In this study we focus our research on the case analysis of an eleven-year-old boy and his close relationship with technology, specifically robotics. The methodology of the study is experimental in nature, with the aim of improving the subject's attention span through robotics, thereby favouring his educational process and, consequently, his overall development. To this end, the attitudes, and aptitudes that this technological tool has provided the subject with are evaluated over a period of four years. Three data collection instruments were selected: questionnaire, interview, and observation. Among the conclusions we highlight, on the one hand, that the older the age and the greater the interest in robotics, the greater the individual's attention span and greater psychomotor coordination, increasing the improvement in the educational process and in their daily life. On the other hand, robotics is an effective way of orienting knowledge towards the personal and educational sphere and can provide advantages in integral development.  

Regardless of varied lingua-cultural ideologies enriching the theories of communicative competence (CC), the four CC dimensions (e.g., linguistics, sociolinguistics, discourse, and communication strategies (CSs)) still become the main cores of English speaking (ES) classrooms. Of the four dimensions, CSs seem to be the most technical which deserve to be persistently studied. Hence, this study aimed to probe into ES lecturers’ performances of CSs, their efforts to improve students’ CC, and the impacts of their efforts on students’ learning according to students’ perspectives. Two ES lecturers and 10 students at a university in Indonesia were purposively selected to be the participants. They were observed and interviewed according to the study’s purposes. This study uncovered various CSs performed by ES lecturers according to several contexts, such as to understand spoken texts, to understand spoken recorded texts, and to overcome temporary communication difficulties. Various ES lecturers’ efforts were also revealed according to their functions to improve each dimension of CC. Most students perceived the lecturers’ efforts positively due to the impacts on their motivation, self-efficacy, collaborative skills, and metacognition. However, few students echoed negative perceptions about a lecturer’s native-speakerism-endorsed effort due to lingua-cultural issues. Implication, limitation, and recommendation are discussed.

This study aimed to explore online and distance learning (ODL) issues related to higher education during the coronavirus disease (COVID-19) in Nepal. We applied an online survey design with a five-point Likert scale. We surveyed 71 (57 male and 14 female) postgraduate students in science education at a public higher education institution in Kathmandu, Nepal. A Principal Component Analysis identified four major constructs as the components of ODL issues. They are scarcity, efficiency, access, and inconvenience. The results of the Independent Samples Test (t-test and ANOVA) showed that participants' views about scarcity were significantly different across their gender (male and female) and device use (mobile, laptop, and desktop). They were not significantly different in their views about efficiency, access, and inconvenience across gender, device use, hometown, age group, ethnicity, and school type at .05 level of significance.

Technological tools are means by which online teaching could encourage the engagement of students, especially elementary students. The present research studies how elementary teachers develop their use of technological tools in their asynchronous and synchronous online teaching, specifically when this online teaching occurs during emergency education. The research was conducted in the academic year 2019/2020. We interviewed two elementary teachers, where one of them taught asynchronous lessons more than synchronous, while the second taught synchronous lessons more than asynchronous. We analyzed the data using two frameworks: one for interaction type and one for engagement type. The research results indicated that different interaction types influenced teachers’ decisions to use technological tools. In addition, what concerned the teachers’ use of tools at the beginning was the cognitive engagement, but they advanced towards focusing on behavioral and the affective engagement.

The onset of the Coronavirus disease COVID-19 crisis has forced pedagogical institutes to adopt online teaching/learning as an urgent strategy to cope with the pandemic. Utilizing the theories of social capital, knowledge sharing, and mobile learning constructs, this research aims to investigate the association among these constructs in one of the higher education institutes in the context of developing countries. Additionally, to improve our understanding of the mediation effect of mobile learning on this relationship, the author used the structural equation modeling technique to analyze the data from questionnaires administered to undergraduate students attending classes during the pandemic. Results revealed that the relationship between social capital factors and knowledge sharing is significantly positive. Results also showed that there is a partial mediation to back up the correlation of social capital factors and knowledge sharing.

This study investigated student teachers’ teaching self-efficacy level and factors that predict it (using five-factor mentoring model). Two hundred and ten third and fourth-year student teachers (N=100/N=110; 93.8% females) were involved in the study and asked to complete a self-report questionnaire. The “Mentoring for Effective Primary Teaching” instrument and “Teachers' Sense of Efficacy Scale” were used to collect the data. Findings indicated that higher levels of student teachers' self-efficacy are positively associated with the level of mentoring experience during the teaching practicum. The results found that fourth-year students reported significantly higher levels of teaching self-efficacy than third-year students. This study reported that there is a significant mean difference in student teachers’ self-efficacy beliefs in terms of having parents in the teaching profession. A multiple regression found that mentor teachers’ personal attributes are the best predictor of student teachers' teaching self-efficacy beliefs.

Online learning is an obligation in teaching and learning activities during the Coronavirus disease (COVID-19). Game-based learning is a solution in improving student learning outcomes. This research aims to determine the level of acceptance of gamification in terms of Gamification quality (GQ), instructor characteristic (IC), and technology anxiety (TA). The target respondents were students taking information systems courses based on enterprises resources planning (ERP) Gamification. The sample used is a census. That is, the entire population is taken as a sample. A total of 93 students filled out the online questionnaire. Then, data analysis using Structural Equation Model - Partial Least Square (SEM-PLS). Student satisfaction (SS) and perceived ease of use (PEOUG) are the most influences. PEOUG is also the construct that has the most significant relationship impact, especially with the perceived usefulness (PUG). Meanwhile, two constructs do not significantly impact TA on PUG and PUG on Intention to use gamification (INTG). The obligation of students requires students to ignore the impact and function of gamification. The results of this research also show that technology acceptance model (TAM), the constructs IC, TA, and GQ have a positive effect on PEOUG. Then PUG and PEOUG can positively affect SS.

The learning management system (LMS) is a crucial component of the e-learning transformation which is becoming more urgent amid the Coronavirus disease (COVID-19) outbreak. The issue of adopting LMS is even more decisive in developing countries, where lots of efforts have been put out to broaden educational opportunities. However, there has not yet been any comprehensive analysis of how LMS-related issues are examined in these countries. To address this gap, this study uses the bibliometric method to construct an overview of research on this topic. The results unveil the distribution of the literature, prominent actors, and dominant themes in the literature of LMS in developing countries. In summary, the topic is a robustly potential research matter. Future researchers can use this study as a starter when investigating relevant subjects.

Visual representations and the process of visualisation have an important role in geometry learning. The optimal use of visual representations in complex multimedia environments has been an important research topic since the end of the last century. For the purpose of the study presented in this paper, we designed a model of learning geometry with the use of digital learning resources like dynamic geometry programmes and applets, which foster visualisation. Students explore geometric concepts through the manipulation of interactive virtual representations. This study aims to explore whether learning of geometry with digital resources is reflected in higher student achievements in solving geometric problems. This study also aims to explore the role of graphical representations (GRs) in solving geometric problems. The results of the survey show a positive impact of the model of teaching on student achievement. In the post-test, students in the experimental group (EG) performed significantly better than students in the control group (CG) in the overall number of points, in solving tasks without GR, in calculating the area and the perimeter of triangles and quadrilaterals than the CG students, in all cases with small size effect. The authors therefore argue for the use of digital technologies and resources in geometry learning, because interactive manipulatives support the transition between representations at the concrete, pictorial and symbolic (abstract) levels and are therefore important for understanding mathematical concepts, as well as for exploring relationships, making precise graphical representations (GRs), formulating and proving assumptions, and applying different problem-solving strategies.

Vietnam has a reputation for being a successful nation in preventing the Coronavirus disease (COVID-19) outbreak in 2020, with a lower number of illnesses than other ASEAN countries. However, to ensure that students are safe and informed about the coronavirus outbreak, Vietnamese higher education has developed online learning (OL). During the COVID-19 epidemic, this paper explores the relationship between elements such as learning readiness, learning strategies, and learning performance in the Vietnamese OL setting. Four hundred undergraduate students were randomly selected from Hong Duc universities, and Saigon University participated in this study in different zones. Analyzed data has applied structural equation modeling (SEM) using partial least squares (SmartPLS-SEM). The findings found that Vietnamese students were much more likely to believe in interaction in OL, to feel comfortable using a computer with their computer efficacy, and to have confidence in communicating in the digital environment, all of which were important variables in assuring the success of using OL. The factors of “motivation” and “test preparation” show a poor relationship with learning performance. Therefore, the OL process in Vietnamese, on the other hand, needs to be more inventive, with a greater focus on lecturers' awareness and practice of online teaching pedagogies such as motivation, techniques, and test arrangement. During OL, students' readiness in terms of learning control, self-directed learning, and engagement must be considered and supported.

Geometric thinking affects success in learning geometry. Geometry is studied from elementary school to university level. Therefore, in higher education and basic education, it is necessary to carry out a systematic review in order to obtain tips for improving geometric thinking skills. A systematic review of geometric thinking was done in this study. In this study from 2017 to 2021, geometric thinking was investigated in the form of a synthesis review of the effect size of the given treatment. This is a comprehensive discussion of theories, models, and frameworks on the topic of geometric thinking from 36 articles. The research findings revealed that the interventions used were predominantly effective, with effect sizes ranging from "small" to "very large," with the "very large" effect obtained in the intervention of van Hiele's learning phase and various technology-based-media and concrete manipulative media. The research trend was reflected through twelve clusters of interrelated keywords. The results of this literature review suggested that it is necessary to carry out a specific study on how to achieve the highest level of geometric thinking, a more detailed form of scaffolding, and concrete manipulative media and technology that can be explored for a certain level of the participants’ geometric thinking.

This study was conducted following the initial stage of the transition to distance education necessitated by the onset of the COVID-19 pandemic and meeting the various challenges that came with it. At this point, countries and teachers have gained experience in preparing and delivering online education. Therefore, the study aimed to identify the beliefs of primary school mathematics teachers about teaching in synchronous virtual classrooms. It adopted a mixed methods approach, following a convergent parallel design. The overall study sample comprised 410 male and female teachers. A questionnaire was used to collect quantitative data across three dimensions (teaching efficiency, employing the philosophy of active learning, mathematical achievement). There were 31 items (verified for validity and reliability) comprising statements measured using a five-point Likert scale, together with open-ended options for further elaboration. In total, 130 teachers completed the questionnaire. Interviews were conducted with 10 teachers to collect qualitative data. The results show means in the range 3–5.75 for agreement with statements concerning the beliefs of mathematics teachers about teaching in virtual classrooms in the following order of importance: teaching competence; mathematical achievement; employing the philosophy of active learning. The study also found no statistically significant differences attributable to the variables of gender, qualification, or teaching experience, and also that many factors are considered to affect teaching in synchronous virtual classrooms related to the teacher, the family, and the student.

High school teachers are mentors and facilitators that must be concerned about their students' formal thinking abilities. Students may not take a conservation task seriously because they perform operations without consulting. This necessitates modifying the learning process to increase student motivation. Therefore, this study aimed to examine students' mathematical spatial literacy through project-based blended learning with the cognitive conflict strategy. The study sample comprised 129 students, including 66 and 63 in the experimental and control classes, respectively, divided into the low, medium, and high levels. The findings showed that the experimental class students using project-based blended learning with the cognitive conflict strategy had higher mathematical spatial literacy than those in the control class using problem-based learning. Project-based blended learning with the cognitive conflict strategy and problem-based learning students at the high and moderate levels differed in their ability to increase their mathematical spatial literacy. However, low-level students are comparable in their ability to increase their mathematical spatial literacy.

The loss of direct experiences with nature among today's children is of concern as it affects their conservation willingness (CW). While little is known about the influence of live experiences on CW, much less is known about how these events are related. This study aimed to examine the serial mediating effects of biodiversity knowledge (BK) and affective attitudes (AA) on the relationship between live experiences with species and CW. An online questionnaire was administered to 429 school children (11-12 years) in the Maldives. A two-serial mediation analysis revealed that live experiences exerted significant negative direct and positive indirect effects on CW. Thus, although a predictive sequential pathway from live experiences to BK to AA to CW was confirmed, partial mediation involving other mediators or moderators is likely. The direct effects of live experiences on BK and AA and of BK on AA suggest that experiential learning that stimulates AA is necessary to achieve overall positive impacts on CW. Therefore, educators and policymakers are critical in providing first-hand experiences to instill positive biodiversity conservation traits in children, enabling successful education for sustainable development and long-term biodiversity conservation.

During didactic interactions, teachers and students employ competencies and skills that correspond functionally to one another, and several models propose to typify didactic performances in higher education. For this study, we chose the didactic performance interbehavioral model as the substantive theory to identify six pairs of didactic performance criteria through self-evaluations from graduate students. These included: Competency exploration–precurrent learning behaviors, Criteria explicitness–Criteria identification, Illustration–Participation, Practice supervision–Relevant practice, Feedback–Improvement, and Evaluation–Application.309 Peruvian students from an in-person postgraduate course in Education Sciences filled out two scales (via Google Forms) to assess teacher-student performance criteria during online classes. Convergent and divergent validity were obtained separately for six teacher/student performance constructs through a confirmatory analysis using LISREL 8. Moreover, differences according to sex were only significant for the Illustration teacher criterion (favoring men) and the Application student criterion (favoring women). Students rated Explicitness of criteria and Illustration as the teacher performance criteria most frequently seen during online classes. On the other hand, Criteria identification ranked the highest in terms of the students’ performance criteria, followed by Feedback–Improvement. Another conclusion was that the didactic performance interbehavioral model could be empirically supported by the two self-assessment questionnaires, which yielded good convergent and divergent validity of constructs.

This study aims to explain the success factors of e-learning. The participants were 427 students in public universities in Indonesia. To demonstrate the success of this e-learning, we developed a more comprehensive e-learning evaluation model that considers the system's characteristics, students, and instructors. The results show that higher student performance is associated with higher student satisfaction. However, the increase in performance is not due to the use of e-learning. Social and cultural factors influence the use of e-learning. Culture and social environment influence students' use of e-learning. The instructor's ability to implement e-learning has been shown to influence student satisfaction. The difference in the implementation of e-learning compared to classroom learning requires different teaching methods that affect student performance. In addition, e-learning is used in all courses during the COVID-19 pandemic.

The pandemic case has shifted away from face-to-face teaching to online blended learning. This phenomenon certainly causes various problems in the world of education. The online blended learning is good when applied with good internet connections and complete facilities. However, it differs from Indonesian coastal students who do not have supporting facilities. Therefore, this research aims to analyze the experience and readiness of Indonesian coastal students. It determines the facilities of the process using qualitative research with a phenomenological approach. Purposive sampling was used to collect data from 25 students living in coastal areas in Aceh, Indonesia. Furthermore, in-depth interviews were used to obtain instruments and techniques for data collection, observations, field notes, and audio-visuals. Data analysis was carried out qualitatively by reducing, displaying, drawing conclusions, and verifying data. The data processing was conducted using NVivo 12 plus software. The kappa coefficient is used to check the accuracy of the data since there was no bias during coding. The analysis results show that Indonesian coastal students are not ready to conduct the online blended learning process. Furthermore, it is recommended that future research focus on coastal students’ development. A Hypothetical Learning Trajectory design should be created to assist in independent learning and lessen their readiness.

Mathematics teachers’ instructional strategies lack in-depth knowledge of algebraic systems and hold misconceptions about solving two algebraic equations simultaneously. This study aimed to gain an in-depth analysis of teachers’ knowledge and perceptions about the promotion of conceptual learning and effective teaching of algebraic equations. The main question was, ‘How do junior secondary school mathematics teachers manifest their pedagogical practices when teaching algebraic equations? This article reports on a qualitative, underpinned by the knowledge quartet model study, that sought to explore how junior secondary school teachers’ pedagogical practices manifested in the teaching of algebraic equations. Data were collected from observations, semi-structured interviews, and document analysis of two mathematics teachers purposely selected from two schools. The collected data were analysed using a statistical analysis software called Atlas-ti. (Version 8) and triangulated through thematic analysis. The study revealed that teachers’ choices of representations, examples, and tasks used did not expose learners to hands-on activities that promote understanding and making connections from the underlying algebraic equation concepts. The study proposed Penta-Knowledge Collaborative Planning and Reflective Teaching and Learning Models to enable teachers to collaborate with their peers from the planning stage to lesson delivery reflecting on good practices and strategies for teaching algebraic equations.

Learning activities are conducted to help students achieve optimal academic achievement. This research aims to optimize student academic achievement through a learning process that integrates comprehensive formative assessments, including formative tests, self-assessment, peer assessment, and the initiator of creating summaries or concept maps that are given to students in a structured manner at the end of every lesson. The research method used was a quasi-experimental method with a 2x2 factorial design. Students enrolled in the biology education program of the basic physics course for the 1st semester of the 2019 academic year participated in this study. The participants were 66 undergraduate students divided into two classes. Thirty-four students in the experimental group were in class A, while 32 students in the control group were in class B. Data were collected using a learning outcome test instrument to measure academic achievement, which was tested at the end of the semester. Data were analyzed using a two-way ANOVA. This study concluded that a learning process that includes comprehensive formative assessment significantly affects students' academic achievement. These findings support the theory that formative assessment provides feedback, correction, and improvement in student learning.

COVID-19 affected all education stakeholders and led to school closures at the beginning of the spread of the pandemic. During the pandemic, principals had to manage their schools and faced many problems during the closure. Although there are numerous studies on school principals' challenges and difficulties during the COVID-19 pandemic, no systematic review study analyzes research about the principals' challenges and problems in the current literature. The purpose of this study is to provide a systematic review of the challenges and problems of principals during the COVID-19 pandemic from 2020 to 2022. The researcher analyzed 395 articles indexed in the ERIC and SCOPUS databases between 2020-2022. The results were analyzed using content analysis. The research results showed that 26 articles were suitable according to the analysis criteria. The results revealed that, in general, researchers focused on understanding principals' experiences regarding their challenges and problems during the pandemic. The results also showed that most articles were published in 2021, and most studies were conducted in The United States of America and Turkey. The results also show that qualitative studies are higher than quantitative. In addition, we found that the biggest challenges are inadequate equipment and lack of access to the internet and online resources during the pandemic. At the same time, the most common problems were identified as the adaptation of online teaching and inadequate infrastructure. The results from this research contribute to the body of the existing literature through a systematic review of the challenges and problems of principals during a pandemic and identifying the research gaps revealed from the analyzed studies.