Today, technologies are utilized extensively to support the process of learning according to learner needs. Hence, the advances in technology and ideology have prompted new directions in the second language (L2) instructional practices. This study is carried out in regard to the usage of infographics in a flipped classroom learning environment called “Flipped Classroom Instructional Infographics”. The goal of the research is to assess the perceptions and evaluate the achievements of ESL students in learning English language through flipped classroom instructional infographics. The study is designed as a case study and uses a mixed research method (quantitative and qualitative) in order to obtain the result in a more consistent manner. The data are gathered from 130 students by means of a questionnaire and a focus group interview is conducted to explore the “students' perceptions of infographics”, “students' perceptions of the FCII learning environment” and “students' academic achievements level”. The findings of the study indicate that students' motivations in the experimental group compared to the control group are more triggered by the engaging and comprehensive nature of flipped classroom instructional infographics, meaning that they could absorb the concepts easier, memorize the information faster, and become more confident in the educational process.

This study reports on the use of augmented reality (AR) within the context of sustainable engineering design education. The objective of this study is to understand students’ collaboration and negotiation practices in a sustainable engineering design context using AR. The technology used in this study includes MERGE Cube (a physical cube that acts as a digital canvas for AR) and CoSpaces Edu (an online platform for students to build 3D creations and animate them with code). There have been 48 instances of student participation from upper elementary to middle school in four iterations of this study since February 2022. The research was conducted based on a design-based research methodology, and the data was collected through qualitative methods and analyzed using the intra-action analysis method. This study’s outcome revealed that interactions among participant dyads and with the technology shed light on distinct dynamics within collaborative sustainability-oriented learning and design processes. These diverse interactions collectively emphasize the multifaceted nature of collaborative design, where individual experiences, communication styles, and technological proficiency all play integral roles in shaping the collaborative process. In addition, the results of our research showed that the complexities inherent in negotiating ownership and collaboration dynamics are influenced by individual attitudes, timing of involvement, and previous experiences. Given the importance of collaboration in achieving sustainability-oriented goals, these findings are relevant to the field of sustainable engineering education, especially when working with younger children.

The need for sustainability-oriented K–12 engineering education that expands beyond the classroom and the increased accessibility of educational technologies create an opportunity for examining the affordances of educational technologies in low-stakes informal engineering education settings. In this paper, we share our experiences of using novel technologies to develop sustainability-oriented mental models in K–12 informal engineering education. Through the use of technologies including Augmented Reality (AR), Virtual Reality (VR), Minecraft video games, Tinkercad (browser-based application for computer-aided design (CAD)), and physical computing, we have designed and tested approaches to introduce students to engineering design and engineering habits of mind with an overarching theme of developing sustainability-oriented mental models among K–12 youth in informal engineering education spaces. In this paper, we share our approaches, and lessons learned, and outline directions for future research.

In the hospitality industry, the emerging virtual reality (VR) technology is increasingly aligned with various opportunities. Although VR as a marketing tool has the potential to transport consumers to virtually experience a hotel or tourist destination, few studies have been conducted on the factors that convince customers to make an online purchase or booking using VR experience. To this end, this study investigates whether the perceived VR presence (PVP) and the decision comfort (DC) of users positively affect their purchase intentions for online hotel bookings by applying the stimulus-organism-response theory. The results of this research imply that the sense of presence in the VR experience aided by head-mounted display has a positive and significant impact on online purchase intention towards the hotel highlighted in the virtual experience. PVP also has a positive influence on DC. VR is an opportunity for immersive marketing that provides value through personalised content and shapes marketing strategies to deliver more engaging experiences for consumers. The theoretical and managerial implications, as well as recommendations for future research, are further discussed.