Wen, Yun

This paper discusses the design of a digital Chinese character composition game with the paper-interface named as ARC (Augmented Reality-based Chinese Characters) and its implementation in a Singapore primary school. The ARC game is designed to help beginning Chinese as second language (L2) learners to develop Chinese orthographic knowledge and improve quality of collaboration. Underlying socio-cultural perspectives of learning, it seeks to enable learners to complete the game collaboratively in classrooms, and in this process to build a deep understanding of linguistic knowledge in solving in-situ language-related problems that emerge in language use. The results of a quasi-experiment indicate that ARC is an effective system for improving Chinese character learning performance and collaborative learning quality. It suggests that the augmented paper, enabling natural interactions, allow more and potentially young students to engage with educational content and collaboration. The problematizing scaffold should be embedded in the game design to elicit more opportunities for collaborative dialogue.

Uncovers the important issues in language learning and teaching in the digital era. Sets the future directions of research and practice for Connectivity in language learning. Guides research and practices in future language learning environments

Existing studies have evidenced that mobile-assisted vocabulary learning, which allows students to create artefacts and engage in productive skills, can help them in vocabulary learning. However, there remains little research and validated approaches for designing seamless vocabulary learning experiences for young learners. In this paper, a seamless vocabulary learning system was specifically designed for young learners. The study involved three classes of primary 2 students to investigate the learning effectiveness of seamless vocabulary learning, with a focus on analyzing student-generated artefacts. The results validated the effectiveness of seamless vocabulary learning for young learners, emphasizing the importance of strengthening the connection between home-based learning and classroom-based learning. The study also indicated the pivotal role of providing students with opportunities to improve their artefacts constantly across different learning contexts.

In recent years, using AI to create an engaging vocabulary learning experience has been a prominent topic. Studies have shown AI can provide educational affordances for enhancing vocabulary learning. However, the appropriation of these affordances varies depending on teachers’ use. This paper presents a case study on six teachers appropriated an AI-powered vocabulary learning system, particularly focusing on the affordances of monitoring and regulation, and engaging co-construction enhanced by AI-enabled automatic feedback and recommendations. By examining teachers’ beliefs and knowledge of self-regulation and collaborative learning, the study details how they appropriated the affordances in their classes. The study provides suggestions for the design of AI in education and teachers’ professional development during the implementation of AI-supported learning system.

Despite the potential advantages of using Augmented Reality (AR) in education, most of the existing AR studies have failed to analyse the impact of pedagogical approaches as well as the pedagogical strategies of implementing AR in teaching and learning. An inquiry based learning framework, coined QIMS, was proposed in this study by considering AR affordances. Through a quasi-experimental design, this study compared three conditions for science learning in a primary school. Results indicated that though students did not demonstrate statistically significant improvement in their academic performance when AR was used, students’ self-directed learning and creative thinking skills did significantly improve via experiencing the QIMS inquiry-based learning activities. The use of AR played a more significant role in enhancing students’ critical thinking and knowledge creation efficacy. Integrating QIMS and AR was more effective for students with lower abilities. The study provided suggestions on how to integrate AR with inquiry-based learning in science learning.

Blended synchronous learning (BSL) is commonly used to deliver lectures. There are challenges in engaging online students when they are doing hands-on activities. In this study, two groups of students took a course lasting 13 weeks. This course heavily involved hands-on activities. 3-4 students attended the course from home using video conferencing in each session. Some strategies were applied to engage them during the sessions. The purpose of the study was to explore how to effectively engage online students in hands-on activities and their perceptions of the strategies used. Results showed that having a teaching assistant, peer feedback, back-channel communication, clear audio, and two device setups helped engage online students in hands-on activities. Implications for teachers and researchers are suggested.

Little research has examined second language (L2) learning from a Knowledge Building (KB) perspective. Most KB research is conducted in the context of science or mathematics learning which focuses on idea development and refinement. This paper proposes to investigate students' L2 learning using a KB approach, drawing upon our school-based research work which examines how L2 students learn and practice language skills through a Computer Supported Collaborative Learning (CSCL) tool called GroupScribbles. We hope to develop a theoretical framework with empirical evidence from a real classroom context to explore how KB unfolds in L2 learning.

This study investigates the role of a collaboration script, the Funnel Model, in supporting students’ computer-supported collaborative scientific argumentation, and how the students appropriated the collaboration script in scientific argumentation. In this exploratory case study, a class of 33 Secondary grade four students went through four phases of computer-supported collaborative argumentation activity scripted by the Funnel Model: individual ideation, intra-group synergy, inter-group critique and intra-group refinement. Multiple sources of data were collected including student-generated artefacts online at different phases of collaboration, and the post-intervention interviews with the students. The results show that the Funnel Model facilitated students’ computer-supported collaborative argumentation. The students’ levels of content mastery, motivation, classroom culture and time allocated for classroom participation affect students’ appropriation of the script for effective collaborative argumentation.