Quantum Mechanics (QM) education presents diverse pedagogical challenges as the observed phenomena occur at scales invisible to human perception, unfold across timescales inaccessible to human cognition, and contradict intuitions developed through lifelong interaction with classical objects. Virtual Reality (VR) has attracted interest as a technology capable of addressing such challenges though recent reviews reveal that existing implementations follow technological capability instead of pedagogical rationale. In response to this observation, we propose the Experiential Quantum Framework—an extension of the Cognitive Affective Model of Immersive Learning adjusted to the requirements of QM instruction. The framework identifies four VR affordances—presence, agency, embodiment, and scale-time transformation—and maps them to six documented quantum learning challenges through theoretically-grounded paths wherein, four represent direct positive relationships; one is conditional, predicting that VR visualisation can either reinforce or remediate misconceptions depending on the design choices; and one is negative, capturing the cognitive load risk that immersion imposes on already-complex content. Based on the aforementioned paths, six design principles derive that translate theoretical rationale into actionable specifications for instructional designers. The framework generates testable propositions, provides diagnostic criteria for educators evaluating VR implementations, and offers theoretically-grounded design guidance for Immersive VR applications for QM instruction.

Digital Product Passports came with the promise to bring about supply chain transparency. However, since their emergence, several adoption barriers have been identified primarily due to stakeholder disengagement and misaligned incentives. To this end, while regulatory mandates drive compliance, passive information repositories often fail to generate meaningful participation from suppliers and/or consumers. In consideration of this shortcoming, the present work proposes a Digital Product Passport framework enriched by gamification elements as a means of transforming transparency from burden to opportunity and individual motivations to collective transparency goals. In greater detail, the framework addresses supplier reluctance through competitive transparency scoring and value sharing mechanisms and further engages consumers through interactive product journey narratives and impact visualisation. The work contributes to the behavioural design research field by proposing an alternative framework that leverages intrinsic and extrinsic motivation in order to overcome traditional barriers to supply chain transparency. To contextualise these ideas, we provide illustrative scenarios demonstrating how gamification mechanisms could create self-reinforcing feedback loops between suppliers and consumers.

Research on Generative Artificial Intelligence (GenAI) in education has concentrated on user attitudes and adoption intentions but less is known about how groups actually interact with such tools while solving complex problems. The present study treats prompting as observable, time-resolved, behaviour and investigates how a group’s prompting develops and relates to task effectiveness over a collaborative session. Secondary (N=114) and Higher (N=57) Education students, working in self-formed groups (N=45), completed a competitive mystery-solving task with unrestricted access to GenAI tools of their choice. Logged group prompts were coded with a scheme adapted from Bloom’s Digital Taxonomy that distinguishes lower-order (Exploration and Action) from higher-order (Creation and Metacognition) cognitive behaviours. Groups produced a modest majority of higher-order prompts and shifted progressively from exploratory toward metacognitive prompting as sessions advanced. A higher proportion of higher-order prompting was associated with greater effectiveness which held even when the total prompt volume was controlled. Prior experience, general attitudes toward AI, and self-reported verification behaviour showed no reliable association with effectiveness. Perceived usefulness and prompting self-efficacy co-varied with success but are interpreted as concurrent correlates. Foregrounding what groups did with the tool and how that behaviour developed over time offers a view on collaborative human-AI interaction that adoption-focused measures alone cannot provide.

Background Secondary chemistry education faces persistent challenges in conveying abstract molecular concepts. Virtual Reality (VR) and Augmented Reality (AR) technologies have emerged as potential solutions to tackle this issue by offering immersive visualisations and safe experimental environments that bypass traditional instructional limitations. Objectives The present systematic review investigates the adoption of VR and AR in secondary chemistry education from 2014 to 2025. Methods A systematic literature search was performed following the PRISMA guidelines with backward-forward reference searching to ensure comprehensive coverage. In total, twenty-two (N = 22) empirical studies were identified that met the predetermined inclusion criteria and were evaluated using the adapted Mixed Methods Appraisal Tool. Results Implementation patterns revealed concentration at upper secondary level (14 studies), compared to lower secondary (7 studies), and one study spanned both levels, with applications predominantly addressing molecular structure, chemical bonding, and reaction mechanisms. Head-Mounted Displays and mobile devices constituted the primary hardware platforms, while Unity 3D emerged as the dominant development environment. Practice-based learning activities were most prevalent, frequently combined with guided inquiry and collaborative approaches. Studies documented enhanced conceptual understanding, increased student engagement, and improved spatial reasoning abilities. Implementation barriers persisted including equipment costs, technical infrastructure requirements, and varying digital literacy among educators. Conclusions VR and AR technologies demonstrate potential to address chemistry education challenges. Nevertheless, the field requires longitudinal studies to establish long-term learning impact and standardised assessment protocols in order to enable meaningful cross-intervention comparisons. Future developments should prioritise pedagogically-informed designs to address specific curricular requirements rather than technological capabilities alone.

The study examines the effectiveness of unplugged gaming activities for stimulating Computational Thinking (CT). Departing from traditional, sedentary digital gamification, physically active alternatives were sought to reduce the potential health risks of excessive screen time. Additionally, efforts were made to engage girls. Using a mixed-methods approach, 311 adolescents (13-15 years old) were randomly assigned to an escape room or treasure hunt, where over a five-day summer vacation program, they participated in activities designed to improve CT components. Quantitative analysis revealed significant improvements in CT test scores after the intervention in both conditions for both genders. Qualitative analysis confirmed these findings and further highlighted their impact on engagement. Collaborative learning and cognitive challenge were positive aspects, while some challenges related to team dynamics and task complexity were also identified. The study demonstrates the potential of physically active gamification in CT education and highlights the importance of taking gender-specific experiences into account.

Formative feedback is important to student experience and learning outcomes. However, little is known about how students engage with formative feedback and the specific impact it can have on assessment outcomes. The purpose of this study was to examine the impact of optional formative assessment feedback on learners’ performance and behaviour. In total 135 Postgraduate students participated in this study. Students’ profiles were created by an enrolment questionnaire covering the "Big 5" personality dimensions, the Situational Motivation Scale and demographic and background data. Learners’ engagement with the LMS (Blackboard) was monitored using built-in reporting tools for activity in the main content areas over the module’s ten weeks of teaching. Marks from both formative and summative assessments were used to gauge their relationship to engagement and performance. Results indicate that seeking formative feedback is associated with significantly higher course engagement. In terms of feedback uptake behaviour, there is a partial relationship between time spent on feedback content and mark improvement, but feedback visits across course weeks seems to be a better indication. Few student characteristics correlate with feedback-seeking, though we reinforce our earlier finding that conscientiousness is negatively associated, reflecting an over-confidence in expected performance in those who decline feedback opportunities.

Despite the documented benefits that Augmented Reality (AR) offers for language education, teacher adoption remains constrained by barriers that differ fundamentally in tractability. For instance, infrastructure limitations require systemic investment whereas attitudinal concerns may respond to awareness-raising and professional development. The present study examines the barrier hierarchy among Greek English as a Foreign Language (EFL) teachers and the relationship between AR knowledge and barrier perceptions. Using a mixed-methods design, EFL teachers (N = 266) completed a survey with subsets participating in focus groups (n = 35) and semi-structured interviews (n = 18). Quantitative analysis revealed that infrastructure barriers exceeded attitudinal barriers. AR knowledge was associated with lower attitudinal barriers but showed no relationship with infrastructure perceptions, indicating that awareness interventions cannot overcome material constraints. Evidence of student learning gains emerged as the strongest condition for adoption readiness, outweighing even resource provision. The qualitative data broadly converged with the barrier hierarchy but also exposed heterogeneity—including divergent stances and context-specific reasoning that the quantitative aggregate obscured. Exploratory analyses further showed that barrier profiles varied by teaching level. It is, therefore, concluded that, where infrastructure constraints dominate, awareness-raising alone may be insufficient to accelerate AR adoption and that coordinated investment across infrastructure, knowledge, and pedagogy offers a more plausible path.

Augmented Reality (AR) has been found to produce significant effects on individual learning outcomes but its impact on collaborative applications remains moderate. Existing AR frameworks emphasize individual instructional design, whereas frameworks for collaborative learning rarely engage with the spatial and device-mediated affordances of mobile AR. In response to this inadequacy in the literature, we introduce the Mobile Augmented-Reality Storytelling for Vocational Education and Training (MARS-VET) framework, a four-dimensional conceptual architecture that integrates Computer-Supported Collaborative Learning (CSCL) scripting principles with mobile AR affordances for collaborative English as a Foreign Language (EFL) writing in Vocational Education and Training (VET) settings. MARS-VET synthesizes theoretical perspectives across four dimensions: contextual anchoring, which embeds activities within authentic workplace scenarios; collaborative orchestration, which structures group interaction through macro- and micro-level scripts; competency cultivation, which sequences writing progression from model-based reproduction toward autonomous professional text production; and capacity building, which addresses the professional-development requirements of implementing educators. Content validity was established through expert panel evaluation involving international specialists (N = 11) who rated the framework against 36 items using a four-point relevance scale and provided additional qualitative feedback. The Scale-level Content Validity Index (S-CVI/Ave = 0.91) exceeded established thresholds, with all four dimensions achieving satisfactory item-level indices. Experts reached unanimous agreement on items addressing workplace scenario identification and co-located access to linguistic resources. Qualitative feedback led to terminology refinements and clarification of orchestration mechanisms. The framework offers VET institutions and educators a reference for the design and evaluation of collaborative AR experiences in an area where integrative frameworks have so far been lacking.

Spatial audio is an integral aspect of virtual reality (VR) experiences as it enhances sensory immersion. Serious games often face the problem of effective player guidance and progress without disrupting gameplay. This study presents the results of a mixed-methods comparative experimental study. A system with audio cues was tested (n = 30) in a serious escape room game on a STEM subject in immersive VR. The breakout room game explored the physics of audio and sound. The introduction of audio cues improved object location and enhanced spatial auditory awareness, yet these benefits did not consistently extend to other aspects of the VR experience.

While research on Learning Analytics (LA) is plentiful, it often prioritises perspectives on LA systems over the practical ways instructors use data to analyse and refine the learning process per se. The present study addresses this inadequacy by investigating how student data is employed by educators in UK Higher Education Institutions (HEIs) and how it could be optimised. Specifically, a mixed-methods approach was employed combining survey data, mainly from one institution (N = 85) with insights gleaned from interviews with academics (N = 11). The findings reveal a real desire for better data capabilities and access, underscoring the need for HEIs to enhance data capture, better integrate systems and invest in professional development to enhance data literacy and foster a culture of data-driven decision-making. Importantly, a similar emphasis to that given to assessment and attendance needs to be given to data for the differentiation and personalisation of learning.

Despite the implementation of stringent safety protocols, human error remains responsible for 70–80

Educational metaverse platforms struggle with three critical limitations: lack of intelligent facilitation, poor avatar-mediated social presence, and unstructured collaboration that reduces learning effectiveness. We address these issues by extending the Interaction Layer of the Open Metaverse Education Framework (OMEF) through a series of conceptual and technical improvements that aim at increasing user engagement and learning effectiveness. In greater detail, we present a pedagogically-driven avatar taxonomy that supports: a) identity expression and social presence at different fidelity levels, b) a framework with redesigned Non-Player Characters (NPCs) as intelligent facilitators capable of managing group processes, offering adaptive support, and mediating social and emotional interactions, and c) outline reusable activity patterns, such as virtual labs, debate arenas, and project workshops, to encourage structured engagement and peer interaction. The aforementioned improvements work within a modular, event-driven architecture that integrates avatar management, NPC control, and real-time collaboration tools contextualised as an adaptive interaction framework that enables immersive, learner-centered, education within the OMEF ecosystem.

Background The increasing focus on Personalized STEM Learning (PSL) highlights the need to understand how Technology-Enhanced Learning (TEL) and Learning Analytics (LA) can be effectively integrated to support adaptive learning. While TEL-LA interventions have shown promise in optimizing learning pathways, an in-depth review is needed to evaluate their technological, pedagogical, and analytical characteristics, as well as their impact and implementation challenges. Aim and method The present study constitutes a systematic scoping review of 31 empirical intervention studies published between 2020 and 2024, analyzing recent developments in TEL-LA for PSL. The review examines the key characteristics of these interventions, their impact on learning outcomes, and the challenges in their implementation. Results The findings indicate that Intelligent Tutoring Systems (ITS) were the most widely applied technology in K–12 (mathematics), while Virtual Reality (VR) was utilized for immersive educational experiences in Higher Education (engineering). LA techniques, such as regression analysis, exploratory data analysis, and clustering, were crucial in monitoring engagement and providing personalized feedback. Self-regulated learning strategies were frequently embedded in TEL-LA interventions, with studies reporting improvements in student motivation, problem-solving skills, and academic performance. Conclusions The present study provides a robust foundation for understanding how TEL-LA for PSL can be effectively implemented to achieve Precision Education (PE), thereby offering evidence-based insights for educators, practitioners, and policymakers seeking to enhance personalized learning experiences in STEM education. It also expands the corpus of knowledge on how TEL-LA interventions are determining the learning outcomes and measuring the learning impact across education contexts.

Despite stringent safety protocols, human error remains responsible for $70-80 \%$ of the maritime incidents; an outcome that researchers attribute primarily to the lack of effective and efficient training methods and approaches. Previous research has emphasized that procedural and higher-order cognitive skills are best developed through hands-on experience; however, traditional maritime education often lacks opportunities for realistic practice in critical scenarios. In the present pilot study we discuss the design and evaluation of a Virtual Reality-based maritime training simulator aimed at improving navigation and emergency response skills. The proposed system, developed in Unity 3D, features scenario-based training modules covering navigation rules, vessel handling, and rescue operations. The simulator was piloted with novices $(N=20)$ who completed the Immersive Tendencies and the VRUSE questionnaires before and after the intervention, respectively. The findings indicate high levels of usability, immersion, and acceptance, especially among users familiar with VR. Future work will expand the simulator to include additional training scenarios, collaborative (multi-user) training modes, real-time weather data and haptic feedback in order to improve the perceived realism.

Previous studies have found positive effects of Game-Based Learning for mathematics. While most studies assume that this effect is explained by the presence of flow/immersion during games, this has not yet been established. The aim of the current study is to verify if immersion indeed is associated with mathematical skills improvement when using a Game-Based Learning intervention. This was tested among 59 Greek high school students, using authentic design. After having received a traditional education module, the students were tested and then engaged for four weeks in a desktop-based 3D Virtual Learning Environment where they could play mathematic minigames. They were subsequently re-tested to verify if they showed a significant increase in mathematical skills. The students showed an improvement in their mathematical skills (Cohen’s d = 1.26), with significant results for functions, geometry, and thinking skills and methods. On the individual level, about half of the students showed a 10% increase in one of the domains (numbers & calculations, functions, geometry, thinking skills and methods, and algorithms and number theory). Immersion was found to be reflected by engagement and presence, but neither one of these aspects was associated with mathematical achievement after the intervention. It is concluded that Game-Based Learning is an effective approach to increasing mathematical skills, yet the underlying mechanisms are not yet understood. The authors discuss several alternative mechanisms based on the literature that can be verified in future studies.

Optimizing learning outcomes in university students necessitates an understanding of the processes that drive high-quality learning outcomes. This study investigates the motivational factors and learning methodologies perceived by computer science students during an introductory course. A cross-sectional study was conducted with 171 computer science students asked to complete a psychometric instrument (“Study Skills Inventory for Students”) during the first year of their university studies. Two major theoretical frameworks in educational psychology, namely students’ self-efficacy and learning approaches were tested relative to a factor structure obtained from learning situations. The findings supported self-efficacy and three learning approaches among computer science students. Models for deep, surface, and strategic learning approaches suggest that students with higher self-efficacy tend to adopt a deeper approach to learning. Conversely, students with lower self-efficacy were more inclined toward surface learning methods. Furthermore, a link was identified between strategic learning approaches and students’ experiences within their learning environments. The results substantiate earlier research and align with learning approach theories. The findings indicated that, in higher education settings, focus should be directed toward understanding the motivational factors influencing students and their learning approaches for educational outcomes.

The continuous advancement and evolution of technology have enabled the development of virtual simulations that accurately represent real-world situations in a safe and effective environment without causing real-world harm. Virtual Reality technology allows for the simulation of complex or hazardous maritime scenarios both for the advancement of theoretical knowledge and for operational skills’ development. This is crucial given the significant number of accidents involving vessels which are often attributed to factors such as inadequate training or inexperience. Traditional training methods are limited in their ability to replicate certain conditions and scenarios, whereas Virtual Reality solutions offer immersive, realistic, experiences that can improve learning outcomes, maintain trainee interest, and safely simulate dangerous situations. By exploring a wide range of examples from the international literature, the present work aims to highlight the effectiveness of this technology in maritime training and further identify gaps concerning the integration and adoption of Virtual Reality in the training of small vessel operators

Molecular biology is a complex, abstract, subject that can be challenging for higher education students to comprehend. The current manuscript describes the design, implementation, and evaluation of two immersive VR simulations of a DNA lab and a crime scene investigation (CSI) for a forensic molecular biology course in the context of the “TESLA” Erasmus+ project. It illustrates the instructional design and technical aspects of the VR simulations’ development. The experimental study employed a comparative quantitative research design. The guiding research questions examined how instructional modalities (online vs. face-to-face) affect learners’ perceptions of VR-based training in higher education and the key factors influencing learners’ intention for their adoption. Forty-six (n = 46) undergraduate students completed a 17-item questionnaire, which served as the main data collection instrument. Results demonstrate that both online and face-to-face VR-based instruction can effectively convey core concepts, thus challenging the traditional notion that face-to-face interaction is inherently superior. Its implications underscore the potential of VR simulations to supplement or even substitute traditional teaching methods, particularly for complex science subjects.