International Journal for Educational Media and Technology
The International Journal of Educational Media and Technology, collaboratively published once per year by the KAEIM (Korean Association for Educational Information and Media) in Korea and the JAEMS (Japan Association for Educational Media Studies) in Japan, is the premier academic journal for the field focusing entirely on research and practice in media studies in education and training. Each issue consists of invitation papers only, which are recommended by the Editorial Board among those papers accepted for concurrent sessions of ICoME, or International Conference for Media in Education. Upon submission of the paper, not only Korean and Japanese reviewers were assigned, but also international editors are assigned to make the review rigorous and helpful to include only quality papers.
The CARE2 Model: Action Research Study Exploring Multicultural Experiences in Higher Education
This study explores the development of the CARE2 model, an instructional design framework aimed at enhancing curriculum engagement and performance for international learners in higher education. Grounded in action research, the study was conducted at a private business college in Copenhagen, Denmark, where 240 first-year marketing students from Nepal, Bangladesh, and India engaged with a U.K.-based curriculum. The study led to the creation of the CARE2 model, a framework for instructional designers to develop relevant learning experiences for international students. Limitations include challenges in asynchronous settings, as the model was tested in a fully in-person environment. Further research is needed to explore the model's applicability across different educational contexts. The study concludes by demonstrating how the CARE2 model fosters culturally responsive and co-created learning experiences.
instructional design, culture, design and development model, multicultural learners
Copyright (c) 2026 International Journal for Educational Media and Technology
Enhancing Student Success through GAI and Predictive Analytics
Generative artificial intelligence and predictive analytics are increasingly integrated into digital learning environments, yet most institutional implementations treat these technologies as parallel tools rather than components of a unified, closed-loop support system. This conceptual paper proposes a theoretically grounded 16-stage framework that systematizes the integration of Generative artificial intelligence and predictive analytics to enhance learner support, instructional decision-making, and institutional responsiveness in online higher education. Drawing on systems theory and the learning analytics cycle, the framework illustrates how data ingestion, predictive modeling, generative feedback, and educator judgment can function together as an adaptive socio-technical ecosystem. Two guiding questions inform the analysis: (1) How can predictive and generative AI be combined to provide timely, personalized, and scalable support for diverse learners? and (2) What institutional, pedagogical, and ethical conditions are required for responsible implementation? By synthesizing current research and identifying gaps in existing approaches, this paper outlines practical considerations for adoption and highlights implications for governance, faculty development, and equitable system design. The proposed model serves as a foundational structure for institutions seeking to align emerging AI technologies with human-centered teaching and learning.
Explicit Sentence-Strategy Instruction for L2 Japanese Writing Using the W/W Model
For learners of Japanese as a second language (L2), revision requires selecting among alternatives under explicit taskconstraints, yet such decision-making is hard to observe in draft-to-draft studies. This paper examines a web-based role-play writing environment for composing 200-character self-promotion statements. In a teacher-accompanied prototype, learners repeatedly generated, compared, and selected alternatives, allowing revision to be examined as iterative cycles of alternative generation and rational judgment. Using the Warp and Woof (W/ W) Model, we descriptively analyze four learners’ sessions, focusing on externalized judgment criteria (C1– C4), revision-cycle occurrence, and the co-occurrence of sentence-level strategy use (S2–S4) and deterministic rule-based evaluation scores within cycles, as reusable design resources.
A Systematic Literature Review of Self-regulated Learning and Artificial Intelligence in Higher Education
Research highlights a pressing need for conceptualizing Self-Regulated Learning (SRL) in modern higher education, particularly in the context of Artificial Intelligence (AI). We systematically review studies on SRL and AI in higher education. A total of 934 articles were found on the Web of Science or WoS (877) and Scopus (57) and assessed using PRISMA protocol. A total of 14 studies were included in this review. The systematic review seeks to examine and synthesize: aspects of SRL that have been studied at the intersection of AI and SRL, limitations reported by the studies at the intersection of AI and SRL, and considerations for a new model of SRL in light of AI. Findings reveal diverse theories and technologies used and attributed to SRL building with AI in higher education literature. Such diversity can lead to a lack of a universal outlook and generalizable findings. The discussion highlights avenues for future research and proposes methodological approaches for studying SRL in AI-enabled learning environments. This work contributes to a set of practices and tools to better conceptualize SRL with AI.
Teacher Communication Competence and Knowledge in Hybrid Learning Environments
Hybrid learning environments (HLEs), combining in-person and online participation, create dual-layered complexity that challenges teachers’ communication practices. This study examines the essential knowledge and skills required for effective communication in HLEs within a Swedish higher education context. Drawing on the extended TPACK framework (XTPACK), emphasising immediate contextual knowledge, and integrating Jakobson’s communication model, the research analyses how teachers mobilise technological, pedagogical, content, and dual contextual knowledge to bridge room and screen participation. An ethnographic study of an eight-week hybrid pedagogy course across four semesters combined teacher field notes, participant evaluations, and iterative AI-assisted and researcher-led analysis. Findings show that while participants emphasise technological aspects, communication emerges as core teacher competence. Effective hybrid teaching requires simultaneous management of parallel contexts, strategic channels and code usage, and adaptive stress regulation. The study conceptualises hybrid teaching as communication-based XTPACK in action, contributing to a deeper understanding of teacher expertise in hybrid higher education.
Grit, Self-Efficacy, and Study Habits in Mobile Learning Among Physical Therapy Students
This study investigated the relationship between grit, self-efficacy, and study habits operationalized through engagement with a mobile learning app among Japanese physical therapy students. The findings revealed that students with more consistent app-based study habits demonstrated significantly higher levels of both grit and self-efficacy. Logistic regression analysis revealed that grit was a stronger positive predictor of consistent app usage than self-efficacy. Furthermore, a positive correlation was observed between consistent app usage and academic test scores. This research significantly contributes by clarifying the relationship between psychological traits and study habits within a mobile learning environment through objective measurement via learning logs.
Copyright (c) 2025 International Journal for Educational Media and Technology
A Systematic Review of Interaction in Teaching and Learning with Artificial Intelligence (AI)
Addressing a knowledge gap in higher education pedagogical research, this study examines student and teacher interaction with Artificial Intelligence (AI) following the rise of tools like ChatGPT. Through a systematic review of 33 studies from SCOPUS and Web of Science, the research utilizes established frameworks to codify the types, factors, and effects of AI-driven interaction in teaching and learning. Results indicate that while AI and distance education are becoming standard, there is a critical need for further research into the challenges and diversity of these interactions, specifically through the lens of established theories. Current trends show that AI is frequently utilized for personalized learning; however, findings suggest this may inadvertently diminish social interaction and collaborative engagement. Furthermore, the review reveals that AI is often relegated to relationship building or basic dialogue, highlighting a need for more robust applications in feedback and instructional guidance roles. This work contributes to the field by decomposing interaction into measurable variables and providing a holistic map of the current landscape. Ultimately, it identifies essential areas for future research to ensure that AI integration enhances, rather than isolates, the pedagogical experience.
Distance Learning Where Children Freely Share Thoughts in a Metaverse
This study examines how children from different regions can voluntarily share ideas through metaverse-based distance learning and how teachers observe their interactions. To explore this, we conducted three learning activities combining metaverse-based and face-to-face sessions. Data collection included a questionnaire survey completed by 25 students and paper-based interviews with two teachers. Our results indicate that the metaverse encouraged voluntary dialogue by reducing tension and enabling freer interaction compared to face-to-face settings. Teachers primarily observed students using four indicators: “signals during a call,” “conversation range,” “avatar movement,” and “chat.” Although the study was limited in duration, scope, and sample size, it provides preliminary insights into the metaverse’s potential in compulsory education. Future research should analyze dialogue content and identify strategies to foster more active peer interaction in virtual learning environments.
Immersive and Tangible VR Tool for Learning about Pre- and Post-Atomic Bombing Environments
Existing literature lacks tools that combine spatial, multisensory exploration with historically grounded, learner-centered content to foster a deeper understanding of pre- and post-atomic bombing environments. Therefore, this study introduces an immersive, tangible virtual reality (VR)-based educational tool designed to facilitate exploratory learning about Nagasaki's environment before and after the atomic bombing. The system integrates tangible user interfaces with VR, enabling learners to build virtual cityscapes by arranging physical building models. Learners can transition between pre- and post-atomic bombing environments to explore detailed visualizations enhanced by sound, animation, and multimedia. A user study involving university students revealed that the VR tool increased interest in peace-related topics, especially post-bombing history, and improved engagement and concentration. Comparative analysis indicated that the VR environment was more effective than a 2D digital map in conveying the atmosphere of the pre- and post-bombing settings and supporting historical understanding. These findings suggest that immersive, tangible VR is a valuable medium for peace education, fostering experiential and emotional engagement with historical content.
Examining Synthetic Speech in Corporate Training: Focusing on Impression Formation and Likability
This study aims to identify the characteristics of synthetic speech that tend to elicit higher levels of likability by examining evaluations and impressions of synthetic speech. To achieve this objective, two practices were conducted. Practice 1 involved a confirmation test, subjective evaluation, and an impression formation survey on video teaching materials featuring an instructor's human voice and a synthetic speech. Practice 2 focused only on evaluating synthetic speech (four types in total: two male and two female), to survey on evaluating and impression formation surveys. In Practice 1, the results indicated no significant differences in test scores or subjective evaluations between the two materials. However, in the impression formation survey, human voices were significantly more highly evaluated for characteristics such as “Friendly,” “Pleasant,” “Sensible,” and “Approachable.” In Practice 2, synthetic speech perceived as “Pleasant,” “Approachable,” and “Kind” tended to receive higher evaluation scores.
Integrating Inquiry and Creative Activities through the Exploratory Spherical Power Plant Application
This study investigated the educational impact of integrating a 360-degree power plant exploration application with creative production activities in elementary education. Sixth-grade students engaged in inquiry-based learning using the improved version of the application, followed by group work to design eco-friendly power generation systems. A four-point Likert scale survey and analysis of open-ended responses revealed that the application was easy to use, enhanced students' understanding of energy systems, and fostered active learning. Creative tasks further supported deeper knowledge construction, collaboration, and environmental awareness. The results suggest that combining VR-based exploratory learning with hands-on creative activities can effectively promote learner engagement and interdisciplinary understanding in sustainability and energy education.
Empowering Girls in Robot Programming by Integrating the Video-Sharing Social Networking Service into Workshop Designs
The underrepresentation of females in mechanical engineering highlights the need for educational strategies that engage girls in this field. This study aimed to design a robot programming workshop tailored to girls’ interests by integrating engaging media technologies. Drawing on the content creation process of video-sharing social networking services, especially TikTok, four emotional components were incorporated into the workshop: Attachment to the robot, Attraction to the theme, a sense of Achievement in the work, and opportunities for Approval. The workshop was implemented with female teenagers, and the results showed a significant increase in intrinsic motivation, with a particularly large increase in confidence. These findings suggest that offering creative autonomy and opportunities for visible self-expression can transform initial interest into sustained engagement. This study contributes to educational media practices by demonstrating how media technology can be effectively integrated to enhance girls’ motivation in robot programming.
Relationship between the Effects of Productive Failure on University Students and Learner Characteristics
With the growing importance of statistics education at the university level, productive failure has been identified as an effective instructional strategy for fostering understanding of statistical concepts. However, some studies suggest that its effectiveness may vary depending on learner characteristics. This study focused on attitudes toward mathematics, failure beliefs, and belief in cooperation, and examined the effects of a productive failure-based class on students' problem-solving. The results revealed a significant negative correlation between instrumental motivation to learn mathematics and the quantity of problem-solving, while no significant correlations were found for the other variables. These results suggest that learner characteristics do not have a substantial impact on the effectiveness of productive failure in university-level statistics education, although scaffolding may still be necessary for students with high instrumental motivation to learn mathematics.
Developing an Online Job Aid to Help Middle Leaders Design Professional Development Training for School Teachers
Middle leaders in educational settings often struggle to design professional development (PD) programs for technology integration due to time constraints and limited specialized knowledge. This study addresses this challenge by proposing an online job aid as a workplace learning mechanism. Guided by instructional design principles, the system provides a structured step-by-step approach to developing PD programs. To guide this study, the following research question was posed: How can an online job aid be designed to support middle leaders in planning and facilitating effective in-school PD programs for ICT integration, while addressing limitations of traditional support tools? A mixed-methods evaluation, comprising a questionnaire survey and interviews, was conducted to assess the job aid’s effectiveness. Results show that the job aid significantly enhanced middle leaders’ training design capabilities by providing features such as guided design processes, essential information inputs, and access to shared training designs. While outcomes were promising, the study also identified areas for improvement in design flexibility and the user interface. This research offers a practical solution for supporting technology integration in educational professional development and has potential for future AI-enhanced capabilities.
Strategies to Promote e-Learning, Engagement, and Belonging in Emerging Educational Technologies
As reliance on information and communication technology continues to grow, it is essential to recognize and explore the impact of emerging technologies in the field of education. These rapidly advancing tools require early integration of digital citizenship education in curricula to promote their adoption and adaptation. With the support of new teaching methodologies and diverse digital education tools, educators are better equipped to empower students, streamline academic processes, and foster effective collaboration. The present narrative reviews emerging technologies in education to examine their potential benefits in the field of education. The insights are poised to inspire universities and colleges worldwide to embrace innovative technology for enhanced academic performance and delivery of education
Reviving the Traditional Campus Radio in the Digital Age: Challenges and Lessons from DYUP Sugbo
DYUP Sugbo, the official campus radio of the University of the Philippines Cebu, has undergone operational fluctuations in recent years due to financial difficulties and organizational disputes. Despite the rise of new media technologies, a significant demand among students for the station’s revival persists. As a laboratory facility, DYUP Sugbo is dedicated to equipping students with essential broadcasting skills, supporting the university's objective to be a regional leader in communication education. Employing stakeholder theory as a framework, this autoethnographic study involved conducting semi-structured interviews with various stakeholders, including student volunteers who operate the radio station and the administrators overseeing its management. Through thematic analysis of the data, the research aimed to document the resurgence of campus radio in 2023, highlighting the pivotal role of student-broadcasters in the organization’s revival. The findings indicate that the resurgence of the campus radio was driven largely by the students’ enthusiasm for campus broadcasting and the university administration's directive for its revival. This study could serve as an insightful resource for other campus radios across the country, providing strategies for achieving sustainability in the face of resource constraints and the expanding presence of online radio.
The Living Textbook: Open Educational Resources for Engagement, Equity, and Inclusion to Support Student Learning Outcomes and Retention in an Entry-Point Course at an Asynchronous Online University
The online open-access university in this study has championed diversity, equity, and inclusion (DEI) as values to be woven consciously throughout all student-facing initiatives. In support of the institution’s mission to “transform the higher education landscape and make it accessible to everyone, no matter their background or circumstance,” the GEN 101 Open Educational Resources Pilot project was initiated. Open Educational Resources (OER) (such as textbooks, supplemental materials, resources, etc.) also support the institution's mission by providing cost-saving learning materials that will remain accessible to students for perpetuity. The key objectives of the study were to create relatable and inclusive materials that increased a sense of belonging and to determine the effectiveness of OER on student retention and student learning outcomes. As a result, the GEN 101 OER Pilot Project team created a repository of OER for this entry-point course that was relevant, current, and reflective of the needs of diverse open-access students that supported student learning outcomes and faculty classroom engagement. Keywords: open educational resources, OER, open access, entry point, online education, DEI
Exploring Online Adult Student Reasoning to Pursue a Practitioner Doctoral Degree
The purpose of this qualitative descriptive study was to describe adult learners’ reasons to pursue a doctorate degree. The framework focused on the Self-determination Theory. Data were collected via 45 semi-structured interviews. Researchers used Claude AI 3. 5 Sonnet (Artificial Intelligence) as a methodological tool to apply Braun and Clarke’s thematic analysis. Five themes emerged consisting of Personal Growth and Fulfillment, Career Advancement and Development, Interpersonal Identity and Expectations, Societal Impact and Systemic Change, and Practical Considerations. Future research recommendations include providing professional development opportunities for faculty to support students with the ethical use of AI. The researchers acknowledge and document the use of both AI as a methodological tool and the researchers’ analytical skills in manually cross-referencing the data to support the AI thematic analysis process.
Exploring The Effectiveness of Immersive Mobile Learning in Enhancing Stem Subjects
This study employed a qualitative case study design to explore participants' perspectives on learning STEM subjects through immersive mobile technologies. IML provides learners with immersive experiences and ubiquitous access to educational content using portable devices. The data was collected through focus groups, observations, reflection journals, and interviews in four sessions where students learned physics and chemistry via IML. Findings revealed that IML significantly enhanced student engagement and the motivation to learn STEM and career application, making STEM subjects more concrete and authentic. Participants emphasized the importance of engagement and motivation in STEM learning. This indicates that IML is practical and successful in tackling the challenges of STEM education.
Optimizing Student Success: The Impact of Artificial Intelligence in Teaching and Learning
This study investigates the transformative potential of generative artificial intelligence (GAI) in reshaping educational methodologies in higher learning to enhance student success. Implementing GAI technologies into higher education opens new possibilities for improving the teaching and learning process. The research highlights synergies between GAI tools and educational best practices, addressing benefits and challenges. GAI tools were identified that can improve teaching and learning. These tools help streamline the curriculum development process, create teaching materials, and improve student success. GAI tools can enhance efficiency, save time, provide instant student support, and personalize course materials. Challenges include the accuracy of GAI-generated content, inadequate faculty training, lack of guidance on ethical use, and the high cost of implementation. The possibility of diminishing critical thinking skills and an increase in student cheating was a significant concern. Recommendations for employing GAI in higher education are provided, offering insights into its impact on teaching and learning.
Generative Artificial Intelligence (GAI)
Integrating AI into Higher Education: College Students’ Positions in ChatGPT-supported Learning
This study uses positioning theory as the analytical framework to explore how college students relate to and interact with ChatGPT during in-class learning tasks. Fifteen college students voluntarily participated in the study and completed the lesson plan development task through interaction with ChatGPT. We analyzed the interaction transcripts between participants and ChatGPT and the survey responses on their experiences and perceptions. The results demonstrated that college students interacted with ChatGPT in distinct ways. Additionally, they position ChatGPT as distinct and changing roles as interaction develops, including Information Provider (Search Engine, Intelligent Engine), Human Conversational Partner, and a Computer-based Tool (Digital Servant). The findings illuminate the potential of leveraging ChatGPT as a learning tool in higher education and the need to improve students’ AI literacy
Can Social Interactions Support Women in STEM Education? The Data Mining Approach
Women are significantly underrepresented in STEM fields. Despite several studies proposed various interventions and measures to address STEM education gender inequality, these efforts are often constrained by traditional research methods and limited participant knowledge. This study addresses these gaps by leveraging data mining to analyze the roles and contributions of individuals using the hashtag #WomeninSTEM on Twitter. Analyzing 101,432 Twitter posts using social network and topic modeling analysis, this study investigates the dynamics of participant interactions and the nature of shared information within the #WomeninSTEM site. The findings reveal the #WomeninSTEM site as a disseminating information network comprising several small communities. Participants actively shared diverse information, including bolstering gender diversity, disseminating female success stories, sharing job opportunities, promoting online events, and collaborating on projects. This study provides novel insights and methodological approaches, emphasizing the critical role of online social networks in advancing women’s participation and success in STEM fields.
eLearning in Short Bursts: Examining Professional Development Microlearning Videos
This study examined 80 YouTube microlearning videos that provided insight into how consumers viewed the user-generated content (UGC) using thumbs-up/down ratings and comments. The results found that higher scores in the Morain & Swarts (2012) instructional design quality (IDQ) framework and the Attention, Relevance, Confidence, and Satisfaction (ARCS) Model (Keller, 1987) showed a relationship with the thumbs up/down icon and consumers’ comments. The highest production and consumption ratings were in Relevance and Satisfaction in the ARCS Model and the affective design in the IDQ framework. Consumers noted that the talking head video format enabled them to observe the presenter in the UGC, demonstrating confidence, self-efficacy, and audience engagement as a subject matter expert. The findings provided insights for technical communication instructors or anyone interested in creating relevant video content to meet consumers’ expectations for a microlearning video of four minutes or less.
Design, Development, and Use of an Exploratory Data Analysis Tool
Data science is a rapidly evolving field and is assuming an increasing role in both academia and industry. As we navigate this landscape, it becomes clear that effective tools are essential for optimizing data science workflows. One such tool holds great potential: Exploratory Data Analysis (EDA) tool. In this paper, we present the design, development, and use of an EDA tool integrated into the DaTu system—a data science educational platform designed to provide personalized guidance for students learning data science concepts. By integrating an EDA tool into the DaTu system, we aim to enhance student learning experiences and promote effective exploration of datasets. This research contributes to the ongoing efforts to develop innovative solutions that support productive data science education and research.
A Study on the Application of “Media Literacy” in Japan: Definitions and Insights from a Survey
This study explores the application of media literacy by defining its conceptual framework and examining its practical implementation. Media literacy has become increasingly important in today’s complex media environment, where misinformation and personalized content pose threats to democratic decision-making. While previous research has extensively focused on defining media literacy competencies, limited attention has been given to how individuals apply these skills in everyday contexts. This study addresses this gap through a two-part investigation. First, a critical review of existing definitions and components of media literacy in Japanese educational research highlights the lack of explicit discussion regarding its application. Second, a survey examines how media literacy is applied in real-life contexts and investigates its application through a survey. Findings reveal that the application of media literacy varies depending on these factors. High interest and trust in information sources promote active media literacy behaviors, whereas low levels inhibit application. These results emphasize the need to incorporate application-focused elements into media literacy frameworks to better reflect real-world practices. This study provides insights into enhancing media literacy education by bridging the gap between theoretical knowledge and practical application, offering directions for future research on its development.
The Growth of Self-Efficacy through Exchange Learning with Cambodian Primary Schools
After the COVID-19 pandemic, the use of ICT has been promoted, and improvements in network infrastructure in developing countries are making effective international exchange learning increasingly possible. There has been an increase in cases where educational institutions, including schools, use ICT and online tools to implement collaborative programs, such as exchange learning. However, few studies describe and analyze the processes by which these programs are designed and how collaboration occurs. In collaboration with a local primary school in Cambodia, this study designed international exchange learning in the context of high school inquiry-based learning, using the Collaborative Online International Learning (COIL) and incorporating authentic activities. By describing and analyzing the collaborative process, this study captures the transformation of students and clarifies its significance. The results show that, through exchanges, students heard direct feedback, confirmed that the videos they created were used in the local context, and received feedback from the local community. Through these authentic activities, the students’ awareness of “confidence,“ “sense of achievement,“ and “contribution“ increased, thereby fostering their sense of self-efficacy.
Online Social Support for Pregnant Women’s Question Resolution and Anxiety Reduction
This study aimed to identify the characteristics of communication that resolve questions and reduce anxiety in online self-help groups for pregnant women. To simulate actual online support, questions about labor pain were posed online along with four sample answers that involved medical knowledge, medical knowledge with added empathy, personal experience, and personal experience with added empathy. The experiment was conducted with four groups of 110 respondents who were randomly selected, totaling 440 respondents. Each respondent was assigned to a single condition in the study design. The results show that the degrees of both question resolution and anxiety reduction were higher when empathy was combined with medical knowledge. These results suggest that when medical knowledge incorporates empathy, pregnancy support is more effective in resolving questions and reducing anxiety in online social support.
Exploring Learners’ Facilitation Strategies in Online Discussion Forums
Online discussion forums have the potential to contribute to the development of learners’ higher order thinking by promoting writing and reflective practices within quality online learning spaces. In the Community of Inquiry framework, not only instructors but participants are expected to demonstrate teaching presence; however, research that focuses on participants’ facilitation strategies remains limited. This study explored how learners adopt facilitation strategies in forums and whether such strategies foster higher order thinking. This study is situated within a broader action research project, with a particular emphasis on mediation transfer. In this study, a blended learning program was created to develop the higher order thinking of English language learners at a public high school in Japan. The intervention design was based on ecological constructivism, and the instructor’s mediation was informed by sociocultural theory. Participants’ forum interactions were transformed into quantitative data using three content analysis instruments. The instructor’s mediation was analyzed using an original coding framework. Participants’ facilitation strategies were analyzed using a qualitative interpretive approach. The data indicated that two participants who exhibited higher order thinking made use of various facilitation strategies in their interactions. This study concluded that the transfer of mediation strategies between instructor and participants could occur if instructors employ various mediation strategies as a model, and if participants understand the value of collaborative constructivist learning. A key limitation of this study is the lack of generalizability, as it was conducted within a specific context and with a small participant group, despite detailed accounts of the course design, site, and procedures.
The process of Mid-Career Teachers’ Class Reflections with One-to-One Devices
Few studies on mid-career teachers have examined teachers’ professional development in relation to social change. To address this gap in the literature, this study seeks to clarify the reflection process of mid-career teachers conducting classes using one-to-one devices. The authors applied the ALACT model as a framework to analyze the reflections of mid-career teachers to clarify their conflicts, and processes of awareness. The study used interviews and classroom observation for data collection. As a result of the analysis, the authors identified four reflection processes. The first, mid-career teachers described their weak understanding of the student’s readiness while using one-to-one devices for learner-centered learning. The second, they returned to beliefs and sense of mission to raise essential questions. The third, they realized the value of learning of direct interaction with others. The fourth, they realized they had a biased view that teachers should not teach.
Copyright (c) 2024 International Journal for Educational Media and Technology
Designing Learning Support for Simulation-Based Preservice Teacher Learning with Artificial Intelligence-Powered Virtual Agents
In this study, I explored how preservice teachers interact with learning support designed for situational pedagogical practices in virtual reality-supported simulation-based learning with artificial intelligence (AI)-powered virtual student agents. The learning support was designed and integrated into an existing simulation-based learning environment (Anonymized Name). Using a case study approach, I collected data from multiple sources for triangulation and credibility. Nineteen preservice teachers participated in this study. Three major themes endorsed the design and implementation of in-situ learning support and AI-powered virtual students in the virtual reality simulation for preservice teachers–––1) collective reasoning with AI-powered virtual students that builds productive discourse, 2) intentional practice to probe and inquire AI-powered virtual students’ scientific reasoning, 3) analyzing developmentally-aligned AI-powered virtual students’ discourse in-situ. Future research should consider providing adaptive in-situ learning support to preservice teachers by gauging preservice teachers’ situational pedagogical practices using natural language processing and machine learning algorithms.