Essential for modern collaborative digital platforms and their learning systems are understandability and completeness. The traditional education model has undergone a transformation, largely due to these platforms, specifically in their application of collaborative problem-solving using co-authoring, and their streamlining of the learning process through co-writing or co-revision. The substantial interest in this learning scenario from multiple parties warrants a more in-depth and separate examination of the subject. Using social capital and social identity theories, we analyze the relationship between online collaborative problem-based learning (PBL) effectiveness, relational quality, social identity, and students' perceived PBL performance during learning activities. Within the framework of online coauthoring, focusing on the core elements of platform, cocreation, and problem-solving, this research examines the coauthor from a holistic standpoint, analyzing the influence of clarity and thoroughness. This investigation further emphasizes trust's moderating influence on the formation of students' social identity. A partial least squares analysis of the 240 student responses provides evidence supporting the postulated hypotheses. To enhance students' perceptions of their performance in project-based learning (PBL), the study suggests guidelines for educators on utilizing wiki technologies.

Following the digital shift in education, teachers are predicted to develop novel competencies. Despite teachers' acquisition of valuable digital skills during the COVID-19 pandemic, research consistently indicates the necessity of further support and training for primary school educators to optimally leverage the sophisticated and innovative potential of digital technology in their teaching. This research examines the key drivers of primary school teachers' willingness to transfer technology-enhanced innovations into their classrooms. The conceptual connections between Learning Transfer System Inventory (LTSI) factors and the factors influencing the adoption of technology-enabled educational innovations have been identified and mapped. Data from 127% of Lithuanian primary school teachers served as the empirical basis for validating the LTSI model. To investigate the causal links between factors impacting teachers' motivation to adopt technology-enhanced educational innovations, structural equation modeling was employed. Qualitative research techniques were used to achieve a richer understanding of the key factors that contribute to the motivation for a transfer. Motivational transfer, as indicated by the conducted analysis, is noticeably influenced by all five factors: perceived value, personal attributes, social customs, organizational innovations, and technological innovation. Teachers' perceived digital technology integration skills influence their motivation to transfer innovation, highlighting the need for diverse roles and strategies tailored to individual teacher skill levels. This study's findings provide practical guidance for developing effective professional development courses for current teachers and creating suitable school contexts that support the adoption of innovative practices in post-COVID-19 education.

Music education is designed to cultivate musical prowess, to enhance emotional involvement during the presentation of musical compositions, and to promote complete personal growth. A primary goal of this article is to investigate the potential for students to develop their musical skills utilizing advanced online resources, and to consider the indispensable function of the instructor in contemporary music education. A Likert scale was used for data collection in a questionnaire that defined the indicators. Initially, the study's preceding work detailed pedagogical approaches for instructing students. The outcomes demonstrated a strong emphasis on utilizing theoretical knowledge from textbooks (46%), consequently limiting high-level knowledge acquisition for only 21% of the student body. Information technology proved beneficial for 9% of the student population, contributing to 76% achieving high grades, a testament to the effectiveness of rapid knowledge acquisition. Improved learning stages, as concluded by the authors, are indispensable for promoting the broader utilization of modernized technology. For mastering piano theoretical foundations, the Vivace app is an option; the Flow app aids in honing sound characteristics; the Functional Ear Trainer app concentrates on the development of rhythm and hearing; and the Chordana Play app enables the practice of musical pieces. Using the coefficient of effectiveness as a metric after the training, group #1 (0791) members, who learned piano playing independently based on the established training stages, displayed a lower quality of acquired knowledge compared to students in group #2 (0853), who studied under a teacher's direct guidance. The high quality of learning in the groups, as measured by the data, directly resulted from the educational process's strategic distribution of workload and its emphasis on developing musical skills. Group 1 students demonstrated a greater capacity for independent work, achieving a notable 29% proficiency in this area, while Group 2 excelled in the precision of their musical task sequencing, demonstrating 28% accuracy. Modern technology offers the possibility of reshaping the music learning process, thereby highlighting the practical importance of this work. Based on contrasting the quality of piano and vocal training, not including teacher involvement in the learning process, the study holds potential.

The classroom's technological integration is regulated and overseen by teachers who act as its gatekeepers. Pre-service teachers' outlook, certainty, and skills in understanding and employing emerging technologies are crucial to their subsequent adoption of these technologies in their teaching. This research scrutinized the effect of a gamified technology course on pre-service teachers' self-esteem, intentionality, and zeal for technology integration in their instruction. microbial symbiosis Eighty-four pre-service teachers at a Midwestern U.S. university, during the 2021-2022 academic year, participated in a survey. Post-course analysis through regression revealed that the incorporation of gamification significantly boosted pre-service teachers' self-assurance in educational technology use, their intention to employ gamification techniques, and their drive to investigate future technologies for teaching, with gender differences factored out. In contrast, pre-service teachers' confidence, intention, and motivation to integrate technology into teaching was independent of gender after accounting for the gamified course's impacts. This paper discusses how to implement gamification in course design while applying quest-based and active learning principles to encourage positive student attitudes and motivation in exploring technology integration.

Children's innate love for play provides a perfect foundation for game-based learning, which seeks to blend knowledge acquisition with the joy of play. A mobile math game was developed for the purpose of this research, which aims to understand how children's preferred play styles influence their mathematical learning achievements. We designed Lily's Closet, a tablet game focused on mathematics, specifically to help children aged three to eight learn classification. Our preschool games, exemplified by Lili's Closet, were tested for child preference and learning efficacy on Kizpad, a tablet with over 200 games for children. We employ data mining techniques within our game to classify and examine player behavior, thereby studying children's play styles and preferences. We examined the data from 6924 children from Taiwan, with ages spanning from 3 to 8 years. The results demonstrated a meaningful disparity in the number of ages represented and the quantity of achievements earned in the game. A child's age-related maturity positively correlates with game performance, but inversely correlates with their willingness to play. FNB fine-needle biopsy In conclusion, we propose the development of age-specific game levels to improve learning experiences for children. With a desire for reader connection, the research collectively analyzes the intricate relationship between mobile games.

Employing self-reported and digital-trace data, the study probed the degree of alignment in self-regulated learning amongst 145 first-year computer science students enrolled in a blended computer systems course, considering the influence of blended course designs. Students' self-reported Motivated Strategies for Learning Questionnaire responses were used to assess their self-efficacy, intrinsic motivation, test anxiety, and the application of self-regulated learning strategies. Six distinct online learning activities' interaction frequencies were digital indicators of the online learning involvement of students. selleck inhibitor Students' course marks were employed to portray their academic performance levels. Using SPSS 28, the researchers conducted an analysis of the data. Students were assigned to groups representing either better or poorer self-regulation, based on a hierarchical cluster analysis of their self-reported measures; conversely, a separate hierarchical cluster analysis, using digital-trace data, classified students based on their online activity, categorized as more or less active. As measured by one-way ANOVAs, better self-regulated learners interacted more frequently with three of the six online learning activities than those with weaker self-regulatory skills. A correlation was observed between increased online learning activity and higher self-efficacy, greater intrinsic motivation, and more frequent use of positive self-regulated learning strategies amongst online learners, in contrast to those with lower activity levels. Moreover, a cross-tabulation revealed a statistically significant relationship (p < 0.01). The connection between student clusters based on self-reported and digital-trace data was relatively weak, signifying that the self-reported and digital-trace descriptions of student self-regulated learning experiences showcased only a restricted degree of harmony.