lnu.sePublications
Change search
Link to record
Permanent link

Direct link
Publications (10 of 196) Show all publications
Hamidi, A., Mirijamdotter, A. & Milrad, M. (2023). A Complementary View to Computational Thinking and Its Interplay with Systems Thinking. Education Sciences, 13(2), Article ID 201.
Open this publication in new window or tab >>A Complementary View to Computational Thinking and Its Interplay with Systems Thinking
2023 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 13, no 2, article id 201Article in journal (Refereed) Published
Abstract [en]

Computational Thinking (CT) pervasively shares its methods, practices, and dispositions across other disciplines as a new way of thinking about problem-solving. Few studies have been carried out studying CT from an Information Systems (IS) perspective. This study elaborates on how systems thinking (ST), an acknowledged theory in the IS field, bonds to CT to address some well-known common issues related to CT such as reductionism and dogmatism and to supplement the computing nature of CT with behavioral and societal facets involved in its implications. We studied how ST is applied to CT research in the literature. To do so, two primary approaches have been identified that link ST and CT. First, ST is embedded in CT practices meaning that ST is considered as a component of CT. Second, ST and CT are parallelly studied, and ST is considered as a supplementary concept to CT. Correspondingly, we propose a complementary approach that looks at CT from the ST lenses to provide a clearer picture of CT in an educational context. Moreover, we expect this new perspective can help to broaden the development of educational CT concepts and scenarios by including new notions such as framework, interpretation, norms, paradigm, and context.

Place, publisher, year, edition, pages
MDPI, 2023
National Category
Information Systems
Research subject
Computer and Information Sciences Computer Science, Information Systems
Identifiers
urn:nbn:se:lnu:diva-119479 (URN)10.3390/educsci13020201 (DOI)000945195300001 ()2-s2.0-85148741535 (Scopus ID)
Available from: 2023-02-21 Created: 2023-02-21 Last updated: 2023-09-01Bibliographically approved
Velander, J., Mohammed, A. T., Otero, N. & Milrad, M. (2023). Artificial Intelligence in K-12 Education: eliciting and reflecting on Swedish teachers' understanding of AI and its implications for teaching & learning. Education and Information Technologies: Official Journal of the IFIP technical committee on Education
Open this publication in new window or tab >>Artificial Intelligence in K-12 Education: eliciting and reflecting on Swedish teachers' understanding of AI and its implications for teaching & learning
2023 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Article in journal (Refereed) Epub ahead of print
Abstract [en]

Uncovering patterns and trends in vast, ever-increasing quantities of data has been enabled by different machine learning methods and techniques used in Artificial Intelligence (AI) systems. Permeating many aspects of our lives and influencing our choices, development in this field continues to advance and increasingly impacts us as individuals and our society. The risks and unintended effects such as bias from input data or algorithm design have recently stirred discourse about how to inform and teach AI in K-12 education. As AI is a new topic not only for pupils in K-12 but also for teachers, new skill sets are required that enable critical engagement with AI. AI literacy is trying to close the gap between research and practical knowledge transfer of AI-related skills. Teachers' AI-related technological, pedagogical and content knowledge (TPACK) are important factors for AI literacy. However, as teachers' perspectives, beliefs and views impact both the interpretation and operationalisation of curriculum. this study explores teachers' and teacher educators' understanding and preconceptions of AI to inform teacher education and professional development. To gain a comprehensive understanding of teachers’ conceptualisations regarding AI an anonymous questionnaire together with focus group discussions were employed. The qualitative content analysis underpinned by the theoretical framework Intelligent TPACK reveals that teachers' AI-related content knowledge is generally gained through incidental learning and often results in pre- and misconceptions of AI. Our analysis also revealed several potential challenges for teachers in achieving core constructs of Intelligent TPACK, examples of such challenges are vague and unclear guidelines in both policy and curriculum, a lack of understanding of AI and its limitations, as well as emotional responses related to participants' preconceptions. These insights are important to consider in designing teacher education and professional development related to AI literacy.

Place, publisher, year, edition, pages
Springer, 2023
Keywords
AI literacy, K-12 education, Teacher education, AI competence, K-12 curriculum
National Category
Computer Sciences
Research subject
Computer and Information Sciences Computer Science, Computer Science
Identifiers
urn:nbn:se:lnu:diva-123104 (URN)10.1007/s10639-023-11990-4 (DOI)001021362600003 ()2-s2.0-85163769587 (Scopus ID)
Funder
Linnaeus University
Note

Bibliografiskt granskad 231102

Available from: 2023-07-04 Created: 2023-07-04 Last updated: 2024-01-18
Milrad, M., Herodotou, C., Grizioti, M., Lincke, A., Girvan, C., Papavlasopoulou, S., . . . Zhang, F. (2023). Combining Design Thinking with Emerging Technologies in K-12 Education. In: Marcelo Milrad, Nuno Otero, María Cruz Sánchez‑Gómez, Juan José Mena, Dalila Durães, Filippo Sciarrone, Claudio Alvarez-Gómez, Manuel Rodrigues, Pierpaolo Vittorini, Rosella Gennari, Tania Di Mascio, Marco Temperini, Fernando De la Prieta (Ed.), Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference. MIS4TEL 2023: . Paper presented at International Conference in Methodologies and intelligent Systems for Techhnology Enhanced Learning, MIS4TEL 2023, 12-14 July, Guimaraes, Portugal (pp. 15-27). Springer
Open this publication in new window or tab >>Combining Design Thinking with Emerging Technologies in K-12 Education
Show others...
2023 (English)In: Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference. MIS4TEL 2023 / [ed] Marcelo Milrad, Nuno Otero, María Cruz Sánchez‑Gómez, Juan José Mena, Dalila Durães, Filippo Sciarrone, Claudio Alvarez-Gómez, Manuel Rodrigues, Pierpaolo Vittorini, Rosella Gennari, Tania Di Mascio, Marco Temperini, Fernando De la Prieta, Springer, 2023, p. 15-27Conference paper, Published paper (Refereed)
Abstract [en]

The use of emerging technologies such as Artificial Intelligence, Augmented Reality, and 3D printing are amongst the EU targeted actions for supporting the digital transformation of education. Yet, despite these technologies being accessible to education stakeholders, there is a lack of concrete pedagogy and teachers’ professional development for their meaningful integration into the current educational context. Extending Design Thinking with Emerging Digital Technologies – Exten (D.T.)2 - is a European funded project aiming to use emerging technologies to enhance the pedagogical value, sustainable digitization, and potential for wide deployment of Design Thinking (DT). DT is a promising pedagogical innovation, based on interdisciplinary co-creation, that can lead to sustainable educational innovation and development of students’ 21st century skills. In this paper, we describe the main components of the proposed educational transformation as developed during the first year of Exten (D.T.)2 including the theoretical foundations of the approach, the co-creation processes for meaningful engagement of teachers with educational innovation. Moreover, we present the educational technology tools (design, extensions, architecture) that are used in the project and the evaluation approach for capturing impact on improving students’ skills and competencies.

Place, publisher, year, edition, pages
Springer, 2023
Series
Lecture Notes in Networks and Systems, ISSN 2367-3370, E-ISSN 2367-3389 ; 769
National Category
Computer Sciences
Research subject
Computer and Information Sciences Computer Science, Computer Science
Identifiers
urn:nbn:se:lnu:diva-126320 (URN)10.1007/978-3-031-42134-1_2 (DOI)2-s2.0-85172720447 (Scopus ID)9783031421334 (ISBN)9783031421341 (ISBN)
Conference
International Conference in Methodologies and intelligent Systems for Techhnology Enhanced Learning, MIS4TEL 2023, 12-14 July, Guimaraes, Portugal
Available from: 2024-01-10 Created: 2024-01-10 Last updated: 2024-02-01Bibliographically approved
Recabarren, M., Correa, V., Álvarez, C. & Milrad, M. (2023). Comparison of Different Pedagogical Designs for an ITS: The Case of Oral Speech as an Ill-Defined Domain. In: Marcelo Milrad, Nuno Otero, María Cruz Sánchez‑Gómez, Juan José Mena, Dalila Durães, Filippo Sciarrone, Claudio Alvarez-Gómez, Manuel Rodrigues, Pierpaolo Vittorini, Rosella Gennari, Tania Di Mascio, Marco Temperini, Fernando De la Prieta (Ed.), Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference. MIS4TEL 2023: . Paper presented at International Conference in Methodologies and intelligent Systems for Techhnology Enhanced Learning, MIS4TEL 2023, 12-14 July, Guimaraes, Portugal (pp. 250-258). Springer
Open this publication in new window or tab >>Comparison of Different Pedagogical Designs for an ITS: The Case of Oral Speech as an Ill-Defined Domain
2023 (English)In: Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference. MIS4TEL 2023 / [ed] Marcelo Milrad, Nuno Otero, María Cruz Sánchez‑Gómez, Juan José Mena, Dalila Durães, Filippo Sciarrone, Claudio Alvarez-Gómez, Manuel Rodrigues, Pierpaolo Vittorini, Rosella Gennari, Tania Di Mascio, Marco Temperini, Fernando De la Prieta, Springer, 2023, p. 250-258Conference paper, Published paper (Refereed)
Abstract [en]

This paper explores the development of the Elevator Pitch Intelligent Companion (EPIC), an Intelligent Tutoring System (ITS) designed to improve students’ oral communication skills. Three design variants of EPIC were evaluated on a group of 246 engineering students at a Latin American university, focusing on different task selection strategies: one with a single, iterative task, another with different tasks solved in one step, and the last involving tasks with dependent sub-tasks. Evaluations, considering usability, learning, and student engagement, revealed that no one design was superior in all aspects. Each model showcased its unique strengths and weaknesses, which emphasizes the complexity of designing ITS systems for ill-structured domains. The findings provide valuable insights into ITS design for such domains.

Place, publisher, year, edition, pages
Springer, 2023
Series
Lecture Notes in Networks and Systems, ISSN 2367-3370, E-ISSN 2367-3389 ; 764
National Category
Computer Sciences
Research subject
Computer and Information Sciences Computer Science, Computer Science
Identifiers
urn:nbn:se:lnu:diva-126319 (URN)10.1007/978-3-031-41226-4_26 (DOI)2-s2.0-85172702794 (Scopus ID)9783031412257 (ISBN)9783031412264 (ISBN)
Conference
International Conference in Methodologies and intelligent Systems for Techhnology Enhanced Learning, MIS4TEL 2023, 12-14 July, Guimaraes, Portugal
Available from: 2024-01-10 Created: 2024-01-10 Last updated: 2024-02-01Bibliographically approved
Zerega, R. & Milrad, M. (2023). Computational Thinking & Artificial Intelligence in K-12 Education: Two Distinct but Still Complementary Worlds. In: Marcelo Milrad, Nuno Otero, María Cruz Sánchez‑Gómez, Juan José Mena, Dalila Durães, Filippo Sciarrone, Claudio Alvarez-Gómez, Manuel Rodrigues, Pierpaolo Vittorini, Rosella Gennari, Tania Di Mascio, Marco Temperini, Fernando De la Prieta (Ed.), Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference. MIS4TEL 2023: . Paper presented at International Conference in Methodologies and intelligent Systems for Techhnology Enhanced Learning, MIS4TEL 2023, 12-14 July, Guimaraes, Portugal (pp. 207-218). Springer
Open this publication in new window or tab >>Computational Thinking & Artificial Intelligence in K-12 Education: Two Distinct but Still Complementary Worlds
2023 (English)In: Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference. MIS4TEL 2023 / [ed] Marcelo Milrad, Nuno Otero, María Cruz Sánchez‑Gómez, Juan José Mena, Dalila Durães, Filippo Sciarrone, Claudio Alvarez-Gómez, Manuel Rodrigues, Pierpaolo Vittorini, Rosella Gennari, Tania Di Mascio, Marco Temperini, Fernando De la Prieta, Springer, 2023, p. 207-218Conference paper, Published paper (Refereed)
Abstract [en]

Computational thinking (CT) is an approach to problem-solving that has been introduced in the educational curriculum in K-12 in several countries around the world. This approach is based on a set of concepts and principles that are the foundation on which CT education is based. Artificial intelligence (AI) has recently started being incorporated in K-12 education and therefore some guidelines and frameworks are starting to be defined to allow teachers impart AI knowledge effectively. We conducted a limited scoped literature review aiming at finding some clues as for the interrelation that may exist between CT and AI. Our findings suggest that there are several CT concepts underlying AI techniques thus having CT education could contribute to a better understanding of AI. We also found some challenges of integrating CT and AI as there are some important differences between these two worlds that must be considered when teaching them as part of a whole.

Place, publisher, year, edition, pages
Springer, 2023
Series
Lecture Notes in Networks and Systems, ISSN 2367-3370, E-ISSN 2367-3389 ; 764
National Category
Computer Sciences
Research subject
Computer and Information Sciences Computer Science, Computer Science
Identifiers
urn:nbn:se:lnu:diva-126316 (URN)10.1007/978-3-031-41226-4_22 (DOI)2-s2.0-85172703050 (Scopus ID)9783031412257 (ISBN)9783031412264 (ISBN)
Conference
International Conference in Methodologies and intelligent Systems for Techhnology Enhanced Learning, MIS4TEL 2023, 12-14 July, Guimaraes, Portugal
Available from: 2024-01-10 Created: 2024-01-10 Last updated: 2024-02-01Bibliographically approved
Müller, M., Otero, N. & Milrad, M. (2023). Guiding the design and implementation of interactive public displays in educational settings. Journal of Computers in Education
Open this publication in new window or tab >>Guiding the design and implementation of interactive public displays in educational settings
2023 (English)In: Journal of Computers in Education, ISSN 2197-9987, E-ISSN 2197-9995Article in journal (Refereed) Epub ahead of print
Abstract [en]

Interactive Public Displays (IPD) enable new ways of interaction as well as communication channels, extending online communities into physical places and supporting a culture of participation. While educational environments have seen how new digital technologies can enhance learning activities beyond the traditional classroom context, the use of IPDs is still an area insufficiently explored. This paper proposes a set of design goals for the implementation and deployment of engaging interactive public display applications in educational settings. Based on findings from a series of design workshops and two deployment studies in authentic settings, seven design goals were identified and defined. The design goals provide clear guidelines for the design of IPDs for schools by making design teams and stakeholders focus on factors fostering user adoption, social interactions and collaboration. The design goals also opened up paths for further explorations regarding display awareness, level of commitment in interactions, the displays' integration into structured activities, and display management at the educational institutions.

Place, publisher, year, edition, pages
Springer, 2023
Keywords
Interactive public displays, Informal learning, Design guidelines, Technology-enhanced learning, User engagement
National Category
Human Computer Interaction
Research subject
Computer and Information Sciences Computer Science, Media Technology
Identifiers
urn:nbn:se:lnu:diva-123616 (URN)10.1007/s40692-023-00280-0 (DOI)001023978000001 ()2-s2.0-85164169760 (Scopus ID)
Available from: 2023-08-11 Created: 2023-08-11 Last updated: 2024-02-01
Hooshyar, D., Mawas, N. E., Milrad, M. & Yang, Y. (2023). Modeling Learners to Early Predict Their Performance in Educational Computer Games. IEEE Access, 11, 20399-20417
Open this publication in new window or tab >>Modeling Learners to Early Predict Their Performance in Educational Computer Games
2023 (English)In: IEEE Access, E-ISSN 2169-3536, Vol. 11, p. 20399-20417Article in journal (Refereed) Published
Abstract [en]

Data mining approaches have proven to be successful in improving learners’ interaction with educational computer games. Despite the potential of predictive modelling in providing timely adaptive learning and gameplay experience, there is a lack of research on the early prediction of learners’ performance in educational games. In this research, we propose an early predictive modelling approach, called GameEPM, to estimate learners’ final scores in an educational game for promoting computational thinking. Specifically, the GameEPM approach models the sequence of learners’ actions and then uses a limited sequence of the actions to predict the final score of the game for each learner. The findings from our initial trials show that our approach can accurately and robustly estimate the learners’ performance at the early stages of the game. Using less than 50% of learners’ action sequences, the cross-validated deep learning model achieves a squared correlation higher than 0.8 with a relative error of less than 8%, outperforming a range of regression models like linear regression, random forest, neural networks, and support vector machines. An additional experiment showed that the validated deep learning model can also achieve high performance while tested on an independent game dataset, showing its applicability and robustness in real-world cases. Comparing the results with traditional machine learning methods revealed that, in the validation and application phases, up to 0.30 and 0.35 R2 gain is achieved in favor of the deep learning model, respectively. Finally, we found that while the lengths of action sequences influence the predictive power of the traditional machine learning methods, this effect is not substantial in the deep learning model

Place, publisher, year, edition, pages
IEEE, 2023
Keywords
Educational Computer Games, machine learning
National Category
Computer Sciences Human Computer Interaction
Research subject
Computer and Information Sciences Computer Science, Media Technology; Computer and Information Sciences Computer Science
Identifiers
urn:nbn:se:lnu:diva-119694 (URN)10.1109/access.2023.3249286 (DOI)000946203500001 ()2-s2.0-85149386358 (Scopus ID)
Available from: 2023-03-09 Created: 2023-03-09 Last updated: 2023-05-03Bibliographically approved
Velander, J., Mohammed, A. T., Otero, N., Milrad, M. & Zijlema, A. (2023). Reflections on Methods for Eliciting Teachers Understanding, Attitudes and Emotions About AI. In: Marcelo Milrad; Nuno Otero; María Cruz Sánchez‑Gómez; Juan José Mena; Dalila Durães; Filippo Sciarrone; Claudio Alvarez-Góme; Manuel Rodrigues; Pierpaolo Vittorini; Rosella Gennari; Tania Di Mascio; Marco Temperini; Fernando De la Prieta (Ed.), Methodologies and Intelligent Systems for Technology Enhanced Learning, Workshops - 13th International Conference: . Paper presented at 13th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning (pp. 124-135). Switzerland: Springer, 764
Open this publication in new window or tab >>Reflections on Methods for Eliciting Teachers Understanding, Attitudes and Emotions About AI
Show others...
2023 (English)In: Methodologies and Intelligent Systems for Technology Enhanced Learning, Workshops - 13th International Conference / [ed] Marcelo Milrad; Nuno Otero; María Cruz Sánchez‑Gómez; Juan José Mena; Dalila Durães; Filippo Sciarrone; Claudio Alvarez-Góme; Manuel Rodrigues; Pierpaolo Vittorini; Rosella Gennari; Tania Di Mascio; Marco Temperini; Fernando De la Prieta, Switzerland: Springer, 2023, Vol. 764, p. 124-135Conference paper, Published paper (Refereed)
Abstract [en]

AI, and data-driven technologies in particular, have recently drawn attention to the importance of possessing an awareness and understanding of corresponding practices to engage with and participate in society i.e. to be data or AI literate. Education is an arena for promoting literacy and therefore teachers’ ability to provide teaching regarding these technologies is a prerequisite for equal participation. As policy and curricula are often nonspecific regarding digital and AI literacy, teachers require relevant scaffolding to interpret and enact curriculum changes. As such, this paper reflects on methods for eliciting teachers’ understanding and knowledge of AI to help effective scaffolding of teachers’ practices. Grounded in our ongoing empirical research we highlight challenges encountered in collecting and analysing data using different methods to understand teachers’ sense-making of AI. We find that certain methods, such as surveys, potentially fail to capture actual knowledge, understanding and attitudes towards ill-defined concepts such as AI. We conclude by discussing the potential implications of relying on data derived using certain methods and suggest alternative methods considering these limitations.

Place, publisher, year, edition, pages
Switzerland: Springer, 2023
Series
Lecture Notes in Networks and Systems, ISSN 2367-3370, E-ISSN 2367-3389
Keywords
AI literacy Digital literacy, Teacher attitudes and perceptions, Teacher education, Research methods
National Category
Pedagogical Work
Research subject
Computer and Information Sciences Computer Science
Identifiers
urn:nbn:se:lnu:diva-123996 (URN)10.1007/978-3-031-41226-4_13 (DOI)2-s2.0-85172701401 (Scopus ID)978-3-031-41225-7 (ISBN)978-3-031-41226-4 (ISBN)
Conference
13th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning
Available from: 2023-08-31 Created: 2023-08-31 Last updated: 2023-11-17Bibliographically approved
Zerega, R., Hamidi, A., Tavajoh, S. & Milrad, M. (2022). A Robotic-based Approach for CT Development: Challenges of Teaching Programming Concepts to Children and the Potential of Informal Learning. In: Xiaoling Zhang, Christian Glahn, Nardie Fanchamps, Marcus Specht (Ed.), Proceedings of Sixth APSCE International Conference on Computational Thinking and STEM Education 2022: 15-17 June 2022, Delft, The Netherlands. Paper presented at Sixth APSCE International Conference on Computational Thinking and STEM Education, 15-17 June 2022, Delft, The Netherlands. Netherland: TU Delft Open
Open this publication in new window or tab >>A Robotic-based Approach for CT Development: Challenges of Teaching Programming Concepts to Children and the Potential of Informal Learning
2022 (English)In: Proceedings of Sixth APSCE International Conference on Computational Thinking and STEM Education 2022: 15-17 June 2022, Delft, The Netherlands / [ed] Xiaoling Zhang, Christian Glahn, Nardie Fanchamps, Marcus Specht, Netherland: TU Delft Open , 2022Conference paper, Published paper (Refereed)
Abstract [en]

In many countries worldwide, Computational thinking (CT) is now considered as a fundamental skill for dealing with the challenges of the 21stcentury society. One of the most common ways of imparting CT knowledge in K-12 education is by teaching programming and coding, as it requires applying a set of concepts and practices that are essential for thinking computationally. However, learning to program can be challenging and it may take time to develop these skills in the context of school activities. Thus, complementing formal K-12 education with after-school or other types of informal learning activities aimed at fostering CT concepts and practices among young students can be an alternative approach to develop these skills. During the summer of 2021, we carried out a series of workshops in the context of a summer camp taking place at a public library, organized by a local municipality in southern Sweden. These workshops (with a total teaching duration of 20 hours in one week) consisted of activities where children aged 11-14had to assemble wheeled robots and then program them using a visual language to make them execute different types of tasks and challenges. The outcomes of our study show that roughly one third of the participants managed to program the robots with code that made use of CT core concepts, such as conditionals, loops, and logical operators, among others. The rest of the children did not manage to successfully apply these concepts and thus they could only manage to program sequential linear scripts. We argue that learning to program and understanding some of the main concepts, which are for the most part very abstract, is a process that takes time and thus, extracurricular activities can be an effective method to complement formal education and help young students develop their CT and programming skills.

Place, publisher, year, edition, pages
Netherland: TU Delft Open, 2022
Series
APSCE CTE-STEM conference ; 2022
Keywords
Computational Thinking, Computational Concepts, Computational Practices, Programming, Informal learning
National Category
Computer Systems
Research subject
Computer and Information Sciences Computer Science, Computer Science
Identifiers
urn:nbn:se:lnu:diva-114495 (URN)10.34641/ctestem.2022.456 (DOI)9789463665636 (ISBN)
Conference
Sixth APSCE International Conference on Computational Thinking and STEM Education, 15-17 June 2022, Delft, The Netherlands
Available from: 2022-06-20 Created: 2022-06-20 Last updated: 2024-01-10Bibliographically approved
Yusuf, B., Mohammed, A. T. & Milrad, M. (2022). An overview of remote teaching: employing active learning to engage students during COVID-19 pandemic in higher education. International Journal of Education, Psychology and Counseling, 7(46), 364-383
Open this publication in new window or tab >>An overview of remote teaching: employing active learning to engage students during COVID-19 pandemic in higher education
2022 (English)In: International Journal of Education, Psychology and Counseling, E-ISSN 0128-164X, Vol. 7, no 46, p. 364-383Article in journal (Refereed) Published
Abstract [en]

Remote teaching is the “new normal” especially in higher educationalinstitutions as the world grapples with the raging COVID-19 pandemic andinnumerable changes caused by disruptive technologies. Higher educationalinstitutions have resorted to remote teaching as a means of ensuring studentsafety and an effective learning approach. For this approach to succeed,didactic methods must be carefully chosen to ensure student active engagementduring learning processes. Specifically, cognitive engagement has been oftencited as a critical component of students’ educational experience whichincludes active, constructive, interactive, and passive cognitive modes ofengagement. These modes allow students to demonstrate knowledge as nodelink structures through different overt behavioural knowledge-changeprocesses that require individuals to store, activate, link, and infer varyingstages of learning also known as Active Learning (AL). AL enables students’engagement activities to construct knowledge, improve subject contentretention and better their performance in achieving learning outcomes. AL canleverage both synchronous and asynchronous teaching pedagogical methods.The primary goal of this review was to examine AL literature during COVID19 pandemic in order to propose solutions for improving student cognitiveengagement in higher educational institutions.

Place, publisher, year, edition, pages
Global Academic Excellence, 2022
National Category
Computer and Information Sciences Educational Sciences
Research subject
Computer and Information Sciences Computer Science; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-126867 (URN)10.35631/ijepc.746028 (DOI)
Available from: 2024-01-17 Created: 2024-01-17 Last updated: 2024-02-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6937-345X

Search in DiVA

Show all publications