The impact of Augmented Reality (AR)-based science learning on cognitive development has been established, but the effect of AR on the improvement of students' academic performance remains inconclusive. Additionally, while epistemic beliefs as a significant determinant on student learning outcomes is well-documented, there is little research in…

This study explored the development trajectory of shared epistemic agency in online collaborative learning through epistemic network analysis and lag sequential analysis. It was carried out in a postgraduate course with 14 in-service teachers. Drawing on the online discussion data from six sessions and the participants' academic scores, this study…

This paper describes the findings of an exploratory cycle of a design-based research project and examines the learning effectiveness of collaborative activities that are supported by the GroupScribbles (GS) software technology in two Singapore primary science classrooms. The students had ten weeks of GS-based lessons in science, which were…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…