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Individual preparation as a game-changer: Promoting deep regulation in a CSCL context
No full textSelf-regulation (SRL) and socially shared regulation (SSRL) are critical components of effective collaborative learning, as emphasised in computer-supported collaborative learning (CSCL) research. This study investigates the impact of individual preparation before collaboration as a pedagogical strategy to enhance university students’ SRL and SSRL behaviours. Sixty-two students participated in a face-to-face CSCL environment under two conditions: direct collaboration (DC) and individual preparation followed by collaboration (IP-C). Students’ verbal discussions and online interactions were analysed to identify the types (task analysis, planning, monitoring) and depths (low or deep level) of SRL and SSRL behaviours. Semi-structured interview further reveals students’ perceptions regarding individual preparation. Findings indicate that individual preparation significantly enhanced students’ monitoring behaviours and deepened their engagement in SRL and SSRL . The study highlights how individual preparation transforms students’ regulation strategies and fosters greater regulation efforts. These findings provide valuable insights for advancing SRL research in technology-enhanced learning settings.Accepted versio
SingaKids: A multilingual multimodal dialogic tutor for language learning
No full textThe open access publication is available at https://doi.org/10.18653/v1/2025.acl-industry.86The integration of generative artificial intelligence into educational applications has enhanced personalized and interactive learning experiences, and it shows strong potential to promote young learners language acquisition. However, it is still challenging to ensure consistent and robust performance across different languages and cultural contexts, and kids-friendly design requires simplified instructions, engaging interactions, and age-appropriate scaffolding to maintain motivation and optimize learning outcomes.In this work, we introduce SingaKids, a dialogic tutor designed to facilitate language learning through picture description tasks. Our system integrates dense image captioning, multilingual dialogic interaction, speech understanding, and engaging speech generation to create an immersive learning environment in four languages: English, Mandarin, Malay, and Tamil. We further improve the system through multilingual pre-training, task-specific tuning, and scaffolding optimization. Empirical studies with elementary school students demonstrate that SingaKids provides effective dialogic teaching, benefiting learners at different performance levels
Motivating training transfer and enhancing work outcomes: Does supervisor’s training support matter?
No full textThe open access publication is available at https://doi.org/10.1142/s281103152500004xIn today’s fast-paced global economy, organisations are increasingly investing in continuing education to upskill and reskill employees to enhance workplace productivity and meet evolving business demands. The effectiveness of these efforts largely depends on workplace support, particularly from supervisors. Understanding the critical role supervisors play in facilitating training transfer and enhancing employee effectiveness is vital. This study examined employees’ perception of their supervisors’ training support and its relationships with their training transfer motivation, training transfer, change readiness, and job satisfaction. Using a convenience sample of 297 working individuals who attended continuing education courses in Singapore, the study employed path analysis to examine these relationships. Results revealed that perceived supervisor’s training support directly and positively predicted training transfer motivation and job satisfaction. Training transfer motivation, in turn, directly and positively predicted training transfer, change readiness, and job satisfaction. This also indicated that training transfer motivation acted as a mediator, fully mediating the relationships between perceived supervisor’s training support and both training transfer and change readiness, while partially mediating its relationship with job satisfaction. The findings of this study highlighted the pivotal role of supervisor support in enhancing employees’ motivation and ability to transfer training into the workplace. It is therefore crucial to equip supervisors with the skills and resources needed to effectively engage employees in training and facilitate training transfer to drive both individual and organisational growth
Songs as opportunities for interaction between the Music and English language syllabuses in Singapore primary schools
No full textChildren acquire and develop musical experiences and language proficiency throughout the years of their primary school education. In public-funded schools, Music and English, as subjects of learning, are often categorised and even perceived separately as an aesthetic and a high-stake assessment academic subject respectively. Although this separation is necessary in their respective fields of achievement and assessment, it misses their potential connections across subject proficiency, long-term learning and opportunities for interaction. Songs, as an amalgamation of sound and text, form one such connection that can be key to unlocking meaningful interaction between both subjects.This study locates the concepts and values through songs in both the General Music Programme (GMP) syllabus 2023 (CPDD-MOE, 2022) and English Language (ELS) syllabus 2020 (CPDD-MOE, 2020) and argues for the potential place of songs as a connection between both MOE syllabuses, which could give rise to opportunities for interaction between Music and English as essential subjects in public-funded primary schools in Singapore where students come from diverse cultural, language and musical backgrounds
Advancing movement and physical literacy earlier (AMPLE) program for promoting physical literacy and executive function among young children: Study protocol of a cluster randomized crossover trial
No full textThe open access publication is available at https://doi.org/10.1186/s12889-025-25753-yBackgroundThe positive impact of fundamental movement skills on physical activity in young children has been shown in previous studies, but little is known about the association between fundamental movement skills and cognitive development in young children. This study protocol describes a 10-month, four-arm cluster randomized crossover trial evaluating the effectiveness of the “Advancing Movement and Physical Literacy Earlier” (AMPLE) program in promoting physical literacy and executive function among 3-5-year-old children in 18 Hong Kong kindergartens.MethodsThis program integrates fundamental movement skills training with cognitively challenging activities. Four classes per kindergarten will be randomly assigned to one of four conditions: (1) combined fundamental movement skills and cognitive challenge, (2) sedentary with cognitive challenge, (3) fundamental movement skills alone, or (4) sedentary without cognitive challenges. Each condition involves 30-minute sessions, three times per week, with a six-week washout period between the three-week intervention phases. The research team will use multiple objective measures and self-report measures, covering the elements and domains of the assessment of physical literacy and executive function. Three follow-up tests will be conducted within six months after the end of the intervention to evaluate the long-term impact of the program. Intervention implementation and fidelity will be assessed through focus group interviews with teachers and principals.DiscussionThe “AMPLE” program aims to strengthen the theoretical understanding of motor‒cognitive connections, inform early childhood education practices, and contribute to public health strategies promoting lifelong physical activity. Ultimately, the program seeks to provide evidence-based interventions for fostering holistic child development and establishing healthy lifestyle habits.Trial registrationThe protocol has been registered at Chinese Clinical Trial Registry on August 27, 2025, under identifier ChiCTR2500108295
A formative assessment sequence to support children's learning of scientific concepts with images
No full textThis chapter introduces a formative assessment (FA) sequence aimed at helping teachers support primary school students in constructing representations to learn scientific concepts. Recognising the challenges teachers face in working with students’ conceptual learning, the FA sequence provides a structured method for teachers to work with student-generated representations. Drawing on the theory of multimodality, the sequence encourages teachers to engage with students' visual representations, helping them connect these ideas to formal scientific concepts. The key stages of the FA sequence—explore, work-on, and review—demonstrate how they assist teachers in facilitating students' understanding of complex ideas. By focusing on interpreting and extending students’ visual representations, this approach bridges the gap between students' initial ideas and formal scientific knowledge. A case example is used to highlight the practical application of the FA sequence, underscoring its value in fostering conceptual, representational, and epistemic growth in science concept learning. This chapter demonstrates the importance of guided support in representation construction for effective science education.AFR 02/15 J
Navigating the risks beyond the label: Unpacking global nutritional supplement safety
No full textThe open access publication is available at https://doi.org/10.1123/ijsnem.2025-0177Nutritional supplement use is common among athletes aiming to enhance performance, recovery, and health. However, variable regulatory frameworks and limited safety oversight create risks for inadvertent doping violations. This article provides a global overview of supplement use, relevant authorities, legislation, and safety measures, with a focus on third-party testing (TPT) as a risk-mitigation strategy. Data from six global regions—Africa, Asia, Australia/New Zealand, Europe, Latin America, and North America—were synthesized from peer-reviewed studies, governmental sources, and regional expert contributions. Reported supplement use ranged from 7% to 100% among athletes (variability within regions), with protein powders, vitamins/minerals, creatine, caffeine, and sports drinks being most prevalent. High-risk products (potential anti-doping rule violations), including certain herbal blends, preworkouts, and weight-management supplements, were reported across all regions. While some countries have robust regulatory systems, most lack harmonized or enforceable safety frameworks. TPT programs, which independently verify products for prohibited substances, remain concentrated in the global northwest (Europe, North America, and Australia/New Zealand); awareness and use of TPT certification vary widely, and even in regions with established systems, athlete adherence is inconsistent. Barriers to low-risk supplement use are limited TPT availability, cost, differences in labeling (including language), and cultural factors. Firsthand experiences and perceptions highlight widespread misconceptions about supplement safety and certification. The authors recommend expanded athlete and team-around-the-athlete education, improved global access to TPT low-risk supplements, and policy initiatives to harmonize safety standards. This work emphasizes the need for coordinated international efforts to protect athlete health and integrity while allowing access to evidence-based supplementation
NIE-NTU Best Foot Forward 2025 (21 Feb 2025)
No full textA section of the participants at the Best Foot Forward 2025
AI for Education Certificate Programme 2025 (Apr 2025)
No full textAttendees participating in a class activity at the AI for Education Certificate Programm