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