Generative Artificial Intelligence (GenAI) tools are permeating education but whether cognitive dispositions moderate their benefits remains unclear. In the present work, we examined whether Cognitive Reflection and Intolerance of Uncertainty moderate the relationship between prior GenAI experience and collaborative task effectiveness. Specifically, secondary ( n = 114) and tertiary ( n = 57) students, distributed across groups, completed a mystery‐solving task with unrestricted access to a GenAI tool of their choice. Person‐centred analysis identified no cognitive‐attitudinal profiles as the solution collapsed onto three groups defined by the Cognitive Reflection Test (CRT) score. In exploratory comparisons, the High‐CRT group reported greater post‐task prompting self‐efficacy than the Low‐CRT group, despite no detectable difference in performance. Cognitive reflection did not moderate the experience‐effectiveness link at the group level and uncertainty intolerance did not predict AI reliance behaviours. Therefore, cognitive dispositions appear to relate more closely to the subjective experience of working with AI than to objective task outcomes.

The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi‐experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the ‘Life and Evolution’ module, with participants ( n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low‐end mobile‐VR ( VeeR Mini VR Goggles ). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice. Practitioner notes: What is already known about this topic Researchers' interest over the potential of Virtual Reality on different STEM disciplines is increasing consistently. An increasing number of efforts can be identified discussing the integration of multimedia learning resources in the secondary school context. Empirical studies on the subject of Biology are focusing on students' academic performance and achievement but not on learning motivation and satisfaction. What this paper adds This quasi‐experimental study comparatively examines academic performance, with the focus being on learning motivation and satisfaction, across different modalities (stereoscopic 360° Virtual Reality applications‐VR, Video Learning Recourses‐VLR). The findings demonstrate that both instructional methods are sufficient in enhancing students' knowledge acquisition and academic performance. The adoption of stereoscopic 360° VR influences students' learning motivation and impacts long‐term memory retention. Implications for practice and policy Educators are advised to consider the systematic adoption of “immersive” multimedia tools to enhance the subject of Biology as they can greatly encourage scientific inquiry. Instructional designers are advised to adopt open educational resources aligned to the curriculum of the local context. Educational researchers are advised to integrate stereoscopic 360°‐VR solutions in the conventional classroom settings.

Individuals’ conceptual knowledge of contemporary biological issues influences ethical attitudes and life decisions around health, as evidenced by the recent worldwide debate on vaccinations. The reasons for which the public opinion is so critically divided can be partially explained from the didactic approaches used in biology education. In view of the rapid evolution of Virtual Reality (VR) as well as the increasing interest that youths have shown toward Escape Rooms (ER), an unexplored research and development avenue is identified. In this experimental study, we present the design and development steps as well as the evaluation of a VRER dedicated to biology education. For comparison purposes, an educational instructional video utilising the storytelling technique was also prepared. Both approaches were examined in the upper secondary education context with participants (N = 50) emerging from the Applied Sciences academic path. The key-findings suggest that the active learning approach leads to increased knowledge acquisition, in the short term, as opposed to the passive learning approach but no significant differences were identified in the long term (knowledge retention) across the methods. Based on the instructional decisions made and the key-findings emerged we provide implications and guidelines for the design, development, and integration of VRER in education.

A significant body of the literature has documented the potential of Augmented Reality (AR) in education, but little is known about the effects of AR‐supported instruction in tertiary‐level Medical Education (ME). This quasi‐experimental study compares a traditional instructional approach with supplementary online lecture materials using digital handout notes with a control group ( n = 30) and an educational AR application with an experimental group ( n = 30) to investigate any possible added‐value and gauge the impact of each approach on students' academic performance and training satisfaction. This study's findings indicate considerable differences in both academic performance and training satisfaction between the two groups. The participants in the experimental group performed significantly better than their counterparts, an outcome which is also reflected in their level of training satisfaction through interacting and viewing 3D multimedia content. This study contributes by providing guidelines on how an AR‐supported intervention can be integrated into ME and provides empirical evidence on the benefits that such an approach can have on students' academic performance and knowledge acquisition. Practitioner notes: What is already known about this topic Several studies have applied various Augmented Reality (AR) applications across different learning disciplines. The effects of AR on students' perceptions and achievements in higher education contexts is well‐documented. Despite the increasing use of AR‐instruction in Medical Education (ME), there has been no explicit focus on AR's effects on students' academic performance and satisfaction. What this paper adds This quasi‐experimental study compares the academic performance and training satisfaction of students in an experimental group (AR) and a control group (handout notes). This study provides instructional insights into, and recommendations that may help students achieve better academic performance in AR‐supported ME courses. The experimental group reported greater training satisfaction than their counterparts. Implications for practice and policy Students who followed the AR‐supported instruction achieved better academic performance that those in the control group. AR‐supported interventions encourage active learning and lead to significant performance improvement. The experimental group outperformed the control group in academic performance and training satisfaction measurements, despite the lower experimental group's lower pre‐test performance scores.

This study analyzes the integration of an educational technology platform and relates the difficulties faced amidst the Covid-19 pandemic. Initially, we sought to identify the chief barriers educators face when considering the adoption of Information and Communication Technology (ICT). Factors influencing primary and secondary education teachers’ (n = 15) and students’ (n = 335) perspectives on ICT integration for mathematics instruction were identified and analyzed from the perspective of different contexts (school vs home) and circumstances (in-person vs remote learning). Although we acknowledge the need for immediate decisions by educational stakeholders to facilitate online learning, our findings indicate the necessity of (a) careful examination of the features of potential platforms or tools and (b) a trial of such features prior to integration within an educational system. From an instructional design perspective, educational technologists should pay special attention to the degree of gamification, especially beyond the primary school level, as it may negatively impact incentives for student interaction and engagement. Where possible, the integration of technology should be driven by pedagogical goals and not technological pressures.

Our ongoing research is focusing on identifying and taxonomising the elements and the factors that affect learner engagement with virtual worlds when hybrid virtual learning models are used. Our main hypothesis links learner engagement with interactions, both in the virtual world and in the physical classroom. In order to examine this subject, there is an elaboration on and consideration of aspects such as the learners’ prior experiences in the use of virtual worlds, their preconceptions about using them as a learning tool and the impact that the instructional designers’ choices have on enhancing the opportunities for interactions. In this paper, we examine the impact that the orientation process has on university students who study computer science and have almost no experience in the use of virtual worlds. Our findings suggest that the orientation process contributed positively to students’ smooth induction and that resulted in having meaningful and engaging interactions. Furthermore, students’ simultaneous coexistence in both environments eliminated the drawbacks of each educational approach and broadened the network of interactions.