In today's increasingly visual world, developing systematic approaches to strengthen students' visual literacy has become essential. Visual literacy is defined as the ability to read, interpret, and construct meaning from visual representations through the use of visual language and visual structures. This study investigated the impact of collaborative visualization on the development of visual interpretation, one of the core visual reading skills within visual literacy that involves decoding visual language, analyzing visual structures, and constructing meaning from images. Collaborative visualization involves learners jointly viewing, discussing, interpreting, and creating visuals, while visual interpretation refers to perceiving an image, analyzing it through visual language, and constructing meaning collaboratively. Using a pretest - posttest control group design, the study measured students' visual interpretation performance and attention patterns with a test based on visual language and administered via an online eye-tracking tool. Results indicated that collaborative visualization significantly enhanced visual interpretation skills compared with individual practice. Eye-tracking data further supported these outcomes, showing earlier and more focused attention on visually and semantically relevant areas, suggesting more effective visual reading processes. Overall, the study provides a novel perspective on improving visual interpretation and broader visual literacy skills through structured collaborative learning.
Considering the critical issues relating to the digital divide and the accelerated growth in technology integration, there seems to be an imbalance between urban and rural school teachers in the adoption and utilization of technology. Accordingly, this study examines the Ghanaian urban and rural basic school teachers' technology use and its predictors through the quantitative research approach. In all, 737 (urban = 426 and rural = 311) basic school teachers were sampled for the study. The main data collection instrument was a questionnaire. Data were analysed using an independent sample t-test and linear multiple regression. The data analysis revealed that, unlike the non-use of digital technologies by the rural basic school teachers, the urban basic school teachers periodically utilize digital technologies mainly for pedagogical purposes. Specifically, such periodic utilization of digital technologies by urban basic school teachers focuses on assessment, management of students' records, professional and research activities. Moreover, the outcome of the study indicated that teachers' access to technology, technology competency, gender and age significantly predicted their use of technology. Based on the findings, it was recommended, inter alia, that the Ghana Education Service should continuously plan, design and implement professional development programmes that focus on developing teachers' technology competence in using appropriate technology applications.
Activist pedagogy inspires learners to inquire, reflect, and act for change as they engage with socio-political issues. This mixed methods study compares knowledge, attitudes, and practices of activist pedagogy among 235 Israeli high school teachers (83 media educators, 152 others). The research explores how media literacy education, with its emphasis on critical analysis and civic engagement, influences teachers' approach to activist pedagogy. Results show media educators have significantly higher alignment with activist pedagogy in knowledge and practice. However, both groups demonstrated low attitudes towards their role as socially active teachers across school activities. Qualitative interviews revealed how media educators integrate critical analysis into teaching, while highlighting implementation challenges, particularly in interdisciplinary collaboration. The study uncovers a paradox: despite media educators' advantage, there's a disconnect between their potential to lead activist pedagogy initiatives and their perceived role within the school ecosystem. We suggest promoting activist pedagogy led by media educators, emphasizing professional development and cross-curricular collaboration to advance civic engagement in education. The findings have implications for teacher training, curriculum development, and the broader integration of media literacy across disciplines to foster active citizenship in an increasingly complex digital world.
This article describes a research project aimed at promoting digital literacy skills in elementary school students. The objective of the study was to design, develop, and test a digital literacy learning package involving both online and offline interactive activities covering seven digital literacy skills widely considered equally crucial to digital literacy and digital media ethics, and informed by VARK Learning Style and Multimedia Learning theory. The research featured both quantitative and qualitative studies and workshops in collaboration with students, their teachers, parents and relevant experts. The results of this collaboration produced a kinesthetics-based package incorporating both online and offline interactive activities. Pre- and post-testing with the students demonstrated that the package encouraged successful digital learning. The study also demonstrated that, together with Multimedia Learning strategies, applying VARK Learning Styles to the context and aims of the desired learning rather than to satisfy student preferences, can develop tools that aid learning.
In the evolving field of journalism, mastering specialized terminology is vital for academic and professional success. This study introduces an innovative pedagogical approach based on Communicative Language Teaching (CLT) to enhance journalism students" terminological competence at the Uzbek State University of World Languages. Using an experimental design with rigorous pre-test and post-test procedures, the research involved 150 undergraduate students and 30 media professionals. Quantitative data from pre- and post-test surveys revealed significant improvements in students" terminological proficiency and overall communicative competence. The findings highlight the effectiveness of integrating CLT into journalism education, providing a structured method for teaching terminology that aligns with industry standards. This study contributes to the field by offering a replicable model for journalism educators, emphasizing the importance of targeted language instruction to prepare students for the complexities of modern media environments.
This paper presents research on the role of Augmented Virtuality (AV) within collaborative educational environments. While AV remains a rather underexplored dimension in the Virtuality-Reality Continuum, this study lays the groundwork for its pedagogical integration, investigating how real-world data can enhance collaborative learning and offer valuable insights into students' collaborative interactions. The paper provides a background on current approaches to collaborative learning, particularly assessing collaboration to understand interactions, indicators and behaviours that indicate a possible degree of collaboration between students. The paper describes the iterative experimental studies conducted, aimed at assessing learners' states during learning activities, which played a key role in refining the initial requirements for the proposed framework, design and development of the system. The key results from the validation experiments with students and consultation with teaching practitioners are presented. The results from validation experiments showed a positive correlation between students' perceived collaboration levels and those calculated by the algorithm developed, indicating the potential for the framework proposed to promote student self-awareness and potentially more enhanced collaborative interactions. The scope of this study is to contribute as an intersection of AV technologies and education, providing a foundation for educational practitioners to create collaborative environments enriched by AV technologies.
Neurodiverse children do not always benefit from a typical learning environment and therefore may be at a disadvantage when learning alongside their peers. Many of these children have different preferences when it comes to the formatting of learning materials, which may impact their performance. The current study examined the preferences of 204 adults with diagnosed ADHD, autism, dyslexia, dyscalculia, and dyspraxia to identify formatting preferences for formatting variables previously shown to influence performance: font style, font size, character spacing, line spacing, title design, background colour, reward icon and instruction layout. Preferences were obtained by means of a survey, where participants rated their preferences on 5-point, Likert-type scales (1 = strongly disagree to 5 = strongly agree). Participants were also asked to rank the options provided for each formatting variable from least favourite to favourite. Results indicated consistent preference across all neurodiverse groups, with one category in each being significantly preferred across all groups. The exception to this was background colour, in which each neurodiverse group preferred a different colour.
This study outlines the development and validation of a new scale measuring undergraduate students' satisfaction with online distance education. Employing a survey model, the study included item generation, data collection, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). An initial 72-item pool was created through a literature review and expert consultation. Content validity was ensured through evaluations by 12 academics, resulting in a refined set of 65 items. These items were reviewed by 15 students for further clarity. Data were collected via an online survey from undergraduate students at three universities. A total of 407 students participated in the EFA phase and 333 in the CFA phase. Reliability and validity were assessed using various statistical tests. The final ODESS scale comprises 39 items across seven factors: Instructor Support, Self-satisfaction and Needs, Course Materials, Self-expression, Student-student Interaction, Exam Security, and Facilitative Roles of Instructors. The model explains 68% of the total variance. This study presents a valid and reliable multidimensional instrument that comprehensively assesses key dimensions of the online learning experience, supporting efforts to improve quality and responsiveness in distance education.
The rapid development of artificial intelligence have once again brought the concept of intelligence into the spotlight. Public discourse surrounding these technologies often conceptualizes intelligence as a unified, one-dimensional construct, overlooking a substantial body of research suggesting that intelligence manifests in multiple, distinct forms. This exploratory study aimed to validate an instrument designed to measure multiple intelligences among Chinese elementary school students (N = 4,031) and to map the intelligence profiles of the participants. To determine the dimensionality of the instrument, exploratory and confirmatory factor analyses were conducted. The results supported the existence of eight distinct dimensions of intelligence among Chinese primary school learners, consistent with Gardner's theoretical framework. Furthermore, the study compared boys' and girls' self-reported assessments of intelligence to examine whether the "male hubris - female humility" effect could be observed across the eight dimensions. The findings indicated that boys reported higher levels of logical - mathematical intelligence, whereas girls demonstrated significantly higher self-assessments in verbal - linguistic, bodily - kinesthetic, and interpersonal intelligences.
This paper presents the theoretical background of complex innovative teaching methodologies based on the communicative constructivist pedagogical approach. Key elements are modern methods for mapping the competences to be developed, as well as the use of interactive methods and multimedia. The use of interactive and multimedia tools ensures the effective development of these competences and motivates learners. Modern ICT tools play an important role in the development of the specific competences identified. One of the aims of this paper is to review the theoretical background of multimedia and to present pedagogical models that justify the need for a methodological paradigm shift in both public and higher education. Finally, the paper draws attention to the usefulness and systematisation of digital solutions for the specific purpose of developing different competences in the context of experiential pedagogy.
While artificial intelligence (AI) has seen rapidly increasing adoption in physics education, its use for test generation received only limited attention, lacking especially empirical studies in real learning environments. This study addresses this gap by implementing AI-generated formative assessments in a large-scale educational setting. The research focused on the reliability, motivational impact, and practical applicability of these AI-assessments. Two AI platforms were employed, ChatGPT and the Hungarian educational platform Redmenta. Both models required expert validation to ensure content quality, though Redmenta's output proved to be inadequate for the given purpose. The intervention took place during the 2024/25 Maximilian Hell Competition, a Carpathian Basin-wide physics and astronomy contest. Participants were given 54 mandatory human-crafted multiple-choice questions (MCQs), and 162 AI-generated optional MCQs. Post-intervention performance was compared between students who practiced with AI-generated MCQs (n = 71) and those who relied solely on human-authored learning materials (n = 416). Moderate performance gains were observed, particularly among lower-performing students. These findings suggest that AI-generated tests offer promising potential for time-efficient formative assessment, benefiting especially students at risk of underperformance. Such tools might also be integrated into university programs to prevent early dropout caused by insufficient prior knowledge.
Perspectives on the use of telecommunication devices in educational institutions vary internationally. France implemented restrictions in 2017, followed by China in 2018 and Canada in 2019, with several other countries - including Denmark, Sweden, and England - subsequently adopting similar measures. Evidence suggests that banning mobile phones in schools produces mixed outcomes regarding students' academic achievement, mental well-being, and exposure to cyberbullying. In Hungary, such regulation took effect on 1 September 2024 under Government Decree No. 245/2024 (VIII. 8.), which designates telecommunication devices as prohibited or restricted items within schools. The primary rationale is that mobile phone use distracts students from learning and facilitates cyberbullying. The decree applies to mobile phones, tablets, laptops, and smartwatches, while allowing occasional use with explicit permission from a teacher or principal, provided the purpose and duration are clearly defined. This study presents findings from a quantitative survey conducted among secondary school teachers regarding the local implementation of these restrictions and their perceived impact on classroom activities and break-time interactions. Drawing on the responses of 1,198 teachers, the paper offers a summary of the first year's experiences following the enforcement of the regulation.
