Authentic Classroom Research Articles

Investigating the long-term impact of misinformation interventions in upper secondary education.

This study examines the long-term effects of educational interventions aimed at improving upper-secondary students' ability to identify and evaluate (mis)information. Using an experimental design with 459 students in authentic classroom settings, we tested three types of interventions: prebunking through the Bad News game, fact-checking skills via the News Evaluator workshop, and subject-specific disciplinary literacy interventions. Additionally, we investigated factors influencing students' abilities to identify credible and misleading news, including credibility importance, democratic ideals, actively open-minded thinking (AOT), self-rated fact-checking skills, and educational orientation. Neither the Bad News game nor the News Evaluator workshop significantly improved students' ability to evaluate credible and misleading news. Although students in the News Evaluator workshop slightly improved in evaluating a difficult-to-fact-check item, this effect was marginal. Furthermore, students did not report increased use of digital verification tools three months after the intervention, suggesting that isolated fact-checking instruction may be insufficient for fostering lasting behavioural change. The subject-specific interventions also failed to yield significant long-term effects. Students who rated access to credible information as important were better at identifying accurate news, while those who valued democracy were better at recognising false news. AOT was not associated with better discernment but increased scepticism toward both true and false news. Self-rated confidence in news evaluation did not predict actual performance, and students in vocational programs performed worse in identifying trustworthy news. While interventions promoting prebunking, fact-checking, and disciplinary literacy provide promising frameworks for misinformation education, their effects may diminish without sustained reinforcement. This study underscores the need for more embedded, repeated, and adaptive approaches that integrate retrieval practice, spaced learning, and digital tools to foster long-term engagement with credible information. Future research should explore how to enhance the impact of classroom-based misinformation education and investigate scalable strategies for reinforcing digital source evaluation skills over time.

Investigating the long-term impact of misinformation interventions in upper secondary education

This study examines the long-term effects of educational interventions aimed at improving upper-secondary students’ ability to identify and evaluate (mis)information. Using an experimental design with 459 students in authentic classroom settings, we tested three types of interventions: prebunking through the Bad News game, fact-checking skills via the News Evaluator workshop, and subject-specific disciplinary literacy interventions. Additionally, we investigated factors influencing students’ abilities to identify credible and misleading news, including credibility importance, democratic ideals, actively open-minded thinking (AOT), self-rated fact-checking skills, and educational orientation.Neither the Bad News game nor the News Evaluator workshop significantly improved students’ ability to evaluate credible and misleading news. Although students in the News Evaluator workshop slightly improved in evaluating a difficult-to-fact-check item, this effect was marginal. Furthermore, students did not report increased use of digital verification tools three months after the intervention, suggesting that isolated fact-checking instruction may be insufficient for fostering lasting behavioural change. The subject-specific interventions also failed to yield significant long-term effects.Students who rated access to credible information as important were better at identifying accurate news, while those who valued democracy were better at recognising false news. AOT was not associated with better discernment but increased scepticism toward both true and false news. Self-rated confidence in news evaluation did not predict actual performance, and students in vocational programs performed worse in identifying trustworthy news.While interventions promoting prebunking, fact-checking, and disciplinary literacy provide promising frameworks for misinformation education, their effects may diminish without sustained reinforcement. This study underscores the need for more embedded, repeated, and adaptive approaches that integrate retrieval practice, spaced learning, and digital tools to foster long-term engagement with credible information. Future research should explore how to enhance the impact of classroom-based misinformation education and investigate scalable strategies for reinforcing digital source evaluation skills over time.

Eye-tracking research in mathematics and statistics education: recent developments and future trends. A systematic literature review

Eye tracking is gaining significance in mathematics education research at a tremendous speed. For the discipline to grow, it is essential to monitor, structure, and synthesize the research in this rapidly evolving field, which calls for a systematic literature review. However, a comprehensive and systematic review does not exist for the research for the past five years. This is a profound gap considering the dynamics of the field, which is fueled by technological advancements in hard- and software and the increasing usability and availability of eye-tracking systems. The aim of this paper is to provide a comprehensive and systematic literature review on eye-tracking research in mathematics and statistics education published in the past five years. Using a systematic database search, we identified and reviewed 116 eye-tracking studies published between 2019 and the first quarter of 2024. We found that the studies addressed a wide range of topics in all relevant curriculum content areas as well as a multitude of phenomena, including teacher-student interaction and digital learning. Interestingly, the studies increasingly involved school students, partially in authentic classroom settings. We also found that the majority of the papers referred to a theoretical framework or made assumptions about the (domain-specific) interpretation of eye movements explicit. As a further important trend, probably still in its infancy, we observed the use of AI techniques for data analysis purposes, which allows for qualitative insights despite bigger numbers of participants. Our paper provides an overview and detailed insights into trends, of which many have not been visible in earlier review studies.

Development of a generative AI‐powered teachable agent for middle school mathematics learning: A design‐based research study

This paper reports on a design‐based research (DBR) study that aims to devise an artificial intelligence (AI)‐powered teachable agent that supports secondary school students' learning‐by‐teaching practices of mathematics learning content. A long‐standing pedagogical practice of learning‐by‐teaching is powered by a recent advancement of generative AI technologies, yielding our teachable agent called ALTER‐Math. This study chronicles one usability testing and three cycles of iterative design and implementation process of ALTER‐Math. The three empirical studies involved a total of 320 middle school students and six teachers in authentic classroom settings. The first study was exploratory, focusing on the qualitative feedback from the students and teachers through open‐ended surveys, interviews and classroom observations. The second study yielded a medium‐high (M = 3.26) quantitative survey result on students' perceived engagement and usability on top of the qualitative findings. Finally, the final study included pre‐ and post‐knowledge tests in a quasi‐experimental study design as well as student and teacher interviews. The final study revealed a bigger significant knowledge improvement in students who used ALTER‐Math compared to the control group, suggesting a positive impact of AI‐powered teachable agents on students' learning. The design implications learned from multiple iterations are discussed to inform the future design of AI‐powered learning technologies. Practitioner notesWhat is already known about this topic Learning‐by‐teaching is a long‐standing effective pedagogical strategy to enhance students' domain knowledge and feelings of responsibility in learning. Various teachable agents have been developed and have demonstrated benefits in students' learning. Generative AI offers the potential to provide naturalistic, contextualised and adaptive conversations. What this paper adds Develops a novel generative AI‐powered teachable agent for middle school mathematics learning, called ALTER‐Math. Reports the iterative design process involving empirical classroom implementations of ALTER‐Math. Reveals a bigger significant improvement in the student's mathematical knowledge after using ALTER‐Math, compared to the control group. Implications for practice and/or policy Researchers can be inspired by this design example of a theoretically grounded generative AI learning technology. Educational technology designers could hear the real voices of students and teachers about the generative AI learning technologies. Researchers and educational technology designers could be directed by the design implications to the future design of AI‐powered learning technologies and teachable agents.

A Video Dataset for Classroom Group Engagement Recognition

Student group engagement helps share knowledge and build a more complete understanding. Recognition of group engagement in the classroom helps us understand students’ learning state and optimize teaching and study processes. While existing research predominantly focuses on individual engagement recognition through controlled lab-based computer interactions, this paradigm was fundamentally misaligned with authentic classroom dynamics. To address this issue, this research focuses on student group engagement recognition in classroom environments using visual cues. We propose OUC Classroom Group Engagement Dataset (OUC-CGE), the first benchmark dedicated to group engagement analysis in authentic classroom settings using pure visual signals. Several classical models are tested on OUC-CGE, and through technical-pedagogical dual validation strategy, OUC-CGE exhibits good consistency and discriminability with existing datasets. By transcending the individualistic paradigm, this work establishes group engagement as a computable pedagogical construct, offering teachers diagnostic insights into group engagement trajectories while preserving the ecological complexity of authentic classrooms. The OUC-CGE dataset and models are publicly released to catalyze research in socially-embedded educational artificial intelligence.

Seeing Through the Lens: A Photovoice Approach to Deepening Teacher Reflection

This study proposed a photovoice-based approach for teacher reflection, integrating perspectives from both educators and students to enhance teaching-learning environments. Researchers (tutors) captured photos during lessons to identify and categorize teaching deficiencies and then reflected on them. Students contributed by sharing their perspectives on the photos, offering insights into their learning experiences. Comparing these viewpoints provides a holistic reflection that guides future teaching improvements and addresses authentic classroom issues happening in teaching. With the empowerment of students complementing teachers’ sole opinions of learning issues, teachers could further develop their professional identity through this interactive practice.

Teaching Reform and Practice of Statistics Courses in Big Data Management and Applications Major in the Context of New Quality Productivity

In the new era, the impact of emerging productive forces has permeated every sector of industry. As the core production factor of these forces, data plays a pivotal role in industrial transformation and social development. Consequently, many domestic universities have introduced majors or courses related to big data. Among these, the Big Data Management and Applications major stands out for its interdisciplinary approach and emphasis on practical skills. However, as an emerging field, it has not yet accumulated a robust foundation in teaching theory and practice. Current instructional practices face issues such as unclear training objectives, inconsistent teaching methods and course content, insufficient integration of practical components, and a shortage of qualified faculty—factors that hinder both the development of the major and the overall quality of education. Taking the statistics course within the Big Data Management and Applications major as an example, this paper examines the challenges faced by statistics education in the context of emerging productive forces and proposes corresponding improvement measures. By introducing innovative teaching concepts and strategies, the teaching system for professional courses is optimized, and authentic classroom scenarios are recreated through illustrative examples. Questionnaire surveys and statistical analyses of data collected before and after the teaching reforms indicate that the curriculum changes effectively enhance instructional outcomes, promote the development of the major, and improve the quality of talent cultivation.

Reimagining Research

Teaching disability identity, history, and culture in ELA classrooms has the potential to combat ableism and create authentic classroom communities of acceptance, love, and joy.

FILIPINO GRADUATE STUDENTS IN FOREIGN UNIVERSITIES: A PHENOMENOLOGICAL INQUIRY

<p>This phenomenological study aimed to understand students’ experiences in foreign universities. This study recorded their lived experiences, challenges, coping mechanisms, and insights. Moreover, it involved 14 students from Africa, Asia, and the United Arab Emirates, selected using purposive sampling. They underwent in-depth interviews and focus group discussions using validated research instruments. The findings of this study revealed that the graduate students had the following experiences: A high standard, quality education, interaction with different nationalities, personal and professional growth, alignment with academic qualifications, acquired an edge when applying for jobs, affordability and accessibility, availing of the latest technology, acquired training in leadership, competence, and confidence, value and recognition, authentic classroom environment. Regarding challenges, the themes were: language adaptation and cross-cultural communication, support networks as pillars of resilience, conflicting educational objectives, being output-oriented and deliverables-driven, strategic time orchestration across cultural contexts, proactive cultural-linguistic integration, spiritual resilience as an anchor in academic transition, high cost, homesickness and alienation, and recognition of credentials. On coping mechanisms, the themes were: hurdling the language barriers, seeking social support, realigning educational objectives to a higher level, professional pragmatism over emotional investment, coping through time management, researching their language and culture, asking for divine intervention, financial resilience through strategic resource management, navigating emotional geography, managing family separation, and credential recognition anxiety and professional identity reconciliation. As for insights, the themes were as follows: the unique curriculum of the school, the opportunity to live in and learn other countries’ cultures and history, edge in the job market, faith in God, boosted personal value in the workplace, advice for fellow students, advice for administrators.</p><p><strong>SDG # 4:</strong> Quality Education; <br /><strong>SDG # 10:</strong> Reduced Inequalities; <br /><strong>SDG # 17:</strong> Partnership for the Goals.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0720/a.php" alt="Hit counter" /></p>

Hands-on Consensus Building: Leveraging Deep Learning Models to Unveil Hand Gestures in Consensus-Building Discourses

From the lens of embodied cognition, hand gestures emerge as vital embodiments facilitating shared meaning-making among learners in collaborative learning. Despite this recognition, the specific role of hand employment in various consensus-building discourses remains elusive, and there is a lack of quantitative evidence of hand employment in authentic classrooms. This study delves into the nuanced application of embodied cognition through hands across distinct consensus-building scenarios—quick, integration-oriented, and conflict-oriented consensus-building discourses. Forty engineering students from a Singapore university collaborated in dyads to solve design problems in a face-to-face computer-supported collaborative learning environment. Their collaboration process was video recorded. A deep learning-based model was applied to quantify students’ hand movement. The different kinds of individual and collaborative hand gestures were analyzed. The results found a significantly larger quantity and more balanced quantity of hand gesture employment during conflict-oriented consensus-building discourse than other consensus-building discourses. Students most often applied depictive gestures and idea alternations to demonstrate their understanding and build on each other’s ideas. This study quantitatively explores how hand gestures contribute to consensus-building in collaborative learning, corroborating existing qualitative research. It suggests that incorporating hand gestures in classrooms may enhance students’ thought processes and foster shared understanding.

Translanguaging Practices and Learners’ Engagement, Linguistic and Para-Linguistic Competencies in English

In the dynamic global communication landscape, authentic classroom languages emerged as pivotal lingua franca, facilitating cross-cultural interactions and access to knowledge and opportunities. Proficiency in English, regional and the vernaculars, encompassing linguistic and para-linguistic dimensions, is increasingly recognized as a critical factor in educational success and professional advancement. This study assessed language practices like translanguaging and learners’ engagement, linguistic and para-linguistic competence in English. This study employed a correlational research design, collecting data from 230 students in grades 4 to 6 at Carpenter Hill Elementary School. The findings further provide that translanguaging practices often manifested during evaluation and learning activities as parts of the lesson delivery when teachers give instructions and clarify concepts, specifically using English, Filipino, and Hiligaynon as mediums of instruction, and specifically, translation manifested 136 times throughout 12 sessions, and 658 times for code-switching. It was discovered that the level of learners’ engagement and linguistic and para-linguistic competence in English was considered satisfactory due to the usage of translanguaging practices. In addition, data suggests that the relationship between the extent of using translanguaging and the learners’ engagement and linguistic and para-linguistic competence pose a positive or high correlation.

Orchestrating iVR technology in an authentic classroom setting and its effects on factual knowledge, comprehension and transfer

An increasing number of studies has observed that immersive virtual reality (iVR) technology using head-mounted displays (HMDs) can facilitate learning outcomes. However, most studies have been exploratory and were executed in laboratory settings instead of being implemented and orchestrated in authentic teaching settings. Furthermore, iVR design approaches based on learning theories in which learning objectives are in line with relevant curricula are still scarce. Thus, we conducted a study to provide insights from a perspective of instruction in authentic settings. We present the design of an iVR learning application that was aligned with curricula and that includes specific design features to foster relevant learning objectives. Orchestrated with additional learning material and learning activities, the iVR learning application was implemented and evaluated in an authentic teaching setting in the field of electrical engineering at a German vocational school. In order to investigate the effects of a lesson orchestrated around the iVR application, we conducted a study (n = 29) in a pre-post between-subject design in which we compared learning orchestrated around an iVR experience (iVR group n = 14) with learning in a more traditional setting consisting of a typical group task (control group n = 15). Participants were randomly assigned to one of the two groups; in both conditions, the same content was addressed. We compared group differences regarding four dependent variables: motivation, factual knowledge, comprehension and transfer. In both groups, we observed an increase in knowledge and comprehension. The gain in the iVR group was significantly stronger compared to the control group, but we observed no differences in motivation and transfer. We discuss our findings from a perspective of instruction in authentic settings, along with implications for instructional iVR technology design. Despite the high organizational effort still required to embed iVR technology into a classroom setting, we stress that instructional settings that entail complex cognitive and motor tasks can benefit in particular from agency as one of the main affordances provided by iVR technology. More research should be conducted in these settings, and additional research should focus on which design features make these iVR experiences effective, and how it can be assured that transfer of knowledge is also increased.

Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy

We explore how an online ‘scenario-based learning’ (SBL) intervention is associated with the teaching-related self-efficacy of 1261 preservice teachers recruited from an initial teacher education (ITE) program in the UK. Participants completed four 1-hour online sessions involving realistic classroom scenarios and received real-time feedback on their responses. Results showed a positive upward trajectory for self-efficacy with some variation among the self-efficacy subdomains. Results from open-ended responses following the intervention showed how reflection on scenarios and feedback played a role in preservice teachers' self-efficacy. The findings highlight the benefits of providing preservice teachers with low-risk, authentic classroom experiences bolstered by expert feedback and opportunities for reflection.

Fostering Critical Thinking About the Critique of Religion: An Empirical Multi-Case Analysis

Having the right to criticize religion is important for healthy democracies. However, much critique of religion has led to increased levels of polarization. This article explores how religious education can help facilitate critical thinking regarding the critique of religion. By analyzing actual teaching practices about the critique of religion, this article contributes to the field of religious education research in three ways. First, it contributes empirically to the field of religious education, which to a limited degree has studied authentic classroom practices through observations. Second, it contributes theoretically to the field by analyzing which contextual dependencies of teaching facilitate critical thinking about the critique of religion. Third, this study builds on and adds to the prior research about the critique of religion within religious education, which has mainly been theoretical.

Assessing Students' Critical Thinking in Dialogue.

Critical thinking has been widely considered an important skill in the 21st century. In view of the value attached to critical thinking, various quantitative instruments have been developed to assess critical thinking, which only provide a product of critical thinking and cannot reveal the critical thinking process of test takers. Hence, this paper proposes a coding scheme facilitating a qualitative analysis of critical thinking exhibited in interaction. The coding scheme consists of five categories of critical thinking skills, i.e., analysis, comparison, evaluation, inference, and synthesis, each of which is coded at low, medium, and high levels. The use of this coding scheme is then illustrated by applying it to authentic classroom dialogue. This coding scheme is hopefully conducive to the assessment of critical thinking in educational settings.

Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations

Attending to relevant information in complex classroom situations can be a challenging task for pre-service teachers which is why teacher education programs often use authentic classroom videos to scaffold pre-service teachers’ professional vision. However, to date, it remains unclear which instructions can guide pre-service teachers’ attention toward classroom management situations to promote the early development of teacher professional vision. This mixed-methods study (n = 85 pre-service teachers) compared effects of (a) a specific task instruction before watching a classroom video and (b) prompts during the classroom video on noticing—indicated by the number, velocity, and relevance of identified classroom management situations. Controlling for mental effort and pedagogical-psychological knowledge, t-Tests showed both types of instruction to have a similar attention-guiding effect. Qualitative analyses of retrospective interviews revealed that pre-service teachers identified verbal reactive classroom management strategies more easily than nonverbal strategies when observing experienced teachers in the classroom videos. We discuss specific task instructions as an economic alternative to the use of prompts in video-based teacher education and—based on our qualitative findings—provide directions for future research.

Integrating unplugged and plugged activities for holistic AI education: An embodied constructionist pedagogical approach

There is a growing consensus that AI literacy requires a holistic lens, including not only technical knowledge and skills but also social and ethical considerations. Yet, providing holistic AI education for upper-primary students remains challenging due to the abstract and complex nature of AI and a lack of pedagogical experiences in schools. Against this backdrop, this study employs a design-based research (DBR) methodology to develop pedagogical solutions and theoretical knowledge. Drawing upon theories about AI literacy and learning sciences, this study proposes a novel pedagogical approach, namely, the embodied constructionist approach. This approach, by integrating embodied analogies and constructionist making, forges a cyclical understand–make–reflect process. Through this process, students gradually comprehend the conceptual, technical, and ethical dimensions of AI, towards holistic development in AI literacy. This approach was implemented and fine-tuned in authentic classrooms with 107 sixth graders over two years. During the implementation, a variety of qualitative data were collected from classroom observation, video-recording, student interviews and artifacts, and debriefings with the teacher. Using a case studies method, this study uncovered the overall learning progress demonstrated by the class in AI knowledge, skills, and ethical and critical reflections, as well as the reflections and struggles experienced by individual students. This study offers an age-appropriate pedagogy to promote inclusive, holistic AI education in the crucial, yet under-examined upper primary context. It highlights the potential of integrating AI literacy and computational thinking (CT) in K-12 education, while contributing to theoretical knowledge about embodied cognition and constructionism in the context of AI education.

Exploring students' computer‐supported collaborative argumentation with socio‐scientific issues

Abstract BackgroundThis study examined the effect of computer‐supported collaborative argumentation (CSCA) on secondary school students' understanding of socio‐scientific issues (SSI). Engaging students in collaborative argumentation is known to help with deepening their understanding of SSI.MethodsIn this study, a mixed‐method design is used to investigate 84 students' collaborative argumentation processes and outcomes. The statistical analysis, epistemic network analysis and qualitative uptake analysis results showed that CSCA was effective in supporting secondary school students' evidence‐based argumentation skills on SSI.Findings and ConclusionSeveral cases were presented to show how students engaged in CSCA to explore meaningful learning opportunities and how CSCA helped students' learning on SSI.ImplicationsThe findings provided insights for future innovative teaching and learning SSI in authentic classroom settings.

One policy, two implementations: probing policy specifications in two EMI courses in a Macao university

ABSTRACT Despite growing literature on EMI policy implementation in higher education contexts, there is a lack of research on how these policies are enacted at the micro-level, particularly in the classroom settings. The present study explores the language beliefs and practices of a psychology professor in two English-medium instruction (EMI) courses which differed in course types and students’ preparedness, in an effort to understand how language policy was enacted in nuanced EMI settings. Drawing on semi-structured interviews, classroom observation, and course artifacts, the study reveals that the non-native English speaking participant held a consistent belief in enforcing a strict English-only policy within the classroom, yet she managed students’ and her own language practices slightly differently (e.g. speak time, pace, vocabulary, L1 proportion) based on specific course objectives. The findings highlight the importance of consistent and mindful language policies that allow for flexible implementation where unique features of individual EMI contexts are accommodated. Through highlighting the agency of EMI teachers as language policy arbiters, we reimagined the original ROAD-MAPPING framework [Dafouz, E., & Smit, U. (2016). Toward a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics, 37(3), 397–415] to capture the granular and dynamic process of EMI policy enactment and implementation in authentic classrooms. Practical implications are drawn accordingly.

Implementing collaborative pre-task planning with intermediate Arab EFL learners in a blended, task-based environment: A mixed methods study

Implementing collaborative pre-task planning with intermediate Arab EFL learners in a blended, task-based environment: A mixed methods study