Background: Therapeutic communication (TC) is a fundamental nursing competency, yet students often struggle to apply TC skills with limited individual feedback in clinical settings. Emerging technologies such as artificial intelligence (AI) and virtual reality (VR) simulation offer new avenues to support TC development. However, evidence examining the value of these experiences for students’ TC development remains limited. Methods: This study used a convergent mixed-methods, post-test–only, descriptive design with prelicensure BSN nursing students (n=33). Quantitative data were collected using the Technology Acceptance Model (TAM2) to assess nursing students perceived usefulness, ease of use, and behavioral intention to use VR for TC practice. Qualitative data were gathered through open ended student reflections exploring perceived strengths and limitations of the learning experience. Results: Quantitative findings demonstrated highly perceived usefulness, ease of use, and intention to use VR-based technologies for TC practice. Qualitative findings converged with these results as students described the VR scenarios as realistic and reflective of real-time clinical communication experiences. Divergence occurred with confidence; however, this reflected student perceived emotional difficulty of the VR experience and self-reflection of skill gaps. Conclusion: AI-augmented VR represents a promising complementary approach for TC training in healthcare education. By providing realistic, emotionally authentic scenarios in a user-friendly environment, VR may address persistent challenges in teaching and learning TC. Keywords: simulation, virtual reality, artificial intelligence, nursing, educational technology
This study examines the integration of Generative AI (GenAI) into project-based learning, with a focus on how students’ AI reliance, trust in AI and AI literacy relate to their critical thinking when completing authentic project-based assignments using GenAI. Instructors implemented project-based learning and authentic assessments that emphasized the responsible and ethical use of GenAI to promote critical awareness and thoughtful application in academic work. A total of 180 survey responses were collected, and both quantitative and qualitative data were analyzed. Quantitative results reveal that trust in AI positively predicts students' AI reliance but negatively predicts AI literacy. AI literacy was the strongest predictor of critical thinking, while AI reliance demonstrated a smaller but significant positive association with critical thinking. Qualitative findings further illuminate students’ perceptions of using GenAI in project-based learning, highlighting benefits such as idea generation and feedback, as well as concerns related to overreliance and accuracy, the ethical concerns of GenAI. Overall, the findings provide insight into how generative AI in project-based authentic assessments impact the development of AI literacy and critical thinking while fostering more ethical and responsible AI use in higher education.
The lack of interaction and support in online learning often reduces satisfaction and leads to loneliness. While many studies have focused on improving social interaction, especially in video-based learning, most still rely on asynchronous communication. This study aims to address this gap by exploring the use of synchronous scrolling comments in learning videos to enhance online learning. Based on Cognitive Load Theory, Multimedia Learning Theory, Social Presence Theory, and Attention Curve, we propose a model of on-screen individualized comments, called the i-Comments model. The model includes three elements: Content, Quantity, and Timing. An experiment with 39 subjects found that, compared to original videos, the use of i-Comments enhanced concentration and satisfaction while reducing fatigue and feelings of loneliness. Both medium and high quantities of i-Comments, as well as those presented during the early and middle stages of learning, significantly improved the learning experience. Moreover, analysis of the timing and quantity combinations showed that presenting a low (3–5 per minute) to medium (6-8 per minute) quantity of comments during the early stage, a medium (6-8 per minute) to high (9–10 per minute) quantity during the middle stage, and a high quantity (9–10 per minute) during the later stage achieved the most effective results. Eye-tracking data supported these findings. Overall, the strategic implementation of i-Comments can improve the online learning experience and effectiveness.
Generative Artificial Intelligence (GenAI) is profoundly transforming higher education. Although its use can enhance the quality, efficiency, and equity of learning, it also raises ethical dilemmas related to authorship, academic integrity, and technological dependence. Understanding the ethical factors that influence students’ intention to use GenAI is therefore crucial for designing responsible educational policies. This study examines how different ethical frameworks—justice (JUST), relativism (REL), consequentialism (CON), and deontology (DEO)—affect the behavioral intention to use GenAI as an assistant in the editing of academic essays. To this end, the Multidimensional Ethics Scale was applied to a sample of 151 university students enrolled in social science programs in Spain. Data were analyzed using decision tree models, incorporating three control variables: gender, employment status, and academic performance. The results show that ethical perceptions are the main determinants of behavioral intention, whereas gender and individual student circumstances exert only a residual influence. CON emerges as the most influential factor, followed by JUST, while REL and DEO are the least relevant ethical constructs. Overall, the findings indicate that students primarily value the usefulness and fairness of using GenAI.
Since the introduction of ChatGPT’s voice functionality, new research opportunities in speaking activities have emerged. This exploratory qualitative study investigates the perceptions of English language learners (ELLs) on the use of generative artificial intelligence (GenAI), particularly ChatGPT, in speaking classes. A focus group interview with six ELLs indicated that their initial curiosity and skepticism about ChatGPT shifted to recognizing its usefulness for ongoing language practice. Additionally, learners differentiated the roles of ChatGPT from human teachers, appreciating its constant availability as a practice tool while noting its inability to replace the motivational support and facilitation of human teachers. Factors influencing their experiences included the relevance of ChatGPT-assisted activities to their daily lives, teachers’ pedagogical approach, teachers’ technological comfort, and challenges like practice time and targetedness of questions. The study outlines new directions for future research on its scalability and potential long-term impacts across different proficiency levels in various educational contexts.
This study investigates the phenomenon that may arise when learners are provided with step-by-step attentional guidance during an immersive virtual reality (VR) lesson. While this instructional approach can enhance users’ task completion, it may simultaneously either facilitate or obstruct learners’ capacity to develop a profound understanding of the task. Furthermore, the study examines the efficacy of the generative learning strategy of enactment in fostering meaningful learning outcomes following such step-by-step guided VR lesson. To investigate this issue, 92 master's students in engineering were instructed about the industrial forging process through an instructional scenario and video prior to engaging in the VR lesson. The results suggested that the attentional guidance during the VR lesson had contrasting effects depending on whether enactment followed the VR lesson, exclusively for procedural knowledge. The findings provide evidence that adding step-by-step attentional guidance into VR lesson may hinder the acquisition of procedural knowledge—a phenomenon we refer to as the “GPS effect”. This term draws an analogy to a navigation system that directs users to their destination through predetermined steps, without encouraging them to remember or consider the surrounding context. However, supplementing the guided VR lesson with an enactment phase appears to improve learners' procedural knowledge acquisition.
This study reports on the design and implementation of a teacher professional development (TPD) workshop aimed at enhancing teachers’ competencies in integrating Generative AI (GenAI) into creative problem solving (CPS). The workshop involved seventy in-service and pre-service teachers in Indonesia and was grounded in two core principles: teachers as designers and teachers as learners. During the workshop, the Creative Problem Solving with GenAI (CPS-GenAI) model was introduced to help teachers understand the role of GenAI in each stage of the CPS process. Participants engaged in CPS tasks drawn from the PISA 2022 Creative Thinking Assessment, both with and without GenAI support. To evaluate the program’s impact, teachers’ perceptions were measured across four dimensions: (a) perceptions of GenAI in education, (b) creative teaching competency, (c) stages of AI integration, and (d) intention to use GenAI. The results revealed that teachers developed more positive perceptions of GenAI’s educational potential and stronger intentions to use it following the workshop. Furthermore, teachers who demonstrated higher creative teaching competency and stronger intention to use GenAI were more likely to perceive GenAI integration favorably. Overall, this study offers practical insights for future TPD initiatives, highlighting the importance of pedagogically grounded approaches to integrating GenAI in CPS.
The article reports on a case study of an early-adopter classroom writing experiment utilizing generative AI while preserving student voice and academic integrity. The "Strong Schools" course, part of the Master of Education Program at the Asian University for Women (AUW), combined generative artificial intelligence (AI) with open-access platforms to empower students to author a comprehensive e-book on artificial intelligence in education. The course provided hands-on experience with generative AI and educational technology while promoting the creation and use of open educational resources (OER). Through the integration of AI tools and digital platforms for content creation, research support, and open access e-book publishing, the course equipped students to engage as both informed consumers and creative producers of AI-enhanced educational content. This article explores the course structure, the array of technologies employed, and the pedagogical strategies implemented. Reflections from facilitators and feedback from students offer insights into the impact of this approach on the adoption of generative AI in education. Student Feedback was gathered via an online survey and through video statements. Student feedback indicates that the experience has been profoundly impactful, not just in enhancing technical skills but also in shaping perceptions of generative AI's potential in education.
This qualitative exploratory study explored the individual processes of five PSTs as they interacted with AI, evaluated AI-generated lesson plans, and how they perceived AI’s affordances and constraints. Drawing from the concept of AI literacy, this study provided an in-depth analysis of PSTs’ evaluation processes and perceptions on designing with AI through investigating their recordings of actions with think-aloud, written reflections, and a group interview. The findings showed that despite PSTs being able to articulate the benefits that AI brought in lesson plan designing, they still grappled with the design and evaluation of AI-generated lesson plans. There was a gap between PSTs’ knowledge, practice, and reflection. The findings suggested that PSTs’ AI literacy is in its early stages, highlighting the need for more professional development on AI integrated instructional design. This study offered valuable insights for researchers and teacher educators to foster AI literacy and prepare future educators for effective AI use. Pedagogical implications for instruction, assessment, and policy making were also discussed.
An investigation into the use of virtual reality for educational use was conducted at a London art gallery and university, exploring a new approach to a learning environment. A viewing of an Impressionist landscape painting was also experienced as a 3D virtual reality experience. The intention was to consider if this immersive experience could help with learner engagement and conception and understanding of artworks. Some of the major themes uncovered by the work include addressing engagement, challenges around perceived ease of use, and potential uses for understanding artistic and compositional choices. An original contribution to knowledge was demonstrated by the connection to learning objectives (LOs) using virtual reality (VR) to explain and understand landscapes in Art History. Connection of LOs in VR in this specific context is novel. Limitations of the work include the sample size, and future researchers may want to consider additional discipline contexts.
This study examines pre-service teachers’ (PSTs’) responses to using AI to review their writing. As part of a class activity, PSTs prompted an AI-chatbot for feedback and revisions on a short essay based on a provided assignment rubric. They then exchanged papers with a classmate and completed a peer review. Afterward, they reflected on the pros and cons of using AI in this way, and compared the process to peer review. While some PSTs initially encountered functionality issues, all were able to obtain feedback and the majority reported finding it useful. In general, the PSTs appreciated AI’s speed and expertise and the potential to customize feedback based on their needs. However, many were skeptical of AI’s evaluation of their writing and critical of AI’s revisions, particularly to changes in vocabulary, with some noting a loss of voice. The authors emphasize the importance of developing PSTs’ AI literacy skills and requiring critical reflections as part of any AI-supported review process. The implications of including AI review as part of PSTs’ writing process are discussed.
Children are increasingly exposed to malicious actors online that could cause digital or even physical harm. Research shows that children know little about cybersecurity, but national organizations are emphasizing cybersecurity education. Practitioners have taught cybersecurity in many ways; however, none have utilized social robots to engage students in interactive storytelling around cybersecurity concepts, which may hold promise for supporting student learning. In this study, we first examined the role of interactive storytelling on a social robot to support student learning of key cybersecurity concepts, (i.e., safety, privacy, and security). We subsequently investigated students’ perceptions of a social robot in their classroom. Through a series of quantitative and qualitative analyses, we investigated these questions before and after the introduction of a social robot and associated lessons in cybersecurity classrooms. Findings indicated that children do learn from and enjoy learning about cybersecurity from a social robot although content should be original and age-appropriate.
Development of effective oral presentation skills is an essential component of entrepreneurship education, but class size and time constraints can limit opportunities to practice and receive quality feedback. Immersive virtual reality can provide time- and place-independent opportunities to hone presentation skills in diverse settings with personalized feedback. Focusing specifically on research carried out in the last ten years, this PRISMA-guided systematic literature review aimed to assess the kinds of VR used, as well as the learning conditions, forms of feedback, and commercial technologies best able to support presentation skill development in entrepreneurs, along with key areas for future research. Most studies reviewed used fully immersive virtual reality to develop presentation skills. Effectiveness was enhanced by segmentation, repetition, the presence of an encouraging and supportive audience, increased room size and audience distance, gesture encouragement, and integration into a program of le
Educators are at the forefront of shaping the future of education, particularly as technological advances introduce new tools and methods. Generative AI is a powerful tool capable of producing high-quality content based on properly constructed user prompts. While these advancements present significant opportunities, they also pose challenges. This study investigates educators' general attitudes and confidence in using and guiding student use of generative AI and evaluates the effectiveness of a targeted workshop designed to increase AI literacy among educators participating in a university outreach program. Participants included 12 undergraduate resident scientists, six graduate fellows, and eight professional teachers. The study utilised a pre- and post-survey approach to evaluate shifts in AI literacy and comfort before and after the workshop. Specifically, participants reported increased confidence in using AI tools, recognizing bias in AI-generated content, and understanding the ethical implications of AI use. The study highlights the importance of targeted, multigenerational training programs to improve educators' comfort and literacy with generative AI, emphasizing the value of cross-generational collaboration in enhancing learning outcomes. The findings suggest that such training fosters a deeper understanding of generative AI, thereby enhancing its integration into pedagogical practices.
Podcasts are increasingly being used for educational purposes within and outside of the classroom. In the English as a New Language (ENL) classroom, podcasts have been used as a source of authentic auditory input to supplement traditional pedagogical materials. The creation of podcasts by learners has been widely used to encourage language learning. This paper summarized studies that assessed the effectiveness of learner-generated podcasting within the ENL classroom. Also considered are the benefits of encouraging the use of learner-generated podcasting in the ENL classroom. Keywords: Podcasts, English as a New Language (ENL), English as a Second Language (ESL), learner-generated podcasting.
In this study, temporal speech cues were integrated into online curriculum to solve non-routine problems in curricular multimedia. Teachers-in-training (n=56) were randomly assigned to one of three treatment conditions. It was expected that participants in the temporal speech cues condition would be more likely to solve problems than those in the expository text, or the narrated text conditions. The study used a 3-factor repeated measures design, a pre-test, a post-test, and a delayed post-test. The delayed post-test was included to determine the content of long-term memory over time. Results of the study confirmed the expectation that, after a latency period, participants learning from temporal speech cues applied more instructional design solutions to non-routine problems than those learning from expository text, and narrated text.
Special issues of research journals can help focus attention on topics relevant to the field. They can also provide opportunities for editors (or guest editors) to introduce practices and procedures different than traditional journal approaches. For instance, AACE journals (https://aace.org/pubs/) have special issues that are tied to AACE conferences (https://aace.org/conf/). This special issue, in particular, set out to accomplish two things. 1. The call for papers asked authors to consider emerging technologies within the field. While many papers use novel technologies, the focal point here was to combine the purpose or mission of the journal with the topic of innovative and emerging innovations. 2. The call for papers required 2k-3k words for everything in the paper (i.e., abstract, references); this was in comparison to the 5k-8k normally required. While authors accepted for publication were given additional space for revisions, the short paper format was meant to encourage rapid submission, review, and publication.
This systematic literature review explores the impact of Virtual Reality (VR) on STEM education, focusing on the enhancement of student learning outcomes. Our findings reveal that VR's immersive and interactive features significantly improve student understanding, retention, and engagement. Key features of effective VR applications include immersive simulations and interactive experiences, which enhance the learning of complex concepts. However, this systematic literature review highlights a significant gap in studies focused on English Language Learners (ELLs), a group that could greatly benefit from VR's tailored educational experiences. The review emphasizes the importance of professional development for educators to effectively integrate VR technology. The findings advocate for further research and the development of VR applications aimed at creating more inclusive and equitable STEM learning environments, particularly for English Language Learners.
In 2013, the Next Generation Science Standards tasked science teachers to include more engineering processes in their instruction. Design thinking is one way this has been accomplished over the last decade, but other engineering characteristics might have an influence on how learners thinking through the design process. Using a pretest-posttest, mixed methods design, this study sought to find a connection of learner self-perception of visuospatial reasoning with their design thinking while design and developing a mixed reality Serious Educational Game. Wilcoxon Signed Rank Tests suggested asymptotic significance (p<.05) for visuospatial self-efficacy on rotation and symmetry, implicit visuospatial skill use on real life tasks, importance of design, engineering, and technology, and stereotypical characteristics of engineering. Qualitative analysis of weekly journals illustrated when elements of design thinking were most articulated through the game design and development process. The study concludes with a discussion of the connection of which elements of visuospatial self-efficacy map to the elements of design thinking.
This study analyzes the trends in Edutech-related (Edtech) research within English education in Korea, utilizing Natural Language Processing (NLP)-based text mining. Data, including titles, keywords, abstracts, and publication years of 717 research papers, were collected over the past 20 years (2004-2023) from the Korean Education and Academic Information Service (RISS) database and Google Scholar. The analysis involved trends in the number of publications over time, word frequency, TF-IDF, N-gram, and CONCOR analysis. Overall, the findings indicate an increasing importance and expanding scope and depth of technology’s role in English education over time. In particular, the integration of advanced technologies like AI is fundamentally transforming English education methodologies and learners’ experiences, which is expected to have a significant impact on the future of English education. In this study, the trends in Edtech-related research in English education in Korea analyzed not only offer important implications for the field of international English education but also provide practical strategies and methodologies applicable to teachers, learners, parents, policymakers, and all stakeholders involved in English education, as well as a deep understanding of the global Edtech market.
