Renovation of education requires students to engage in a newer style of learning, or collaborative learning and teachers to implement lesson study of that learning. Such learning, however, creates a situation wherein multiple student groups simultaneously engage in dialogues in a noisy classroom. Thus, we developed a “Learning Recorder” system, which has a 360-degree video camera to record students when set in the center of the group, and sends the voice data to an Automatic Speech Recognition system for immediate transcription. This paper explains how this system has evolved from our practical experiences with AI-powered lesson study and how it helped even a novice teacher look back and learn from the student dialogue. We propose that an information appliance like the Learning Recorder draws teachers’ attention to student learning, solicits multiple interpretations, and brings about collaborative learning among teachers. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

The extent to which individualized and adaptive learning can be supported by recommender systems is increasingly being discussed in the field of adult and continuing education (ACE). Aspects of accessibility and customization of learning platforms play just as much a role as the added value of AI from a pedagogical perspective. This paper addresses the question of how recommender systems can be used to support self-directed learning of adult learners with heterogenous prerequisites and learning needs. Building on the initial situation of the target group as well as assumptions of learning opportunity-use models, an idea of AI and humans acting in partnership is designed and at the same time made to the object of investigation. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Artificial Intelligence in Education (AIED) is a driving force to improve education. Nevertheless, policymakers from the Global South fear that AI will increase the digital divide and reduce the opportunities for students in these regions to thrive. To address this problem, we analyzed the past 30 years of data on four aspects of the digital divide. Then, based on these findings and a series of discussions with stakeholders (e.g., policymakers), we proposed the concept of AIED Unplugged. An approach to creating AI-based educational technologies that do not require changes in current school settings (e.g., infrastructure), do not rely on stable internet access, and do not ask for digital skills to use them. We applied this concept to redesign an education policy in Brazil to help students improve their writing skills. Our results show a reduction in time, cost and complexity to running the policy, and a positive impact on more than 500,000 students in 7,000 schools in the country. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Virtual reality (VR) has been widely used for education and affords embodied learning experiences. Here we describe: Scale Worlds (SW), an immersive virtual environment to allow users to shrink or grow by powers of ten (10x) and experience entities from molecular to astronomical levels: and students' impressions and outcomes from experiencing SW in a CAVE (Figure 1) during experiential summer outreach sessions. Data collected from post-visit surveys of 69 students, and field observations, revealed that VR technologies: enabled interactive learning experiences: encouraged active engagement and discussions among participating students: enhanced the understanding of size and scale: and increased interest in STEM careers.

Gaze following aims to predict where a person is looking in a scene, by predicting the target location, or indicating that the target is located outside the image. Recent works detect the gaze target by training a heatmap regression task with a pixel-wise mean-square error (MSE) loss, while formulating the in/out prediction task as a binary classification task. This training formulation puts a strict, pixel-level constraint in higher resolution on the single annotation available in training, and does not consider annotation variance and the correlation between the two subtasks. To address these issues, we introduce the patch distribution prediction (PDP) method. We replace the in/out prediction branch in previous models with the PDP branch, by predicting a patch-level gaze distribution that also considers the outside cases. Experiments show that our model regularizes the MSE loss by predicting better heatmap distributions on images with larger annotation variances, meanwhile bridging the gap between the target prediction and in/out prediction subtasks, showing a significant improvement in performance on both subtasks on public gaze following datasets.

Background: The language of the science curriculum is complex, even in the early grades. To communicate their scientific observations, children must produce complex syntax, particularly complement clauses (e.g., I think it will float; We noticed that it vibrates). Complex syntax is often challenging for children with developmental language disorder (DLD), and thus their learning and communication of science may be compromised. Aims: We asked whether recast therapy delivered in the context of a science curriculum led to gains in complement clause use and scientific content knowledge. To understand the efficacy of recast therapy, we compared changes in science and language knowledge in children who received treatment for complement clauses embedded in a first-grade science curriculum to two active control conditions (vocabulary + science, phonological awareness + science). Methods & Procedures: This 2-year single-site three-arm parallel randomized controlled trial was conducted in Delaware, USA. Children with DLD, not yet in first grade and with low accuracy on complement clauses, were eligible. Thirty-three 4–7-year-old children participated in the summers of 2018 and 2019 (2020 was cancelled due to COVID-19). We assigned participants to arms using 1:1:1 pseudo-random allocation (avoiding placing siblings together). The intervention consisted of 39 small-group sessions of recast therapy, robust vocabulary instruction or phonological awareness intervention during eight science units over 4 weeks, followed by two science units (1 week) taught without language intervention. Pre-/post-measures were collected 3 weeks before and after camp by unmasked assessors. Outcomes & Results: Primary outcome measures were accuracy on a 20-item probe of complement clause production and performance on ten 10-item unit tests (eight science + language, two science only). Complete data were available for 31 children (10 grammar, 21 active control); two others were lost to follow-up. Both groups made similar gains on science unit tests for science + language content (pre versus post, d = 2.9, p < 0.0001; group, p = 0.24). The grammar group performed significantly better at post-test than the active control group (d = 2.5, p = 0.049) on complement clause probes and marginally better on science-only unit tests (d = 2.5, p = 0.051). Conclusions & Implications: Children with DLD can benefit from language intervention embedded in curricular content and learn both language and science targets taught simultaneously. Tentative findings suggest that treatment for grammar targets may improve academic outcomes. What this paper adds: What is already known on the subject We know that recast therapy focused on morphology is effective but very time consuming. Treatment for complex syntax in young children has preliminary efficacy data available. Prior research provides mixed evidence as to children’s ability to learn language targets in conjunction with other information. What this study adds This study provides additional data supporting the efficacy of intensive complex syntax recast therapy for children ages 4–7 with Developmental Language Disorder. It also provides data that children can learn language targets and science curricular content simultaneously. What are the clinical implications of this work? As SLPs, we have to talk about something to deliver language therapy; we should consider talking about curricular content. Recast therapy focused on syntactic frames is effective with young children. © 2023 Royal College of Speech and Language Therapists.

As a cold war with China heats up, the U.S. and other members of the G7 need new approaches to their science and technology innovation (STI) policies. Dominance on the innovation frontier is no longer possible through traditional techno‐nationalist policies that view nations as ‘competing’ through exclusive STI development. Instead, we must recognise that talent and intellectual property are globally distributed, and thus build global collaborations that draw on the world's greatest talent while providing benefits equitably in a global STI commons. We need to recognise this new reality, not only for the benefits this would confer on humankind, but also to contend with China's growing STI capabilities and, eventually perhaps, integrating China into a system of global collaboration. Additionally, and importantly, national policies must recognise the geographically untethered operations of multinational enterprises that are the developers and/or repositories of STI but have weak ties to any one nation, thus blunting policies that try to contain STI within a country's borders. In this paper, we suggest approaches to advance these goals for global STI based on theories and cases of collective action.

Early mathematics skills relate to later mathematics achievement and educational attainment, which in turn predict career choice, income, health and financial decision-making. Critically, large differences exist among children in early mathematics performance, with parental mathematics engagement being a key predictor. However, most prior work has examined mothers' mathematics engagement with their preschool- and school-aged children. In this Registered Report, we tested concurrent associations between mothers' and fathers' engagement in mathematics activities with their 2- to 3-year-old toddlers and children's mathematics performance. Mothers and fathers did not differ in their engagement in mathematics activities, and both parents' mathematics engagement related to toddlers' mathematics skills. Fathers' mathematics engagement was associated with toddlers' number and mathematics language skills, but not their spatial skills. Mothers' mathematics engagement was only associated with toddlers' mathematics language skills. Critically, associations may be domain-specific, as parents' literacy engagement did not relate to measures of mathematics performance above their mathematics engagement. Mothers' and fathers' mathematics activities uniquely relate to toddlers' developing mathematics skills, and future work on the nuances of these associations is needed.

Background This study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting. Aims The aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety. Sample The study comprised 45 undergraduate engineering majors in the United States. Methods Survey data concerning students' expectancy for success and saliva samples were taken before, during and after the practice midterm examination prior to their actual in-class examination. Results Students' expectancy for success declined during the examination while cortisol levels declined from the beginning to middle of the examination and began to increase again as a function of time. Although students' initial levels of expectancy for success and cortisol were not correlated, there was a negative relation between change in cortisol and change in expectancy for success. Conclusions Our study demonstrates a relation between salivary cortisol, a physiological component of test anxiety and students' expectancy for success in an authentic testing context. Most students saw a decrease in cortisol during the examination, suggesting anticipatory anxiety prior to the test and a return to homeostasis as the examination progressed. Some students, however, did not see a declination in cortisol, suggesting they may not have recovered from pre-examination anxiety. The negative relation between change in cortisol and expectancy for success suggests that students who had the greatest decrease in expectancy for success saw the smallest recovery in cortisol.

Games are frequently used to promote math learning, yet the competitive and collaborative contexts introduced by games may exacerbate gender differences. In this study, 1st and 2nd grade children in the U.S. (ages 5-8; N = 274; 70% White, 15% Asian, 2% Black, 1% Native American, 14% mixed or other race; 17% Hispanic) played either a competitive, collaborative, or solo game to learn about a challenging novel math concept: proportion. Overall, both social contexts boosted perseverance and task attitudes. However, analyses revealed the competitive condition yielded gender differences in attention to proportion in the presence of competing cues, with older boys underperforming in the competition condition. Potential explanations for these findings, as well as implications for classroom math learning, are discussed.