The Advancing Culturally-Relevant Computing Project is a collaboration between researchers and practitioners in Hawai'i focused on preparing elementary teachers to meaningfully incorporate culturally relevant Computer Science (CS) into their classrooms. This paper introduces a hybrid instructional design framework designed to facilitate the process of creating lessons that effectively integrate CS and cultural learning outcomes. Grounded in the first three phases of the ADDIE instructional design model-Analysis, Design, and Development-the framework incorporates diverse perspectives to ensure a balanced and intentional integration of culture. Using this framework, the project developed five culturally relevant computing modules, which were evaluated by in-service public school teachers (n = 96) during professional development workshops. Preliminary findings suggest that the modules were well-received, with teachers emphasizing their practicality and alignment with the multicultural needs of classrooms in Hawai'i.

Many models of online student engagement posit a "more is better" relationship between students' course-related actions and their engagement. However, recent research indicates that the timing of engagement is also an important consideration. In addition to the frequency (how often) of engagement, two other constructs of timing were explored in this study: immediacy (how early) and regularity (in what ordered pattern). These indicators of engagement were applied to three learning assessment types used in an online, undergraduate, competency-based, technology skills course. The study employed advanced data collection and learning analytics techniques to collect continuous behavioral data over seven semesters (n = 438). Results revealed that several indicators of engagement predicted academic success, but significance differed by assessment type. "More" is not always better, as some highly engaged students earn lower grades. Successful students tended to engage earlier with lessons regardless of assessment type.

The aim of this study was to examine if—and to what extent—a sensory modality's conceptual congruency influences learning in digital environments. Building on previous work in multimedia and embodied learning, the study used custom software to systematically vary the conceptual congruency of two sensory modalities (aural and bodily-kinesthetic). One hundred seventy-nine (N = 179) elementary students with prior knowledge of addition used the software as an introduction to multiplication. Results found that the participants who experienced more conceptual congruency in the aural and bodily-kinesthetic modalities demonstrated greater understanding of the target concept as measured by paper-based tests. In addition, the findings revealed the two modalities worked in a combinatorial fashion, suggesting a more-is-better impact on participant understanding. The study concludes with a discussion of the findings, along with an exploration of the theoretical and practical implications for designing sensory experiences that influence learning.

Culturally-relevant computing has been discussed as a way to promote K-12 Computer Science education and address ongoing challenges related to diversity, equity, and inclusion. What is not well understood about the practice of culturally-relevant computing, however, is how to bring together existing cultural frameworks and Computer Science curricula effectively. To help address this area, focus group interviews were conducted with ten ( n = 10) in-service Computer Science teachers working in the multicultural context of Hawai’i. The focus group sessions were designed to reveal teachers’ perceptions of the principles and processes involved in designing and implementing culturally-relevant CS lessons and resources. Results revealed a number of key themes, including important variations in the practitioners’ philosophical and operational approaches to culturally-relevant computing. The paper ends with a detailed discussion of the findings and their implications for designers, practitioners, and researchers working in Computer Science education.

While many academic conferences are transitioning to online events, this article aims to share several strategies used by the organizers of a well-established online-only conference. The Teaching, Colleges, and Community (TCC) Worldwide Online Conference recently celebrated its 25th anniversary. After a brief review of TCC's history, four strategies that organizers have identified as helping conference goers feel oriented, welcomed, connected and engaged are described. These strategies include offering a "pre-conference" orientation, including regional keynote speakers, creating opportunities for informal exchange, and encouraging participation with digital credentials.

This paper is in response to the article entitled, “Identifying Potential Types of Guidance for Supporting Student Inquiry When Using Virtual and Remote Labs in Science: A Literature Review” (Zacharia et al. in Educ Technol Res Dev 63(2):257–302, 2015). After a brief recap of the original study, this paper examines the impact of Zacharia et al.’s (2015) two-dimensional system for categorizing guidance tools in inquiry learning contexts. It suggests a number of ways researchers can apply the existing categorization system to advance the field’s understanding of how to support student inquiry within digital environments. The paper addresses some limitations of the original study—such as the need to include learner perspectives when evaluating guidance tools—and ends with suggestions for future research on when and how to study guidance mechanisms in computer-supported environments.

This study examined the relationship between elementary students’ domain-specific and game-specific motivations in the context of educational videogames. Using a quasi-experimental design, thirty ( N = 30) sixth grade students were assigned to two groups based on their level of motivation for the domain of math (higher math motivation vs. lower math motivation). They then played a videogame involving mathematics fifteen times over a two-week period. During this time, participants’ in-game performances were recorded, along with their levels of motivation for the videogame and the domain of math. The results showed that the participants played the game at the same level of skill regardless of their initial level of motivation for the domain of math. Similarly, participants expressed high levels of interest, effort, pressure, and value for the game despite their varied levels of math motivation. However, the two groups reported significantly different levels of perceived competence involving the videogame. Further still, participants with lower levels of motivation for math reported a significant decrease in their self-reported ability perceptions in math, which did not occur for participants with higher levels of motivation for math. The study concludes with a discussion of the relationship between learners’ domain-specific and game-specific motivations and the implications for future game-based learning research.

This perspective reviews the technical and educational accomplishments represented by Liu et al.’s (Educ Technol Res Dev 67: 1307–1331, 2019) computer-assisted language learning system. It then zooms out to view the system as an example of what the future of “shifting to digital” might look like. This is done by demonstrating how the authors’ system aligns with two emerging trends in education: datafication and personalized learning. The perspective concludes with constructive feedback and recommendations for future research.

Drawing on dual-process theories of cognitive function, the degree to which spatial contiguity influences incidental learning outcomes was examined. It was hypothesized that spatial contiguity would mediate what was learned even in the absence of an explicit learning goal. To test this hypothesis, 149 adults completed a multimedia-related task under the guise of usability testing. As participants interacted with the environment, incidental learning material was displayed on the screen with varying degrees of spatial contiguity and without explanation. Upon completion of the task, participants were administered an unexpected retention test assessing their knowledge of the incidental learning material. The results produced clear evidence that spatial contiguity influenced what was learned automatically without conscious processing. The paper ends with a discussion of the implications of dual-process theories for multimedia learning design and research.

The purpose of this study was to examine if student understanding of new material could be promoted by manipulating the perceptual factors experienced at the time of learning. It was hypothesized that the thematic relevance of perceptual factors would be a significant contributor to learner understanding. To test this hypothesis, one hundred seventy-three (n = 173) first and second grade students with limited prior knowledge were introduced to multiplication using a virtual manipulative environment. While interacting with the environment, participants encountered varied levels of thematic relevance in the audio and bodily-kinesthetic modalities. The audio perceptual factor varied what learners heard while the kinesthetic perceptual factor varied how learners moved. The results show that changes in the sensory experience at the time of learning have a "bottom up" impact on learners' ability to process new content. Evidence also suggests that the thematic relevance of perceptual factors mediates learner understanding in different ways over different time scales. The study concludes with a discussion of design-related issues and suggestions for future research.

This chapter describes a technology-centered intervention project to demonstrate the benefits of a multimodal, Web-based platform, STEPS to Literacy, for teaching academic writing to Latina/o adolescent learners of English. After laying out a theoretical and empirical rationale, the authors provide details about the design features and instructional approach that support student writing. Next, an example is given of the use of STEPS in the classroom, in which eighth-grade students with the teacher's guidance analyze multimodal documents, take notes, and write an essay for a unit on the Civil Rights Movement. A summary of the benefits of such an online system for academic writing development is outlined, and a set of points for teachers to consider for planning and implementation in the classroom concludes the chapter.

This study modified an existing educational video game by varying a learning mechanic and an assessment mechanic. The result was multiple versions of the same game with identical game mechanics but different learning and assessment variables. The impact of these variables was examined to determine their impact on three dependent variables: learning, motivation, and in-game performance. One hundred thirty-eight (N=138) sixth grade students were randomly assigned to play one of the four versions of the game. After thirty minutes of play, results suggest that providing players with a choice of non-player character from whom to receive feedback results in significantly higher learning outcomes and desire to continue playing compared to a non-choice condition. Comparisons between informative and elaborative feedback did not influence student any of the dependent variables. The theoretical and practical implications of these findings are discussed within the context of educational game design and research.

The current study explores the effects of drawing on children’s understanding of narrative in developing multiple pedagogical agents to teach complex information. Specifically, the study investigates how multiple strategy characters (versus a single character) affect first graders’ ability to utilize different addition strategies as well as progress towards more efficient strategies. Lower performing students in the multiple character condition were less accurate, yet were more likely to use an advanced strategy. Given the use of an advanced strategy, they were more likely to give a nearly accurate response (+ or – 1), indicating that these students were taking more risks in trying out new strategies. These results suggest that improved performance on addition tasks should not be judged based on accuracy alone. A careful analysis of strategy use in conjunction with exact accurate and near accurate answers gives a more complete picture of children’s strategy development.