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The purpose of the article is (1) to find out whether students instructed with Computer-Assisted Simulation Learning Games (CASLGs) will improve in their scholarly learning outcomes and (2) to ascertain if the biological construct of sex will affect students scholarly learning outcomes.

The study was experimental. The study sample comprised 120 students from four schools. The study instrument was the Scholarly Learning Outcomes Test (SLOT), drawn from the school syllabus. The study lasted six weeks. Before the experimentation, the students were pre-tested using the Scholarly Learning Outcomes Test (SLOT. After which, students were posttested to ascertain students' scholarly learning outcomes. The statistical mean was employed to analyse data generated from the pretest and posttest to provide answers for the research questions, while analysis of covariance (ANCOVA) statistics was utilised to test the hypotheses.

The results show that CASLGs improved students' scholarly learning outcomes more than the face-to-face instructional approach and the biological construct of sex is of no effect on students' scholarly learning outcomes.

First, in performing the study, the regular instructors/teachers were utilized. The personalities of these instructors were not considered or scrutinized; this might have impacted the research outcomes.

Implications for future studies: One advantage is that it is part of a bigger initiative in which there are extra sources of data to study. This information or data from this study would help to throw further light on the predictors of student scholarly learning outcomes in the near future. One implication of this study rests on the confirmation that activity-based strategies such as CASLGs enhance students' scholarly learning outcomes.

This study is a product of the author’s doctoral thesis. It is the outcome of the investigation carried out by the author for the award of PhD; therefore, it is original. The study’s results are of immense value because they contributed to knowledge in the area of computer-based learning games.

The purpose of his paper is to present a teaching methodology for improving the understanding of ethical decision making. This pedagogical approach is applicable in college courses and in corporate training programs.

Participants are asked to analyze a set of eight ethical dilemmas with differing situational contingencies and to choose from among alternatives for handling the dilemma. Group discussion then focuses on a comparison of participants' choices relative to their personal ethical orientations as measured by a standardized self‐report instrument.

The experiences of the authors with this methodology indicates that participants are able to gain a better understanding of the factors, both individual and situational, that frame an ethical dilemma. This methodology can also show how individuals can be influenced to make unethical choices based on the presence of certain contextual factors.

This paper describes a novel instructional approach for improving the understanding of the factors that frame and influence ethical decision making. This approach is innovative in that it uses vignettes describing real‐life ethical dilemmas in conjunction with an assessment of individual differences in ethical orientation.

The purpose of this paper is to investigate whether learners from different cultures adopt a serious 3D game to facilitate the learning of transferable managerial skills (ethics) and knowledge.

A cross-sectional, cross-country survey study (n=319) was conducted recruiting participants from one North American and two British universities. The survey data and the conceptual model have been analysed and tested using confirmatory factor analysis and structural equation modelling.

Participants displayed positive attitudes towards the 3D game and responded positively to theory presented as “real-life” scenarios; gamification techniques such as interactions and dialogue, and rewards and progression levels, which are part of the game, albeit the participants’ adoption was driven more by extrinsic motivations (rewards) than intrinsic ones (ease of use and entertainment). In addition, the empirical results suggest that when gender is taken into account, the perceptions and needs of cross-cultural learners in serious gaming environments vary and display characteristics that are similar to Rogers’ five adopter categories; thus, culture could significantly shape learners’ decisions to adopt a serious game as a managerial learning tool.

For future researchers, this paper highlights various levels of training, support and promotional awareness that need to be considered to facilitate the adoption of serious games for managerial learning.

For academics and practitioners in work-based learning and managerial training environments, this paper highlights the salient factors that need to be inherent in a serious 3D game, and best practices for scaffolding existing instructional approaches or training interventions.

In light of Rogers’ five adopter categories, this cross-country study involving culturally diverse learners provides key insight into the potential application of serious games as a practice-based learning instrument in academia and industry.

The study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of gender on students' performance. Specifically, the study addressed the facilitating effect of ICTAI on students' scholarly performance.

This study utilised the quasi-experimental approach. A sample of 255 senior secondary school students was the analysis unit. A teacher-made performance test was used as an instrument for the study. The data were analysed with descriptive statistics for the research questions, and hypotheses tested with paired sample t-test statistics.

The study results indicated that ICTAI improved student scholarly performance. The study also proved that gender had an impact on student academic performance.

Not all the students in intact classes that were used for conducting the study/research, and the background and gender of research assistants were not considered, and these could have affected the result of the study. The study implications are that this study is a piece of deeper ingenuity and innovation that provides an additional source of information to study. The study provided proof that innovative activity-based instructions such as computer-assisted instruction (CAI) boost students’ performance.

On the instructor, the study findings demonstrated the significant effect of ICTAI on the scholarly performance of CE students. Consequently, this study contends that CE instructors/teachers can benefit from the implications of these findings by comprehensively understanding that ICTIA usage enhances student performance and, thus, improves the students' performance. Additionally, the study's findings proved that gender affected students' performance when instructed with ICTAI. The study implies that CE instructors/teachers should pay special attention to students' gender, specifically female students, as gender affects the improvement of students' CE performance when instructed with ICTAI.

The study findings contribute to the literature on academic improvement and performance of CE students by enhancing the understanding of the effect of ICTAI on students' scholarly performance. The study recognises the existing gaps in previous literature and vivid understanding of the effect of ICTAI on students' performance and gender as a mediator.

The purpose of the present study is to explore the possibility of introducing a 3D environment in the library by reviewing current literature and to provide a good understanding of different purposes of using this immersive environment.

The present paper is a narrative account of libraries’ presence in the virtual world in combination with an overview of how libraries respond to the 3D environment. Relevant data for the review paper have been collected from library websites, books, journal articles, interview, etc.

The study found purposive involvement of libraries in this immersive environment which indicates that users use this exciting 3D medium to satisfy their information requirement.

The paper basically considers publications containing observations of broader research community in the relevant field and contents in websites dealing with virtual world and outlines the major features as discussed in available documents. The review study infers that the implementation of 3D project in libraries requires a mindset for the specific approach, from the end of both librarians and users, together with involvement of funds. Therefore, a library may start with a beta project and observe the effectiveness from the users’ perspective before embarking on a full-fledged project.

With numerous examples, as evident from publications and websites, the current review study makes an attempt to improve the understanding of librarians towards informed selection of projected purposes to be integrated with the virtual world from library perspective. The study also presents different approaches of libraries motivating users in the virtual world that other libraries may follow while considering their 3D library project.

This study aims to explore the need for space (demand) and the provision thereof (supply) in the Faculty of Architecture building at Thammasat University Rangsit campus using variables from the designing an accommodation strategy (DAS) framework; these variables are incorporated to test and improve the framework. Another purpose is to examine the planning and development of the faculty building to understand its strategy, which serves as a means to contribute to the planning and development theory.

A case study of the Faculty of Architecture building was conducted at Thammasat University in Thailand. The DAS framework was used to reconstruct and examine the development process of the building to determine the gaps between supply and demand in terms of building space, to reflect on the building plan and process and to make suggestions as to how the DAS framework might be improved. Research methods included interviews and document analysis concerning space requirements and provision in the Faculty of Architecture building.

The gaps between supply and demand in terms of the faculty building space are affected by the condition of the building (i.e. building obsolescence), the number of building users and the changing environmental context. This study shows that both pre-design and post-occupancy evaluation are essential to collect data concerning the match or mismatch between supply and demand of space and to assess users’ needs and preferences concerning the faculty building. Regarding the building development process, factors impacting the step-by-step planning of the real estate interventions include the organisational context (public/private sector) and the management of the construction project (time, cost, quality). The DAS framework is found to be useful for structuring the information-generating processes necessary to determine gaps between demand and supply in terms of space and for making decisions regarding real estate interventions.

Additional case studies in different environmental and organisational contexts are required to test the DAS framework and improve data validity. This study was conducted during the COVID-19 pandemic period, which affected data accessibility.

The results provide insight into the influence of various factors on the decision of corporate real estate. The DAS framework can be used to explore the range of demand for and supply of space and to find an optimal match.

This paper shows valuable steps in planning and development of educational real estate and a first application of the DAS framework in Thailand. The findings confirm the importance of the physical learning environment of architecture schools, particularly the studio spaces required in architecture education.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

As educators seek ways to enhance student motivation and improve achievement, promising advances are being made in adaptive approaches to instruction. Learning technologies are emerging that promote a high level of personalization of the learning experience. One type of personalization is context personalization, in which instruction is presented in the context of learners’ individual interests in areas like sports, music, and video games. Personalized contexts may elicit situational interest, which can in turn spur motivational and metacognitive states like positive affect and focused attention. Personalized contexts may also allow for concepts to become grounded in prior knowledge by fostering connections to everyday activity. In this Chapter, we discuss the theoretical, design, and implementation issues to consider when creating interventions that utilize context personalization to enhance motivation.

First, we provide an overview of context personalization as an instructional principle and outline the emerging evidence that personalization can enhance motivation and improve achievement. We then discuss the theory hypothesized to account for the effectiveness of context personalization and discuss the approaches to personalization interventions. We close by discussing some of the practical issues to consider when bridging the design and implementation of personalization interventions. Throughout the paper, we anchor our discussion to our own research which focuses on the use of context personalization in middle and high school mathematics.

The theoretical mechanisms through which context personalization enhances learning may include (1) eliciting positive affective reactions to the instruction, (2) fostering feelings of value for the instructional content through connections to valued personal interests, or (3) drawing upon prior funds of knowledge of the topic. We provide hypotheses for the relatedness of context personalization to triggering and maintaining situational interest, and explore potential drawbacks of personalization, considering research on seductive details, desirable difficulties, and authenticity of connections to prior knowledge. We further examine four approaches to personalized learning – “fill-in-the-blank” personalization, matching instruction to individual topic interests, group-level personalization, and utility-value interventions. These approaches vary in terms of the depth of the personalization – whether simple, shallow connections are made to interest topics, or deep, meaningful connections are made to learners’ actual experiences. The consideration of depth also interacts with grain size – whether content is personalized based on the broader interests of a group, or the individual experiences of a particular learner. And finally, personalization interventions can have different levels of ownership – an instructor can generate the personalized connections, the connections can be made by the curriculum designers, or learners can take an active role in personalizing their own learning. Finally, we discuss the practical implementation issues when bringing context personalization interventions into K-12 classrooms. Personalization can be logistically difficult to implement, given that learners hold a diverse array of interests, and may experience each of those interests differently. In addition, particular types of instructional content may show greater sensitivity when personalization is implemented, and personalization may be most helpful for learners with certain background characteristics.

Realizing the promise of personalized learning is an unsolved problem in education whose solution becomes ever more critical as we confront a new digital age. Context personalization has the potential to bring together several well-established strands of research on improving student learning – research on the development of interest, funds of knowledge, and utility value – into one powerful intervention.

The purpose of this study is to investigate the effect of using mobile devices as an instructional tool on teachers' creativity and to promote their usage as instructional tools in educational settings. The research also studies the perceptions of teachers on the effect of using mobile devices as an instructional tool on their creativity and what features of mobile devices are believed to help in terms of enhancing their creativity.

This qualitative inquiry used an interpretive phenomenological analysis (IPA) method for inspecting the professional capabilities of Pakistan's primary and secondary school teachers. Data were gathered from nine individuals through interviews. Three themes regarding creativity emerged from the study data.

It is found that the use of mobile devices as a teaching tool significantly increases teachers' creativity by enabling them to manifest their creativity and explore different pedagogical vistas in which they can use a wide variety of instructional resources and tools. Using mobile devices as a teaching tool improved three skills: motivation, self-confidence and communication skills. Mobile applications, cameras and portability of these devices are among the features that teachers considered to have encouraged their creativity.

Finding the obstacles and difficulties teachers have while utilizing these tools to demonstrate their creativity may be valuable for future studies. First, because respondents were teachers from elementary and secondary classes, the population was not entirely homogenous, even though they had adequate help. Second, only semi-structured interviews were utilized for data gathering in this study. Further data collection methods, including observational research or participant-written reflective diaries, are thought to have been preferred.

For future research, it may be interesting to determine whether the results of this study can be applied to other demographic groups. Based on this study, it is also recommended to conduct a quantitative study to know teachers' perceptions of the impact of these devices on creativity, since these studies can have promising results for teachers.

Through the use of various materials, tools and activities, these devices provide several distinctive teaching alternatives. Because of this, using it as a teaching tool gives teachers the ability to tailor courses to a range of learner types. Additionally, having easy access to a multitude of online resources and the capacity to interact with others helped in ideation. The teachers experienced feelings of motivation, self-confidence and a desire to impart information, all of which are traits of creative teachers. Based on the findings of this study, we may now think about using mobile devices in the classroom to encourage teachers' creativity.

The outcomes of this research indicated that teachers' creativity is strongly influenced by their use of mobile devices as instructional tools. This paper advances the understanding of teachers’ creativity by highlighting their lived experiences. This study is novel because it highlights how these devices have the potential to be used as instructional tools, which has not been highlighted by any study so far.

This paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior evidence suggests that remote instructional coaching leads to better teaching practices and identifies the instructional coaching moves used to prompt teacher reflection.

In this study, the authors utilized quantitative ethnography and epistemic network analysis (ENA) approaches to explore the epistemic frames of three remote university-based instructional coaches as they supported a first-year in-service teacher.

Quantitative ENA findings shed light on the network connections between instructional coaches and teachers, as well as the epistemic frames observed during planning and debrief meetings. Additionally, the authors provide qualitative findings that complement and reinforce the quantitative results.

All data collection occurred via Zoom, and the class was in a hybrid modality, with some students attending class in person and some attending remotely via Zoom. This unique context could have impacted the epistemic connections surrounding technology and logistics.

This study provides a practical codebook for use in future studies that explores instructional coaching. Findings from this study can be used to inform instructional coaching decisions.

The ENA findings helped deepen the authors' understanding of how instructional coaches can support a first-year in-service teacher during planning and debrief meetings in several ways. Additionally, this study presents a unique context given the COVID-19 pandemic and the remote model of instructional coaching.