The present retrospective, descriptive, and quasi-experimental study aimed to explore students' perceptions of traditional teaching combined with gamified and nongamified e-tests for postlecture reinforcement. Midterm knowledge retention and academic performance were also analyzed. The study was conducted from February 2021 to May 2022, involving…

There has been great progress towards Reinforcement Learning (RL) approaches that can achieve expert performance across a wide range of domains. However, researchers have not yet applied these models to learn expert models for educationally relevant tasks, such as those taught within tutoring systems and educational games. In this paper we explore…

Feedback is widely recognized as an effective instructional tool. Different feedback types and the efficacy of their role in the classroom have been researched extensively because all forms of feedback are impressionable to students. Research findings have indicated ways that feedback has been implemented into the classroom successfully. In this…

Learning to revise one's writing is a critical part of learning how to write. However, critical feedback and demands to make revisions can make writing aversive for some students, particularly students with poor writing skills. Allowing students to escape further writing tasks contingent on making revisions to written drafts (differential negative…

The prevalence of online education systems provides opportunities to deliver personalized learning at scale. Educational systems need to assess students so that they can provide better curricula tailored to each student's unique needs. Since there is a limited amount of time for quizzing a student, we need to test each student using those…

This brief addresses two evaluation questions: (1) What are the effects of supporting educators to intentionally intensify their practice on their overall implementation of targeted classroom practices (i.e., prompting, engaging, and praising)? and (2) What are the effects of educators intentionally intensifying their classroom practices on the…

Teachers in contemporary elementary classrooms are adopting diverse teaching strategies to encourage learners' motivation and engagement. This study aimed to identify ways of enhancing students' motivation and engagement in religious education classes at elementary levels. The study employed a systematic review design, utilising an online search…

In tutoring systems, a pedagogical policy, which decides the next action for the tutor to take, is important because it determines how well students will learn. An effective pedagogical policy must adapt its actions according to the student's features, such as knowledge, error patterns, and emotions. For adapting difficulty, it is common to…

This autoethnography explored how two third-grade dual language teacher partners (English/Spanish) managed challenges such as lack of leadership support, testing pressures, and English hegemony, to help their students grow personally and academically. Autoethnography was chosen as a method because it enables researchers to write evocatively…

Explicit training is needed to support pre-service teachers in use of preventive behavior management strategies including behavior specific praise. This descriptive demonstration focused on a training process in universal prevention strategies, specifically behavior specific praise, to improve pre-service teachers' use of classroom management…

Successful social inclusion of children with autism in mainstream preschool settings requires ongoing social interactions with neurotypical (NT) peers. To meet the social needs of children with autism in these settings, NT peer training is needed. We evaluated the effects of video modeling, self-management, and reinforcement on social responses of…

This study examined the extent to which college algebra instructors employ pedagogical practices previously found to assist students master difficult STEM content material and address their own previous math deficits. Faculty classroom behaviors were assessed with a modified version of the Generalized Observation and Reflection Platform (GORP).…

The purpose of the current study was to evaluate the effect of implementing differential reinforcement at different times relative to the onset of teaching new skills to learners with autism spectrum disorder. Specifically, we first determined the most efficient differential reinforcement arrangement for each participant. Using the most efficient…

Systematic instruction and video modeling are evidence-based practices for teaching academic skills to students with intellectual disabilities; however, its efficacy has not been established for teaching graphing skills in a small-group setting. Three elementary school students with hearing and intellectual disabilities were taught to describe…

The taped problems (TP) intervention is a math fact fluency intervention designed to produce high rates of active and accurate academic responding. Multiple single-case design studies have examined the use of TP across grades of students, implementation group sizes, intervention settings, target math facts, total intervention time, application of…