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LEARN: Improving young learners’ oral performance through AI-guided picture conversations
No full textThe open access publication is available at https://doi.org/10.22492/issn.2188-1162.2025.35Oral language development is a foundational skill in early literacy, yet traditional classroom interactions often provide limited opportunities for structured, interactive, and individualized oral practice. Research has shown that AI-powered language tools can enhance oral performance by providing adaptive, interactive, and real-time feedback, as well as sustained engagement. AI-driven conversation depends on pedagogically sound content design, particularly in how picture-based prompts are selected and structured. LEARN (Language automated Evaluation by generating Answers/questions from caRtooNs) is an AI-powered chatbot designed to improve the oral performance of young children in their mother tongue language (MTL). Jointly developed by the Singapore Institute of Technology (SIT) and the National Institute of Education, Nanyang Technological University (NIE-NTU), LEARN facilitates curriculum-aligned picture conversations for young learners, providing visual and verbal stimuli. The key component of its AI-driven conversation is the thematic picture selection based on (i) curriculum alignment, (ii) dynamic and action-based imagery, (iii) diversity and inclusion, and (iv) integration of progressive questioning. This paper presentation discusses the creation of picture-based prompts and pedagogical considerations for leveraging LEARN to facilitate oral performance in mother tongue language learning
Exploring the mechanisms for implementing AR-based learning activities through the lens of motivational design
No full textThe open access version is available at https://nlt.gcsce.net/ojs/index.php/GCCCE/article/view/566The application of Augmented Reality (AR) in science and its potential have been widely recognized. Research generally suggests that AR can enhance students' motivation in learning, though findings on whether AR improves academic performance remain inconsistent. This mixed methods quasi-experimental study, which examined the use of a developed AR-assisted learning app in science classrooms, confirmed the critical role that teachers play in implementing AR-enhanced inquiry activities. Additionally, the study analyzed teaching mechanisms for the effective use of AR-enabled learning, offering specific suggestions for AR instructional designers and teachers to effectively design and implement AR activities into teaching practices.SSHRF 8/22 W
Virtual fieldwork in humanities education: Exploring evolving frontiers of learning in Singapore
No full textThis book is a sequel to the book 'Fieldwork in Humanities Education in Singapore' (Springer, 2021). It addresses some of the queries raised in response to the first book, on the utility of the ‘physical’ or ‘face-to-face’ fieldwork. Combining the opportunities unraveled by new technologies and diverse demands to actualize learning, this book showcases a variety of engagements in virtual fieldwork. These demonstrate current developments in the deployment of fieldwork in teaching and learning in Singapore, as well as discuss pertinent interacting issues in technology that arise. The chapters in this book informs evidence-based recommendations for – inter alia – the integration of virtual reality (VR) systems into place-based curricula.
The drive towards better and more advanced technology is a relentless trend. At the same time, the still evolving nature of frontier technologies and their adoption in the education sector entail a constant re-definition of their primary fields and resulting applications. This book contributes to the discussion and analysis of this ongoing process
AI for Education Certificate Programme 2025 (Apr 2025)
No full textAttendees observing a robot at the AI for Education Certificate Programm
Empathy and compassion in geography education
No full textThis chapter focuses on an important but relatively underdeveloped area within the geography education literature—teaching for empathy and compassion. In doing so, we draw on and extend understandings of the role of geography education in nurturing empathetic and compassionate (global) citizens. We begin with a brief overview of the literature related to emotional-affective geographies within the geography education literature and explore connections among the concepts of perspective, empathy, and compassion. We provide three curriculum guidelines for engaging with empathy and compassion in curriculum-making for geography educators and provide examples of how designing for empathy and compassion in geography lessons can help students acquire more insightful spatial understandings of the complex, inter-related, and diverse world they live in. Finally, we close this chapter with recommendations for incorporating empathy and compassion in geography education research, teacher education, and professional practice
A study of the presentation and pedagogical implication of the functional words in Singaporean Primary school Chinese textbooks: Focusing on the modifying marker “的”
No full textThis research paper aims to analyze how the modifying marker “的” is addressed in the Primary Level 3A Chinese textbook Huanle Huoban (《欢乐伙伴》) in Singapore, focusing on its different functions, frequency of use, and contextual applications. Additionally, it examines the appropriateness of the sequence and explanation of the marker presented in the textbook, as well as the pedagogical implications to Singaporean students
Interventions for promoting climate actions and enhancing psychological health: A scoping review protocol
No full textThe open access publication is available at https://journals.lww.com/jbisrir/fulltext/9900/interventions_for_promoting_climate_actions_and.520.aspxObjective:This proposed scoping review aims to provide an overview of climate-related intervention studies that measure both climate action and psychological health as outcomes, regardless of whether the intervention primarily seeks to promote climate action, psychological health, or both.Introduction: The interplay between climate change, human behavior, and psychological health is an emerging priority in climate psychology. Despite numerous interventions designed to encourage climate action, few have examined the psychological effects of these interventions. Conversely, interventions focused on psychological coping often overlook their effect on climate action. Bridging these gaps is essential for developing strategies that simultaneously support psychological health and long-term climate engagement.Eligibility criteria: This review will include climate change-related intervention studies involving participants of any age or demographic background. Eligible studies must include interventions to promote climate action/psychological health. Specifically, climate action interventions must measure psychological health, while interventions that focus on improving psychological health must measure climate action.Methods: A systematic search will be conducted in PubMed, Scopus, Cochrane Central Register of Controlled Trials (CENTRAL; Cochrane Library), Embase (Ovid), PsycINFO (EBSCOhost), ERIC (EBSCOhost), and CINAHL (EBSCOhost). In line with JBI scoping review methodology, 2 independent reviewers will screen the literature and extract data on participants’ characteristics, intervention descriptions, theoretical basis, study design, and outcomes related to climate action and psychological health. Findings will be presented in tabular and narrative formats, highlighting evidence gaps and suggesting directions for future research
Inspiring science. Primary 5 (Foundation), Activity book.
No full textThe Inspiring science activity book complements the textbook. In the activity book, students will explore science concepts through hands-on activities that allow them to observe, manipulate apparatus and design different ways to understand science around them
Exploring the synergistic interactions between artificial intelligence and biomimicry for sustainable solutions
No full textThe open access publication is available at https://doi.org/10.1016/j.sftr.2025.101261The environmental and climate crisis calls for the sustainable solutions. As a potential approach, this paper reviews the latest developments in the fields of artificial intelligence (AI) and biomimicry, and reveals that: (1) biomimicry can supplement digital methods to induce sustainable computing; (2) machine learning and AI offer opportunities to develop sustainable biomimetic systems; (3) AI and biomimicry can synergistically work together to find sustainable solutions. The remaining areas of improvement and actions are also discussed to list concrete actions that support the 17 sustainable development goals. This paper is aimed at researchers, developers and policymakers