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Shows how stories have morphed into new forms due to media convergence and the advancement of technology, but retain their core purpose to pass on information. Focuses on web-based Transmedia Storytelling Edutainment as a technique to use stories from popular entertainment to create educational components around a discipline.

A deeper understanding of how multimedia-based instruction interacts with the cognitive processes of EFL learners during listening tasks is needed to maximize its effectiveness. By employing a grounded theory approach, this study aimed to develop a theoretical framework that explains how multimedia-based instruction influences EFL learners' cognitive processes during listening tasks. Two higher education institutions were chosen based on the consideration that they have experienced the use of multimedia in teaching and learning EFL listening skills. Twenty-four students were selected for a theoretical sampling with an open sampling pattern to help researchers form the best theory. To enhance the understanding of the phenomenon, participant observation and semi-structured interviews served as the primary data collection techniques in this study. The researchers directly observed the process of teaching listening and then proceeded with a semi-structured interview. This study had three stages of the data analysis process: open coding, axial coding, and selective coding. The results indicated the cognitive effects of multimedia-based instruction on students' listening skills include improved comprehension and enhanced knowledge retention. It also developed a theory that links educational technology, cognitive psychology, and language acquisition through data analysis using the grounded theory method. This hypothesis implies that multimedia facilitates complex mental processes and enables students to process information effectively, understand it better, and retain it in their long-term memory.

The recent surge of generative artificial intelligence (AI) in higher education presents a fascinating landscape of opportunities and challenges. AI has the potential to personalize education and create more engaging learning experiences. However, the effectiveness of AI interventions relies on well-considered implementation strategies. The impact of AI platforms in education is largely determined by the particular learning environment and the distinct needs of each student. Consequently, investigating the attitudes of future educators towards this technology is becoming a critical area of research. This study explores the impact of generative AI platforms on students’ learning performance, experience, and satisfaction within higher education. It specifically focuses on students’ experiences with varying levels of technological proficiency. A comparative study was conducted with two groups from different academic contexts undergoing the same experimental condition to design, develop, and implement instructional design projects using various AI platforms to produce multimedia content tailored to their respective subjects. Undergraduates from two disciplines—Early Childhood Education (n = 32) and Computer Science (n = 34)—participated in this study, which examined the integration of generative AI platforms into educational content implementation. Results indicate that both groups demonstrated similar learning performance in designing, developing, and implementing instructional design projects. Regarding user experience, the general outcomes were similar across both groups; however, Early Childhood Education students rated the usefulness of AI multimedia platforms significantly higher. Conversely, Computer Science students reported a slightly higher comfort level with these tools. In terms of overall satisfaction, Early Childhood Education students expressed greater satisfaction with AI software than their counterparts, acknowledging its importance for their future careers. This study contributes to the understanding of how AI platforms affect students from diverse backgrounds, bridging a gap in the knowledge of user experience and learning outcomes. Furthermore, by exploring best practices for integrating AI into educational contexts, it provides valuable insights for educators and scholars seeking to optimize the potential of AI to enhance educational outcomes.

The current educational processes must be supported by sustainable learning ecologies, where the digitalization of training is enhanced. In this area, augmented reality (AR) plays an important role. It is a technology that for certain educational goals can facilitate the understanding of the course contents and increase the motivation and interest of the student. This research aims to measure the socio-educational impact that AR presents in the teaching processes of university students of social education. These are professionals in training dedicated, precisely, to social and educational actions. In order to reach the pursued objective, an exploratory study of qualitative and descriptive nature was approached from a methodological conception based on the action-research. The study was carried out during three academic courses and consisted of an experience of integration of AR in the classroom in order to determine which applications, and advantages or limitations of a socio-educational nature, were perceived by the participants in that process. The documents generated were analyzed mainly using semantic methods. The main results were that AR is positive overall for its use in learning processes and, specifically in its field, optimal for the development of professional skills within the framework of social education. As to benefits, it highlighted the strengthening of learning dynamism, motivation, and interaction among students; as to limitations, these included the fact that it is not an accessible technology, the need for previous training and that it can reduce sociability. It was also stressed that it can be a useful resource in many areas of social education (childhood and adolescence, gerontology, drug addiction, etc.). In general, therefore, it can be concluded that the use of AR in university training, in this area of knowledge, allows content to be more dynamic and real in a sustainable way, thus achieving a highly transferable and motivating path to develop content and competencies.

This research adopts Keller’s ARCS motivation theory as a method to create a teaching experiment by integrating augmented reality (AR) into teaching in order to enhance learning interest and learning effectiveness in a digital media design course. The purpose of this research is to examine the application of AR in quarantine during the COVID-19 pandemic, whereby students can enhance their learning interest, learning satisfaction, and learning performance. Augmented reality acts as a tool for this research, wherein it is applied with the course of a 3D model-based interface and built-in learning contexts for the “digital media design” of the learning topics. The learning performance of the test group students was examined through the aspects of attention, relevance, confidence, and satisfaction, according to the ARCS motivation theory. According to the results of quantitative validation, experimental teaching with AR is more effective than traditional teaching methods. The learning feedback of the test group students obtained a positive result by using the AR. This research concludes with three results: firstly, integrating AR into teaching can improve students’ concentration with respect to digital media design practice; secondly, video teaching with an AR interface can help increase students’ confidence in digital media design learning; lastly, applying AR during the learning process can enhance the digital media visual effects that effectively enhance students’ self-learning abilities.

This case study aims at ensuring preservice science teachers to acquire experience by creating paper-based mind maps (PB-MM) and digital mind maps (D-MM) in technology education and to reveal their opinions on these mind mapping techniques. A total of 32 preservice science teachers, enrolled in the undergraduate program of Science Teaching at a university in Turkey, participated in this study. During the first three weeks of the six-week study, participants created PB-MM for certain subjects in science education. For the rest of the weeks, they created D-MM by using Coggle. As data collection tool, a form, consisting of open-ended questions, was used in this study. The obtained results demonstrated that the participants generally reported positive opinions including that mind maps are beneficial and useful tools in reinforcing, assessing and visualizing learning in general, making lessons more entertaining as well as offering ease of use. It was also concluded that students can also use mind maps in teaching of other topics such as “Vitamins”, “The Earth and the Universe” and “Systems” in particular, as well as in events like meetings, presentations, brainstorming. Advantages of D-MM were listed as the possibility of adding multimedia material, ease of correction processes and the visual richness, while its disadvantage was listed as experiencing technical problems. PB-MM contribute to psychomotor development of students as well as learning by performing/experiencing. The difficulty in processes such as deleting, editing, etc. and in adding videos and images constitute the restrictions of PB-MM technique.

The academy in which we toil is moving rapidly towards a greater role for online delivery of higher education, and both fans and skeptics offer strong reasons to believe this technological shock will have substantial disruptive effects on faculty. How can we as economic educators continue to provide sufficient value-added to justify our role in a world where much of what we now do is effectively being automated and commoditized? In this brave new online world, many successful and resilient faculty will add value (and differentiate their product) not by producing costly and elaborate multimedia lectures in which they become a superstar professor-celebrity, but rather through careful, clever, and innovative choices regarding both the adoption of the online content of other providers and the forms of online interactions they integrate into their course designs. Possible forms of faculty-to-student and student-to-student interactions run the digital gamut from discussion boards and electronic testing to peer assessments, games and simulations, and virtual office hours. This article explores basic descriptive and prescriptive questions economic educators and their administrators are likely to face as the online education tide rises. For example, how much does it cost to develop online content and how much time does it take? What are the key “ingredients” for a pedagogically sound online course? Throughout, I will draw on both the extant literature as well as my own experience at the University of California, Irvine, where the online evolution is advancing rapidly.

Evidence-based practice (EBP) is an important aspect of the health care education curriculum. EBP involves following the 5 EBP steps: ask, assess, appraise, apply, and audit. These 5 steps reflect the suggested core competencies covered in teaching and learning programs to support future health care professionals applying EBP. When implementing EBP teaching, assessing outcomes by documenting the student's performance and skills is relevant. This can be done using mobile devices. The aim of this study was to assess occupational therapy students' EBP skills as reported in a mobile app. We applied a cross-sectional design. Descriptive statistics were used to present frequencies, percentages, means, and ranges of data regarding EBP skills found in the EBPsteps app. Associations between students' ability to formulate the Population, Intervention, Comparison, and Outcome/Population, Interest, and Context (PICO/PICo) elements and identifying relevant research evidence were analyzed with the chi-square test. Of 4 cohorts with 150 students, 119 (79.3%) students used the app and produced 240 critically appraised topics (CATs) in the app. The EBP steps \"ask,\" \"assess,\" and \"appraise\" were often correctly performed. The clinical question was formulated correctly in 53.3% (128/240) of the CATs, and students identified research evidence in 81.2% (195/240) of the CATs. Critical appraisal checklists were used in 81.2% (195/240) of the CATs, and most of these checklists were assessed as relevant for the type of research evidence identified (165/195, 84.6%). The least frequently correctly reported steps were \"apply\" and \"audit.\" In 39.6% (95/240) of the CATs, it was reported that research evidence was applied. Only 61% (58/95) of these CATs described how the research was applied to clinical practice. Evaluation of practice changes was reported in 38.8% (93/240) of the CATs. However, details about practice changes were lacking in all these CATs. A positive association was found between correctly reporting the \"population\" and \"interventions/interest\" elements of the PICO/PICo and identifying research evidence (P<.001). We assessed the students' EBP skills based on how they documented following the EBP steps in the EBPsteps app, and our results showed variations in how well the students mastered the steps. \"Apply\" and \"audit\" were the most difficult EBP steps for the students to perform, and this finding has implications and gives directions for further development of the app and educational instruction in EBP. The EBPsteps app is a new and relevant app for students to learn and practice EBP, and it can be used to assess students' EBP skills objectively.

This study reports on integrating ESP (English for specific purposes) multimedia courseware for semiconductor technology into instruction of three different language programs in higher education by using it as a silent partner. It focuses primarily on techniques and tools to motivate retention of under-prepared students in an EFL setting. The courseware design was based on Mayer's multimedia learning cognitive theory, and the language learning focus drew on Chapelle's suggested criteria for development of multimedia CALL (computer-assisted language learning). This learner-centered instruction was compared with a traditional teacher-centered one without courseware integration. Evaluation of the instruction was based upon data from pre- and post-tests, and two questionnaires related to students' learning satisfaction and attitude. The results suggested that students in all three programs have benefited from the courseware integration and were satisfied with practices for learning professional knowledge and English skills provided by the courseware. Students in the weekend program of recurrent education who were both older and had greater work experience had a higher achievement on the posttest, showed better self-discipline, participation and motivation, made greater use of the multimedia, and had a better understanding of teaching goals and professional and English content, so that they were more competent in the ESP course using the multimedia courseware. In addition, such a learner-centered instruction with courseware integration was as good as that with the teacher-centered one and can offer a potential solution to overcome current problems in the development of ESP instruction in Taiwan.

Normative expectations for acceptable behaviors related to undergraduate instruction are known to exist within academic settings. Yet few studies have examined disciplinary variation in norms for interactive teaching, and their relationship to teaching practice, particularly from a cognitive perspective. This study examines these problems using survey (n = 436) and interview (n = 56) data collected from faculty at three research universities in the United States in math, physics, chemistry, biology and geology departments. These data are analyzed using quantitative (i.e., ANOVA and ANCOVA) and qualitative (i.e., thematic and causal network analysis) techniques to provide multi-faceted accounts of normative systems. Results indicate that perceived norms for interactive teaching are weak or non-existent, yet other types of norms including those regarding course content, tacit norms for instructional autonomy and norms instantiated in course syllabi are present. Significant differences in perceived norms were found between institutions and disciplines, with biology and physics departments at two research sites exhibiting significantly stronger norms than other departments. Analyses of relationships between perceived norms and teaching practice indicated significant relationships between norm strength and the use of two teaching methods. Further, analyses of interview data revealed complex chains of decision-making involving considerations of course syllabi, student characteristics, and feedback mechanisms. Implications for pedagogical reform include the need to understand local cultural conditions and decision-making patterns to inform program design and implementation. (HRK / Abstract übernommen).