Educational Technology Commons^™

The Open Wiki Of Electrochemical Methods (Owem): A Community-Driven Educational Resource, Anderson Fuller, Devin Rappleye

Reviews, Analyses, and Instructional Studies in Electrochemistry (RAISE)

The traditional resources for learning electrochemical methods—textbooks, academic literature, and university coursework—remain essential but are limited in accessibility, update frequency, and practical usability. This paper introduces the Open Wiki of Electrochemical Methods (OWEM), an open-access, community-driven platform designed to complement these resources. OWEM organizes content into equations, definitions, methods, tutorials, and supplementary articles, with a heavy emphasis on experimental relevance. A case study on cyclic voltammetry demonstrates how OWEM consolidates foundational theory, lesser-known results, and practical guidance within a continuously maintainable framework to benefit the broader electrochemistry community.

Enhancing Emotional Vocabulary In Esl Learners Through Corpus-Based Instruction And Bilingual Scaffolding, Udaya Muthyala, Jyothsna Bethala, Banoth Suresh

Journal of English and Applied Linguistics

This study investigates the efficacy of integrating corpus-based tools and bilingual scaffolding to explicitly instruct emotional vocabulary (EV) among secondary school ESL learners. Despite its criticality for interpersonal communication and identity construction, EV remains marginalized in ELT curricula, a research gap driven by the inherent abstractness of affective lexis and a lack of systematic, data-driven frameworks for its instruction. To address this, a quasi-experimental intervention was conducted with 90 Class VIII students at a government high school in Tadepalli, Andhra Pradesh. The study utilized a mixed-methods approach, leveraging Sketch Engine and AntConc to generate contextualized concordance lines, which were further …

Combination Of Using Chatgpt And Quizlet To Learn Vocabulary: A Study Of Learners’ Perceptions, Uyên Tràn Như Lê, Huyen Diem Bich Bui

Journal of English and Applied Linguistics

Although vocabulary learning is essential for reading comprehension, many students encounter challenges in personalizing their learning due to limited access to supportive tools or techniques. The integration of digital learning platforms and artificial intelligence (AI) offers new possibilities for addressing this issue. The combination of Quizlet and ChatGPT 5.0 (free version) provides a promising solution for vocabulary learning. However, there remains limited research, especially in Vietnam, on how students perceive AI-assisted vocabulary learning. This study examines how 107 pre-intermediate-level non-majors at a university in Ho Chi Minh City perceive the combination of Chat GPT and Quizlet for vocabulary learning in …

Spotlight: Resources For Listening Proficiency In Russian, Molly Godwin-Jones

Russian Language Journal

The Digital Resources Corner (DRC) offers reviews of new digital resources that could be beneficial in the teaching and/or learning of Slavic languages. It is intended for instructors looking for or evaluating different materials to use in the classroom.

Book Review: Dynamic Teaching Of Russian: Games And Gamification Of Learning., Olesia Hubrich

Russian Language Journal

This review examines Dynamic Teaching of Russian: Games and Gamification of Learning, a collection of empirically grounded case studies on integrating games and creative activities into tertiary-level L2 Russian language instruction. The volume highlights the pedagogical value of gamified, student-centered approaches in enhancing linguistic proficiency and affective factors such as motivation, confidence, and engagement. While offering a wide range of innovative teaching practices, the volume also identifies gaps in research, particularly regarding game-based learning and diverse learner populations. Overall, the book is presented as a valuable resource for instructors and researchers seeking to incorporate play and gamification into Russian as …

Expanding The Cognitive Attentional Standards Platform Through Artificial Influence Assessment (Aia): Rationale, Development, And Measurement Design, Delante Clark

Graduate Scholarship and Creative Works

Artificial intelligence is increasingly shaping how individuals access information, make decisions, and interact with digital environments. The Cognitive Attentional Standards Platform (C.A.S.) was developed to assess attention related harms, cognitive safety, digital autonomy, and platform influence across digital systems (Clark, 2026). However, the growth of generative AI, conversational agents, and algorithmic decision support technologies has introduced new forms of influence that may not be fully captured by existing assessment domains. This paper proposes the Artificial Influence Assessment (AIA) as an expansion of the C.A.S. framework designed to measure AI mediated influence on cognition, behavior, autonomy, and information processing. Drawing on …

Visionarium, June 2026, Full Issue

International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM

No abstract provided.

Toward A Metric For Disciplinary Learning In The Age Of Ai: The Unblooms™ Metacognitive Awareness Scale And Discernment Rate In Ai-Mediated Learning, Tina R. Austin

International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM

Telling students to “reflect on their own thinking” has become insufficient in AI-mediated learning environments. When students are rewarded for polished outputs, cognitive offloading to AI tools becomes rational, and traditional snapshot assessments (single-moment evaluations of task completion) produce false signals about whether durable learning has occurred. This problem is sharpened by the broader shift in AI learning tools toward Socratic tutors, study modes, Khan Academy's Khanmigo, and agentic systems that can shape the learner’s process over time. Lodge and Loble (2026) distinguish beneficial cognitive offloading, which frees working memory for intrinsic learning, from detrimental outsourcing, which bypasses the cognitive …

Metacognition As Disciplinary Infrastructure In Ai-Mediated Learning, Tina R. Austin, Jason Gulya, Nick Potkalitsky

International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM

Metacognition is often presented as a response to generative AI’s disruption of teaching and learning, yet the term has become too generalized to guide practice. In AI-mediated environments, asking students merely to “reflect on your thinking” is insufficient. Because AI tools can redistribute cognitive labor, their educational value depends on how students use them and whether that use supports disciplinary forms of reasoning. This essay argues that metacognition must be understood as disciplinary infrastructure: students cannot effectively monitor their thinking without understanding the epistemological and ontological demands of the field in which they are working. Classrooms therefore become sites where …

Optimizing Human Capital In Ai-Enabled Architectures: A Systems Constraint And Capability Analysis, Jeremy A. Schlegel, Jennifer Daffinee

International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM

Artificial intelligence (AI) comprises not only models, but full socio-technical systems involving data pipelines, instrumentation, human-machine interfaces, deployment architectures, and organizational processes for design, monitoring, and evaluation. Using a systems-oriented analytical framework, this paper argues that despite accelerating advances in AI capabilities, human capital remains the enduring and dominant system constraint. Human interfaces define throughput limits in areas such as prompt engineering, data-stream curation, adjudication of model outputs, and the orchestration of hybrid automation workflows including robotics, scraping, and digitization. Synthesizing emerging research across human-AI interaction, machine-learning lifecycle management, organizational adoption, and adult learning theory, we present a socio-technical evaluation …

Ai As A Creative Collaborator In Music: Exploring Human-Centered Innovation In Large Musical Contexts, Nicholas Caluori, Noah D. Taylor

International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM

AI-driven audio tools are reshaping musical creation, yet the most consequential shift is not automation of artistry but reconfiguration of collaboration, metacognition, and quality control within large ensembles. This paper examines how generative audio models, vocal synthesis platforms, and stem-splitting technologies can function as creative partners in music arranging and composition workflows, particularly in musical contexts where artistic coordination and interpretive judgment remain paramount. We position AI in music creation as analogous to the calculator in mathematics: widely available, efficiency-enhancing, and therefore unavoidable, while still requiring disciplined human oversight to preserve intent, style, and accountability. The paper surveys practical implementation …

Law Or Flaw: A Double – Blind Study Comparing Student Comprehension Of Real And Ai Generated Legal Case Briefs, Grant Shostak, Nick Wintz, Melissa A. Petkovsek

International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM

In recent years, the U.S. legal system has seen an increase of legal filings using fictitious court cases or legal propositions generated by artificial intelligence (AI) (Stokel-Walker, 2026). Rules of professional responsibility require that lawyers review filings in which AI was used to ensure their accuracy (Missouri Bar, Office of Legal Ethics Counsel, 2024, Opinion No. 2024‑11) Despite this mandate, filings with fictitious cases and incorrect statements of law are being filed. Besides posing a threat to the parties to an action, such filings may set an unwarranted precedent for future cases. They also tie up court resources searching for …

Reflexivity As A Metacognitive Skill: A Conceptual Triadic Learning Alliance Framework For Ethical Human-Ai Collaboration In Education, Jennifer Young

International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM

As artificial intelligence (AI) is integrated into education and workforce development, the ability to engage reflexively with technology may represent an emerging metacognitive skill. This paper conceptualizes reflexivity as an intentional, cyclical process of recognizing assumptions, reflecting on human-AI interactions, and responding with ethical discernment. Drawing from counselor education and supervision models that emphasize self-awareness and metacognitive reflection, the paper proposes a conceptual framework for cultivating ethical reflexivity in AI-augmented learning and decision-making environments. Through conceptual analysis and integration of the Triadic Learning Alliance (TLA) model, the framework identifies potential strategies for professionals and students to monitor cognitive biases, critically …

Relationship Between The Use Of A Personalized Learning System And English Language Arts Proficiency In Grades Three Through Five At A New Jersey School, Rolanda Monique Terry

Walden Dissertations and Doctoral Studies

No abstract provided.

How Disability Inclusion Shapes Student Experiences In Egyptian Public Universities, Ramez Maher

Theses and Dissertations

The inclusion of students with disabilities in higher education is a critical aspect of equity, social justice, and human rights, particularly in Egypt, where systemic barriers continue to hinder access to education for this demographic. Despite the enrollment of approximately 19.4 million students in 2018, only 38,135 students with disabilities were admitted, highlighting the significant challenges they face in accessing higher education.   Through a qualitative approach employing reflexive thematic analysis, this study explores the interplay of institutional policies, cultural attitudes, and accessibility challenges that affect the educational experiences of students with disabilities in Egyptian public universities. The analysis of 21 …

Making A Makerspace: The Innervate Lab As A Reimagined Technology Education Space, Raaghav Pandya, Euisuk Sung, Caroline Darin

Publications and Research

With the growing emphasis on creativity, collaboration, and reflective thinking in technology and design education, technology labs are expected to shift from technical priorities to open, collaborative spaces. Designed within an existing technology education facility, the paper explored what it means to “technology lab” that merges the technical with the reflective, the cultural with the material, and the innovative with the contemplative. This paper presents the intellectual and aesthetic journey of creating an innovative makerspace within a technology education context and explains how this work embodies a sustainable model for training future technology educators. Our approach was informed by the …

The Association Between Generative Artificial Intelligence Use And Students' Critical Thinking Performance In Uae Higher Education, Halima Omar

Thesis/ Dissertation Defenses

The rapid integration of Artificial Intelligence (AI) into higher education has reshaped how students engage with learning, raising critical questions about its influence on higher-order cognitive development. This topic is particularly prominent in the United Arab Emirates (UAE), where national priorities emphasize technological dominance and the development of a knowledge-based economy that demands the cultivation of graduates’ critical thinking competencies. Despite widespread AI adoption, empirical evidence linking patterns of AI use to critical thinking performance remains scarce. This dissertation fulfils this gap by examining the relationship between AI use and critical thinking among UAE higher education students, with particular attention …

Data Governance Maturity, Ai Integration, And Equity In Colorado K-12 Public Schools, John R. Curtin

Electronic Theses and Dissertations

Colorado's 179 K-12 public school districts operate as autonomous governance units, each responsible for securing and managing student data assets that span health, financial, residential, and academic records. The accelerating integration of artificial intelligence (AI) and machine learning (ML) tools into administrative workflows, productivity software, and instructional platforms has fundamentally altered the risk landscape for student data, yet governance frameworks at the state, district, and school levels have not kept pace. This dissertation investigates whether Colorado's decentralized educational governance structure is institutionally capable of producing equitable, secure, and sustainable data governance outcomes in the AI era.

Drawing on Institutional Theory …

Educator Perceptions Of Human-Ai Co-Creativity: A Mixed Methods Study, Wendy L. Jensen

Electronic Theses and Dissertations

Educators play a critical role in navigating the intersection of creativity and artificial intelligence in the work of teaching and learning. As frontline implementers of daily instruction and decision-makers around the use of technology tools, teachers determine, in practice, how creativity and artificial intelligence converge in learning environments. Because teachers play this central role, examining their perceptions is critical for fostering the effective use of AI in educational contexts in ways that preserve and advance creative teaching and learning. In this convergent mixed methods study, I investigated educators’ perceptions of human-AI co-creativity, with particular attention to how these perceptions inform …

The Effectiveness Of Canva Based Dance Learning Media In Increasing Learning Interest Of Grade Viii Students, Maharani Prajustine Hakim, Agus Budiman, Saian Badaruddin

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

This study aims to test how learning dance through the digital platform Canva affects the interest of students in learning dance at SMPN 2 in Bekasi City. This study uses a quantitative approach with a pre-experimental method through a one group pretest-posttest design. The research sample includes 39 students from class VIII.G, who were chosen through purposive sampling. Data collection was carried out by distributing a learning interest questionnaire that was given before and after the treatment was applied. The intervention included using Canva based learning media for the "Tari Piring" topic. It made use of interactive presentations, visual worksheets, …