systematic review. 170-191 - Alexander Volkov, Pavel Volkov, Alesya Nureyeva, Viktoriya Samokhina:
The role of digitalization in knowledge exchange and sources of knowledge acquisition for students' well-being. 192-207 - José Fernández-Cerero, José María Fernández-Batanero, Marta Montenegro Rueda:
Possibilities of Extended Reality in education. 208-222 - Xiaohong Lin, Jun Zhang, Xiaoming Cao, Beina Zhao:
A study on behavioral intentions of artificial intelligence learning platform: comparing the perspectives of teachers and students. 223-243 - María del Pino Díaz-Pereira, Lucía Casal-de-la-Fuente, Joseba Delgado-Parada, María-Carmen Ricoy, Rain Eric Haamer, Dorota Kaminska, Dorota Merecz-Kot, Grzegorz Zwolinski, Iñigo Cuiñas:
Virtual reality scenarios to reduce stress of assessment in university students: gender perspective guidelines. 244-259 - Sen Yüksel, Betül Gündogdu, Nilhan Kaya:
Co-design in somewhere: the interpretations of interior design students on future architectural scenarios in metaverse. 260-275 - Hang Zeng, Yuanyuan Xin:
Comparing learning persistence and engagement in asynchronous and synchronous online learning, the role of autonomous academic motivation and time management. 276-295 - Zhi-Qiang Ma, Ling-Yu Kong, Yun-Fang Tu, Gwo-Jen Hwang, Zi-Yun Lyu:
Strengthening collaborative argumentation with interactive guidance: a dialogic peer feedback approach based on the six thinking hats strategy. 296-320 - Ravindra Giriraj Bhardwaj, Harpreet Singh Bedi:
ChatGPT as an education and learning tool for engineering, technology and general studies: performance analysis of ChatGPT 3.0 on CSE, GATE and JEE examinations of India. 321-334 - Lin Luan, Gwo-Jen Hwang, Yanqing Yi, Zhihong Lu, Bowen Jing:
The effects of a self-developed virtual reality environment on college EFL learners' vocabulary learning. 335-346 - Pingping Hu, Bin Gao, Ke Li:
Learning interpreting in virtual reality: a scoping review. 347-366 - Tsung-Sheng Chang, Wei-Hung Hsiao:
Exploring the influence of the learning Metaverse on student satisfaction: an integrated framework of dual-congruity theory and interactive learning environment features. 367-386 - Wenhui Liu, Linlin Hu:
Unplugged programming practice in Chinese rural primary schools: a method to foster students' computational thinking and resilience. 387-407 - Serap Ugur, Gökhan Kus:
Design and implementation of interactive virtual reality supported first aid training. 408-419 - Mamadou Lamine Gueye, Ernesto Exposito:
Hybrid course instructional design for better practice of learning analytics. 420-439 - Tzu-Yu Tai:
Exploring the effects of intelligent personal assistants on bilingual education teachers' L2 speaking proficiency. 440-451 - Luciana Sandrini Rocha, Aliane Loureiro Krassmann, Márcia Rodrigues Notare, Kajiana Nuernberg Sartor Vidotto:
BIM associated with virtual and augmented reality resources in an educational context: a systematic literature review. 452-465 - Yi-wen Tsai, Yu-Ru Huang, Jia Zhang, Fan-i Young:
Enhancing local identity learning and affective effectiveness through augmented reality. 466-482 - Anna Holland, Constantin Ciachir:
A qualitative study of students' lived experience and perceptions of using ChatGPT: immediacy, equity and integrity. 483-494 - Fatemeh Darabi, Zahra Karimian, Alireza Rohban:
Putting the pieces together: comparing the effect of jigsaw cooperative learning and lecture on public health students' knowledge, performance, and satisfaction. 495-512 - Shikun Wang:
Necessity of assessment and how it affects students' psyche and desire to learn: innovative digital technologies for assessment of art and music teaching in China. 513-525 - I-Jui Lee, Wan-Chen Yang:
Enhancing perspective-taking and empathy in children with autism spectrum disorder through asymmetric VR games and peer collaboration. 526-556 - I-Jui Lee, Yu-Ting Lin:
Bridging the gap: integrating AR and VR production line training to enhance furniture carpentry students' understanding of production processes. 557-578 - Muhammad Alif Danial bin Sahidon, Hai Huang, Kher Hui Ng:
Proto.IoT: supporting IoT prototype ideation for non-experts in the classroom. 579-596 - Lei Han, Qing Lv, Mengshi Xiao, Zongshuo Ma, Min Jou, Chun-Chiang Huang:
The impact of question guidance and cues on learners' online multimedia learning outcomes: the mediating role of cognitive load. 597-614 - Yi Liang:
Collaborative music making in the digital age: fostering creativity in vocal ensembles. 615-630 - Gang Yang, Jia-Wen Li, Wei Zhou, Yi-Qi Zheng, Qun-Fang Zeng:
An empirical study of a data-driven personalized diagnostic feedback strategy to enhance Chinese primary school pupils' writing performance. 631-657 - Burcu Olgen, Carmela Cucuzzella:
Didactic experiences in the public realm: AI, interactivity, and playfulness for empowering eco-change. 658-677 - Rongbin Yang, Santoso Wibowo, Sameera Mubarak, Mubarak Ali Rahamathulla:
How do university students' personalities affect their engagement, satisfaction, and stickiness toward E-learning?: evidence from Australia. 678-700 - Eleni Petkari, Ana Calvo:
Escaping psychodiagnostics: implementation of a Digital Educational Escape Room with future mental health professionals. 701-710 - Badr Salman H. Alsoliman:
The six factors model for successful implementation of IVR in higher education. 711-725 - Dani Puspitasari, Cathy Weng, Regina Juchun Chu, Anita Zichun Chu:
Modeling the relationship between internet epistemic belief, digital literacy and social media engagement of adult social media users: a practical implication for education. 726-741 - Fetiye Aykis, Yasemin Kiliç Öztürk:
Development of a distance education attitude scale for lifelong learning (DEAS-LLL): a validity and reliability study. 742-753 - Emine Sendurur, Cansu Gökrem, Nur Seda Alici (Karakoç):
The comparison of interactive video learning experiences in branched vs. straight scenarios with the focus of content type. 754-777 - Birute Vityte, Ona Monkeviciene:
Reinterpretation of the stereotyped characteristic of digital games "digital games encourage aggressive behaviour". 778-801 - Badr A. Alharbi, Usama M. Ibrahem, Mahmoud A. Moussa, Shimaa M. Abdelwahab, Bahgat A. Radi, Hanan M. Diab:
Leadership development through interactive e-training: the impact of gender and learning style. 802-820 - HongMei Zhang:
Metaverse VR technologies in contemporary Chinese music education. 821-836 - Xinli Zhang, Yuchen Chen, Lailin Hu, Juan Li, Gwo-Jen Hwang, Yun-Fang Tu:
Promoting conceptual changes of artificial intelligence with technology-facilitated situational exploration and alternative thinking: a dual-situated learning model-based two-tier test approach. 837-862 - David James Woo, Kai Guo, Hengky Susanto:
Exploring EFL students' prompt engineering in human-AI story writing: an activity theory perspective. 863-882 - Chun-Chun Chang, Gwo-Jen Hwang:
ChatGPT-facilitated professional development: evidence from professional trainers' learning achievements, self-worth, and self-confidence. 883-900 - Mingrui Hao, Zhi Liu, Yanshen Liu, Qian Wan, Jia Chen, Jiangbo Shu, Yi Liu, Linghan Mei:
Investigating the relationships among peer moderation, cognitive engagement, and learning achievement in online discussion forums. 901-919
Volume 33, Number 2, February 2025
- Nagaletchimee Annamalai:
Factors affecting English language high school teachers switching intention to ChatGPT: a Push-Pull-Mooring theory perspective. 1367-1384 - Nazife Tugba Yildirim, Veli Batdi, Akin Efendioglu:
A mixed-meta method on the efficacy and impact of constructivist applications on permanent learning. 1788-1811
Volume 33, Number 3, March 2025
- Ahmed Tlili, Melissa Bond, Aras Bozkurt, Khalid Arar, Thomas K. F. Chiu, Pericles 'Asher' Rospigliosi:
Academic integrity in the generative AI (GenAI) era: a collective editorial response. 1819-1822 - Sannyuya Liu, Yunhan Zhang, Liang Zhao, Zhi Liu:
Academic stress detection based on multisource data: a systematic review from 2012 to 2024. 1823-1849 - Yan Li, Xinyan Zhou, Thomas K. F. Chiu:
Systematics review on artificial intelligence chatbots and ChatGPT for language learning and research from self-determination theory (SDT): what are the roles of teachers? 1850-1864 - Wali Khan Monib, Atika Qazi, Rosyzie Anna Apong:
Mapping microlearning development and trends across diverse contexts: a bibliometric analysis (2007-2023). 1865-1910 - Ugochi Ukamaka Ugwu, Natasha Anne Rappa, Kevin Kok Wai Wong:
Key considerations for implementing mobile learning in resource-constrained nations: a scoping review. 1911-1928 - Darby Battle Drageset, Kent J. Crippen:
A systematic review of the use of virtual reality in formal, informal, and non-formal learning environments for individuals with autism. 1929-1944 - Tarlan Ahmadov, Ayaz Karimov, Susanne Durst, Mirka Saarela, Wolfgang Gerstlberger, Mike Franz Wahl, Tommi Kärkkäinen:
A two-phase systematic literature review on the use of serious games for sustainable environmental education. 1945-1966 - Xuanhui Liu, Yufan Xi, Tianyu Lao, Pei Chen, Lingyun Sun, Weitao You, Cheng Yang:
A sibling interaction analysis dataset (SIBD): a scenario of screen-free programmable robotics in Chinese households. 1967-1987 - M. D. Gómez-López:
Dissemination of agricultural knowledge using a collaborative multidisciplinary co-creation platform: a case study. 1988-2001 - Taylan Budur:
Is training important for employee innovative behaviors: mediating role of knowledge sharing and hiding. 2002-2022 - Min Zhang, Qiang Jiang, Weiyan Xiong, Qi Li, Wei Zhao:
Effects of real-time danmaku interaction on student engagement in live video-streaming teaching: analyzing the mediating roles of social, teaching, and cognitive presences. 2023-2043 - Alicia M. Drelick, Casey Woodfield, Justin E. Freedman:
Educational chatbot development informed by clinical simulations. 2044-2055 - Maoyu Zhang, Wen Yang:
How virtual learning community influences student satisfaction. 2056-2069 - Alexis Evain, Audrey Fertier, David Panzoli, Jess Kropczynski, Shane E. Halse, Frédérick Bénaben:
Authoring training scenarios "from within" in an immersive environment with the CESTATE framework. 2070-2084 - Lele Zhang, Dan Xie:
Using virtual reality to enhance students' chorus conducting performance. 2085-2098 - Wei Wang, Haiwang Liu, Yenchun Jim Wu:
Effects of sentiment discreteness on MOOCs' disconfirmation: text analytics in online reviews. 2099-2116 - Lu Cao, Jingjing Zhang:
Exploring the use of productive failure to learn ecology in a virtual world: influence of self-efficacy and the use of learning strategies. 2117-2135 - Xin Zhou, Aixin Sun, Jie Zhang, Donghui Lin:
The crowd in MOOCs: a study of learning patterns at scale. 2136-2150 - Jinnie Shin, Renu Balyan, Michelle P. Banawan, Tracy Arner, Walter L. Leite, Danielle S. McNamara:
Analyzing interaction patterns and content dynamics in an online mathematics discussion board. 2151-2174 - Aleksandra Getman, Marina Pekeleu:
Maximising academic achievement in online learning: the role of student-content engagement strategies and profiles. 2175-2187 - Zahra Rafatjoo, Elham Heidari, Ghasem Salimi, Fahimeh Keshavarzi:
How academic hardiness mediates the relationship between students' digital informal learning and their academic performance? 2188-2200 - Alexander Mikroyannidis, Aisling Third, John Domingue:
Blockchain-based decentralised micro-accreditation for lifelong learning. 2201-2215 - Munevver Ilgun Dibek, Merve Sahin Kursad, Tolga Erdogan:
Influence of artificial intelligence tools on higher order thinking skills: a meta-analysis. 2216-2238 - Eid G. Abo Hamza, Khaled Bedair, Yasmeen Elsantil:
Influence of parental stress on online learning engagement among parents in Arab nations. 2239-2254 - Shahjad, Khurram Mustafa:
A class-oriented architecture for designing learning apps. 2255-2312 - Wen-Yi Hsiao, Ching-Huei Chen, Po-Chen Chen, Wen-Hsuan Hou:
Investigating the effects of different game-based learning on the health care knowledge and emotions for middle-aged and older adults. 2313-2331 - Josmario Albuquerque, Bart Rienties, Wayne Holmes, Martin Hlosta:
From hype to evidence: exploring large language models for inter-group bias classification in higher education. 2332-2354 - Sevda Küçük, Zeynep Turan, Çagla Nur Özkan, Yusuf Ferhat Tas, Turabi Gürsoy:
An innovative approach in middle school science courses: effects of collaborative augmented reality activities on motivation, cognitive load, and satisfaction. 2355-2373 - Necati Taskin, Mehmet Kokoç:
Unveiling the link between test anxiety, online engagement, and academic achievement: insights from LMS interaction data. 2374-2389 - Aqdas Malik, M. Laeeq Khan, Khalid Hussain, Junaid Qadir, Ali Tarhini:
AI in higher education: unveiling academicians' perspectives on teaching, research, and ethics in the age of ChatGPT. 2390-2406 - Yingga Wu, Yanli Huang, Jihong Dong, Junmeng Li, Qingwu Yan:
Comparative analysis of master and doctoral postgraduate training process in global mining institutions. 2407-2421 - Gwo-Haur Hwang:
Impacts of backgrounds on students' self-regulated learning in a flipped classroom setting. 2422-2439 - Yi Ai, YunChi Hu, Weijie Zhao:
Interactive learning: harnessing technology to alleviate foreign language anxiety in foreign literature education. 2440-2459 - Shuang Li, Junlei Du, Xinpei Yu:
Dynamics of cMOOC learner interactions in different social media: a longitudinal network analysis. 2460-2478 - Wijdane Kaiss, Khalifa Mansouri, Franck Poirier:
Effectiveness of chatbots in improving learning experience in an online course. 2479-2497 - Mark Nicholas Glasford, J. John Love Joy:
Exploring learners' attitudes towards meme consumption and their implications for classroom use. 2498-2508 - Kamaludeen Samaila, Hosam Al-Samarraie, Chau Kien Tsong, Ahmed Ibrahim Alzahrani:
A new guided flipped learning model for lifelong learning. 2509-2523 - Yueyue Xiao, Qinghua Hu:
The influence of virtual technologies on motivation and engagement: a comparative analysis of male and female students. 2524-2537 - Abuzer Karatas, Nurettin Simsek:
Development of ethical codes for instructors engaged in distance education: a Delphi study. 2538-2558 - Lili Wang, Ruiyuan Song, Weitong Guo, Hongwu Yang:
Exploring prompt pattern for generative artificial intelligence in automatic question generation. 2559-2584 - Ma Yaling, Ma E:
The role of graphics tablets in the development of artistic and creative abilities of preschool children in multicultural education. 2585-2596 - Hongfeng Zhang, Fanbo Li, Haoqun Yan:
Causal mechanisms of the psychological needs for online gamified learning and the impact on learning engagement among college students. 2597-2618 - Hyeon Jo, Eunye Jeong, Huideuk Ahn:
Enhancing digital literacy in later life: the role of perseverance and consistency of interest. 2619-2634 - Bang Nguyen-Viet, Cuong Nguyen-Duy, Bac Nguyen-Viet:
How does gamification affect learning effectiveness? The mediating roles of engagement, satisfaction, and intrinsic motivation. 2635-2653 - Elon Langbeheim, Janan Saba, Sharona T. Levy:
Invented models - relating students' constructions of computational models to their learning gains. 2654-2669 - Marlene Wagner, Gerti Pishtari, Tobias Ley:
The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment. 2670-2688 - Yanyan Chen, Li Lin, Xianlong Zhu:
Is social interaction a catalyst for digital environments? Exploring affordances of synchronous delivery in online CLIL. 2689-2702 - Yaxin Tu, Changqin Huang, Qiyun Wang, Yougen Zhou, Zhongmei Han, Qionghao Huang:
Predicting student burnout in blended environments: a complementary PLS-SEM and machine learning approach. 2703-2717 - Sunith Hebbar, Shrikanth Manohar, Sumukh Hungund:
Examining gamification's impact on perceived satisfaction through learning parameters: a preliminary perception-based study among prospective users. 2718-2737 - Shurui Bai, Chung Kwan Lo, Chen Yang:
Enhancing instructional design learning: a comparative study of scaffolding by a 5E instructional model-informed artificial intelligence chatbot and a human teacher. 2738-2757
Volume 33, Number 4, April 2025
- Thomas K. F. Chiu:
Responsible digital citizen: building AI ethics awareness across subjects. 2759-2761 - Xieling Chen, Di Zou, Haoran Xie, Fu Lee Wang:
Educational chatbot research: text mining and bibliometrics. 2762-2780 - Eyasu Anjulo Lambebo, Hsiu-Ling Chen:
Chatbots in higher education: a systematic review. 2781-2807 - Jon-Chao Hong, Jian-Hong Ye, Zhen He, Jhen-Ni Ye:
An analysis of Metaverse literacy and college teachers' need for learning: the need for a cognition perspective. 2808-2823 - Heng Yang:
Multidimensional analysis of art education teachers' attitudes and self-efficacy toward artificial intelligence: exploring relationships and strategies for enhancement. 2824-2847 - Muhammad Junaid, Wanjuan Zhong, Abdul Sattar Ghaffari, Xiaoqing Deng:
Enhancing E-learning satisfaction in digital education: a comprehensive analysis of influential factors in Punjab's E-learning institutes. 2848-2860 - Qingxiang Zhu, Xiaobin Liu:
Practical implications for design professionals: integrating emerging patterns into new media interface design. 2861-2886 - Xun Wang, Rustam Shadiev, Wayan Sintawati, Shusheng Shen:
A comparative study on the impact of four different SVVR-supported intercultural learning environments on learners' intercultural competence and learning engagement. 2887-2913 - Carmen Lloret-Catala, Cristóbal Nico Suárez Guerrero, Borja Mateu-Luján:
Teacher's view of the educational relationship between teenagers and smartphones in Spain. 2914-2927 - Raffaele Di Fuccio, Michela Ponticorvo, Muhammad Amin Nadim, Pierpaolo Limone:
Exploring the effect of digital and multisensory educational materials on retention in primary school using Tangible User Interfaces. 2928-2938 - Saba Bashiri, Saman Ebadi:
The effect of digital game-based group dynamic assessment on L2 pragmatic competence. 2939-2953 - Aysegül Sakir:
Augmented reality in preschool settings: a cross-sectional study on adoption dynamics among educators. 2954-2977 - Chun-Chun Chang, Gwo-Jen Hwang:
Promoting students' real case-handling performance and higher order thinking in virtual contexts: a metaverse-facilitated collaborative learning approach. 2978-2993 - Hatice Uslu Kocabas, Bünyamin Bavli:
Engaging undergraduate students in synchronous online courses: challenges and strategies. 2994-3015 - Nur Azlina Mohamed Mokmin, Nur Ilyana Anwar Apandi:
Assessing the influence of immersive virtual reality on microbiology education: contrasting low and high immersion levels with signalling principle. 3016-3036 - Pin Luarn, Chiao-Chieh Chen, Yu-Ping Chiu:
How does perceived value of gamification improve online learning effectiveness? The role of flow state. 3037-3051 - Liangliang Hu, Wenlan Zhang, Pandeng Lin:
Can the utilization of technology-enhanced learning spaces lead to improved learning outcomes? A meta-analysis based on 39 experimental and quasi-experimental studies. 3052-3072 - Yujuan Guo, Luoying Huang:
Analysis and comparison of learners' epistemic networks based on interaction content in connectivist learning. 3073-3090 - Tao Xie, Yunong Yang:
Use of immersive virtual reality in environmental education: effects on environmental empathy, skill transfer, and attitudes. 3091-3105 - Yun-Qi Bai, Li Chen, Xuan-Yu Zhou, Jianjun Xiao, Xin-Yi He:
The evolution of cMOOC learners' resource use behaviour. 3106-3129 - Dongsim Kim, DaHyeon Ryoo:
Exploring self-regulated learning and achievement goal orientation in Generation Z through "Study with Me". 3130-3146 - Alejandro Álvarez-Marín, Maximiliano Paredes-Velasco, J. Ángel Velázquez-Iturbide, Luis Palma-Chilla:
Insights into usability, academic outcomes, and emotional responses in an AR-Interactive learning environment. 3147-3161 - Chen Chen, Wei Hu, Xiaomin Wei:
From anxiety to action: exploring the impact of artificial intelligence anxiety and artificial intelligence self-efficacy on motivated learning of undergraduate students. 3162-3177 - Runbo Li, Xiuyu Lin:
Factors influencing peer interaction among college students in blended learning environments: a study based on SEM and ANN. 3178-3202 - Cixiao Wang, Jianjun Xiao:
A role recognition model based on students' social-behavioural-cognitive-emotional features during collaborative learning. 3203-3222
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