Students' preconceptions significantly influence learning as they bring prior experiences and ideas alongside formal knowledge. Considering only explicit or conscious conceptual models can misinform teachers' efforts. Framing the problem using both conscious (verbal-symbolic knowledge, conscious models) and unconscious (implicit models, core-intuitions) conceptual resources offer a powerful framework. This study interprets the ideas of heat transfer of two grade 11 students in depth (from a total N=9), through this framework. We look at how Nash and Payal use different conceptual resources to build an explanatory model of heat transfer in a cup through the model revision activities. We found different ideas of heat (heat as a substance, steam as unique property of heat) to be unconsciously influencing how students understand the concept. Harnessing core-intuitions into conscious models enabled Nash to build better explanatory models, whereas Payal extensively relied on her verbal-symbolic knowledge. In the macroscopic activities, both students tended to use their judgments from their sensory perceptions, going against their verbal-symbolic knowledge. Using the metacognitive prompts on Knowledge Forum also supported student’s critical analysis about their ideas before uploading them on the forum.

Online libraries provide access to a wide range of information, with an almost limitless amount of resources and options that can be accessed from anywhere and at any time. However, most of the online libraries do not cater to the needs of Deaf and Hard of Hearing (DHH) students. It has been observed that DHH pupils were mostly excluded from education during COVID-19. Curriculum resources for K-12 DHH students’ education are the same as regular school students’ materials. Most of the DHH students prefer gestures and learn through visual representations. Therefore, a picture book was developed for the photosynthesis concept. Similarly, a home sign language video was recorded. These were included as an integral part of the developed online library prototype. This study focused on validating the usability of the online library application. Students acknowledged the usefulness of the online library prototype.

Sources of knowledge about environmental education are bounded to textbooks, documentaries, animated videos, and a few games for school children. However, it was observed that children’s knowledge about Carbon Footprint (CF) and its implications was very limited. To address the gap in the connection of the users with the outcomes of their actions, another mode of awareness through digital games has been used for some time. These games have a simpler means of conveying complex topics in an interactive way which has been employed to teach topics such as sustainability to the users. Existing games help justify most addressed issues in the conventional methods but are still a step behind in making adequate personalized and usable connections with the users which are mainly adults. Carbon Warrior is an interactive application for school children to help users learn about CF and its impact on sustainability. This study has focused on validating the usability of game elements of Carbon Warrior. The users appreciated the elements of the game encouraging the further extension of the work.

In the past, unraveling learner interaction data in TELE was a challenge. However, the advent of LA has helped in uncovering latent information in log data to scaffold learning. This paper focuses on learner interaction in VeriSIM, a TELE, to teach software design diagrams. The learners’ performance in the system is used to categorize them into three groups, namely, "full scorers", "partial scorers", and "give uppers". Our analysis found that the full scorers spend a significantly higher duration per action than the give-uppers in an introductory challenge presented in the learning environment. Further analysis unravels the strategies used by consistent and inconsistent learners, and it was observed that the learner interaction strategies evolve with increasing difficulty levels as they navigate through the challenges.