In higher education, designing online courses aligned with students’ preferences impacts learning effectiveness. Our research aimed to investigate which learning design elements can affect the quality of online learning. To achieve this, we followed a systematic literature review, identified current trends and conducted an online survey outlining university students’ opinions. The results revealed that students’ preferences agree with universal learning design principles, acting as course quality determinants. These elements relate to the structure, appearance, content, interactivity of the course and support in the online setting. We recommend that courses are well organised and include authentic resources, activities and assessments, divided consistently into smaller, topic-based chunks that resemble experiences drawn from real life. The objectives need to be communicated while the expected behaviours are known to students. The respective workload must be equally distributed across the course spectrum in an environment that balances collaborative and self-paced learning. Students must be familiar with the technology, which is also an easy-to-access gate. Lastly, it is suggested that technical and pedagogical support is constantly present so that participants efficiently work in the online context. Implications for practice or policy: In collaboration with educators, instructional designers can use the quality indicators that emerged through the study when designing and evaluating higher education courses. Instructional designers and educators may prioritise learners' autonomy, aligning course requirements with students' sense of control. Instructional designers and educators can distribute students’ workload equally throughout the course, without strict deadlines, to improve the learning experience. Educators may promote collaborative assignments but moderately balance them with an individual-based assessment mode.

The notion that users’ characteristics such as the cognitive ability affect their visual information processing is continuously increasing. This eye tracking user study investigated the association between adults’ ($ $N=54$ $) cognitive style and eye movement (EM) patterns while interacting with a set of visual tasks. Users’ cognitive type was measured with the use of the Hidden Figures Test (HFT), which classifies them into field dependent (FD), field neutral (FN) and field independent (FI) individuals. Overall, the psychometric measures and the eye tracking-derived data were statistically examined revealing significant differences and large effect sizes among the two variables tested. Particularly, the findings demonstrated that the field dependence group exemplifies a more disoriented and disorganized EM activity. Hence, greater numbers of fixations and saccades are generated, contrary to the FN or FI users’. This research study adds further to the evidence and theory base of human–computer interaction for applications in the user-centred design by identifying how users’ differences in cognitive style can be manifested in eye gaze patterns.

Field dependence/independence (FD/FI) is a significant dimension of cognitive styles. The paper presents results of a study that seeks to identify individuals’ level of field independence during visual stimulus tasks processing. Specifically, it examined the relationship between the Hidden Figure Test (HFT) scores and the eye tracking metrics. Moreover, it explored whether differences exist among the cognitive groups, in terms of the time taken to complete the given tasks. A sample of 16 PhD students recruited from a Public University in Cyprus was classified into Field-Dependent, Field-Independent and Field-Neutral learners. Data were collected and analysed through the use of eye tracking and SPSS statistics. Results revealed a statistical significant correlation between the scores retrieved from the HFT and the Eye tracker. Additionally, the FD and the FI groups differ with respect to the tasks time completion. The findings revealed the potential of eye tracking to be used as a tool in assessing users’ cognitive traits. Finally, the vision of further agenda and some practical implications for instructional designers and educators are addressed.

Artificial Intelligence (AI) tools are becoming increasingly popular in education, providing teachers with new opportunities to enhance student learning experience and build upon existing teaching practices. This study employs a co-design approach to develop AI-integrated learning materials and explore their implementation in elementary classrooms. In collaboration with researchers, twenty-five in-service teachers co-designed engaging, age-appropriate lesson plans aligned with the national elementary curriculum and adaptable to diverse classroom needs. Qualitative analysis of teachers’ focus groups (n = 25) highlighted the co-design approach's role in empowering teachers, fostering a sense of ownership, encouraging knowledge-sharing, and promoting collaboration and enthusiasm. A pilot study conducted in four elementary classrooms with 62 students evaluated the AI-integrated lesson plans and materials through quantitative survey data (n = 62). Findings indicate that students found the AI-supported learning experience enjoyable, engaging, and meaningful, particularly in deepening their understanding of literacy concepts. This paper presents the co-designed materials and provides insights for practitioners and researchers on the future of AI-powered education, offering potential directions for further research.

As Virtual and Augmented Reality (VR/AR) technologies revolutionize educational landscapes, European higher education institutions face the critical challenge of bridging the gap between institutional vision and practical implementation of these advanced technologies. This study examines VR/AR integration readiness through a comprehensive e-readiness survey of 127 participants (98 faculty members and 29 HE leaders) across eight dimensions. Key findings reveal significant disparities between faculty and HE leaders' perceptions. While leaders demonstrate optimistic views across dimensions, faculty report challenges in infrastructure availability, professional development, and teaching implementation. Despite high student digital competence reported by both groups, actual VR/AR implementation remains limited, especially in assessment practices. The study recommends developing strategic frameworks that align technological innovation with educational goals, enhancing professional development opportunities, and improving communication between leadership and faculty. Future research should prioritize understanding student perspectives and the integration of emerging technologies across diverse educational contexts to create immersive, equitable, and transformative learning environments.