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ORCIDInteractive Learning Environments, Volume 34
Volume 34, Number 1, January 2026
- Pericles 'Asher' Rospigliosi:
Ethics matters: roles and responsibilities at Interactive Learning Environments. 1-3 - Mariam A. Bahameish
, Kamran Khowaja, Yasmin Abdelaal, Dena Al-Thani:
Pathways to learning: exploring the impact of augmented reality on vocabulary development in children with autism spectrum disorder. 4-27 - Sandra Limberg, Lisa Breimann, Gerhard Schewe:
Do they match? Comparing "Community of Inquiry" perceptions of trainers and their participants. 28-51 - Yin Zhang, Yonghui Liu, Xinghua Wang:
Enhancing anti-plagiarism literacy practices among undergraduates with AI. 52-66 - LiYan Bu, YiZhuo Hou, WeiCheng Pan, Hong Chen, Boyu Cui, Hesen Li:
AI vs. traditional navigation systems: enhancing efficiency and reducing cognitive burden for visually impaired users. 67-97 - Liyin Zhang, Ning Zhang, Jiajia He, Mingyue Guo, Fan Ouyang:
The influences of three types of peer-questioning scaffoldings on online peer learning in a virtual museum environment. 98-118 - Siti Khadijah Mohd Arrif, Zaidatun Tasir:
Learning performance pathways based on reflective thinking skills and feedback through educational blogging. 119-143 - Aysegül Sakir:
Influences on early childhood educators' adoption of gamified mobile learning tools: a multitheoretical analysis. 144-167 - Qingxia Wang:
The history of rural education in China using technology flipped classroom at the university: a case study for developing countries. 168-181 - I-Fan Liu, Hui-Chun Hung:
Enhancing self-regulated learning through intelligent campus information systems with learning navigation mechanism. 182-199 - Isha DeCoito, Lisa K. Briona:
Catch the Bus©: using a gamified application to introduce travel training for students with exceptionalities. 200-217 - Mina Mani, Måns Gezelius, Jonas Löwgren, Gunnar E. Höst, Marta Koc-Januchta, Lena A. E. Tibell, Konrad J. Schönborn:
Designing with multiple perspectives: an interactive learning environment for developing systems thinking in a carbon cycle context. 218-243 - Zhen Wang, Haoli Zhao, Jiameng Yang, Yulu Xu, Xiaoge Chen:
Enhancing video-based instruction: the impact of affective pedagogical agents and cognitive prompts. 244-257 - Yi-Lin Elim Liu, Tseng-Pin Lee, Yueh-Min Huang:
Enhancing student engagement and higher-order thinking in human-centred design projects: the impact of generative AI-enhanced collaborative whiteboards. 258-275 - Daniele Schicchi, Carla Limongelli, Vito Monteleone, Davide Taibi:
A closer look at ChatGPT's role in concept map generation for education. 276-296 - Yulin Tian, Jianjun Xiao:
The measurement and characteristic analysis of learner interaction levels in cMOOCs based on path analysis. 297-319 - Shang Zhang, Yuhong Gong, Na Sun, Jie Xu, Xinfa Yi:
The influence of coopetition relationship types on high school students' reflective learning: a latent profile analysis. 320-334 - Seongyong Lee, Hohsung Choe, Di Zou, Jaeho Jeon:
Generative AI (GenAI) in the language classroom: A systematic review. 335-359 - Cheng-Yueh Jao, Jo Shan Fu, Hui-Chin Yeh:
Exploring students' perceived benefits of multimodal content creation with social robots in language learning. 360-373 - I-Jui Lee, Pei-Hung Liao, Hsu-Wen Hung:
Utilizing VR technology with remote medical guidance for distant collaborative emergency medical training in advanced cardiac life support. 374-391 - I-Jui Lee, Nai-Chin Wan:
Enhancing furniture production and process management knowledge in woodworking students using VR CAVE technology and collaborative task allocation strategy. 392-413 - Mehmet Akif Bircan, Oguzhan Nacaroglu, Izzet Seref:
Artificial intelligence teacher self-efficacy: a scale development and validation study. 414-428 - Thseen Nazir, Ayse Özçiçek Nazir:
Friend, tool, or threat? High school students' and teachers' perspectives on AI in learning. 429-446 - Pongpon Seprum, Shao-Chen Chang, Charoenchai Wongwatkit:
Exploring the impact of formative and summative assessment approaches in virtual reality emergency response learning. 447-461 - Shyh-Chyi Wey, Hung-Chang Chung, Shih-Kai Lin, Chih-Yuan Chen, Wan-Rong Li:
Quantifying complexity: a comprehensive study of technical fuzziness, team learning, and project performance. 462-487
Volume 34, Number 2, February 2026
- Pericles 'Asher' Rospigliosi:
Meet the team: widening and deepening the digital habitus at Interactive Learning Environments. 489-492 - Ken-Zen Chen, Tz-Jian Chen, Hsing-Chih Tsai, Jessie Chin:
Interact, engage, learn: the transformative impact of value co-creation on adolescents at science museums. 493-512 - Ying Hu, Jian Chen, Gwo-Jen Hwang:
A ChatGPT-supported QIVE model to enhance college students' learning performance, problem-solving and self-efficacy in art appreciation. 513-526 - Deming Li, Mengjie Zhang, Shiyu Zhou, Xingman Yu:
Structural equation modeling and validation of virtual learning community constructs based on the Chinese evidence. 527-542 - Tressyalina, Bima Mhd Ghaluh, Ella Wulandari, Ermawati Arief, Ena Noveria:
Enhancing students' critical thinking in criminal case solving: an AI-based pragmatic application for analyzing authentic Indonesian texts and videos. 543-575 - Juliana Tay, Na Li, Lan Luo, Zihui Zhou, Wan Meng, Qing Zhang, Erick Purwanto, Yongjia Lu:
Role of learner agency for interactive group learning through the lens of Blooms Taxonomy. 576-589 - Ha Van Le, Thi Thao Nguyen Ho:
Balancing act: exploring the integration of coursera MOOCs in Vietnamese higher education through a phenomenographic lens. 590-614 - Ping Wan, Xiaoqing Gu:
Developing teachers' professional abilities: a systematic review of human-machine dialogic learning for teacher education. 615-639 - Hao Peng, Peipei Zhou:
Digital discourse: we-media's impact on pragmatic competence in college students. 640-675 - Fathiya Al-Kamzari, Norlidah Alias:
A systematic literature review of artificial intelligence (AI) in secondary school physics: applications, benefits, and challenges. 676-693 - Jian-Wen Fang, Xiao-Ge Guo, Xiao-Pei Meng, Gwo-Jen Hwang, Yun-Fang Tu:
Realization of parasocial interaction theory in STEAM education with an AI pedagogical agent: insights from learning performance, collaboration tendency, and problem-solving tendency. 694-717 - Yang Wang, Ci Chen:
Support or disrupt? The impact of danmaku on learners' continuous learning intentions in online learning environment. 718-733 - Cixiao Wang, Xiaoyue Wang, Haozhi Sun, Jiaqi Chen, Feng Ji:
Mind and mood in harmony: synergizing cognitive efficiency and emotional engagement across different modalities of online learning resources. 734-757 - Ahmet Durgungoz, Ahmed Kharrufa:
"ChatGPT is like a study buddy, a teacher and sometimes just a friend": a longitudinal exploration of students' interactions, perception and acceptance. 758-777 - Can Sun, Bin Huang, Yu Zheng, Yu Wang, Yawen Yu:
Supporting students' collaborative knowledge building via learning analytics supported metacognitive meeting. 778-799 - Xiao-Ming Wang, Wen-Jing Zhou, Qing-Nan Hu, Wen-Qing Zhou, Gwo-Jen Hwang:
Augmenting experience with technologies: a two-tier experiential augmented reality approach to promoting students' deep learning and conceptual understanding in a human body program. 800-824 - Linwei She, Liqi Lai:
Is the SPOCs flipped classroom model effective in enhancing student exam scores? A meta-analysis. 825-845 - Hung Van Tran, Loan Vo Thi Phuong, Quyet Nguyen Cong, Nhu Tran Le Tam:
Which factor most influences the decision of 10th grade students to use ChatGPT for programming education? A case study in Da Nang City, Vietnam. 846-868 - Min-Chi Chiu, Gwo-Jen Hwang:
Enhancing student creative and critical thinking in generative AI-empowered creation: a mind-mapping approach. 869-890 - Sahar I. Ghanem:
Enhancing academic advising with real-time classroom engagement using AI. 891-906 - Ziqi Chen, Wei Wei, Di Zou:
Generative AI technology and language learning: global language learners' responses to ChatGPT videos in social media. 907-920 - Fang Qi, Yue Hu, Huizhen Hu, Pengpeng Yang:
Effects of caption and difficulty level on motor skill learning: an eye-tracking study in instructional videos. 921-934 - Youming Liang, Lu Wang, Tiansheng Wu:
The development and verification of the VRFT learning model for the virtual reality classroom: a proof-of-concept study. 935-955 - Serap Ugur, Gülfem Gürses:
Adult learners' experiences of learning with interactive video according to technological literacy levels in the context of andragogy and ICAP framework. 956-971 - Mehmet Akin Bulut:
"Aidemics" examined analytically through the connectivist theory: institutional AI-Mediation in higher education via an artificial intelligence center (CILT-AI). 972-1001
Volume 34, Number 3, March 2026
- Thomas K. F. Chiu, Pericles 'Asher' Rospigliosi:
Six global frameworks for human-centred AI literacy and competency: comparative analysis and a way forward. 1003-1005 - QiMeng He, XianWen You, Jie Shen:
AI-generated content and academic norms: perspectives and reflections of college students. 1006-1020 - Michael Agyemang Adarkwah, Ronghuai Huang, Ying Chen, Mohamed Oubibi, Ahmed Tlili, Boulus Shehata, Huanhuan Wang, Ahmed Hosny Saleh Metwally:
Identifying emerging learning spaces for future educational sustainability: a comprehensive literature review and Delphi survey. 1021-1045 - Nguyen Huu Hoang:
Investigating EFL students' emotional responses in AI-assisted language learning: a Broaden-and-Build Theory approach. 1046-1061 - Yunxiang Zheng, Yilan Mo, Shumin Chen, Pucheng Huang, Xinru Chen, Lixiang Liu, Jiale Zhang, Ling Chen, Yanyu Huang, Jingxiu Huang:
How the timing of using digital games in courses influences students' learning: a study on digital citizenship education. 1062-1081 - Bin Jing, Hailiang Yang, Zhongling Pi, Yu Zhou, Hongliang Ma:
Exploring the impact of AIGC on learning performance: a moderated mediation analysis between system-paced and self-paced video learning. 1082-1098 - Qianru Lyu, Wenli Chen, Kok Hui John Gerard Heng:
The impact of peer feedback features on feedback receivers' implementation in university classrooms. 1099-1115 - Xiaodong Wei, Yayi Chen, Peihao Zhao, Lei Wang, Lap-Kei Lee, Ruixue Liu:
Effects of immersive virtual reality on primary students' science performance in classroom settings: a generative AI pedagogical agents-enhanced 5E approach. 1116-1135 - Hongxian Zhou, Yuqing Chen, Yanmei Liu, Runjie Jiang, Jingying Wang, Meiping Sun:
Harnessing generative AI and argumentation-driven learning for entrepreneurial competence development: evidence from university-based studies. 1136-1153 - Yafes Can:
Artificial intelligence vs. instructor supported AI: teaching second language writing via "Write&Improve". 1154-1177 - Zeynep Hellaç Aksu, Ilknur Reisoglu:
Factors predicting lifelong learning tendencies of preservice teachers in the context of MOOCs. 1178-1193 - Iván Miguel García-López, María Soledad Ramírez-Montoya, José Martín Molina Espinosa:
Generative artificial intelligence in education: a systematic analysis of opportunities, challenges, and responses. 1194-1217 - Venus Chan:
Impact of an extended reality-powered mobile application: an experimental study in interpreting classes. 1218-1240 - Juliette C. Désiron, Aline Wolfensberger, Lauren Clack, Dominik Petko:
Do prompts to foster negative knowledge lead to more mistakes? The effects of exploratory behavioural prompts in medical training. 1241-1253 - Yongmei Li, Liwei Guo, Yinghan Wang:
Digital interdisciplinary training methods: Web and VR-assisted incorporation of dance, piano and erhu into integrated arts education. 1254-1266 - Hatem Ben Mahfoudh, Bachir Zoudji:
Comparing the effectiveness of immersive virtual reality and non-immersive video in memorizing soccer tactics: the influence of visuospatial abilities. 1267-1279 - Bo Sichterman, Seyyed Kazem Banihashem, Max Verstappen, Mariecke Schipper, Philippine Waisvisz, Omid Noroozi, Stan van Ginkel:
Can AI feedback stand alone for fostering students' presentation performance? A comparison of AI-only versus teacher-supported AI feedback. 1280-1297 - Gang Yang, Yu-Die Rong, Ya-Li Wang, You-You Zhang, Jun-Jie Yan, Yun-Fang Tu:
How generative artificial intelligence supported reflective strategies promote middle school students' conceptual knowledge learning: an empirical study from China. 1298-1323 - Yujen Ho, Chao-Yi Hsueh:
Bichronous learning and language choice: enhancing knowledge construction in adult EFL learners' online discussion. 1324-1354 - Kai Wang, Boyuan Duan, Xian Li, Yuan Xue:
A profile analysis of computer-supported collaborative learning motivation in Chinese higher education: integrating achievement goal and expectancy-value perspectives. 1355-1377 - Nuray Gedik, Mehmet Ali Isikoglu, Serkan Sendag:
Encompassing AI attitudes: the role of AI literacy and several human and technology-oriented variables. 1378-1393 - Mansour Amini, Kam-Fong Lee, Wang Yiqiu, Latha Ravindran:
Proposing a framework for ethical use of AI in academic writing based on a conceptual review: implications for quality education. 1394-1418 - Ye Li, Yinjuan Chai:
Bridging regional disparities through AI-driven personalized learning paths: evidence from Chinese high school education. 1419-1434 - Isabella du Preez, Lynette Jacobs:
Pedagogical and visual design principles for online learning material: insights from quality guiding documents in diverse educational contexts. 1435-1451 - Surina He, Okan Bulut, Ying Cui:
Preschoolers' initial planning time on problem-solving performance across task difficulties: insights from intelligent tutoring mobile application log data. 1452-1466 - Yen-Fen Lee, Gwo-Jen Hwang, Li-Chen Cheng:
Impacts of a ChatGPT-supported concept mapping approach on students' database programming achievement and their problem-solving and critical thinking awareness. 1467-1486 - Anupama Prashar, Parul Gupta, Shruti Gupta:
Metaverse learning environments and learners' moral reasoning and moral development: an experimental investigation of direct and moderating effects. 1487-1510 - Ayesha Sohail, Muhammad Yousaf, Muhammad Idrees, Asif Mushtaq:
Integrating technology and self-regulation strategies to enhance learning outcomes: a dual-analysis approach. 1511-1523 - Li Jiang, Boyu Zhang, Xiaoqin Tang, Lisen Wu, Hongxia Li:
How does teacher-student interaction shape students' verbal participation initiative? A multimodal analysis of 2 018 classroom video recordings. 1524-1543 - Yun Wen, Zongran Wang, Xinyu Guo:
Trends and applications of AI in immersive learning environments: a systematic review of empirical research. 1544-1562 - Muhammad Farrukh Shahzad, Shuo Xu, Xin An, Muhammad Asif, Iqra Javed:
From policy to practice: a thematic analysis of generative AI technologies in China's education sector. 1563-1582 - Jian Wang, Caijuan Lu, Qiuyue Ling:
Emotion perception in learning analytics of college art courses: construction of conceptual model and framework. 1583-1608 - Chen-Huei Liao, Pei-Chen Wu, Pei-Yu Shih, Chieh-Ju Tsao:
Improving Reading comprehension in Taiwanese students: a study on a Chinese dialogue-based intelligent tutoring system. 1609-1625 - Shaun Bangay, Sophie McKenzie, Guy Wood-Bradley:
Teaching-focused rapid authoring of educational extended reality (eduXR) experiences. 1626-1646 - Mariam Ali Alnuaimi, Mamoun A. Awad:
VR environment support for STEM students - a case study. 1647-1665 - Hatice Yildiz Durak:
Effects of ML-LAF and GRG system in online collaborative learning environments on academic performance, metacognition, participation, and interaction: a repeat measurement method. 1666-1696 - Jiachu Ye, Yazi Yu, Meiting Zhang, Shufang Long:
Synergizing AI and collaborative learning: a new approach to Chinese character acquisition in lower elementary education. 1697-1716 - Deming Li, Kellyt D. Ortegas:
Optimizing personalised recommender systems for teachers' digital learning models using deep learning algorithms. 1717-1731 - Min Jou, Yu-Chun Chiang, Yanwei Dang, Jingying Wang, Chun-Chiang Huang:
Synergistic effects of AR and reflective pedagogy: growth and challenges in practical learning among students of varying academic achievement. 1732-1747 - Mauro Luberti, Thomas L. Rodgers, Percy van der Gryp:
Digital simulation workshops to enhance student learning of Chemical Engineering Thermodynamics. 1748-1762 - Jason Betson, Erich C. Fein, David Long, Peter Horrocks:
Effect of repeating simulated high-stress scenario assessments on paramedicine student performance and psychophysiological response. 1763-1779 - Yulin Zhao, Yumin Zheng, Chaowang Shang, Wanqing Xu, Zhu Ming:
The impact of group-oriented shared metacognitive scaffolding on peer assessment in online collaborative learning: a social epistemic network analysis. 1780-1801 - Maimoona Salam, Muhammad Shoaib Farooq, Mohsin Shahzad, Azhar Ali, Saif ur Rehman:
Unified MOOC utilization model (UMUM) for exploring computer-supported learning with educational technology in terms of MOOC utilization in higher education. 1802-1838 - Chi-Jen Lin, Gwo-Jen Hwang:
Artificial intelligence-supported procedural scaffolding for promoting EFL learners' writing performance in flipped peer assessment activities. 1839-1853 - Shao-Chen Chang, Hsuan-Yu Yeh, Rui-fang Han:
Mastering complex scientific experiments: a progressive concept mapping-based extended reality learning approach. 1854-1870
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