Abstract Intelligent Tutoring Systems (ITS) are computer systems that mimic human tutoring behavior while providing immediate feedback. With the rise of Generative Artificial Intelligence (GenAI), numerous ITS integrated with GenAI have been developed. Student engagement is critical for improving learning processes and outcomes. Therefore, it is important to examine the effectiveness of ITS integrated with GenAI in promoting student engagement in educational practice. This paper presents an explanatory mixed-method case study involving 880 undergraduate students who used GPTutor, an ITS powered by GenAI. First, a survey research was conducted to investigate the relationship between students’ actual interaction with GPTutor and their self-reported student engagement from three dimensions: Behavioral Engagement, Cognitive Engagement, and Emotional Engagement. Next, focus groups were conducted with a subsample of survey participants to better understand how and under what circumstances GPTutor improved student engagement. The focus groups also explored potential design improvements for GPTutor and other ITS powered by GenAI. The results of the survey research revealed a complex relationship between feature usage and student engagement. Specifically, engagement with the chatbot is significantly and positively associated with behavioral and emotional engagement, but not cognitive engagement. The exercise generator feature had no significant associations with any of the three dimensions of student engagement. The results of the focus groups shed some light on these relationships, revealing how GPTutor was used only when it was perceived as useful, and this perceived usefulness was shaped by the students’ perception of the difficulty of the course and whether their support system could adequately address questions they may have. Its usefulness was found to increase as the course progressed, particularly as examinations approached. As the examinations approached, it was increasingly clear that the exercise generator was preferred over the chatbot. The participants also made this clear by expressing how GPTutor could be improved, notably by increasing the capabilities of the chatbot to include multimodal media, like video recordings of lectures. In general, leveraging survey data, interview data, and back-end trace data from GenAI, this research makes an original contribution to AI-supported effective learning environments and design strategies to optimize the educational experiences of higher education students.

This reflection will examine my professional practice in relation to the support offered to post-registration nursing students with dyslexia in a UK higher education (HE) setting. Pedagogic theory, policy and practice will be analysed in relation to inclusive education and the support that is currently offered to students with dyslexia. There will be a specific focus on the mode of delivery, use of lecture recording, and inclusivity of assessment. Dyslexia is a specific learning difficulty that predominantly impacts individuals’ reading and writing skills. The number of students with dyslexia attending UK HE has increased significantly in recent years. Although improvements in practice are evident, further improvements are required. This reflection demonstrates several positive aspects in relation to the inclusive support that is offered to students with dyslexia, and the benefits such support can have on all students. However, there are areas for improvement to enhance the inclusivity of the learning environment and learner experience.

Lecture Capture in Hong Kong Higher Education: A Mixed-Methods Exploration of Student Experiences Through the Lens of Self-Determination Theory

Lecture Capture Transcripts: A Valuable Learning Tool for Students of all Abilities

The introduction of lecture capture technology has had a significant impact on teaching practices and forcedteachers to rethink how lessons are delivered and experienced. While its use is widely examined in higher education context,its role in secondary education, particularly in high schools, has received less attention. Teachers are at the heart of howlecture capture becomes part of everyday classroom practice. As they work to integrate the technology into their teaching,many find themselves navigating a tricky balance between their educational goals and the demands that technology canbring. Some worry that using lecture capture might lead to less interaction with students, a loss of spontaneity during lessons,or even a shift in their role from being a responsive educator to feeling more like a performer in front of a camera.Nonetheless, teachers acknowledge the potential of lecture capture to support differentiated and self-paced learning. Thisstudy explores Finnish high school teachers’ perspectives on lecture capture through interviews with eight STEM teachers.The study also includes a longitudinal dimension, as two teachers were interviewed in 2012 and 2017, and their legacyregarding lecture capture in the case high school was frequently referenced in the 2022 interviews. This long-termperspective reveals that teachers consistently view lecture capture as a student-centred service. They are generally willingto produce recordings to support student learning, even though it demands additional effort. Editing and distributingmaterials is time-consuming and only partially supported financially by school administration. As a result, the use of lecturecapture rely heavily on the individual commitment of teachers. Furthermore, the interviews highlight a need for formaltraining that addresses both the pedagogical and technical aspects of lecture capture. While schools may benefitreputationally from offering recorded content, the responsibility for implementing and maintaining the system often falls onindividual teachers without adequate institutional backing or financial compensation. These findings highlight theimportance of recognizing teachers’ perspectives in the development and implementation of lecture capture practices insecondary education. If the technology is to enhance rather than burden teaching, greater institutional support, sustainablepractices, and subject-specific professional development are essential.

ABSTRACTThis paper presents the development and implementation of a custom GPT‐based tool designed to enhance Executive MBA students' learning experience in Wharton's core business statistics course. The AI‐driven assistant was tailored to the specific course content, offering an interactive platform to review complex statistical concepts and improve comprehension. Insights from a multidisciplinary team are presented, focusing on the system's architecture, including the Retrieval‐Augmented Generation (RAG) framework, feedback mechanisms, prompt design and integration of course materials to guide replication and scaling across academic settings. The study explores the tool's alignment with student expectations, emphasizing strategies to build trust and engagement with AI‐generated outputs and the value of linking course materials and lecture recordings to key concepts. The importance of a feedback loop for continuous improvement and trust enhancement is highlighted. Additionally, the paper addresses the tool's limitations, demonstrates its impact through usage statistics and outlines planned enhancements to refine functionality. Critical considerations such as scalability, ethics and data privacy are also discussed. This case study provides valuable lessons for educators and technologists aiming to leverage large language models in higher education, offering a roadmap for integrating AI tools effectively into academic programs.

This study, which includes 114 participants with a range of academic backgrounds, explores how students view online classes. It investigates device use, internet quality, engagement, and learning efficiency. The most popular gadget for attending classes was a mobile phone. Although they valued the flexibility and lecture recordings, students also mentioned issues like eye strain and trouble focusing. One of the main factors affecting learning satisfaction was internet speed. A robust association between eye strain and poor concentration was found using statistical tools. There was no discernible effect of age or gender on participation. Students' opinions were generally mixed, but they did offer suggestions for enhancing digital learning.

This article describes Aa Gym's preaching message on the Lentera Hati program on VIS FM Banyuwangi radio. Islam is a religion of message and preaching for all mankind. Da'wah as a Muslim is a non-negotiable obligation, da'wah can be done individually or in groups according to one's abilities. Da'wah messages delivered through electronic media are very effective because in today's modern era, people use media for many of their activities. Researchers chose to deliver da'wah messages through radio because radio is easy to carry everywhere and can also be listened to while doing other tasks. The purpose of this research is to determine what the da'wah messages through the lectures delivered by Aa Gym with the theme of living peacefully in all circumstances and problems. This study uses a qualitative content analysis research method. While the data sources obtained by observation, and documentation in the form of recordings of Aa Gym's lectures obtained from Radio VIS FM 101.5 Banyuwangi. The results of this study indicate that there are 3 categories of da'wah messages contained in Aa Gym's lectures living peacefully with all circumstances and situations, namely the message of da'wah aqidah includes: increasing faith and good deeds, and having good thoughts towards Allah. The message of sharia da'wah includes: living peacefully with all circumstances, increasing faith, doing many good deeds, remembering Allah a lot and getting closer to Allah, improving intentions, being a responsible leader, being sincere in doing good deeds, and looking for a partner who is devout in worship. While the message of da'wah akhlak is to speak well.

Introduction. The relevance of the research of digital technologies in education is due to their increasing integration into the educational process. Researches in this area often focus on the views of teachers, which highlights the need for a more in-depth analysis of students' experiences and their perceptions of digital learning.The Materials and methods: review of literary sources; statistical analysis of the results of an online survey conducted from November 1 to 15, 2024 at the Kuban State Medical University.The Results. Most respondents positively assess the available digital resources, expressing interest in specialized courses. The average satisfaction rating indicates a high level of approval of the use of information and computer technologies in teaching. The overwhelming majority of students use digital tools on a daily basis; however, problems with internet connection and sound quality during online lectures were identified.Discussion. Distance and hybrid learning formats were the most preferable due to their flexibility. Students emphasize the importance of saving time and the ability to record lectures for later study. Despite the overall positive perception, the study identified existing problems, such as a lack of practical skills, data privacy issues, and decreased concentration.Conclusion. The study of students' attitudes towards digital technologies in education reveals both the advantages of digitalization and the disadvantages, which will allow to develop strategies for optimizing digital learning.

ABSTRACT The use of technology in the classroom is increasing as technological advances offer new ways of integrating it into the educational process. The research presented here aims to investigate the transformation of the educational act, academic relations and training strategies. We conducted a study that included both quantitative and qualitative data. Quantitative data were collected from 15 universities through a survey of 1500 students and 150 lecturers, while qualitative data were collected through lecture recordings (45 videos, 116 hours of recording) and interviews (30 dialogues). The analysis of the study corpus revealed the relational logics, practices and design of virtual environments.

The Audio Media course in the Educational Technology Study Program plays a significant role in enhancing the effectiveness of learning. Audio media such as podcasts, lecture recordings, and interactive materials offer variety in content delivery and enrich the learning experience through sensory exploration. The diversity of audio media formats also allows information to be delivered in ways that accommodate various student learning styles. With ongoing technological advancements, research and development activities are crucial to identify current trends, technologies, and teaching methods. As part of efforts to support the learning process, a reference book was developed in the form of an e-book accessible via Android devices. This development follows a Research and Development (R&D) approach, based on the perspective of Borg and Gall, who state that this approach is effective in designing and validating educational products. The e-book development went through several stages: analysis, design, and development. The analysis stage was conducted to identify student needs, while the design stage focused on creating an engaging product that enhances learning outcomes. The development stage involved product feasibility testing using a 100-point rating scale. Validation results showed that the e-book is highly feasible for use. From the content expert validation, a score of 87.1 was obtained across 8 assessed aspects. Meanwhile, the media expert validation yielded a score of 84.1 across 12 aspects. Field testing revealed that 90% of students found the module easy to understand, 85% stated that the material was presented clearly and systematically, and 80% appreciated the visual design and illustrations in the module. Based on these results, the Android-based e-book is expected to serve as an effective learning resource that supports the advancement of learning in the Audio Media course.

This article investigates co-teaching in a foundation year of a Sino-Foreign Cooperative University in China with the purpose to explore how co-teaching can manifest and benefit learners in such a setting. The research, taking the form of an exploratory case study, spans four academic years and is based on data from seminars and lecture recordings along with responses from teachers and students. The authors’ experiences also contributed to the findings in the form of an autoethnographic account. Co-teaching is shown to take several forms, from complex team teaching to a second teacher assisting. Generally, students felt more engaged, and their instructors observed that language learning in the classroom was facilitated. Findings showed that the interaction between two teachers and its effects in co-teaching can be explained by Bandura’s social learning theory, in that teachers could model social skills by doing rather than prescribing. Teacher interaction also offered the basis for staging dialogues displaying different perspectives informing students’ development. Relevant to the multicultural environment of the context, co-teaching offered students opportunities to observe the enactment of skills such as thinking critically and intercultural interaction. This study suggests that co-teaching is a promising approach for transnational settings and more research is needed to understand the challenges to its implementation.

The Special Master’s Program at Georgetown University Medical Center (GUMC SMP) is a one year academic enhancement MS program that prepares students for future success in medical school. Its curriculum covers about half of the material in the first year basic science curriculum of Georgetown’s School of Medicine, supplemented with complementary graduate courses. GUMC SMP students attend the relevant basic science lectures with first year medical students (M1), are assessed by completing the same multiple choice questions used for their M1 counterparts and are graded against the M1 average to determine grades for corresponding SMP medical courses. In 2015, a second campus, the Georgetown Downtown SMP (GTDT), was opened that follows the same curriculum, but with all material delivered in a fully “flipped” manner. The GTDT students' average undergraduate GPA and MCAT scores are not different from the GUMC SMP students, whereas the average GPAs of SMP students are significantly lower than GPAs of their M1 peers (3.2 vs 3.7 in M1 class). The GTDT students review the lecture capture (LC) recordings of medical (or graduate) lectures on their own time and attend 2-4 hrs of class time four days per week during which the GTDT instructor provides active learning sessions to reinforce the material. The current research expands on our earlier findings, by evaluating the GTDT cohort performance in six medical physiology exams and three medical gross anatomy (GA) exams over the past five years compared to GUMC SMP peers and M1 students. Using the Student’s t test with the Bonferroni correction for multiple comparisons, significance level was designated at p<0.05. Our results indicate that the GTDT students continued to outperform their GUMC SMP counterparts in all exams, reaching statistical significance in three out of six medical physiology exams and three out of three medical GA exams. The GTDT students also had higher average scores than their peer M1 students on five out of six medical physiology exams, reaching significance in three out of the six M1 exams. GTDT averages were higher than M1 students on GA exams, but differences did not reach statistical significance. The higher GTDT performance is most likely attributable to the students being actively engaged in flipped learning in all classroom sessions. Additionally, GTDT students’ responses to anonymous polling showed that they felt the active learning exercises were beneficial to their overall learning and their long-term retention of the material. Overall, our results continue to validate the successful use of the active learning environment in medical education, confirm its successful use in the GTDT program, and suggest that the flipped learning modality results in overall better learning outcomes in a rigorous medical curriculum. Georgetown University This abstract was presented at the American Physiology Summit 2025 and is only available in HTML format. There is no downloadable file or PDF version. The Physiology editorial board was not involved in the peer review process.

ABSTRACTThe COVID‐19 pandemic produced a unique opportunity to examine undergraduate students' notetaking practices for online courses. In this large survey study (n = 584), we examined how students' notetaking changed from before to during emergency online instruction and how students used their notes during this time. Our findings suggest that students made use of the affordances of online courses—especially the availability of lecture recordings and live captions—while taking notes. We also found mixed support for students' taking and using their notes in evidence‐aligned ways. Students reported that they consistently took notes and often used organizational strategies while notetaking. Yet, students also tended to take transcript‐style notes and often reviewed their notes passively and at the last minute. Together, our findings offer insight into how students leverage the unique features of online learning during notetaking and paint a nuanced picture of students' notetaking strategies.

This research paper investigates the neurocognitive effects of assistive technology (AT) on English Language Leaners (ELL) with specific learning difficulties. Neurodevelopmental disorders bring major learning difficulties for students in conventional educational settings and may hinder comprehension, spelling, retention, time management and decoding abilities which impact their academic performance. AT offers innovative solutions to bridge the gap between limitations and learning and emerges as an essential intervention for learning by providing students with text-to-speech-to-text software (TTS and STT) and apps together with audiobooks, note-taking apps and lecture recordings. The researcher seeks to examine how specific AT interventions modulate cognitive functions such as attention, memory, and executive control in students with diverse learning needs by investigating the effects of multiple AT tools on thinking patterns together with their impact on reading, understanding and educational performance outcomes. The researcher designed this exploratory research that analyzes a series of observational data through observational methods. The study adds value to current research about inclusive classrooms and technological tools that help students with learning difficulties.

In various academic and professional settings, such as mathematics lectures or research presentations, it is often necessary to convey mathematical expressions orally. However, reading mathematical expressions aloud without accompanying visuals can significantly hinder comprehension, especially for those who are hearing-impaired or rely on subtitles due to language barriers. For instance, when a presenter reads Euler's Formula, current Automatic Speech Recognition (ASR) models often produce a verbose and error-prone textual description (e.g., e to the power of i x equals cosine of x plus i 'side' of x), instead of the concise LaTeX format, which hampers clear understanding and communication. To address this issue, we introduce MathSpeech, a novel pipeline that integrates ASR models with small Language Models (sLMs) to correct errors in mathematical expressions and accurately convert spoken expressions into structured LaTeX representations. Evaluated on a new dataset derived from lecture recordings, MathSpeech demonstrates LaTeX generation capabilities comparable to leading commercial Large Language Models (LLMs), while leveraging fine-tuned small language models of only 120M parameters. Specifically, in terms of CER, BLEU, and ROUGE scores for LaTeX translation, MathSpeech demonstrated significantly superior capabilities compared to GPT-4o. We observed a decrease in CER from 0.390 to 0.298, and higher ROUGE/BLEU scores compared to GPT-4o.

Diploma engineering education is undergoing a paradigm shift, driven by integrating AIpowered technologies. This research paper explores the transformative impact of AI-driven best educational practices on diploma engineering programs, specifically focusing on their implementation at Thiagarajar Polytechnic College. The study delves into innovative initiatives such as Student Centric Learning (SCL), Learning Management Systems (LMS), Lecture Capturing System (LCS) and industryoriented programs that have significantly enhanced the teaching and learning process. This paper highlights the positive outcomes of these practices, including improved academic performance, higher employability rates, and the development of essential skills employers seek. Key strategies discussed include the use of Blackboard LMS for efficient content delivery and assessment, the implementation of HireMee for enhancing employability, and the integration of Moodle for interactive online learning. Additionally, the research explores the role of student facilitators in promoting peer learning and the significance of life and employability skills courses in preparing students for the workforce. By examining these innovative approaches, this paper aims to provide valuable insights for educational institutions seeking to leverage AI to improve student outcome based education and meet the demands of the modern workforce.

ABSTRACT This study used the gaze-cueing effect and split-attention principle to study the impact of gaze guidance and lecture recording format on attention, knowledge retention and instructor social presence. The authors analysed data from 250 participants in a mixed factorial experiment with eye-tracking, self-reported instructor social presence and a delayed knowledge measure as dependent variables. Results showed that when the instructor looked at the slide content, participants spent more time looking at it (η2 p = 0.044), but instructor social presence decreased (η2 p = .040). The strongest decrease occurred when the content and instructor’s image were separated in a picture-in-picture video (η2 p = .107). In contrast, there was better knowledge retention when they were seamlessly integrated in a composite video (η2 p = .017). The findings show that gaze cueing effects may depend on the video format, and instructors should use them strategically to balance attention and social presence.

In the article, the author analyzes the definitions of “blended learning” and the role of digital technologies in its implementation. The author analyzes the experience of using blended learning in countries such as Canada, the Czech Republic and the Federal Republic of Germany, which demonstrate the effective implementation of digital platforms and technologies to improve the quality of the educational process. In particular, it focuses on the use of learning management systems (Moodle, MS Teams, Google Classroom), recording and distribution of video lectures, interactive simulations and forums to maintain communication between teachers and students. The study identifies key aspects that Ukrainian higher education institutions can adapt from international experience: a flexible combination of synchronous and asynchronous activities, providing technical support for teachers, creating centers of pedagogical excellence, as well as state support for the digitalization of education. The main challenges, such as the lack of a unified digitalization strategy, the need to develop infrastructure and prepare teachers for the effective use of digital technologies and innovations, are outlined. It has been determined that the application of innovative approaches to blended learning in Ukraine will improve the quality of educational services, ensure the flexibility of the educational process and promote the integration of national education into the world educational space.

The use of educational technology has changed the landscape of higher education. Lecture capture, a method of recording in-person lectures for viewing outside of class, has been used extensively in health professions education. However, little is known about how lecture capture is used in physician assistant/associate (PA) education or to what degree, if any, does offering recorded lectures affect attendance policies. A link to a four-question online survey was emailed to all PA program directors listed on the PA Education Association online member directory, and the survey response rate was 41%. There is an even distribution of programs that provide recorded lectures (49.6%) vs. those that do not (50.4%). The most common rationale for providing recordings was to offer an additional resource, while the highest ranked reason for not offering recordings was the concern for passive learning. Most PA programs (93.4%) require attendance for in-person didactic lectures. The primary reason for doing so is out of concern for academic performance. Of those programs that provide recorded lectures, 90.2% require attendance (55/61). Of those programs that do not provide recordings, 96.8% also mandate didactic lecture attendance (61/63). These results suggest (1) only half of the PA programs offer recorded in-person didactic lectures, (2) most PA programs require attendance at in-person didactic lectures, and (3) providing students with lecture recordings does not increase the likelihood of mandatory attendance.