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1. Exploring students’ learning support use in digital game-based math learning: A mixed-methods approach using machine learning and multi-cases study

   https://doi.org/10.1016/j.compedu.2022.104698  

   Dai, Chih-Pu ; Ke, Fengfeng ; Pan, Yanjun ; Liu, Yaning ( March 2023 , Computers & Education)
2. Mixed Reality Multimedia Learning to Facilitate Learning Outcomes from Project Based Learning

   https://doi.org/10.1061/9780784482865.017  

   Patil, Karan R. ; Ayer, Steven K. ; Wu, Wei ; London, Jeremi ( January 2020 , Construction Research Congress 2020: Computer Applications)

   Tang, Pingbo ; Grau, David ; Asmar, Mounir E. (Ed.)

   Effective construction engineering and management education requires hands-on experiences that have not traditionally been offered in classroom settings. Physical building competitions like Solar Decathlon are valuable for providing experiential learning opportunities that may support tacit and explicit knowledge development among students, but they are often not available to all students due to funding and resource limitations. Less resource intensive teaching strategies, such as project based learning, can mimic the benefit of physical experiences by providing context to learning content. This paper reviews project based learning literature to identify trends in reported learning gains from the adoption of this strategy. Additionally, emerging technologies offer the ability to create low cost, immersive multimedia environments that may be able to support the types of learning targeted by physical design and construction experiences. Literature on multimedia learning theory is explored to identify opportunities for multimedia applications to facilitate learnings derived by physical educational contexts, but with the use of increasingly affordable multimedia strategies. This paper resulted in identifying six learning gains that have a theoretical potential to be facilitated using augmented reality and virtual reality technologies. The theoretical potential was deduced based on prior research on teaching strategies that provide real-world context to learning content. The authors of this paper propose using the identified learning gains as targets to specifically design implementation studies to verify this potential. The learning gains identified in the results section can be targeted and measured in future research when empirically validating the use of immersive technologies for construction education. The contribution of this work is in synthesizing the learning gains that future researchers should target based on evidence from prior research in related learning contexts. 

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3. Learning arbitrary stimulus-reward associations for naturalistic stimuli involves transition from learning about features to learning about objects

   https://doi.org/10.1016/j.cognition.2020.104425  

   Farashahi, Shiva ; Xu, Jane ; Wu, Shih-Wei ; Soltani, Alireza ( December 2020 , Cognition)

   null (Ed.)
4. Learning with Stories: Characteristics and Learning Outcomes in Narrative-Centered Science Learning Environments.

   Wang, T. ; Uttamchandani, S. ; Zou, X. ; Hmelo-Silver, C. ; Rowe, J. ; Lester, J. ( June 2023 , Proceedings of the International Society for the Learning Sciences Annual Meeting 2023)
5. Instructional Design, Situational Interest, and User Experience: Applications of Learning Experience Design to Promote Children’s Online Engagement. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 521-524). Bochum, Germany: International Society of the Learning Sciences.

   Wong, J. ( June 2021 , Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.)

   de Vries, E. (Ed.)

   Historically, learning for young students has occurred in formal, in-person classroom environments. But in just a matter of weeks, children were mandated to transition to a completely new mode of learning, facing new learning challenges with heightened anxieties. To this end, we aim to better understand how our learning experience design (LXD) efforts support or hinder children’s engagement while participating in an online, video-based math course. This study operationalized LXD through the integration of e-learning instructional design (ID) as a lever for promoting students’ situational interest (SI), emphasis on human-centered design to support students’ user experience (UX), and the combination of SI and UX to foster student engagement in an online environment. Results provide practical implications for how we can intentionally iterate our designs to sustain children’s online engagement as we prepare for future instances of traditional, online and even hybrid models of instruction. 

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