Augmented Reality (AR) flashcards have emerged as an important educational resource for language learning. However, there is limited research on its application in early childhood education. This article aims to explore the technology’s value in early childhood education by comparing it with traditional paper flashcards. To that end, a study was conducted in which 98 children, aged between 5 and 6 years, and four teachers, all from a Macau kindergarten, took part. One group of children had animal-related vocabulary using AR flashcards, while another group used traditional flashcards. To measure the effectiveness of the two approaches, the children underwent pre- and posttests on their vocabulary and the teachers were interviewed. For the data analysis, paired-sample t tests and independent-sample t tests were utilized, and the level of effect was measured. The results showed that both AR and traditional flashcards could significantly improve children’s vocabulary learning and that there was no significant difference in effectiveness between the AR and traditional flashcard methods. The teachers indicated that the children enjoyed the AR learning activities, but that there were certain challenges associated with using AR flashcards in a kindergarten setting.

Teaching artificial intelligence (AI) is an emerging challenge in global school education. There are considerable barriers to overcome, including the existing practices of technology education and teachers’ knowledge of AI. Research evidence shows that studying teachers’ experiences can be beneficial in informing how appropriate design in teaching sustainable AI should evolve. Design frames characterize teachers’ design reasoning and can substantially influence their AI lesson design considerations. This study examined 18 experienced teachers’ perceptions of teaching AI and identified effective designs to support AI instruction. Data collection methods involved semi-structured interviews, action study, classroom observation, and post-lesson discussions with the purpose of analyzing the teachers’ perceptions of teaching AI. Grounded theory was employed to detail how teachers understand the pedagogical challenges of teaching AI and the emerging pedagogical solutions from their perspectives. Results reveal that effective AI instructional design should encompass five important components: (1) obstacles to and facilitators of participation in teaching AI, (2) interactive design thinking processes, (3) teachers’ knowledge of teaching AI, (4) orienteering AI knowledge for social good, and (5) the holistic understanding of teaching AI. The implications for future teacher AI professional development activities are proposed.

Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students' mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness of DGS-based instruction in terms of standardized mean differences (SMD) of achievement test scores as outcome measures. Nine quasi-experimental DGS studies with 587 participants were eligible. The overall effect size of DGS-based instruction on achievement scores (i.e., SMD) was distinctive (SMD, 1.02; 95% CI: 0.56–1.48) compared to traditional instruction. Subgroup analysis found some groups to have better effectiveness, for example, short-term instruction with DGS significantly improved the mathematical achievement of elementary school students.

Research has shown that massively multiplayer online role-playing games (MMORPGs) have the potential to offer language learning opportunities. However, there is a dearth of research exploring student attitudes about the potential of these games for language learning. We used the language learning principles framework proposed by Brown and Lee ( 2015 Brown, H. D. , & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. Pearson education ESL. [Google Scholar] ) to explore the attitudes of informal Iranian EFL gamers about the potential of the MMORPG environment for language learning. Using a mixed-methods approach, data collected by means of a questionnaire (N = 500) and semi-structured interviews (N = 20) showed that participant attitudes aligned with eight language learning principles (i.e. autonomy, transfer, reward, self-regulation, identity and investment, interaction, languaculture, and agency). The findings of the study highlight the potential of the MMORPG environment for language learning. Parents and EFL teachers should consider the potential affordances of the MMORPG environment as an alternative or complement to formal English language learning environments.