Pacific Journal of Technology Enhanced Learning

AI in the wild

Jason Lodge — 2024-04-19

It has been well over a year since ChatGPT emerged and brought with it much commentary about challenges and opportunities for education. There has been considerable discussion about risks to academic integrity and the possibilities of generative AI for enhancing learning and teaching. As the dust settles, the hard work of determining how exactly generative AI will integrate into higher education begins. In this session, we will explore the current state of generative AI in student learning. While the integration of generative AI into formal coursework has been inconsistent, to say the least, many students are using these tools extensively as part of their studies. Drawing on in-depth interviews with 50 students across disciplines, a set of hypotheses about the impact of generative AI on student learning practices will be presented. A key component of the impact of these emerging technologies appears to be how familiar and confident students are in their understanding of their own learning. The implications of these findings will also be discussed.

Jason Lodge is Associate Professor of Educational Psychology and Director of the Learning, Instruction, and Technology Lab in the School of Education and is a Deputy Associate Dean (Academic) in the Faculty of Humanities, Arts and Social Sciences at The University of Queensland. Jason’s research with his lab focuses on the cognitive, metacognitive, and emotional mechanisms of learning, primarily in post-secondary settings and in digital learning environments. He currently serves as Lead Editor of Australasian Journal of Educational Technology and Editor of Student Success.

Implementing Augmented Reality and Virtual Reality for authentic healthcare education

Md Haseen Akhtar — 2024-04-14

Presentation: https://www.youtube.com/watch?v=abFKpxbNFrk

Augmented reality (AR) and virtual reality (VR) technologies have demonstrated immense potential to transform fields like education and healthcare through immersive and interactive virtual environments (Bower et al., 2014; Dhar et al., 2023; Moro et al., 2021)). However, high costs of proprietary headsets and content platforms have inhibited widespread adoption of these technologies in resource-constrained contexts, especially in developing countries (Karre et al., 2019).

Augmented reality (AR) and virtual reality (VR) have the potential to transform how we approach education and healthcare, enhancing access and outcomes especially in developing countries. AR/VR furthers United Nations (UN) Sustainable Development Goals (SDGs) 3 and 4 through inclusive, equitable education and healthcare (United Nations, 2016). VR can simulate immersive learning environments, providing hands-on medical training to healthcare workers in regions with limited resources. By using VR for anatomy and surgery education, healthcare professionals can gain experience without risk to patients. This improves local healthcare capacity and retention of health workers in remote areas.

Similarly, AR and VR can enable experiential learning for students without access to labs or materials (Sinou et al., 2023). This facilitates authentic learning for financially or geographically constrained students (van der Meer et al., 2023). AR/VR health interventions can also improve patient diagnosis and care (Sureja et al., 2023). AR glasses for doctors could display patient vitals or past records during examinations to improve diagnostic capabilities. Remote consultations can connect rural healthcare workers with urban specialists via AR assistive tools during complex treatments. AR/VR distraction therapy has also proven effective during painful procedures for children and the elderly (Vaillant-Ciszewicz et al., 2022). Such solutions enhance community health literacy and comfort with medical services, a key challenge in developing contexts.

This presentation proposes a practical methodology for opportunities to expand access to AR/VR healthcare and education tools in low-resource settings through three pathways - utilising low-cost VR headsets, employing inclusive user interface design, and using participatory methodologies during content development.

The Educational Design Research (EDR) methodology will guide the project through four main phases (McKenney and Reeves, 2020; Kartoğlu et al., 2020):

Analysis and Exploration Phase

Conduct a literature review on AR/VR adoption in healthcare education.
Engage stakeholders (educators, students, industry partners) through focus groups and interviews.
Analyze existing curricula, learning objectives, and assessment practices in healthcare education programs across Australasia.

Design and Development Phase

Develop design principles and guidelines for creating effective AR/VR experiences in healthcare education.
Collaborate with interdisciplinary teams to design and prototype AR/VR experiences aligned with learning objectives and assessment practices.
Conduct iterative cycles of prototyping, testing, and refinement with stakeholder feedback.

Implementation and Evaluation Phase

Implement the developed AR/VR experiences in selected healthcare education programs across Australasia.
Evaluate the effectiveness through mixed methods, including quantitative measures of learning outcomes, engagement, and skill development, as well as qualitative analysis of user experiences.
Conduct formative evaluations for improvement and refinement.

Reflection and Dissemination Phase

Analyze and synthesize findings from the implementation and evaluation phases.
Refine the design principles and guidelines based on research findings.
Develop a comprehensive framework and guidelines for effective AR/VR implementation in healthcare education across Australasia.
Disseminate research findings, framework, and guidelines through publications, conferences, workshops, and online resources.

The project will apply the principles of EDR, such as interdisciplinary collaboration, contextual adaptation, and iterative refinement, to develop a robust and contextualized solution for AR/VR adoption in healthcare education programs across Australasia.

References

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education – cases, places and potentials. Educational Media International, 51(1), 1–15. https://doi.org/10.1080/09523987.2014.889400

Dhar, E., Upadhyay, U., Huang, Y., Uddin, M., Manias, G., Kyriazis, D., Wajid, U., AlShawaf, H., & Syed Abdul, S. (2023). A scoping review to assess the effects of virtual reality in medical education and clinical care. DIGITAL HEALTH, 9, 20552076231158022. https://doi.org/10.1177/20552076231158022

Kartoğlu, Ü., Siagian, R. C., & Reeves, T. C. (2020). Creating a "Good Clinical Practices Inspection" Authentic Online Learning Environment through Educational Design Research. TechTrends : for leaders in education & training, 1-12. https://doi.org/10.1007/s11528-020-00509-0

Karre, S. A., Mathur, N., & Reddy Y. R. (2019). Usability evaluation of VR products in industry. https://doi.org/10.1145/3297280.3297462

McKenney, S., & Reeves, T. C. (2020). Educational design research: Portraying, conducting, and enhancing productive scholarship. Medical Education, 55(1), 82–92. https://doi.org/10.1111/medu.14280

Moro, C., Birt, J., Stromberga, Z., Phelps, C., Clark, J., Glasziou, P., & Scott, A. M. (2021). Virtual and Augmented Reality Enhancements to Medical and Science Student Physiology and Anatomy Test Performance: A Systematic Review and Meta-Analysis. Anatomical sciences education, 14(3), 368-376. https://doi.org/10.1002/ase.2049

Sinou, N., Sinou, N., & Filippou, D. (2023). Virtual Reality and Augmented Reality in Anatomy Education During COVID-19 Pandemic. CUREUS JOURNAL OF MEDICAL SCIENCE, 15(2). https://doi.org/10.7759/cureus.35170

Sureja, N., Mehta, K., Shah, V., & Patel, G. (2023). Machine Learning in Wearable Healthcare Devices. In Machine Learning for Advanced Functional Materials (pp. 281-303). Springer Nature. https://doi.org/10.1007/978-981-99-0393-1_13

United Nations. (2016). Transforming our world: The 2030 agenda for sustainable development. UN Publishing. https://www.un.org/sustainabledevelopment/

Vaillant-Ciszewicz, A. J., Quin, C., Michel, E., Sacco, G., & Guerin, O. (2022). Customised virtual reality (VR) on mood disorders in nursing homes and long term care unit: A case study on a resident with moderate cognitive impairment [Article]. Annales Medico-Psychologiques. https://doi.org/10.1016/j.amp.2022.10.018

van der Meer, N., van der Werf, V., Brinkman, W. P., & Specht, M. (2023). Virtual reality and collaborative learning: a systematic literature review. Frontiers in Virtual Reality, 4, Article 1159905. https://doi.org/10.3389/frvir.2023.1159905

Time Efficient and Cost-Effective Online Teaching Tool

Shazia Naser ud Din — 2024-04-14

Presentation: https://doi.org/10.26188/25556394

Background

Traditional teaching methods in orthodontics with models and static images for 3-Dimensional (3D) changes in tooth positions have posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the fourth dimension. At the University of Queensland (UQ) (Naser-ud-Din, 2015) and internationally (Bridges, 2015) over a decade of experience with creating online teaching modules in orthodontics education highlight its strengths of flexibility, ease of access on demand and global presence. UQ had SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools.

Aims

There is a gap in the dental education sector to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning for the student in undergraduate courses to feel confident and clinically ready on graduation as Dentist. Over the past 5 years, in particular, there has been an exponential drive by the industry providing 3D simulations for treatment planning and patient communication. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool.

Material and Methods

Currently the CAD CAM industry is providing 3D simulations as open access that can be utilized for teaching and clearing core concepts related to biomechanics foundations for student learning, engagement and assessment. This project envisages to create a new forum encompassing education revolution with robust online presence of an interactive textbook (iConcepts) under the banner of the University of Melbourne (UoM) to assist students in Doctor of Dental Surgery (DDS) years 2-4.

Results

The purpose of iConcepts is to create lifelong learning opportunities in non-judgmental space by visual and kinesthetic interactive learning of concepts that directly translates into clinical applications. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and here to stay. Both qualitative and quantitative data on student experience shall be collected and analyzed to seek out the best practice and processes for instruction of delivery in Orthodontics for DDS cohort encompassing time efficiency and cost effectiveness.

Conclusion

The current iConcepts is developed with Apple Education and prototype is being assessed with MSc Data Science cohort at the UoM.

Future Recommendations

It can be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. As we progress there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) hence iConcepts.

References

Bridges, S. (2015). An emic lens into online learning environments in PBL in undergraduate dentistry. Pedagogies: An International Journal,10(1), 22-37. https://doi.org/10.1080/1554480X.2014.999771

Irvine, J. (2020). Marzano's New Taxonomy as a Framework for Investigating Student Affect. Journal of Instructional Pedagogies, 24.

Khoo, E., Le, A., & Lipp, M. J. (2023). Learning Games: A New Tool for Orthodontic Education. International Journal of Environmental Research and Public Health, 20(3), 2039. https://www.mdpi.com/1660-4601/20/3/2039

Kröger, E., Dekiff, M., & Dirksen, D. (2017). 3D printed simulation models based on real patient situations for hands-on practice. European Journal of Dental Education, 21(4), e119-e125. https://doi.org/https://doi.org/10.1111/eje.12229

Naser-ud-Din, S. (2015). Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program. Eur J Dent Educ,19(3), 169-176. https://doi.org/10.1111/eje.12118

Naser-ud-Din, S. (2016). Bewertung von unterschiedlichen asynchronen Lehrstilen für das E-Learning in der Kieferorthopädie FAU - Naser-ud-Din, Shazia. Quintessence Publishing Deutschland DJKFO, 1(0945-7917 (Print)).

Poblete, P., McAleer, S., & Mason, A. G. (2020). 3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources? Dentistry Journal, 8(3), 95. https://www.mdpi.com/2304-6767/8/3/95

Tackling Mind Wandering in Video Learning Environments

Daniel Ebbert — 2024-04-15

Presentation: https://www.youtube.com/watch?v=xqUoL0vdyyQ

Mind wandering is a common experience for students. About 30% of the time, while learning, they will think about something unrelated, such as what they have planned for dinner. These off-task thoughts negatively impact their learning outcomes (Wong et al., 2022). Previous research has been conducted in video-based learning to assert whether including interpolated testing at pauses in a video leads to reduced mind wandering and improved learning outcomes (Jing et al., 2016; Szpunar et al., 2013; Welhaf et al., 2022). The results of these studies have been mixed and do not clearly show that interpolated testing at pauses in a video has the desired effect. Therefore, it has been suggested that interpolated testing only has limited practical effect on reducing mind wandering (Welhaf et al., 2022). In this study, we aim to determine if writing self-explanations at pauses in a video has a stronger effect on reducing mind wandering and increasing learning outcomes than interpolated testing.

For this study, we recruited 138 participants, distributed across three groups. The participants were asked to watch the same video across all three groups. The difference between the three groups was in the interaction the participants were asked to engage in at pauses in the video. The pause times were identical across groups. The first group, the control group, was only asked about their thoughts. The second group, the interpolated testing group, answered multiple-choice questions. The third group, the self-explanation group, was asked to write an explanation to themselves about what they learned. Knowledge gain was measured using a knowledge test before and after the video. Additionally, all participants were instructed to monitor their thoughts and click on a button whenever they realized they were mind wandering. This way of measuring mind wandering deviates from previous studies investigating mind wandering while learning from video. In previous research, mind wandering was measured using probe-caught thought reports. When using this method, the participants are interrupted periodically and instructed to report whether they were mind wandering. We deviate from this measurement method because we expect, based on generative learning theory (Fiorella & Mayer, 2015), that the expectation of having to write a self-explanation will lead the participants to be more aware of their thoughts. To test this hypothesis, we used self-caught thought reports and asked the participants to self-report their mind wandering once they realized they were mind wandering.

The results of our analysis show no significant difference between the groups in their knowledge gain or the number of thought reports written. However, the number of thought reports written correlates with knowledge gain. This result indicates that participants who were more aware of their mind wandering performed better on a knowledge test after the video. While it is inevitable that mind wandering will occur, the deciding factor on whether this mind wandering negatively influences the learning outcomes could be how aware the students are of their thoughts while learning. Consequently, further research should be conducted into how this awareness of mind wandering can be increased.

From Traditional to Transformed

Justin Matthews — 2024-04-15

Presentation: https://www.youtube.com/watch?v=MAEq2zG_gPo

In a transformative educational landscape, this research pioneers a novel method that leverages AI to transform traditional classroom lectures into interconnected learning units. This innovative approach revolutionises lecture consumption by reimagining it as a network of knowledge, fostering a more engaged and participatory learning experience amongst students. By recording lectures, automatically transcribing them, and then using Artificial Intelligence to restructure the content into accessible “interactive content cards”, it heralds a new era in education, breaking the constraints of time, space, and traditional learning paradigms. Such an endeavour enhances knowledge absorption and fosters a self-directed learning environment, empowering students to lead their educational paths. It, therefore, integrates Constructivism, Connectivism, and Heutagogy into an innovative framework. Constructivism, highlighting active learning, is exemplified as students engage with AI-refactored content, deepening their exploration and promoting critical reflection for personalised learning journeys (Siemens, 2005; Lockey et al., 2021). Connectivist theory expands this framework, highlighting the role of networks and technological advancements in learning. The AI-facilitated transcription and refactoring of lecture content into accessible formats exemplifies the Connectivist paradigm, where learning is dispersed across many connections. This method cultivates a learning ecosystem ripe with diverse digital resources, thereby enriching the educational experience in previously unimaginable ways (Siemens, 2005). Heutagogy’s push for learner autonomy is significantly advanced by this AI strategy, introducing “content cards” for students to interact with materials at their own pace, independent of traditional lecture sequences. Using Heutagogical models decentralises and personalises learning, emphasising curiosity-driven exploration and marking a shift from conventional education to a future of universal access and empowerment (Blaschke & Hase, 2019). The educational strategy explored here is also grounded in action research, following an iterative cycle of planning, action, observation, and reflection, and coupled with Phelps and Hase’s (2002) complexity theory, deepens our understanding of education and work settings. Through this lens, the research recognises learning environments as unpredictable and emergent, requiring continuous refinement of innovations, which embodies the principles of complexity theory and action research. Adopting these paradigms means revolutionising education delivery and continuously improving the learning experience to remain adaptive to student needs (Indeed.com; Structural-Learning.com; George, 2023; Phelps & Hase, 2002). It is against such a backdrop that this exploration marks a significant educational advancement by utilising AI to transform lecture formats, integrating Constructivism, Connectivism, and Heutagogy with AI technologies for a personalised, self-directed learning experience. Through the application of action research, this venture into AI-enhanced hands-on learning questions the status quo of educational frameworks and paves the way for a future where learning materials are inherently flexible and sophisticated. It crafts an environment where educational content can dynamically adjust to suit individual student needs, heralding a new era of engaging and intelligent learning resources.

Modes of Meaning

James Smith-Harvey — 2024-04-15

This presentation proposes an approach to designing technology-enhanced learning (TEL) through the strategic integration of diverse multimodal media forms within a framework informed by the 4E+ view of cognition. The 4E+ cognition framework emphasises the embodied, embedded, enactive, and extended nature of cognition, suggesting that cognition is not solely confined to the brain but extends into the environment while involving the body's interactions with that environment (Carney, 2020; Jianhui , 2019; Menary, 2010; Newen, et al., 2018).

In this theoretical context, our study explores how the combination of various modes of media, such as immersive technologies, digital interactive elements, real-world analogue creations, audio, sound, images, videos, animations, text, and the surrounding environment can be orchestrated to create sensorially rich, and more meaningful learning experiences (Gilakjani, et al., 2011; Philippe, et al., 2020; Sankey, et al., 2010). For example, mixed reality (XR) learning design combines immersive media forms to support multi-sensory and expanded cognitive learning (Philippe et al., 2020; Rakkolainen et al., 2021; Villalobos & Videla, 2023). Other relevant approaches include gamification and transmedia storytelling methods (Doumanis et al., 2019; Perry, 2020). By leveraging different modalities, educators can design learning materials that engage learners with different sensory activations and presentation methods (Bouchey et al., 2021). This approach can cater to the 4E+ view of cognition, and subsequently enhancing knowledge acquisition and retention.

Examples from our own practice and research (such as the Explora: Chile es Mar, Pipi’s World and O-Tū-Kapua XR learning experiences), as well as current educational examples (Bouchey et al., 2021; Philippe, et al., 2020), demonstrate how multimodal media integration facilitates deeper engagement, critical thinking, and a more holistic understanding of complex concepts. Furthermore, we discuss practical strategies for educators to implement these principles in their TEL design, highlighting the potential of aligning multimodal design choices with the 4E+ cognitive framework.

Ultimately, we advocate for a shift towards a more inclusive and effective approach to technology-enhanced learning - one that embraces the diversity of human cognitive processes and leverages multimodal media to communicate meaningful knowledge in ways that resonate with learners' cognitive structures and experiences. Multimodal methods, when aligned with the distributed 4E+ view of cognition, can make TEL appeal and resonate on deeper levels to engage across various sensory, environmental and communication modes. This type of approach acknowledges the diversity of ways that humans process and understand phenomena, and how more effective learning can occur when multiple ways of knowing are engaged and communicated to. Furthermore, through this method, inclusivity can be heightened for students with diverse cultural, neurological or other backgrounds (Anis & Khan, 2023; Boivin & CohenMiller, 2022).

Emerging research shows the potential of the 4E+ approach to meet the needs of learning in 21^st century technological environments (Videla & Veloz, 2023; Villalobos & Videla, 2023). This presentation contributes to the literature by examining TEL design through a multimodal media lens. It highlights how the holistic 4E+ framework can more effectively and meaningfully engage students than computational, monomodal and bimodal uses of technology in educational settings.

References

Anis, M., & Khan, R. (2023). Integrating Multimodal Approaches in English Language Teaching for Inclusive Education: A Pedagogical Exploration.

Boivin, A. C. N., & CohenMiller, A. (2022). INCLUSION AND EQUITY WITH MULTIMODALITY DURING COVID-19. Keep Calm, Teach On: Education Responding to a Pandemic, 87.

Bouchey, B., Castek, J., & Thygeson, J. (2021). Multimodal learning. Innovative Learning Environments in STEM Higher Education: Opportunities, Challenges, and Looking Forward, 35-54.

Carney, J. (2020). Thinking avant la lettre: A Review of 4E Cognition. Evolutionary studies in imaginative culture, 4(1), 77-90.

Doumanis, I., Economou, D., Sim, G. R., & Porter, S. (2019). The impact of multimodal collaborative virtual environments on learning: A gamified online debate. Computers & Education, 130, 121-138.

Gilakjani, A. P., Ismail, H. N., & Ahmadi, S. M. (2011). The effect of multimodal learning models on language teaching and learning. Theory & Practice in Language Studies, 1(10).

Jianhui, L. (2019). Transcranial Theory of Mind: A New Revolution of Cognitive Science. International Journal of Philosophy, 7(2), 66-71.

Menary, R. (2010). Introduction to the special issue on 4E cognition. Phenomenology and the Cognitive Sciences, 9, 459-463.

Newen, A., De Bruin, L., & Gallagher, S. (Eds.). (2018). The Oxford handbook of 4E cognition. Oxford University Press.

Perry, M. S. (2020). Multimodal Engagement through a Transmedia Storytelling Project for Undergraduate Students. Gema Online Journal of Language Studies, 20(3).

Philippe, S., Souchet, A. D., Lameras, P., Petridis, P., Caporal, J., Coldeboeuf, G., & Duzan, H. (2020). Multimodal teaching, learning and training in virtual reality: a review and case study. Virtual Reality & Intelligent Hardware, 2(5), 421-442.

Rakkolainen, I., Farooq, A., Kangas, J., Hakulinen, J., Rantala, J., Turunen, M., & Raisamo, R. (2021). Technologies for multimodal interaction in extended reality—a scoping review. Multimodal Technologies and Interaction, 5(12), 81.

Sankey, M., Birch, D., & Gardiner, M. W. (2010). Engaging students through multimodal learning environments: The journey continues. Proceedings of the 27th Australasian Society for Computers in Learning in Tertiary Education, 852-863.

Videla, R., & Veloz, T. (2023). The 4E approach applied to education in the 21st century. Constructivist Foundations, 18(2), 153-157.

Villalobos, M., & Videla, R. (2023). The roots and blossoms of 4E cognition in Chile: Introduction to the Special Issue on 4E cognition in Chile. Adaptive Behavior, 31(5), 397-404.

A collaborative digital ‘treasure hunt’ to build student engagement in architectural technology

Sofia Colabella — 2024-04-15

Presentation: https://doi.org/10.26188/25600200.v1

Students in architectural disciplines need to acquire skills in technical disciplines and design, but also in collaborative practice and self-reflection (AACA, 2021). Exploring these ideas in an authentic space can legitimise their learning activities and provide the foundation to build competencies critical to their future professional practice (Herrington, 2006). In reviewing a core subject in architectural technology at a research-intensive university, we considered the overarching 21st-century graduate attributes as defined by Ng et al. (2022), as well as how students were engaging in the subject, finding a disconnect between lectures and assessment tasks, and limited opportunities to collaborate and build skills progressively.

As part of the subject redesign, we aimed to embed constructivist approaches and build students’ confidence within the discipline by providing opportunities to collaborate on authentic, low-stakes, iterative tasks. A high-stakes exam was replaced with weekly authentic ‘treasure hunt’ (TH) activities designed to support student self-reflection, critical thinking, engagement, and skill development and articulated to progress from simple questions (to gain declarative and procedural knowledge within the subject area) towards more complex questions based on pattern recognition and critical thinking (to manipulate information in ways consistent with the learning goals).

The new tutorial activities were constructed in digital Miro boards, to which student groups were given edit access to collaborate, prioritising mutual support (Bandura, 1977; Bloom, 1984; Lamb et al., 2022).

A 2023 evaluation using surveys and interviews showed most students found TH activities provided meaningful opportunities to interact with peers and teaching staff (51% A lot; 22% Somewhat). They felt their individual learning needs were supported, and their contribution mattered (38% A lot; 27% Somewhat). In interviews, one student highlighted the greater value of collaborative and progressive learning of these activities compared to the final exam: working together on real documentation and finding relevant information consolidated their knowledge and helped them complete their assignments with increased confidence.

Overall, the new TH activities enabled learners to make choices and reflect on their learning, including at an interdisciplinary level, by allowing a diversity of outcomes that are open to multiple solutions rather than a single correct response. The focus on collaboration helped students develop negotiation and delegation skills, with tutors assisting and coaching in the learning process.

Incorporating a reward-based strategy (low-stake assessments) to promote student engagement proved successful in reinforcing learning and motivating students because, as anticipated by Deci et al. (2001), the extrinsic motivation (the reward) was balanced with the intrinsic challenge of problem-solving tasks, recognising the need for specialist information to fulfil the given tasks and then access the appropriate resources.

Digital collaborative workspaces proved successful in creating flexible, equitable learning spaces, allowing students to rework topics at their own pace and build skills outside the pressure of the classroom.

Incorporating low-stakes, authentic learning tasks allowed students to explore complex concepts, enhance their skills, and foster collaboration. This is key for technical fields, where establishing a connection with the discipline early in a degree can positively impact students' success.

Enabling TEL capacity across complexity

Elisa Bone — 2024-04-15

Presentation: https://www.pechakucha.com/presentations/carew-sotel-2024

Embedding technology is now a necessary part of higher education teaching and learning policy and practice, owing to cascading effects of technological advancements and the pandemic-driven disruption of traditional teaching and learning modes (Rapanta et al., 2020, 2021). Well-designed technology enhanced learning (TEL) spaces and activities can provide experiences that are authentic, learner-centred, flexible, and equitable (Cochrane et al., 2017; Dunn & Kennedy, 2019).

Despite growing supportive evidence of these benefits, university teaching and learning systems often retain legacy structures and practices where technology-enhanced, creative and flexible activities are not easily integrated or well supported (Bridges et al. 2023). These issues may be exacerbated by the perceived comfort – by both academics and institutions – offered by a ‘snap back’ to pre-pandemic settings (Bryant 2022). As institutions rethink the ways in which they enact TEL (García-Morales et al., 2021; Rapanta et al. 2021), understanding and navigating potential barriers and enablers of innovative TEL design (Bone 2022) becomes important. Within this presentation, I draw and reflect on recent projects to consider how academic development programs might facilitate TEL initiatives that are targeted and sustainable.

For individual academics, approaches to teaching and learning can vary, with flow-on effects into the ways they teach, and the learning outcomes of their students (Trigwell & Prosser, 1997, 2004). In challenging, high-pressure environments, academics who teach may not have the capacity to adapt their approaches to a rapidly changing context (Bone 2021). Indeed, impacts of the pandemic highlight that academic development during times of crisis needs to be more holistic and provide adequate support for innovative change (Bone et al. 2021; Sumer et al., 2021; Mulder et al., 2022; Bone et al. in review). Enacting such holistic academic development in higher education institutions, which are highly complex (Knight 2001) but increasingly fragmented and siloed (Becher & Trowler, 2001), requires approaches to design and delivery of programs and supports that mimic and respond to this complexity (Bone & Ross 2019), and are responsive to the intents and priorities of both academics and management, and the learning needs of students.

Embedding technologies into this complex curriculum environment in ways that are sustainable and equitable requires approaches that both build incentives and drivers from leadership (top-down), and reward and harness the existing enthusiasm and capacity of academics (bottom up) (Bone 2022). Building networked approaches to enable curriculum design, development and innovation can involve communities of practice, mentoring or other knowledge-sharing activities across disciplines and roles (Bone et al., 2023). Enacting these across institutional boundaries can bring together those interested in specific aspects of TEL (Narayan et al., in press) who may also feel isolated within traditional hierarchical institutional structures (Bone et al., in press).

Knowledge sharing and community building has clear potential to drive positive change. As a TEL community, we must continue to advocate for teaching, learning and development spaces that emphasise collaboration and collegial knowledge-sharing, and to push for greater recognition as we work together to build the future of higher education teaching and learning.

Process over product

Julian Owen Harris — 2024-04-15

The launch of OpenAI’s ChatGPT model in late 2022, as most Australian universities wound down for summer holidays, elicited varied responses from higher education practitioners, policy makers and commentators that ranged from heightened concern and proscriptive impulses through to cautious excitement about the potentially disruptive, deceptive impact of university student use of AI chatbots (Skeat and Ziebell, 2023).

Generative AI has both transformative and disruptive implications for conventional university assessment practices. Simultaneously, we observed a tension between university teaching and learning imperatives of digital literacy, academic integrity, student employability, and data security and privacy.

Large Language Models (LLMs) run on deep learning programming, trained to process data in a way modelled on human brain cognition, to generate human-like responses to natural language prompts. Generative AI can answer and compose questions, write narratives, summarise documents, and construct essays, reports, reviews etc, and perform reflective writing capabilities (Li et al., 2023). Importantly, generative AI performs these tasks with substantially different degrees of accuracy, biases, and relevance potentially with each prompt.

These dynamic and iterative learning abilities have significantly, sometimes imperceptibly, compromised the integrity and reliability of conventional university assessment types. Moreover, generative AI is improving incrementally, increasingly integrated into everyday software, platforms and apps (Liu and Bridgeman, June 2023). Nor is it only traditional written assessments that are at risk of disruption and invalidation. AI image generators like OpenAI’s DALL-E can produce high-quality, realistic and fantastical artworks.

ChatGPT-like AI models are designed for conversational and dialogic user experiences, programmed on natural and intuitive patterns of language use. Even without any targeted training in ethical, effective and critical ‘prompt engineering’ (cf. Liu, 2023) students can output passable assessment content.

As well as concerns around digital literacy, academic integrity and meaningful learning, prompting, performed rudimentarily at least, blurs the lines between a student’s original thinking (and integration of sources) and machine-generated output. The foundational challenge being in determining whether a student's submission is a result of their applied understanding or the AI's algorithmic capabilities. Yet, this GenAI interactional, iterative user experience can also be harnessed by educators to design, facilitate and assess socially constructivist, authentic, analytical, and innovative approaches to student learning (Liu and Bridgeman, June 2023).

We report on a research project that implemented an iterative, nested, and collaborative assessment redesign (Lodge et al. 2023) as an alternative to a 2000-word Final Research Report due in the semester’s penultimate week. For the redesign, we partially broke the one submission down into three, smaller critical reflections due across a semester. For the first, students used ChatGPT before, and then after, learning a prompt engineering approach (cf. Liu, 2023). Secondly, students reflected on their engagement with generative AI as a collaborator in comparison to their collaboration with peers on a task. The final critical reflection required students to anticipate how generative AI might impact their professional practices drawing on the subject’s key topics.

With ethics approval granted, our research findings are drawn from the roughly 10% of all students (n = 83) that chose the redesigned option. We analyse their three submissions in terms of existing themes in the literature (cf. Skeat and Ziebell, 2023) around academic integrity, digital literacy, institutional messaging and student belonging, and generative AI as ‘study buddy’ (Skeat and Ziebell, 2023).

Enabling curriculum improvements to support foundational skills development

Peter Carew — 2024-04-16

Creating learner-centred curriculum (McLean & Gibbs, 2010) through design processes that incorporate students’ experiences and feedback can enable powerful and sustained impacts on student learning (Brooman et al., 2015). Principles of co-design have been used successfully in building technology-enhanced learning experiences (Gros & López 2016), including in the health science disciplines (O’Connor & Andrews, 2016; Treasure-Jones & Joynes, 2018).

Students in audiology programs are required to demonstrate competency in both technical micro-skills required to conduct accurate and reliable assessments and the use of reflective practice to evaluate and improve their clinical performance (Audiology Australia, 2022). As audiology student cohorts increase in size, there is a need to examine the efficacy of how teaching designed for smaller cohorts can best support learning within a larger student body.

This presentation describes our learnings across a process of enhancing the assessment and feedback mechanisms within a Master of Clinical Audiology program at a large, research-intensive university. Following a design-based learning framework (Reeves & McKinney, 2015), we first conducted an audit of existing learning and teaching materials, using focus groups with students to understand their interaction with these resources and comprehend the impact of existing assessment and feedback methodologies on their learning experiences. Students described their difficulties with navigating multiple learning resources in the core audiology technical domain of masking. Whilst acknowledging the significance of reflective practice for their future clinical roles, students also reported that the authenticity of development of their reflective practice skills was clouded by the existing learning task design.

Our objective in the design and development phase was to act upon this student feedback and implement technology-enabled alterations to learning, feedback and assessment practices that resonated with both students and educators, leading to enhanced engagement and comprehension of foundational course content. Key initiatives materialized throughout the project timeline, notably including pedagogical enhancements in the teaching and assessment within the reflective practice module. Drawing on student feedback and data analysis from focus groups, the 2023 syllabus was crafted to integrate a clearer progression of reflective practice skills development utilizing a learning arches framework. This framework facilitated the introduction of novel ePortfolio tools such as the Pebble Pocket app for on-placement reflections, refined PebblePad worksheets, and interactive Perusall social annotation activities, bolstering clarity and coherence in the reflective practice learning journey.

Simultaneously, a suite of learning assets was piloted in the latter half of 2023, underscoring a significant shift towards animation-based visual demonstrations and interactive resources aimed at solidifying audiology micro-skills acquisition. These assets focused on new instructional animations teaching audiology masking theory and techniques, interactive resources facilitating the comprehension of masking tables, and immersive clinical environments offering 360-degree views of audiology rooms. These resources helped prepare students for summative assessments in both written and clinical examination settings.

Following an iterative approach to educational innovation, guided by the principles of design-based learning and informed by the views and experiences of our students, we expect to continue developing and implementing transformative pedagogical strategies tailored to the dynamic needs of health professions education.

The StatBot

Wasana Karunarathne — 2024-04-16

Presentation: https://www.youtube.com/watch?v=8zzRjyQM16o

Artificial Intelligence (AI) provides an opportunity for a transformative shift towards a more personalised and efficient learning environment in the contemporary education landscape (FitzGerald, 2018; Perez et al., 2020; Yang and Evans, 2019; Yin et al., 2021). This landscape is characterised by globalisation and universal education trends, which often necessitate being mindful of the challenges of managing large enrolments and diversity within student bodies. This presentation outlines the implementation and experiences of a generative AI-supported chatbot (StatBot) introduced to two cohorts of quantitative methods classes in the Faculty of Business and Economics, targeting over 2,500 students annually. Attending this presentation, participants will gain valuable insight into the effective use of AI in teaching and learning in subjects with large enrolments.

The initiative aimed to enhance students' learning experience by offering personalised, subject-specific support by converting IBM Watson Assistant, renowned for its ability to process and interpret natural language queries, into an educational chatbot. The primary purpose of this AI tool was to improve student's educational experience by providing them with instant, tailored assistance that directly related to the material taught within the subject and at a time that suited the student. Recognising students' diverse needs and learning pace in a large class, the chatbot was designed to offer both administrative and conceptual support, facilitating a more inclusive and accessible learning environment. It addressed a wide range of queries, from course logistics and administrative procedures to in-depth explanations of complex concepts. It provided a comprehensive bank of practice questions and feedback process, specifically curated to reinforce learning and aid in consolidating knowledge. This repository enabled students to engage in self-directed learning, assess their understanding, and identify areas requiring further exploration, thus promoting a proactive and reflective learning approach.

The benefits of implementing this AI tool were multifaceted. For educators, it alleviated the burden of addressing repetitive administrative and basic conceptual queries, freeing up valuable time to focus on more complex teaching and research activities. For students, the immediate and personalised nature of the support enhanced their learning experience, enabling them to navigate the course content more confidently and efficiently. The chatbot also fostered an environment of continuous learning, encouraging students to engage with the material and practice independently and actively. Integrating the chatbot into the curriculum offered a strategic educational intervention aimed at enhancing student learning and support, particularly in large undergraduate subjects. The platform's robust AI capabilities allowed the delivery of personalised learning experiences at scale, which is difficult through traditional teaching methods. Its ability to process student queries and provide immediate, accurate (verified) responses ensured that students received the support they needed when needed, without the constraints of office hours or limited teaching staff availability.

The student feedback following the introduction of the AI-supported chatbot was overwhelmingly positive. The tool's ability to provide instant, relevant, and personalised support was particularly appreciated, as it directly contributed to a more supportive and responsive learning environment. Moreover, the availability of a practice question bank was highlighted as a critical resource that enabled students to test their knowledge and prepare more effectively for assessments.

Design Principles at the Core

Claudio Aguayo — 2024-04-16

Chile's dramatic geography, characterized by the Andean mountain range, is home to over 2,000 volcanic vents, including around 500 that are potentially active, making it one of the most volcanically vibrant regions in the world. This natural phenomenon presents both a majestic display of Earth's power and a considerable challenge in terms of geological hazards. The Villarrica volcano (Rukapillan in Mapuche language), noted for its high activity levels, demonstrates the ongoing need for local communities and government agencies to engage in proactive risk management and emergency preparedness to mitigate the impacts of potential eruptions. This calls for innovative approaches to education and community engagement, aimed at enhancing public understanding and safety regarding volcanic activity.

In this context, the Centro Interactivo Vulcanológico de la Araucanía (CIVUR-39º), initiated by the Universidad de La Frontera (UFRO), represents a pioneering effort to harness the power of citizen science, interdisciplinary collaboration, and a blend of Western and Mapuche indigenous knowledge systems to democratize scientific knowledge. Located in Pucón near the Villarrica volcano, CIVUR is strategically placed to serve as a vital educational resource, addressing the unique challenges faced by the local community and tourist visitors to make complex scientific concepts accessible and engaging to a broad audience. The main aim of CIVUR is to bridge the gap between scientific research and public awareness, thereby enhancing community preparedness and resilience in the face of volcanic hazards.

Employing a Design-Based Research methodology (McKenney & Reeves, 2012) alongside Activity Theory (Engeström, 1987) to tailor educational technology to the distinct needs and characteristics of local settings (Aguayo, 2015), our proposed research focuses on a specific inquiry: examining the transferability and possible implementation of key design principles coming from Auckland University of Technology's AppLab in Aotearoa New Zealand to the Chilean setting of CIVUR, including: design of virtual and mixed reality (XR) learning environments for free-choice and self-determined learning (Aguayo & Eames, 2023; Aguayo, Eames & Cochrane, 2020; Cochrane et al., 2017; Eames & Aguayo, 2020; Jowsey & Aguayo, 2017); online community education, partnerships and digital citizen science (Aguayo & Decima, 2022; Aguayo & Eames, 2017a, 2017b); ethical enactive and inclusive STEAM design (Aguayo et al., 2023; Videla, Aguayo & Veloz, 2021); culturally-responsive practice in digital innovation (Aiello et al., 2021; Smith-Harvey & Aguayo, 2022); and organic immersive learning design (Aguayo, 2023).

Key elements of this research not only touch on digital innovation for volcanic risk education and resilience, but also on embracing and including local Mapuche indigenous worldviews, introducing a rich layer of cultural depth and contextual knowledge to the educational content. Integrating these perspectives is crucial for creating learning interventions that are not only scientifically rigorous but also deeply rooted in the local cultural heritage. By leveraging the latest advancements in educational technology theory and practice, CIVUR has the potential to pioneer new methodologies for engaging school students and the broader community in meaningful learning experiences about volcanology and risk management. This exploration will include an analysis of how digital tools can be designed and implemented to support interactive learning, scientific reasoning, and the application of cultural knowledge in real-world settings. Ultimately, the research aims to offer a model for integrating digital innovations with culturally responsive teaching practices that can be applied globally, enhancing educational outcomes and empowering communities to better understand and respond to the natural world around them.

Supporting Healthcare Professionals in Clinical Practice

Stephen Aiello — 2024-04-16

Supporting Healthcare Professionals in Clinical Practice: A novel design approach to clinical simulation.

The goals of education within a healthcare setting are to prepare students for practice, integrate critical thinking, effective communication, and therapeutic skill within a safe environment. While didactic classroom-based education focuses on the theories and concepts needed for practice, the subsequent clinical practice setting requires authentic experiences that help students apply knowledge and increase technical skills. The role of clinical practice cannot be underestimated and is widely acknowledged as a core component of clinical education. The clinical practice learning encounter occurs in two ways: (1) real-world patient interaction and (2) manikin-based simulated learning contexts.

However, time, money, opportunity, and resources are often an obstacle when providing real-world clinical education (Aiello et al., 2023). While didactic classroom-based education focuses on theories and concepts, manikin-based simulation education provides students with an experience that allows application of knowledge, theory, and clinical skills within a controlled and safe environment. However, manikin-based simulation has historically focused on compartmentalised clinical skill teaching, that can limit pedagogical authenticity. Therefore, a gap between theoretical knowledge and experience can exist, which can lead to debilitating anxiety, and reduced confidence.

Student anxiety within manikin-based simulation has a direct relationship to the Yerkes Dodson’s bell curve (Fig 1.) (Nakayama, 2018), whereby students are overwhelmed by cognitive load which results in poor performance (right-shift) or hindered/uninterested due to the awkwardness of the manikin simulation experience. To address this, our research reviewed two areas of interest.

1) Can virtual reality (VR) environments as an adjunct to clinical simulation help stimulate student engagement and remove some of the awkwardness associated with treating a manikin? In a simulated VR environment, learners can immerse themselves in a multisensory environment that simulates reality, allowing learners to interact and apply cognitive and psychomotor skills. This helps with buy-in, engagement and removes some of the uncertainty of what the patient/environment looks like.

2) Can anxiety be controlled and focus enhanced within the simulation? To address our objective we utilised a technique known as ‘centering’. Centering is a meditative and visualization technique that can support focus, promote relaxation, and relieve anxiety (VandenBos, 2007).

We utilised a design-based research approach to problem solve the negative aspects of clinical simulation and try and provide the students with the tools to optimise engagement and down-regulate anxiety, enhance their learning experience, and optimise performance. This presentation explores the design and development of a manikin-based simulation program within the University of Melbourne Nursing Department involving 40 first-year post-graduate nursing students using high-fidelity mannikins, an interactive VR environment plus the centering technique. This study provides encouraging insight into the capacity for immersive technologies to help students effectively manage the stresses of live performance in both virtual and real worlds.

References

Aiello, S., Cochrane, T., & Sevigny, C. (2023). The affordances of clinical simulation immersive technology within healthcare education: a scoping review. Virtual Reality, 27(4), 3485-3503.

Mornell, A. (2013). Shining a spotlight on stage fright: Removing the shadows of fear. University of Music and Performing Arts, Munich, Germany.

Nakayama, N., Arakawa, N., Ejiri, H., Matsuda, R., & Makino, T. (2018). Heart rate variability can clarify students’ level of stress during nursing simulation. PLoS One, 13(4), e0195280.

VandenBos, G. R. (2007). APA dictionary of psychology. American Psychological Association.

A tale of Two Schools

Cristian Rodriguez — 2024-04-17

Digital devices and learners cannot be seen as separate entities but as a functional entanglement that come (and stay) together in a performative encounter in which they are mutually saturated with each other's agencies. This research intends to explore the nature of the entanglement between secondary school learners and their digital devices as well as the implications of this entanglement when theorising a framework for learning in secondary school. This presentation proposes a language and a series of metaphors to describe and understand why the integration of technology in the classroom seems to have failed to deliver the promised transformation.

From an enactive perspective, it primarily uses a mix of phenomenological and ethnographic methodology to analyse students’ experience of learning with digital devices. Whilst a micro-phenomenological approach attempted to explore the unfolding of particular experiences, a socio-material micro-ethnographic approach was used as a form of contrasting the phenomenological first-person account with a socio-technical analysis of the entanglement. .

Bio

Cristian Rodriguez is Deputy Principal at Whangaparāoa College, a secondary school in Auckland, New Zealand. His portfolios include Technology & Innovation and Future Learning Pathways. He has a background in education leadership, and a particular interest in change management, contemporary education and the future of schooling. Cristian is a final-year PhD Candidate at AUT. His thesis, ‘The Digital Entanglement: how students and devices come (and stay) together’, looks into the role of digital technologies in supporting cognitive processes in the context of secondary school. His work aims at creating a better understanding of the impact of design and adoption of digital technologies for learning in educational settings. Cristian’s areas of expertise include: Philosophy of Education, Embodied Cognition, Contemporary Education and Pedagogies, Culturally Responsive Pedagogy, Digital learning implementation, The digital as a structure of perception, and Microphenomenology.
ResearchGate Profile & Linkedin Profile.

Strengthening the System

Darren Sudlow — 2024-04-17

Technology, and in particular the internet, has had an undeniable impact on all aspects of society. Professor Manuel Castells, conceptualises this change as the rise of a ‘Network Society’ with the internet being the decisive technology in this change - “with the explosion of wireless communication in the early twenty-first century, we can say that humankind is now almost entirely connected”. The network society is constructed around personal and organisational networks, powered by digital networks and communicated by the internet. This, in turn, means society is both boundaryless and global.

If this is the emerging paradigm, then we need to reconsider how we ‘do’ education. Our current approach does not yet align with this. In fact, it only amplifies our vulnerabilities. Schools operating as silos, in a competitive, market-driven environment, focused entirely on the local context, makes little sense. It is no wonder that as schools compete to attract all the best teachers for their particular area, others suffer as a result. Teacher shortages are inevitable in such an environment.

Networks of schools and networked learning are just one key to addressing many of the challenges we face in a fast-changing world. This is clear in the development of Kōhui Akos which recognises the importance of schools working together to provide meaningful pathways for learners within or across local communities. However, networked and flexible education needs to be deeply embedded at a system level to really achieve meaningful change.

In such a paradigm shift, schools work together as networks of learning to create efficiencies in the use of their resourcing, to cater to a wide variety of learner needs and interests and to prepare them for a ‘connected’ world. We embed a system level solution. This solution has operated within New Zealand for close to thirty years with little central support. It is a grass roots development led by rural schools who had to work together to remain sustainable. Operating as regional clusters schools used the internet to share teachers and programmes across schools.

We certainly recognise the challenges to this. Self-managing, autonomous schools is embedded into our educational pysche. It is how we expect things to work. However, networked education actually strengthens the local rather than dissipating it. It does not deny autonomy. It just asks schools to think at both a networked and local level.

We have an opportunity to leverage technology to realise a vision for education in New Zealand which establishes schools as networks, as collaborators and as providers in a boundaryless environment. The significance of this vision is that is a based on an established, proven model that has been in place in some form since 1994.

Join me as we explore the possibilities and opportunities with such a paradigm shift. What does this look like in practice? What are the challenges? What needs to happen to embed networked education at local, regional and system level?

AI and assessment in higher education

Christopher Deneen — 2024-04-18

Generative artificial intelligence (genAI) has shown immense potential for revolutionising education. Revolutions are disruptive, however. They carry potential for both positive change and high-stakes failure. In higher education, the implications of the genAI revolution for educational assessment are high profile and high stakes. Assessment is the primary mechanism for determining students’ outcome achievement. Quality of assessment and the resulting data determines the legitimacy of progressing students through their formal study and conferral of degrees. Will genAI enhance or impede these essential educational functions?

This Trendsetter talk will address this question through exploring dynamic tensions around the relationship of genAI to assessment in higher education. The speaker will address the possibilities genAI presents for repositioning students in critical, authentic ways relative to assessment. We will also explore potential advantages posed by genAI for teachers, such as enhancing efficiency in feedback and marking. Conversely, we will identify and discuss how to offset the very real problems posed by genAI to academic integrity, ethical practice, and validity of assessment results. The talk will conclude with suggestions on pathways we may take to increase the likelihood of this as a successful revolution and minimise high-staked failures.

Bio

Chris is an associate professor and Enterprise Research Fellow in Education Futures, with University of South Australia. Chris’ work advances theoretical and empirical modelling of the interaction of assessment, feedback, and technology in higher education contexts. His research has attracted 2.9m AUD in competitive funding and he has authored over sixty publications, principally in high-impact journals. Chris heads the Change in Complex Systems Research Stream at The Centre for Change and Complexity in Learning (C3L). In his current position, Chris focuses on developing research projects and researcher capacities, especially among early-career researchers and teaching-focused academics.

Enhancing Mathematical Proficiency through Digitally Individualized Pedagogy

Robert Vanderburg — 2024-04-18

The project "Enhancing Mathematical Proficiency through Digitally Individualized Pedagogy" seeks to extend the field of mathematics instruction by presenting research centred around using digitally enhanced individualised pedagogical strategies. At the heart of this research is the understanding that learners exhibit diverse needs, learning styles, and pace of understanding, particularly in mathematics. This project proposes a tailored approach to mathematics education, using digital tools to create a personalised learning environment for each student.

The primary objective of the presentation is to present projects that aim to provide each student with a customised learning pathway by integrating adaptive learning technologies with research-backed pedagogical methods. This pathway adjusts in real-time based on the learner's performance, ensuring that concepts are mastered before progressing. Such an approach accommodates individual learning speeds and addresses specific areas of difficulty, thereby enhancing overall mathematical proficiency. The platform used in the projects includes various interactive materials, such as simulations, games, and problem-solving tasks, designed to engage students and foster a deeper understanding of mathematical concepts.

Comprehensive studies were conducted involving students from diverse backgrounds and varying levels of mathematical ability. These studies used quantitative research methods to demonstrate that the pedagogy helped learners significantly improve their mathematical skills. The projects also explored the psychological aspects of learning mathematics, such as math anxiety and motivation, to understand how digitally individualised pedagogy can influence these factors. By addressing the emotional and cognitive dimensions of learning mathematics, the projects aspire to enhance mathematical skills, boost students' confidence, and ignite their interest in the subject, fostering a positive learning environment. In addition to direct educational outcomes, this research will contribute to the broader field of pedagogy and educational technology by providing insights into the design and implementation of adaptive learning systems. It will examine the challenges and opportunities presented by digital education tools, including issues of accessibility, teacher training, and the integration of technology into existing curricula. The findings of this research will have significant implications for educators, policymakers, and educational technology developers. By showcasing the potential of digitally individualised pedagogy to enhance mathematical proficiency, the project aims to stimulate the adoption of innovative teaching strategies that cater to each learner's unique needs. Ultimately, this research strives to empower students to reach their full potential in mathematics, laying a robust foundation for their future academic and professional success.

"Enhancing Mathematical Proficiency through Digitally Individualized Pedagogy" represents a forward-thinking approach to education, where technology and pedagogy converge to create a more inclusive, effective, and engaging learning environment.

Bio

Dr. Robert Vanderburg has a background is in methodological design, statistical analyses, psychological measurement development, and literacy. He has published research using cognitive and writing measures to run a structural equation modeling analysis which demonstrated a significant link between working memory and writing factors. One of his grants was a literacy program entitled The Claflin Saturday Academy. He developed all the measures used in the Saturday Academy Grant. While in the United States, he has received over 3 million dollars in research grants.