educational-research

Documents about educational-research

• Evaluation of an Educational Intervention on Abscesses in People Who Self-inject Drugs#915895ClinicalTrials.gov
• Re-specialisation of out-of-field teachers of mathematics and science through a formal qualification#1015793Figshare
• Beyond Recovery: Post-Pandemic Language Growth Stagnation Rates Exceed COVID-Year Levels Among Middle School English Learners — Longitudinal Evidence and ESSA Title III Policy Implications#123756OSF
• Developing Self-Determination through Physical Activity Courses in Inclusive Post-Secondary Education Programs#169158DigitalCommons@USU
• BBC Big Personality Test, 2009-2011: Dataset for Examining Well-being and Relationship Status Associations Across Great Britain#278360UK Data Service OAI-PMH Repository (Production)
• AI-Driven Early Identification of At-Risk Students Through Learning Management System Behavioural Analytics#453219OSF
• Participation in Positive Youth Development Programs and 4-H: Assessing the Impact on Self-Image in Young People#780032DigitalCommons@University of Nebraska
• A Framework for Teaching Maya Aspect System: Pedagogical Strategies for Maya Grammar#966061DigitalCommons@Kennesaw State University
• Optimizing the Number of Families and Timepoints in the Discordant-Sibling Random Intercept Cross-Lagged Panel Model: A Simulation-Based Power Analysis for Family-based Longitudinal Psychological Research#31127OSF
• Improving the effectiveness of Foundational Literacy and Numeracy (FLN) Instruction for Children in Conflict-affected Contexts: Experimental Evidence from refugee camps in Northern Nigeria#450623OSF
• An Assessment to Investigate Student Conceptions of Pedigree Analysis#464421Iowa State University Digital Repository
• Artificial Intelligence in Enhancing English Reading Mastery: A Study of LLM-Based Personalized Learning Systems in Education#127168DataCite
• Artificial Intelligence in Enhancing English Reading Mastery: A Study of LLM-Based Personalized Learning Systems in Education#127169DataCite
• “There Is Subjectivity, There Is Bias”: Teacher Candidates’ Perceptions of Equity in Data Literacy for Teaching#247951ODU Digital Commons
• Intersectional Perspectives on Equality and Social Justice in Norwegian Higher Education#253351DOAB PROD Instance
• Post-Pandemic Persistence of Hybrid Learning in Chinese International K-12 Schools: A Narrative Review of Adoption and Perception Patterns#462518OSF
• An Educational Program to Improve Cardiac Arrest Diagnostic Accuracy of Ambulance Telecommunicators#906726ClinicalTrials.gov
• Using MC1R Genotype to Impact Melanoma Risk Behavior#910035ClinicalTrials.gov
• Sistema de Tutoría Inteligente con Inteligencia Artificial para la Personalización del Aprendizaje en Educación Media Superior en México: Diseño, Marco de Política y Proyección de Impacto del STIA-EMS#316561OSF
• Research on optimization of educational resource allocation based on the combination of 6G network slicing and artificial intelligence technology#172269Springer Nature OA
• Beyond Lecturing: A Qualitative Exploration of the Impact of Lesson Planning on Faculty Job Satisfaction in Christian Higher Education#277822Scholars Crossing
• “The AI pushed me to consider new perspectives”: Preliminary Observations on a ChatGPT Intervention Designed to Elicit Critical Thinking About Media Headlines#322159DigitalCommons@URI
• Стандартизированный контроль по английскому языку как родному и иностранному (на материале GCSE и IGCSE) Standardized assessment in English as a mother tongue and ESOL (based on GCSE and IGCSE exams)#610608OSF
• DESIGNING A DISASTER EDUCATION PROGRAM FOR PRE-SERVICE EARLY CHILDHOOD EDUCATION TEACHERS#679506OpenMETU
• Professional learning communities as a place for ‘catharsis’ and learning during the COVID-19 pandemic#935654Repositorio de Universidad Autónoma de Chile.
• GiriAiPublication™: AI Use & Disclosure Advisory for Medical Publication (Edition 6, v6.0)#426294Zenodo (CERN)
• The effect of increased screen time on early childhood development and its association to increased dysfunction in educational systems: A scoping review.#379229ResearchSpace
• Procesos multidisciplinares y transdisciplinares de los grupos de investigación en la EAN, su configuración en redes que aportan a la construcción e innovación desde la perspectiva de la complejidad, 2014#639840Biblioteca Digital Minerva
• Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students#648261Scholars Crossing
• ADMINISTRATIVE AND FINANCIAL SYSTEM REFORM WITH POLICY EVALUATION AS THE CORE : A CASE STUDY FROM MIE PREFECTURE(THE PARADIGM SHIFT WITHIN THE STUDIES ON EDUCATIONAL ADMINISTRATION SINCE 1954 IN JAPAN (2) : CONSIDERATIONS ON THE EXISTENCE OF THE BOARD OF EDUCATION,I.BULLETIN FORUM)#68673J-STAGE (Japan)
• Uso de inteligencia artificial generativa en educación matemática: revisión sistemática de aplicaciones didácticas, beneficios, riesgos y desafíos para la práctica docente#276730OSF
• Impact of an Educational Video Intervention on Word Recognition and Vocabulary Knowledge of Paediatric Dental Terms Among Low-Income Caregivers of Youth Children#686244ODU Digital Commons
• National Survey of Early Care and Education (NSECE) Public-Use Files, [United States], 2019#68602DataCite
• Choices, Challenges, and Considerations: Exploring College Application Experiences of De La Salle University Manila Senior High School Students to the Big Four Universities#200204Animo Repository
• Evaluating the Effectiveness of Generative Artificial Intelligence in Empowering Teachers for Constructivist Instructional Design: A Case Study of the SAHAB Model#379261OSF
• Chapter 9 Race and Racism in Digital Media#486779Directory of Open Access Books
• Developing and Validating a Dyscalculia Risk Indicator Within a Universal K–3 Mathematics Screening Assessment#158354OSF
• Design & Engineering from High Execution to High Creation: How Evidence-Informed Curriculum and Pedagogical Design, Grounded in Hands-On and Self-Paced Learning, Supports Technical Learning, Student Agency, and Emotional Engagement#473356OSF
• Validation and Reliability of the Turkish Version of the Montreal Cognitive Assessment-Basic (MoCA-B) in Individuals With Low Educational Level#848200ClinicalTrials.gov
• The Situated Nature of a Computer Science Teacher’s Persistent Engagement Over a Decade: A Lines of Practice Perspective of Learning, Teaching, and Leading#356931DigitalCommons@USU
• My pedagogical becoming as a Stellenbosch university residential educator during the COVID-19 pandemic educational research for social change (ERSC)#431823SUNScholar
• Re-engineering Performance Assessment in the GenAI Era: An Empirical Framework for Designing AI-Resistant Tasks Using the Integrated AI Triad (IAT) Model#425706OSF
• From Content Deliverers to Pedagogical Prompt Engineers: Unpacking Novice and Experienced Teachers' Professional Identity Transformation through AI Co-Creation in the IAT Model#416319OSF
• Research on Cognitive Structure Differentiation Based on the True Cognition of Reality Principle in the AI Era#215956OSF
• El Artífice Aumentado: soberanía técnica, cognitive offloading e inteligencia artificial en la formación docente técnica argentina#251703OSF
• 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)
• Somagraphic Learning™ Framework: Industry & Empirical Validation Matrix#374643IDEALS @ University of Illinois Urbana-Champaign
• Somagraphic Learning™ Framework (SLF) | UAE Human-Readiness One-Pager#374647IDEALS @ University of Illinois Urbana-Champaign
• Map Before Machine™ Card (1 pager)#374642IDEALS @ University of Illinois Urbana-Champaign
• Pre-AI Embodied Sense-Making: A Terminology Reference | Somagraphic Learning™ Framework#374644IDEALS @ University of Illinois Urbana-Champaign