British Journal of Educational Technology最新文献

{"title":"‘Cloud for Youth’: An implementation research of cloud-based solutions for bridging the digital divide in rural China","authors":"Yuan Shen, Guijing Huang, Huixiao Le, Shufan Yu, Mingxue Xu, Jiayu Ouyang, Yizhou Fan, Qiong Wang","doi":"10.1111/bjet.70037","DOIUrl":"https://doi.org/10.1111/bjet.70037","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The digital divide poses a significant challenge to educational equity as technology becomes central to learning. This study examines Cloud for Youth, an educational charity project that utilises cloud technology to bridge the digital divide in rural China. Guided by the Consolidated Framework for Implementation Research (CFIR), we examined how the project addressed the digital divide in rural schools and identified the factors that influenced its implementation across various contexts. We collected data through questionnaire surveys (1063 students, 60 teachers, 62 school administrators and 37 regional education officials), interviews (14 teachers and 17 administrators), on-site observations in 11 schools and system data. Our findings demonstrate that cloud-based solutions address three levels of the digital divide in rural China by promoting access, enabling effective use and enhancing digital literacy among teachers and students. Successful adoption was facilitated by the adaptability of cloud-based solutions to local needs, the perceived benefits over traditional teaching methods, active partnerships between schools and external organisations and a high degree of tension for change in schools. However, implementation was hindered by persistent tensions between users' needs, capabilities, motivations and the broader environment. These tensions were reflected in students' limited access to reliable internet and digital devices in rural areas, teachers' insufficient competence in guiding students using digital tools, an institutional culture that resists digital transformation and a lack of targeted professional development and capacity-building support. This study highlights the importance of institutional and home readiness for digital tools, teacher-led development of digital resources and strategic guidance for students exploring digital technologies to foster equitable and adaptable digital learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Bridging the digital divide is essential for achieving educational equity, particularly in low- and middle-income countries (LMICs), where disparities in digital infrastructure and capacity are most pronounced.</li>\u0000 \u0000 <li>The digital divide is commonly understood to include not only access to technology, but also the ability to use it effectively and to develop digital literacy.</li>\u0000 \u0000 <li>Cloud technology offers a cost-effective, scalable solution for education in LMICs. Its remote accessibility and compatibil","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"844-868"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design-based implementation research for digitally enabled education reform: Teacher professional development in Tanzania","authors":"Taskeen Adam, Sara Hennessy, Kristeen Chachage, Winston Massam, Calvin Swai, Fredrick Mtenzi, Jonathan Hegwa Paskali, Aneth Komba, Saalim Koomar, Fika Mwakabungu","doi":"10.1111/bjet.70057","DOIUrl":"https://doi.org/10.1111/bjet.70057","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Design-based implementation research (DBIR) offers a promising approach for refining and theorising the implementation and scale-up of education interventions. However, integrating technology into national education reforms in resource-constrained contexts adds complexity, involving multiple government bodies, implementers and researchers with differing institutional cultures. We examine how DBIR approaches can be enhanced to adapt to the complexity that technology and scaling bring into nationally led education interventions. To achieve this, we evaluate the DBIR principles and processes used with the Tanzanian government to design, implement and scale the national technology-supported teacher professional development programme. The intervention uses a Learning Management System, which teachers are intended to access through smart devices. Realist evaluation of two DBIR cycles was undertaken through documentary analysis and reflective workshops with the DBIR team (comprising international, Tanzanian and government researchers). The findings, presented as 10 context–intervention–mechanism–outcome statements, informed the development of the DBIR for digitally enabled education reform (DBIR4DEER) methodological guidelines. The discussion unpacks how DBIR4DEER contributes to the broader implementation research and EdTech literature by demonstrating how its enhancements from DBIR are well suited to navigate shifting government priorities, rapid scaling, technological turbulence and system-wide stakeholder dynamics. Recommendations include embedding different government bodies into DBIR for stronger evidence uptake, anticipating intervention changes from the volatile technology landscape, rigorously testing technology components before rollout and mapping spheres of control and influence as the intervention becomes unwieldy. DBIR4DEER offers practical guidance for researchers, implementers and policymakers seeking to strengthen EdTech implementation research in large-scale complex systems in low- and middle-income countries.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic?\u0000\u0000 </p><ul>\u0000 \u0000 <li>Design-based implementation research (DBIR) is closely related to implementation research and design-based research but differentiates itself by its commitment to embedding practitioners as equal-status co-researchers and developing capacity for sustaining system change.</li>\u0000 \u0000 <li>DBIR has been used to align design, research and practice but mostly at the classroom or district level in high-income contexts.</li>\u0000 </ul","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"715-745"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From crisis to transformation: Evaluating the implementation of DIKSHA in India's EdTech landscape","authors":"Rahul Pachori, Raghu Vamshi Devarakonda, Rajnish Kumar","doi":"10.1111/bjet.70042","DOIUrl":"https://doi.org/10.1111/bjet.70042","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The COVID-19 pandemic catalysed governments worldwide to rapidly implement large-scale EdTech solutions. In India, the temporary shutdown of schools in March 2020 necessitated an improvement in the education sector's readiness for remote learning. This prompted the rapid evolution of the DIKSHA (Digital Infrastructure for Knowledge Sharing) platform, initially designed as a teacher-centric digital repository, into a comprehensive national EdTech solution under the PM eVidya initiative. This paper employs an implementation research framework to examine the transformation of DIKSHA from an emergency response tool into a sustainable and scalable digital learning ecosystem. Using a mixed-methods approach, the study combines policy analysis with primary survey-based research to assess the platform's effectiveness in reaching diverse learner groups across socio-economic and linguistic backgrounds. This research, involving educators and students across multiple states, explores user engagement, accessibility and barriers to adoption. The results underscore the critical need for flexible, scalable and accessible digital solutions, alongside strategic partnerships and timely interventions to prepare education systems for the challenges of a digital future. This study contributes to the nascent field of EdTech implementation research in LMICs by providing empirical insights into the ‘how and why’ of large-scale digital intervention success. It critically examines the role of government policy, infrastructure and stakeholder collaboration in ensuring sustainability and scalability. By contextualising DIKSHA within the broader discourse of EdTech implementation, this research offers actionable implications for replicability in other LMIC contexts, highlighting interventions in policy, technology and education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic?\u0000\u0000 </p><ul>\u0000 \u0000 <li>EdTech implementation in LMICs is often characterised by fragmented systems, limited digital infrastructure and weak integration with public education governance.</li>\u0000 \u0000 <li>Most EdTech studies focus on pilot projects or donor-funded interventions, which often have limited scalability and sustainability.</li>\u0000 \u0000 <li>The existing literature tends to prioritise system metrics, such as reach, downloads or platform engagement, over actual stakeholder experiences or long-term institutionalisation. There is a lack of structured models to assess the maturity and systemic readiness of public EdTech initiatives.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"822-843"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of EdTech Implementation Research in connecting evidence and practice: Insights for a high-impact future","authors":"David Hollow,&nbsp;Verna Lalbeharie","doi":"10.1111/bjet.70062","DOIUrl":"https://doi.org/10.1111/bjet.70062","url":null,"abstract":"<p>EdTech Hub is at the forefront of using Implementation Research to build better evidence regarding EdTech in low- and middle-income countries (LMICs). In this contribution, David Hollow (EdTech Hub Research Director) and Verna Lalbeharie (EdTech Hub Executive Director) explore the definitions and parameters of what Implementation Research means within education, and specifically within the context of EdTech, providing practical guidance by drawing on insights from the EdTech Hub research portfolio. Two interlinked arguments are made. First, Implementation Research provides a valuable set of methodological tools for building better evidence regarding EdTech. Second, EdTech provides a useful context for understanding and improving practices about the use of Implementation Research across education. The contribution closes with reflective prompts for Implementers and Researchers when considering engaging in EdTech Implementation Research.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"869-885"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing different implementation modalities of an EdTech intervention for lower-primary learners: A difference-in-difference study in Sierra Leone","authors":"Annette Zhao,&nbsp;Anne-Fleur Lurvink,&nbsp;Christopher Klune,&nbsp;Jessica Hinks,&nbsp;Iman Beoku-Betts,&nbsp;Upendranadh Choragudi,&nbsp;Gopal Iyer","doi":"10.1111/bjet.70056","DOIUrl":"https://doi.org/10.1111/bjet.70056","url":null,"abstract":"<p>This paper presents findings from a quasi-experimental difference-in-difference study on three different implementation modalities of the same EdTech intervention, implemented in Pujehun district in Sierra Leone. It offers a critical discussion of the impact of two different personalised modalities and one non-personalised modality on literacy and numeracy of early primary learners. The results show a positive impact on both numeracy and literacy in different modalities, while demanding a more nuanced evaluation of what aspects of the personalised features of the intervention contribute to such an impact and calling for more consideration of the contextual factors during implementation. Based on evidence gathered while working closely with the implementation partner, the research provides insights into the advantages and challenges of implementation research.</p><p>\u0000 \u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"775-796"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147714975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From a ‘patchwork of platforms’ to the platformized school? The changing nature of data infrastructures in education","authors":"Luci Pangrazio","doi":"10.1111/bjet.70014","DOIUrl":"https://doi.org/10.1111/bjet.70014","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This article examines recent trends in the data infrastructures of Australian schools. Data interoperability has become integral to school operations as it enables data to flow between the array of applications that are used by the school and the broader school system by using a standardized format. It leads to more efficient, responsive and inclusive school processes. By contrast, a lack of interoperability means staff are called on to &lt;i&gt;manually&lt;/i&gt; facilitate data flows, which is a significant drain on a school's time and resources. In response to this issue, we are now seeing the emergence of the single platform solution, notably from big tech companies like Microsoft, with apps to cover all aspects of school life—from precise monitoring of student learning through to expense management and human resources. Interoperability is no longer an issue as all data (ie, personal and operational) is in the one platform ready for analysis via dashboards. I adopt an infrastructure studies approach to analyse the data infrastructures in two schools. I critically examine how and why the issue of data interoperability is pushing schools from a ‘patchwork of platforms’ toward a single platform solution. Drawing on interviews with staff in schools and edtech companies, as well as edtech consultants, I discuss the implications of moving to a single platform and big tech ‘lock-in’, including how it decreases educator agency and shapes pedagogical design. The paper concludes by reflecting on the impact big tech platformization may have on reshaping teaching and learning and how this could be addressed through programs designed to develop critical understandings of data infrastructures.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practioner notes&lt;/h3&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; What is already known about this topic&lt;/h3&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;ul&gt;\u0000 \u0000 \u0000 &lt;li&gt;Digital platforms are used extensively in schools and education systems for a wide range of purposes.&lt;/li&gt;\u0000 \u0000 \u0000 &lt;li&gt;Data interoperability is important in schools and refers to the flow of data within and between platforms, as well as to education authorities beyond the school.&lt;/li&gt;\u0000 \u0000 \u0000 &lt;li&gt;Schools' data infrastructures have been described as a ‘patchwork of platforms’, with data flows between platforms enabled by a lot of manual teacher work.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"674-689"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"BJET editorial 2026: The changing landscape of EdTech and AI scholarship","authors":"Cathy Lewin,&nbsp;Mutlu Cukurova,&nbsp;Manolis Mavrikis,&nbsp;Laura Outhwaite,&nbsp;Louis Major,&nbsp;Elisa Rubegni","doi":"10.1111/bjet.70039","DOIUrl":"https://doi.org/10.1111/bjet.70039","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 1","pages":"5-8"},"PeriodicalIF":8.1,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145983984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of online persistent learning: Methodologies, findings and issues","authors":"Gaojun Shi,&nbsp;Yan Li,&nbsp;Rustam Shadiev","doi":"10.1111/bjet.70036","DOIUrl":"https://doi.org/10.1111/bjet.70036","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Online persistent learning is a significant and growing field of study. Despite the numerous published studies on this topic, there is a notable lack of comprehensive reviews that analyse these studies, particularly in terms of their methodologies, findings and the issues reported by researchers. This study aims to systematically review twenty-seven papers on online persistent learning, evaluating them across nine dimensions. It offers a synthesized conceptualization of OPL that clarifies its scope, variability and core components and identifies key patterns related to learning environments, research designs, pedagogical strategies and technological applications. The results show that most studies focus on higher education students, employ short- to medium-term course durations and rely heavily on quantitative methods such as log data analysis. Assessment, engagement, interaction and discussion are frequent strategies to support online persistent learning, whereas the use of tools remains limited. Based on these results, this study highlights two key gaps. First, AI-supported learning activities remain limited, making it challenging to sustain learner persistence. Second, there is a lack of mixed-method and longitudinal research designs necessary to examine the dynamic nature of OPL. For researchers, this underscores the need for more integrative and longitudinal investigations to capture the nuanced processes underlying persistence. For practitioners, the findings suggest that persistence is not merely a function of platform or content design but is closely tied to how learning activities are supported and personalized.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Persistence is an important characteristic for online learning, as it effectively enhances the efficiency of online learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Existing studies have explored the factors affecting online persistent learning, and some reviews have comprehensively analysed these factors.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Previous reviews focus only on category factors, yet more important details involved in online persistent learning, such as learning activities, are often overlooked.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;More granular evidence is added to explore the factors affecting online persistent learning, such as duration and time unit.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Support strategy, learning activity and tools are included in the coding to examine their effectiv","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 2","pages":"395-422"},"PeriodicalIF":8.1,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146162624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A learning analytics-based leaderboard feedback approach for promoting student cognitive engagement and learning performance in online collaborative learning","authors":"Shuang Yu,&nbsp;Junmin Ye,&nbsp;Xinghan Yin,&nbsp;Linjing Wu,&nbsp;Shufan Yu,&nbsp;Mengting Nan,&nbsp;Sheng Luo","doi":"10.1111/bjet.70028","DOIUrl":"https://doi.org/10.1111/bjet.70028","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Cognitive engagement is crucial for achieving positive learning outcomes. However, it is often inadequate in online collaborative learning. While learning analytics feedback can promote learners' engagement, it may have limitations in motivating students to continue participating. As a gamification element, the leaderboard has been shown to boost learning motivation, but its effects in conjunction with learning analytics feedback have not been extensively investigated. This study proposed a learning analytics-based leaderboard feedback approach (LALF) and conducted a quasi-experimental study involving 32 engineering students to assess the impact of this approach on student cognitive engagement and their learning performance. The experimental group received LALF, while the control group only received the learning analytics feedback. Utilizing chi-squared tests, epistemic network analysis (ENA) and auto-recurrence quantification analysis (aRQA), we examined the effects of LALF on the distributions, patterns, and dynamics of cognitive engagement. The results indicated that students in the experimental group exhibited significantly higher high-level cognitive engagement behaviours than those in the control group. Furthermore, students in the experimental group who engaged with the LALF tended to exhibit stronger connections among high-level cognitive engagement behaviours and more stable cognitive engagement patterns than those in the control group. Additionally, the results showed that students in the experimental group achieved higher learning performance than those in the control group. These findings reveal the critical role of combining learning analytics feedback with leaderboards in enhancing cognitive engagement in online collaborative learning, providing important guidance for designing efficient online learning experiences and improving educational quality.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Cognitive engagement is essential for achieving positive learning outcomes, particularly in online collaborative learning environments.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Learning analytics feedback can enhance learner engagement, but may lack elements that stimulate motivation among students.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The leaderboard is considered a gamification element, potentially boosting learning motivation by fostering a competitive atmosphere.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;This study introduces a learning analytics-based leaderboard feedbac","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 2","pages":"579-605"},"PeriodicalIF":8.1,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146193402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Genes in 3D: The impact of virtual reality on biology students' performance and perceptions","authors":"Audon Archibald,&nbsp;Regina Kaplan-Rakowski,&nbsp;Ruthanne Thompson,&nbsp;Tania Heap","doi":"10.1111/bjet.70034","DOIUrl":"https://doi.org/10.1111/bjet.70034","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This study explored the impact of high-immersion virtual reality (VR) as an innovative andragogical tool in undergraduate biology education. Amidst concerns about traditional lecture-based teaching methods, VR can offer interactive hands-on experiences. The study hypothesized that students who opt in for a supplementary VR experience will outperform the students presented with text-based lectures and the students presented with video-assisted content in content-related quizzes and assignments. The study involved 456 students of an undergraduate contemporary biology course. Three conditions were presented over four semesters: a VR activity focused on teaching genetics and Punnett squares that supplemented a video lecture, video lecture only and long-form text-based materials only. Pre- and post-VR activity tests were conducted to assess knowledge gains and perceptions of the VR experience of the 49 students who chose the additional VR experience. Results suggest significant improvements in the immediate content-related post-test scores, delivered in multiple-choice format. A significant difference was observed in the mean scores of the genetics module assignments (delivered in long-form text format) among the three groups (ie, VR-and-video-assisted group; video-assisted group; text-only materials group). The text-only group scored the lowest, while the video-and-VR-assisted group scored the highest, but only marginally higher than the video-assisted group. The results suggest that VR provides a viable, scalable and cost-effective complement to traditional laboratory practice. Rather than outperforming lecture-based approaches, VR offers an accessible way to practical experiences that would otherwise require specialized facilities or costly equipment. Our findings provide a baseline and highlight a need for further research to investigate the full potential and limitations of integrating VR in biology education.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Virtual reality (VR) has emerged as an increasingly viable method of engaging users in educational experiences.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;VR as a medium can engage users in ways traditional media struggle to achieve, such as fostering empathy and delivering immersive experiences.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Hands-on learning opportunities remain highly relevant to STEM education, an area highly appropriate for exploration in VR.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;VR has gained considerable traction in biology education.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this pap","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 2","pages":"559-578"},"PeriodicalIF":8.1,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146176124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}