This study aimed to identify effective teacher-student dialogues in online one-on-one tutoring sessions for primary mathematics. A total of 35 online videos of one-on-one tutoring sessions focused on the topic of fractions were collected and transcribed into textual data. Two key methods were employed to analyze the data. First, a hybrid coding scheme combining the Initiation-Response-Feedback (IRF) model with scaffolding techniques was used to code teacher-student dialogues from each tutoring session to categorize the session into one of two groups: the more effective tutoring and the less effective tutoring group, based on the presence of indicators suggested by the literature. Second, lag sequential analysis (LSA) was applied to compare dialogue patterns between the more and less effective tutoring groups at a more fine-grained level. Our results indicate that tutors who employed a variety of strategies, including modeling and diverse scaffolding techniques, were more effective in engaging students and addressing their learning needs. This study suggests that adaptive tutoring strategies are crucial for enhancing student understanding in primary mathematics. Future research could further refine these approaches with inputs from human experts and explore their application in different educational contexts, such as developing AI-powered chatbots capable of providing adaptive scaffolding to students beyond the classroom.

As online learning becomes increasingly prevalent, it is essential to understand students' perspectives and address the challenges they encounter. The developing system, ScaffoldiaMyMaths, aims to support the mathematics learning of underprivileged and lower-ability primary school students. This system integrates context-specific and dynamic scaffolding to provide personalized support, particularly in the study of fractions. In addition to standard learning management features, ScaffoldiaMyMaths offers dynamic virtual manipulative representations and adaptive scaffolding for problem-solving, complemented by Al-based real-time feedback. The Al-generated feedback enhances the learning experience by delivering immediate, tailored responses to students' queries. It analyzes students' inputs to offer precise guidance, suggest alternative problem-solving strategies, and identify areas needing further practice. By utilizing Al, ScaffoldiaMyMaths ensures that feedback is both prompt and customized, effectively addressing individual learning gaps and fostering a deeper understanding of mathematical concepts.

Successful learners are cultivated by good learning habits and essential skills. Among them, self-regulated learning (SRL) is proven to be an effective learning strategy and pedagogical approach to develop independent learning, enhance learning outcomes, improve learning motivation, and finally achieve lifelong success. In language education, Digital Storytelling (DST) has been an emerging strategy for teachers to guide their students to learn a language by expressing ideas and meanings. However, little research has been done to explore the effectiveness of such integration on students’ language learning. The present study designed and developed a self- regulated digital storytelling (SRDST) curriculum for teachers to teach and students to learn English writing. About 110 primary grade 4 students of 9-10 years old participated in this study. A SRDST scale with 13 items in forethought, performance, and reflection phases was developed and validated. The results of exploratory factor analysis (EFA) from the primary students (N=70) on a pre-/post-test design yielded three factors that were similar to the three phases of SRL, namely, forethought, performance and reflection stages. The paired-samples t-test results indicated a significant increase in forethought, suggesting that the students realized certain preparation needs to be done before their study, and they also preferred autonomy on managing their own learning. Further, the data demonstrated a significant result in the performance phase where the students can seek for help when encountering difficulties, and determine to keep up with the overall learning progress and complete the tasks on time. The results also revealed that the students tended to reflect on whether there were better ways to improve their final projects. Finally, the research found that young learners preferred to set learning goals during the performance stage which is different from adult learners.

The present study aims to conceptualize and develop a comprehensive series of STEM lessons enriched by robotics, meticulously guided by the 5E inquiry model. By skillfully weaving together robotics and STEM education, while adhering to a well-defined pedagogical framework, this research endeavor seeks to bridge the existing gap in the effective amalgamation of CT education within the diverse realms of STEM education. A pilot study conducted in a primary school demonstrated the positive results in CT skills test.

In this paper, we will present a theory contributing to the development of seamless learning and mobile learning namely: boundary activity based learning principle (BABL), which has been developed by research team for more than two years. The BABL principle has been integrated into the design of seamless learning in science and STEM education. In the paper, we will overview the basic principle of BABL, and present an integrated STEM activity at a primary school. The research will inform the STEM instructional design supported by mobile technology.

There is abundant research reporting the designs of ubiquitous and seamless learning environments which are enabled by the integration of mobile technology. However, the lack of pedagogical designs that provide for sustainability, and the inadequate investigations of learning outcomes are some of the major gaps in current studies. Towards addressing these issues, this paper describes a study that illuminates the principles of how mobile learning can be integrated into a standard-based science curriculum, and explores how this mobilized curriculum impacts students’ performances in and out of the classroom. Data analysis on students’ test results, learning artifacts and their activity performances in the classroom suggested that they improved in conceptual understanding and self-reflections on conceptual changes. Students were engaged in mobile learning activities both and out of the classroom based on sustained exposure to and experiences of the mobilized science curriculum.

Considering that limited studies have investigated the teacher enactment (TE) of complex ICT-facilitated lessons, a study on exploring the TEs of lessons supported by a science inquiry and collaborative learning environment ( Collaborative Science Inqui ry, CSI ) was conducted. In the study, the topic was “diffusion and osmosis”, and the participants were two teachers with their 43 students (Grade 7) from a secondary school in Singapore. Through examining the two teachers’ characteristics of verbal behaviour and scaffolding for students, as well as comparing students’ learning artefacts and performance, this study uncovers the differences in TEs of CSI lessons and their influence on students’ learning. The findings and implications can inform the effectiveness of assisting TEs with complex science learning environments like the CSI system.

The CSI (Collaborative Science Inquiry) learning environment is designed to help secondary school students understand scientific concepts, and develop scientific inquiry knowledge and skills through collaborative inquiry-based learning activities. This paper presents the design rationale and architecture of the system to support the shape of CSI learning environment. A pilot study that evaluates the effectiveness of the learning design is then reported. The findings attest to the positive role that CSI plays in enhancing students’ conceptual understanding, learning interest and engagement in collaborative inquiry activities.

WiMVT (Web-based inquirer with Modeling and Visualization Technology) is designed as a learning system combining guided inquiry, modeling and visualization with the social interaction. In the paper, we first present the design rationale of the system, briefly describe the main functions, then discuss the features supporting model progression in science learning. Following it, we describe a pilot study of WiMVT implementation in the secondary science class. The data analysis demonstrates the pedagogical value of WiMVT on students’ conceptual understanding, and indicates that appropriate peer feedback can promote students’ model elaboration in the modeling activities.