curriculum-design

Documents about curriculum-design

• Navigating Your First Technical Paper in Social Sciences: Understanding Single Case Research Design#353546DigitalCommons@USU
• Delphi developed syllabus for the medical specialty of sport and exercise medicine : part 2#462605University of Pretoria Repository
• Lesson Redesign as a Site of Pedagogical Reasoning in Initial Mathematics Teacher Education#352123OSF
• A Mixed Methods Analysis on the Effect of Active Learning on Extraneous Cognitive Load Within Undergraduate Statistics Courses#179775DigitalCommons@USU
• A short embodied compassion curriculum for the Erasmus+ youth sector: design, feasibility, and dimensional pre-post patterns of Compassion is Sexy in Greece and France.#203441OSF
• Improving Occupational Therapy Students' Holistic Care Competencies Through a Structured Holistic Thinking Curriculum: a Mixed Design#811921ClinicalTrials.gov
• Using eye tracking as a tool to teach informatics students the importance of user centered design#221381University of Pretoria Repository
• Gender Differences in Gaze Patterns during Block-Based Programming: A Multimodal Literacy Perspective#413085OSF
• When “Always” Is the Wrong Word: A Simulation-Based Audit of the Claim that Song-Creation Assignments Universally Outperform Written Ones#215954OSF
• Constructive Alignment in the Age of AI#339027OSF
• Rethinking Elementary Education’s Writing Instruction in The Age of Generative AI: A Systematic Review#413087OSF
• Identifying Industry-Preferred Automation Software in Engineering: An Indeed-Based Analysis to Inform Engineering Technology Curriculum Design#203058ODU Digital Commons
• IMPACT OF TECHNOLOGY ON STUDENT PERFORMANCEABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment. ABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment.#343105Zenodo (CERN)