Organic chemistry, also known as stereochemistry, is a subject considered to be notably complex for students to understand. Knowledge construction in stereochemistry might demand the ability to imagine or visualise the distribution of atoms. For students with insufficient spatial ability, this could be confusing. This study aimed to explore empirically students and teachers’ experiences regarding the opportunities and challenges they encountered when using virtual reality (VR) and augmented reality (AR) technologies to teach and learn stereochemistry, as well as how these technologies might support students’ spatial ability and 21st-century skills in K-12 education by participating in virtual lab environments. Using design-based research methods, an exploratory study based on the utilization of immersive technologies was designed and carried out with three groups in Grade 8. Two researchers observed the activities that were implemented, after which the participating students answered a qualitative survey about how these technologies and the specific teaching design might support their understanding of molecules in 3D space. The schoolteacher was interviewed afterwards, and she shared her motives and goals (e.g., what she sought to achieve) by using the technologies in her teaching. The results show that the students had a positive experience in their learning of chemistry through immersive realities, increased motivation to learn the subject, and their test results improved slightly. However, it is essential for a teacher to possess technological know-how regarding VR and AR to achieve the intended goals. The findings highlight the added value of these immersive technologies by enhancing students’ learning processes and the central role of the teacher as a designer and technological leader of the group.

This paper reports on a study investigating teachers’ experiences of using gamification as a teaching strategy, in combination with the use of contemporary and emergent technologies in K–12 education. More specifically, the aim was to explore and understand the opportunities and challenges teachers describe by using gamification in teaching. The study was conducted between 2014 and 2018 and included four sub-studies in which university students were given the task of designing gamified teaching activities for school students within K–12 education. This was combined with the use of contemporary technologies such as laptops, media tablets, and emergent technologies such as smart glasses. The university students’ gamification designs were tested in school settings within K–12 education. The empirical material is based on observations of the schools’ tests and interviews with participating teachers. The findings illustrate three emerging themes concerning (a) fostering motivation and collaboration,(b) needing pedagogical balance to achieve deeper learning and (c)organisational changes regarding time and collaboration in teacher teams. The participating teachers described gamification as an opportunity and a catalyst to motivate school students and have them engage in schoolwork while acquiring knowledge at the same time. However, the challenges and obstacles the teachers perceived in using and designing their own teaching activities using gamification primarily concerned a lack of time and a lack of knowledge of the design process, which they perceived as very complex because it differs from that of their ordinary teaching designs.

Purpose: Children suffering from cancer or cardiovascular disease, who need extended periods of treatment in hospitals, are subjected to multiple hardships apart from the physical implications, for example, experienced isolation and disrupted social and academic development. This has negative effects long after the child's recovery from the illness. The purpose of this paper is to examine the non-medical needs of children suffering from a long-term illness, as well as research the field of artificial intelligence (AI) – more specifically, the use of socially intelligent agents (SIAs) – in order to study how technology can enhance children's interaction, participation and quality of life.Design/methodology/approach: Interviews were performed with experts in three fields: housing manager for hospitalized children, a professor in computing science and researcher in AI, and an engineer and developer at a tech company.Findings: It is important for children to be able to take control of the narrative by using an SIA to support the documentation of their period of illness, for example. This could serve as a way of processing emotions, documenting educational development or keeping a reference for later in life. The findings also show that the societal benefits of AI include automating mundane tasks and recognizing patterns.Originality/value: The originality of this study concerns the holistic approach of increasing the knowledge and understanding of these children's specific needs and challenges, particularly regarding their participation and interaction with teachers and friends at school, using an SIA.

This study investigates user experiences of interactions with two types of robots: Pepper, a social humanoid robot, and Double 3, a self-driving telepresence robot. Conducted in a controlled setting with a specific participant group, this research aims to understand how the design and functionality of these robots influence user perception, interaction patterns, and emotional responses. The findings reveal diverse participant reactions, highlighting the importance of adaptability, effective communication, autonomy, and perceived credibility in robot design. Participants showed mixed responses to human-like emotional displays and expressed a desire for robots capable of more nuanced and reliable behaviors. Trust in robots was influenced by their perceived functionality and reliability. Despite limitations in sample size, the study provides insights into the ethical and social considerations of integrating AI in public and professional spaces, offering guidance for enhancing user-centered designs and expanding applications for social and telepresence robots in society.