Computational thinking (CT) gained significant importance in education, leading to a surge in the development of dedicated instructional platforms. The cultivation of students’ CT skills posed a challenge, often involving the introduction of abstract and challenging-to-visualize programming concepts. This study aimed to bridge this gap by introducing an augmented reality-based coding game—an interactive learning platform designed to facilitate students in acquiring programming skills and enhancing their grasp of computational thinking concepts. The augmented reality (AR) digital game is specifically directed towards fundamental CT skills, such as pattern recognition, decomposition, abstraction, and developing algorithms. To evaluate the effectiveness of the AR game in enhancing CT skills, a study was conducted with 124 middle school students, entailing in grades 6th and 8th. The experimental group (N = 63) utilized the AR game, while the control group (N = 61) relied on conventional text materials. The findings of the experiment strongly supported the integration of AR technology along with game-based learning as a means to enhance CT knowledge and skills while simultaneously reducing cognitive load.

Augmented reality (AR) is a rapidly emerging technology in education, notably employed to enhance spatial understanding in engineering drawing. However, its impact on conceptual knowledge remains under-explored. This study assesses the acceptance of AR among engineering drawing students using an AR-based application called EDINAR. The research involved 392 first-year engineering students from a private engineering institute, who went through different methods for learning engineering drawing fundamentals. Performance analysis through an independent t-test demonstrated significant improvement among participants. Also, positive feedback on AR’s acceptance was received by participants. The result emphasizes the potential of AR to transform how engineering concepts are taught and comprehended by undergraduate students.

The study aims to provide a current synthesis of assessment methods in Online Inquiry-Based Learning (OIBL) systems that use argumentation as a pedagogy. Three databases were used, namely, Scopus, Web of Science, and ERIC, for data collection. The present review analyzed 73 studies from 2010 to 2023. A qualitative content analysis examined the assessment methods used in inquiry-based systems. Results showed that most studies used direct methods of assessment followed by indirect methods. Among the direct method, more studies used the analysis of artefacts as an assessment method compared to the Multiple Choice Questions (MCQ)/short answer test. Among analysis of artefacts, most studies analyzed log files/chat/multimedia posts as artefacts followed by written arguments and video/audio recordings of interactions. Also, regarding MCQ/short answer tests, a majority of studies used achievement and conceptual understanding tests to assess student performance. Future studies need to use embedded assessment tools in their platform to increase learning opportunities for students. Also, future studies should enable synchronous and asynchronous access for teachers to student activities for proper assessment.

Digital learning experiences that promote interactive learning and engagement are becoming increasingly relevant. Educational games can be used to create an engaging learning atmosphere that allows knowledge acquisition through hands-on activities. Combining it with virtual reality (VR) allows users to interact with virtual environments, leading to a highly immersive learning experience. In this study, we explore how game achievements impact motivation and learning in a customizable VR learning environment. Using an A/B test involving 50 students, we utilized an interactive wave simulation to assess motivation, engagement, and the overall learning experience. Data collection involved standardized questionnaires, along with tracking interaction time and interactions within the virtual environment. The findings revealed that users who earned game achievements to unlock customization features felt significantly more accomplished when they mastered challenges and obtained all achievements. However, it was observed that adding achievements could also create pressure on students, leading to feelings of embarrassment when facing task failures. While achievements have the potential to enhance engagement and motivation, their excessive use may lead to distractions, anxiety, and reduced overall engagement. It shows that is crucial to find a good balance in employing game achievements within educational environments to ensure they contribute positively to the learning experience without causing undue stress or deterring learners.

With the increased focus on Computational Thinking (CT) in education, there has been an increase in the development of learning platforms to teach CT. The current study developed an Online Inquiry-based learning platform for Computational Thinking (CT-ONLINQ) to support CT activities using Inquiry-based Learning (IBL) pedagogy. IBL-based CT steps include algorithm design, analysis, and comparison of algorithms. The platform allows students to explore multiple solutions and provides hints as support during problem-solving activities. A 4-week experimental study was conducted to evaluate the usability of the online platform. A total of 79 9th-grade students volunteered to participate in this study to complete six activities. Subsequently, the students completed the SUS questionnaire and open-ended feedback questions. Results showed that around 80% of the students scored above the “Good” category (70-80), with a total average score of 78.45. Also, we analyzed the difference in rating scores among groups based on multiple background factors. Findings showed an average rating above 4 with no significant difference between the ratings among factors such as gender and math performance (below-above average math scores). In addition, analysis of the feedback comments showed that the platform is user-friendly, with students enthusiastic about learning coding on the platform.

Augmented reality (AR) is utilized in education to enhance students' skills and learning experience. We developed an AR-based application for engineering drawing (ED) courses, evaluating its impact on 3-D visualization skills and cognitive load. The study involved 392 first-year engineering students, with a control group using conventional methods and an experimental group using the AR application. Results showed that the experimental group outperformed the control group in 3-D visualization skills and experienced lower cognitive load. Students responded positively to the application, indicating that AR can enhance learning performance and experience in engineering education.

In this study, we present an Online Inquiry-based Learning Platform for Computational Thinking (CT-ONLINQ) to develop the CT skills of students. The platform provides immediate feedback with hints to support students during problem-solving activities and encourages them to explore multiple solutions for a problem. The hints are generated using a Knowledge Graph that stores information about the solution details of a problem. A six-week study was conducted on 79 high school students to determine the effectiveness of the platform with hints on students' CT skills. The results showed that the students improved their CT skills significantly after the intervention. Findings suggest that the CT-ONLINQ platform consisting of IBL-based CT activities with immediate feedback could help school students improve their CT skills.

This aim of this study was to analyze the research output of augmented reality (AR) using a bibliometric analysis. A total of 1737 related documents were published from 1990 to 2018. The results showed that the USA and the National University of Singapore were the most productive country and Institute publishing articles on AR, respectively. The most productive journal was IEEE Transactions On Visualization And Computer Graphics with the number of publications (22). This study provides an overview of the AR research and suggests future directions.

In recent years, technology has revolutionized all spheres of life. Since programming is the heart of software technology, it is thus imperative that the demand for programmers is also increasing day by day. With advancements in the field of augmented reality (AR) and Computer Vision (CV), we can now develop applications for unique experiences in the field of education. This study aims to develop a game for elementary school students to learn programming skills. Students are provided with cards which act as markers for our Game. Each marker acts a distinct programming block in AR which causes our game character to perform a certain action. The student needs to place these blocks in the right manner to accomplish a given task. It thus enables students to learn some basic programming skills in a way appealing to them.

This study analyzed research trends in flipped classroom research using a bibliometric analysis approach. A total of 254 related publications were extracted from Web of Science Core Collection based on their publication patterns (e.g., document type, language, country, etc.) during the period 2012-2017. The results show the exponential growth of research studies related to flipped classroom from 2012 through 2017. The analysis indicated that the Journal of Chemical Education was the most productive journal in terms of number of flipped classroom publications and that the USA as the top country. This study will help researchers, educators, and policy makers identify trends and issues that can guide future work involving flipped classrooms.

The relationship between the use of Geogebra and Technological Pedagogical Content and Knowledge (TPACK) by teachers has not been fully investigated and understood. Therefore, the aim of this study was to integrate GeoGebra technology to develop the TPACK of secondary school pre-service mathematics teachers. The participants of this study were 60 Indian teachers. Data were collected through the administration of pre-post TPACK surveys using a Google Online survey. Results from the survey revealed that there were changes in teachers' TPACK after undergoing the Geogebra workshop. Practical implications are discussed regarding how to enhance pre-service teachers' TPACK using GeoGebra in mathematics teaching.