The purpose of this research is to analyse the evolution and trends of research into digital pedagogy in higher education through the application of bibliometric analysis and systematic review of scientific output. For the bibliometric analysis, the built-in functions of WoS were used, including and The VOSviewer software was employed to construct bibliometric maps. The analysis focuses on studies about digitalisation, university education and education quality, three categories that are grouped around digital pedagogies and methodologies. The sample contains 242 scientific publications, including articles (65.7%), publications published in the United States (17.7%) and publications financed by the European Commission (3.71%). Barber, W., and Lewin, C., are the authors with the greatest impact. The scientific output forms three networks: the "social network" (2000-2010), the "digitalisation network" (2011-2015) and the "network of the expansion of digital pedagogy" (2016-2023). The most-mature research (2005-2009) concerns the integration of technologies in education. The research with the greatest impact (2020-2022) looks at digital pedagogy and its implementation during the situation created by COVID-19. This research shows that digital pedagogy has come a long way over the last twenty years, but it is at the same time a topical area today. The paper opens up future paths for research such as the development of more-flexible pedagogies that can be adapted to different pedagogical scenarios.

While past technology acceptance studies focus on organization readiness, little is known about the acceptance behavior under sudden institutional coercive pressure. Against COVID-19 and distance teaching, this study explores the relationship between digital transformation readiness, adoption intention, digital transformation success, and sudden institutional coercive pressure based on the readiness research model and institutional theory. Surveying 233 college teachers who participated in distance teaching under COVID-19 in Taiwan for model and hypothesis validation using the partial least square structural equation modeling (PLS-SEM) approach. This result shows that (1) Teacher, social/public, and content readiness are crucial to distance teaching. Individuals, organizational resources, and external stakeholders influence distance teaching success and adoption; and (2) Sudden institutional coercive pressure has a negative moderated effect on teachers' readiness and adoption intention. When teachers are unprepared to implement distance teaching, this unanticipated epidemic and sudden institutional coercive pressure will accelerate and enhance their intention. The study provides government, educational policymakers, and teachers with a better understanding of distance teaching during the COVID-19 pandemic.

This study examines the influence of students' individual attitude and social interactions on participation in collaborative and gamified online learning activities, as well as the influence of participating in those activities on students' online class- and test-related emotions. Based on a sample of 301 first year Economics and Law university students and using the Partial Least Squares-Structural Equation Modelling approach, all the relationships among first-order and second-order constructs included in the model are validated. The results support all the hypotheses studied, confirming the positive relationship that both students' individual attitude and social interactions have on participation in collaborative and gamified online learning activities. The results also show that participating in those activities is positively related with class- and test-related emotions. The main contribution of the study is the validation of the effect of collaborative and gamified online learning on university students' emotional well-being through the analysis of their attitude and social interactions. Moreover, this is the first time in the specialised learning literature that students' attitude is considered as a second-order construct operationalised by three factors: the perceived usefulness that this digital resource brings to the students, the entertainment that this digital resource brings to the students, and the predisposition to use this digital resource among all those available in online training. Our findings aim to shed light for educators when preparing and designing computer mediated and online teaching programs that seek to generate positive emotions as a motivation for students.

Metaverse is a digital world created by human beings according to the physical world. Its deep integration of virtual and real features has created a new opportunity for the innovative development of game teaching in art design courses in colleges and universities under the epidemic situation. In the field of art design, the investigation and research on the learning mode of its courses show that traditional teaching can hardly bring good experience to students, which is manifested in the following aspects: the lack of "presence" in online learning caused by epidemic situation, resulting in weak display of teaching effect, and unreasonable organization of group learning in the course. Therefore, in view of these problems, this paper puts forward three paths about the innovative application of art design courses by using the teaching strategy of Xirang games, namely, interaction on the same screen and presence experience, interaction between real individuals and virtual images, and division of cooperative learning interest groups. At last, by using the research methods of semi-structured interview, eye movement experiment and scale, it is concluded that virtual game learning plays an active role in promoting the teaching reform in colleges and universities, stimulating learners to develop higher-order thinking abilities such as creativity and criticism, solving the problems of traditional teaching, and promoting learners to move from "outside the teaching scene" to "inside the teaching scene" and from "outside the knowledge" to "inside the knowledge", which leads to a new teaching direction for the future teaching mode.

In online education, the appropriate choice of means of knowledge visualization can reduce cognitive load and improve cognitive efficiency. However, no universal basis for selection can cause confusion in the pedagogical context. This study used the revised Bloom's taxonomy to combine the types of knowledge with cognitive goals. We used a course on marketing research as an example to summarize the choices for visualizing factual knowledge (FK), conceptual knowledge (CK), procedural knowledge (PK), and metacognitive knowledge (MK) through four experiments. Visualized cognitive stages were used to determine the cognitive efficiencies of visualization for different knowledge types. In this stage, eye tracking is used for collecting eye movement indicators to measure cognitive load. The cognitive goals stage is used to get cognitive goals of the means of knowledge visualization. Combining the two stages, we get the conclusions as follows: Teachers and students can mostly benefit from presenting FK and CK points via mind maps. Using mind maps to teach FK online could be indirectly beneficial for improving students' creativity. Concept maps may be chosen for this point if the linked knowledge points are PK and the achievement of the analytical objective is emphasized in the student's knowledge points. The flowchart can be used to display PK, while timelines could be utilized if the PK point is to be presented in a temporal dimension. Teachers should choose the curve area chart to display MK. A pie chart might be chosen and added more instructions. The findings suggest that mind maps are very effective as a means of knowledge visualization in online education. In the meantime, it suggests that overly simplistic graphs increase cognitive load, while it also raises the possibility that redundant information in the text may increase cognitive load.

The aim of this paper is two-fold: firstly, to provide an overview of emerging digital practices that support collaborative learning, competency development, and digital literacy for student-centered learning environments in higher education during the rapid digital transition caused by pandemic-related lockdowns across the world, and secondly, to analyze and discuss how systematic reviews of generalized themes and trends can be combined with contextualized experiences and the lessons learned from the Covid-19 crisis to inform the digital transformation of higher education, with a particular focus on bridging the gap between campus-based teaching and online learning and on the identification of the digital competencies that teachers and students must acquire during the continuing shift into a 'new normal' for post-pandemic educational practices. This study was motivated by questions and findings emerging from an early reactive case study conducted by three of this paper's co-authors (Lyngdorf et al., 2021a). By reviewing the full texts of 18 articles, this study provides a systematic literature review which maps the general landscape of the online, hybrid, and blended digital practices applied in existing student-centered learning environments in higher education since the onset of the pandemic. Furthermore, this mapping is used to revisit data and findings from the earlier reactive study of emerging digital practices in a specific problem- and project-based learning (PBL) environment. This study's findings highlight critical factors and barriers related to emerging practices which support students' interactions with teachers, content, and each other, as well as the emerging competencies that these practices will require. The paper concludes with a discussion of the main findings and their implications for further research and practice.

In the present research the typical triangle on formative research was extended to a double triangle for an overall career programme (here expander/ compressor) and funnel proposal was explored in a single course (as a "fractal" method). Array processing and ElectroEncephaloGram (EEG) techniques have been incorporated into a Digital Signal Processing (DSP) course and research projects. The present research question was: is it possible to insert array sensing on formative research in an undergraduate course of DSP? From over eight years, two semesters with different homework loads (homogeneous triangle vs expander-compressor-supplier distributions) were analysed in detail within the DSP evaluations and students chose between experimental applied analysis and a formative research project. Results showed that cognitive load was influenced positively in the expander-compressor-supplier distribution, showing that an increase of the efficiency undertook more undergraduate research on array processing and the decrease of the number of formative applied projects. Over a longer term (48 months) students undertook more undergraduate research works on array processing and DSP techniques.

In overcoming the obstacles of online learning with the current Covid-19 pandemic crisis, synchronous and asynchronous learning has been a significant part of teaching strategies applied by educators to construct a collaborative online environment with Malaysian university students. Synchronous learning has always been the most effective strategy for social learning, while asynchronous learning allows students to learn on their own schedule. Moreover, despite having many educational platforms created for higher educational settings, the practicality of selection between two teaching-learning approaches of text-presentation and video is still a debate among teachers/ lecturers with students' learning styles. Therefore, this paper explored Malaysian university students' preferences between synchronous and asynchronous learning modes with text-presentation or video. Qualitative and quantitative data from 178 participants from both public and private universities were collected via open and close-ended questions in the designed questionnaire. The findings indicated that 68% of the students preferred synchronous learning mode compared to asynchronous. Meanwhile, 39% of the students favoured both text-presentation and video learning tools to be implemented in synchronous and asynchronous approaches as it provided them better opportunities to grasp the learning content better. Thus, it can be concluded that the synchronous learning mode is preferred if only one method is provided as the students highly value the teacher's presence for ease of communication, but students prefer a range of delivery methods. Moreover, the students also displayed a strong preference for applying both text-presentation and video to achieve their learning outcomes. Thus, it is suggested that the university lecturers need to explore and apply interactive pedagogical methods in online teaching-learning process, while contributing to the development of motivation, participation, and engagement among the university students in acquiring their subjects. As such, the findings of this study have informed the pedagogical implications, and further studies are mandatory.

Electronic learning (e-learning) is considered the new norm of learning. One of the significant drawbacks of e-learning in comparison to the traditional classroom is that teachers cannot monitor the students' attentiveness. Previous literature used physical facial features or emotional states in detecting attentiveness. Other studies proposed combining physical and emotional facial features; however, a mixed model that only used a webcam was not tested. The study objective is to develop a machine learning (ML) model that automatically estimates students' attentiveness during e-learning classes using only a webcam. The model would help in evaluating teaching methods for e-learning. This study collected videos from seven students. The webcam of personal computers is used to obtain a video, from which we build a feature set that characterizes a student's physical and emotional state based on their face. This characterization includes eye aspect ratio (EAR), Yawn aspect ratio (YAR), head pose, and emotional states. A total of eleven variables are used in the training and validation of the model. ML algorithms are used to estimate individual students' attention levels. The ML models tested are decision trees, random forests, support vector machines (SVM), and extreme gradient boosting (XGBoost). Human observers' estimation of attention level is used as a reference. Our best attention classifier is the XGBoost, which achieved an average accuracy of 80.52%, with an AUROC OVR of 92.12%. The results indicate that a combination of emotional and non-emotional measures can generate a classifier with an accuracy comparable to other attentiveness studies. The study would also help assess the e-learning lectures through students' attentiveness. Hence will assist in developing the e-learning lectures by generating an attentiveness report for the tested lecture.

One of the biggest difficulties faced by children with Autism Spectrum Disorder during their learning process and general life, is communication and social interaction. In recent years, researchers and practitioners have invested in different approaches to improving aspects of their communication and learning. However, there is still no consolidated approach and the community is still looking for new approaches that can meet this need. Addressing this challenge, in this article we propose a novelty approach (i.e., an Adaptive Immersive Virtual Reality Training System), aiming to enrich social interaction and communication skills for children with Autism Spectrum Disorder. In this adaptive system (called My Lovely Granny's Farm), the behavior of the virtual trainer changes depending on the mood and actions of the users (i.e., patients/learners). Additionally, we conducted an initial observational study by monitoring the behavior of children with autism in a virtual environment. In the initial study, the system was offered to users with a high degree of interactivity so that they might practice various social situations in a safe and controlled environment. The results demonstrate that the use of the system can allow patients who needed treatment to receive therapy without leaving home. Our approach is the first experience of treating children with autism in Kazakhstan and can contribute to improving the communication and social interaction of children with Autism Spectrum Disorder. We contribute to the community of educational technologies and mental health by providing a system that can improve communication among children with autism and providing insights on how to design this kind of system.

The purpose of this study was to understand the factors behind university teachers' ability to implement instructional changes during the COVID-19 pandemic. An online questionnaire comprised of open-ended and Likert-scale questions was administered to teachers at a Finnish university in April 2020. The sample consisted of 378 university teachers who were categorised into four groups based on their digital innovativeness and the extent to which they implemented changes to adapt their teaching practices to COVID-19 restrictions: Avoider Survival Adapters, Avoider Ambitious Adapters, Embracer Survival Adapters, and Embracer Ambitious Adapters. We examined the association between the teacher groups and their learning patterns and background characteristics. The findings showed that Embracer Ambitious Adapters have significantly more meaning-oriented and application-oriented learning patterns than Embracer Survival Adapters, though Avoider Survival Adapters have more problematic learning patterns. Furthermore, the results indicated that pedagogical training and having more teaching experience helped innovative teachers embrace more changes in their teaching practices during the COVID-19 pandemic. In terms of discipline, the results showed that teachers working in hard disciplines (e.g., physics) were more likely to belong to the Embracer Survival Adapters group, while teachers working in soft disciplines (e.g., history) were more likely to belong to the Embracer Ambitious Adapters group. Possible interpretations of these findings and perspectives for further research are discussed.

Virtual reality has become a significant asset to diversify the existing toolkit supporting engineering education and training. The cognitive and behavioral advantages of virtual reality (VR) can help lecturers reduce entry barriers to concepts that students struggle with. Computational fluid dynamics (CFD) simulations are imperative tools intensively utilized in the design and analysis of chemical engineering problems. Although CFD simulation tools can be directly applied in engineering education, they bring several challenges in the implementation and operation for both students and lecturers. In this study, we develop the "Virtual Garage" as a task-centered educational VR application with CFD simulations to tackle these challenges. The Virtual Garage is composed of a holistic immersive virtual reality experience to educate students with a real-life engineering problem solved by CFD simulation data. The prototype is tested by graduate students ( = 24) assessing usability, user experience, task load and simulator sickness via standardized questionnaires together with self-reported metrics and a semi-structured interview. Results show that the Virtual Garage is well-received by participants. We identify features that can further leverage the quality of the VR experience with CFD simulations. Implications are incorporated throughout the study to provide practical guidance for developers and practitioners.

The implementation of online teaching and assessments was prompted by the current COVID-19 pandemic. Therefore, all universities had to adopt the distance-learning method as the only choice to continue education delivery. This study's main objective is to understand the effectiveness of assessment techniques followed through distance learning in Sri Lankan management undergraduates during COVID-19. Furthermore, utilizing a qualitative approach and thematic analysis for data analysis, semi-structured interviews with 13 management faculty lecturers selected through the purposive sample technique were used for data collection. The survey was conducted via an online questionnaire that was distributed to Sri Lankan undergraduates, and a total of 387 samples from management undergraduates were drawn for the quantitative data analysis using a simple random sampling technique. The study's main findings revealed that five online assessments are currently being utilized to evaluate management undergraduates' academic performance under distance learning, including online examinations, online presentations, online quizzes, case studies, and report submissions. In addition, this study statistically and with some qualitative empirical evidences in the existing literature proved that online examinations, online quizzes, and report submissions have a significant impact on undergraduates' academic performance. Further, this study also recommended that universities should implement procedures for online assessment techniques in order to assess the quality assurance of assessment techniques.

The World Health Organization announced the COVID-19 pandemic, which led to considerable disruption of the global education system and required an early adaptation of the educational process. In addition to the resumption of the educational process, it was necessary to preserve the academic performance of students of higher educational institutions, including engineering ones. This study aims to develop a curriculum for engineering students to increase their level of success. Igor Sikorsky Kyiv Polytechnic Institute (Ukraine) hosted the study. The sample consisted of 354 fourth-year students of the Engineering and Chemistry Faculty: 131 "Applied Mechanics", 133 "Industrial Engineering", and 151 "Automation and Computer-Integrated Technologies". The sample included students of the Faculty of Computer Science and Computer Engineering: 121 "Software Engineering", and 126 "Information Systems and Technologies" - 154 students from the 1st year and 60 students from the 2nd year. The study was conducted during 2019-2020. The data includes grades for in-line classes and final test scores. The result of the research has shown that modern digital tools such as Microsoft Teams, Google Classroom, Quizlet, YouTube, Skype, and Zoom, among others, have provided a highly effective educational process. The results of the educational process are as follows: 63 + 23 + 10 students received "Excellent/Perfect" (A) in 2019, 65 + 44 + 8 in 2020; 146 + 64 + 20 and 159 + 81 + 18 received "Good (B, C)", respectively; 135 + 64 + 30 and 120 + 27 + 31 "Satisfactory" (D, E), respectively; - 10 + 3 + 0 and 10 + 2 + 3 "Unsatisfactory" (F), respectively. There was a tendency to increase the average score. The researchers found that the learning models were different before (offline) and during (online) the COVID-19 epidemic. However, the academic results of students were not different. The authors can conclude that e-learning (distance, online) is possible when training engineering students. The introduction of a new, jointly developed author's course "Technology of mechanical engineering in Medicine and Pharmacy" will also allow future engineers to be more competitive in the labor market.

A discussion forum is an indispensable part of a massive open online course (MOOC) environment as it enables knowledge construction through learner-to-learner interaction such as discussion of solutions to assigned problems among learners. In this paper, a machine prediction model is built based on the data from the MOOC forum and the depth of discussion of solutions to assigned problems on the topic among students was analyzed. The data for this study was obtained from Modern educational technology course through Selenium with Python. The course has been offered to a total of 11,184 students from China seven times since February, 2016. The proposed model includes the formula of the depth of problem-solving discussion in MOOC forum and its prediction probability. The efficiency of the prediction model and the most important factor of the depth of problem-solving discussion in MOOC are explained in the paper. Based on the results, useful suggestions for effective teaching in MOOC forums are provided in the article.

The purpose of this study was to look into how Information and Communication Technology (ICT) is used in teaching English language from the point-of-view of English language teachers in Palestine. A quantitative approach was employed to collect data from 780 language school teachers from 260 schools who participated in a course project utilizing ICT in English as a Foreign Language teaching (TEFL). These participants responded to a questionnaire survey about the effects of the Covid-19 epidemic on language education and how they dealt with these. We statistically analysed the responses through four domains: the use of ICT in students' lives; the use of ICT in education generally; the use of ICT to support learning and teaching in EFL; and teachers' perceived skills for using ICT in education. Results indicated that English language teachers in Palestinian public schools believed that ICT has clear potential to support the learning of English, but that there remain barriers to its implementation. Teachers feel equipped to use ICT but would like to see a greater emphasis on training in order to maximise their teaching.

This study explored the relationships among regulated learning, teaching presence and student engagement in blended learning. A two-level model was designed based on contextual factors (teaching presence) and individual factors (regulated learning), and experience sampling method was employed to collect intensive longitudinal data on 139 participants across three universities over 13 weeks in a blended course. Furthermore, multilevel regression analysis were conducted to examine the effects of teaching presence, self-regulated learning (SRL), co-regulated learning (CoRL) on intra- and interindividual variance in student engagement. The findings were as follows. 1) Perceived teacher support and instructional design fit had a significant positive effect on cognitive and emotional engagement and were crucial contextual factors that influenced intraindividual variance in learning engagement. 2) SRL and CoRL were copredictors of student engagement in blended learning. CoRL was more related to emotional engagement, while SRL was more related to cognitive engagement. 3) Modality had a significant effect on cognitive engagement but not on emotional engagement. 4) SRL and CoRL positively moderated the relationship between perceived teaching presence and cognitive engagement, while they negatively moderated the relationship between teacher support and emotional engagement, i.e., the relation between teacher support and emotional engagement was stronger in situations of low SRL or CoRL. Implications for teaching practice on blended learning were also discussed.

Students become more actively involved in their studies when teachers integrate ICT into their lessons. Since computer self-efficacy is positively related to the integration of technology in education, improving pre-service teachers' computer self-efficacy could increase their intention to use technology. The present study explores the association between computer self-efficacy (basic technology skills, advanced technology skills, and technology for pedagogy) and pre-service teachers' intentions to use technology (traditional use of technology and constructivist use of technology). Data collected from 267 Bahrain Teachers College students were used to validate the questionnaires using confirmatory factor analysis. The Structural equation modeling approach was used to explore the hypothesized relationships. Mediation analysis was also performed, and the results indicated that basic technology skills and advanced technology skills mediated the relationship between technology for pedagogy and the traditional use of technology. Advanced technology skills did not mediate the relationship between technology for pedagogy and constructivist use of technology.

As information technologies develop, social networking services have gradually gained attention from both researchers and practitioners. However, little is known about the technology adoption of social networking from the perspective of hedonic motivation. For this purpose, this study applied the hedonic motivation system adoption model (HMSAM) to TikTok and incorporated two innovative factors, i.e., perceived boredom and personal innovativeness. Via structural equation modeling (SEM), this study used SmartPLS 4.0.8 to analyze 246 valid responses from Chinese university students via an online survey. The results showed that the research model was adequate for the adoption of TikTok. Curiosity and perceived boredom significantly mediated the positive relationships between perceived ease of use and behavioral intention. Additionally, the educational level moderated the relationship between joy and focused immersion. The results of this study provided insights for future researchers and innovative teaching.

Lifelong learning is emerging as a key priority for promoting equity and sustainability in societies. Self-regulated learning (SRL) is a fundamental requirement for achieving successful lifelong learning, and digitization is increasingly influential in this regard. This mixed-methods study explores the degree to which adaptive learning technology (ALT) can assist university students in their SRL with timely and personalized support. Additionally, the study examines how students perceive this feedback and incorporate it into their learning behavior. Using hierarchical linear modeling, we investigated the development of SRL over a 9-week period. Semi-structured interviews were conducted with purposively selected learners, based on stimulated recalls. The quantitative results demonstrate positive development in certain components of SRL. Furthermore, the results indicate that metacognitive activity can be partially predicted by motivational and emotional states. The qualitative findings reveal that learners have varying perceptions of feedback received from ALT and integrate it into their learning behaviors based on their individual benefits. The results support the assumption that feedback provided through educational technology must be precisely tailored to the needs of learners, taking into account the dynamics of their individual learning processes. The study contributes to the ongoing discussion on the design of educational technology.

Cyber-wisdom is the ability to know and do the right thing at the right time, when using digital technologies, and is a concept that is gaining attention from educators. Whilst the theory and practice of cyber-wisdom education is established, to date there has been no attempt to investigate how the virtue of cyber-wisdom might be measured. This is a lacuna as it limits future research in the area, including, in particular, proximal evaluations of cyber-wisdom interventions. This article introduces a new four-component measure of cyber-wisdom, which is relevant to how the virtue may be cultivated in practice via formal education and the teaching of what is generally referred to as digital citizenship education. The measure was piloted with 1,331 13-16 year-olds. The findings provide initial evidence that cyber-wisdom literacy, reasoning, reflection, and motivation can be measured. This study provides preliminary validation of cyber-wisdom sub-measures that might be used in evaluations of educational interventions that seek to help children and adolescents live with wisdom in the digital age.