Pacific Journal of Technology Enhanced Learning
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Heutagogy and Gen AI: A conversation
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Higher education (HE) has existed and functioned in its defined boundaries, practices, policies and procedures for centuries. This has served the HE institutes well, providing certainty, control, power and legitimacy. While emerging technologies have posed some challenges, higher education institutions have managed to stand their ground without having to change. The pandemic in 2019 forced HE institutions to become agile with their ingrained practices and rules, to explore uncharted avenues to facilitate education. For the first time in modern education, we witnessed a vast scale of unprecedented changes to how we interact with learners and how we facilitate learning and teaching. For once, the learners were seen as partners in the learning process. We trusted our students and let go of some of the control as borders shut, and we pivoted to online education. We redesigned our assessments to integrate relevance and authenticity, even providing autonomy to the learners to co-create the assessments with us. Mobile phones and social media tools played a critical role in bridging the student and academic world, the learning with teaching as they existed in different spaces. With learning eventuating away from the scheduled classes and highly structured ecosystems, learners gained ownership over their learning path and processes—the beginnings of self-regulated and determined learning.
As life, however, began to normalise, HE institutions started rolling back the changes and progress made during the pandemic. Where online learning was once seen as the equivalent of the premier face-to-face teaching, it now stands as a legacy of the pandemic, dethroned and marginalised. The lessons learnt were forgone in favour of on-campus learning until the rise of ChatGPT in late 2022. HE institutions again faced a seismic threat to the integrity of their processes and learning and teaching in general. Unlike the pandemic, ChatGPT has been on a relentless march over the last three years, inspiring many diverse offspring capable of imitating human-like language, writing and creative capabilities collectively known as generative artificial intelligence (Gen AI). Perhaps, the pandemic was an early warning of things to come, and the lessons during this period were critical to understanding and implementing strategies for effective integration of Gen AI in education. The pandemic created uncertainty when certainty was known, whereas Gen AI has created uncertainty when certainty is unclear.
Against this backdrop, we will engage in a conversation related to the bigger issues in education, as we feel Gen AI has brought us to a juncture where critical distinctions need to be made or understood. For example, education and learning. Are they synonymous, or is there a difference? Does the distinction matter and why? Why is it relevant to the current Gen AI climate and the future of learning (or education)? We will draw upon the principles of heutagogy and their parallels to the pandemic pedagogy. We will revisit the role social media tools played, along with smartphones during this time and their alignment to heutagogy. We will dare to stargaze on mobile and personalised instances on Gen AI and their implicationson education. We conclude that the future of education in the Gen AI realm is on learner-centred, regulated and determined principles. Principles that are built on partnership, trust, criticality, kindness, hope, and authenticity, which help enable learner voice in their journey of learning to become and be
Asynchronous Technologies for Student Engagement & Collaborative Learning in Work-Integrated Learning Environments
Get PDFThis study explored the effectiveness of online discussion forums, simulations, and wikis in promoting student engagement and collaborative learning, particularly within work-integrated learning (WIL) contexts. The research examines how these asynchronous tools contribute to student participation, reflective practice, and peer-to-peer collaboration while identifying key features that support their success or limitations. Using a mixed-methods approach, data were collected from students and instructors involved in WIL programs, assessing their experiences and perceptions of these tools. Findings indicate that online discussion forums foster meaningful academic discussions and critical thinking through structured prompts and facilitator guidance. At the same time, simulations enhance problem-solving skills and collaborative learning through real-time feedback and scenario-based tasks. Wikis facilitate collaborative knowledge creation and reflection, mainly when clear guidelines and active facilitation are in place. However, challenges such as low engagement, technical issues, and insufficient instructor support were also identified. The study provided actionable recommendations for optimizing the design and facilitation of these tools, emphasizing the importance of precise instructions, active facilitation, and integrating digital tools with real-world applications to enhance student engagement and learning outcomes. These findings offer significant theoretical, practical, and future implications for leveraging asynchronous tools in higher education, particularly in WIL contexts, where technology bridges gaps in face-to-face interaction. The research contributes to ongoing discussions on the future of online learning environments, offering insights for educators and instructional designers to improve the pedagogical value of digital tools in collaborative and reflective learning processes
Thinking outside the screen : Co-designing mobile immersive reality for critical thinking in health professional education
Get PDFBackground: Developing critical thinking in health professional education is essential to ensure safe, effective and timely client management (Carbogim et al., 2018). High-fidelity immersive reality has been used to supplement critical thinking development. However, it can be expensive, dependent on developers to create scenarios, and limited when offered to large cohorts (Abadia et al., 2024). Mobile immersive reality (mXR) offers affordances of being accessible, cost-effective, easy to use, engaging and providing scalable, authentic learning (Stretton et al., 2024). This study aimed to investigate how mXR facilitates critical thinking in a safe, authentic learning experience.
Method: A learning activity was co-developed by the subject coordinator and researchers for a cohort of second-year Doctor of Physiotherapy students (n=123, between 22- 26 years old). Strength and Conditioning for Life subject students self-assigned to a target exercise population and were provided with a set of 360-degree clinic-based images captured and uploaded to a web-based platform (www.seekbeak.com). Over six weeks, small groups co-designed a client audio biography and “clinical clue” hotspots within the virtual environment that would require critical consideration of viewers (student peers) to determine an optimal exercise for the client. Students also developed a templated exercise video for the optimal exercise and were encouraged to include “alternative exercises” that viewers would need to eliminate based on clues in the virtual environment. Development of critical thinking during the six weeks was measured pre- and post-learning activity using the Health Science Reasoning Test (HSRT-N). Demographic, usability (System Usability Scale) and peer feedback data were also collected.
Findings demonstrated an improvement in critical thinking with a small effect size for all HSRT-N domains, with statistical significance in improving the ability to analyse, interpret, and make inferences and deductions with unfamiliar information. Students reported that mXR was quick to learn and easy to use, that they were confident in the use of the virtual environment and would like to use it more frequently. They enjoyed being able to navigate new spaces virtually first, having a creative license to develop their scenario, and co-designing with peers. However, a few students identified some inconsistencies that made the mXR environment cumbersome to use and observed some symptoms of cybersickness. Peer feedback findings indicated that students found the virtual environments easy to navigate and provided more authentic learning compared to conventional modes of learning experiences.
This study has demonstrated that critical thinking can be facilitated using mXR- enhanced with pedagogical considerations that draw on collaborative, situated and self-determined learning.
The associated presentation will elaborate on some of the study findings, as well as provide a theoretical framework and design principles utilised to develop critical thinking, including the facilitation by mobile immersive reality. It will draw on the considerations of situated, scaffolded, and sense-ational learning while recognising the needs of generational learners in health professional education.
References
Abadia, R., Fritsch, J., Abdelaal, S., & Jayawickrama, T. (2024). Opportunities overcome challenges in adopting immersive virtual reality in online learning. Computers and Education Open, 7, 100208. https://doi.org/10.1016/j.caeo.2024.100208
Carbogim, F. D., Barbosa, A. C., de Oliviera, L. B., de Sá Diaz, F. B., Toledo, L. V., Alves, K. R., Friedrich, D. B., Luiz, F. S., & Püschel, V. A. (2018). Educational intervention to improve critical thinking for undergraduate nursing students: A randomized clinical trial. Nurse Education in Practice, 33, 121-126. https://doi.org/10.1016/j.nepr.2018.10.001
Stretton, T., Cochrane, T., Sevigny, C., & Rathner, J. (2024). Exploring mobile mixed reality for critical thinking skills in nursing and healthcare education: a systematic review. Nurse Education Today 133(9), 106072. https://doi.org/10.1016/j.nedt.2023.10607
Evaluating Privacy and Safety Measures for Children in VR-Aided Education: Gaps and Recommendations
Get PDFThe school education system has long adopted emerging technologies to enhance student learning and engagement. This progression spans early e-learning platforms and smart classrooms to today’s immersive environments (del Campo et al., 2012). Virtual Reality (VR) and Augmented Reality (AR) technologies are increasingly being introduced into classrooms to offer rich, interactive, and personalised learning experiences (Zizza et al., 2018). These tools can accommodate students from diverse educational, cognitive, and socio-cultural backgrounds through adaptable instructional designs (Romero-Ayuso et al., 2021; Shadiev et al., 2021). However, despite their pedagogical potential, adopting immersive technologies in schools raises serious concerns, especially regarding underage learners’ physical health, psychological well-being, and data privacy (Kaimara et al., 2021; Skulmowski, 2023). This paper establishes a position statement by critically examining these risks and proposes key recommendations to support VR’s responsible and effective implementation in school settings.
Although research on this matter is limited, physical risks are the most frequently studied (Bexson et al., 2024). Common side effects of VR use in children include visual fatigue (Fan et al., 2023) and cybersickness (Oh & Lee, 2021). Even though these effects are generally considered temporary, research on prolonged exposure is limited, particularly for young users whose visual and neurological systems are still developing. However, the psychological effects are more concerning and less understood. During critical stages of identity formation, excessive or unsupervised VR use may contribute to identity confusion (Segovia & and, 2009), cognitive overstimulation (Juliano et al., 2022), and potentially addictive behaviours (Das et al., 2017). The immersive nature of VR, which blurs the boundaries between real and virtual environments (Segovia & and, 2009), intensifies these risks. Additionally, social VR learning platforms create opportunities for bullying and harassment through masked identities like avatar interactions (Fiani et al., 2024), which are often beyond current legal protections (Prakhar & Rawat, 2024). Such experiences can lead to anxiety, reduced self-esteem, and social withdrawal (Copeland et al., 2013; Pontillo et al., 2019; Sourander et al., 2007), highlighting the need for caution and further study before widespread integration into the educational curriculum.
Equally critical concerns are related to privacy and data security. VR applications can capture thousands of behavioural data points within minutes, including eye gaze, body movements, and facial expressions (Giaretta, 2024; Miller et al., 2020; Pfeuffer et al., 2019). These data can identify users with over 90% accuracy across different sessions and may be used to train predictive models (Kumarapeli et al., 2024). While these applications have potential benefits, collecting and retaining sensitive information from children who cannot legally provide informed consent raises serious ethical and legal questions. With the rapid growth of generative AI, the misuse of such data, including identity theft (Nair, Miller et al., 2024) or unauthorised profiling (Nair, Rack et al., 2024), becomes an increasingly plausible threat.
Despite these concerns, suspending immersive technologies is neither practical nor educationally beneficial. Instead, their integration should be guided by evidence-based research findings. In the meantime, supervised exposure, adherence to guidelines like the 20-20-20 rule, careful content curation, and limited usage time are essential (Meta Platforms, Inc., 2025; Steinberg, 2025). Given that risks vary by age group, content type, and educational context, the implementation of VR should be evaluated on a case-by-case basis rather than through a universal model. A subtle, cautious approach will help ensure immersive technologies serve as inclusive, safe, and effective educational tools
Digital witnessing through 3D reconstruction of the Manus Island Detention Centre
Get PDFThe Against Erasure project, delivered a 3D digital model reconstruction of Manus Island Offshore Processing Centre, for use in teaching and learning, via a multidisciplinary Canvas Teaching Resource in the humanities and social sciences. The digital model is a "Simulation" of an historical site, supported by Seekbeak activities, reflecting learner engagement and learning environments that support innovative teaching and learning
The 3D digital reconstruction preserves an historical record of the detention centre on Manus Island, where thousands of refugees were imprisoned under Australia’s harsh offshore processing regime. After its 2017 closure to comply with PNG laws, the centre was dismantled. Today, the jungle has overtaken the site, as if it had never existed. Yet several men died there, due to homicide, self-harm, suicide, or untreated medical conditions. Preserving a record of the site was important. (Loughnan et al, 2021; Giannacopoulos and Loughnan, 2020).The simulation is resonant of the work of Forensic Architecture, which adopts an archeological approach to the digital representation of sites of state-sponsored violence, providing ‘forensic’ evidence of human rights violations. The digitally reconstructured site delivers rich insights into the impacts of systemic injustice, through concepts like ‘performation’, showing how digital technology can enhance memory through the (re)creation of place (Mandelossi, 2021). (re) Through ‘performation’, place is ’actualised in the digital sphere. However its representation is also the effect of those engaged in its re-creation. That is, these digital sites are ‘never just an imitation or a reproduction of the physical place to which they refer. Rather, the physical place is staged through an interaction with the virtual place.' The Against Erasure simulation, shows that 'we do things with places, as the work of Forensic Architecture (discussed below) convincingly shows. The digital does something with place and can enhance it by adding layers of meaning allowed by the specific affordances of digital media.This project is a significant example of how learning technologies can advance research, of current research being used in teaching, and the nexus between research and teaching for restorative justice purposes.
The Against Erasure project presents a 3D digital reconstruction of the Manus Island Offshore Processing Centre, developed as a multidisciplinary teaching resource for humanities and social sciences. The model preserves an historical record of the now-dismantled detention centre, where thousands of refugees were imprisoned under Australia's offshore processing regime. Despite limited access to official documents, the reconstruction was created using archival materials, interviews, Google Maps, film footage, and audio recordings. The accompanying Canvas community site demonstrates research-led teaching, utilising H5P, Seekbeak, and other learning technologies to contextualise the model across disciplines and delivery modes. Students engage in co-constructing interactive hotspots, becoming active contributors to the simulated site.In 2024 and 2025, students applied methods described above for a 3rd year Arts subject: Digital Humanities and the Social Sciences.
It was clear that the simulation functioned as a provocation, with student feedback indicated that this simulation was quite distinct from other simulations: they weren’t just working with a simulator in an abstract way. Rather, they were engaged in contributing human dimensions to the simulation, through Seekbeak activities, becoming active participants in countering historical erasure.
The model prompted students to consider the value of simulation, not just as a digital tool, but as a technique of memorialisation, honouring past suffering, and institutional violence, especially when the physical site has disappeared, and there is no concrete reminder of that history. This is an example of a ‘digital’ site of conscience. Students were also co-creators of the model, as noted above (methods), in which their engagement also reflected the idea of performation as an effect of such digital simulations.
Although simulation techniques are common in the sciences, it is relatively rare to see them used in the humanities and social sciences. This is the only known 3D model of the detention centre, making it a significant contribution to collective knowledge about the facility and its location. It functions as a historical reminder of the suffering of those imprisoned there as especially, in the face of the Australia’s refusal to admit to its complicity in this violence. Students are asked to consider the value of simulating the former prison in 3D, including what is enabled by the 3D graphics, the critical implications of 3D modelling for scholarship in Criminology and Memory Studies and how the critical perspectives Criminology and Memory Studies have transformed the use of 3D modelling.
This project is a significant example of how learning technologies can advance research, of current research being used in teaching, and the nexus between research and teaching for restorative justice purposes.
 
Designing a Framework for an AI-enabled Virtual Learning Space
Get PDFWe provide an overview of a study that aims to develop and examine how Generative AI (GenAI), particularly Large Language Models (LLMs), can be integrated in 3d virtual worlds to enhance English as a Foreign Language (EFL) learning in primary schools. Amid growing global interest in educational technologies, particularly the Metaverse and GenAI, this study addresses the under-explored integration of these tools in primary EFL education (Lo, 2023). While tertiary contexts have seen notable innovations, primary education lacks empirical insights into how immersive and interactive technologies can foster authentic, communicative, and student-centred learning experiences (Tlili et al., 2022; Tlili et al., 2023).
The integration of Metaverse and GenAI offers the potential to create immersive, authentic and socially rich EFL learning environments. In contexts where young learners often lack authentic opportunities for language use, Metaverse platforms—such as Minecraft Education—can simulate real-life scenarios for practising everyday communication, such as giving directions or role-playing interactions in cafes or shops (Dalgarno & Lee, 2010). These tasks promote experiential, meaningful language use, moving beyond rote memorisation (Breen, 1985; Inceoglu & Ciloglugil, 2022). Meanwhile, LLMs like ChatGPT function as accessible, responsive language partners (Kasneci et al., 2023). They offer real-time feedback, personalised prompts, and scaffolded support tailored to individual learner needs (Sharples, 2023).
This presentation proposes a practical methodology to enhance EFL learning in primary schools through a hybrid learning environment (HLE) that integrates Metaverse and LLM. To systematically design and evaluate this environment, the study adopts a Design-Based Research (DBR) approach. This iterative methodology enables the development, implementation, and refinement of authentic learning solutions in collaboration with practitioners. The research unfolds across four phases (Reeves, 2006):
Phase 1: Problem Analysis and Literature Review
Identify challenges in current EFL practices through literature review and teacher collaboration.
Establish theoretical foundation and research questions.
Phase 2: Developing Draft Design Principles and Potential Learning Solutions
Develop draft design principles grounded in authentic learning (Herrington et al., 2010; Herrington & Oliver, 2000), community of practice (Lave & Wenger, 1991; Wenger et al., 2005), and the Conversational Framework (Laurillard, 2012).
Co-design learning tasks using Metaverse and LLM aligned with curriculum objectives.
Prepare a prototype HLE for implementation.
Phase 3: Implementation, Data Collection and Analysis
Implement the learning solution in a primary school in Korea.
Evaluate learning outcomes by observations, interviews, teacher reflections, and surveys.
Conduct iterative cycles of refinement based on feedback and data analysis.
Phase 4: Research Outputs and Reflections
Synthesise findings to refine the pedagogical framework and design principles.
Develop open-access resources, teacher guides, and recommendations for scalable adoption.
Share results through academic publications, workshops, and practitioner networks.
This presentation will provide an overview of the four phases of the DBR process, while highlighting the five draft design principles developed in Phase 2 and the example learning solutions that emerged from them. These principles and tasks illustrate how Metaverse and LLMs can be integrated to create authentic and conversational EFL learning experiences in the primary education context.
References
Breen, M. P. (1985). Authenticity in the language classroom. Applied linguistics, 6(1), 60-70.
Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3‐D virtual environments? British Journal of Educational Technology, 41(1), 10-32. https://doi.org/10.1111/j.1467-8535.2009.01038.x
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational technology research and development, 48(3), 23-48. http://dx.doi.org/10.1007/BF02319856
Herrington, J., Reeves, T. C., & Oliver, R. (2010). A guide to authentic e-learning. Routledge. https://doi.org/10.4324/9780203864265
Inceoglu, M. M., & Ciloglugil, B. (2022). Use of Metaverse in education. In O. Gervasi, B. Murgante, S. Misra, A.M.A.C. Rocha & C. Garau (Eds), International Conference on Computational Science and its Applications (pp. 171-184). Springer International Publishing
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., & Hüllermeier, E. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511815355
Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410
Reeves, T. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 52-66). Routledge. https://doi.org/10.4324/9780203088364
Sharples, M. (2023). Towards social generative AI for education: theory, practices and ethics. Learning: Research and Practice, 9(2), 159-167. https://doi.org/10.1080/23735082.2023.2261131
Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. H. S., ... & Burgos, D. (2022). Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis. Smart Learning Environments, 9(1), 1-31. https://doi.org/10.1186/s40561-022-00205-x
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
Wenger, E., White, N., Smith, J.D., Rowe, K. (2005). Technology for communities. In L. Langelier (Ed.), Working, learning and collaborating in a network: Guide to the implementation and leadership of intentional communities of practice (pp. 71–94). CEFIRO
Stakeholder Engagement in XR Healthcare Education: The ignored piece
Get PDFHealthcare education has increasingly embraced immersive technologies, yet effective stakeholder engagement remains a critical challenge in developing implementations that address both technical and emotional dimensions of clinical practice. This review synthesizes current literature on stakeholder engagement in XR healthcare education, highlighting opportunities for more systematic approaches through Educational Design Research methodologies.
Healthcare education has evolved through distinct phases of XR implementation, from early virtual patients to sophisticated mixed reality environments (Kononowicz et al., 2019; Akhtar et al., 2024a ). Research demonstrates XR efficacy in enhancing procedural competence, with systematic reviews indicating improvements in knowledge retention (effect size d=0.72) and technical skill acquisition (d=0.65) compared to traditional methods (Stretton et al., 2024). However, current implementations predominantly focus on environmental and procedural authenticity while neglecting affective dimensions of clinical practice.
Recent findings highlight emotional regulation as a critical determinant of clinical performance, with studies showing healthcare professionals experiencing elevated stress demonstrate 28-34% decrease in diagnostic accuracy and 41% reduction in effective communication during critical incidents (Armstrong et al., 2024). Despite this evidence, existing XR implementations typically present static, pre-programmed scenarios that fail to respond to learners' emotional states (Birt et al., 2024).
The development of XR technologies in healthcare education requires effective stakeholder engagement to ensure relevance and adoption. However, Li et al. (2024) found that only 23% of XR implementation projects involve systematic stakeholder consultation throughout development. The majority (62%) engage stakeholders only during initial needs assessment or final evaluation phases, creating disconnect between technological capabilities and educational requirements. Key stakeholders typically include clinical educators, healthcare students, practicing clinicians, technical developers, and patients, each bringing unique perspectives on simulation authenticity and usability. Studies show that projects involving multiple stakeholder groups throughout development achieve 49% higher adoption rates and 57% better alignment with educational objectives compared to developer-driven implementations (Yeung et al., 2021).
Educational Design Research (EDR) offers a methodological framework well-suited to addressing this complex challenge. Its iterative, participatory nature enables close collaboration between educators, technologists, and clinical practitioners, essential for developing emotionally responsive learning environments (McKenney & Reeves, 2021; Akhtar et al., 2024b). Previous applications of EDR in healthcare simulation, such as the MESH360 framework, demonstrate its effectiveness in bridging technological innovation with authentic educational needs (Cochrane et al., 2020).
The importance of cultural competence adds another dimension to stakeholder requirements. Research by Taylor et al. (2019) highlighted significant variations in healthcare delivery approaches across different cultural contexts in Australasia, yet Zhang et al. (2024) found that only 12% of XR healthcare simulations incorporate culturally specific elements or consider variations in stress responses and decision-making patterns.
Stakeholder engagement faces several documented challenges, including disciplinary language differences between technical developers and healthcare educators (reported in 78% of projects), competing priorities among stakeholder groups (67%), and difficulties translating clinical authenticity into technical specifications (82%) (Lam et al., 2021).
User experience design principles represent a promising approach, with studies documenting improvements in stakeholder satisfaction (43% increase) and technology adoption rates (37% increase) when employing co-design methodologies that position healthcare educators and students as design partners rather than consultants (Hamstra et al., 2014).
The literature reveals a clear need for more systematic approaches to stakeholder engagement in XR healthcare education, particularly when addressing complex challenges such as emotional resilience development (Aiello et al., 2023). The proposed Emotionally Responsive XR Clinical Environments (ERXCE) framework represents a novel approach that addresses these gaps by integrating stakeholder perspectives throughout the development process, from initial needs assessment through iterative refinement and evaluation. The presentation will outline how the project will engage with key stakeholders as a model for other similar projects
Bridging design prototypes : A design tool to resource sustainable, equitable, flexible learning
Get PDFResourcing sustainable and equitable education in flexible learning should start with understandingneeds, wants, and context of a classroom community. So, educators can bring about meaningfullearning and foster connection with students who could be time-starved, reside outside of maincentres, studying while working, caretaking and/or with disabilities. Motivation and retention of diversestudents (Cook & Cook, 2023) as well as managing disruption (Porter et al., 2024) require changes inhow technology is used (Lai & Bower, 2020), curriculum is designed (Bovill & Woolmer, 2019;Vaughan et al., 2023), and students understood (Daellenbach et al., 2022).
Human-centred design (HCD) facilitates the construction of culturally sensitive, accessible, andflexible learning (G. Gomez et al., 2022). The bridging design prototype (BDP) approach is an HCDmethod that design researchers can use to engage users (e.g., educators) in experimentations withnovel resources. Some educators have used BDPs as inspiration to implement their own noveldesigns (Kicken et al., 2016). This illustrates that “everybody who works in education is a designer”(Weiner, et al., 2020, p.781) or have the potential to become one.
A BDP is a fully functional rapid prototype that users accept to incorporate in real (not pretended)activities; while designers used them for learning about the context (Gomez, 2020). Its iterativedevelopment is informed by six principles, which are seminal concepts drawn from human-centredproduct development (Norman, 1999), user-centred, inclusive and participatory design (Keates &Clarkson, 2003; Norman, 2002; Sanders & William, 2002; Suchman, 1993) and a theory ofmeaningful learning (Ausubel et al., 1978). The principles enable to:• Carry out careful analysis of relevant data,• Develop resources with familiar features to enhance adoption,• Determine when novel features should be included as part of resource design, and• Inform feature design based on a good understanding of the prior knowledge, diversecapabilities, and context realities of users.
BDPs have been built for preschool concept mapping in K12 (Cassata-Widera, 2009; Gomez, 2010)and online learning in higher education (Gloria Gomez et al., 2022; Gomez & van der Meer, 2010).Teachers at a primary school re-oriented my BDP for preschool concept mapping to explore itssuitability as a didactic tool to enhance interactive language learning in the education of children withspeech impairments (Kicken et al., 2016). Explorations with BDP adaptations and a new design (anapp for the interactive whiteboard) transformed speech therapists, counsellors, and teachers intodesigners (Lee, 2008; Weiner et al., 2020). After three pilots with escalating numbers in participationand duration, the school management decided to incorporate concept mapping at every level(Gomez, 2020).
The BDP enabled this school community to sustainably adopt a new tool and construct a newteaching reality (i.e. incorporating concept mapping in interactive language learning) to replace anexisting method (topic webs) and complement others (e.g., conversation exchange). The teachers co-designing achieved a change in didactic tools from a bottom up approach. One by one teachers wereconvinced through personal experience because they saw the children behaving differently. Thisexperience report invites to further investigate how BDPs could inspire/nudge educators in K12 andhigher education to design for “one size does not fit all” (Vaughan et al., 2023, p. 13).
Attendees will be invited to discuss the possibilities with the 6 BDP principles
Co-designing the first online pharmacy course with the technology-enhanced learning accreditation standards (TELAS) as a reflective tool
Get PDFThis research describes the experiences of co-designing a technology-enhanced online Pharmacy course and how the Technology Enhanced Learning Accreditation Standards (TELAS) informed the design and development of a fit-for-purpose online course. This study used Gibb’s reflective model and Driscoll’s constructivist learning theory to unpack and align the processes in the development of the course. Finally, we have discussed the broader implications of the TELAS framework to online courses not only as a reflective tool but as an opportunity to inform future pedagogical practices, course improvements, validations and application of TELAS in practice
Tackling Mind Wandering in Video Learning Environments: A Study Comparing Interpolated Testing and Self-Explanation Strategies
Get PDFPresentation: https://www.youtube.com/watch?v=xqUoL0vdyyQ
Mind wandering is a common experience for students. About 30% of the time, while learning, they will think about something unrelated, such as what they have planned for dinner. These off-task thoughts negatively impact their learning outcomes (Wong et al., 2022). Previous research has been conducted in video-based learning to assert whether including interpolated testing at pauses in a video leads to reduced mind wandering and improved learning outcomes (Jing et al., 2016; Szpunar et al., 2013; Welhaf et al., 2022). The results of these studies have been mixed and do not clearly show that interpolated testing at pauses in a video has the desired effect. Therefore, it has been suggested that interpolated testing only has limited practical effect on reducing mind wandering (Welhaf et al., 2022). In this study, we aim to determine if writing self-explanations at pauses in a video has a stronger effect on reducing mind wandering and increasing learning outcomes than interpolated testing.
For this study, we recruited 138 participants, distributed across three groups. The participants were asked to watch the same video across all three groups. The difference between the three groups was in the interaction the participants were asked to engage in at pauses in the video. The pause times were identical across groups. The first group, the control group, was only asked about their thoughts. The second group, the interpolated testing group, answered multiple-choice questions. The third group, the self-explanation group, was asked to write an explanation to themselves about what they learned. Knowledge gain was measured using a knowledge test before and after the video. Additionally, all participants were instructed to monitor their thoughts and click on a button whenever they realized they were mind wandering. This way of measuring mind wandering deviates from previous studies investigating mind wandering while learning from video. In previous research, mind wandering was measured using probe-caught thought reports. When using this method, the participants are interrupted periodically and instructed to report whether they were mind wandering. We deviate from this measurement method because we expect, based on generative learning theory (Fiorella & Mayer, 2015), that the expectation of having to write a self-explanation will lead the participants to be more aware of their thoughts. To test this hypothesis, we used self-caught thought reports and asked the participants to self-report their mind wandering once they realized they were mind wandering.
The results of our analysis show no significant difference between the groups in their knowledge gain or the number of thought reports written. However, the number of thought reports written correlates with knowledge gain. This result indicates that participants who were more aware of their mind wandering performed better on a knowledge test after the video. While it is inevitable that mind wandering will occur, the deciding factor on whether this mind wandering negatively influences the learning outcomes could be how aware the students are of their thoughts while learning. Consequently, further research should be conducted into how this awareness of mind wandering can be increased